Interview with Mr. Batuhan Aydagül (Education Reform Initiative): “Utilisation of Scientific Knowledge in Turkey” – Evaluation Series — III

MESOP : CLICK BOTTOM LINK FÜR TURKISHH VERSION

“ERI is an initiative that aims to improve the design and outcomes of educational policies in Turkey in accordance with the principle of ‘quality education for all’.”

“The AK Party’s ambient search for legitimacy — due to widespread doubt about them — resulted in a desire to reach out to civil society organizations and to initiate a dialogue with them substantially more than the previous parties in power did before.”

“Thanks to the work we have done during that period, ERI gained the confidence of bureaucracy. Within the AK Party community — it is evidently not possible to talk to all political parties — and especially at the ministerial level, the notion that ERI is “data-driven and objective rather than ideological” has been cultivated.”

“[Utilization of] data, especially during the period from 2005 to 2011 increased — but perhaps slightly declined during 2008-2009. During 2005-2011, I witnessed that the Ministry of National Education’s desire and capacity to data-driven policy-making has increased. At one point, we personally sat down with the General Director of Primary Education and discussed data. This was an important touchstone for me in terms of policy-making culture and public administration in Turkey.”

“Sooner or later, we are asked what our impact is. We need to acknowledge that this is not a “zero-sum game”; it does not have an absolute answer such as zero or one. First of all, the Ministry of National Education is not a monolithic institution. Second, what you consider impact may not only be a change in legislation or regulation. It is indeed an impact if you can influence policymakers’ behaviour or attitudes, and/or create an awareness for the need to change and improve their way of thinking about public policies.”

“We are not sitting at opposite sides of the table; we indeed are on the same side. What is that side? To ERI, education means quality education for all or the educational interests of children. We can extend the list, but at this point, it is important to respect the will and capacity of our bureaucracy, to understand their circumstances and context, to empathize with them, and to continue to work with them as much as possible without taking sides.”

“From the perspective of ERI, we are taking snapshots of education in Turkey based on evidence. We then provide an analysis of Turkey’s policy needs. Instead of discussing evidence, when you start discussing ideologies — which is obviously legitimate and probably also critical — the risk of moving away from rationality that we ultimately seek in education is higher. Nevertheless, it does not mean that one is better than the other.”

“We should not look for a black and white picture, or should not even attempt to create one. Because it is quite normal that there are grey areas whereby politics and policy are intertwined. It is understandable in terms of their political agenda that the AK Party legislated 4+4+4. ERI’s objection was directed first towards the process of legislation (i.e., governance), and second towards its impact on education.”

“I think the 2011 general elections was the breaking point. Here I’m probably not alone, because many of us have at least observed the change in discourse in various AK Party policies especially social policies that are easily tainted by cultural ideology.”

“Given acute polarization in our society where political fights are commonplace, it is very crucial for our democracy that citizens obtain objective data about what is happening in our education. This is true for other sectors such as health, energy and environment, but for us especially in education. Yes, citizens must obtain information, and more preferably citizens must create their own opinions based on objective data.”

“It is crucial to bring diverse stakeholders around the same table to discuss what to teach and how to teach children in Turkey and to reach consensus on minimum expectations and interests, which should not be intervened by the ruling power.” “Existing expertise and capacity at the Ministry of National Education should be as high as those of the Central Bank, Treasury and the Ministry of Development in Turkey. It is of utmost importance to deploy policymakers at all levels in Turkey who have the capacity to think analytically, to conceive the problems holistically within their own systems, to analyse the consequences and implications of actions, and utilize this knowledge.””The foible of public administration and public policymaking in Turkey is monitoring and evaluation (M&E). It is treated as if M&E does not exist. Thus, what we end up doing becomes either completely wrong or right.” Continue: http://researchturkey.org/interview-with-mr-batuhan-aydagul-education-reform-initiative/