Tarihçe

Sakarya Üniversitesi Eğitim Fakültesi, 4 Temmuz 1997 tarih ve 23039 sayılı Resmi Gazete’de yayınlanan 97/9535 sayılı Bakanlar Kurulu Kararı ile kurulmuş olup, Eğitim-Öğretim faaliyetlerini Hendek Kampüsü’nde sürdürmektedir.

1997-1998 yılında Sınıf Öğretmenliği Programı ve Fen Bilgisi Öğretmenliği programlarına alınan 84 öğrenci ile Eğitim-Öğretim faaliyetlerine başlayan Eğitim Fakültesi 2012-2013 Eğitim-Öğretim yılına gelindiğinde 12 adet Lisans Programı ile 4689 öğrenciye, 2 adet Doktora, 10 adet Tezli Yüksek Lisans ve 7 adet Tezsiz Yüksek Lisans Programı ile yaklaşık 400 öğrenciye lisansüstü seviyede eğitim vermektedir.

Halen Fakültemizde 4 Profesör, 16 Doçent, 38 Yardımcı Doçent, 24 Öğretim Görevlisi, 2 Okutman ve 42 Araştırma Görevlisi olmak üzere 126 akademik personel görev yapmaktadır. Fakültemiz adına başka üniversitelerde doktora öğrenimini sürdüren 8 Araştırma Görevlimiz bulunmaktadır. İdari personelimizin sayısı ise 15’ dir.

 Bölümler ve Programlar

1)   Beden Eğitimi ve Spor Bölümü

Beden Eğitimi ve Spor Öğretmenliği Lisans Programı

Beden Eğitimi ve Spor Öğretmenliği Tezli Yüksek Lisans Programı

Beden Eğitimi ve Spor Öğretmenliği Doktora Programı

2)   Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü

Bilgisayar ve Öğretim Teknolojileri Öğretmenliği Lisans Programı

Bilgisayar ve Öğretim Teknolojileri Eğitimi Tezli Yüksek Lisans Programı

Bilgisayar ve Öğretim Teknolojileri Eğitimi Doktora Programı

Uzaktan Eğitim Tezli Yüksek Lisans Programı

3)   Eğitim Bilimleri Bölümü

Rehberlik ve Psikolojik Danışmanlık Lisans Programı

Psikolojik Danışma ve Rehberlik Tezli Yüksek Lisans Programı

Psikolojik Danışma ve Rehberlik Doktora Programı

Eğitim Programları ve Öğretimi Tezli Yüksek Lisans Programı

Eğitim Yönetimi ve Denetimi Tezli Yüksek Lisans Programı

Eğitim Yönetimi ve Denetimi Tezsiz Yüksek Lisans Programı

4)   İlköğretim Bölümü

Fen Bilgisi Öğretmenliği Lisans Programı

Fen Bilgisi Öğretmenliği Tezli Yüksek Lisans Programı

İlköğretim Doktora Programı

İlköğretim Matematik Öğretmenliği Lisans Programı

İlköğretim Matematik Tezli Yüksek Lisans Programı

Okul Öncesi Öğretmenliği Lisans Programı

Sınıf Öğretmenliği Lisans Programı

Sınıf Öğretmenliği Tezli Yüksek Lisans Programı

Sınıf Öğretmenliği Tezsiz Yüksek Lisans Programı

Sosyal Bilgiler Öğretmenliği Lisans Programı

Sosyal Bilgiler Öğretmenliği Tezli Yüksek Programı

5)   Ortaöğretim Fen ve Matematik Alanları Eğitimi Bölümü

Fizik Öğretmenliği Tezsiz Yüksek Lisans Programı

Kimya Öğretmenliği Tezsiz Yüksek Lisans Programı

Matematik Öğretmenliği Tezsiz Yüksek Lisans Programı

6)   Ortaöğretim Sosyal Alanlar Eğitimi Bölümü

Felsefe Grubu Öğretmenliği Tezsiz Yüksek Lisans Programı

Tarih Öğretmenliği Tezsiz Yüksek Lisans Programı

Türk Dili ve Edebiyatı Öğretmenliği Tezsiz Yüksek Lisans Programı

7)   Özel Eğitim Bölümü

Zihinsel Engelliler Öğretmenliği Lisans Programı

8)   Türkçe Eğitimi Bölümü

Türkçe Öğretmenliği Lisans Programı

Türkçe Öğretmenliği Tezli Yüksek Lisans Programı

Türkçe Öğretmenliği Doktora Programı

9)   Yabancı Diller Eğitimi Bölümü

İngilizce Öğretmenliği Programı

Kaynak : http://www.ef.sakarya.edu.tr/tr/icerik/0/6662/tarihce

Sakarya Üniversitesi Eğitim Fakültesi

University of South Australia

 

 

UniSA is a globally-focused, locally-engaged institution established on the dual principles of equity and excellence.

With more than 33,000 students, the university is South Australia’s largest and was the youngest Australian institution to be named in the top 50 of 2013 The Times Higher Education’s Top 100 global universities aged under 50.

We offer more than 400 degree programs across a wide range of subjects including business, law, education, arts and social sciences, health sciences, information technology, engineering and the environment.

We believe a university’s reputation is determined largely by the quality of its graduates, and are proud that more than 90% of our graduates now in full-time work are employed in professional occupations within four months of completing their degrees.

 

Committed to accessibility

UniSA remains strongly committed to ensuring the opportunities offered by our programs are available to a diverse range of students, and in 2013 we conducted an historic, world-first online consultation initiative unijam that brought together staff, students, alumni and special external guests. The ideas and discussions generated during unijam were vital in the production of ‘Crossing the Horizon’, our strategic action plan 2013-2018.

Committed to excellence

Our commitment to excellence is also reflected in the calibre of our academics and researchers. The proportion of our staff holding doctorate qualifications (69%) remains significantly above the national average.

In addition, the 2012 national Excellence in Research for Australia evaluation reported that 86% of our assessed research was rated world-class or above.

As well as making a significant contribution to our economy and society, the university is an integral partner in a range of community events, including the Santos Tour Down Under UCI World Tour cycling race, and the Adelaide Festival of Arts.

Address: 101 Currie St, Adelaide SA 5001, Australia
Phone: +61 8 8302 6611

Resources and University Site : http://www.unisa.edu.au/

University of South Australia

Victorian College of Arts (Australia)

When you study Art at the VCA, you will be guided by some of Australia’s most progressive art educators and respected artists within a creative learning environment.

VCA Art’s studio and workshop facilities are designed to support your exploration of both traditional and new media. Our custom-designed studio complex sits alongside Victoria’s most important art venues, and is also home to the Student Gallery and the Margaret Lawrence Gallery.

Art at the VCA had its origins in the National Gallery School, which was founded in 1867. In 1992, it merged with the Prahran Faculty of Art (Victoria College), which also dates back to the mid-nineteenth century.

Drawing upon our strong history, we now enjoy a dynamic presence as a forward-looking school that prepares our artists for lifelong fulfilment in their chosen field.

CONTEMPORARY MUSIC

Music making in the 21st Century is defined by specialisation and diversity, action and interaction, multimedia and collaboration. Contemporary Music at the VCA embraces these things as core experiences, offering programs that prepare students and develop research within the specialisations of Contemporary Music Performance, Interactive Composition and Music Theatre.

The program is built on a commercial and contemporary music making model that propagates both specialisation and cross-disciplinary collaboration that is mentor driven, practice based and industry linked. Content is both specialised and diverse.

Students join the ranks of our esteemed alumni, who are prominent music industry professionals working in diverse fields. Our alumni are an integral part of contemporary Australian music making, contributing to the country’s overall cultural export.

FILM AND TELEVISION

As Australia’s oldest and most respected university-based film school, Film and Television at the VCA attracts and challenges a diverse cohort of students. By joining us, you will be pushed to explore your creative potential, while forming relationships that will prove invaluable throughout your career.

Our practice-based ethos puts creativity and storytelling at the heart of everything we do. We balance critical training with intensive small classes and studio based practice – which delivers exceptional results. Our broad range of programs is taught by some of Australia’s leading filmmakers and industry gurus and our graduates have won scores of international awards at the Cannes, Sundance, Toronto, Berlin, Tribecca and New York film festivals.

You will have the opportunity to work the best High Definition equipment in the business and more importantly, to study Film and Television at the VCA puts you in stellar company – likeminded, creative and passionate people.

PERFORMING ARTS

Performing Arts at the VCA encompasses the intensive disciplines of dance, theatre and production and forms a vital part of the VCA community.

These vibrant and innovative disciplines honour both traditional convention and contemporary development in the performing arts and emphasize autonomous artistic development within a highly collaborative, ensemble environment.

At the centre of our teaching philosophy is artistic inquiry and the development of purpose – the ability to examine, express and continually challenge yourself so that you can reach your highest creative potential. Intensive, hands-on experience with leading teachers, directors, choreographers, designers, production experts and performance-makers working professionally, brings this to life in a collaborative environment of practical and rigorous learning.

Located in the heart of Melbourne’s cultural precinct, Performing Arts has strong links with the local and national performance community, giving you career-defining access to leaders in all fields.

Situated in the heart of Melbourne’s arts precinct, The Victorian College of the Arts welcomes visitors and invites you to explore our unique features and facilities.

Victorian College of the Arts
The University of Melbourne

234 St Kilda Road

Southbank

Melbourne

VIC 3006

 

Resources and University Site : https://vca.unimelb.edu.au

 

Victorian College of Arts (Australia)

Universidad Nacional de la Pampa

La creación de la Universidad Nacional de La Pampa se cumplió en un lapso significativamente breve, que apenas comprende los últimos cuatro meses del año 1958. En verdad que existen algunos antecedentes, en especial iniciativas vinculadas con estudios superiores en materia agronomía y veterinaria. Asimismo, el hecho de que el proceso creativo pudiese desenvolverse en tan breve lapso, demuestra que se habia formado un estado de opinión favorable en el grupo dirigente con capacidad de decisión en ese momento. Es que, en aquella época, había que crear los medios para completar la organización de la flamante provincia y, sobre todo, para proyectarla decididamente a la construcción de un futuro superior.

El proceso creativo se cumplió ceñidamente entre el 27 de agosto de 1958 y el 4 de septiembre del mismo año.

En la Primera fecha fue dictado el Decreto por qué se manda proyectar un instituto universitario en La Pampa. Lleva el número 1558/58 y designa al doctor Ernesto Benito Bonicatto para esa tarea. Debía tener por objeto “el estudio y desarrollo de los conocimientos dirigidos a resolver los problemas regionales de la Provincia y su zona de influencia”.

El 2 de septiembre de 1958, el doctor Bonicatto eleva el proyecto solicitado al interventor nacional, doctor Ismael Amit. Prevé que la Universidad de La Pampa -así propone llamarla- tendrá escuelas superiores de Ciencias Económicas y Sociales y escuelas de Visitadoras de Higiene y Asistentes Sociales, de Electrotecnia, de Obstetricia y de Enfermeras.

El 4 de septiembre el Interventor Nacional de La Pampa, doctor Amit, dicta el Decreto de Ley 1644/58, subscripto también por los ministros Héctor Carlos Fazzini y Modesto Luis A. Del Sueldo. Aprueba las bases propuestas para la creación, organización y funcionamiento de la Universidad de La Pampa y dispone su creación con sede en la ciudad de Santa Rosa.

La Universidad Nacional de La Pampa tiene como Bases y Objetivos:

• Es una entidad de derecho público, autónoma y autárquica, que tiene como fines interpretar las necesidades de la sociedad y dinamizar el cambio en la misma, como asimismo la promoción, la difusión y la preservación de la cultura.  Cumple este propósito en contacto directo y permanente con el pensamiento universal y presta particular atención a los problemas regionales y nacionales.


• Contribuye al desarrollo de la cultura, en el marco de una concepción humanista, mediante los estudios, la investigación científica y tecnológica y la creación artística.  Difunde las ideas, los logros de la ciencia y las realizaciones artísticas, por la enseñanza y los diversos medios de comunicación de los conocimientos.  Tiene especialmente el propósito de formar hombres democráticos.


• Es una comunidad de docentes, estudiantes, graduados y personal no docente.  Procura la formación integral y armónica de sus componentes e infunde en ellos rectitud moral, responsabilidad cívica y convicciones democráticas.  Forma investigadores originales, profesionales idóneos y docentes de carrera, socialmente comprometidos y dispuestos a servir a un modelo de país políticamente libre, económicamente independiente y socialmente justo.  Encauza a los graduados en la enseñanza y en las tareas de investigación y a través de ellos estrecha su relación con la sociedad.  Desarrolla instancias de autoevaluación en procura de un mejoramiento de las actividades académicas.


• Es esencialmente democrática y como tal afirma y defiende la doctrina democrática.  Es prescindente en materia ideológica,  política y religiosa, asegura dentro de su recinto la más amplia libertad de investigación y de expresión, pero no se desentiende de los hechos y procesos sociales, políticos e ideológicos, sino que los estudia científicamente y procura aportar soluciones superadoras.


• Además de su tarea específica de centro de estudios y de enseñanza superior procura difundir los beneficios de su acción cultural y social directa, mediante le extensión universitaria.


• Estudia y expone objetivamente sus conclusiones sobre los problemas nacionales y presta asesoramiento técnico a las instituciones estatales, pudiendo realizar convenios con instituciones privadas siempre que la naturaleza de éstas últimas responda al interés general.

 

Universidad Nacional de la Pampa

Pontificia Universidad Católica Argentina Santa María de los Buenos Aires - UCA

In our country, and in the Catholic environment, repeated talks started on the need for a denominational university during the second half of the nineteenth century, which defines the opposition to secularism that characterized all that period.

The idea of the creation of the University appears first in the Eucharistic Congress in 1884. In that Assembly held in the same year as the enactment of Law 1420 there was a resolution in favor of freedom of teaching in secondary and higher education. Furthermore, the idea of creating a Catholic University emerged, invested with the power to confer academic degrees in various faculties, in which Catholic doctrine would be taught in its entirety.

When at the end of the decade, Catholics resumed their interrupted movement, the same idea enthusiastically returned to be exteriorized. In the Assemblies of 1907 (Buenos Aires) and 1908 (Córdoba) the issue of academic freedom ocupies a preferential place. The first Catholic Youth Congress in 1908 notes the importance of the integral formation of youth and insists on carrying forward the resolutions that since 1902 had been adopted by the Episcopate in the sense of founding a Catholic University “in which youth are prepared for the exercise of professions and where the integrity of the catholic doctrine is taught.” Finally, the initiative is fulfilled in 1910 by decision of the Argentine Episcopate, who founded the Catholic University of Buenos Aires. This first University had been designed exclusively to provide its’ students, within a catholic formation and general culture, the required capacity for the exercise of certain professions. At that time there were no laws which regulated private universities, and in accordance with the constitutional provisions that recognize the right to teach and learn, the bishops believed that the lack of it, that it was no reason to deviate from the foundation of a university.

Fr. Luis Duprat was appointed Rector and the Higher Council for its part was made up of Drs. Joaquin Cullen, Emilio Lamarca and Angel Pizarro among others. Only after two years of its foundations its sole Faculty started to function, the Law Faculty. The curricula of the Faculty were organized under the public University plans and year after year it completed until it reached 6 years, having all subjects completed adding two obligatory courses of Philosophy and History which were destined to integrate the formation of students.

However, the life of this first Catholic University was short-lived: by failing to obtain recognition of their qualifications by the state, it closed its doors in 1922. All efforts were irrelevant to save the crisis in which the University was in. But the experience left a great lesson, it revealed the possibility of establishing a teacher body and an adequate structure capable of serving as base and preparation for an independent institute and of higher culture.

 

Resource Site : http://www.uca.edu.ar/

Pontificia Universidad Católica Argentina Santa María de los Buenos Aires - UCA

Universidad Argentina John F. Kennedy

Approaching its fiftieth anniversary, the University John F. Kennedy Argentina today is doomed to the renovation of its offer and the development and coordination of institutional computerization to optimize their services in tune with the demands of the times. No less important is the task that leads to further deepen the educational and research mission of the institution towards a world more focused on values, a more just world and above all, a more united and peaceful world.

The Argentina John F. Kennedy University is a private university, the so-called first generation. The project started in 1960 and began its activities in 1964, achieving full recognition in 1981 by Decree No. 543 of the National Executive.

Its creation was not a random act nor random. It was a spiritual enterprise that was imposed on the original limitations, based on the work of transformation of man by the transcendental values​​. From modest beginnings, in material aspects are concerned, the university attracted from the beginning to an exceptional group of intellectuals among which stood out as the central figure for many years Don Miguel Herrera Figueroa as its Rector, the effort and talent his leadership with his intellectual production.

With the name of the University no misunderstandings. “Argentina” by thinking it in the service of the country; “John F. Kennedy“, because as the President had been graduates of the best universities in the country to cooperate in the government, it was thought that this nascent institution could create university able to transform the country, the state and the community, while cooperation among the countries of the continent began to outline its importance.

Its emblem: “Trinus et unus. Vita, spiritus et societas “is the manifestation of an institution that seeks to dynamically maintain a balance of efforts in training the person in their life, spiritual and evaluative dimensions through the fulfillment of the three essential missions: Research, Teaching and serve the Community.

From its origins, its imprint the defined non-elitist and strong social and community commitment. Non-denominational, although humanistic, integrative and existential. Open to learn, without ideological, religious or racial sectarianism. With an educational student-centered concept, embodied through the role of the teacher, that does not lead or manage, but facilitates and encourages at different levels: Undergraduate (School of Arts, Sciences and Technology); Degree (Special Schools); and Graduate Studies (Graduate School).

UK time involved for a major innovation in the field of higher education in the country with the departmental structure and the creation of a School of Arts, Sciences and Techniques: Common Basic Cycle to various schools, new racing venues as Demography and Tourism , Social Service, Public Relations, Science Theatre, Advertising that with sociology and psychology came to responding to the demands of the time. The offer was extended with Law and Architecture, among others, until in the last decades to the development of the area of ​​Health Sciences with the Schools of Chemistry, Biochemistry, Pharmacy and Dentistry.

In this half century took the great changes that took place in the university sphere in our country in recent years-the massiveness of university education, the change in methodologies, curriculum content, processes of self-evaluation and external evaluation acreditación-; expanded and improved infrastructure administrative support services, which is reflected in objective data:

More than 110,000 students passed through its halls, of which 30,000 and 20,000 graduate received financial assistance.
1 Undergraduate School Special stimulates the formation of real college students.
Grade 29 races are held.
Two doctorates, one master and 3 specialties, all graduate programs accredited by the National Assessment and Accreditation (CONEAU).
1 University Teaching Professional as separate disciplinary branches, with strong teaching vocation.
1,100 teachers joined us in the work of teaching and learning of knowledge and attitudes.
26 themselves in the city of Buenos Aires, San Isidro Lanús and buildings.
A constantly updated library operates as a center for teaching activities and research.
Very active in culture and sport through the Coro Kennedy that although independent was conceived and supported by the University; Workshop 1 and 2 theater groups; and sports participation in domestic and inter-university tournaments, the latter organized by the Amateur Sports Association Degree (ADAU).

Conscious of the need to provide a service to the community, the Department of University Extension provided in the lifelong learning opportunities post-secondary level and conducts refresher training and development for university students and the general public. The Academic Assistance Mental Health Unit and the School of Dentistry, as well as other schools, provide professional assistance to the community in most cases, free. Various support programs for marginalized communities are carried out with the participation of students and staff of the institution.

 

 

web site : https://www.kennedy.edu.ar

Universidad Argentina John F. Kennedy

Voronezh State University

• Voronezh State University is a research-led institution and its research activities are organised within a network of 18 faculties, 6 research institutes, 16 research laboratories administered by the Russian Academy of Sciences.


• Our 10 research and developments centres have a strong record in collaborating with the region’s leading commercial and public sector organisations.


• We pride ourselves on fundamental cutting-edge research currently carried out in the Nanotechnology Centre and the Science Park which house state-of-the-art facilities and implement advanced technologies enabling us to consistently retain high rankings among the leading Russian Universities.


• We are among Top 100 BRICS Universities (17th in Russia and 90th in BRICS).


• We have an excellent academic portfolio of over 100 postgraduate courses which are available both to Russian and international students. Aiming to provide greater research opportunities we expand the number of our postgraduate courses every year across different faculties.


• We offer a multitude of undergraduate and postgraduate degree courses (both full- and part-time) which centre around the following major research and teaching programmes:
  
  • physics and mathematics,
  
  
  • radiophysics,
  
  
  • electronics,
  
  
  • natural sciences,
  
  
  • geosciences,
  
  
  • humanities and social sciences,
  
  
  • educational theory and pedagogy,
  
  
  • medicine and pharmaceutics,
  
  
  • economics and management.
  
  


• Apart from its 10 buildings and 7 residence halls located primarily in the city centre, the university’s infrastructure comprises:
  
  • a unique Nature Reserve Galichya Gora open to staff and students’ research and study: it is the only university-affiliated nature reserve in Europe;
  
  
  • excellent library facilities providing access to numerous learning resources as well as a collection of old and rare books, some of which date back to the 16th century;
  
  
  • Folk Culture and Ethnography Museum;
  
  
  • Book Museum;
  
  
  • University’s History Museum;
  
  
  • Geological Museum;
  
  
  • Soil Museum named after prof. P.G. Aderikhin;
  
  
  • Museum of the Central Black Earth Region Flora named after prof. I.I. Barabash-Nikiforov;
  
  
  • Usmanskyi Bor Natural Museum;
  
  
  • Virtual VSU Computer Centre Museum.
  
  


• Currently over 1400 staff are actively involved in research projects, including 100 research fellows, 3 full members of the Russian Academy of Sciences, 70 academicians and corresponding members of Russian and foreign Academies, and 292 professors. A total of 43 staff members hold various honorary titles awarded by the government of the Russian Federation for their outstanding achievements and notable contribution to their research fields.


• The university’s research portfolio includes as many as 28 key research areas with strong emphasis on ground-breaking research into nanotechnologies.


• Over the course of its long and glorious history Voronezh State University has formed more than 40 internationally recognized academic and research communities which annually undertake more than 200 research projects and are regularly awarded national and international grants to pursue their research. Currently the staff are actively engaged in 8 international projects as part of TEMPUS and FP7 programmes.


• Voronezh State University is home to 25 Dissertation Defense Boards which oversee the preparation and the defense of PhD, Dr. phil. habil and Dr. phil. nat. habil dissertations and submit recommendations to the Supreme Certifying Committee for the award of postgraduate degrees.


• Voronezh State University is highly committed to distributing and exchanging knowledge and expertise generated by our researchers. We have rightfully earned a reputation as a leading research centre in Russia due to a total of more than 60 national and international conferences that we host on an annual basis. We also view it as our number-one priority to uphold a long-established tradition of international quality academic publishing.


• Over a span of more than 95 years of our history we are proud to have awarded degrees to more than 100 000 graduates.


• Nearly 1650 academic staff work at the university, including 277 professors and 856 senior lecturers. Some of the university’s most notable members of staff include.

web site : http://www.vsu.ru/

Voronezh State University