Mehmet Levent YILMAZ, Hüseyin Atakan KESKİN

Ekonomik Getirileri Artıran İyi Bir Ulusal Eğitim Sistemi Evrensel Bir Model Olabilir mi?

Eğitim kalitesinin ekonomik büyüme ve toplumsal kalkınma üzerindeki önemi konusundaki fikir birliği her zamankinden daha sağlamdır. Hanushek & Woessmann (2015; 2020) gibi önemli çalışmalar, bir ulusun TIMMS, PIRLS ve PISA gibi uluslararası matematik ve fen değerlendirmeleri ile ölçülen toplam bilişsel becerilerinin, ekonomik büyüme için hayati bir bileşen olduğunu gösteren eğitim kalitesinin bir göstergesi olduğunu göstermektedir. Bu tür çalışmalar, Sürdürülebilir Kalkınma Hedefleri 2013'ten biri olarak 'kaliteli eğitimi' içerecek şekilde uluslararası kuruluşların yörüngesini de etkilemiştir (United Nations, 2015). Bu nedenle, kaliteli eğitim ve bilişsel beceri birikiminin önemini ortaya koyan çalışmalara dayanarak, “iyi” bir eğitim sisteminin ortaya çıkması gereken evrensel bir model olup olmadığını inceliyoruz. Bilişsel becerileri ölçmeyi amaçlayan uluslararası değerlendirmeler konusunda sağlam bir sicile sahip ülkelerin eğitim sistemlerini gözlemlemeye dayanarak, çeşitli ortak temalar ve aynı zamanda yüksek derecede tanınan eğitim sistemleri arasında başarıya oldukça belirgin yollar olduğunu iddia ediyoruz.

Is a Universal Model of a ‘Good’ National Education System that brings Economic Returns Emerging?

The consensus around the importance of educational quality on economic growth and societaldevelopment is more robust than ever. Major studies such as Hanushek & Woessmann (2015;2020) indicate that a nation’s aggregate cognitive skills, measured with internationalmathematics and science assessments such as TIMMS, PIRLS, and PISA, is indicative of itseducational quality, which is a vital component for economic growth. Such studies have alsoinfluenced the trajectory of international organizations so far as to include ‘quality education’as one of the Sustainable Development Goals 2013 (United Nations, 2015). Therefore, bybuilding on the studies asserting the importance of quality education and cognitive skillsaccumulation, we examine whether there is a universal model of a ‘good’ education systemshould look like is emerging. Based on observing the education systems of countries with a solidtrack record on international assessments aimed to measure cognitive skills, we argue that thereseems to be various common themes, and also highly distinctive paths to success among highlyrenowned education systems.

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