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PISA Sonuçları Türkiye’deki Eğitim Eşitsizliği Hakkında Neler Söylüyor?

Year 2020, Volume: 1 Issue: 2, 85 - 98, 30.12.2020

Abstract

Dünya genelinde eğitim alanındaki en büyük sorunlardan biri de eğitim eşitsizliğidir. Eğitimde
eşitsizliği; cinsiyet temelli eşitsizlikler, sosyoekonomik altyapıdan kaynaklanan eşitsizlikler, etnik
kökene dayanan eşitsizlikler ve okul-öğretmenden doğan eşitsizlikler olarak sınıflandırmak
mümkündür. Cinsiyet temelli eşitsizliklerin temelinde toplumun yüzyıllardır bireylere yüklediği
cinsiyet temelli görevlerin, sosyoekonomik temelli eşitsizliklerin zemininde bireylerin okul öncesi
dönemde aileden aldıkları temel eğitimin, etnik kökene dayalı eşitsizliklerde de dil faktörünün
büyük etkisi olduğu görülmektedir. Yaşanan eğitim eşitsizliğinin asıl neden ve nedenlerinin neler
olduğunu tespit etmek, eşitliği sağlama yolunda uygulanacak politikaları ve alınacak kararları
belirleyebilmek için önemlidir. Eğitim eşitsizliği düzeyini ve bunun altında yatan nedenleri
belirlemek adına kullanılan araçlardan biri PISA sınavlarıdır. Bu çalışmada Türkiye için eğitimde
eşitsizlik kavramı PISA sonuçlarının değerlendirilmesiyle farklı boyutlarıyla tartışılacak, nedenleri
ve çözümleri üzerinde durulacaktır.

References

  • Acar, T. (2012). Türkiye’nin PISA 2009 sonuçlarına göre OECD’ye üye ve aday ülkeler arasındakiyeri. Educational Sciences: Theory & Practice, 12(4), 2561-2572.
  • Andersen, I. G. (2018). Pygmalion in instruction? Tracking, teacher reward structures, and educational inequality. Social Psychology of Education, 21, 1021–1044. doi:10.1007/s11218-018-9452-z
  • Atlama, S., & Özsoy, C. (2009). Eğitimde toplumsal cinsiyet eşitsizliği: Türkiye’nin karşılaştırmalı analizi. İ. G. Yumuşak içinde, Uluslararası 7. Bilgi, Ekonomi Ve Yönetim Kongresi Bildirileri Kitabı (s. 2-73). İstanbul: FSM-İstanbul.
  • Ball, S. J. (2010). New class inequalities in education. International Journal of Sociology and Social Policy, 30(3/4), 155-166. doi:10.1108/01443331011033346
  • Bendel , R. B., Higgins, S. S., ve Teberg, J. E. (1989). Comparison of skewness coefficient, coefficient of variation, and Gini coefficient as inequality measures within populations. Oecologia, 394-400.
  • Blanden, J. (2020). Education and inequality. S. Bradley , & C. Green içinde, The Economics of Education (s.119). Londra: Academic Press.
  • Breen, R., Luijkx, R., Muller, W., & Pollak, R. (2009). Long-term trends in educational inequality in Europe: class inequalities and gender differences. European Sociological Review, 1-18. Dinçer, M. A., & Kolaşin, G. (2009). Türkiye’de öğrenci başarısında eşitsizliğin belirleyicileri. İstanbul: Sabancı Üniversitesi .
  • Dronkers, J. (2010). Quality and Inequality of Education. New York: Springer. doi:10.1007/978-90-481-3993-4
  • Francis, B. v. (2019). Teacher ‘quality’ and attainment grouping: The role of within-school. Teaching and Teacher Education, 77, 183-192. doi:https://doi.org/10.1016/j.tate.2018.10.001
  • Grissom, J., Kalogrides, D., & Loe, S. (2015). The micropolitics of educational inequality: the case of teacher–student assignments. Peabody Journal of Education, 90(5), 601-614.
  • Hart, J. (2017). The big lesson from the world's best school system? Trust your teachers. TheGuardian: https://www.theguardian.com/teacher-network/2017/aug/09/worlds-best-school-system-trust-teacherseducation- finland adresinden alındı
  • Hippe, R., Araújo, L., ve Dinis da Costa , P. (2016). Equity in education in Europe. Luxembourg: European Comission.
  • Jacobs, J. A. (1996). Gender inequality and higher education. Annu. Rev. Sociol, 22, 153-185.
  • Klasen, S. (2002). Low schoolings for girls, slower growth for all? Cross-country evidence on the effect of gender inequality in education on economic development. The World Bank Review, 16(3), 345-373.
  • Lakes , R., & Carter, P. (2011). Neoliberalism and education: An introduction. EducationalStudies, 107-110.
  • OECD. (2019). PISA 2018 Results Combined Executive Summaries. OECD:http://www.oecd.org/pisa/ Combined_Executive_Summaries_PISA_2018.pdf adresinden alındı
  • OECD. (2020). Income inequality. doi:10.1787/459aa7f1-en
  • Özdemir, A. (2017). Bütünöğrencilerin okulu Finlandiya okulları. Journal of Research in Informal Environments, 2(1), 59-91.
  • Peske , H., & Haycock, K. (2006). Teaching inequality: how poor and minority students are shortchanged on teacher quality. Washington: Education Trust.
  • Psacharopoulos, G. (1981). Education, employment and inequality in LDCs. WorldDevelopment, 9, 31-54.
  • Smitsa, J., & Gündüz Hoşgör, A. (2006). Effects of family background characteristics on educational participation in Turkey. International Journal of Educational Development, 26, 545–560.
  • Thompson, R. (2016). Understanding classbased inequalities in education: rational action theories of educational decision making. Society for Research into Higher Education (SRHE) Annual Conference 2016, (s. 3). Newport.
  • Türkiye Cumhuriyeti Cumhurbaşkanlığı Strateji ve Bütçe Başkanlığı. (2019). On Birinci KalkınmA Planı. Ankara.
  • Walker, J., Pearce, C., Boe, K., ve Laws, M. (2019). The power of education to fightinequality. Oxford: OXFAM.
  • Wiggan, G. (2007). Race, school achievement, and educational inequality: toward a student-based inquiry perspective. Review of Educational Research, 77(3), 310–333. doi:10.3102/003465430303947
  • World Bank Group. (2020). Gini index (World Bank estimate). The World Bank: https://data.worldbank.org/ indicator/SI.POV.GINI adresinden alındı
  • World Bank Human Development Department. (2011). Improving the quality and equity ofbasic education in Turkey. Washington: World Bank.
  • Yılmaz, T., ve Sarpkaya, R. (2016). Eğitim Ekonomisi Eleştirel Bir Yaklaşım. Ankara: Anı.

What Do The PISA Results Say About Education Inequality in Turkey?

Year 2020, Volume: 1 Issue: 2, 85 - 98, 30.12.2020

Abstract

One of the biggest problems in the field of education around the world is educational inequality.
It is possible to classify inequality in education as gender-based inequalities, inequalities arising
from socio-economic background, inequalities based on ethnic origin, and inequality arising from
school-teacher differences. While gender-basedduties that society has imposed on individuals
for centuries have been seen on the basis of gender-based inequalities, the basic education that
individuals receive from their families in the preschool period has a great effect on the basis of
socioeconomic based inequalities. Moreover, it is seen that the language factor has a great effect
on inequalities based on ethnic origin. It is important to determine the main reasons and causes
of educational inequality in order to determine the policies to be implemented and the decisions
to be taken to achieve equality. PISA exams are one of the tools used to determine the level of
educational inequality and its underlying causes. In this article, the concept of educational
inequality in Turkey will be discussed with the evaluation of PISA results, its different dimensions,
causes and solutionswill be emphasized.

References

  • Acar, T. (2012). Türkiye’nin PISA 2009 sonuçlarına göre OECD’ye üye ve aday ülkeler arasındakiyeri. Educational Sciences: Theory & Practice, 12(4), 2561-2572.
  • Andersen, I. G. (2018). Pygmalion in instruction? Tracking, teacher reward structures, and educational inequality. Social Psychology of Education, 21, 1021–1044. doi:10.1007/s11218-018-9452-z
  • Atlama, S., & Özsoy, C. (2009). Eğitimde toplumsal cinsiyet eşitsizliği: Türkiye’nin karşılaştırmalı analizi. İ. G. Yumuşak içinde, Uluslararası 7. Bilgi, Ekonomi Ve Yönetim Kongresi Bildirileri Kitabı (s. 2-73). İstanbul: FSM-İstanbul.
  • Ball, S. J. (2010). New class inequalities in education. International Journal of Sociology and Social Policy, 30(3/4), 155-166. doi:10.1108/01443331011033346
  • Bendel , R. B., Higgins, S. S., ve Teberg, J. E. (1989). Comparison of skewness coefficient, coefficient of variation, and Gini coefficient as inequality measures within populations. Oecologia, 394-400.
  • Blanden, J. (2020). Education and inequality. S. Bradley , & C. Green içinde, The Economics of Education (s.119). Londra: Academic Press.
  • Breen, R., Luijkx, R., Muller, W., & Pollak, R. (2009). Long-term trends in educational inequality in Europe: class inequalities and gender differences. European Sociological Review, 1-18. Dinçer, M. A., & Kolaşin, G. (2009). Türkiye’de öğrenci başarısında eşitsizliğin belirleyicileri. İstanbul: Sabancı Üniversitesi .
  • Dronkers, J. (2010). Quality and Inequality of Education. New York: Springer. doi:10.1007/978-90-481-3993-4
  • Francis, B. v. (2019). Teacher ‘quality’ and attainment grouping: The role of within-school. Teaching and Teacher Education, 77, 183-192. doi:https://doi.org/10.1016/j.tate.2018.10.001
  • Grissom, J., Kalogrides, D., & Loe, S. (2015). The micropolitics of educational inequality: the case of teacher–student assignments. Peabody Journal of Education, 90(5), 601-614.
  • Hart, J. (2017). The big lesson from the world's best school system? Trust your teachers. TheGuardian: https://www.theguardian.com/teacher-network/2017/aug/09/worlds-best-school-system-trust-teacherseducation- finland adresinden alındı
  • Hippe, R., Araújo, L., ve Dinis da Costa , P. (2016). Equity in education in Europe. Luxembourg: European Comission.
  • Jacobs, J. A. (1996). Gender inequality and higher education. Annu. Rev. Sociol, 22, 153-185.
  • Klasen, S. (2002). Low schoolings for girls, slower growth for all? Cross-country evidence on the effect of gender inequality in education on economic development. The World Bank Review, 16(3), 345-373.
  • Lakes , R., & Carter, P. (2011). Neoliberalism and education: An introduction. EducationalStudies, 107-110.
  • OECD. (2019). PISA 2018 Results Combined Executive Summaries. OECD:http://www.oecd.org/pisa/ Combined_Executive_Summaries_PISA_2018.pdf adresinden alındı
  • OECD. (2020). Income inequality. doi:10.1787/459aa7f1-en
  • Özdemir, A. (2017). Bütünöğrencilerin okulu Finlandiya okulları. Journal of Research in Informal Environments, 2(1), 59-91.
  • Peske , H., & Haycock, K. (2006). Teaching inequality: how poor and minority students are shortchanged on teacher quality. Washington: Education Trust.
  • Psacharopoulos, G. (1981). Education, employment and inequality in LDCs. WorldDevelopment, 9, 31-54.
  • Smitsa, J., & Gündüz Hoşgör, A. (2006). Effects of family background characteristics on educational participation in Turkey. International Journal of Educational Development, 26, 545–560.
  • Thompson, R. (2016). Understanding classbased inequalities in education: rational action theories of educational decision making. Society for Research into Higher Education (SRHE) Annual Conference 2016, (s. 3). Newport.
  • Türkiye Cumhuriyeti Cumhurbaşkanlığı Strateji ve Bütçe Başkanlığı. (2019). On Birinci KalkınmA Planı. Ankara.
  • Walker, J., Pearce, C., Boe, K., ve Laws, M. (2019). The power of education to fightinequality. Oxford: OXFAM.
  • Wiggan, G. (2007). Race, school achievement, and educational inequality: toward a student-based inquiry perspective. Review of Educational Research, 77(3), 310–333. doi:10.3102/003465430303947
  • World Bank Group. (2020). Gini index (World Bank estimate). The World Bank: https://data.worldbank.org/ indicator/SI.POV.GINI adresinden alındı
  • World Bank Human Development Department. (2011). Improving the quality and equity ofbasic education in Turkey. Washington: World Bank.
  • Yılmaz, T., ve Sarpkaya, R. (2016). Eğitim Ekonomisi Eleştirel Bir Yaklaşım. Ankara: Anı.
There are 28 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Reviews
Authors

Özlem Özbey This is me 0000-0002-4472-1403

Publication Date December 30, 2020
Submission Date November 18, 2020
Published in Issue Year 2020 Volume: 1 Issue: 2

Cite

APA Özbey, Ö. (2020). PISA Sonuçları Türkiye’deki Eğitim Eşitsizliği Hakkında Neler Söylüyor?. Alanyazın, 1(2), 85-98.