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Summary Limitations on developing real knowledge about the education system and its performance minimize the lack of potential resources in policy development. This type of information also forms the basis for achieving consensus. Understanding the problems in the education system, developing the sharing and finding a strategy for it is a critical process in reaching the foundation. Because such consensus is a key to encouraging synergetic action and cooperation by many segments that typically play a role in parts of implementation policies in the education system. To illustrate the difficulty of achieving consensus in the absence of good analytical work, we have to say that it is the best in policy discussions with priority views on the weaknesses and strengths of the education system, and how its performance should best be improved. As a result, it is not a surprise to see the political discussions at an impasse. Because it is difficult to assess the pros and cons of options only on the basis of theoretical arguments. For example, someone might argue that multilevel learning is pedagogically weak. But someone else also claims that equal-level learning can be quite effective. Because in this, each student devotes more time independently and makes the demands on teachers to teach the diversity of students' learning styles more obvious. It is not possible to emphasize the validity of any assessment of the effectiveness of multiple learning without empirical evidence to compare learning outcomes under the alternative learning arrangement. Of course, analytical work does not consist of discussion alone. But it helps those who shed light on the thoughts in reaching that conclusion. Key Words: National Education, Education Management, Education Policy, Analysis Process

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

The Ministry of Education as a school, or even aware of the importance of quality in the classroom for more than 20 years of Total Quality Management Implementation Project realized. There are schools and institutions, its impact on the project and the situation is important in terms of labor spent on studies. Total Quality Management in all public institutions, as well as contemporary participatory management approach and implementation of the national education system in the process of habituation occurred. Exchange of training programs, the implementation of student-centered educational programs is a positive development in the process of implementation of Total Quality Management. Where leading executives adopted the philosophy of Total Quality Management, continuous improvement targeted, small but continuous steps were taken forward, with one study achieved full participation is not possible to reach the success of Total Quality Management practices. Key Words: Education Management, Total Quality Management, Private Educational Institutions

The concept of quality, which is usually perceived in a very ostentatious sense in past eras, is not a concept that has suddenly emerged. It means that a desired product and service is provided in accordance with what is expected with certain quality assurance and that the beneficiary is satisfied with it. The total quality, expressed in the form of the best presentation in the past periods, has ceased to be only the quality of the product and service, unlike the old meaning today, and has come to be used in a broader sense within the framework of management quality. In order to be able to put forward the principles of Total Quality Management in education, it is necessary to ensure continuous development. In private educational institutions, honesty, patience, common opinion, commitment, and business theory should be established for this. In order to make these principles dominant in the institution, it is necessary to identify important people and units within the institution in advance, develop a competitive and quality-based mission, establish internal evaluation and total quality systems, increase motivation among employees within the institution, determine the necessary measurements dec each unit and create internal audit, reward units Keywords: Total Quality Management, Private Educational Institutions, Private School Administrators