Türkiye ve Finlandiya Eğitim Sistemlerindeki Program Dışı Etkinlik Uygulamalarının Karşılaştırılması

Year 2025, Volume: 54 Issue: 248, 2095 - 2130, 01.11.2025

Remzi Adsız , Yavuz Ercan Gül

https://doi.org/10.37669/milliegitim.1569146

Abstract

Bu çalışmanın amacı, Türkiye ve Finlandiya eğitim sistemindeki program dışı etkinliklerin (PDE) karşılaştırılmasıdır. Çalışmada karşılaştırmalı eğitim yöntemlerinden yatay yaklaşım modeli temel alınmış, nitel araştırma yöntemlerinden doküman incelemesi kullanılmıştır. Çalışmada ulaşılan bulgular her iki ülkenin PDE’lerden beklentileri, yönetim ve finansmanı ile PDE’lerin uygulanması sürecinde karşılaşılan sorunlar şeklinde yapılandırılmıştır. Çalışma sonucunda; her iki ülkenin program dışı etkinlik uygulamalarında birtakım benzerlik ve farklılıkların bulunduğu, program dışı etkinlik uygulamalarından beklentilerin bazı noktalarda farklılaştığı anlaşılmıştır. Genel olarak Finlandiya’da eğitim sistemindeki etkinlikler, tüm öğrencilerin erişimini sağlayacak şekilde yapılandırılmış ve yüksek oranda katılımlarla gerçekleştirilirken; Türkiye’de ise etkinliklerin istenilen oranda ve çeşitlilikte organize edilemediği belirlenmiştir. Çalışmada ayrıca Türkiye’deki etkinliklerin daha başarılı bir şekilde düzenlenmesine katkıda bulunmak için birtakım çıkarımlarda bulunulmuştur.

Keywords

Finlandiya eğitim sistemi , Türkiye eğitim sistemi , program dışı etkinlikler , müfredat

Comparison of Extracurricular Activities in Turkish and Finnish Education Systems

Abstract

The aim of this study is to compare extracurricular activities (EA) in Turkish and Finnish education systems. The study is based on the horizontal approach model from comparative education methods and uses document review from qualitative research methods. The findings of the study are structured as the expectations of both countries from EA, their management and financing, and the problems encountered during the implementation of EA. As a result of the study, it was understood that there are some similarities and differences in the extracurricular activity practices of both countries, and that expectations from extracurricular activity practices differ at some points. In general, while the activities in the education system in Finland are structured to provide access to all students and are carried out with a high rate of participation, it was determined that the activities in Turkey could not be organized at the desired rate and variety. In the study, some inferences were also made to contribute to the more successful organization of activities in Turkey.

Keywords

Finnish education system , Turkish education system , extracurricular activities , curriculum

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