Yetişkin Eğitimi ve Hayat Boyu Öğrenme

Güneş, Firdevs; Deveci, Tanju

doi:10.14527/9786058011458

Cited by 10 publications

(20 citation statements)

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“…• The European Commission has declared lifelong learning as "learning activities that will help to survive in personal, social and economic life as well as knowledge and skills" (Güneş & Deveci, 2020).…”

Section: What Is Lifelong Learning?mentioning

confidence: 99%

“…Before long, the European Parliament declared 1996 as the "European Year of Lifelong Learning". Throughout the year, it recommended that studies be carried out to improve citizens' ability to adapt to social, technological and economic change (Güneş & Deveci, 2020). Today, a lifelong learning approach is recommended for individuals to actively participate in daily life, adapt to social change, and reach the education programs they need.…”

Section: The Continuous Development Of Individuals Should Be Supportementioning

confidence: 99%

“…Illiteracy among women is three times more than men. Generally, illiteracy is higher in rural areas, poor urban areas, women, unemployed youth, unskilled and semi-skilled workers (Güneş & Deveci, 2020).…”

Section: Putting An End To Illiteracymentioning

confidence: 99%

“…• Avrupa Komisyonu hayat boyu öğrenmeyi, "bilgi ve beceri yanında kişisel, toplumsal ve ekonomik yaşamda ayakta kalmaya yarayacak, yaşamın her anında sürdürülen öğrenme etkinlikleri" olarak açıklamıştır (Güneş ve Deveci, 2020 (Güneş ve Deveci, 2020).…”

Section: Conclusion and Recommendationsunclassified

“…These are developing the individual by creating learning opportunities, realizing social integration and providing economic growth. In other words, lifelong learning activities focus on three areas as individual, social and economic (Güneş & Deveci, 2020).…”

mentioning

confidence: 99%

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Hayat Boyu Öğrenme Bağlamında Gizli Okumaz Yazmazlık

Güneş

2020

Sınırsız Eğitim Ve Araştırma Dergisi

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Dear Readers, We are delighted to present you the November 2020 issue of The Journal of Limitless Education and Research. Our journal has been published continuously by the Limitless Education and Research Association (SEAD) since 2016. The aim of our journal is to publish theoretical and applied studies in the field of education and research, to share scientific information at national and international level, to prepare an environment for the production of new information, to announce innovations and to contribute to scientific production. For this purpose, priority is given to qualified research and compilation studies. The Editorial Board of our journal and the members of the Scientific Committee consist of academicians who are experts in their fields. Our journal, which is getting stronger with the valuable contributions of scientists, continues its publication life without compromising its academic quality. The Journal of Limitless Education and Research, published three times a year, is scanned in various national and international indexes and receives many citations. Our journal, which has a SOBİAD impact factor of 0.3 in 2019, will be published both in Turkish and English as of this issue. Thus, it is aimed at reaching a wider audience. Our journal will continue to meet with readers in the forthcoming issues as a distinguished publication that includes articles on education and research as well as upto-date interdisciplinary academic studies.

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Section: What Is Lifelong Learning?mentioning

confidence: 99%

Section: The Continuous Development Of Individuals Should Be Supportementioning

confidence: 99%

Section: Putting An End To Illiteracymentioning

confidence: 99%

Section: Conclusion and Recommendationsunclassified

mentioning

confidence: 99%

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Hayat Boyu Öğrenme Bağlamında Gizli Okumaz Yazmazlık

Güneş

2020

Sınırsız Eğitim Ve Araştırma Dergisi

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Lifelong learning tendencies of trainers in adult education

Şentürk

Duran

2020

IJERE

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<span>Life-long learning competencies, skills and attitudes are of having significance for education processes. The study was designed based on the correlational survey model. Population consists of 354 trainers in Public Education Centers in Samsun. In terms gender, there was a significant difference in lack of regulation and lack of curiosity dimension in favour of females in terms of lifelong learning tendencies. It was found that as the age level increases, the tendency to persistence which is the sub-factor of lifelong tendencies increases. It was found that as the level of education increases, persistence level decreases and regulation skill increases. No statistically significant difference was found between the mean scores of lifelong learning tendencies in terms of professional seniority variable and mode of their work. It was seen that the trainers who did not receive pedagodical formation had higher tendency in the fields of motivation and persistence. It was found that there was a significant difference in the sub-dimension of lack of regulation of learning according to the existance of any curriculum related to their field of study in favour of saying “no”.</span>

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Türki̇ye’de Hayat Boyu Öğrenme Konusunda Yapilan Tezleri̇n Bi̇bli̇yografi̇k Değerlendi̇ri̇lmesi̇

Özüdoğru

Baltacı

Özçakır³

2021

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi

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Bu çalışmanın amacı Türkiye'de hayat boyu öğrenme konusunda yapılan tezlerin incelenmesidir. Bu amaçla ulusal tez merkezinde yer alan, 2007 ve 2018 yılları arasında tamamlanmış hayat boyu öğrenme konusu ile ilgili lisansüstü tezler incelenmiştir. Tez başlığında "hayat boyu öğrenme" ve "yaşam boyu öğrenme" anahtar kelimeleri aranarak ulaşılan 12 tane doktora ve 68 tane yüksek lisans düzeyinde gerçekleştirilmiş 80 tane erişim izinli çalışma değerlendirilmeye alınmıştır. Doküman tarama yöntemi ile tezlerin yıl, anahtar kelime, yöntem, örneklem, veri toplama aracı, veri analiz yöntemleri bir Excel belgesine girilip, ardından analiz edilmiştir. Araştırmada yer alan bazı sonuçlar şu şekildedir: İlgili konuda yapılan ilk tezler 2007 yılına aittir. Çoğunlukla 2014-2018 aralığında çalışma yapılmıştır. Konu olarak daha çok mesleki ve hizmet içi eğitim; yöntem olarak daha çok nicel, örneklem olarak daha çok öğretmen; veri toplama aracı olarak daha çok ölçek; analiz yöntemi olarak ise daha çok betimsel analiz yapıldığı sonucuna ulaşılmıştır. Ayrıca araştırma sonuçlarında tezlerin yıllarına göre konu, yöntem ve örneklem gruplarının dağılımına yer verilmiştir. Bu araştırmanın hayat boyu öğrenme konusunda araştırmacılara ve uygulayıcılara yol gösterici olacağı düşünülmektedir.Anahtar Kelimeler: Hayat boyu öğrenme (Yaşam boyu öğrenme), Doküman analizi, İçerik Analizi, Bibliyografik değerlendirme.

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Yetişkin Eğitimi ve Hayat Boyu Öğrenme

Cited by 10 publications

References 0 publications

Hayat Boyu Öğrenme Bağlamında Gizli Okumaz Yazmazlık

Hayat Boyu Öğrenme Bağlamında Gizli Okumaz Yazmazlık

Lifelong learning tendencies of trainers in adult education

Türki̇ye’de Hayat Boyu Öğrenme Konusunda Yapilan Tezleri̇n Bi̇bli̇yografi̇k Değerlendi̇ri̇lmesi̇

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