Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| GENDER and ECONOMICS | - | Fall Semester | 3+0 | 3 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Rana ATABAY KUŞÇU |
| Name of Lecturer(s) | Prof.Dr. Rana ATABAY KUŞÇU |
| Assistant(s) | |
| Aim | This course aims to understand issues such as development, equality, economic growth, employment from a gender perspective and to address issues in the context of gender equality with a critical approach. Within the scope of the course, gender identity and socialization, the social status of women and men from different historical/sociological/philosophical/psychological perspectives, and the problems experienced by women in critical areas such as education/politics/work life, etc., in the context of intersectionality theory, will be examined. |
| Course Content | This course contains; Conceptual Framework: What is Gender? (Sex, gender, gender role, gender identity, gender stereotypes, sexism),Gender Based Discrimination,Basic Theoretical Approaches to Gender,Historical and Social Foundations of Gender Equality,Case study and evaluation of gender themes,Labor Force Participation of Women,Case study and evaluation of gender themes,Labor Market Outcomes: Gender Differences ,Gender Differences in Educational Attainment,Gender Differences in Earnings,Labor Market Discrimination: Theory,Gender-Plus Discrimination: Race, Religion and Class-Based Segregations,Policies to Fight Discrimination and Gender Inequality,Presentations,Presentations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Will be able to explain the fundamentals of gender economics from a theoretical perspective. | 10, 14, 9 | A |
| 1.1. Attains knowledge on basic concepts in the field. | ||
| 1.2 Explains historical perspectives regarding gender. | ||
| 1.3 Evaluates the family as an economic unit. | ||
| 2. Will be able to explain the gender-related dynamics in labor force. | 10, 14, 9 | A |
| 2.1 Analyzes the factors behind women's labor force participation. | ||
| 2.2 Evaluates gender differences in labor market outcomes. | ||
| 3. Will be able to understand gender-related inequalities and discrimination. | 10, 14, 9 | A |
| 3.1 Analyzes gender-based differences in educational attainment. | ||
| 3.2 Assesses gender differences in earnings. | ||
| 3.3 Attains literacy in theories on labor market discrimination. | ||
| 4. Will be able to make policy suggestions regarding gender issues. | 10, 9 | A |
| 4.1 Makes suggestions for improving gender equality in the labor market. | ||
| 4.2 Formulates policies for reducing gender-based inequalities in the society. | ||
| 5. Will be able to contribute to increasing awareness for gender equality and women's empowerment, which is Goal 5 within the SDGs. | 10, 13, 16, 9 | A |
| 5.2 Examines global good practices in gender equality and women's empowerment. | ||
| 5.3 Becomes a conscious citizen/professional with an awareness of and endeavor for gender equality in his/her society. |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Conceptual Framework: What is Gender? (Sex, gender, gender role, gender identity, gender stereotypes, sexism) | Michelle Perrot & Georges Duby, “Kadınların Tarihi: Ana Tanrıçalardan Hristiyan Azizelere”, Türkiye İş Bankası Kültür Yayınları, 2005. • Kamla Bhasin, “Toplumsal Cinsiyet: Bize Yüklenen Roller”, Kadav Yayınları, 2003. |
| 2 | Gender Based Discrimination | F. İlknur Akgül, “Toplumsal Cinsiyet Bağlamında İktidar İlişkileri”, Social Science Development Journal, 2021/5, Volume: 6, Issue: 25, ss.226-234 |
| 3 | Basic Theoretical Approaches to Gender | F. İlknur Akgül, “Lapseki Çınaraltı Meydanı: Antik Yunan’dan Modern Türkiye’ye Kadına Kapalı Erkeksi Kamusal Alan”, Liberal Düşünce Dergisi, Yıl 26, Sayı 104, Güz 2021, ss.163-185. |
| 4 | Historical and Social Foundations of Gender Equality | Silvia Federici, “Caliban ve Cadı, Kadınlar Beden ve İlksel Birikim”, Otonom Yayıncılık, 2014. • Ömer Çaha, “Sivil Kadın”, Savaş Yayınları, 2019 |
| 5 | Case study and evaluation of gender themes | Student Assignments |
| 6 | Case study and evaluation of gender themes | Student Assignments |
| 6 | Labor Force Participation of Women | |
| 7 | Labor Market Outcomes: Gender Differences | |
| 8 | Gender Differences in Educational Attainment | |
| 9 | Gender Differences in Earnings | |
| 10 | Labor Market Discrimination: Theory | |
| 11 | Gender-Plus Discrimination: Race, Religion and Class-Based Segregations | |
| 12 | Policies to Fight Discrimination and Gender Inequality | |
| 13 | Presentations | |
| 14 | Presentations |
| Resources |
| 1. Ömer Çaha, “Sivil Kadın”, Savaş Yayınları, 2019. 2. Serpil Çakır, “Erkek Kulübünde Siyaset”, Sel Yayıncılık, 2019. 3. Silvia Federici, “Caliban ve Cadı, Kadınlar Beden ve İlksel Birikim”, Otonom Yayıncılık, 2014. 4. Kamla Bhasin, “Toplumsal Cinsiyet: Bize Yüklenen Roller”, Kadav Yayınları, 2003. 5. Funda Rana Adaçay, “Toplumsal Cinsiyet ve Kalkınma”, Ezgi Kitabevi, 2014. 6. Michelle Perrot & Georges Duby, “Kadınların Tarihi: Ana Tanrıçalardan Hristiyan Azizelere”, Türkiye İş Bankası Kültür Yayınları, 2005. 7. Latife Kabaklı Çimen, “Bir Faktör Olarak Eğitimin Kadının Aile İçi Kararlara Katılımı Üzerine Etkisi”, International Journal of New Trends in Arts,Sports & Science Education - 2012, volume 1, Issue 2, ss. 78-90. https://ijtase.net/index.php/ijtase/article/view/279 8. Çelik, M., Durmuş, E., Acar-Ağar, B., “Çocuk Evliliklerin Görünmeyen Tarafı: Çocuk Damatlar”, Akdeniz Kadın Çalışmaları ve Toplumsal Cinsiyet Dergisi, 2024, VII (2), ss. 654-681. https://dergipark.org.tr/tr/download/article-file/4054225 9. Harcar, T., Çakır, Ö., Sürgevil, O. & Budak, G., “Kadına Yönelik Şiddet ve Türkiye’de Kadına Yönelik Şiddetin Durumu”, Toplum ve Demokrasi, 2 (4), Eylül-Aralık, 2008, ss. 51-70. https://dergipark.org.tr/tr/download/article-file/210969 10. Türkiye Çocuk Evlilikleri Raporu 2020, https://www.imdat.org/media/raporlar/TURKIYE_COCUK_EVLILIKLERI_RAPORU.pdf 11. Özge Zeybekoğlu, “Toplumsal Cinsiyet Bağlamında Erkeklik Olgusu”, Akdeniz Üniversitesi Sosyal Bilimler Enstitüsü, Sosyoloji Anabilim Dalı, Yüksek Lisans Tezi, 2009. http://acikerisim.akdeniz.edu.tr/xmlui/bitstream/handle/123456789/5074/T02316.pdf?sequence=1&isAllowed=y 12. Volkan Müftüoğlu, “Avrupa İnsan Hakları Mahkemesi Kararları Işığında Türkiye’de Kadına Yönelik Şiddetin Önlenmes Kapsamında Son Dönemde Alınan Tedbirler.” İnsan Hakları, ss. 21-29. https://inhak.adalet.gov.tr/Resimler/Dokuman/2604202314041922_inhak11_inhakdergi11.pdf 13. Serpil Sancar & Murat Göç-Bilgin, “Erkekler, Erkeklikler ve Toplumsal Cinsiyet Eşitliği”, https://ceidizler.ceid.org.tr/dosya/erkeklik-genis-ozetpdf.pdf 14. Kız Çocuklarının Erken Evliliklerini Önlemede Erkeklerin Rolü, Sosyal Politika Çalışmaları Dergisi, 17( 38), 2016 ss: 95-113. https://spcd.aile.gov.tr/media/cc5dvru4/5.pdf 15. F. İlknur Akgül, “Roman Kadını, Çoklu Kimlik Kesişiminde Ezilenler”, Orion Akademi, 2021. 16. F. İlknur Akgül, “Olympe de Gouges’tan Nezihe Muhiddin’e Devrimlerin Yok Saydığı Kadınlar”, Politik Psikoloji Dergisi, Cilt 1, Sayı 2, 2021, ss.81-99. https://www.politikpsikolojidergisi.com/index.php/pub/article/view/9 17. F. İlknur Akgül, “Lapseki Çınaraltı Meydanı: Antik Yunan’dan Modern Türkiye’ye Kadına Kapalı Erkeksi Kamusal Alan”, Liberal Düşünce Dergisi, Yıl 26, Sayı 104, Güz 2021, ss.163-185. https://dergipark.org.tr/en/download/article-file/2043326 18. F. İlknur Akgül, “Toplumsal Cinsiyet Bağlamında İktidar İlişkileri”, Social Science Development Journal, 2021/5, Volume: 6, Issue: 25, ss.226-234. https://www.ssdjournal.org/index.php/pub/article/view/194 19. F. İlknur Akgül, “Roman Kadını Gözüyle Erkeklik: İzmir Örneği”, Yıldız Social Science Review, 2021, Vol. 7, No. 1, pp. 75–89. https://yssr.yildiz.edu.tr/storage/upload/pdfs/1630566257-tr.pdf |
| ADDITIONAL RESOURCES Saul D. Hoffman and Susan L. Averett, Women and the Economy: Family, Work, and Pay, 3rd ed. (London: Palgrave, 2016) World Bank. 2012. World Development Report 2012 : Gender Equality and Development. World Bank. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | (S)he describes theoretical knowledge in economics and finance. | X | |||||
| 2 | (S)he explains mathematical and statistical methods needed for economics and finance. | X | |||||
| 3 | (S)he uses at least one computer program utilized for economic and financial analyses (SPSS, Eviews, STATA, R ve MATLAB). | ||||||
| 4 | (S)he has the foreign language proficiency necessary for economics and finance. | X | |||||
| 5 | (S)he develops projects in the field and handles team work. | X | |||||
| 6 | (S)he develops (her) his awareness of lifetime learning, follows the developments in (her) his field and adopts a critical approach. | X | |||||
| 7 | (S)he uses theoretical and practical knowledge on economics and finance. | X | |||||
| 8 | (S)he delivers (her) his opinions by making effective use of modern technologies and of at least one foreign language at a minimum level of level C1. | X | |||||
| 9 | (S)he adopts and uses organizational, corporate and social ethical values. | X | |||||
| 10 | (S)he adopts principles of social responsibility and acts whenever needed in light of social service sensitivity. | X | |||||
| 11 | (S)he analyzes and uses basic knowledge and data regarding different disciplines to conduct inter-disciplinary studies. | X | |||||
| 12 | (S)he benefits from (her) his proficiency in economics and finance to make policy suggestions and contribute to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 25 | 25 | |||
| Term Project | 3 | 5 | 15 | |||
| Presentation of Project / Seminar | 1 | 10 | 10 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 35 | 35 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 147 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(147/30) | 5 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| GENDER and ECONOMICS | - | Fall Semester | 3+0 | 3 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Rana ATABAY KUŞÇU |
| Name of Lecturer(s) | Prof.Dr. Rana ATABAY KUŞÇU |
| Assistant(s) | |
| Aim | This course aims to understand issues such as development, equality, economic growth, employment from a gender perspective and to address issues in the context of gender equality with a critical approach. Within the scope of the course, gender identity and socialization, the social status of women and men from different historical/sociological/philosophical/psychological perspectives, and the problems experienced by women in critical areas such as education/politics/work life, etc., in the context of intersectionality theory, will be examined. |
| Course Content | This course contains; Conceptual Framework: What is Gender? (Sex, gender, gender role, gender identity, gender stereotypes, sexism),Gender Based Discrimination,Basic Theoretical Approaches to Gender,Historical and Social Foundations of Gender Equality,Case study and evaluation of gender themes,Labor Force Participation of Women,Case study and evaluation of gender themes,Labor Market Outcomes: Gender Differences ,Gender Differences in Educational Attainment,Gender Differences in Earnings,Labor Market Discrimination: Theory,Gender-Plus Discrimination: Race, Religion and Class-Based Segregations,Policies to Fight Discrimination and Gender Inequality,Presentations,Presentations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Will be able to explain the fundamentals of gender economics from a theoretical perspective. | 10, 14, 9 | A |
| 1.1. Attains knowledge on basic concepts in the field. | ||
| 1.2 Explains historical perspectives regarding gender. | ||
| 1.3 Evaluates the family as an economic unit. | ||
| 2. Will be able to explain the gender-related dynamics in labor force. | 10, 14, 9 | A |
| 2.1 Analyzes the factors behind women's labor force participation. | ||
| 2.2 Evaluates gender differences in labor market outcomes. | ||
| 3. Will be able to understand gender-related inequalities and discrimination. | 10, 14, 9 | A |
| 3.1 Analyzes gender-based differences in educational attainment. | ||
| 3.2 Assesses gender differences in earnings. | ||
| 3.3 Attains literacy in theories on labor market discrimination. | ||
| 4. Will be able to make policy suggestions regarding gender issues. | 10, 9 | A |
| 4.1 Makes suggestions for improving gender equality in the labor market. | ||
| 4.2 Formulates policies for reducing gender-based inequalities in the society. | ||
| 5. Will be able to contribute to increasing awareness for gender equality and women's empowerment, which is Goal 5 within the SDGs. | 10, 13, 16, 9 | A |
| 5.2 Examines global good practices in gender equality and women's empowerment. | ||
| 5.3 Becomes a conscious citizen/professional with an awareness of and endeavor for gender equality in his/her society. |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Conceptual Framework: What is Gender? (Sex, gender, gender role, gender identity, gender stereotypes, sexism) | Michelle Perrot & Georges Duby, “Kadınların Tarihi: Ana Tanrıçalardan Hristiyan Azizelere”, Türkiye İş Bankası Kültür Yayınları, 2005. • Kamla Bhasin, “Toplumsal Cinsiyet: Bize Yüklenen Roller”, Kadav Yayınları, 2003. |
| 2 | Gender Based Discrimination | F. İlknur Akgül, “Toplumsal Cinsiyet Bağlamında İktidar İlişkileri”, Social Science Development Journal, 2021/5, Volume: 6, Issue: 25, ss.226-234 |
| 3 | Basic Theoretical Approaches to Gender | F. İlknur Akgül, “Lapseki Çınaraltı Meydanı: Antik Yunan’dan Modern Türkiye’ye Kadına Kapalı Erkeksi Kamusal Alan”, Liberal Düşünce Dergisi, Yıl 26, Sayı 104, Güz 2021, ss.163-185. |
| 4 | Historical and Social Foundations of Gender Equality | Silvia Federici, “Caliban ve Cadı, Kadınlar Beden ve İlksel Birikim”, Otonom Yayıncılık, 2014. • Ömer Çaha, “Sivil Kadın”, Savaş Yayınları, 2019 |
| 5 | Case study and evaluation of gender themes | Student Assignments |
| 6 | Case study and evaluation of gender themes | Student Assignments |
| 6 | Labor Force Participation of Women | |
| 7 | Labor Market Outcomes: Gender Differences | |
| 8 | Gender Differences in Educational Attainment | |
| 9 | Gender Differences in Earnings | |
| 10 | Labor Market Discrimination: Theory | |
| 11 | Gender-Plus Discrimination: Race, Religion and Class-Based Segregations | |
| 12 | Policies to Fight Discrimination and Gender Inequality | |
| 13 | Presentations | |
| 14 | Presentations |
| Resources |
| 1. Ömer Çaha, “Sivil Kadın”, Savaş Yayınları, 2019. 2. Serpil Çakır, “Erkek Kulübünde Siyaset”, Sel Yayıncılık, 2019. 3. Silvia Federici, “Caliban ve Cadı, Kadınlar Beden ve İlksel Birikim”, Otonom Yayıncılık, 2014. 4. Kamla Bhasin, “Toplumsal Cinsiyet: Bize Yüklenen Roller”, Kadav Yayınları, 2003. 5. Funda Rana Adaçay, “Toplumsal Cinsiyet ve Kalkınma”, Ezgi Kitabevi, 2014. 6. Michelle Perrot & Georges Duby, “Kadınların Tarihi: Ana Tanrıçalardan Hristiyan Azizelere”, Türkiye İş Bankası Kültür Yayınları, 2005. 7. Latife Kabaklı Çimen, “Bir Faktör Olarak Eğitimin Kadının Aile İçi Kararlara Katılımı Üzerine Etkisi”, International Journal of New Trends in Arts,Sports & Science Education - 2012, volume 1, Issue 2, ss. 78-90. https://ijtase.net/index.php/ijtase/article/view/279 8. Çelik, M., Durmuş, E., Acar-Ağar, B., “Çocuk Evliliklerin Görünmeyen Tarafı: Çocuk Damatlar”, Akdeniz Kadın Çalışmaları ve Toplumsal Cinsiyet Dergisi, 2024, VII (2), ss. 654-681. https://dergipark.org.tr/tr/download/article-file/4054225 9. Harcar, T., Çakır, Ö., Sürgevil, O. & Budak, G., “Kadına Yönelik Şiddet ve Türkiye’de Kadına Yönelik Şiddetin Durumu”, Toplum ve Demokrasi, 2 (4), Eylül-Aralık, 2008, ss. 51-70. https://dergipark.org.tr/tr/download/article-file/210969 10. Türkiye Çocuk Evlilikleri Raporu 2020, https://www.imdat.org/media/raporlar/TURKIYE_COCUK_EVLILIKLERI_RAPORU.pdf 11. Özge Zeybekoğlu, “Toplumsal Cinsiyet Bağlamında Erkeklik Olgusu”, Akdeniz Üniversitesi Sosyal Bilimler Enstitüsü, Sosyoloji Anabilim Dalı, Yüksek Lisans Tezi, 2009. http://acikerisim.akdeniz.edu.tr/xmlui/bitstream/handle/123456789/5074/T02316.pdf?sequence=1&isAllowed=y 12. Volkan Müftüoğlu, “Avrupa İnsan Hakları Mahkemesi Kararları Işığında Türkiye’de Kadına Yönelik Şiddetin Önlenmes Kapsamında Son Dönemde Alınan Tedbirler.” İnsan Hakları, ss. 21-29. https://inhak.adalet.gov.tr/Resimler/Dokuman/2604202314041922_inhak11_inhakdergi11.pdf 13. Serpil Sancar & Murat Göç-Bilgin, “Erkekler, Erkeklikler ve Toplumsal Cinsiyet Eşitliği”, https://ceidizler.ceid.org.tr/dosya/erkeklik-genis-ozetpdf.pdf 14. Kız Çocuklarının Erken Evliliklerini Önlemede Erkeklerin Rolü, Sosyal Politika Çalışmaları Dergisi, 17( 38), 2016 ss: 95-113. https://spcd.aile.gov.tr/media/cc5dvru4/5.pdf 15. F. İlknur Akgül, “Roman Kadını, Çoklu Kimlik Kesişiminde Ezilenler”, Orion Akademi, 2021. 16. F. İlknur Akgül, “Olympe de Gouges’tan Nezihe Muhiddin’e Devrimlerin Yok Saydığı Kadınlar”, Politik Psikoloji Dergisi, Cilt 1, Sayı 2, 2021, ss.81-99. https://www.politikpsikolojidergisi.com/index.php/pub/article/view/9 17. F. İlknur Akgül, “Lapseki Çınaraltı Meydanı: Antik Yunan’dan Modern Türkiye’ye Kadına Kapalı Erkeksi Kamusal Alan”, Liberal Düşünce Dergisi, Yıl 26, Sayı 104, Güz 2021, ss.163-185. https://dergipark.org.tr/en/download/article-file/2043326 18. F. İlknur Akgül, “Toplumsal Cinsiyet Bağlamında İktidar İlişkileri”, Social Science Development Journal, 2021/5, Volume: 6, Issue: 25, ss.226-234. https://www.ssdjournal.org/index.php/pub/article/view/194 19. F. İlknur Akgül, “Roman Kadını Gözüyle Erkeklik: İzmir Örneği”, Yıldız Social Science Review, 2021, Vol. 7, No. 1, pp. 75–89. https://yssr.yildiz.edu.tr/storage/upload/pdfs/1630566257-tr.pdf |
| ADDITIONAL RESOURCES Saul D. Hoffman and Susan L. Averett, Women and the Economy: Family, Work, and Pay, 3rd ed. (London: Palgrave, 2016) World Bank. 2012. World Development Report 2012 : Gender Equality and Development. World Bank. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | (S)he describes theoretical knowledge in economics and finance. | X | |||||
| 2 | (S)he explains mathematical and statistical methods needed for economics and finance. | X | |||||
| 3 | (S)he uses at least one computer program utilized for economic and financial analyses (SPSS, Eviews, STATA, R ve MATLAB). | ||||||
| 4 | (S)he has the foreign language proficiency necessary for economics and finance. | X | |||||
| 5 | (S)he develops projects in the field and handles team work. | X | |||||
| 6 | (S)he develops (her) his awareness of lifetime learning, follows the developments in (her) his field and adopts a critical approach. | X | |||||
| 7 | (S)he uses theoretical and practical knowledge on economics and finance. | X | |||||
| 8 | (S)he delivers (her) his opinions by making effective use of modern technologies and of at least one foreign language at a minimum level of level C1. | X | |||||
| 9 | (S)he adopts and uses organizational, corporate and social ethical values. | X | |||||
| 10 | (S)he adopts principles of social responsibility and acts whenever needed in light of social service sensitivity. | X | |||||
| 11 | (S)he analyzes and uses basic knowledge and data regarding different disciplines to conduct inter-disciplinary studies. | X | |||||
| 12 | (S)he benefits from (her) his proficiency in economics and finance to make policy suggestions and contribute to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |