Halk Eğitimi Merkezi Eğitimcilerinin Sorunlarının İncelenmesi

Yıl 2023, , 739 - 764, 30.07.2023

Evrim Erol , Esen Altunay

https://doi.org/10.34056/aujef.1228945

Öz

Bireylerin yetiştirilmesi, beceri gelişimi ve yaşam boyu öğrenmenin sürdürülebilmesi için örgün eğitim kurumlarının dışında alternatif eğitim olanaklarına ihtiyaç duyulmaktadır. Türkiye'de yaşam boyu öğrenmeyi destekleyen kurumlar arasında öncelikli ve ağırlıklı bir konuma sahip olan Halk Eğitimi Merkezleri bireylerin kişisel, mesleki ve sosyal gelişimlerine yardımcı olan önemli kurumların başında gelmektedir. Bu nedenle de Halk Eğitimi Merkezi eğitimcilerinin sorunlarının belirlenmesi ve çözülmesi, yetişkin eğitiminin niteliğine ve izlenebilirliğine olumlu katkı sağlamaktadır. Bu doğrultuda araştırmanın amacı, Halk Eğitimi Merkezlerindeki yetişkin eğitimcilerin sorunlarına ilişkin görüşlerini belirlemek ve bulgulara dayalı olarak öneriler geliştirmektir. Halk Eğitimi Merkezlerindeki yetişkin eğitimcilerin sorunları hakkında derinlemesine bilgi edinebilmek için nitel araştırma yöntemlerinden fenomenoloji deseni tercih edilmiş, çalışma gurubu da amaçlı örnekleme tekniklerinden maksimum çeşitlilik örneklemesi ile belirlen otuz altı katılımcıdan oluşturulmuştur. Araştırmanın verileri yarı yapılandırılmış görüşme formu ile toplanmıştır. Araştırma bulgularına göre eğitimcilerin sorunları kurumsal sorunlar, mesleki sorunlar ve kursiyer sorunları temalarında; eğitimcilerin sorunlarla baş etme yaklaşımları destek alma yaklaşımı, planlı yaklaşım ve tepkisel yaklaşım temalarında; Halk Eğitimi Merkezi yöneticilerinin eğitimcilerin sorunlarına ilişkin yaklaşımları da destekleyici ve duyarsız yaklaşım temaları altında toplanmıştır. Araştırma sonuçları toplu bir şekilde değerlendirildiğinde Halk Eğitimi Merkezlerinin eğitimcilerin sorunlarına yönelik kurumsal çözüm stratejileri oluşturması; eğitimcilerin kadrolu bir şekilde istihdam edilmesi, çalıştıkları olumsuz koşulların düzeltilmesi ve ihtiyaç duydukları psikolojik, sosyal, teknolojik ve fiziksel desteklerin sağlanması önerilmektedir.

Anahtar Kelimeler

Halk eğitim merkezi, yetişkin eğitimi, ücretli eğitimci, eğitimcilerin sorunları

Investigation of the Challenges of Public Education Centre Instructors

Öz

Alternative education opportunities are needed outside of formal education institutions to train individuals, develop skills, and sustain lifelong learning. Adult Education Centres, which have a priority and predominant position among institutions that support lifelong learning in Türkiye, are among the leading institutions that help individuals’ personal, professional, and social development. For this reason, identifying and solving the challenges of Adult Education Centres instructors positively contributes to the quality and traceability of adult education. In this context, the study aims to determine the opinions of adult instructors in Adult Education Centres about their challenges and to develop suggestions based on the findings. For this purpose, to obtain in-depth information about the challenges of adult instructors in Adult Education Centres, the phenomenology design, one of the qualitative research methods, was preferred in the study, and the study group was formed from thirty-six participants determined by maximum diversity sampling, one of the purpose sampling techniques. The research data were collected with a semi-structured interview form. According to the findings, the challenges of the instructors were in the themes of institutional challenges, professional challenges, and trainee challenges; trainers’ approaches to coping with problems were in the themes of the support-seeking approach, the planned approach, and the reactive approach; Adult Education Centres directors’ approaches to the challenges of trainers have gathered the themes of the supportive and insensitive approach. When the results of the study are evaluated collectively, the Adult Education Centres should create institutional solution strategies for the problems of the instructors; It is recommended that the trainers be employed permanently, that the unfavourable conditions they work in are corrected and that the psychological and social, technological, and physical support they need is provided.

Anahtar Kelimeler

Adult education centre, adult education, temporary instructor, instructors’ challenges

Kaynakça

• Aksoy, M. (2013). Lifelong learning as a concept and the European Union adventure of lifelong learning. Bilig, (64), 23-48. https://dergipark.org.tr/en/pub/bilig/issue/25367/267740
• Bağcı, Ş. E. (2014). Evaluation of adult education expenditures in Türkiye in the context of equality. Ankara University Journal of Faculty of Educational Sciences (JFES), 47(1), 145-170. https://doi.org/https://doi.org/10.1501/Egifak_0000001321
• Başaran, İ. E. (1996). Türkiye eğitim sistemi. Yargıcı Matbaası.
• Bayram, G. (2009). The opinions of teachers and administrators working at the public primary and secondary schools in Ankara about the process of structural adjustment of education and the employment of teachers [Unpublished master's thesis]. Ankara University.
• Bierema, L. L. (2011). Reflections on the profession and professionalization of adult education. PAACE Journal of Lifelong Learning, 20(1), 21-36. https://www.academia.edu/download/45804876/Bierema.pdf
• Billett, S. (2010). The perils of confusing lifelong learning with lifelong education. International journal of lifelong education, 29(4), 401-413. https://doi.org/10.1080/02601370.2010.488803
• Can, N. (2021). Eğitimde insan kaynakları yönetimi (N. Can, Ed. 4th ed.). Pegem Akademi. https://doi.org/10.14527/9786053644309
• Carlsson Lalloo, E., Mellgren, Å., Berg, M., & Rusner, M. (2021). Supportive conditions for sexual and perinatal wellbeing in women living with HIV in Sweden: A phenomenological study. Sexual & Reproductive Healthcare, 29, 100640. https://doi.org/https://doi.org/10.1016/j.srhc.2021.100640
• Christensen, L. B., Johnson, B., & Turner, L. A. (2020). Research methods, design, and analysis (12th ed.). Pearson Education. http://students.aiu.edu/submissions/profiles/resources/onlineBook/c9w8W6_Research_Methods-_Design-_and_Analysis-_Global_Edition.pdf
• Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.
• Dausien, B., & Schwendowius, D. (2009). Professionalisation in general adult education in Germany: an attempt to cut a path through a jungle. 44(2), 183-203. http://www.jstor.org/stable/27743165 (2)
• Demir, N. (2010). The analysis of the reflections of flexible working forms in education [Unpublished master's thesis]. Ankara University.
• Dolanbay, T. (2014). Administrative problems which public education center administers experience in the process of lifelong learning [Unpublished master's thesis]. Bartın University.
• Eurostat. (2019). Your key to European statistics. https://ec.europa.eu/eurostat/data/database
• Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of Phenomenological Psychology, 28, 235-260. https://doi.org/10.1163/156916297X00103
• Groen, J., Baynton, M., Willment, J.-A., & Slater, L. (2013). The experiences of adult education instructors adapting to the online teaching and learning environment. Journal of Executive Educatio, 2(2), 39-49. https://digitalcommons.kennesaw.edu/jee/vol2/iss2/4
• Güneş, F., & Deveci, T. (2022). Yetişkin eğitimi ve hayat boyu öğrenme (10th ed.). Pegem Akademi.
• Housel, D. A. (2022). A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Adult Education Program Administrators and Instructors in the United States. Adult Learning, 0(0), 1-15. https://doi.org/10.1177/10451595211073724
• Husserl, E. (1973). Experience and judgment: Investigations in a genealogy of logic. (J. Spencer Churchill & K. Ameriks, Trans.). Northwestern University Press.
• Husserl, E. (2023). Kesin bir bilim olarak felsefe [Philosophie als Strenge Wissenschaft] (T. Mengüşoğlu, Trans.; 5th ed.). Yapı Kredi. (Philosophie als Strenge Wissenschaft)
• İşevi, A. S., & Çelme, B. (2005). The new treasure: Becoming more competitive with intellectual capital. Bilgi Dünyası, 6(2), 251-267. https://doi.org/https://doi.org/10.15612/BD.2005.438
• Jõgi, L., & Gross, M. (2009). The professionalisation of adult educators in the Baltic states. European Journal of Education, 44(2), 221-242. https://doi.org/https://doi.org/10.1111/j.1465-3435.2009.01380.x
• Jütte, W., Nicoll, K., & Salling Olesen, H. (2011). Editorial: Professionalisation – the struggle within. European journal for Research on the Education and Learning of Adults, 2(1), 7-20. https://doi.org/https://doi.org/10.3384/rela.2000-7426.relae2
• Knowles, M. S. (1970). The modern practice of adult education andragogy versus pedagogy. Association Press.
• Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). Yetişkin eğitimi (O. Gündüz, Trans.). Kaknüs Yayınları.
• Kuşaksız, A. (2011). Non-official trainers’ social security rights. Yönetim ve Ekonomi Dergisi, 18(2), 23-35. https://dergipark.org.tr/en/download/article-file/146062
• Lattke, S. (2014). An international core curriculum for the training of adult educators: Curriculum globale. Professionalistion between convergence and diversity (S. Lattke & W. Jütte, Eds.). Peter Lang GmbH. https://doi.org/10.3726/978-3-653-04791-2
• LeCompte, M. D., & Goetz, J. P. (1982). Problems of Reliability and Validity in Ethnographic Research. Review of Educational Research, 52(1), 31-60. https://doi.org/10.3102/00346543052001031
• Lele, B. C. (2020). Analysis of Teaching Styles, Adult Learning Theories, and Factors Influencing Teaching Style Preferences in Adult Education Instructors: Implication for Practice [Unpublished doctoral dissertation]. Virginia Commonwealth University. https://doi.org/https://doi.org/10.25772/VM4W-F251
• Lester, S. (1999). An introduction to phenomenological research. Stan Lester Developments. http://www.sld.demon.co.uk/resmethy.pdf
• Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). John Wiley & Sons.
• Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory (A. J. Mezirow, Ed.). Jossey-Bass. https://citeseerx.ist.psu.edu/document repid=rep1&type=pdf&doi=cb65f6c1f6d2a0d99572cd4f36a27af139061cc4
• Miles, J. A. (2012). Management and Organization Theory: A Jossey-Bass Reader. Wiley Publications.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications. https://vivauniversity.files.wordpress.com/2013/11/milesandhuberman1994.pdf
• MoNE/MEB. (2011). Halk eğitim faaliyetlerinin uygulanmasına ilişkin yönerge. Milli Eğitim Bakanlığı Çıraklık ve Yaygın Eğitim Genel Müdürlüğü. http://mevzuat.meb.gov.tr/dosyalar/1242.pdf
• MoNE/MEB. (2018). Hayat boyu öğrenme genel müdürlüğü izleme ve değerlendirme raporu. Milli Eğitim Bakanlığı Hayat Boyu Öğrenme Genel Müdürlüğü. http://hbogm.meb.gov.tr/dosyalar/izlemedegerlendirmerapor/2018/mobile/index.html
• MoNE/MEB. (2021). Hayat boyu öğrenme genel müdürlüğü izleme ve değerlendirme raporu [http://hbogm.meb.gov.tr/meb_iys_dosyalar/2022_04/15173151_HBOGM_Yzleme_ve_DeYerlendirme_Raporu-2021.pdf]. Milli Eğitim Bakanlığı Hayat Boyu Öğrenme Genel Müdürlüğü.
• MoNE/MEB. (2022). 2021 yılı birim faaliyet raporu. Milli Eğitim Bakanlığı Hayat Boyu Öğrenme Genel Müdürlüğü. https://hbogm.meb.gov.tr/meb_iys_dosyalar/2022_04/15170815_2021_Mali_Birim_Faaliyet_Raporu.pdf
• Nuissl, E. (2009). Profession and professional work in adult education in Europe. Studi Sulla Formazione/Open Journal of Education, 12(1/2), 127-132. https://doi.org/https://doi.org/10.13128/Studi_Formaz-8591
• Official Newspaper. (1965). Civil Servants Law No. 657 [Date: 23/7/1965 Issue: 12056]. https://www.mevzuat.gov.tr/mevzuatmetin/1.5.657.pdf
• Onwuadi, C. C. (2012). Rating of the training needs of adult education instructors in Anambra State [Unpublished master's thesis]. University of Nigeria.
• Öğülmüş, K., Yıldırım, N., & Aslan, G. (2013). Analysis of the issues faced by the substitute teachers and an evaluation of the practice of substitute teaching from the perspective of school administrators. Elementary Education Online, 12(4), 1086-1099. https://dergipark.org.tr/tr/download/article-file/90450
• Öner, A. (2014). The assessment of public education centers for providing lifelong education: Yenişehir Education Center application [Unpublished master's thesis]. Toros University.
• Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Sage Publications. https://aulasvirtuales.files.wordpress.com/2014/02/qualitative-research-evaluation-methods-by-michael-patton.pdf
• Paulos, C. (2015). Qualification of adult educators in Europe: Insights from the Portuguese case. International journal for research in vocational education and training, 2(1), 25-38. https://doi.org/10:13152/IJRVET.2.1.2
• Peynirci, G. (2014). The examining the adult education courses in terms of the principles and attributes of adult education [Unpublished master's thesis]. Marmara University.
• Polat, İ., & Polat, M. (2020). Metaphoric perceptions of personnel working in public education center regarding Public Education Center management. The Journal of International Lingual Social and Educational Sciences, 6(2), 235-248. https://doi.org/https://doi.org/10.34137/jilses.817658
• Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community. Simon & Schuster.
• Reed, M. I. (1988). The problem of human agency in organizational analysis. Organization Studies, 9(1), 33-46. https://doi.org/10.1177/017084068800900109
• Sabancı, A., & Rodoplu, D. E. (2013). Halk Eğitim Merkezlerinin Denetiminde Karşılaşılan Sorunlar/Problems of the Supervision of the Public Education Centres. e-Uluslararası Eğitim Araştırmaları Dergisi, 4(2), 61-77. http://www.e-ijer.com/en/download/article-file/89775
• Sava, S., & Lupou, R. (2009). The adult educator in Europe – professionalisation challenges and the alternative of validation of learning outcomes. Procedia - Social and Behavioral Sciences, 1(1), 2227-2232. https://doi.org/https://doi.org/10.1016/j.sbspro.2009.01.392
• Smith, D. H. (1976). The Determination of Necessary Competencies of Adult Education Administrators and ABE Instructors. https://files.eric.ed.gov/fulltext/ED141521.pdf
• Smith, J. A., & Osborn, M. (2003). Interpretative phenomenological analysis. In Qualitative psychology: A practical guide to research methods. (pp. 51-80). Sage Publications.
• Şişman, M. (2021). Türk eğitim sistemi ve okul yönetimi (13th ed.). Pegem Akademi. https://doi.org/10.14527/9786050022087
• Thomson, R., Martin, J. L., & Sharples, S. (2017). The experience of couples being given an oxygen concentrator to use at home: A longitudinal interpretative phenomenological analysis. Journal Health Psychol, 22(6), 798-810. https://doi.org/10.1177/1359105315615932
• Türkoğlu, A., & Uça, S. (2011). Public education in Türkiye: Its historical development, problems, and solution suggestions. Adnan Menderes University Faculty of Education Journal of Educational Sciences, 2(2), 48-62. https://dergipark.org.tr/en/download/article-file/399468
• Yazar, T., & Lala, Ö. (2018). Evaluation of the problems encountered in public education centers. Eurasian Journal of Educational Research, 18(76), 125-146. https://doi.org/https://doi.org/10.14689/ejer.2018.76.7
• Yazıcıoğlu, Y., & Erdoğan, S. (2014). SPSS uygulamalı bilimsel araştırma yöntemleri (4th ed.). Detay.
• Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (12th ed.). Seçkin.