European Union, Bologna Process And Counselor Education In Turkey

Yıl 2008, Cilt: 53 Sayı: 53, 99 - 122, 01.04.2008

Doç. Dr. Fidan Korkut Fatma Mızıkacı Yrd. Doç. Dr. Odtü Kuzey Kıbrıs Kampusü

Öz

Bologna Declaration is the most prominent project came out of the efforts in the improvement of higher education systems in Europe. Following the declaration in 1999, the participant countries have undergone the structural reforms obliged to legitimate modifications. This paper examines counseling programs in Turkey in terms of new obligatory arrangements and implementations regarding Bologna objectives. Subsequent to a chronological overview of the development story, an exemplifying overview of the current Bologna implementations in counseling programs is is provided in line data gathered from 23 universities. Counseling programs, due to their structure and organization, are confined to the implementation at institutional and national levels. Implementations of ECTS, ERASMUS program and Diploma Supplement at institutional and national levels are reflected in counseling programs as well. Lack of a national quality assurance system, as the area needs to be improved as a rule, influences counseling programs as such. The last section provides a discussion on the strong and inadequate features brought by Bologna Process implementations. It is also emphasized that in order to understand the principlesof a bottom up participation in the process is essential. Summary This study examines the present situation in counseling programs regarding Bologna Process implementations. The study also takes stock of how and how far the common goals are pursued and targets are being met in the counseling programs within Turkish higher education system. The implementation of various action lines was examined at the national and institutional level. The first part of the paper introduces the developments of Bologna Process and reflections of the Reforms in Turkish Higher Education system. In the second part of the paper an analysis of counseling programs regarding Bologna Objectives is presented. The last section provides a discussion on the strong and inadequate features brought by Bologna Process implementations. It is also emphasized that in order to understand the principles of a bottom up participation in the process is essential. Bologna declaration was signed in Italy in 1999 by the ministries of 29 European countries. General principles of the Declaration have been announced as the implementation of two cycles degree structure at national level; recognition of diplomas; quality enhancement and quality assurance; and relation of the Bologna reforms to research and research training. Turkey participated in Bologna Process joining as a participant country in 2001. Since then there is considerable number of changes in higher education institutions and in the system itself. Higher education is already structured in two tiers as undergraduate and graduate levels. Diploma sup-plement has been implemented for majority of the institutions since it was introduced in 2004. Certain action lines such as two-tier system, introduction of ECTS, ERASMUS program and Diploma Supplement have been properly implemented. According to the scorecard of Turkey in 2005 published as Bologna Process Stocktaking by the Bologna Follow-up Group, little progress has been taken in creating a national quality assurance sys-tem. Presenting a detailed framework of counseling programs in Turkey the consequent chapter deals with the question on how and to what extend the Bologna implementations are regarded in given programs at national level. Counseling programs started in 1950 mainly designed with reference to American models. The first university program was established in Ankara University in 1965 as Educational Psychology and Counseling. Presently 39 universities offer Counseling programs at different levels (undergraduate, graduate) of which 20 offer only undergraduate programs. Starting from 1995 a chronological presentation of the progress in counseling programs has shown that a considerable advancement was observed especially in the area of qualifications, curriculum improvement and organization. Considering general developments, counseling programs, due to their structure and organization, are confined to the implementation at institutional and national levels. Bologna implementations are no doubt reflected in counseling pro-grams. All counseling programs are structured in two cycle system. Majority of the programs introduced diploma supplement and ERASMUS program, but the level of participation is still low. Twenty three counseling programs in related universities were examined through telephone and e-mail interviews. The level of Bologna implementations has shown no variety in many programs. The result has exposed that implementation of ECTS, diploma supplement, mobility program within ERASMUS have been introduced. ECTS and diploma supplement implementations are successfully being undertaken, whereas very little progress has been observed in the mobility program, especially for the mobility of academics. In 23 counseling programs, 16 lecturers went abroad within the ERASMUS program so far while 33 students went to a European higher education institution. In 1998 within the faculties of education accreditation project (Council of Higher Education) counseling programs underwent to a process of pilot evaluation procedures. Considering it as the first national practice of ac-creditation initiative this pilot study has contributed to the improvement of some actions in the counseling programs. Faculty members and administrative staff actively participated in evaluation procedures; however without reaching its goals the project was quitted. Recently for the establishment of a national quality assurance system Council of Higher Education has appointed an Academic Evaluation and Quality Assurance Council. Within the requirements of evaluation process subjected by the council, counseling programs has started creating their strategic plans. In the creation of strategic plan, quality concepts are introduced such as writing mission and vision and defining objectives. There are also recent initiatives to review the curriculum of teacher edu-cation programs. Council of Higher Education invited experts from universities to revise the present teacher education programs. The revised and recommended programs were posted in the webpage of the Council for comments and pilot implementation. As a result, beginning from 2007 the new curricula of counseling programs is being implemented. As for the participation of students in the education process, in 2002 a system was introduced allowing student representatives to be selected from departments, faculties and universities. However the level of participation of students in faculty councils and university senates is either low or without a right for voting in the board meetings many cases. In this regard, counseling programs reflect a prototype of implementation in general. Additionally in some programs students are involved in the evaluation of teachers with an end term questionnaire. Concerning enhancing research and synergy between doctorate pro-grams and research, due to limited data it is difficult to assess the contribution of researchers in the area of counseling. However, in general at the national level an augmentation in the number of internationally published research work is being observed currently. As a result, regarding counseling programs in Turkey, Bologna Process has no different impact from national implementation. Centralized system and top to bottom decision making structure in the Turkish higher education system brings both advantages and disadvantages to the implementation process. Centralized system allows the action lines to be implemented thoroughly. Top to bottom decision making makes it difficult to change attitudes. Most of the time implementations are regarded as only bureaucratic procedures, thus participation level of all stakeholders in the process is low. Consequently it has been noted that in Turkish higher education institutions there is achievements which are visible as well as there is sides to be improved in attitudes and in structure of the system. Lack of a national quality assurance system, as the area needs to be improved as a rule, influences counseling programs as such.

Anahtar Kelimeler

Bologna Process , higher education , counseling education programs

Avrupa Birliği, Bologna Süreci Ve Türkiyede Psikolojik Danışman Eğitimi

Öz

Avrupa Birliği'nde yüksek öğretimin geliştirilmesi çalışmalarından ortaya çıkan en önemli girişim Bologna Bildirgesi'dir. Bildirge'nin 1999'da imzalanmasından sonra sürece dâhil olan ülkeler yüksek öğretim sistemlerinde yasal düzenlemeler gerektiren yapısal reformlara gitmişlerdir. Bu makale, Avrupa'da Bologna sürecinin başlaması, genel ilkeleri ve uygulamaları çerçevesinde Türkiye'deki Psikolojik Danışma ve Rehberlik (PDR) programlarının ne durumda olduklarını belirlemek, tâbi oldukları değişiklikleri, yeni düzenlemeleri ve sürecin hedeflerini incelemektedir. Bu amaçla öncelikle Bologna Sürecini anlatabilmek için kanun değişiklikleri, ulusal ajans etkinlikleri farklı yollarla analiz edilmiştir. Ardından PDR programlarının oluşumundan bu yana geçirdiği değişim süreçleri özetlendikten sonra günümüzde Bologna sürecinin programlara ve uygulamalara yansımaları ise 23 üniversiteden alınan bilgilere, dayalı olarak sunulmuştur. PDR programları, yapıları gereği ulusal ve kurumsal düzeyde yapılan uygulamalardan etkilenmektedir. Avrupa Kredi Transfer Sistemi, ERASMUS programı ve Diploma Eki gibi konularda ulusal ve kurumsal düzeydeki uygulamalar PDR programlarına da yansımaktadır. Son bölümde Bologna sürecinin Türk yüksek öğretimine olumlu ve olumsuz yansımaları tartışılmıştır. İlkelerin uygulanmasında öncelikle fikir düzeyinde benimsemenin ve aşağıdan yukarıya doğru bir katılımın önemi vurgulanmıştır.

Anahtar Kelimeler

Bologna süreci , yüksek öğretim , psikolojik danışman eğitimi

Kaynakça

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