Türkiye’de Kademeler Arası Geçiş: Dünü-Bugünü ve Bir Model Önerisi
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Tarih
2018
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Geçmişten günümüze Türkiye’de ortaöğretim ve yükseköğretim kademelerine geçiş sorun olagelmiştir. İlk kez 1955 yılında ortaöğretime geçişte maarif kolejleri için sınavla seçme yapılmıştır. Aynı yıl aday sayılarının kontenjan sayılarını aşması nedeniyle yükseköğretimde de seçme yapılması ihtiyacı ortaya çıkmış, ancak 1958 yılında sınavla seçme yapılmaya başlanmıştır. Başlangıcından beri hem ortaöğretim hem de yükseköğretim kademesine geçişte uygulanan pek çok farklı model köklü ve kalıcı olmaktan çok, ortaya çıkan bir sorunu çözmek için yapılan düzenlemelerden ibaret kalmıştır. Bu durum okul ve müfredatın işlevsizleşmesi; okul dışı sınav hazırlık kaynaklarına yönelme; liseler arası kalite farklılıklarının artması; sınavların yarattığı stres ve baskı; sadece sınav puanına göre okul, bölüm, alan seçilmesi gibi başlıca yan etkiler ortaya çıkmıştır. Yarım asrı aşan deneyimi ve Türkiye gerçeklerini dikkate alan köklü bir modelle kalıcı ve verimli bir kademeler arası geçiş sağlanması olanaklıdır. Bu çalışmada; okul tür ve kalite farklılıklarını azaltan, merkezi sınavların önünde yığılmaları engelleyen, tüm kesimler üzerindeki sınav stresini en aza indirgeyen, okulu ve okul öğrenmelerini değerli ve işlevsel hale getiren, adil, tüm kademe ve sınıflarda yatay ve dikey geçişlere olanak tanıyan, öğrenci kişilik özelliklerini dikkate alan, üst yetenek grubunu seçebilen bütünleşik bir model önerilmiştir.
In Turkey, transition to secondary and higher education levels in education has always constituted a problem. the first exam for transition to secondary education was administered in 1955 to select students for Turkish Colleges of Education (Maarif Kolejleri). in the same year, the fact that the number of applicants exceeded the number of available seats for students brought a need for a admission exam in higher education; however, it was not until 1958 that the first exams were held to select students. Since its very beginnings, various models employed in transition for both secondary and higher education levels have turned out to be temporary solutions rather than being deep-rooted and permanent solutions. This led to undesired outcomes such as disfunctional school and curriculum; investment in exam preparation resources outside the school materials; increasing gap in the quality differences among high schools; stress and pressure generated by exams; and choosing schools, majors or fields depending solely on the exam score. With a deep-rooted model which accounts forthe realities of Turkey and utilization of over a century of experience, it is possible tohave a permanent and effective transition among levels. . the present study recommends a fair and integrated model which can decrease differences among school types and qualities, prevent accumulations during nation-wide exams, minimize exam stress on all sections, make the school and teachers valuable and functional, allow for vertical and horizontal transitions at all levels and grades, take personal qualities of students into consideration and select superior-ability groups.
In Turkey, transition to secondary and higher education levels in education has always constituted a problem. the first exam for transition to secondary education was administered in 1955 to select students for Turkish Colleges of Education (Maarif Kolejleri). in the same year, the fact that the number of applicants exceeded the number of available seats for students brought a need for a admission exam in higher education; however, it was not until 1958 that the first exams were held to select students. Since its very beginnings, various models employed in transition for both secondary and higher education levels have turned out to be temporary solutions rather than being deep-rooted and permanent solutions. This led to undesired outcomes such as disfunctional school and curriculum; investment in exam preparation resources outside the school materials; increasing gap in the quality differences among high schools; stress and pressure generated by exams; and choosing schools, majors or fields depending solely on the exam score. With a deep-rooted model which accounts forthe realities of Turkey and utilization of over a century of experience, it is possible tohave a permanent and effective transition among levels. . the present study recommends a fair and integrated model which can decrease differences among school types and qualities, prevent accumulations during nation-wide exams, minimize exam stress on all sections, make the school and teachers valuable and functional, allow for vertical and horizontal transitions at all levels and grades, take personal qualities of students into consideration and select superior-ability groups.
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları, Eğitim, Özel, Psikoloji
Kaynak
Ege Eğitim Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
19
Sayı
1
