Son 20 \u2013 30 y\u0131ld\u0131r \u00fclkemizde h\u00fck\u00fcm s\u00fcren s\u0131nav sisteminin, e\u011fitim sistemimiz \u00fczerindeki etkisi de\u011ferlendirildi\u011finde kar\u015f\u0131m\u0131za \u015fu tablo \u00e7\u0131kmaktad\u0131r: \u015fu anki haliyle s\u0131nav sistemi \u00f6\u011fretimin t\u00fcm kademelerinde \u2013 ilk\u00f6\u011fretim, orta \u00f6\u011fretim ve y\u00fcksek\u00f6\u011fretim \u2013 e\u011fitim sistemini tutsak alm\u0131\u015f durumdad\u0131r. Bu konuda \u00f6yle bir noktaya gelinmi\u015ftir ki, e\u011fitim sisteminin varl\u0131k nedeni \u00f6\u011frencilere hizmet etmek olmal\u0131yken, bu haliyle tam tersi bir durum ya\u015fanmaktad\u0131r ve \u00f6\u011frenciler sisteme hizmet etmektedirler. <\/p>\n
Seviye Belirleme S\u0131nav\u0131 (SBS) ya da \u00d6\u011frenci Se\u00e7me S\u0131nav\u0131\u2019nda (\u00d6SS) al\u0131nacak notlara odaklanm\u0131\u015f bir \u00f6\u011fretim, e\u011fitimin \u00f6ncelikli ama\u00e7lar\u0131n\u0131n ger\u00e7ekle\u015fmesinde en \u00f6nemli engeldir. S\u0131navlar\u0131n etkisi t\u00fcm e\u011fitim sistemine \u00f6ylesine h\u00fckmetmektedir ki, \u00f6\u011frencilerin en \u00f6nemli becerisi test \u00e7\u00f6zerken d\u00f6rt yuvarlaktan birini se\u00e7ip d\u0131\u015far\u0131ya ta\u015f\u0131rmadan i\u00e7ini doldurmak olmu\u015ftur. Gerek veliler, gerekse \u00f6\u011fretmenler ve dolay\u0131s\u0131yla \u00f6\u011frenciler i\u00e7in \u2018ba\u015far\u0131\u2019 kavram\u0131 s\u0131navlardan al\u0131nan sonu\u00e7lara indirgenmektedir. <\/p>\n
\u00d6zellikle dershanelerin ve okullar\u0131n, SBS ya da \u00d6SS sonu\u00e7lar\u0131 a\u00e7\u0131kland\u0131\u011f\u0131nda, \u201c\u015eu kadar birinci \u00e7\u0131kard\u0131k\u201d ya da \u201c\u015eu kadar \u00f6\u011frencimiz ilk bin ki\u015fi i\u00e7inde yer al\u0131yor\u201d t\u00fcr\u00fcnden s\u00f6ylemlerde bulunmas\u0131 \u2018ba\u015far\u0131\u2019 kavram\u0131n\u0131n s\u0131navda al\u0131nan puana endekslendi\u011finin en \u00f6nemli g\u00f6stergesidir. E\u011fitimin \u00f6\u011frencileri \u2018hayata haz\u0131rlama\u2019 y\u00f6n\u00fc b\u00fct\u00fcn\u00fcyle ihmal edilmekte, \u2018s\u0131nava haz\u0131rlama\u2019 y\u00f6n\u00fc \u00f6ncelikli ve nihai ama\u00e7 olmaktad\u0131r. <\/p>\n
Zaten niteli\u011finin d\u00fc\u015f\u00fckl\u00fc\u011f\u00fc en temel sorun olan \u00f6\u011fretim, SBS\/\u00d6SS bask\u0131s\u0131 alt\u0131nda i\u015flevini iyiden iyiye yerine getiremez hale gelmektedir. Bu mevcut adaletsiz yar\u0131\u015fta maddi imk\u00e2n\u0131 y\u00fcksek olan \u00f6\u011frenciler dershaneler ve \u00f6zel derslere devam ederek maddi imk\u00e2n\u0131 olmayan \u00f6\u011frenciler kar\u015f\u0131s\u0131nda avantajl\u0131 duruma ge\u00e7mektedirler. T\u00fcm bu manzara kar\u015f\u0131s\u0131nda \u00f6\u011frenci, \u00f6\u011fretmen, veli ve y\u00f6netici gibi sistemin i\u00e7inde olan kesimler y\u0131llar i\u00e7inde kronikle\u015fmi\u015f bu sorunla ya\u015famaya al\u0131\u015ft\u0131r\u0131lm\u0131\u015f ve \u00f6\u011frenilmi\u015f bir \u00e7aresizlik i\u00e7inde b\u0131rak\u0131lm\u0131\u015flard\u0131r. <\/p>\n
Sistemin en \u00fcst kademesini olu\u015fturan y\u00fcksek\u00f6\u011fretime ge\u00e7i\u015fte 1998 ile 2008 y\u0131llar\u0131n\u0131n kar\u015f\u0131la\u015ft\u0131rmas\u0131 asl\u0131nda tabloyu \u00e7ok net bir \u015fekilde ortaya koymakta ve ne yaz\u0131k ki hi\u00e7bir yol kat edilmedi\u011fini g\u00f6stermektedir. Buna g\u00f6re:<\/p>\n
\u2022\t1998 y\u0131l\u0131nda \u00d6SYM\u2019ye ba\u015fvuran say\u0131s\u0131 1 milyon 317 bin 490 idi. \u00dcniversiteye giri\u015f s\u0131nav\u0131 iki a\u015famal\u0131yd\u0131: Birinci a\u015fama \u00d6SS, ikinci a\u015fama ise \u00d6YS olarak adland\u0131r\u0131l\u0131yordu. \u0130kinci a\u015fama s\u0131nav\u0131na girmeye hak kazananlar\u0131n say\u0131s\u0131 604 bin 033, lisans 160 bin 070 ve \u00f6n lisans 94 bin 719 olmak \u00fczere toplam kontenjan 254 bin 789 idi. Yerle\u015fen \u00f6\u011frenci say\u0131s\u0131 236 bin 960, bo\u015f kalan kontenjan ise 17 bin 829 idi.
\n\u2022\t2008 y\u0131l\u0131nda ise \u00d6SYM\u2019ye ba\u015fvuranlar\u0131n say\u0131s\u0131 1 milyon 644 bin 073\u2019e ula\u015fm\u0131\u015ft\u0131r. \u00d6SS ve Yabanc\u0131 Dil S\u0131nav\u0131\u2019nda (YDS) tercih yapan 1 milyon 179 bin 944 adaydan 286 bin 363 aday lisans programlar\u0131na yerle\u015firken, 674 bin 861 aday a\u00e7\u0131kta kalm\u0131\u015ft\u0131r.
\n\u2022\t1998 y\u0131l\u0131nda y\u00fcksek\u00f6\u011fretim b\u00fct\u00e7esinin toplam b\u00fct\u00e7e i\u00e7indeki pay\u0131 y\u00fczde 2,9; GSMH i\u00e7indeki pay\u0131 y\u00fczde 0,86\u2019d\u0131r.
\n\u2022\t2008 y\u0131l\u0131nda ise, toplam b\u00fct\u00e7e i\u00e7indeki pay\u0131 y\u00fczde 3,2; GSMH i\u00e7indeki pay\u0131 y\u00fczde 0,74\u2019t\u00fcr. <\/p>\n
Son on y\u0131l i\u00e7inde bir arpa boyu mesafe al\u0131namam\u0131\u015fken, sorunun \u00e7\u00f6z\u00fcm\u00fc i\u00e7in bu y\u0131l itibariyle al\u0131nan tedbirler yaln\u0131zca \u015funlarla s\u0131n\u0131rl\u0131 kalm\u0131\u015ft\u0131r:<\/p>\n
\u2022\t2009 y\u0131l\u0131ndan itibaren ge\u00e7erli olmak \u00fczere \u00fcniversite s\u0131nav\u0131 kapsam\u0131nda baraj puan\u0131 160\u2019tan 145\u2019e indirilmi\u015f, soru say\u0131lar\u0131\/a\u011f\u0131rl\u0131klar\u0131 de\u011fi\u015ftirilmi\u015f ve (niteliksizlik sorununun artaca\u011f\u0131 kayg\u0131s\u0131yla \u00fcniversitelerden gelen t\u00fcm itirazlar g\u00f6z ard\u0131 edilerek) kontenjanlar art\u0131r\u0131lm\u0131\u015ft\u0131r.
\n\u2022\t2010 y\u0131l\u0131ndan itibaren uygulanmak \u00fczere y\u00fcksek\u00f6\u011fretime ge\u00e7i\u015fte iki a\u015famal\u0131 s\u0131nav sistemi uygulanmas\u0131 karar\u0131 al\u0131nm\u0131\u015ft\u0131r. Birinci a\u015fama \u2018Y\u00fcksek\u00f6\u011fretime Ge\u00e7i\u015f S\u0131nav\u0131\u2019 (YGS) olarak adland\u0131r\u0131lm\u0131\u015f, ikinci a\u015fama ise \u2018Lisans Yerle\u015ftirme S\u0131navlar\u0131\u2019 (LYS) olarak adland\u0131r\u0131lan 5 ayr\u0131 s\u0131navdan olu\u015fturulmu\u015ftur.<\/p>\n
Yap\u0131lmak istenen bu de\u011fi\u015fikliklerin, se\u00e7me kriteri ne olursa olsun ya da s\u0131nav say\u0131s\u0131 ka\u00e7a \u00e7\u0131kart\u0131l\u0131rsa \u00e7\u0131kart\u0131ls\u0131n, bu s\u0131navlarda ba\u015far\u0131s\u0131z olan \u00f6\u011frencilerin a\u00e7\u0131kta kalaca\u011f\u0131 ve \u00fcniversite \u00f6n\u00fcndeki y\u0131\u011f\u0131lmaya ya da kalite sorununa \u00e7\u00f6z\u00fcm olamayaca\u011f\u0131 \u00e7ok a\u00e7\u0131kt\u0131r. 28 ildeki 41 lisenin 2008 y\u0131l\u0131ndaki \u00d6SS\u2019de 4 y\u0131ll\u0131k okullara tek bir \u00f6\u011frenci bile yerle\u015ftirememi\u015f olmas\u0131 e\u011fitimdeki nitelik sorununun b\u00fcy\u00fckl\u00fc\u011f\u00fcn\u00fcn en net g\u00f6stergesidir.<\/p>\n
N\u00fcfus projeksiyonlar\u0131na g\u00f6re 2015 y\u0131l\u0131nda y\u00fcksek\u00f6\u011fretim \u00e7a\u011f\u0131ndaki n\u00fcfus (19-22 ya\u015f) yakla\u015f\u0131k 5 milyon 250 civar\u0131nda olacakt\u0131r. \u015eu anda T\u00fcrkiye\u2019de 94 devlet ve 38 vak\u0131f \u00fcniversitesi bulunmaktad\u0131r. Y\u00fcksek\u00f6\u011frenimde okulla\u015fma, her ile bir \u00fcniversite a\u00e7arak o ilin kalk\u0131nmas\u0131n\u0131 sa\u011flamaya \u00e7al\u0131\u015fmak \u00fczerine kurulu olduk\u00e7a da, ya pek \u00e7ok \u00fcniversitenin kontenjanlar\u0131 bo\u015f kalmakta (2008 \u00d6SS\u2019de 24 bin 361 kontenjan bo\u015f kalm\u0131\u015ft\u0131r) ya da \u00f6\u011fretim eleman\u0131 eksikli\u011fi y\u00fcz\u00fcnden nitelikli bir e\u011fitim verilemedi\u011fi d\u00fc\u015f\u00fcncesiyle b\u00fcy\u00fck illerdeki belli ba\u015fl\u0131 \u00fcniversitelerin mezunlar\u0131 d\u0131\u015f\u0131ndakiler i\u015f bulamamaktad\u0131r. <\/p>\n
Pek \u00e7ok kurum ve kurulu\u015fun eleman ararken verdikleri ilanlarda belli ba\u015fl\u0131 \u00fcniversitelerden mezun olanlar\u0131 tercih etmeleri bunun en belirgin g\u00f6stergesidir. \u00dcniversite mezunu i\u015fsizlerin oran\u0131 y\u00fczde 40 civar\u0131ndad\u0131r. 2007-2008 y\u0131l\u0131 itibariyle t\u00fcm \u00fcniversitelerde okuyan toplam \u00f6\u011frenci say\u0131s\u0131 ise 2 milyon 497 bin 473\u2019t\u00fcr. (Kaynak: yok.gov.tr) <\/p>\n
Y\u00fcksek\u00f6\u011fretimde net okulla\u015fma oran\u0131 2006-2007 y\u0131l\u0131 itibariyle y\u00fczde 20,14\u2019t\u00fcr. Bu oran Bel\u00e7ika\u2019da y\u00fczde 56, Fransa\u2019da y\u00fczde 51, Almanya\u2019da y\u00fczde 46, G\u00fcney Kore\u2019de ise y\u00fczde 52\u2019dir. (Kaynak: OECD 2008) T\u00fcrkiye\u2019de 15-24 ya\u015f aras\u0131 12 milyon gen\u00e7 bulunmaktad\u0131r. Gerekli tedbirler al\u0131nmad\u0131\u011f\u0131 takdirde ya \u00fcniversiteyi kazanamad\u0131\u011f\u0131 i\u00e7in ya da \u00fcniversite mezunu olup ta \u2018bo\u015fta\u2019 kald\u0131\u011f\u0131 i\u00e7in at\u0131l, ama\u00e7s\u0131z, mutsuz ve \u00e7aresiz T\u00fcrk gen\u00e7li\u011finin say\u0131s\u0131 katlanarak artacakt\u0131r. <\/p>\n
Bug\u00fcnk\u00fc \u015fartlar\u0131 de\u011fi\u015fmez olarak kabul etmek ve s\u0131nav odakl\u0131 bir \u00e7\u00f6z\u00fcm aramak, t\u00fcm \u00f6\u011fretim kademelerinde s\u0131nav odakl\u0131 \u00f6\u011frenci, s\u0131nav odakl\u0131 veli, s\u0131nav odakl\u0131 \u00f6\u011fretmen ve s\u0131nav odakl\u0131 \u00f6\u011fretimin devam etmesini daha ba\u015ftan kabul etmek anlam\u0131na gelmektedir. S\u0131nav sisteminin tutsa\u011f\u0131 olmaktan kurtulmak ise sorunun \u00e7ok boyutlu ve geni\u015f \u00e7apl\u0131 ele al\u0131nmas\u0131yla m\u00fcmk\u00fcn olacakt\u0131r. \u00c7\u00f6z\u00fcm \u00f6nerileri sunulurken genellikle yap\u0131lan yanl\u0131\u015f \u2018ne\u2019 yap\u0131lmas\u0131 gerekti\u011fine yo\u011funla\u015f\u0131lmas\u0131, \u2018nas\u0131l\u2019 yap\u0131laca\u011f\u0131n\u0131n g\u00f6z ard\u0131 edilmesidir.<\/p>\n
Bu ba\u011flamda \u2018nas\u0131l\u2019 sorusuna yan\u0131t olu\u015fturabilecek somut bir \u00e7\u00f6z\u00fcm \u00f6nerisi \u015fu \u015fekilde \u00f6zetlenebilir: Bug\u00fcn, a\u015fa\u011f\u0131dan yukar\u0131ya, zincirleme bir sebep-sonu\u00e7 ba\u011flant\u0131s\u0131yla i\u015fleyen s\u0131nav sisteminde bir \u00f6\u011frenci SBS\u2019den y\u00fcksek puan almak zorundad\u0131r ki, Anadolu ve Fen Lisesi gibi \u00f6\u011fretim programlar\u0131 a\u00e7\u0131s\u0131ndan nitelikli oldu\u011fu d\u00fc\u015f\u00fcn\u00fclen liselerde \u00f6\u011frenim g\u00f6rebilsin. Ve \u00f6\u011frenci bu t\u00fcr liselerde \u00f6\u011frenim g\u00f6rebilsin ki, bir y\u00fcksek\u00f6\u011fretim program\u0131na yerle\u015ftirilmesinin \u00f6n ko\u015fulu olan \u00d6SS\u2019den y\u00fcksek bir puan alabilsin. Bu i\u015fleyi\u015fe paralel olarak, sistemin bir yan \u00fcr\u00fcn\u00fc olarak do\u011fmu\u015f olan dershanelerde yine s\u0131navlara girip iyi bir dershaneye kabul edilsin. S\u0131navlara haz\u0131rl\u0131k i\u00e7in yap\u0131lan 10 milyar dolarl\u0131k bir toplu maliyet ve \u00fcniversiteye giren 1 bu\u00e7uk milyondan fazla \u00f6\u011frencinin yaln\u0131zca 250 binden fazlas\u0131n\u0131n d\u00f6rt y\u0131ll\u0131k bir lisans program\u0131na yerle\u015ftirilebildi\u011fi d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, bu sistemin getirisinin \u00e7ok d\u00fc\u015f\u00fck oldu\u011fu a\u00e7\u0131k\u00e7a g\u00f6r\u00fclmektedir. <\/p>\n
2009 y\u0131l\u0131 itibariyle 81 ilde toplam 4.282 dershane bulunurken, orta\u00f6\u011fretim okullar\u0131n\u0131n say\u0131s\u0131n\u0131n 3.690 olmas\u0131 sistemdeki \u00e7arp\u0131kl\u0131\u011f\u0131 a\u00e7\u0131k\u00e7a ortaya koymaktad\u0131r. Bu zincirin k\u0131r\u0131lmas\u0131 ise SBS uygulamas\u0131n\u0131n derhal ve tamamen kald\u0131r\u0131lmas\u0131yla m\u00fcmk\u00fcn olacakt\u0131r. <\/p>\n
Peki, bu nas\u0131l yap\u0131labilir? Belli say\u0131da ve zaten ba\u015far\u0131l\u0131 olan bir grup \u00f6\u011frenciyi Anadolu Liseleri\u2019ne toplayarak ayr\u0131mc\u0131l\u0131k yaratmak yerine, Lizbon 2010 kriterleri do\u011frultusunda e\u015fitlik\u00e7i bir e\u011fitim politikas\u0131 kapsam\u0131nda genel lise programlar\u0131 iyile\u015ftirilebilir ve yabanc\u0131 dil ders saatleri art\u0131r\u0131labilir.<\/p>\n
B\u00f6ylelikle sistem i\u00e7indeki t\u00fcm \u00f6\u011frenciler iyi bir \u00f6\u011fretim ortam\u0131ndan yararlanabilirler. Anadolu Liseleri\u2019nin \u00fcniversiteye giri\u015fte avantajl\u0131 durumu ortadan kalkaca\u011f\u0131ndan bir orta\u00f6\u011fretim kurumuna yerle\u015fmek i\u00e7in rekabet ortam\u0131 da do\u011fal olarak sona erecek, bunun sonucunda da SBS i\u015flerli\u011fini yitirecek ve kendini otomatik olarak imha edecektir. Fen Liseleri ise say\u0131ca az olduklar\u0131 i\u00e7in \u00f6\u011frenci se\u00e7me ve yerle\u015ftirme gere\u011fi olaca\u011f\u0131ndan, s\u0131nav kriterlerinin y\u00fcksek tutulmas\u0131 halinde s\u0131nava haz\u0131rlanacak \u00f6\u011frenci say\u0131s\u0131 az olacakt\u0131r. Bunun sonucunda, ailelerin maddi s\u0131n\u0131rlar\u0131n\u0131 zorlayarak, olmazsa olmaz sayd\u0131klar\u0131 i\u00e7in g\u00f6nderdikleri dershaneler i\u015flevini yitirecektir. <\/p>\n
Mesleki ve teknik \u00f6\u011fretim veren liselere giri\u015fte ise bir yar\u0131\u015fma s\u0131nav\u0131 yerine, o mesle\u011fin gerektirdi\u011fi temel becerilere ne derece sahip olduklar\u0131 belirleyici bir unsur olarak kullan\u0131labilir. K\u0131saca, orta\u00f6\u011fretimde, \u00f6\u011frencileri bir \u00fcst akademik \u00f6\u011fretime haz\u0131rlayacak genel liseler ile bir mesle\u011fe haz\u0131rlayacak meslek liseleri olarak ikili bir yap\u0131 olu\u015fturulabilir. \u00dcniversitelerde yap\u0131lacak sa\u011fl\u0131kl\u0131 kontenjan art\u0131r\u0131m\u0131 ve nitelikli \u00fcniversite e\u011fitiminin alt yap\u0131s\u0131n\u0131n haz\u0131rlanmas\u0131na da ivme kazand\u0131r\u0131labilir. Sonu\u00e7 olarak, mevcut sistem i\u00e7indeki ko\u015fullar\u0131n de\u011fi\u015ftirilmesi ve iyile\u015ftirilmesi sa\u011flanabilirse, s\u0131nav sistemi daha adil ve f\u0131rsat e\u015fitli\u011fini g\u00f6z \u00f6n\u00fcnde bulunduran, e\u011fitim sistemini tutsak almak yerine sisteme hizmet eden yeni bir yap\u0131ya kavu\u015facakt\u0131r. <\/p>\n","protected":false},"excerpt":{"rendered":"
Son 20 \u2013 30 y\u0131ld\u0131r \u00fclkemizde h\u00fck\u00fcm s\u00fcren s\u0131nav sisteminin, e\u011fitim sistemimiz \u00fczerindeki etkisi de\u011ferlendirildi\u011finde kar\u015f\u0131m\u0131za \u015fu tablo \u00e7\u0131kmaktad\u0131r: \u015fu anki haliyle s\u0131nav sistemi \u00f6\u011fretimin t\u00fcm kademelerinde \u2013 ilk\u00f6\u011fretim, orta \u00f6\u011fretim ve y\u00fcksek\u00f6\u011fretim \u2013 e\u011fitim sistemini tutsak alm\u0131\u015f durumdad\u0131r. Bu konuda \u00f6yle bir noktaya gelinmi\u015ftir ki, e\u011fitim sisteminin varl\u0131k nedeni \u00f6\u011frencilere hizmet etmek olmal\u0131yken, bu […]<\/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":[190,196,230,235],"class_list":["post-217","post","type-post","status-publish","format-standard","hentry","category-genel","tag-selcuk-pehlivanoglu","tag-sinav-sistemi","tag-turk-egitim-dernegi","tag-tutsak"],"_links":{"self":[{"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=\/wp\/v2\/posts\/217","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=217"}],"version-history":[{"count":0,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=\/wp\/v2\/posts\/217\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=217"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=217"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=217"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}