| GUIDANCE AND COUNSELING (TURKISH, THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EAP5105 | World Educational Systems | Fall Spring |
3 | 0 | 3 | 8 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | Tr |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. SEDA SARAÇ |
| Course Lecturer(s): |
Assoc. Prof. SEDA SARAÇ Dr. BETÜL TARHAN ALKAN Dr. Öğr. Üyesi SABİHA DULAY |
| Course Objectives: | The purpose of the course is to give an overview of educational systems of Turkish and EU countries through a comparative method. |
|
The students who have succeeded in this course; 1. Evaluating Turkish Educational System from different perspectives 2. Explaining different dimensions of European Education 3. Comparing Turkish and European Educational Systems 4. Developing recommendations for Turkish Educational System |
| Week 1. Course description and introduction to Turkish educational system Week 2. Turkish educational system: Purpose, structure and problems Week 3. Turkish educational system: Problems and Statistics Week 4. Analyzing Statistics Week 5. Quiz Week 6. Comparing educational systems: Luxemburg and Finland Week 7. Comparing educational systems: Germany and France Week 8. Comparing educational systems: England and Italy Week 9. Quiz Week 10. Comparing educational systems: USA and Canada Week 11. Comparing educational systems: Japan and South Korea Week 12. Mid Term Week 13. Teacher Training in Turkey and EU Countries Week 14. Educational Finance in Turkey and EU Countries |
| Week | Subject | Related Preparation | |
| 1) | Course description and introduction to Turkish educational system | ||
| 2) | Turkish educational system: Purpose, structure and problems | ||
| 3) | Turkish educational system: Problems and Statistics | ||
| 4) | Analyzing Statistics (Countries and OECD) | ||
| 5) | Quiz 1 | ||
| 6) | Comparing educational systems: Luxemburg and Finland | ||
| 7) | Comparing educational systems: Germany and France | ||
| 8) | Comparing educational systems: England and Italy | ||
| 9) | Quiz 2 | ||
| 10) | Comparing educational systems: USA and Canada | ||
| 11) | Comparing educational systems: Japan and South Korea | ||
| 12) | Mid Term | ||
| 13) | Teacher Training in Turkey and EU Countries | ||
| 14) | Educational Finance in Turkey and EU Countries | ||
| Course Notes: | Balcı, A. (2007). Karşılaştırmalı eğitim sistemleri. Ankara: Pegem A. Erginer, A. (2006). Avrupa Birliği eğitim sistemleri. Ankara: Pegem A. |
| References: | EURYDICE (2009). Education in europe network web site. http://eacea.ec.europa.eu/education/eurydice/index_en.php EURYBASE (2009). The database on education systems in Europe. http:// earged.meb.gov.tr/urn/tr/pdf/ilkogretim.pdf EURYDICE (2011). National Education System and Policies http://eacea.ec.europa.eu/education/eurydice/eurybase_en.php#turkey EURYDICE (2010). Türk Eğitim Sisteminin Örgütlenmesi 2009/2010. http://eacea.ec.europa.eu/education/eurydice/documents/eurybase/eurybase_full_reports/TR_TR.pdf EURYDICE (2010). Avrupa'da Eğitim ve Öğretim Sistemlerinin Yapısı: Türkiye. http://eacea.ec.europa.eu/education/eurydice/documents/eurybase/structures/041_TR_TR.pdf MEB (2008). MEB Dış İlişkiler Dairesi Belgeleri . http://digm.meb.gov.tr/Belgeler.html MEB (2008). Milli Eğitim İstatistikleri 2006-2007. http://sgb.meb.gov.tr/istatistik/meb_istatistikleri_orgun_egitim_2006_2007.pdf. MEB (2008). Milli Eğitim İstatistikleri 2007-2008. http://sgb.meb.gov.tr/istatistik/meb_istatistikleri_orgun_egitim_2007_2008.pdf MEB (2009). Milli Eğitim İstatistikleri 2009-2010. http://sgb.meb.gov.tr/istatistik/ meb_istatistikleri_orgun_egitim_2009_2010.pdf OECD (2008). Education at a Glance 2008. www.oecd.org/publishing/corrigenda. YÖK (Yükseköğretim Kurulu) (2007). Öğretmen yetiştirme ve eğitim fakülteleri raporu, Ankara:YÖK. UNESCO (2001). The Turkish Education System and Developments in Education. http://www.ibe.unesco.org/International/ICE/natrap/Turkey.pdf |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Laboratory | 0 | % 0 |
| Application | 0 | % 0 |
| Field Work | 0 | % 0 |
| Special Course Internship (Work Placement) | 0 | % 0 |
| Quizzes | 2 | % 15 |
| Homework Assignments | 2 | % 10 |
| Presentation | 1 | % 10 |
| Project | 1 | % 20 |
| Seminar | 0 | % 0 |
| Midterms | 1 | % 15 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 20 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Ability to develop and deepen knowledge of the same or a different area of knowledge on the basis of competence at the bachelor level. | |
| 2) | Understand the interdisciplinary interaction that the field is related to. | |
| 3) | To be able to use theoretical and practical knowledge in the field of expertise. | |
| 4) | To be able to make comments and to create new information by integrating the information obtained in the field with the information coming from different disciplinary fields | |
| 5) | To be able to analyze problems related to the field by using research methods | |
| 6) | To be able to transfer current developments and own studies in the field with quantitative and qualitative data in a systematic way in written, verbal and visual manner to the groups in and out of the field. | |
| 7) | Be able to critically review, develop and, if necessary, act to change social relations and norms that guide these relationships. | |
| 8) | To be able to communicate verbally and in writing using a foreign language at least at the European Language Portfolio B2 General Level. | |
| 9) | To be able to use advanced computer software and information and communication technologies at the level required by the field. | |
| 10) | Be able to critically evaluate and guide the knowledge and skills at the level of expertise gained in the field. | |
| 11) | To be able to supervise the collection, interpretation, implementation and announcement of data related to the field by considering social, scientific, cultural and ethical values and teaching these values. | |
| 12) | To be able to develop strategy, policy and implementation plans on issues related to the field and to be able to evaluate the results obtained within the framework of quality processes. | |
| 13) | Ability to use knowledge, problem solving and / or application skills in their field of study in interdisciplinary studies. | |
| 14) | Being able to carry out a work independently which requires expertise in the field. | |
| 15) | Being able to develop new strategic approaches for solving complex and unforeseen problems encountered in field related applications and to be able to produce solutions by taking responsibility. | |
| 16) | Being able to lead in areas that need to solve problems related to the field. |