Hanife ÇAKICI

6421

“Herkes İçin Eğitim” Ama Kimin İçin Değerlendirme? Türkiye Örneği

Bu çalışmanın amacı Herkes İçin Eğitim’in dünyada tüm toplumlarda tüm bireylere nitelikli adil bir eğitim sağlamak gibi, çok zor bir hedefin 2015 yılına kadar ne düzeyde etkili ve verimli bir biçimde gerçekleştirildiğini belirlemektir. Bu hedefleri gerçekleştirmek için uluslararası örgütler ilgili ülkelere teknik ve finansal destek sağlamaktadırlar. Ancak, bu değerlendirmelerin yerel kültür, tarih, politik yapı ve değer sistemlerinden bağımsız olarak yapılması, ilgili ülkelerin bu hedefleri yeterince benimsememesine yol açabilmektedir. Bu örnek olay çalışması, Türkiye’de Herkes İçin Eğitim ile ilgili proje ve politika dökümanlarını eleştirel bir biçimde incelemektedir. Uluslararası örgütlerin ilgili ülkelere, gelişimlerini izlemek üzere sağladığı teknik ve ekonomik desteğin ülkelerin kendi ihtiyaçlarına ne kadar uygun olduğu konusunda kendi karar verme ve değerlendirme yöntemleriyle ele alabilmelerinin gerekli olabilir. Ancak, bu genellikle ihmal edilmektedir. Son olarak, EFA’nın küresel olarak önemi, eleştirileri ve bağlam faktörleri ile birlikte, Türkiye’deki EFA uygulamalarının geliştirilmesi konusunda önerilerde bulunulmaktadır
Anahtar Kelimeler:

Herkes için eğitim, değerlendirme, uluslararası örgütler, Türkiye

Education for all but evaluation for whom? The case of Turkey

The purpose of this study is to evaluate Education for All in Turkey. EFA set highy ambitious goals in education for all citizens around the World. These goals include specific time frames such as 2015 goals for countries to determine how effective and efficient in realizing these goals. International organizations provide technical and financial support for countries to determine how well they are progressing in terms of these goals. However, conducting evaluations of these goals are usually independent of cultural, historical, politics and local value systems and this create problems in respective countries in terms of ownership. This case study focuses on whether evaluations conducted with the required decision-making systems tailored to their own specific needs. For the analysis, policy and project documents concerning Education for All in Turkey were critically evaluated. The study concludes when evaluations are carried without taking local culture, social-political and economic structures into account, they are likely to fail to reach the goals. Countries needs to develop evaluation frameworks tailolerd to their own needs and structures. This in turn will likely to help in achieving goals set as in the case of Education for All
Keywords:

Education for all, evaluation, international organizations, Turkey,

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Osmangazi Journal of Educational Research-Cover
  • Yayın Aralığı: Yılda 2 Sayı
  • Başlangıç: 2018
  • Yayıncı: Eskişehir Osmangazi Üniversitesi
Arşiv
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Sabiha İŞÇİ

“Herkes İçin Eğitim” Ama Kimin İçin Değerlendirme? Türkiye Örneği

Hanife ÇAKICI