E\u011fitim-Bir-Sen Bursa 1 Nolu \u015eubesi Ba\u015fkan\u0131 Numan \u015eeker, T\u00fcrkiye\u2019de \u00f6\u011fretmenlerin tecr\u00fcbe a\u00e7\u0131s\u0131ndan b\u00f6lgelere ve illere g\u00f6re dengesiz da\u011f\u0131l\u0131m\u0131n\u0131n e\u011fitimde f\u0131rsat e\u015fitli\u011fi a\u00e7\u0131s\u0131ndan endi\u015fe verici boyutta oldu\u011funa dikkat \u00e7ekti. Yakla\u015f\u0131k 40 bin norm fazlas\u0131 \u00f6\u011fretmen bulundu\u011funu, 130 bin \u00f6\u011fretmene ihtiya\u00e7 oldu\u011funu kaydeden Numan \u015eeker, ortalama s\u0131n\u0131f mevcutlar\u0131nda OECD ortalamas\u0131 yakalanmas\u0131na ra\u011fmen ilk ve ortaokullarda yakla\u015f\u0131k 60 bin dersli\u011fe ihtiya\u00e7 oldu\u011funu dile getirdi.<\/p>\n

\u2018E\u011fitime Bak\u0131\u015f 2016 Raporu\u2019nu de\u011ferlendiren Numan \u015eeker, \u201cSendikam\u0131z\u0131n genel merkezi, T\u00fcrkiye\u2019de e\u011fitimle ilgili hemen hemen b\u00fct\u00fcn g\u00f6stergeleri i\u00e7eren, farkl\u0131 a\u00e7\u0131lardan de\u011ferlendiren, her birine y\u00f6nelik analizlere yer verilen ve bu y\u00f6nleriyle bu alanda bug\u00fcne kadar haz\u0131rlanm\u0131\u015f en geni\u015f \u00e7al\u0131\u015fmay\u0131 yapm\u0131\u015ft\u0131r. Tarafs\u0131z bak\u0131\u015f ve yap\u0131c\u0131 yakla\u015f\u0131m \u00e7er\u00e7evesinde y\u00fcr\u00fct\u00fclen uzun soluklu bir \u00e7al\u0131\u015fman\u0131n eseri olan E\u011fitime Bak\u0131\u015f 2016\u2019n\u0131n, E\u011fitim-Bir-Sen\u2019in e\u011fitimi izleme ve de\u011ferlendirme raporlar\u0131n\u0131n ilkini olu\u015fturuyor. E\u011fitime Bak\u0131\u015f 2016: \u0130zleme ve De\u011ferlendirme Raporu haz\u0131rlan\u0131rken, e\u011fitime dair ulusal ve uluslararas\u0131 g\u00f6stergeler, parametreler incelenmi\u015ftir. Bundan sonra \u2018E\u011fitime Bak\u0131\u015f\u2019 ana temas\u0131yla her y\u0131l izleme ve de\u011ferlendirme raporu yay\u0131mlamak konusundaki kararl\u0131\u011f\u0131m\u0131z devam edecektir. B\u00f6ylece, T\u00fcrkiye\u2019de e\u011fitimin mevcut durumunu ve k\u00fcresel g\u00f6r\u00fcn\u00fcm\u00fcn\u00fc s\u00fcrekli ve istikrarl\u0131 bir disiplinle mercek alt\u0131na alm\u0131\u015f olaca\u011f\u0131z. Raporumuzun, bir\u00e7ok veriyi toplu olarak sunmak niteli\u011fiyle, gerek \u00f6\u011fretmenlerin ve e\u011fitimle ilgili ara\u015ft\u0131rma yapan akademisyenlerin gerekse e\u011fitim politikalar\u0131yla siyasi ve idari karar al\u0131c\u0131lar\u0131n \u00e7al\u0131\u015fma masalar\u0131nda yer alacak temel bir kaynak olaca\u011f\u0131na inan\u0131yoruz\u201d dedi.<\/p>\n

Kamu okullar\u0131nda \u00e7al\u0131\u015fan 40 bin civar\u0131nda norm fazlas\u0131 \u00f6\u011fretmen bulundu\u011funu belirten E\u011fitim-Bir-Sen Ba\u015fkan\u0131 Numan \u015eeker, \u201c130 bin \u00f6\u011fretmen ihtiyac\u0131 varken (\u015eubat 2016 verisi), \u00f6\u011fretmenlerin y\u00fczde 5\u2019inin ihtiya\u00e7 fazlas\u0131 olarak okullarda g\u00f6rev yap\u0131yor olmas\u0131 e\u011fitimde f\u0131rsat e\u015fitli\u011fi ba\u011flam\u0131nda ve kamu kaynaklar\u0131n\u0131n verimli kullan\u0131m\u0131 a\u00e7\u0131s\u0131ndan son derece sorunlu bir durumdur. Anayasal haklar kapsam\u0131nda tan\u0131nan aile b\u00fct\u00fcnl\u00fc\u011f\u00fcn\u00fcn korunmas\u0131 ve sa\u011fl\u0131k ihtiya\u00e7lar\u0131n\u0131n giderilmesi gibi haklar ihl\u00e2l edilmeden bu sorunun \u00e7\u00f6z\u00fcm\u00fcne y\u00f6nelik politikalar geli\u015ftirilmelidir\u201d dedi.<\/p>\n

T\u00fcrkiye\u2019de \u00f6\u011fretmenlerin tecr\u00fcbe a\u00e7\u0131s\u0131ndan b\u00f6lgelere ve illere g\u00f6re dengesiz da\u011f\u0131l\u0131m\u0131n\u0131n, e\u011fitimde f\u0131rsat e\u015fitli\u011fi ba\u011flam\u0131nda endi\u015fe verici boyutta oldu\u011funu vurgulayan Numan \u015eeker, \u201cT\u00fcrkiye genelinde kamu \u00e7al\u0131\u015fan\u0131 \u00f6\u011fretmenlerin hizmet s\u00fcresi ortalamas\u0131 11,7 y\u0131l iken, Kuzeydo\u011fu Anadolu, Ortado\u011fu Anadolu ve G\u00fcneydo\u011fu Anadolu b\u00f6lgelerinde s\u0131ras\u0131yla 6,0, 6,7 ve 7,2\u2019dir. \u00d6\u011fretmen hizmet s\u00fcresi ortalamas\u0131n\u0131n en y\u00fcksek oldu\u011fu iller s\u0131ras\u0131yla \u0130zmir (15,6), Ayd\u0131n (15,5), Karab\u00fck (14,9), Ankara (14,9), Yalova (14,8) ve Bal\u0131kesir (14,8) iken, en d\u00fc\u015f\u00fck oldu\u011fu iller s\u0131ras\u0131yla \u015e\u0131rnak (1,8), Hakk\u00e2ri (2,0), A\u011fr\u0131 (2,8), Mu\u015f (3,1) ve Bitlis\u2019tir (3,9). Onuncu Kalk\u0131nma Plan\u0131\u2019nda belirlenen hedef do\u011frultusunda, \u00f6\u011fretmenlerin dezavantajl\u0131 b\u00f6lgelerde ve okullarda uzun s\u00fcreli \u00e7al\u0131\u015fmalar\u0131n\u0131 \u00f6zendirecek birtak\u0131m d\u00fczenlemelerin yap\u0131lmas\u0131 gerekmektedir. \u00d6zellikle \u00f6\u011fretmenlerin \u00f6zl\u00fck haklar\u0131 ile ilgili bir d\u00fczenlemenin bu do\u011frultuda etkili bir politika arac\u0131 olaca\u011f\u0131 d\u00fc\u015f\u00fcn\u00fclmektedir\u201d diye konu\u015ftu.<\/p>\n

\u201c\u00d6\u011frenciler \u00f6\u011fretmen, \u00f6\u011fretmen adaylar\u0131 ise tayin bekliyor\u201d<\/p>\n

Raporda \u00fclkemizde gelecek y\u0131llarda da \u00f6\u011fretmen olmak isteyenlerin say\u0131s\u0131n\u0131n talebin \u00fczerinde olaca\u011f\u0131n\u0131n \u00f6ng\u00f6r\u00fcld\u00fc\u011f\u00fcn\u00fcn alt\u0131n\u0131 \u00e7izen Numan \u015eeker, \u201cE\u011fitim fak\u00fcltelerindeki mevcut \u00f6\u011frenci say\u0131lar\u0131, yeni kay\u0131t \u00f6\u011frenci say\u0131lar\u0131 ve mezun say\u0131lar\u0131 birlikte de\u011ferlendirildi\u011finde ve ayr\u0131ca fen-edebiyat fak\u00fcltelerinin mezunlar\u0131na verilen pedagojik formasyon sertifikalar\u0131n\u0131n say\u0131s\u0131 g\u00f6z \u00f6n\u00fcnde bulunduruldu\u011funda, \u00f6n\u00fcm\u00fczdeki y\u0131llarda da \u00f6\u011fretmen arz\u0131n\u0131n bir\u00e7ok alanda \u00f6\u011fretmen talebinden daha fazla olaca\u011f\u0131 \u00f6ng\u00f6r\u00fclmektedir. 2015 y\u0131l\u0131nda 417 bin 480 \u00f6\u011fretmen aday\u0131 KPSS E\u011fitim Bilimleri Testine girmi\u015ftir\u201d \u015feklinde konu\u015ftu.<\/p>\n

Yer de\u011fi\u015ftirme ile bulundu\u011fu ilden ayr\u0131lanlar\u0131n b\u00fcy\u00fck \u00e7o\u011funlu\u011funu G\u00fcneydo\u011fu, Ortado\u011fu ve Kuzeydo\u011fu Anadolu b\u00f6lgelerindeki \u00f6\u011fretmenlerin olu\u015fturdu\u011funu ifade eden Numan \u015eeker, konu\u015fmas\u0131na \u015f\u00f6yle devam etti:<\/p>\n

\u201c\u0130ller aras\u0131 yer de\u011fi\u015ftiren \u00f6\u011fretmenlerin yakla\u015f\u0131k y\u00fczde 52\u2019si bu b\u00f6lgelerdeki illerden ayr\u0131lm\u0131\u015ft\u0131r. \u0130ller aras\u0131 yer de\u011fi\u015ftiren \u00f6\u011fretmenlerin \u00f6nemli bir k\u0131sm\u0131 (y\u00fczde 43) Akdeniz, Ege ve \u0130stanbul b\u00f6lgelerinde bulunan illere tayin olmu\u015ftur. Genel olarak bak\u0131ld\u0131\u011f\u0131nda iller aras\u0131 yer de\u011fi\u015ftirmelerde \u00f6\u011fretmenlerin g\u00f6rece az geli\u015fmi\u015f illerin bulundu\u011fu b\u00f6lgelerden ayr\u0131larak, g\u00f6rece daha geli\u015fmi\u015f illerin bulundu\u011fu bat\u0131daki b\u00f6lgelere do\u011fru hareket etti\u011fi g\u00f6r\u00fclmektedir. \u0130ller aras\u0131 yer de\u011fi\u015ftirme ile ayr\u0131lan \u00f6\u011fretmenlerin oranlar\u0131n\u0131n y\u00fcksek oldu\u011fu do\u011fu b\u00f6lgelerinde ve sosyo-ekonomik geli\u015fmi\u015flik seviyesi d\u00fc\u015f\u00fck olan illerden ayr\u0131lan \u00f6\u011fretmenlerin yerleri b\u00fcy\u00fck oranda yeni atanan \u00f6\u011fretmenlerle doldurulmaktad\u0131r. \u0130lk atama ile atanan yeni \u00f6\u011fretmenlerin y\u00fczde 73\u2019\u00fc do\u011fu b\u00f6lgelerindeki illere atanmaktad\u0131r. \u0130ller aras\u0131 yer de\u011fi\u015ftirmeye ba\u011fl\u0131 tayinler ve ilk atamalar birlikte de\u011ferlendirildi\u011finde, do\u011fu b\u00f6lgelerindeki \u00f6\u011fretmen ihtiyac\u0131 y\u00fczde 90 ve \u00fczeri oranlarda ilk atamalarla tayin edilen yeni \u00f6\u011fretmenlerle kar\u015f\u0131lan\u0131rken, di\u011fer b\u00f6lgelerde y\u00fczde 49 ila y\u00fczde 75 aras\u0131nda de\u011fi\u015fen oranlarda iller aras\u0131 yer de\u011fi\u015ftirme ile atanan tecr\u00fcbeli \u00f6\u011fretmenlerle kar\u015f\u0131lanmaktad\u0131r.\u201d<\/p>\n

\u201c60 bin derslik ihtiyac\u0131 kar\u015f\u0131lanmal\u0131d\u0131r\u201d<\/p>\n

Numan \u015eeker, ortalama s\u0131n\u0131f mevcutlar\u0131nda OECD ortalamas\u0131n\u0131 yakalamam\u0131za ra\u011fmen, ilk ve ortaokullarda yakla\u015f\u0131k 60 bin dersli\u011fe ihtiya\u00e7 bulundu\u011funu kaydederek, \u201c2013 y\u0131l\u0131 OECD verileri esas al\u0131nd\u0131\u011f\u0131nda, ilkokul ve ortaokul d\u00fczeylerinde T\u00fcrkiye\u2019de ortalama s\u0131n\u0131f mevcutlar\u0131 (s\u0131ras\u0131yla 23 ve 28) OECD ortalamas\u0131n\u0131n (s\u0131ras\u0131yla 21 ve 24) \u00fczerindedir. Son y\u0131llarda ya\u015fanan geli\u015fmelere ba\u011fl\u0131 olarak T\u00fcrkiye 2015 y\u0131l\u0131nda OECD\u2019nin 2013 y\u0131l\u0131 ortalamas\u0131n\u0131 yakalam\u0131\u015ft\u0131r. Ancak ortalama s\u0131n\u0131f mevcutlar\u0131nda b\u00f6lgeler ve iller aras\u0131 farkl\u0131l\u0131klar (e\u015fitsizlikler) son 10-15 y\u0131ll\u0131k d\u00f6nemde ciddi boyutlarda azalmas\u0131na ra\u011fmen s\u00f6z konusu g\u00f6sterge i\u00e7in b\u00f6lgeler ve iller aras\u0131 e\u015fitsizlikler halen devam etmektedir. \u0130lk ve ortaokul kademelerinde ikili e\u011fitim yapan okul ve \u00f6\u011frenci oranlar\u0131 2010 y\u0131l\u0131ndan (s\u0131ras\u0131yla y\u00fczde 22 ve y\u00fczde 51) 2015 y\u0131l\u0131na (s\u0131ras\u0131yla y\u00fczde 19 ve y\u00fczde 46) az miktarda d\u00fc\u015f\u00fc\u015f g\u00f6stermi\u015ftir. 2015 y\u0131l\u0131nda dersliklerin yakla\u015f\u0131k y\u00fczde 16\u2019s\u0131nda ikili e\u011fitim yap\u0131lm\u0131\u015ft\u0131r. Buna g\u00f6re, s\u0131n\u0131f mevcutlar\u0131 ve okulla\u015fma oranlar\u0131yla ilgili verilerin sabit kalmas\u0131 durumunda ilk ve ortaokullarda ikili e\u011fitim uygulamas\u0131na son verebilmek i\u00e7in yakla\u015f\u0131k 60 bin derslik ihtiyac\u0131 vard\u0131r\u201d diye konu\u015ftu.<\/p>\n

T\u00fcrkiye\u2019de son y\u0131llarda b\u00fct\u00fcn e\u011fitim kademelerinde okulla\u015fma oranlar\u0131nda kayda de\u011fer bir b\u00fcy\u00fcme kaydedildi\u011fini i\u015faret eden \u015eeker, \u201c2015-2016 e\u011fitim \u00f6\u011fretim y\u0131l\u0131nda, ilkokul \u00e7a\u011f\u0131n\u0131 kapsayan 6-9 ya\u015f grubunda y\u00fczde 98,81 ortaokul \u00e7a\u011f\u0131n\u0131 kapsayan 10-13 ya\u015f grubunda ise y\u00fczde 99,05 net okulla\u015fma oranlar\u0131na ula\u015f\u0131ld\u0131\u011f\u0131 g\u00f6r\u00fclmektedir. Ayr\u0131ca okul \u00f6ncesinden orta\u00f6\u011fretime t\u00fcm kademeler g\u00f6z \u00f6n\u00fcnde bulunduruldu\u011funda, 1990 y\u0131l\u0131nda 157 bin civar\u0131nda olan \u00f6zel \u00f6\u011fretim kurumu \u00f6\u011frenci say\u0131s\u0131, 2000 y\u0131l\u0131nda 272 bine, 2010 y\u0131l\u0131nda 498 bine, 2015 y\u0131l\u0131nda ise 1 milyon 174 bine \u00e7\u0131km\u0131\u015ft\u0131r. Oransal olarak bak\u0131ld\u0131\u011f\u0131nda \u00f6zel \u00f6\u011fretim kurumlar\u0131na devam eden \u00f6\u011frencilerin, a\u00e7\u0131k \u00f6\u011fretim \u00f6\u011frencileri d\u00e2hil, t\u00fcm \u00f6\u011frenciler i\u00e7erisindeki pay\u0131 1990 y\u0131l\u0131nda y\u00fczde 1,5 civar\u0131nda iken, 2000 y\u0131l\u0131nda y\u00fczde 2,1\u2019e, 2010 y\u0131l\u0131nda y\u00fczde 3,0\u2019a, 2015 y\u0131l\u0131nda ise y\u00fczde 6,7\u2019ye y\u00fckselmi\u015ftir\u201d dedi.<\/p>\n

\u201cLise \u00e7a\u011f\u0131ndaki her 100 gen\u00e7ten 15\u2019i e\u011fitime devam etmiyor\u201d<\/p>\n

Orta\u00f6\u011fretimin 2012 y\u0131l\u0131ndan itibaren mecburi e\u011fitim kapsam\u0131na al\u0131nmas\u0131yla bu kademede okulla\u015fma oranlar\u0131n\u0131n son y\u0131llarda ciddi art\u0131\u015f g\u00f6sterdi\u011fini ifade eden Numan \u015eeker, \u201cAncak, orta\u00f6\u011fretimi kapsayan 14-17 ya\u015f grubundaki her 100 \u00f6\u011frenciden yakla\u015f\u0131k 15\u2019i e\u011fitimine devam etmemektedir. Bu durum, yeni politikalar\u0131n geli\u015ftirilmesinin gereklili\u011fini ortaya koymaktad\u0131r\u201d dedi. S\u00f6z konusu e\u011fitim-\u00f6\u011fretim y\u0131l\u0131nda temel liselere devam eden \u00f6\u011frencilerin s\u0131n\u0131flara g\u00f6re da\u011f\u0131l\u0131m\u0131 incelendi\u011finde olduk\u00e7a \u00e7arp\u0131c\u0131 bir tablo ortaya \u00e7\u0131kt\u0131\u011f\u0131n\u0131 belirten \u015eeker, \u201c\u0130lgili y\u00f6netmelikte temel liselerin her s\u0131n\u0131f d\u00fczeyinde kay\u0131tl\u0131 \u00f6\u011frenci say\u0131s\u0131n\u0131n toplam kontenjan\u0131n y\u00fczde 40\u2019\u0131n\u0131 ge\u00e7emeyece\u011fi belirtilmi\u015f olmas\u0131na ra\u011fmen, 12. s\u0131n\u0131fa devam eden \u00f6\u011frenci say\u0131s\u0131, toplam kay\u0131tl\u0131 \u00f6\u011frencilerin y\u00fczde 58\u2019ine denk d\u00fc\u015fmektedir. Ba\u015fka bir ifadeyle, temel liseye kay\u0131tl\u0131 \u00f6\u011frencilerin yakla\u015f\u0131k be\u015fte \u00fc\u00e7\u00fc 12. s\u0131n\u0131f \u00f6\u011frencisidir\u201d \u015feklinde konu\u015ftu.<\/p>\n

\u201cA\u00e7\u0131k \u00f6\u011fretimdeki \u00f6\u011frenci art\u0131\u015f\u0131 b\u00fcy\u00fcyor\u201d<\/p>\n

A\u00e7\u0131k \u00f6\u011fretimde (ortaokul ve lise) \u00f6\u011frenim g\u00f6ren toplam \u00f6\u011frenci say\u0131s\u0131n\u0131n 2007 y\u0131l\u0131ndan itibaren s\u00fcrekli art\u0131\u015f g\u00f6sterdi\u011fine alt\u0131n\u0131 \u00e7izen Numan \u015eeker, 2015 y\u0131l\u0131nda toplam 1 milyon 874 bin 210 a\u00e7\u0131k \u00f6\u011fretim \u00f6\u011frencisi bulunurken, bu \u00f6\u011frencilerin 1 milyon 536 bin 135\u2019inin a\u00e7\u0131k lise \u00f6\u011frencisi, 338 bin 75\u2019inin ise a\u00e7\u0131k \u00f6\u011fretim ortaokulu \u00f6\u011frencisi oldu\u011funu s\u00f6yledi. Orta\u00f6\u011fretimde, 2015 y\u0131l\u0131 ba\u015f\u0131nda a\u00e7\u0131k \u00f6\u011fretim \u00f6\u011frenci say\u0131s\u0131n\u0131n toplam \u00f6\u011frenci say\u0131s\u0131na oran\u0131n\u0131n y\u00fczde 26,45\u2019i buldu\u011funu s\u00f6yleyen \u015eeker, \u015f\u00f6yle konu\u015ftu: \u201cBa\u015fka bir ifadeyle, her d\u00f6rt \u00f6\u011frenciden biri a\u00e7\u0131k orta\u00f6\u011fretim lisesine gitmi\u015ftir. Ge\u00e7en y\u0131l yap\u0131lan de\u011fi\u015fiklikle, TEOG yerle\u015ftirmelerinde herhangi bir \u00f6rg\u00fcn \u00f6\u011fretim kurumuna yerle\u015femeyen \u00f6\u011frenciler zorunlu olarak a\u00e7\u0131k \u00f6\u011fretim lisesine yerle\u015ftirilmektedir. Ayr\u0131ca, iki y\u0131l \u00fcst \u00fcste s\u0131n\u0131f tekrar\u0131 yapan lise \u00f6\u011frencileri de a\u00e7\u0131k orta\u00f6\u011fretime kayd\u0131r\u0131lmaktad\u0131r. Buna ba\u011fl\u0131 olarak, a\u00e7\u0131k \u00f6\u011fretim lisesi, \u00f6\u011frencileri i\u00e7in nitelikli bir alternatif olmaktan ziyade sistemde ba\u015far\u0131s\u0131z \u00f6\u011frencilerin y\u00f6nlendirildi\u011fi depo kurum haline gelmi\u015ftir.\u201d<\/p>\n

Y\u00fcksek\u00f6\u011fretim program\u0131na yerle\u015fen \u00f6\u011frencilerin mezun olduklar\u0131 lise t\u00fcr\u00fcne g\u00f6re detayl\u0131 analizinin, \u00fcniversiteye ge\u00e7i\u015fte lise t\u00fcrleri aras\u0131ndaki ba\u015far\u0131 fark\u0131n\u0131 a\u00e7\u0131k\u00e7a ortaya koydu\u011funu belirten Numan \u015eeker, \u201c2015 y\u0131l\u0131 yerle\u015ftirme sonu\u00e7lar\u0131na g\u00f6re, lisans programlar\u0131na yerle\u015fme oran\u0131 a\u00e7\u0131s\u0131ndan, Sosyal Bilimler Lisesi, \u00d6zel Fen Lisesi, Anadolu \u00d6\u011fretmen Lisesi ve \u00d6zel Lise (yabanc\u0131 dil e\u011fitim verenler), Fen Lisesi ve Anadolu Lisesi di\u011fer t\u00fcm lise t\u00fcrlerine g\u00f6re belirgin bir \u015fekilde daha ba\u015far\u0131l\u0131 olmu\u015ftur. Lise t\u00fcrlerine g\u00f6re lisans programlar\u0131na yerle\u015fme oranlar\u0131ndaki u\u00e7urum, y\u00fcksek\u00f6\u011fretime ge\u00e7i\u015fteki f\u0131rsat e\u015fitsizli\u011fini g\u00f6zler \u00f6n\u00fcne sermektedir\u201d de\u011ferlendirmesinde bulundu.<\/p>\n

\u201cHerkes i\u00e7in daha iyi e\u011fitim anlay\u0131\u015f\u0131 ile ele\u015ftiri ve \u00f6nerileri ortaya koyuyoruz\u201d<\/p>\n

402 bini a\u015fk\u0131n \u00fcyesiyle e\u011fitim hizmet kolunun yetkili sendikas\u0131 ve T\u00fcrkiye\u2019nin en b\u00fcy\u00fck sivil toplum kurulu\u015fu E\u011fim-Bir-Sen olarak 24 y\u0131ld\u0131r \u00f6zl\u00fck ve \u00f6zg\u00fcrl\u00fck m\u00fccadelesi verdiklerinin alt\u0131n\u0131 \u00e7izen Numan \u015eeker, \u201cE\u011fitim \u00e7al\u0131\u015fanlar\u0131n\u0131n mali ve sosyal haklar\u0131n\u0131 korumak ve geli\u015ftirmek, sorunlar\u0131n\u0131 g\u00fcndeme getirmek ve \u00e7\u00f6zmek, \u2018herkes i\u00e7in ve daha iyi e\u011fitim\u2019 anlay\u0131\u015f\u0131yla ele\u015ftiri ve \u00f6neriler ortaya koymak, \u00fccretlerde ve gelir da\u011f\u0131l\u0131m\u0131nda adaleti sa\u011flamak hedefleri i\u00e7in \u00e7al\u0131\u015f\u0131yor ve \u00fcretiyoruz. E\u011fitim \u00e7al\u0131\u015fanlar\u0131n\u0131n mali ve sosyal haklar\u0131n\u0131 korumak ve geli\u015ftirmek, sorunlar\u0131n\u0131 g\u00fcndeme getirmek ve \u00e7\u00f6zmek, \u2018herkes i\u00e7in ve daha iyi e\u011fitim\u2019 anlay\u0131\u015f\u0131yla ele\u015ftiri ve \u00f6neriler ortaya koymak, \u00fccretlerde ve gelir da\u011f\u0131l\u0131m\u0131nda adaleti sa\u011flamak hedefleri i\u00e7in \u00e7al\u0131\u015f\u0131yor ve \u00fcretiyoruz. Medeniyetimizin k\u00f6k de\u011ferlerini idrak etmi\u015f, daha \u00f6zg\u00fcr, daha m\u00fcreffeh ve daha mutlu insanlar\u0131n ya\u015fad\u0131\u011f\u0131 \u2018daha g\u00fc\u00e7l\u00fc, daha huzurlu, daha adil T\u00fcrkiye\u2019yi in\u015fa etmek amac\u0131yla \u00e7\u0131kt\u0131\u011f\u0131m\u0131z sendikal yolculukta, hem sendikac\u0131l\u0131k hem de sivil toplum noktas\u0131nda yeni e\u015fikler olu\u015fturmaya devam ediyoruz\u201d diyerek, s\u00f6zlerini \u015fu c\u00fcmlelerle tamamlad\u0131: \u201cBu \u00e7er\u00e7evede, akademik \u00e7al\u0131\u015fmalar\u0131m\u0131zla ge\u00e7mi\u015fe, g\u00fcne ve gelece\u011fe \u0131\u015f\u0131k tutuyor, e\u011fitim \u00e7al\u0131\u015fanlar\u0131 i\u00e7in elde etti\u011fimiz kazan\u0131mlarla eme\u011fin de\u011ferini art\u0131r\u0131yor, akademik sendikac\u0131l\u0131k anlay\u0131\u015f\u0131n\u0131n hakk\u0131n\u0131 veriyoruz.\u201d

\n\t\t\t

\n\t\t\t\t130 bin \u00f6\u011fretmene ihtiya\u00e7 var<\/a>\n\t\t\t<\/div><\/figure>\n\t\t<\/div>\n<\/p>\n","protected":false},"excerpt":{"rendered":"

E\u011e\u0130T\u0130M B\u0130R SEN<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[12600],"tags":[18973,12970,12323,22452,13604],"class_list":["post-622821","post","type-post","status-publish","format-standard","hentry","category-egitim-2","tag-18973","tag-bin","tag-ihtiyac","tag-ogretmene","tag-var"],"_links":{"self":[{"href":"https:\/\/www.erzhaber.com\/index.php?rest_route=\/wp\/v2\/posts\/622821","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.erzhaber.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.erzhaber.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.erzhaber.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.erzhaber.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=622821"}],"version-history":[{"count":0,"href":"https:\/\/www.erzhaber.com\/index.php?rest_route=\/wp\/v2\/posts\/622821\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.erzhaber.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=622821"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.erzhaber.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=622821"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.erzhaber.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=622821"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}