21. y\u00fczy\u0131lda \u00fclkelerin zenginlikleri art\u0131k, yeralt\u0131 kaynaklar\u0131, tarihlerinin ne kadar uzun ve ba\u015far\u0131l\u0131 oldu\u011fu ya da i\u015fg\u00fcc\u00fc ile de\u011fil, n\u00fcfuslar\u0131n\u0131n ne kadar nitelikli e\u011fitim ald\u0131klar\u0131 ile \u00f6l\u00e7\u00fclmektedir. \u00dclkeler aras\u0131ndaki farkl\u0131l\u0131k ve bir \u00fclkenin di\u011ferlerinin \u00f6n\u00fcne ge\u00e7ebilmesi, ancak iyi yeti\u015fmi\u015f beyinlerle ve dolay\u0131s\u0131yla o \u00fclkenin d\u00fcnyadaki rekabet g\u00fcc\u00fcn\u00fcn y\u00fcksek olmas\u0131yla ger\u00e7ekle\u015febilmektedir. Art\u0131k, sava\u015flar, silahlarla de\u011fil, e\u011fitilmi\u015f beyinlerle yap\u0131lmaktad\u0131r. Bilgi toplumuna ge\u00e7ilmesiyle birlikte, e\u011fitim, daha \u00f6nce hi\u00e7 olmad\u0131\u011f\u0131 kadar b\u00fcy\u00fck \u00f6nem ta\u015f\u0131r hale gelmi\u015ftir. Bilgi toplumunda e\u011fitim, toplumsal a\u00e7\u0131dan bir gereklilik, bireysel a\u00e7\u0131dan ise bir zorunluluk olmu\u015ftur. \u0130\u00e7inde bulundu\u011fumuz \u00e7a\u011fa \u201csanayi \u00f6tesi \u00e7a\u011f\u201d ya da \u201cbilgi \u00e7a\u011f\u0131\u201d ad\u0131 verilmektedir. Bilginin yarat\u0131lmas\u0131, da\u011f\u0131t\u0131lmas\u0131 ve payla\u015f\u0131lmas\u0131 kavramlar\u0131yla birlikte \u201cmavi yakal\u0131\u201d \u00e7al\u0131\u015fanlar\u0131n yerini \u201cbilgi i\u015f\u00e7ileri\u201d alm\u0131\u015ft\u0131r. Bilgi i\u015f\u00e7ilerinin en \u00f6nemli \u00f6zellikleri, bilgi ve becerilerinin \u00fclkeleri i\u00e7in verimlilik kayna\u011f\u0131 olmas\u0131, bir maliyet olmaktan \u00e7ok yat\u0131r\u0131m olarak g\u00f6r\u00fclmeleri ve bilgilerinin onlar\u0131 potansiyel giri\u015fimci konumuna getirmesidir.<\/p>\n
G\u00fcn\u00fcm\u00fczde art\u0131k ka\u00e7 ki\u015finin okuma yazma bildi\u011fi ya da okula devam etti\u011fi gibi bilgiler ge\u00e7erlili\u011fini yitirmi\u015ftir. \u00dclkemizde okulla\u015fma oranlar\u0131n\u0131n %90\u2019lara \u00e7\u0131km\u0131\u015f olmas\u0131 ve e\u011fitime bak\u0131\u015f a\u00e7\u0131s\u0131n\u0131n buna odaklanm\u0131\u015f olmas\u0131 ba\u015far\u0131 olarak g\u00f6r\u00fclmektedir. Ancak, T\u00fcrkiye\u2019de e\u011fitimin geri kalm\u0131\u015fl\u0131\u011f\u0131n\u0131n hangi boyutlarda oldu\u011funu ve bu sistemin art\u0131k \u00e7a\u011f\u0131n gereklerini kar\u015f\u0131layamaz oldu\u011funu ortaya koyarken belli verilerden yararlanmak, foto\u011fraf\u0131 netle\u015ftirmek a\u00e7\u0131s\u0131ndan faydal\u0131 olacakt\u0131r. \u00dclkemizde \u00e7a\u011f n\u00fcfusunun %10,23\u2019\u00fc zorunlu e\u011fitim d\u0131\u015f\u0131d\u0131r; yani 1.142 \u00e7ocu\u011fumuz okula gitmemektedir. Toplam n\u00fcfusun %12,6\u2019s\u0131 okuma yazma bilmemektedir. 6-17 ya\u015f grubunda 78 bin \u00e7ocuk \u00fccretli, maa\u015fl\u0131 ya da yevmiyeli olarak tar\u0131m sekt\u00f6r\u00fcnde \u00e7al\u0131\u015fmaktad\u0131r. 17.636 okulda birle\u015ftirilmi\u015f s\u0131n\u0131flarda 646.410 \u00f6\u011frenci \u00f6\u011frenim g\u00f6rmektedir; yani bir \u00f6\u011fretmen 1. s\u0131n\u0131ftan 5. s\u0131n\u0131fa kadar olan t\u00fcm \u00f6\u011frencilerle bir s\u0131n\u0131fta tahtay\u0131 be\u015fe b\u00f6lerek ders yapmaktad\u0131r. 807 il\u00e7ede 667.537 \u00f6\u011frenci ta\u015f\u0131mal\u0131 e\u011fitim g\u00f6rmektedir. 1.571 \u00f6\u011frenciye 1 rehberlik odas\u0131, 5.508 \u00f6\u011frenciye bir spor salonu, 1.609 \u00f6\u011frenciye bir k\u00fct\u00fcphane d\u00fc\u015fmektedir. Bu \u00f6rnekler, e\u011fitim sisteminin var olan haliyle nitelikli e\u011fitim vermekten \u00e7ok uzak oldu\u011funu g\u00f6stermektedir. Bu sistemde gen\u00e7ler \u00e7ekingen, kayg\u0131l\u0131 ve hedeflerini belirleyememi\u015f ya\u015fama haz\u0131r olmayan bireyler olarak yeti\u015fmektedirler. \u00dclkemizde gen\u00e7 n\u00fcfus, toplam n\u00fcfusun %17,6\u2019s\u0131n\u0131 olu\u015fturmaktad\u0131r. Bu gen\u00e7 n\u00fcfus, \u00e7o\u011fu zaman, \u00f6zellikle ya\u015flanan Avrupa k\u0131tas\u0131 \u00fclkeleriyle k\u0131yasland\u0131\u011f\u0131nda, \u00e7ok \u00f6nemli bir f\u0131rsat olarak g\u00f6r\u00fclmektedir. Ancak, bu gen\u00e7li\u011fin nitelikli e\u011fitime kavu\u015fturulmazsa f\u0131rsat olmaktan \u00e7\u0131k\u0131p ciddi bir tehdit olu\u015fturaca\u011f\u0131n\u0131n \u00e7ok ge\u00e7 olmadan g\u00f6r\u00fclmesi gerekmektedir. \u00c7ocuklar\u0131m\u0131z\u0131n ka\u00e7 y\u0131l\u0131n\u0131 okulda ge\u00e7irdi\u011fi tart\u0131\u015fmas\u0131 bir kenara b\u0131rak\u0131lmal\u0131, onlara hangi nitelikte e\u011fitim verilmesi gerekti\u011fi d\u00fc\u015f\u00fcn\u00fclmelidir. 2023 y\u0131l\u0131nda n\u00fcfusun yakla\u015f\u0131k %70\u2019inin \u00e7al\u0131\u015fma \u00e7a\u011f\u0131nda olaca\u011f\u0131 d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, \u00f6n\u00fcm\u00fczde 15 y\u0131ll\u0131k bir demografik f\u0131rsat penceresi bulunmaktad\u0131r.<\/p>\n
E\u011fitimin nitelik kazanmas\u0131n\u0131n en \u00f6nemli ko\u015fulunu, kaynaklar\u0131n verimli kullan\u0131lmas\u0131 olu\u015fturmaktad\u0131r. Var olan imkanlarla yap\u0131lanlara bak\u0131nca, \u00fclkemizin kaynak israf\u0131 \u00f6ne \u00e7\u0131kmaktad\u0131r. T\u00fcrkiye’de GSMH’n\u0131n y\u0131lda ortalama %3,5’i e\u011fitime ayr\u0131lmaktad\u0131r. Ancak, ne yaz\u0131k ki, okullar yeterince kaliteli e\u011fitim veremez hale geldi\u011fi i\u00e7in, e\u011fitim okullar\u0131n d\u0131\u015f\u0131na ta\u015fm\u0131\u015f, bunun sonucunda da dershaneler ortaya \u00e7\u0131km\u0131\u015ft\u0131r. Dershaneler, bug\u00fcnk\u00fc haliyle adeta sekt\u00f6r i\u00e7inde sekt\u00f6r konumuna gelmi\u015flerdir. 2008 y\u0131l\u0131 itibariyle dershane say\u0131s\u0131 4.000\u2019den fazlayken, ki bu yaln\u0131zca kay\u0131tl\u0131 olanlar\u0131n say\u0131s\u0131d\u0131r, orta\u00f6\u011fretim kurumu say\u0131s\u0131 3.690\u2019d\u0131r. Bir \u00fclkede e\u011fitim sisteminin okullar arac\u0131l\u0131\u011f\u0131yla i\u015fledi\u011finden bahsederken, her y\u0131l okul d\u0131\u015f\u0131 dershane sekt\u00f6r\u00fc %30 art\u0131r\u0131l\u0131yorsa, \u015fu an i\u00e7inde bulundu\u011fu haliyle milli e\u011fitim sistemimizin e\u011fitemedi\u011fini a\u00e7\u0131k se\u00e7ik g\u00f6rmekteyiz. Var olan e\u011fitim sistemimiz i\u00e7inde tabii ki \u00e7ocuklar\u0131m\u0131z \u00f6\u011frenmektedirler. Ancak, burada odak noktas\u0131, onlar\u0131n bilgi toplumunun gerekleriyle ba\u015f edebilmek i\u00e7in ne kadar \u201cetkin\u201d ve de\u011fi\u015fime uyum sa\u011flayacak \u015fekilde ne kadar \u201ch\u0131zl\u0131\u201d ve ne kadar \u201cnitelikli\u201d e\u011fitim ald\u0131klar\u0131 olmal\u0131d\u0131r. D\u00fcnya bu kadar h\u0131zl\u0131 de\u011fi\u015firken, e\u011fitim bu de\u011fi\u015fmenin gerisinde kalmamal\u0131d\u0131r. Buradaki form\u00fcl \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
G\u00fcney Kore\u2019yi ele al\u0131rsak, T\u00fcrkiye\u2019nin \u00fc\u00e7te biri y\u00fcz\u00f6l\u00e7\u00fcm\u00fcne sahip olmas\u0131na ra\u011fmen n\u00fcfus olarak e\u015fde\u011fer b\u00fcy\u00fckl\u00fcktedir. Bundan 50\u201360 y\u0131l \u00f6nce d\u00fcnyan\u0131n en yoksul \u00fclkelerinden biriyken bir ulusal e\u011fitim program\u0131n\u0131 y\u00fcr\u00fcrl\u00fc\u011fe koymu\u015ftur. Bu program, bizdeki gibi h\u00fck\u00fcmetlerden h\u00fck\u00fcmetlere, Y\u00d6K ba\u015fkan\u0131ndan Y\u00d6K ba\u015fkan\u0131na de\u011fi\u015fmemi\u015ftir. \u00c7\u00fcnk\u00fc onlar bu h\u0131zla ilerleyen ve de\u011fi\u015fen d\u00fcnyadaki tek g\u00fcc\u00fcn silah de\u011fil beyin oldu\u011funa inanm\u0131\u015flard\u0131r. T\u00fcm payda\u015flar\u0131n kat\u0131ld\u0131\u011f\u0131 ortak bir iradeyle hareket etmi\u015flerdir.<\/p>\n
Atat\u00fcrk 1922 y\u0131l\u0131nda Bursa\u2019da \u00f6\u011fretmenlerle yapt\u0131\u011f\u0131 konu\u015fmas\u0131nda \u201cg\u00f6r\u00fcl\u00fcyor ki bug\u00fcn hepimizin en \u00f6nemli g\u00f6revimiz Milli e\u011fitim i\u015fleridir. Ba\u015far\u0131n\u0131n sa\u011flanmas\u0131 i\u00e7in hepimizin tek v\u00fccut ve tek d\u00fc\u015f\u00fcnce olarak esasl\u0131 bir program \u00fczerinde \u00e7al\u0131\u015fmas\u0131 gerekir\u201d demi\u015ftir. 85 y\u0131ld\u0131r h\u00e2l\u00e2 tek v\u00fccut olup bir ortak irade olu\u015fturamad\u0131\u011f\u0131m\u0131z ger\u00e7e\u011fi d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, geldi\u011fimiz nokta hi\u00e7 de i\u00e7 a\u00e7\u0131c\u0131 de\u011fildir.<\/p>\n
E\u011fitim konusunun art\u0131k rejim ve ekonomiyle ilgili sorunlar\u0131n g\u00f6lgesinde kalmaktan \u00e7\u0131kar\u0131lmas\u0131 gerekmektedir. \u0130leride e\u011fitimsizlik ve sonras\u0131nda i\u015fsizlikle bo\u011fu\u015fan bir \u00fclke konumundan \u00e7\u0131kmak i\u00e7in \u015fimdiden yeterli \u00f6nlemlerin al\u0131nmas\u0131 gereklili\u011fi toplumun t\u00fcm kesimlerine kazand\u0131r\u0131lmal\u0131d\u0131r. Siyah ya da beyaz diye ayr\u0131\u015ft\u0131r\u0131lmadan, e\u011fitim ideolojik kazan\u0131mlar i\u00e7in bir ara\u00e7 olmaktan \u00e7\u0131kar\u0131lmal\u0131d\u0131r. \u00dclkemizin gelece\u011fini d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcm\u00fczde, ancak t\u00fcm payda\u015flar\u0131n kat\u0131l\u0131m\u0131yla ulusal bir program\u0131n y\u00fcr\u00fcrl\u00fc\u011fe konmas\u0131 i\u00e7in elimizdeki imkanlar\u0131 zorlarsak ba\u015far\u0131l\u0131 olabiliriz. Bunun ger\u00e7ekle\u015febilmesi i\u00e7in hedefi iyi belirlenmi\u015f stratejilere ve siyasi ranttan, pop\u00fclist yakla\u015f\u0131mlardan ar\u0131nm\u0131\u015f ortak bir iradeye ihtiya\u00e7 vard\u0131r. Ancak o zaman, B\u00fcy\u00fck \u00d6nder Atat\u00fcrk\u2019\u00fcn ve atalar\u0131m\u0131z\u0131n bize emanet etti\u011fi \u00fclkeye lay\u0131k olabiliriz. 21. y\u00fczy\u0131lda \u00fclkelerin zenginlikleri art\u0131k, yeralt\u0131 kaynaklar\u0131, tarihlerinin ne kadar uzun ve ba\u015far\u0131l\u0131 oldu\u011fu ya da i\u015fg\u00fcc\u00fc ile de\u011fil, n\u00fcfuslar\u0131n\u0131n ne kadar nitelikli e\u011fitim ald\u0131klar\u0131 ile \u00f6l\u00e7\u00fclmektedir. \u00dclkeler aras\u0131ndaki farkl\u0131l\u0131k ve bir \u00fclkenin di\u011ferlerinin \u00f6n\u00fcne ge\u00e7ebilmesi, ancak iyi yeti\u015fmi\u015f beyinlerle ve dolay\u0131s\u0131yla o \u00fclkenin d\u00fcnyadaki rekabet g\u00fcc\u00fcn\u00fcn y\u00fcksek olmas\u0131yla ger\u00e7ekle\u015febilmektedir. Art\u0131k, sava\u015flar, silahlarla de\u011fil, e\u011fitilmi\u015f […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[82,86,107,190,230],"class_list":["post-131","post","type-post","status-publish","format-standard","hentry","category-genel","tag-egitim","tag-egitim-sistemi","tag-genel-bakis","tag-selcuk-pehlivanoglu","tag-turk-egitim-dernegi"],"_links":{"self":[{"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=\/wp\/v2\/posts\/131","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=131"}],"version-history":[{"count":3,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=\/wp\/v2\/posts\/131\/revisions"}],"predecessor-version":[{"id":1914,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=\/wp\/v2\/posts\/131\/revisions\/1914"}],"wp:attachment":[{"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=131"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=131"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=131"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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