English


GUIDANCE AND PSYCHOLOGICAL COUNSELING PROGRAMME
COURSE DESCRIPTION
Name of the Course Unit Code Year Semester In-Class Hours (T+P) Credit ECTS Credit
TURKISH EDUCATION HISTORY EGT206 2 4 2+0 2.0 3.0


General Information
Language of Instruction Turkish
Level of the Course Unit Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle
Type of the Course Compulsory
Mode of Delivery of the Course Unit Face-to-face
Work Placement(s) Requirement for the Course Unit Yes
Coordinator of the Course Unit Dr. MEHMET BALYEMEZ
Instructor(s) of the Course Unit Dr. MEHMET BALYEMEZ
Assistant(s) of the Course Unit

Prerequisites and/or co-requisities of the course unit
CATEGORY OF THE COURSE UNIT
Category of the Course Unit Degree of Contribution (%)
Fundamental Course in the field -
Course providing specialised skills to the main field % 100
Course providing supportive skills to the main field -
Course providing humanistic, communication and management skills -
Course providing transferable skills -

Objectives and Contents
Objectives of the Course Unit To learn the concepts and facts about the education history of Turks from the pre-Islamic period to the present day and the history of the important institutions in the Turkish Cypriot education history.
Contents of the Course Unit 1. Subject and Method of Turkish Education History 2. Educational Activities of Turks Before Islam 3. Education in the First Muslim Turkish States 4. Education in the Great Seljuk State Period 5. Education in the Anatolian Seljuk Period 6. Education in the Ottoman Empire Establishment and Ascension Period 7. Education in the Tanzimat Period 8. Educational Activities of Absolute Period 9. II Constitutional Education Activities 10. Education Period of Atatürk Period 11. Republican Period Education Policies 12. Education Activities from 1950 to Today 13. Important Institutions in Turkish Cypriot Education History 14. Important Institutions in Turkish Cypriot Education History
Contribution of the Course Intending to Provide the Professional Education Contribution towards providing general information about the history of Turkey and levels of education and training activities in the TRNC rises, increases the intellectual level of knowledge

No
Key Learning Outcomes of the Course Unit
On successful completion of this course unit, students/learners will or will be able to:
1 Knows the education understanding of Turks in the pre-Islamic period
2 Have information about the educational system that Turks dry in the period after the acceptance of Islam
3 Have information about education activities in the Ottoman period
4 Have information about reforms in education in the period of Atatürk
5 Have information about current education policies and problems in education.

Learning Activities & Teaching Methods of the Course Unit
Learning Activities & Teaching Methods of the Course Unit

Weekly Course Contents and Study Materials for Preliminary & Further Study
Week Topics (Subjects) Preparatory & Further Activities
1 Subject, Management, and Resources of Turkish Education History No file found
2 Education and Science in Pre-Islamic Turks No file found
3 Education in the First Muslim Turkish States No file found
4 Education in the period of the Great Seljuk state No file found
5 Education in the Anatolian Seljuk Empire period No file found
6 Education in the Establishment and Ascension Period of the Ottoman State No file found
7 Education and Innovation Movements in the Ottoman State Until the Regulations No file found
8 Innovation Movements in Education in the Tanzimat Period No file found
9 Educational activities in Absolute Period No file found
10 Education in the II Constitutional Era No file found
11 Education Activities and Reforms in Atatürk Period No file found
12 Education Policies in the Republican Period No file found
13 Educational activities since 1950 No file found
14 Educational activities since 1950 No file found

SOURCE MATERIALS & RECOMMENDED READING
1.Akyüz, Yahya, Türk Eğitim Tarihi: M.Ö. 1000-M.S. 2010: Pegem A Yayıncılık, Ankara, 2010
2.Kılınç, Mustafa ve Keçeci Kurt, Songül, Türk Eğitim Tarihi, 2019, PEGEM AKADEMİ.
3.Barthold, V.V., Orta Asya Türk Tarihi Hakkında Dersler, (Haz. Kazım Yaşar KOPRAMAN- İsmail AKA, Türk Tarih Kurumu, 2006.
4.Bouamrame, C., “İslam Tarihinde Eğitim-Öğretim Kurumları”, Ankara Üniversitesi İlahiyat Fakültesi Dergisi, C. 15, S.2, s.279-285.
5. İbn-i Sina, El-Kanun Fi’t Tıbb, C.1-5, (Çav. Esin Kahya), Atatürk Kültür Merkezi yayını. Ankara, 2017.
6. Köprülü, Fuat, “Vakıf Müessesesi ve ve Vakıf Vesikalarının Tarihi Ehemmiyeti”, Vakıflar Dergisi, S.I, s.1-6, Ankara, 1998.
7. Adalıoğlu, H., Selçuklular Devri İlmi Çalışmalar, Türk Tarihi El Kitabı, Grafiker Yayınları, Ankara, 2019.
8.Kafesoğlu, İ., Selçuklular ve selçuklu Tarihi Üzerine Araştırmalar, Ötüken Yayınları, Ankara, 2014.
9. Kırpık G. İlk Türk İslam Devletlerinde Eğitim, Türk Eğitim Tarihi El Kitabı, Grafiker Yayınları, Ankara, 2019.
10.Makdisi, G., Ortaçağda Yükseköğretim İslam Dünyası ve Hristiyan Batı, (Çev. Ali Hakan Çavuşoğlu-Tuncay Başoğlu), İstanbul, 2018.
11.Mahmut Kaşgarlı, Divan-ı Lügati’t Türk, Türk Dil Kurumu Yaınları, Ankara, 2013.
12. Kemaloğlu, M., XI ve XII Yüzyıl Türkiye Selçuklu Devletinde Eğitim Öğretim (Medreseler), Akademic Journal of History and Idea, II, V., s. 26-79.
13. Kırpık G., İlk Türk İslam Devletlerinde Eğitim, Türk Eğitim Tarihi El Kitabı, 2019.
14.Nizamülmülk, Siyasetname, (Çev. Mehmet Kanar), Ses Yayınları, İstanbul, 2015.
15. Ocak, A., Selçuklu Devri Üniversiteleri Nizamiye Medreseleri, Nizamiye Akademi, Sitanbul, 2017.
16. Bilge, M., İlk Osmanlı Medreseleri, İstanbul Üniversitesi yayınları, İstanbul, 84.
17.Çağatay, N., Bir Türk Kurumu Olan Ahilik, Türk Tarih Kurumu Yayınları, Ankara, 1974.
18. Ergin, O.N., Türkiye Maarif Tairi, C.I-II, Eser Matbaası, İstanbul, 1977.
19.İzgi, C., Osmanlı Medreselerinde İlim,(Riyazi İlimler), C.I, İz Yayınları, İstanbul, 1997.
20.Özkan, S., Trük Eğitim Tarihi, Ba.2, Nobel Yayın Dağıtım, Ankara, 2008.
21. Sarıkaya, Y., Medreseler ve Modernleşme, İz Yayınları, İstanbul, 1997.
22.Binbaşıoğlu, C., Başlangıçtan Günümüze Türk Eğitim Tarihi, (Genişletilmiş 2.nci Baskı), Anı Yayıncılık, Ankara, 2014.
23.Koçer, H.A., Türkiye’de Modern Eğitimin Doğuşu ve Gelişimi, (1773-1923), Milli Eğitim Basımevi, İstanbul, 1991.
24. Tekeli, İ ve İlkin, S., Osmanlı İmparatorluğunda Eğitim ve Bilgi Üretim Sisteminin Oluşumu ve Dönüşümü, Türk tarih Kuurmu Yayınları, İstanbul, 1985.
25.Doğanay, F.F., Tanzimattan Cumhuriyet’e Rştüye Mektepleri, Ankara Üniversitesi Sosyal Blimler Enstitüsü, Yayınlanmamış Doktora Tezi, Ankara, 2011.
26.Engin,V., Mekteb-i Sultani,, Galatasararylılar Derneği Yayını, İstanbul, 2003.

MATERIAL SHARING
Course Notes No file found
Presentations No file found
Homework No file found
Exam Questions & Solutions No file found
Useful Links No file found
Video and Visual Materials No file found
Other No file found
Announcements No file found

CONTRIBUTION OF THE COURSE UNIT TO THE PROGRAMME LEARNING OUTCOMES
KNOWLEDGE
Theoretical
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Explain the key terms and concepts in the field of guidance and psychological counseling. X
2 Review the literature for selected topics in the field of guidance and psychological counseling. X
3 Describe the education programs related to the field of guidance and counseling. X
4 Define the measurement and evaluation in the field of guidance and counseling. X
5 Discuss the theories and theorists in counseling psychology. X
6 List the basic principles of school guidance and counseling. X
7 Recognize the role and position of a counselor in Turkish Education System. X
8 Name the common problems that may be encountered when working with diverse populations. X
9 Gain the knowledge of time and place of referral to a threapist, psychiatrist and/or other health authorities. X
SKILLS
Cognitive
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Analyze emerging issues in the field of guidance and psychological counseling. X
2 Use information technologies in research in the related field of guidance and psychological counseling. X
3 Practice analytical thinking and problem solving skills in educational settings. X
4 Evaluate the relations between guidance and psychological counseling and the related fields to take a interdisciplinary approach. X
5 Present individual and group counseling cases at international standards. X
6 Apply specific learning strategies, techniques and methods in guidance and psychological counseling. X
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Autonomy & Responsibility
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Plan future career/academic options considering different alternatives in his/her area. X
2 Take responsible and beneficial actions under all conditions and circumstances. X
3 Monitor own progress while reaching personal and occupational goals. X
4 Organize work and leisure time to make effective time planning in work and daily life. X
5 Express himself in a respectful and assertive manner even when not thinking/believing the same with others. X
Learning to Learn
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Make needs assessment for his/her professional life. X
2 Use new technologies to update his/her information in guidance and psychological counseling. X
3 Practice to give speeches to teachers and parents and students on selected topics. X
Communication & Social
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Implement projects and activities regarding social responsibility and awareness related to guidance and psychological counseling. X
2 Use at least one foreign language (European Language Portfolio B1 level) as a way to communicate with colleagues. X
3 Manage interpersonal relations respecting diversity. X
4 Integrate fully as a citizen for community welfare. X
5 Cooperate with counselee’s parents, teachers and/or other health professionals in case of need. X
6 Use information and communication technologies to collaborate with national and international collegues. X
Occupational and/or Vocational
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Act in accordance with professional ethical values, democracy and human rights. X
2 Establish and maintain a safe environment to serve for personal and organizational aims and objectives. X
3 Apply the principle of "Guidance for all". X
4 Relate acquired knowledge and skills with real life conditions. X
5 Develop awareness for university candidates and parents for guidance and psychological counseling. X
*Level of Contribution (0-5): Empty-Null (0), 1- Very Low, 2- Low, 3- Medium, 4- High, 5- Very High

No
Key Learning Outcomes of the Course Unit
On successful completion of this course unit, students/learners will or will be able to:
PROGRAMME LEARNING OUTCOMES
1 Knows the education understanding of Turks in the pre-Islamic period
2 Have information about the educational system that Turks dry in the period after the acceptance of Islam
3 Have information about education activities in the Ottoman period
4 Have information about reforms in education in the period of Atatürk
5 Have information about current education policies and problems in education.

Assessment
Assessment & Grading of In-Term Activities Number of
Activities
Degree of Contribution (%)
Mid-Term Exam 1 % 50
Computer Based Presentation 1 % 20
Short Exam 0 -
Presentation of Report 0 -
Homework Assessment 1 % 20
Oral Exam 1 % 10
Presentation of Thesis 0 -
Presentation of Document 0 -
Expert Assessment 0 -
Board Exam 0 -
Practice Exam 0 -
Year-End Final Exam 0 -
Internship Exam 0 -
TOTAL 4 %100
Contribution of In-Term Assessments to Overall Grade 4 %50
Contribution of Final Exam to Overall Grade 1 %50
TOTAL 5 %100


WORKLOAD & ECTS CREDITS OF THE COURSE UNIT
Workload for Learning & Teaching Activities
Type of the Learning Activites Learning Activities
(# of week)
Duration
(hours, h)
Workload (h)
Lecture & In-Class Activities 14 0 0
Preliminary & Further Study 14 0 0
Land Surveying 0 0 0
Group Work 0 0 0
Laboratory 0 0 0
Reading 0 0 0
Assignment (Homework) 0 0 0
Project Work 0 0 0
Seminar 0 0 0
Internship 0 0 0
Technical Visit 0 0 0
Web Based Learning 0 0 0
Implementation/Application/Practice 0 0 0
Practice at a workplace 0 0 0
Occupational Activity 0 0 0
Social Activity 0 0 0
Thesis Work 0 0 0
Field Study 0 0 0
Report Writing 0 0 0
Total Workload for Learning & Teaching Activities - - 0
Workload for Assessment Activities
Type of the Assessment Activites # of Assessment Activities
Duration
(hours, h)
Workload (h)
Final Exam 1 0 0
Preparation for the Final Exam 0 0 0
Mid-Term Exam 1 0 0
Preparation for the Mid-Term Exam 0 0 0
Short Exam 0 0 0
Preparation for the Short Exam 0 0 0
Total Workload for Assessment Activities - - 0
Total Workload of the Course Unit - - 0
Workload (h) / 25.5 0.0
ECTS Credits allocated for the Course Unit 3.0

EBS : Kıbrıs İlim Üniversitesi Eğitim Öğretim Bilgi Sistemi Kıbrıs İlim Üniversitesi AKTS Bilgi Paketi AKTS Bilgi Paketi ECTS Information Package Avrupa Kredi Transfer Sistemi (AKTS/ECTS), Avrupa Yükseköğretim Alanı (Bologna Süreci) hedeflerini destekleyen iş yükü ve öğrenme çıktılarına dayalı öğrenci/öğrenme merkezli öğretme ve öğrenme yaklaşımı çerçevesinde yükseköğretimde uluslarası saydamlığı arttırmak ve öğrenci hareketliliği ile öğrencilerin yurtdışında gördükleri öğrenimleri kendi ülkelerinde tanınmasını kolaylaştırmak amacıyla Avrupa Komisyonu tarafından 1989 yılında Erasmus Programı (günümüzde Yaşam Boyu Öğrenme Programı) kapsamında geliştirilmiş ve Avrupa ülkeleri tarafından yaygın olarak kabul görmüş bir kredi sistemidir. AKTS, aynı zamanda, yükseköğretim kurumlarına, öğretim programları ve ders içeriklerinin iş yüküne bağlı olarak kolay anlaşılabilir bir yapıda tasarlanması, uygulanması, gözden geçirilmesi, iyileştirilmesi ve bu sayede yükseköğretim programlarının kalitesinin geliştirilmesine ve kalite güvencesine önemli katkı sağlayan bir sistematik yaklaşım sunmaktadır. ETIS : İstanbul Aydın University Education & Training System Cyprus Science University ECTS Information Package ECTS Information Package European Credit Transfer and Accumulation System (ECTS) which was introduced by the European Council in 1989, within the framework of Erasmus, now part of the Life Long Learning Programme, is a student-centered credit system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired. The implementation of ECTS has, since its introduction, has been found wide acceptance in the higher education systems across the European Countries and become a credit system and an indispensable tool supporting major aims of the Bologna Process and, thus, of European Higher Education Area as it makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. It also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance.