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Findings indicate stronger negative or undecided opinions among those who did not attend official informative follow-up work, with significant differences by working life, gender, and vocational college type, especially in quality.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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30918/AERJ. 8S2.20.034 ISSN: 2354-2160  \nFull Length Research Paper  \nInvestigation of academician opinions on bologna process in associate degree child development programs  \nMehmet Ali Seven and Esra Kizilirmak  \nDepartment of Child Care and Youth Services, Erzurum Vocational College, Ataturk University, Erzurum, Turkey.  \n\n| ABSTRACT\u003Cbr>Bologna process is a framework that commenced in 1999, aiming at making the higher education systems of countries more attractive. While many studies have been carried out on undergraduate and graduate levels, the studies on associate degree are scarce. This study is aimed at investigating the current state of associate degree child development programs within the context of Bologna process according to the opinions of academicians who are internal stakeholders. The research method is descriptive scanning. The academians working at programs make up the environment of the research. The opinions of the academicians are obtained by the reseacherby using “Scale of Child Development Programs in Bologna Process” formed by taking the suggestions of the specialists on the field. Approximately half of the academians that participated in the research stated that they had not attended to any official informative catch-up work. It appears that the academicians that had not attended to any informing procedure had more negative or undecided opinions about Bologna process than the academicians that attended to the procedure. According to working life, gender and the type of vocational college, a significant difference existed especially in quality dimension. It is concluded that the weakest fields of Associate degree Child Development Programs related to Bologna Process are teaching staff and student mobility, quality and social dimensions.\u003Cbr>Keywords: Bologna process, associate degree, child development, vocational college, frame work of Turkish higher education qualifications. |\n| --- |\n| *Correponding [author. E-mail: mseven@atauni.edu.tr. Tel:](author. E-mail: mseven@atauni.edu.tr. Tel:) 90 535 7777070. |\n\nINTRODUCTION  \nThis section includes the status of the research problem, significance of the study, purpose of the study, limitations and assumptions of the study, and the definitions.  \nStatus of the research problem  \nIn the world today , the political boundaries are apparent only on the maps, and the economic, social and cultural elements are spreading beyond the boundaries. In this process, the spread of information is becoming rapid daily and is gaining importance (Ataklı, 2017 : 266) . Spreading rapidly and being accessible for everyone in the society, the information changes not only the social and individual awareness but also the role and service  \ndemands (Ata, 2009 : 30) .  \nThe Bologna Process, which is run by 48 member countries today, was launched in 1999 with six main objectives. Turkey joined the Bologna Process in 2001 with the Prague Declaration. As a result of the studies carried out over the years, the Bologna Process mainly focuses on the dimensions of creating common degree systems, European Credit Systems, international mobility, lifelong learning, quality assurance, social dimension, and employability (Durman et al. , 2011) . The Bologna Process also regularly operates the quality assurance system in a student-centered way based on the learning outcomes. The Trends V Report also shows that the higher education institutions are moving away from the teacher-centered education towards the student-  \ncentered education (Elmas, 2012 : 132) .  \nIn the harmonization with European Higher Education Area, the first step of the countries joining the process is to harmonize their national curriculum with the international one (Özkan and Kahraman, 2015 : 48) . Theresearches showed that, in the universities harmonized with the Bologna Process, the course credits and hours considerably decreased ","cbCaijotBNOU9imx","https://ap.wps.com/l/cbCaijotBNOU9imx","pdf",254046,13,"English","# Introduction\n## Status of the research problem\n## Significance and rationale of the study","[{\"question\":\"What is the Bologna process, and when did it start?\",\"answer\":\"The Bologna process is a framework launched in 1999 with multiple objectives to improve higher education systems and promote key reforms such as common degree structures and quality assurance.\"},{\"question\":\"Why does the study focus on associate degree child development programs?\",\"answer\":\"Studies on the associate degree level are described as scarce, so the research examines the current state of associate degree child development programs using academicians’ opinions as internal stakeholders.\"},{\"question\":\"How were academicians’ opinions collected in the study?\",\"answer\":\"Opinions were gathered using a “Scale of Child Development Programs in Bologna Process” constructed based on recommendations from specialists in the field.\"}]","African Educational Research Journal - Special Issue 8 - Full Length Research Paper | PDF",1792070798,33]