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Eğitim toplumsal bir olgudur. Eğitim, kişilere bir takım kazanımlar sağlamak için yeni davranışlar, yetenekler ve bilgiler kazandırılması amacıyla veya onlara bedeni, duygusal, zihinsel, toplumsal yeteneklerin ve davranışların faydalı doğrultuda geliştirilmesi yönünde yürütülen faaliyetlerin ve yapılan çalışmaların tamamıdır. Eğitim insan davranışlarını geliştirme ve değiştirme yolunda kullanılabilecek en etkin yoldur. Küreselleşme ile birlikte, toplumlar daha çok iç içe geçmiş, daha örgütlü ve organize hale dönüşmüş kollektif yapılar haline gelmiştir. Sivil toplum kuruluşu (STK), gönüllü üyeliğe dayalı ve topluma hizmete ve siyaseti etkilemeye yönelik resmi olmayan örgütlenmeler olarak belirtilebilir. Bu çalışmada, eğitim ve sivil toplum kuruluşları bir sosyal sermaye olarak ele alınacak ve 1980 sonrası Türkiye’de sivil toplum kuruluşlarının milli eğitim politikalarına etkisi değerlendirilecektir. 1980 sonrası sivil toplum kuruluşları incelenirken nitel araştırma yöntemlerinden içerik analizi kullanılmıştır. Türkiye’de eğitim politikaları ile ilgili olarak 21 kavram tespit edilmiştir. Sivil toplum kuruluşları içinde inceleme konusu yapılan kavramlardan en fazla tartışma konusu yapılanların sırasıyla öğretmen, mesleki ve teknik eğitim, okul öncesi eğitim, ilköğretim, ortaöğretim, yaygın eğitim, özel sektör, zorunlu eğitim, yabancı dil, laiklik ve din eğitimi konularının olduğu görülmüştür.
Education is a social phenomenon. Education is the whole of the activities and work carried out in order to gain new behaviors, abilities and knowledge to provide a set of achievements to individuals or to develop their bodily, emotional, mental, social abilities and behaviors in a beneficial direction. Education is a way that can be used in developing and changing human behavior. With globalization, societies have become more intrinsic, more organized and organized collective structures. The civil society organization (STK) can be defined as non-formal organizations based on voluntary membership and aimed at serving and influencing society and politics. In this study, education and civil society organizations will be treated as a social capital and the impact of civil society organizations in Turkey after 1980 will be assessed on national education policies. After the 1980s, the study of civil society organizations used content analysis from quality research methods. There are 21 concepts of education in Turkey. The concepts that are subject to the study within civil society organizations have been discussed more than one subject, respectively; teachers, professional and technical education, pre-school education, primary education, secondary education, broad education, private sector, compulsory education, foreign language, secularity and religious education.
Education is a social phenomenon. Education is all of the activities and works carried out in order to gain new behaviors, abilities and knowledge in order to gain some achievements to the persons or to develop them in the beneficial direction of body, emotional, mental, social skills and behaviors. Education is the most effective way to improve and change human behavior. Along with globalization, societies have become more intertwined, more organized and collective structures that have become organized. The non-governmental organization (NGO) can be defined as an informal organization based on voluntary membership and influencing collective service and politics. In this study, education and non-governmental organizations will be considered as a social capital and the effect of non-governmental organizations on national education policies in Turkey after 1980 will be evaluated. Content analysis has been used from qualitative research methods while civil society organizations after 1980 are being examined. 21 concepts related to educational policies in Turkey have been identified. Within the framework of civil society organizations, the most discussion topics from the concepts of examination are; Teachers, vocational and technical education, pre-school education, primary education, secondary education, non-formal education, private sector, compulsory education, foreign language, secularism and religious education.
Field : Hukuk; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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