Eğitim ve İnsan Hakları

Yıl 2012, Cilt: 29 Sayı: 2, - , 15.02.2016

Güzver Yıldıran

Öz

Makale, eğitim alanında hiçbir toplumun bütün toplumların altına imza attıkları evrensel belgeler çerçevesinde etik bir düzeye ulaşmadığını vurgulamaktadır. Eğitim alanında birinci insan hakları ihlâlinin kimlerin eğitim hakkından yararlanamadığı, ikincisinin temel eğitimde okullaşma sürelerinin farklılığı, üçüncüsünün, özellikle Kıta Avrupası’nda eğitim sistemlerinin sosyal sınıf farkları üzerine kurulması;dördüncüsünün ise özellikle ABD’de eğitimin yerel olması nedeniyle, nitelik farklarının etnisite ve ırk temelinde sosyal sınıf çizgilerini yansıtmasıyla ilgili olduğu ifade edilmektedir.Anahtar sözcükler: Eğitim, İnsan hakları ihlâli, Sosyal sınıf

Kaynakça

• Bloom, B. S. (1964). Stability and change in human characteristics. New York: John
• Wiley & Sons, Inc.
• Bloom, B. S. (1976). Human characteristics and school learning. New York: McGraw-
• Hill.
• Bloom, B. S. (Haz.). (1985). Developing talent in young people. New York: Ballantine
• Books.
• Children out of school: Measuring exclusion from primary education (2005). Montreal
• Quebec, Canada: UNESCO Institute for Statistics.
• Feuerstein, R. (1979). The dynamic assessment of retarded performers: The learning
• potential assessment device, theory, ınstruments, and techniques. Baltimore
• University Park Press.
• Feuerstein, R. (1985). Instrumental enrichment: An intervention program for cognitive
• modifiability. Baltimore: University Park Press.
• Feuerstein, R., Klein, P.S. ve Tannenbaum, A.J. (Haz.; 1991). Mediated learning
• experience (MLE): Theoretical, psychosocial and learning ımplications.
• London: Freund Publishing House Ltd.
• Girod, R. (1980). Goals and results. In Educational Goals. Paris: UNESCO, 123-144.
• Hanushek, E. A. ve Wößmann, L. (2005). Does educational tracking affect performance
• and inequality? Differences-in-differences evidence across countries. The
• Economic Journal, 116, 63-76.
• HDRO updates of Barro and Lee (2010) estimates based on UNESCO Institute for
• Statistics data on education attainment (2011) and Barro and Lee (2010)
• methodology. http://hdrstats.undp.org/en/indicators/103006.html adresinden 21
• Ocak 2013 tarihinde erişilmiştir.
• Higher education in developing countries: Peril and promise (2000). Washington D.C.
• The Task Force on Higher Education and Society, The International Bank for
• Reconstruction and Development/The World Bank.
• Human capital investment: An international comparison (1998). Paris: Organisation for
• Economic Co-operation and Development, OECD: Centre for Educational
• Research and Innovation.
• Human development report: Turkey (1997). Ankara: United Nations Development
• Programme.
• Husén, T. (1990). Education and the global concern. New York: Pergamon Press.
• Key data on education in Europe 2009 (July 2009). Brussels: European Commission
• Education, Audiovisual & Culture Executive Agency, Eurydice, Eurostat.
• (http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/105E
• N.pdf).
• Markland, S. (1985). The Western European idea in education. Contemporary issues in
• comparative education. Watson, K. ve Wilson, R. (Haz.). London: Croom
• Helm, 106-116.
• OECD (2011). Education at a glance 2011: OECD Indicators. OECD Publishing.
• (http://www.oecd.org/dataoecd/61/2/48631582.pdf)
• Papadopoulos, G.S. (1994); Education 1960-1990: The OECD Perspective. Paris
• OECD.
• Roemer, J. E. (2000). Equality of opportunity. Arrow, K., Bowles, S. ve Durlauf, S.
• (Haz.). Meritocracy and economic inequality, 17-32. Princeton, New Jersey
• Princeton University Press.
• Roller, S. (1980). Goals of education: Generation and regeneration. Educational goals.
• Paris: UNESCO, 201-228.
• Wright, C., Chief of Education, UNICEF, Millward, M., Director, a.i. UNESCO
• Instıtute for Statistics (2005). Foreword. Children out of school: Measuring
• exclusion from primary education. Montreal, Quebec, Canada: UNESCO
• Institute for Statistics. (http://www.uis.unesco.org/Library/Documents/oosc05-
• en.pdf).
• Yıldıran, G. (1996). Değişen dünyada eğitimimiz: Olgular, seçenekler. Başak, O. ve
• Doltaş, D. (Haz.). Eğitimimiz ve Türkiye’de zorunlu temel eğitim, 73-89.
• İstanbul: Ilıcak Gazetecilik ve Matbaacılık A.Ş.
• Yıldıran, G. (1999). Değişen dünyada eğitimimiz: Olgular, seçenekler. Eğitim ve Bilim
• (114), 39-51.
• Bloom, B. S. (1964). Stability and change in human characteristics. New York: John
• Wiley & Sons, Inc.
• Bloom, B. S. (1976). Human characteristics and school learning. New York: McGraw-
• Hill.
• Bloom, B. S. (Haz.). (1985). Developing talent in young people. New York: Ballantine
• Books.
• Children out of school: Measuring exclusion from primary education (2005). Montreal
• Quebec, Canada: UNESCO Institute for Statistics.
• Feuerstein, R. (1979). The dynamic assessment of retarded performers: The learning
• potential assessment device, theory, ınstruments, and techniques. Baltimore
• University Park Press.
• Feuerstein, R. (1985). Instrumental enrichment: An intervention program for cognitive
• modifiability. Baltimore: University Park Press.
• Feuerstein, R., Klein, P.S. ve Tannenbaum, A.J. (Haz.; 1991). Mediated learning
• experience (MLE): Theoretical, psychosocial and learning ımplications.
• London: Freund Publishing House Ltd.
• Girod, R. (1980). Goals and results. In Educational Goals. Paris: UNESCO, 123-144.
• Hanushek, E. A. ve Wößmann, L. (2005). Does educational tracking affect performance
• and inequality? Differences-in-differences evidence across countries. The
• Economic Journal, 116, 63-76.
• HDRO updates of Barro and Lee (2010) estimates based on UNESCO Institute for
• Statistics data on education attainment (2011) and Barro and Lee (2010)
• methodology. http://hdrstats.undp.org/en/indicators/103006.html adresinden 21
• Ocak 2013 tarihinde erişilmiştir.
• Higher education in developing countries: Peril and promise (2000). Washington D.C.
• The Task Force on Higher Education and Society, The International Bank for
• Reconstruction and Development/The World Bank.
• Human capital investment: An international comparison (1998). Paris: Organisation for
• Economic Co-operation and Development, OECD: Centre for Educational
• Research and Innovation.
• Human development report: Turkey (1997). Ankara: United Nations Development
• Programme.
• Husén, T. (1990). Education and the global concern. New York: Pergamon Press.
• Key data on education in Europe 2009 (July 2009). Brussels: European Commission
• Education, Audiovisual & Culture Executive Agency, Eurydice, Eurostat.
• (http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/105E
• N.pdf).
• Markland, S. (1985). The Western European idea in education. Contemporary issues in
• comparative education. Watson, K. ve Wilson, R. (Haz.). London: Croom
• Helm, 106-116.
• OECD (2011). Education at a glance 2011: OECD Indicators. OECD Publishing.
• (http://www.oecd.org/dataoecd/61/2/48631582.pdf)
• Papadopoulos, G.S. (1994); Education 1960-1990: The OECD Perspective. Paris
• OECD.
• Roemer, J. E. (2000). Equality of opportunity. Arrow, K., Bowles, S. ve Durlauf, S.
• (Haz.). Meritocracy and economic inequality, 17-32. Princeton, New Jersey
• Princeton University Press.
• Roller, S. (1980). Goals of education: Generation and regeneration. Educational goals.
• Paris: UNESCO, 201-228.
• Wright, C., Chief of Education, UNICEF, Millward, M., Director, a.i. UNESCO
• Instıtute for Statistics (2005). Foreword. Children out of school: Measuring
• exclusion from primary education. Montreal, Quebec, Canada: UNESCO
• Institute for Statistics. (http://www.uis.unesco.org/Library/Documents/oosc05-
• en.pdf).
• Yıldıran, G. (1996). Değişen dünyada eğitimimiz: Olgular, seçenekler. Başak, O. ve
• Doltaş, D. (Haz.). Eğitimimiz ve Türkiye’de zorunlu temel eğitim, 73-89.
• İstanbul: Ilıcak Gazetecilik ve Matbaacılık A.Ş.
• Yıldıran, G. (1999). Değişen dünyada eğitimimiz: Olgular, seçenekler. Eğitim ve Bilim
• (114), 39-51.