6 Şubat 2023 Tarihinde Türkiye’de Yaşanan Deprem Sonrasında Millî Eğitim Bakanlığı Tarafından Atılan Politika Adımlar

Yıl 2023, , 219 - 232, 15.04.2023

Mahmut Özer

https://doi.org/10.14686/buefad.1261101

Cited By: 13

Öz

Türkiye, 6 Şubat 2023 tarihinde, tarihindeki en büyük deprem felaketlerinden birisiyle karşılaşmıştır. Depremin etkisi 10 ile yayılmış ve bu durum depremin yıkıcı etkisini artırmıştır. Millî Eğitim Bakanlığı (MEB), depremin ilk gününden itibaren eğitim hizmetlerinin başlatılması ve insani yardımların sağlanması için harekete geçmiştir. Bu kapsamda sahip olduğu insan kaynağı ve üretim kapasitesini depremin etkilerini azaltmak için kullanmıştır. Bu çalışmanın amacı, afet sonrası dönemde eğitim yönetimi ölçütlerini dikkate alarak MEB’in 6 Şubat 2023 depremi sonrasında eğitim hizmetlerini sürdürme ve afette etkilenen vatandaşlara sunduğu destekleri değerlendirmektir. Deprem alanında sunulan insani yardımlarda MEB kurumlarının ilk günden itibaren ana üretici konumunda olduğu gözlenmiştir. MEB kurumları deprem alanında yemek, barınma, ısınmaya yönelik üretimlerin ve dağıtımların büyük kısmını üstlenmiştir. MEB, eğitim hizmetlerinin en kısa sürede sunulabilmesi için gerekli alanların oluşturulmasını, öğretmen ve psikolojik danışmanların görevlendirilmesini sağlamıştır. Çadırlar, konteynerler ve prefabrik okullar aracılığıyla eğitim hizmetleri hızla başlatılırken okullarda yüz yüze eğitime geçiş için hazırlıklar yapılmıştır. Hastane sınıfları oluşturularak öğrencilerin tedavi sürecinde eğitimlerine devam etmesi sağlanmıştır. Diğer şehirlerde eğitim almak isteyen öğrenciler için nakil süreci kolaylaştırılmış, bu öğrencilerin parasız yatılı hizmetlerinden ücretsiz yararlanmasını sağlamıştır. INEE ve UNESCO-IIEP tarafından geliştirilen afet sonrası eğitim çerçeveleri dikkate alındığında MEB’in deprem sonrasında eğitim için önerilen adımları atarken sosyal yardımların sağlanmasında da Covid-19 salgınındaki tecrübesini etkin şekilde kullandığı görülmektedir.

Anahtar Kelimeler

deprem, eğitim, Millî Eğitim Bakanlığı

Education Policy Actions by the Ministry of National Education after the Earthquake Disaster on February 6, 2023 in Türkiye

Öz

One of the largest earthquake disasters in Turkish history occurred on February 6, 2023. The earthquakes impacted ten provinces greatly, which increased its destructive effect. Immediately following the earthquakes, the Ministry of National Education (MoNE) began providing education services and humanitarian assistance. By utilizing its human resources and production capacity, the MoNE was able to mitigate the effects of the earthquakes. The purpose of this study is to assess the support provided by the MoNE to the continuation of education services after the earthquakes as well as assistance to the citizens affected by the disaster, taking into account the global frameworks. It was observed that MoNE institutions played a major role in providing humanitarian assistance in the earthquake area. MoNE has taken on the majority of the production and distribution of food, shelter, and heating. To ensure that education services are provided as quickly as possible, the MoNE has developed education areas and appointed teachers and psychological counselors. As education services were rapidly launched through tents, containers, and prefabricated schools; preparations were made for the transition to face-to-face education. Students were able to continue their education during the course of their treatment in hospital classes. The transfer for students who wish to study in other cities was facilitated and free boarding facilities were provided. Based on the guidelines for education in emergencies frameworks by INEE and UNESCO-IIEP, it may be concluded that the MoNE effectively implemented the suggested policies for the continuation of education, and utilized its experience in the Covid-19 outbreak in providing social assistance.

Anahtar Kelimeler

earthquake, education, Ministry of National Education

Kaynakça

• Arcaya, M., Raker, E. J., & Waters, M. C. (2020). The social consequences of disasters: Individual and community change. Annual Review of Sociology, 46(1), 671-691.
• Bensalah, K. (2002). Guidelines for education in situations of emergency and crisis: EFA strategic planning. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000128214 Bethke, L. (2005). Educating young people in emergencies: Time to end the neglect. Id21 insights. https://lib.icimod.org/record/12046
• Bradshaw, S. (2004). Socio-economic impacts of natural disasters: A gender analysis. United Nations Publications. https://www.cepal.org/sites/default/files/publication/files/5596/S045330_en.pdf
• Caruso, J. B., & Miller, S. (2015). Long run effects and intergenerational transmission of natural disasters: A case study on the 1970 Ancash Eartquake. Journal of Development Economics, 117, 134-150.
• Centre for Research on the Epidemiology of Disasters-CRED (2015). The human cost of natural disasters. https://reliefweb.int/report/world/human-cost-natural-disasters-2015-global-perspective
• Chuang, E., Pinchoff, J., & Psaki, S. (2018, 23 January). How natural disasters undermine schooling. Brookings. https://www.brookings.edu/blog/education-plus-development/2018/01/23/how-natural-disasters-undermine-schooling/
• Cuaresma, J. C. (2010). Natural disasters and human capital accumulation. World Bank Economic Review, 24(2), 280-302.
• D’Amico, S. (Ed). (2016). Earthquakes and their impact on society. Springer Natural Hazards.
• Deryugina, T. (2022). Economic effects of natural disasters. IZA World of Labor, 493. https://wol.iza.org/uploads/articles/608/pdfs/economic-effects-of-natural-disasters.pdf?v=1
• Food and Agriculture Organization of the United Nations-FAO (2015). The impact of natural hazards and disasters on agriculture and food security and nutrition. https://www.fao.org/3/i4434e/i4434e.pdf
• Global Facility for Disaster Reduction and Recovery- GFDRR & The World Bank (2019). Education sector recovery. Disaster Recovery Guidance Series. https://www.gfdrr.org/sites/default/files/publication/EDUCATION_NOTE_01042019_web.pdf
• Goldstein, J. (2021, 1 September). Deadly natural disaster have increased five-fold over 50 years due to climate change. People. https://people.com/human-interest/deadly-natural-disasters-increased-five-fold-over-50-years-due-to-climate-change/
• Gratton, V., Thier, H. D., Arjonilla, E., & Melgar, R. (1986). The recovery of schools from earthquake effects. Natural Hazards Research and Applications Information Center, University of Colorado. https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=1030&context=fmhi_pub
• Guérin-Marthe, S., Gehl, P., Negulescu, C., Auclair, S., & Fayjaloun, R. (2021). Rapid earthquake response: The state-of-the art and recommendations with a focus on European systems. International Journal of Disaster Risk Reduction, 52, 101958.
• Gündüz, A., Türkmen, S., Eryiğit, U., Karaca, Y., & Aydın, M. (2013). Is Turkey an earthquake country?. The Journal of Academic Emergency Medicine, 12, 33-37.
• He, J. (2021). Earthquake evacuation simulation of multi-story buildings during earthquakes. Earthquake Spectra, 37(1), 95–113.
• International Network for Education in Emergencies-INEE (2010). Minimum standards for education: Preparedness, response, recovery. https://spherestandards.org/wp-content/uploads/INEE-EN.pdf
• İstanbul Teknik Üniversitesi-İTÜ (2023). 6 Şubat 2023: 04.17 Mw 7,8 Kahramanmaraş ve 13.24 Mw 7,7 Kahramanmaraş depremleri: Ön inceleme raporu [February 6, 2023 04:17 Mw 7.8 Kkahramanaraş and 13:24 Mw 7.7 Kahramanmaraş Earthquakes: Preliminary report]. İstanbul Teknik Üniversitesi. https://haberler.itu.edu.tr/docs/default-source/default-document-library/2023_itu_deprem_on_raporu.pdf?sfvrsn=77afe59e_4
• Le Brocque, R., De Young, A., Montague, G., Pocock, S., March, S., Triggell, N., . . . Kenardy, J. (2017). Schools and natural disaster recovery: The unique and vital role that teachers and education professionals play in ensuring the mental health of students following natural disasters. Journal of Psychologists and Counsellors in Schools, 27(1), 1-23.
• Mavrouli, M., Mavroulis, S., Lekkas, E., & Tsakris, A. (2023). The impact of earthquakes on public health: A narrative review of infectious diseases in the post-disaster period aiming to disaster risk reduction. Microorganisms, 11(2), 419.
• Mazlum, D. (2001). The Istanbul earthquake of 22 May 1766 and building repairs that followed: An evaluation based on Ottoman archival documents. Doctoral Thesis, Istanbul Technical University. McCullough, H. (1994). Earthquake damage to transportation systems. National Oceanic and Atmospheric Administration. https://pubs.er.usgs.gov/publication/70114624
• OECD (2017). Protecting students and schools from earthquakes: The seven OECD principles for school seismic safety. https://www.oecd.org/education/Earthquake-Safety-for-Schools.pdf
• Özer, M. (2019a). Reconsidering the fundamental problems of vocational education and training in Turkey and proposed solutions for restructuring. Istanbul University Journal of Sociology, 39(2), 1–19.
• Özer, M. (2019b). Background of problems in vocational education and training and its road map to solution in Turkey’s Education Vision 2023. Journal of Higher Education and Science, 9(1), 1–11.
• Özer, M., & Suna, H. E. (2019). Future of vocational and technical education in Turkey: Solid steps taken after Education Vision 2023. Journal of Education and Humanities, 10(20), 165–192.
• Özer, M. (2020a). Vocational education and training as “a friend in need” during Corona Virus Pandemic in Turkey. Bartın University Journal of Faculty of Education, 9, 1-7.
• Özer, M. (2020b). Türkiye'nin mesleki eğitim ile imtihanı - Mesleki eğitimde paradigma değişimi [Turkey’s challenge with vocational education – A paradigm shift in vocational education]]. Maltepe Üniversitesi Yayınları.
• Özer, M. (2020c). Paradigm shifts in vocational education in Turkey. Gazi University Journal of Gazi Education Faculty, 40(2), 357-384.
• Özer, M. (2020d). Educational policy actions by the Ministry of National Education in the times of COVID19 pandemic in Turkey. Kastamonu Educational Journal, 28(3), 1124-1129.
• Özer, M. (2021b). A New step towards narrowing the achievement gap in Turkey: “1,000 Schools in Vocational Education and Training” project. Bartın University Journal of Faculty of Education, 10(1), 97-108.
• Özer, M. (2022a). Türkiye’de eğitimi yeniden düşünmek [Rethinking education in Turkey]. Vakıfbank Kültür Yayınları.
• Özer, M. (2022b). School-based improvement in VET: “The 1,000 Schools in Vocational Education and Training Project”. Bartın University Journal of Faculty of Education, 11(2), 268-279.
• Özer, M. (2023). Türkiye’de eğitimin geleceği. Vakıfbank Kültür Yayınları.
• Özer, M., & Suna, H. E. (2020). Covid-19 pandemic and education. In Şeker, M., Özer, A., Korkut, C. (Eds). Reflections on the pandemic: In the future of the World (pp.157-178). Turkish Academy of Sciences.
• Özer, M., Suna, H. E., Perc, M., Şensoy, S., & Uygun İlikhan, S. (2022). Turkey's transition to face-to-face schooling during the COVID-19 pandemic. Turkish Journal of Medical Sciences, 52, 529-540.
• Paudel, J., & Ryu, H. (2018). Natural disasters and human capital: The case of Nepal’s earthquake. World Development, 111, 1-12.
• Shidiqi, K. A., Di Paolo, A., & Choi, A. (2022). Earthquake exposure and schooling: impacts and mechanisms. Research Institute of Applied Economics, 2022/06. https://diposit.ub.edu/dspace/bitstream/2445/187034/1/IR22_006_Shdiqi%2bDiPaolo%2bChoi.pdf
• Sinclair, M. (2007). Education in emergencies. https://www.cedol.org/wp-content/uploads/2012/02/52-56-2007.pdf
• The World Bank (2005). Natural disaster hotpots. Disaster Risk Management Series. No. 5. https://openknowledge.worldbank.org/handle/10986/7376
• Wang, J., Yang, J., & Li, B. (2017). Pain of disasters: The educational cost of exogenous shocks evidence from Tangshan Earthquake in 1976. China Economic Review, 46, 27-49.
• World Health Organization-WHO (2022). Earthquakes. https://www.who.int/health-topics/earthquakes#tab=tab_1
• United Nations Educational, Scientific and Cultural Organization-UNESCO & International Institute for Educational Planning-IIEP (2010). Guidebook for planning education in emergencies and reconstruction. https://www.iiep.unesco.org/en/publication/guidebook-planning-education-emergencies-and-reconstruction
• United Nations (2010, 28 January). Earthquakes the deadliest of all disasters during past decade-UN official. https://news.un.org/en/story/2010/01/327892-earthquakes-deadliest-all-disasters-during-past-decade-un-official
• United Nations (2019, 13 February). Impact of natural disasters increasingly affecting those most vulnerable, speakers say as commission for social development continues session. https://press.un.org/en/2019/soc4876.doc.htm
• Ürekli, F. (2010). Literature on natural disasters in Ottoman Istanbul. Türkiye Araştırmaları Literatür Dergisi, 8(16), 101-130.