Eğitimde eşitliğin ölçülmesi: Ülkeler arası bir analiz

Abstract

Son yıllarda eğitimde eşitliğe yönelik artan ilgiye rağmen eğitimde eşitliği ölçmeye yönelik literatürde boşluk bulunmaktadır. Bu çalışmanın amacı çok kriterli karar verme yöntemlerini entegre ederek ülkelerin eğitimde eşitlik performansını değerlendirmektir. Bunun için OECD’nin kapsamlı bir veri setine dayanarak kriterler ağırlıklandırılmış ve 51 ülke eğitimde eşitlik bakımından sıralanmış ve performansına göre kümelenmiştir. Kriterleri ağırlıklandırmak için MEREC, ülkeleri sıralamak için MABAC yöntemi kullanılmıştır. Bulgular kapsayıcı okul ortamı sağlama politikasının en yüksek öneme sahip alan olduğunu ortaya koyarken, bunu sırasıyla ekonomik ve sosyal çıktılara katkı, erken çocukluk dönemine yatırım ve temel becerilerin kazandırılması politikaları takip etmiştir. Ülke sıralamalarında İspanya, Avusturya, Danimarka, Almanya ve Norveç üst sıralarda yer alırken, Çekya, Arjantin, Slovakya, Brezilya ve Endonezya alt sıralarda yer almıştır. Bulgular eğitimde eşitliğin sadece kaynakların tahsisi değil psikososyal ortam, liderlik, dijital beceriler ve sosyal refah gibi çok boyutlu faktörlerle sağlanabileceğini göstermiştir. Ayrıca bulgular eğitimde eşitlik için belirli alanlarda çok yüksek performans göstermekten ziyade öncelikli alanlar başta olmak üzere dengeli performansın kritik rolüne işaret eder. Bu çalışma eğitim sistemlerinin değerlendirilmesine yönelik veri temelli bir değerlendirme çerçevesi sunmuştur.

Keywords

• eğitim eşitliği
• eğitim
• eşitlik
• ölçme
• çok kriterli karar verme

Ethical Statement

Bu çalışma için etik onay Milli Savunma Üniversitesi Etik Kurulu'ndan alınmıştır (Tarih: 23.07.2025, No E-35592990-050.04-5037895).

Measuring educational equity: A cross-country analysis

Abstract

Despite the growing interest in educational equity in recent years, there remains a gap in the literature regarding its measurement. The aim of this study is to evaluate countries' performance in educational equity by integrating multi-criteria decision-making methods. Based on a comprehensive dataset from the OECD, the criteria were weighted, and 51 countries were ranked and classified according to their equity performance in education. The MEREC method was used to determine the weights of the criteria, while the MABAC method was employed for ranking the countries. The findings revealed that the policy of providing an inclusive school environment holds the highest importance, followed by contributions to economic and social outcomes, investment in early childhood education, and the development of foundational skills, respectively. In the country rankings, Spain, Austria, Denmark, Germany, and Norway ranked at the top, while the Czechia, Argentina, Slovakia, Brazil, and Indonesia were positioned at the bottom. The findings indicate that educational equity can be achieved not only through the allocation of resources but also through multidimensional factors such as the psychosocial environment, leadership, digital skills, and social well-being. Furthermore, the results highlight the critical role of balanced performance-particularly in prioritised areas-rather than exceptionally high performance in only a few domains. This study provides a data-driven evaluation framework for assessing education systems.

Keywords

• Educational equity
• education
• equity
• measurement
• multi-criteria decision making

Ethical Statement

Ethics committee approval for this study was obtained from National Defence University Ethics Committee (Date: 23.07.2025, Number: E-35592990-050.04-5037895).

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