Erken Çocukluk Eğitimi Yapısal Kalite Göstergeleri ve PISA Fen Okur-yazarlık Becerileri Arasındaki İlişki: Ülkeler-Arası Karşılaştırma

Year 2020, Volume: 14 Issue: 1, 186 - 216, 30.06.2020

Elif Buldu , Refika Olgan

https://doi.org/10.17522/balikesirnef.618977

Cited By: 1

Abstract

Bu çalışmanın temel amacı, farklı ülkelerde erken çocukluk eğitimindeki çeşitli kalite göstergeleriyle, çocukların sonraki Uluslararası Öğrenci Değerlendirme Programı (PISA) daki Fen okur-yazarlık becerileri arasındaki ilişkiyi araştırmak ve ülkeler-arası bir karşılaştırma yapmaktır. Kullanılan ülkeler-arası göstergeler; okul öncesi eğitimdeki kamusal ve özel harcamalar, öğrenci-öğretmen oranı, kaydolma oranı, okul öncesi eğitim süresi, okul öncesi eğitime başlama yaşı, yetişkin okur-yazarlığı oranı ve kişi başına düşen milli gelir dahil olmak üzere, daha önceki yıllarda toplanan verilerden elde edilmiştir.. Bulgular; kamusal harcamalar, öğrenci-öğretmen oranı, kişi başına düşen milli gelir, yetişkin okur-yazarlık oranı ve çocukların sonraki PISA değerlendirmesindeki fen okur-yazarlık performansları arasındaki ilişkilerin ülkeler-düzeyinde pozitif yönde istatistiksel olarak anlamlı olduğunu göstermiştir. Mevcut çalışmanın önemli çıkarımlarından birisi; (Türkiye dahil) diğerlerine kıyasla okul öncesi eğitiminde daha az kamu harcaması yapan ülkelerin, harcamalarına ilişkin mevcut harcama seviyelerini yükseltmesi ve kamu sektörü için daha detaylı bir okul öncesi harcama ajandası planlaması gerektiğidir. 

Keywords

Ülkeler-arası karşılaştırma, PISA, okul öncesi eğitim, okul öncesi kalite göstergeleri, fen okur-yazarlık becerileri

The Link between Structural Quality Indicators in Pre-primary and PISA Science Literacy Skills: A Cross-Country Comparison

Abstract

The main aim of this study was to make a comparison across distinct countries to investigate the relationship between several quality indicators in pre-primary education and children’s subsequent science competency in the Program for International Student Assessment (PISA) between 2000-2015 years. The cross-national indicators that were used were obtained from previous records, including public and private expenditure, pupil-teacher ratio, enrollment rate, duration, age of beginning in pre-primary education, individual countries' adult literacy rates, and income per capita. The results showed that the relationship between public expenditure, pupil-teacher ratio, income per capita, adult literacy rate and children’s subsequent science performance on the PISA were positively statistically significant at a country-level. One of the important implications of the current study is that countries that spend less (which include Turkey) should plan a detailed pre-primary expenditure agenda for the public sector and raise their current level of public spending. 

Keywords

Cross-country comparison, PISA, pre-primary education, quality indicators in pre-primary, science literacy skills

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