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Türkiye’de Eğitim Sisteminde Son 20 Yılda Gerçekleştirilen Dönüşümün Son OECD Raporuna Dayalı Bir Değerlendirmesi

Yıl 2023, Cilt: 13 Sayı: 2, 148 - 163, 14.08.2023
https://doi.org/10.5961/higheredusci.1315684

Öz

Türkiye son 20 yılda eğitime erişimi artırmak ve eğitimde fırsat eşitliğini güçlendirmek için eğitim sisteminde devasa bir dönüşümü gerçekleştirmiştir. Eğitimin tüm kademelerinde okullaşma oranlarını %99 ve üzerine çıkartırken aynı zamanda kaliteli bir büyümeyi başarmıştır. Türkiye’nin bu eğitim hikâyesi diğer ülkeler için de oldukça ilham verici olup önemli bir örneklik oluşturmaktadır. Nitekim
birçok ülkenin nüfusundan büyük olan öğrenci ve öğretmen sayısına rağmen atılan adımların kararlılıkla sürdürülmesi bu dönüşümü mümkün kılmıştır. OECD yayınladığı ‘Taking stock of education reforms for access and quality in Türkiye’ başlıklı son raporunda bu dönüşümün bir değerlendirmesini yapmıştır. Raporda ilgili dönüşüm uluslararası ölçütler çerçevesinde değerlendirilmiş ve dönüşüme neden olan adımlar ele alınmıştır. Bu çalışmada ise raporun genel bir değerlendirmesi yapılmakta ve raporun eksik bıraktığı alanlara yer verilmektedir.

Kaynakça

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An Evaluation of the Transformation in the Turkish Education System in the Last Twenty Years Based on the OECD Report “Taking Stock of Education Reforms for Access and Quality in Türkiye”

Yıl 2023, Cilt: 13 Sayı: 2, 148 - 163, 14.08.2023
https://doi.org/10.5961/higheredusci.1315684

Öz

In the last two decades, Türkiye has made significant advancements in its education system to increase access to education and improve equality of opportunity. In addition to increasing the schooling rate to 99% and above at all levels of education, a quality growth was achieved as well. Moreover, the growth and improvement of the Turkish educational system provides a great deal of inspiration and insight to other countries. Despite the number of students and teachers, which exceeds the population of many countries, the persistence of the steps taken has enabled this transformation to occur. The OECD evaluated this transformation in its latest report entitled ‘Taking stock of education reforms for access and quality in Türkiye’. The report examines the steps that led to the relevant transformation within the framework of international criteria. This study provides a general examination of the report and identifies the areas that need to be addressed.

Kaynakça

  • Araujo, L., Costa, P., & Crato, N. (2020). Assessment background: What PISA measures and how. In: Crato, N. (eds) Improving a country’s education. Springer, Cham.
  • Ataç, E. (2017). Türkiye’de eğitim eşitsizliğini okumak: İstatistikler ve coğrafi dağılımlar. Eğitim ve Bilim, 192, 59-86.
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  • Backes-Gellner, U., & Lehnert, P. (2021). The contribution of vocational education and training to innovation and growth. Economics of Education Working Paper Series 0177. https:// ideas.repec.org/p/iso/educat/0177.html adresinden erişildi.
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  • J. L. (2019). Examining the influence of international largescale assessments on national education policies. Journal of Education Policy, 34(4), 470-499.
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  • ILO (2021). Supporting women’s employment through institutional collaboration on early childhood care and education. https:// www.ilo.org/wcmsp5/groups/public/---europe/---ro-geneva/- --ilo-ankara/documents/publication/wcms_799678.pdf adresinden erişildi.
  • Kai, H., & Zimmer, R. (2016). Does investing in school capital infrastructure improve student achievement?. Economics of Education Review, 53, 143-158.
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  • Kosmerl, T., & Mikulec, B. (2022). Adult education for sustainable development from the perspective of transformative learning theories. Journal of Contemporary Educational Studies, 73(2), 164–179.
  • Kurt, T., & Gür, B. S. (2012). Eğitimde eşitsizliğin algoritması: AOBP. SETA Analiz.
  • MEB (2019). PISA 2018 Türkiye raporu. Eğitim Analiz ve Değerlendirme Raporları Serisi No: 10. MEB Yayınları. https:// www.meb.gov.tr/meb_iys_dosyalar/2019_12/03105347_ PISA_2018_Turkiye_On_Raporu.pdf adresinden erişildi.
  • MEB (2020). TIMSS 2019 Türkiye raporu. Eğitim Analiz ve Değerlendirme Raporları Serisi No: 15. MEB Yayınları. https:// www.meb.gov.tr/meb_iys_dosyalar/2020_12/08202713_ No15_TIMSS_2019_Turkiye_On_Raporu.pdf adresinden erişildi.
  • MEB (2021a). Türkiye’de eğitimin 20 yılı (2000-2019). MEB Yayınları. https://www.meb.gov.tr/meb_iys_dosyalar/2021_11/ 22093410_Turkiyede_Egitimin_20_Yili.pdf adresinden erişildi. MEB (2021b). 2021 Yılı Liselere Geçiş Sistemi (LGS) kapsamında
  • ilk yerleştirme sonuçları. Eğitim Analiz ve Değerlendirme Raporları Serisi No: 18. MEB Yayınları. https://cdn.eba. gov.tr/icerik/2021/07/rapor/No_18-LGS_2021-yerel_ yerlestirme_182140.pdf adresinden erişildi.
  • MEB (2022a). Millî Eğitim İstatistikleri - Örgün eğitim (2021/2022). MEB Yayınları. https://sgb.meb.gov.tr/www/icerik_goruntule. php?KNO=460 adresinden erişildi.
  • MEB (2022b). 2022 Yılı Liselere Geçiş Sistemi (LGS) kapsamında ilk yerleştirme sonuçları. MEB Yayınları. http://cdn.eba.gov. tr/icerik/2022/07/LGS_2022_3_Ilk_Yerlestirme_Sonuclari.pdf adresinden erişildi.
  • Mullis, I. V. S., & Martin, M. O. (2012). Using TIMSS and PIRLS to improve teaching and learning. Recherches en Education [Online], 14.
  • Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. Retrieved from Boston College, TIMSS & PIRLS International Study Center.
  • Nyaradi, A., Oddy, W. H., Hickling S., Li J., & Foster, J. K. (2015). The relationship between nutrition in ınfancy and cognitive performance during adolescence. Frontiers in Nutrition, 2.
  • OECD (2003). Beyond rhetoric: Adult learning and practices. OECD Publishing.
  • OECD. (2009). Creating effective teaching and learning environments: First results from TALIS. OECD Publishing.
  • OECD (2019a). PISA 2018 assessment and analytical framework. OECD Publishing.
  • OECD (2019b). Volume I: What students know and can do. OECD Publishing.
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  • OECD (2019d). Volume III: What school life means for students’ lives. OECD Publishing.
  • OECD (2019e). Education at a glance 2019 – Country of Turkey. https://www.oecd.org/education/education-at-a-glance/ EAG2019_CN_TUR.pdf adresinden erişildi.
  • OECD (2021). Starting strong VI: Supporting meaningful interactions in early childhood education and care. OECD Publishing.
  • OECD (2022a). The landscape of providers of vocational education and training. OECD Publishing.
  • OECD (2022b). Education at a glance 2022. OECD Publishing. https://www.oecd-ilibrary.org/docserver/3197152b-en.pdf?e xpires=1686833491&id=id&accname=guest&checksum=A0A4 539079816B5F6A2ADFA209CE0004 adresinden erişildi.
  • OECD (2022c). How learning continued during the COVID-19 pandemic: Global lessons from initiatives to support learners and teachers. OECD Publishing. https://www.oecd-ilibrary. org/docserver/bbeca162-en.pdf?expires=1686871691&id=id &accname=guest&checksum=702BD1DC6CD6187A05E59A3C CD91AE47 adresinden erişildi.
  • OECD (2022d). Policy options for stronger, more equitable student outcomes in Türkiye. OECD Publishing.
  • OECD (2023a). Taking stock of education reforms for access and quality in Türkiye. OECD Education Policy Perspectives No. 68. OECD Publishing.
  • OECD (2023b). OECD Indicators - Adult education and learning. https://stats.oecd.org/Index.aspx?DataSetCode=EAG_ AL_26092022 adresinden erişildi.
  • OECD (2023c). OECD Indicators – Enrolment rates by age. https:// stats.oecd.org/Index.aspx?DataSetCode=EAG_ENRL_RATE_ AGE adresinden erişildi.
  • OECD (2023d). OECD Indicators – Youth not in employment, education or training (NEET). https://data.oecd.org/ youthinac/youth-not-in-employment-education-or-trainingneet. htm adresinden erişildi.
  • Özer, M. (2018). The 2023 Education Vision and new goals in vocational and technical education. Journal of Higher Education and Science, 8(3), 425–435.
  • Özer, M. (2019). Reconsidering the fundamental problems of vocational education and training in Turkey and proposed solutions for restructuring. İstanbul Üniversitesi Sosyoloji Dergisi, 39(2): 455–473.
  • Özer, M. (2020a). Mesleki eğitimde paradigma değişimi: Türkiye’nin mesleki eğitim ile imtihanı. Maltepe Üniversitesi Yayınları.
  • Özer, M. (2020b). Vocational education and training as “a friend in need” during Coronavirus Pandemic in Türkiye. Bartın University Journal of Faculty of Education, 9(2), 1-7.
  • Özer, M. (2020c). What does PISA tell us about performance of education systems? Bartın Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 217-228.
  • Özer, M., & Perc, M. (2020). Dreams and realities of school tracking and vocational education. Palgrave Commun 6, 34.
  • Özer, M., & Suna, H. E. (2020). Covid-19 pandemic and education. In Şeker, M., Özer, A., Korkut, C. (Eds), Reflections on the pandemic: In the future of the World (pp. 157- 178). Türkiye Bilimler Akademisi.
  • Özer, M., Suna, H. E., Çelik, Z., & Aşkar, P. (2020). Covid-19 salgını dolayısıyla okulların kapanmasının eğitimde eşitsizlikler üzerine etkisi. İnsan ve Toplum, 10(4), 217-246.
  • Özer, M. (2021a). Eğitim politikalarında sistemik uyum. Maltepe Üniversitesi Yayınları.
  • Özer, M. (2021b). Türkiye’de mesleki eğitimi güçlendirmek için atılan yeni adımlar. Uluslararası Türk Eğitim Bilimleri Dergisi, 9(16), 1-16.
  • Özer, M. (2021c). Türkiye’de yükseköğretimde büyüme ve dönüşüm. Maltepe Üniversitesi Yayınları.
  • Özer, M. (2022a). Türkiye’de eğitimi yeniden düşünmek. VakıfBank Kültür Yayınları.
  • Özer, M. (2022b). The universalization of education in Türkiye and new orientations. TRT World Research Center.
  • Özer, M. (2022c). Türkiye’de eğitimin evrenselleşmesi. Maltepe Üniversitesi Yayınları.
  • Özer, M. (2022d). School-based improvement in VET: “The 1,000 Schools in Vocational Education and Training Project”. Bartın University Journal of Faculty Education, 11(2), 268-279.
  • Özer, M., & Suna, H. E. (2022a). The relationship between school economic composition and academic achievement in Türkiye. Journal of Economy Culture and Society, 66, 17-27.
  • Özer, M., & Suna, H. E. (2022b). Milli teknoloji hamlesinde fikri mülkiyet ve sınai hakların önemi: Türkiye’de son yıllarda eğitim alanında yapılan iyileştirmeler. In M. F. Kacır, M. Şeker, M. Doğrul (Eds). Millî teknoloji hamlesi: Toplumsal yansımaları ve Türkiye’nin geleceği. Türkiye Bilimler Akademisi.
  • Özer, M., & Suna, H. E. (2022c). 2022 first quarterly performance evaluation of vocational training center (VTC) programs after the amendment to the Vocational Education and Training Law No. 3308. International Journal of Turkish Educational Studies, 10(18), 1-17.
  • Özer, M., & Suna, H. E. (2022d). A new roadmap for reskilling and upskilling (R&U) in Türkiye: Vocational training center skill development programs. Kastamonu Education Journal, 30(4), 914-924.
  • Özer, M., & Perc, M. (2022). Improving equality in the education system of Türkiye. İstanbul Üniversitesi Sosyoloji Dergisi, 42(2), 325-334.
  • Özer, M. (2023a). Türkiye’de eğitimin geleceği: Eşit, kapsayıcı ve kaliteli. VakıfBank Kültür Yayınları.
  • Özer, M. (2023b). Education policy actions by the Ministry of National Education after the earthquake disaster on February 6, 2023 in Türkiye. Bartın University Journal of Faculty of Education, 12(2), 219-232.
  • Özer, H., & Suna, H. E. (2023a). Youth not in employment, education or training (NEET): Current policies and improvements in Türkiye. TRT World Research Center Discussion Paper. https:// researchcentre.trtworld.com/discussion-papers/youngpeople- who-are-neither-in-education-nor-in-employmentneet- current-policies-and-improvements-in-turkiye/ adresinden erişildi.
  • Özer, H., & Suna, H. E. (2023b). Revolutionizing education in Türkiye: A year of multi-faceted ımprovements by the Ministry of National Education in 2022. TRT World Research Center Discussion Paper. https://researchcentre.trtworld.com/ wp-content/uploads/2023/04/Revolutionizing-EducationV3. pdf adresinden erişildi.
  • Özer, H., & Suna, H. E. (2023c). The professional development of teachers in Türkiye: First-year outputs of the new approach by the Ministry of National Education. Kastamonu Education Journal, 31(2), 319-330.
  • Özer, M., Aşkar, P., & Suna, H. E. (2023). Early childhood education campaign in Türkiye. TRT World Discussion Paper. https:// researchcentre.trtworld.com/reports/early-childhoodeducation- campaign-in-turkiye/ adresinden erişildi.
  • Özer, M., Şensoy, S., & Suna, H. E. (2023). The impact of postdisaster education management for the recovery of a region following the February 6 2023 earthquakes in Türkiye. TRT World Research Center Discussion Paper. https:// researchcentre.trtworld.com/wp-content/uploads/2023/05/ Impact-of-Post-Disaster-Education-2.pdf adresinden erişildi. Roberts, M., Tolar-Peterson, T., Reynolds, A., Wall, C., Reeder, N., &
  • Rico Mendez, G. (2022). The effects of nutritional ınterventions on the cognitive development of preschool-age children: A Systematic review. Nutrients, 14(3), 532.
  • Rutkowski, D., Thompson, G., Rutkowski, L. (2020). Understanding the Policy influence of international large-scale assessments in education. In: Wagemaker, H. (eds) Reliability and validity of international large-scale assessment. IEA Research for Education, Vol 10. Springer, Cham.
  • Sosu, E. M., & Pimenta, S. M. (2023). Early childhood education attendance and school readiness in low- and middle-income countries: The moderating role of family socioeconomic status. Early Childhood Research Quarterly, 63, 410-423.
  • Sönmez, M. (2008). Türkiye’de mesleki ve teknik örgün öğretimin sorunları ve yeniden yapılandırılma zorunluluğu. Eğitim ve Bilim, 33(147), 71-84.
  • Torney-Purta, J., & Amadeo, J. A. (2013). International largescale assessments: Challenges in reporting and potentials for secondary analysis. Research in Comparative and International Education, 8(3), 248-258.
  • Suna, H. E., & Gür, B. S., Gelbal, S., & Özer, M. (2020). Fen lisesi öğrencilerinin sosyoekonomik arkaplanı ve yükseköğretime geçişteki tercihleri. Yükseköğretim Dergisi, 10(3), 356-370.
  • Suna, H. E., & Özer, M. (2021). The impact of school tracking on secondary vocational educational and training in Turkey. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 36(4), 855-870.
  • Suna, H. E., Özer, M., Şensoy, S., Gür, B. S., Gelbal, S., & Aşkar, P. (2021). Türkiye’de akademik başarının belirleyicileri. Journal of Economy Culture and Society, 64, 1-20.
  • Suna, H. E., & Özer, M. (2022). The relationship of preschool attendance with academic achievement and socioeconomic status in Turkey. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi 13(1), 54-68.
  • UNICEF (2017). Early warning systems for students at risk of dropping out: Policy and practice pointers for enrolling all children and adolescents in school and preventing dropout. https://www. unicef.org/eca/sites/unicef.org.eca/files/2018-11/Early%20 warning%20systems%20for%20students%20at%20risk%20 of%20dropping%20out_0.pdf adresinden erişildi. US Department of Technology (2017). Reimagining the role of technology in education: 2017 National Education Technology Plan update. https://tech.ed.gov/files/2017/01/NETP17.pdf adresinden erişildi.
  • World Bank (2023). ILO Indicators - Share of youth not in education, employment or training, total (% of youth population) – Türkiye. https://data.worldbank.org/indicator/SL.UEM.NEET. ZS?locations=TR adresinden erişildi.
  • World Food Programme (2022). State of school feeding worldwide 2022. https://docs.wfp.org/api/documents/WFP-0000147725/ download/?_ga=2.257689355.1243647349.1686858718- 230338535.1686858718 adresinden erişildi.
  • Wuttke, E., Seifried, J., & Niegemann, H. (Eds) (2020). Vocational education and training in the age of digitization challenges and opportunities. Verlag Barbara Budrich.
  • Viertel, E. (2010). Vocational education for sustainable development: An obligation for the European Training Foundation. European Journal of Education, 45(2), 217–235.
Toplam 100 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Temel Eğitim (Diğer)
Bölüm Araştırma Makaleleri
Yazarlar

Mahmut Özer 0000-0001-8722-8670

Yayımlanma Tarihi 14 Ağustos 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 13 Sayı: 2

Kaynak Göster

APA Özer, M. (2023). Türkiye’de Eğitim Sisteminde Son 20 Yılda Gerçekleştirilen Dönüşümün Son OECD Raporuna Dayalı Bir Değerlendirmesi. Yükseköğretim Ve Bilim Dergisi, 13(2), 148-163. https://doi.org/10.5961/higheredusci.1315684
AMA Özer M. Türkiye’de Eğitim Sisteminde Son 20 Yılda Gerçekleştirilen Dönüşümün Son OECD Raporuna Dayalı Bir Değerlendirmesi. J Higher Edu Sci. Ağustos 2023;13(2):148-163. doi:10.5961/higheredusci.1315684
Chicago Özer, Mahmut. “Türkiye’de Eğitim Sisteminde Son 20 Yılda Gerçekleştirilen Dönüşümün Son OECD Raporuna Dayalı Bir Değerlendirmesi”. Yükseköğretim Ve Bilim Dergisi 13, sy. 2 (Ağustos 2023): 148-63. https://doi.org/10.5961/higheredusci.1315684.
EndNote Özer M (01 Ağustos 2023) Türkiye’de Eğitim Sisteminde Son 20 Yılda Gerçekleştirilen Dönüşümün Son OECD Raporuna Dayalı Bir Değerlendirmesi. Yükseköğretim ve Bilim Dergisi 13 2 148–163.
IEEE M. Özer, “Türkiye’de Eğitim Sisteminde Son 20 Yılda Gerçekleştirilen Dönüşümün Son OECD Raporuna Dayalı Bir Değerlendirmesi”, J Higher Edu Sci, c. 13, sy. 2, ss. 148–163, 2023, doi: 10.5961/higheredusci.1315684.
ISNAD Özer, Mahmut. “Türkiye’de Eğitim Sisteminde Son 20 Yılda Gerçekleştirilen Dönüşümün Son OECD Raporuna Dayalı Bir Değerlendirmesi”. Yükseköğretim ve Bilim Dergisi 13/2 (Ağustos 2023), 148-163. https://doi.org/10.5961/higheredusci.1315684.
JAMA Özer M. Türkiye’de Eğitim Sisteminde Son 20 Yılda Gerçekleştirilen Dönüşümün Son OECD Raporuna Dayalı Bir Değerlendirmesi. J Higher Edu Sci. 2023;13:148–163.
MLA Özer, Mahmut. “Türkiye’de Eğitim Sisteminde Son 20 Yılda Gerçekleştirilen Dönüşümün Son OECD Raporuna Dayalı Bir Değerlendirmesi”. Yükseköğretim Ve Bilim Dergisi, c. 13, sy. 2, 2023, ss. 148-63, doi:10.5961/higheredusci.1315684.
Vancouver Özer M. Türkiye’de Eğitim Sisteminde Son 20 Yılda Gerçekleştirilen Dönüşümün Son OECD Raporuna Dayalı Bir Değerlendirmesi. J Higher Edu Sci. 2023;13(2):148-63.