Covid-19 Salgınının Olumsuz Etkileriyle Mücadelede Türkiye Ulusal Destekleme Programı (TUDEP)

Year 2021, Volume: 29 Issue: 2, 442 - 451, 25.05.2021

Mahmut Özer , Eren Suna , Sadri Şensoy , Mete Cengiz Cem Gençoğlu , Kemal Varın Numanoğlu , Mehmet Nezir Gül

https://doi.org/10.24106/kefdergi.901367

Cited By: 1

Abstract

Covid-19 salgını, eğitim alanında büyük olumsuzluklara yol açmıştır. Salgına bağlı olarak okulların kapanması nedeniyle birçok ülkede eğitim faaliyetleri uzaktan eğitimle gerçekleştirilmiştir. Uzun süre evde kalmak ve okulun sunduğu imkânlardan yararlanamamak öğrencilerin fizyolojik ve psikolojik özellikleri üzerinde çeşitli olumsuzluklar doğurmaktadır. Bu nedenle UNESCO ve OECD gibi uluslararası kurumlar, okulların en kısa sürede tekrar açılması ve akademik destek programlarının uygulanması konusunda ülkelere çağrıda bulunmaktadır. Türkiye’de de salgına bağlı olarak okullar yaklaşık bir yıl kapalı kalmış, bu dönemde tüm eğitim faaliyetleri uzaktan eğitim ile sağlanmıştır. 2021 yılının mart ayı itibarıyla okulların tekrar açılması ile Milli Eğitim Bakanlığı (MEB), öğrencilerin akademik becerilerini desteklemek için Türkiye Ulusal Destekleme Programını (TUDEP) başlatmıştır. İki aşamalı olan bu projenin ilk aşaması bir acil müdahale programı olarak planlanmış, uzaktan eğitime katılımın en düşük olduğu ilçelerdeki öğrenciler önceliklendirilmiştir. Projenin ikinci aşaması ise tüm öğrencileri kapsayacak ve yaz aylarında uygulanacak geniş ölçekli bir destek programı olarak tasarlanmıştır. Bu çalışmanın amacı, TUDEP’in ikinci aşamasını destek programlarının oluşturulmasında önerilen uluslararası ölçütler ve iyi uygulama örneklerini dikkate alarak değerlendirmektir. İkinci aşamada ilkokuldan ortaöğretimin sonuna kadar tüm öğrencilerin hedeflenmesi, akademik desteğin önceliklendirilen alanlarda ve kritik kazanımlarla verilmesi, program hedeflerine ulaşma düzeyinin değerlendirilmesi, özel eğitime ihtiyaç duyan öğrencileri önceliklendirmesi ve katılımı en yüksek düzeye taşıyacak şekilde esnek bir programlama yapılması yönleriyle uluslararası standartlarla uyumlu olduğu sonucuna varılmıştır.

Keywords

Covid-19, Destek Eğitimi, Akademik Destek, Öğrenme Kaybı, Eğitimde Eşitlik

The Turkish National Remedial Program (TNRP) to Combat the Negative Effects of the Covid-19 Pandemic

Abstract

The Covid-19 pandemic has led unique negative consequences in education. Due to the closure of schools, educational services have been carried out through distance education in many countries. Physical restrictions and staying away from the schools have negative consequences both on the physiological and psychological attributes of the students. Therefore, international institutions such as UNESCO and OECD advise countries to reopen schools as soon as possible and implement remedial programs. Due to the school closures, all educational services have been provided by distance education for nearly a year in Turkey. After the reopening of schools as of March 2021, Ministry of National Education (MoNE) has initiated Turkish National Remedial Program (TNRP) to support the students' academic skills as a two-stage program. The first phase of the project is designed as an emergency action plan, and the students in regions with the lowest participation in distance education were prioritized. The second phase of the project is designed as a large-scale support program that will cover all students and will be implemented during the summer months. The purpose of this study is to evaluate the second stage of TNRP by taking into consideration the international criteria for remedial programs and best practices around the world. It is concluded that the second phase of TNRP is in coherence with international standards in terms of targeting all students from primary school to the end of secondary education, providing academic support with compressed content with critical outcomes, assessing the level of student achievement, prioritizing students who need special education, and making flexible programming to maximize participation.

Keywords

Covid-19, Remedial Education, Academic Support, Learning Loss, Educational Equity

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