\u00dcniversiteler \u00f6\u011fretim piramidinin en \u00fcst kademesinde yer alan kurumlard\u0131r. \u2018\u00dcniversite\u2019 Latince Universitas s\u00f6zc\u00fc\u011f\u00fcnden gelmektedir ve asl\u0131nda T\u00fcrk\u00e7e\u2019deki lonca s\u00f6zc\u00fc\u011f\u00fcn\u00fcn kar\u015f\u0131l\u0131\u011f\u0131d\u0131r. Bologna \u00dcniversitesi (1088) ve Paris \u00dcniversitesi (1160) bu t\u00fcr \u00fcniversitelerin ilk \u00f6rnekleridir. \u00dcniversite bug\u00fcn bilinen haline gelmeden \u00f6nce pek \u00e7ok de\u011fi\u015fik formlarda faaliyette bulunmu\u015ftur. \u0130lk \u00f6nce kilise merkezli \u00fcniversiteler kurulmu\u015f, bu \u00fcniversiteler din adamlar\u0131n\u0131n e\u011fitimini \u00fcstlenmi\u015ftir, Daha sonra kurulan \u00fcniversiteler ise bilimsel bilgiyi odak alm\u0131\u015f, \u00f6\u011fretimin yan\u0131 s\u0131ra ara\u015ft\u0131rma ve k\u00fclt\u00fcr olu\u015fturma i\u015flevlerini de y\u00fcklenmi\u015flerdir. (Von Humbolt \u00dcniversitesi) Bir sonraki a\u015famada ise \u00fcniversiteler bilginin \u00fcretimi (ara\u015ft\u0131rma), bilginin sunulmas\u0131 (dersler) ve da\u011f\u0131l\u0131m\u0131ndan (yay\u0131nlar) sorumlu kurumlar haline gelmi\u015fler; daha sonra buna topluma hizmet sunma eklenmi\u015f, b\u00f6ylece d\u00f6rtl\u00fc bir i\u015flevi yerine getiren bir modele ge\u00e7mi\u015fler, yani multiversite halini alm\u0131\u015flard\u0131r. Bu s\u00fcre\u00e7, \u00fcniversitelerden beklentileri art\u0131rm\u0131\u015f ve y\u00fcksek\u00f6\u011fretimin yeniden yap\u0131land\u0131r\u0131lmas\u0131 g\u00fcndeme getirilmi\u015ftir.<\/p>\n
Asl\u0131nda \u00fcniversite bin 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. Bu sayede y\u00fcksek \u00f6\u011fretim elitist olmaktan \u00e7\u0131kmaya ba\u015flam\u0131\u015f, daha geni\u015f kitlelere ula\u015fabilir hale gelmi\u015ftir. \u00d6zel kurulu\u015flar eliyle y\u00fcksek\u00f6\u011fretimin sunumu de\u011fi\u015fik bi\u00e7imlerde ger\u00e7ekle\u015fmektedir. Bunlar aras\u0131nda kar amac\u0131 g\u00fctmeyen (non-profit) vak\u0131f \u00fcniversiteleri (Harvard, Stanford), kar amac\u0131 g\u00fcden (for-profit) kurum \u00fcniversiteleri (University of Phoenix, Dewry University), \u015firket (corporate) \u00fcniversiteleri (Motorola University, Oracle University), s\u0131n\u0131r \u00f6tesi (transnational) \u00fcniversiteler (Nottingham, The Apollo Group) ve sanal (virtual) \u00fcniversiteler (Tec de Monterry) bulunmaktad\u0131r.<\/p>\n
T\u00fcrkiye\u2019de ise \u00fcniversite kurumu 1933 y\u0131l\u0131nda Dar\u00fclf\u00fcnun\u2019un kald\u0131r\u0131lmas\u0131yla ve \u0130stanbul \u00dcniversitesi\u2019nin kurulmas\u0131yla ba\u015flam\u0131\u015ft\u0131r. Daha sonra Karadeniz Teknik ve Ankara \u00dcniversiteleri ve ard\u0131ndan da Karadeniz Teknik ve Orta Do\u011fu Teknik \u00dcniversiteleri, Amerikan \u00fcniversite modeline g\u00f6re kurulmu\u015flard\u0131r. 1923\u20132008 y\u0131llar\u0131 aras\u0131nda T\u00fcrk \u00fcniversitelerinin \u00e7ok yol kat etti\u011fi g\u00f6r\u00fclmektedir. 1923 y\u0131l\u0131nda 307 \u00f6\u011fretim eleman\u0131 ve 2914 \u00f6\u011frenci bulunmaktayken, 2008 y\u0131l\u0131 itibariyle y\u00fcksek \u00f6\u011fretim sisteminin i\u00e7inde 90 bin 766 \u00f6\u011fretim eleman\u0131 ve 2 milyon 372 bin 136 \u00f6\u011frenci ve 94 devlet ve 38 vak\u0131f \u00fcniversitesi bulunmaktad\u0131r. Niceliksel a\u00e7\u0131dan bak\u0131ld\u0131\u011f\u0131nda \u00e7ok b\u00fcy\u00fck bir geli\u015fme ve ba\u015far\u0131 olarak g\u00f6r\u00fclebilecek bu say\u0131lar asl\u0131nda ger\u00e7ek bir ba\u015far\u0131y\u0131 i\u015faret etmekte midir?<\/p>\n
\u00dcniversitelerden artan beklentiler \u2018T\u00fcrkiye\u2019nin Y\u00fcksek\u00f6\u011fretim Stratejisi-Taslak Plan\u2019 da (2006) a\u015fa\u011f\u0131daki \u015fekilde belirlenmi\u015ftir:
\n\u2022 Daha fazla \u00f6\u011frenciye ve daha geni\u015f bir ya\u015f gurubuna e\u011fitim vermek, yani kitlele\u015fmek (massification)
\n\u2022 H\u0131zla \u00fcretilen yeni bilgilerin ve olu\u015fan yeni bilgi alanlar\u0131n\u0131n t\u00fcm\u00fcn\u00fc kapsayacak \u015fekilde programlar\u0131n\u0131 geni\u015fletmek (academic expansion)
\n\u2022 E\u011fitimde mezunlar\u0131n i\u015f bulabilmesine, ara\u015ft\u0131rmada ise bilginin yan\u0131 s\u0131ra uygulanmas\u0131na da y\u00f6nelmek (relevance)
\n\u2022 Toplumla g\u00fc\u00e7l\u00fc k\u00f6pr\u00fcler kurarak b\u00f6lgesel ve ulusal kalk\u0131nmaya daha fazla katk\u0131da bulunmak
\n\u2022 Payda\u015flar\u0131na hesap verebilen, a\u00e7\u0131k ve saydam y\u00f6neti\u015fim modelleri geli\u015ftirmek (accountability)<\/p>\n
T\u00fcm bu beklentileri, g\u00f6reli olarak azalmakta olan kamusal kaynaklar ile kar\u015f\u0131layabilmek ise giderek zorla\u015fm\u0131\u015ft\u0131r. Di\u011fer \u00fclkelerde de ayn\u0131 sorunla kar\u015f\u0131la\u015f\u0131lm\u0131\u015f, \u00fcniversiteler neo-liberalle\u015fmek zorunda kalm\u0131\u015flard\u0131r. Y\u0131llar i\u00e7inde pek \u00e7ok \u00fclkede h\u00fck\u00fcmetlerin bir \u00fcniversitenin i\u015fletme harcamalar\u0131na katk\u0131s\u0131 % 80\u2019lerden, % 10\u2019lara d\u00fc\u015f\u00fcnce, ayn\u0131 zamanda 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 %7,2 artm\u0131\u015ft\u0131r.<\/p>\n
Durum b\u00f6yle olunca \u00fcniversiteler \u015funlar\u0131 yapm\u0131\u015flard\u0131r. \u0130lk olarak \u00fcniversite har\u00e7lar\u0131n\u0131 art\u0131rm\u0131\u015flar; dolay\u0131s\u0131yla maliyeti \u00f6\u011frencilerin \u00fczerine y\u0131km\u0131\u015flar, \u00f6\u011frenciler \u00f6\u011frenimden faydalananlar konumundan \u00e7\u0131k\u0131p t\u00fcketici ve bor\u00e7lu konumuna gelmi\u015flerdir. Daha sonra da end\u00fcstri ile ortak ara\u015ft\u0131rma projelerine girmi\u015f, ger\u00e7e\u011fi arama misyonlar\u0131n\u0131 yitirip kar pe\u015finde ko\u015fan kurumlar konumuna gelmi\u015flerdir. Son olarak ise giderek artan say\u0131da ge\u00e7ici ve yar\u0131 zamanl\u0131 i\u015fg\u00fcc\u00fc istihdam etmi\u015f; bu i\u015fg\u00fcc\u00fc bilgiyi \u00fcretmek ve yaymak i\u015flevini g\u00f6rmesi gereken \u00fcniversiteler i\u00e7in yeterli niteli\u011fi kar\u015f\u0131layamam\u0131\u015flard\u0131r. Yani, \u00fcniversiteler neo-liberal olmu\u015flard\u0131r. ( Neo-liberalizm ve Y\u00fcksek \u00f6\u011fretim, Mart 09 2009, New York Times)<\/p>\n
Measuring Up 2008 Y\u00fcksek \u00d6\u011frenim Raporu\u2019na (U.S.A) g\u00f6re bir \u00fclkenin y\u00fcksek \u00f6\u011fretimdeki ba\u015far\u0131s\u0131n\u0131\/ba\u015far\u0131s\u0131zl\u0131\u011f\u0131n\u0131 \u00f6l\u00e7en kriterler \u015funlard\u0131r: Y\u00fcksek \u00f6\u011frenime haz\u0131rl\u0131ktaki ba\u015far\u0131; y\u00fcksek \u00f6\u011frenime kat\u0131l\u0131m\u0131n y\u00fcksekli\u011fi; y\u00fcksek\u00f6\u011frenimin aile\/\u00f6\u011frenci taraf\u0131ndan maddi olarak kar\u015f\u0131lanabilmesi; y\u00fcksek \u00f6\u011frenime kat\u0131lanlar\u0131n \u00fcniversiteyi bitirebilmesi; y\u00fcksek \u00f6\u011frenim mezunlar\u0131n\u0131n \u00fclke ekonomisine katk\u0131s\u0131 ve \u00fcniversite e\u011fitimi alm\u0131\u015f vatanda\u015flar\u0131n ya\u015famla ilgili bilgi ve becerileri.<\/p>\n
T\u00fcrk \u00fcniversitelerinde bu kriterlerin kar\u015f\u0131lanmas\u0131 konusunda pek \u00e7ok zorluk ya\u015fand\u0131\u011f\u0131 bilinen bir ger\u00e7ektir ve ortaya \u00e7\u0131kan tablo hi\u00e7te i\u00e7 a\u00e7\u0131c\u0131 de\u011fildir.<\/p>\n
Y\u00fcksek \u00f6\u011frenime haz\u0131rl\u0131ktaki ba\u015far\u0131
\nT\u00fcrkiye\u2019de 28 ilde 41 lise 2008 \u00d6SS s\u0131nav\u0131nda \u00fcniversiteye hi\u00e7 bir \u00f6\u011frenci sokamam\u0131\u015ft\u0131r. Her y\u0131l ortalama 1 milyon 600 bin \u00f6\u011frenci \u00fcniversite s\u0131nav\u0131na girmekte, bunlardan yaln\u0131zca 200 bini d\u00f6rt y\u0131ll\u0131k bir lisans program\u0131na yerle\u015febilmektedir.<\/p>\n
Y\u00fcksek \u00f6\u011frenime kat\u0131l\u0131m\u0131n y\u00fcksekli\u011fi
\nY\u00fcksek \u00f6\u011fretimdeki okulla\u015fma oranlar\u0131 di\u011fer \u00fclkelerle kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, 18-24 ya\u015f aras\u0131 \u00fcniversiteye kay\u0131t olan \u00f6\u011frenci y\u00fczdeleri Kore\u2019de %53, Finlandiya\u2019da % 32, T\u00fcrkiye\u2019de ise %18\u2019dir.<\/p>\n
Y\u00fcksek\u00f6\u011frenimin aile\/\u00f6\u011frenci taraf\u0131ndan maddi olarak kar\u015f\u0131lanabilmesi
\nT\u00fcrk \u00fcniversitelerinde har\u00e7lar\u0131n\u0131n azl\u0131\u011f\u0131\/\u00e7oklu\u011fu sorununun \u00e7\u00f6z\u00fcm\u00fc sa\u011flanamam\u0131\u015f ve hala verimli i\u015fleyen bir burs sistemi \u00e7al\u0131\u015ft\u0131r\u0131lamam\u0131\u015ft\u0131r.<\/p>\n
Y\u00fcksek \u00f6\u011frenime kat\u0131lanlar\u0131n \u00fcniversiteyi bitirebilmesi
\n2007 y\u0131l\u0131nda d\u00f6rt y\u0131ll\u0131k bir lisans program\u0131nda okuyup, \u00f6n lisans alarak \u00fcniversiteyi b\u0131rakanlar\u0131n say\u0131s\u0131 3467\u2019dir.<\/p>\n
Y\u00fcksek \u00f6\u011frenim mezunlar\u0131n\u0131n \u00fclke ekonomisine katk\u0131s\u0131
\nT\u00fcrkiye\u2019de \u00fcniversite mezunlar\u0131n\u0131n %40\u2019\u0131 i\u015f bulamamaktad\u0131r.<\/p>\n
\u00dcniversite e\u011fitimi alm\u0131\u015f vatanda\u015flar\u0131n ya\u015famla ilgili bilgi ve becerileri
\nT\u00fcrkiye\u2019de \u00fcniversiteyi bitirenler \u00fczerine yap\u0131lan ara\u015ft\u0131rmalar mezunlar\u0131n bir\u00e7o\u011funun \u00f6\u011frenim g\u00f6rd\u00fc\u011f\u00fc alan\u0131n d\u0131\u015f\u0131nda \u00e7al\u0131\u015ft\u0131\u011f\u0131n\u0131, girdikleri mesleki s\u0131navlarda ba\u015far\u0131s\u0131z oldu\u011funu g\u00f6stermektedir. Bir ba\u015fka g\u00f6sterge ise i\u015fverenlerin b\u00fcy\u00fck \u015fehirlerdeki belli ba\u015fl\u0131 \u00fcniversiteler d\u0131\u015f\u0131ndan ba\u015fvuru kabul etmemeleridir. Beceri yetersizlikleri okuldan i\u015fe ge\u00e7i\u015fi zorla\u015ft\u0131rmaktad\u0131r. \u00dcniversiteler \u00f6zel sekt\u00f6r\u00fcn eleman ve teknoloji ihtiya\u00e7lar\u0131na cevap verir konumda de\u011fildirler,<\/p>\n
Asl\u0131nda yap\u0131lmas\u0131 gerekenler \u00e7ok a\u00e7\u0131kt\u0131r. Yukar\u0131da bahsi ge\u00e7en alt\u0131 kriterin T\u00fcrkiye\u2019de hangi derecede kar\u015f\u0131lanabildi\u011fi sorusu ivedilikle sorulmal\u0131 ve bu kriterler do\u011frultusunda eksikler tamamlanmal\u0131d\u0131r. G\u00fcn\u00fcm\u00fczde y\u00fcksek\u00f6\u011fretim kurumlar\u0131nda t\u00fcm d\u00fczeyler i\u00e7in \u00f6nem ta\u015f\u0131yan ba\u015fl\u0131ca ilkeler \u015f\u00f6yle s\u0131ralanm\u0131\u015ft\u0131r (\u2018T\u00fcrkiye\u2019nin Y\u00fcksek\u00f6\u011fretim Stratejisi-Taslak Plan\u2019 2006):
\n\u2022 Akademik \u00f6zg\u00fcrl\u00fck ve y\u00f6netsel \u00f6zerklik
\n\u2022 \u00dcretkenlik ve kaliteye verilen \u00f6nem
\n\u2022 Etkin kaynak kullan\u0131m\u0131
\n\u2022 Mali \u00f6zerklik
\n\u2022 Saydaml\u0131k
\n\u2022 Hesap verebilirlik
\n\u2022 Farkl\u0131la\u015fma
\n\u2022 Esneklik
\n\u2022 Kat\u0131l\u0131ma a\u00e7\u0131k olma
\n\u2022 Toplumla ili\u015fki ve uluslararas\u0131 ili\u015fkilere verilen \u00f6nem<\/p>\n
Yine ayn\u0131 raporda \u2018bu ilkelerin y\u00fcksek\u00f6\u011fretimde uygulanmas\u0131 \u00f6nemli bir zihniyet de\u011fi\u015fikli\u011fini \u00f6ng\u00f6rmektedir. Dolay\u0131s\u0131 ile y\u00f6netim organlar\u0131n\u0131n yap\u0131s\u0131n\u0131n g\u00f6rev ve yetkilerinin yeniden d\u00fc\u015f\u00fcn\u00fclmesi ve d\u00fczenlenmesi gerekmektedir. B\u00f6yle bir yenilenme s\u00fcreci ge\u00e7mi\u015f birikimleri, deneyimleri ve gelenekleri t\u00fcm\u00fcyle g\u00f6zard\u0131 edemez. Dolay\u0131s\u0131yla, de\u011fi\u015fmesi gerekenle korunmas\u0131 gereken aras\u0131nda sa\u011fl\u0131kl\u0131 bir denge tutturulmas\u0131n\u0131n \u00f6nem ta\u015f\u0131d\u0131\u011f\u0131na inan\u0131l\u0131r. 2009 y\u0131l\u0131na gelindi\u011finde bu raporun \u00f6nerdiklerinin hi\u00e7 olmazsa bir k\u0131sm\u0131n\u0131n bile hayata ge\u00e7irilememi\u015f olmas\u0131 kayg\u0131 vericidir. Pop\u00fclist ama\u00e7l\u0131 al\u0131nan siyasal kararlar\u0131n yerine, politika yap\u0131c\u0131lar ve t\u00fcm \u00fcniversite akt\u00f6rlerinin sistemi bir b\u00fct\u00fcn olarak ele almas\u0131 gerekmektedir. Her ile bir \u00fcniversite slogan\u0131yla kurulan \u00fcniversitelerin bulunduklar\u0131 ili sosyal ve ekonomik a\u00e7\u0131dan yukar\u0131ya \u00e7\u0131karmakta olduklar\u0131 do\u011frudur. T\u00fcrkiye\u2019de hem aileler hem \u00f6\u011frenciler \u00fcniversite e\u011fitimini gelece\u011fe yat\u0131r\u0131m olarak g\u00f6rmektedirler ve maliyetini kar\u015f\u0131lamaya haz\u0131rd\u0131rlar. \u00dcniversitede okuman\u0131n maliyetini d\u00fc\u015f\u00fcnd\u00fcklerinde \u00f6\u011frenci kredisinin getirisinin, alacaklar\u0131 t\u00fcketici kredilerinden daha y\u00fcksek oldu\u011funu d\u00fc\u015f\u00fcnmektedirler. Gallup 2007 Ara\u015ft\u0131rmas\u0131\u2019nda \u2018\u00d6\u011frenim kredisi alamasayd\u0131n\u0131z \u00fcniversite e\u011fitiminizi erteler miydiniz?\u2019 sorusuna % 68\u2019lik bir oran \u2018hay\u0131r\u2019 demi\u015ftir. Ancak, art\u0131k \u00fcniversitede al\u0131nan \u00f6\u011fretimin ve diploman\u0131n i\u015flevinin ne oldu\u011fu sorgulanmaya ba\u015flanm\u0131\u015ft\u0131r; \u00e7\u00fcnk\u00fc yeni d\u00fcnya d\u00fczeninin gereklerini kar\u015f\u0131layabilecek nitelik ve becerilerle donat\u0131lm\u0131\u015f bireyler yeti\u015ftirmekte zorlanmaktad\u0131rlar. \u00dcniversitelerin de\u011fi\u015fimleri yaratabilmeleri veya yakalayabilmeleri i\u00e7in akreditasyon sistemini, \u00e7\u0131kt\u0131lar\u0131 \u00f6l\u00e7en de\u011ferlendirme sistemini, e\u011fitim-\u00f6\u011fretim s\u00fcre\u00e7lerinin tasar\u0131m\u0131n\u0131, planlamas\u0131n\u0131, uygulamas\u0131n\u0131 ve denetimini sa\u011flayan sistemleri b\u00fct\u00fcnsel bir yakla\u015f\u0131mla uygulamalar\u0131 gerekmektedir. \u00dcniversiteler toplumun itici g\u00fcc\u00fcd\u00fcr; ancak \u00fcniversiteler de\u011fi\u015fince toplum da de\u011fi\u015fecektir. \u00dcniversiteler \u00f6\u011fretim piramidinin en \u00fcst kademesinde yer alan kurumlard\u0131r. \u2018\u00dcniversite\u2019 Latince Universitas s\u00f6zc\u00fc\u011f\u00fcnden gelmektedir ve asl\u0131nda T\u00fcrk\u00e7e\u2019deki lonca s\u00f6zc\u00fc\u011f\u00fcn\u00fcn kar\u015f\u0131l\u0131\u011f\u0131d\u0131r. Bologna \u00dcniversitesi (1088) ve Paris \u00dcniversitesi (1160) bu t\u00fcr \u00fcniversitelerin ilk \u00f6rnekleridir. \u00dcniversite bug\u00fcn bilinen haline gelmeden \u00f6nce pek \u00e7ok de\u011fi\u015fik formlarda faaliyette bulunmu\u015ftur. \u0130lk \u00f6nce kilise merkezli \u00fcniversiteler kurulmu\u015f, bu \u00fcniversiteler din adamlar\u0131n\u0131n e\u011fitimini […]<\/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":[190,233,241],"class_list":["post-220","post","type-post","status-publish","format-standard","hentry","category-genel","tag-selcuk-pehlivanoglu","tag-turkiye-egitim-dernegi","tag-universite"],"_links":{"self":[{"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=\/wp\/v2\/posts\/220","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=220"}],"version-history":[{"count":4,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=\/wp\/v2\/posts\/220\/revisions"}],"predecessor-version":[{"id":1924,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=\/wp\/v2\/posts\/220\/revisions\/1924"}],"wp:attachment":[{"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=220"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=220"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.selcukpehlivanoglu.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=220"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\n<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"