21. y\u00fczy\u0131l\u0131n diplomasisi ge\u00e7en y\u00fczy\u0131l\u0131n al\u0131\u015f\u0131ld\u0131k diplomatik kal\u0131plar\u0131n\u0131n \u00e7ok \u00f6tesinde icra ediliyor. Modern manada, R\u00f6nesans d\u00f6neminde \u0130talyan kent devletlerinde ortaya \u00e7\u0131k\u0131\u015f\u0131ndan yak\u0131n zamana kadar diplomasiden anlad\u0131\u011f\u0131m\u0131z, hariciye mensuplar\u0131 yani diplomatlar taraf\u0131ndan y\u00fcr\u00fct\u00fclen d\u0131\u015f politikaya m\u00fcteallik faaliyetlerdi. Gel g\u00f6r ki, 1950\u2019lerden ba\u015flayarak baz\u0131 devletler diplomasiyi diplomatlar\u0131n d\u0131\u015f\u0131ndaki zevatla da uygulamaya ba\u015flad\u0131lar. Bilhassa So\u011fuk Sava\u015f y\u0131llar\u0131nda sanat\u00e7\u0131lar ve sporcular yer yer diplomat gibi g\u00f6rev yapmaktayd\u0131lar.<\/p>\n
G\u00fcn\u00fcm\u00fczde d\u0131\u015f politikalar\u0131n\u0131 etkili bir \u015fekilde y\u00fcr\u00fcten devletler gastronomiden spora, \u00e7evreden turizme, sanattan k\u00fclt\u00fcre yirmiye yak\u0131n faaliyet alan\u0131n\u0131 diplomasi \u00e7er\u00e7evesi i\u00e7inde tan\u0131mlam\u0131\u015f durumda. S\u00f6z konusu postmodern diplomasi alanlar\u0131ndan biri de y\u00fcksek \u00f6\u011frenim. K\u0131saca akademik diplomasi olarak isimlendirilen bu alanda \u00fcniversitelerde g\u00f6rev yapan \u00f6\u011fretim \u00fcyeleri ve \u00f6\u011frenciler \u00fclkelerinin bir nevi el\u00e7ileri gibi g\u00f6rev yap\u0131yorlar. Tabii ki, akademik diplomasinin \u00f6nemini kavram\u0131\u015f ve bunu y\u00fcksek \u00f6\u011frenim stratejilerinin \u00f6ncelikli bir bile\u015feni h\u00e2line getirmi\u015f olan \u00fclkeler bu alanda da \u00f6ne ge\u00e7iyorlar.<\/p>\n
Akademik diplomasinin ba\u015far\u0131yla y\u00fcr\u00fct\u00fcld\u00fc\u011f\u00fc \u0130ngiltere, ABD, Fransa, Almanya ve son zamanlarda \u00c7in gibi \u00fclkelerde bu faaliyetlerin be\u015f farkl\u0131 alt ba\u015fl\u0131kta yo\u011funla\u015ft\u0131\u011f\u0131 g\u00f6r\u00fcl\u00fcyor:<\/p>\n
1-\u00dcniversitelerin, yabanc\u0131 \u00fclke \u00fcniversiteleriyle ortak ara\u015ft\u0131rma faaliyetleri y\u00fcr\u00fctmeleri. S\u00f6z konusu ara\u015ft\u0131rmalara mill\u00ee ya da uluslararas\u0131 kaynaklardan fon temin edilmesi.<\/p>\n
2-\u00d6\u011fretim \u00fcyelerinin de\u011fi\u015fimi. Ders verme ve \u00f6\u011frenme hareketlilikleri.<\/p>\n
3-\u00d6\u011frencilerin e\u011fitimlerinin bir safhas\u0131na ba\u015fka bir \u00fclkenin \u00fcniversitesinde devam etmelerine imk\u00e2n veren programlar\u0131n geli\u015ftirilmesi.<\/p>\n
4-Ortak lisans ve lisans\u00fcst\u00fc programlar\u0131n geli\u015ftirilmesi, ortak \u00fcniversitelerin kurulmas\u0131.<\/p>\n
5-Uluslararas\u0131 \u00f6\u011frenci temini ve m\u00fcfredat\u0131n uluslararas\u0131la\u015ft\u0131r\u0131lmas\u0131.<\/p>\n
Bu ba\u015fl\u0131klardaki \u00e7al\u0131\u015fmalar\u0131n ba\u015far\u0131ya ula\u015ft\u0131r\u0131labilmesi ancak akademik diplomasi anlay\u0131\u015f\u0131 i\u00e7inde tek merkezden koordine edilmeleriyle m\u00fcmk\u00fcn olabilir. ABD\u2019de bu i\u015fler, d\u0131\u015fi\u015fleri bakanl\u0131\u011f\u0131n\u0131n denetiminde \u201cEducation USA\u201d adl\u0131 giri\u015fim \u00fczerinden y\u00fcr\u00fcr. 173 \u00fclkede \u00f6rg\u00fctlenmi\u015f olan bu mekanizma en iyi ve en \u201ci\u015fe yarar\u201d \u00f6\u011frencileri ABD\u2019ye \u00e7ekmeye \u00e7al\u0131\u015f\u0131r. \u0130ngiltere\u2019de British Council, ba\u011f\u0131ms\u0131z bir e\u011fitim-k\u00fclt\u00fcr kurulu\u015fu g\u00f6r\u00fcnt\u00fcs\u00fcnde olsa da bal gibi \u201cmajestelerinin h\u00fck\u00fbmetinin\u201d akademik diplomasideki en \u00f6nemli arac\u0131d\u0131r. Fransa\u2019da Campus France, Almanya\u2019da DAAD benzer bir fonksiyon g\u00f6r\u00fcrler. Bu kurumlar, \u00fcniversitelerin son derece \u201c\u00f6zerk\u201d say\u0131ld\u0131\u011f\u0131 bu \u00fclkelerde, kaynaklar\u0131n nas\u0131l kullan\u0131laca\u011f\u0131na, \u00f6\u011frencilerin a\u011f\u0131rl\u0131kl\u0131 olarak hangi \u00fclkelere yollanaca\u011f\u0131na, hangi \u00fclkelerden \u00f6\u011frenci al\u0131naca\u011f\u0131na, hangi \u00fclkelerin \u00fcniversiteleriyle akademik i\u015f birliklerinin yo\u011funla\u015ft\u0131r\u0131laca\u011f\u0131na \u201ckarar verirler\u201d. Mesela \u0130ngiltere, Avustralya, Yeni Zelanda, Kanada gibi \u0130ngiliz Uluslar Toplulu\u011fundaki \u00fcniversitelerin hangi \u00fclkelerden gelecek \u00f6\u011frencilere \u00f6ncelik verece\u011fi devlet taraf\u0131ndan belirlenir. Nitekim 11 Eyl\u00fcl sonras\u0131nda M\u00fcsl\u00fcman \u00fclkelerden \u00f6\u011frencilere vize verilmemesi bilin\u00e7li bir tercihti.<\/p>\n
Akademik diplomasinin y\u00fcr\u00fct\u00fcld\u00fc\u011f\u00fc mek\u00e2nlar aras\u0131nda y\u0131ll\u0131k olarak d\u00fczenlenen y\u00fcksek \u00f6\u011fretim fuarlar\u0131 \u00f6nemli bir yer ta\u015f\u0131r. Bu t\u00fcr fuarlar\u0131n en \u00f6nde gelenleri ABD\u2019de d\u00fczenlenen NAFSA, AB \u00fclkelerinde d\u00fczenlenen EAIE ve Asya-Pasifik b\u00f6lgesinde d\u00fczenlenen APAIE\u2019dir. Fuarlar yeni ortaklar\u0131n bulunmas\u0131, eskileriyle y\u00fcr\u00fct\u00fclen projelerin g\u00fcncellenmesi ve yeni y\u00fcksek \u00f6\u011fretim trendleri hakk\u0131nda bilgi sahibi olunmas\u0131 i\u00e7in f\u0131rsatlar sunar.<\/p>\n
Son 15-20 y\u0131ld\u0131r T\u00fcrkiye\u2019nin de akademik diplomasiye \u00f6nem vermeye ba\u015flad\u0131\u011f\u0131n\u0131 ve ortak programlar\u0131n geli\u015ftirilmesinden uluslararas\u0131 \u00f6\u011frencilerin T\u00fcrkiye\u2019deki \u00fcniversitelere getirilmesine kadar \u00e7ok geni\u015f bir yelpazede gayret sarf edildi\u011fini g\u00f6r\u00fcyoruz. Lakin T\u00fcrkiye gibi son derece ba\u015far\u0131l\u0131 akademisyenlere ve ola\u011fan\u00fcst\u00fc geli\u015fmi\u015f ara\u015ft\u0131rma altyap\u0131lar\u0131 bulunan \u00fcniversitelere sahip olan bir \u00fclkenin akademik diplomasideki ba\u015far\u0131 seviyesinin \u00fcmit edilenin gerisinde oldu\u011funu maalesef g\u00f6zlemliyoruz. Bunun en \u00f6nemli sebebi, her biri bir t\u00fcr akademik diplomasi yapmaya \u00e7abalayan farkl\u0131 kurum ve kurulu\u015flar aras\u0131ndaki koordinasyon eksikli\u011finin getirdi\u011fi insan, zaman ve kaynak israf\u0131 ve kurumlar\u0131n konuya farkl\u0131 yakla\u015f\u0131mlar\u0131ndan kaynaklanan uygulama farkl\u0131l\u0131klar\u0131d\u0131r.<\/p>\n
Akademik diplomaside ba\u015far\u0131l\u0131 olmak i\u00e7in \u201cAmerika\u2019y\u0131 yeniden ke\u015ffetmeye\u201d gerek yok. Yap\u0131lmas\u0131 gereken cumhurba\u015fkanl\u0131\u011f\u0131na ba\u011fl\u0131 olarak \u201cE\u011fitimde Uluslararas\u0131la\u015fma Ajans\u0131\u201dn\u0131n kurulmas\u0131d\u0131r. Akademik diplomasi, bir\u00e7ok farkl\u0131 kurumun d\u00e2hil oldu\u011fu bir s\u00fcre\u00e7 oldu\u011fundan, asli vazifeleri ba\u015fka olan payda\u015f kurumlar\u0131n hi\u00e7birinin tek ba\u015f\u0131na y\u00fcr\u00fctebilece\u011fi bir i\u015f de\u011fildir. Tek vazifesi ve mesuliyeti akademik diplomasinin farkl\u0131 boyutlar\u0131n\u0131n planlanmas\u0131, koordinasyonu ve y\u00fcr\u00fct\u00fclmesi olan bir \u00fcst kurumun olu\u015fturulmas\u0131 bu y\u00fczden elzemdir.<\/p>\n
T\u00fcrkiye\u2019nin k\u00fcresel bir oyuncu olma yolculu\u011fundaki h\u0131z\u0131n\u0131 bilgiye, ara\u015ft\u0131rmaya, \u00f6\u011frenmeye, inovasyona verdi\u011fi \u00f6nem belirleyecektir.<\/p>\n","protected":false},"excerpt":{"rendered":"
21. y\u00fczy\u0131l\u0131n diplomasisi ge\u00e7en y\u00fczy\u0131l\u0131n al\u0131\u015f\u0131ld\u0131k diplomatik kal\u0131plar\u0131n\u0131n \u00e7ok \u00f6tesinde icra ediliyor. Modern manada, R\u00f6nesans d\u00f6neminde \u0130talyan kent devletlerinde ortaya \u00e7\u0131k\u0131\u015f\u0131ndan yak\u0131n zamana kadar diplomasiden anlad\u0131\u011f\u0131m\u0131z, hariciye mensuplar\u0131 yani diplomatlar taraf\u0131ndan y\u00fcr\u00fct\u00fclen d\u0131\u015f politikaya m\u00fcteallik faaliyetlerdi. Gel g\u00f6r ki, 1950\u2019lerden ba\u015flayarak baz\u0131 devletler diplomasiyi diplomatlar\u0131n d\u0131\u015f\u0131ndaki zevatla da uygulamaya ba\u015flad\u0131lar. Bilhassa So\u011fuk Sava\u015f y\u0131llar\u0131nda sanat\u00e7\u0131lar […]<\/p>\n","protected":false},"author":4,"featured_media":11986,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[37],"class_list":["post-6111","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-gazete","tag-37"],"_links":{"self":[{"href":"https:\/\/cagrierhan.net\/index.php?rest_route=\/wp\/v2\/posts\/6111","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cagrierhan.net\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/cagrierhan.net\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/cagrierhan.net\/index.php?rest_route=\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/cagrierhan.net\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=6111"}],"version-history":[{"count":1,"href":"https:\/\/cagrierhan.net\/index.php?rest_route=\/wp\/v2\/posts\/6111\/revisions"}],"predecessor-version":[{"id":11987,"href":"https:\/\/cagrierhan.net\/index.php?rest_route=\/wp\/v2\/posts\/6111\/revisions\/11987"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/cagrierhan.net\/index.php?rest_route=\/wp\/v2\/media\/11986"}],"wp:attachment":[{"href":"https:\/\/cagrierhan.net\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=6111"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/cagrierhan.net\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=6111"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/cagrierhan.net\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=6111"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}