CBS ile eğitim kaynaklarının planlanmasında Sarıyer örneğinin incelenmesi
Investigation of the Sarıyer sample in planning educational resources with GIS
Yazar: OSMAN ŞAHİN
Danışman: PROF. DR. HİLAL GONCA COŞKUN
İstanbul Teknik Üniversitesi / Fen Bilimleri Enstitüsü / Geomatik Mühendisliği Ana Bilim Dalı / Geomatik Mühendisliği Bilim Dalı
Derece: Yüksek Lisans, 2019
Konu: Mühendislik Bilimleri = Engineering Sciences

Özet:
İnsanlık tarihi boyunca eğitsel faaliyetlerde, insanlar daima mekânlarla bütünleşmiş ve değer kazanmıştır. Tarihsel veriler, toplumların belirli dönemlerde felsefi, dini ve bilimsel gelişmelerin sonucunda, eğitim programlarının amacına uygun mekânlar düşünüp geliştirdiklerini göstermektedir. Çağımızda okullar bir öğrenme yeri olarak tanımlanmakta ve okullardaki öğrenmenin etkili bir biçimde gerçekleştirilmesi beklenmektedir. Bütün okullar, gerekli ortam ve koşullar sağlandığında, uygun bir eğitim ve öğretim hizmeti sağlayabilir.
İmar planlarına bakıldığında bir çok eğitim alanlarının ayrıldığı görülmektedir. Ancak eğitim alanı olarak ayrılan bu alanların çoğunlukla eğitim amacına uygun mekânlar olarak tasarlanmadığı görülmektedir. Nitekim yıllardır devam eden ikili eğitim sorunuda bunun bir göstergesidir.
Milli eğitim Bakanlığı (MEB) yatırımları azımsanacak ölçüde olmadığı halde eğitim ortamlarının istenilen standartlarda olmamasının ardında arsa sorunları olduğu görülmektedir. Arsa sorunlarının temelinde ise kamulaştırma veya imar düzenlemesinden kaynaklı sorunlar olduğu bilinmektedir. Oysaki 2003 yılından beri eğitim alanları Düzenleme Ortaklık Payı (DOP) kapsamına alınmış olmasına rağmen MEB halen kamulaştırma ve kamulaştırma davalarıyla karşı karşıya kalmaktadır.
Bu nedenledir ki eğitim yatırımlarının planlaması ve gerçekleştirilmesinde istenilen sonuçlar alınamadığı gibi kamulaştırma bütçesinin de plansız kullanıldığı sonucu ortaya çıkmaktadır.
Söz konusu bütçenin efektif kullanılması için ise kamulaştırma programının oluşturulması gerektiği aşikar olduğu halde merkezi yönetimden kaynaklı MEB envanterlerinin bilinmiyor olması  nedeniyle kamulaştırılması gereken alanların tespit edilemediği ve kamulaştırma programlarının yapılamadığı görülmektedir.
MEB-CBS projesi kapsamında sahadan toplanan okul alanları, belediyelerden toplanan imar planları ve Tapu kadastro genel müdürlüğünden elde edilen mülkiyet verileri kullanılarak özellikle emlak yönetimi ve yatırım planlama çalışmalarında karar vericilere yol gösterici olması hedeflenen bir metodoloji oluşturulmuştur.
Oluşturulan akış ile İstanbul ili Sarıyer İlçesindeki kamulaştırılacak alanlar ve imar düzenlemesinden kaynaklık kamulaştırma davalarına konu olabilecek alanlar tespit edilerek yaklaşık kamulaştırma yükü belirlenmiştir. Ayrıca MEB e ayrılan kamulaştırma bütçesinin efektif kullanılması için ihtiyaç duyulan kamulaştırma programının yapılacağı öncelikli kamulaştırılacak alanlar tespit edilerek İstanbul İli Sarıyer İlçesine  ayrılması gereken yaklaşık bütçe belirlenmiştir.

Abstract:
Throughout the history of humanity, in educational activities, people have always been integrated with spaces and gained value. Historical data show that societies have thought and developed places suitable for the purpose of educational programs as a result of philosophical, religious and scientific developments in certain periods. In our age, schools are defined as a place of learning and learning in schools is expected to be realized effectively. All schools can provide appropriate education and training when the necessary environment and conditions are provided.
Basic education is one of the important steps of education. Today, the duration and curricula of basic education are widely discussed around the world. Beyond the necessity and necessity of basic education, various opinions and models are presented about the methods, in which environments and in which way the education and instruction should be. It is known that learning will be by activating the brain and there are various ways of doing this. This is also the condition that determines and constitutes the environment in which we are in education and training. Education and training activity basically necessitates three environments; community - learning environment - physical environment. The community environment includes the family, relatives, friends, the neighborhood and expresses the city's natural relationship with the individual. In addition, the social environment plays an important role in the basic education of the individual and in the educational process in terms of the cooperation it establishes with the educational institution. The second basic environment, the learning environment, emphasizes that direct learning cannot be only olarak in school herhangi, but is possible at any time and place. Defines the learning environment in general, the activities required by education, the time and the relationships that need to be established and the methods required for them. The third basic environment is the so-called physical environment in which all these activities and relationships are established, ie school buildings and spaces.
Throughout the history of humanity, in educational activities, people have always been integrated with spaces and gained value. Historical data show that societies have thought and developed places suitable for the purpose of educational programs as a result of philosophical, religious and scientific developments in certain periods. In our age, schools are defined as a place of learning and learning in schools is expected to be realized effectively. All schools can provide appropriate education and training services when the necessary environment and conditions are provided; realize effective and successful learning through improvements in their internal and external environment.
Among emerging countries, Turkey, technologically brought the 21st Century, is trying to adapt to social and economic change. Turkey is also increasing population adapts to these changes. Turkey's population as of 2018 was 82 million 3 thousand 882 people. This increase in population reveals the necessity of good planning of urban development processes and the fact that the number of schools is increased in order to provide education and training services for young generations. In this case, it is important to establish qualified education areas.
Designing new school spaces and responding to the needs of existing school spaces is possible through the use of geographic information systems, which are an effective decision support mechanism. It is very difficult to collect, analyze and make use of geographic data and location-independent thematic data related to the education fields with classical methods. Due to the limitations of the classical method, intensive, up-to-date, accurate data collection results in more time, labor and cost than numerical methods. Easily updating the collected data, collecting detailed data, increasing the accuracy with various control mechanisms, are the superior aspects of Geographic Information Systems, providing users with practicality and quick access to data. For managers and decision-makers, objective analyzes are made with the analysis and capabilities of GIS, and spatial decision support system is used to develop policies for solving problems and to control the investments to be made effectively.
In this thesis, using the spatial data obtained within the scope of MEB-CBS project which will guide the decision makers in the real estate management and investment planning studies made by the Ministry of National Education, Department of Construction and Real Estate and which will be the base of the Ministry Information Management System (BYS), the methodology and solution of the problem is explained and the system is explained. information will be provided.
When the zoning plans are examined, it is seen that many education areas are separated. However, these areas, which are allocated as education areas, are mostly not designed as spaces suitable for educational purposes. As a matter of fact, the dual education problem that has been going on for years is an indicator of this.
Although the investments of the Ministry of National Education (MNE) are not to be underestimated, it is seen that there are land problems behind the lack of educational environments in the desired standards. The problems of the land are known to be caused by expropriation or zoning regulations. However, although education areas have been included in Development Readjustment Share (DRS) since 2003, MNE still faces expropriation and expropriation cases.
For this reason, the desired results cannot be obtained in the planning and realization of educational investments and the result of the expropriation budget being used unplanned.
Although it is obvious that an expropriation program should be established for the effective use of the mentioned budget, it is seen that the areas to be expropriated cannot be determined and expropriation programs cannot be made due to the fact that the MNE inventories originating from the central government are unknown.
If the areas to be expropriated are identified, the problems of the education areas will be solved and the investments envisaged in this direction will be made.
Within the scope of the MNE-GIS project, a methodology has been developed to guide decision makers especially in property management and investment planning studies by using school areas collected from the field, zoning plans collected from municipalities and property data obtained from the General Directorate of Land Registry and Cadastre.
With the methodology created, the areas to be expropriated in Sarıyer district of Istanbul and areas that may be subject to expropriation lawsuits due to the zoning arrangement were determined and the expropriation burden was determined. In addition, the priority areas to be expropriated for the expropriation program needed for the effective use of the expropriation budget allocated to the MNE were determined and the approximate budget to be allocated to sarıyer district of Istanbul was determined.