{"id":12052,"date":"2026-06-14T10:33:09","date_gmt":"2026-06-14T10:33:09","guid":{"rendered":"https:\/\/www.btaytd.org\/web\/?p=12052"},"modified":"2026-06-14T10:33:25","modified_gmt":"2026-06-14T10:33:25","slug":"pusula-dergisi-mayis-2026-sayisi-egitim","status":"publish","type":"post","link":"https:\/\/www.btaytd.org\/web\/tr\/pusula-dergisi-mayis-2026-sayisi-egitim\/","title":{"rendered":"PUSULA DERG\u0130S\u0130 MAYIS 2026 SAYISI- E\u011e\u0130T\u0130M"},"content":{"rendered":"\n

Tokyo\u2019dan Toronto\u2019ya E\u011fitim Modelleri<\/strong><\/p>\n\n\n\n

E\u011fitim, bir milletin gelece\u011fini in\u015fa etmesini sa\u011flayan temel ta\u015flar\u0131ndan biridir. D\u00fcnya \u00fczerindeki e\u011fitim sistemleri, \u00fclkelerin k\u00fclt\u00fcrel de\u011ferlerine, ekonomik hedeflerine ve toplumsal \u00f6nceliklerine g\u00f6re b\u00fcy\u00fck farkl\u0131l\u0131klar g\u00f6stermektedir. Kimi \u00fclkelerin e\u011fitim sisteminde ekolojik s\u00fcrd\u00fcr\u00fclebilirlik temel hedef olarak belirlenirken baz\u0131lar\u0131nda teknoloji entegrasyonu, baz\u0131lar\u0131nda ise \u00f6\u011frenci mutlulu\u011fu gibi farkl\u0131 toplumsal beklentiler \u00f6n plana \u00e7\u0131kmaktad\u0131r. Bu nedenle modern d\u00fcnyada “en iyi” sistem diyebilece\u011fimiz tek bir model bulunmamaktad\u0131r. Ancak d\u00fcnya genelinde, e\u011fitim konusunda “kutup y\u0131ld\u0131z\u0131” olarak kabul edilen ve her biri farkl\u0131 bir felsefeyi temsil eden \u00fc\u00e7 \u00f6nemli model bulunmaktad\u0131r: Japonya, \u0130sve\u00e7 ve Kanada.<\/p>\n\n\n\n

Asya\u2019n\u0131n en g\u00fc\u00e7l\u00fc ekonomilerinden biri olan Japonya, ba\u015far\u0131s\u0131n\u0131 hi\u00e7 ku\u015fkusuz e\u011fitim sistemine bor\u00e7ludur. Ancak Japonya \u00f6rne\u011fi, refah d\u00fczeyindeki geli\u015fimin yaln\u0131zca e\u011fitimin teknolojiye ve \u00fcretime odaklanmas\u0131yla ger\u00e7ekle\u015febilece\u011fi fikrinin bir yan\u0131lg\u0131 oldu\u011funu g\u00f6stermektedir. Zira Japon e\u011fitim sistemi, akademik ba\u015far\u0131dan \u00f6nce “karakter in\u015fas\u0131na” odaklan\u0131r.<\/p>\n\n\n\n

\u0130lkokula ba\u015flayan \u00e7ocuklara \u00f6ncelikle \u00f6z denetim, temizlik ve toplumsal sorumluluk a\u015f\u0131lan\u0131r. \u00d6\u011frencilerin kendi s\u0131n\u0131flar\u0131n\u0131 temizlemesi ve arkada\u015flar\u0131n\u0131n yemeklerini da\u011f\u0131tmas\u0131 beklenir. B\u00f6ylece \u00e7ocuklar, akademik geli\u015fimden \u00f6nce topluma aidiyet ve sorumluluk hissi elde eder. Ayr\u0131ca \u00f6\u011fretmenleriyle birlikte ayn\u0131 yemekleri yiyen \u00f6\u011frenciler, e\u015fitlik ve sayg\u0131 kavramlar\u0131n\u0131 hayatlar\u0131n\u0131n ilk y\u0131llar\u0131ndan itibaren uygulamal\u0131 olarak \u00f6\u011frenirler. Ders konusuna gelindi\u011findeyse ilk\u00f6\u011fretim d\u00fczeyinde s\u0131n\u0131fta kalma sisteminin bulunmamas\u0131, her \u00f6\u011frencinin kendi h\u0131z\u0131nda ve bask\u0131 hissetmeden geli\u015fimine olanak tan\u0131r.<\/p>\n\n\n\n

Sistemin bir di\u011fer g\u00fc\u00e7l\u00fc yan\u0131 ise okul ile aile aras\u0131ndaki kopmaz ba\u011flard\u0131r. Japonya\u2019da e\u011fitim, sadece okul duvarlar\u0131 aras\u0131nda kalmaz. \u00d6\u011fretmenler taraf\u0131ndan yap\u0131lan d\u00fczenli aile ziyaretleri ve y\u0131lda alt\u0131 kez ger\u00e7ekle\u015ftirilen veli toplant\u0131lar\u0131yla e\u011fitim s\u00fcreci evde de devam ettirilir. Ayr\u0131ca \u00f6\u011fretim y\u0131l\u0131n\u0131n ba\u015f\u0131nda d\u00fczenlenen do\u011fa gezileri, \u00e7ocuklar\u0131n \u00e7evreleriyle kurdu\u011fu ba\u011f\u0131 g\u00fc\u00e7lendirerek onlar\u0131 hem fiziksel hem de sosyal a\u00e7\u0131dan hayata haz\u0131rlar.[1]<\/a> B\u00f6ylece Japonya, e\u011fitimin bir b\u00fct\u00fcnsellik i\u00e7inde, yerel y\u00f6netimlerin ve toplumun t\u00fcm katmanlar\u0131n\u0131n deste\u011fiyle y\u00fcr\u00fct\u00fclmesinin \u00f6nemini g\u00f6steren ilham verici bir e\u011fitim modeli sunmaktad\u0131r.<\/p>\n\n\n\n

Di\u011fer dikkat \u00e7ekici e\u011fitim anlay\u0131\u015f\u0131n\u0131 biraz daha yak\u0131n bir co\u011frafyada, \u0130sve\u00e7\u2019te bulmam\u0131z m\u00fcmk\u00fcnd\u00fcr. \u00dclkenin e\u011fitim sistemi, bireyin \u00f6zg\u00fcrl\u00fc\u011f\u00fcn\u00fc ve toplumsal e\u015fitli\u011fi merkeze alan yap\u0131s\u0131yla, modern d\u00fcnyada kendine \u00f6zg\u00fc bir yer tutmaktad\u0131r. \u00c7ocuklar 6 ya\u015f\u0131ndan itibaren ba\u015flayan “okul \u00f6ncesi s\u0131n\u0131f” uygulamas\u0131yla resm\u00ee e\u011fitim hayat\u0131na yumu\u015fak ve oyun odakl\u0131 bir ge\u00e7i\u015fle ba\u015flar. E\u011fitimin ilk y\u0131llar\u0131nda \u00e7ocuklar\u0131n sadece akademik becerilerinin de\u011fil, sosyal uyumlar\u0131n\u0131n da en \u00fcst d\u00fczeye \u00e7\u0131kar\u0131lmas\u0131 ama\u00e7lan\u0131r.<\/p>\n\n\n\n

\u0130sve\u00e7 modelinin en belirgin \u00f6zelliklerinden biri, 7 ya\u015f\u0131nda ba\u015flayan ve toplam dokuz y\u0131l s\u00fcren \u201cTemelokul\u201d uygulamas\u0131d\u0131r. \u201cTemelokul\u201d, \u00fc\u00e7 a\u015famaya ayr\u0131lmaktad\u0131r. \u0130lk \u00fc\u00e7 s\u0131n\u0131fta \u00e7ocuklar haftal\u0131k yirmi saatlik ders program\u0131yla e\u011fitime ba\u015flar. Bu s\u00fcre\u00e7te temel dil ve matematik becerilerinin yan\u0131 s\u0131ra din ve \u00e7evre bilgisi gibi derslerle toplumsal de\u011ferleri \u00f6\u011frenirler. D\u00f6rd\u00fcnc\u00fc s\u0131n\u0131ftan itibaren ba\u015flayan ikinci a\u015famada ders y\u00fck\u00fc artarak haftal\u0131k otuz be\u015f saate kadar \u00e7\u0131kar ve bu d\u00f6nemde \u0130ngilizce ile genel k\u00fclt\u00fcr dersleri m\u00fcfredat\u0131n merkezine yerle\u015fir. Genel k\u00fclt\u00fcr dersleri \u00f6zellikle tarih, co\u011frafya, din ve do\u011fa bilimlerini i\u00e7eren disiplinler aras\u0131 bir yakla\u015f\u0131m sunarak \u00f6\u011frencinin d\u00fcnyay\u0131 bir b\u00fct\u00fcn olarak alg\u0131lamas\u0131n\u0131 sa\u011flar. Zorunlu e\u011fitimin ilk ve orta a\u015famalar\u0131nda \u00f6\u011frencilere a\u015f\u0131r\u0131 ev \u00f6devi verilmesinden ka\u00e7\u0131n\u0131l\u0131r. Bu yakla\u015f\u0131m\u0131n temel amac\u0131, \u00e7ocu\u011fun okul d\u0131\u015f\u0131ndaki zaman\u0131n\u0131 sosyal aktivitelere, oyuna ve ailesine ay\u0131rmas\u0131na olanak tan\u0131yarak e\u011fitim ile ya\u015fam aras\u0131ndaki dengeyi korumakt\u0131r. Zorunlu e\u011fitimin son halkas\u0131n\u0131 olu\u015fturan yedi, sekiz ve dokuzuncu s\u0131n\u0131flar ise \u00f6\u011frencilerin kendi yeteneklerini ke\u015ffettikleri ve gelecekteki uzmanl\u0131k alanlar\u0131na dair kritik kararlar ald\u0131klar\u0131 bir d\u00f6nemdir. Sistemin en dikkat \u00e7ekici yanlar\u0131ndan biri de not ve karne bask\u0131s\u0131n\u0131n alt\u0131nc\u0131 s\u0131n\u0131fa kadar tamamen ortadan kald\u0131r\u0131lm\u0131\u015f olmas\u0131d\u0131r. Bu yakla\u015f\u0131m, \u00f6\u011frencinin motivasyonunu \u00f6dev ve not kayg\u0131s\u0131ndan uzakla\u015ft\u0131r\u0131p ki\u015fisel geli\u015fime odaklamas\u0131n\u0131 hedefler. S\u0131n\u0131fta kalma uygulamas\u0131n\u0131n neredeyse hi\u00e7 olmad\u0131\u011f\u0131 bu yap\u0131da, her \u00f6\u011frenci kendi h\u0131z\u0131nda ilerleme \u015fans\u0131 bulur. Okul y\u00f6netimi ve aile aras\u0131ndaki s\u0131k\u0131 i\u015f birli\u011fi sayesinde e\u011fitim okul duvarlar\u0131n\u0131n d\u0131\u015f\u0131na ta\u015f\u0131n\u0131r.[2]<\/a><\/p>\n\n\n\n

Do\u011fu\u2019dan ba\u015flad\u0131\u011f\u0131m\u0131z k\u00fcresel e\u011fitim turu, Bat\u0131\u2019n\u0131n en kapsay\u0131c\u0131 sistemine sahip oldu\u011fu d\u00fc\u015f\u00fcn\u00fclen Kanada ile son buluyor. Merkez\u00ee bir e\u011fitim bakanl\u0131\u011f\u0131 bulundurmayan Kanada, her eyaletin kendi e\u011fitim politikas\u0131n\u0131 \u00f6zg\u00fcrce belirledi\u011fi, esnek ve yerelle\u015fmi\u015f yap\u0131s\u0131yla ezber bozan bir model sunuyor. E\u011fitim s\u00fcrecinin merkezinde yer alan \u00f6\u011fretmenler, m\u00fcfredat\u0131 s\u0131n\u0131ftaki \u00f6\u011frencilerin bireysel ihtiya\u00e7lar\u0131na g\u00f6re uyarlama konusunda geni\u015f bir \u00f6zg\u00fcrl\u00fc\u011fe sahipken okullar, \u00f6\u011frencilerin ele\u015ftirel d\u00fc\u015f\u00fcnme, problem \u00e7\u00f6zme ve i\u015f birli\u011fi yapma becerilerini geli\u015ftiren ortamlar olarak tasarlanm\u0131\u015ft\u0131r. \u00dclkede e\u011fitimin her kademesi \u00f6\u011frencinin b\u00fct\u00fcnc\u00fcl geli\u015fimini hedefleyen spesifik ama\u00e7lar \u00fczerine in\u015fa edilmi\u015ftir. \u0130lkokul d\u00fczeyinde temel odak noktas\u0131, \u00e7ocuklara temel okuryazarl\u0131k ve aritmetik becerilerini kazand\u0131rman\u0131n yan\u0131 s\u0131ra sosyal uyum, \u00f6zg\u00fcven ve \u00f6\u011frenme merak\u0131n\u0131 a\u015f\u0131lamakt\u0131r. Ortaokul y\u0131llar\u0131, \u00f6\u011frencilerin akademik ilgi alanlar\u0131n\u0131 ke\u015ffetmeye ba\u015flad\u0131\u011f\u0131 bir ge\u00e7i\u015f d\u00f6nemi olarak kurgulan\u0131rken lise e\u011fitimi, bireyi hem y\u00fcksek\u00f6\u011fretime hem de profesyonel i\u015f hayat\u0131na haz\u0131rlayan, geni\u015f bir se\u00e7meli ders yelpazesiyle desteklenen esnek bir yap\u0131 sunar.<\/p>\n\n\n\n

Kanada sisteminin en dikkat \u00e7ekici \u00f6zelli\u011fi, toplumsal \u00e7e\u015fitlili\u011fi bir engel de\u011fil, bir zenginlik olarak kabul eden kapsay\u0131c\u0131 e\u011fitim anlay\u0131\u015f\u0131d\u0131r. \u00d6zellikle g\u00f6\u00e7men k\u00f6kenli \u00f6\u011frencilerin sisteme entegrasyonu ve dil destek programlar\u0131, sosyoekonomik arka plan\u0131 ne olursa olsun her bireyin potansiyelini ger\u00e7ekle\u015ftirmesine imk\u00e2n tan\u0131maktad\u0131r. Ayr\u0131ca e\u011fitim s\u00fcresince \u00f6\u011frencilere sunulan psikolojik ve sosyal destek mekanizmalar\u0131, akademik kayg\u0131y\u0131 minimize ederek \u00f6\u011frenme kalitesini art\u0131rmaktad\u0131r. \u00dclkenin “f\u0131rsat e\u015fitli\u011fi” odakl\u0131 yakla\u015f\u0131m\u0131, sadece akademik ba\u015far\u0131y\u0131 de\u011fil, ayn\u0131 zamanda toplumsal bar\u0131\u015f\u0131 da besleyen temel unsurdur. Kanada\u2019da e\u011fitimin nihai amac\u0131, de\u011fi\u015fen d\u00fcnya ko\u015fullar\u0131na uyum sa\u011flayabilen, ele\u015ftirel d\u00fc\u015f\u00fcnme yetisine sahip ve toplumsal sorumluluk bilinci y\u00fcksek vatanda\u015flar yeti\u015ftirmektir.[3]<\/a><\/p>\n\n\n\n

Sonu\u00e7 olarak Japonya\u2019n\u0131n karakter odakl\u0131 disiplini, \u0130sve\u00e7\u2019in \u00f6zg\u00fcrl\u00fck\u00e7\u00fc e\u015fitlik anlay\u0131\u015f\u0131 ve Kanada\u2019n\u0131n esnek kapsay\u0131c\u0131l\u0131\u011f\u0131 bizlere e\u011fitimin sadece teknik bir s\u00fcre\u00e7 olmad\u0131\u011f\u0131n\u0131, aksine toplumsal beklentilerle \u015fekillenen bir aray\u0131\u015f oldu\u011funu kan\u0131tl\u0131yor. Ekonomik geli\u015fme kayg\u0131s\u0131, e\u011fitim politikalar\u0131n\u0131 dolayl\u0131 olarak etkilese de \u00f6rnek olarak incelenen yukar\u0131daki modellerde ekonomik b\u00fcy\u00fcmenin temel ama\u00e7 olmay\u0131p mutlu, erdemli ve donan\u0131ml\u0131 bireyler yeti\u015ftirmenin do\u011fal bir sonucu oldu\u011funu g\u00f6steriyor. Bu tablo, ba\u015far\u0131n\u0131n tek bir form\u00fcle s\u0131\u011fmayaca\u011f\u0131n\u0131n en somut g\u00f6stergesidir. Belki de ‘en iyi’ e\u011fitim sistemi, \u00e7ocu\u011fun not kayg\u0131s\u0131yla de\u011fil \u00f6\u011frenme merak\u0131yla s\u0131n\u0131fa girdi\u011fi, okulun sadece d\u00f6rt duvardan ibaret olmay\u0131p toplumun kalbi h\u00e2line geldi\u011fi yerdedir.<\/p>\n\n\n\n

B\u0130LAL SARI MAHMUT<\/p>\n\n\n\n

\n\n\n\n

[1]<\/a> Abdurrahman Ekinci, “Japon e\u011fitim sisteminden T\u00fcrk e\u011fitim sistemine iyi \u00f6rnekler.” Milli E\u011fitim Dergisi<\/em> 40.188 (2010): 32-49.<\/p>\n\n\n\n

[2]<\/a> \u015e\u00fckr\u00fc Ada ve Ahmet \u00dcst\u00fcn, “\u0130sve\u00e7 E\u011fitim Sisteminin \u0130ncelenmesi.” Atat\u00fcrk \u00dcniversitesi K\u00e2z\u0131m Karabekir E\u011fitim Fak\u00fcltesi Dergisi<\/em> 17 (2008): 146-173.<\/p>\n\n\n\n

[3]<\/a> Abdulkadir Sa\u011flam vd., “Kanada (Ontar\u0131o) E\u011fitim Sistemine Genel Bir Bak\u0131\u015f.” International Journal of Social and Humanities Sciences Research (JSHSR)<\/em> 9.89 (2022): 2285-2300.<\/p>\n","protected":false},"excerpt":{"rendered":"

Tokyo\u2019dan Toronto\u2019ya E\u011fitim Modelleri E\u011fitim, bir milletin gelece\u011fini in\u015fa etmesini sa\u011flayan temel ta\u015flar\u0131ndan biridir. D\u00fcnya \u00fczerindeki e\u011fitim sistemleri, \u00fclkelerin k\u00fclt\u00fcrel de\u011ferlerine, ekonomik hedeflerine ve toplumsal \u00f6nceliklerine g\u00f6re b\u00fcy\u00fck farkl\u0131l\u0131klar g\u00f6stermektedir. Kimi \u00fclkelerin e\u011fitim sisteminde ekolojik s\u00fcrd\u00fcr\u00fclebilirlik temel hedef olarak belirlenirken baz\u0131lar\u0131nda teknoloji entegrasyonu, baz\u0131lar\u0131nda ise \u00f6\u011frenci mutlulu\u011fu gibi farkl\u0131 toplumsal beklentiler \u00f6n plana \u00e7\u0131kmaktad\u0131r. Bu<\/p>\n

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