Yaşam Boyu Eğitimden Yaşam Boyu Öğrenmeye: Faure ve Delors Raporları

Year 2022, , 149 - 174, 01.09.2022

Memnune Cansu Balcı , Ahmet Yıldız

https://doi.org/10.9779/pauefd.1068818

Cited By: 1

Abstract

Bu araştırmanın amacı, yetişkin eğitiminde dönemsel olarak iki farklı yönelimi temsil eden, UNESCO tarafından hazırlanan Faure ve Delors raporlarını, ortaya çıktıkları sosyo-politik bağlamda ele alarak yaşam boyu öğrenme söyleminin dönüşümünü incelemektir. Bu kapsamda söz konusu raporların oluşturuldukları dönemlerin sosyo-politik arka planları, oluşum süreçleri ve içerikleri derinlemesine analiz edilerek raporların yaşam boyu öğrenmeye etkileri ve bu raporlara yönelik temel eleştiriler incelenmiştir. Yaşam boyu eğitimden yaşam boyu öğrenmeye kavramın dönüşümünü yansıtan söz konusu raporlar, alanda dönüm noktası olarak nitelendirilen önemli çalışmalardandır. Bu araştırma tarama modellerinden genel tarama modelinde tasarlanmış betimsel bir çalışmadır. Söz konusu raporlar, ortaya çıktıkları dönemlerin tarihsel nitelikleri nedeniyle sıradan bir rapor incelemesinin ötesinde öneme sahiptirler. Bu nedenle araştırmada, tarama modelinin yanı sıra tarihsel araştırma ve doküman analizi yöntemlerinin sentezinden yararlanılmıştır. Araştırmanın sonucunda, yaşam boyu eğitim kavramının 1970’li yıllarda var olan hümanist ve demokratik içeriğinin 1990’lı yıllara gelindiğinde küresel sermaye tarafından ihtiyaç duyulan işgücünün yetiştirilmesi için araçsal bir boyut kazandığı saptanmıştır. Bu bağlamda, kamusal bir hak olan yaşam boyu eğitim söyleminin piyasanın taleplerine göre şekillenen yaşam boyu öğrenme söylemine doğru evrildiği görülmektedir.

Keywords

yaşam boyu eğitim, yaşam boyu öğrenme, Faure raporu, Delors raporu, UNESCO

From Lifelong Education to Lifelong Learning: Faure and Delors Reports

Abstract

The aim of this research is to examine the transformation of lifelong learning discourse by considering the Faure and Delors Reports prepared by UNESCO, which represent two different trends in adult education periodically, in the socio-political context in which they emerged. In this context, the socio-political backgrounds, formation processes, and contents of the periods in which the said reports were created were analyzed in-depth, and the effects of the reports on lifelong learning and the main criticisms of these reports were examined. These reports, which reflect the transformation of the concept from lifelong education to lifelong learning, are among the important studies that are considered as turning points in the field. This research is a descriptive study designed in the general survey model, which is one of the survey models. The reports in question are of importance beyond an ordinary report analysis due to the historical characteristics of the periods in which they emerged. For this reason, the synthesis of historical research and document analysis methods, as well as the scanning model, was used in the research. As a result of the research, it has been determined that the humanist and democratic content of the concept of lifelong education, which existed in the 1970s, gained an instrumental dimension in the 1990s to train the workforce needed by global capital. In this context, it is seen that the discourse of lifelong education, which is a public right, has evolved into the discourse of lifelong learning, which is shaped according to the demands of the market.

Keywords

lifelong education, lifelong learning, Faure report, Delors report, UNESCO

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