21. y\u00fczy\u0131lda \u00fcniversiteler d\u00f6rtl\u00fc bir i\u015flevi yerine getiren bir modelle evrimle\u015fmelerini s\u00fcrd\u00fcrmektedirler. Bu do\u011frultuda, \u00fcniversiteler bilginin \u00fcretimi (ara\u015ft\u0131rma), bilginin sunulmas\u0131 (dersler), bilginin da\u011f\u0131l\u0131m\u0131 (yay\u0131nlar) ve topluma hizmet sunulmas\u0131ndan olu\u015fan \u00e7oklu bir i\u015flev \u00fcstlenmi\u015flerdir. Asl\u0131nda \u00fcniversite 1000 y\u0131ll\u0131k bir kurumdur ancak 20. y\u00fczy\u0131l\u0131n ikinci yar\u0131s\u0131yla birlikte pek \u00e7ok yeni \u00fcniversite t\u00fcr\u00fc ortaya \u00e7\u0131km\u0131\u015ft\u0131r. \u00d6zel kurulu\u015flar eliyle y\u00fcksek\u00f6\u011fretimin sunumu de\u011fi\u015fik bi\u00e7imlerde ger\u00e7ekle\u015ftirilmeye ba\u015flam\u0131\u015ft\u0131r. Bunlar aras\u0131nda kar amac\u0131 g\u00fctmeyen vak\u0131f \u00fcniversiteleri (Harvard, Stanford), kar amac\u0131 g\u00fcden kurum \u00fcniversiteleri (University of Phoenix, Dewry University), \u015firket \u00fcniversiteleri (Motorola University, Oracle University), s\u0131n\u0131r \u00f6tesi (transnational) \u00fcniversiteler (Nottingham, The Apollo Group) ve sanal \u00fcniversiteler (Tec de Monterry) bulunmaktad\u0131r. <\/p>\n
Bu \u00e7e\u015fitlilik sayesinde, y\u00fcksek \u00f6\u011fretim elitist olmaktan \u00e7\u0131km\u0131\u015f, daha geni\u015f kitlelere ula\u015fmaya ba\u015flam\u0131\u015ft\u0131r. 2000 y\u0131l\u0131nda d\u00fcnya genelinde 50 milyon y\u00fcksek \u00f6\u011frenim \u00f6\u011frencisi varken 2020 y\u0131l\u0131nda bu say\u0131n\u0131n 200 milyona ula\u015fmas\u0131 beklenmektedir. T\u00fcrkiye\u2019de de y\u00fcksek \u00f6\u011frenime olan talep benzer bir e\u011filimi ortaya \u00e7\u0131karm\u0131\u015ft\u0131r. Y\u00fcksek \u00f6\u011fretim art\u0131k kitle e\u011fitimi niteli\u011fi kazanmaya ba\u015flam\u0131\u015ft\u0131r; \u00e7\u00fcnk\u00fc talep bu y\u00f6nde olu\u015fmu\u015ftur. Her ge\u00e7en g\u00fcn yeni bir \u00f6zel \u00fcniversitenin kurulma a\u015famas\u0131na geldi\u011fi g\u00f6r\u00fclmektedir. T\u00fcrkiye\u2019de 23 Haziran 2009 tarihinde TBMM\u2019de kabul g\u00f6ren TED \u00dcniversitesi\u2019nin de bulundu\u011fu 39 vak\u0131f \u00fcniversitesi bulunmaktad\u0131r. <\/p>\n
\u00d6zel y\u00fcksek \u00f6\u011fretim kurulu\u015flar\u0131ndaki \u00f6\u011frencilerin toplam \u00f6\u011frenci say\u0131s\u0131 i\u00e7indeki pay\u0131 G\u00fcney Kore\u2019de y\u00fczde 80, Japonya\u2019da y\u00fczde 76, Hindistan\u2019da y\u00fczde 75\u2019tir. T\u00fcrkiye\u2019de ise vak\u0131f \u00fcniversitelerindeki \u00f6\u011frenci say\u0131s\u0131 toplam \u00f6\u011frenci say\u0131s\u0131n\u0131n ancak y\u00fczde 5\u2019ini olu\u015fturmaktad\u0131r. T\u00fcrkiye\u2019de t\u00fcm \u00fcniversitelerdeki toplam kontenjan 544 bin 882\u2019dir. Devlet \u00fcniversitelerinde \u00f6n lisans + lisans + \u00f6zel yetenek olmak \u00fczere toplam 460 bin 635 bin, vak\u0131f \u00fcniversitelerinde toplam 64 bin 607 bin, KKTC ve yurtd\u0131\u015f\u0131nda toplam 19 bin 640 bin \u00f6\u011frencilik bir kontenjan bulunmaktad\u0131r. Bu kontenjanlar y\u00fcksek \u00f6\u011frenime olan talebi kar\u015f\u0131layamaz durumdad\u0131rlar; yani T\u00fcrkiye\u2019de bir arz-talep dengesizli\u011fi bulunmaktad\u0131r. Bu dengesizli\u011fin ortadan kald\u0131r\u0131lmas\u0131 i\u00e7in ise var olan \u00fcniversitelerdeki kontenjanlar\u0131n art\u0131r\u0131lmas\u0131 ve yeni \u00fcniversitelerin kurulmas\u0131 gibi yollar se\u00e7ilmi\u015ftir. Y\u00fcksek \u00f6\u011fretimde net okulla\u015fma oran\u0131nda hedef y\u00fczde 31 iken ancak y\u00fczde 20,14 oran\u0131nda ger\u00e7ekle\u015febilmi\u015ftir (T\u00dc\u0130K: 2008). Baz\u0131 \u00fclkelerle (Bel\u00e7ika\u2019da y\u00fczde 56, Fransa\u2019da y\u00fczde 51, Almanya\u2019da y\u00fczde 46, \u0130srail\u2019de y\u00fczde 11, G\u00fcney Kore\u2019de y\u00fczde 52) kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda bu oran\u0131n \u00e7ok d\u00fc\u015f\u00fck oldu\u011fu g\u00f6r\u00fclmektedir. Niceliksel bir b\u00fcy\u00fcme ne yaz\u0131k ki niteliksel bir geli\u015fmeyi de garanti etmemektedir. Y\u00fcksek\u00f6\u011frenimde bir \u00fcniversitenin kendi sistemini olu\u015fturmas\u0131, evrimle\u015fmeye ba\u015flamas\u0131, \u2018\u00f6\u011frenen\u2019 bir kurum olarak ayakta kalmay\u0131 ba\u015farabilmesi ve kendi kurum k\u00fclt\u00fcr\u00fcn\u00fc olu\u015fturabilmesi olduk\u00e7a uzun bir zaman almaktad\u0131r ve getirilerinin geri d\u00f6n\u00fc\u015f\u00fc uzun vadeli olmaktad\u0131r. Her ge\u00e7en g\u00fcn yeni bir vak\u0131f \u00fcniversitesinin kurulma \u00e7al\u0131\u015fmas\u0131n\u0131n ba\u015flat\u0131lmas\u0131 adeta bir moda halinde yay\u0131lmaktad\u0131r. Ancak unutulmamal\u0131d\u0131r ki, birbiri ard\u0131na a\u00e7\u0131lan \u00fcniversiteler sistemin gerektirdi\u011fi haz\u0131rlanma, kurulma, olgunla\u015fma ve evrimle\u015fme s\u00fcre\u00e7lerini gerekti\u011fi gibi tamamlayamazlarsa \u00f6\u011frencilerine sunduklar\u0131 \u00f6\u011frenimin niteliksizli\u011fi ciddi bir sorun olarak kar\u015f\u0131m\u0131za \u00e7\u0131kacakt\u0131r. \u0130\u015fte o zaman verilen diplomalar, ne yaz\u0131k ki i\u00e7i doldurulamam\u0131\u015f bo\u015f birer ka\u011f\u0131t par\u00e7as\u0131ndan \u00f6teye gidemeyecektir. \u00dcniversite mezunlar\u0131n\u0131n o \u00fclkenin ekonomisine katk\u0131s\u0131 ve ya\u015famla ilgili edindikleri bilgi ve becerileriler bu kurumlar\u0131n ba\u015far\u0131s\u0131n\u0131 g\u00f6steren iki \u00f6nemli kriterdir. Bu kriterlerin giderek g\u00f6reli olarak azalan kamusal kaynaklar ile kar\u015f\u0131lanabilmesi g\u00fcn ge\u00e7tik\u00e7e g\u00fc\u00e7le\u015fmektedir. Di\u011fer \u00fclkelerde de ayn\u0131 sorunla kar\u015f\u0131la\u015f\u0131lm\u0131\u015ft\u0131r. Y\u0131llar i\u00e7inde pek \u00e7ok \u00fclkede bir yandan \u00fcniversitelerin i\u015fletme harcamalar\u0131na h\u00fck\u00fcmetlerin katk\u0131s\u0131 y\u00fczde 80\u2019lerden, y\u00fczde 10\u2019lara d\u00fc\u015f\u00fcnce, \u00f6te yandan y\u00fcksek \u00f6\u011frenime de talep art\u0131nca bu talebi kar\u015f\u0131laman\u0131n maliyeti \u00e7ok artm\u0131\u015ft\u0131r. \u00d6rne\u011fin, \u0130ngiltere’de n\u00fcfus art\u0131\u015f oran\u0131 d\u00fc\u015fmesine ra\u011fmen \u00fcniversite e\u011fitimi talebi y\u00fczde 7,2 artm\u0131\u015ft\u0131r. \u00dcniversite har\u00e7lar\u0131n\u0131 art\u0131rmak, dolay\u0131s\u0131yla maliyeti \u00f6\u011frencilerin \u00fczerine y\u0131kmak, \u00f6\u011frencileri \u00f6\u011frenimden faydalananlar konumundan \u00e7\u0131k\u0131p t\u00fcketici ve bor\u00e7lu konumuna getirmek, end\u00fcstri ile ortak ara\u015ft\u0131rma projelerine girip, ger\u00e7e\u011fi arama misyonlar\u0131n\u0131 yitirip kar pe\u015finde ko\u015fan kurumlar konumuna gelmek, giderek artan say\u0131da ge\u00e7ici ve yar\u0131 zamanl\u0131 i\u015fg\u00fcc\u00fc istihdam etmek bu artan maliyeti kar\u015f\u0131lamak i\u00e7in kullan\u0131lan belli ba\u015fl\u0131 yollar olmu\u015flard\u0131r. <\/p>\n
Bu ve bu t\u00fcrden senaryolar\u0131n k\u00f6t\u00fc etkilerinin en aza indirilebilmesi i\u00e7in devletin sa\u011flamas\u0131 gereken bir tak\u0131m kolayl\u0131klar olmal\u0131d\u0131r. Devlet, b\u00fct\u00e7esinden belli \u00f6l\u00e7\u00fclerde kaynak ay\u0131rabilir; arazi tahsisi ve vergi konusunda gerekli kolayl\u0131klar\u0131 sa\u011flayabilir. \u00d6nemli olan, al\u0131nan \u00fcniversite diplomas\u0131n\u0131n i\u015flevinin sorgulanmamas\u0131d\u0131r. \u00d6ncelikler ve beklentiler belirlenmeli, yerelin \u00f6zelliklerinden kopmadan k\u00fcreselle ili\u015fkinin kurulmas\u0131 sa\u011flanabilmelidir. Nitelikten uzakla\u015fmay\u0131p y\u00fcksek \u00f6\u011frenimin kapasite yarat\u0131m\u0131 i\u015flevine odaklanarak nicelik ve nitelik paralelli\u011fini sa\u011flanabilmelidir. H\u00fck\u00fcmetten gelecek k\u0131sa vadeli finansal yard\u0131mlar t\u00fcm bunlar\u0131n ger\u00e7ekle\u015fmesi i\u00e7in yeterli de\u011fildir.<\/p>\n
Bilgi temelli ekonomiye ge\u00e7ilmesiyle birlikte d\u00f6rt stratejik boyut \u00f6nem kazanm\u0131\u015ft\u0131r. Bunlar, uygun ekonomik ve kurumsal rejimin bulunmas\u0131, g\u00fc\u00e7l\u00fc bir insan sermayesi temelinin olmas\u0131, dinamik bir bilgi alt yap\u0131s\u0131n\u0131n sa\u011flanm\u0131\u015f olmas\u0131 ve etkin bir ulusal inovasyon sisteminin bulunmas\u0131. Bir \u00fclkenin kalk\u0131nmas\u0131 i\u00e7in gerekli olan bu \u00f6n ko\u015ful niteli\u011findeki d\u00f6rt boyut, daha mikro boyutta \u00f6zel \u00fcniversitelerin kurulmas\u0131 a\u015famas\u0131nda da \u00f6n ko\u015ful olarak belirlenebilir. Ancak bu yolla vak\u0131f \u00fcniversiteleri d\u00fcnya klasman\u0131nda birer \u00fcniversiteye d\u00f6n\u00fc\u015febileceklerdir. <\/p>\n","protected":false},"excerpt":{"rendered":"
21. y\u00fczy\u0131lda \u00fcniversiteler d\u00f6rtl\u00fc bir i\u015flevi yerine getiren bir modelle evrimle\u015fmelerini s\u00fcrd\u00fcrmektedirler. Bu do\u011frultuda, \u00fcniversiteler bilginin \u00fcretimi (ara\u015ft\u0131rma), bilginin sunulmas\u0131 (dersler), bilginin da\u011f\u0131l\u0131m\u0131 (yay\u0131nlar) ve topluma hizmet sunulmas\u0131ndan olu\u015fan \u00e7oklu bir i\u015flev \u00fcstlenmi\u015flerdir. Asl\u0131nda \u00fcniversite 1000 y\u0131ll\u0131k bir kurumdur ancak 20. y\u00fczy\u0131l\u0131n ikinci yar\u0131s\u0131yla birlikte pek \u00e7ok yeni \u00fcniversite t\u00fcr\u00fc ortaya \u00e7\u0131km\u0131\u015ft\u0131r. \u00d6zel kurulu\u015flar eliyle […]<\/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":[190,230,244],"class_list":["post-180","post","type-post","status-publish","format-standard","hentry","category-genel","tag-selcuk-pehlivanoglu","tag-turk-egitim-dernegi","tag-universiteler-eki"],"_links":{"self":[{"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=\/wp\/v2\/posts\/180","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=180"}],"version-history":[{"count":0,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=\/wp\/v2\/posts\/180\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=180"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=180"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=180"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}