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Prof. Dr. Miraç Akçay Asst. Prof. Dr. Mine Gözübüyük Tamer Karadeniz Teknik Üniversitesi, Trabzon, Turkey.

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Presentation on theme: "Prof. Dr. Miraç Akçay Asst. Prof. Dr. Mine Gözübüyük Tamer Karadeniz Teknik Üniversitesi, Trabzon, Turkey."— Presentation transcript:

1 Prof. Dr. Miraç Akçay Asst. Prof. Dr. Mine Gözübüyük Tamer Karadeniz Teknik Üniversitesi, Trabzon, Turkey

2 Content  Part-I: Towards An Ageing Society (Turkey with Demographic Indicator) and Intergenerational Solidarity Paradigm  Part-II: Education Possibilities Towards Ageing Population (Access to education and training)   Part-III: Education Possibilities for Second and Third Generations in KTU  Part-IV: Case Study on Adults studying KTU  Part-V: General Profile and Educational Experience of KTU Staff Graduated from Open and Distance Education

3 Part-I: Towards an Ageing Society (Turkey with Demographic Indicator)

4 The Changing Age Structure of Turkey

5 The Intergenerational Solidarity Paradigm The decline of the traditional family Changes in family structure Weakened the role of the family as a socialisaion agent and as a source for child rearing, nurturing and support Disengagement of elders from their intergenerational roles

6 Part-II: Education Possibilities Towards Increasing Ageing Population: Education In all countries, lifelong education and training is a prerequisite for ensuring elderly people’s participation in employment and social life. It is observed that policies involving renewal of the education and training systems, lifelong equal opportunities for vocational guidance and placement services aiming at ensuring contributions of elderly people over 60 years of age to the development of our country are not covered at the desired levels (in terms of both content and duration) as of yet (DPT, 2007)

7 Expansive Training Efforts are conducted across the country by the public and private sectors under the surveillance and supervision of the Ministry of National Education through public education, apprenticeship, distance learning, open primary school, open high school, open vocational and technical school, private training institutions, private courses, private vocational and technical courses and private motor vehicle driving courses.

8 The Reason Why People Tend to Attend Non-formal Education 1. Being more knowledgable 2. To prepare for a new job, 3. On the job 4. To spend leisure time as a good and beneficial, 5. To meet new and interesting people, 6. Acquiring skills for responsible works, 7. To communicate people and self-development, 8. To increase revenue.

9 The Reason Why People Attend a Non-formal Education in Turkey % 60,9 being skilled in his occupation/job % 34 becoming skilful and knowledge in daily life, % 33,4 to learn about an issue that attracting of him % 27,5 receiving a certificate

10 Non-formal Education covers all educational activities organized along or outside of formal education. The specific objective of non-formal education, in accordance with the basic principles and general objectives of the national education, to the citizens which never entered the formal education system or at any level or out at that level, beside or outside of formal education to gain knowledge and skills.(TUİK, Yaygın Eğitim istatistikleri)

11 The participation of Non-formal Education in OECD Countries

12 In OECD Countries In OECD countries, 29 % of age population participate in non-formal education related to occupation. This rate; is greater than % 40 in Finland, Norwegian, Sweden, Switzerland, 38 % in Germany and Slovak Republic below % 20 in Poland and Spain less than 15 % in Greece, Hungary, Italy and Turkey.

13 In Turkey  In Turkey, the most active participation of non-formal education activities is seen age group (26.7%) and university graduates 40 %.

14 Public Education Center Except Ministry of National Education, other instutitions such as Municipalities, Waqfs, Associations support directly nonformal education by opening courses. Adult Education Possibilities in Turkey within the formal and Non-formal Education

15 Part-III: Education Possibilities for Second and Third Generations in KTU  Formal Education Undergraduate Programme (Evening Classess) Master Degree Ph. Degree  Non-Formal Education: Continuing Education Center various courses launched by KTU(computer, English language, manual skills, etc.) accept all interested individuals who wish to receive training, without any discrimination by age limits.

16 To keep the graduates’ information up to date, To ensure a educational environment to anyone who wants to learn, To organize training programs based on the demands of each institution, To contribute to the reduction of the educational gaps between the regions, To contribute to the personal education, while diploma alone is not sufficient at the present time, To strengthen the relationship between the university and the city, To keep the graduates’ information up to date, To ensure a educational environment to anyone who wants to learn, To organize training programs based on the demands of each institution, To contribute to the reduction of the educational gaps between the regions, To contribute to the personal education, while diploma alone is not sufficient at the present time, To strengthen the relationship between the university and the city,

17 Categories of Trainings

18 Part-IV: Case Study (Aim, Method and Findings) The aim of this study is to reveal the general profile of students who are at 45 and above ages studying in KTU and their educational experiences. This study is important for putting down to the fact that how common programmes bringing young and older together affects the life of adult/ older.

19 Research Design & Methodology based on descriptive research. guided by principles found in quantitive and qualitative inquiry. Detailed interviews and survey techniques are used.

20 Researh Technique of Research Survey Deep interviews with 25 participants Verbal descriptions- audio taped and transcribed Interviews were done in places students went inside and outside the university, such as classrooms and cafe. The goal of collecting and analyzing data was to gain an detailed understanding -- meaning from the participants’ perspective the reason why they study, and to reveal the educational attainment of them.

21 Research Questions The survey consisted of two stages, The first stage as follows; The general profile of students including gender, age, place of birth, occupation, marital status, income level, family size and spare time activities.

22 Second stage; Information on Educational Experiences of participants including several questions as below; Second stage; Information on Educational Experiences of participants including several questions as below; Is the KTU first university you registered? What is the education level in KTU? Which faculty and department do you attend? The reason why you study in KTU? What are the positive and negative side to study in your late age/adult age? What do you think about university and state’s measures on adult aducation?

23 Questions; What kinds of opportunities that universites provides students like you? What are the personal and social gain to study in late age? What do you think about KTU Alumni club? Do you have any advise to students who are at the same age with you? What are the reactions of your family or social surroundings on your studying decisons?

24 Finding: Demographic Profile

25 Information on Educational Experiences of Participants Studying KTU The reason for studying at late age or adult age Getting diploma Assessing leisure time after retirement, Making new friends Learning new things Improving yourself Studying departments which you want Being model for their children and nices/nephews As a hobby

26 The Positive Side to Study in Late Age/Adult Age To learn new information, up date information, improve yourself To study with young Keep alive memory/ prevent the alzheimer Widen one’s viewpoints Contribute career development and income Get rid of monotony To feel good among youngs because of competing with them. Being experinced To better understand youth

27 The Negative Side to Study in Late Age/Adult Age Health problems of older person Inadequate understanding capasities Not able to reacc to young or not compete with young Not matching with working hours and lessons Difficulties in learning English Difficulty in taking time ( for themselves and their family) Difficulty to carrying out in cooperation work and study

28 State’s Policy/Precautions on Adult Education For still workers, flextime and income growth For older, adaptation problems, following the lessons and the exam system/ open admission come to the fore.

29 Opportunities that Universites Provides Students Who are Studying at Adult Age Financial support-not to pay fees Abolishment of compulsory English prepatory class Attendance could be more flexible Giving lecture as in CD Special activities for adaptation and well communication with young and instructor

30 Personal Gain to Study in Late Age Personal Gain to Study in Late Age Provide prestige New social environment Being happy and self-confident Live close to society Widen one’s point of view, increase the level of education. Acquiring current information Not being detached from life The feeling of accoplisment Earn respect Social activities increases Revenue increases and career development Gain a sense of confidence

31 Social Gain to Study in Late Age Conscious society The quality of education will increase Social and cultural renewal The welfare of state will increase Being model for young

32 Advises of Student Towards Other Adults Being courageous to start Do not spend leisure time in home and lonely There is no age limit for education

33 Comments and Views on KTU Alumni club Not active Oppose to alumni clubs Haven’t heard it Not following Not knowing Alumni clubs, should be active and create communication among alumnies should be guide in every aspect to the students and alumnies is important for cretaing social network, and important for socializing

34 Advices Actions to Be Taken Supporting of elderly people who are retirement and sustaining of access to structural and financial services Developing adult education and training with various incentives and programmes being interesting Ensuring access of elderly people to basic services (transportation etc) Developing and implementing programs and providing the required services for ensuring that elderly people Implementing policies aiming at developing opportunities involving education and educational innovations for elderly people, and encouraging elderly people to make use of their acquired information and skills during their retirement periods.

35 Part-V: General Profile of Staffs who Graduated from Open and Distance Education

36 Demographic Profile of Staff

37 View on Open Distance Education PositiveNegative Make progress in one’s careerNot equivalent diploma Graduate from university Not to take formal eductaion possibilities The opportunity to study while working Difficulty in studying while working Update information Extreme density in exam time (such as traffic) İmprove yourself

38 Educational Attainment and Advices Educational AttainmentAdvices Increase of education levelStruggle with life Orientation on different business area Necesaary for personal development Personal and vocational developmentPrevent conflict of generations Vocational career It is good for studying while working Increase the level of information/ liberal education Getting diploma

39 Thanks for your attention…


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