Curriculum Change in Turkey: Some Critical Reflections

Abstract

The revision of the primary school curriculum is one of the most significant changes the Justice and Development Party (AKP), has introduced in recent years within the Turkish education system. The need for change within the curriculum that is in line with contemporary national and international developments was highlighted in the party program before the AKP came to power in 2002 (AKP 2002, AKP 2001). The curriculum review process was initiated as early as 2004, during which the educational programs for five subjects were revised and new curricular documents were developed. The 2004 curriculum introduced substantial changes in the curriculum content, pedagogical approach, and assessment system (MoNE 2005). The content load was reduced, and a thematic approach was considered in the organization of content. It adopted a “competence-based” approach as opposed to the traditional knowledge-based (or subject-based) curriculum approach, and emphasized the development of select competencies and skills. In terms of pedagogical approach, it adopted student-centered pedagogy and encouraged student participation, classroom activities, the use of learning aids, hands-on learning, and cooperative learning. Student assessment was also revised in an attempt to move beyond testing.