Özet:

The purpose of the current study is to elicit the opinions of the adult educators working in public education centers and providing active training for PIAAC (The Programme for the International Assessment of Adult Competencies) related topics. The study group of the current research is comprised of the educators working in the fields defined as the basic competency fields by PIAAC. On the basis of the competency areas evaluated in PIAAC, discussions were conducted on the opinions about the reason for the rank order of Turkey and solution suggestions. As a result, it was found that the common reason for the bad performance exhibited in three competency domains is the lack of self-confidence and the formal education background. The teacher’s remaining restricted to the school education causes his/her competencies not to develop and forget the already acquired competencies. Among the obstacles in front of the acquisition and development of the basic competencies are there factors such as prejudices emerging with advancing age, lack of interest in information acquisition and personal development, inadequate internalization of the perception of life-learning, educator attitudes, age difference between the adults in the learning environment, restriction of the instruction to the classroom environment and inadequate sharing of the good examples in adult education. Among the reasons for adults’ lack of literacy competencies is there inadequacy of the reading and writing materials used to develop literacy in terms of promoting reading comprehension, shortage of materials and difficulty in having access to materials and ongoing influence of the verbal culture of the daily life. Among the reasons for adults’ not being able to develop their numeracy competencies is there a lack of thorough understanding of adults’ needs related to numeracy competencies, differences between the math competency levels of the adults studying in the same classroom, educators’ not knowing how to teach math to adults and labor sector’s low level of expectation for math competencies. Among the reasons for adults’ lack of digital competency is there insecurity felt against the use of digital tools and the Internet, widespread perception that the use of technology is the work of young people and men, lack of equipments present in workshops, the frequent use of lecturing method and less frequent use of applied activities.

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