4. Resultados y análisis de investigación
4.3. Actividad 3: Taller con preguntas sobre la Parábola
1.23 0.26 4.62 0.000
Discussion
The variables of the number of courses, number of completers, the number of trainers, courses and private lessons, seminars and on-the-job guided basic training differ by the type of institution.
Education variables don’t differ by the year.
The variables of number of completers, number of trainers, Ministry and affiliated institutions, Universities, Municipality, Confederation or union, Foundation, Association, Courses and private lessons, Seminars and On-the-job guided basic education differ by the field of education.
It has been determined that the variable of year doesn’t create a difference on the educational institutions. When the number of courses increases by one unit, the number of completers increases by 76 units. When the number of trainers increases by one unit, the number of completers increases by 27 units.
When the number of courses increases by one unit, the number of courses and private lessons increases by 51 units.
When the number of seminars increases by one unit, the number of courses and private lessons increases by 2 units.
When the number of guided educations increases by one unit, the number of courses and private lessons increases by 10 units.
When the number of ministry courses increases by one unit, the number of completers increases by 93 units. When the number of university courses increases by one unit, the number of completers increases by 941 units. When the number of municipality courses increases by one unit, the number of completers increases by 140 units.
When the number of union courses increases by one unit, the number of completers increases by 2700 units. When the number of foundation courses increases by one unit, the number of completers increases by 455 units.
When the number of association courses increases by one unit, the number of completers increases by 2983 units.
When the number of trainers increases by one unit, the number of courses increases by 18 units. When the number of trainers increases by one unit, the number of seminars increases by 9 units.
When the number of trainers increases by one unit, the number of guided educations increases by 1 unit. Humanitarian learning theorists have attached great importance to the individual's interests and needs and focused more on individual functions of education. Individual functions of education are citizenship education, vocational preparation, intellectual and individual development (Şimşek, 2011:56-57). Humanitarian learning theoreticians point out that the individual can learn the most needed subject and the individual should be able to make their own decisions and their sense of responsibility and personal independence should be improved (Güven, Gökmen and Hancı, 2008:21). In the changing world, the individual is required to acquire a variety of knowledge and skills such as communication, technology use, healthy living, problem solving, group work, etc., which can help them best fulfill the roles of citizen, employee, spouse and parent and facilitate their adaptation to changing living conditions. Regarding the research data, it is observed that the number of completers increases by 2983 units when the number of courses offered by the associations that give more emphasis on training programs directed to individuals’ personal development and development of their vocational knowledge and skills. In addition, participation in courses organized by associations is based entirely on volunteerism and is achieved by the individual's own decision.
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Adults have a relatively limited time to allocate to the training, so they want to use it in a useful way and therefore, they attend training from which they think they will benefit. They want to choose their own institutions where training will be provided, programs, topics and learning methods. They reject the training programs being contrary to their own values and beliefs (Lowe, 1985:21). Participation in training institutions not taking these elements into consideration and courses offered is limited or more problems are experienced as to sustaining the training program even if participation is realized due to obligation and sufficient efficiency isn’t achieved from the training program sustained. As a matter of fact, it is seen in the research data that the number of people who complete the courses organized by the institutions is less.
Today, the European Union sees lifelong learning as a means of preventing unemployment, increasing entrepreneurship and inventions and modernizing education systems (Volles, 2016:360). With the development of technology, new business lines are emerging and new skills are required to be learned (Volles, 2016:358). In this regard, on-the-job guided training activities are gaining importance. The learner has the control in on-the-job learning, there is no such formal curriculum and the experiences of learner are emphasized. Thus, the individual's self-motivation is supported and the life in workplace becomes more meaningful (Karaca, 2009:139, 141). In a study conducted on the lifelong learning tendencies of university students, it has been determined that there is a significantly positive correlation between lifelong learning tendencies of students and their self-efficacy perceptions (Karaduman and Tarhan, 2017:370). Bandura states that people won’t make an effort and change their behaviors as long as they do not really want to learn and change anything and they don’t believe that they can do it (Burger, 2006:543).
Özbek (2001) has stated that non-formal education is a process that makes the experiences of individuals meaningful (p.45). Trainings aimed at improving the professional knowledge and skills of individuals increase their employability by giving them the opportunity to apply what they learn. In vocational education, the harmony between the individual and the work to be done is extremely important. The change of current jobs with technological and economic developments and the emergence of new business lines gives vocational education a dynamic feature and necessitates lifelong learning (Sezgin, 2009:192). There is a greater demand for trainings organized by unions, with the provision of documentation and employment opportunities. It is observed concerning the research data that the number of those completing the courses increases by 2700 units when the number of union courses increases by one unit. In Austria, which has been recognized as successful in the field of unemployment and exports and whose success is based on the vocational education system, it is absolutely necessary for the participation of the chambers in the determination of the economic and educational policies and the chambers are considered not only as consultee institutions but also as the organs that determine strategies, make plans and decisions (Ok and Dayıoğlu, 2012: 123-124).
The importance of lifelong learning in higher education has been emphasized in Bologna process (Soran, Akkoyunlu & Kavak, 2006:202; Diker-Coşkun & Demirel, 2012:111; Evin-Gencel, 2013:240). At Leuven Ministers Conference organized in 2009, lifelong learning, mobility of students and academics and social dimension were set as priority areas among the targets for the period 2010-2020 (Erdoğan, 2010: 10). Universities that undertake the leadership role in the development of the society and shape the social structure of the society are the institutions that have the basis of scientific thought where the knowledge is produced and the changes and developments that are taking place in the world are followed up rapidly. For this reason, they have a certain respect in society. Individuals believe in and trust in information from the highly respected source in society (Kağıtçıbaşı, 2006:184). When the number of courses organized by universities increases by one unit, the number of completers increases by 941 units. Dinevski & Dinevski (2004) point out that the most important contributions of universities to lifelong learning as well as their existing activities are e-learning and distance learning. As required by the university's label and organizational structure, research-based work of existing academic staff, setting and adopting high standards of quality and ensuring stability and continuity in education are other strengths (p.231).
Conclusion
In conclusion, it can be uttered that the non-formal education activities provided by the different institutions and organizations differ by the variables articulated in the research and there is a positive relation between some variables.
Today, as information is rapidly generated, spread and it loses its currency in a short time, the importance of lifelong learning is increasing day by day. The need for the trainings to be arranged directed to the emerging
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new needs in a continuously changing and developing world is very high. The purpose of life-long learning is to establish the connection between education and business life ranking among the important fields of need in Turkey, to improve the training programs not only quantitatively but also qualitatively and to ground on the quality in education.
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Acknowledge
This study was presented as oral in the 2 st International Congress on Woman and Child Health and Training on 05-06 November 2017.