TYPE OF COURSE UNIT	Elective Course
LEVEL OF COURSE UNIT	Doctorate Of Science
YEAR OF STUDY	-
SEMESTER	-
NUMBER OF ECTS CREDITS ALLOCATED	10
NAME OF LECTURER(S)	-
LEARNING OUTCOMES OF THE COURSE UNIT	At the end of this course, the students; 1) Understand the concepts of educational equality and equity and their relation to social policy. 2) Analyze these concepts in relation to sociological and economic aspects. 3) Analyse MONE policy and structure in this respect. 4) Produce suggestions through utilizing the relevant research outcomes and data..
MODE OF DELIVERY	Face to face
PRE-REQUISITES OF THE COURSE	No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT	none
COURSE DEFINITION	Comprehension and analysis of the phenomena and the theories related with equality in education.
COURSE CONTENTS	WEEK TOPICS 1st Week Equality in Education and Social Policy-Main Concepts-Right to Education 2nd Week Conceptual background of equality in education 3rd Week Equality/Inequality in education as a sociological problem 4th Week Analysis of Equality/Inequality in education from the economy perspective 5th Week Social Justice in Education 6th Week Achievement-based inequality 7th Week Access-based inequality 8th Week Geography ?based inequality 9th Week Equality in National Policy Texts 10th Week Equality in National Policy Texts 11th Week Equality in International Policy Texts 12th Week Equality in International Policy Texts 13th Week Research outcomes on Equality/Inequality 14th Week Wrap-up
RECOMENDED OR REQUIRED READING	Milli Eğitim Şura Kararları, Talim Terbiye Başkanlığı, MEB: Ankara. OECD (1994). The dynamics of education policymaking: Case studies of Burkino Faso, Jordan, Peru, and Thailand. The World Bank: Washington D.C. OECD Raporları Dünya Bankası Raporları MEB Stratejik Planları Kalkınma Planları ERG Raporları Ferreira, F. H., & Gignoux, J. (2010). Eğitimde fırsat eşitsizliği: Türkiye örneği. TC Cumhuriyeti DPT ve Dünya Bankası Refah ve Sosyal Politika Analitik Çalışma Programı. Çalışma Raporu, 4.Witty, G. (2006). Making sense of education policy. London: Sage.S Shah, M., & Whiteford, G. (Eds.). (2016). Bridges, pathways and transitions: International innovations in widening participation. Chandos Publishing. Lewin, K. M. (2007). Improving access, equity and transitions in education: Creating a research agenda. Ünal, L. I., & Özsoy, S. (1999). Modern Türkiye?nin Sisyphos miti: Eğitimde fırsat eşitliği. F. Gök (Ed.), 75, 39-72. Secada, W. G. (Ed.). (1989). Equity in education. Falmer Press. İlgili yurt içi yurt dışı makale ve çalışmalar. -National and International Journal Articles to be assigned
PLANNED LEARNING ACTIVITIES AND TEACHING METHODS	Lecture,Discussion,Questions/Answers,Case Study,Problem Solving,Project,Presentation
ASSESSMENT METHODS AND CRITERIA	Quantity Percentage(%) Mid-term 1 20 Assignment 4 20 Project 1 40 Total(%) 80 Contribution of In-term Studies to Overall Grade(%) 80 Contribution of Final Examination to Overall Grade(%) 20 Total(%) 100
ECTS WORKLOAD	Activities Number Hours Workload Midterm exam 1 10 10 Preparation for Quiz Individual or group work 14 5 70 Preparation for Final exam 1 15 15 Course hours 14 3 42 Preparation for Midterm exam 1 10 10 Laboratory (including preparation) Final exam 1 15 15 Homework 4 10 40 Project 1 80 80 Total Workload 282 Total Workload / 30 9,4 ECTS Credits of the Course 10
LANGUAGE OF INSTRUCTION	Turkish
WORK PLACEMENT(S)	No