AVUSTRALYA, KANADA VE ALMANYA’DA EĞİTİMDE YERELLEŞME POLİTİKALARI VE UYGULAMALARI

Year 2022, Volume: 3 Issue: 1, 103 - 123, 31.05.2022

Mesut Demirbilek

Abstract

Eğitim olgusunun yapılandırılma biçimleri ülkelere göre farklılık göstermekte olup merkezi veya yerel unsurların baskın olduğu farklı modeller eğitim sistemlerini biçimlendirmektedir Bu çerçevede okul tabanlı yönetim uygulamaları, eğitim otoritesinin yerel bir gurup, veliler veya bir kurula ait olması gibi toplum kontrolü uygulamaları, otoritenin ebeveynler ve profesyoneller (öğretmenler ve müdür) arasında eşit paylaşıldığı dengeli kontrol uygulamaları gibi eğitimde farklı yerelleşme uygulamaları hayata geçirilmiştir. Araştırma konusunun ele aldığı ülkeler (Avustralya, Kanada ve Almanya) bağlamında ise eğitimde yerelleşmenin boyutları; bina-tesis-arazi işleri, fonların harcanması, bütçe planlama ve denetimi, personelin istihdamı, vergilendirme, yerel emlak vergisi toplama, kendi kendini kurma yetkisi, yıllık bütçeyi belirleme ve yönetme, okul politikası belirleme, okullar inşa etme, sendikalarla müzakere yapma, ders ve eğitim yönetimi gibi yetki ve sorumluluklara ulaşmaktadır. Aynı zamanda bu anlayış müfredatın eyalet ve bölge düzeyinde belirlendiği esnek ve yerel odaklı süreçleri yoğun olarak içermektedir. Bu doğrultuda derleme çalışması şeklinde gerçekleştirilen bu araştırmada ele alınan ülkeler bağlamında elde edilen sonuçların, merkezi eğitim sistemlerinin karşılaştıkları zorlukların giderilmesi ve yerel şartların dikkate alınarak verimli eğitim süreçlerinin planlanması açısından katkı sunacağı düşünülmektedir.

Keywords

yerelleşme, eğitimde yerelleşme, okul tabanlı yönetim, toplum katılımı, okul özerkliği

DECENTRALİZATİON POLİCİES AND PRACTİCES İN EDUCATİON İN AUSTRALİA, CANADA AND GERMANY

Abstract

The structuring of the phenomenon of education differs according to the countries, and different models, in which central or local elements are dominant, shape the education systems. In this context, different decentralization practices in education such as school-based management practices, community control practices such as the education authority belonging to a local group, parents or a board, balanced control practices where the authority is shared equally between parents and professionals (teachers and principal). In the context of the countries (Australia, Canada and Germany) the research subject deals with, the dimensions of decentralization in education; building-facility-landworks, spending of funds, budget planning and control, staff employment, taxation, local property tax collection, self-determination, setting and managing the annual budget, setting school policy, building schools, negotiating with unions, tutoring and access to powers and responsibilities such as educational administration. At the same time, this understanding intensively includes flexible and locally focused processes in which the curriculum is determined at the state and district level. In this direction, it is thought that the results obtained in the context of the countries discussed in this research, which was carried out as a compilation study, will contribute to the elimination of the difficulties faced by the central education systems and the planning of efficient education processes by taking into account local conditions.

Keywords

Decentralization, decentralization in education, school-based management, community participation, school autonomy

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