An Analysis of the Adult Education Curricula Implemented in Turkish Universities (original) (raw)
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International Journal of Elementary Education, 2020
The overall purpose of this study is to investigate the current and desirable status of adult education curricula in elementary and post-elementary education. In this study, exploratory mixed method was used. In the quantitative section the statistical population was all professors and experts in the field of adult education in the country that 25 people were selected based on theoretical and snowball sampling method. Samples in the qualitative section included all upstream documents related to adult education curriculum and professors, curriculum experts, and adult education that ten people were selected through theoretical sampling (Theoretical) and snowball. The research tool in the qualitative section was semi-structured interview and in the quantitative section a researcher-made questionnaire (based on the qualitative section results). Quantitative data analysis was performed using descriptive and inferential statistics and qualitative data analysis using thematic analysis. The quantitative and qualitative results of the present study showed that twelve components of philosophical foundations, sociological foundations, psychological foundations, political foundations, content, goals, evaluation, teaching and learning strategies, learning time and space, teaching and learning activities, learning materials and teamworking form the cornerstone of the post-elementary curriculum. The results of this study showed that there is a significant difference between the current situation and the desirable status of adult education curricula in elementary and post-primary education.
Adult Education in Turkey: In Terms of Lifelong Learning
Procedia-Social and Behavioral Sciences, 2012
Information, access to information and communication technologies leading to rapid and profound changes in economic and social life makes the lifelong learning a must for everyone and mostly adults. In Turkey, adult education, in terms of lifelong learning, starts in such institutions which aimed to make the individual freer, transformative and egalitarian so-called Village Institutions in 1940s, Open Education at Anadolu University etc.Adult education varies in all over the world. However, it has some universal goals such as managing the individual' life, self-sufficiency, learning by doing and practicing, In the philosophy of adult education lies making the adults contemporary, secular and responsible citizens who quest, think, comment and try to make the life easier and happier.Lifelong learning, together with the European Union Harmonization Laws, is a term widely used today in Turkey, though, was actually adopted in the history of Republic of Turkey from the first day of national development and applied in our educational history.
Adult education and lifelong learning as the basis of social and employment path of the modern man
2017
The article presents the analysis of international tendencies of the development of continuous education system. It briefly reviews the research literature on the topic of establishment and development of continuous education worldwide and in Russia. In exploring the international experience, the authors studied the main directions of continuous adult education development in the European Union and presented the statistical data about the structure and dynamics of adult students in the European Union countries. The article also explores the problems and the perspectives of the development of the normative and legal basis of the continuous education system in the Russian Federation. It describes the specifics of professional development in people of middle and older age. In conclusion, it proposes teaching methods, which are necessary to use in the process of adult education.
The Need of Adult Education and Training Administration in Lifelong Learning
2020
Lifelong learning is the constant updating of a person’s knowledge, skills and competencies throughout his life. Undoubtedly, life-longlearning and adulteducation are not only vocational-technical but also socially andculturally necessary, since life change and renewal are not one-dimensional. In the global world, where knowledge and skills are rapidly deteriorating and insufficient, everyone has the right and the need to renew and develop themselves by continuously benefiting from lifelong learning and adult education services. It is seen that the LLL cannot achieve its goals and the target scannot be achieved. According to the results of the International Evaluation of Adult Competencies Program; A large majority of adults lack the skills required by the era, levels of education in Turkey can not it be effective in skills training, skills biggest difference between men andwomen in Turkey. These results are valid between the ages of thirty-sixty-five. In addition to this, starting ...
Adoption and popularity of adult education (1)
2018
Adult education is a process to give the adults new dimension of knowledge and skills; values and attitude in well organized way so that they become able to perform better in the society. This may goes beyond the traditional school education that is to give basic literacy to personal fulfillment. All nations require adult education for the economic development as lifelong learning is being recognized by educational institutions. In this scenario, many countries are adopting adult education and this sort of education is taking popularity due to its wide scope. This study focused on the overview of adoption and popularity of adult education. The objective of the study was to analyze that how important is the adult education for society development. Furthermore, it was studied that how much this type of education is helpful in overcoming the educational need of the nation. In this research, a documentary analysis along with some experimental execution was taken from policies, available literature, research articles and any other related information to analyze and discuss the adoption and popularity from global perspectives. The study concluded that to achieve the goal of economic growth is only possible when all masses will be engaged irrespective of gender and age. As now international educational institutions are offering continuing education, online courses, distance education, non formal education etc. In which learners and teachers are far from each other but teaching-learning process is the critical factor during the whole educational cycle, so it is recommended that for the economic development, it is dire need to focus on the access of adult education.
Evaluative Strategies in Adult Education
Procedia - Social and Behavioral Sciences, 2014
Structural changes in post-revolutionary Romanian society require affirmation of adult education as a prerequisite for harmonious integration and development on the socio-professional plan. If in the past, the adult education was specific to academic environment, nowadays this educational term covers most social groups as a consequence of the ability of human beings to be educated. It can be said that the process of education occurs during the adult's life, based on their learning needs and in correspondence with the adult's psychological features. In the message Declaration of the First National Conference regarding adult education, Timisoara 2001, it's stated that "it is necessary to recognize adult education as a national priority, as part of the national education system" (Sava, 2001: 194). An important role in adult education is played by the access to the latest information from the social, cultural and professional domains, as a premise for skills development at individual level but also macro-economical level, for the society progress based on knowledge. Learning can be performed in specialized institutions through courses, training programs and/ or e-learning platform which are completed by an official diploma certifying a particular professional qualification. Improving the quality of evaluation trough training programs for adults require the identification of evaluation strategies that highlight correctly the skills acquired by the students. This article aims to identify the main evaluation strategies used in adult education from teacher-trainers' perspective in order to optimize courses' design and development for adults. The paper is structured in four chapters, as follows: the first chapter outlines general characteristics of adult assessment activity. The second chapter presents various conceptual approaches in the literature on assessment strategies used in courses for adults. The third chapter presents the authors contribution to the dynamics of educational policy elements of Romania relating to adult education The fourth chapter highlights the conclusions drawn from the proposed study.