NİCEL VE NİTEL ÖLÇÜTLERİYLE EĞİTİM-İKTİSADİ BÜYÜME İLİŞKİSİ

Öz Bu çalışmada, uluslararası öğrenci başarılarının değerlendirilmesine yönelik sınavların, öğrencilerin bilişsel becerilerindeki gelişmeleri açıkladığı ve öğrenci başarılarını yansıttığı varsayımından hareketle, “eğitimin nicel ölçütlerinden ziyade nitel ölçütlerinin iktisadi büyüme üzerinde etkili olduğu” hipotezi test edilmiştir. Hipotezin test edilmesi amacıyla, uluslararası sınavlar, ilköğretim ve ortaöğretim olarak ikiye ayrılmıştır. İlköğretim matematik ve fen için 64 ülkenin 1995-2011, ilköğretim okuma becerileri için 43 ülkenin 2001-2011, ortaöğretim matematik, fen ve okuma için 53 ülkenin 2000-2009 yıllarına ait yıllık verileri kullanılarak oluşturulan üç farklı model, Panel Veri Regresyon Analizi ile tahmin edilmiştir.Her üç modele ait sonuçlar, çalışmanın hipotezini desteklemektedir. İlköğretime ve ortaöğretime ilişkin uluslararası matematik, fen ve okuma becerileri sınavlarına ait skorların kişi başına GSYİH’nın yıllık büyüme oranı üzerindeki etkisi hem pozitif hem de istatistiksel olarak anlamlı bulunmuştur.Modellerde yer alan nicel değişkenlerin yanı sıra nitel değişkenlerin, kişi başına GSYİH’nın yıllık büyüme oranını kesit bazında (ülkeler bazında) ortalamadan ne kadarlık bir sapmayla etkilediği, Dünya Bankası’nın gelir grubu sınıflandırmasına göre analiz edilmiştir. İlköğretime ve ortaöğretime ilişkin uluslararası matematik, fen ve okuma becerileri sınavlarına ait skorların, gelişmekte olan ülkelerin birçoğunda iktisadi büyümeyi pozitif, gelişmiş ülkelerin birçoğunda ise negatif etkilediği görülmüştür. Bu durum, yakınsama hipotezinin varsayımını bir anlamda doğrulayabilmektedir.

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