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Investigation of Skills and Dispositions in Curriculums of Successful Countries in PISA According to K12 Skills Framework

Year 2023, Volume: 52 Issue: 1 - K-12 BECERİ EĞİTİMİNDE TÜRKİYE PERSPEKTİFİ: KURAM VE UYGULAMA, 367 - 386, 25.12.2023
https://doi.org/10.37669/milliegitim.1309025

Abstract

21st century skills are abilities such as keeping up with the rapid change of societies, contributing to scientific and technological progress, and coping with political, economic and environmental crises. Various frameworks have been developed by different organizations and academics to understand, define and classify these skills. One of the most recent studies on 21st century skills in Turkey is the K12 Skills Framework: Turkey Integrated Model conducted by the Ministry of National Education. In addition to national evaluation studies in education, Turkey also uses education indicators on a global scale to determine the position of the country and participates in various studies to identify areas for improvement. The Program for International Student Assessment (PISA), in which Turkey is also included, sets an example for these studies and its results are thought to be important in terms of providing feedback. In this study, it is aimed to compare the K12 Skills Framework: Turkey Integrated Model with the skills and trends in the education programs of the countries that are at the top of the PISA results. In this study, countries including Finland, Singapore and Canada were examined using a descriptive model to accurately present the current situation and a qualitative research method was adopted. The data obtained were analyzed by the "document analysis" method and a literature review was made about the education programs of the countries. Then, the programs were analyzed by document analysis method in accordance with the research questions addressed by the study, and similarities and differences were determined.

References

  • Akhmetshin, E. M., Mueller, J. E., Yumashev, A. V., Kozachek, A. V., Prikhodko, A. N., ve Safonova, E. E. (2019). Acquisition of entrepreneurial skills and competences: Curriculum development and evaluation for higher education. Journal of Entrepreneurship Education, 22(1), 1-12.
  • Bakioğlu, A., ve Baltacı, R. (2019). Çin’de eğitim. Nobel Akademi Yayıncılık.
  • Charney, A., and Libecap, G. D. (2000). The impact of entrepreneurship education: an evaluation of the Berger Entrepreneurship Program at the University of Arizona, 1985-1999. https://papers.ssrn.com/sol3/papers.cfm?Abstract_id=1262343
  • Çalcalı, Ö. (2019). Türkiye’de kamu eğitim harcamalarının gelişimi ve OECD ülkeleri ile PISA etkinlik karşılaştırması. Çankırı Karatekin Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 9(2), 449-474.
  • Demir, R., Tanhan, A., Çiçek, İ., Yerlikaya, İ., Kurt, S. Ç., ve Ünverdi, B. (2021). Yaşam kalitesinin yordayıcıları olarak psikolojik iyi oluş ve yaşam doyumu. Yaşadıkça Eğitim, 35(1), 192-206.
  • Dobbins, M., and Martens, K. (2012). Towards an education approach à la finlandaise? French education policy after PISA. Journal of education policy, 27(1), 23-43.
  • Ertl, H. (2006). Educational standards and the changing discourse on education: The reception and consequences of the PISA study in Germany. Oxford Review of Education, 32(5), 619-634.
  • Ertürk, R. (2020). İnsani gelişim endeksine göre farklı gelişmişlik düzeyinde bulunan ülkelerin PISA sonuçlarının karşılaştırılması. Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 41-57.
  • European Union. (2009). Council conclusions of 12 May 2009 on a strategic sramework for European cooperation in education and training (‘ET 2020’). Brussels: Council of the European Union.
  • European Union. (2019). Key competences for lifelong learning. https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9-9d01-01aa75ed71a1/language-en
  • Finnish National Agency for Education. (2022). Education in Finland. https://www.oph.fi/sites/default/files/documents/Education%20in%20Finland%20-%202022.pdf
  • Grecu, V., and Denes, C. (2017). Benefits of entrepreneurship education and training for engineering students. In MATEC web of conferences (Vol. 121, p. 12007). EDP Sciences.
  • Greiff, S., Niepel, C., and Wüstenberg, S. (2015). 21st century skills: International advancements and recent developments. Thinking Skills and Creativity, 18, 1–3. https://doi.org/10.1016/j.tsc.2015.04.007
  • Kalalahti , M., and Varjo , J. (2020). Revisiting universalism in the Finnish education system. Research on Finnish Society, 13, 25-40.
  • Karahan, M. (2018). PISA sınav sonuçlarının ülkelerin gelişmişlik derecesi ve kalkınmışlık ölçütleri açısından değerlendirilmesi. Atlas Sosyal Bilimler Dergisi, (3), 291-310.
  • Kirk-Jenkins, A. J., and Evans, S. (2022). Utilizing Counseling Skills in the Classroom to Promote Student Well-Being and Success. Journal of Counselor Preparation and Supervision, 15(3), 12.
  • Korkmaz, C., ve Şahin, M. (2013). 2009 PISA başarılarına göre ülkelerin genel ve insani gelişmişlik düzeyleri arasındaki ilişki. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(22), 225-247.
  • Kundi, Y. M., Aboramadan, M., Elhamalawi, E. M., and Shahid, S. (2021). Employee psychological well-being and job performance: exploring mediating and moderating mechanisms. International Journal of Organizational Analysis, 29(3), 736-754.
  • Larson, L. C., and Miller, T. N. (2011). 21st century skills: Prepare students for the future. Kappa Delta Pi Record, 47(3), 121-123.
  • Lim, L., ve Chapman, E. (2022). Moral reasoning in secondary education curriculum: An operational definition. International Journal of Ethics Education, 7(1), 131-146.
  • Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause Learning Initiative, 23(1), 240-241.
  • MEB (2023). K12 beceriler çerçevesi: Türkiye bütüncül modeli. Millî Eğitim Bakanlığı.
  • Milestones for Improving Learning and Education. (2009). Milestones for improving learning and education. Partnership for 21st Century Skills. https://files.eric.ed.gov/fulltext/ED519334.pdf
  • Ministry of Education Singapore. (2022). 21st century competencies. https://www.moe.gov.sg/education-in-sg/21st-century-competencies
  • Nazroo, J., and Matthews, K. (2012). The impact of volunteering on well-being in later life. Cardiff: WRVS. https://plataformavoluntariado.org/wp-content/uploads/2018/10/the-impact-of-volunteering-on-well-being-in-later-life.pdf
  • OECD (2005). The definition and selection of key competencies: Executive summary. https://www.oecd.org/pisa/35070367.pdf
  • OECD (2019). PISA 2018: Insights and interpretations. https://www.oecd.org/pisa/PISA%202018%20Insights%20and%20Interpretations%20FINAL%20PDF.pdf
  • Ontario Ministry of Education. (2023a). Transferable skills. https://www.dcp.edu.gov.on.ca/en/program-planning/transferable-skills/introduction
  • Ontario Ministry of Education. (2023b). Cross-curricular and integrated learning. https://www.dcp.edu.gov.on.ca/en/program-planning/cross-curricular-and-integrated-learning/introduction
  • Paige, J. (2009). The 21st century skills movement. Educational Leadership, 9(67), 11-11.
  • Rychen, D. S., and Salganik, L. H. (2003). Highlights from the OECD project definition and selection competencies: Theoretical and conceptual foundations (DeSeCo). The annual meeting of the American educational research association. Nisan 21–25. Chicago, IL: United States https://files.eric.ed.gov/fulltext/ED476359.pdf
  • Santos, F. (2012). A positive theory of social entrepreneurship. Journal of Business Ethics, 111(3), 335-351.
  • Sjøberg, S., ve Jenkins, E. (2022). PISA: a political project and a research agenda. Studies in Science Education, 58(1), 1-14.
  • Søby, M. (2015). Finnish education system. Nordic Journal of Digital Literacy, 10(2), 64-68.
  • Takayama, K. (2008). The politics of international league tables: PISA in Japan’s achievement crisis debate. Comparative Education, 44(4), 387-407.
  • Tan Şişman, G., ve Karsantık, Y. (2021). Curriculum development in Singapore and Turkey: Reflections of administrative structure and educational reforms. Bartın University Journal of Faculty of Education, 1, 109-131.
  • The National Center on Education and the Economy. (2021a). Top-performing countries: Finland. https://ncee.org/country/finland/
  • The National Center on Education and the Economy. (2021b). Top-performing countries: Canada. https://ncee.org/country/canada/
  • The National Center on Education and the Economy. (2021c). Top-performing countries: Singapore. https://ncee.org/country/singapore/
  • UNDP (2022). Human development insights. https://hdr.undp.org/data-center/country-insights#/ranks
  • UNESCO (2018). UNESCO ICT competency framework for teachers: Version 3. https://unesdoc.unesco.org/ark:/48223/pf0000265721
  • Ustun, U., ve Eryilmaz, A. (2018). Analysis of Finnish Education System to Question the Reasons behind Finnish Success in PISA. Online Submission, 2(2), 93-114.
  • Yıldırım, A., ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
  • Yolsal, H. (2016). Öğrencilerin sosyo-ekonomik ve kültürel statülerinin PISA 2012 başarıları üzerindeki etkisinin incelenmesi. Sosyal Bilimler Araştırma Dergisi, 5(3), 7-27.

PISA'da Başarılı Ülkeler ile Türkiye'nin K12 Beceriler Çerçevesine Göre Karşılaştırmalı Analizi

Year 2023, Volume: 52 Issue: 1 - K-12 BECERİ EĞİTİMİNDE TÜRKİYE PERSPEKTİFİ: KURAM VE UYGULAMA, 367 - 386, 25.12.2023
https://doi.org/10.37669/milliegitim.1309025

Abstract

21. yüzyıl becerileri, toplumların hızlı değişimine ayak uydurabilme, bilimsel ve teknolojik ilerlemeye katkı sağlayabilme, siyasi, ekonomik ve çevresel krizlerle başa çıkabilme gibi yeteneklerdir. Bu becerilerin anlaşılması, tanımlanması ve sınıflandırılması için farklı kuruluşlar ve akademisyenler tarafından çeşitli çerçeveler geliştirilmiştir. Türkiye'de, 21. yüzyıl becerileri konusunda yapılan en son çalışmalardan biri, Millî Eğitim Bakanlığı tarafından yürütülen K12 Beceriler Çerçevesi: Türkiye Bütüncül Modelidir. Türkiye, eğitimde ulusal değerlendirme çalışmalarının yanı sıra küresel ölçekte de eğitim göstergelerini kullanarak ülkenin konumunu belirlemekte ve iyileştirme alanlarını tespit etmek için çeşitli çalışmalara katılmaktadır. Türkiye’nin de dahil olduğu Uluslararası Öğrenci Değerlendirme Programı (PISA), yapılan bu çalışmalara bir örnek teşkil etmekte ve sonuçlarının bir geribildirim sağlaması açısından önemli olduğu düşünülmektedir. Bu çalışmada, K12 Beceriler Çerçevesi: Türkiye Bütüncül Modelinin, PISA sonuçlarında üst sıralarda yer alan ülkelerin eğitim programlarındaki beceriler ve eğilimlerle karşılaştırılması hedeflenmiştir. Bu çalışmada, Finlandiya, Singapur ve Kanada'nın yer aldığı ülkeler, mevcut durumu doğru bir şekilde ortaya koymak için betimsel bir model kullanılarak incelenmiş ve nitel bir araştırma yöntemi benimsenmiştir. Elde edilen veriler "doküman analizi" yöntemiyle incelenmiş ve ülkelerin eğitim programlarıyla ilgili literatür taraması yapılmıştır. Ardından, programlar, çalışmanın ele aldığı araştırma sorularına uygun olarak doküman incelemesi yöntemiyle analiz edilmiş ve benzerlikler ile farklılıklar belirlenmiştir.

References

  • Akhmetshin, E. M., Mueller, J. E., Yumashev, A. V., Kozachek, A. V., Prikhodko, A. N., ve Safonova, E. E. (2019). Acquisition of entrepreneurial skills and competences: Curriculum development and evaluation for higher education. Journal of Entrepreneurship Education, 22(1), 1-12.
  • Bakioğlu, A., ve Baltacı, R. (2019). Çin’de eğitim. Nobel Akademi Yayıncılık.
  • Charney, A., and Libecap, G. D. (2000). The impact of entrepreneurship education: an evaluation of the Berger Entrepreneurship Program at the University of Arizona, 1985-1999. https://papers.ssrn.com/sol3/papers.cfm?Abstract_id=1262343
  • Çalcalı, Ö. (2019). Türkiye’de kamu eğitim harcamalarının gelişimi ve OECD ülkeleri ile PISA etkinlik karşılaştırması. Çankırı Karatekin Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 9(2), 449-474.
  • Demir, R., Tanhan, A., Çiçek, İ., Yerlikaya, İ., Kurt, S. Ç., ve Ünverdi, B. (2021). Yaşam kalitesinin yordayıcıları olarak psikolojik iyi oluş ve yaşam doyumu. Yaşadıkça Eğitim, 35(1), 192-206.
  • Dobbins, M., and Martens, K. (2012). Towards an education approach à la finlandaise? French education policy after PISA. Journal of education policy, 27(1), 23-43.
  • Ertl, H. (2006). Educational standards and the changing discourse on education: The reception and consequences of the PISA study in Germany. Oxford Review of Education, 32(5), 619-634.
  • Ertürk, R. (2020). İnsani gelişim endeksine göre farklı gelişmişlik düzeyinde bulunan ülkelerin PISA sonuçlarının karşılaştırılması. Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 41-57.
  • European Union. (2009). Council conclusions of 12 May 2009 on a strategic sramework for European cooperation in education and training (‘ET 2020’). Brussels: Council of the European Union.
  • European Union. (2019). Key competences for lifelong learning. https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9-9d01-01aa75ed71a1/language-en
  • Finnish National Agency for Education. (2022). Education in Finland. https://www.oph.fi/sites/default/files/documents/Education%20in%20Finland%20-%202022.pdf
  • Grecu, V., and Denes, C. (2017). Benefits of entrepreneurship education and training for engineering students. In MATEC web of conferences (Vol. 121, p. 12007). EDP Sciences.
  • Greiff, S., Niepel, C., and Wüstenberg, S. (2015). 21st century skills: International advancements and recent developments. Thinking Skills and Creativity, 18, 1–3. https://doi.org/10.1016/j.tsc.2015.04.007
  • Kalalahti , M., and Varjo , J. (2020). Revisiting universalism in the Finnish education system. Research on Finnish Society, 13, 25-40.
  • Karahan, M. (2018). PISA sınav sonuçlarının ülkelerin gelişmişlik derecesi ve kalkınmışlık ölçütleri açısından değerlendirilmesi. Atlas Sosyal Bilimler Dergisi, (3), 291-310.
  • Kirk-Jenkins, A. J., and Evans, S. (2022). Utilizing Counseling Skills in the Classroom to Promote Student Well-Being and Success. Journal of Counselor Preparation and Supervision, 15(3), 12.
  • Korkmaz, C., ve Şahin, M. (2013). 2009 PISA başarılarına göre ülkelerin genel ve insani gelişmişlik düzeyleri arasındaki ilişki. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(22), 225-247.
  • Kundi, Y. M., Aboramadan, M., Elhamalawi, E. M., and Shahid, S. (2021). Employee psychological well-being and job performance: exploring mediating and moderating mechanisms. International Journal of Organizational Analysis, 29(3), 736-754.
  • Larson, L. C., and Miller, T. N. (2011). 21st century skills: Prepare students for the future. Kappa Delta Pi Record, 47(3), 121-123.
  • Lim, L., ve Chapman, E. (2022). Moral reasoning in secondary education curriculum: An operational definition. International Journal of Ethics Education, 7(1), 131-146.
  • Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause Learning Initiative, 23(1), 240-241.
  • MEB (2023). K12 beceriler çerçevesi: Türkiye bütüncül modeli. Millî Eğitim Bakanlığı.
  • Milestones for Improving Learning and Education. (2009). Milestones for improving learning and education. Partnership for 21st Century Skills. https://files.eric.ed.gov/fulltext/ED519334.pdf
  • Ministry of Education Singapore. (2022). 21st century competencies. https://www.moe.gov.sg/education-in-sg/21st-century-competencies
  • Nazroo, J., and Matthews, K. (2012). The impact of volunteering on well-being in later life. Cardiff: WRVS. https://plataformavoluntariado.org/wp-content/uploads/2018/10/the-impact-of-volunteering-on-well-being-in-later-life.pdf
  • OECD (2005). The definition and selection of key competencies: Executive summary. https://www.oecd.org/pisa/35070367.pdf
  • OECD (2019). PISA 2018: Insights and interpretations. https://www.oecd.org/pisa/PISA%202018%20Insights%20and%20Interpretations%20FINAL%20PDF.pdf
  • Ontario Ministry of Education. (2023a). Transferable skills. https://www.dcp.edu.gov.on.ca/en/program-planning/transferable-skills/introduction
  • Ontario Ministry of Education. (2023b). Cross-curricular and integrated learning. https://www.dcp.edu.gov.on.ca/en/program-planning/cross-curricular-and-integrated-learning/introduction
  • Paige, J. (2009). The 21st century skills movement. Educational Leadership, 9(67), 11-11.
  • Rychen, D. S., and Salganik, L. H. (2003). Highlights from the OECD project definition and selection competencies: Theoretical and conceptual foundations (DeSeCo). The annual meeting of the American educational research association. Nisan 21–25. Chicago, IL: United States https://files.eric.ed.gov/fulltext/ED476359.pdf
  • Santos, F. (2012). A positive theory of social entrepreneurship. Journal of Business Ethics, 111(3), 335-351.
  • Sjøberg, S., ve Jenkins, E. (2022). PISA: a political project and a research agenda. Studies in Science Education, 58(1), 1-14.
  • Søby, M. (2015). Finnish education system. Nordic Journal of Digital Literacy, 10(2), 64-68.
  • Takayama, K. (2008). The politics of international league tables: PISA in Japan’s achievement crisis debate. Comparative Education, 44(4), 387-407.
  • Tan Şişman, G., ve Karsantık, Y. (2021). Curriculum development in Singapore and Turkey: Reflections of administrative structure and educational reforms. Bartın University Journal of Faculty of Education, 1, 109-131.
  • The National Center on Education and the Economy. (2021a). Top-performing countries: Finland. https://ncee.org/country/finland/
  • The National Center on Education and the Economy. (2021b). Top-performing countries: Canada. https://ncee.org/country/canada/
  • The National Center on Education and the Economy. (2021c). Top-performing countries: Singapore. https://ncee.org/country/singapore/
  • UNDP (2022). Human development insights. https://hdr.undp.org/data-center/country-insights#/ranks
  • UNESCO (2018). UNESCO ICT competency framework for teachers: Version 3. https://unesdoc.unesco.org/ark:/48223/pf0000265721
  • Ustun, U., ve Eryilmaz, A. (2018). Analysis of Finnish Education System to Question the Reasons behind Finnish Success in PISA. Online Submission, 2(2), 93-114.
  • Yıldırım, A., ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
  • Yolsal, H. (2016). Öğrencilerin sosyo-ekonomik ve kültürel statülerinin PISA 2012 başarıları üzerindeki etkisinin incelenmesi. Sosyal Bilimler Araştırma Dergisi, 5(3), 7-27.
There are 44 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Hasan Nasırcı 0000-0002-8455-0610

Bilgen Kerkez 0000-0002-5124-6030

Publication Date December 25, 2023
Published in Issue Year 2023 Volume: 52 Issue: 1 - K-12 BECERİ EĞİTİMİNDE TÜRKİYE PERSPEKTİFİ: KURAM VE UYGULAMA

Cite

APA Nasırcı, H., & Kerkez, B. (2023). PISA’da Başarılı Ülkeler ile Türkiye’nin K12 Beceriler Çerçevesine Göre Karşılaştırmalı Analizi. Milli Eğitim Dergisi, 52(1), 367-386. https://doi.org/10.37669/milliegitim.1309025