Skip to main content

Vocational School of Justice Program Information


Our school aims that its students will have the theorical and professional knowledge and quality for working in public and private sector.

Qualification Awarded

Short Cycle (Associate's Degree)

Registration and Admission Requirements

Graduation Requirements

Students who have successfully completed all courses prescribed in the program and received a total of at least 120 ECTS credits are entitled to receive a diploma. Graduation success level is determined by the overall weighted score average.

Recognition of Prior Learning

Students can apply to be exempt from the courses they have taken and passed from the higher education institutions they have previously enrolled in or from an institution whose equivalence has been accepted. Exemption requests are decided by the board of directors, when necessary, by taking the opinion of the instructor teaching the relevant course.

Lesson Plan - ECTS Credits

* The courses indicated in this course table shows current course plan information in Student Affairs.

** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.

*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.

Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.

Fall Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload
ADL1148700OUTLINE of CIVIL LAW Turkish335
ADL1148800INTRODUCTION to LAWTurkish223
ADL1149000KEYBOARD USAGE ITurkish445
İNG1110900ENGLISH IEnglish222
Spring Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload
ADL1249500KEYBOARD USAGE II Turkish445
İNG1212000ENGLISH IIEnglish222

Program Qualification

Theoretical, Factual

1. will define basic concepts of law and basic qualities of different law disciplins.
2. will have the basic knowledge on methodology of law.
3. will have the knowledge of basic problems in practice of law.

Program Output TYYÇ Basic Area Matrix
Basic Area QualificationProgram Qualification
Theoretical, Factual

1-Listing the basic concepts of law and the basic characteristics of the main legal disciplines.


2-Having basic knowledge of the legal methodology.


3-Having knowledge of the basic problems encountered in legal practice.


Cognitive, Practical

1-The decision is examining, interpreting and evaluating the basic legal texts at a minimum level.


2- Solving lean legal problems based on basic knowledge of basic concepts of law and legal methodology.


3- Using the knowledge acquired in relation to the basic concepts of law, legal methodology and basic legal problems in the fields of law and other close social sciences.


4- Acquiring skills that will enable them to use basic information that meets their needs in the field of legal services.


Ability to work independently and take responsibility

1- Conducting a basic level study on the field of law independently.


2- Carrying out activities for the development of employees within the framework of a project under its responsibility.


Learning Competence

1- Evaluating knowledge and skills related to the basic concepts and problems of law with a critical approach.


2- Directing his/her education to the undergraduate law education level or justice auxiliary services.


3- Gaining awareness of lifelong learning.


Communication and Social Competence

1-Conveying his/her thoughts in writing and verbally at the level of basic knowledge and skills he/she has about the basic concepts and problems of law.


2- Sharing their opinions on basic issues related to the field of law with experts and non-experts.


3-Being able to monitor the information in the field and communicate with colleagues by using a foreign language at least at the General Level of the European Language Portfolio A2.


4- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field.


Field-based Competence

1- Adopting these principles by becoming aware of the importance and indispensability of basic principles in constitutional value such as democracy, secularism, social state and rule of law.


2-Having an awareness of honesty, justice and ethics required by the legal profession.


Employment Opportunities


After graduation from associate degree programs, it is possible to study in undergraduate programs as a result of the vertical transfer exam (DGS).

Type of Training

Full Time

Assessment and Evaluation

Success in a course is determined by the course success grade. The course success grade is obtained by evaluating the student's success in midterm exams, assignments that replace midterm exams, applied studies, group studies and similar studies during the semester and the general exam together. Valid for all courses, a student who does not get at least 50 points from the general exam is deemed to have failed that course. To be successful in the course, it is necessary to have at least 60 points or a success coefficient of 2.27 at the end of the semester.

Head of Department/Program

Programme Director

Prof.Dr. Harun DEMİRBAŞ

Head Of Department

Prof.Dr. Harun DEMİRBAŞ

Learning Experiences

Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:

Learning Experiences *

Learning Activities

Tools Used

Discussion Method

Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application.

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments.

Demonstration Method

The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice.

Real tools or model tools and equipment, multimedia tools, videos and animations), computer.

Problem Solving Method

Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study

Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer

Case Study Method

Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation.

Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments.

Self Study Method

Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance.

Library, e-library, laboratory, workshop

Role Play and Drama Technique

Introducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students.

Script text, theater, classroom, conference room, video and audio, visual recordings.

Question - Answer Technique

Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers

Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations)

Experimental Technique

Setting up a scientific experiment, conducting a scientific experiment, collecting, processing and transforming data from a scientific experiment, predicting the results of a scientific experiment, explaining a scientific experiment, evaluating the results of a scientific experiment, simulation of an experiment.

Laboratory, workshop, application areas, computer software, standard classroom technologies.

Brainstorming Technique

Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking.

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments.

Reverse Brainstorming Technique

Identifying problems, sorting problems, classifying problems

Standard classroom technologies, multimedia tools (fishbones, text, images, graphics, graphics, drawings, audio, video and animations),computers, projectors, online environments

Simulation Technique

Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices.

Simulation environment, Computer

Concept Map Technique

Distinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual framework

Concept maps

Computer-Internet Supported Instruction

Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills.

Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc.

Inquiry-Based Learning

Exploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E models

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room

Experiential Learning

Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment.

Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools

Flipped Classroom Learning

Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed.

Video recordings, online environments, classroom

Lecture Method

Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied)

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room

Traditional Written Exam

Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis.

Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys

Performance Task

It is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks.

Problem scenario texts, checklists, rubrics, grading scales

Course - Program Competencies Relations

INDIVIDUAL LABOUR LAW22232343234232334
INTRODUCTION to LAW33333342033121043
KEYBOARD USAGE I11111122113101421
KEYBOARD USAGE II 00100231013111411
KEYBOARD USING III00100030003111411
KEYBOARD USING IV00011111023111411
LAND REGISTER LAW22222342114122133
LAW of LEGAL PROFESSION and NOTARY LAW11212122123111011
NOTIFICATION LAW11122222112121333
OUTLINE of CIVIL LAW 33323232024233033
OUTLINE of COMMERCIAL LAW I21223332132141024
OUTLINE of COMMERCIAL LAW II31324432044421034
OUTLINE of CONSTITUTION LAW 21222211022222031
OUTLINE of CRIMINAL LAW I23122221221011012
OUTLINE of CRIMINAL LAW II21121121023011002
OUTLINE of LAW of CIVIL PROCEDURE I11122222112121133
OUTLINE of LAW of CIVIL PROCEDURE II11122222112121133
OUTLINE of LAW of OBLIGATIONS32323333033132022
TRADE REGISTER LAW34424341033442043
İlişkili Ders Sayısı / 28/344745505053536245205073355042315863

Surveys for Students

Öğretim elemanı değerlendirme anketiKesinlikle katılmıyorumKatılmıyorumKısmen katılıyorumKatılıyorumKesinlikle katılıyorumFikrim yok
Dönem başında dersin amacını, kapsamını ve öğrencidenbeklenenleri anlaşılır bir şekilde açıklar.
Dersin kaynaklarını dersin amaçlarına uygun olarak seçer veduyurur.
Ders için önerdiği kaynaklara ulaşmada öğrencilere yolgösterir/yardımcı olur.
Anlatımı (Dersi sunumu) akıcı, açık ve anlaşılırdır.
Öğretim teknolojilerini (etkili bir şekilde) kullanabilir.
Sınıfta çok yönlü iletişim ve etkileşim sağlayacakuygulamalara yer verir.
Geleneksel öğretim strateji yöntem ve teknikleri konusundagelişmiş bir bilgi birikimine sahiptir.
Derste işlediği öğretim yöntemlerini kendi uygulamalarındakullanır.
Ders saatleri dışında ders ile ilgili öğrenciye yeterince zamanayırır.
Derse düzenli olarak gelir ve zamanı etkin kullanır.
Ders sırasında sınıfa hakimiyeti kurmada oldukça başarılıdır.
Güncel konular hakkında öğrencileri bilgilendirir.
Öğrenci görüşlerine açık tutum ve davranışları ile örnek teşkileder.
Başarı ölçme yöntemleri ve araçları (klasik/test/sözlü sınav/proje/ödev vb.) dersin hedef ve içeriği ile uyumludur.
Sınav kağıdımla ilgili soru sormak istediğimde bana yardımcı olur.
Laboratuvar/saha/uygulama çalışmaları dersin amacı ileuyuşmaktadır.
Dersin öğrenme ve öğretme sürecinin yaratıcı düşünme süreç vebecerilerini geliştirir.
Ders güncel konu ve konuklarla desteklenir.
Yukarıdaki sorular dışında iletmek istedikleriniz

Numerical Data

Number of Students by years

Student Success

Graduate Success

Ekleme Tarihi: 10/08/2022 - 09:20Son Güncelleme Tarihi: 29/11/2023 - 17:52