Advertisement

The Perception of Administrators, Teachers, and Master Trainers Working for Public Education Centers Regarding Key Competencies of Lifelong Learning

  • Sait Akbaşlı
  • Mehmet Durnalı
Conference paper
Part of the Springer Proceedings in Complexity book series (SPCOM)

Abstract

The purpose of the research is not only to determine the level of perception of lifelong learning key competencies of administrators, teachers, and master trainers working for public education centers but also to find out whether or not this perception level of the sample reveals significant differences in terms of gender, profession, age, and years of experience. The research population included administrators (principals, chief deputy principals, deputy principals), teachers, and master trainers working for the public education centers in the province of Ankara during the 2015–2016 academic year. The research sample was comprised of 39 administrators, 124 teachers, and 172 master trainers, a total of 335 participants. The data were collected using the “key competences for lifelong learning scale” developed by Şahin et al. (Educational Research and Review, 5(10), 545–556, 2010). A cross-sectional survey design was implemented in conducting the study. The data collected were analyzed through descriptive and parametric tests (one-way ANOVA and independent t-test). According to results, regarding gender, there are significant differences between females and males with respect to levels of the dimensions of communication in the native language, communication in a foreign language(s), and as for digital competences. Considering the profession variable, there are significant differences between teachers and administrators and administrators and master trainers with respect to the dimensions of communication in native language, mathematical and basic competence in science and technology, and also in terms of digital competence. Age and years of experience are also important variables for the significant difference with respect to the dimension of communication in a foreign language(s).

Keywords

Lifelong learning Lifelong learning competencies Public education centers Administrators Teachers 

References

  1. Adams, D. (2007). Lifelong learning skills and attributes: The perceptions of Australian secondary school teachers. Issues in Educational Research, 17(2), 149.Google Scholar
  2. Ahmed, M. (2014). Lifelong learning in a learning society: Are community learning centres the vehicle? In Education, learning, training (pp. 102–125). Brill.Google Scholar
  3. Bosco, J. (2007). Lifelong learning: What? Why? How? Retrieved 23 Aug 2016 from http://homepages.wmich.edu/~bosco/docs/LifelongLearning-2.pdf.
  4. Çolakoğlu, J. (2002). Yaşam boyu öğrenmede motivasyonun önemi. Milli Eğitim Dergisi, 155–156. Retrieved 3 Sept 2012, from http://yayim.meb.gov.tr/dergiler/155-156/colakoglu.htm.
  5. Commission of the European Communities. (2005). Proposal for a recommendation of the European Parliament and of the Council on key competences for lifelong learning. (presented by the Commission) Brussels, 10.11.2005 COM (2005)548 final. Retrieved 21 Aug 2016 from http://www.europarl.europa.eu/meetdocs/2004_2009/documents/com/com_com(2005)0548_/com_com(2005)0548_en.pdf.
  6. Cornford, I. R. (2002). Learning-to-learn strategies as a basis for effective lifelong learning. International Journal of Lifelong Education, 21(4), 357–368.CrossRefGoogle Scholar
  7. Cropley, A.J. (1980). Towards a system of lifelong education: Some practical considerations. Unesco Institute for Education, Hamburg & Pergamon Press.Google Scholar
  8. Demirel, M., Sadi, Ö., & Dağyar, M. (2015). Fen bilimleri öğretmenlerinin yaşam boyu öğrenme yeterliklerinin incelenmesi (Karaman ili örneği). Pegem Eğitim ve Öğretim Dergisi, 6(1), 19–40. http://dx.doi.org/10.14527/pegegog.2016.002.CrossRefGoogle Scholar
  9. Diker-Coşkun, Y., & ve Demirel, M. (2012). Üniversite Öğrencilerinin Yaşam Boyu Öğrenme Eğilimleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 108–120.Google Scholar
  10. EU Commission. (2011). The lifelong learning programme 2007–2013 – Glossary. Retrieved 21 Aug 2016 from http://programmaleonardo.net/llp/cd/cd2/dati/documenti/LLP%20glo ssary.pdf.
  11. Eur-Lex. (2006). Recommendation of the European parliament and of the council of 18 December 2006 on key competences for lifelong learning. Official Journal of the European Union, 30.12.2006, L394/10. Retrieved 22 Aug 2016 from http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex%3A32006H0962.
  12. Eur-Lex. (2011). Key competences for lifelong learning. Retrieved 22 Aug 2016 from http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:c11090.
  13. European Communities. (2007a). COMENIUS success stories Europe creates opportunities. Retrieved 21 Aug 2016 from http://www.ua.gov.tr/docs/okul-ortakl%C4%B1klar%C4%B1/success-stories_en.pdf?sfvrsn=0.
  14. European Communities. (2007b). Key competences for lifelong learning European Reference Framework. Retrieved 21 Aug 2016 from https://www.erasmusplus. org.uk/file/272/download.
  15. European Union (1995). Directive 95/46/EC of the European Parliament and of the Council of 24 Oct 1995 http://ec.europa.eu/justice/policies/privacy/docs/95-46-ce/dir1995-46_part1_en.pdf.
  16. Gencel, İ.E. (2013). Prospective teachers’ perceptions towards lifelong learning competencies. Education and Science, 38(170).Google Scholar
  17. Jarvis, P. (2004). Adult and continuing education: Theory and practice (3rd ed.). London: RoutledgeFalmer.Google Scholar
  18. Kaya, H. (2015). Türkiye’de Halk Eğitimi Merkezleri. International Journal of Science Culture and Sport (IntJSCS), 3(3), 268–277.CrossRefGoogle Scholar
  19. Kılınç, H. H., & Yenen, E. T. (2015). Lifelong learning tendencies of the public education centre trainees. The Journal of Academic Social Science Studies, 35, 187–198.  https://doi.org/10.9761/JASSS2940.Google Scholar
  20. Kozikoğlu, İ. (2014). Üniversite ve meslek yüksekokulu öğrencilerinin yaşam boyu öğrenme yeterliklerinin incelenmesi. Journal of Instructional Technologies & Teacher Education, 3(3), 29–43.Google Scholar
  21. Nordstrom, N.M. (2008). Top 10 benefits of lifelong learning. Retrieved 23 Aug 2016 from http://www.selfgrowth.com/articles/Top_10_Benefits_of_Lifelong_Learning.html.
  22. Oral, B., & Yazar, T. (2015). Examining the perception of prospective teachers about life-long learning in terms of various variables. Elektronik Sosyal Bilimler Dergisi/Electronic Journal of Social Sciences Winter-2015, 14(52).Google Scholar
  23. ORI. (2016). Descriptive studies. Retrieved 19 Aug 2016 from http://ori.hhs.gov/education/products/sdsu/res_des1.htm.
  24. Uzunboylu, H., & Hürsen, Ç. (2011). “Yaşam Boyu Öğrenme Yeterlik Ölçeği: Geçerlik ve Güvenirlik Çalışması”. Haccetepe Üniversitesi Eğitim Fakültesi Dergisi, 41, 449–460.Google Scholar
  25. Şahin, M., Akbaşlı, S., & Yanpar Yelken, T. (2010). Key competences for lifelong learning: The case of prospective teachers. Educational Research and Review, 5(10), 545–556.Google Scholar
  26. South African qualifications authority. (2013). TVET standard glossary of terms. Retrieved 21 Aug 2016 from http://hr.saqa.co.za/glossary/index.php.
  27. Toprak, M., & Erdoğan, A. (2012). Lifelong learning: Concept, policy, instruments and implementation. Yükseköğretim ve Bilim Dergisi/Journal of Higher Education on and Science, 2(2), 69–91.CrossRefGoogle Scholar
  28. TUİK. Eğitim İstatistikleri- İstatistiksel tablolar ve dinamik sorgulama -Yaygın eğitim faaliyetleri istatistikleri yıllara göre yaygın eğitim kurumları. Retrieved 22 Aug 2016 from http://www.tuik.gov.tr/PreTablo.do?alt_id=1018).
  29. Yazar, T., & Yaman, F. (2014). Investigating of life long learning tendency of teachers (The example of Diyarbakır). K. Ü. Kastamonu Eğitim Dergisi, 23(4), 1553–1566.Google Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Hacettepe UniversityAnkaraTurkey

Personalised recommendations