Eşgüdümlü iki alan: Eğitim öğretim ve modernleşme
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Tarih
2024-07-10
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Batman Üniversitesi Lisansüstü Eğitim Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Eğitim-öğretim toplumu dönüştüren temel dinamiklerin başında gelmektedir. Toplum, eğitim aracılığıyla çağın koşullarına uyarak, başta iktisadi ve teknolojik olmak üzere her alanda rekabet yeteneği kazanır. Eğitimin işlev ve tanımı siyasi, ekonomik ve toplumsal gereksinime göre dinamik bir süreç olarak sürekli evrime uğrar. Eğitim toplumsal değişimin motor gücü olarak, toplumu dönüştürme gücü yanında, kendisi de bu değişim-dönüşümden etkilenerek, toplumsal ihtiyaca göre sürekli tekâmül geçiren bir olgudur. Eğitim bu anlamda kapsamlı bir süreç olup her tür terbiyeyi bünyesinde barındırır.
Toplum eğitim aracılığıyla öğrendiği marifeti günlük yaşamda kullanarak, iklim, coğrafya ve benzeri koşullara daha rahat adapte olma, doğaya hükmetme ve her tür zorlukla mücadele etme yeteneği edinir. Sanayi İnkılâbı neticesinde, üretim etkinliklerinin büyük oranda insan gücü yerine makine gücüne dayanmaya başlanması, üretimde ihtiyaç duyulan nitelikli işgücüne olan talebi arttırdı. Bu değişimin eğitime yeni anlamlar yüklemesi ve eğitimin üretime daha çok entegre olması gerektiği yönünde beklentileri artırdı. Eğitim, artık üretim ve kalkınmanın lokomotifi olarak itibar görmeye başladı.
Gelişmiş ekonomi ve başarılı eğitim sistemine sahip ülkelerde gözlemlendiği gibi, eğitim kalkınma aracı olarak kullanılmaktadır. Bu kapsamda günümüzde eğitim – öğretim etkinlikleri ve uygulamalı mesleki-teknik eğitime, doğrudan üretimi ve istihdamı arttırmaya dönük önemli bir araç olarak itibar edilmelidir. Aynı amaç tarihsel evrimde hep hedeflenmiştir. Bu bağlamda, Türkiye’nin eğitim – öğretim meselesi, acilen çözüme kavuşturulması gereken önemli konu başlıkları arasında önümüzde durmaktadır. Mesleki ve teknik eğitimin ortaokul 7.ve 8.Sınıf seviyesine kadar çekilmek suretiyle, ülkenin üretim kapasitesinin arttırılmasında kullanılmasıyla istihdamı arttırma ve kalkınmayı sağlamaya dönük çabalar, Türk eğitim sisteminin nihai hedefi haline getirilmelidir. Türkiye en değerli sermayesi olan beşeri potansiyelini, üretimde değerlendirmeyi başardığı takdirde, ülkede ekonomik parametrelerin hızla değişeceği kesindir.
Türk ekonomisine uygulamalı eğitim sistemi aracılığıyla bir dinamizm kazandırmak için, eğitimde başarılı ülke örneklerinden yola çıkarak kalkınma atılımı başlatılmalıdır. Bunun için Türk eğitim sisteminde yeni bir yapılanma, tercihten öte bir zorunluluk olarak kendini dayatmaktadır. Türk eğitim sistemi, mesleki ve teknik liselerde uygulanan üretim odaklı sisteme, ortaokulları da dâhil ederek, mesleki ve teknik hüviyete kazandıracak bir müfredat uyguladığı takdirde, üretimde nitelik, verim ve istihdam artacak, ülke kalkınmasına dönük ciddi bir hamle gerçekleştirilecektir. Böylece Türkiye’nin iktisadi gücü kuvvetlenecektir. Bunu başarmanın yolu, Türkiye’de mevcut eğitim sistemini, gerek müfredat gerek altyapısıyla, üretim odaklı hale getirmekten/dönüştürmekten geçer.
Education is one of the main dynamics that transform society. By adapting to the conditions of the age through education, society gains the ability to compete in all areas, especially economic and technological. The function and definition of education constantly evolves as a dynamic process according to political, economic and social needs. Education, as the engine of social change, is a phenomenon that, in addition to its power to transform society, is itself affected by this change and transformation and constantly evolves according to social needs. In this sense, education is a comprehensive process and includes all types of training. By using the skills learned through education in daily life, society acquires the ability to adapt more easily to climate, geography and similar conditions, to dominate nature and to struggle with all kinds of difficulties. As a result of the Industrial Revolution, production activities began to rely largely on machine power instead of human power, increasing the demand for qualified labor needed in production. This change gave new meaning to education and increased expectations that education should be more integrated with production. Education has now begun to be respected as the locomotive of production and development. As observed in countries with developed economies and successful education systems, education is used as a development tool. In this context, today's education and training activities and applied vocational-technical education should be regarded as an important tool to directly increase production and employment. The same goal has always been aimed in historical evolution. In this context, Turkey's education issue is among the important issues that need to be resolved urgently. Efforts to increase employment and ensure development by increasing vocational and technical education to the 7th and 8th grade level of secondary school and using it to increase the country's production capacity should be made the ultimate goal of the Turkish education system. If Türkiye manages to utilize its human potential, which is its most valuable capital, in production, it is certain that the economic parameters in the country will change rapidly. In order to bring dynamism to the Turkish economy through the applied education system, a development initiative should be initiated based on the examples of successful countries in education. For this reason, a new structure in the Turkish education system imposes itself as an obligation rather than a choice. If the Turkish education system implements a curriculum that will provide vocational and technical qualifications by including secondary schools in the production-oriented system applied in vocational and technical high schools, the quality, efficiency and employment in production will increase and a serious move towards the development of the country will be made. Thus, Turkey's economic power will be strengthened. The way to achieve this is to make/transform the current education system in Turkey, both with its curriculum and infrastructure, into a production-oriented one.
Education is one of the main dynamics that transform society. By adapting to the conditions of the age through education, society gains the ability to compete in all areas, especially economic and technological. The function and definition of education constantly evolves as a dynamic process according to political, economic and social needs. Education, as the engine of social change, is a phenomenon that, in addition to its power to transform society, is itself affected by this change and transformation and constantly evolves according to social needs. In this sense, education is a comprehensive process and includes all types of training. By using the skills learned through education in daily life, society acquires the ability to adapt more easily to climate, geography and similar conditions, to dominate nature and to struggle with all kinds of difficulties. As a result of the Industrial Revolution, production activities began to rely largely on machine power instead of human power, increasing the demand for qualified labor needed in production. This change gave new meaning to education and increased expectations that education should be more integrated with production. Education has now begun to be respected as the locomotive of production and development. As observed in countries with developed economies and successful education systems, education is used as a development tool. In this context, today's education and training activities and applied vocational-technical education should be regarded as an important tool to directly increase production and employment. The same goal has always been aimed in historical evolution. In this context, Turkey's education issue is among the important issues that need to be resolved urgently. Efforts to increase employment and ensure development by increasing vocational and technical education to the 7th and 8th grade level of secondary school and using it to increase the country's production capacity should be made the ultimate goal of the Turkish education system. If Türkiye manages to utilize its human potential, which is its most valuable capital, in production, it is certain that the economic parameters in the country will change rapidly. In order to bring dynamism to the Turkish economy through the applied education system, a development initiative should be initiated based on the examples of successful countries in education. For this reason, a new structure in the Turkish education system imposes itself as an obligation rather than a choice. If the Turkish education system implements a curriculum that will provide vocational and technical qualifications by including secondary schools in the production-oriented system applied in vocational and technical high schools, the quality, efficiency and employment in production will increase and a serious move towards the development of the country will be made. Thus, Turkey's economic power will be strengthened. The way to achieve this is to make/transform the current education system in Turkey, both with its curriculum and infrastructure, into a production-oriented one.
Açıklama
Anahtar Kelimeler
Eğitim, Ekonomi, İstihdam, Kalkınma, Modernleşme, Sanayi, Üretim, Development, Education, Economy, Employment, Industry, Modernization, Production
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Demir, M. S. (2024). Eşgüdümlü iki alan: Eğitim öğretim ve modernleşme. (Yayınlanmamış Yüksek Lisans Tezi). Batman Üniversitesi Lisansüstü Eğitim Enstitüsü, Batman.
