Türkiye, Güney Kore ve Japonya'da Dershanecilik Sisteminin İncelenmesi

Abstract

Tutoring and private tutoring schools are an education sector which is commonly used in most countries, especially in the countries of the Far East like South Korea, Hong Kong, Japan and Taiwan and which is called "shadow education system". Private tutoring schools are active in countries where acceptance to universities are realized by central entrance exams. The purpose of this research is to analyze the experiences of South Korea , which is successful at PISA and other exams, and of Japan, which presents a similar profile about private tutoring, on private tutoring schools. That South Korea has a widespread private tutoring system does not mean students' or system's failure, which is different from the situation in Turkey. Studies shows that South Korea's success on international exams depend on well-funded and high-quality public schools and tutoring and private tutoring schools whose most income are allocated by parents. Japan education system has largely experienced innovation after World War II. Japan allocates 12,7% of the total budget to education. Primary Education Act adopted in 1947 reveals more details on equality of opportunity in education for everyone in accordance with the essence of the constitution. Ministry of Education subsidizes for many fields such as educational improvement, science and technology, sports and culture and educational facilities, staff expenses and foundation schools and scholarship programmes. Although universities have capacity for the entire of all applicants, 10 million students attend the private tutoring schools called "Juku". While the rate of tutoring in primary school level in that country is 16,5% in 1985, this rate increased 25,9% in 2007; in secondary school level, this rate increased from 44,5% to 53,5%. Demand for higher education has always been at upper level in our country as schooling rate at secondary education level has increased year by year and as higher education is perceived indispensable for a future with high life standards and prosperity. That current higher education institutions cannot meet the demand for higher education raise an educational phenomenon based on a heavy competitive conditions in secondary education. Thus, the demand for quality secondary education schools accepting students by examination has increased more, which has brought the competitive phenomenon seen in the transition to higher education into the primary education level. According to the results of the research, positive and negative sides of private tutoring schools are seen in all countries. It is thought that these characteristics reflect the cultural differences among different countries as well as common points. It can be suggested that studies on this issue in our country should be increased, the effect of private tutoring schools on international exams should be searched and more cross-cultural studies should be made.

Destekleme ve Yetiştirme Kurslarına (DYK) İlişkin Ortaokul Öğrencilerinin Görüşleri

“…Başarısızlık ile ilişkili bahsedilen sebeplerin yanı sıra devlet okullarındaki kalabalık sınıflar, sınav odaklı olmayan öğretim müfredatı, okul müfredatı ile sınavlar arasındaki uyumsuzluk, öğretmenlerle birebir çalışma imkânı bulamama gibi nedenler çocuklarının akademik başarılarını yükselterek saygın ve yüksek gelir düzeyine sahip bir meslek sahibi olmalarını isteyen ebeveynlerin çocuklarını dershanelere göndermelerinin nedenleri arasında sayılabilir (Arabacı, & Namlı, 2014;Özan, Polat, Gündüzalp, & Yaraş, 2015;Yeşilyurt, 2008). Çünkü öğrencilerin bir üst eğitim kademesine geçişte ulusal ölçekli merkezi sınavlardan geçirildiği ülkelerde yaygın olan dershanelerin (Saracaloğlu, Gündoğdu, Baydilek, & Uça, 2014), öğrencilerin bilgi eksikliklerini giderme, öğrenilen bilgileri pekiştirmede öğrencilere yardım etme, öğrencilerin çalışma isteklerini arttırma ve bir üst öğrenim seviyesinde daha iyi okullara yerleşebilmek için girilmesi gereken merkezi sınavlara (TEOG, LYS ve LYS gibi) hazırlama gibi işlevleri yerine getirdiği düşünülmektedir (Arabacı, & Namlı, 2014;Baran, & Altun, 2014;Özan, vd., 2015;Sarıca, 2019;Ünsal, & Korkmaz, 2016). Bu algıların bir sonucu olarak, yaklaşık yarım asırdır ülkemizde faaliyet gösteren dershanelerin sayısında ve bu dershanelere giden öğrenci sayısında yıllar içinde dramatik bir artış yaşanmıştır (Boran, Atalmış, & Sağır, 2015).…”

Determining Tendency Levels and Opinions of Secondary School 12th Grade Students on Private Tutoring

“…The main reason pointed out for taking private tutoring was course and exam success. When previous studies are considered, it is evident that there are similar findings stating that exams and course success are among the main reasons for tending to supportive lessons such as private tutoring (Baştürk & Doğan, 2010;TED, 2010;Demirer, 2011;Saracaloğlu et al, 2014;Kösterelioğlu, 2015;Yıldızhan, 2015;Biber et al, 2017). Bray (2007) states that students with low success levels tend to private tutoring to increase their success levels and students with high success levels tend to private tutoring to remain in the competition environment.…”

“…The socioeconomic dimension of private tutoring refer to states such as gaining status, inequality in education Ireson, 2011), family income and education (Bray, 1999;Kenayathulla, 2013;Tansel & Bircan, 2005) and disruption of the system (Suante, 2017). The imperative dimension of private tutoring refers to tendencies to private tutoring due to reasons such as competition (Saracaloğlu, et al, 2014;TED, 2010), gaining social status (Yıldızhan, 2015), increasing academic success (Silova, 2009) and enabling families to discharge from the responsibility (Rutz & Balkan, 2016).…”

Güney Kore, Hong Kong, Singapur ve Türkiye’deki Öğretmen Yetiştirme Sistemlerinin Karşılaştırmalı Olarak İncelenmesi

“…(Bakioğlu ve Baltacı, 2014). Yapılan bu merkezî sınav Kore Program ve Değerlendirme Enstitüsü tarafından her yıl Kasım ayında öğrencilerin tercih ettikleri sosyal bilimler, fen bilimleri ya da mesleki eğitim olmak üzere ayrılan üç yetenek alanından birinde yapılmaktadır (Saracaloğlu, Gündoğdu, Baydilek ve Uça, 2014). Hong Kong'da öğretmenlik eğitimine başlangıç için adayların birden çok alanda rekabetçi ulusal sınavı geçmeleri gerekmektedir (Wang, Coleman, Coley ve Phelps, 2003).…”