Araştırma Makalesi
Yıl 2023,
Cilt: 36 Sayı: 1, 136 - 152, 01.03.2023
Öz
Kaynakça
- [1] Http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf. Access date: 30.03.2021.
- [2] Kaya, Y.K., “İnsan yetiştirme düzenimiz”, Ankara, Bilim Yayınları, (1989).
- [3] Boni, A., Walker, M., “Universities and Global Human Development: Theoretical and empirical insights for social change”, London, Routledge, (2016).
- [4] Oketch, M., McCowan, T., Schendel, R., “The Impact of Tertiary education on development: A rigorous literature review”, London, DFID, (2014).
- [5] Güven, A., Tunç, B., “Lisansüstü öğretim öğrencilerinin akademik sorunları (Ankara Üniversitesi Eğitim Bilimleri Enstitüsü örneği)”, Milli Eğitim, 35(173): 157-172, (2007).
- [6] Chankseliani, M., Qoraboyev, I., Gimranova, D., “Higher education contributing to local, national, and global development: new empirical and conceptual insights”, Higher Education, 81(1): 109-127, (2021).
- [7] Çakar, Ö., “Fen Bilimleri Alanında Bilim Adamı Yetiştirme: Lisansüstü Eğitim”, TÜBA Bilimsel Toplantı Serileri: 7, 65–75, (1997).
- [8] Alhas, A., “Lisansüstü eğitim yapmakta olan Milli Eğitim Bakanlığı öğretmenlerinin lisansüstü eğitime bakış açıları (Ankara ili örneği)”, Basılmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara, (2006).
- [9] Bülbül, T., “Ankara Üniversitesi Eğitim Bilimleri Fakültesinde görev yapan öğretim üyelerinin lisansüstü öğretime öğrenci seçme sürecine ilişkin görüşleri”, Ankara University Journal of Faculty of Educational Sciences (JFES), 36(1): 167-174, (2003).
- [10] https://appsso.eurostat.ec.europa.eu/nui/show.do?dataset=educ_uoe_grad02. Access date: 30.03.2021
- [11] Https://www.aps.org/programs/education/statistics/fraction-phd.cfm. Access date: 12.12.2021
Yıl 2023,
Cilt: 36 Sayı: 1, 136 - 152, 01.03.2023
Öz
This research focused on higher education graduates in Germany and Turkey on all fields of education, especially engineering programs in terms of all education levels and gender. The study has provided situational awareness in general on all fields of education, levels of education and gender, but on the “Engineering, manufacturing and construction” field in detail. In the research, many important findings are identified. Turkey’s ED7 (Master’s or equivalent level) and ED8 (Doctoral or equivalent level) graduate numbers and ratios are significantly lower than Germany when compared to the ED6 level. The research also revealed us that the graduation ratios of ED6 (Bachelor’s or equivalent level) and ED7 among female engineers in Germany are close to each other, indicating that female engineers in Germany are more likely to hold a master's degree after undergraduate education. Among these findings, the most important finding is; while the gender ratio of higher education graduates in Germany at all education levels is almost equal between male and female students, this ratio has started to increase in favor of female graduates in Turkey. This situation developed differently among graduates of engineering programs. While engineering graduates in Germany had a fixed ratio of approximately 80.5% male and 19.5% female graduates between 2014 and 2019. In Turkey, this ratio is improving in favor of female graduates from 32.8% in 2014 to 34.9% in 2019. In this research, it is concluded that the higher education intelligence needs to be top priority for higher education officials.
Anahtar Kelimeler
Higher education Engineering Graduates Education level Field of education
Kaynakça
- [1] Http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf. Access date: 30.03.2021.
- [2] Kaya, Y.K., “İnsan yetiştirme düzenimiz”, Ankara, Bilim Yayınları, (1989).
- [3] Boni, A., Walker, M., “Universities and Global Human Development: Theoretical and empirical insights for social change”, London, Routledge, (2016).
- [4] Oketch, M., McCowan, T., Schendel, R., “The Impact of Tertiary education on development: A rigorous literature review”, London, DFID, (2014).
- [5] Güven, A., Tunç, B., “Lisansüstü öğretim öğrencilerinin akademik sorunları (Ankara Üniversitesi Eğitim Bilimleri Enstitüsü örneği)”, Milli Eğitim, 35(173): 157-172, (2007).
- [6] Chankseliani, M., Qoraboyev, I., Gimranova, D., “Higher education contributing to local, national, and global development: new empirical and conceptual insights”, Higher Education, 81(1): 109-127, (2021).
- [7] Çakar, Ö., “Fen Bilimleri Alanında Bilim Adamı Yetiştirme: Lisansüstü Eğitim”, TÜBA Bilimsel Toplantı Serileri: 7, 65–75, (1997).
- [8] Alhas, A., “Lisansüstü eğitim yapmakta olan Milli Eğitim Bakanlığı öğretmenlerinin lisansüstü eğitime bakış açıları (Ankara ili örneği)”, Basılmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara, (2006).
- [9] Bülbül, T., “Ankara Üniversitesi Eğitim Bilimleri Fakültesinde görev yapan öğretim üyelerinin lisansüstü öğretime öğrenci seçme sürecine ilişkin görüşleri”, Ankara University Journal of Faculty of Educational Sciences (JFES), 36(1): 167-174, (2003).
- [10] https://appsso.eurostat.ec.europa.eu/nui/show.do?dataset=educ_uoe_grad02. Access date: 30.03.2021
- [11] Https://www.aps.org/programs/education/statistics/fraction-phd.cfm. Access date: 12.12.2021
Toplam 11 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Mühendislik |
| Bölüm | Computer Engineering |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Mart 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 36 Sayı: 1 |