Abstract:

The purpose of this study is to evaluate 4+4+4 education system in the context of opposite curriculum and with respect to its different dimensions. These dimensions are the remote objective, philosophical and social bases of the curriculum and educational levels. The data of the study which is a qualitative one, have been obtained from the official documents and media sources related with the study. The results attained through the analyses of the data are: when the basic references of the Turkish educational system, which lacks a written educational philosophy, are taken as the constitution, the related legislations and decisions of the educational council, 4+4+4 education system can’t be described as an opposite curriculum in terms of its philosophical basis dimension. The 4+4+4 education system can be regarded as the reform of the existing system rather than anopposite curriculum in terms of its remote objective when its remote objective is regarded as “reaching the level of contemporary civilization”. However, 4+4+4 education system can be regarded as the opposite curriculum of the preceding curricula in terms of epistemological bases on which the curricula it includes are based on. 4+4+4 education system can be said to have completed the social basis of the curricula with its flexible educational approach supported by elective courses. Finally, 4+4+4 education system can be seen as a step towards reducing the alleged troubles concerning the developmental features of children caused by eight-year non-stop primary education, facilitating the vocational education and ensuring the equal opportunity in education except that possible problems during changeover process. Keywords: 4+4+4 education system, 4+4+4 education model, opposite curriculum, education reform, 12 years intermittent education, basic education

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