Türk Eğitim Sisteminde Matta Etkisi

Year 2023, , 704 - 712, 10.10.2023

Mahmut Özer

https://doi.org/10.14686/buefad.1359312

Cited By: 1

Abstract

Türkiye, son 20 yılda eğitim sisteminin kitleselleşme evresine geçişini sağlayarak temel eğitimden ortaöğretime kadar tüm eğitim kademelerinde okullaşma oranlarını %99’un üzerine çıkartmıştır. Eğitim sistemini büyüterek ve genişleterek yapılan bu önemli dönüşüm, özellikle dezavantajlı sosyoekonomik düzeyden gelen kesimlerin erişimini artırmış ve kız çocuklarının eğitime erişimlerini kolaylaştırmıştır. Bu atılan adımların yanı sıra dönemin en önemli karakteristiği, eğitimde fırsat eşitliğini artırmak için ders kitaplarının ve öğretim materyallerinin tüm öğrencilere ücretsiz dağıtılmasından, ihtiyacı olan öğrencilere ücretsiz yemek, okula taşıma, burs desteği, konaklama desteği sağlanmasına ve çocukların eğitime devam etmesi koşulu ile şartlı eğitim yardımı sunulması gibi çok sayıda sosyal politikanın son 20 yılda istikrarlı bir şekilde uygulanmaya devam etmesidir. Yaklaşık 19 milyon öğrencinin yer aldığı böylesi devasa bir sistemde sadece bu sosyal politikaları uygulamanın doğurduğu yıllık maliyet göz önüne alındığında, bu yaklaşımın eğitime erişimi artırmanın ötesinde eğitimde fırsat eşitliğini de artırmaya odaklandığı görülecektir. Tüm bu destek mekanizmalarına rağmen bir kısmı geçmişten kök alan, bir kısmı da eğitimde kitleselleşme ile birlikte gelen sorunlar, okullar arası başarı farklarının varlığını sürdürmesine yol açmaktadır. Bu çalışmada, eğitime erişen tüm öğrencilerin sosyoekonomik seviyelerinden bağımsız olarak aynı nitelikte eğitime erişememelerine yol açan alanlar veya enstrümanlar “Matta etkisi” şiddetinin arttığı alanlar olarak tanımlanmaktadır. Bu bağlamda Türk Eğitim Sistemi’nde özellikle dört alan Matta etkisinin en şiddetli görüldüğü alanlar olarak değerlendirilmektedir: okul öncesi eğitime erişim, sosyoekonomik seviye, okul ayrıştırması ve mesleki kıdem yılı yüksek öğretmene erişim. Çalışmada ayrıca bu dört alanda Matta etkisi şiddetini azaltmaya yönelik önerilerde bulunulmaktadır.

Keywords

Matta etkisi, eğitim, evrenselleşme, Türkiye, okul ayrıştırması, sosyoekonomik düzey

The Matthew Effect in Turkish Education System

Abstract

Over the past 20 years, Türkiye has transitioned its education system to the massification phase, and schooling rates have reached over 99% at all levels of education, from primary to secondary levels. In addition to increasing the accessibility of education to those from disadvantaged socioeconomic status and facilitating the access of girls to education, this important transformation has also increased the effectiveness of the education system. Furthermore, the period was also characterized by free distribution of textbooks and teaching materials to all students in an effort to increase the equality of education opportunities. The provision of free meals, transportation to school, scholarships, accommodation assistance for students in need, as well as conditional financial support based upon the continuation of education was provided to students. The implementation of many social policies has continued over the past two decades in a consistent manner. With such a large system with approximately 19 million students, it is evident that this approach focuses on increasing equality of opportunity in education as opposed to simply increasing educational access. The achievement gap between schools persists despite all these supportive mechanisms, some of which are rooted in the past, some of which have arisen from massification of education. This study discusses the areas or instruments that prevent all students accessing education from receiving the same quality of education, regardless of their socioeconomic status, and areas of higher "Matthew effect" severity. The Matthew effect is particularly strong in four areas, in particular, in the Turkish educational system: access to early childhood education, socioeconomic status, school tracking, and access to senior teachers. The study also provides suggestions for reducing the severity of the Matthew effect in these four areas.

Keywords

Matthew effect, education, massification, Türkiye, school tracking, socioeconomic status

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