Türkiye’de eğitimin değerinin ölçülmesi

İktisat teorisinde, eğitimin değeri özellikle gelişmekte olan ülkeler açısından iki ayrı teorik yaklaşımla ele alınmaktadır; beşeri sermaye teorisi ve yapabililirlikler teorisi. Bu çalışmanın amacı, Türkiye için eğitimin değerini söz konusu iktisat teorilerinin ışığı altında değerlendirmektir. Bu amaçla, söz konusu teorileri temsil eden değişkenler yardımıyla Türkiye için eğitimin değeri tartışılmıştır. Beşeri sermaye teorisi çerçevesinde, hem daha önce yapılmış olan çalışmalar hem de OECD - Education at a Glance 2010'dan elde edilen eğitim göstergeleri, Türkiye'de hem bireylerin gelir artışı, hemde iktisadi büyüme için eğitimin önemine dikkat çekmektedir. Çalışma, aynı zamanda yapabilirlikler teorisi çerçevesinde Türkiye için eğitimin değerinin, kişilerin olmaya ya da yapmaya değer verdiği sağlıklı olma ve siyasi katılım gibi diğer önemli işlevleri gerçekleştirebilmesi için temel bilişsel işlevleri sağlamasından da kaynaklandığını göstermektedir. Ancak, temel eğitim olanaklarının sağlaması konusunda son yıllarda ilerlemeler kaydedilmekle birlikte Türkiye iktisadi olarak kendisine benzer ya da bazı daha yoksul ülkelerden geri konumdadır. Aynı zamanda eğitim olanaklarının bölgesel ve cinsiyet bazındaki dağılımında eşitsizlikler bulunmaktadır.

Measuring the value of education in Turkey

In economic theory, the value of education is evaluated by way of two different theoretical approaches; the human the capital approach and human capabilities approach. In this paper our aim is to evaluate the value of education in Turkey in the light of these two approaches. Existing studies on human capital and education indicators drawn from OECD’s Education at a Glance 2010 show the importance of education to increase individual income as well as the economic growth. The results of the study also support the argument that, within the context of human capabilities approach the value of education also arising from the fact that education provides the basic cognitive skills necessary for achieving other essential functionings such as health and civic engagement. This study shows that although there have been some improvements, in comparison with the countries that have same or less income level than Turkey, Turkey still is behind in terms of providing the capability-increasing cognitive skills that are enabled by a basic education. At the same time, another important point for Turkey is the considerable gender and regional inequality with regard to capability development.

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