An Investigation of the Relationship between Modern Education and Inequality: Panel Data Analysis (2010-2019)

Yıl 2022, , 544 - 555, 29.10.2022

Muhlis Selman Sağlam

https://doi.org/10.25204/iktisad.1148708

Öz

In postmodern reality, a critical approach is offered to education through the school institution. Our research has examined this approach by conceptualizing “deschooling of society” in the context of the relationship between educational and human inequality. In our study, the claims were tested by panel data. The relationship between education and inequality was tested with the data of 45 countries from 2010-2019. While the ratio of inequality in education to determine human inequality is high for developing countries, this effect decreases as the country's development increases. For developing and lower group developed countries, spending on education is meaningless in explaining human inequality. On the other hand, expenditures on the education sector in upper-group developed countries make sense to explain human inequality. While every 1-year increase in the average school year is more effective in reducing human inequality in developing countries, this effect gradually decreases in developed countries, especially in upper-group developed countries. In developing and lower group developed countries, the ratio of variables related to education to explain human inequality is very close. On the other hand, in the upper group of developed countries, this ratio is almost halved.

Anahtar Kelimeler

education, inequality, humanitarian inequality, school, schooling

Modern Eğitim ve Eşitsizlik İlişkisi Üzerine Bir Araştırma: Panel Veri Analizi (2010-2019)

Öz

Eğitim kadim bir geçmişe dayansa da okul kurumu modernitenin ürünü olan kurumlardandır. İçinde yaşadığımız post-modern gerçeklikte modernitenin getirmiş olduğu kurumlara eleştirel bakış okul kurumu üzerinden eğitim kurumuna sunulmaktadır. Araştırmamız, “okulsuz toplum” kavramsallaştırmasıyla getirilen eleştirel yaklaşımları eğitim ve eşitsizlik, özelde ise eğitim eşitsizliği ve insani eşitsizlik ilişkisi bağlamında incelemiştir. Çalışmamızda literatürden hareketle getirilen iddialar panel veri modeliyle test edilmiştir. Eğitim ve eşitsizlik ilişkisi, gelişmişlik kapsamında gruplandırılmış 3 ülke grubunda toplam 45 ülkenin 2010-2019 yıllarına ait verileriyle test edilmiştir. Eğitimde eşitsizliğin insani eşitsizliği belirlemedeki oranı gelişmekte olan ülkeler için yüksek iken, ülkenin gelişmişliği arttıkça bu etki azalmaktadır. Gelişmekte olan ülkeler ve alt grup gelişmiş ülkeler için eğitime yapılan harcamalar insani eşitsizliği açıklamada anlamsızdır. Öte yandan üst grup gelişmiş ülkelerde eğitim sektörüne yapılan harcamalar insani eşitsizliği açıklamakta anlamlıdır. Ortalama eğitim yılındaki her 1 yıllık artış gelişmekte olan ülkelerde insani eşitsizliği azaltmakta daha fazla etkili olurken, gelişmiş ülkelerde, özellikle üst grup gelişmiş ülkelerde, bu etki giderek azalmaktadır. Gelişmekte olan ve alt grup gelişmiş ülkelerde eğitime bağlı değişkenlerin insani eşitsizliği açıklama oranı birbirine çok yakındır. Öte yandan üst grup gelişmiş ülkelerde bu oran neredeyse yarıya düşmektedir. Bu durum üst grup gelişmiş ülkelerin insani eşitsizlik kapsamında eğitime dair sorunları diğer gruplara nazaran büyük oranda çözdüğünü göstermektedir.

Anahtar Kelimeler

eğitim, eşitsizlik, insani eşitsizlik, okul, okullaşma

Kaynakça

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