Kurzfassung
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Abstract
As around the world, also in Turkey, with the impact of the globalization, there have been important changes and developments in engineering education, particularly surveying engineering education, in a period of which free circulation has become widespread and intensive efforts for the membership of the European Union have been made. There is no doubt that products and reflections of the developing and varying technology has seen in Turkey, too. The first civilian survey education was begun in 1949 at Yildiz Technical University in Istanbul in Turkey. Over the past six decades, the number of active education training departments has risen to eleven. In addition, five new departments have been established, and they are still preparing for the active education training. It is vital to select suitable models, which provide integration between the world and Turkey, and include certain standards with the aspect of survey engineering by the affect of both increasing number of departments and increasing enrolled and graduated student numbers. Therefore, redoubling the quality of the education, tracking the current curriculum, increasing the mobility in education, developing the e-learning system, adopting the European Credit Transfer System (ECTS), leading the national and international accreditation studies have been conducted as listed respectively in several considerable subtitles. Accreditation is a developed method of the quality assurance of the social services with a systematic approach in several countries and sectors. In this point, accreditation is a significant means of obtaining reliability and continuity for these services. Educational accreditation is a type of quality assurance process under which services and operations of an educational institution or program are evaluated by an external body to determine if applicable standards are met. Accreditation studies conducted in national and international areas were completed in some of our departments and, became sustainable. The other departments are continuing the national and international accreditation studies rapidly. Beside international accreditation studies, like conducted by ABET (Accreditation Board for Engineering and Technology) and EUR-ACE (European System for Accreditation of Engineering Education), in national aspect MUDEK (Engineering Education Program Evaluation and Accreditation Association) conducts national accreditation studies. In this contrary, ITU (Istanbul Technical University) which is one of the university lectured surveying engineering education, has obtained the ABET accreditation, and the other two universities; YTU and University of Selc¸uk has obtained MUDEK accreditation. At the same time, MUDEK conducts accreditation studies with EUR-ACE (European Accreditation of Engineering Programs). Although some surveying departments have finished or still conduct accreditation studies in Turkey, some of them have not started these facilities yet. Furthermore, serious differentiations between these departments have been affecting our country’s surveying education. The differentials emanate from physical infrastructure, device and hardware capacity, lecturer staff, divisions, students’ quota. There is no equal distribution on these listed issues in universities. So, one cannot wait to take an equally distributed education outputs (graduates) from these education system. This will finally affect the profession and sector outputs. In addition to the problems as mentioned above, unbalanced growth in surveying profession will change the supply demand balance. In spite of positive developments in engineering education because of the ABET or MUDEK standards and criteria, new opened departments without determination survey sector needs of survey engineer would make difficulties in the near future for our profession and our country. Especially, in terms of criteria listed above, the serious differentiations between departments will affect the education quality and graduates in terms of well qualification and standardization throughout the country. Therefore, in this paper, change and development process of survey engineering education in Turkey from onrush to today is examined. Moreover, studies about integration to the developed world are mentioned. Furthermore, in this process, affirmative contributions of the system and also contradictions and missing sides of the survey education in Turkey will be emphasized.