Yüksekö¤retim kurumlar›nda, etkili kalite güvence sisteminin göstergele-rinden biri, ö¤rencilerin devam ettikleri program için belirlenen program yeterliliklerini kazanma düzeyleridir. Bu çal›flmada, e¤itim yönetimi lisan-süstü programlar›na devam eden/tamamlam›fl ö¤rencilerin program yeter-liliklerine iliflkin kazan›mlar›n›n de¤erlendirilmesi amaçlanm›flt›r. Araflt›r-mada nicel ve nitel yöntemler birlikte kullan›larak veri çeflitlemesi tekni¤i uygulanm›flt›r. Araflt›rmada ölçüt örnekleme yöntemi kullan›larak toplam 45 lisansüstü ö¤renciye ulafl›lm›flt›r. Araflt›rman›n verileri araflt›rmac›lar ta-raf›ndan gelifltirilen " E¤itim Yönetimi Lisansüstü Program Yeterlilikleri (EYLPY) Anketi " ile toplanm›flt›r. Araflt›rman›n nicel verileri SPSS prog-ram› ile analiz edilmifl, nitel verileri ise NVIVO program› arac›l›¤›yla içerik analizine tabi tutulmufltur. Araflt›rma bulgular› lisansüstü ö¤rencilerin program yeterliliklerini orta düzeyde kazand›klar›n› göstermektedir. Yük-sek lisans grubunun en az " ö¤renme yetkinli¤i " boyutunda; en yüksek ise " ile-tiflim ve sosyal yetkinlik " boyutunda yeterlilik kazand›klar› belirlenmifltir. Doktora grubunun ise en az " ba¤›ms›z çal›flabilme ve sorumluluk alabilme yet-kinli¤i " boyutunda; en yüksek ise " ö¤renme yetkinli¤i " boyutunda yeterlilik kazand›klar› belirlenmifltir. Bununla beraber, kat›l›mc›lar Ö¤renci Bilgi Sis-temi (OBS), ders program›, ö¤retim üyelerine eriflememe ve ö¤retim üye-leri ile iletiflim konular›nda sorunlar yaflad›klar›n› belirtmifltir. Ayr›ca kat›-l›mc›lar ders de¤erlendirmelerin sübjektif olmas› ve dan›flmanlar›ndan kay-naklanan çok say›da sorun yaflad›klar›n› ifade etmifltir. Araflt›rma bulgular› e¤itim yönetimi program yeterliliklerinin ö¤renciler taraf›ndan istenen dü-zeyde kazan›lmad›¤›n› göstermektedir. Bu nedenle, e¤itim yönetimi prog-ramlar› yeniden de¤erlendirilmeli ve ulusal düzeyde standart bir program yeterlilikleri belirlenmelidir. Ayr›ca programdaki eksikliklerin ivedilikle gi-derilmesi, zay›f yönlerin güçlendirilmesi gelece¤in akademik kadrosuna po-tansiyel oluflturan lisansüstü ö¤rencilerin niteli¤inin artt›r›lmas› için önem-lidir. Anahtar sözcükler: Bologna süreci, e¤itim yönetimi, lisansüstü program yeterlilikleri. One of the indicators of an effective quality assurance system in higher education institutions is the degree to which students acquire the program com-petences determined for the program they attend. In this study, it is aimed to evaluate the achievements of the graduate students in the field of educational administration programs in relation to the program competencies. In the study, the data triangulation was used. The research sample composed of 45 students. As a research sample techniques, the criterion sampling method was used. The data were collected by the " Education Administration Graduate Program Qualifications (EYLPY) Questionnaire " developed by the researchers. The data gathered by the questionnaires were analyzed by the SPSS program. The qualitative data of the study was analyzed by content analysis by using the NVIVO program. The findings of the research show that graduate students gained program qualifications at medium level. The competences gained at least by MA students were the " learning competence " ; and the highest was " communication and social competence " dimension. The competences s at least by the PhD. Students was the " ability to work independently and take responsibility " ; and the highest was " learning competence " dimension. In addition, the participants stated that they have problems with the Student Information System (OBS), the curriculum, inability to access the faculty members and communication with the faculty members. Participants also stated that the course assessments were subjective and had a number of problems because of their advisors. The results show that the education administration and supervision program competen-cies are not acquired at the desired level by the students. For this reason, the education administration programs should be monitored evaluated and standardized program competencies should be established at the national level. In addition, the urgent elimination of deficiencies in the program and strengthening of weaknesses are important for developing the knowledge and skills of graduate students who have potential for future academic staff. Bu çevrimiçi makalenin at›f künyesi / Please cite this online article as: Ç›nk›r, fi. ve Y›ld›z, S. (2018). Bir Bologna de¤erlendirme çal›flmas›: E¤itim yönetimi lisansüstü program yeterliliklerine iliflkin kazan›mlar›n incelenmesi. Yüksekö¤retim Dergisi, doi:10.2399/yod.18.004 *Bu çal›flma 17–18 Eylül 2015 tarihlerinde Hacettepe Üniversitesi'nde düzenlenen I. Bologna Süreci Araflt›rmalar› Kongresi'nde sunulan bildirinin gelifltirilmifl halidir. Özet Abstract Çevrimiçi eriflim / Online available at: www.yuksekogretim.org • doi:10.2399/yod.18.004 • Karekod / QR code:

Education is one of the primary factors in terms of development and improvement of the countries. To increase the education quality contributes in employment of more qualified individuals and increase of the quality of the products and services delivered. It is possible to provide that quality only by means of a qualified education for personnel who are the most important factor in the delivery of services. It is one of the determinant factors to provide a qualified public administration education/training before or after employment in terms of public service. Therefore, public administration education is considered as one of the important disciplines in higher education level. Exclusive importance has been given to the education of public employees in the government plans and the five-year development plans. Education and training activities are considered as means to develop public service quality by increasing the knowledge and experiences of public employees. It is accepted that there two well-known schools in public administration field in the world. First one is American school and the second is European school. It is stated that the public administration programs have become more compatible in Europe and the United States since EAPAA and NASPAA have improved the professional collaboration among universities in recent years. Although there are some general rules determined by The Higher Education Board in Turkey, any similar organizations like those in Europe and USA could not been established to arrange and evaluate the standards and principles for the public administration programs in Turkey. The accreditations obtained from this kind of organizations provide advantages for international recognizability of universities and the preferences of prospective students. It indicates that the public administration programs in the Universities in Turkey are weak in terms of international recognizability and student preferences since only two of 122 programs present in Turkish universities have got accreditation from EAPAA. There are almost 50.000 students registered in more than 100 public administration bachelor programs in Turkish Universities. It is observed that the public administration education has been started to examine intensively in symposiums, workshops and books since 2000. It is asserted that the transformation processes in line with New Public Management approach and the beginning of EU membership process in 2004 have resulted in that increase. Although there are some differences in Europe and the United States of America and even in each university, some common standards have been determined to achieve a distinctive quality in public administration programs. NASPAA (Network of Schools of Public Policy, Affairs and Administration) which was founded in 1974 and EAPAA (European Association of Public Administration Accreditation) founded in 1999 are two important organizations to provide accreditation for public administration programs according to the standards which are determined by the related boards. In this study, accreditation criteria and related processes of NASPAA and EAPAA have been examined and a comparison made between two organizations. EAPAA and NASPAA consider the program missions, the establishment of syllabuses based on the missionstatements, the integration capacity of theoretical and practical education methods, and the qualities of academics employed in the programs. Although these two organizations provide accreditation and/or certification services in different regions/countries, Turkey is among the countries eligible for both organizations. While there is no program that has obtained accreditation from NASPAA in Turkey, master program of TODAIE and bachelor program of the Middle East Technical University (ODTÜ) have obtained their accreditations from EAPAA. While the Number of master program accredited by NASPAA is 197, the number of programs accredited by EAPAA is 52 (12 bachelor, 32 master and 8 master of expertise). NASPAA provides accreditation only for master programs, but EAPAA provides accreditation and certification for both bachelor and master programs. As a result of the comparison between these organizations, it has been observed that while EAPAA provides certification and accreditation services, NASPAA provides only accreditation for public administration programs applied. In addition, although EAPAA imposes a condition of two-year period passed after program duration, NASPAA has not determined a condition in relation with time to apply for accreditation. It has been determined also that the documents of NASPAA regarding accreditation are much more detailed and understandable, and it has more functional website than EAPAA. It has been observed that although both organizations act with respect to their criteria during the evaluation, they avoid any limitations in relation to the programs’ uniqueness and contents. Therefore, the criteria which they ask the applied programs to obey include general stipulations rather than specific. So, EAPAA and NASPAA generally use mission-based criteria in order not to affect the programs’ uniqueness and contents.

Recent data of Civil Aviation in Turkey shows that the sector is getting bigger. With the development of technology, the economic tariff packages created by airline operators with shorter flight times and higher flight frequencies have increased the business volume of the sector. This trend has also increased the demand for human resources in the sector. Human resources trained in the field of civil aviation demanded by the sector have also been taken into consideration by the universities and universities have increased the number of departments/programs and quotas in order to train qualified human resources. However, the lack of curriculum, teaching staff, and foreign language and professional competence certificates in universities creates problems for those trained in civil aviation working in job positions in the sector. This article is the first in Turkey to address these problems within the scope of trainings that provide professional competence certificates, employment figures and enterprises. In the conclusion of the article, a map of professional competence certificates has been developed.

Public institutions are responsible for ensuring competition, equal treatment, and efficient use of resources in public investments while using resources. Public institutions and organizations select their suppliers for any goods, service, and construction works through tender (other than the exceptions in the law), and choose those suppliers according to economical and financial qualifications, and also professional and technical qualifications. The most important criterion among the qualification criteria requested in tenders is the work experience document, and work experience documents are divided into four including work completion, work status, work inspection, and work management documents. Work inspection and work management documents are prepared for architects or engineers working within the scope of the work. Work experience document is obligatory in all construction work tenders, and principles and procedures with regard to work experience document are regulated in Public Procurement Law No 4734 and sub-regulations.

The main purpose of this research is an in-dept analysis of the opinions of teachers who have received the certificate of merit and school administrators on the reward. The study uses the phenomenology pattern, which is one of qualitative research patterns. Data collection process was conducted between May-June of the Academic Year 2020-2021. The study group consists of 14 elementary school teachers and 10 school administrators determined using the criterion sampling method, which is one of purposeful sampling methods. Research data was collected using semi-structured interview forms prepared by the researchers. The content analysis method was used to analyze the data. It was determined that the teachers were rewarded the certificate based on projects, social and cultural activities, teacher performance, improving the physical equipment of the school, increasing the success level of students, carrying out social service and use of union and personal relationships. On the other hand,...

The purpose of this study is to investigate the effect of the Pedagogical Formation Certificate Program (PFCP) on prospective teachers’ professional self-efficacy beliefs and attitudes towards the teaching profession. The study was conducted through convergent parallel mixed method design (Creswell & Plano Clark, 2015). In the quantitative phase, one group pretestposttest design was used. The data relating to prospective teachers’ professional self-efficacy beliefs before and after the PFCP were collected through “Teaching Self-Efficacy Perception Scale” developed by Tschannen-Moran & Hoy (2001) and adapted into Turkish by Çapa, Çakıroğlu & Sarıkaya (2005). “Attitudes towards Teaching Profession Scale”, developed by Çetin (2006), was utilized for exploring prospective teachers’ attitudes towards the teaching profession. In the qualitative phase, the data were collected through open-ended questions. The participants consisted of 150 prospective teachers who attended the PFCP held at Mersin University in the 2014-2015 academic year and who were accessible before and after the PFCP. Quantitative data were analyzed through pairedsamples t-test; and deductive qualitative analysis (Patton, 2014) was utilized for the qualitative data. As a result of the quantitative data analysis, there was no significant difference between prospective teachers’ professional self-efficacy beliefs and attitudes towards the teaching profession before and after the PFCP. After the qualitative data analysis, it was determined that the quantitative and qualitative results of the professional self-efficacy beliefs partially converged, but the quantitative and qualitative results of the attitudes towards the teaching profession diverged. The possible reasons for these results were discussed in light of the related literature.

Having not been recognized as an academic discipline yet, the number of lectures and academic programs in standardization increases day by day. Available lectures and programs are insufficient to provide required knowledge and human resources for development, implementation and management of standards. Organizations that aim to provide their customers with high-quality goods and services need production of scientific knowledge of standardization and its transfer into their daily activities. Even so, educational programs with purpose of qualifying people to produce and transfer knowledge of standardization to products are scarcely available. This article discusses solutions for academy of standardization by taking into account requirements and applications of education about standards and standardization. The discussion concludes that educational programs involving theoretical and practical courses in standardization contribute to development of knowledge and human resources.