E\u011fitim ve Bilim Emek\u00e7ileri Sendikas\u0131 2011-2012 e\u011fitim-\u00f6\u011fretim y\u0131l\u0131na dair raporunu a\u00e7\u0131klad\u0131. Raporda t\u00fcm d\u00fcnyada evrensel bir hak olan e\u011fitimin, T\u00fcrkiye’de her ge\u00e7en g\u00fcn daha da ticari hale getirildi\u011fi, e\u011fitimi giderek dinselle\u015ftiren uygulamalar\u0131n artt\u0131\u011f\u0131 belirtiliyor. \u015eubat ay\u0131 i\u00e7ersinde Milli E\u011fitim Bakanl\u0131\u011f\u0131’n\u0131n 17 bin kadrolu \u00f6\u011fretmen atayaca\u011f\u0131n\u0131 belirtmesine kar\u015f\u0131n E\u011fitim Sen raporunda atamas\u0131 yap\u0131lmayan \u00f6\u011fretmen say\u0131s\u0131n\u0131 300 bin olarak belirtiyor. Ana dilde e\u011fitimin \u00f6neminden, e\u011fitim sisteminin sorunlar\u0131n\u0131n giderek derinle\u015fti\u011finden ve bundan daha \u00e7ok yoksul emek\u00e7i ailelerin ya\u015fad\u0131\u011f\u0131 b\u00f6lgelerin etkilendi\u011finden, atama problemlerinden ve e\u011fitim alan\u0131ndaki daha bir\u00e7ok sorundan bahseden E\u011fitim Sen raporunu a\u015fa\u011f\u0131da yay\u0131nl\u0131yoruz.
\n20.01.2012<\/p>\n
2011\u20132012 e\u011fitim-\u00f6\u011fretim y\u0131l\u0131n\u0131n ilk yar\u0131s\u0131 bug\u00fcn sona erdi. Ge\u00e7ti\u011fimiz yar\u0131y\u0131l i\u00e7inde \u00f6nceki y\u0131llardan birikerek artan sorunlar yetmezmi\u015f gibi, e\u011fitimde yeni sorunlar ve olumsuzluklarla kar\u015f\u0131 kar\u015f\u0131ya kal\u0131nm\u0131\u015ft\u0131r. Ge\u00e7ti\u011fimiz dokuz y\u0131lda e\u011fitimde ya\u015fanan ticarile\u015ftirme ve e\u011fitimi dinselle\u015ftirme uygulamalar\u0131, ge\u00e7ti\u011fimiz yar\u0131y\u0131lda oldu\u011fu kadar yo\u011fun ya\u015fanmam\u0131\u015ft\u0131r.
\n2011\u20132012 e\u011fitim-\u00f6\u011fretim y\u0131l\u0131n\u0131n ilk yar\u0131s\u0131n\u0131n sonu itibariyle T\u00fcrkiye\u2019de e\u011fitim sisteminin art\u0131k kronikle\u015fen sorunlar\u0131 b\u00fct\u00fcn a\u011f\u0131rl\u0131\u011f\u0131yla varl\u0131\u011f\u0131n\u0131 s\u00fcrd\u00fcrmektedir. E\u011fitimin temel bir insan hakk\u0131 olmas\u0131, kamusal finansman yoluyla b\u00fct\u00fcn yurtta\u015flara e\u015fit ve paras\u0131z olarak sunulmas\u0131 gerekirken, \u00f6nceki h\u00fck\u00fcmetlerin izinden giden AKP H\u00fck\u00fcmeti d\u00f6neminde, e\u011fitim her ge\u00e7en g\u00fcn daha fazla piyasa ili\u015fkileri i\u00e7ine \u00e7ekilmi\u015f ve ticarile\u015ftirilmi\u015ftir.
\n9 y\u0131ll\u0131k AKP iktidar\u0131, piyasac\u0131 ve \u00f6zelle\u015ftirmeyi temel alan e\u011fitim politikalar\u0131 ile e\u011fitimi ve e\u011fitim sistemini i\u00e7inden \u00e7\u0131k\u0131lmas\u0131 g\u00fc\u00e7 bir duruma s\u00fcr\u00fcklemi\u015ftir. AKP bu s\u00fcreci, bir taraftan yo\u011fun siyasi kadrola\u015fma \u00e7abalar\u0131yla y\u00fcr\u00fct\u00fcrken, di\u011fer yandan demokratik, laik, bilimsel ve anadilinde e\u011fitim talepleri g\u00f6rmezden gelinmi\u015f, bu y\u00f6ndeki talepleri savunanlar adli ve fiili bask\u0131larla sindirilmeye \u00e7al\u0131\u015f\u0131lm\u0131\u015ft\u0131r.
\n23 Ekim’de Van’da meydana gelen depremin ard\u0131ndan deprem b\u00f6lgesindeki \u00f6\u011frenci ve \u00f6\u011fretmenlerin bar\u0131nma gibi en temel ihtiya\u00e7lar\u0131 kar\u015f\u0131lanmadan, okullar\u0131n depreme dayan\u0131kl\u0131l\u0131\u011f\u0131 tespiti tamamlanmadan e\u011fitim-\u00f6\u011fretim d\u00f6nemine ba\u015flanmas\u0131, \u00e7\u00f6z\u00fcms\u00fczl\u00fc\u011f\u00fcn AKP iktidar\u0131 taraf\u0131ndan ne kadar benimsendi\u011finin g\u00f6stergesidir.
\nMilli E\u011fitim Bakan\u0131 \u00d6mer Din\u00e7er, g\u00f6reve gelmesinden k\u0131sa bir s\u00fcre sonra \u201c\u00f6\u011fretmenlerin 3 ay tatil yapt\u0131\u011f\u0131n\u0131\u201d iddia etmi\u015f, \u00f6\u011fretmenlerin okullarda \u201csabah 8, ak\u015fam 5 mesai\u201d yapaca\u011f\u0131n\u0131 a\u00e7\u0131klam\u0131\u015ft\u0131r. Ayn\u0131 Bakan, atamas\u0131 yap\u0131lmayan 300 bin \u00f6\u011fretmene \u201catanam\u0131yorlarsa ba\u015fka i\u015f yaps\u0131nlar\u201d diyerek e\u011fitime \u015fa\u015f\u0131 bakt\u0131\u011f\u0131n\u0131 ortaya koymu\u015ftur. \u00d6\u011fretmenlerin 3 ay tatil yapmad\u0131\u011f\u0131n\u0131 \u00e7ok iyi bilen Milli E\u011fitim Bakan\u0131, e\u011fitim alan\u0131nda hayata ge\u00e7irilecek projelerine kamuoyu deste\u011fi sa\u011flamak i\u00e7in e\u011fitim emek\u00e7ilerini kullanm\u0131\u015f ve esas amac\u0131n\u0131n e\u011fitimde angarya \u00e7al\u0131\u015fma uygulamalar\u0131n\u0131 hayata ge\u00e7irmek oldu\u011fu k\u0131sa s\u00fcrede anla\u015f\u0131lm\u0131\u015ft\u0131r.
\n2011-2012 e\u011fitim-\u00f6\u011fretim y\u0131l\u0131 ba\u015f\u0131ndan itibaren \u00f6\u011fretmenler asli g\u00f6revleri d\u0131\u015f\u0131nda \u201c\u00d6\u011frenci Ko\u00e7lu\u011fu\u201d, E\u011fitim Harcamalar\u0131 Anketi (TEFB\u0130S), \u0130lk\u00f6\u011fretim Kurumlar\u0131 Standard\u0131 Anketi (\u0130KS), mahallelerde okuma yazma bilmeyenlerin tespiti gibi ek \u00e7al\u0131\u015fmalar yapmaya ba\u015flam\u0131\u015flard\u0131r. E\u011fitim-\u00f6\u011fretim y\u0131l\u0131 ba\u015f\u0131nda g\u00fcndeme getirilen ADEY, R\u0130DEF, R\u0130TA, \u201cAile \u00d6\u011fretmenli\u011fi Projesi\u201d \u201cAna-k\u0131z okulday\u0131z\u201d projesi gibi uygulamalarla, \u00f6\u011fretmenleri mesai saatleri d\u0131\u015f\u0131nda angarya ve esnek \u00e7al\u0131\u015ft\u0131rmaya d\u00f6n\u00fck \u00e7al\u0131\u015ft\u0131rma uygulamalar\u0131 h\u0131zlanm\u0131\u015ft\u0131r. E\u011fitim emek\u00e7ilerini daha yo\u011fun \u00e7al\u0131\u015ft\u0131rmay\u0131 hedefleyen performans de\u011ferlendirme uygulamas\u0131 pilot illerde ba\u015flam\u0131\u015ft\u0131r.<\/p>\n
E\u011fitime Y\u00f6nelik Piyasac\u0131 Hamleler ve E\u011fitimi Dinselle\u015ftiren Uygulamalar Sorunlar\u0131 Artt\u0131rd\u0131<\/strong> 2011-2012 e\u011fitim \u00f6\u011fretim y\u0131l\u0131n\u0131n birinci yar\u0131y\u0131l\u0131 itibariyle e\u011fitimde ya\u015fanan di\u011fer sorunlar \u015funlard\u0131r:<\/strong> 652 Say\u0131l\u0131 KHK ile E\u011fitimde Yeniden Yap\u0131land\u0131rma S\u00fcreci H\u0131zland\u0131<\/strong> \u00d6\u011fretmen A\u00e7\u0131klar\u0131 Sorunu Devam Ediyor<\/strong> Sonu\u00e7<\/strong> E\u011fitim ve Bilim Emek\u00e7ileri Sendikas\u0131 2011-2012 e\u011fitim-\u00f6\u011fretim y\u0131l\u0131na dair raporunu a\u00e7\u0131klad\u0131. Raporda t\u00fcm d\u00fcnyada evrensel bir hak olan e\u011fitimin, T\u00fcrkiye’de her ge\u00e7en g\u00fcn daha da ticari hale getirildi\u011fi, e\u011fitimi giderek dinselle\u015ftiren uygulamalar\u0131n artt\u0131\u011f\u0131 belirtiliyor. \u015eubat ay\u0131 i\u00e7ersinde Milli E\u011fitim Bakanl\u0131\u011f\u0131’n\u0131n 17 bin kadrolu \u00f6\u011fretmen atayaca\u011f\u0131n\u0131 belirtmesine kar\u015f\u0131n E\u011fitim Sen raporunda atamas\u0131 yap\u0131lmayan \u00f6\u011fretmen say\u0131s\u0131n\u0131 300 […]<\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[103],"tags":[217,36],"class_list":["post-2783","post","type-post","status-publish","format-standard","hentry","category-turkiyeden","tag-egitim-emekcisi","tag-egitim-sen","et-doesnt-have-format-content","et_post_format-et-post-format-standard"],"yoast_head":"\n
\n9 y\u0131ll\u0131k AKP iktidar\u0131 d\u00f6neminde e\u011fitimin ticarile\u015ftirilmesi uygulamalar\u0131 ile e\u011fitim sisteminin dinselle\u015ftirilmesi uygulamalar\u0131 birbirine paralel olarak hayata ge\u00e7irilmi\u015ftir. Bir taraftan okullar kar-zarar hesab\u0131yla t\u0131pk\u0131 piyasada faaliyet g\u00f6steren \u201c\u015firketler\u201d gibi i\u015fletilirken, m\u00fcfredat\u0131n \u0131rk\u00e7\u0131, gerici ve cins ayr\u0131mc\u0131 \u00f6\u011feler i\u00e7erdi\u011fini, ba\u015fta Felsefe dersi olmak \u00fczere pek \u00e7ok derste dini referanslar\u0131n belirgin bir \u015fekilde artt\u0131r\u0131ld\u0131\u011f\u0131n\u0131 g\u00f6zlemlemek m\u00fcmk\u00fcnd\u00fcr.
\nE\u011fitimin toplumun gelece\u011fi a\u00e7\u0131s\u0131ndan ta\u015f\u0131d\u0131\u011f\u0131 \u00f6nem dikkate al\u0131nd\u0131\u011f\u0131na, e\u011fitim m\u00fcfredat\u0131n\u0131n bi\u00e7imlendirilmesinden pratik uygulamalara kadar hemen her alanda dini \u00f6\u011felerin Milli E\u011fitim Bakanl\u0131\u011f\u0131 taraf\u0131ndan e\u011fitim s\u00fcrecine ad\u0131m ad\u0131m eklemlenmeye \u00e7al\u0131\u015f\u0131lmas\u0131 dikkat \u00e7ekicidir. Okullardaki say\u0131s\u0131z uygulamalardan, yard\u0131mc\u0131 kaynaklar\u0131n i\u00e7eri\u011fine kadar her ara\u00e7, e\u011fitimin dinselle\u015ftirilmesi do\u011frultusunda kullan\u0131lm\u0131\u015ft\u0131r.
\nPedagojik a\u00e7\u0131dan \u00e7ok ciddi sak\u0131ncalar\u0131 bulunan Kur\u2019an kurslar\u0131ndaki ya\u015f s\u0131n\u0131r\u0131n\u0131n kald\u0131r\u0131lmas\u0131, bu anlamda at\u0131lan \u00f6nemli ad\u0131mlardan birisidir. Daha \u00f6nce, Harun Yahya\u2019n\u0131n evrim teorisine kar\u015f\u0131 \u00e7\u0131kard\u0131\u011f\u0131 ve hi\u00e7bir bilimsel de\u011feri olmayan \u201cYarad\u0131l\u0131\u015f Atlas\u0131\u201d adl\u0131 kitab\u0131 T\u00fcrkiye\u2019deki b\u00fct\u00fcn Biyoloji ve Felsefe \u00f6\u011fretmenlerinin ad\u0131na okullara g\u00f6nderilmi\u015f, Milli E\u011fitim Bakanl\u0131\u011f\u0131 \u00f6\u011fretmenlerin adlar\u0131n\u0131n s\u00f6z konusu ki\u015filerin eline nas\u0131l ge\u00e7ti\u011fini a\u00e7\u0131klayamam\u0131\u015ft\u0131r. T\u00fcrkiye\u2019nin \u00e7e\u015fitli illerindeki okullarda d\u00f6nem d\u00f6nem dini i\u00e7erikli kitaplar\u0131yla tan\u0131nan yazarlar\u0131n kat\u0131l\u0131m\u0131yla toplant\u0131lar d\u00fczenlenmi\u015f ve \u00f6\u011frencilerin bu yazarlar\u0131n kitaplar\u0131n\u0131 al\u0131p okumalar\u0131 \u00f6zendirilmi\u015ftir.
\nE\u011fitim m\u00fcfredat\u0131n\u0131n de\u011fi\u015ftirilmesi s\u00fcrecinde \u00f6nerilen \u201c100 Temel Eser\u201d i\u00e7inde yer alan pek \u00e7ok hikayede k\u0131saltma ve d\u00fczeltmeler yap\u0131larak bu kitaplar \u0130slami s\u00f6ylemler e\u015fli\u011finde yeniden d\u00fczenlenmi\u015ftir. Kitap listesinin i\u00e7inde dilinde en \u00e7ok de\u011fi\u015fiklik yap\u0131lan kitaplardan birisi Pinokyo\u2019dur. Kitap yine baz\u0131 yay\u0131nevleri taraf\u0131ndan \u0130slami s\u00f6yleme uydurularak piyasaya s\u00fcr\u00fclm\u00fc\u015ft\u00fcr. Sefiller, Robinson Crusoe (Tima\u015f), \u0130nsan Ne ile Ya\u015far, Heidi (Nehir), Hikayeler-Cehov, Andersen Masallar\u0131, Mutlu Prens, Polyanna (Damla), \u00dc\u00e7 Silah\u015f\u00f6rler, La Fontaigne\u2019den Se\u00e7meler gibi kitaplar dini s\u00f6yleme uydurulan kitaplardan baz\u0131lar\u0131d\u0131r. \u00d6zg\u00fcn metinler, kitaplara ekleme, \u00e7\u0131karma, \u00e7arp\u0131tma gibi yollar kullan\u0131larak de\u011fi\u015ftirilmi\u015ftir. E\u011fitim Sen, o d\u00f6nem 100 temel eser ile ilgili olarak yay\u0131nlad\u0131\u011f\u0131 a\u00e7\u0131klay\u0131c\u0131 bro\u015f\u00fcrle (100 Temel Eser Ni\u00e7in Temel Eser De\u011fil, Ocak 2008) b\u00fct\u00fcn bu kitaplardaki dini s\u00f6ylemleri ayr\u0131nt\u0131l\u0131 olarak a\u00e7\u0131klam\u0131\u015ft\u0131r.
\nZorunlu e\u011fitimin kendi i\u00e7inde kademelendirilerek 4+4+4 \u015feklinde 12 y\u0131la \u00e7\u0131kar\u0131lmas\u0131 i\u00e7in \u00e7al\u0131\u015fmalar yap\u0131ld\u0131\u011f\u0131 bas\u0131na yans\u0131m\u0131\u015ft\u0131r. \u0130lk\u00f6\u011fretimin bir b\u00fct\u00fcn olarak de\u011ferlendirilmesi yerine 4+4 \u015feklinde belirlenmi\u015f olmas\u0131, ister istemez imam hatip okullar\u0131n\u0131n orta b\u00f6l\u00fcmlerinin yeniden canland\u0131r\u0131lmas\u0131 tart\u0131\u015fmalar\u0131n\u0131 g\u00fcndeme getirmi\u015ftir. Her ne kadar d\u00fczenleme \u201cmesle\u011fe y\u00f6nelme\u201d \u015feklinde ifade edilse de, ilk\u00f6\u011fretim d\u00f6rd\u00fcnc\u00fc s\u0131n\u0131fta okuyan bir \u00e7ocu\u011fun pedagojik olarak, kendi iradesiyle meslek se\u00e7imine y\u00f6nelmeyece\u011fi ortadad\u0131r. E\u011fitim Sen, e\u011fitimin 2 y\u0131l okul \u00f6ncesi 9 y\u0131l kesintisiz ilk\u00f6\u011fretim ve 4 y\u0131l da orta\u00f6\u011fretim olmak \u00fczere toplam 15 y\u0131la \u00e7\u0131kar\u0131lmas\u0131n\u0131 \u00f6nermekte, bunun i\u00e7in gerekli altyap\u0131 \u00e7al\u0131\u015fmalar\u0131na bir an \u00f6nce ba\u015flanmas\u0131n\u0131 savunmaktad\u0131r.
\nYine \u00f6nceki y\u0131llarda Valilikler ve Milli E\u011fitim M\u00fcd\u00fcrl\u00fckleri taraf\u0131ndan verilen izinlerle birtak\u0131m dernek ve \u00e7evreler taraf\u0131ndan bir\u00e7ok il ve il\u00e7ede okullar ve \u00f6\u011frenciler \u00fczerinden organize edilmeye \u00e7al\u0131\u015f\u0131lan ve neredeyse ulusal bir etkinlik d\u00fczeyine \u00e7\u0131kar\u0131lan \u201cKutlu Do\u011fum Haftas\u0131\u201d ge\u00e7ti\u011fimiz y\u0131l yay\u0131mlanan Milli E\u011fitim Bakanl\u0131\u011f\u0131 genelgesiyle okullarda dini siyasete alet eden yakla\u015f\u0131mlar e\u015fli\u011finde yayg\u0131nla\u015ft\u0131r\u0131lm\u0131\u015ft\u0131r. Ge\u00e7ti\u011fimiz haftalarda Diyanet \u0130\u015fleri Ba\u015fkanl\u0131\u011f\u0131\u2019n\u0131n ilk\u00f6\u011fretim okulu \u00f6\u011frencilerine \u201cumre ziyareti\u201d yap\u0131lmas\u0131 ile ilgili yaz\u0131s\u0131n\u0131n Milli E\u011fitim Bakanl\u0131\u011f\u0131 taraf\u0131ndan \u201cacele ve g\u00fcnl\u00fc\u201d olarak 81 ildeki b\u00fct\u00fcn okullara g\u00f6nderilmesi ve okullardan \u00f6\u011frencilerin listesinin istenmesi e\u011fitimin dinselle\u015ftirilmesi uygulamalar\u0131n\u0131n geldi\u011fi noktay\u0131 g\u00f6rebilmemiz a\u00e7\u0131s\u0131ndan \u00f6nemlidir.\u00a0 Y\u0131llard\u0131r \u00fclke g\u00fcndeminde olan \u201czorunlu din dersi\u201d uygulamas\u0131, A\u0130HM ve y\u00fcksek yarg\u0131 kararlar\u0131na ra\u011fmen s\u00fcrd\u00fcr\u00fcl\u00fcrken Milli E\u011fitim Bakanl\u0131\u011f\u0131, her f\u0131rsatta din dersi verilen alanlar\u0131 art\u0131rmaya \u00e7al\u0131\u015fm\u0131\u015ft\u0131r. Sa\u011fl\u0131kl\u0131 \u00e7ocuklara din dersinin zorunlu oldu\u011funun tart\u0131\u015f\u0131ld\u0131\u011f\u0131 bir d\u00f6nemde Bakanl\u0131k, otistik \u00e7ocuklara da din k\u00fclt\u00fcr\u00fc ve ahlak bilgisi dersini zorunlu hale getirerek, e\u011fitimin dinselle\u015ftirilmesi uygulamalar\u0131nda s\u0131n\u0131r tan\u0131mad\u0131\u011f\u0131n\u0131 g\u00f6stermi\u015ftir. \u00dcstelik bu yap\u0131l\u0131rken otistik \u00e7ocuklar\u0131n en fazla ihtiya\u00e7 duydu\u011fu ders saati azalt\u0131lm\u0131\u015ft\u0131r. Beden E\u011fitim dersi 4 saatten 3 saate indirilerek Din K\u00fclt\u00fcr\u00fc dersi konulmu\u015f; okullarda din k\u00fclt\u00fcr\u00fc ve ahlak bilgisi \u00f6\u011fretmeni olmad\u0131\u011f\u0131 durumlarda bu derslerde beden e\u011fitimi \u00f6\u011fretmenleri g\u00f6revlendirilmi\u015ftir.
\nE\u011fitimde dinselle\u015ftirme uygulamalar\u0131 sadece burada belirttiklerimizle s\u0131n\u0131rl\u0131 de\u011fildir. Bu uygulamalar, e\u011fitimin g\u00fcn ge\u00e7tik\u00e7e kronikle\u015fen sorunlar\u0131 ile birlikte de\u011ferlendirildi\u011finde kar\u015f\u0131 kar\u015f\u0131ya oldu\u011fumuz sorunun b\u00fcy\u00fckl\u00fc\u011f\u00fc daha iyi anla\u015f\u0131lmaktad\u0131r.
\nMilli E\u011fitim Bakanl\u0131\u011f\u0131 Fatih Projesi (F\u0131rsatlar\u0131 Art\u0131rma ve Teknolojiyi Geli\u015ftirme) kapsam\u0131nda yakla\u015f\u0131k 12 bin tablet bilgisayar da\u011f\u0131t\u0131laca\u011f\u0131n\u0131, okullar\u0131n 1496 ak\u0131ll\u0131 tahtayla donat\u0131laca\u011f\u0131n\u0131 a\u00e7\u0131klam\u0131\u015ft\u0131r. Fatih Projesi kapsam\u0131nda Ula\u015ft\u0131rma Bakanl\u0131\u011f\u0131 ve Vestel Elektronik i\u015ftiraki Vestel Dijital \u00dcretim aras\u0131nda ak\u0131ll\u0131 tahtalar i\u00e7in 339.6 milyon liral\u0131k bir s\u00f6zle\u015fme imzalanm\u0131\u015f ve e\u011fitim hizmetinin giderek derinle\u015fen sorunlar\u0131n\u0131n \u00fcst\u00fc s\u00fcsl\u00fc s\u00f6ylemlerle kapat\u0131lmak istenmi\u015ftir.
\nF\u0131rsat e\u015fitli\u011fini Fatih Projesi ile sa\u011flayaca\u011f\u0131n\u0131 s\u00f6yleyen MEB\u2019in sadece sermaye \u00e7evrelerine, b\u00fcy\u00fck \u015firketlere b\u00f6ylesi projelerle borsadaki hisselerini harekete ge\u00e7irecek b\u00fcy\u00fck f\u0131rsatlar sundu\u011fu a\u00e7\u0131kt\u0131r. Y\u0131llard\u0131r i\u015faret etti\u011fimiz ve \u00e7\u00f6z\u00fcm\u00fc noktas\u0131nda da \u00e7e\u015fitli \u00f6nerilerde bulundu\u011fumuz kronik e\u011fitim sorunlar\u0131n\u0131 g\u00f6rmek istemeyen MEB\u2019in \u00f6ncelikli olarak Fatih Projesi\u2019ne e\u011filmesi manidard\u0131r. Sorunlar\u0131n alt\u0131n\u0131 her \u00e7izdi\u011fimizde b\u00fct\u00e7enin k\u0131s\u0131tl\u0131l\u0131\u011f\u0131ndan bahsedenlerin milyonlarca liral\u0131k ihaleler ger\u00e7ekle\u015ftirmesi ile kimlere f\u0131rsat yarat\u0131lmak istendi\u011fi a\u00e7\u0131k\u00e7a g\u00f6r\u00fclmektedir.
\nE\u011fitimi \u201cteknoloji odakl\u0131\u201d hale getirmek isteyen MEB\u2019in Bili\u015fim Teknolojisi dersini 4. ve 5. s\u0131n\u0131flarda kald\u0131rmas\u0131; 6, 7 ve 8. s\u0131n\u0131flarda da se\u00e7meli hale getirmesi ile Fatih Projesi ile ula\u015f\u0131lmas\u0131 istenen hedefler aras\u0131nda ciddi bir \u00e7eli\u015fki bulunmaktad\u0131r. B\u00f6ylece bu uygulamayla e\u011fitim sistemi i\u00e7ine \u00e7e\u015fitli proje ve modellerle b\u00fcy\u00fck \u015firketlerin bir daha \u00e7\u0131kmamak \u00fczere sokulmak istendi\u011fi, e\u011fitim hizmetinin tamam\u0131yla ticarile\u015ftirilmesinin hedeflendi\u011fi de a\u00e7\u0131k\u00e7a g\u00f6r\u00fclebilir olmu\u015ftur.<\/p>\n
\nAKP\u2019nin e\u011fitime b\u00fct\u00e7eden y\u00fcksek oranda pay ayr\u0131ld\u0131\u011f\u0131 ve okulla\u015fma oranlar\u0131ndaki art\u0131\u015fa ili\u015fkin \u00e7izdi\u011fi olumlu tabloya kar\u015f\u0131n \u00e7ok say\u0131da \u00e7ocuk e\u011fitim hakk\u0131ndan yararlanamamaktad\u0131r. Bakanl\u0131k, \u00f6zellikle okul \u00f6ncesi e\u011fitim oranlar\u0131n\u0131n artt\u0131\u011f\u0131n\u0131 iddia etse de adrese dayal\u0131 kay\u0131t sistemine g\u00f6re a\u00e7\u0131klanan rakamlar ger\u00e7e\u011fi yans\u0131tmamakta; T\u00fcrkiye\u2019nin pek \u00e7ok b\u00f6lgesinde, \u00f6zellikle okul \u00f6ncesi e\u011fitimde kay\u0131tlarda g\u00f6r\u00fclen \u00f6\u011frenci say\u0131s\u0131 ile okula devam eden \u00f6\u011frenci say\u0131s\u0131nda belirgin bir fark bulunmaktad\u0131r. MEB, pek \u00e7ok konuda oldu\u011fu gibi bu konuda da sadece kendilerine iletilen rakamlar\u0131 a\u00e7\u0131klamakta, bu rakamlar\u0131n ger\u00e7e\u011fi yans\u0131t\u0131p yans\u0131tmad\u0131\u011f\u0131 ile ilgili herhangi bir inceleme yapma ihtiyac\u0131 hissetmemektedir.
\nOkullar\u0131n fiziki yap\u0131 ve donan\u0131m a\u00e7\u0131s\u0131ndan ya\u015fad\u0131\u011f\u0131 eksiklikler sa\u011fl\u0131kl\u0131 bir e\u011fitim hizmetinin verilmesini g\u00fc\u00e7le\u015ftirmektedir. Okullar\u0131n b\u00fcy\u00fck b\u00f6l\u00fcm\u00fcnde ara\u00e7-gere\u00e7, k\u00fct\u00fcphane, altyap\u0131 donat\u0131m yetersizlikleri s\u00fcrmektedir. \u00d6\u011frenciler, b\u00fcy\u00fck kentlerde 40-50 ki\u015fiye varan kalabal\u0131k s\u0131n\u0131flarda, k\u0131rsal kesimde ise birle\u015ftirilmi\u015f s\u0131n\u0131flarda \u00f6\u011fretim g\u00f6rmeye \u00e7al\u0131\u015fmaktad\u0131r. Sadece ilk\u00f6\u011fretimde \u00f6\u011frencilerin OECD ortalamas\u0131 olan 22 ki\u015filik s\u0131n\u0131flarda sa\u011fl\u0131kl\u0131 bir bi\u00e7imde tekli e\u011fitim g\u00f6rebilmeleri i\u00e7in gerekli olan derslik say\u0131s\u0131 163 bin 309\u2019dur.
\nResmi rakamlara g\u00f6re T\u00fcrkiye\u2019de ilk\u00f6\u011fretimde derslik ba\u015f\u0131na ortalama \u00f6\u011frenci say\u0131s\u0131 31, orta \u00f6\u011fretimde 34, \u0130stanbul, Ankara, \u0130zmir, Bursa, Adana, Mersin, Gaziantep, Urfa, Diyarbak\u0131r, Batman, Van ve A\u011fr\u0131\u2019da derslik ba\u015f\u0131na ortalama \u00f6\u011frenci say\u0131s\u0131 T\u00fcrkiye ortalamas\u0131n\u0131n \u00fczerindedir. Sadece \u0130stanbul\u2019da derslik ba\u015f\u0131na ortalama \u00f6\u011frenci say\u0131s\u0131 ilk\u00f6\u011fretimde 45, orta \u00f6\u011fretimde ise 41\u2019dir.
\nT\u00fcrkiye\u2019deki okullar\u0131n halen \u00fc\u00e7te ikisinde ikili, \u00fc\u00e7te birinde tekli e\u011fitim yap\u0131lmaktad\u0131r. S\u0131n\u0131f mevcutlar\u0131 ge\u00e7mi\u015fe g\u00f6re azalmas\u0131na kar\u015f\u0131n, \u00f6zellikle yoksul, emek\u00e7i ailelerinin ya\u015fad\u0131\u011f\u0131 b\u00f6lgelerdeki okullarda kalabal\u0131k s\u0131n\u0131flarda e\u011fitim-\u00f6\u011fretim yap\u0131lmaya \u00e7al\u0131\u015f\u0131lmaktad\u0131r. Kalabal\u0131k s\u0131n\u0131flarda e\u011fitim hem \u00f6\u011fretmenler hem de \u00f6\u011frenciler a\u00e7\u0131s\u0131ndan \u00f6nemli bir sorun olmay\u0131 s\u00fcrd\u00fcrmektedir.
\nBirle\u015ftirilmi\u015f s\u0131n\u0131flar ve ta\u015f\u0131mal\u0131 e\u011fitim uygulamas\u0131n\u0131n yayg\u0131nl\u0131\u011f\u0131 e\u011fitim sisteminin \u00f6ncelikli sorunlar\u0131 olmay\u0131 s\u00fcrd\u00fcrmektedir. 2011\u20132012 e\u011fitim-\u00f6\u011fretim y\u0131l\u0131 itibariyle 15.961 ilk\u00f6\u011fretim okulu ta\u015f\u0131mal\u0131 e\u011fitim kapsam\u0131na al\u0131nm\u0131\u015ft\u0131r. \u00dclke genelinde ta\u015f\u0131ma merkezi ilk\u00f6\u011fretim okullar\u0131n\u0131n say\u0131s\u0131 ise 5.956\u2019d\u0131r.
\nYat\u0131l\u0131 \u0130lk\u00f6\u011fretim B\u00f6lge Okullar\u0131\u2019nda (Y\u0130BO) e\u011fitim g\u00f6ren \u00f6\u011frenci say\u0131s\u0131 ciddi bir art\u0131\u015f g\u00f6stermi\u015ftir. 2002-2003 e\u011fitim \u00f6\u011fretim y\u0131l\u0131nda 546 Y\u0130BO\u2019larda okuyan \u00f6\u011frenci say\u0131s\u0131 166 bin 543 iken, 2011 y\u0131l\u0131nda Y\u0130BO say\u0131s\u0131 539\u2019a d\u00fc\u015fm\u00fc\u015f, ancak Y\u0130BO\u2019da okuyan \u00f6\u011frenci say\u0131s\u0131 247 bin 563\u2019e y\u00fckselmi\u015ftir. S\u00fcre\u00e7 i\u00e7erisinde okulla\u015fma sorununa temel \u00e7\u00f6z\u00fcm\u00fcn bu kurumlar eliyle ger\u00e7ekle\u015ftirilece\u011fi beklentisi olu\u015fturulmu\u015ftur. Oysa temel olarak yap\u0131lmas\u0131 gereken, her \u00e7ocu\u011fun kendi ikamet etti\u011fi yerde okul, derslik ve \u00f6\u011fretmen a\u00e7\u0131\u011f\u0131 sorununun giderilmesi ve bu yolla \u00e7ocuklar\u0131n kendilerinin ve ailelerinin ikamet ettikleri yerlerde e\u011fitim g\u00f6rmelerinin sa\u011flanmas\u0131d\u0131r. Bu s\u00fcrecin bir an \u00f6nce ger\u00e7ekle\u015ftirilmesi i\u00e7in acil d\u00fczenlemeler yap\u0131lmal\u0131 ve Y\u0130BO\u2019lar en k\u0131sa s\u00fcrede kald\u0131r\u0131lmal\u0131d\u0131r.
\nA\u0130HM kararlar\u0131na ra\u011fmen zorunlu din dersi uygulamas\u0131nda \u0131srar edilmekte, ba\u015fta Aleviler olmak \u00fczere ba\u015fka inan\u00e7tan olan ya da herhangi bir inan\u0131\u015f\u0131 olmayan ailelerin \u00e7ocuklar\u0131na y\u00f6nelik ayr\u0131mc\u0131 uygulamalar s\u00fcrmektedir.
\nE\u011fitimde \u201cticarile\u015ftirme\u201d ve \u201c\u00f6zelle\u015ftirme\u201d uygulamalar\u0131 b\u00fct\u00fcn h\u0131z\u0131yla s\u00fcrmekte, kamu-\u00f6zel ortakl\u0131\u011f\u0131 \u00e7er\u00e7evesinde okullarda kamusal finansman\u0131n yeri b\u00fcy\u00fck \u00f6l\u00e7\u00fcde \u00f6zel kesimden, \u015firketlerden sa\u011flanan finansmana b\u0131rak\u0131lmaktad\u0131r. Ayr\u0131ca son y\u0131llarda e\u011fitim alan\u0131nda \u015firketlerin sponsorlu\u011fu, devlet\/kamu okullar\u0131 aras\u0131nda gelir ve ticari faaliyetlere g\u00f6re hiyerar\u015finin, bu ba\u011flamda \u201cayr\u0131cal\u0131kl\u0131 devlet okullar\u0131\u201dn\u0131n ortaya \u00e7\u0131kmas\u0131na neden olmu\u015ftur.
\nE\u011fitim sistemimizin bir di\u011fer \u00f6nemli konusu anadilinde e\u011fitim konusunun hen\u00fcz \u00e7\u00f6z\u00fclememesinden kaynakl\u0131 sorunlar\u0131n artarak s\u00fcr\u00fcyor olmas\u0131d\u0131r. Anadilinde e\u011fitim, \u00e7ocuklar\u0131n zihinsel geli\u015fimlerinin, \u00f6\u011frenme yeteneklerinin ve sa\u011fl\u0131kl\u0131 bir kimlik edinmelerinin olmazsa olmaz ko\u015fullar\u0131ndand\u0131r. \u0130lk\u00f6\u011fretim \u00e7a\u011f\u0131na kadar kendi anadili ile d\u00fcnyay\u0131 ve \u00e7evresini tan\u0131yan \u00e7ocu\u011fun, herhangi bir ge\u00e7i\u015f s\u00fcreci ya\u015famaks\u0131z\u0131n yabanc\u0131s\u0131 oldu\u011fu bir dil ile e\u011fitime ba\u015flamas\u0131, pedagojik a\u00e7\u0131dan kabul edilmez bir durumdur. T\u00fcrkiye\u2019de milyonlarca \u00e7ocu\u011fun kendi anadillerinde e\u011fitim hakk\u0131ndan yoksun b\u0131rak\u0131lmas\u0131, \u00e7ocukluktan itibaren zihinsel geli\u015fimi ve kimlik edinme s\u00fcrecini olumsuz etkilemektedir. E\u011fitim hakk\u0131n\u0131n ger\u00e7ekle\u015febilmesinin ve e\u011fitimde f\u0131rsat e\u015fitli\u011finin sa\u011flanmas\u0131n\u0131n ko\u015fullar\u0131ndan birisi \u00e7ocu\u011fun anadilini \u00f6\u011frenmesi ve anadiliyle e\u011fitime ba\u015flamas\u0131d\u0131r. E\u011fitimin yukar\u0131da dile getirilen ama\u00e7lar\u0131na y\u00f6nelik olarak ba\u015far\u0131ya ula\u015fmas\u0131 da ayn\u0131 \u015fekilde anadiliyle yak\u0131ndan ilgilidir. Anadilinde e\u011fitim hakk\u0131, BM s\u00f6zle\u015fmeleri d\u00e2hil bir\u00e7ok uluslararas\u0131 d\u00fczenleme ile g\u00fcvence alt\u0131na al\u0131nm\u0131\u015f temel bir insan hakk\u0131d\u0131r. Birle\u015fmi\u015f Milletler\u2019in s\u00f6zle\u015fmelerinin anadilinde e\u011fitim ile ilgili maddelerine konulan b\u00fct\u00fcn \u00e7ekinceler kald\u0131r\u0131lmal\u0131; e\u011fitim biliminin temel ilkelerinden birisi olan anadilinde e\u011fitim hakk\u0131 tan\u0131nmal\u0131d\u0131r.
\n\u00dccretli \u00f6\u011fretmen g\u00f6revlendirmelerinin, yo\u011funluklu olarak yoksul olan ve Bakanl\u0131k\u2019\u0131n bekledi\u011fi kadar \u201ckatk\u0131 pay\u0131\u201d verilmeyen b\u00f6lgelerde olmas\u0131 dikkat \u00e7ekici olan bir di\u011fer noktad\u0131r. Gelir d\u00fczeyi y\u00fcksek olan semtlerde kadrolu \u00f6\u011fretmenler g\u00f6revlendirilirken, yoksul semtlerdeki okullarda \u00fccretli \u00f6\u011fretmenler g\u00f6revlendirilmekte, bu anlamda bizzat MEB taraf\u0131ndan yurtta\u015flar aras\u0131nda \u201cresmi ayr\u0131mc\u0131l\u0131k\u201d yap\u0131lmaktad\u0131r.
\nMilli E\u011fitim Bakanl\u0131\u011f\u0131 verilerine g\u00f6re 81 ilde 4 bin 93 dershane bulunmaktad\u0131r. Dershaneler y\u0131llar i\u00e7inde, aksi y\u00f6ndeki t\u00fcm iddialara ra\u011fmen kamu okullar\u0131na alternatif haline getirilmi\u015ftir. Milli E\u011fitim Bakanl\u0131\u011f\u0131 Stratejik Plan\u0131, \u00f6n\u00fcm\u00fczdeki y\u0131llarda dershanelere arsa tahsisi, vergi indirimi vb. te\u015fvikler verilmesi yoluyla bu kurulu\u015flar\u0131n \u00f6zel okullara d\u00f6n\u00fc\u015ft\u00fcr\u00fclmesi ama\u00e7lanmaktad\u0131r.
\nOkullarda \u015fiddetin \u00f6n\u00fcne ge\u00e7ilmesi ve g\u00fcvenli\u011fin sa\u011flanmas\u0131 iddias\u0131yla \u201cokul polisli\u011fi\u201d uygulamas\u0131 \u00e7er\u00e7evesinde her okula bir polis yerle\u015ftirilmi\u015ftir. Ayr\u0131ca emniyetle \u201cileti\u015fimi\u201d sa\u011flamak i\u00e7in muhbir \u00f6\u011fretmenlik uygulamas\u0131 hayata ge\u00e7irilmeye \u00e7al\u0131\u015f\u0131lmaktad\u0131r. Bu uygulama, okulda \u015fiddeti bir dizi ekonomik ve sosyo-k\u00fclt\u00fcrel \u00f6nlemle \u00fcst\u00fcne gidilebilecek bir olgu g\u00f6rmekten \u00e7ok, sadece asayi\u015f sorunu ya da adli bir sorun olarak g\u00f6ren \u00e7arp\u0131k zihniyetin s\u00fcrd\u00fc\u011f\u00fcn\u00fc g\u00f6stermektedir.
\nMeslek\u00ee ve teknik e\u011fitimin art\u0131k i\u00e7inden \u00e7\u0131k\u0131lamaz hale gelmi\u015f sorunlar\u0131 \u00e7\u00f6z\u00fcm beklemektedir. Milli E\u011fitim Bakanl\u0131\u011f\u0131 meslek liselerinin ve bu liselerde okuyan gen\u00e7lerin sorunlar\u0131 dinleyip \u00e7\u00f6z\u00fcm \u00fcretmek yerine, end\u00fcstri meslek liselerini \u00f6\u011frencileri ve \u00f6\u011fretmenleriyle birlikte \u00f6zel sekt\u00f6re devretmenin planlar\u0131n\u0131 yapmaktad\u0131r.
\nY\u00fcksek\u00f6\u011fretim alan\u0131nda ya\u015fanan ticarile\u015ftirme s\u00fcreci b\u00fct\u00fcn h\u0131z\u0131yla s\u00fcrmektedir. Y\u00d6K ba\u015fkan\u0131 de\u011fi\u015fmi\u015f ancak, Y\u00d6K\u2019\u00fcn paradigmas\u0131 de\u011fi\u015fmemi\u015ftir. AKP bask\u0131s\u0131n\u0131 art\u0131rarak yeniden yap\u0131land\u0131rmaya \u00e7al\u0131\u015ft\u0131\u011f\u0131 \u00fcniversitelerde; e\u015fit, paras\u0131z, bilimsel, demokratik, anadilinde e\u011fitim isteyen, \u00fcniversitelerin ticarethane haline d\u00f6nmesine, \u00f6\u011frencilerin m\u00fc\u015fteri olarak g\u00f6r\u00fclmesine kar\u015f\u0131 duran, \u00f6zg\u00fcrl\u00fck isteyen \u00f6\u011frencilerin sesini susturmak i\u00e7in elinden gelen her \u015feyi yapmaktad\u0131r.
\n2002\u2019de 23 olan vak\u0131f \u00fcniversitesi say\u0131s\u0131 62\u2019ye, 53 olan kamu \u00fcniversitesi say\u0131s\u0131 103\u2019e \u00e7\u0131km\u0131\u015f durumdad\u0131r. \u00dcniversite say\u0131s\u0131n\u0131 b\u00f6ylesi art\u0131rmak AKP a\u00e7\u0131s\u0131ndan olduk\u00e7a mant\u0131kl\u0131d\u0131r. \u00dcniversite e\u011fitiminin kitleselle\u015fmesi, \u00f6ncelikle piyasadaki i\u015fg\u00fcc\u00fcn\u00fcn \u201cniteli\u011fi\u201dni y\u00fckseltecek ve genel \u00fccret d\u00fczeyini d\u00fc\u015f\u00fcrecek bir hamledir. \u0130kinci olarak \u00fcniversite e\u011fitimi almak toplumsal bir mesele haline geldi\u011fi i\u00e7in, daha fazla \u00f6\u011frencinin \u00fcniversiteye girme \u015fans\u0131na sahip olmas\u0131, i\u015fsizlik rakamlar\u0131n\u0131n d\u00fc\u015fmesi a\u00e7\u0131s\u0131ndan da bir f\u0131rsat olarak de\u011ferlendirilmi\u015ftir.<\/p>\n
\n652 say\u0131l\u0131 \u201cMilli E\u011fitim Bakanl\u0131\u011f\u0131n\u0131n Te\u015fkilat ve G\u00f6revleri Hakk\u0131nda Kanun H\u00fckm\u00fcnde Kararname\u201d ile Milli E\u011fitim Bakanl\u0131\u011f\u0131\u2019n\u0131n te\u015fkilat yap\u0131s\u0131 tamamen de\u011fi\u015ftirilmi\u015ftir. Buna g\u00f6re e\u011fitim sistemi yap\u0131sal, \u00f6rg\u00fctsel, personel sistemleri a\u00e7\u0131s\u0131ndan k\u00f6kl\u00fc bir bi\u00e7imde d\u00f6n\u00fc\u015ft\u00fcrerek, \u201ck\u00fcresel rekabete\u201d haz\u0131rlayacak bir model olu\u015fturmas\u0131 planlanmaktad\u0131r. Kamu hizmetleri i\u00e7inde belirleyici bir konumda bulunan (T\u00fcrkiye\u2019de kamu hizmetlerinin y\u00fczde 48\u2019ini e\u011fitim hizmetleri olu\u015fturur) e\u011fitim hizmetlerinin s\u00f6z konusu \u201ck\u00fcresel rekabete\u201d uygun olarak y\u00fcr\u00fct\u00fclmesi i\u00e7in Bakanl\u0131k\u2019\u0131n g\u00f6rev tan\u0131m\u0131nda \u00f6nemli de\u011fi\u015fiklikler yap\u0131lm\u0131\u015ft\u0131r.
\n652 say\u0131l\u0131 KHK ile yap\u0131lan en \u00f6nemli de\u011fi\u015fikliklerden birisi, \u201cOkul \u00d6ncesi E\u011fitimi Genel M\u00fcd\u00fcrl\u00fc\u011f\u00fc\u201d ile \u201c\u0130lk\u00f6\u011fretim Genel M\u00fcd\u00fcrl\u00fc\u011f\u00fc\u201dn\u00fcn birle\u015ftirilip, \u201cTemel E\u011fitim Genel M\u00fcd\u00fcrl\u00fc\u011f\u00fc\u201d olu\u015fturularak, ilk\u00f6\u011fretimde zorunlu olan din derslerinin, yeni olu\u015fturulan \u201ctemel e\u011fitim\u201d kavram\u0131 \u00e7er\u00e7evesinde okul \u00f6ncesi e\u011fitimde de zorunlu olarak okutmas\u0131n\u0131n yolunun a\u00e7\u0131lm\u0131\u015f olmas\u0131d\u0131r. E\u011fitim-\u00f6\u011fretim a\u00e7\u0131s\u0131ndan din \u00f6\u011fretimi, matematik, fizik, tarih, fen, sosyal bilimler \u00f6\u011fretimiyle benzer bir \u00f6\u011fretim alan\u0131 iken, di\u011fer alanlar\u0131n \u00f6\u011fretimiyle ilgili genel m\u00fcd\u00fcrl\u00fckler birle\u015ftirilirken \u201cDin \u00d6\u011fretimi Genel M\u00fcd\u00fcrl\u00fc\u011f\u00fc\u201dn\u00fcn varl\u0131\u011f\u0131n\u0131n korunmas\u0131n\u0131, Kuran kurslar\u0131na gidecek \u00f6\u011frencilerde ya\u015f s\u0131n\u0131r\u0131n\u0131n kald\u0131r\u0131lmas\u0131 ve Arap\u00e7a se\u00e7meli ders \u00e7al\u0131\u015fmalar\u0131n\u0131 birlikte de\u011ferlendirdi\u011fimizde 652 Say\u0131l\u0131 KHK\u2019n\u0131n ne kadar tehlikeli d\u00fczenlemeler i\u00e7erdi\u011fi daha iyi anla\u015f\u0131lmaktad\u0131r.
\n652 say\u0131l\u0131 KHK ile e\u011fitim y\u00f6neticilerinin yetki ve sorumluluklar\u0131 da yeniden d\u00fczenlenmi\u015ftir. Buna g\u00f6re, y\u00f6neticiler bundan sonra g\u00f6revlerini sadece mevzuata, plan, program ve emirlere g\u00f6re de\u011fil, ayn\u0131 zamanda \u201cperformans \u00f6l\u00e7\u00fctlerine\u201d ve \u201chizmet kalite standartlar\u0131\u201dna uygun olarak y\u00fcr\u00fctecektir. 652 say\u0131l\u0131 KHK ile yap\u0131lan bir ba\u015fka de\u011fi\u015fiklikle, okul ve kurum m\u00fcd\u00fcrleri, yaz\u0131l\u0131 ve\/veya s\u00f6zl\u00fc olarak yap\u0131lacak okul veya kurum m\u00fcd\u00fcrl\u00fc\u011f\u00fc s\u0131nav\u0131nda ba\u015far\u0131l\u0131 olmak kayd\u0131yla, hizmet s\u00fcreleri, \u201cperformans\u201d ve \u201cyeterlikleri\u201d dikkate al\u0131narak il milli e\u011fitim m\u00fcd\u00fcr\u00fcn\u00fcn teklifi \u00fczerine \u201cvali taraf\u0131ndan\u201d atanmas\u0131 \u00f6ng\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Bakanl\u0131k, kendileri gibi d\u00fc\u015f\u00fcnmeyen tek bir ki\u015fiyi bile y\u00f6netici yapmamak i\u00e7in s\u00f6zl\u00fc s\u0131nav sistemini yeniden getirmi\u015ftir. Dan\u0131\u015ftay\u2019\u0131n daha \u00f6nce yap\u0131lan s\u00f6zl\u00fc s\u0131navlar\u0131 objektif bulmay\u0131p iptal etmesine ra\u011fmen AKP, Milli E\u011fitim Bakanl\u0131\u011f\u0131\u2019ndaki siyasal kadrola\u015fmas\u0131n\u0131 tamamlamak i\u00e7in yeniden s\u00f6zl\u00fc s\u0131nav getirmi\u015f ve bir kez daha y\u00fcksek yarg\u0131 kararlar\u0131n\u0131 yok saym\u0131\u015ft\u0131r.
\n652 say\u0131l\u0131 KHK ile de\u011fi\u015ftirilen 3797 say\u0131l\u0131 MEB eski te\u015fkilat kanununda y\u00f6netim g\u00f6revlerine atanma ve bu g\u00f6revlerde y\u00fckselmede kariyer ve liyakatin esas al\u0131naca\u011f\u0131 a\u00e7\u0131k\u00e7a d\u00fczenlenmi\u015ftir. Yine Dan\u0131\u015ftay\u2019\u0131n e\u011fitim y\u00f6neticilerinin se\u00e7iminde ya\u015fanan siyasal kadrola\u015fmalar\u0131 iptal ederken verdi\u011fi kararlar\u0131n\u0131n temelini \u201ckariyer\u201d ve \u201cliyakat\u201d (g\u00f6rev i\u00e7in yeterlilik) ilkeleri olu\u015fturmu\u015ftur. H\u00fck\u00fcmetin, 652 say\u0131l\u0131 KHK\u2019da kamu y\u00f6netimi a\u00e7\u0131s\u0131ndan son derece \u00f6nemli olan bu iki temel ilkeye yer vermemesi, Bakanl\u0131k\u2019\u0131n e\u011fitim y\u00f6neticilerini istedi\u011fi bi\u00e7imde se\u00e7mek istemesinin \u00f6n\u00fcn\u00fc a\u00e7m\u0131\u015ft\u0131r.
\n652 say\u0131l\u0131 Kanun H\u00fckm\u00fcnde Kararname\u2019nin \u201c\u0130n\u015faat ve Emlak Grup Ba\u015fkanl\u0131\u011f\u0131\u201d ba\u015fl\u0131\u011f\u0131 alt\u0131nda d\u00fczenlenen 23. maddesinde yer verilen h\u00fck\u00fcmler ile e\u011fitimde \u201cKamu \u00d6zel Ortakl\u0131\u011f\u0131\u201d olarak ifade edilen bir modelin uygulanmak istendi\u011fi anla\u015f\u0131lmaktad\u0131r. Bu noktada a\u015fa\u011f\u0131da yer verilen 652 say\u0131l\u0131 Kanun H\u00fckm\u00fcnde Kararname\u2019nin 23. maddesine g\u00f6z gezdirdi\u011fimizde bug\u00fcn \u201ce\u011fitim kampuslar\u0131\u201d ya da \u201ce\u011fitim kentler\u201d olarak ifade edilen projenin alt yap\u0131s\u0131n\u0131n bu modelle olu\u015fturuldu\u011fu g\u00f6r\u00fclmektedir.
\nMEB, \u201ckiral\u0131k okul\u201d projesini kamu \u00f6zel ortakl\u0131\u011f\u0131 \u00e7er\u00e7evesinde de\u011ferlendirmekte ve \u00fczerine okul yap\u0131lacak arazi sahiplerine \u201cProje bizden. Arazine okulu sen yap, bize 49 y\u0131ll\u0131\u011f\u0131na kirala\u201d demeye haz\u0131rlanmaktad\u0131r.
\nBu uygulaman\u0131n a\u00e7\u0131k anlam\u0131 \u015fudur. Devlet e\u011fitim-\u00f6\u011fretim hizmetini sunacak personeli yani \u00f6\u011fretmenleri bu okullarda ya da kampuslarda istihdam etmeye devam ederek, hem \u015firketin kira gelirini hem de e\u011fitim-\u00f6\u011fretim hizmetinin buralarda verilmesi nedeniyle \u00f6\u011frenci garantisini, yani \u015firketin m\u00fc\u015fteri garantisini devlet g\u00fcvencesine ba\u011flamaktad\u0131r.
\nMill\u00ee E\u011fitim Bakanl\u0131\u011f\u0131 E\u011fitim Kampuslar\u0131 Y\u00f6nergesi\u2019nin 4. maddesinde e\u011fitim kampusu; \u201cMill\u00ee E\u011fitim Bakanl\u0131\u011f\u0131na ba\u011fl\u0131 de\u011fi\u015fik t\u00fcr ve derecedeki birden fazla okul ve kurumlar ile bunlara ba\u011fl\u0131 pansiyon, yatakhane, yemekhane, laboratuvar, k\u00fct\u00fcphane, spor alanlar\u0131, rehberlik ve sa\u011fl\u0131k \u00fcnitesi, konferans salonu, \u00e7ok ama\u00e7l\u0131 salon ve benzeri yerleri i\u00e7erisinde bulunduran alan\u0131\u201d olarak ifade edilmektedir. Dolay\u0131s\u0131yla kampus olu\u015fturma fikrinin ger\u00e7ekle\u015ftirilmesinde Kamu \u00d6zel Ortakl\u0131\u011f\u0131 modelinin oynayaca\u011f\u0131 rol\u00fc g\u00f6rebilmek, e\u011fitim hizmetinin gelece\u011fi a\u00e7\u0131s\u0131ndan hayati \u00f6neme sahiptir.
\nProjedeki temel ama\u00e7, g\u00f6\u00e7 alan b\u00fcy\u00fck\u015fehirlerde s\u0131n\u0131f mevcutlar\u0131n\u0131n azalt\u0131lmas\u0131 olarak ifade edilse de as\u0131l ama\u00e7, e\u011fitim hizmeti i\u00e7erisine b\u00fcy\u00fck \u015firketleri \u00e7\u0131kmamak \u00fczere yerle\u015ftirmektir. E\u011fitim-\u00f6\u011fretim hizmeti d\u0131\u015f\u0131ndaki di\u011fer t\u00fcm hizmetlerin \u015firketin ticaret yapaca\u011f\u0131 alanlar olarak ayr\u0131lmas\u0131, s\u00f6z konusu \u015firketin kamu hizmeti alan\u0131na k\u00f6klerini nas\u0131l salaca\u011f\u0131n\u0131 da g\u00f6stermektedir. Kald\u0131 ki sa\u011fl\u0131k hizmeti alan\u0131nda g\u00f6r\u00fcld\u00fc\u011f\u00fc \u00fczere \u015firketle Bakanl\u0131k\u2019\u0131n yapaca\u011f\u0131 s\u00f6zle\u015fmenin \u201cticari s\u0131r\u201d gerek\u00e7esiyle kamuoyundan saklanmas\u0131 muhtemeldir.
\nMilli E\u011fitim Bakanl\u0131\u011f\u0131, \u00e7ocuk ve gen\u00e7lerimizin daha iyi ve sa\u011fl\u0131kl\u0131 ko\u015fullarda e\u011fitim almas\u0131n\u0131 istiyorsa, bunu e\u011fitimi ticarile\u015ftirerek, e\u011fitim hizmetlerini yerli ve yabanc\u0131 \u015firketlere pazarlayarak de\u011fil, e\u011fitime yeterli b\u00fct\u00e7e, okullar\u0131m\u0131za ihtiyac\u0131 kadar \u00f6denek ay\u0131rarak yapabilir.<\/p>\n
\nMilli E\u011fitim Bakanl\u0131\u011f\u0131\u2019n\u0131n Kas\u0131m 2011 verilerine g\u00f6re T\u00fcrkiye genelinde 661.571 \u00f6\u011fretmen g\u00f6rev yap\u0131yor. Bunlardan 661.411\u2019i kadrolu, 160\u2019\u0131 s\u00f6zle\u015fmelidir. Bakanl\u0131k verilerine g\u00f6re 2011-2012 e\u011fitim \u00f6\u011fretim y\u0131l\u0131n\u0131n ilk yar\u0131s\u0131nda ek ders kar\u015f\u0131l\u0131\u011f\u0131 \u00e7al\u0131\u015ft\u0131r\u0131lan \u00fccretli \u00f6\u011fretmen say\u0131s\u0131 60 bin 94\u2019t\u00fcr. Bir yanda norm kadro esas\u0131na g\u00f6re 126.137 \u00f6\u011fretmen a\u00e7\u0131\u011f\u0131 varken, di\u011fer yanda 300 bini a\u015fk\u0131n atamas\u0131 yap\u0131lmayan \u00f6\u011fretmen bulunmaktad\u0131r.
\n2011\u2019de KPSS\u2019ye giren ve resmi olarak atama bekleyen \u00f6\u011fretmenlerin say\u0131s\u0131 264.277\u2019dir. Her y\u0131l e\u011fitim fak\u00fcltelerinden mezun olanlar\u0131n say\u0131s\u0131 33.783, di\u011fer \u00fcniversitelerden mezun olup pedagojik formasyon e\u011fitimi alanlar\u0131n say\u0131s\u0131 39.359\u2019dur. Atamas\u0131 yap\u0131lmayan \u00f6\u011fretmenlerin say\u0131s\u0131 her y\u0131l en az 73.142 ki\u015fi artarken, her y\u0131l mezun say\u0131s\u0131n\u0131n yar\u0131s\u0131 kadar bile \u00f6\u011fretmen atamas\u0131 yap\u0131lmamas\u0131, atamas\u0131 yap\u0131lmayan \u00f6\u011fretmenlerin say\u0131s\u0131n\u0131 birka\u00e7 y\u0131l i\u00e7inde 500 binlere \u00e7\u0131karacakt\u0131r.
\nMilli E\u011fitim Bakanl\u0131\u011f\u0131\u2019n\u0131n bir taraftan \u00f6\u011fretmenlerin niteliklerini ve yeterliliklerini tart\u0131\u015fmaya a\u00e7arken, di\u011fer taraftan ihtiya\u00e7 kadar \u00f6\u011fretmen atamas\u0131 yapmamas\u0131 ve okul \u00f6ncesi e\u011fitim dahil e\u011fitimin b\u00fct\u00fcn kademelerinde \u201c\u00fccretli \u00f6\u011fretmen\u201d istihdam etmesi dikkat \u00e7ekicidir. \u00d6\u011fretmenlik mesle\u011finin herkesin yapabilece\u011fi s\u0131radan bir \u201ci\u015f\u201d olarak de\u011ferlendiren, \u00f6\u011fretmenlik gibi mesleki uzmanl\u0131k gerektiren bir mesle\u011fin \u201c\u00fccretli \u00f6\u011fretmen\u201dler taraf\u0131ndan yerine getirilmesinin \u00f6n\u00fcn\u00fc a\u00e7an Bakanl\u0131\u011f\u0131n \u00f6\u011fretmenlerin mesleki yeterliliklerini tart\u0131\u015fmaya a\u00e7mas\u0131 tek kelimeyle bu konudaki politikas\u0131zl\u0131\u011f\u0131n ve samimiyetsizli\u011fin en somut ifadesidir.
\nSay\u0131lar\u0131 her ge\u00e7en y\u0131l h\u0131zla artan atamas\u0131 yap\u0131lmayan \u00f6\u011fretmenlere, yeni kurulan \u00fcniversitelerin e\u011fitim fak\u00fcltelerinden mezun olacaklar da eklendi\u011finde i\u015fsiz \u00f6\u011fretmen ordusunun \u00f6n\u00fcm\u00fczdeki y\u0131llarda daha da b\u00fcy\u00fcyece\u011fini tahmin etmek zor de\u011fildir. Milli E\u011fitim Bakanl\u0131\u011f\u0131\u2019n\u0131n \u00f6\u011fretmen istihdam\u0131 konusunda bug\u00fcne kadar benimsedi\u011fi politika \u00f6\u011fretmen yeti\u015ftirmeden atama s\u00fcrecine kadar hi\u00e7bir planlaman\u0131n olmad\u0131\u011f\u0131n\u0131 g\u00f6stermektedir.<\/p>\n
\nE\u011fitim, t\u00fcm d\u00fcnya \u00e7ap\u0131nda evrensel bir insan hakk\u0131 olarak kabul edilmektedir. Bunun alt\u0131nda yatan en \u00f6nemli etken e\u011fitimin; insan ki\u015fili\u011finin t\u00fcm y\u00f6nleriyle geli\u015fmesinde \u00e7ok \u00f6nemli bir fakt\u00f6r ve insanlar\u0131n kendilerini ger\u00e7ekle\u015ftirmeleri ve \u00f6zg\u00fcrle\u015fmeleri ile do\u011frudan ili\u015fkili bir s\u00fcre\u00e7 olmas\u0131d\u0131r. \u0130nsan Haklar\u0131 Evrensel Bildirgesi\u2019nde e\u011fitimin; cinsiyet, \u0131rk, etnik yap\u0131 ve ulus gibi ayr\u0131mlar g\u00f6zetilmeksizin her bireyin hakk\u0131 oldu\u011fu a\u00e7\u0131k\u00e7a belirtilmi\u015ftir. E\u011fitimin temel bir insan hakk\u0131 olmas\u0131 devletin herhangi bir ayr\u0131m g\u00f6zetmeden herkese, e\u015fit ve nitelikli e\u011fitimi paras\u0131z olarak sunmas\u0131n\u0131 gerektirmektedir. Her t\u00fcr ve d\u00fczey e\u011fitim; s\u0131n\u0131f, \u0131rk, renk, cinsiyet, dil, din, politik g\u00f6r\u00fc\u015f, ulus, etnik k\u00f6ken gibi ayr\u0131mlar yap\u0131lmadan herkese sa\u011flanmal\u0131d\u0131r.
\nT\u00fcrkiye Cumhuriyeti h\u00fck\u00fcmetleri imzalad\u0131\u011f\u0131 e\u011fitim hakk\u0131yla ilgili ve e\u011fitimde ayr\u0131mc\u0131l\u0131\u011f\u0131n \u00f6nlenmesine ili\u015fkin uluslararas\u0131 anla\u015fmalar, Anayasa ve ilgili yasalardaki h\u00fck\u00fcmler gere\u011fi, e\u011fitim hakk\u0131n\u0131n kullan\u0131m\u0131n\u0131n \u00f6n\u00fcndeki engelleri a\u015fmak \u00fczere etkin \u00e7al\u0131\u015fmalar y\u00fcr\u00fctmek zorundad\u0131r. E\u011fitime ili\u015fkin \u00e7al\u0131\u015fmalar\u0131 ger\u00e7ekle\u015ftirirken, anadilinde e\u011fitim ba\u015fta olmak \u00fczere e\u011fitim hakk\u0131na ili\u015fkin temel ilkeleri g\u00f6z \u00f6n\u00fcnde bulundurmak gerekmektedir.
\nHer ge\u00e7en g\u00fcn i\u00e7ten i\u00e7e \u00e7\u00fcr\u00fcyerek bir enkaz haline getirilmi\u015f e\u011fitim sistemimiz 2011\u20132012 e\u011fitim \u00f6\u011fretim y\u0131l\u0131n\u0131n ilk yar\u0131s\u0131nda da e\u011fitim emek\u00e7ilerinin \u00e7abalar\u0131 ile okullarda y\u00fcr\u00fct\u00fclmeye \u00e7al\u0131\u015f\u0131lm\u0131\u015ft\u0131r. \u0130lk\u00f6\u011fretimden ba\u015flayarak tam anlam\u0131yla bir yar\u0131\u015f i\u00e7ine sokulan \u00e7ocuklar\u0131m\u0131z ve gen\u00e7lerimiz aras\u0131ndaki e\u011fitim rekabeti, dershanelerle daha da artm\u0131\u015f, olu\u015fan dershane sistemi okullarda verilen e\u011fitimin niteli\u011fini tamamen yitirmesine, en temel i\u015flevlerini bile yerine getiremez duruma gelmesine neden olmu\u015ftur.
\nY\u0131llard\u0131r uygulanan ekonomik politikalar, kamudaki siyasal kadrola\u015fma, hak gasplar\u0131, sa\u011fl\u0131kta ya\u015fanan kat\u0131l\u0131m pay\u0131 ve di\u011fer uygulamalar, paral\u0131 e\u011fitim uygulamalar\u0131, atamas\u0131 yap\u0131lmayan i\u015fsiz \u00f6\u011fretmenlerin durumu, \u00fccretli \u00f6\u011fretmenli\u011fin yaratt\u0131\u011f\u0131 sorunlar, ekonomik krizin giderek a\u011f\u0131rla\u015fan yans\u0131malar\u0131 ve di\u011fer hak gasplar\u0131, i\u015fyerlerini i\u00e7ten i\u00e7e kaynatan, kamu emek\u00e7ilerinin \u00f6nemli bir b\u00f6l\u00fcm\u00fcn\u00fc sorunlar\u0131n\u0131 tart\u0131\u015fmaya ve sorgulamaya iten sonu\u00e7lar ortaya \u00e7\u0131karm\u0131\u015ft\u0131r.
\nE\u011fitimin ve e\u011fitim emek\u00e7ilerinin y\u0131llard\u0131r ya\u015fad\u0131\u011f\u0131 sorunlara kal\u0131c\u0131 \u00e7\u00f6z\u00fcmler \u00fcretilmemi\u015f, sorunlar\u0131m\u0131z\u0131n \u00e7\u00f6z\u00fclmesi noktas\u0131ndaki taleplerimiz g\u00f6rmezden gelinmi\u015ftir. Son y\u0131llarda e\u011fitimin b\u00fct\u00fcn kademelerinde ya\u015fanan ticarile\u015ftirme uygulamalar\u0131n\u0131n s\u00fcrmesine, \u00e7e\u015fitli adlar alt\u0131nda angarya \u00e7al\u0131\u015fman\u0131n yayg\u0131nla\u015fmas\u0131na, bask\u0131lar, s\u00fcrg\u00fcnler ve anti demokratik uygulamalara kar\u015f\u0131 sessiz ve tepkisiz kalmayaca\u011f\u0131m\u0131z\u0131 g\u00f6stermek i\u00e7in 21 Aral\u0131k \u00c7ar\u015famba g\u00fcn\u00fc ger\u00e7ekle\u015ftirdi\u011fimiz grev AKP H\u00fck\u00fcmeti’ne \u00f6nemli bir uyar\u0131 olmu\u015ftur.
\nE\u011fitim sisteminin y\u0131llar i\u00e7inde birikerek artan yap\u0131sal sorunlar\u0131n\u0131, ge\u00e7ici, g\u00fcn\u00fcbirlik politikalarla ge\u00e7i\u015ftirmek ya da \u00e7\u00f6z\u00fcms\u00fcz b\u0131rakmak, \u00e7ocuk ve gen\u00e7lerimizin, T\u00fcrkiye\u2019nin gelece\u011fine vurulmu\u015f en b\u00fcy\u00fck darbe olacakt\u0131r. E\u011fitim sistemimiz; \u00f6zellikle yoksul, emek\u00e7i ailelerin ya\u015fad\u0131\u011f\u0131 b\u00f6lge ve yerle\u015fim birimleri a\u00e7\u0131s\u0131ndan daha b\u00fcy\u00fck ihmallerin, derin e\u015fitsizlik ve yoksulluklar\u0131n ya\u015fand\u0131\u011f\u0131 bir durumdad\u0131r.
\nE\u011fitim Sen olarak, \u00e7ocuk ve gen\u00e7lerimizin, gelece\u011fimizin bu enkaz\u0131n alt\u0131nda yok olmamas\u0131 i\u00e7in acil ad\u0131mlar at\u0131lmas\u0131 zorunlulu\u011funu bir kez daha belirtiyoruz. E\u011fitimin ve e\u011fitim emek\u00e7ilerinin sorunlar\u0131na kal\u0131c\u0131 \u00e7\u00f6z\u00fcmler getirilmesine y\u00f6nelik taleplerimizin kar\u015f\u0131lanmamas\u0131 durumunda tepkilerimiz artarak s\u00fcrecektir. \u00d6n\u00fcm\u00fczdeki d\u00f6nemde ba\u015fta e\u011fitim alan\u0131nda ya\u015fanan olumsuz d\u00fczenlemeler olmak \u00fczere, e\u011fitim ve bilim emek\u00e7ilerinin ya\u015fad\u0131\u011f\u0131 sorunlar\u0131n \u00e7\u00f6z\u00fcm\u00fc i\u00e7in daha kitlesel ve sonu\u00e7 al\u0131c\u0131 eylemler hayata ge\u00e7irmeye kararl\u0131y\u0131z.<\/p>\n","protected":false},"excerpt":{"rendered":"