Master of Arts in Educational Administration and Supervision with thesis
Master	TR-NQF-HE: Level 7	QF-EHEA: Second Cycle	EQF-LLL: Level 7

General course introduction information

Course Code:

EGT-573

Course Name:

National Education Policies

Course Semester:

Spring
Fall

Course Credits:

Theoretical	Practical	Credit	ECTS
3	0	3	8

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Department Elective

Course Level:

Master

TR-NQF-HE:7. Master`s Degree

QF-EHEA:Second Cycle

EQF-LLL:7. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Prof. Dr. AYTAÇ GÖĞÜŞ

Course Lecturer(s):

Course Assistants:

Course Objective and Content

Course Objectives:

Understanding different policy approaches in education, actors influencing the policy making process and the national and universal contexts that shape these policies, providing students with a general understanding of public policies and policy analysis, developing the ability to write reports on public policies in students, and methods used to make policy analysis to students. to gain procedures.

Course Content:

In this course, the historical background and development process of policy studies for public policy process and policy analysis in education in particular are examined. Theories, concepts, terms and methodologies related to policy analysis and procedures used in policy analysis are given by examining current policy practices in education.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Defines policy analysis.
2 - Skills
Cognitive - Practical
1) Analyzes how policy alternatives are determined.
2) Evaluates how policy actions are shaped and presented.
3 - Competences
Communication and Social Competence
Learning Competence
1) Understands the structuring of public policy problems in education.
2) Knows how policy implementation and policy results are monitored.
3) Understands how policy performance is evaluated.
4) It is aware of current education policy issues and problems.
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)	Development of policy analysis as an applied social science	Dunn, W. N. (1981). Public Policy Analysis, Englewood Cliffs: Prentice-Hall.
2)	Scope of policy analysis	Dunn, W. N. (1981). Public Policy Analysis, Englewood Cliffs: Prentice-Hall.
3)	Types of policy discussions	Dunn, W. N. (1981). Public Policy Analysis, Englewood Cliffs: Prentice-Hall.
4)	Structuring public policy problems in education	Dunn, W. N. (1981). Public Policy Analysis, Englewood Cliffs: Prentice-Hall.
5)	Determination of policy alternatives	Dunn, W. N. (1981). Public Policy Analysis, Englewood Cliffs: Prentice-Hall.
6)	Formatting and presenting policy actions	Dunn, W. N. (1981). Public Policy Analysis, Englewood Cliffs: Prentice-Hall.
7)	Midterm
8)	Midterm
9)	Policy implementation and monitoring of policy results	Dunn, W. N. (1981). Public Policy Analysis, Englewood Cliffs: Prentice-Hall.
10)	Evaluation of policy performance	Dunn, W. N. (1981). Public Policy Analysis, Englewood Cliffs: Prentice-Hall.
11)	Preparing articles and articles on policy	Dunn, W. N. (1981). Public Policy Analysis, Englewood Cliffs: Prentice-Hall.
12)	Current educational policy issues and issues - National policies	Dunn, W. N. (1981). Public Policy Analysis, Englewood Cliffs: Prentice-Hall.
13)	Examining educational policies	Dunn, W. N. (1981). Public Policy Analysis, Englewood Cliffs: Prentice-Hall.
14)	Education policy from a global perspective	Dunn, W. N. (1981). Public Policy Analysis, Englewood Cliffs: Prentice-Hall.
15)	Final exam

Sources

Course Notes / Textbooks:

1. Dunn, W. N. (1981). Public Policy Analysis, Englewood Cliffs: Prentice-Hall. 2. World Bank (1995). Priorities and Strategies for Education: A World Bank Review. Washington, D. C.: World Bank. (selected chapters). 3. Apple, Michael (1996). Cultural Politics and Education. New York: Teachers' College Press. 7. Klees, Steven J. (1986). "Planning and Policy Analysis in Education: What Can Economics

References:

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	5	6	7	3	4
Program Outcomes
1) To deepen the general knowledge of educational science within the framework of basic theories and practices in the field of EMS, to evaluate the relationships between theory and practices related to education management and supervision.
2) To be able to carry out interdisciplinary studies by understanding the relations between EMS and psychology, sociology, philosophy, general management, economics, politics and other related disciplines and making use of the knowledge and skills that are assimilated in the field.
3) To be able to apply the knowledge gained about EMS in the development and effective management of educational organizations at different levels.
4) To be able to identify problems related to the management and control of the education system by using the knowledge in the field of EMS, to develop new perspectives with the information obtained from related disciplines
5) To be able to conduct research using different and appropriate research methods (qualitative, quantitative, mixed) by evaluating the problems related to EMS with a scientific approach and to offer solutions to the problems of the education system within this framework.
6) To gain the ability to use statistical software required to conduct a scientific research in the field of EYD, to use the information and communication technologies required by the information and data sharing process
7) To be able to apply the model to the whole system in line with the results of the solution models by developing solution models based on the theories and approaches regarding the problems related to EMS.
8) To be able to transfer current developments and scientific studies in the field of education management and supervision to persons, institutions and organizations outside and outside the field in written, verbally and visually systematically.
9) To be able to manage the dynamics of social relations in order to mobilize people and apply the leadership skills required by their social and educational environments.
10) By interpreting the strategies, policies and plans regarding the education system in terms of theories and principles regarding education management and control; To evaluate the results obtained within the framework of national and international quality indicators.
11) Achieving the leadership skills to mobilize human resources in line with organizational goals and bring them to the vision of educational institutions in educational organizations.
12) To be able to develop new perspectives at the national level by analyzing the reflections of international educational policies on national educational policies.
13) To be able to apply the strategies and processes regarding change management in schools by analyzing the nature of internal and external forces that create change in schools within the framework of school-environment relations.

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	To deepen the general knowledge of educational science within the framework of basic theories and practices in the field of EMS, to evaluate the relationships between theory and practices related to education management and supervision.	3
2)	To be able to carry out interdisciplinary studies by understanding the relations between EMS and psychology, sociology, philosophy, general management, economics, politics and other related disciplines and making use of the knowledge and skills that are assimilated in the field.
3)	To be able to apply the knowledge gained about EMS in the development and effective management of educational organizations at different levels.
4)	To be able to identify problems related to the management and control of the education system by using the knowledge in the field of EMS, to develop new perspectives with the information obtained from related disciplines	4
5)	To be able to conduct research using different and appropriate research methods (qualitative, quantitative, mixed) by evaluating the problems related to EMS with a scientific approach and to offer solutions to the problems of the education system within this framework.
6)	To gain the ability to use statistical software required to conduct a scientific research in the field of EYD, to use the information and communication technologies required by the information and data sharing process
7)	To be able to apply the model to the whole system in line with the results of the solution models by developing solution models based on the theories and approaches regarding the problems related to EMS.
8)	To be able to transfer current developments and scientific studies in the field of education management and supervision to persons, institutions and organizations outside and outside the field in written, verbally and visually systematically.
9)	To be able to manage the dynamics of social relations in order to mobilize people and apply the leadership skills required by their social and educational environments.
10)	By interpreting the strategies, policies and plans regarding the education system in terms of theories and principles regarding education management and control; To evaluate the results obtained within the framework of national and international quality indicators.
11)	Achieving the leadership skills to mobilize human resources in line with organizational goals and bring them to the vision of educational institutions in educational organizations.
12)	To be able to develop new perspectives at the national level by analyzing the reflections of international educational policies on national educational policies.	5
13)	To be able to apply the strategies and processes regarding change management in schools by analyzing the nature of internal and external forces that create change in schools within the framework of school-environment relations.

Learning Activity and Teaching Methods

Expression
Seminar

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Presentation

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Project	1	% 30
Midterms	1	% 30
Final	1	% 40
total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	16	3	48
Study Hours Out of Class	16	5	80
Presentations / Seminar	15	4	60
Midterms	1	19	19
Final	1	18	18
Total Workload			225