{"id":28031,"date":"2025-09-17T11:26:51","date_gmt":"2025-09-17T08:26:51","guid":{"rendered":"https:\/\/www.khas.edu.tr\/?page_id=28031"},"modified":"2025-11-07T09:20:42","modified_gmt":"2025-11-07T06:20:42","slug":"lifelong-learning-access-policy","status":"publish","type":"page","link":"https:\/\/www.khas.edu.tr\/en\/lifelong-learning-access-policy\/","title":{"rendered":"Lifelong Learning Access Policy"},"content":{"rendered":"\t\t
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Kadir Has University Lifelong Learning Policy<\/strong><\/span><\/p>

Purpose<\/strong>
Kadir Has University (KHAS) is committed to fostering a culture of lifelong learning, recognizing that continuous education and skills development are essential for personal growth, professional advancement, and societal contribution. This policy aims to provide a framework for promoting accessible, flexible, and high-quality learning opportunities for students, alumni, staff, and the wider community.<\/p>

Scope<\/strong>
This policy applies to:<\/p>

  • Current students and alumni of KHAS<\/li>
  • University staff and faculty members<\/li>
  • Community members engaging in KHAS lifelong learning programs<\/li><\/ul>

    Principles<\/strong><\/p>

    1. Accessibility and Inclusivity<\/strong>: KHAS strives to make learning opportunities accessible to all, regardless of age, background, or prior educational experience. Flexible learning formats, including online, blended, and in-person programs, are supported.<\/li>
    2. Quality and Relevance<\/strong>: Lifelong learning initiatives are designed to meet high academic and professional standards, ensuring that participants acquire meaningful knowledge and skills relevant to evolving societal and labour market needs.<\/li>
    3. Recognition and Accreditation<\/strong>: KHAS ensures that lifelong learning achievements are formally recognized, where appropriate, through certificates, badges, or credits, fostering motivation and acknowledgment of participant efforts.<\/li>
    4. Integration with Research and Innovation<\/strong>: Lifelong learning programs are informed by the university\u2019s research, expertise, and innovative practices, ensuring that learners have access to cutting-edge knowledge and methodologies.<\/li>
    5. Continuous Improvement<\/strong>: Feedback from participants and stakeholders is actively sought to enhance program effectiveness, relevance, and impact.<\/li><\/ol>

      Implementation<\/strong>
      The School of Graduate Studies (or equivalent unit) is responsible for coordinating, promoting, and evaluating lifelong learning programs. Faculty and staff are encouraged to participate as instructors, mentors, and advisors, fostering a collaborative learning environment.<\/p>

      Commitment<\/strong>
      KHAS is dedicated to creating a sustainable culture of lifelong learning that empowers individuals, strengthens communities, and contributes to the advancement of knowledge, skills, and societal well-being.<\/p>

      \"Picture3\"<\/p>

      KHAS Buddy Program<\/strong><\/p>

      Kadir Has University ensures that lifelong learning activities are accessible to all individuals\u2014regardless of ethnicity, religion, disability, immigration status, or gender\u2014through inclusive peer support and systematic feedback mechanisms.<\/p>

      One of the key initiatives supporting this goal is the KHAS Buddy Learning Program, which pairs incoming students with experienced peers to foster an inclusive and supportive learning environment. Through this system, new students receive academic and social guidance that helps them integrate smoothly into university life and gain equitable access to learning opportunities.<\/p>

      In addition, the Vice Rector for Education coordinates regular focus group meetings with students and academic staff to identify potential barriers to participation and gather feedback on issues such as course scheduling, orientation programs, and accessibility. The insights and survey results obtained through the Buddy Program and focus groups are reported to senior management, leading to continuous improvement actions that strengthen inclusivity and equal access across all lifelong learning initiatives.<\/p>

      Please find below the list of students and their assigned buddies.<\/p>
      List of Students<\/strong><\/th>List of Buddies<\/strong><\/th><\/tr><\/thead>
      ABDULKAD\u0130R G***<\/td>GAYE A***<\/td><\/tr>
      AL\u0130 \u00c7***<\/td>GAYE A***<\/td><\/tr>
      AL\u0130 OLCAY A***<\/td>GAYE A***<\/td><\/tr>
      ASLIHAN B***<\/td>GAYE A***<\/td><\/tr>
      AYB\u00dcKE Y***<\/td>GAYE A***<\/td><\/tr>
      AYL\u0130N NUR Y***<\/td>GAYE A***<\/td><\/tr>
      AY\u015eE ZEYNEP E***<\/td>GAYE A***<\/td><\/tr>
      AZRA \u00d6YK\u00dc D***<\/td>GAYE A***<\/td><\/tr>
      BADESU A***<\/td>GAYE A***<\/td><\/tr>
      BA\u015eAR S***<\/td>GAYE A***<\/td><\/tr>
      BEK\u0130R BU\u011eRA T***<\/td>OKTAY E***<\/td><\/tr>
      BERKAY Y***<\/td>OKTAY E***<\/td><\/tr>
      B\u0130HTER SUDE \u00d6***<\/td>OKTAY E***<\/td><\/tr>
      BURAK \u00c7A\u011eAN \u00c7***<\/td>OKTAY E***<\/td><\/tr>
      BUSE K***<\/td>OKTAY E***<\/td><\/tr>
      B\u00dc\u015eRA SUDENUR K***<\/td>OKTAY E***<\/td><\/tr>
      \u00c7A\u011eAN EGE G***<\/td>OKTAY E***<\/td><\/tr>
      CANAN E***<\/td>OKTAY E***<\/td><\/tr>
      CEREN A***<\/td>OKTAY E***<\/td><\/tr>
      CEREN C***<\/td>OKTAY E***<\/td><\/tr>
      DEFNE RAB\u0130A O***<\/td>\u015eEVVAL \u0130***<\/td><\/tr>
      D\u0130LA A***<\/td>\u015eEVVAL \u0130***<\/td><\/tr>
      D\u0130LA NAZ \u00d6***<\/td>\u015eEVVAL \u0130***<\/td><\/tr>
      D\u0130LA NUR Z***<\/td>\u015eEVVAL \u0130***<\/td><\/tr>
      DO\u011eA \u00d6***<\/td>\u015eEVVAL \u0130***<\/td><\/tr>
      DO\u011eANALP K***<\/td>\u015eEVVAL \u0130***<\/td><\/tr>
      DURU \u00c7***<\/td>\u015eEVVAL \u0130***<\/td><\/tr>
      ECEM SUDE K***<\/td>\u015eEVVAL \u0130***<\/td><\/tr>
      EFE ARDA A***<\/td>\u015eEVVAL \u0130***<\/td><\/tr>
      EFKAN S***<\/td>\u015eEVVAL \u0130***<\/td><\/tr>
      EL\u0130FNUR \u00c7***<\/td>Y\u0130\u011e\u0130T EREN Y***<\/td><\/tr>
      EMRE B***<\/td>Y\u0130\u011e\u0130T EREN Y***<\/td><\/tr>
      EZG\u0130 ROJ\u0130N E***<\/td>Y\u0130\u011e\u0130T EREN Y***<\/td><\/tr>
      FATMA M\u0130HR\u0130BAN P***<\/td>Y\u0130\u011e\u0130T EREN Y***<\/td><\/tr>
      H\u0130LAL SEL\u0130N Y***<\/td>Y\u0130\u011e\u0130T EREN Y***<\/td><\/tr>
      ILGIN \u00d6***<\/td>Y\u0130\u011e\u0130T EREN Y***<\/td><\/tr>
      \u0130REM K***<\/td>Y\u0130\u011e\u0130T EREN Y***<\/td><\/tr>
      JAN\u0130N K***<\/td>Y\u0130\u011e\u0130T EREN Y***<\/td><\/tr>
      KEREM K***<\/td>Y\u0130\u011e\u0130T EREN Y***<\/td><\/tr>
      MEL\u0130KE D***<\/td>Y\u0130\u011e\u0130T EREN Y***<\/td><\/tr>
      MER\u0130\u00c7 \u00dc***<\/td>\u0130HSAN BERKE \u00dc***<\/td><\/tr>
      MER\u0130\u00c7 Y***<\/td>\u0130HSAN BERKE \u00dc***<\/td><\/tr>
      MERT K***<\/td>\u0130HSAN BERKE \u00dc***<\/td><\/tr>
      MERVE \u00d6ZGE \u015e***<\/td>\u0130HSAN BERKE \u00dc***<\/td><\/tr>
      M\u0130NA M\u0130RAY T***<\/td>\u0130HSAN BERKE \u00dc***<\/td><\/tr>
      MUHAMMED AK\u0130F K***<\/td>\u0130HSAN BERKE \u00dc***<\/td><\/tr>
      MURAT S***<\/td>\u0130HSAN BERKE \u00dc***<\/td><\/tr>
      NAZ\u0130FE CEREN \u00d6***<\/td>\u0130HSAN BERKE \u00dc***<\/td><\/tr>
      NAZM\u0130YE N\u0130RAN E***<\/td>\u0130HSAN BERKE \u00dc***<\/td><\/tr>
      NUR HAYAT H***<\/td>SENEM G***<\/td><\/tr>
      OSANNA A***<\/td>SENEM G***<\/td><\/tr>
      \u00d6YK\u00dc T***<\/td>SENEM G***<\/td><\/tr>
      \u00d6ZGE B***<\/td>SENEM G***<\/td><\/tr>
      SAM\u0130 ANIL C***<\/td>SENEM G***<\/td><\/tr>
      SEL\u0130N M***<\/td>SENEM G***<\/td><\/tr>
      SEL\u0130N \u00d6***<\/td>SENEM G***<\/td><\/tr>
      SENA ASLI S***<\/td>SENEM G***<\/td><\/tr>
      SENA NUR D***<\/td>SENEM G***<\/td><\/tr>
      SILA A***<\/td>ZEYNEP G\u00dcLS\u00dcM A***<\/td><\/tr>
      \u015e\u0130MAL E***<\/td>ZEYNEP G\u00dcLS\u00dcM A***<\/td><\/tr>
      S\u0130NEMY\u0130S EYL\u00dcL A***<\/td>ZEYNEP G\u00dcLS\u00dcM A***<\/td><\/tr>
      SU F***<\/td>ZEYNEP G\u00dcLS\u00dcM A***<\/td><\/tr>
      SUDE G***<\/td>ZEYNEP G\u00dcLS\u00dcM A***<\/td><\/tr>
      SUDE \u0130REM Y***<\/td>ZEYNEP G\u00dcLS\u00dcM A***<\/td><\/tr>
      YUSUF S***<\/td>ZEYNEP G\u00dcLS\u00dcM A***<\/td><\/tr>
      SUDE NAZ A***<\/td>ZEYNEP G\u00dcLS\u00dcM A***<\/td><\/tr>
      SUDENUR K***<\/td>ZEYNEP G\u00dcLS\u00dcM A***<\/td><\/tr>
      TARA A***<\/td>TU\u011e\u00c7E Z***<\/td><\/tr>
      YA\u011eIZ B***<\/td>TU\u011e\u00c7E Z***<\/td><\/tr>
      YASEM\u0130N S***<\/td>TU\u011e\u00c7E Z***<\/td><\/tr>
      YUSUF S***<\/td>TU\u011e\u00c7E Z***<\/td><\/tr>
      ZEYNEP \u015eEVVAL A***<\/td>TU\u011e\u00c7E Z***<\/td><\/tr>
      Z\u00dcLAL K***<\/td>TU\u011e\u00c7E Z***<\/td><\/tr>
      \u0130REM G***<\/td>TU\u011e\u00c7E Z***<\/td><\/tr>
      BENG\u0130SU I***<\/td>TU\u011e\u00c7E Z***<\/td><\/tr>
      CAN E***<\/td>TU\u011e\u00c7E Z***<\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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      KAD\u0130R HAS UNIVERSITY<\/strong><\/p>

      INCLUSIVE GENDER EQUALITY POLICY<\/strong><\/p>

      (2025-2027)<\/strong><\/p>

      Gender inequality remains one of the most widespread social issues both in Turkey and globally, primarily as a matter of justice and human rights. The problem of gender inequality includes various forms of marginalization and discrimination that individuals experience based on their gender. It encompasses all existing practices and power imbalances inherent in social patterns that manifest as gender-based violence and discrimination. Achieving gender equality as a goal requires questioning power asymmetries and unequal gender dynamics, and promoting fair access to resources and opportunities.<\/p>

      Treating people equally and with dignity\u2014regardless of gender, ethnicity, belief, sexual orientation, gender identity, nationality, or similar grounds\u2014is a matter of human rights. To address intersecting forms of discrimination and inequality arising from multiple identities, it is essential that the inclusive gender equality policy remains up to date and is redesigned in line with changing circumstances. As an academic institution that embraces universal values, Kadir Has University adopts this approach.<\/p>

      As stated in Article 10 of the Turkish Constitution:<\/p>

      \u201cEveryone is equal before the law without distinction as to language, race, color, sex, political opinion, philosophical belief, religion, sect, or any such grounds. Women and men have equal rights. The state is obliged to ensure that this equality exists in practice. Measures taken for this purpose shall not be interpreted as contrary to the principle of equality.\u201d<\/p>

      Furthermore, Turkey is a signatory to the United Nations Convention on the Elimination of All Forms of Discrimination against Women (CEDAW). Gender equality is also among the 17 Sustainable Development Goals (SDGs) set forth by the United Nations. Similarly, gender equality is one of the priority policies of the Council of Europe, of which Turkey is a member. The Council of Europe implements this policy through its Gender Equality Strategy documents, which outline its objectives and methods.<\/p>

      Considering its academic principles; the Policy on the Prevention of Harassment and Discrimination; the Policy Document on the Prevention of Gender-Based Harassment, Sexual Harassment, and Sexual Assault, and the Directive and practices of the Unit for the Prevention of Gender-Based Harassment, Sexual Harassment, and Sexual Assault; as well as the activities of the Equality, Diversity, and Inclusion Research Group, the Women and Family Studies Research and Application Center, and the Ph.D. Program in Women\u2019s Studies, Kadir Has University is one of the few universities in Turkey that directly addresses gender-based inequalities. The University continues its commitment to serve as a role model for best practices in gender equality.<\/p>

      The main objectives of the KHAS Inclusive Gender Equality Plan (IGEP) are as follows:\u00a0<\/strong><\/p>

      1. To eliminate gender-based discriminatory practices in recruitment, job security, and career development, and to establish inclusive practices that promote gender equality in these areas.<\/li>
      2. To make gender imbalances in decision-making processes visible and take measures to promote inclusive gender equality, thereby fostering collaborative, transparent, and inclusive working environments.<\/li>
      3. To create and sustain a safe and supportive working environment for all academic and administrative staff, contracted service personnel, and students\u2014free from gender-based violence, discrimination, and bias related to identity or social status.<\/li>
      4. To strengthen inclusive gender balance across all scientific disciplines by integrating a gender perspective not only in research content but also throughout various stages of research\u2014such as team formation and dissemination of results.<\/li>
      5. To identify and address inequalities arising both from distinct social identities\u2014such as class, race, ethnicity, disability, citizenship, age, sexual orientation, and gender identity\u2014and from the intersection of these identities, and to take measures that ensure inclusive gender equality.<\/li><\/ol>

        To achieve these objectives, the KHAS Inclusive Gender Equality Plan (IGEP) includes steps and actions aimed at ensuring and implementing inclusive gender equality in the following areas:<\/p>

        • Within institutional culture, governance, and leadership mechanisms, as well as in institutional directives, incentives, and regulations;<\/li>
        • Across all areas and processes that shape campus climate, and in promoting and strengthening gender equality among academic and administrative staff, contracted service personnel, and students;<\/li>
        • In the management of career development, recruitment, and promotion processes;<\/li>
        • In considering work\u2013life balance and taking into account special or temporary personal circumstances\u2014such as childbirth, parenthood, or caregiving responsibilities\u2014in leave and promotion decisions;<\/li>
        • Within teaching processes and curricula; and<\/li>
        • In research processes.<\/li><\/ul>

          It includes the steps to be taken to ensure and implement inclusive gender equality in the following areas:<\/p>

          • Within institutional culture, governance, and leadership mechanisms, as well as in institutional guidance, incentives, and regulations;<\/li>
          • Across all areas and processes that shape the campus climate, and in promoting and strengthening a gender equality perspective among academic and administrative staff, contracted service personnel, and students;<\/li>
          • In the management of career development, recruitment, and promotion processes;<\/li>
          • In ensuring work\u2013life balance and taking into account special or temporary personal circumstances\u2014such as childbirth, parenthood, or caregiving responsibilities\u2014in leave and promotion processes;<\/li>
          • Within teaching processes and curricula; and<\/li>
          • In research processes.<\/li><\/ul>

            In line with these aims and objectives, the Inclusive Gender Equality Commission, along with units such as Faculty Secretariats, the Directorate of Student Affairs, and the Directorate of Human Resources, will work in coordination.<\/p>

            For this purpose:<\/p>

            Inclusive Gender Equality Commission: <\/strong>The Inclusive Gender Equality Commission (IGEC) of our university will consist of academics, administrative staff, and students. This commission will meet regularly to establish policies and monitor the necessary actions related to gender equality.<\/p>

            When forming the IGEC, priority will be given to individuals who have worked in or received training on gender equality. The policies and responsibilities determined within the IGEC will be submitted for approval at the university administration level and, once approved, will be implemented by the relevant academic and administrative units. The Inclusive Gender Equality Commission (IGEC) will ensure that not only the university\u2019s employees and students but also the institutions and personnel providing contracted services comply with the university\u2019s inclusive gender equality policies. In this context, the commission\u2019s main responsibilities are to conduct situation analyses, monitoring, and evaluation activities, and to submit annual reports to the Rectorate. Additionally, as the three-year Inclusive Gender Equality Plan (IGEP) approaches its end, the preparation of the new plan will also fall under the Commission\u2019s duties.<\/p>

            Situation Analysis: <\/strong>The IGEC will conduct a comprehensive quantitative and qualitative data collection study to assess Kadir Has University\u2019s status on inclusive gender equality. Within this scope, the gender distribution and workload of academic, research, and administrative staff in each department and faculty will be identified. Salary data of academic and administrative personnel submitted to the Council of Higher Education (Y\u00d6K) will be shared with the senior administration, disaggregated by gender. Furthermore, the situations and needs of individuals among university employees and students who believe they have faced discrimination based on gender identity or sexual orientation will be identified through tools such as regular reports from the Unit for the Prevention of Gender-Based Harassment, Sexual Harassment, and Sexual Assault (C\u0130T\u00d6B).<\/p>

            Monitoring and Evaluation: <\/strong>After the KHAS IGEP comes into effect, the statistical and qualitative studies detailed under \u201cSituation Analysis\u201d will be renewed annually. Developments will be monitored and reported by the IGEC, shared with the Rectorate, university staff, and students, and announced on the university\u2019s website. Thus, gender-based core data will be made publicly accessible.<\/p>

            Reporting and Review for IGEP: <\/strong>In order to raise awareness and understanding of gender-based and intersectional discrimination among academics, researchers, administrative staff, contracted service personnel, and students, necessary data and information will be requested from the Faculties, the Directorate of Human Resources, the Directorate of Student Affairs, the Directorate of Campus Life, the Directorate of Technical and Operational Services, the Directorate of Institutional Research and Evaluation, the Directorate of R&D Resources, and the Directorate of Financial Affairs, to prepare a comprehensive report.<\/p>

            • Faculties: Each faculty will organize academic activities such as seminars, trainings, panels, or workshops on gender-based and intersectional discrimination issues. (To be monitored by the KHAS IGEC)<\/li>
            • Directorate of Human Resources (Recruitment): Newly hired academics, researchers, administrative staff, and contracted service personnel will receive training on gender equality topics. Academic staff will contribute to the design of these training contents. (To be monitored by the KHAS IGEC)<\/li>
            • Directorate of Student Affairs and Directorate of Campus Life: The Directorate of Campus Life will organize educational programs to increase students\u2019 and student clubs\u2019 awareness and knowledge on gender-based and intersectional discrimination. (To be monitored by the KHAS IGEC)<\/li>
            • Directorate of R&D Resources: This directorate will support the integration of a gender perspective in the design and implementation of university research projects. (To be monitored by the KHAS IGEC)<\/li>
            • Directorate of Institutional Research and Evaluation: It will ensure the collection and security of gender-related data within the university and share the relevant datasets with the KHAS IGEC.<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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              1. Kurumsal K\u00fclt\u00fcr, Y\u00f6netim ve Liderlik<\/strong><\/li><\/ol>

                \u00a0<\/p><\/td>

                Tema<\/p><\/td>

                Ele Al\u0131nan Konu<\/p><\/td>

                Planlanan Eylem<\/p><\/td>

                Zaman \u00e7izelgesi<\/p><\/td>

                Ki\u015fi\/Birim\/<\/p>

                Departman Sorumlusu<\/p><\/td>

                Ba\u015far\u0131 G\u00f6stergesi<\/p><\/td>

                S\u00fcrd\u00fcr\u00fclebilir Kalk\u0131nma 2030 Hedefleri ile Ba\u011flant\u0131s\u0131<\/p><\/td>

                A\u00e7\u0131klama<\/p><\/td><\/tr>

                2025<\/p><\/td>

                2026<\/p><\/td>

                2027<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                Kurumsal y\u00f6netim<\/p>

                \u00a0<\/p><\/td>

                Liderlik ve y\u00f6netim<\/p><\/td>

                Karar alma komisyonlar\u0131n da say\u0131sal olarak cinsiyet dengesini devam ettirmek.<\/p>

                \u00a0<\/p><\/td>

                Toplumsal cinsiyetler aras\u0131nda sa\u011flanan adil dengeyi s\u00fcrd\u00fcrmek.<\/p><\/td>

                X<\/p><\/td>

                X<\/p><\/td>

                X<\/p><\/td>

                Rekt\u00f6r<\/p>

                \u00a0<\/p>

                \u00a0<\/p><\/td>

                T\u00fcm komisyonlarda\u00a0 %50 kad\u0131n temsiliyetini devam ettirmek.<\/p>

                \u00a0<\/p><\/td>

                SDG5<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                Kurumsal y\u00f6netim<\/p><\/td>

                Liderlik ve y\u00f6netim<\/p><\/td>

                Daimi komisyonlarda say\u0131sal olarak cinsiyet dengesini devam ettirmek.<\/p>

                \u00a0<\/p>

                \u00a0<\/p><\/td>

                Toplumsal cinsiyetler aras\u0131nda sa\u011flanan adil dengeyi s\u00fcrd\u00fcrmek.<\/p><\/td>

                X<\/p><\/td>

                X<\/p><\/td>

                X<\/p><\/td>

                Rekt\u00f6r<\/p>

                \u00a0<\/p><\/td>

                T\u00fcm komisyonlarda\u00a0 %50 kad\u0131n temsiliyetini devam ettirmek.<\/p>

                \u00a0<\/p><\/td>

                SDG5<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                Kurumsal y\u00f6netim<\/p><\/td>

                Liderlik ve y\u00f6netim<\/p><\/td>

                Toplumsal Cinsiyet konular\u0131nda e\u011fitim eksikli\u011fi<\/p><\/td>

                \u0130dari ve akademik<\/p>

                personele y\u00f6nelik<\/p>

                toplumsal<\/p>

                cinsiyet e\u015fitli\u011fi<\/p>

                e\u011fitimlerinin oryantasyon ve terfi\/atama s\u00fcre\u00e7lerine entegrasyonu.\u00a0<\/p>

                \u0130\u015fe al\u0131m s\u00fcre\u00e7lerinde, i\u015fe yeni ba\u015flayacak t\u00fcm personel i\u00e7in Toplumsal Cinsiyet E\u011fitim Mod\u00fcl\u00fc zorunlu olarak uygulanacakt\u0131r.<\/p><\/td>

                X<\/p><\/td>

                X<\/p><\/td>

                X<\/p><\/td>

                KTCEK, Kad\u0131n ve Aile \u00c7al\u0131\u015fmalar\u0131 UAM,<\/p>

                \u0130K<\/p><\/td>

                \u00dcniversitenin t\u00fcm \u00e7al\u0131\u015fanlar\u0131n\u0131n 2025 y\u0131l\u0131 sonuna kadar haz\u0131rlanacak olan e\u011fitimi alm\u0131\u015f olmas\u0131. Yeni i\u015fe al\u0131mlarda bu mod\u00fcl\u00fcn zorunlu tutulmas\u0131.\u00a0<\/p>

                Her terfi ve atamada tekrar e\u011fitim al\u0131nmas\u0131.<\/p><\/td>

                SDG4, SDG5<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                Kurumsal y\u00f6netim<\/p><\/td>

                Kurumsal Politika & Uygulamalar<\/p><\/td>

                Toplumsal Cinsiyete Dayal\u0131 Taciz, Cinsel Taciz\u00a0 ve Cinsel Sald\u0131r\u0131 ile M\u00fccadele Politikas\u0131n\u0131 ve Birimini geli\u015ftirmek<\/p><\/td>

                Politikan\u0131n ve birimin duyurulmas\u0131 ve t\u00fcm KHAS mensuplar\u0131n\u0131n daha iyi bilgilendirilmesi y\u00f6n\u00fcnde \u00e7al\u0131\u015fmalar yap\u0131lacakt\u0131r.<\/p><\/td>

                X<\/p><\/td>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td>

                KTCEK, Kad\u0131n ve Aile \u00c7al\u0131\u015fmalar\u0131 UAM,<\/p>

                Toplumsal Cinsiyete Dayal\u0131 Taciz, Cinsel Taciz ve Cinsel Sald\u0131r\u0131y\u0131 \u00d6nleme Birimi (C\u0130T\u00d6B), \u00d6\u011frenci Dekanl\u0131\u011f\u0131 Kamp\u00fcste Ya\u015fam Direkt\u00f6rl\u00fc\u011f\u00fc<\/p><\/td>

                Politika ve birime dair bilgilerin (kal\u0131c\u0131 afi\u015fler ve duyurular arac\u0131l\u0131\u011f\u0131yla) KHAS mensuplar\u0131 aras\u0131nda yayg\u0131nla\u015ft\u0131r\u0131lm\u0131\u015f olmas\u0131.\u00a0<\/p><\/td>

                SDG5, SDG8, SDG10<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                Kurumsal y\u00f6netim<\/p><\/td>

                Kurumsal Politika & Uygulamalar<\/p><\/td>

                \u00dcniversitenin Kalite Sisteminin toplumsal cinsiyet e\u015fitli\u011fi hedefleriyle geli\u015ftirilmesi.<\/p><\/td>

                Toplumsal Cinsiyet E\u015fitli\u011fi politikalar\u0131n\u0131n ve Kapsay\u0131c\u0131 Toplumsal Cinsiyet E\u015fitli\u011fi Plan\u0131n\u0131n Kalite Sistemine ve \u00fcniversitenin stratejik plan\u0131na dahil edilmesi<\/p><\/td>

                X<\/p><\/td>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td>

                KTCEK, Kad\u0131n ve Aile \u00c7al\u0131\u015fmalar\u0131 UAM,<\/p>

                Kurumsal Ara\u015ft\u0131rma ve De\u011ferlendirme Direkt\u00f6rl\u00fc\u011f\u00fc<\/p><\/td>

                Komisyonun<\/p>

                Kalite G\u00fcvence Sistemi i\u00e7erisinde \u00e7al\u0131\u015fmas\u0131n\u0131 sa\u011flamak.<\/p>

                \u00a0<\/p>

                Kapsay\u0131c\u0131 Toplumsal Cinsiyet E\u015fitli\u011fi Plan\u0131 ve Toplumsal Cinsiyet E\u015fitli\u011fi hedeflerinin \u00fcniversitenin stratejik eylem plan\u0131na d\u00e2hil edilmi\u015f olmas\u0131.<\/p><\/td>

                SDG5<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                Kurumsal y\u00f6netim<\/p><\/td>

                Kurumsal Politika & Uygulamalar<\/p><\/td>

                Kurum web sitesinin ve di\u011fer g\u00f6rsel bas\u0131ndaki t\u00fcm ileti\u015fim s\u00fcrecinin<\/p>

                \u0130zlenmesi.<\/p><\/td>

                Kurum online sitesine ve di\u011fer g\u00f6rsel bas\u0131ndaki t\u00fcm ileti\u015fim s\u00fcrecinde toplumsal cinsiyet e\u015fitli\u011fi \u00e7er\u00e7evesine dayal\u0131 dil ve g\u00f6rsel materyal kullan\u0131m\u0131n\u0131n s\u00fcrd\u00fcr\u00fclmesi.<\/p><\/td>

                x<\/p><\/td>

                x<\/p><\/td>

                x<\/p><\/td>

                \u0130leti\u015fim ve Tan\u0131t\u0131m Direkt\u00f6rl\u00fc\u011f\u00fc<\/p><\/td>

                Kurum online sitesinde ve di\u011fer g\u00f6rsel bas\u0131ndaki t\u00fcm ileti\u015fim s\u00fcrecinde toplumsal cinsiyet e\u015fitli\u011fi \u00e7er\u00e7evesine dayal\u0131 dil ve g\u00f6rsel materyal kullan\u0131m\u0131n\u0131n s\u00fcrd\u00fcr\u00fclmesi.<\/p><\/td>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td><\/tr><\/tbody><\/table>

                2. Kamp\u00fcs \u0130klimi<\/strong><\/p>

                \u00dcniversitemiz, e\u015fitlik\u00e7i, \u00f6zg\u00fcrl\u00fck\u00e7\u00fc, diyaloga dayal\u0131, kat\u0131l\u0131mc\u0131, kapsay\u0131c\u0131, t\u00fcm mensuplar taraf\u0131ndan eri\u015filebilir ve cinsel taciz ve sald\u0131r\u0131 ba\u015fta olmak \u00fczere toplumsal cinsiyete dayal\u0131 her t\u00fcrl\u00fc ayr\u0131mc\u0131 tutum ve davran\u0131\u015f\u0131 b\u00fct\u00fcn\u00fcyle d\u0131\u015flayan bir kamp\u00fcs iklimi olu\u015fturmay\u0131 hedefler. \u00d6\u011frenciler, akademik ve idari personel ve hizmet al\u0131m\u0131 ile \u00e7al\u0131\u015fan personel ba\u015fta olmak \u00fczere t\u00fcm mensuplar\u0131m\u0131z\u0131n toplumsal cinsiyet e\u015fitli\u011fi ba\u015fl\u0131\u011f\u0131nda fark\u0131ndal\u0131k sahibi olmas\u0131, \u00fcniversitemizin kamp\u00fcs iklimi ba\u015fl\u0131\u011f\u0131ndaki \u00f6nceliklerinden biridir.<\/p>

                \u00a0<\/p><\/td>

                Tema<\/p><\/td>

                Ele Al\u0131nan Konu<\/p><\/td>

                Planlanan Eylem<\/p><\/td>

                Zaman \u00e7izelgesi<\/p><\/td>

                Ki\u015fi\/Birim\/<\/p>

                Departman Sorumlusu<\/p><\/td>

                Ba\u015far\u0131 G\u00f6stergesi<\/p><\/td>

                S\u00fcrd\u00fcr\u00fclebilir Kalk\u0131nma 2030 Hedefleri ile Ba\u011flant\u0131s\u0131<\/p><\/td>

                A\u00e7\u0131klama<\/p><\/td><\/tr>

                2025<\/p><\/td>

                2026<\/p><\/td>

                2027<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                Kamp\u00fcs iklimi<\/p>

                \u00a0<\/p><\/td>

                Fark\u0131ndal\u0131k<\/p><\/td>

                \u00d6\u011frencilerin kamp\u00fcsteki toplumsal cinsiyet e\u015fitli\u011fi alg\u0131s\u0131 hakk\u0131ndaki bilgi eksikli\u011fi<\/p><\/td>

                KHAS Learn sisteminde yer almak \u00fczere \u00f6\u011frencilerin a\u00e7\u0131k eri\u015fimine uygun olarak toplumsal cinsiyet konusunda mod\u00fcl haz\u0131rlanmas\u0131 ve oryantasyonda t\u00fcm \u00f6\u011frencilere e\u011fitim verilmesi.<\/p><\/td>

                X<\/p><\/td>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td>

                KTCEK, Kad\u0131n ve Aile \u00c7al\u0131\u015fmalar\u0131 UAM,<\/p>

                Kamp\u00fcste Ya\u015fam Ofisi, \u00d6\u011frenci Dekanl\u0131\u011f\u0131<\/p><\/td>

                KHAS Learn mod\u00fcl\u00fcn\u00fcn haz\u0131rlanmas\u0131 ve e\u011fitimlerin hayata ge\u00e7irilmesi.<\/p><\/td>

                SDG4, SDG5, SDG10<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                Kamp\u00fcs iklimi<\/p>

                \u00a0<\/p><\/td>

                Fark\u0131ndal\u0131k<\/p><\/td>

                Kamp\u00fcste toplumsal cinsiyet g\u00f6r\u00fcn\u00fcrl\u00fc\u011f\u00fcn\u00fcn art\u0131r\u0131lmas\u0131<\/p><\/td>

                Panolarda \u00e7\u0131kartmalar,<\/p>

                posterler ve di\u011fer<\/p>

                materyallerin kullan\u0131lmas\u0131;<\/p>

                toplumsal cinsiyet merkezli etkinlikler<\/p>

                (sergiler, tiyatro oyunlar\u0131,<\/p>

                Forumlar vb.) d\u00fczenlenmesi<\/p><\/td>

                x<\/p><\/td>

                X<\/p><\/td>

                x<\/p><\/td>

                KTCEK, Kad\u0131n ve Aile \u00c7al\u0131\u015fmalar\u0131 UAM,<\/p>

                Kamp\u00fcste Ya\u015fam Ofisi,\u00a0 \u0130leti\u015fim ve Tan\u0131t\u0131m Direkt\u00f6rl\u00fc\u011f\u00fc, \u00d6\u011frenci Dekanl\u0131\u011f\u0131, \u00d6\u011frenci Kul\u00fcpleri,<\/p>

                \u00d6\u011frenci Meclisi<\/p><\/td>

                Y\u0131lda en az 3 defa \u00f6\u011frencilere a\u00e7\u0131k \u00e7a\u011fr\u0131lar yap\u0131lm\u0131\u015f olmas\u0131.<\/p><\/td>

                SDG4, SDG5, SDG8, SDG10<\/p>

                \u00a0<\/p>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                Kamp\u00fcs iklimi<\/p><\/td>

                Fark\u0131ndal\u0131k<\/p><\/td>

                Alt i\u015fveren ve hizmet al\u0131nan kurum \u00e7al\u0131\u015fanlar\u0131 ile hizmet al\u0131nan ki\u015filerin toplumsal cinsiyet fark\u0131ndal\u0131\u011f\u0131n\u0131n art\u0131r\u0131lmas\u0131<\/p><\/td>

                Alt i\u015fveren ve hizmet al\u0131nan kurum \u00e7al\u0131\u015fanlar\u0131 ile hizmet al\u0131nan ki\u015filerle anketler yap\u0131lmas\u0131; i\u015fe al\u0131mda toplumsal cinsiyet dengesinin geli\u015ftirilmesi; i\u015fe al\u0131mda toplumsal cinsiyet kli\u015felerine meydan okunmas\u0131 (\u00f6rne\u011fin, kad\u0131n servis \u015fof\u00f6rleri); alt i\u015fveren ve hizmet al\u0131nan kurumlardan beklenen standartlar hakk\u0131nda y\u00f6nergeler olu\u015fturulmas\u0131. Bu y\u00f6nergeler uyar\u0131nca ilgili standartlar\u0131n alt i\u015fveren ve hizmet al\u0131m s\u00f6zle\u015fmesine dahil edilmesi.\u00a0<\/p><\/td>

                X<\/p><\/td>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td>

                Yap\u0131 Teknik ve Operasyon Direkt\u00f6rl\u00fc\u011f\u00fc<\/p><\/td>

                Alt i\u015fveren ve hizmet al\u0131nan kurumlardan beklentilere y\u00f6nelik y\u00f6nergelerin olu\u015fturulmu\u015f ve alt i\u015fveren ve hizmet al\u0131m s\u00f6zle\u015fmelerine dahil edilmi\u015f olmas\u0131.<\/p><\/td>

                SDG4, SDG5, SDG8, SDG10<\/p>

                \u00a0<\/p>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                \u00a0<\/p><\/td>

                Fark\u0131ndal\u0131k<\/p><\/td>

                Alt i\u015fveren ve hizmet al\u0131nan kurum \u00e7al\u0131\u015fanlar\u0131 ile hizmet al\u0131nan ki\u015filerin toplumsal cinsiyet fark\u0131ndal\u0131\u011f\u0131<\/p><\/td>

                Alt i\u015fveren ve hizmet al\u0131nan kurum \u00e7al\u0131\u015fanlar\u0131 ile hizmet al\u0131nan ki\u015filere toplumsal cinsiyet e\u011fitimi sa\u011flanmas\u0131<\/p><\/td>

                X<\/p><\/td>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td>

                Yap\u0131 Teknik ve Operasyon Direkt\u00f6rl\u00fc\u011f\u00fc<\/p><\/td>

                G\u00fcvenlik personeline cinsiyete dayal\u0131 \u015fiddet konusunda ek e\u011fitim verilmi\u015f olmas\u0131.<\/p><\/td>

                SDG4, SDG5, SDG8, SDG10<\/p>

                \u00a0<\/p>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td><\/tr><\/tbody><\/table>

                3. Kariyer Geli\u015fimi ve \u0130\u015fe Al\u0131m S\u00fcreci<\/p>

                \u00dcniversitemizde hem \u00f6\u011frenciler hem de akademik ve idari kadro bak\u0131m\u0131ndan say\u0131sal anlamda cinsiyet dengesi halihaz\u0131rda sa\u011flanm\u0131\u015f durumdad\u0131r. Ek olarak, 2022-2024 y\u0131llar\u0131 i\u00e7in d\u00fczenlenen Toplumsal Cinsiyet E\u015fitli\u011fi Eylem Plan\u0131 y\u00fcr\u00fcrl\u00fc\u011fe al\u0131nm\u0131\u015ft\u0131r. Bu s\u00fcre i\u00e7erisinde istihdam ve performans y\u00f6nergelerinde toplumsal cinsiyet e\u015fitli\u011fini sa\u011flamaya y\u00f6nelik \u00f6nemli ad\u0131mlar at\u0131lm\u0131\u015ft\u0131r. Bununla birlikte, kariyer geli\u015fimi ve i\u015fe al\u0131m s\u00fcre\u00e7lerinde toplumsal cinsiyet e\u015fitli\u011fi d\u00fczenli olarak izlenmesi ve bunun i\u00e7in g\u00fcncel iyile\u015ftirme alanlar\u0131n\u0131n tespit edilmesi ve bu do\u011frultuda yeni uygulamalar geli\u015ftirilmesi gereken dinamik bir aland\u0131r.<\/p>


                Bu alan\u0131n s\u00fcrekli de\u011fi\u015fen ko\u015fullar\u0131n\u0131 g\u00fcncellemek i\u00e7in 2025-2027 y\u0131llar\u0131n\u0131 kapsayan \u201cKapsay\u0131c\u0131 Toplumsal Cinsiyet Eylem Plan\u0131\u201d haz\u0131rland\u0131. Yeni plan, toplumsal cinsiyete dayal\u0131 ayr\u0131mc\u0131l\u0131klar\u0131n yan\u0131 s\u0131ra di\u011fer kimlik ve sosyal durumlara dayal\u0131 e\u015fitsizlikleri de g\u00f6r\u00fcn\u00fcr k\u0131lmaktad\u0131r ve bu konulara y\u00f6nelik yeni eylemler eklenerek plan daha kapsay\u0131c\u0131 hale getirilmektedir. Bu anlamda, \u00fcniversitemizde kariyer geli\u015fimi ve i\u015fe al\u0131m s\u00fcre\u00e7lerinde KHAS KTCEK ve \u0130K i\u015f birli\u011fiyle toplumsal cinsiyet e\u015fitli\u011finin sa\u011flanmas\u0131 ve geli\u015ftirilmesi amac\u0131yla gerekli ad\u0131mlar at\u0131l\u0131r.<\/p>

                \u00a0<\/p><\/td>

                Tema<\/p><\/td>

                Ele al\u0131nacak konu<\/p><\/td>

                Planlanan Eylem<\/p><\/td>

                Zaman \u00c7izelgesi<\/p><\/td>

                Sorumlu Ki\u015fi\/Birim\/B\u00f6l\u00fcm<\/p><\/td>

                Ba\u015far\u0131 G\u00f6stergesi<\/p><\/td>

                S\u00fcrd\u00fcr\u00fclebilir Kalk\u0131nma 2030 Hedefleri ile Ba\u011flant\u0131s\u0131<\/p><\/td>

                A\u00e7\u0131klama<\/p><\/td><\/tr>

                2
                0
                2
                5<\/p><\/td>

                2026<\/p><\/td>

                2027<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                Kariyer Geli\u015fimi<\/p><\/td>

                Profesyonel Geli\u015fim<\/strong><\/p><\/td>

                Akademik unvan y\u00fckseldik\u00e7e, kad\u0131n \u00e7al\u0131\u015fan oran\u0131n\u0131n azalmas\u0131<\/p><\/td>

                Her seviyedeki \u00fcst y\u00f6netimin kad\u0131n \u00e7al\u0131\u015fanlar\u0131 y\u00fckselmeye te\u015fvik etmesi ve terfi hedefleyen kad\u0131n \u00e7al\u0131\u015fanlara rehberlik\/mentorluk sa\u011flanmas\u0131<\/p>

                \u00a0<\/p><\/td>

                X<\/p>

                \u00a0<\/p>

                \u00a0<\/p>

                \u00a0<\/p>

                \u00a0<\/p>

                \u00a0<\/p>

                \u00a0<\/p><\/td>

                X<\/p><\/td>

                X<\/p><\/td>

                KTCEK, Kad\u0131n ve Aile \u00c7al\u0131\u015fmalar\u0131 UAM,<\/p>

                Dekanlar ve \u0130K<\/p>

                \u00a0<\/p>

                \u00a0<\/p>

                \u00a0<\/p>

                \u00a0<\/p>

                \u00a0<\/p>

                \u00a0<\/p>

                \u00a0<\/p><\/td>

                Kad\u0131n \u00e7al\u0131\u015fanlar\u0131 y\u00fckselmeye te\u015fvik edecek politikalar\u0131n s\u00fcrd\u00fcr\u00fclmesi<\/p>

                \u00a0<\/p>

                Kad\u0131n \u00e7al\u0131\u015fanlara y\u00f6nelik bir mentorluk sistemi geli\u015ftirilmesi<\/p>

                \u00a0<\/p><\/td>

                SDG5, SDG8, SDG10<\/p>

                \u00a0<\/p>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                Kariyer Geli\u015fimi<\/p><\/td>

                Profesyonel Geli\u015fim<\/p><\/td>

                Lisans \u00f6\u011frencileri i\u00e7in ment\u00f6rl\u00fck<\/p><\/td>

                Kad\u0131n \u00f6\u011frenciler i\u00e7in ment\u00f6rl\u00fck ve liderlik geli\u015ftirmek i\u00e7in<\/p>

                KAG\u0130DER, TurkishWIN,<\/p>

                CampusWIN gibi STK’larla<\/p>

                birlikte \u00e7al\u0131\u015f\u0131lmas\u0131<\/p><\/td>

                \u00a0<\/p><\/td>

                X<\/p><\/td>

                X<\/p><\/td>

                KTCEK, Kad\u0131n ve Aile \u00c7al\u0131\u015fmalar\u0131 UAM, Kariyer Ofisi, Kamp\u00fcste Ya\u015fam Ofisi, \u00d6\u011frenci Kul\u00fcpleri<\/p><\/td>

                Y\u0131lda en az 3 e\u011fitim<\/p>

                verilmi\u015f olmas\u0131.<\/p><\/td>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                Kariyer Geli\u015fimi<\/p><\/td>

                \u0130\u015fe Al\u0131m<\/p><\/td>

                \u0130\u015fe al\u0131mlarda toplumsal cinsiyete g\u00f6re ayr\u0131\u015ft\u0131r\u0131lm\u0131\u015f verilerin iyile\u015ftirilmesi<\/p><\/td>

                Cinsiyet belirteci se\u00e7eneklerinin art\u0131r\u0131lmas\u0131 yoluyla anketlerin daha kapsay\u0131c\u0131 hale getirilmesi<\/p><\/td>

                X<\/p><\/td>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td>

                KTCEK, \u0130nsan Kaynaklar\u0131 Direkt\u00f6rl\u00fc\u011f\u00fc<\/p><\/td>

                Kurum i\u00e7i verilerde cinsiyet kimli\u011fine dair \u00e7ok se\u00e7eneklili\u011fin (belirtmek istemiyorum se\u00e7ene\u011fi) eklenmesi.<\/p>

                \u00a0<\/p><\/td>

                SDG5, SDG8, SDG10<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                Kariyer Geli\u015fimi<\/p><\/td>

                \u0130\u015fe Al\u0131m<\/p><\/td>

                \u00c7al\u0131\u015fan oryantasyon programlar\u0131 kapsam\u0131nda t\u00fcm \u00fcniversite mensuplar\u0131na kapsay\u0131c\u0131 toplumsal cinsiyet e\u015fitli\u011fi\u00a0 e\u011fitimi verilmesi<\/p><\/td>

                \u00c7al\u0131\u015fan oryantasyon programlar\u0131na toplumsal cinsiyet e\u015fitli\u011finin dahil edilmesi<\/p><\/td>

                X<\/p><\/td>

                x<\/p><\/td>

                x<\/p><\/td>

                \u0130nsan Kaynaklar\u0131 Direkt\u00f6rl\u00fc\u011f\u00fc<\/p><\/td>

                T\u00fcm yeni i\u015fe al\u0131mlarda yeni \u00e7al\u0131\u015fanlar\u0131n kapsay\u0131c\u0131 toplumsal cinsiyet e\u015fitli\u011fi politikas\u0131 ve uygulamalar\u0131 hakk\u0131nda bilgilendirilmi\u015f olmas\u0131.<\/p><\/td>

                SDG5<\/p><\/td>

                \u00a0<\/p><\/td><\/tr><\/tbody><\/table>

                4. \u0130\u015f-Ya\u015fam Dengesi<\/p>

                \u00dcniversitemiz b\u00fcnyesinde i\u015f-ya\u015fam dengesi kurulurken toplumsal cinsiyet e\u015fitli\u011finin g\u00f6zetilmesi ad\u0131na a\u015fa\u011f\u0131daki tabloda detayland\u0131r\u0131lm\u0131\u015f ad\u0131mlar at\u0131lacakt\u0131r. Bu ba\u011flamda 6 ya\u015f\u0131ndan k\u00fc\u00e7\u00fck \u00e7ocuk sahibi t\u00fcm akademik ve idari personele \u00e7ocuk bak\u0131m deste\u011fi sa\u011flanmas\u0131, do\u011fum sonras\u0131 i\u015fe uyum, babal\u0131k izni s\u00fcresine ili\u015fkin politikalar\u0131n s\u00fcrd\u00fcr\u00fclmesi ve esnek \u00e7al\u0131\u015fma f\u0131rsat\u0131n\u0131n sunulmas\u0131 planlanm\u0131\u015ft\u0131r.<\/p>

                \u00a0<\/p><\/td>

                Tema<\/p><\/td>

                Ele al\u0131nacak konu<\/p><\/td>

                Planlanan Eylem<\/p><\/td>

                Zaman \u00c7izelgesi<\/p><\/td>

                Sorumlu Ki\u015fi\/Birim\/B\u00f6l\u00fcm<\/p><\/td>

                Ba\u015far\u0131 G\u00f6stergesi<\/p><\/td>

                \u00a0<\/p>

                S\u00fcrd\u00fcr\u00fclebilir Kalk\u0131nma 2030 Hedefleri ile Ba\u011flant\u0131s\u0131<\/p><\/td>

                A\u00e7\u0131klama<\/p><\/td><\/tr>

                2025<\/p><\/td>

                2026<\/p><\/td>

                2027<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                \u0130\u015f Ya\u015fam Dengesi<\/p>

                \u00a0<\/p><\/td>

                Politika<\/p>

                \u00a0<\/p><\/td>

                0-6 ya\u015f \u00e7ocuk bak\u0131m olanaklar\u0131n\u0131n eksikli\u011fi (kre\u015f, g\u00fcnd\u00fcz bak\u0131m evi)<\/p><\/td>

                T\u00fcm KHAS \u00e7al\u0131\u015fanlar\u0131 i\u00e7in kre\u015f hizmeti konusunda destek verilmesi.<\/p>

                \u00a0<\/p>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td>

                X<\/p><\/td>

                \u00a0<\/p><\/td>

                KTCEK, Kad\u0131n ve Aile \u00c7al\u0131\u015fmalar\u0131 UAM,<\/p>

                Rekt\u00f6rl\u00fck, Senato ve \u0130K<\/p><\/td>

                0-6 ya\u015f aras\u0131 \u00e7ocu\u011fu olan KHAS idari ve akademik personeli i\u00e7in kre\u015f hizmeti konusunda destek verilmesi.<\/p><\/td>

                SDG5<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                \u0130\u015f Ya\u015fam Dengesi<\/p>

                \u00a0<\/p><\/td>

                Politika<\/p>

                \u00a0<\/p><\/td>

                Babal\u0131k izninin s\u00fcresinin uzat\u0131lmas\u0131<\/p><\/td>

                Babal\u0131k izni s\u00fcresi konusundaki politikan\u0131n (resmi s\u00fcrenin iki kat\u0131) etkili duyuruldu\u011fundan (MyKHAS ve web) ve hem akademik hem de idari personelin bu olanaktan yararlanabildi\u011finden emin olunmas\u0131<\/p><\/td>

                X<\/p>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td>

                KTCEK, Kad\u0131n ve Aile \u00c7al\u0131\u015fmalar\u0131 UAM,<\/p>

                Senato, \u0130K<\/p><\/td>

                Babal\u0131k izni s\u00fcresine ili\u015fkin politikan\u0131n s\u00fcrd\u00fcr\u00fclmesi, \u00a0i\u015fe giri\u015f oryantasyonu ile MyKHAS ve web sayfas\u0131nda bu bilginin duyurulmas\u0131.<\/p>

                \u00a0<\/p>

                \u00a0<\/p><\/td>

                SDG5<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                \u0130\u015f Ya\u015fam Dengesi<\/p>

                \u00a0<\/p><\/td>

                \u0130\u015f Ya\u015fam Dengesi<\/p><\/td>

                Farkl\u0131 \u00e7al\u0131\u015fma modellerindeki eksiklik (esnek, vardiyal\u0131)<\/p><\/td>

                Hem akademik hem de idari \u00e7al\u0131\u015fanlar i\u00e7in talebe ba\u011fl\u0131 farkl\u0131 (esnek) \u00e7al\u0131\u015fma mod\u00fcllerinin olu\u015fturularak y\u00f6nergelerin haz\u0131rlanmas\u0131.<\/p><\/td>

                x<\/p><\/td>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td>

                Genel Sekreterlik, \u0130nsan Kaynaklar\u0131 Direkt\u00f6rl\u00fc\u011f\u00fc<\/p><\/td>

                KHAS esnek \u00e7al\u0131\u015fma mod\u00fcllerinin olu\u015fturulmu\u015f olmas\u0131.<\/p><\/td>

                SDG5<\/p><\/td>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                \u0130\u015f Ya\u015fam Dengesi<\/p>

                \u00a0<\/p><\/td>

                \u0130\u015f Ya\u015fam Dengesi<\/p><\/td>

                Do\u011fum sonras\u0131 i\u015fe uyum sorunu<\/p><\/td>

                Do\u011fum sonras\u0131 i\u015fe uyum s\u00fcre\u00e7lerine dair (i\u015fe ba\u015flamadan \u00f6nce ve ba\u015flad\u0131ktan sonras\u0131n\u0131 kapsayan) \u00e7al\u0131\u015fmalar yap\u0131lmas\u0131<\/p><\/td>

                x<\/p><\/td>

                x<\/p><\/td>

                x<\/p><\/td>

                KTCEK, Kad\u0131n ve Aile \u00c7al\u0131\u015fmalar\u0131 UAM,<\/p>

                \u0130K direkt\u00f6rl\u00fc\u011f\u00fc<\/p><\/td>

                \u0130lgili \u00e7al\u0131\u015fmalar\u0131n yap\u0131lm\u0131\u015f ve elde edilen veriler \u0131\u015f\u0131\u011f\u0131nda planlama yap\u0131lm\u0131\u015f olmas\u0131.<\/p><\/td>

                SDG5<\/p><\/td>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td><\/tr><\/tbody><\/table>

                5. Ara\u015ft\u0131rmada, \u00d6\u011fretim S\u00fcre\u00e7leri ve M\u00fcfredatta Toplumsal Cinsiyet E\u015fitli\u011fi<\/strong><\/p>

                T\u00fcm fak\u00fclte ve b\u00f6l\u00fcmler bu metinde detayland\u0131r\u0131lm\u0131\u015f KHAS Kapsay\u0131c\u0131 Toplumsal Cinsiyet E\u015fitli\u011fi Plan\u0131\u2019na sad\u0131k kalarak toplumsal cinsiyet e\u015fitli\u011fi hedeflerini belirleyip duyurur, sonu\u00e7lar\u0131 takip eder ve birim b\u00fcnyesindeki performans de\u011ferlendirme s\u00fcre\u00e7lerinde dikkate al\u0131r.<\/p>

                T\u00fcm ders izlencelerine \u00fcniversitenin, dersin i\u015flenmesi ve ba\u011fl\u0131 faaliyetler dahil olmak \u00fczere t\u00fcm s\u00fcre\u00e7lerde her t\u00fcrl\u00fc \u015fiddet ve ayr\u0131mc\u0131l\u0131\u011fa kar\u015f\u0131 politikalar\u0131n\u0131 ve bunlara ili\u015fkin kural ve yapt\u0131r\u0131mlar\u0131 \u00f6zetleyen k\u0131sa bir paragraf eklenecek ve toplumsal cinsiyet e\u015fitli\u011finin g\u00f6zetilmesi de bu metinde vurgulanacakt\u0131r. Bunun yan\u0131 s\u0131ra, ilgili dersteki toplumsal cinsiyet boyutunun da izlencelerde yer almas\u0131 te\u015fvik edilecektir.<\/p>

                T\u00fcm ara\u015ft\u0131rma s\u00fcre\u00e7lerinde ve ara\u015ft\u0131rma \u00e7\u0131kt\u0131lar\u0131n\u0131n kurum i\u00e7i ve d\u0131\u015f\u0131nda payla\u015f\u0131ld\u0131\u011f\u0131 t\u00fcm etkinliklerde \u2013 konferanslar, paneller vb. \u2013 toplumsal cinsiyet e\u015fitli\u011finin g\u00f6zetilmesi \u00fcniversitemizin temel yakla\u015f\u0131mlar\u0131ndan biridir. \u00dcniversitemizin akademik \u00f6zg\u00fcrl\u00fck ilkesinin bir par\u00e7as\u0131 olarak t\u00fcm \u00f6\u011fretim elemanlar\u0131 \u00e7al\u0131\u015fma alanlar\u0131n\u0131 \u00f6zg\u00fcrce belirler. Ara\u015ft\u0131rma \u00f6nerileri aras\u0131nda cinsiyet ve toplumsal cinsiyet analizinin de yer almas\u0131 etkin bir \u015fekilde te\u015fvik edilir. <\/p>

                \u00a0<\/p><\/td>

                Tema<\/p><\/td>

                Ele Al\u0131nacak Konu\/Kan\u0131t<\/p><\/td>

                Planlanan Eylem<\/p><\/td>

                Zaman \u00e7izelgesi<\/p><\/td>

                Sorumlu Ki\u015fi\/Birim\/B\u00f6l\u00fcm<\/p><\/td>

                Ba\u015far\u0131 G\u00f6stergeleri<\/p>

                \u00a0<\/p><\/td>

                \u00a0<\/p>

                S\u00fcrd\u00fcr\u00fclebilir Kalk\u0131nma Ama\u00e7lar\u0131 ile Ba\u011flant\u0131s\u0131<\/p><\/td>

                A\u00e7\u0131klama<\/p><\/td><\/tr>

                2025<\/p><\/td>

                2026<\/p><\/td>

                2027<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                E\u011fitimde Toplumsal Cinsiyet<\/p><\/td>

                K\u00fclt\u00fcr & M\u00fcfredat<\/p><\/td>

                \u00dcniversite genelinde toplumsal cinsiyetle ilgili derslerin ve toplumsal cinsiyet boyutunun eksikli\u011fi<\/p>

                \u00a0<\/p><\/td>

                T\u00fcm \u00f6\u011frenciler i\u00e7in toplumsal cinsiyet dersleri sunulmas\u0131<\/p>

                \u00a0<\/p>

                Toplumsal cinsiyet sorunlar\u0131yla do\u011frudan veya zorunlu olarak ilgili olmayan derslerde toplumsal cinsiyet boyutunun geli\u015ftirilmesi.<\/p><\/td>

                \u00a0<\/p><\/td>

                X<\/p><\/td>

                \u00a0<\/p><\/td>

                KTCEK, Kad\u0131n ve Aile \u00c7al\u0131\u015fmalar\u0131 UAM,<\/p>

                Fak\u00fclteler, Lisans\u00fcst\u00fc E\u011fitim Enstit\u00fcs\u00fc, \u00c7ekirdek Program<\/p><\/td>

                Se\u00e7meli ders havuzuna toplumsal cinsiyet odakl\u0131 yeni derslerin eklenmi\u015f olmas\u0131. Ders izlencelerine toplumsal cinsiyet boyutunun entegre edilmi\u015f olmas\u0131.<\/p><\/td>

                SDG5<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                E\u011fitimde Toplumsal Cinsiyet<\/p><\/td>

                K\u00fclt\u00fcr & M\u00fcfredat<\/p><\/td>

                STEM alanlar\u0131nda toplumsal cinsiyet e\u015fitli\u011fi<\/p><\/td>

                STEM alanlar\u0131na y\u00f6nelik faaliyetlerin planlanmas\u0131 ve uygulanmas\u0131<\/p><\/td>

                X<\/p><\/td>

                X<\/p><\/td>

                X<\/p><\/td>

                Fak\u00fclteler, Lisans\u00fcst\u00fc E\u011fitim Enstit\u00fcs\u00fc, Ortak Dersler B\u00f6l\u00fcm\u00fc<\/p><\/td>

                STEM alanlar\u0131na<\/p>

                y\u00f6nelik e\u011fitim,<\/p>

                \u00e7al\u0131\u015ftay ve<\/p>

                etkinlikler (en az y\u0131lda 2 defa) yap\u0131lm\u0131\u015f olmas\u0131.<\/p><\/td>

                SDG5<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                E\u011fitimde Toplumsal Cinsiyet<\/p><\/td>

                K\u00fclt\u00fcr & M\u00fcfredat<\/p><\/td>

                Toplumsal cinsiyet<\/p>

                e\u015fitli\u011fi ba\u011flam\u0131nda<\/p>

                duyarl\u0131 dil kullan\u0131m\u0131n\u0131n geli\u015ftirilmesi<\/p><\/td>

                Kapsay\u0131c\u0131 ileti\u015fim i\u00e7in y\u00f6nergeler (dil ve g\u00f6rsel tasvirler) haz\u0131rlanmas\u0131<\/p><\/td>

                \u00a0<\/p><\/td>

                X<\/p><\/td>

                \u00a0<\/p><\/td>

                KTCEK, Kad\u0131n ve Aile \u00c7al\u0131\u015fmalar\u0131 UAM,<\/p>

                \u0130leti\u015fim ve Tan\u0131t\u0131m Direkt\u00f6rl\u00fc\u011f\u00fc<\/p><\/td>

                Dil kullan\u0131m\u0131 ile ilgili rehberin akademik kadro taraf\u0131ndan g\u00f6r\u00fcn\u00fcrl\u00fc\u011f\u00fcn\u00fcn art\u0131r\u0131lmas\u0131 i\u00e7in hat\u0131rlatma e-postalar\u0131 g\u00f6nderilmi\u015f olmas\u0131 (y\u0131lda 2 defa).<\/p><\/td>

                SDG5<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                E\u011fitimde Toplumsal Cinsiyet<\/p><\/td>

                K\u00fclt\u00fcr & M\u00fcfredat<\/p><\/td>

                E\u011fitimde toplumsal cinsiyet e\u015fitli\u011finin sa\u011flanmas\u0131; erkek ve kad\u0131n \u00f6\u011frenciler aras\u0131ndaki diyalogun ve kat\u0131l\u0131m\u0131n geli\u015ftirilmesi<\/p><\/td>

                S\u0131n\u0131f i\u00e7inde toplumsal cinsiyet e\u015fitli\u011fini ve kapsay\u0131c\u0131l\u0131\u011f\u0131 art\u0131rmak amac\u0131yla akademik kadronun bilgilendirilmesi<\/p><\/td>

                \u00a0<\/p><\/td>

                X<\/p><\/td>

                \u00a0<\/p><\/td>

                KTCEK, Kad\u0131n ve Aile \u00c7al\u0131\u015fmalar\u0131 UAM,<\/p>

                Fak\u00fclteler, Lisans\u00fcst\u00fc E\u011fitim Enstit\u00fcs\u00fc, \u00c7ekirdek Program<\/p><\/td>

                Akademik kadronun s\u0131n\u0131f i\u00e7inde toplumsal cinsiyet e\u015fitli\u011fi ve kapsay\u0131c\u0131l\u0131kla ilgili bilgilendirilmi\u015f olmas\u0131.<\/p><\/td>

                SDG5<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                E\u011fitimde Toplumsal Cinsiyet<\/p><\/td>

                K\u00fclt\u00fcr & M\u00fcfredat<\/p><\/td>

                \u00c7al\u0131\u015fmalarda\/\u00f6devlerde toplumsal cinsiyet kal\u0131p yarg\u0131lar\u0131n\u0131n sorgulanmas\u0131<\/p><\/td>

                Alternatif kad\u0131n ve erkek imgelerinin kullan\u0131m\u0131 (\u00f6rne\u011fin kad\u0131n in\u015faat i\u015f\u00e7ileri, erkek hem\u015fireler, vb.)<\/p><\/td>

                \u00a0<\/p><\/td>

                X<\/p><\/td>

                \u00a0<\/p><\/td>

                Fak\u00fclteler, Lisans\u00fcst\u00fc E\u011fitim Enstit\u00fcs\u00fc, \u00c7ekirdek Program<\/p><\/td>

                Akademik kadronun toplumsal cinsiyet kal\u0131plar\u0131 ile ilgili bilgilendirilmi\u015f olmas\u0131.<\/p><\/td>

                SDG5<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                E\u011fitimde Toplumsal Cinsiyet<\/p><\/td>

                K\u00fclt\u00fcr & M\u00fcfredat<\/p><\/td>

                S\u0131n\u0131fta erkekler ve kad\u0131nlar aras\u0131ndaki diyalogun ve kat\u0131l\u0131m\u0131n eksikli\u011fi<\/p><\/td>

                Karma toplumsal cinsiyet gruplar\u0131 atanmas\u0131 ve \u00e7al\u0131\u015fma gruplar\u0131n\u0131n olu\u015fturulmas\u0131<\/p><\/td>

                \u00a0<\/p><\/td>

                X<\/p><\/td>

                \u00a0<\/p><\/td>

                Fak\u00fclteler, Lisans\u00fcst\u00fc E\u011fitim Enstit\u00fcs\u00fc, \u00c7ekirdek Program<\/p><\/td>

                Akademik kadronun s\u0131n\u0131f i\u00e7inde toplumsal cinsiyet e\u015fitli\u011fi ile ilgili bilgilendirilmi\u015f olmas\u0131.<\/p><\/td>

                SDG5<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td>

                \u00dcniversitenin ayr\u0131mc\u0131l\u0131k kar\u015f\u0131tl\u0131\u011f\u0131 ve toplumsal cinsiyet e\u015fitli\u011fini temel alan politikalar\u0131n\u0131n \u00f6\u011frencilerle etkin bir \u015fekilde payla\u015f\u0131lmas\u0131<\/p><\/td>

                T\u00fcm ders izlencelerine ayr\u0131mc\u0131l\u0131k kar\u015f\u0131t\u0131 ve toplumsal cinsiyet e\u015fitli\u011fini esas alan bir b\u00f6l\u00fcm eklenmesi<\/p><\/td>

                X<\/p><\/td>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td>

                E\u011fitim Komisyonu<\/p><\/td>

                Ders izlencelerine belirtilen b\u00f6l\u00fcm\u00fcn eklenmi\u015f olmas\u0131.<\/p><\/td>

                SDG5<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                Ara\u015ft\u0131rmada Toplumsal Cinsiyet<\/p><\/td>

                Toplumsal Cinsiyet & Ara\u015ft\u0131rma<\/p><\/td>

                Ara\u015ft\u0131rma s\u00fcre\u00e7leri ve \u00e7\u0131kt\u0131lar\u0131nda toplumsal cinsiyet e\u015fitli\u011fi<\/p><\/td>

                Ara\u015ft\u0131rmalara toplumsal cinsiyet boyutunun entegre edilmesine y\u00f6nelik e\u011fitimler d\u00fczenlenmesi (online ve y\u00fcz y\u00fcze).<\/p><\/td>

                X<\/p><\/td>

                X<\/p><\/td>

                X<\/p><\/td>

                KTCEK, Kad\u0131n ve Aile \u00c7al\u0131\u015fmalar\u0131 UAM,<\/p>

                Lisans\u00fcst\u00fc E\u011fitim Enstit\u00fcs\u00fc, AR-GE<\/p><\/td>

                Konusu\/i\u00e7eri\u011fi bak\u0131m\u0131ndan uygun olan ara\u015ft\u0131rma \u00f6nerileri\/yay\u0131nlarda cinsiyet\/toplumsal cinsiyet analizine yer verilmesi.<\/p><\/td>

                SDG5<\/p>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td><\/tr>

                Ara\u015ft\u0131rmada Toplumsal Cinsiyet<\/p><\/td>

                Toplumsal Cinsiyet & Ara\u015ft\u0131rma<\/p><\/td>

                Ara\u015ft\u0131rma s\u00fcre\u00e7lerinde toplumsal cinsiyet e\u015fitli\u011fini hedefleyen destek mekanizmas\u0131 eksikli\u011fi<\/p><\/td>

                Ara\u015ft\u0131rma projeleri ve yay\u0131nlar kapsam\u0131nda toplumsal cinsiyet e\u015fitli\u011finin desteklenmesi<\/p><\/td>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td>

                \u00a0<\/p><\/td>

                Lisans\u00fcst\u00fc E\u011fitim Enstit\u00fcs\u00fc, Ar-Ge<\/p><\/td>

                Ara\u015ft\u0131rma projelerindeki y\u00fcr\u00fct\u00fcc\u00fc ve ara\u015ft\u0131rmac\u0131lar aras\u0131nda kad\u0131n- erkek oranlar\u0131 a\u00e7\u0131s\u0131ndan denge sa\u011flanmas\u0131.<\/p>

                Yay\u0131n ve makale yazarlar\u0131n\u0131n kad\u0131n- erkek oranlar\u0131 aras\u0131nda denge sa\u011flanmas\u0131.<\/p>

                \u00a0<\/p><\/td>

                SDG5<\/p><\/td>

                \u00a0<\/p><\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

                \n\t\t\t\t\t
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                Kadir Has University Lifelong Learning Policy PurposeKadir Has University (KHAS) is committed to fostering a culture of lifelong learning, recognizing that continuous education and skills development are essential for personal growth, professional advancement, and societal contribution. This policy aims to provide a framework for promoting accessible, flexible, and high-quality learning opportunities for students, alumni, staff, […]<\/p>\n","protected":false},"author":11,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"slim_seo":{"title":"Lifelong Learning Access Policy - Kadir Has University","description":"Kadir Has University Lifelong Learning Policy Purpose Kadir Has University (KHAS) is committed to fostering a culture of lifelong learning, recognizing that con"},"footnotes":""},"birimler":[181],"class_list":["post-28031","page","type-page","status-publish","hentry","birimler-impact"],"_links":{"self":[{"href":"https:\/\/www.khas.edu.tr\/en\/wp-json\/wp\/v2\/pages\/28031","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.khas.edu.tr\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.khas.edu.tr\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.khas.edu.tr\/en\/wp-json\/wp\/v2\/users\/11"}],"replies":[{"embeddable":true,"href":"https:\/\/www.khas.edu.tr\/en\/wp-json\/wp\/v2\/comments?post=28031"}],"version-history":[{"count":22,"href":"https:\/\/www.khas.edu.tr\/en\/wp-json\/wp\/v2\/pages\/28031\/revisions"}],"predecessor-version":[{"id":31649,"href":"https:\/\/www.khas.edu.tr\/en\/wp-json\/wp\/v2\/pages\/28031\/revisions\/31649"}],"wp:attachment":[{"href":"https:\/\/www.khas.edu.tr\/en\/wp-json\/wp\/v2\/media?parent=28031"}],"wp:term":[{"taxonomy":"birimler","embeddable":true,"href":"https:\/\/www.khas.edu.tr\/en\/wp-json\/wp\/v2\/birimler?post=28031"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}