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10110 FOOD TECHNOLOGY -
LEVEL: Associate's Degree, TYYÇ: Level 5, EQF-LLL: Level 5, QF-EHEA: Short Cycle
  Upon successful completion of the program designed in accordance with the aims and objectives of the program and the program learning outcomes in terms of knowledge, skills and competencies given below, students/learners will be able to:

PROGRAMME LEARNING OUTCOMES
KNOWLEDGE
(Described in terms of theoretical and factual knowledge) Percentage of Success
1 The student use this information for understanding the production methods of food production. %81.00
2 Food products, compounds and additives as some knowledge of the production, use of this information. %81.00
3 Food production and quality control laboratory to assess the results with information obtained. %81.25
4 Food production and laboratory conditions as a requirement of the regulations and providing mevzutların points which can detect risk. %81.00
5 Food product processing by following the advances of age can participate in R & D activities. %80.00
6 Food business, and laboratory workflow level of computer use in the computer system to follow. %80.00
7 Able to follow the literature in food technology and a level of language skills to communicate with their colleagues may have. %79.25
8 Microbial and chemical analysis of the food sector, which is important for human health risk not come into being following the detection of a food can. %81.00
9 Food production, storage, production and sales personnel from the fields of hygiene and sanitation conditions in terms of job security can not work. %80.00
10 He/she can observe and interpret theoretical knowledge about the microbiological and chemical analysis with practical researches %80.50
11 Food in general has adopted the moral and ethical values ​​of professional %81.25
12 Learning and can apply what they learn in the field of food regardless of the display. %80.50
13 Food production and management in identifying and seeking solutions to problems related to inappropriate situations, gaining the ability to show. %80.75
SKILLS
(Described in terms of cognitive and practical skills) Percentage of Success
1 Doing research on food technology and security solutions to identify and develop the data he obtained. %80.00
2 Food production and food security of information resources related to the use area. %80.50
3 Food Technology in the field of technical education by taking additional uses current techniques and tools. %80.25
4 Food Technology Laboratories, collects data, performing experiments and evaluate the extent of the responsibilities. %80.25
5 In order to follow developments in the field of food effectively takes advantage of information technologies. %80.50
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Autonomy & Responsibility Percentage of Success
1 He/she determines the risks in a food business and takes precautions %80.25
2 He/she uses the basic laboratory devices used in the laboratory %80.50
3 He/she follows the production and keeps records %80.25
4 He/she plans for food hygiene training and measures of the effectiveness %80.00
5 Food production and safety line on the team works and works effectively %81.25
6 Using the basic knowledge of food is related to the field with a given task are executed independently. %81.25
Learning to Learn Percentage of Success
1 He/she knows the need for lifelong learning and makes its requirements %79.75
2 He/she follows trainings related to the subject %80.00
3 Participates in training programs for professional development in the field of food %81.50
Communication & Social Percentage of Success
1 He/she knows of a foreign language for follow the innovations in food technology and to communicate eachother %79.50
2 He/she follow food fairs, and professional developments in the field %79.50
3 He/she uses information technologies effectively and prepare presentations %79.75
4 He/she prepare food area, or other matters of social responsibility projects, participate in preparing the application. %80.00
5 He/she use visually, the effective use of written and oral communication. %80.25
Occupational and/or Vocational Percentage of Success
1 He/she works several food areas of food legislation specified %80.25
2 He/she follows and implements the legislation related the food industry %80.00
3 He/she follows decumentation by critical control points and quaity assurance and takes precautions %80.25
4 He/she prepare food hyhiene education and operation it. %79.75
EBS : İstanbul Aydın Üniversitesi Eğitim Öğretim Bilgi Sistemi İstanbul Aydın Üniversitesi AKTS Bilgi Paketi AKTS Bilgi Paketi ECTS Information Package Avrupa Kredi Transfer Sistemi (AKTS/ECTS), Avrupa Yükseköğretim Alanı (Bologna Süreci) hedeflerini destekleyen iş yükü ve öğrenme çıktılarına dayalı öğrenci/öğrenme merkezli öğretme ve öğrenme yaklaşımı çerçevesinde yükseköğretimde uluslarası saydamlığı arttırmak ve öğrenci hareketliliği ile öğrencilerin yurtdışında gördükleri öğrenimleri kendi ülkelerinde tanınmasını kolaylaştırmak amacıyla Avrupa Komisyonu tarafından 1989 yılında Erasmus Programı (günümüzde Yaşam Boyu Öğrenme Programı) kapsamında geliştirilmiş ve Avrupa ülkeleri tarafından yaygın olarak kabul görmüş bir kredi sistemidir. AKTS, aynı zamanda, yükseköğretim kurumlarına, öğretim programları ve ders içeriklerinin iş yüküne bağlı olarak kolay anlaşılabilir bir yapıda tasarlanması, uygulanması, gözden geçirilmesi, iyileştirilmesi ve bu sayede yükseköğretim programlarının kalitesinin geliştirilmesine ve kalite güvencesine önemli katkı sağlayan bir sistematik yaklaşım sunmaktadır. ETIS : İstanbul Aydın University Education & Training System Istanbul Aydin University ECTS Information Package ECTS Information Package European Credit Transfer and Accumulation System (ECTS) which was introduced by the European Council in 1989, within the framework of Erasmus, now part of the Life Long Learning Programme, is a student-centered credit system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired. The implementation of ECTS has, since its introduction, has been found wide acceptance in the higher education systems across the European Countries and become a credit system and an indispensable tool supporting major aims of the Bologna Process and, thus, of European Higher Education Area as it makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. It also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance.