Abstract
In this study, it is aimed to examine adult education policies in Turkey based on the views of managers, teachers, qualified instructors and trainees and to present a conceptual model for a future-based adult education system. The study is a case study and has the single nested case study design. Adult education policies in Turkey, which is the single case of the study; is considered in the dimensions of policy and strategy, organizational structure and implementation. By using semi-structured interview technique in the study, data on the features of a future-based adult education system were collected from a total of 32 managers, teachers, qualified instructors and trainees who played a role in the adult education system in Turkey and were selected through stratified purposeful sampling. Content analysis, one of the qualitative data analysis methods, was used for the analysis of the data. In consequence of the study, certain findings related to the basic features of a future-based adult education system have been reached particularly in the dimensions of policy and strategy, organizational structure and implementation, educational qualifications, human capital education and sustainable development, organizational autonomy, access and participation, teaching methods and techniques and content. As a result of the study, it is suggested for the implementers that a restructuring process should be initiated towards a productive, employable, self-sufficient and sustainable economic structure in adult education. As for the researchers, quantitative and qualitative studies are also recommended in the dimensions of human capital education, sustainable development, global change and developments, and 21st century skills.
 
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Highlights
Findings on Political and Strategical Features Examining the figure; it can be claimed the main political and strategical features of a future-based adult education (AE) include the integration of skill areas of 21st century and distance education into the AE system, future-based policies and strategies which address the vision of internationalization, vocational training-employment-sustainable development, adaptation to global changes, employment of qualified instructors in AE, disadvantaged groups, ecological life and environment, and mobile education opportunities
In the context of the need for distance education in AE; it can be claimed that it is the prominent idea that the facilitating quality of the developments in information and communication technologies have eliminated the problems, especially the accessibility, related to the classroom-based, place-dependent face-to-face education model; the quality of the knowledge embodied in the image of the teacher and the school is changing, and that the learner assumes the responsibility of learning first hand on the basis of the idealized future image
Considering the findings of the study based on their educational qualifications, it is observed that the views of the participants are generally themed around that the trainers are unqualified in terms of adult learning principles, methods and techniques, and they do not have an andragogic background in theory and practice, and the lack of field teaching programs at the undergraduate level which will support AE is a source of serious problems in the field
Summary
Engin Dilbaz RETHINKING ADULT EDUCATION IN TURKEY: THE PROPOSAL OF AEP MODEL changes and transformations; the needs of individuals and societies are changing and diversifying, and countries are making reforms and revisions in their education systems in line with changing needs. Rapid economic and social change affects the education policies of countries and even dominates the emerging policies (Koşar, 2013, p.264). As a matter of fact, industrialization, which gained acceleration with the first half of the twentieth century, reconstructed the expectations and educational needs of individuals from education according to the cognitive and behavioral expectations of the industrial society (Merriam, Cafarella, Baumgartner, 2007). In the twenty-first century, the codes pertaining to the rapid change experienced in almost every field have redefined the expectations of the individual from education and learning in line with the expectations of the society from the individual
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