396
Views
1
CrossRef citations to date
0
Altmetric
Articles

The roles of Adult Education Centres and Civil Society Organisations in adult education in Turkey

ORCID Icon & ORCID Icon

References

  • Aksoy, M., 2013. Lifelong learning as a concept and the European Union adventure of lifelong learning. Bilig, (64), 23–48.
  • Alsbury, T.L. and Shaw, N.L., 2005. Policy implications for social justice in school district consolidation. Leadership and policy in schools, 4 (2), 105–126.
  • Altunay, E., 2019. School administrators’ political skills in terms of financial management of schools. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 36 (1), 96-16.
  • Aminchi, D. and Bello, I.A., 2017. An overview of timing in organizing and implementing of adult literacy programme and its implications for adult education administration in Nigeria. International journal of development research, 7 (9), 15543–15545.
  • Arslan, O., 2001. A civil society with its theoretical and historical stages and the reality of Turkey. İstanbul: Bayrak Yayınları.
  • Aydın, İ., 2011. In-service training in the public and private sectors. Ankara: Pegem A Akademi.
  • Bağcı, E., 2011. Lifelong education policies in Turkey in the process of European Union membership. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 30 (2), 139–173.
  • Bağcı, ŞE., 2014. The evaluation of adult education expenditures in Turkey in the context of equality. Ankara university, journal of faculty of educational sciences, 47 (1), 145–170.
  • Billett, S. (2003). Sociogeneses, activity and ontogeny. Culture and Psychology, 9(2), 133–169. doi:https://doi.org/10.1177/1354067X0392003
  • Billett, S., 2009. Conceptualising learning experiences: contributions and mediations of the social, personal and brute. Mind, culture and activity, 16 (1), 32–47.
  • Billett, S., 2010. The perils of confusing lifelong learning with lifelong education. International journal of lifelong education, 29 (4), 401–413. 488803
  • Billett, S., 2018. Distinguishing lifelong learning from lifelong education. Journal of adult learning, knowledge and innovation, 2 (1), 1–7.
  • Bray, M., 2000. Community partnerships in education: Dimensions, variations and implications. UNESDOC Digital Library. Available from: https://unesdoc.unesco.org/ark:/48223/pf0000123483
  • Breen, L.J., 2007. The researcher ‘in the middle’: negotiating the insider/outsider dichotomy. The Australian community psychologist, 19 (1), 163–174.
  • Carlsson-Lalloo, E., et al., 2021. Supportive conditions for sexual and perinatal wellbeing in women living with HIV in Sweden: a phenomenological study. Sexual & reproductive healthcare, 29, 100640–100647.
  • Creswell, J. W., 2005. Educational research: planning, conducting and evaluating quantitative and qualitative research. Hoboken, NJ: Pearson Education.
  • Çabuk, D., 2015. The reputation of the non-governmental organisations: A scale development study for Turkey. Dissertation (PhD). Akdeniz Üniversitesi Sosyal Bilimler Enstitüsü, Antalya.
  • Çaha, Ö., 2000. Sivil toplum, aydınlar ve demokrasi [Civil society, intellectuals and democracy]. İstanbul: İz Yayıncılık.
  • Dahlberg, K., Dahlberg, G., and Nyström, M., 2008. Reflective lifeworld research. Lund: Studentlitteratur.
  • Djibril Issoufou, M.B., and Altunay, E., 2020. The relationship between levels of personal economic returns and education indicators. International journal of social sciences and education research, 6 (4), 543–568.
  • Durdu, M., 2018. The role of Civil Society Organizations in determination of fiscal policies. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 39, 15–28.
  • [EACEA] The European Education and Culture Executive Agency. 2021. Adult education and training in Europe: building inclusive pathways to skills and qualifications. Eurydice Report. Luxembourg: Publications Office of the European Union.
  • [EARGED] Eğitimi Araştırma ve Geliştirme Dairesi Başkanlığı. 2010. Interrelation of provincial and district national education directorates and Civil Society Organizations. Ankara.
  • Edwards, R., 2002. Mobilizing lifelong learning: governmentality in educational practices. Journal of education policy, 17 (3), 353–365.
  • Elfert, M., 2016. Revisiting the Faure report (1972) and the Delors Report (1996). Why was UNESCO’s utopian vision of lifelong learning an “unfailure”. In: ESREA Triennial Conference, Maynooth, Ireland.
  • Enslin, P., 2006. Democracy, social justice and education: feminist strategies in a globalising world. Educational philosophy and theory, 38 (1), 57–67.
  • Ergun, A. and Erdemir, A., 2010. Negotiating insider and outsider identities in the field: ‘insider’ in a foreign land; ‘outsider’ in one’s own land. Field methods, 22 (1), 16–38.
  • Faure, E., 1972. Learning to be. Paris: UNESCO.
  • Fejes, A., 2006. The planet speak discourse of lifelong learning in Sweden: what is an educable adult? Journal of education policy, 21 (6), 697–716.
  • Field, J., 2001. Lifelong education. International journal of lifelong education, 20 (1–2), 3–15.
  • [GDLL] The General Directorate of Lifelong Learning. 2014. Lifelong Learning Strategy Document and Action Plan (2014–2018). Available from: https://abdigm.meb.gov.tr/projeler/ois/013.pdf [Accessed 13 Dec 2018].
  • Giannoukos, G., et al., 2015. The andragogy, the social change and the transformative learning educational approaches in adult education. Journal of education and practice, 6 (10), 46–50.
  • Gök, M., 2014. Unknown actors of social development and social capital: women-focused Civil Society Organizations. Dissertation (PhD). Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Sosyoloji Anabilim Dalı, Ankara.
  • Gönel, A., 1998. Önde gelen STK’lar [Leading NGOs]. İstanbul: Türkiye Ekonomik ve Toplumsal Tarih Vakfı Yayınları.
  • Griffth, A.I., 1998. Indsider/outsider: epistemological privilege and mothering work. Human studies, 21, 361–376.
  • Güvendi, M. F., 2017. The investigation of the studies and problems of local Civil Society Organizations operating in the field of education. Master dissertation. Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
  • Hablemitoğlu, N., 2005. Alman vakıfları ve Bergama dosyası. İstanbul: Toplumsal Dönüşüm Yayınları.
  • Henriksen, L.S., et al., 2008. Welfare architecture and voluntarism: or why ‘changing the welfare mix’ means different things in different contexts. In: The third sector in europe: prospects and challenges, 69–86. London:Routledge.
  • Huberman, A. M. and Miles, M. B., 1994. Qualitative data analysis: an expanded sourcebook. London: Sage Publications.
  • Johnson, T. P., 2014. Snowball sampling: introduction. Wiley StatsRef: Statistics Reference Online.
  • Kahraman, M., and Tamer, M., 2016. The role of Civil Society Organizations in regional development. International journal of academic value studies, 2 (3), 170–178.
  • Kalenda, J., 2014. The issue of non-formal adult education in the Czech Republic. Asian social science, 11 (3), 37–48.
  • Kapu, H., Tutar, H., and Özyakışır, D., 2012. Civil society and entrepreneurship and economic development. Ankara: Savaş Yayınevi.
  • Kara, Y., 2019. Makro sosyal hizmet çerçevesinde sivil toplum kuruluşlarının önemi. Aurum Sosyal Bilimler Dergisi, 4 (2), 155–169.
  • Karataş, İ.H., 2008. Civil Society Organizations in Turkish education system: their status and functions. Dissertation (PhD). Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
  • Karataş, İ.H. and Şaşmaz, Z., 2013. The examination of professional effectiveness of Civil Society Organizations established by school principals and educational administrators: a qualitative analysis. Balıkesir university journal of social sciences institute, 16 (30) 23-53.
  • Katz, S. and Earl, L., 2010. Learning about networked learning communities. School effectiveness and school improvement, 21 (1), 27–51.
  • Knowles, M., Holton, E. F. I., and Swanson, R. A., 2005. The adult learner. 6th ed. New York, NY: Butterworth-Heinemann.
  • Kurt, İ., 2000. Adult education. Ankara: Nobel Yayın Dağıtım.
  • Louis, K.S. and Kruse, S.D., eds., 1995. Professionalism and community: perspectives on reforming urban schools. Thousand Oaks, CA: Corwin.
  • Masalimova, A.R., Usak, M., and Shaidullina, A.R., 2016. Advantages and disadvantages of national and international corporate training techniques in adult education. Current science, 111 (9), 1480–1485.
  • Mayo, P., 2011. Gramsci, Freire and adult education possibilities for transformative action. Translated by A. Duman. Ankara: Ütopya Yayınevi.
  • Merriam, S.B., Caffarella, R.S., and Baumgartner, L., 2007. Learning in adulthood: a comprehensive guide. 3rd ed. San Francisco, CA: Jossey-Bass.
  • [MoNE] The Ministry of National Education. 2018a. Lifelong learning institutions regulation. Available from: https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=24507&MevzuatTur=7&MevzuatTertip=5 [Accessed 18 Sep 2021].
  • [MoNE] The Ministry of National Education. 2018b. 2023 Educational Vision Document. Available from: http://2023vizyonu.meb.gov.tr/ [Accessed 7 Nov 2018].
  • [MoNE] The Ministry of National Education. 2020. General directorate of life long learning unit activity report for the year 2019. Available from: https://hbogm.meb.gov.tr/meb_iys_dosyalar/2020_03/13111043_2019_Mali_Birim_Faaliyet_Raporu.pdf [Accessed Nov 2021].
  • [MoNE] The Ministry of National Education. 2021. 2021 Budget Presentation. Available from: https://sgb.meb.gov.tr/meb_iys_dosyalar/2020_12/30125920_2021_BUTCE_SUNUYU.pdf [Accessed 11 Feb 2021].
  • Okutan, E., 2008. Advanced cooperation of local governments and Civil Society Organizations: the example of England. Sayıştay Dergisi, 71, 91–106.
  • Özcan, A., 2008. Lifelong learning strategies of the European Union. Master dissertation. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Özdemir, S., Başel, H., and Şenocak, H., 2009. A dissertation on the growing importance of the NGOs and some NGOs operating in Uskudar. Sosyal Siyaset Konferansları Dergisi, 56.
  • Özalp, A., 2007. The critical point in civil society thinking. Sosyoloji Dergisi, 18, 41–63.
  • Paillé, P., and Mucchielli, A., 2016. L'analyse qualitative en sciences humaines et sociales. 4th ed. Paris: Armand Colin.
  • Patton, M.Q., 2002. Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.
  • Pfeffer, J. and Salancik, G.R., 2003. The external control of organizations. Stanford, CA: Stanford University Press.
  • Rowe, W.E., 2014. Positionality. In: The SAGE encyclopedia of action research. London, UK: Sage, 627–628.
  • Sandberg, F., 2016. Recognition and adult education: an incongruent opportunity. Studies in continuing education, 38 (3), 265–280.
  • Sayılar, Y., 2013. Resource dependence theory. In: D. Taşçı and E. Erdemir, eds. Örgüt kuramı. 1st ed. Eskişehir: Anadolu Üniversitesi, 48–80.
  • Searle, J.R., 1995. The construction of social reality. London: Penguin Books.
  • Simmel, G., 1950. Knowledge, truth, and falsehood in human relations. In: K.H. Wolff, ed. The sociology of Georg Simmel. New York, NY: The Free Press.
  • Smith, J.A. and Osborn, M., 2003. Interpretative phenomenological analysis. In: J.A. Smith, ed. Qualitative psychology: a practical guide to research methods. London: SAGE, 51–80.
  • Smith, M.K., 2010. Andragogy: what is it and does it help thinking about adult learning? The Encyclopedia of Informal Education. INFED by YMCA George Williams College.
  • Tanır, M., 2006. A field research on the administration of adult education services and the effectiveness of Adult Education Centres in Turkey. Master dissertation. Gazi Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Taş, U. and Yenilmez, F., 2007. The role of education in development and the rate of return on its educational investment in Turkey. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 9 (1), 155–186.
  • Thomson, R., Martin, J.L., and Sharples, S., 2017. The experience of couples being given an oxygen concentrator to use at home: a longitudinal interpretative phenomenological analysis. Journal of health psychology, 22 (6), 798–810.
  • Titmus, C., et al., 1985. Terminology of adult education. Ankara: UNESCO Türkiye Milli Komisyonu Yayınları.
  • Türkoğlu, A. and Uça, S., 2011. Public education in Turkey: historical development, problems and solutions to these problems. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 2 (2), 48–62.
  • Ukwuaba, L.C., 2015. Constraints on the implementation of adult education programmes in Nigeria. International journal of education and research, 3 (7), 247–254.
  • Webb, P.T. and Gulson, K., 2012. Policy prolepsis in education: encounters, becomings, and phantasms. Discourse: studies in the cultural politics of education, 33 (1), 87–99.
  • Webb, S., et al., 2017. Lifelong learning for quality education: exploring the neglected aspect of sustainable development goal 4. International journal of lifelong education, 36 (5), 509–511.
  • World Bank. 2003. Lifelong learning in the global knowledge economy: challenges for developing countries. Available from: http://documents.worldbank.org/curated/en/528131468749957131/pdf/multi0page.pdf [Accessed 30 Jun 2019].
  • Yayla, D., 2009. The assessment of Turkish adult education system. Millî Eğitim Bakanlığı Eğitimi Araştırma ve Geliştirme Dairesi Başkanlığı (EARGED).
  • Yıldırım, A. and Şimşek, H., 2013. Qualitative research methods in social sciences. Ankara: Seçkin Yayıncılık.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.