Regulations & Activities in the Context of Higher Education Qualifications Framework Istanbul, 15 June 2011.

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1 Regulations & Activities in the Context of Higher Education Qualifications Framework
Istanbul, 15 June 2011

2 Outline 3 4 5 11 13 19 20 Three Pillars of Bologna Process
Qualifications: Meaning and Usage 4 Qualifications: European, National, Sectoral, Learning Outcomes 5 Regulations and Activities in the Context of Qualifications in Turkey 11 Web site: National Qualifications Framework For Higher Education In Turkey 13 The Work Load of HEIs In the Field of Qualifications 19 Methodology: The vertical and horizantal hierarchy between HE-QF, SQ (field Qs: Based on ISCED) PLOs and Course Unit (module) LOs 20 Ülkemizin yükseköğrenim kurumlarında kavramsal çerçeve olarak yeterlilikler, yeterliliklere yönelik düzenlemeler ve nihayet bu yönde üniversitelerin yaptıkları çalışmalar ile önümüzdeki bir buçuk yıllık zaman diliminde yani 2012 sonuna kadar yapmaları gerekenlerden bahsedilecek. Outline

3 Qualifications Framework
Three Pillars of Bologna Process Quality Assurance Qualifications Framework Recognition Bologna Sürecinin üç temel direği vardır. Bölüm veya programların amaç, kapsam ve yöntemini gösteren yeterlilikler çerçevesi; Üniversite mezunlarının belirli bir seviyeyi tutturmalarını sağlayacak olan kalite güvence mekanizmaları ve Sonunda da üniversitenin, programın ve en önemlisi de mezunların ellerindeki sertifikaların veya diplomaların kabul edilmesi yani tanınmasıdır. Bu üç unsur birbirinin tamamlayıcısıdır ve özellikle tanınma olmazsa, diğer ilk ikisinin fazla bir şey ifade etmeyeceği söylenebilir. Outline

4 Qualifications: Meaning and Usage
Outline

5 Qualifications: European, National, Sectoral, Learning Outcomes
‘qualification’ means a formal outcome of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards; ‘national qualifications system’ means all aspects of a Member State's activity related to the recognition of learning and other mechanisms that link education and training to the labour market and civil society. This includes the development and implementation of institutional arrangements and processes relating to quality assurance, assessment and the award of qualifications. A national qualifications system may be composed of several subsystems and may include a national qualifications framework; ‘national qualifications framework’ means an instrument for the classification of qualifications according to a set of criteria for specified levels of learning achieved, which aims to integrate and coordinate national qualifications subsystems and improve the transparency, access, progression and quality of qualifications in relation to the labour market and civil society; ‘sector’ means a grouping of professional activities on the basis of their main economic function, product, service or technology; ‘international sectoral organisation’ means an association of national organisations, including, for example, employers and professional bodies, which represents the interests of national sectors; ‘learning outcomes’ means statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence; Yeterlilik sözcüğünü Türkçede sertifika, belge veya daha spesifik olarak diploma diye tanımlayabiliriz. Uluslar arası düzeyde (Avrupa) ve ulusal düzeyde (Türkiye) ve sektörel düzeyde eğitim, meslek ve ekonomik faaliyet sınıflaması üçlemesi dikkate alınarak programların müfredatları ve öğrenme kazanımları oluşturulur. Bu noktada bir hususa işaret etmek isterim. Türkiye’de, insanların bilgi ve beceri kazanımlarını ya tecrübeyle ya sertifikayla veya diplomayla ölçmek mümkün. Tecrübeyle kazanılan bilgi ve beceri informel, sertifikaya dayalıysa nanformel ve diplomaya dayalıysa formel kelimelerini kullanıyoruz. Acaba Türkiye’de ekonomideki sektörlerde bilgi ve beceri güncellenmesi ve gelişmesi daha çok hangi eğitim yoluyla yapılıyor. Bu durum ABD’de, Avrupa ülkelerinde nasıldır, Türkiye bu bakımdan, AB’den ve ABD’den ayrılmakta mıdır? Türk insanının sahip olduğu informel, nanformel ve formel birikimi belgelenmekte midir? Bunun mekanizmaları kurulmuş mudur? Yoksa Türkiye işgücü piyasasının sahip olduğu donanımın niteliğini ve düzeyini gösteren objektif bir veri tabanımız hala yok mudur? Outline

6 Regulations: European Qualifications Framework (EQF)
International regulation: The European Parliament and The Council of the European Union Recommendation of the European Parliament and of the Council of 23 April 2008 On the Establishment of the European Qualifications Framework for Lifelong Learning (Text With EEA Relevance) (2008/C 111/01) Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 On The Recognition Of Professional Qualifications National regulation: Since 2001 Turkey is member of BP. Turkish CoHE introduced NQF in May 2009 and updated in January 2010. CoHE announced Field Qualifications (Sectoral?) in February 2011. Program Learning Outcomes (PLO)……. (under construction  ) Pilot universities (Sakarya, Karadeniz Technical, Anadolu, Izmir Economics) as end of June 2010. All HEIs as end of 2012 (construction and relationships: Program LOs, SQ, NQF, EQF) AB direktifleri, Lizbon tanınma sözleşmesi ve Bologna Süreci uluslar arası düzeyde yeterliliklerin yasal zeminini oluşturuyor. Türkiye 2001 yılında Bologna Sürecine resmen taraf olmuştur. YÖK 2009 ve 2010 yıllarında ulusal yeterlilikler çerçevesini kurgulamış ve üniversite camiasına ilan etmiştir. YÖK 2011 yılı başında UNESCO’nun eğitim sınıflamasını (ISCED) esas alarak alan yeterliliklerini dekanlardan oluşan konseylerle çalışarak ilk versiyonunu Ocak 2011’de ilan etmiştir. Hali hazırda dört üniversite içinde bulunduğumuz haziran ayı sonuna kadar, bugüne değin Bologna Sürecinin öngördüğü mekanizmaların çerçevesini kurma ve işletir duruma getirerek danışmanlık yapacak düzeyde örnek hale gelmeleri beklenmektedir. Outline

7 Regulations: European Qualifications Framework (EQF)
The Lisbon Recognition Convention: the Council of Europe and the UNESCO introduced. It is named after Lisbon, Portugal, where it was signed in 1997, and entered into force on 1 February 1999. Aims of the Convention The Convention stipulates that degrees and periods of study must be recognised unless substantial differences can be proved by the institution that is charged with recognition. Students and graduates are guaranteed fair procedures under the Convention. Bologna Process The Lisbon Recognition Convention is an important instrument for the Bologna Process which aims at creating the "European higher education area" by making academic degree standards and quality assurance standards more comparable and compatible throughout Europe. Turkey signed Lisbon Recognition Convention in 2004 and put into effect in 2007. --- Outline

8 European and National Qualifications
Bütün bunlar, ülkelerin referans veya ölçü olarak alacağı bir sistemin tasarımı ve insan hareketliliğini ve Avrupa yurttaş kalitesinin belirli bir seviyede olmasını temin için yapılmaktadır. Outline

9 Field (Sector) Qualifications
EQF NQF (Turkish HE QF) Field (Sector) Qualifications Field (Sector) Qualifications Field (Sector) Qualifications Field (Sector) Qualifications Program LOs Program LOs Program LOs Program LOs Avrupa yeterlilikler çerçevesinden ulusal yeterliliklere, sektörel yeterliliklere, program yeterliliklerine, ders düzeyinde kazanımlara ve nihayet öğrenci işyüküne kadar yatay ve dikey hiyerarşik yapısı olan bir sistem sözkonusudur. Course Unit LOs Course Unit LOs Course Unit LOs Course Unit LOs Student Work Load ECTS Student Work Load ECTS Student Work Load ECTS Student Work Load ECTS Outline 9

10 Course Unit / Module Learning Outcomes
Turkish Higher Education Qualifications Framework √ European QF √ Turkish National Higher Education QF √ Field (ISCED ) Qualifications (Sectoral?) Program Learning Outcomes Bugüne kadar Avrupa ve ulusal yeterlilikler ilan edildi, eğitim alan yeterlilikleri Türkiye’de ilan edildi. Dört üniversite pilot seçildi. Diğer bütün üniversitelerin de 2012 sonuna kadar Bologna Sürecini tamamlamaları öngörülmektedir. Course Unit / Module Learning Outcomes Outline

11 Regulations and Activities in the Context of Qualifications in Turkey
Yeterlilikler konusunda Türkiye neler yaptı, neler yapmayı planlıyor? Outline

12 Turkish CoHE General Assembly Decree: Annex-1
Table 1. Steps and Completion Schedule for Turkish HE QF Dead line 1 Take decision to start the process April 2006 2 Preparation of work schedule 2006 3 Organization of the process 2006 – 2008 4 Designing of the framework November 2008 5 Getting opinion from stakeholders January 2009 6 Approval of the framework Partially May 2009 -Wholly January 2010 7 Administrative organization February 2010 8a. Implementation of the framework at the level of higher education programs The pilot-level implementation December 2010 All institution-level implementation December 2012 8b. Approval of field (sectoral) qualifications The pilot-level implementation of the field qualifications All institution-level implementation of the field qualifications January 2011 June 2011 9 Qualifications to be included into the Turkish HE QF (pool of qualifications) 2010 – 2015 10 Certification of Compliance of Turkish HE QF with the European Qualifications Framework 11 Web site creation and publication of Turkish HE QF 2010 2006 yılında süreci başlatmak için karar alındı, çalışma planı, organizasyon, yeterlilikler çerçevesinin tasarımı, paydaşlardan görüş alınması, Çerçevenin onayı genelde YÖK çalışma komisyonu ve çalışma grubu tarafından, birazdan değineceğim alan yeterliliklerine kıyasla nispeten dar denilebilecek bir ekip eliyle tamamlandı. Outline

13 15 March 2010 (Hacettepe Univ.)
Turkish Higher Education Narrow Field Qualifications Framework (SQ?) The firstmeeting with the deans propopesd by Inter-university Board to schedule the time table and duties in the field qualifications. 15 March 2010 (Hacettepe Univ.) Determining chairs and executives of working groups by the decision of the president of the CoHE 17 March 2010 (CoHE) Bologna Experts’ meetings with the executives of working groups to exchange information. Determining of contact persons (Bologna Experts) at CoHE. 26 March April (CoHE) The completion of reports of working groups 17 March 2010 – 14 June 2010 Establishment of the redaction commission (from Bologna Experts) at CoHE 14 June 2010 Redaction commission’s working meetings at CoHE 14 June July 2010 27 August September 2010 7 December 2010 The determination of the narrow field and the responsible Bologna Expert. 30 July 2010 (15+3 fields) 24 September 2010 (3 fields) 7 December 2010 (1 field) Establishment of the review group of the redaction commission consisting of Higher Education Reform Experts at CoHE under supervision of a Bologna Expert. Approval of field qualifications framework by the General Assembly of Council of Higher Education. Determination of four pilot universities (Anadolu, İzmir Ekonomi, Karadeniz Teknik ve Sakarya) to complete Bologna Process work load until end of June 2011. All other HEIs are expected to complete Bologna Process workload until end of 2012. 13 January 2011 Completion of implementations at pilot universities 30 June 2011 Completion of implementations at all HEIs. 31 December 2012 Eğitim alan yeterlilikleri için, Üniversiteler arası Kurulun önerdiği dekanlarla ilk toplantı 15 Mart 2010 tarihinde Hacettepe Üniversitesinde yapıldı. Daha sonra 22 temel eğitim alanı için Bologna uzmanlarından danışmanlar belirlenerek dekanlardan oluşan temel alan yeterlilik gruplarının çalışmaları desteklendi. Dekanlar oldukça yoğun ve tempolu bir çalışma sonucunda çalışmalarını 14 Haziran 2010 tarihinde tamamladı. YÖK bünyesinde Bologna uzmanlarından oluşturulan redaksiyon komisyonu 22 alana ilişkin çalışmaları gözden geçirdi. Bu çalışmalara Uluslararası İlişkiler ve AB birimi yöneticisi ve uzmanlarıyla yoğun bir destek verdi. Nihayet 13 Ocak 2011 tarihinde Türkiye yükseköğrenim temel alan yeterlilikleri ilan edildi ve program yeterlilikleri ile ulusal yeterlilikler arasında Bologna Sürecinde öngörülen ancak Avrupa düzeyinde henüz ilan edilmemiş olan bir ara aşama Türkiye’de geliştirilmek üzere kamuoyuna sunulmuş oldu. Bizim temel alan yeterliliklerine yüklediğimiz anlam, Amerikan ABET’ın mühendislik alan yeterliliklerine yüklediği anlama paraleldir. Outline

14 Web site of Higher Education Qualifications Framework and Field (Sectoral) Qualifications Burada bir iki dakikalığına, Türkiye Yükseköğrenim yeterlilikler çerçevesi sayfasını ziyaret edelim. Bu interaktif bir sayfadır.geri bildirimlerle sürecin dinamik şekilde güncellenmesi mümkün oluyor. Outline

15 The Members of the Commission and the Working Group (Higher Education National Qualifications) Commission Prof. Dr. Atilla ERİŞ (Executive) CoHE Prof. Dr. Ali Ekrem ÖZKUL CoHE Prof. Dr. Berrak KURTULUŞ CoHE Prof. Dr. Durmuş GÜNAY CoHE Prof. Dr. Ömer DEMİR CoHE Prof. Dr. Recep ÖZTÜRK CoHE Prof. Dr. Atabay DÜZENLİ Çukurova University Prof. Dr. Mehmet DURMAN Sakarya University Prof. Dr. Muzaffer ELMAS Sakarya University Working group Prof. Dr. Mehmet DURMAN (Executive) Sakarya University Prof. Dr. Ahmet SELAMOĞLU Kocaeli University Prof. Dr. Atabay DÜZENLİ Çukurova University Prof. Dr. Gönül AKÇAMETE Ankara University Prof. Dr. Hasan MANDAL Anadolu University Prof. Dr. Koray BODUROĞLU Hacettepe University Prof. Dr. Lerzan ÖZKALE İstanbul Teknik University Prof. Dr. M. Emin KÖKTAŞ Dokuz Eylül University Prof. Dr. Miraç AKÇAY Karadeniz Teknik University Prof. Dr. Muzaffer ELMAS Sakarya University Prof. Dr. Nuran ÖZYER Hacettepe University Prof. Dr. Selda ÖNDEROĞLU Hacettepe University Prof. Dr. Zafer GÜL Marmara University Outline 15 15

16 Turkish HE QF Field Qualifications Working Groups (Deans of faculties in the related fields (ISCED)
TEMEL ALAN KODU EĞİTİM VE ÖĞRETİM TEMEL ALANLARI KOMİSYON ÜYELERİ 14 Teacher training and education science Prof.Dr. Meral Aksu (Orta Doğu Teknik Üniversitesi) Prof.Dr. Ali BAYKAL (Boğaziçi Üniversitesi) Prof.Dr. Musa GÜRSEL (Selçuk Üniversitesi) Prof.Dr. Münire ERDEN (Yıldız Teknik Üniversitesi) Prof.Dr. Mehmet GÜROL (Fırat Üniversitesi) Prof.Dr. Dinçay KÖKSAL (Çanakkale 18 Mart Üniversitesi) Prof.Dr. Gönül AKÇAMETE (Ankara Üniversitesi) Yrd.Doç.Dr. Armağan ERDOĞAN (Kırıkkale Üniversitesi, YÖK AB Birimi) 21 Arts Prof.Dr. Zehra ÇOBANLI (Anadolu Üniversitesi) Prof.Dr. Zeki ALPAN (Mimar Sinan Güzel Sanatlar Üniversitesi) Prof.Dr. Nazan ERKMEN (Marmara Üniversitesi) Prof.Dr. Bülent ÖZGÜÇ (Bilkent Üniversitesi) Prof.Dr. Tevfik BALCIOĞLU (İzmir Ekonomi Üniversitesi) Prof.Dr. Mesut İKTU (Mimar Sinan Güzel Sanatlar Üniversitesi) Prof.Dr. Gönül AKÇAMETE (Ankara Üniversitesi) Prof.Dr. Rahmi AKSUNGUR (Mimar Sinan Güzel Sanatlar Üniversitesi) Prof.Dr. Gül ÖZTURANLI (Mimar Sinan Güzel Sanatlar Üniversitesi) 22 Humanities Prof.Dr. Nadir SUĞUR (Anadolu Üniversitesi) Prof.Dr. Sekine KARAKAŞ (Ankara Üniversitesi) Prof.Dr. Korkut TUNA (Ankara Üniversitesi) Prof.Dr. Raşit KÜÇÜK (Marmara Üniversitesi) Prof.Dr. Şinasi GÜNDÜZ (İstanbul Üniversitesi) Prof.Dr. Yılmaz ÖZBEK (Atatürk Üniversitesi) Prof.Dr. Altan ÇİLİNGİROĞLU (Ege Üniversitesi) Prof.Dr. Nuran ÖZYER (Hacettepe Üniversitesi) 31 Social and behavioural science Prof.Dr. Sedat MURAT (İstanbul Üniversitesi) Prof.Dr. Yaşar Eyüp ÖZVEREN (Orta Doğu Teknik Üniversitesi) Doç.Dr. Gün KUT (Boğaziçi Üniversitesi) Prof.Dr. Musa Yaşar SAĞLAM (Hacettepe Üniversitesi) Prof.Dr. Mehmet BAÇ (Sabancı Üniversitesi) Prof.Dr. M.Emin KÖKTAŞ (Ondokuz Mayıs Üniversitesi) Yrd.Doç.Dr. Burak ARIKAN (Sabancı Üniversitesi) 32 Journalism and information Prof.Dr. Nejdet ATABEK (Anadolu Üniversitesi) Prof.Dr. Suat GEZGİN (İstanbul Üniversitesi) Prof.Dr. Naci BOSTANCI (Gazi Üniversitesi) Prof.Dr. Haluk Hadi SÜMER (Selçuk Üniversitesi) Prof.Dr. Haluk GÜRGEN (Bahçeşehir Üniversitesi) Prof.Dr. Hülya YENGİN (Kocaeli Üniversitesi) Prof.Dr. Hamza ÇAKIR (Erciyes Üniversitesi) Prof.Dr. Nejat ERK (Çukurova Üniversitesi) Prof.Dr. Ramazan GÖZEN (Çankaya Üniversitesi) Doç.Dr. Aslı Yapar GÖNENÇ (İstanbul Üniversitesi) Yrd.Doç.Dr. Deniz KILIÇ (Anadolu Üniversitesi) Yrd.Doç.Dr. Esra Keloğlu İŞLER (Gazi Üniversitesi) Outline

17 Turkish HE QF Field Qualifications Working Groups (Deans of faculties in the related fields (ISCED)
34 Business and administration Prof.Dr. Ömer TORLAK (Çankırı Karatekin Üniversitesi) Prof.Dr. Ekrem ERDEM (Erciyes Üniversitesi) Prof.Dr. Celal GÖLE (Ankara Üniversitesi) Prof.Dr. Aydın Ziya ÖZGÜR (Anadolu Üniversitesi) Prof.Dr. Erhan ÖZDEMİR (İstanbul Üniversitesi) Prof.Dr. B. Zafer ERDOĞAN (Bilecik Üniversitesi) 38 Law Prof. Dr. Mustafa AKKAYA (Ankara Üniversitesi) Prof. Dr. Necmi YÜZBAŞIOĞLU (Galatasaray Üniversitesi) Prof.Dr. Dursun BİNGÖL (Erzincan Üniversitesi) Prof.Dr. Yusuf KARAKOÇ (Dokuz Eylül Üniversitesi) Prof.Dr. Osman Berat GÜRZUMAR (Bilkent Üniversitesi) Prof.Dr. Adem SÖZÜER (İstanbul Üniversitesi) Prof.Dr. Zehra Gönül BALKIR (Kocaeli Üniversitesi) Prof.Dr Halil AKKANAT (İstanbul Üniversitesi) Prof.Dr Lerzan ÖZKALE (İstanbul Teknik Üniversitesi) 42 Life science Prof.Dr. İsmail Naci CANGÜL (Uludağ Üniversitesi) Prof.Dr. Hatice KANDAMAR (Adnan Menderes Üniversitesi) Prof.Dr. Muammer CANEL (Ankara Üniversitesi) Prof.Dr. Cüneyt CAN (Orta Doğu Teknik Üniversitesi) Prof.Dr. Hayri DUMAN (Gazi Üniversitesi) Prof.Dr. Atabay Düzenli (Çukurova Üniversitesi) Prof.Dr. Ahmet İnce (Yeditepe Üniversitesi) Prof.Dr. Reşat Kasap (Gazi Üniversitesi) 44 Physical science 46 Mathematics and statistics 48 Computing Prof.Dr. Zafer DURSUNKAYA (Orta Doğu Teknik Üniversitesi) Prof.Dr. Veli ÇELİK (Kırıkkale Üniversitesi) Prof.Dr. Taner DERBENTLİ (İstanbul Teknik Üniversitesi) Prof.Dr. Tuncay DÖĞEROĞLU (Anadolu Üniversitesi) Prof.Dr. Levent KANDİLLER (Çankaya Üniversitesi) Prof.Dr. Hasan MANDAL (Anadolu Üniversitesi) Prof.Dr. Barış ÖZERDEM (İzmir Yüksek Teknoloji Enstitüsü) 52 Engineering and engineering trades Prof.Dr. Zafer DURSUNKAYA (Orta Doğu Teknik Üniversitesi) Prof.Dr. Veli ÇELİK (Kırıkkale Üniversitesi) Prof.Dr. Taner DERBENTLİ (İstanbul Teknik Üniversitesi) Prof.Dr. Tuncay DÖĞEROĞLU (Anadolu Üniversitesi) Prof.Dr. Levent KANDİLLER (Çankaya Üniversitesi) Prof.Dr. Hasan MANDAL (Anadolu Üniversitesi) 54 Manufacturing and processing 58 Architecture and building Prof. Dr. Haluk PAMİR (Orta Doğu Teknik Üniversitesi) Prof. Dr. Hasan BÖKE (İzmir Yüksek Teknoloji Enstitüsü) Prof. Dr. Hüsnü CAN (Gazi Üniversitesi) Prof. Dr. Zekai GÖRGÜLÜ (Yıldız Teknik Üniversitesi) Prof. Dr. Orhan HACIHASANOĞLU (İstanbul Teknik Üniversitesi) Prof. Dr. Güzin KONUK (Mimar Sinan Güzel Sanatlar Üniversitesi) Outline

18 Turkish HE QF Field Qualifications Working Groups (Deans of faculties in the related fields (ISCED)
62 Agriculture, forestry and fishery Prof.Dr. Ayzin KÜDEN (Çukurova Üniversitesi), Prof.Dr. Ahmet ÇOLAK (Ankara Üniversitesi), Prof.Dr. Mehmet KURAN (Ondokuz Mayıs Üniversitesi), Prof.Dr. Bahattin ÇETİN (Uludağ Üniversitesi), Prof.Dr. Osman KARAGÜZEL (Akdeniz Üniversitesi), Prof.Dr. Mustafa Y. CANBOLAT (Atatürk Üniversitesi), Prof.Dr. Mükerrem KAYA (Atatürk Üniversitesi), Prof.Dr. İsmail KARACA (Süleyman Demirel Üniversitesi), Prof.Dr. Tahsin AKALP (İstanbul Üniversitesi), Prof.Dr. Orhan ERDAŞ (Kahramanmaraş Sütçü İmam Üniversitesi), Prof.Dr. Zafer Cemal ÖZKAN (Karadeniz Teknik Üniversitesi), Prof.Dr. Metin SARIBAŞ (Bartın Üniversitesi), Prof.Dr. Musa GENÇ (Süleyman Demirel Üniversitesi), Prof.Dr. Süleyman AKBULUT (Düzce Üniversitesi), Prof.Dr. Ahmet KOCATAŞ (Ege Üniversitesi), Prof.Dr. Oya IŞIK (Çukurova Üniversitesi), Prof.Dr. Öznur DİLER (Süleyman Demirel Üniversitesi), Prof.Dr. İbrahim ERKOYUNCU (Sinop Üniversitesi), Prof.Dr. Şükrü CİRİK (Çanakkale Onsekiz Mart Üniversitesi), Prof.Dr. Cemal TURAN (Mustafa Kemal Üniversitesi), Prof.Dr. Nebahat SARI (Çukurova Üniversitesi), Prof.Dr. Fahri YAVUZ (Atatürk Üniversitesi) 64 Veterinary Prof. Dr Rıfkı HAZIROĞLU (Ankara Üniversitesi), Prof. Dr Halil GÜNEŞ (İstanbul Üniversitesi), Prof. Dr Mustafa ATASEVER (Atatürk Üniversitesi), Prof. Dr Şinasi UMUR (Ondokuz Mayıs Üniversitesi), Prof. Dr Oğuz SARIMEHMETOĞLU (Afyon Kocatepe Üniversitesi), Prof. Dr Sema TEMİZER OZAN (Fırat Üniversitesi) 72 Health Prof.Dr. Sadık KILIÇTURGAY (Uludağ Üniversitesi), Prof.Dr. Serhat BOR (Ege Üniversitesi), Prof.Dr. Güliz İKİZOĞLU (Mersin Üniversitesi), Prof.Dr. Haydar ŞAHİNOĞLU (Ondokuz Mayıs Üniversitesi), Prof.Dr. Murat DİKMENGİL (Trakya Üniversitesi), Prof.Dr. Sabri Selçuk ATAMANALP (Atatürk Üniversitesi), Prof.Dr. Celal TÜMER (Hacettepe Üniversitesi), Prof.Dr. Hasan MERİÇ (İstanbul Üniversitesi), Prof.Dr. Gürcan ESKİTAŞÇIOĞLU (Yüzüncü Yıl Üniversitesi), Prof.Dr. Celal ARTUNÇ (Ege Üniversitesi), Prof.Dr. Gökhan AÇIKGÖZ (Ondokuz Mayıs Üniversitesi), Prof.Dr. Bülent BEK (Gazi Üniversitesi), Prof.Dr. Maksut COŞKUN (Ankara Üniversitesi), Prof.Dr. Günay SARIYAR (İstanbul Üniversitesi), Prof.Dr. Ahmet Oğul ARAMAN (İstanbul Üniversitesi), Prof.Dr. Varol PABUÇCUOĞLU (Ege Üniversitesi), Prof.Dr. Neşe KIRIMER (Anadolu Üniversitesi), Prof.Dr. Fatih AKÇAY (Atatürk Üniversitesi), Prof.Dr. Müberra KOŞAR (Erciyes Üniversitesi), Prof.Dr. Ferda ÖZDEMİR (Trakya Üniversitesi), Prof.Dr. Behice ERCİ (Atatürk Üniversitesi), Prof.Dr. Sema ARICI (Cumhuriyet Üniversitesi), Prof.Dr. Perihan ARSLAN, (Hacettepe Üniversitesi), Prof.Dr. Deniz ŞELİMEN (Marmara Üniversitesi), Prof.Dr. Osman HAYRAN (Yeditepe Üniversitesi), Prof.Dr. Selda ÖNDEROĞLU (Hacettepe Üniversitesi), Prof.Dr. Koray BODUROĞLU (Hacettepe Üniversitesi) 76 Social services Prof.Dr. Sevil ATAUZ (Hacettepe Üniversitesi), Prof.Dr. Veli DUYAN (Ankara Üniversitesi), Doç.Dr. Kasım KARATAŞ (Hacettepe Üniversitesi), Doç.Dr. Ertan KAHRAMANOĞLU (Başkent Üniversitesi), Doç.Dr. Hakan ACAR (Hacettepe Üniversitesi), Doç.Dr. Yüksel Baykara ACAR (Hacettepe Üniversitesi), Doç.Dr. Yasemin ÖZKAN (Ankara Üniversitesi), Murat ALTUĞGİL (Sosyal Hizmet Uzmanları Derneği Genel Başkanı) 81 Personal services Prof.Dr. Salih KUŞLUVAN (Nevşehir Üniversitesi), Prof.Dr. Akın AKSU (Akdeniz Üniversitesi), Prof.Dr. Cevdet AVCIKURT (Balıkesir Üniversitesi), Prof.Dr. Metin KOZAK (Muğla Üniversitesi), Doç.Dr. Kurtuluş KARAMUSTAFA (Erciyes Üniversitesi), Doç.Dr. Celalettin Rumi ÇELEBİ (Gazi Üniversitesi), Doç.Dr. Önder Kutlu (Selçuk Üniversitesi), Yrd. .Doç.Dr. Ömer AÇIKGÖZ (Kırıkkale Üniversitesi), Yrd.Doç.Dr. Oktay EMİR (Afyon Kocatepe Üniversitesi) 84 Transport services Prof.Dr. Ertuğ DÜZGÜNEŞ (Karadeniz Teknik Üniversitesi), Prof.Dr. Güldem CERİT (Dokuz Eylül Üniversitesi), Prof.Dr. Mustafa CAVCAR (Anadolu Üniversitesi), Prof.Dr. Erhan BÜTÜN (Kocaeli Üniversitesi) 85 Environmental protection Prof.Dr. Ayşe FİLİBELİ (Dokuz Eylül Üniversitesi), Prof.Dr. Dilek SANİN (Orta Doğu Teknik Üniversitesi), Prof.Dr. Mehmet Emin AYDIN (Selçuk Üniversitesi), Prof.Dr. Seval SÖZEN (İstanbul Teknik Üniversitesi), Prof.Dr. Tuncay DÖĞEROĞLU (Anadolu Üniversitesi) 86 Security services A group not set up Outline

19 Outline Bologna Process and Legal Basis 3.Recognition 1.Qualifications
Law no: 6111, Official Gazzette date: 25 Feb. 2011 Field (study, a group of programs) Qualifications framework (based on secondary education) Credit range (instead of term and year) and degree Student work load The nature and credits of the course Program learning outcomes Learning outcomes Trimaster Foreign language proficiency Recognition (course units, mobility, prior learning) Lifelong learning Internal-external quality assurance Student centered “learning and asssessment” Advisory boards Rationalization of higher education (prevention of abuse of free higher education) 3.Recognition 1.Qualifications 2.Quality Assurance Üniversitelerimizin önümüzdeki aylarda Bologna Süreci kapsamında yapacakları faaliyetleri belirtmeden önce bir hususa vurgu yapmak isterim. Torba yasa ile Bologna Sürecinin bugüne kadar tasarımında bulunan bütün unsurlar ülkemizde artık kanun düzeyinde zemin bulmuştur. Benim tespit edebildiğim kadarıyla, yükseköğrenimin yeni vizyonuyla ilgili olarak 15 civarında husus yasal zorunluluğa dönüşmüştür. Instruments for the rationalization of higher education Outline 19

20 The Work Load of HEIs In the Field of Qualifications
I.Pilot-level implementation (June 2011):Preparing program profiles (including Learning Outcomes) on the basis of NQF-HETR, FQ (Field ‘Sectoral’) and bringing student centered measurement and assessment systems into line with these PLOs. II. All other higher education institutions will complete the same work until the end of 2012: 1.Establish the relationship between EQF→NQF-HETR → FQs → PLOs → Course Unit LOs. 2. Measurement and assessment systems will be reviewed and developed based on the qualifications and outcomes. 3. Institutional quality assurance system to be installed / developed. 4.A proficiency system for foreign language will be installed / developed. 5. Recognition instruments must be acquired until the end of 2012 at least at the national level (ECTS & DS labels). 6. Strategies and mechanisms for the recognition of prior learning will be created / developed. 7. Mechanisms will be established in line with lifelong learning strategy. 8. Mobility will be a performance indicator. All of these are already foreseen explicitly/implicitly in the Law and CoHE General Assembly decisions. Son olarak, üniversitelerimizin bundan sonraki süreçte yoğunlaşmaları beklenen faaliyetlere değinmek isterim. Dört pilot üniversite kendilerinden beklenenleri kamuoyunun değerlendirmesine sunacaklar. Bu noktada program profilleri (öğrenme kazanımları dahil), ulusal ve sektörel yeterliliklere dayalı program öğrenme kazanımları, öğrenci merkezli ölçme ve değerlendirme mekanizmaları ile bu mekanizmaların program çıktıları ile uyumluluğunun temini bakımından mekanizmaların kurulmuş olması bekleniyor. Diğer kurumlara gelince, kendi potansiyellerine göre oluşturmaları daha yerinde olan bir yol haritası önermekten ziyade Yapılacakları sıralarsak eğer, 2012 yılı sonuna kadar (yani bir buçuk yıllık bir süremiz var); 1.Avrupa, ulusal, sektörel, program, ders-modül hiyerarşisinin kurulması 2.Yeterliliklere ve kazanımlara dayalı ölçme ve değerlendirme sistemlerinin kurulması veya geliştirilmesi 3.Kurumsal kalite güvence sisteminin kurulması veya geliştirilmesi 4.Yabancı dil yeterliliği sisteminin kurulması veya geliştirilmesi 5.En azından ulusal düzeyde (YÖK, MYK, MEB nezdinde) tanınma araçlarının asgari standartta sağlanması (ulusal ekler: DE ve AKTS) 6.Önceki öğrenmenin (informel, nanformel, formel) tanınması için mekanizmaların kurulması veya geliştirilmesi 7.Yaşamboyu öğrenme stratejisi çerçevesinde mekanizmaların kurulması (toplumun sahip olduğu bilgi ve becerilerin belgelendirilmesi ve güncellenmesinin teşviki için gerekli) 8.Öğrenci, öğretim elemanı ve idari personelin hareketliliğinin bir performans göstergesi olduğu hatırda tutularak mekanizmaların kurulması ve geliştirilmesi. …. Esasen, bütün bu hususlar halihazırda açık veya örtük olarak kanun düzeyinde veya YÖK Genel Kurul kararları çerçevesinde öngörülmüş durumdadır. Örneğin, Avrupa düzeyinde yeterlilikler çerçevesi 2008’den bu yana ve ulusal düzeyde yeterlilikler çerçevesi ise 2009 Mayısından bu yana ilan edilmiş. Bu durumda, Avrupa bölgesindeki bütün üniversitelerin Avrupa çerçevesini dikkate almasını beklemek gerekmez mi, ayrı bir düzenlemeye hacet var mı? Yine Türkiye’de ulusal yeterlilikler ve sektörel yeterlilikler ilan edilmiş durumda. Bu noktada üniversitelerin birbiriyle ilişki kurmadan sayfalarında ulusal, sektörel ve program yeterliliklerini yanyana koymaları, bunların yatay/dikey hiyerarşik ilişkilerini öngörmemeleri beklenebilir mi? Veya öğrenci işyükü ve ölçme-değerlendirme sistemlerini bu yeni yapıya göre tekrar ele almalarını beklemek doğal değil midir? Outline

21 Methodology: The vertical and horizantal hierarchy between HE-QF SQ (field Qs: based on ISCED) PLOs Course Unit (module) LOs Eğitim alan yeterlilikleri ile program yeterlilikleri ilişkisinin kurulması için bir mekanizma oluşturmak gerekiyor. Buna yardımcı olacak bir metodoloji geliştirdik. Bu sadece bir yaklaşım elbette. Outline

22 HE Levels Degree / Qualification Awarded
LEVELS, PROFILES AND DEGREES in the Turkish HE System HE Levels Degree / Qualification Awarded Doctorate QF-EHEA: 3. cycle EQF-LLL : 8. Level Master QF-EHEA: 2. cycle EQF-LLL : 7. Level Bachelor QF-EHEA: 1. cycle EQF-LLL : 6. Level Associate QF-EHEA: Short cycle EQF-LLL : 5. Level Doctorate Speciality in Medicine Proficiency In Art Master (Thesis programs) Master (Non-thesis programs) Bachelor (Faculty programs) (VS & Conservatory programs) Associate (Programs within facultyies) (Programs within VS) Outline

23 Total Credit (ECTS) and Student Workload Periods for each level of NQF-HETR*
NQF-HETR LEVELS DURATION (Year) TOTAL ECTS CREDITS (Year x 60 ECTS) TOTAL STUDENT WORKLOAD (Hour) (1 AKTS= hours) 8. LEVEL (DOCTORATE) 3 - 4 7. LEVEL (MASTER'S) 1,5 - 2 6. LEVEL (BACHELOR'S) 4 240 5. LEVEL (ASSOCIATE'S) 2 120 * An academic year is calculated grounded on 60 ECTS and hours of workload. Outline

24 Ek-5 Tablo 8: ISCED 97 EĞİTİM VE ÖĞRETİM TEMEL ALANLARI
ISCED BROAD FIELD CODES Fields of education ISCED NARROW FIELD CODES 1 Education 14 Teacher training and education science 2 Humanities and Arts 21 Arts 22 Humanities 3 Social sciences, Business and Law 31 Social and behavioural science 32 Journalism and information 34 Business and administration 38 Law 4 Science 42 Life science 44 Physical science 46 Mathematics and statistics 48 Computing 5 Engineering, Manufacturing and Construction 52 Engineering and engineering trades 54 Manufacturing and processing 58 Architecture and building 6 Agriculture 62 Agriculture, forestry and fishery 64 Veterinary 7 Health and Welfare 72 Health 76 Social services 8 Services 81 Personal services 84 Transport services 85 Environmental protection 86 Security services Outline

25 Hierarchy of the Education Fields Broad Field → Narrow Field → Detailed→ Sub-Detailed Field→ Program
International ‘UNESCO’, 1-digit code) International ‘UNESCO’, 2-digit code) National (Turkey CoHE, Associate&Bachelor Codes Detailed Field National (Turkey CoHE’, 4-digit code Program Detailed Field International (EU ‘Eurostat’, programs) Broad Field Sub-Detailed Field Program Narrow Field Detailed Field Sub-Detailed Field Program Detailed Field Narrow Field International (EU ‘Eurostat’, 3-digit code) National (Turkey CoHE, Associate&Bachelor Codes Program International (EU ‘Eurostat’, programs) Narrow Field Program Program Outline

26 Hierarchy of the Education Fields Broad Field → Narrow Field → Detailed→ Sub-Detailed Field→ Program
Hierarchy of Narrow Field-Detailed Fields Hierarchy of Detailed Field-Sub-detailed Fields Hierarchy of A Detailed Field-SubDetailed Field-Program ALT ALAN TEMEL ALAN Narrow Field Sub-Detailed Field Detailed Field Program Detailed Fields Program Sub-Detailed Field Program Detailed Field Detailed Field Sub-Detailed Fields Sub-Detailed Field Detailed Field Program Program Programs Detailed Field Programs Program Program Detailed Field Sub-Detailed Field Detailed Field Program Outline

27 NATIONAL QUALIFICATIONS FRAMEWORK FOR HIGHER EDUCATION IN TURKEY (NQF-HETR) 5. Level (Associate's) Qualifications NQF-HETR LEVEL KNOWLEDGE -Theoretical -Conceptual SKILLS -Cognitive -Practical COMPETENCES Competence to Work Independently and Take Responsibility Learning Competence Communication and Social Competence  Field Specific Competence 5 ASSOCIATE'S _____ EQF-LLL: 5. Level _____ QF-EHEA: Short Cycle -Possess theoretical and practical knowledge supported by textbooks with updated information, practice equipments and other resource on basic level based on qualifications gained at secondary education level. - Gain the skills to use basic level theoretical and practical knowledge acquired within the field in the same field of a higher education level or in a field of same level. - Interpret and evaluate data, define problems, do analysis, produce solutions based on proof with using basic level knowledge and practices gained within the field. -  Conduct studies at basic level within the field independently. -  Take responsibility as a team member in order to solve unexpected complex problems faced in the implementations within the field. - Conduct activities towards the development of subordinates within a project. - Evaluate the acquired knowledge and skills at basic level within the field with a critical approach, determine and respond to learning needs. - Direct the education received to a higher education level in the same field or to an occupation in the same level. - Gain awareness of lifelong learning. - Transfer the ideas based on the basic knowledge and skills acquired within the field through written and oral communication. -  Share the ideas and solution proposals to problems about issues within the field with professionals and non-professionals. - Monitor the developments in the field and communicate with peers by using a foreign language at least at a level of European Language Portfolio A2 General Level. - Use informatics and communication technologies with at least a minimum level of European Computer Driving License Basic Level software knowledge. - Possess social, scientific, cultural and ethic values on the stages of gathering, implementation and release of the results of data related to the field. - Possess sufficient consciousness about the issues of universality of social rights, social justice, quality, cultural values and also, environmental protection, worker's health and security. Temel Alan Outline

28 NATIONAL QUALIFICATIONS FRAMEWORK FOR HIGHER EDUCATION IN TURKEY (NQF-HETR) 6. Level (Associate's) Qualifications NQF-HETR LEVEL KNOWLEDGE -Theoretical -Conceptual SKILLS -Cognitive -Practical COMPETENCES Competence to Work Independently and Take Responsibility Learning Competence Communication and Social Competence  Field Specific Competence 6 BACHELOR'S _____ EQF-LLL: 6. Level _____ QF-EHEA: 1. Cycle - Possess advanced level theoretical and practical knowledge supported by textbooks with updated information, practice equipments and other resources.  -Use of advanced theoretical and practical knowledge within the field. -Interpret and evaluate data, define and analyze problems, develop solutions based on research and proofs by using acquired advanced knowledge and skills within the field. - Conduct studies at an advanced level in the field independently. - Take responsibility both as a team member and individually in order to solve unexpected complex problems faced within the implementations in the field. - Planning and managing activities towards the development of subordinates in the framework of a project. -Evaluate the knowledge and skills acquired at an advanced level in the field with a critical approach. -Determine learning needs and direct the learning. -Develop positive attitude towards lifelong learning. - Inform people and institutions, transfer ideas and solution proposals to problems in written and orally on issues in the field. - Share the ideas and solution proposals to problems on issues in the field with professionals and non-professionals by the support of qualitative and quantitative data. -Organize and implement project and activities for social environment with a sense of social responsibility. -Monitor the developments in the field and communicate with peers by using a foreign language at least at a level of European Language Portfolio B1 General Level. -Use informatics and communication technologies with at least a minimum level of European Computer Driving License Advanced Level software knowledge. - Act in accordance with social, scientific, cultural and ethic values on the stages of gathering, implementation and release of the results of data related to the field. - Possess sufficient consciousness about the issues of universality of social rights, social justice, quality, cultural values and also, environmental protection, worker's health and security. Temel Alan Outline

29 NATIONAL QUALIFICATIONS FRAMEWORK FOR HIGHER EDUCATION IN TURKEY (NQF-HETR) 7. Level (Associate's) Qualifications NQF-HETR LEVEL KNOWLEDGE -Theoretical -Conceptual SKILLS -Cognitive -Practical COMPETENCES Competence to Work Independently and Take Responsibility Learning Competence Communication and Social Competence  Field Specific Competence 7 MASTER'S _____ EQF-LLL: 7. Level _____ QF-EHEA: 2. Cycle -Develop and deepen knowledge in the same or in a different field to the proficiency level based on Bachelor level qualifications.  -Conceive the interdisciplinary interaction which the field is related with. -Use of theoretical and practical knowledge within the field at a proficiency level. -Interpret the knowledge about the field by integrating the information gathered from different disciplines and formulate new knowledge. -Solve the problem faced related to the field by using research methods. -Independently conduct studies that require proficiency in the field. -Take responsibility and develop new strategic solutions as a team member in order to solve unexpected complex problems faced within the applications in the field. -Demonstrate leadership in contexts that require solving problems related to the field. -Evaluate knowledge and skills acquired at proficiency level in the field with a critical approach and direct the learning. -Communicate current developments and studies within the field to both professional and non-professional groups systematically using written, oral and visual techniques by supporting with quantitative and qualitative data. -Investigate, improve social connections and their conducting norms with a critical view and act to change them when necessary. -Communicate with peers by using a foreign language at least at a level of European Language Portfolio B2 General Level. -Use advanced informatics and communication technology skills with software knowledge required by the field. -Audit the data gathering, interpretation, implementation and announcement stages by taking into consideration the cultural, scientific, and ethic values and teach these values. -Develop strategy, policy and implementation plans on the issues related to the field and assess the findings within the frame of quality processes. -Use the knowledge, problem solving and/or implementation skills in interdisciplinary studies. Outline

30 NATIONAL QUALIFICATIONS FRAMEWORK FOR HIGHER EDUCATION IN TURKEY (NQF-HETR) 8. Level (Associate's) Qualifications NQF-HETR LEVEL KNOWLEDGE -Theoretical -Conceptual SKILLS -Cognitive -Practical COMPETENCES Competence to Work Independently and Take Responsibility Learning Competence Communication and Social Competence  Field Specific Competence 8 DOCTORATE _____ EQF-LLL: 8. Level _____ QF-EHEA: 3. Cycle -Develop and deepen the current and advanced knowledge in the field with original thought and/or research and come up with innovative definitions based on Master's degree qualifications. -Conceive the interdisciplinary interaction which the field is related with ; come up with original solutions by using knowledge requiring proficiency on analysis, synthesis and assessment of new and complex ideas. -Evaluate and use new information within the field in a systematic approach. -Develop an innovative knowledge, method, design and/or practice or adapt an already known knowledge, method, design and/or practice to another field; research, conceive, design, adapt and implement an original subject. - Critical analysis, synthesis and evaluation of new and complex ideas. -Gain advanced level skills in the use of research methods in the field of study. -Contribute the progression in the field by producing an innovative idea, skill, design and/or practice or by adapting an already known idea, skill, design, and/or practice to a different field independently. -Broaden the borders of the knowledge in the field by producing or interpreting an original work or publishing at least one scientific paper in the field in national and/or international refereed journals. -Demonstrate leadership in contexts requiring innovative and interdisciplinary problem solving. -Develop new ideas and methods in the field by using high level mental processes such as creative and critical thinking, problem solving and decision making. -Investigate and improve social connections and their conducting norms and manage the actions to change them when necessary. -Defend original views when exchanging ideas in the field with professionals and communicate effectively by showing competence in the field. -Ability to communicate and discuss orally, in written and visually with peers by using a foreign language at least at a level of European Language Portfolio C1 General Level. -Contribute to the transition of the community to an information society and its sustainability process by introducing scientific, technological, social or cultural improvements. -Demonstrate functional interaction by using strategic decision making processes in solving problems encountered in the field. -Contribute to the solution finding process regarding social, scientific, cultural and ethical problems in the field and support the development of these values. Outline

31 Field (Sectoral) Qualifications
Methodology of Hierarchy in the Field Qualifications (Narrow Field → Sub-Narrow Field → Program) Outline

32 Table 1 Basic Field, Sub-basic Field and Program Based Qualifications of the Short Cycle Knowledge Skills Competences 1.Knowledge on facts principles, processes and general concepts related to basic field. 2.Awareness on borders concerning the sub-basic field. 3.Basic general and factual knowledge on the sub-basic field. 4.Comprehensive, specialized, factual and theoretical knowledge within any field of work or study (program); and awareness of the boundaries of this knowledge. 1.Cognitive and practical skills required to fulfill tasks and to solve routine problems by selecting and applying basic tools, materials and information in the basic field. 2.A range of cognitive and practical skills required to fulfill tasks, and to solve problems in the sub-basic field by selecting and applying the related basic methods, tools, materials and information. 3.A range of comprehensive cognitive and practical skills to produce creative solutions to specific or/and abstract problems in any work or study field (program). 1.To work or study in the basic field in a formal structure having limited autonomy, under direct supervision and control. 2.To exercise self-management within the guidelines of work or study, to take responsibility in completing tasks, to adapt own behaviours to circumstances in solving problems, in the general frameworks concerning the sub-basic field. 3.To exercise management and supervision in contexts of work or study activities where there is unpredictable change, review and develop the performance of self and others in a work or study field (program). Outline

33 Table 2 Basic Field, Sub-basic Field and Program Based Qualifications of the First Cycle Knowledge Skills Competences 1.Awareness on sub-basic fields, their borders in the basic field. 2.Theoretical and factual knowledge on facts, principles, processes and general concepts of sub-basic fields under the basic field. 3.Advanced knowledge of a field of work or study (program) from a critical understanding of theories and principles. 1.Ability to make evaluations and analyses at basic level, being aware of basic methods, tools and inputs concerning the basic field. 2.Cognitive and practical skills required to generate solutions and solve problems concerning the basic methods, tools and inputs in the sub-basic field programs. 3.Advanced skills, demonstrating mastery and innovation to solve complicated and unpredictable problems in a specialized field of work or study (program). 1.To supervise and control the routine works, and to take limited responsibility for evaluation and improvement of work or study activities in the basic field. 2.To manage complex technical or professional activities or projects in relation to sub-basic field. 3.To take responsibility for taking decisions on a work or study (program) field for any unpredictable work or study context. 4.To take responsibility for managing professional developments of individuals or groups concerning a work or study field (program). Temel Alan Outline

34 Table 3 Basic Field, Sub-basic Field and Program Based Qualifications of the Second Cycle Knowledge Skills Competences 1.Theoretical and factual knowledge on basic facts, principles, processes and general concepts (at the interface) for their interrelations and relative situations in the sub-basic field of works or studies (programs). 2.Highly specialized knowledge in a field of work or study (program) in the context of some original thinking and/or original research to be able to form the knowledge border of the program, and to show critical awareness on the issues of knowledge discussions at the interface of sub-basic field programs. 1.Cognitive and practical skills required to generate solutions and solve problems concerning the applied methods, tools and inputs in the sub-basic field programs in the general contexts, taking their interrelations and relative situations (at the interface) into consideration. 2.In a field of work or study (program) specialized problem-solving skills, required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields. 1.To take responsibility for managing routine works, and on evaluation and improvement of work or study activities concerning the basic field. 2.To take responsibility for designing and managing professional development of individuals and groups concerning the sub-basic field. 3.To manage and transform work and study environments that are complex, unpredictable and require new strategic approaches in a work or study field (program). 4.To take responsibility and/or to review the strategic performance of teams in order to contribute to professional knowledge and practices in a work or study field (program). Outline

35 Table 4 Basic Field, Sub-basic Field and Program Based Qualifications of the Third Cycle Knowledge Skills Competences 1.Knowledge at the most advanced level in a subject specific work or study field (program) to extent or develop the borders of knowledge produced, in this framework to make it possible for advanced analysis and evaluation of interdisciplinary facts, principles, processes and concepts in other relevant sub-basic fields. 2.Knowledge at most advanced level in the borders of a work or study field (program) and advanced knowledge at the interface between sub-basic fields. 1.Skills to interrelate functional and relative positioning of production of subject specific original knowledge with other subjects of the program in a field of work or study (program). 2.The most advanced and specialized skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to define and extend existing knowledge or practices in a subject specific work or study field (program). 1.To take responsibility for designing, managing and developing work and study activities concerning the sub-basic field. 2.To manage and transform work and study environments that are complex, unpredictable and require new strategic approaches, in the sub-basic field. 3.To take responsibility and/or to review the strategic performance of teams in order to contribute to professional knowledge and practices in the sub-basic field. 4.To show skills and behaviors in order to develop and extend the borders of knowledge and practice (at the interface) concerning the other subjects in a work or study field (program). 5.To demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research in a work or study field (program). Temel Alan Outline