Evaluation of needs-based Qur'an Courses curricula (2019) in terms of curriculum development principles in education and instructor opinions

Education is a system that is formed by the integration of purpose, content, teaching process and assessment and evaluation components within itself. Curriculum development processes are needed to ensure that the system functions consistently and harmoniously within itself. Related sources agree that curriculum development is a process and this process consists of various stages. One of the most important components of this process is scientific evaluation studies on programmes during the implementation process. In this context, our study is the product of a quest to contribute to the improvement of the quality of education of the relevant courses by examining the 2019 Needs-Based Qur'an Course Curriculum based on curriculum development principles and instructor opinions. Today, a significant number of individuals learn how to read the Holy Qur'an from the face, and their basic knowledge about faith, theology, the life of the Prophet (pbuh) and ethics from Qur'an Courses. In order to realise the objectives of the Qur'an Courses, the curricula should be continuously evaluated, improved and their deficiencies and outdated aspects should be identified. The curriculum of Qur'an Courses is basically divided into two as "Non-formal Religious Education" and "Hafiz Education Programme". In our study, the title of "Non-Formal Religious Education" from these two programmes will be discussed. There are 14 curricula in the non-formal religious education programme. Our research will be limited to the Needs-Based Curricula (2019) among these 14 curricula in order to make in-depth analyses on curriculum review and development processes. This research is a qualitative study. Document analysis and interview method, which are qualitative data collection methods, were used in the study. The study group consists of 15 Qur'an Course instructors working under Etimesgut, Çankaya and Yenimahalle Mufti Offices in Ankara. In this study: "What is the suitability of the Needs-Based Qur'an Courses Teaching Programmes (2019) to the curriculum development process in education?" and "What are the evaluations of the Qur'an Course Instructors regarding the Needs-Based Qur'an Courses Teaching Programmes (2019) and its implementation?". It is hoped that our research results will provide data to experts for the preparation of more effective and efficient curricula. As a result of the research, when the programme was evaluated in terms of curriculum development principles in education; the preparation phase of the curriculum and the curriculum development model should be expressed in a more descriptive and clear way, the objectives comply with the criteria for writing objectives, the objectives for the cognitive domain are predominant, special objectives and achievements are not included, sample lesson teachings should be included in relation to the content, content determination and content arrangement criteria are generally appropriate, The curriculum of basic education and short-term programmes is partially adequate, but current and social issues should be included more, there is a need for richer examples for practice regarding the learning-teaching process, the methods should be expressed more concretely in a way to guide the instructors, and there should be a separate section on measurement and evaluation. When it is evaluated in terms of the opinions of the instructors, it is possible to realise the objectives in the Needs-Based Curriculum in practice, it will be realised in the field by fulfilling their responsibilities as instructors and students, the objectives expressed by the instructors and the objectives of the programme are generally compatible, the content and textbooks should be enriched, different short-term programmes should be included, It was understood that there was no unity of practice among the instructors regarding the development of the lecture methods used by the instructors, measurement and evaluation, and that the findings mostly overlapped when the data obtained by examining the curriculum and the data from the instructors were compared, and that there was a need for updating the Needs-Based Curriculum.