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SUMMARY :The aim of this study is to find out how and for what reasons the NationalEducation Assemblies emerged; to find out the contrucation of these assemblies to theTurkish Educational System enluating the goals and decisions taken in the assembliesand to give a short history of these assemblies. Depending on the belief that as long asthe decisions taken in the assemblies are put intopractice, most of the educationalproblems will be sorted out, it is aimed to make it clear that the National EducationalAssemblies will play an important role in determining the policies in Education inTurkey.The study includes only the assemblies taken place in 20.century, that is, fromthe first law forming the essence of the assemblies in 1933 to the 1999 when thesıxteenth assembly.The National Educational Assemblies, the laws related to education,regulations,various statistics and puplishments of the Ministry of Education, some of thenews articles and stuclies on this subjekt form the source of this study.İn this study documentary scanning method has been used. The NationalEducational Assembly is the biggest consultative committee where are the educationalproblems have been taken and which has been repeated at certain times.The first improvement inspring the assemblies came out through the law 789arranging the organisational structure of the Ministry of Education and the regulationsappeared in 1926. But, since the law 789 did not mention about the foundationappeared. It was in 1933 when the law 2287, “The law of Educational Organsation” wasput into practice.The first National Educational Assembly gathered in 1939.Until now 16assemblieshave gathered, the last one in 1999. Same of these gathered with in the legalperiod of time, but some couldn’t.The Assamblies helped the Turkısh Educational system trough the decisionstaken. While they are achieving their functions the influences of the goverment of thetime and the international communities were observed.Especially the goverments had agreat influnce. The decisions taken in the assembly are only in the form of advice, so itis the ministry that will out them into practice. As long as the minister’s approval istaken, the decisions be put into practice.It is possible to see the effects of the social, economical and political changes inthe decisions of the assemblies. The assembly in 1943 during which the Single Partywas in charge and the assamblies during the period of more parties differ from eachother both in the decisions and in putting those decisions into practice. During theperiod of more parties work training lessened, but religious education started andimproved. The social and political changes in 1946, 1960, 1971, 1980, 1997 reflectedtheir ideologies to the education and the assemblies. The policy during the transitionperiods was effective in the decisions and neglected to put some of the decisions intopractice.Inckuding the periods of social and ekonomical changes, for all assemblies it canbe said: The decisions taken in the assemblies will be sufficient to solve the problems ineducation in Turkey, they will meet the expectations of the society,but these decisions173