EYP724 - EDUCATION and DEVELOPMENT
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| EDUCATION and DEVELOPMENT | EYP724 | 1st Semester | 3 | 0 | 3 | 10 |
| Prequisites | None | |||||
| Course language | Turkish | |||||
| Course type | Must | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Preparing and/or Presenting Reports | |||||
| Instructor (s) | Dr. Yüksel KAVAK | |||||
| Course objective | This course aims to improve students? knowledge and competencies on dimensions of educational economics and planning, comprehend the role of education on development, review and assess researches/studies about education and planning. | |||||
| Learning outcomes |
| |||||
| Course Content | This course includes the reflections of education on planning and development in different countries in the light of educational indicators. | |||||
| References | *Châu, Ta-Ngoc (2003). Demographic Aspects of Educational Planning. UNESCO, Paris. *DPT. Kalkınma Planları (5-6-7-8-9. BYKP). *Hanushek, E. A. ve L. Woessman (2007). Education Quality and Economic Growth. The World Bank, Washington DC. *Hesapçıoğlu, Muhsin. Türkiye?de Makro Düzeyde İnsan Kaynakları Planlaması. Ankara: Anı Yayınları, 2001. *International Encyclopedia of Economics of Education. Oxford: Pergamon Press (various years) *Kavak, Y. (2010). 2050?ye Doğru Nüfusbilim ve Yönetim: Eğitim Sistemine Bakış. Türk Sanayici ve İş Adamları Derneği - Birleşmiş Milletler Nüfus Fonu. Yayın no: TÜSİAD-T / 2010 / 11 / 506, İstanbul. *Kavak, Yüksel ve Berrin Burgaz (1994). Eğitim Ekonomisi : Seçilmiş Yazılar. (Çeviri). Ankara: PEGEM Yayınları. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Introducing the course and its contents |
| Week 2 | Relationships between development-planning and educational planning |
| Week 3 | Relationships between development-planning and educational planning |
| Week 4 | Educational planning models: Social demand model |
| Week 5 | Educational planning models: Manpower planning model |
| Week 6 | Population and educational planning |
| Week 7 | Population and educational planning |
| Week 8 | Specific issues concerning education and development: Education and employment |
| Week 9 | Specific issues concerning education and development: Education and poverty |
| Week 10 | Specific issues concerning education and development Quality of education and economic development |
| Week 11 | Specific issues concerning education and development: Educational expenses and learning success |
| Week 12 | Turkey Development Plans? manpower dimension |
| Week 13 | Turkey Development Plans? education dimension |
| Week 14 | Projects on improving education in Turkey |
| Week 15 | Preparation to Presentations of Research Projects |
| Week 16 | Presentations of Research Projects |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 12 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 0 | 0 |
| Presentation | 1 | 20 |
| Project | 1 | 30 |
| Seminar | 0 | 0 |
| Midterms | 0 | 0 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 2 | 50 |
| Percentage of final exam contributing grade succes | 1 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 12 | 3 | 36 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 12 | 5 | 60 |
| Presentation / Seminar Preparation | 3 | 18 | 54 |
| Project | 1 | 60 | 60 |
| Homework assignment | 0 | 0 | 0 |
| Midterms (Study duration) | 0 | 0 | 0 |
| Final Exam (Study duration) | 1 | 60 | 60 |
| Total Workload | 29 | 146 | 270 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Questions existing policies, tendencies and considerations in the field, dealing with its distinctive frame of thinking in a different way. | X | ||||
| 2. Assesses the possible consequences of various interactions of variables which may affect the education system. | X | ||||
| 3. Has the knowledge of attitudes and methods of being up to conduct a scientific research enabling oneself to produce information. | X | ||||
| 4. Has the system knowledge and notion to be able to analyze the education system as a whole. | X | ||||
| 5. Uses the information and communication technologies efficiently to produce new information. | X | ||||
| 6. Classifies the problems of the field meaningfully with the aim of being able to produce new theoretical information. | X | ||||
| 7. Is capable of producing new policies for the education system. | X | ||||
| 8. Is capable of conducting a new and original research. | X | ||||
| 9. Takes the lead in scientific studies conducting in a group setting. | X | ||||
| 10. Respects different opinions and thoughts. | X | ||||
| 11. Is conscious of international values, rights and freedoms. | X | ||||
| 12. Follows the publications related to his\her own field easily by using a foreign language. | X | ||||
| 13. Has the professional ethics. | X | ||||
| 14. Shares his\her experience and knowledge gained in the field, with those in need of solving problems. | X | ||||
| 15. Is capable of conducting a scientific research using scientific research methods and techniques. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest