Türkiye’de Eğitimde Eşitsizlikleri Azaltmak İçin Uygulanan Politikalar

Ozer, Mahmut; Gençoğlu, Cem; Suna, Hayri Eren

doi:10.7822/omuefd.828176

Türkiye’de Eğitimde Eşitsizlikleri Azaltmak İçin Uygulanan Politikalar

Mahmut ÖZER, (Milli Eğitim Bakanlığı, Ankara, Türkiye)

Cem GENÇOĞLU, (Milli Eğitim Bakanlığı, Ankara, Türkiye)

H. Eren SUNA (Milli Eğitim Bakanlığı, Ankara, Türkiye)

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi

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Yıl: 2020 Cilt: 39 Sayı: 2 Sayfa Aralığı: 294 - 312 Metin Dili: Türkçe DOI: 10.7822/omuefd.828176 İndeks Tarihi: 21-09-2021

Türkiye’de Eğitimde Eşitsizlikleri Azaltmak İçin Uygulanan Politikalar

Öz:

Tüm dünyada eğitimin kitleselleşmesinden sonra öne çıkan en önemli sorun alanını eğitimde eşitsizlikler oluşturmaktadır. Özellikle TIMSS ve PISA gibi uluslararası öğrenci başarı izleme çalışmalarında bu sorun detaylı olarak ele alınmaktadır. Türkiye’de de bu sorun okullar arası başarı farklarında kendisini göstermektedir. Sorunun farkında olan Milli Eğitim Bakanlığı uzun zamandan beri eğitimde eşitliği artırabilmek için çok sayıda proje geliştirmiş ve hükümetler bu projeleri önemli miktarda bütçe ile desteklemiştir. Bu çalışmada MEB’in eğitimde eşitsizlikleri azaltmak için uyguladığı politikalar bir bütünlük içerisinde ele alınmakta, kapsamı ve hedefi değerlendirilmekte ve son yıllarda her bir projede atılan adımlar ve sağlanan destekler sunulmaktadır. Çalışmada bu projelerin sadece eğitimde öğrencilerin temel beceri eksikliklerini telafi edici eğitim destekleri sağlamadığı, ayrıca sosyal ve ekonomik çok sayıda destekleyici politikaların yıllardan beri başarılı bir şekilde uygulandığı gösterilmektedir. Bu politikalar birlikte değerlendirildiğinde sorunun ortaya çıktığı okullarda telafi edici önlemlerin ötesinde okul dışı sosyoekonomik destek boyutunu da kapsadığına vurguda bulunulmaktadır. Çalışmada, yeni kurulan ulusal izleme ve değerlendirme biriminin söz konusu projelerin verimliliklerini sürekli izlemesi ve iyileştirme için öneri geliştirmesinin önemine değinilmektedir. Ayrıca, eşitsizlikleri azaltmada önemli etkisi görülen ebeveyn eğitim seviyesini artırmak için kapsamlı yeni bir proje geliştirilmesi önerilmektedir.

Anahtar Kelime:

Policies for Alleviating Educational Inequalities in Turkey

Öz:

Inequality in education is one of the fundamental problems which is faced by all countries, especially after globalization. The problem is addressed in detail through international monitoring studies such as TIMSS and PISA in order to evaluate the students’ progress. The achievement gap between schools indicates that inequality in education is also a major problem in Turkey. For a long while, the Ministry of National Education (MoNE) has been developing policies for promoting the equality in education. This study reviews the projects in detail conducted by the MoNE for alleviating the inequalities in education, and evaluates the scope, aim and progress of these projects. In Turkey, various support programs have been developed in order to encourage the academic achievement of students with deficiencies on learning outcomes. Firstly, Support and Training Courses (DYK), have been widely implemented in all provinces of Turkey. All students in formal education processes can enroll the DYK courses which are presented in public and private secondary schools. Students have chance to participate these courses, develop their academic and social skills. Consequently, students show a great interest in DYK courses in recent years. During the 2018-2019 academic year, 8.925.966 students participated DYK courses in I. Semester, II. Semester and Summer DYK courses in 51.231 centers. Second support program is Remedial Education & Support Programme in Primary Education (IYEP). IYEP aims to improve and compensate learning of students at the primary school level and who could not sufficiently reach educational expectations. Presenting academic support programs as early as possible also increases the effect of intervention. Accordingly, IYEP aims to promote academic development of students with deficiencies on academic skills at early age without preventing learning process in schools. The target population of the program is the students at 3rd grade, who do not have any need/diagnosis for special education and could not reach expected levels in Turkish and mathematics courses in the previous academic years. Through IYEP, it is aimed to compensate the students’ deficiencies in basic skills in Turkish and mathematics. In 2018-1019 academic year, target population of IYEP was extended to also cover students at the third and fourth grades. As a result of this extension, 302.097 students have been supported through IYEP in 2018-2019 academic year. Consequently, 89% of the supported students successfully completed IYEP program and they could reach the expected academic levels in these courses. In Turkey, vocational education and training (VET) high schools are negatively affected by achievement gap at maximum levels. To compensate this negative effect, `1000 Schools in Vocational Education and Training` project is started in October 2020 by the MoNE. The project covers the selected 1.000 schools and nearly 600.000 students in these schools. The schools are selected through pre-defined criteria such as high absenteeism and drop out-ratios, frequent discipline problems and lower academic achievement. Therefore, project aims to support students who are disadvantaged especially in terms of socioeconomic status and academic achievement. Similar to the global projects to support the disadvantaged students, 1000 Schools in Vocational Education and Training project use the multiple sources and channels to support these students. Within the scope of project, infrastructures of selected schools will be improved, specific education programs and social projects will be implemented to support the students’ academic, general and social skills, and parents’ of these students will supported through lifelong education. Consequently, it is expected to extent the recent improvements in VET system to all VET high schools. Supporting of students who need special education is also another important component of educational projects. Meeting the educational needs of these students may need specialized solutions by teachers and schools. In Turkey, education of students with special needs is prioritized and a specific budget is prepared by government. This budget is used to enrich the educational opportunities of these students and support the families of these students. To enrich the educational opportunities, school infrastructures are improved, educational materials are developed, special education programs are revised. In the 2018-2019 academic year, while the 2.666 educational institutions support financially and the number of special education students participated to support programs was 438.570.

Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık

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APA	Ozer M, Gençoğlu C, Suna H (2020). Türkiye’de Eğitimde Eşitsizlikleri Azaltmak İçin Uygulanan Politikalar. , 294 - 312. 10.7822/omuefd.828176
Chicago	Ozer Mahmut,Gençoğlu Cem,Suna Hayri Eren Türkiye’de Eğitimde Eşitsizlikleri Azaltmak İçin Uygulanan Politikalar. (2020): 294 - 312. 10.7822/omuefd.828176
MLA	Ozer Mahmut,Gençoğlu Cem,Suna Hayri Eren Türkiye’de Eğitimde Eşitsizlikleri Azaltmak İçin Uygulanan Politikalar. , 2020, ss.294 - 312. 10.7822/omuefd.828176
AMA	Ozer M,Gençoğlu C,Suna H Türkiye’de Eğitimde Eşitsizlikleri Azaltmak İçin Uygulanan Politikalar. . 2020; 294 - 312. 10.7822/omuefd.828176
Vancouver	Ozer M,Gençoğlu C,Suna H Türkiye’de Eğitimde Eşitsizlikleri Azaltmak İçin Uygulanan Politikalar. . 2020; 294 - 312. 10.7822/omuefd.828176
IEEE	Ozer M,Gençoğlu C,Suna H "Türkiye’de Eğitimde Eşitsizlikleri Azaltmak İçin Uygulanan Politikalar." , ss.294 - 312, 2020. 10.7822/omuefd.828176
ISNAD	Ozer, Mahmut vd. "Türkiye’de Eğitimde Eşitsizlikleri Azaltmak İçin Uygulanan Politikalar". (2020), 294-312. https://doi.org/10.7822/omuefd.828176

APA	Ozer M, Gençoğlu C, Suna H (2020). Türkiye’de Eğitimde Eşitsizlikleri Azaltmak İçin Uygulanan Politikalar. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 39(2), 294 - 312. 10.7822/omuefd.828176
Chicago	Ozer Mahmut,Gençoğlu Cem,Suna Hayri Eren Türkiye’de Eğitimde Eşitsizlikleri Azaltmak İçin Uygulanan Politikalar. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi 39, no.2 (2020): 294 - 312. 10.7822/omuefd.828176
MLA	Ozer Mahmut,Gençoğlu Cem,Suna Hayri Eren Türkiye’de Eğitimde Eşitsizlikleri Azaltmak İçin Uygulanan Politikalar. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, vol.39, no.2, 2020, ss.294 - 312. 10.7822/omuefd.828176
AMA	Ozer M,Gençoğlu C,Suna H Türkiye’de Eğitimde Eşitsizlikleri Azaltmak İçin Uygulanan Politikalar. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi. 2020; 39(2): 294 - 312. 10.7822/omuefd.828176
Vancouver	Ozer M,Gençoğlu C,Suna H Türkiye’de Eğitimde Eşitsizlikleri Azaltmak İçin Uygulanan Politikalar. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi. 2020; 39(2): 294 - 312. 10.7822/omuefd.828176
IEEE	Ozer M,Gençoğlu C,Suna H "Türkiye’de Eğitimde Eşitsizlikleri Azaltmak İçin Uygulanan Politikalar." Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 39, ss.294 - 312, 2020. 10.7822/omuefd.828176
ISNAD	Ozer, Mahmut vd. "Türkiye’de Eğitimde Eşitsizlikleri Azaltmak İçin Uygulanan Politikalar". Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi 39/2 (2020), 294-312. https://doi.org/10.7822/omuefd.828176