{"id":1616,"date":"2022-11-08T12:03:36","date_gmt":"2022-11-08T09:03:36","guid":{"rendered":"https:\/\/teoriveeylem.net\/tr\/?p=1616"},"modified":"2023-01-16T13:51:38","modified_gmt":"2023-01-16T10:51:38","slug":"yuksekogrenimin-ozellestirilmesi","status":"publish","type":"post","link":"https:\/\/teoriveeylem.net\/tr\/2022\/11\/08\/yuksekogrenimin-ozellestirilmesi\/","title":{"rendered":"Y\u00fcksek\u00f6\u011frenimin \u00f6zelle\u015ftirilmesi"},"content":{"rendered":"\n

Neoliberal kuram devletin rol\u00fcn\u00fcn s\u00f6zde daralt\u0131lmas\u0131n\u0131 ifade ederken asl\u0131nda olan devletin, sermaye lehine \u00e7ok daha etkin bir m\u00fcdahale rol\u00fc kazanmas\u0131d\u0131r. Nitekim e\u011fitim hizmeti a\u00e7\u0131s\u0131ndan da devletin y\u00fcksek\u00f6\u011fretimin finansman sa\u011flay\u0131c\u0131s\u0131 rol\u00fc her ge\u00e7en g\u00fcn azal\u0131rken, e\u011fitimin nerede, nas\u0131l ve kimler taraf\u0131ndan finanse edilece\u011fine ve hangi toplumsal s\u0131n\u0131flar\u0131n yarar\u0131na s\u00fcrd\u00fcr\u00fclece\u011fine y\u00f6nelik yasal-siyasal otorite olarak etkin bir \u015fekilde m\u00fcdahalesi artmaktad\u0131r.<\/em><\/strong><\/p>\n\n\n\n

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Burak Ba\u011f\u00e7eci<\/strong><\/p>\n\n\n\n

E\u011fitim-\u00f6\u011fretimi kendi ba\u015f\u0131na toplumsal sorunlar\u0131 \u00e7\u00f6zecek bir g\u00fc\u00e7 olarak g\u00f6rme, bu ba\u011flamda toplumu \u201ce\u011fitilmesi\u201d gereken bir toplam olarak anlama e\u011filiminin yayg\u0131nl\u0131\u011f\u0131 h\u00e2kim bilim anlay\u0131\u015f\u0131n\u0131 da \u015fekillendiren pozitivist paradigmayla do\u011frudan ba\u011flant\u0131l\u0131d\u0131r. Buna g\u00f6re e\u011fitim kerameti kendinden menkul bir \u201cilerleme\u201d arac\u0131d\u0131r. Ancak ba\u015fta bilimsel bilgi olmak \u00fczere bilginin \u00fcretimi ve toplumsal i\u015flevleri tarih \u00fcst\u00fc de\u011fildir. Dolay\u0131s\u0131yla toplumun bilgi birikimi ve deneyimlerinin \u00fcretimleri gibi onlar\u0131 toplumu olu\u015fturan bireylere aktarman\u0131n ara\u00e7lar\u0131ndan olan e\u011fitimin i\u00e7eri\u011fi ve bi\u00e7imi de tarihsel ve toplumsal ba\u011flam\u0131ndan ayr\u0131 d\u00fc\u015f\u00fcn\u00fclemez. Bu noktada kurumsal e\u011fitimin i\u00e7eri\u011finin ve bi\u00e7iminin belirlenmesi i\u015fi, s\u0131n\u0131flar m\u00fccadelesinin en sert s\u00fcrd\u00fc\u011f\u00fc toplumsal alanlardan birisidir. Egemen s\u0131n\u0131flar\u0131n egemenliklerini ger\u00e7ekle\u015ftirme ve s\u00fcrd\u00fcrebilmelerinin dayanaklar\u0131ndan biri olan e\u011fitim, kapitalist toplumda \u201cinsan kayna\u011f\u0131\u201d ihtiyac\u0131n\u0131n kar\u015f\u0131lanmas\u0131 ve burjuva ideolojisinin yeniden \u00fcretimi gibi iki temel i\u015fleve sahiptir.<\/p>\n\n\n\n

Bu noktada \u00fcniversitelerin toplumsal ya\u015fam i\u00e7indeki rolleriyle ayr\u0131 bir yerde durdu\u011funu belirtmeye gerek yok. Nitekim kapitalist toplumda \u00fcniversiteler bilimsel bilginin \u00fcretim merkezleri olmalar\u0131ndan kaynakl\u0131 olarak da egemen s\u0131n\u0131flar i\u00e7in kritik bir \u00f6neme sahiptirler. Kapitalist rekabet ko\u015fullar\u0131nda sermayenin dola\u015f\u0131m\u0131n\u0131 h\u0131zland\u0131rmaya ve emek verimlili\u011fini art\u0131rmaya y\u00f6nelik ihtiya\u00e7, bilimin teknolojiye ve bu iki toplumsal etkinli\u011fin burjuvazinin s\u0131n\u0131f \u00e7\u0131karlar\u0131na ba\u011f\u0131ml\u0131l\u0131klar\u0131n\u0131n g\u00fc\u00e7lendirilmesini ve garanti alt\u0131na al\u0131nmas\u0131n\u0131 gerekli k\u0131lar.[1]<\/a> Bu y\u00fczden bilim \u00fczerindeki sermaye tahakk\u00fcm\u00fcn\u00fcn ger\u00e7ekle\u015ftirildi\u011fi alanlar\u0131n ba\u015f\u0131nda gelen \u00fcniversitelerdeki b\u00fct\u00fcn faaliyetler, kapitalizmin ihtiya\u00e7 ve e\u011filimleri temelinde \u00f6rg\u00fctlenmeye \u00e7al\u0131\u015f\u0131lmaktad\u0131r. T\u00fcrkiye\u2019nin yak\u0131n tarihinde de \u00fcniversiteler, bu kritik \u00f6nemleri nedeniyle egemen s\u0131n\u0131flar\u0131n ve devletin her daim g\u00fcndeminde olmu\u015ftur.<\/p>\n\n\n\n

Kurumun T\u00fcrkiye\u2019de geli\u015fimi ve \u00f6ncesindeki durumu bir yana, T\u00fcrkiye\u2019de 1980\u2019lerden itibaren ba\u015flayan -ve halen s\u00fcren- neoliberal sald\u0131r\u0131 dalgas\u0131n\u0131n hedeflerinden biri olan \u00fcniversiteler, \u00f6zellikle bu s\u00fcre\u00e7te \u00f6nemli d\u00f6n\u00fc\u015f\u00fcmler ge\u00e7irdi. Kapitalizmin i\u00e7ine girdi\u011fi bunal\u0131m ve k\u00e2r oranlar\u0131n\u0131n d\u00fc\u015fme e\u011filiminin dramatik sonu\u00e7lar\u0131n\u0131n etkisiyle uygulamaya konulan neoliberal politikalar\u0131n \u00fcniversiteler \u00fczerindeki tahribat\u0131 a\u011f\u0131r oldu. 1980 sonras\u0131ndan g\u00fcn\u00fcm\u00fcze kerte kerte ilerleyen bu s\u00fcre\u00e7te \u00fcniversitelere y\u00f6nelik politikalar, sermayenin ihtiya\u00e7lar\u0131n\u0131n, piyasan\u0131n ama\u00e7 ve i\u015fleyi\u015f mant\u0131\u011f\u0131n\u0131n belirleyicili\u011finde geli\u015ftirildi. Bu s\u00fcre\u00e7te \u00fcniversitelerdeki bilimsel faaliyetlerin sermayenin g\u00fcncel ihtiya\u00e7lar\u0131yla olan ili\u015fkisi temelinde kendini dayatan d\u00f6n\u00fc\u015f\u00fcm, bilimsel bilginin \u00fcretim s\u00fcre\u00e7lerine dair akademik m\u00fcdahalelerin yan\u0131nda -e\u011fitimin b\u00fct\u00fcn kademelerinde oldu\u011fu gibi- \u00fcniversite e\u011fitiminin \u00f6zelle\u015ftirilmesi ve ticarile\u015ftirmesini de getirdi.<\/p>\n\n\n\n

Egemen S\u00f6ylem<\/strong><\/p>\n\n\n\n

T\u00fcrkiye\u2019de 1981 tarihinde kabul edilen 2547 say\u0131l\u0131 Y\u00fcksek\u00f6\u011fretim Kanunu ile \u201ck\u00e2r amac\u0131 g\u00fctmeyen\u201d vak\u0131flar\u0131n y\u00fcksek\u00f6\u011fretim kurumlar\u0131 a\u00e7abilmesine izin verilmi\u015ftir. O g\u00fcnden bug\u00fcne, T\u00fcrkiye\u2019deki \u00f6zel \u00fcniversitelerin \u201cvak\u0131f\u201d \u00fcniversitesi oldu\u011fu ve k\u00e2r amac\u0131 g\u00fctmedikleri s\u00f6ylemi y\u00fcksek\u00f6\u011fretimin \u00f6zelle\u015ftirilmesi s\u00fcrecinin me\u015frulu\u011funu \u00fcretmek \u00fczere s\u00fcrecin akt\u00f6rleri taraf\u0131ndan s\u00fcrekli olarak dillendirilmektedir. Ancak bu s\u00f6ylem en ba\u015fta \u00f6zelle\u015ftirmenin kendi mant\u0131\u011f\u0131na ayk\u0131r\u0131d\u0131r. Nitekim neoliberal sald\u0131r\u0131lar\u0131n temel ayaklar\u0131ndan biri olan y\u00fcksek\u00f6\u011fretimin \u00f6zelle\u015ftirilmesi \u00e7ok y\u00f6nl\u00fc bir d\u00f6n\u00fc\u015f\u00fcm\u00fc ifade etmekle birlikte, temel olarak e\u011fitim hizmeti sermaye i\u00e7in bir pazara d\u00f6n\u00fc\u015ft\u00fcr\u00fclm\u00fc\u015ft\u00fcr. B\u00f6ylesi bir d\u00f6n\u00fc\u015f\u00fcm\u00fcn temel motivasyonunun \u201ck\u00e2r amac\u0131\u201d oldu\u011fu a\u00e7\u0131kt\u0131r. Genel olarak e\u011fitim ve \u00f6zel olarak \u00fcniversite e\u011fitimi, neoliberal d\u00f6neme kadar birka\u00e7 kapitalist devlet hari\u00e7 kamusal bir hak olarak anla\u015f\u0131l\u0131r ve bu hak yasal olarak korunurken, son 50 y\u0131ldaki geli\u015fmelerle birlikte bu durum hem kavramsal hem de pratik olarak y\u0131k\u0131ma u\u011frat\u0131lmaktad\u0131r. B\u00f6ylece i\u015f\u00e7i ve emek\u00e7ilerin y\u0131llara yay\u0131lan m\u00fccadeleleriyle kazan\u0131lan kamusal e\u011fitim hakk\u0131 tedricen ortadan kald\u0131r\u0131lmaktad\u0131r. E\u011fitimin her kademede sermaye i\u00e7in bir k\u00e2r alan\u0131 olacak bi\u00e7imde yeniden yap\u0131land\u0131r\u0131lmas\u0131, \u00f6\u011frencilerin de birer m\u00fc\u015fteri olarak g\u00f6r\u00fcld\u00fc\u011f\u00fc paradigmay\u0131 h\u00e2kim k\u0131lmaktad\u0131r. \u00dcstelik bu durum sadece \u00f6zel \u00fcniversitelere ait bir sorun de\u011fildir, devlet \u00fcniversitelerinde de durum budur. Devlet \u00fcniversitelerinin de yemek, bar\u0131nma gibi \u00f6\u011frencilerin kar\u015f\u0131lanmas\u0131 gereken ihtiya\u00e7lar\u0131 ticarile\u015ftirilerek yemekhane, kantin, yurt gibi hizmetler ya da yaz okulu gibi uygulamalar k\u00e2r odakl\u0131 hale getirilmi\u015f, \u00fcniversiteler bir \u015firket gibi y\u00f6netilerek b\u00fct\u00fcn i\u015fleyi\u015fi buna uygun olarak d\u00fczenlenmi\u015ftir. \u201c\u00dcniversite-sanayi i\u015f birli\u011fi\u201d, teknoparklar, \u015firket fonlu ara\u015ft\u0131rmalar, \u00fcniversitelerin laboratuvar imkanlar\u0131n\u0131n \u015firketler taraf\u0131ndan kullan\u0131lmas\u0131 ve \u015firketlere \u00fcniversiteler taraf\u0131ndan dan\u0131\u015fmanl\u0131k verilmesi, devlet kurumlar\u0131 taraf\u0131ndan desteklenecek ara\u015ft\u0131rmalar\u0131n T\u00fcrkiye kapitalizminin ve tekelci sermayenin g\u00fcncel ihtiya\u00e7lar\u0131 temelinde belirlenmesi gibi uygulamalar da \u00fcniversitelere y\u00f6nelik sald\u0131r\u0131lar\u0131n bir ba\u015fka sac aya\u011f\u0131n\u0131 olu\u015fturmaktad\u0131r.<\/p>\n\n\n\n

Kamusal bir hak olarak g\u00f6r\u00fclen e\u011fitimin bir pazar haline getirilmesi s\u00fcrecinde ilan edilen gerek\u00e7elerde k\u00fcresel \u00e7apta ya\u015fanan de\u011fi\u015fimlere at\u0131f yap\u0131lmaktad\u0131r. Bu de\u011fi\u015fimlerin neden, ne zaman, nas\u0131l ve hangi toplumsal geli\u015fmelere ba\u011fl\u0131 olarak ortaya \u00e7\u0131kt\u0131\u011f\u0131 konusundaki belirsizlik onun s\u0131n\u0131fsal muhtevas\u0131n\u0131 gizlemektedir. Uluslararas\u0131 sermaye ve kurumlar\u0131 taraf\u0131ndan dayat\u0131lan yap\u0131sal d\u00f6n\u00fc\u015f\u00fcm programlar\u0131n\u0131n me\u015fruiyeti, d\u00fcnyada oldu\u011fu gibi T\u00fcrkiye\u2019de de b\u00f6ylesi bir ger\u00e7ekli\u011fin manip\u00fclasyonu \u00fczerinden kurulan iki y\u00f6nl\u00fc bir s\u00f6ylemle in\u015fa edilmektedir.<\/p>\n\n\n\n

Bu s\u00f6ylemin bir y\u00f6n\u00fc \u00fcniversitelerin \u201cde\u011fi\u015fen d\u00fcnyan\u0131n gerekleri\u201d temelinde yeniden \u00f6rg\u00fctlenmesi gerekti\u011fi, di\u011fer y\u00f6n\u00fc y\u00fcksek\u00f6\u011fretimin finansman\u0131 tart\u0131\u015fmas\u0131n\u0131n a\u00e7\u0131lmas\u0131d\u0131r. Bu ba\u011flamda \u00fcniversitelerin \u00f6zelle\u015ftirilmesi kapsam\u0131nda kuramsal me\u015fruiyet in\u015fa etmede kullan\u0131lan s\u00f6ylemin kapsad\u0131\u011f\u0131 temel iddialar \u015funlard\u0131r: \u201c1) devlet \u00fcniversiteleri b\u00fct\u00e7e yetersizlikleri nedeniyle e\u011fitim ve ara\u015ft\u0131rma niteli\u011fini yitirmi\u015ftir, 2) y\u00fcksek\u00f6\u011fretime olan a\u015f\u0131r\u0131 talep devlet \u00fcniversiteleri taraf\u0131ndan kar\u015f\u0131lanamaz durumdad\u0131r, 3) devlet \u00fcniversiteleri kendilerini yenileyememekte ve \u00e7a\u011f\u0131n gerekliliklerine cevap verememektedirler.<\/em>\u201d[2]<\/a><\/p>\n\n\n\n

Bu s\u00f6ylem y\u0131\u011f\u0131n\u0131 egemen s\u0131n\u0131flar\u0131n somut ihtiya\u00e7lar\u0131n\u0131, toplumun genelinin ihtiya\u00e7lar\u0131ym\u0131\u015f gibi form\u00fcle etmesinin bir \u00f6rne\u011fidir. Nitekim \u201cbilgi toplumu\u201d, \u201cbilgi ekonomisi\u201d gibi kavramlarla teorize edilen bu \u201cyeni\u201d d\u00fcnyada \u00fcniversitelerin yeniden yap\u0131land\u0131r\u0131lmas\u0131na olan ihtiyac\u0131n hangi toplumsal s\u0131n\u0131flar\u0131n ihtiya\u00e7lar\u0131 temelinde geli\u015fti\u011fi sorununu merkezine koymayan b\u00fct\u00fcn a\u00e7\u0131klamalar ger\u00e7ekli\u011fin gizlenmesine hizmet eder. \u00d6yle ki Y\u00d6K\u2019\u00fcn 2007 y\u0131l\u0131nda yay\u0131nlad\u0131\u011f\u0131 \u201cT\u00fcrkiye\u2019nin Y\u00fcksek\u00f6\u011fretim Stratejisi\u201d ba\u015fl\u0131kl\u0131 raporunda, uygulanan d\u00f6n\u00fc\u015f\u00fcm program\u0131n\u0131n gerek\u00e7eleri \u201cBilgi toplumuna ve ekonomisine ge\u00e7i\u015f s\u00fcrecinde de\u011fi\u015fik toplum kesimlerinin \u00fcniversiteden artan beklentileri<\/em>\u201d[3]<\/a> ba\u015fl\u0131\u011f\u0131yla s\u0131ralanmaktad\u0131r. Halbuki bu c\u00fcmlenin hemen \u00f6ncesinde Birle\u015fmi\u015f Milletler, OECD, AB Komisyonu, D\u00fcnya Bankas\u0131, D\u00fcnya Ticaret \u00d6rg\u00fct\u00fc gibi uluslararas\u0131 sermaye \u00f6rg\u00fctlerinin tek tek referans verilmesi, T\u00fcrkiye\u2019nin y\u00fcksek\u00f6\u011fretim stratejisinin kim olduklar\u0131 belli olmayan \u201cde\u011fi\u015fik toplum kesimlerinin\u201d de\u011fil tekelci sermayenin beklentilerine g\u00f6re \u015fekillendirildi\u011finin g\u00f6stergelerinden biridir.<\/p>\n\n\n\n

Raporun ortaya koydu\u011fu ger\u00e7ek a\u00e7\u0131kt\u0131r: \u00dcniversite faaliyetlerine y\u00f6nelik d\u00f6n\u00fc\u015f\u00fcm beklentileri, bilimin \u00f6zg\u00fcrce geli\u015febilece\u011fi, tart\u0131\u015f\u0131labilece\u011fi bir ortam\u0131n yarat\u0131lmas\u0131n\u0131n, bilimin toplumsal yarar i\u00e7in kullan\u0131lmas\u0131n\u0131n ve \u00fcniversite \u00f6\u011frencilerinin nitelikli ve bilimsel bir e\u011fitim alabilmesinin ko\u015fullar\u0131n\u0131 yaratmay\u0131 hedeflemekten ziyade teknik eleman yeti\u015ftirilmesi ve istihdam edilmesi fonksiyonuna ba\u011flanan bir \u00fcniversite anlay\u0131\u015f\u0131yla karakterizedir. \u00d6te yandan gerekli olan d\u00f6n\u00fc\u015f\u00fcm rapor boyunca s\u00fcrekli olarak performans odakl\u0131l\u0131k, kalite g\u00fcvencesi, rekabet g\u00fcc\u00fcne sahip olma, hizmetlerin serbest dola\u015f\u0131m\u0131n\u0131n \u00f6n\u00fcndeki engelleri kald\u0131rma gibi piyasac\u0131 de\u011ferler ve kavramlarla tarif edilmektedir. Bu noktada raporun iddia ve \u00f6nerileri, do\u011fal olarak, T\u00dcS\u0130AD\u2019\u0131n bekledi\u011fi e\u011fitim politikalar\u0131yla da \u00f6rt\u00fc\u015fmektedir. Nitekim T\u00dcS\u0130AD\u2019\u0131n 2019 y\u0131l\u0131nda yay\u0131nlad\u0131\u011f\u0131 rapor \u201c[\u2026] E\u011fitim ve di\u011fer \u00f6\u011frenme ara\u00e7lar\u0131yla kazan\u0131lan beceriler, bireyleri daha verimli k\u0131lmaktad\u0131r. [\u2026] E\u011fitim bir yandan i\u015fg\u00fcc\u00fcn\u00fcn hareketlili\u011fini (uyum g\u00fcc\u00fcn\u00fc) artt\u0131r\u0131rken, di\u011fer yandan nitelikli i\u015fg\u00fcc\u00fc d\u00fczeyini artt\u0131rarak sermayenin de hareketlilik kazanmas\u0131na katk\u0131 yapmaktad\u0131r<\/em>\u201d[4]<\/a> demektedir.<\/p>\n\n\n\n

\u00dcniversite e\u011fitiminin kamusal niteli\u011finin t\u00f6rp\u00fclenmesinin me\u015fruiyet \u00e7abalar\u0131n\u0131n bir di\u011fer iddias\u0131ysa, y\u00fcksek\u00f6\u011fretimin finansman\u0131n\u0131n kamu taraf\u0131ndan kar\u015f\u0131lanam\u0131yor hale geldi\u011fi iddias\u0131 ve hatta kimi zaman da zaten kuramsal olarak kar\u015f\u0131lanmamas\u0131 gerekti\u011fi \u015feklindeki a\u00e7\u0131klamalard\u0131r. Y\u00d6K\u2019\u00fcn strateji raporu da y\u00fcksek\u00f6\u011fretimin kamu kaynaklar\u0131yla kar\u015f\u0131lanamayacak durumda oldu\u011fu iddias\u0131n\u0131 sahiplenmektedir. \u201cY\u00fcksek\u00f6\u011fretim g\u00fcn\u00fcm\u00fcze dek genellikle bir kamu hizmeti olarak g\u00f6r\u00fclm\u00fc\u015f ve giderleri ABD ve di\u011fer birka\u00e7 \u00fclke d\u0131\u015f\u0131nda hemen hemen t\u00fcm\u00fcyle kamusal kaynaklardan kar\u015f\u0131lanm\u0131\u015ft\u0131r. Ancak y\u00fcksek\u00f6\u011fretimde g\u00f6zlenen ve \u00f6n\u00fcm\u00fczdeki y\u0131llarda da s\u00fcrmesi beklenen talep art\u0131\u015f\u0131 nedeniyle y\u00fcksek\u00f6\u011fretimin sadece kamu kaynaklar\u0131 ile s\u00fcrd\u00fcr\u00fclebilirli\u011fi sorgulanmaya ba\u015flanm\u0131\u015ft\u0131r.\u201d[5]<\/strong><\/a><\/em><\/p>\n\n\n\n

Ancak sorun iddia edildi\u011fi gibi y\u00fcksek\u00f6\u011fretime y\u00f6nelik talep art\u0131\u015f\u0131n\u0131n kamusal kaynaklarla finanse edilmesinin zorlu\u011fu meselesi de\u011fildir. Bu iddia var olan tart\u0131\u015fmay\u0131 yal\u0131t\u0131k hale getirerek ve b\u00f6ylece ba\u011flam\u0131ndan kopararak ger\u00e7ekli\u011fi tersy\u00fcz etmektedir. Nitekim e\u011fitimin tedricen paral\u0131 hale getirilmesi yaln\u0131zca \u00f6\u011frenci taraf\u0131ndan talebin artt\u0131\u011f\u0131 \u00fcniversite e\u011fitimine \u00f6zg\u00fc bir uygulama de\u011fil ama b\u00fct\u00fcn e\u011fitim kademelerinde s\u00fcrd\u00fcr\u00fclen bir uygulamad\u0131r. \u00dcstelik \u00f6zelle\u015ftirme sadece genel anlamda e\u011fitime d\u00f6n\u00fck bir d\u00f6n\u00fc\u015f\u00fcm\u00fc de ifade etmez. E\u011fitimin kamusal bir hak olmaktan \u00e7\u0131kart\u0131lmas\u0131 ve tedricen paral\u0131 hale getirilmesi, yukar\u0131da \u00f6zetlenen ba\u011flamda geli\u015fmektedir. E\u011fitimin \u00f6zelle\u015ftirilmesi; sa\u011fl\u0131k, altyap\u0131 hizmetleri vb. kamusal (veya yar\u0131-kamusal) hizmetlerin \u00f6zelle\u015ftirilmesi ve devletin rol\u00fcn\u00fcn s\u00f6z\u00fcm ona daralt\u0131lmas\u0131na d\u00f6n\u00fck neoliberal uygulamalar\u0131n ayaklar\u0131ndan biridir, dolay\u0131s\u0131yla b\u00fct\u00fcn\u00fcn i\u00e7inde anlam kazanmaktad\u0131r.<\/p>\n\n\n\n

Burada bir parantez a\u00e7maya ihtiya\u00e7 var. Neoliberal kuram devletin rol\u00fcn\u00fcn s\u00f6zde daralt\u0131lmas\u0131n\u0131 ifade ederken asl\u0131nda olan devletin, sermaye lehine \u00e7ok daha etkin bir m\u00fcdahale rol\u00fc kazanmas\u0131d\u0131r. Nitekim e\u011fitim hizmeti a\u00e7\u0131s\u0131ndan da devletin y\u00fcksek\u00f6\u011fretimin finansman sa\u011flay\u0131c\u0131s\u0131 rol\u00fc her ge\u00e7en g\u00fcn azal\u0131rken, e\u011fitimin nerede, nas\u0131l ve kimler taraf\u0131ndan finanse edilece\u011fine ve hangi toplumsal s\u0131n\u0131flar\u0131n yarar\u0131na s\u00fcrd\u00fcr\u00fclece\u011fine y\u00f6nelik yasal-siyasal otorite olarak etkin bir \u015fekilde m\u00fcdahalesi artmaktad\u0131r. \u00dcniversite kurumunun \u00fczerine bir heyula gibi \u00e7\u00f6ken b\u00f6ylesi bir m\u00fcdahalecilik, \u201chesap verilebilirlik\u201d, \u201ckalite g\u00fcvencesi\u201d gibi kategorilerle standart belirleme misyonunu yerine getirmektedir. <\/em>\u201cDevlet, mali konularda, deste\u011fini azalt\u0131p, \u00fcniversitelerin \u00f6zerkliklerini geni\u015fletmekte, idari ve akademik konularda y\u00f6netim ve denetim g\u00f6revlerini ara kurullara (buffer bodies) devredip, hesap verebilirlik (accountability) ve kalite g\u00fcvence (quality \u2013 assurance) sistemlerini hayata ge\u00e7irerek, \u00fcniversitelerin, mali ve idari i\u015flemlerini ve akademik performanslar\u0131n\u0131 saydam bir \u015fekilde d\u0131\u015f denetimlere (external-assessment) a\u00e7mas\u0131n\u0131 ve topluma hesap vermesini istemektedir.<\/em>\u201d[6]<\/a><\/p>\n\n\n\n

G\u00f6r\u00fcld\u00fc\u011f\u00fc \u00fczere sorunun kayna\u011f\u0131n\u0131n b\u00fct\u00fcn bu iddia edilen s\u00fcre\u00e7ler olmad\u0131\u011f\u0131 a\u00e7\u0131kt\u0131r. Sorun, bilimin toplumsal i\u015flevi, bilimsel ara\u015ft\u0131rma ve e\u011fitimin hangi ko\u015fullarda s\u00fcrd\u00fcr\u00fcld\u00fc\u011f\u00fc ve egemen s\u0131n\u0131flarla ezilen s\u0131n\u0131flar\u0131n bu toplumsal s\u00fcre\u00e7lere y\u00f6nelik farkl\u0131la\u015fan \u00e7\u0131karlar\u0131n\u0131n ifade edilmesi sorunudur. Nitekim \u00f6zel sekt\u00f6r\u00fcn gerek do\u011frudan yat\u0131r\u0131mc\u0131 haline gelmesi gerekse \u00fcniversitelerdeki s\u00fcre\u00e7lere \u201cm\u00fc\u015fteri\u201d olarak m\u00fcdahale edebilmesini \u00e7\u00f6z\u00fcm olarak sunan bu paradigman\u0131n iflas etti\u011fi a\u00e7\u0131kt\u0131r.<\/p>\n\n\n\n

T\u00fcrkiye\u2019de \u00d6zel \u00dcniversiteler<\/strong><\/p>\n\n\n\n

Egemen s\u0131n\u0131flar ve onlar\u0131n kurumlar\u0131n\u0131n y\u00fcksek\u00f6\u011fretimin sorunlar\u0131na kar\u015f\u0131 ortaya koydu\u011fu \u00e7\u00f6z\u00fcm \u00f6nerilerinin iflas etti\u011fi, yine bizzat devlet kurumlar\u0131n\u0131n raporlar\u0131na yans\u0131maktad\u0131r. 1981 tarihli yasan\u0131n ard\u0131ndan T\u00fcrkiye\u2019nin ilk \u00f6zel \u00fcniversitesi olan Bilkent \u00dcniversitesinin 1984 y\u0131l\u0131nda kurulmas\u0131ndan beri geli\u015fen s\u00fcre\u00e7te \u00f6zel \u00fcniversitelerin say\u0131s\u0131 her ge\u00e7en g\u00fcn artarken, Y\u00d6K\u2019\u00fcn 2020 y\u0131l\u0131nda yay\u0131nlad\u0131\u011f\u0131 Vak\u0131f Y\u00fcksek\u00f6\u011fretim Kurumlar\u0131 Raporu\u2019na g\u00f6re bu tarih itibariyle T\u00fcrkiye\u2019de \u00f6zel \u00fcniversitelerin say\u0131s\u0131 77\u2019ye kadar y\u00fckselmi\u015ftir.[7]<\/a> Bu \u00fcniversitelerin 47\u2019si (%61) \u0130stanbul\u2019da, 13\u2019\u00fc (%17) Ankara\u2019da, 4\u2019\u00fc (%5) \u0130zmir\u2019de bulunmaktad\u0131r.[8]<\/a> Y\u0131llara g\u00f6re a\u00e7\u0131lan \u00f6zel \u00fcniversite say\u0131lar\u0131na bak\u0131ld\u0131\u011f\u0131nda, 2002 sonras\u0131ndaki art\u0131\u015f dikkat \u00e7ekicidir. \u00d6yle ki tekelci sermayenin istek, ihtiya\u00e7 ve e\u011filimlerini en iyi anlayan ve ona en iyi hizmet eden h\u00fckumetlerden olan AKP d\u00f6neminde e\u011fitim politikalar\u0131 da bu ihtiya\u00e7lar temelinde en ileriden uygulanm\u0131\u015ft\u0131r. Bir yandan \u201cher ile \u00fcniversite\u201d denilerek bilimsel altyap\u0131s\u0131 olmadan a\u00e7\u0131lan onlarca \u00fcniversiteyle birlikte \u00fcniversite mezunu say\u0131s\u0131 katbekat artm\u0131\u015f, b\u00f6ylece nitelikli i\u015f g\u00fcc\u00fcn\u00fcn \u00fccretleri bask\u0131lanm\u0131\u015ft\u0131r. \u00d6te yandan bu d\u00f6nemde \u00f6zel \u00fcniversitelerin say\u0131s\u0131 da devasa art\u0131r\u0131larak e\u011fitimin ticarile\u015ftirilmesi ve sermaye i\u00e7in bir yat\u0131r\u0131m alan\u0131 haline getirilmesi s\u00fcreci birlikte i\u015fletilmi\u015ftir. \u00d6yle ki T\u00fcrkiye\u2019de 1984\u2019ten 2002\u2019ye kadar 22 \u00f6zel \u00fcniversite a\u00e7\u0131l\u0131rken, devletin art\u0131k bir sekt\u00f6r haline getirilen e\u011fitim alan\u0131nda yat\u0131r\u0131m yapan sermaye gruplar\u0131na destek ve te\u015fviklerinin muazzam b\u00fcy\u00fcd\u00fc\u011f\u00fc 2002-2020 aras\u0131 d\u00f6nemde a\u00e7\u0131lan \u00f6zel \u00fcniversite say\u0131s\u0131 55\u2019tir.[9]<\/a> Bu destek ve te\u015fvikler arazi temini, fiilen \u00f6denek ay\u0131rma gibi yard\u0131mlardan \u00fcniversiteye ge\u00e7i\u015f s\u0131nav\u0131nda baraj puan\u0131 uygulamas\u0131n\u0131n kald\u0131r\u0131lmas\u0131 gibi dolayl\u0131 yard\u0131mlara kadar geni\u015f bir kapsama sahiptir. Devletin do\u011frudan destek ve te\u015fviklerini kullanan sermaye gruplar\u0131 i\u00e7in y\u00fcksek\u00f6\u011fretim son derece cazip ve k\u00e2rl\u0131 bir yat\u0131r\u0131m alan\u0131d\u0131r, nitekim baz\u0131 vak\u0131f \u00fcniversitelerinde \u00f6\u011frenci har\u00e7lar\u0131n\u0131n toplam finansmana katk\u0131s\u0131 %97\u2019ye kadar \u00e7\u0131kmaktad\u0131r.[10]<\/a><\/p>\n\n\n\n

T\u00fcrkiye\u2019de 7 milyon 940 bin olan toplam \u00fcniversite \u00f6\u011frencisi say\u0131s\u0131n\u0131n yaln\u0131zca 608 bini \u00f6zel \u00fcniversitelerde \u00f6\u011frenim g\u00f6rmektedir. \u00d6zel \u00fcniversitelerin oran\u0131 t\u00fcm \u00fcniversitelerin %35\u2019ini olu\u015ftururken, \u00fcniversite \u00f6\u011frencilerinin sadece %7,5\u2019ine e\u011fitim vermektedir, bu y\u00f6nleriyle her t\u00fcrl\u00fc devlet deste\u011fini alan vak\u0131f \u00fcniversiteleri \u201ckamu\u201dya y\u00fck olmaktad\u0131r.[11]<\/a> Niteli\u011finden ba\u011f\u0131ms\u0131z olarak \u00f6zel \u00fcniversite say\u0131lar\u0131n\u0131n bu kadar artmas\u0131 ve ba\u015far\u0131 burslar\u0131yla birlikte \u00f6zel \u00fcniversiteye giden \u00f6\u011frenci say\u0131s\u0131nda bir art\u0131\u015f ger\u00e7ekle\u015fmi\u015ftir. Bu durum, \u00f6nceleri \u00f6zel \u00fcniversite e\u011fitimine eri\u015febilecek \u00e7ok daha dar bir gen\u00e7lik kesimi varken art\u0131k \u00f6zel \u00fcniversitede e\u011fitimi alabilmenin daha geni\u015f kesimleri i\u00e7in de m\u00fcmk\u00fcn olabilmesini sa\u011flam\u0131\u015ft\u0131r. B\u00f6ylece \u00f6zel \u00fcniversitelerin s\u0131n\u0131fsal kompozisyonunda bir de\u011fi\u015fim g\u00f6zlenmektedir, emek\u00e7i s\u0131n\u0131flar\u0131n gen\u00e7 ku\u015faklar\u0131 da ba\u015fta ba\u015far\u0131 burslar\u0131n\u0131n imkanlar\u0131n\u0131 kullanarak \u00f6zel \u00fcniversitelerde \u00f6\u011frenim g\u00f6r\u00fcr olmu\u015ftur.<\/p>\n\n\n\n

Bu noktada \u00e7e\u015fitli sermaye gruplar\u0131 i\u00e7in b\u00fcy\u00fck bir pazar olarak g\u00f6r\u00fclen y\u00fcksek\u00f6\u011fretimin, bu ihtiya\u00e7 temelinde \u00f6zelle\u015ftirilmesinin bilimsel ara\u015ft\u0131rma ve \u00f6\u011fretim a\u00e7\u0131s\u0131ndan nas\u0131l bir geriye gidi\u015fi temsil etti\u011fi a\u00e7\u0131kt\u0131r. \u00d6zel \u00fcniversiteler akademik parametrelere g\u00f6re de\u011ferlendirildi\u011finde s\u0131n\u0131fta kalmaktad\u0131r, bu durum ger\u00e7ekle\u015ftirilen d\u00f6n\u00fc\u015f\u00fcm\u00fcn neye hizmet etti\u011fini bir kez daha g\u00f6stermektedir. \u00d6rne\u011fin program ba\u015f\u0131na d\u00fc\u015fen ara\u015ft\u0131rma g\u00f6revlisi oran\u0131 %1\u2019i ge\u00e7en sadece 9 \u00f6zel \u00fcniversitenin olmas\u0131[12]<\/a>, \u00f6zel \u00fcniversitelerin bilim insan\u0131 geli\u015ftirmeye katk\u0131lar\u0131n\u0131n ne kadar d\u00fc\u015f\u00fck oldu\u011funu g\u00f6stermektedir. \u00dcstelik \u00f6zel \u00fcniversitelerde akademik personelin esnek, g\u00fcvencesiz ve a\u011f\u0131r ko\u015fullarda \u00e7al\u0131\u015fmaya zorlanmas\u0131 da kurumlar\u0131n bilimsel etkinliklere ne kadar \u00f6nem verdi\u011fini g\u00f6stermektedir.<\/p>\n\n\n\n

\u00dcniversitelerdeki akademik faaliyetlerin niteli\u011fini belirleyen en \u00f6nemli parametreler olan k\u00fct\u00fcphane ve yay\u0131n konusunda da \u00f6zel \u00fcniversiteler s\u0131n\u0131fta kalmaktad\u0131r. \u00d6\u011frenci ba\u015f\u0131na k\u00fct\u00fcphane alan\u0131 bir metrekarenin \u00fczerinde olan \u00fcniversite say\u0131s\u0131 sadece 12\u2019dir. \u0130stanbul Kent \u00dcniversitesi, Beykoz \u00dcniversitesi, \u0130stanbul Yeni Y\u00fczy\u0131l \u00dcniversitesi, Bah\u00e7e\u015fehir \u00dcniversitesi, Ya\u015far \u00dcniversitesi gibi \u00fcniversiteler ise 0,10 civar\u0131nda alanla neredeyse k\u00fct\u00fcphanesiz bir \u015fekilde akademik faaliyetlerini s\u00fcrd\u00fcrmektedirler.[13]<\/a> 32 \u00fcniversitede \u00f6\u011frenci ba\u015f\u0131na d\u00fc\u015fen bas\u0131l\u0131 kitap say\u0131s\u0131ysa 5\u2019ten azd\u0131r.[14]<\/a><\/p>\n\n\n\n

\u00d6zel \u00fcniversiteler, k\u00fct\u00fcphane ba\u015fta olmak \u00fczere bilimsel e\u011fitim ve ara\u015ft\u0131rma olanaklar\u0131na bu kadar az b\u00fct\u00e7e ay\u0131r\u0131rken, b\u00fct\u00e7elerinin b\u00fcy\u00fck b\u00f6l\u00fcm\u00fc reklam ve tan\u0131t\u0131m harcamalar\u0131na gitmektedir. \u00d6z kaynakl\u0131 ara\u015ft\u0131rma projesi harcamalar\u0131na s\u0131f\u0131r b\u00fct\u00e7e ay\u0131ran ama reklam ve tan\u0131t\u0131m harcamalar\u0131na s\u0131ras\u0131yla 9.916.896,5 TL ve 5.574.896,80 TL ay\u0131ran Geli\u015fim \u00dcniversitesi ve Ayvansaray \u00dcniversitesi gibi \u00fcniversiteler bu durumun tipik \u00f6rne\u011fidir.[15]<\/a> Bah\u00e7e\u015fehir \u00dcniversitesi, \u0130stanbul Ayd\u0131n \u00dcniversitesi, Medipol \u00dcniversitesi, Esenyurt \u00dcniversitesi, Arel \u00dcniversitesi, \u00dcsk\u00fcdar \u00dcniversitesi, Bilgi \u00dcniversitesi, Yeditepe \u00dcniversitesi, Yeni Y\u00fczy\u0131l \u00dcniversitesi, Do\u011fu\u015f \u00dcniversitesi, Beykent \u00dcniversitesi, K\u00fclt\u00fcr \u00dcniversitesi, Alt\u0131nba\u015f \u00dcniversitesi, Okan \u00dcniversitesi, At\u0131l\u0131m \u00dcniversitesi, I\u015f\u0131k \u00dcniversitesi gibi \u00f6zel \u00fcniversiteler ise \u00f6z kaynakl\u0131 ara\u015ft\u0131rma projesi harcamas\u0131 ve k\u00fct\u00fcphaneye yap\u0131lan harcamalar\u0131 reklam ve tan\u0131t\u0131m harcamalar\u0131n\u0131n alt\u0131nda oldu\u011fu \u00fcniversitelerdir.[16]<\/a> Bu vahim tablonun sonucu, QS D\u00fcnya S\u0131ralamas\u0131\u2019na g\u00f6re ilk 500\u2019de sadece Ko\u00e7 \u00dcniversitesinin girebilmesi olmu\u015ftur.[17]<\/a><\/p>\n\n\n\n

Sonu\u00e7<\/strong><\/p>\n\n\n\n

Yukar\u0131daki tablo bir kez daha y\u00fcksek\u00f6\u011fretimin sorunlar\u0131na kar\u015f\u0131 \u201c\u00e7a\u011fa uygun\u201d bir e\u011fitimi ger\u00e7ekle\u015ftirmek \u00fczere \u00e7\u00f6z\u00fcm olarak tarif edilen \u00f6zel \u00fcniversitelerin b\u00f6ylesi bir amac\u0131n\u0131n da sonucunun da olmad\u0131\u011f\u0131n\u0131 g\u00f6stermektedir. \u00d6zetlendi\u011fi \u00fczere bu t\u00fcr bir d\u00f6n\u00fc\u015f\u00fcm y\u00fcksek\u00f6\u011fretimin sorunlar\u0131 \u00e7\u00f6zemez, tersine, var olan sorunlar\u0131 daha da derinle\u015ftirir. Nitekim \u00fcniversitelerde bilimsel \u00fcretim, tart\u0131\u015fma ve \u00f6\u011frenim faaliyetlerinin \u00f6zg\u00fcrce ve toplum yarar\u0131na s\u00fcrd\u00fcr\u00fclmesinin var olan g\u00fcd\u00fck ko\u015fullar\u0131 da tahrip edilmektedir. S\u00fcreci y\u00f6nlendiren sermaye s\u0131n\u0131f\u0131n\u0131n ihtiya\u00e7lar\u0131d\u0131r. E\u011fitimin bir pazar haline getirilmesinin yan\u0131nda, \u00f6zel \u00fcniversiteler, sermayenin ideolojik \u00fcretime daha do\u011frudan m\u00fcdahale edebilmelerinin de ara\u00e7lar\u0131 olarak anlam kazanmaktad\u0131r. T\u00fcrkiye\u2019nin en b\u00fcy\u00fck sermaye gruplar\u0131ndan olan Ko\u00e7, Sabanc\u0131 gibilerin \u00fcniversitelerinde K\u00fclt\u00fcrel \u00c7al\u0131\u015fmalar, G\u00f6\u00e7 \u00c7al\u0131\u015fmalar\u0131, Cinsiyet \u00c7al\u0131\u015fmalar\u0131 gibi do\u011frudan sosyal sorunlar hakk\u0131nda \u00e7al\u0131\u015fmalar\u0131n y\u00fcr\u00fct\u00fcld\u00fc\u011f\u00fc akademik alanlara verilen \u00f6nem bunun bir g\u00f6stergesidir. \u00d6yleyse \u00fcniversitelerin \u00f6zerk, demokratik kurumlar olarak toplum yarar\u0131na ve \u00f6zg\u00fcrce bilimsel bilgi \u00fcretim ve \u00f6\u011fretim alanlar\u0131 olarak \u00f6rg\u00fctlenmesi s\u0131n\u0131flar m\u00fccadelesinin bir alan\u0131d\u0131r ve b\u00fct\u00fcn \u00e7\u00f6z\u00fcm \u00f6nerileri bu ger\u00e7e\u011fi merkezine koymak zorundad\u0131r.<\/p>\n\n\n\n

\n\n\n\n

[1]<\/a> Bilim \u00fczerindeki sermaye tahakk\u00fcm\u00fc tarihsel ve i\u00e7sel bir ili\u015fki olmakla birlikte, burada kastedilen bu tahakk\u00fcm ili\u015fkisinin b\u00fct\u00fcn bi\u00e7imsel unsurlar\u0131 \u00fczerinden yeniden \u00fcretilmesidir.<\/p>\n\n\n\n

[2]<\/a> M\u0131z\u0131kac\u0131, F (2021) \u201cT\u00fcrkiye\u2019de Vak\u0131f \u00dcniversiteleri Ger\u00e7e\u011fi: Neoliberalizm Ba\u011flam\u0131nda Devlet Politikas\u0131 Olarak Me\u015frula\u015ft\u0131rma\u201d, E\u011fitim, Bilim, Toplum Dergisi, <\/em>19(75), 33-53.<\/p>\n\n\n\n

[3]<\/a> T.C. Y\u00fcksek\u00f6\u011fretim Kurulu (2007) T\u00fcrkiye\u2019nin Y\u00fcksek\u00f6\u011fretim Stratejisi<\/em>, https:\/\/www.yok.gov.tr\/Documents\/Yayinlar\/Yayinlarimiz\/Turkiyenin-yuksekogretim-stratejisi.pdf, 2007<\/p>\n\n\n\n

[4]<\/a> T\u00fcrk Sanayicileri ve \u0130\u015f Adamlar\u0131 Derne\u011fi (2019) E\u011fitim ve S\u00fcrd\u00fcr\u00fclebilir B\u00fcy\u00fcme,<\/em> https:\/\/www.tusiad.org\/tr\/yayinlar\/raporlar\/item\/3611-egitim-ve-surdurulebilir-buyume-turkiye-deneyimi-riskler-ve-firsatlar, Eri\u015fim Tarihi: 10.08.2022, sf. 4.<\/p>\n\n\n\n

[5]<\/a> T.C. Y\u00fcksek\u00f6\u011fretim Kurulu, T\u00fcrkiye\u2019nin Y\u00fcksek\u00f6\u011fretim Stratejisi<\/em>.<\/p>\n\n\n\n

[6]<\/a> T.C. Y\u00fcksek\u00f6\u011fretim Kurulu, T\u00fcrkiye\u2019nin Y\u00fcksek\u00f6\u011fretim Stratejisi<\/em>, sf. 20.<\/p>\n\n\n\n

[7]<\/a> Y\u00fcksek\u00f6\u011fretim Kurulu (2020) Vak\u0131f Y\u00fcksek\u00f6\u011fretim Kurumlar\u0131 Raporu<\/em>, https:\/\/www.yok.gov.tr\/Documents\/Yayinlar\/Yayinlarimiz\/2020\/vakif-yuksekogretim-kurumlari-2020raporu.pdf, sf. XII.<\/p>\n\n\n\n

[8]<\/a> Y\u00fcksek\u00f6\u011fretim Kurulu, agy, sf. XIV.<\/p>\n\n\n\n

[9]<\/a> Y\u00fcksek\u00f6\u011fretim Kurulu, agy, sf. 8.<\/p>\n\n\n\n

[10]<\/a> M\u0131z\u0131kac\u0131, \u201cT\u00fcrkiye\u2019de Vak\u0131f \u00dcniversiteleri Ger\u00e7e\u011fi\u201d, sf. 37.<\/p>\n\n\n\n

[11]<\/a> M\u0131z\u0131kac\u0131, \u201cT\u00fcrkiye\u2019de Vak\u0131f \u00dcniversiteleri Ger\u00e7e\u011fi\u201d, sf.  40.<\/p>\n\n\n\n

[12]<\/a> Y\u00fcksek\u00f6\u011fretim Kurulu, Vak\u0131f Y\u00fcksek\u00f6\u011fretim Kurumlar\u0131 Raporu, <\/em>sf. 22.<\/p>\n\n\n\n

[13]<\/a> Y\u00fcksek\u00f6\u011fretim Kurulu, agy, sf. 36-37.<\/p>\n\n\n\n

[14]<\/a> Y\u00fcksek\u00f6\u011fretim Kurulu, agy, sf. 40.<\/p>\n\n\n\n

[15]<\/a> Y\u00fcksek\u00f6\u011fretim Kurulu, agy, sf. 77.<\/p>\n\n\n\n

[16]<\/a> Y\u00fcksek\u00f6\u011fretim Kurulu, agy, sf. 77.<\/p>\n\n\n\n

[17]<\/a> Y\u00fcksek\u00f6\u011fretim Kurulu, agy, sf. 90.<\/p>\n","protected":false},"excerpt":{"rendered":"

Neoliberal kuram devletin rol\u00fcn\u00fcn s\u00f6zde daralt\u0131lmas\u0131n\u0131 ifade ederken asl\u0131nda olan devletin, sermaye lehine \u00e7ok daha etkin bir m\u00fcdahale rol\u00fc kazanmas\u0131d\u0131r. Nitekim e\u011fitim hizmeti a\u00e7\u0131s\u0131ndan da devletin y\u00fcksek\u00f6\u011fretimin finansman sa\u011flay\u0131c\u0131s\u0131 rol\u00fc her ge\u00e7en g\u00fcn azal\u0131rken, e\u011fitimin nerede, nas\u0131l ve kimler taraf\u0131ndan finanse edilece\u011fine ve hangi toplumsal s\u0131n\u0131flar\u0131n yarar\u0131na s\u00fcrd\u00fcr\u00fclece\u011fine y\u00f6nelik yasal-siyasal otorite olarak etkin bir \u015fekilde m\u00fcdahalesi artmaktad\u0131r. Burak Ba\u011f\u00e7eci E\u011fitim-\u00f6\u011fretimi […]<\/p>\n","protected":false},"author":1,"featured_media":1617,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_themeisle_gutenberg_block_has_review":false,"footnotes":""},"categories":[526,387,261],"tags":[],"class_list":["post-1616","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-57-sayi-sonbahar-2022","category-egitim","category-burak-bagceci"],"yoast_head":"\nY\u00fcksek\u00f6\u011frenimin \u00f6zelle\u015ftirilmesi<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/teoriveeylem.net\/tr\/2022\/11\/08\/yuksekogrenimin-ozellestirilmesi\/\" \/>\n<meta property=\"og:locale\" content=\"tr_TR\" \/>\n<meta property=\"og:locale:alternate\" content=\"en_EN\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Y\u00fcksek\u00f6\u011frenimin \u00f6zelle\u015ftirilmesi\" \/>\n<meta property=\"og:description\" content=\"Neoliberal kuram devletin rol\u00fcn\u00fcn s\u00f6zde daralt\u0131lmas\u0131n\u0131 ifade ederken asl\u0131nda olan devletin, sermaye lehine \u00e7ok daha etkin bir m\u00fcdahale rol\u00fc kazanmas\u0131d\u0131r. 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