Author
TURKEL, Rifat
Publication Place
Hits University -
Hits University
Subject
Hittite Journal of Theology, 2023-06, Vol.22 (1), p.335-368
Type
Book
Language
ara,eng,tur
Digital
Yes
Manuscript
No
Library
Leitir Library
Library Asset ID
ISSN: 2757-6949, EISSN: 2757-6949, DOI: 10.14395/hid.1251971
Record ID
cdi_doaj_primary_oai_doaj_org_article_0b22f4f8d17b4b3c8786b0acee661c3a
Library Location
DOAJ Directory of Open Access Journals
Notes
Industrial revolutions were shaped within the framework of certain driving elements such as mechanization, the use of steam and electricity in machines, and the invention of electronic machines. In the 21st century, referred to as Industry 4.0, new developments have occurred and innovations have emerged in many fields such as industry, technology and education. In direct proportion to these developments, chain changes have also occurred in other related issues. In this context, the knowledge, skills and competencies that employer institutions and organizations expect from their employees have also changed and these have been named 21st century competencies. Many academic and non-academic studies have been conducted on the quality and quantity of these qualifications. In addition, today activities have been carried out towards tools and mechanisms that will ensure the acquisition of these competencies. One of the prominent activities in this context is quality and accreditation studies in the field of education. One of the organizations operating in the field of accreditation of theology and Islamic sciences programs in Turkey and internationally is the Theology Accreditation Agency (IAA). IAA expects the outputs of the programs applying to enter the accreditation process to include IAA outputs, thus expecting the program graduates in the process to have IAA outputs. İAA proposes the acquisition of program-specific criteria as a recommendation. At this point, the issue of whether IAA outputs and program-specific criteria are an assurance of providing 21st century competencies to graduates of theology and Islamic sciences programs comes to the fore. For this reason, this study examines the role of the Theology Accreditation Agency (IAA) criteria in the process of providing students of theology and Islamic sciences programs with the knowledge, skills and competencies expected from individuals in the 21st century. Therefore, this article aims to reveal the place and importance of the IAA accreditation process and IAA criteria in graduating theology and Islamic sciences program students who are in the IAA accreditation process in a way that they will have 21st century competencies. Since the role of IAA outputs and program-specific criteria in gaining 21st century competencies is discussed in the study, 21st century qualifications, IAA outcomes and program-specific criteria constitute the scope of the study. However, in this process, there are limitations in determining 21st century competencies. In this context, the competencies stated in 9 of the 19 studies conducted on qualifications were taken as basis. All IAA outputs and program-specific criteria are included in the scope. This study is important in terms of showing the value of IAA accreditation in providing 21st century competencies to program graduates who are in the IAA accreditation process and revealing the assurance dimension of the accreditation process in gaining these qualifications. In the research, qualitative research method was used as the method and case study was used as the design. Since the situation is unique, the single case model was preferred. Publicly available documents were used as data collection tools. For this reason, it was not deemed necessary to obtain ethics committee permission. In this process, first the scientific study documents addressing 21st century competencies, then the IAA criteria were examined, and then the obtained data were evaluated. Descriptive analysis was used in data analysis. Internal validity, such as seeking expert opinion; External validity elements such as classifying, categorizing and coding the data have been fulfilled. In the study, IAA outputs include the majority of the determined 21st century competencies; It has been observed that IAA program-specific criteria support a significant part of these competencies. Therefore, it has been concluded that the IAA accreditation process can ensure that the students of theology and Islamic sciences programs acquire these competencies. Since IAA accreditation practices have just started and the impact process on students has spread over the years, it has not yet been determined whether students graduating from accredited programs have acquired these qualifications. In accordance with this purpose, it is recommended to conduct different studies, including the opinions of students, graduates and stakeholders, after a while. Industrial revolutions have been shaped within the framework of certain driving factors such as mechanization, the use of steam and electricity in machines, and the invention of electronic machines. In the 21st century, which is expressed as industry 4.0, new developments and innovations have emerged in many fields such as industry, technology and education. In parallel to these developments, there have been successive changes in other related issues. In this context, the knowledge, skills and competencies that employer institutions and organizations expect from their employees have also changed, and these are named as 21st century competencies. Many academic and non-academic studies have been conducted on the quality and quantity of these qualifications. In addition, nowadays activities have been carried out for the tools and mechanisms that will ensure the acquisition of these qualifications. One of the activities that come to the fore in this context is quality and accreditation studies in the field of education. One of the organizations operating in the field of accreditation of theology and Islamic sciences programs in Turkey and internationally is the Islamic Sciences Accreditation Agency (IAA). IAA expects the outputs of the programs applying to enter the accreditation process to include the outputs of the IAA, so it expects the program graduates in the process to have the outputs of the IAA, and offers the acquisition of program-specific criteria as a recommendation. At this point, the issue of IAA outputs and program-specific criteria come to the fore whether the assurance of 21st century qualifications for graduates of theology and Islamic sciences program or not. For this reason, in this study, the role of Islamic Sciences Accreditation Agency (IAA) criteria is discussed in the process of gaining the knowledge, skills and competencies expected from individuals in the 21st century to the students of theology and Islamic sciences program. Therefore, in this article, it is aimed to reveal the place and importance of the IAA accreditation process and its criteria in the theology and Islamic sciences program undergraduate students who are in the process of IAA accreditation, in order to have 21st century qualifications. 21st century qualifications and IAA outputs as well as its program-specific criteria constitute the scope of this study since the role of IAA outputs and program-specific criteria in the acquisition of 21st century qualifications is discussed in the study. However, in this process limitations have been made at the point of specifying the 21st century competencies. In this context, the competencies expressed in 9 of 19 studies on competencies were taken as basis. All of the IAA outputs and program-specific criteria are included in the scope. This study is important in terms of showing the value of IAA accreditation at the point of gaining the 21st century qualifications to the graduates of the program who are in the IAA accreditation process, and revealing the assurance dimension of the accreditation process in gaining these qualifications. In the research, qualitative research method was used as a method and case study was used as a tool. Due to the uniqueness of the case, the single case model was preferred. For data collection, open-public documents were used. For this reason, it is seen unnecessary to obtain an ethics committee approval. In this process, initially the scientific study documents dealing with the 21st century competencies and the IAA criteria were examined, and then the obtained data were evaluated. Descriptive method was used in data analysis. Both internal validity elements, such as getting expert opinion; and external ones such as classification, categorization and coding of data were fulfilled. In the study, it has been noted that IAA outputs support most of the 21st century competencies; On the other hand it has been found that IAA program-specific criteria support a significant part of these qualifications. Therefore, it has been concluded that the IAA accreditation process can be a guarantee for the students of theology and Islamic sciences programs to gain these qualifications. It has not yet been determined whether the graduates of the accredited programs have gained these qualifications due to the fact that the IAA accreditation practices have just started and the impact process on the students has spread over the years. In accordance with this purpose, it is recommended to carry out different studies, including the opinions of students, graduates and stakeholders, after a while.
Detaylı Başlık
İAA Ölçütlerinin 21. Yüzyıl Yeterliliklerini Kazandırma Sürecindeki Etkisi Üzerine Değerlendirme
