In this paper, we project Skills in Literacy Adjusted Mean Years of Schooling (SLAMYS) for the wo... more In this paper, we project Skills in Literacy Adjusted Mean Years of Schooling (SLAMYS) for the working age population in 45 countries and quinquennial time periods until 2050 according to various population scenarios. Moreover, we integrate the effect of school closures due to the COVID-19 pandemic on these projections. Adult skills are projected using the cohort components method. They can help in assessing the potential consequences of the recent trends for the adult population, particularly the workforce, whose skills are essential for the jobs contributing to economic growth and development outlooks. Our projections are novel as they take into account both the amount of schooling and quality of education and also consider the changes in adult skills through lifetime. Projections show that the adult skills gap between countries in the Global North and countries in the Global South will likely continue to exist by 2050, even under very optimistic assumptions–but may widen or narro...
Abstract This paper investigates the emergence and spread of illegal artisanal and small-scale mi... more Abstract This paper investigates the emergence and spread of illegal artisanal and small-scale mining (ASM) and explores its dynamics and socio-economic effects in Zonguldak, Turkey. The study is based on field research covering a series of semi-structured in-depth interviews, focus group meetings and on-site observations. We argue that the emergence of illegal ASM in Zonguldak is an outcome of a temporal turn in mining policies in 1980s, namely desynchronized neoliberalism. Desynchronized neoliberalism refers to both the distinct operations of neoliberalism in different landscapes and the temporal and conflicting applications of it in a specific landscape. The non-synchronizations, which are also reflected in the current dynamics of coal extraction, allow the issue to be discussed within a mining temporalities framework. Throughout the paper, the heterogeneity and different temporal regimes of illegal ASM in Zonguldak are discussed. The historicity of mining and its consequences for the mining sector are evaluated, including people's experiences and expectations. Mining temporalities in Zonguldak are found to have both local and global characteristics that show similarities as well as differences with ASM experiences around the globe.
This paper aims to discover the level of equity in the Turkish education system using maths outco... more This paper aims to discover the level of equity in the Turkish education system using maths outcomes of 15-year-old students in the Programme for International Student Assessment (PISA) exam. In order to do that, associations between various social background variables and student performance are analysed via multilevel models. Female pupils, students from lower socio-economic backgrounds and students from eastern regions are all found to be disadvantaged in terms of maths outcomes. The biggest gap between students in Turkey is due to school types. The difference between selective academic schools and other types of schools is more than 100 points, which is equal to the difference between almost four grade years. However, the positive effect of attending selective academic schools is smaller for girls. Further investigations indicate that, in the Turkish education system, school type at secondary level represents the effects of socio-economic background and educational and physical ...
Human capital, broadly defined as the skills acquired through formal education, is acknowledged a... more Human capital, broadly defined as the skills acquired through formal education, is acknowledged as one of the key drivers of economic growth and social development. However, its measurement for the working-age populations, on a global scale and over time, is still unsatisfactory. Most indicators either only consider the quantity dimension of education and disregard the actual skills or are demographically inconsistent by applying the skills of the young cohorts in school to represent the skills of the working-age population at the same time. In the case of rapidly expanding or changing school systems, this assumption is untenable. However, an increasing number of countries have started to assess the literacy skills of their adult populations by age and sex directly. Drawing on this literacy data, and by using demographic backprojection and statistical estimation techniques, we here present a demographically consistent indicator for adult literacy skills, the skills in literacy adjus...
This paper investigates the emergence and spread of illegal artisanal and small-scale mining (ASM... more This paper investigates the emergence and spread of illegal artisanal and small-scale mining (ASM) and explores its dynamics and socio-economic effects in Zonguldak, Turkey. The study is based on field research covering a series of semi-structured in-depth interviews, focus group meetings and on-site observations. We argue that the emergence of illegal ASM in Zonguldak is an outcome of a temporal turn in mining policies in 1980s, namely desynchronized neoliberalism. Desynchronized neoliberalism refers to both the distinct operations of neoliberalism in different landscapes and the temporal and conflicting applications of it in a specific landscape. The non-synchronizations, which are also reflected in the current dynamics of coal extraction, allow the issue to be discussed within a mining temporalities framework. Throughout the paper, the heterogeneity and different temporal regimes of illegal ASM in Zonguldak are discussed. The historicity of mining and its consequences for the mining sector are evaluated, including people's experiences and expectations. Mining temporalities in Zonguldak are found to have both local and global characteristics that show similarities as well as differences with ASM experiences around the globe.
In Turkey, the number of quantitative studies on social stratification has been low for years. Th... more In Turkey, the number of quantitative studies on social stratification has been low for years. This is mostly due to a lack of available data. In this paper, it is aimed to investigate the status of social stratification in Turkey, the effects on occupational status and the change in social mobility through the analysis of secondary data. To this end, datasets from International Social Survey Programme dated 2009, TURKSTAT Household Labor Force Research dated 2010 and TURKSTAT Adult Education Research dated 2012 have been analysed despite their shortcomings. Occupational status scores and social stratification positions of the respondents in these surveys have been calculated according to EGP, ISEI and CAMSIS indexes which are based on distinct conceptualizations. Ordinary least squares and multinomial logistic regression models show that parental occupational status, educational level of the respondent and parental educational level have all significant effects on respondents’ occupational status across all indexes and datasets. Moreover, multilevel models show that the effect of parental occupational status on respondents’ occupational status is lower among younger cohorts. These results are in line with the international literature. Despite the implications towards an increase in upward mobility, in order to have more clear inferences further research should be designed to capture social mobility through direct measures of educational and occupational statuses of respondents and their parents.
The human capital of the working age population has in the past shown to be a key driver not only... more The human capital of the working age population has in the past shown to be a key driver not only of economic growth and poverty reduction but also of health, quality of institutions, and adaptive capacity to environmental change. Human capital has mostly been measured in terms of mean years of schooling of the population or the highest educational attainment distribution. But in recent years the attention has shifted to trying to also measure the quality of education in terms of the skills acquired. While much empirical information already exists on the tests of skills of school age children, the situation is not as good with respect to globally comparable data on adult skills. However, what matters for the multiple benefits of human capital is the skill level of adults of working age rather than the skill level of school age children. While the skills of the school-age population are sometimes used as a proxy for that of the adult population, the two can differ widely, particularly in countries that have seen recent expansions of schooling or changes in the educational system. Hence, for many purposes ranging from economic growth regressions to projections of future productivity, or demographic behaviours that reflect the heterogeneity of adults by their skills, there has not yet been an available dataset on skills adjusted human capital for adults on a global scale. This paper presents the first such global data set for the period 1970-2015 for a new summary measure of adult human capital called Skills-Adjusted Mean Years of Schooling (SAMYS). Additionally, for 44 countries we present SAMYS by age and sex. The new measure combines the tested level of skills with the quantity of schooling measured by the average years spent in school. Several features of SAMYS advance the state of the art in the field of human capital measurement. Firstly, it combines tests on adult skills with conventional educational and demographic indicators to gain a fuller understanding of the level of human capital in a country. Second, SAMYS have been estimated for a very large number of countries (201 countries for the year 2015 and 185 countries for the period 1970-2015) to present the broadest possible picture of trends in global human capital. Finally, through using the demographic method of back projection along cohort lines, this new measure gives consistent and comparable data for skills adjusted human capital for all adult age groups and both sexes over a 45-year period. The results show that SAMYS have been improving over time in virtually all countries but that the differences between countries are much greater for SAMYS than for mean years of schooling.
NÜFUSBİLİM DERGİSİ / TURKISH JOURNAL OF POPULATION STUDIES, 2019
Bu makalede Türkiye’de demografik geçiş ve eğitimin yaygınlaşmasının
sosyal ve ekonomik etkileri ... more Bu makalede Türkiye’de demografik geçiş ve eğitimin yaygınlaşmasının sosyal ve ekonomik etkileri değerlendirilmektedir. Türkiye’nin yüksek genç nüfus oranı ile açık olan demografik fırsat penceresi ve son yıllarda gerek ilköğretim gerekse yükseköğretimde hızla artan okullaşma oranlarının ne gibi fırsatlar doğurduğu, bu fırsatların değerlendirilmesi için gerekli koşulların neler olduğu, bu fırsatların yarattığı hedeflere ulaşmada sosyal ve ekonomik engellerin neler olduğu tartışılmaktadır. Bu bağlamda, Türkiye’nin orta gelir grubundan yüksek gelirli ülke grubuna çıkması olanağı, istihdam piyasasının değişen yapısı ve toplumsal tabakalaşmada yaşanan değişiklikler ele alınmıştır. Yapılan incelemeler hem eğitim hem de istihdam alanında çeşitli olumlu niceliksel ilerlemelerin olduğunu göstermektedir. Ancak yine de pek çok göstergede Türkiye’nin gelişmiş ülkeler düzeyinin altında kaldığı görülmektedir. Ayrıca, niceliksel ilerlemenin niteliksel iyileşmeleri sağlayacak politikalarla desteklenmesi gerekliliği de ortaya konmuştur.
Uluslararası Yönetim İktisat ve İşletme Dergisi, 2019
Orta gelir tuzağındaki ülkeler arasında gösterilen Türkiye'nin üst gelir grubuna çıkabilmek için ... more Orta gelir tuzağındaki ülkeler arasında gösterilen Türkiye'nin üst gelir grubuna çıkabilmek için yenilikçi bir ekonomi yaratmasının gerekliliği ve bu nedenle nitelikli bir beşeri sermayeye ihtiyaç duyduğu literatürde vurgulanmaktadır. Gerek düşük bağımlı nüfus oranı sayesinde açık olan demografik fırsat penceresi gerekse hızla artan okullaşma oranları Türkiye için önemli avantajlar yaratmaktadır. Bu çalışmanın amacı OECD tarafından yürütülen PIAAC araştırması verileri aracılığıyla Türkiye'nin beşeri sermaye düzeyini ve farklı sosyo-ekonomik değişkenlerin beşeri sermaye üzerindeki etkisini tespit etmektir. PIAAC verilerine göre sözel, sayısal ve teknoloji zengin ortamlarda problem çözme becerileri konusunda Türkiye OECD ülkelerinin çok gerisinde yer almaktadır. Bu beceri alanlarında genç yaş gruplarına doğru bir artış olsa da Türkiye'nin üst gelir grubuna çıkmasını sağlayacak beşeri sermayeyi oluşturmaktan çok uzak olduğu görülmektedir. Ayrıca, yetişkin becerileri konusunda çeşitli sosyo-ekonomik değişkenlere göre ciddi eşitsizlikler olduğu da ortaya çıkmaktadır. ABSTRACT It is underlined in the extant literature that as one of the countries in the middle income trap, Turkey has to create an innovative economy and thus needs to improve its human capital. The facts that Turkey is in a demographic window of opportunity with its low rates of dependent population and has increasing rates of educational enrolment create advantages for Turkey. This study aims to investigate the human capital level of Turkey and the effects of various socioeconomic variables on human capital via PIAAC data collected by OECD. Analysis of PIAAC data reveals that Turkey is far behind OECD countries in terms of adult skills in numeracy, literacy and problem solving in technology-rich environments. Despite an increase in skills from older cohorts to the younger ones, it can be seen that Turkey is far from having the human capital required to escape from the middle income trap. Moreover, it is found that there are severe inequalities in adult skills according to various socioeconomic factors.
Bu çalışma Türkiye’de son yıllarda yükseköğretimin yaygınlaşmasının toplumsal tabakalaşmaya dayal... more Bu çalışma Türkiye’de son yıllarda yükseköğretimin yaygınlaşmasının toplumsal tabakalaşmaya dayalı sosyo-ekonomik eşitsizlikler üzerindeki etkisini incelemektedir. TÜİK Hanehalkı İşgücü Anketi ve Yetişkin Eğitimi Araştırması verileri kullanılarak yapılan analizlerde ebeveyn mesleki statüsü, birey eğitim düzeyi ve birey mesleki statüsü üçgenindeki ilişkiler ele alınmış, yükseköğretimin yaygınlaşmasıyla birlikte ebeveyn mesleki statüsü ile birey mesleki statüsü arasındaki ilişkilerin zayıfladığı görülmüştür. Ancak, ebeveyn mesleki statüsünün bireyin eğitim düzeyi üzerinde hâlâ yüksek bir etkisinin olduğu, dolayısıyla toplumsal tabakalaşmanın yeniden üretiminin eğitime eşit erişimin sağlanması yoluyla değil, bir bileşik etki ile azaldığı bulunmuştur. Bu azalma uluslararası literatürde olduğu gibi, üniversite düzeyinde eğitim alan bireylerin mesleki statülerinin ebeveynlerinin mesleki statüsünden daha az etkilenmesi ve Türkiye’de yükseköğretim düzeyinde eğitim alanların oranının hızla artmasıyla mümkün olmuştur. Lojistik regresyon analizi, üniversite derecesine erişim konusunda cinsiyet, ebeveyn mesleki statüsü, anne ve baba eğitim düzeyi ve kuşak değişkenlerinin hâlâ önemli ölçüde etkin olduğunu göstermektedir. Ebeveyn ve çocukların eğitim ve meslek düzeylerine ilişkin daha detaylı bilgiler içeren verilerle yapılacak analizler toplumsal eşitsizliklerin lisansüstü dereceler veya eğitimin niteliği üzerinden yeniden üretilip üretilmediğini gösterebilecektir.
Bu makalede PISA Türkiye verisi kullanılarak yazılan akademik makalelerde PISA verisinin yöntembi... more Bu makalede PISA Türkiye verisi kullanılarak yazılan akademik makalelerde PISA verisinin yöntembilimsel olarak ne kadar doğru kullanılabildiği sınanmaktadır. ISI Web of Knowledge, Scopus ve ULAKBİM dizinlerinde PISA Türkiye verileri/sonuçları üzerine yazılmış 97 makaleye ulaşılmıştır. Bu makalelerin sadece 46'sında PISA Türkiye verisi kullanılarak özgün bir analiz yapıldığı tespit edilmiştir. Yöntembilimsel olarak incelenen 46 makalenin büyük çoğunluğunda ise örneklem ağırlıkları, olası değerler ve analizler için kullanılan yazılım gibi özelliklerden bahsedilmediği görülmüştür. Sadece 5 makalede örneklem ağırlıklarının doğru kullanımı rapor edilirken, olası değerler de sadece 10 makalede istatistiksel olarak uygun şekillerde kullanılmıştır. Bu sonuçlar PISA Türkiye verilerinin akademik yazında kullanımının çok sınırlı olduğunu göstermektedir. Dahası, PISA Türkiye verisi ile özgün analizler yapan makalelerin de büyük çoğunluğunda yöntembilimsel gerekliliklere uyulmadığını ve yapılan analizlerin büyük çoğunluğunun bu haliyle güvenilir olmaktan uzak olduğunu söylemek mümkündür. Bu haliyle PISA Türkiye verilerinin Türkiye'de eğitim politikalarına yön verme potansiyelinden hayli uzakta olduğunu söylenebilir. Abstract This article methodologically reviews the scientific articles based on PISA Turkey data. 97 articles were reached using ISI Web of Knowledge, Scopus and ULAKBIM indices. Among these articles, only 46 are found to have employed original analysis of PISA Turkey data. Moreover, most of the 46 reviewed articles are failed to report methodological issues such as sampling weights, the use of plausible values and the software employed in the analyses. Only 5 articles are found to use and report sampling weights properly, only 10 used plausible values in a methodologically acceptable way. These results show that the use of PISA Turkey data in scientific articles is very limited. Moreover, most of the articles that employ original analyses with PISA Turkey data fail to meet methodological necessities. Thus, their results are far from being reliable. In this manner, it is hard to claim that the potential of PISA Turkey data to guide education policies in Turkey can be realized.
This paper aims to discover the level of equity in the Turkish education system using maths outco... more This paper aims to discover the level of equity in the Turkish education system using maths outcomes of 15-year-old students in the Programme for International Student Assessment (PISA) exam. In order to do that, associations between various social background variables and student performance are analysed via multilevel models. Female pupils, students from lower socio-economic backgrounds and students from eastern regions are all found to be disadvantaged in terms of maths outcomes. The biggest gap between students in Turkey is due to school types. The difference between selective academic schools and other types of schools is more than 100 points, which is equal to the difference between almost four grade years. However, the positive effect of attending selective academic schools is smaller for girls. Further investigations indicate that, in the Turkish education system, school type at secondary level represents the effects of socio-economic background and educational and physical resources at school in addition to previous achievements of pupils. Results of the analyses show that it is very hard to claim that the education system in Turkey is operating in a way that mitigates existing inequalities in the society. To the contrary, there are indications that the Turkish education system itself reproduces inequalities.
In this paper, we project Skills in Literacy Adjusted Mean Years of Schooling (SLAMYS) for the wo... more In this paper, we project Skills in Literacy Adjusted Mean Years of Schooling (SLAMYS) for the working age population in 45 countries and quinquennial time periods until 2050 according to various population scenarios. Moreover, we integrate the effect of school closures due to the COVID-19 pandemic on these projections. Adult skills are projected using the cohort components method. They can help in assessing the potential consequences of the recent trends for the adult population, particularly the workforce, whose skills are essential for the jobs contributing to economic growth and development outlooks. Our projections are novel as they take into account both the amount of schooling and quality of education and also consider the changes in adult skills through lifetime. Projections show that the adult skills gap between countries in the Global North and countries in the Global South will likely continue to exist by 2050, even under very optimistic assumptions–but may widen or narro...
Abstract This paper investigates the emergence and spread of illegal artisanal and small-scale mi... more Abstract This paper investigates the emergence and spread of illegal artisanal and small-scale mining (ASM) and explores its dynamics and socio-economic effects in Zonguldak, Turkey. The study is based on field research covering a series of semi-structured in-depth interviews, focus group meetings and on-site observations. We argue that the emergence of illegal ASM in Zonguldak is an outcome of a temporal turn in mining policies in 1980s, namely desynchronized neoliberalism. Desynchronized neoliberalism refers to both the distinct operations of neoliberalism in different landscapes and the temporal and conflicting applications of it in a specific landscape. The non-synchronizations, which are also reflected in the current dynamics of coal extraction, allow the issue to be discussed within a mining temporalities framework. Throughout the paper, the heterogeneity and different temporal regimes of illegal ASM in Zonguldak are discussed. The historicity of mining and its consequences for the mining sector are evaluated, including people's experiences and expectations. Mining temporalities in Zonguldak are found to have both local and global characteristics that show similarities as well as differences with ASM experiences around the globe.
This paper aims to discover the level of equity in the Turkish education system using maths outco... more This paper aims to discover the level of equity in the Turkish education system using maths outcomes of 15-year-old students in the Programme for International Student Assessment (PISA) exam. In order to do that, associations between various social background variables and student performance are analysed via multilevel models. Female pupils, students from lower socio-economic backgrounds and students from eastern regions are all found to be disadvantaged in terms of maths outcomes. The biggest gap between students in Turkey is due to school types. The difference between selective academic schools and other types of schools is more than 100 points, which is equal to the difference between almost four grade years. However, the positive effect of attending selective academic schools is smaller for girls. Further investigations indicate that, in the Turkish education system, school type at secondary level represents the effects of socio-economic background and educational and physical ...
Human capital, broadly defined as the skills acquired through formal education, is acknowledged a... more Human capital, broadly defined as the skills acquired through formal education, is acknowledged as one of the key drivers of economic growth and social development. However, its measurement for the working-age populations, on a global scale and over time, is still unsatisfactory. Most indicators either only consider the quantity dimension of education and disregard the actual skills or are demographically inconsistent by applying the skills of the young cohorts in school to represent the skills of the working-age population at the same time. In the case of rapidly expanding or changing school systems, this assumption is untenable. However, an increasing number of countries have started to assess the literacy skills of their adult populations by age and sex directly. Drawing on this literacy data, and by using demographic backprojection and statistical estimation techniques, we here present a demographically consistent indicator for adult literacy skills, the skills in literacy adjus...
This paper investigates the emergence and spread of illegal artisanal and small-scale mining (ASM... more This paper investigates the emergence and spread of illegal artisanal and small-scale mining (ASM) and explores its dynamics and socio-economic effects in Zonguldak, Turkey. The study is based on field research covering a series of semi-structured in-depth interviews, focus group meetings and on-site observations. We argue that the emergence of illegal ASM in Zonguldak is an outcome of a temporal turn in mining policies in 1980s, namely desynchronized neoliberalism. Desynchronized neoliberalism refers to both the distinct operations of neoliberalism in different landscapes and the temporal and conflicting applications of it in a specific landscape. The non-synchronizations, which are also reflected in the current dynamics of coal extraction, allow the issue to be discussed within a mining temporalities framework. Throughout the paper, the heterogeneity and different temporal regimes of illegal ASM in Zonguldak are discussed. The historicity of mining and its consequences for the mining sector are evaluated, including people's experiences and expectations. Mining temporalities in Zonguldak are found to have both local and global characteristics that show similarities as well as differences with ASM experiences around the globe.
In Turkey, the number of quantitative studies on social stratification has been low for years. Th... more In Turkey, the number of quantitative studies on social stratification has been low for years. This is mostly due to a lack of available data. In this paper, it is aimed to investigate the status of social stratification in Turkey, the effects on occupational status and the change in social mobility through the analysis of secondary data. To this end, datasets from International Social Survey Programme dated 2009, TURKSTAT Household Labor Force Research dated 2010 and TURKSTAT Adult Education Research dated 2012 have been analysed despite their shortcomings. Occupational status scores and social stratification positions of the respondents in these surveys have been calculated according to EGP, ISEI and CAMSIS indexes which are based on distinct conceptualizations. Ordinary least squares and multinomial logistic regression models show that parental occupational status, educational level of the respondent and parental educational level have all significant effects on respondents’ occupational status across all indexes and datasets. Moreover, multilevel models show that the effect of parental occupational status on respondents’ occupational status is lower among younger cohorts. These results are in line with the international literature. Despite the implications towards an increase in upward mobility, in order to have more clear inferences further research should be designed to capture social mobility through direct measures of educational and occupational statuses of respondents and their parents.
The human capital of the working age population has in the past shown to be a key driver not only... more The human capital of the working age population has in the past shown to be a key driver not only of economic growth and poverty reduction but also of health, quality of institutions, and adaptive capacity to environmental change. Human capital has mostly been measured in terms of mean years of schooling of the population or the highest educational attainment distribution. But in recent years the attention has shifted to trying to also measure the quality of education in terms of the skills acquired. While much empirical information already exists on the tests of skills of school age children, the situation is not as good with respect to globally comparable data on adult skills. However, what matters for the multiple benefits of human capital is the skill level of adults of working age rather than the skill level of school age children. While the skills of the school-age population are sometimes used as a proxy for that of the adult population, the two can differ widely, particularly in countries that have seen recent expansions of schooling or changes in the educational system. Hence, for many purposes ranging from economic growth regressions to projections of future productivity, or demographic behaviours that reflect the heterogeneity of adults by their skills, there has not yet been an available dataset on skills adjusted human capital for adults on a global scale. This paper presents the first such global data set for the period 1970-2015 for a new summary measure of adult human capital called Skills-Adjusted Mean Years of Schooling (SAMYS). Additionally, for 44 countries we present SAMYS by age and sex. The new measure combines the tested level of skills with the quantity of schooling measured by the average years spent in school. Several features of SAMYS advance the state of the art in the field of human capital measurement. Firstly, it combines tests on adult skills with conventional educational and demographic indicators to gain a fuller understanding of the level of human capital in a country. Second, SAMYS have been estimated for a very large number of countries (201 countries for the year 2015 and 185 countries for the period 1970-2015) to present the broadest possible picture of trends in global human capital. Finally, through using the demographic method of back projection along cohort lines, this new measure gives consistent and comparable data for skills adjusted human capital for all adult age groups and both sexes over a 45-year period. The results show that SAMYS have been improving over time in virtually all countries but that the differences between countries are much greater for SAMYS than for mean years of schooling.
NÜFUSBİLİM DERGİSİ / TURKISH JOURNAL OF POPULATION STUDIES, 2019
Bu makalede Türkiye’de demografik geçiş ve eğitimin yaygınlaşmasının
sosyal ve ekonomik etkileri ... more Bu makalede Türkiye’de demografik geçiş ve eğitimin yaygınlaşmasının sosyal ve ekonomik etkileri değerlendirilmektedir. Türkiye’nin yüksek genç nüfus oranı ile açık olan demografik fırsat penceresi ve son yıllarda gerek ilköğretim gerekse yükseköğretimde hızla artan okullaşma oranlarının ne gibi fırsatlar doğurduğu, bu fırsatların değerlendirilmesi için gerekli koşulların neler olduğu, bu fırsatların yarattığı hedeflere ulaşmada sosyal ve ekonomik engellerin neler olduğu tartışılmaktadır. Bu bağlamda, Türkiye’nin orta gelir grubundan yüksek gelirli ülke grubuna çıkması olanağı, istihdam piyasasının değişen yapısı ve toplumsal tabakalaşmada yaşanan değişiklikler ele alınmıştır. Yapılan incelemeler hem eğitim hem de istihdam alanında çeşitli olumlu niceliksel ilerlemelerin olduğunu göstermektedir. Ancak yine de pek çok göstergede Türkiye’nin gelişmiş ülkeler düzeyinin altında kaldığı görülmektedir. Ayrıca, niceliksel ilerlemenin niteliksel iyileşmeleri sağlayacak politikalarla desteklenmesi gerekliliği de ortaya konmuştur.
Uluslararası Yönetim İktisat ve İşletme Dergisi, 2019
Orta gelir tuzağındaki ülkeler arasında gösterilen Türkiye'nin üst gelir grubuna çıkabilmek için ... more Orta gelir tuzağındaki ülkeler arasında gösterilen Türkiye'nin üst gelir grubuna çıkabilmek için yenilikçi bir ekonomi yaratmasının gerekliliği ve bu nedenle nitelikli bir beşeri sermayeye ihtiyaç duyduğu literatürde vurgulanmaktadır. Gerek düşük bağımlı nüfus oranı sayesinde açık olan demografik fırsat penceresi gerekse hızla artan okullaşma oranları Türkiye için önemli avantajlar yaratmaktadır. Bu çalışmanın amacı OECD tarafından yürütülen PIAAC araştırması verileri aracılığıyla Türkiye'nin beşeri sermaye düzeyini ve farklı sosyo-ekonomik değişkenlerin beşeri sermaye üzerindeki etkisini tespit etmektir. PIAAC verilerine göre sözel, sayısal ve teknoloji zengin ortamlarda problem çözme becerileri konusunda Türkiye OECD ülkelerinin çok gerisinde yer almaktadır. Bu beceri alanlarında genç yaş gruplarına doğru bir artış olsa da Türkiye'nin üst gelir grubuna çıkmasını sağlayacak beşeri sermayeyi oluşturmaktan çok uzak olduğu görülmektedir. Ayrıca, yetişkin becerileri konusunda çeşitli sosyo-ekonomik değişkenlere göre ciddi eşitsizlikler olduğu da ortaya çıkmaktadır. ABSTRACT It is underlined in the extant literature that as one of the countries in the middle income trap, Turkey has to create an innovative economy and thus needs to improve its human capital. The facts that Turkey is in a demographic window of opportunity with its low rates of dependent population and has increasing rates of educational enrolment create advantages for Turkey. This study aims to investigate the human capital level of Turkey and the effects of various socioeconomic variables on human capital via PIAAC data collected by OECD. Analysis of PIAAC data reveals that Turkey is far behind OECD countries in terms of adult skills in numeracy, literacy and problem solving in technology-rich environments. Despite an increase in skills from older cohorts to the younger ones, it can be seen that Turkey is far from having the human capital required to escape from the middle income trap. Moreover, it is found that there are severe inequalities in adult skills according to various socioeconomic factors.
Bu çalışma Türkiye’de son yıllarda yükseköğretimin yaygınlaşmasının toplumsal tabakalaşmaya dayal... more Bu çalışma Türkiye’de son yıllarda yükseköğretimin yaygınlaşmasının toplumsal tabakalaşmaya dayalı sosyo-ekonomik eşitsizlikler üzerindeki etkisini incelemektedir. TÜİK Hanehalkı İşgücü Anketi ve Yetişkin Eğitimi Araştırması verileri kullanılarak yapılan analizlerde ebeveyn mesleki statüsü, birey eğitim düzeyi ve birey mesleki statüsü üçgenindeki ilişkiler ele alınmış, yükseköğretimin yaygınlaşmasıyla birlikte ebeveyn mesleki statüsü ile birey mesleki statüsü arasındaki ilişkilerin zayıfladığı görülmüştür. Ancak, ebeveyn mesleki statüsünün bireyin eğitim düzeyi üzerinde hâlâ yüksek bir etkisinin olduğu, dolayısıyla toplumsal tabakalaşmanın yeniden üretiminin eğitime eşit erişimin sağlanması yoluyla değil, bir bileşik etki ile azaldığı bulunmuştur. Bu azalma uluslararası literatürde olduğu gibi, üniversite düzeyinde eğitim alan bireylerin mesleki statülerinin ebeveynlerinin mesleki statüsünden daha az etkilenmesi ve Türkiye’de yükseköğretim düzeyinde eğitim alanların oranının hızla artmasıyla mümkün olmuştur. Lojistik regresyon analizi, üniversite derecesine erişim konusunda cinsiyet, ebeveyn mesleki statüsü, anne ve baba eğitim düzeyi ve kuşak değişkenlerinin hâlâ önemli ölçüde etkin olduğunu göstermektedir. Ebeveyn ve çocukların eğitim ve meslek düzeylerine ilişkin daha detaylı bilgiler içeren verilerle yapılacak analizler toplumsal eşitsizliklerin lisansüstü dereceler veya eğitimin niteliği üzerinden yeniden üretilip üretilmediğini gösterebilecektir.
Bu makalede PISA Türkiye verisi kullanılarak yazılan akademik makalelerde PISA verisinin yöntembi... more Bu makalede PISA Türkiye verisi kullanılarak yazılan akademik makalelerde PISA verisinin yöntembilimsel olarak ne kadar doğru kullanılabildiği sınanmaktadır. ISI Web of Knowledge, Scopus ve ULAKBİM dizinlerinde PISA Türkiye verileri/sonuçları üzerine yazılmış 97 makaleye ulaşılmıştır. Bu makalelerin sadece 46'sında PISA Türkiye verisi kullanılarak özgün bir analiz yapıldığı tespit edilmiştir. Yöntembilimsel olarak incelenen 46 makalenin büyük çoğunluğunda ise örneklem ağırlıkları, olası değerler ve analizler için kullanılan yazılım gibi özelliklerden bahsedilmediği görülmüştür. Sadece 5 makalede örneklem ağırlıklarının doğru kullanımı rapor edilirken, olası değerler de sadece 10 makalede istatistiksel olarak uygun şekillerde kullanılmıştır. Bu sonuçlar PISA Türkiye verilerinin akademik yazında kullanımının çok sınırlı olduğunu göstermektedir. Dahası, PISA Türkiye verisi ile özgün analizler yapan makalelerin de büyük çoğunluğunda yöntembilimsel gerekliliklere uyulmadığını ve yapılan analizlerin büyük çoğunluğunun bu haliyle güvenilir olmaktan uzak olduğunu söylemek mümkündür. Bu haliyle PISA Türkiye verilerinin Türkiye'de eğitim politikalarına yön verme potansiyelinden hayli uzakta olduğunu söylenebilir. Abstract This article methodologically reviews the scientific articles based on PISA Turkey data. 97 articles were reached using ISI Web of Knowledge, Scopus and ULAKBIM indices. Among these articles, only 46 are found to have employed original analysis of PISA Turkey data. Moreover, most of the 46 reviewed articles are failed to report methodological issues such as sampling weights, the use of plausible values and the software employed in the analyses. Only 5 articles are found to use and report sampling weights properly, only 10 used plausible values in a methodologically acceptable way. These results show that the use of PISA Turkey data in scientific articles is very limited. Moreover, most of the articles that employ original analyses with PISA Turkey data fail to meet methodological necessities. Thus, their results are far from being reliable. In this manner, it is hard to claim that the potential of PISA Turkey data to guide education policies in Turkey can be realized.
This paper aims to discover the level of equity in the Turkish education system using maths outco... more This paper aims to discover the level of equity in the Turkish education system using maths outcomes of 15-year-old students in the Programme for International Student Assessment (PISA) exam. In order to do that, associations between various social background variables and student performance are analysed via multilevel models. Female pupils, students from lower socio-economic backgrounds and students from eastern regions are all found to be disadvantaged in terms of maths outcomes. The biggest gap between students in Turkey is due to school types. The difference between selective academic schools and other types of schools is more than 100 points, which is equal to the difference between almost four grade years. However, the positive effect of attending selective academic schools is smaller for girls. Further investigations indicate that, in the Turkish education system, school type at secondary level represents the effects of socio-economic background and educational and physical resources at school in addition to previous achievements of pupils. Results of the analyses show that it is very hard to claim that the education system in Turkey is operating in a way that mitigates existing inequalities in the society. To the contrary, there are indications that the Turkish education system itself reproduces inequalities.
This dissertation aims at finding the relationship between equity and excellence in education and... more This dissertation aims at finding the relationship between equity and excellence in education and how these two dimensions interplay in Turkey. It is found that inequalities in education are not functional as suggested by functionalist theories. On the other hand, findings of this dissertation show that more equity brings more success. Results also show that Turkish education system is neither equitable nor excellent. Moreover, it is found that current education structure in Turkey worsens existing social inequalities. One of the main research questions of this thesis is: “What is the relationship between equity and excellence in education?” It is found that there is a positive relationship between equity and excellence. Unlike earlier claims about a trade-off between equity and excellence, there are serious hints about a relationship in which these two dimensions of education are enabling each other. It is also aimed at finding how equity and excellence interact in Turkey by asking the research question: “Which social and educational characteristics are associated with educational excellence in Turkey?” It is found that there are huge performance differences between girls and boys, students from different family backgrounds and students from different regions. The biggest difference is between school types. It is shown that top performing schools not only receive better performing students from affluent families but also receive more and better resources. Another striking finding of this dissertation is that female students are extra disadvantaged in selective types of schools. Despite being admitted to the most successful types of high schools with a higher probability than boys, girls do not benefit from the educational advantages of these schools as much as boys. Therefore, it is fair to say that education system in Turkey is reproducing existing social inequalities as suggested by conflict theories of sociology of education.
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Papers by Caner Özdemir
This paper presents the first such global data set for the period 1970-2015 for a new summary measure of adult human capital called Skills-Adjusted Mean Years of Schooling (SAMYS). Additionally, for 44 countries we present SAMYS by age and sex. The new measure combines the tested level of skills with the quantity of schooling measured by the average years spent in school. Several features of SAMYS advance the state of the art in the field of human capital measurement. Firstly, it combines tests on adult skills with conventional educational and demographic indicators to gain a fuller understanding of the level of human capital in a country. Second, SAMYS have been estimated for a very large number of countries (201 countries for the year 2015 and 185 countries for the period 1970-2015) to present the broadest possible picture of trends in global human capital. Finally, through using the demographic method of back projection along cohort lines, this new measure gives consistent and comparable data for skills adjusted human capital for all adult age groups and both sexes over a 45-year period. The results show that SAMYS have been improving over time in virtually all countries but that the differences between countries are much greater for SAMYS than for mean years of schooling.
sosyal ve ekonomik etkileri değerlendirilmektedir. Türkiye’nin yüksek
genç nüfus oranı ile açık olan demografik fırsat penceresi ve son yıllarda
gerek ilköğretim gerekse yükseköğretimde hızla artan okullaşma
oranlarının ne gibi fırsatlar doğurduğu, bu fırsatların değerlendirilmesi
için gerekli koşulların neler olduğu, bu fırsatların yarattığı hedeflere
ulaşmada sosyal ve ekonomik engellerin neler olduğu tartışılmaktadır.
Bu bağlamda, Türkiye’nin orta gelir grubundan yüksek gelirli ülke
grubuna çıkması olanağı, istihdam piyasasının değişen yapısı ve
toplumsal tabakalaşmada yaşanan değişiklikler ele alınmıştır. Yapılan
incelemeler hem eğitim hem de istihdam alanında çeşitli olumlu
niceliksel ilerlemelerin olduğunu göstermektedir. Ancak yine de pek
çok göstergede Türkiye’nin gelişmiş ülkeler düzeyinin altında kaldığı
görülmektedir. Ayrıca, niceliksel ilerlemenin niteliksel iyileşmeleri
sağlayacak politikalarla desteklenmesi gerekliliği de ortaya konmuştur.
Abstract
This article methodologically reviews the scientific articles based on PISA Turkey data. 97
articles were reached using ISI Web of Knowledge, Scopus and ULAKBIM indices. Among
these articles, only 46 are found to have employed original analysis of PISA Turkey data.
Moreover, most of the 46 reviewed articles are failed to report methodological issues such as
sampling weights, the use of plausible values and the software employed in the analyses. Only
5 articles are found to use and report sampling weights properly, only 10 used plausible values
in a methodologically acceptable way.
These results show that the use of PISA Turkey data in scientific articles is very limited.
Moreover, most of the articles that employ original analyses with PISA Turkey data fail to meet
methodological necessities. Thus, their results are far from being reliable. In this manner, it is
hard to claim that the potential of PISA Turkey data to guide education policies in Turkey can
be realized.
This paper presents the first such global data set for the period 1970-2015 for a new summary measure of adult human capital called Skills-Adjusted Mean Years of Schooling (SAMYS). Additionally, for 44 countries we present SAMYS by age and sex. The new measure combines the tested level of skills with the quantity of schooling measured by the average years spent in school. Several features of SAMYS advance the state of the art in the field of human capital measurement. Firstly, it combines tests on adult skills with conventional educational and demographic indicators to gain a fuller understanding of the level of human capital in a country. Second, SAMYS have been estimated for a very large number of countries (201 countries for the year 2015 and 185 countries for the period 1970-2015) to present the broadest possible picture of trends in global human capital. Finally, through using the demographic method of back projection along cohort lines, this new measure gives consistent and comparable data for skills adjusted human capital for all adult age groups and both sexes over a 45-year period. The results show that SAMYS have been improving over time in virtually all countries but that the differences between countries are much greater for SAMYS than for mean years of schooling.
sosyal ve ekonomik etkileri değerlendirilmektedir. Türkiye’nin yüksek
genç nüfus oranı ile açık olan demografik fırsat penceresi ve son yıllarda
gerek ilköğretim gerekse yükseköğretimde hızla artan okullaşma
oranlarının ne gibi fırsatlar doğurduğu, bu fırsatların değerlendirilmesi
için gerekli koşulların neler olduğu, bu fırsatların yarattığı hedeflere
ulaşmada sosyal ve ekonomik engellerin neler olduğu tartışılmaktadır.
Bu bağlamda, Türkiye’nin orta gelir grubundan yüksek gelirli ülke
grubuna çıkması olanağı, istihdam piyasasının değişen yapısı ve
toplumsal tabakalaşmada yaşanan değişiklikler ele alınmıştır. Yapılan
incelemeler hem eğitim hem de istihdam alanında çeşitli olumlu
niceliksel ilerlemelerin olduğunu göstermektedir. Ancak yine de pek
çok göstergede Türkiye’nin gelişmiş ülkeler düzeyinin altında kaldığı
görülmektedir. Ayrıca, niceliksel ilerlemenin niteliksel iyileşmeleri
sağlayacak politikalarla desteklenmesi gerekliliği de ortaya konmuştur.
Abstract
This article methodologically reviews the scientific articles based on PISA Turkey data. 97
articles were reached using ISI Web of Knowledge, Scopus and ULAKBIM indices. Among
these articles, only 46 are found to have employed original analysis of PISA Turkey data.
Moreover, most of the 46 reviewed articles are failed to report methodological issues such as
sampling weights, the use of plausible values and the software employed in the analyses. Only
5 articles are found to use and report sampling weights properly, only 10 used plausible values
in a methodologically acceptable way.
These results show that the use of PISA Turkey data in scientific articles is very limited.
Moreover, most of the articles that employ original analyses with PISA Turkey data fail to meet
methodological necessities. Thus, their results are far from being reliable. In this manner, it is
hard to claim that the potential of PISA Turkey data to guide education policies in Turkey can
be realized.
One of the main research questions of this thesis is: “What is the relationship between equity and excellence in education?” It is found that there is a positive relationship between equity and excellence. Unlike earlier claims about a trade-off between equity and excellence, there are serious hints about a relationship in which these two dimensions of education are enabling each other.
It is also aimed at finding how equity and excellence interact in Turkey by asking the research question: “Which social and educational characteristics are associated with educational excellence in Turkey?” It is found that there are huge performance differences between girls and boys, students from different family backgrounds and students from different regions. The biggest difference is between school types. It is shown that top performing schools not only receive better performing students from affluent families but also receive more and better resources. Another striking finding of this dissertation is that female students are extra disadvantaged in selective types of schools. Despite being admitted to the most successful types of high schools with a higher probability than boys, girls do not benefit from the educational advantages of these schools as much as boys. Therefore, it is fair to say that education system in Turkey is reproducing existing social inequalities as suggested by conflict theories of sociology of education.