İngiltere, Yeni Zelanda ve Çin Halk Cumhuriyeti’nde Eğitimde Özerklik ve Okul Özerkliğinin Göstergelerinin Kronolojik ve Karşılaştırmalı İncelenmesi

Yıl 2021, Cilt: 6 Sayı: 2, 370 - 393, 27.12.2021

Orhun Kaptan , Prof. Dr. İbrahim Kocabaş

Öz

Bu araştırmanın amacı İngiltere, Yeni Zelanda ve Çin Halk Cumhuriyeti ülkelerindeki eğitim sistemlerinde özerkliğin incelenerek okul özerkliğine neden olan etkenlerin ve okul özerkliğinin göstergelerinin tespit edilmesidir. Araştırma nitel araştırma yaklaşımının belgesel tarama deseni ile yürütülmüştür. Bu kapsamda konuya ilişkin 31 makale, 4 bildiri, 14 kitap ve 2 resmi yazı olmak üzere 51 eser incelenmiştir. Elde edilen veriler içerik analizi ile çözümlenmiştir. Araştırmanın başlıca bulgularına göre İngiltere’de okul özerkliği ulusal ve uluslararası düzeyde rekabet ve okul çeşitliliğinin sağlanması amacıyla gerçekleştirilmekteyken Yeni Zelanda ve Çin Halk Cumhuriyeti’nde okul özerkliğine yönelik reformların itici gücü ekonomik buhranlar ile başa çıkabilmedir. Okul özerkliğinin göstergeleri ise okulların kendi müfredatlarını oluşturabilmeleri, merkezden bağımsız olarak kendi hesap verilebilirlik uygulamalarını yürütmeleri, personeli işe alma ve işten çıkarma yetkisi, kendi öğrencisini seçebilme yetkisi, yerel eğitim otoritesinden finansal bağımsızlık ve okul yönetiminde veli, vakıf, dini ya da ticari grupların temsil oranı olarak tespit edilmiştir. Araştırma sonuçlarından yola çıkılarak Türk eğitim sisteminin oldukça fazla merkezi yapısınının hafifletilmesi önerilmektedir. Bununla birlikte özerkliğin kademeli olarak denetim, finansman ve eğitim programları açısından yerel ve bölgesel eğitim otoriteleri ile okul yönetim kurulları arasında paylaşılması gerekmektedir.

Anahtar Kelimeler

Okul Özerkliği, Eğitimde Yerelleşme, Eğitimde Hesap verilebilirlik, Eğitim Reformu, Okul Özerkliği Göstergeleri

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