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Kamu politikası analizi, kamu politikası çalışmalarının ilgilendiği temel konulardan biridir. Toplumun ve siyasetin giderek karmaşıklaşması, karşılaşılan sorunların daha karmaşık hale gelmesine neden olmaktadır. Bunun sonucunda, sorunların çözümüne yönelik karar verme süreçlerinin daha güçlü şekilde desteklenmesi gerekmektedir. Kamu politikası analizi, kamu politikalarına karar verme aşamasında başvurulan önemli bir yöntemdir. Anketler, istatistikler, veri setleri, diğer sayısal gereçler ve düzenleyici etki analizi gibi teknikler politika analizinin zanaat boyutunu meydana getirirken içe bakış, sezgisel unsurlar, öngörü ve çeşitli informal süreçler ise sanat boyutunu meydana getirir. Bu karmaşık olgu, hem üstlendiği işlevler, hem de karar vericilere sağladığı çok yönlü içebakışla daha sağlıklı karar vermeye yardımcı olmaktadır. ; Public policy analysis is one of the basic areas of interest of public policy studies. The increasingly complicated structure of society and politics leads to the complexity of problems encountered. As a result, decision-making processes aiming at the solution of problems have to be supported more robustly. Public policy analysis is an essential method used in decision-making stage of public policy processes. Surveys, statistics, datasets, other numerical instruments and techniques such as regulatory impact analysis create the craft aspect of policy analysis whereas insight, intuitive elements, foresight and various informal processes represent its art aspect. This complicated phenomenon helps more robust decision-making with the functions it offers and the multidimensional insight it provides to decision-makers.

This study methodologically examines the public policy analysis studies published in various prestigious journals (SSCI-indexed). In this context, in the study, 143 articles published in the mentioned journals between 2000-2019 were subjected to content analysis. The articles were coded and grouped into six main areas such as public administration policies, health policies, environmental policies, economic policies, education policies and information and communication policies. Together with the analysis, it was investigated which methods and data collection techniques were used to analyze the public policy analysis stud-ies in these six areas.

The outcomes of public policy in education management process focusing are the concrete changes that occur after the implementation of the decisions taken regarding public policies and the services produced. The results of public policy and the outcomes of educational management process focusing are different from each other. When public policy consequences are mentioned, they mean the consequences that arise from the fact that the public administration chooses to implement or not, and that are intended or not intended for society. Policy demands in educational management process focusing are the demands or requests of other civil or official persons or groups within the political system and in public administration, decision makers who create public policy, when a problem or need arises in society. Individuals, groups and other non-governmental organizations that make up society in democratic countries exert influence on decision-makers in terms of public policy. Education management are decisions made by public officials related to the formulation and implementation of public policy, especially in process focusing, to direct public policy activities and regulate their content. These may be wide-ranging decisions that concern the whole of the country, or they may also be narrower-ranging decisions that concern a certain segment of society. Analysts and policy makers use different models for public policy in education management process focusing. Some researchers state that the use of models often simplifies policy making, suggesting that models are simplified representations of the real world and are used to organize and interpret situations and help predict and explain the consequences of specific options. Some other researchers state that policy models should be considered as indispensable elements in conceptualizing, understanding and clearly establishing the framework of elements related to public policy. Key Words: Education Management, Public Policy, Public Policy Models

Yüzyıllar boyunca aynı toprakları paylaşan Türk ve Ermeni halklarının ilişkisi Osmanlı Devleti'nin yıkılma sürecine girmesiyle beraber çıkmaza girmiştir. Batılı devletlerin kışkırtmaları ile başlayan Ermeni ayaklanmaları ve terör faaliyetlerinin sonucunda Osmanlı Devleti tehcir kanununu çıkarmıştır. Tehcirle beraber Ermeniler göç ettirilmiştir. Osmanlı Devleti'nin dağılma sürecinde fırsat bekleyen batılı devletlerin iç işlere müdahalesi ile beraber Ermeni meselesi uluslararası boyuta taşınmıştır. Uluslararası boyutta olan Ermeni Meselesi Türkiye Cumhuriyeti'nin de sık sık karşısına çıkartılmakla kalmamış 1970-1990 yılları arasında ortaya çıkan terör faaliyetleri ile bir yara haline gelmiştir. Propaganda ve algı yönetimi ile bugün birçok Avrupa ülkesinde Ermeni tehciri soykırım olarak kabul edilmekte ve her fırsatta Türkiye aleyhine çalışmalar yapılmaktadır. Diplomatik ilişkiler ile Türk-Ermeni ilişkileri zamanla düzelme yoluna girmiştir ancak tam sonuç alınamamıştır. Günümüzde hiçbir sorun gizli kalmaktadır ve devletler arası ilişkilerde yalnızca diplomasi kullanılmaktadır. Küreselleşme ile beraber devletler hem kendi halkıyla hem de diğer ülkelerin halkı ile yakın ilişkiler yürütmektedir. Tüm bu ilişkiler kamu diplomasisi ve araçları ile gerçekleşmektedir. Özellikle 2001 yılından sonra tekrar gündeme gelen kamu diplomasisi kandırma ve yalandan arınmış bir yöntem olması ile ülke menfaatlerine hizmet sağlayan önemli bir araçtır. Ermeni Meselesi de iki ülkenin halklarını yakından ilgilendiren bir meseledir. Bu çalışmada devletten halka ya da halktan halka yürütülecek kamu diplomasisi faaliyetlerinin meselenin çözümüne sağlayacağı katkılar araştırılmıştır. --- The process of the fall of the Ottomans has led the relationship of the Turkish and Armenian people who shared the same lands for centuries into a dead end. Because of the Armenian uprisings and terrorist activities that had started with the provocations of the Western states, the Ottoman State enacted the deportation law. Armenians were asked to emigrate along with the law. In the disintegration process of the Ottoman Empire, with the hope turning the crisis into an opportunity, Western states intervened in the internal affairs of Ottoman Empire and the Armenian question reached to an international dimension. On an international level, Armenian Issue not only haunted Turkish Republic later, but also it grew into a wound after the terrorist activities between 1970 and 1990. With propaganda and perception management, today in many European countries Armenian Issue is called as genocide and those countries work against Turkey at every turn. Through diplomatic relations, Turkish-Armenian relations have begun to improve over time, but the results have not yet been fully achieved. Today, no problem remains confidential and only diplomacy is used in inter-state relations. Thanks to globalization, the states have close relations with their own people as well as the people of other countries. All these relations occur through public diplomacy and its tools. By being a method free from lie and deception, public diplomacy, which has come to the agenda again after 2001, is an important tool that provides service to the interests of the country. The Armenian Issue is a matter that closely concern the people of the two countries. This study aims at investigating the contribution of public diplomacy activities which will be carried from the state to public or vise versa to the solution of the issue.

Yüzyıllar boyunca aynı toprakları paylaşan Türk ve Ermeni halklarının ilişkisi Osmanlı Devleti'nin yıkılma sürecine girmesiyle beraber çıkmaza girmiştir. Batılı devletlerin kışkırtmaları ile başlayan Ermeni ayaklanmaları ve terör faaliyetlerinin sonucunda Osmanlı Devleti tehcir kanununu çıkarmıştır. Tehcirle beraber Ermeniler göç ettirilmiştir. Osmanlı Devleti'nin dağılma sürecinde fırsat bekleyen batılı devletlerin iç işlere müdahalesi ile beraber Ermeni meselesi uluslararası boyuta taşınmıştır. Uluslararası boyutta olan Ermeni Meselesi Türkiye Cumhuriyeti'nin de sık sık karşısına çıkartılmakla kalmamış 1970-1990 yılları arasında ortaya çıkan terör faaliyetleri ile bir yara haline gelmiştir. Propaganda ve algı yönetimi ile bugün birçok Avrupa ülkesinde Ermeni tehciri soykırım olarak kabul edilmekte ve her fırsatta Türkiye aleyhine çalışmalar yapılmaktadır. Diplomatik ilişkiler ile Türk-Ermeni ilişkileri zamanla düzelme yoluna girmiştir ancak tam sonuç alınamamıştır. Günümüzde hiçbir sorun gizli kalmaktadır ve devletler arası ilişkilerde yalnızca diplomasi kullanılmaktadır. Küreselleşme ile beraber devletler hem kendi halkıyla hem de diğer ülkelerin halkı ile yakın ilişkiler yürütmektedir. Tüm bu ilişkiler kamu diplomasisi ve araçları ile gerçekleşmektedir. Özellikle 2001 yılından sonra tekrar gündeme gelen kamu diplomasisi kandırma ve yalandan arınmış bir yöntem olması ile ülke menfaatlerine hizmet sağlayan önemli bir araçtır. Ermeni Meselesi de iki ülkenin halklarını yakından ilgilendiren bir meseledir. Bu çalışmada devletten halka ya da halktan halka yürütülecek kamu diplomasisi faaliyetlerinin meselenin çözümüne sağlayacağı katkılar araştırılmıştır. --- The process of the fall of the Ottomans has led the relationship of the Turkish and Armenian people who shared the same lands for centuries into a dead end. Because of the Armenian uprisings and terrorist activities that had started with the provocations of the Western states, the Ottoman State enacted the deportation law. Armenians were asked to emigrate along with the law. In the disintegration process of the Ottoman Empire, with the hope turning the crisis into an opportunity, Western states intervened in the internal affairs of Ottoman Empire and the Armenian question reached to an international dimension. On an international level, Armenian Issue not only haunted Turkish Republic later, but also it grew into a wound after the terrorist activities between 1970 and 1990. With propaganda and perception management, today in many European countries Armenian Issue is called as genocide and those countries work against Turkey at every turn. Through diplomatic relations, Turkish-Armenian relations have begun to improve over time, but the results have not yet been fully achieved. Today, no problem remains confidential and only diplomacy is used in inter-state relations. Thanks to globalization, the states have close relations with their own people as well as the people of other countries. All these relations occur through public diplomacy and its tools. By being a method free from lie and deception, public diplomacy, which has come to the agenda again after 2001, is an important tool that provides service to the interests of the country. The Armenian Issue is a matter that closely concern the people of the two countries. This study aims at investigating the contribution of public diplomacy activities which will be carried from the state to public or vise versa to the solution of the issue.

If policy analysis in education management is considered as a whole, it can be divided into parts and decomposed to understand this whole, and parts or sections are examined and details are revealed, so that the activity of having an idea about the whole can be called education policy analysis. The starting point of policy analysis in the educational process is to conceptualize the problem in order to achieve the desired goals and facilitate the determination of appropriate systems. This stage is generally related to policy problems and policy options. It is important to pay attention to the focus of policy areas in content creation, to ensure consensus to a large extent and to be meticulous on sensitive issues. In the analyses, the problem areas can be reviewed according to fairness, equality, effectiveness and ineffectiveness, quality or quantity, impact on the economy and similar issues. Policy analysis is partly descriptive. Because policy analysis is based on social and behavioral sciences that make claims about the consequences and causes of policy. But it is also normative. Normative, economic and decision analysis are also closely related to other branches of social and political philosophy and morality in order to verify and evaluate the moral values of politics and claims about expectations. This normative aspect of policy analysis is necessary. Because political knowledge allows achieving the desired results and is based on preferred forms of behavior, value judgments and processes based on morality. A policy problem is an unrealized value or, with it, the opportunity for defined development that can be achieved through public action. The knowledge that will solve the problem requires knowledge about the previous conditions of the problem (such as school safety or standard of living) as well as knowledge about the values of success that lead to the solution of the problem. Knowledge about policy problems plays a critical role in policy analysis. Because the path of the identified problem requires searching for appropriate solutions. Insufficient or incorrect information can lead to a very important error. Key Words: National Education, Education Management, Public Policy, Policy Analysis

Within the framework of our study, educational management processes will be examined in the context of policy, education policy and public policy concepts. Both education policies and public policies create two basic dynamics that can be evaluated within the scope of education management. It is difficult to understand the term politics as a specific and concrete phenomenon within the context of education policy and public policy. That is why there is no single and widely accepted invariant definition of politics. On the other hand, there is a wide literature in a number of disciplines, including sociology of politics, policy management and political science, which attempts to define policy in the context of educational policy and public policy. Although they have one thing in common, the truth is that there is no easy definition of politics. Therefore, there is very little to be achieved in the sense of a fixed conceptualization of the term politics. Although there is no widely accepted, precise and reliable definition of the policy definition in the context of education policy and public policy, it is possible to define the policy as the definition of goals, the determination of priorities, a plan, an output or a component of some or all of them. In this context, within the framework of education policy, political science is a branch of social science that covers a very wide field and is still in development. Within the framework of education policy, public policy refers to the positions and actions taken by the state, which includes a number of institutions that contain the basic characteristics and integrity of the authority. Public policy is often confused with decisions made in public. But a personal decision alone does not make policy. Within the framework of education policy, public policy describes examples of decisions in the context of other decisions made by political actors on behalf of state institutions from authorized positions. Public policies serve as an example to explain both the consequences and the tools designed to guide human behavior and actions. Public policy refers to the issues that officials can work on, as a rule, the things that are desired to be achieved. Key Words: Education Management, Education Management Process, Education Policy, Public Policy

Kamu politikası çözümlemesi, hükümetin ne yaptığı, neden yaptığı, ilgili politika sonucunda ne çeşit çıktıların elde edildiğine dair soruların irdelendiği bir süreçtir. Alan yazınında kamu politikası çözümleme modellerine ilişkin çeşitli modeller yer alsa da, süreç modeli akademik çalışmalarda en yaygın kullanılan modellerden birisidir. Resmi, sivil ve uluslararası aktörlerin rol oynadığı ve karmaşık bir yapıya sahip olan kamu politikası süreci, süreç modeli çerçevesinde aşamalara bölünerek çözümlenebilir. Süreç modeline dayalı son dönem çözümlemelerde; gündeme geliş, formüle ediliş, kanunlaştırma, uygulama ve değerlendirme gibi aşamaları içeren bir döngü kullanılmaktadır. 1929 yılında yürürlüğe giren Cumhuriyet tarihinin en köklü kanunlarından biri olan 1416 sayılı "Ecnebi Memleketlere Gönderilecek Talebe Hakkında Kanun" ile binlerce öğrenci yurtdışında burslu öğrenim görmüştür. Öğrenimlerini başarıyla tamamlayan bursiyerler, çeşitli alanlarda ve disiplinlerde Türkiye'nin ilkleri arasında yer almayı başarmıştır. Buna ilaveten, Türkiye'deki üniversitelerin öğretim üyesi ihtiyacının karşılanabilmesi için araştırma görevlileri, 1981'de kanunlaşan 2547 sayılı Yükseköğretim Kanunu çerçevesinde, 1986'da yapılan değişiklikle, lisansüstü öğrenim görmeleri amacıyla yurtdışına gönderilmiştir. 2000'li yıllarla birlikte özellikle uluslararası aktörlerinde etkisiyle başlayan reform süreci Türkiye'nin yükseköğretim eğitim alanında etkisini göstermiştir. Bu bağlamda, onyıllar içersinde etkinliğini ve verimliliğini kaybeden Türkiye'nin yurtdışı lisansüstü burs politikasının yeniden ivme kazanabilmesi için 2006 yılında "5 Yılda 5 Bin Öğrenci Projesi" uygulamaya konulmuş ve yıllar içerisinde işlevsel düzenlemeler hayata geçirilmiştir. Bu çalışmada, Türkiye'nin yurtdışı lisansüstü burs politikası süreç modeli başta olmak üzere çeşitli kamu politikası çözümleme model ve çerçeveleri kullanılarak çözümlenmektedir. Buna ek olarak, "5 Yılda 5 Bin Öğrenci Projesi" kapsamında yurtdışına gönderilen 558 eski ve mevcut bursiyere anket uygulanmıştır. Bu araştırma için oluşturulan hipotezler Bağımsız Örneklemler için t-Test ve Varyans Analizi (ANOVA) ile analiz edilmiştir. Eski ve mevcut bursiyerlerin yurtdışı lisansüstü burs politikası uygulamalarına ilişkin tutumları ölçülmüş ve karşılaştırmalı değerlendirmeler yapılmıştır. ; Public policy analysis is a process in which questions such as what the government has done, why it has done it, and what kind of outputs have gathered as a result of the relevant policy are scrutinized. Although there are various models in the literature on public policy analysis, the stages (heuristics) model is one of the most commonly used models in academic studies. Public policy process in which official, unofficial and international actors play role and has a complex structure can be analysed by dividing into stages within the framework of stages model. In the analyses conducted based on stages model, a cycle is used which comprises of the stages such as agenda setting, formulation, legitimation, implementation, and evaluation. Thousands of students studied in abroad through government scholarships with the Law No. 1416 referred to as "Students to be Sent to Foreign Countries" enacted in 1929, considered one of the most rooted laws of the history of Republic. The students who successfully completed their education have managed to be pioneers in variety of fields and disciplines in Turkey. In addition to this, research assistants were sent to abroad in order to meet the needs of the teaching staff in Turkish universities within the scope of the Higher Education Law No. 2547 enacted in 1981 re-arranged in 1986 for this specific purpose. The reform process that started especially with the effect of international actors in 2000's has been influential in the field of Turkish higher education. In this regard, in order to ensure that abroad graduate scholarship policy of Turkey which has lost its efficiency along the decades, gained its former pace once again, "5 Thousand Students in 5 Years" project was introduced in 2006 and functional regulations were put in practice. In this study, abroad graduate scholarship policy of Turkey is analysed by applying public policy analysis models and frameworks and especially by the stages model. Furthermore, a survey study was conducted on totally 558 former and present students sent abroad within the context of "5 Thousand Students in 5 Years" project. The hypotheses generated for this study were analysed by Independent Sample t-Test and Analysis of Variance (ANOVA). Attitudes of former and present scholarship students towards abroad graduate scholarship policy were measured and comparative evaluations were made.