A comparison with the competencies of classroom education programme
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Abstract
Education has been adapting itself to the constant change and renewal of the world in every field. Higher education in Turkey also suffered from this situation and one of the steps taken to improve the quality of education must be included in the Bologna Process. This study examines the programme competencies of the undergraduate programmes of the classroom education in the seven selected universities, to make comparisons among the universities and to make arrangements. A case study was used in qualitative research methods. As a result, it was seen that there were mistakes in writing and expressing programme competences. Also, some of the universities have never implemented programme competencies, even when it is wrong to classify programme competencies into sub-dimensions as knowledge, skills and competence. Regulations can be made in terms of distribution in the sub-dimensions of language proficiency and competences in programme competencies, and seminars related to programme competencies can be given to universities.
Keywords: Bologna Process, programme competencies, classroom education programme competencies, national qualifications framework for higher education in Turkey.
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