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Compulsory and Discontinuous Education as a New Model: 4+4+4 Is It Chaotic?

  • Kenan İli
Conference paper
Part of the Springer Proceedings in Complexity book series (SPCOM)

Abstract

Being an appliance of the education system, schools have a feature that causes change in the system but at the same time they are being affected as well. This process can be painful in school which is the center of this change and further innovations. In our country, which was implemented into a new education system 4+4+4 do you think it was a painful process? In addition, do you think teachers or school administrators experienced some sort of info-pollution during this transition. What do they know about 4+4+4? Do you think teachers and administrators were informed enough? Based on the data obtained, does it reveal the opposite? What kind of changes that new education system brought? In the light of new regulations schooling age dropped down to 6, primary school regulated in 4 years so did secondary school and high school. This educational process meant that compulsory education would be 12 years due to the lack of given diploma to student during the 4 year breaks among the schools. As a result Turkey’s 8-year compulsory education has been risen behind in terms of training time in comparison with other countries.

Keywords

Education System School Administrator Compulsory Education Physical Infrastructure Primary School Teacher 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Faculty of Education, Educational Sciences DepartmentHacettepe UniversityAnkaraTurkey

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