{"id":541496,"date":"2026-07-31T23:02:20","date_gmt":"2026-08-01T06:02:20","guid":{"rendered":"https:\/\/redim.ca\/stem-mezunu-uluslararasi-ogrenciler-is-uyumu\/"},"modified":"2026-07-31T23:02:20","modified_gmt":"2026-08-01T06:02:20","slug":"stem-mezunu-uluslararasi-ogrenciler-is-uyumu","status":"publish","type":"post","link":"https:\/\/redim.ca\/tr\/stem-mezunu-uluslararasi-ogrenciler-is-uyumu\/","title":{"rendered":"STEM Alan\u0131ndaki Kanada Mezunu Eski Uluslararas\u0131 \u00d6\u011frenciler \u0130\u015f E\u015fle\u015fmesinde Akranlar\u0131ndan Daha Ba\u015far\u0131l\u0131"},"content":{"rendered":"<p>Daimi ikamet izni alan uluslararas\u0131 \u00f6\u011frenciler, g\u00fcn\u00fcm\u00fczde nitelikli i\u015f g\u00fcc\u00fcn\u00fcn \u00f6nemli bir par\u00e7as\u0131n\u0131 olu\u015fturmaktad\u0131r. 2021 N\u00fcfus Say\u0131m\u0131 verilerini kullanan yeni bir ortak \u00e7al\u0131\u015fma, bir zamanlar \u00f6\u011frenim izni sahibi olan <strong>260.730<\/strong> g\u00f6\u00e7meni takip ederek, e\u011fitim ald\u0131klar\u0131 alanlar\u0131n g\u00f6\u00e7 sonras\u0131ndaki i\u015fleriyle ne kadar \u00f6rt\u00fc\u015ft\u00fc\u011f\u00fcn\u00fc inceledi. Program se\u00e7imi, NOC kodlar\u0131 ve daimi ikamet (PR) stratejisi belirleyen herkes i\u00e7in bu rakamlar net bir sinyal veriyor: Ne okudu\u011funuz ve nerede okudu\u011funuz, nitelikli i\u015flere ge\u00e7i\u015f s\u00fcrecinizin kolayl\u0131\u011f\u0131n\u0131 do\u011frudan \u015fekillendiriyor.<\/p>\n<p class=\"blank\"><\/p>\n<h2>Veriler eski \u00f6\u011frencilerin e\u011fitim yollar\u0131 hakk\u0131nda ne s\u00f6yl\u00fcyor?<\/h2>\n<p>\u00c7al\u0131\u015fma; e\u011fitim alanlar\u0131n\u0131 STEM (Bilim, Teknoloji, M\u00fchendislik ve Matematik), sa\u011fl\u0131k hizmetleri, i\u015fletme ve y\u00f6netim ile di\u011fer t\u00fcm alanlar olmak \u00fczere grupland\u0131rmakta ve \u00fc\u00e7 e\u011fitim d\u00fczeyini incelemektedir: lisans alt\u0131, lisans ve lisans\u00fcst\u00fc.<\/p>\n<p>Detayl\u0131 tablodaki t\u00fcm giri\u015f gruplar\u0131 ve kategoriler genelinde toplam say\u0131lar, g\u00f6\u00e7men t\u00fcr\u00fcne ve en y\u00fcksek e\u011fitimin al\u0131nd\u0131\u011f\u0131 yere ba\u011fl\u0131 olarak <strong>61.800<\/strong> ile <strong>590.250<\/strong> ki\u015fi aras\u0131nda de\u011fi\u015fmektedir. Bu gruplar dahilinde:<\/p>\n<ul>\n<li><strong>2016 ile 2021<\/strong> y\u0131llar\u0131 aras\u0131nda daimi ikamet izni alan ve en y\u00fcksek e\u011fitimini ev sahibi \u00fclkede tamamlayan eski \u00f6\u011frencilerin yakla\u015f\u0131k <strong>%39<\/strong>&#8216;u STEM, <strong>%33<\/strong>&#8216;\u00fc i\u015fletme ve y\u00f6netim alanlar\u0131nda e\u011fitim alm\u0131\u015f, <strong>%5<\/strong>&#8216;ten az\u0131 ise sa\u011fl\u0131k alanlar\u0131nda bulunmu\u015ftur.<\/li>\n<li>Kar\u015f\u0131la\u015ft\u0131rma yap\u0131ld\u0131\u011f\u0131nda, en y\u00fcksek e\u011fitimini yurt d\u0131\u015f\u0131nda tamamlayan eski \u00f6\u011frencilerde STEM oran\u0131 <strong>%35<\/strong>, eski \u00f6\u011frenci olmayan g\u00f6\u00e7menlerde ise <strong>%30<\/strong> iken; sa\u011fl\u0131k alan\u0131ndaki paylar bu son iki grup i\u00e7in s\u0131ras\u0131yla <strong>%11<\/strong> ve <strong>%12<\/strong> olmu\u015ftur.<\/li>\n<li>En y\u00fcksek e\u011fitimini ev sahibi \u00fclkede alan eski \u00f6\u011frenciler aras\u0131nda <strong>%41<\/strong>&#8216;i lisans\u00fcst\u00fc d\u00fczeyde bir diplomaya (<strong>113.440<\/strong> ki\u015fiden <strong>46.585<\/strong>&#8216;i), <strong>%29<\/strong>&#8216;u lisans derecesine ve <strong>%30<\/strong>&#8216;u lisans alt\u0131 d\u00fczeye sahiptir.<\/li>\n<li>En y\u00fcksek e\u011fitimini yurt d\u0131\u015f\u0131nda alan eski \u00f6\u011frenciler aras\u0131nda ise <strong>%59<\/strong>&#8216;u lisans, <strong>%28<\/strong>&#8216;i ise lisans\u00fcst\u00fc d\u00fczeyde e\u011fitime sahiptir.<\/li>\n<\/ul>\n<p>Bu e\u011fitim d\u00fczeyleri i\u00e7inde alan tercihleri de\u011fi\u015fiklik g\u00f6stermektedir:<\/p>\n<ul>\n<li>En y\u00fcksek e\u011fitimini ev sahibi \u00fclkede tamamlayan ve lisans alt\u0131 d\u00fczeyde olan eski \u00f6\u011frencilerin yakla\u015f\u0131k <strong>%26<\/strong>&#8216;s\u0131 STEM, <strong>%39<\/strong>&#8216;u i\u015fletme ve <strong>%7<\/strong>&#8216;si sa\u011fl\u0131k alan\u0131ndad\u0131r.<\/li>\n<li>Lisans d\u00fczeyinde STEM oran\u0131 <strong>%34<\/strong>&#8216;e y\u00fckselirken, i\u015fletme yakla\u015f\u0131k <strong>%34<\/strong>&#8216;e gerilemi\u015f, sa\u011fl\u0131k ise <strong>%3<\/strong> civar\u0131nda kalm\u0131\u015ft\u0131r.<\/li>\n<li>Lisans\u00fcst\u00fc d\u00fczeydekilerde STEM oran\u0131 <strong>%51<\/strong>&#8216;e ula\u015f\u0131rken, i\u015fletme yakla\u015f\u0131k <strong>%28<\/strong>, sa\u011fl\u0131k ise <strong>%3 ila %4<\/strong> civar\u0131ndad\u0131r.<\/li>\n<\/ul>\n<p>Tam da\u011f\u0131l\u0131m tablolar\u0131; STEM paylar\u0131n\u0131n t\u00fcm kombinasyonlarda kabaca <strong>%18,8<\/strong> ile <strong>%51,4<\/strong>, i\u015fletmenin <strong>%21,6<\/strong> ile <strong>%38,9<\/strong>, sa\u011fl\u0131\u011f\u0131n <strong>%2,5<\/strong> ile <strong>%20,1<\/strong> ve &#8220;di\u011fer&#8221; alanlar\u0131n <strong>%18,0<\/strong> ile <strong>%40,4<\/strong> aras\u0131nda de\u011fi\u015fti\u011fini g\u00f6stermektedir. Bu modeller g\u00f6\u00e7menlik s\u00fcreci i\u00e7in \u00f6nemlidir; \u00e7\u00fcnk\u00fc bir\u00e7ok ekonomik program ve eyalet adayl\u0131\u011f\u0131 program\u0131 a\u00e7\u0131k\u00e7a STEM ve sa\u011fl\u0131k ge\u00e7mi\u015flerini hedeflerken, kolejlerde daha yayg\u0131n olan lisans alt\u0131 d\u00fczeydeki i\u015fletme ve genel programlar, belirli y\u00fcksek nitelikli i\u015flerle daha az ba\u011flant\u0131l\u0131d\u0131r.<\/p>\n<p class=\"blank\"><\/p>\n<h2>E\u011fitim ve i\u015f aras\u0131ndaki uyum \u2013 Daimi ikamet i\u00e7in neden \u00f6nemli?<\/h2>\n<p>G\u00f6\u00e7menlik a\u00e7\u0131s\u0131ndan temel soru basittir: Daimi ikamet izni ald\u0131ktan sonra, eski \u00f6\u011frenciler ger\u00e7ekten e\u011fitim alanlar\u0131na uygun ve ge\u00e7erli TEER kategorilerinde yer alan mesleklerde mi \u00e7al\u0131\u015f\u0131yorlar?<\/p>\n<p>T\u00fcm eski uluslararas\u0131 \u00f6\u011frenciler genelinde:<\/p>\n<ul>\n<li>STEM alanlar\u0131nda, mezunlar\u0131n <strong>%43,0<\/strong>&#8216;\u0131 do\u011frudan STEM mesleklerinde, di\u011fer <strong>%4,8<\/strong>&#8216;i ise STEM ile ilgili rollerde \u00e7al\u0131\u015fmaktad\u0131r.<\/li>\n<li>Sa\u011fl\u0131k hizmetleri alanlar\u0131nda, e\u011fitim alan\u0131 uyum oran\u0131 <strong>%56,7<\/strong>&#8216;dir.<\/li>\n<li>\u0130\u015fletme ve y\u00f6netim alan\u0131nda, sadece <strong>%35,2<\/strong>&#8216;si ilgili mesleklerde (d\u00fc\u015f\u00fck vas\u0131fl\u0131 i\u015fletme i\u015fleri hari\u00e7) \u00e7al\u0131\u015f\u0131rken, yakla\u015f\u0131k <strong>%50<\/strong>&#8216;si di\u011fer mesleklerde, <strong>%21<\/strong>&#8216;i ise d\u00fc\u015f\u00fck vas\u0131fl\u0131 rollerde \u00e7al\u0131\u015fmaktad\u0131r.<\/li>\n<li>Ana alanlardaki mezunlar\u0131n <strong>%4,1<\/strong>&#8216;i ile <strong>%8,8<\/strong>&#8216;i <strong>2020 veya 2021<\/strong> y\u0131llar\u0131nda hi\u00e7 \u00e7al\u0131\u015fmam\u0131\u015ft\u0131r.<\/li>\n<\/ul>\n<p>E\u011fitim d\u00fczeyine g\u00f6re eski \u00f6\u011frenciler i\u00e7in uyum oranlar\u0131 \u015f\u00f6yledir:<\/p>\n<ul>\n<li>STEM: Lisans alt\u0131nda <strong>%21,9<\/strong>, lisansta <strong>%39,6<\/strong>, lisans\u00fcst\u00fcnde <strong>%53,1<\/strong>.<\/li>\n<li>\u0130\u015fletme ve y\u00f6netim: Lisans alt\u0131nda <strong>%19,3<\/strong>, lisansta <strong>%38,4<\/strong>, lisans\u00fcst\u00fcnde <strong>%44,6<\/strong>.<\/li>\n<li>Sa\u011fl\u0131k: Lisans alt\u0131nda <strong>%53,8<\/strong>, lisansta <strong>%62,1<\/strong>, lisans\u00fcst\u00fcnde <strong>%51,6<\/strong>.<\/li>\n<\/ul>\n<p>Ayn\u0131 zamanda, eski \u00f6\u011frenciler aras\u0131nda d\u00fc\u015f\u00fck vas\u0131fl\u0131 TEER 4 ve 5 mesleklerindeki paylar, alan ve d\u00fczeye ba\u011fl\u0131 olarak yakla\u015f\u0131k <strong>%10,5<\/strong> ile <strong>%31,0<\/strong> aras\u0131nda de\u011fi\u015fmektedir ve en y\u00fcksek oran lisans alt\u0131 i\u015fletme d\u00fczeyindedir (<strong>%30,9<\/strong> ile <strong>%31,0<\/strong>). G\u00f6\u00e7menlik ama\u00e7lar\u0131 do\u011frultusunda bu durum, \u00f6zellikle lisans alt\u0131 i\u015fletme programlar\u0131ndan mezun olanlar\u0131n \u00f6nemli bir k\u0131sm\u0131n\u0131n, nitelikli deneyim olarak say\u0131lan TEER 0 ila 3 aras\u0131ndaki i\u015flerde \u00e7al\u0131\u015fmad\u0131\u011f\u0131 anlam\u0131na gelmektedir.<\/p>\n<p>STEM alt alanlar\u0131 i\u00e7inde:<\/p>\n<ul>\n<li>Genel uyum oranlar\u0131; m\u00fchendislik ve m\u00fchendislik teknolojisi i\u00e7in <strong>%47,3<\/strong>, matematik ile bilgisayar ve bili\u015fim bilimleri i\u00e7in <strong>%47,9<\/strong>, fen bilimleri ve fen teknolojisi i\u00e7in ise <strong>%23,9<\/strong> ile <strong>%24<\/strong> aras\u0131ndad\u0131r.<\/li>\n<li>Fen bilimleri mezunlar\u0131n\u0131n sa\u011fl\u0131k mesleklerinde (<strong>%8<\/strong>), di\u011fer y\u00fcksek nitelikli i\u015flerde (<strong>%12<\/strong>&#8216;si e\u011fitim hizmetleri olmak \u00fczere <strong>%20<\/strong>) ve d\u00fc\u015f\u00fck vas\u0131fl\u0131 rollerde (<strong>%8<\/strong>&#8216;i sat\u0131\u015f ve hizmet sekt\u00f6r\u00fc olmak \u00fczere <strong>%14<\/strong>) \u00e7al\u0131\u015fma olas\u0131l\u0131\u011f\u0131 daha y\u00fcksektir.<\/li>\n<\/ul>\n<p>Eski \u00f6\u011frenci olmayan di\u011fer g\u00f6\u00e7menlerle kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda:<\/p>\n<ul>\n<li>Eski \u00f6\u011frenciler i\u00e7in genel STEM uyumu <strong>%43,0<\/strong> iken, di\u011fer g\u00f6\u00e7menler i\u00e7in <strong>%30,1<\/strong> ve Kanada do\u011fumlu mezunlar i\u00e7in <strong>%31,9<\/strong>&#8216;dur.<\/li>\n<li>Eski \u00f6\u011frenciler i\u00e7in sa\u011fl\u0131k uyumu <strong>%56,7<\/strong> iken, di\u011fer g\u00f6\u00e7menler i\u00e7in <strong>%56,0<\/strong> ve Kanada do\u011fumlu mezunlar i\u00e7in <strong>%65,8<\/strong>&#8216;dir.<\/li>\n<li>Eski \u00f6\u011frenciler i\u00e7in i\u015fletme uyumu <strong>%35,2<\/strong> iken, di\u011fer g\u00f6\u00e7menler i\u00e7in <strong>%25,2<\/strong> ve Kanada do\u011fumlu mezunlar i\u00e7in <strong>%44,8<\/strong>&#8216;dir.<\/li>\n<\/ul>\n<p>En y\u00fcksek e\u011fitimin nerede al\u0131nd\u0131\u011f\u0131 b\u00fcy\u00fck bir fark yaratmaktad\u0131r:<\/p>\n<ul>\n<li>T\u00fcm d\u00fczeylerdeki STEM alan\u0131nda, en y\u00fcksek e\u011fitimini ev sahibi \u00fclkede alan eski \u00f6\u011frencilerin uyum oran\u0131 <strong>%47,9<\/strong> iken, e\u011fitimi yurt d\u0131\u015f\u0131nda olanlarda bu oran <strong>%31,7<\/strong> ve \u00f6\u011frenim deneyimi olmayan g\u00f6\u00e7menlerde <strong>%30,1<\/strong>&#8216;dir.<\/li>\n<li>Sa\u011fl\u0131k alan\u0131nda, en y\u00fcksek e\u011fitimini ev sahibi \u00fclkede alan eski \u00f6\u011frenciler aras\u0131ndaki uyum oran\u0131 <strong>%57,5<\/strong> iken, e\u011fitimi yurt d\u0131\u015f\u0131nda olanlarda <strong>%49,3<\/strong>&#8216;t\u00fcr.<\/li>\n<li>\u0130\u015fletme alan\u0131nda, en y\u00fcksek e\u011fitimini ev sahibi \u00fclkede alan eski \u00f6\u011frencilerin uyum oran\u0131 <strong>%37,6<\/strong> iken, e\u011fitimi yurt d\u0131\u015f\u0131nda olanlarda <strong>%29,0<\/strong> ve di\u011fer g\u00f6\u00e7menlerde <strong>%25,2<\/strong>&#8216;dir.<\/li>\n<\/ul>\n<p>Belirli d\u00fczeylerde:<\/p>\n<ul>\n<li>Lisans d\u00fczeyindeki STEM alan\u0131nda, e\u011fitimi ev sahibi \u00fclkede olan eski \u00f6\u011frencilerin uyum oran\u0131 <strong>%46<\/strong> iken, e\u011fitimi yurt d\u0131\u015f\u0131nda olanlarda <strong>%33<\/strong> ve di\u011fer g\u00f6\u00e7menlerde <strong>%31<\/strong>&#8216;dir.<\/li>\n<li>Lisans\u00fcst\u00fc d\u00fczeydeki STEM alan\u0131nda uyum; e\u011fitimi ev sahibi \u00fclkede olan eski \u00f6\u011frenciler i\u00e7in <strong>%57<\/strong>, yurt d\u0131\u015f\u0131 programl\u0131lar i\u00e7in <strong>%34<\/strong> ve di\u011fer g\u00f6\u00e7menler i\u00e7in <strong>%40<\/strong>&#8216;t\u0131r.<\/li>\n<li>Lisans d\u00fczeyindeki sa\u011fl\u0131k alan\u0131nda uyum; e\u011fitimi ev sahibi \u00fclkede olan eski \u00f6\u011frenciler i\u00e7in <strong>%66<\/strong> ve Kanada do\u011fumlular i\u00e7in <strong>%80<\/strong>&#8216;dir.<\/li>\n<li>Lisans d\u00fczeyindeki i\u015fletme alan\u0131nda uyum; e\u011fitimi ev sahibi \u00fclkede olan eski \u00f6\u011frenciler i\u00e7in <strong>%45<\/strong> ve Kanada do\u011fumlular i\u00e7in <strong>%54<\/strong>; lisans\u00fcst\u00fcnde <strong>%48<\/strong>&#8216;e kar\u015f\u0131 <strong>%61<\/strong>; lisans alt\u0131nda ise <strong>%20<\/strong>&#8216;ye kar\u015f\u0131 <strong>%34<\/strong>&#8216;t\u00fcr.<\/li>\n<\/ul>\n<p>Genel olarak, eski \u00f6\u011frencilerin hi\u00e7 \u00e7al\u0131\u015fmama olas\u0131l\u0131\u011f\u0131 da daha d\u00fc\u015f\u00fckt\u00fcr: Eski \u00f6\u011frenciler aras\u0131ndaki <strong>%5 ile %8<\/strong> aras\u0131ndaki istihdam edilmeme oranlar\u0131, \u00f6\u011frenim deneyimi olmayan g\u00f6\u00e7menlerin yakla\u015f\u0131k \u00fc\u00e7te biri ile yar\u0131s\u0131 kadard\u0131r.<\/p>\n<p>Bir g\u00f6\u00e7menlik dan\u0131\u015fmanl\u0131\u011f\u0131 bak\u0131\u015f a\u00e7\u0131s\u0131yla, bu kan\u0131tlar \u015funlar\u0131 g\u00f6stermektedir:<\/p>\n<ul>\n<li>En y\u00fcksek diplomay\u0131 ev sahibi \u00fclkede tamamlamak, \u00f6zellikle STEM alan\u0131nda lisans veya lisans\u00fcst\u00fc d\u00fczeyde olmak, daimi ikamet ba\u015fvurusunu destekleyebilecek ger\u00e7ekten ilgili ve nitelikli bir mesle\u011fe yerle\u015fme \u015fans\u0131n\u0131 \u00f6nemli \u00f6l\u00e7\u00fcde art\u0131r\u0131r.<\/li>\n<li>Sa\u011fl\u0131k programlar\u0131 g\u00fc\u00e7l\u00fc bir uyum sa\u011flayabilir, ancak eski \u00f6\u011frenciler lisans ve lisans\u00fcst\u00fc d\u00fczeyde hala Kanada do\u011fumlu mezunlara g\u00f6re daha fazla engelle kar\u015f\u0131la\u015fmaktad\u0131r.<\/li>\n<li>\u0130\u015fletme ve y\u00f6netim programlar\u0131, \u00f6zellikle kolejlerdeki lisans alt\u0131 d\u00fczeyde, uyum a\u00e7\u0131s\u0131ndan en zay\u0131f tercihtir: D\u00fc\u015f\u00fck alan e\u015fle\u015fmesi (<strong>%19 ile %38<\/strong>) ve y\u00fcksek oranda d\u00fc\u015f\u00fck vas\u0131fl\u0131 istihdam (<strong>%31&#8217;e kadar<\/strong>), bu durum genellikle ekonomik g\u00f6\u00e7menlik kapsam\u0131nda ge\u00e7erli say\u0131lmaz.<\/li>\n<\/ul>\n<p>Pratikte, yerel bir STEM veya sa\u011fl\u0131k diplomas\u0131n\u0131 (en az lisans d\u00fczeyinde) mezuniyet sonras\u0131 uygun bir TEER 0 ila 3 i\u015findeki deneyimle birle\u015ftiren bir\u00e7ok ba\u015fvuru sahibi, nitelikli i\u015f\u00e7i yollar\u0131 ve eyalet adayl\u0131\u011f\u0131 i\u00e7in daha g\u00fc\u00e7l\u00fc bir konumdad\u0131r; i\u015fletme diplomas\u0131 mezunlar\u0131 ise genellikle nitelikli deneyim kazanmak i\u00e7in ek zamana veya rol de\u011fi\u015fikli\u011fine ihtiya\u00e7 duymaktad\u0131r.<\/p>\n<p class=\"blank\"><\/p>\n<h2>E\u011fitim, i\u015f ve PR stratejisini planlamak i\u00e7in bu bulgular\u0131 kullanmak<\/h2>\n<p>Hem e\u011fitim hem de g\u00f6\u00e7menlik planlayan mevcut veya gelecekteki \u00f6\u011frenciler i\u00e7in veriler birka\u00e7 pratik stratejiye i\u015faret etmektedir:<\/p>\n<ul>\n<li>Uyum oran\u0131 daha y\u00fcksek olan alanlara \u00f6ncelik verin<\/li>\n<li>STEM, \u00f6zellikle m\u00fchendislik ve bilgisayar ile ilgili programlar<\/li>\n<li>A\u00e7\u0131k\u00e7a d\u00fczenlenmi\u015f mesleklere sahip sa\u011fl\u0131k programlar\u0131<\/li>\n<li>En az lisans d\u00fczeyini ve m\u00fcmk\u00fcnse, \u00f6zellikle STEM ve i\u015fletme alanlar\u0131nda lisans\u00fcst\u00fc d\u00fczeyi hedefleyin<\/li>\n<li>M\u00fcmk\u00fcn olan her durumda, sadece k\u0131sa bir ek program de\u011fil, en y\u00fcksek diploman\u0131z\u0131 ev sahibi \u00fclkede tamamlay\u0131n<\/li>\n<li>Mezuniyetten sonra net bir \u015fekilde TEER 0 ila 3 kategorisinde yer alan rolleri hedefleyin ve i\u015fletme ile lisans alt\u0131 yollarda yayg\u0131n olan TEER 4 ila 5 rollerinde uzun s\u00fcre kalmaktan ka\u00e7\u0131n\u0131n<\/li>\n<\/ul>\n<p>Bu uyum zorluklar\u0131, \u00f6\u011frenim izinlerinden ve mezuniyet sonras\u0131 \u00e7al\u0131\u015fma izinlerinden daimi ikamete sorunsuz bir ge\u00e7i\u015f bekleyen ancak \u015fimdi \u00f6nemli \u00f6\u011frenim \u00fccretlerine ve \u00e7abalara ra\u011fmen ilgisiz veya d\u00fc\u015f\u00fck vas\u0131fl\u0131 i\u015flerde \u00e7al\u0131\u015fan bir\u00e7ok eski \u00f6\u011frenci taraf\u0131ndan do\u011frudan hissedilmektedir. Do\u011fru program\u0131 se\u00e7medeki zorluklar, NOC kodlar\u0131 ve TEER seviyeleri etraf\u0131ndaki belirsizlik ve stratejik bir rol yerine stat\u00fc i\u00e7in herhangi bir i\u015fi g\u00fcvence alt\u0131na alma bask\u0131s\u0131 stresi art\u0131rmaktad\u0131r. G\u00f6\u00e7menlik dan\u0131\u015fman\u0131 ekibimiz, bu t\u00fcr i\u015f piyasas\u0131 kan\u0131tlar\u0131n\u0131 \u00f6zel alan\u0131n\u0131z i\u00e7in yorumlaman\u0131za, e\u011fitim ve i\u015f se\u00e7imlerinizi do\u011fru ekonomik g\u00f6\u00e7menlik programlar\u0131yla e\u015fle\u015ftirmenize yard\u0131mc\u0131 olabilir ve g\u00f6\u00e7menlik dan\u0131\u015fman\u0131 olarak ba\u015fvurular\u0131n haz\u0131rlanmas\u0131, tavsiye verilmesi ve temsil edilmesi s\u00fcre\u00e7lerinde sizi destekleyebilir.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Kanada&#8217;daki STEM mezunu uluslararas\u0131 \u00f6\u011frencilerin i\u015f piyasas\u0131ndaki ba\u015far\u0131s\u0131n\u0131 ve e\u011fitim-istihdam uyumunun daimi ikamet s\u00fcre\u00e7lerine etkisini inceleyin.<\/p>\n","protected":false},"author":4,"featured_media":523695,"comment_status":"","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4186],"tags":[2766,2748,5027,2725,2736,5028,5023,2747,2741,2742,5024,2708,3957,2728,3953,2720,2733],"class_list":["post-541496","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-federal-tr","tag-crs-tr","tag-egitim-sistemi","tag-ekonomik-gocmenlik","tag-eyalet-adayligi","tag-goc-sureci","tag-gocmenlik-danismani","tag-ircc-guncellemeleri","tag-is-firsatlari","tag-kanadada-calismak","tag-kanadada-okumak","tag-kanadaya-gocmenlik","tag-kolej","tag-mezuniyet-sonrasi-calisma-izni","tag-nitelikli-isci","tag-pgwp-uzatmasi","tag-uluslararasi-ogrenci","tag-universite"],"_links":{"self":[{"href":"https:\/\/redim.ca\/tr\/wp-json\/wp\/v2\/posts\/541496","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/redim.ca\/tr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/redim.ca\/tr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/redim.ca\/tr\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/redim.ca\/tr\/wp-json\/wp\/v2\/comments?post=541496"}],"version-history":[{"count":0,"href":"https:\/\/redim.ca\/tr\/wp-json\/wp\/v2\/posts\/541496\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/redim.ca\/tr\/wp-json\/wp\/v2\/media\/523695"}],"wp:attachment":[{"href":"https:\/\/redim.ca\/tr\/wp-json\/wp\/v2\/media?parent=541496"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/redim.ca\/tr\/wp-json\/wp\/v2\/categories?post=541496"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/redim.ca\/tr\/wp-json\/wp\/v2\/tags?post=541496"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}