A teacher may seem to be teaching alone in a classroom, but they are in fact part of a much larger structure. There is a system that determines for what purpose, by which rules and according to which principles that classroom operates. In this lesson we examine the concept of a system, the distinction between subsystems and suprasystems, the legal foundations (legislation) of the Turkish education system, and the general aims and basic principles set out in the Basic Law of National Education No. 1739.

Period note: The legal arrangements in this episode reflect the situation in 2008, when the source was published. For later changes, the current texts of the Ministry of National Education and the Official Gazette should be consulted.

What will you learn in this episode?

  • Explain the concept of a system and its five basic elements
  • Distinguish between natural and artificial systems
  • Explain the concepts of subsystem and suprasystem with examples from education
  • Explain how the concepts of organization and management relate to the education system
  • List the legal foundations of the Turkish education system and define the concepts of constitution, law, regulation and circular
  • Explain the general aims and the fourteen basic principles of Turkish National Education

Summary of this episode

Why is education treated as a system?

One of the most fundamental characteristics of human beings is that they are social beings. Every individual in society has to learn the behaviors needed to sustain life, fulfill social duties and find a place in society. To do so, they turn to other members who know these behaviors. In this way, a web of "educational relationships" forms among the members of society. Over time, this web of relationships leads to the institutionalization of education. The source notes that one of the best concepts for explaining institutionalization is the system.

What is a system?

In everyday language, the word system is used in senses such as order, way, method, model or type; in Turkish the word "dizge" can also be used in its place. In educational science, a system is a whole made up of interdependent and mutually interacting sub-parts, which at the same time functions as part of a larger system. What matters here is that each part has its own way of working, yet the effectiveness of each depends on the others.

Systems fall into two groups. Natural systemsare systems that exist spontaneously in nature and have not been shaped by human hands; the solar system or a river system are examples. Artificial (human-made) systems are shaped by human hands to fulfill particular functions; cars, schools and hospitals are examples. Some sources also distinguish between open and closed systems. According to the source, systems that include human beings are never closed; only the speed and intensity of their exchange with the environment varies. Closedness can only be spoken of in the case of mechanical systems.

However it is defined, every system takes inputs from its environment, processes them according to predetermined principles and methods, and returns them to its environment as outputs. To understand whether its outputs are useful and where they fall short, it also needs feedback. For this reason, a system consists of five basic elements:

  • Inputs
  • Transformation processes
  • Outputs
  • Feedback
  • The surrounding environment

The source also stresses that, in this sense, the most perfect system is the human being.

Subsystem and suprasystem

The parts that make up a system are called subsystems, and the larger system to which every system belongs is called the suprasystem . Every system except the smallest has subsystems, and every system except the largest has suprasystems. For example, a school's suprasystem consists of the provincial, district and central organizations, while its subsystems are the units, departments and classes within school management. The education system is itself a subsystem of the state system: the state's economic, political and social goals influence and change the education system, and the outputs of the education system in turn affect all the institutions of the state.

Organization and management

The education system is made up of individual organizations, from the lowest level to the highest. Human beings have certain biological and psychological limitations, and they usually overcome these not alone but by cooperating with others. An organizationis a social structure in which people who join forces for a common goal process the inputs they receive from the environment and produce outputs that serve their goals. A large part of human life is spent in family, work and educational organizations. Coordinating actions towards the common goal is the task of management; organization and management are two concepts that exist together. Schools are the places where the aims of the Turkish education system are realised, and the legal foundations serve as a guide for management.

Legal foundations of the Turkish education system (legislation)

The whole body of legal foundations that regulate the education system is called education legislation . The source lists these foundations as follows: the Constitution of the Republic of Türkiye; the laws, decrees having the force of law, statutes, regulations and circulars that govern education and training; government programs; development plans; the National Education Councils (Milli Eğitim Şûraları) and the National Programme. Alongside the arrangements made by the Grand National Assembly of Türkiye, the Council of Ministers and the Ministry of National Education, these arrangements also take into account international documents such as the Universal Declaration of Human Rights, the Convention on the Rights of the Child and UNESCO decisions.

  • Constitution: It contains the most abstract and general rules governing the structure of the state, the form of government, the organs of the state and fundamental rights and freedoms; it is the legal text with the highest binding force. According to the source, the Constitution contains seven articles directly related to education, including equality before the law (Article 10), freedom of religion and conscience (Article 24), the right and duty of education and training (Article 42), Turkish citizens working abroad (Article 62) and the articles on higher education (130–132). Article 42 states that primary education is compulsory for all citizens, girls and boys alike, and free of charge in state schools; that the state will support successful students lacking financial means through scholarships and other means; and that it will take measures for those in need of special education.
  • Law: Written, binding rules that come after the constitution in the hierarchy; they are enacted by the legislature, duly promulgated, and are general, continuous and abstract in nature. The Law on the Unification of Education (Tevhid-i Tedrisat), the Primary Education and Education Law and the Basic Law of National Education are examples of such laws.
  • Regulation: Written rules issued by ministries and public legal entities to ensure the implementation of the laws within their area of responsibility, on condition that they do not contradict those laws.
  • Circular: Orders and announcements that concern the whole or the great majority of an organization. At the time the source was published, legal arrangements related to education were published in the Ministry's "Tebliğler Dergisi" (Journal of Communiqués).

General aims of Turkish National Education

According to the Basic Law of National Education No. 1739, the general aim of Turkish National Education is to raise all members of the Turkish nation in three directions: as citizens who are committed to Atatürk's principles and reforms, embrace the values of their nation, and know their duties and responsibilities towards a democratic, secular and social state governed by the rule of law; as persons who are balanced physically, mentally, morally, spiritually and emotionally, able to think freely and scientifically, respectful of human rights, constructive, creative and productive; and as individuals prepared for life in line with their interests, aptitudes and abilities and equipped with a profession that will make them happy. In this way, the aim is both to increase the welfare of the individual and society and to make the Turkish nation a constructive, creative and distinguished partner in contemporary civilization. The specific aims of schools at every level are also set in line with these general aims.

Fourteen basic principles

The same law lists the basic principles of Turkish National Education as follows:

  1. Universality and equality: Educational institutions are open to everyone regardless of language, race, sex or religion.
  2. Needs of the individual and society: Educational services are organised according to the wishes and abilities of individuals and the needs of society.
  3. Guidance: Individuals are guided towards various programs or schools according to their interests, aptitudes and abilities; guidance services and objective measurement and evaluation are used for this purpose.
  4. Right to education: Receiving basic education is the right of every citizen.
  5. Equality of opportunity and means: Equal opportunity in education is provided to everyone, women and men alike; successful students without financial means receive support such as free boarding, scholarships and loans.
  6. Continuity: It is essential that individuals' general and vocational education continues throughout life.
  7. Atatürk's reforms and principles and Atatürk nationalism: Programs and educational activities are built on this foundation; great importance is given to teaching Turkish carefully.
  8. Education for democracy: Students are given an awareness of democracy and a sense of responsibility; daily political debates and indoctrination have no place in educational institutions.
  9. Secularism: Secularism is fundamental to Turkish National Education.
  10. Scientific approach: Programs, methods and materials are continually developed in line with scientific and technological progress.
  11. Planning: The development of education is planned in line with economic, social and cultural development goals.
  12. Coeducation: It is essential that girls and boys are educated together in schools.
  13. Cooperation between school and family: For this purpose, school-parent associations are established in schools.
  14. Education everywhere: The aims of education are pursued not only at school but at home, in the community, at the workplace, everywhere and at every opportunity.

In short

Education is a system with its inputs, transformation processes, outputs, feedback and environment, and it operates as a subsystem of the state system. The functioning of the Turkish education system is governed by a body of legal arrangements (legislation) ranging from the constitution to circulars. The Basic Law of National Education No. 1739 sets out the general aims and fourteen basic principles of the system and thus provides a framework for all educational activities.

Key concepts

  • System: A whole made up of interconnected and mutually interacting parts, which is at the same time part of a larger system.
  • Subsystem: Each of the parts that make up a system.
  • Suprasystem: The larger system to which a system belongs.
  • Feedback: Information showing whether the outputs of a system are useful.
  • Organization: A social structure formed by people who join forces for a common goal.
  • Legislation: The whole body of legal foundations that regulate the education system.
  • Constitution: The legal text with the highest binding force, regulating the structure of the state and fundamental rights and freedoms.
  • Law: Written, binding rules of a general, continuous and abstract nature enacted by the legislature.
  • Regulation: Written rules issued by the administration to implement laws, which cannot contradict the law.
  • Circular: Orders and announcements concerning an organization as a whole.
  • Guidance: The principle of directing individuals to suitable programs or schools according to their interests and abilities.

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Sources used:
Bayrak, C. (2008). Türk eğitim sisteminin yapısı ve işleyişi [The structure and functioning of the Turkish education system]. In M. Gültekin (Ed.), Eğitim Bilimine Giriş [Introduction to Educational Science] (Unit 9). Eskişehir: Anadolu Üniversitesi Yayınları.

📚 Academic Use Note: This content is a supporting learning resource prepared with reference to a published course source; it does not replace textbooks, lecture notes or your instructor's teaching. Exams and assessments are based on your course's official curriculum and the sources recommended by your instructor. Simplifications and interpretations in the narration serve instructional purposes; TT Institute Academy cannot be held responsible for any consequences arising from possible errors, omissions or outdated information. Information on laws and institutions is presented as it stood when the source was published; for current texts, please refer to official sources.

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