Eğitimdeki Eşitsizliğin Değerlendirilmesi

Yıl 2019, , 18 - 24, 30.04.2019

Görkemli Kazar , Rukiye Çapanoğlu

https://doi.org/10.32329/uad.550541

Cited By: 1

Öz

İnsanların çok az kontrol sahibi oldukları servet, cinsiyet, etnik köken
ve konum gibi koşulların, eğitim ve yaşam fırsatlarını şekillendirmede önemli
bir rolü vardır. Bu nedenle eşitsizlik sorunu, sadece sosyal ve ekonomik açıdan
değil eğitim açısından da önemli konulardan biri haline gelmiştir. Eğitimdeki
eşitsizliğin giderilmesi için politika yapıcılar ve uygulayıcılar eğitim ve diğer
sosyal olanakların eşit dağılımını sağlamalıdır. Toplumların sahip oldukları
sosyal, ekonomik ve kültürel sermaye bileşimi eğitimle etkileşim halindedir.
Ayrıca, bilindiği gibi eğitim özellikle beşerî sermayenin geliştirilmesi
konusundaki kilit unsurlardan biridir. Beşerî sermaye birikimi engellendiğinde
meydana gelecek olan kayıplar telafi edilemez, bu yüzden nitelikli işgücüne
ulaşma açısından eğitime önem vermemiz gerekmektedir. Ancak gerek eğitimin
niteliği gerekse eğitime ulaşım açısından tüm ülkelerde eşit koşullar
sağlanamamaktadır. Bu nedenle, eğitimdeki eşitsizliğin yoğun olduğu ülkelerde
insanların sahip oldukları zekâ, yetenek, kabiliyet farklılaşmakta ve beşerî
sermayenin kalkınma ve büyüme sürecindeki etkileri sınırlandırılmaktadır.

Bu çalışmada amacımız İnsani Gelişme Endeksinde alt bir endeks olarak
hesaplanan ve eğitimin ülkede ortalama dağılımı hakkında bilgi veren Eğitim
Endeksi ile eğitimin dağılımına duyarlı olan Eşitsizlikle Uyumlandırılmış
Eğitim Endeksinin ülkeler arası karşılaştırılmasıdır. Çalışmamızda ayrıca
eğitim dağılımından kaynaklı kayıpların hangi ülke grupları için yüksek olduğu
tespit edilecek ve bu ülkelerde daha eşit bir eğitimin sağlanması için çözüm
önerileri getirilecektir.

Anahtar Kelimeler

Eğitim Eşitsizliği, İnsani Gelişme Endeksi, Eşitsizlikle Uyumlandırılmış Eğitim Endeksi

Evaluation of Inequality in Education

Öz

Conditions such as wealth, gender, ethnicity, and location, of which people have little control, have an important role in
shaping education and life opportunities. Therefore, the problem of inequality has become one of the important issues
not only in terms of social and economic conditions but also in terms of education. Policymakers and practitioners
should ensure the equal distribution of education and other social means in order to overcome inequality in education
The social, economic and cultural capital composition of the societies interacts with education. Moreover, as is
known, education is one of the key elements in the development of human capital. The losses that will occur when the
accumulation of human capital is prevented cannot be compensated, so we need to give importance to education in
terms of achieving qualified labor. However, equal conditions cannot be achieved in all countries in terms of both the
quality of education and access to education. Therefore, in countries where there is a high level of inequality in education,
the intelligence, ability, and ability of people are differentiated and the effects of human capital on development and
growth process are limited.
In this study, it is aimed to compare the Education Index, which shows the average distribution of education in the
country, and the Inequality-Adjusted Education Index, which is sensitive to the distribution of education, among the
country groups. In addition, the losses due to the distribution of education will be evaluated for the country groups to
provide policy proposals for more equal education.

Anahtar Kelimeler

Education Inequality, Human Development Index, Inequality-Adjusted Education Index

Kaynakça

• Aghion, P. & Howitt, P. (1998). Endogenous Growth Theory. Cambridge, Mass: MIT Press.
• Araujo, C., Ferreira, F. & Schady, N. (2004). Is the World becoming More Unequal? Changes in the World Distribution of Schooling. Working paper. Washington, DC: The World Bank.
• Belfield, C.R. & Levin, H.M. (2002). Education Privatization: Causes, Consequences and Planning Implications. Paris: International Institute for Educational Planning. Benhabib, J. & Spiegel, M.M. (2005). “Human Capital and Technology Diffusion.” In Philippe Aghion and Steven N. Durlauf, eds., Handbook of Economic Growth. Amsterdam: North Holland.
• Birleşmiş Milletler (2007). The Millennium Development Goals Report 2007. New York: United Nations.
• Bourdieu, P. (1977). Cultural Reproduction and Social Reproduction, in Karabel, J. & Halsey, A.H. (eds.), Power and Ideology in Education. New York: Oxford University Press, pp.485-511.
• Bowles, S. & Gintis, H. (1976). Education, Inequality, and the Meritocracy, in Schooling in the Capitalist America: Educational Reform and the Contradictions of Economic Life. New York: Basic Books, pp.102-124.
• Bronfenbrenner, M. (1973). Equality and Equity. Annals of the American Academy of Political and Social Science, Vol.409, September, pp.5-25. Carnoy, M. (1999). Globalization and Educational Reform: What Planners Need to Know. Paris: UNESCO.
• Chen, S. & Ravallion, M. (2004). How Have the World’s Poorest Fared since the Early 1980s?. World Bank Research Observer, Vol.19, No.2, pp.141-170. Coleman, J.S. (1966). Equality of Educational Opportunity. Washington, DC: Office of Education. Coleman, J.S. (1968). The Concept of Equality of Educational Opportunity. Harvard Educational Review, Vol.38, No.1, pp.7-22. Collins, R. (2004). Lenski’s Power Theory of Economic Inequality: A Central Neglected Question in Stratification Research. Sociological Theory, Vol.22, No.2, pp.219-228.
• Dale, R. (1989). The State and Education Policy. Philadelphia: Open University Press. Farrell, J.P. (1999). Changing Concepts of Equality of Education: Forty Years of Comparative Education, in Arnove, R.F. & Torres, C.A. (eds.), Comparative Education: The Dialectic of the Global and the Local. Lanham, MD: Rowman & Littlefield, pp.149-177.
• Geo-JaJa, M.A. (2004). Decentralisation and Privatisation of Education in Africa: Which Option For Nigeria?. International Review of Education, Vol.50, Nos.3/4, pp.309-325.
• Gewirtz, S., Ball, S.J. & Bowe, R. (1995). Markets, Choice and Equity. Buckingham, UK: Open University Press. Gibson, P. (2006). Cruise operations management. Amsterdam; Boston: Elsevier Butterworth-Heinemann.
• Grisay, A. (1984). Les mirages de l’education scolaire, Revue de la Direction Generale de l’Organisation des Etudes, XIX.
• Holsinger, D.B. (2005). Inequality in the Public Provision of Education: Why It Matters. Comparative Education Review, Vol.49, No.3, pp.297-310.
• López, R.; Thomas, V. & Wang, Y. (1998). Addressing the Education Puzzle: The Distribution of Education and Economic Reform. Policy Research Working Paper 2031. Washington, DC: The World Bank.
• Lucas, R.E. (1988). On the Mechanics of Economic Development. Journal of Monetary Economics, 22: 3–42.
• Maas, J.L. & Criel, C. (1982). Distribution of Primary School Enrollments in Eastern Africa. World Bank Staff Working Papers, no.511. Washington, DC: The World Bank.
• Mankiw, N.G., Romer, D. & Weil, D. (1992). A Contribution to the Empirics of Economic Growth. Quarterly Journal of Economics, 107 (2): 407–37. Marginson, S. & Mollis, M. (2002). The Door Opens and the Tiger Leaps: Theories and Reflexivities of Comparative Education for a Global Millennium. Comparative Education Review, Vol.45, No.4, pp.581-615.
• Memon, G. R. (2007). Education in Pakistan: The Key Issues, Problems and the New Challenges. Journal of Management and Social Sciences, 3(1), 47-55 Narayan, D. (2000). Voices of the Poor: Can Anyone Hear Us?. New York: Oxford University Press.
• Nelson, R.R. & Phelps, E. (1966). Investment in Humans, Technology Diffusion and Economic Growth. American Economic Review, 56 (2): 69–75. Psacharopoulos, G., & Woodhall, M. (1985). Education for development: an analysis of investment choices. New York: Published for the World Bank [by] Oxford University Press.
• Rambla, X. (2006). Globalization, Educational Targeting, and Stable Inequalities: A Comparative Analysis of Argentina, Brazil, and Chile. International Review of Education, Vol.52, Nos.3-4, pp.353-370.
• Ravallion, M. & Chen, S. (2005). Hidden Impact: Household Saving in Response to a Poor-Area Development Project. Journal of Public Economics, Vol.89, Nos.11-12, pp.2183-2204.
• Ravallion, M. & Datt, G. (2002). Why has Economic Growth been more Pro-Poor in Some States of India than Others?. Journal of Development Economics, Vol.68, No.2, pp.381-400.
• Ravallion, M. (1998). Does the Aggregation Hide the Harmful Effects of Inequality on Growth?. Economics Letters, Vol.61, No.1, pp.73-77.
• Ravallion, M. (2001). Growth, Inequality and Poverty: Looking Beyond Averages. World Development, Vol.29, No.11, pp.1803-1815. Reagan, T. (2005). Non-Western Educational Traditions: Indigenous Approaches to Educational Thought and Practice (3rd edition). Mahwah, NJ: Lawrence Erlbaum Associates.
• Reay, D. (2004). Education and Cultural Capital: The Implications of Changing Trends in Education Policies. Culture Trends, Vol.13, No.2, pp.73-86.
• Reimers, F. (2000). Unequal Schools, Unequal Chances: The Challenges to Equal Opportunity in the Americas. Cambridge, MA: Harvard University Press.
• Romer, P. (1990). Endogenous Technological Change. Journal of Political Economy, 99 (5): S71–102.
• Rosthal, R.A. (1978). Measures of Disparity. A Note. Research report published by Killalea Associates, Inc., ED149482, ERIC database. Sen, A. (2000). Development as Freedom. New York: Random House.
• Sheret, M. (1988). Equality Trends and Comparisons for the Education System of Papua New Guinea. Studies in Educational Evaluation, Vol.14, No.1, pp.91-112. Stromquist, N.P. (2005). A Social Cartography of Gender in Education: Reflections on an Uncertain Emancipatory Project. Eggertson Lecture Paper presented at the Annual Comparative and International Educational Society Conference, Stanford University, CA, 23 March 2005.
• Thomas, V.; Wang, Y. & Fan, X. (2001). Measuring Education Inequality: Gini Coefficients of Education. Policy Research Working Paper 2525. Washington, DC: The World Bank.
• Torche, F. (2005). Privatization Reform and Inequality of Educational Opportunity: The Case of Chile. Sociology of Education, Vol.78, No.4, pp.316-343.
• UNDP (2018). Human Development Indices and Indicators. Washington DC: United Nations Development Programme.
• UNDP (2019). Human Development Data (1990-2017). Erişim adresi: http://hdr.undp.org/en/data
• UNESCO (2000). The Dakar Framework for Action Education for All: Meeting our Collective Commitments. Paris: UNESCO.
• UNICEF (2007). The State of the World’s Children 2007: The Double Dividend of Gender Equality. New York: UNICEF.
• United Nations (2007). The Millennium Development Goals Report 2007. New York: United Nations.
• Zolfaghari, A., & Shatar Sabran, M. (2009). Community Learning Centers Program and Community Literacy Development in the Islamic Republic of Iran. Kuala Lumpur: Global Press.