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10220 JEWELLERY and JEWELERY DESIGN -
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 They have enough information and knowledge about precious stones, jewellery design and manufacture %82.00
2 They have enough information about computer-assisted design application %82.25
3 They have enough information about precious and semi-precious stones. %82.50
4 They have problem-solving ability in the process of production %82.75
5 They can reach the necessary information about jewellery and jewellery design. %82.50
6 They can evaluate the necessary information about jewellery and jewellery design. %82.50
7 They can apply the necessary information about jewellery and jewellery design. %83.25
8 They can design through experience %83.25
9 They can produce through experience %82.75
SKILLS
(Described in terms of cognitive and practical skills) Percentage of Success
1 By their personal education attainment, they can design. %82.25
2 By their personal education attainment, produce model. %82.25
3 By their personal education attainment, sell model. %82.25
4 They make research about their area. %82.00
5 They make research about their area, they evaluate their research. %82.00
6 They make research about their area, they develope solutions to problems that may arise. %82.25
7 They benefit from the expos and information technologies to follow the latest devolopments in their fields. %82.25
8 Throughout their education, by apprenticeship they take part in the sector and n this way they overcome their deficiencies %83.00
9 After the basic education in their field, by their experience they decide the work area in their sector. %82.25
10 They have a large application area. %82.25
11 They evaluate the opporturities they come across to with in a large of application. %82.50
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Autonomy & Responsibility Percentage of Success
1 By applied training, they work coordinated in group works. %82.75
2 They will have the ability of solving problems to problems that may come through group works. %82.50
3 They have the ability to improve their sectors by manufacturing products which are the parts of a production %82.75
4 They have the capability to work as an individual. %82.50
Learning to Learn Percentage of Success
1 They are open to learn and improve themselves %82.00
2 They follow the trend by sectoral expos, media and internet. %82.00
3 They attend necessary training and certificate programs for education %82.75
4 They assess the educational advantage of being the center of the sector and they are in touch in the sector %83.00
5 In order to take place in the sector, they are aware of the neccesity that they should be open to new ideas by improvim them selves. %82.75
Communication & Social Percentage of Success
1 They can know the enterprise and the targets of the jewellery fields and decide according to this. %82.25
2 They have the ability to convey the information they learn during their education %82.25
3 They have enough foreing language ability to follow the latest developments %82.25
4 They can use important programs like rhinoceros and matrix. %82.75
Occupational and/or Vocational Percentage of Success
1 They can design individwally. %82.75
2 They can produce individwally. %82.75
3 During and after the education, they know the dangers that can happen and they take the precautions of these. %82.50
4 They have artistic, cultural, ethics values. %82.25
5 Because of working conditions of the factory, they have the ability to improve workers culturally and artistically. %82.75
6 During desing and production process, they can control small groups. %82.75
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.