\u201cRekabet, ayn\u0131 yar\u0131\u015fta ko\u015fmay\u0131 se\u00e7mek demektir. Rekabet\u00fcst\u00fcnde ise rakipler, kendi yar\u0131\u015f alanlar\u0131n\u0131 kendileri se\u00e7erler.\u201d Edward de Bono<\/p>\n
T\u00fcrkiye\u2019de mevcut duruma bak\u0131ld\u0131\u011f\u0131nda, 2002-2007 y\u0131llar\u0131 aras\u0131nda %7,5 oran\u0131nda ekonomik b\u00fcy\u00fcme sa\u011flanm\u0131\u015f, \u00fcretim ve hizmet sekt\u00f6rleri son birka\u00e7 on y\u0131l i\u00e7inde k\u00fcresel piyasalarla b\u00fct\u00fcnle\u015fme ve rekabet etme y\u00f6n\u00fcnde kayda de\u011fer bir de\u011fi\u015fim ve d\u00f6n\u00fc\u015f\u00fcm s\u00fcreci ya\u015fam\u0131\u015ft\u0131r. Ne yaz\u0131k ki, bu b\u00fcy\u00fcme tek ba\u015f\u0131na yeterli olmam\u0131\u015f, ayn\u0131 d\u00f6nemde e\u011fitim sistemi, ekonomi, istihdam ve toplumdaki de\u011fi\u015fimleri destekleyecek geli\u015fimi g\u00f6sterememi\u015ftir.<\/p>\n
Kaynak yetersizli\u011fi, e\u011fitim sisteminin istenen ivmeyi yakalayamamas\u0131n\u0131n en \u00f6nemli sebebi olarak g\u00f6sterilmektedir. Oysa, D\u00fcnya Bankas\u0131 ve T\u00dc\u0130K taraf\u0131ndan yap\u0131lan \u00e7al\u0131\u015fmalarda, \u00f6zel harcamalar da dikkate al\u0131nd\u0131\u011f\u0131nda, T\u00fcrkiye\u2019de GSY\u0130H\u2019dan e\u011fitime ayr\u0131lan pay %10,4 olarak hesaplanmaktad\u0131r. Bu oran, OECD \u00fclkeleri i\u00e7inde, G\u00fcney Kore ile birlikte, GSY\u0130H\u2019dan e\u011fitime harcanan en y\u00fcksek orand\u0131r. Yani asl\u0131nda, T\u00fcrkiye, e\u011fitime \u00f6nemli bir miktarda kaynak ay\u0131rmaktad\u0131r. \u00d6yleyse, temel sorun, e\u011fitime ayr\u0131lan kaynaklar\u0131n yanl\u0131\u015f y\u00f6nlendirilerek etkin ve verimli kullan\u0131lamamas\u0131d\u0131r. T\u00fcrkiye\u2019de her y\u0131l yakla\u015f\u0131k 10 milyar dolarl\u0131k bir kaynak orta\u00f6\u011fretime ve y\u00fcksek\u00f6\u011fretime ge\u00e7i\u015f s\u0131navlar\u0131na haz\u0131rl\u0131k kapsam\u0131nda adeta sekt\u00f6r i\u00e7inde sekt\u00f6r haline gelmi\u015f olan dershanelere harcanmaktad\u0131r. Bu b\u00fcy\u00fckl\u00fckte bir harcaman\u0131n, bir k\u0131sm\u0131n\u0131n bile okullarda e\u011fitimin geli\u015ftirilmesi i\u00e7in kullan\u0131lmas\u0131 halinde sa\u011flayaca\u011f\u0131 katk\u0131lar g\u00f6z ard\u0131 edilemez.<\/p>\n
Bu kaynaklarla asl\u0131nda neler yap\u0131labilir? T\u00fcrkiye\u2019nin y\u00fcksek\u00f6\u011fretim \u00e7a\u011f\u0131ndaki n\u00fcfusunun okulla\u015fma oran\u0131 %65 d\u00fczeyine \u00e7\u0131kar\u0131labilir. Bunun i\u00e7in, sadece 3.221.000.000$ y\u0131ll\u0131k kaynak ile, bir y\u0131lda Sabanc\u0131 ve Ko\u00e7 \u00dcniversiteleri niteli\u011finde (3.221.000.000$\/500.000.000$ = 6,42) yakla\u015f\u0131k 7 yeni \u00fcniversite kurulabilir. Bu nitelikte bir devlet \u00fcniversitesi 7.000 \u00f6\u011frenci i\u00e7in yeni kapasite yarat\u0131r. 2007 y\u0131l\u0131 Y\u00d6K ve \u00fcniversite b\u00fct\u00e7elerinin toplam\u0131n\u0131n 6.586.692 bin YTL oldu\u011fu g\u00f6z \u00f6n\u00fcnde bulundurulursa, bo\u015fa giden kaynaklar ile her y\u0131l y\u00fcksek \u00f6\u011fretimde (6,42 x 7.000 = 45.080) 45.080 \u00f6\u011frencilik yeni \u00f6rg\u00fcn e\u011fitim kapasitesi olu\u015fturulabilir. \u00d6SS\u2019ye haz\u0131rl\u0131k i\u00e7in zaten yap\u0131lmakta olan harcamalar\u0131n \u00fcniversite e\u011fitimine y\u00f6nlendirilmesi sonucu, kaynaklar\u0131n daha verimli kullan\u0131lmas\u0131 sa\u011flanm\u0131\u015f olacakt\u0131r. Her y\u0131l \u00d6SS\u2019ye haz\u0131rl\u0131k i\u00e7in harcanan kaynaklar ile T\u00fcrk E\u011fitim Derne\u011fi\u2019nin \u201cT\u00fcrkiye\u2019nin \u00dcniversiteye Giri\u015f Sistemi\u201d raporunda 2023 y\u0131l\u0131 i\u00e7in \u00f6ng\u00f6r\u00fclen ve Y\u00d6K\u2019\u00fcn \u201cT\u00fcrkiye\u2019nin Y\u00fcksek\u00f6\u011fretim Stratejisi \u2013 Taslak Rapor\u201dunda 2025 y\u0131l\u0131 i\u00e7in \u00f6ng\u00f6r\u00fclen y\u00fcksek\u00f6\u011fretimde kapasite art\u0131\u015f\u0131 ve lisans\u00fcst\u00fc d\u00fczeyde ara\u015ft\u0131rmac\u0131 – \u00f6\u011fretim eleman\u0131 yeti\u015ftirme hedefleri, ek bir kayna\u011fa ihtiya\u00e7 kalmadan ger\u00e7ekle\u015ftirilebilir.<\/p>\n
T\u00fcrkiye\u2019de 70,5 milyonluk toplam n\u00fcfusun yakla\u015f\u0131k 20 milyonunu, 0-19 ya\u015f aral\u0131\u011f\u0131 olu\u015fturmaktad\u0131r. Yani, yakla\u015f\u0131k 20 milyon ki\u015fi e\u011fitimin t\u00fcm kademelerinden hizmet almaktad\u0131r. Bu n\u00fcfus 2023\u2019e kadar demografik f\u0131rsat olarak kar\u015f\u0131m\u0131zdad\u0131r. Bu b\u00fcy\u00fckl\u00fckte bir n\u00fcfusun k\u00fcreselle\u015fmenin ve bilgi \u00e7a\u011f\u0131n\u0131n gerekleri do\u011frultusunda e\u011fitilemedi\u011fi takdirde bu f\u0131rsat\u0131n nas\u0131l b\u00fcy\u00fck bir tehdide d\u00f6n\u00fc\u015febilece\u011fi g\u00f6r\u00fclmelidir. Pek \u00e7ok geli\u015fmekte olan \u00fclke gibi T\u00fcrkiye\u2019de de e\u011fitim bir yandan \u00fclke g\u00fcndeminde rejim ve ekonomi tart\u0131\u015fmalar\u0131n\u0131n gerisinde kalmakta, di\u011fer yandan ise pek \u00e7ok sosyal ve ekonomik sorun i\u00e7in \u00e7\u00f6z\u00fcm olarak g\u00f6sterilmektedir. E\u011fitimin ba\u015fka sorunlara \u00e7\u00f6z\u00fcm olabilmesi, ancak ve ancak kendisinin kronikle\u015fmi\u015f bir sorun olmaktan \u00e7\u0131kmas\u0131yla m\u00fcmk\u00fcn olabilecektir.<\/p>\n
Rekabet etkenleri, 1960\u2019lardan bu yana, her on y\u0131la bak\u0131ld\u0131\u011f\u0131nda farkl\u0131l\u0131klar g\u00f6stermi\u015ftir. 1960\u2019larda \u2018\u00fcretim \u00fcst\u00fcnl\u00fc\u011f\u00fc\u2019, 1970\u2019lerde \u2018maliyet \u00fcst\u00fcnl\u00fc\u011f\u00fc\u2019, 1980\u2019lerde \u2018kalite \u00fcst\u00fcnl\u00fc\u011f\u00fc\u2019 ve 1990\u2019larda \u2018h\u0131z \u00fcst\u00fcnl\u00fc\u011f\u00fc\u2019 ana rekabet etkenleri olarak g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. 2000\u2019li y\u0131llarda ise daha \u2018soyut etkenler\u2019 ortaya \u00e7\u0131km\u0131\u015ft\u0131r. Bu soyut etkenlerden baz\u0131lar\u0131 \u00e7al\u0131\u015fanlar\u0131n yarat\u0131c\u0131l\u0131klar\u0131 ve bilgileri, yeni bilgilere ula\u015fabilme ve kullanabilmelerindeki h\u0131zlar\u0131 ve \u00f6\u011frenmenin bitmeyen bir s\u00fcre\u00e7 olarak alg\u0131lanmas\u0131 gibi rakipler taraf\u0131ndan anla\u015f\u0131labilmesi ve taklit edilebilmesi zor etkenlerdir. Ba\u015f d\u00f6nd\u00fcr\u00fcc\u00fc de\u011fi\u015fimlerin ya\u015fand\u0131\u011f\u0131 bilgi \u00e7a\u011f\u0131nda art\u0131k rekabet g\u00fcc\u00fc en \u00f6nemli odak noktas\u0131 haline gelmi\u015ftir. O halde e\u011fitimin \u00f6ncelikli i\u015flevi, bilgi toplumunun gerekleriyle ba\u015f edebilmek i\u00e7in \u2018etkin\u2019 ve de\u011fi\u015fime uyum sa\u011flayacak \u015fekilde \u2018h\u0131zl\u0131\u2019 ve \u2018nitelikli\u2019 i\u015fg\u00fcc\u00fc yeti\u015ftirmek olmal\u0131d\u0131r. D\u00fcnya bu kadar h\u0131zl\u0131 de\u011fi\u015firken, e\u011fitim bu de\u011fi\u015fmenin gerisinde kalmamal\u0131d\u0131r. Bunun form\u00fcl\u00fc \u00e7ok basittir: E\u011fitimin h\u0131z\u0131 ve niteli\u011fi, bilgi toplumundaki de\u011fi\u015fim h\u0131z\u0131 ve gereklerine en az\u0131ndan e\u015fit ya da daha b\u00fcy\u00fck olmal\u0131d\u0131r.<\/p>\n
Bilgi \u00e7a\u011f\u0131 ekonomisinde ana sermaye beyin g\u00fcc\u00fc, yani, iyi yeti\u015fmi\u015f insan g\u00fcc\u00fcd\u00fcr. S\u00fcrd\u00fcr\u00fclebilir rekabeti m\u00fcmk\u00fcn k\u0131lacak olan bu sermayedir. Oysa, T\u00fcrkiye\u2019de mevcut ko\u015fullara bak\u0131ld\u0131\u011f\u0131nda, yaln\u0131zca e\u011fitime aktar\u0131lan kaynaklar de\u011fil, insan sermayesi de har vurup harman savrulmaktad\u0131r. \u00d6nemli bir de\u011fi\u015fken olan istihdam ile e\u011fitim aras\u0131ndaki ili\u015fkiye bak\u0131ld\u0131\u011f\u0131nda, \u015fu anda var olan i\u015fg\u00fcc\u00fcn\u00fcn, sanayi \u00f6tesi \u00e7a\u011f\u0131n istihdam alanlar\u0131n\u0131n gerektirdi\u011fi becerilerle donat\u0131lmam\u0131\u015f oldu\u011fu g\u00f6r\u00fclmektedir. Ekonomik kalk\u0131nma ve rekabet g\u00fcc\u00fcn\u00fcn geli\u015ftirilmesi ile o \u00fclkenin gen\u00e7 n\u00fcfusunun ne \u00f6\u011frendi\u011fi aras\u0131nda do\u011frudan bir ili\u015fki vard\u0131r. E\u011fitim, kalk\u0131nma ile ilgili stratejilerin merkezinde yer al\u0131r. Burada odak noktas\u0131, e\u011fitim kurumlar\u0131n\u0131n niteli\u011fi ve ekonomik kalk\u0131nma ile e\u011fitimin kazand\u0131rabilece\u011fi beceriler aras\u0131nda ili\u015fkiyi belirlemektir. T\u00fcrkiye\u2019de verilen e\u011fitimin niteli\u011finde ciddi problemler olmas\u0131, i\u015fg\u00fcc\u00fcn\u00fcn beceri d\u00fczeyi ve yenilik\u00e7ilik kapasitesi(zli\u011fi) \u00fcretimin yap\u0131s\u0131n\u0131 olumsuz etkilemektedir.<\/p>\n
Demografik bir f\u0131rsat olarak g\u00f6r\u00fclen gen\u00e7 n\u00fcfusu ile \u00f6v\u00fcnen T\u00fcrkiye\u2019de;
\n\u2022 2006 y\u0131l\u0131 itibariyle i\u015fg\u00fcc\u00fcn\u00fcn %66\u2019s\u0131, istihdam\u0131n %66,7\u2019si ve i\u015fsizlerin %59,9\u2019u lise alt\u0131 e\u011fitim seviyesindekiler ve okumaz-yazmazlardan olu\u015fmaktad\u0131r.
\n\u2022 Ne \u00f6\u011frenim, ne de i\u015f hayat\u0131nda yer almayan kad\u0131nlar\u0131n say\u0131s\u0131 2,2 milyon dolay\u0131ndad\u0131r.
\n\u2022 Halen 15 ya\u015f \u00fczerinde okuma yazma bilmeyen 6,1 milyon ki\u015fi bulunmaktad\u0131r.
\n\u2022 \u0130lk\u00f6\u011fretim \u00e7a\u011f\u0131nda yakla\u015f\u0131k 1.142.000 \u00e7ocuk e\u011fitim hakk\u0131ndan yoksundur ve okula devam edenler de bilgi \u00e7a\u011f\u0131n\u0131n gerektirdi\u011fi temel becerileri kazanamamaktad\u0131r.
\n\u2022 2007 y\u0131l\u0131 itibariyle T\u00fcrkiye 55 \u00fclke aras\u0131nda rekabet g\u00fcc\u00fc s\u0131ralamas\u0131nda 48. s\u0131rada yer alm\u0131\u015ft\u0131r.
\n\u2022 UNESCO taraf\u0131ndan e\u011fitimin geli\u015fimini \u00f6l\u00e7mek i\u00e7in haz\u0131rlanan \u2018Herkes \u0130\u00e7in E\u011fitim Geli\u015fme Endeksi\u2019nde T\u00fcrkiye 125 \u00fclke aras\u0131nda 77. s\u0131rada yer almaktad\u0131r.
\n\u2022 PISA (Uluslararas\u0131 \u00d6\u011frenci De\u011ferlendirme Program\u0131) ara\u015ft\u0131rmas\u0131nda \u00f6\u011frencilerin problem \u00e7\u00f6zme ba\u015far\u0131lar\u0131na g\u00f6re yap\u0131lan s\u0131ralamada T\u00fcrkiye, kat\u0131lan 40 \u00fclke i\u00e7inde son s\u0131ralarda yer alm\u0131\u015ft\u0131r.
\n\u2022 \u0130\u015fsizlik %10\u2019luk seviyenin alt\u0131na indirilememi\u015ftir.<\/p>\n
Bu veriler asl\u0131nda T\u00fcrk gen\u00e7li\u011finin ve dolay\u0131s\u0131yla T\u00fcrkiye\u2019nin b\u00fcy\u00fck resimde nerede yer ald\u0131\u011f\u0131n\u0131 a\u00e7\u0131k\u00e7a g\u00f6stermektedir. 2023 y\u0131l\u0131na gelindi\u011finde, n\u00fcfusun %70\u2019i \u00e7al\u0131\u015fma \u00e7a\u011f\u0131nda olacakt\u0131r. K\u00fc\u00e7\u00fclen d\u00fcnyada b\u00fcy\u00fcyen e\u011fitimsiz gen\u00e7lik, gerekli \u00f6nlemler hemen al\u0131nmazsa bir tehdide d\u00f6n\u00fc\u015fecektir. E\u011fitim a\u00e7\u0131s\u0131ndan d\u00fcnya ortalamalar\u0131na ula\u015famad\u0131\u011f\u0131m\u0131z d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, e\u011fitimin bireysel y\u00f6nelimli ve k\u0131sa erimli uygulamalara b\u0131rak\u0131lamayacak ve ideolojik kazan\u0131mlar i\u00e7in bir ara\u00e7 olarak kullan\u0131lamayacak kadar \u00f6nemli bir i\u015f oldu\u011funun art\u0131k fark\u0131na var\u0131lmal\u0131d\u0131r. \u00dclkemizdeki sorun, kaynak yetersizli\u011fi de\u011fil, s\u00fcrekli de\u011fi\u015fen politikalar ve kuvvetler kavgas\u0131d\u0131r. Ancak t\u00fcm payda\u015flar\u0131n kat\u0131l\u0131m\u0131yla olu\u015fturulacak ulusal bir e\u011fitim program\u0131, T\u00fcrkiye\u2019yi rekabet g\u00fcc\u00fc y\u00fcksek \u00f6nder bir \u00fclke yapacakt\u0131r.<\/p>\n