{"id":2202,"date":"2015-10-09T16:15:25","date_gmt":"2015-10-09T13:15:25","guid":{"rendered":"http:\/\/www.esithaklar.org\/?p=2202"},"modified":"2022-04-21T17:08:51","modified_gmt":"2022-04-21T14:08:51","slug":"egitimde-ayrimcilik-raporu-yayinlandi","status":"publish","type":"post","link":"https:\/\/www.esithaklar.org\/eski\/2015\/10\/09\/egitimde-ayrimcilik-raporu-yayinlandi\/","title":{"rendered":"E\u011e\u0130T\u0130MDE AYRIMCILIK RAPORU YAYINLANDI"},"content":{"rendered":"<p><strong>Tarih Vakf\u0131 ve Uluslararas\u0131 Az\u0131nl\u0131k Haklar\u0131 Grubu (MRG) ortakl\u0131\u011f\u0131nda Avrupa Birli\u011fi\u2019nin mali deste\u011fiyle y\u00fcr\u00fct\u00fclen \u201cT\u00fcrkiye\u2019de E\u011fitim Sisteminde E\u015fitli\u011fin \u0130zlenmesi\u201d adl\u0131 proje kapsam\u0131nda haz\u0131rlanan, \u201cT\u00fcrkiye E\u011fitim Sisteminde Renk, Etnik K\u00f6ken, Dil, Din ve \u0130nan\u00e7 Temelli Ayr\u0131mc\u0131l\u0131k\u201d raporu kamuoyuyla payla\u015f\u0131ld\u0131. <\/strong><\/p>\n<p><em>T\u00fcrkiye\u2019de Formel E\u011fitim Sisteminde E\u015fitli\u011fin \u0130zlenmesi i\u00e7in Sivil Toplumun Mobilize Edilmesi (E\u011fitimde E\u015fitli\u011fin \u0130zlenmesi)<\/em> adl\u0131 projenin alan ara\u015ft\u0131rmas\u0131 ve izleme a\u011f\u0131 bile\u015fenlerinin derledi\u011fi verilere dayan\u0131larak haz\u0131rlanan rapor, 2014-2015 E\u011fitim ve \u00d6\u011fretim Y\u0131l\u0131nda T\u00fcrkiye\u2019de resmi e\u011fitim sisteminde renk, etnik k\u00f6ken, dil, din ve inan\u00e7 temelli ne t\u00fcr ayr\u0131mc\u0131l\u0131klar\u0131n var oldu\u011funu ortaya koydu. <strong>E\u011fitimde E\u015fitli\u011fin \u0130zlenmesi Projesi<\/strong> Uluslararas\u0131 Az\u0131nl\u0131k Haklar\u0131 Grubu (MRG) ile Tarih Vakf\u0131 ortakl\u0131\u011f\u0131nda, Avrupa Birli\u011fi\u2019nin mali deste\u011fiyle 1 Mart 2014\u2019ten bu g\u00fcne y\u00fcr\u00fct\u00fclen projenin sonu\u00e7lar\u0131 yak\u0131n zamanda Milli E\u011fitim Bakanl\u0131\u011f\u0131\u2019na sunulacak.<\/p>\n<p><strong>30 Eyl\u00fcl 2015 \u00c7ar\u015famba<\/strong> g\u00fcn\u00fc <strong>T\u00fcrkiye \u201cMilli\u201d E\u011fitim Sisteminde \u201cGayri Milliler\u201d <\/strong>ad\u0131 alt\u0131nda d\u00fczenlenen bas\u0131n toplant\u0131s\u0131 ile kamuoyuna sunulan rapor kapsam\u0131nda incelenen konular aras\u0131nda \u00f6ne \u00e7\u0131kan baz\u0131 ba\u015fl\u0131klar \u015f\u00f6yle;<strong>\u00a0<\/strong><\/p>\n<p><strong>T\u00fcrk \u201cMilli\u201d E\u011fitiminin Amac\u0131<\/strong><\/p>\n<p>Milli E\u011fitim Temel Kanunu\u2019nda T\u00fcrk milli e\u011fitiminin temel ilkeleri s\u0131ralan\u0131rken, milli e\u011fitim hizmetinin T\u00fcrk vatanda\u015flar\u0131n\u0131n istek ve kabiliyetleri ile T\u00fcrk toplumunun ihtiya\u00e7lar\u0131na g\u00f6re d\u00fczenlendi\u011fi belirtiliyor. Anayasa ve Milli E\u011fitim Temel Kanunu&#8217;nda \u00fclkedeki \u00e7o\u011fulculu\u011fa, farkl\u0131l\u0131klara ve bar\u0131\u015fa herhangi bir referans yap\u0131lmazken, aksine defalarca T\u00fcrkl\u00fck vurgusu yap\u0131l\u0131yor; Atat\u00fcrk milliyet\u00e7ili\u011fine ba\u011fl\u0131l\u0131k temel bir ama\u00e7 olarak d\u00fczenleniyor. Nitekim m\u00fcfredat, ders programlar\u0131 ve ders kitaplar\u0131n\u0131n i\u00e7eri\u011fi de kanunda belirlenen amaca g\u00f6re d\u00fczenleniyor. Son y\u0131llarda m\u00fcfredatta, ders kitaplar\u0131nda ve etkinliklerde dini referanslar\u0131n artt\u0131\u011f\u0131 dikkat \u00e7ekerken, \u201cT\u00fcrk \u0130slam\u201d sentezi ideolojisinin yeniden kurgulanarak \u00f6\u011frencilere empoze edildi\u011fi g\u00f6zlemleniyor. E\u011fitim-Sen\u2019in 2014-2015 \u00f6\u011fretim y\u0131l\u0131 ile ilgili raporuna g\u00f6re e\u011fitimde 4+4+4 sistemine ge\u00e7ilmesiyle beraber \u201cdindar\u201d ve \u201citaatk\u00e2r\u201d bir nesil yeti\u015ftirmek hedeflendi, okullar\u0131n \u00f6nemli bir k\u0131sm\u0131n\u0131n imam hatip lisesi ve ortaokuluna \u00e7evirmek konusunda \u00f6nemli ad\u0131mlar at\u0131ld\u0131. Ayn\u0131 rapora g\u00f6re felsefe, bilim, sanat ve beden e\u011fitimi derslerinin saat say\u0131s\u0131 azal\u0131rken, dini i\u00e7erikli derslerin say\u0131s\u0131nda art\u0131\u015f g\u00f6r\u00fcld\u00fc.<\/p>\n<p><strong>Anadilde e\u011fitim yoluyla anadilin \u00f6\u011frenilmesi<\/strong><\/p>\n<p>Anadilini e\u011fitim sistemi d\u00e2hilinde \u00f6\u011frenmenin, daha \u00f6nemlisi anadilinde e\u011fitim g\u00f6rmenin, devletin resmi dilinden ba\u015fka bir dili anadilleri olarak tan\u0131mlayan topluluklar\u0131n dillerini korumalar\u0131n\u0131n en \u00f6nemli arac\u0131 oldu\u011fu s\u00f6ylenebilir. Bunun i\u00e7in g\u00fcn\u00fcm\u00fczde T\u00fcrkiye\u2019de de yok olmaya y\u00fcz tutmu\u015f veya konu\u015fan say\u0131s\u0131 azalan dilleri anadilleri olarak kabul eden topluluklar ba\u015fta olmak \u00fczere pek \u00e7ok topluluk, anadillerinin resmi e\u011fitim sistemi i\u00e7inde \u00e7ocuklara \u00f6\u011fretilmesini talep ediyor.<\/p>\n<p><strong>Kat\u0131l\u0131mc\u0131l\u0131ktan uzak planlama ve uygulama<\/strong><\/p>\n<p>\u00d6ncelikle Ya\u015fayan Diller ve Leh\u00e7eler se\u00e7meli dil derslerinin m\u00fcfredata al\u0131nmas\u0131, uygulama ve planlamas\u0131 s\u0131ras\u0131nda, dili konu\u015fan gruplar\u0131n temsilcileriyle herhangi bir isti\u015fare yap\u0131lmam\u0131\u015ft\u0131r. Dolay\u0131s\u0131yla bu dersler kat\u0131l\u0131mc\u0131l\u0131ktan uzak bir \u015fekilde geli\u015ftirilmi\u015ftir.<\/p>\n<p><strong>Se\u00e7meli bir dersin a\u00e7\u0131lmas\u0131 i\u00e7in en az 10 \u00f6\u011frencinin o dersi se\u00e7mi\u015f olmas\u0131 \u015fart\u0131, s\u00f6z konusu dersin a\u00e7\u0131lmas\u0131n\u0131 zorla\u015ft\u0131r\u0131yor<\/strong><\/p>\n<p>Di\u011fer se\u00e7meli derslerde oldu\u011fu gibi, se\u00e7meli derslerden birinin bir okulda a\u00e7\u0131labilmesi i\u00e7in en az 10 \u00f6\u011frencinin dersi tercih etmesi gerekiyor. \u00d6zellikle n\u00fcfus olarak daha az veya da\u011f\u0131n\u0131k olan ve anadili \u00f6\u011frenme konusunda hen\u00fcz yeterli ilgiyi g\u00f6sterebilecek durumda olmayan toplumsal gruplar i\u00e7in bu s\u0131n\u0131rlama b\u00fcy\u00fck bir sorun olarak g\u00f6r\u00fcl\u00fcyor.<\/p>\n<p><strong>Anadilinde e\u011fitim yaln\u0131zca az\u0131nl\u0131k okullar\u0131nda yap\u0131l\u0131yor. Az\u0131nl\u0131k okullar\u0131 da ciddi sorunlar ya\u015f\u0131yor. <\/strong><!--more--><\/p>\n<p>T\u00fcrkiye\u2019de anadilinde e\u011fitim yaln\u0131zca Ermeni, Rum, Musevi ve ge\u00e7en y\u0131ldan itibaren S\u00fcryani okullar\u0131nda yap\u0131labiliyor. Bu okullar maddi s\u0131k\u0131nt\u0131lar olmak \u00fczere pek \u00e7ok sorun ya\u015f\u0131yorlar. Devlet okullar\u0131nda T\u00fcrk\u00e7e d\u0131\u015f\u0131nda kalan anadillerde e\u011fitim yap\u0131lm\u0131yor. Bu durum, milyonlarca \u00e7ocu\u011fun hi\u00e7 veya yeterince bilmedi\u011fi bir dilde \u00f6\u011frenim g\u00f6rmesine ve anadilinde e\u011fitim g\u00f6ren \u00e7ocuklara g\u00f6re dezavantajl\u0131 duruma d\u00fc\u015fmesine neden oluyor.<\/p>\n<p>Dezavantajl\u0131 \u2013 yoksul gruplar e\u011fitim hakk\u0131nda gereken \u015fekilde yararlanam\u0131yor.<\/p>\n<p>Toplumun en dezavantajl\u0131 kesimleri aras\u0131nda yer alan Romanlar, Afro-T\u00fcrkler, mevsimlik i\u015f\u00e7i \u00e7ocuklar (\u00e7o\u011fu K\u00fcrt ve Roman) \u00f6\u011frenim hayatlar\u0131na toplumun di\u011fer kesimlerine k\u0131yasen daha az oranda devam edebiliyor. B\u00f6lgeler aras\u0131 e\u015fitsizlik hen\u00fcz giderilmi\u015f de\u011fil. Do\u011fu ve g\u00fcneydo\u011fu b\u00f6lgelerinde okullula\u015fma ve okula devam etme oran\u0131 T\u00fcrkiye ortalamas\u0131n\u0131n alt\u0131nda.<\/p>\n<p><strong>M\u00fcfredat ve ders kitaplar\u0131nda \u00e7o\u011fulculuk<\/strong><\/p>\n<p>Bir \u00fclkedeki e\u011fitim sisteminin amac\u0131, m\u00fcfredat\u0131n ve ders kitaplar\u0131n\u0131n i\u00e7eri\u011fi \u00fclkede farkl\u0131 kimliklere sayg\u0131n\u0131n geli\u015ftirilmesine ve farkl\u0131l\u0131klar\u0131n te\u015fvik edilmesine katk\u0131da bulunabilece\u011fi gibi, toplumdaki \u00f6nyarg\u0131lar\u0131n ve d\u00fc\u015fmanl\u0131\u011f\u0131n derinle\u015fmesine de etki edebilir. \u00d6rne\u011fin;<\/p>\n<ul>\n<li>Ders kitaplar\u0131 T\u00fcrkiye\u2019deki toplumsal \u00e7e\u015fitlili\u011fi yans\u0131tmaktan \u00e7ok uzak. Kitaplarda K\u00fcrtler, Ermeniler, Museviler, Rumlar, Abazalar, Lazlar, cinsel y\u00f6nelim gruplar\u0131 ve ba\u015f\u00f6rt\u00fcl\u00fcler yer almazken;metinler d\u0131\u015flay\u0131c\u0131 bir T\u00fcrkl\u00fck anlay\u0131\u015f\u0131yla yaz\u0131l\u0131yor.<\/li>\n<li>Ders kitaplar\u0131nda \u201cbiz\u201d derken yaln\u0131zca k\u00f6kleri Orta Asya\u2019ya dayanan ve M\u00fcsl\u00fcman olan T\u00fcrkler kastediliyor.<\/li>\n<li>Ders kitaplar\u0131nda baz\u0131 gruplara kar\u015f\u0131 \u00f6nyarg\u0131 ve kal\u0131pyarg\u0131 olu\u015fturan ifadeler yer al\u0131yor. \u00d6rne\u011fin ateistler topluma zarar vermekle su\u00e7lan\u0131yor.<\/li>\n<\/ul>\n<p><strong>Temel ilkeler ve tavsiyeler<\/strong><\/p>\n<ul>\n<li>E\u011fitim sistemindeki merkeziyet\u00e7i ve tek\u00e7i yap\u0131ya son verilerek; e\u011fitim politikalar\u0131n\u0131 geli\u015ftirme ve hayata ge\u00e7irme konusunda yetki merkezden yerele ve okullara kayd\u0131r\u0131lmal\u0131 ve buna ba\u011fl\u0131 olarak yerelde ve okullarda kapasite g\u00fc\u00e7lendirilmeli.<\/li>\n<li>Din K\u00fclt\u00fcr\u00fc ve Ahlak Bilgisi dersi m\u00fcfredattan kald\u0131r\u0131lmal\u0131. Kald\u0131r\u0131lmaz ise de bu ders nesnel, \u00e7o\u011fulcu ve ele\u015ftirel bir \u201cdinler hakk\u0131nda e\u011fitim\u201d dersi olarak d\u00fczenlenerek se\u00e7meli ders stat\u00fcs\u00fcne al\u0131nmal\u0131 ve yaln\u0131zca tercih eden \u00f6\u011frenciler bu dersi almal\u0131. Bu dersi tercih etmeyen \u00f6\u011frencilere ba\u015fka alternatif se\u00e7meli dersleri tercih etme \u015fans\u0131 tan\u0131nmal\u0131.<\/li>\n<li>Din K\u00fclt\u00fcr\u00fc ve Ahlak Bilgisi dersiyle ilgili sorular\u0131n TEOG yerle\u015ftirme s\u0131navlar\u0131nda sorulmas\u0131na son verilmeli.<\/li>\n<li>Ders kitaplar\u0131nda yer alan, baz\u0131 gruplara kar\u015f\u0131 \u00f6nyarg\u0131 ve kal\u0131pyarg\u0131 olu\u015fturan ve\/veya baz\u0131 gruplar\u0131 zararl\u0131 g\u00f6steren ifadeler \u00e7\u0131kar\u0131lmal\u0131.<\/li>\n<li>T\u00fcrkiye\u2019de ya\u015fayan b\u00fct\u00fcn halklar\u0131n anadillerini \u00f6\u011frenme ve anadillerinde \u00f6\u011frenim g\u00f6rme haklar\u0131 anayasal g\u00fcvenceye kavu\u015fmal\u0131.<\/li>\n<li>Milli E\u011fitim Bakanl\u0131\u011f\u0131 b\u00fcnyesinde \u2018Ayr\u0131mc\u0131l\u0131\u011f\u0131 \u0130zleme Kurulu\u2019 olu\u015fturulmal\u0131.<\/li>\n<li>Zorunlu verilmesi gereken ders d\u0131\u015f\u0131ndaki konularda; \u00f6rne\u011fin ders programlar\u0131, e\u011fitim dili gibi konularda farkl\u0131 e\u011fitim modellerinin uygulanmas\u0131na olanak tan\u0131nmal\u0131.<\/li>\n<li>E\u011fitim sistemine ili\u015fkin politikalar\u0131n geli\u015ftirilmesinde ve uygulanmas\u0131nda merkezi ve yerel d\u00fczeyde kat\u0131l\u0131mc\u0131l\u0131k ilkesine uyulmal\u0131 ve e\u011fitim hakk\u0131n\u0131n \u00f6znesi olan \u00e7ocuklar\u0131 da s\u00fcre\u00e7lere d\u00e2hil eden demokratik karar verme mekanizmalar\u0131 olu\u015fturulmal\u0131. Bu konuda faaliyet y\u00fcr\u00fcten akademik birimlerin, sivil toplum kurulu\u015flar\u0131n\u0131n ve farkl\u0131 renge, etnik k\u00f6kene, dile, dine ve inanca mensup topluluklar\u0131n karar alma s\u00fcre\u00e7lerine d\u00e2hil edilmeleri sa\u011flanmal\u0131.<\/li>\n<li>Ayr\u0131mc\u0131l\u0131\u011fa maruz kalan \u00f6\u011frencilerin ba\u015fvurabilecekleri, kolay eri\u015filebilir ve h\u0131zl\u0131 sonu\u00e7 al\u0131nabilir idari ve yarg\u0131sal koruma mekanizmalar\u0131n\u0131n mevzuatta a\u00e7\u0131k\u00e7a tan\u0131mlanmas\u0131 ve bu mekanizmalara ba\u015fvuru yapma konusunda \u00f6\u011frencilerinin ve ailelerinin yard\u0131m alabilecekleri birimlerin olu\u015fturulmas\u0131 sa\u011flanmal\u0131.<\/li>\n<li>Ayr\u0131mc\u0131 bir muamelenin \u015fik\u00e2yet edilmesi veya duyulmas\u0131 halinde idari ve yarg\u0131sal usulleri harekete ge\u00e7irmeyen ve gerekli tedbirleri almayan \u00f6\u011fretmenler ve okul idarecileri hakk\u0131nda cayd\u0131r\u0131c\u0131 yapt\u0131r\u0131mlar \u00f6ng\u00f6ren yasal i\u015flemler yap\u0131lmal\u0131.<\/li>\n<li>Temel e\u011fitimin paras\u0131z olmas\u0131 ilkesinden hareketle okullarda \u2018ba\u011f\u0131\u015f\u2019 ad\u0131 alt\u0131nda kay\u0131t \u00fccreti al\u0131nmas\u0131 yasaklanmal\u0131.<\/li>\n<li>E\u011fitim fak\u00fcltelerindeki m\u00fcfredatta ayr\u0131mc\u0131l\u0131k yasa\u011f\u0131, \u00e7ok k\u00fclt\u00fcrl\u00fcl\u00fck gibi konulara yer verilmeli; g\u00f6rev yapan \u00f6\u011fretmenlere bu konularda hizmet i\u00e7i e\u011fitim verilmeli.<\/li>\n<li>T\u00fcrkiye\u2019nin taraf oldu\u011fu uluslararas\u0131 s\u00f6zle\u015fmelerdeki az\u0131nl\u0131k haklar\u0131 ve k\u00fclt\u00fcrel haklar ile ilgili maddelere koydu\u011fu \u00e7ekinceleri kald\u0131rmas\u0131; hen\u00fcz taraf olmad\u0131\u011f\u0131 Ulusal Az\u0131nl\u0131klar i\u00e7in \u00c7er\u00e7eve S\u00f6zle\u015fme, UNESCO E\u011fitimde Ayr\u0131mc\u0131l\u0131\u011fa Kar\u015f\u0131 S\u00f6zle\u015fme, Avrupa B\u00f6lgesel ve Az\u0131nl\u0131k Dilleri \u015eart\u0131 gibi s\u00f6zle\u015fmeleri onaylamas\u0131 sa\u011flanmal\u0131.<\/li>\n<\/ul>\n<p><span style=\"color: #993366;\"><a style=\"color: #993366;\" href=\"http:\/\/www.esithaklar.org\/wp-content\/uploads\/2015\/10\/T\u00fcrkiye-E\u011fitim-Sisteminde-Ayr\u0131mc\u0131l\u0131k-Raporu2015.pdf\">T\u00fcrkiye E\u011fitim Sisteminde Ayr\u0131mc\u0131l\u0131k Raporu,2015<\/a><\/span><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tarih Vakf\u0131 ve Uluslararas\u0131 Az\u0131nl\u0131k Haklar\u0131 Grubu (MRG) ortakl\u0131\u011f\u0131nda Avrupa Birli\u011fi\u2019nin mali deste\u011fiyle y\u00fcr\u00fct\u00fclen \u201cT\u00fcrkiye\u2019de E\u011fitim Sisteminde E\u015fitli\u011fin \u0130zlenmesi\u201d adl\u0131 proje kapsam\u0131nda haz\u0131rlanan, \u201cT\u00fcrkiye E\u011fitim Sisteminde Renk, Etnik K\u00f6ken, Dil, Din ve \u0130nan\u00e7 Temelli Ayr\u0131mc\u0131l\u0131k\u201d raporu kamuoyuyla payla\u015f\u0131ld\u0131. T\u00fcrkiye\u2019de Formel E\u011fitim Sisteminde E\u015fitli\u011fin \u0130zlenmesi i\u00e7in Sivil Toplumun Mobilize Edilmesi (E\u011fitimde [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":2199,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[27,22,39],"tags":[],"class_list":["post-2202","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-diger_kurumlarin-raporlari","category-duyurular","category-genel"],"_links":{"self":[{"href":"https:\/\/www.esithaklar.org\/eski\/wp-json\/wp\/v2\/posts\/2202","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.esithaklar.org\/eski\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.esithaklar.org\/eski\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.esithaklar.org\/eski\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.esithaklar.org\/eski\/wp-json\/wp\/v2\/comments?post=2202"}],"version-history":[{"count":1,"href":"https:\/\/www.esithaklar.org\/eski\/wp-json\/wp\/v2\/posts\/2202\/revisions"}],"predecessor-version":[{"id":7681,"href":"https:\/\/www.esithaklar.org\/eski\/wp-json\/wp\/v2\/posts\/2202\/revisions\/7681"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.esithaklar.org\/eski\/wp-json\/"}],"wp:attachment":[{"href":"https:\/\/www.esithaklar.org\/eski\/wp-json\/wp\/v2\/media?parent=2202"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.esithaklar.org\/eski\/wp-json\/wp\/v2\/categories?post=2202"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.esithaklar.org\/eski\/wp-json\/wp\/v2\/tags?post=2202"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}