Özet:

Communication education in Turkey has passed through various stages through time and each stage has produced various discussions. Educational institutions, which started under the name of Journalism Institutes, later turned into 4-year press-broadcasting colleges. Finally, Communication faculties were established in 1992.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           Within the scope of this study; the curriculums of the Departments of Public Relations and Advertising, Journalism and Radio-Television Cinema, have been examined. It is revealed at what levels these curriculums meet the expectations of the communication sector. The relevance of the curriculums to the new trends and the updatibility of these curriculums have been discussed in this context. The curriculums of the fundamental communication faculties in Turkey, where communication education first began, and the curriculums of communication faculties, which have just started in education, have been examined comparatively. In this study, the expected qualifactions of the sector from graduates have been determined. From this point of view, it has been suggested that the communication faculty curriculums respond to the sector's qualified labor force demand and competitive business life. Suggestions regarding the expectations have also been made within the context of the study. 

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