Peculiarities of implementation of lifelong learning policy in Turkey

Abstract

The relevance of the study is due to the fact that in the 21st century, lifelong learning is recognized as one of the key pillars of education, closely intertwined with human development and financial growth. It is determined, that in recent years, major universities, governments and non-governmental organizations around the world continue to discuss the practice of lifelong learning. Being in the process of full membership in the EU, Turkey continues to comply with international norms and standards and comply with the established requirements. The institutional efforts to support and disseminate adult education in Turkey, strengthen the vocational education and training system in the context of the implementation of the concept of lifelong learning were analized. It has been found, that in Turkey, the concept of lifelong has recently been seen as a model of approach to education and training. Turkey has been shown to need a long-term vision and strategy for adult learning as part of a broader lifelong learning strategy in order to increase adult learning opportunities. The generalization of Turkey's progressive experience revealed the peculiarities of the implementation of lifelong learning policies, namely: ensuring the unity of national culture; implementing a strong policy of justice and equality in education; promotion of civic education; active participation in lifelong learning systems in order to build a competitive knowledge economy for the EU; promoting the literacy skills of Turkish citizens; training of qualified people in need of society; adaptation of non-formal and adult education to lifelong learning. The generalization of vectors for expanding opportunities for adult learning in Turkey has identified promising areas for adult education in Ukraine, namely: investing in the expansion and diversification of learning spaces or opportunities in the field of lifelong learning; updating programs to support parents of young, children and adolescents; organization of trainings on raising awareness and skills of multi-literacy; recognition of certificates in the process of lifelong learning and non-formal education; conducting research on social consciousness for lifelong learning processes; supporting the development of a long-term adult learning strategy; expanding opportunities for adult learning, etc