Publication: Kamu diplomasisinde yumuşak güç unsuru olarak MEB yurt dışı Türk okulları : sorunlar ve çözüm stratejileri (Körfez ülkeleri örneği)
Abstract
Bu araştırmanın amacı, Körfez Ülkelerinde yaşayan vatandaşlarımıza ve soydaşlarımıza eğitim hizmeti sunan Milli Eğitim Bakanlığı’na bağlı Yurtdışı Türk Okullarının kamu diplomasisinde yumuşak bir güç unsuru olarak aktif bir biçimde rol oynamasını engelleyen sorunları ortaya çıkarmak ve bu bağlamda çözüm stratejileri üreterek yabancı kamuoyunu etkileme gücüne sahip bir aktör olması için öneriler üretmektir.Bu amaçla araştırmada nitel yöntemlerden olgu bilim desenine başvurulmuştur. Araştırmanın amacına uygun olarak MEB Merkez Teşkilat, Maarif Vakfı ve Yunus Emre Enstitüsü ile araştırma problemine ilişkin çoklu bakış açıları elde edebilmek amacıyla görüşmeler yapılmıştır. Bu araştırmada, araştırmanın amacına ulaşabilmek için amaçlı örnekleme yöntemlerinden kartopu ve kolay ulaşılabilirlik yöntemleri kullanılmıştır.Çalışma grubunu oluşturan katılımcılar, 2017-2018 eğitim-öğretim yılında Suudi Arabistan, İran, Katar ve Kuveyt’te, eğitim öğretim faaliyetlerini yürütmekte olan Türk Okullarında görev yapan 14 öğretmen, 2017-2018 eğitim-öğretim yılında Suudi Arabistan, İran, Katar ve Kuveyt’te eğitim öğretim faaliyetlerini yürütmekte olan Türk Okullarında görev yapan 6 okul yöneticisi, MEB Yükseköğretim ve Yurt Dışı Eğitim Genel Müdürlüğü’nde görev yapan 3 şube müdürü ve 2 daire başkanı, Maarif Vakfı’nda görev yapan 1 başkan danışmanı, 2 daire başkanı ve 1 direktör, Yunus Emre Enstitüsü’nde görev yapan 1 uzman olmak üzere 30 kişiden oluşmaktadır. Araştırmanın amacına uygun verilere ulaşmak için yarı yapılandırılmış görüşme formu kullanılmıştır. Çalışma grubunu oluşturan öğretmen, okul yöneticisi, Türkiye Maarif Vakfı, YEE ve MEB Yükseköğretim ve Yurt Dışı Eğitim Genel Müdürlüğü yöneticilerinin kamu diplomasisinde yumuşak güç unsuru olarak MEB Yurtdışı Türk Okullarına ilişkin sorunlar ve çözüm stratejilerine bağlamındaki görüşlerinden elde edilen veriler NVIVO 12 analizine tabi tutulmuştur. Araştırmanın geçerlik ve güvenirlik çalışmaları kapsamında görüşme soruları uzmanların görüşlerine sunulmuş, temaların ve kodların araştırmanın problemlerini temsil edip etmediği ile ilgili olarak uzman görüşüne başvurulmuştur. Geçerlik ve güvenirlik süreci kapsamında farklı veri kaynaklarından verilerin elde edilmesine fırsat sağlayan veri üçgenlemesi yöntemi kullanılmıştır.Bu çalışmada, MEB Yurt Dışı Türk Okullarının kamu diplomasisinde yumuşak güç unsuru olarak yurt dışında görevli öğretmenlerin yeterlilikleri, gerçekleştirilecek eğitsel ve kültürel ortak projeler ve örnek uygulamalar için paylaşım platformları, Büyükelçilikler ile koordinasyon, Türk Okulu öğrencilerinin iyileştirilmesi gereken alanları, hizmetiçi eğitimlerin içeriği, Türk Okulu imajı, denetim, rehberlik, yasal ve yönetsel düzenlemeler ile ilgili konuların önemi ortaya çıkmıştır.Bu itibarla, araştırma sonucunda yukarıda sayılan bulgular temelinde MEB Yurt Dışı yapılanmasının daha etkin bir yapıya kavuşturulması, yurtdışında yaşayan vatandaşlar ve kardeş topluluklar ile ekonomik, sosyal ve kültürel olarak yakın ilişkiler tesis edilmesinin sağlanmasına yönelik bulgular ortaya çıkmıştır. Bu bağlamda Türk Okulları üzerinden kurulması gereken koordinasyon çalışmalarının gerek kamu diplomasisini daha etkin kılmak gerekse Türk diasporasının potansiyel gücünden istifade edebilmesi ile ilgili öneriler sunulmuştur.
The purpose of this study is to bring out the problems, which prevent Turkish overseas schools linked to the Ministry of Education, providing service of education for our citizens and kin living in the Gulf Countries, to play an active role as a factor of soft power in the public diplomacy and in this aspect to provide suggestions for strategies of solution for it to play an actor with power to affect the foreign public diplomacy.Thus the phenomenology pattern of qualitative methods was used in this study. Appropriate to the purpose of this study, interviews to gain various points of views, were made with MOE Centrum Organization, the Maarif Foundation and the Institute of Yunus Emre. In this study, snowball and convenience sampling of purposive sampling were used to achieve the goal of this study. The participants forming the study group consist of 30 people containing 14 teachers working in the years of 2017-2018 in Saudi Arabia, Iran, Qatar and Kuwait at Turkish Schools conducting the activities of education, 6 school managers working in the years of 2017-2018 in Saudi Arabia, Iran, Qatar and Kuwait at Turkish Schools conducting the activities of education, 3 commissioners and 2 heads of department working at the MOE Higher Education and Head Office of Overseas Education, 1 chief heads of department and 1 director working at the Maarif Foundation, 1 expert working at the Institute of Yunus Emre. Questionnaires of semi-structured interviews were used to gain data appropriate to the purpose of this study. Data conducted from the views of the teachers, school managers, Turkish Maarif Foundation, Institute of Yunus Emre and MOE Higher Education and the managers of the Head Office of Overseas Education forming the study group, in aspect of problems and strategies of solution about Ministry of Education Turkish Overseas Schools as a factor of soft power in public diplomacy, were subjected to undergo a content analysis with the programme NVIVO 12.Within the validity and reliability of the study, the questions of the interviews were submitted to experts, opinions of experts were referred in aspect to whether the themes and codes represent the problems of the study. Within the process of validity and reliability, data triangulation method, which allows to conduct data from various data sources, was used. In this study, the outcome of Ministry of Education Turkish Overseas Schools as a factor of soft power in public diplomacy was the importance of legal and supervisory arrangements about the sufficiency of teachers working abroad, sharing platforms for common educational and cultural projects to be held and sample applications, coordination with Embassies, areas of students of Turkish Schools to be enhanced, the content of in-service training, the image of Turkish Schools, supervision and counselling.In this respect, at the end of the study the basis of the facts stated above came out as restoring a more affective system about the overseas structuring of the Ministry of Education, establishing close economic, social and cultural relationships with citizens living abroad and with fellow companies. In this aspect, suggestions about studies of coordination, which need to be established over Turkish Schools, to both activate the public diplomacy more and for the Turkish diaspora to benefit from its potential power were offered.
The purpose of this study is to bring out the problems, which prevent Turkish overseas schools linked to the Ministry of Education, providing service of education for our citizens and kin living in the Gulf Countries, to play an active role as a factor of soft power in the public diplomacy and in this aspect to provide suggestions for strategies of solution for it to play an actor with power to affect the foreign public diplomacy.Thus the phenomenology pattern of qualitative methods was used in this study. Appropriate to the purpose of this study, interviews to gain various points of views, were made with MOE Centrum Organization, the Maarif Foundation and the Institute of Yunus Emre. In this study, snowball and convenience sampling of purposive sampling were used to achieve the goal of this study. The participants forming the study group consist of 30 people containing 14 teachers working in the years of 2017-2018 in Saudi Arabia, Iran, Qatar and Kuwait at Turkish Schools conducting the activities of education, 6 school managers working in the years of 2017-2018 in Saudi Arabia, Iran, Qatar and Kuwait at Turkish Schools conducting the activities of education, 3 commissioners and 2 heads of department working at the MOE Higher Education and Head Office of Overseas Education, 1 chief heads of department and 1 director working at the Maarif Foundation, 1 expert working at the Institute of Yunus Emre. Questionnaires of semi-structured interviews were used to gain data appropriate to the purpose of this study. Data conducted from the views of the teachers, school managers, Turkish Maarif Foundation, Institute of Yunus Emre and MOE Higher Education and the managers of the Head Office of Overseas Education forming the study group, in aspect of problems and strategies of solution about Ministry of Education Turkish Overseas Schools as a factor of soft power in public diplomacy, were subjected to undergo a content analysis with the programme NVIVO 12.Within the validity and reliability of the study, the questions of the interviews were submitted to experts, opinions of experts were referred in aspect to whether the themes and codes represent the problems of the study. Within the process of validity and reliability, data triangulation method, which allows to conduct data from various data sources, was used. In this study, the outcome of Ministry of Education Turkish Overseas Schools as a factor of soft power in public diplomacy was the importance of legal and supervisory arrangements about the sufficiency of teachers working abroad, sharing platforms for common educational and cultural projects to be held and sample applications, coordination with Embassies, areas of students of Turkish Schools to be enhanced, the content of in-service training, the image of Turkish Schools, supervision and counselling.In this respect, at the end of the study the basis of the facts stated above came out as restoring a more affective system about the overseas structuring of the Ministry of Education, establishing close economic, social and cultural relationships with citizens living abroad and with fellow companies. In this aspect, suggestions about studies of coordination, which need to be established over Turkish Schools, to both activate the public diplomacy more and for the Turkish diaspora to benefit from its potential power were offered.