Adalet ve etkinlik amaçları bakımından yükseköğretimde finansman politikası: Türkiye örneği
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Date
2008
Authors
Gölpek, Filiz
Journal Title
Journal ISSN
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Publisher
Uludağ Üniversitesi
Abstract
Demokratik toplumlarda, din, dil, ırk, cinsiyet, siyasal düşünce, felsefi inanç, toplumsal sınıf ve köken, aile gibi sosyoekonomik özellikler nedeniyle hiçbir ayırım yapılmaksızın toplumun tüm bireylerin gizil güç ve yeteneklerinin en elverişli biçimde geliştirmede eğitim hizmetlerinden adil ölçüde yararlanma hakkının yasal bakımdan güvence altına alınmış olması eğitimde adalet olarak tanımlanmaktadır. Eğitimde adaleti sağlama düşüncesiyle, yükseköğretim de dahil eğitim harcamaları kamusal kaynaklardan karşılanmaktadır. Bu düşüncelerle yükseköğretim hizmetinin kamusal kaynaklarla karşılanması, adaletle ilgili beklenen sonucu vermemektedir. Yükseköğretimin kamu kaynaklarıyla karşılanması ve özel getirisinin diğer eğitim seviyelerine göre yüksek olması yükseköğretime olan talebi arttırmakta, bu talep artışına karşılık, üniversite kapasitelerinin arttırılamaması giriş sınavını zorunlu hale getirmektedir. Bu durum, adayların çeşitli yöntemlerle sınava hazırlanmasına neden olmaktadır. Ancak, bu hazırlanma yöntemlerinin ailenin gelirine bağlı olması çoğu özel ders alan yüksek gelir grubuna ait adayların sınavlarda daha başarılı olmasına neden olmaktadır. Dolayısıyla, yüksek gelir grubuna ait adaylar, yükseköğretim hizmetinden daha fazla yararlanabilmektedir. Yükseköğretim harcamalarının çoğunluğunun kamu kaynaklarından karşılanması, aynı zamanda etkinlik sorunu açısından da beklenen sonuçları vermemektedir. Böyle bir sonuç, hem maliyetleri karşılama gücüne sahip yüksek gelirli ailelere kamu kaynaklarından bir gelir transferi yaratmakta, hem de nesiller arası gelir dağılımını etkilemektedir. Dolayısıyla, yükseköğretimde adalet ve etkinlik sorunlarının çözümüne yönelik bir finansman politikası için yükseköğretim harcamalarından kimlerin faydalandığı, kimlerin ödediği, ama aslında kimlerin ödemesi gerektiği sorularına cevap bulunması önemli hale gelmektedir. Bu çalışmada, Türkiye’de yükseköğretimin finansmanına ilişkin politikalar, temelde YÖK, TED, DİE ve Devlet Personel Kanunu ile ilgili belgelerine dayanılarak, önce adalet amacı, sonra fayda-maliyet analizi çerçevesinde etkinlik amacı bakımından analiz edilmiştir. Çalışmada, yükseköğretim harcamalarının kamusal kaynaklardan karşılaması, adalet ve etkinlik amaçları bakımından beklenen sonuçları vermediği görülmüştür.Yükseköğretim harcamalarının kamusal kaynaklardan karşılanmasının yükseköğretime olan talebi arttırdığı, yükseköğretim hizmetinden daha çok yüksek gelirli öğrencilerin yararlandığı, yükseköğretim kademesinde özel getiri değerlerinin sosyal getiri değerlerinden yüksek olduğu görülmüştür. Bu sonuçlar, yükseköğretime yapılan kamu desteğinin etkinlik amacına da hizmet etmediği göstermektedir.
In democratic communities ,the fact that all the citizens in a society, without any discrimination against religion, language, race, gender, political & philosophical views, social class and where they belong to and sociaeconomic status such as family issues, have the right to make use of all the facilities of education equally so as to realize and improve their strengths and capabilities is defined as the equity in education. In an attempt to secure the equity in education, all the expenditures including the higher education as well are met thanks to the public sources. However, that the higher education is provided through the public sources does not give the expected result. This fact and also that the private return of higher education is more than other levels of education boost the demand for higher education, and as a result of this rise in demand the capacity of the universities cannot be expanded, which makes the entry exams compulsory. This fact leaves the candidates no choice but to search for various methods to score well in the exam. Yet, the fact that applying the valid method to be successful depends mostly on the income of the families causes the students of the higher class attending the tutoring to be more successful in the exams. Therefore, the candidates of higher class families can benefit more from the higher educational services. That a great deal of the expenditures for higher education is met through the public sources does not give the expected results either, considering the issue of efficiency. Such a result both creates some kind of income transfer from public sources for the families capable of meeting the expenditures, and affects the income distribution among the youth of the next generation. Accordingly, so as to find a valid financing policy as for the solution for the problems in higher education in terms of equity and efficiency, finding a solution for the problems such as who really benefits from the educational expenditures, who pays for the services, and who really has to pay indeed becomes crucial. Concerning this study, the policies related to the finance which is alloted for higher education in Turkey have been analyzed to check their efficiency depending basicly on the documents of YOK, TED, DIE and Law of Citizens, and it’s been done to clarify firstly the act of justice and then the term called benefit vs expenditures. However, this study has shown that the expenditures of higher education are met thanks to the public sources doesn’t give the expected results as to the equity and efficiency terms. What it has shown is that the expenditures of higher education are met thanks to the public sources have boosted the demand for higher education, that mostly students from higher social-classes benefit from higher education services, and the fact that the value of private return is higher than of social return in higher education. These results also show that the public support for higher education has nothing to do with the efficiency purposes.
In democratic communities ,the fact that all the citizens in a society, without any discrimination against religion, language, race, gender, political & philosophical views, social class and where they belong to and sociaeconomic status such as family issues, have the right to make use of all the facilities of education equally so as to realize and improve their strengths and capabilities is defined as the equity in education. In an attempt to secure the equity in education, all the expenditures including the higher education as well are met thanks to the public sources. However, that the higher education is provided through the public sources does not give the expected result. This fact and also that the private return of higher education is more than other levels of education boost the demand for higher education, and as a result of this rise in demand the capacity of the universities cannot be expanded, which makes the entry exams compulsory. This fact leaves the candidates no choice but to search for various methods to score well in the exam. Yet, the fact that applying the valid method to be successful depends mostly on the income of the families causes the students of the higher class attending the tutoring to be more successful in the exams. Therefore, the candidates of higher class families can benefit more from the higher educational services. That a great deal of the expenditures for higher education is met through the public sources does not give the expected results either, considering the issue of efficiency. Such a result both creates some kind of income transfer from public sources for the families capable of meeting the expenditures, and affects the income distribution among the youth of the next generation. Accordingly, so as to find a valid financing policy as for the solution for the problems in higher education in terms of equity and efficiency, finding a solution for the problems such as who really benefits from the educational expenditures, who pays for the services, and who really has to pay indeed becomes crucial. Concerning this study, the policies related to the finance which is alloted for higher education in Turkey have been analyzed to check their efficiency depending basicly on the documents of YOK, TED, DIE and Law of Citizens, and it’s been done to clarify firstly the act of justice and then the term called benefit vs expenditures. However, this study has shown that the expenditures of higher education are met thanks to the public sources doesn’t give the expected results as to the equity and efficiency terms. What it has shown is that the expenditures of higher education are met thanks to the public sources have boosted the demand for higher education, that mostly students from higher social-classes benefit from higher education services, and the fact that the value of private return is higher than of social return in higher education. These results also show that the public support for higher education has nothing to do with the efficiency purposes.
Description
Keywords
Yükseköğretim, Adalet, Etkinlik, Fayda-maliyet, Yükseköğretim talebi, Harcamalar, Getiriler, Finansman, Higher education, Equity, Efficiency, Benefit-expenditure, Higher education demand, Expenditures, Returns, Financing
Citation
Gölpek, F. (2008). Adalet ve etkinlik amaçları bakımından yükseköğretimde finansman politikası: Türkiye örneği. Yayınlanmamış doktora tezi. Uludağ Üniversitesi Sosyal Bilimler Enstitüsü.