Abstract:

Abstract Lifelong learning, in its broad sense, emphasises the spread of learning opportunities through the whole of life. Thus, lifelong learning is a continuing process improving an individual’s potential and competence. The aim of this study, where document analysis is employed –a method of qualitativee research- is to state the theoretical and conceptual framework of lifelong learning and analyze the first stage of elementary education in Turkey from the aspect of lifelong learning skills. Content analysis is used to determine the emphasis placed on particular skills by particular courses in the elementary education curricula. In the study, the skills, objectives and activities of Life Sciences, Social Sciences, Science and Technology, Mathematics, Turkish and English curriculum have been accepted as analysis units. In the light of the collected data, it can be concluded that the current elementary school curricula is more sensitive to and better equipped as compared to previous curricula with respect to lifelong learning skills. Nevertheless, lifelong learning related skills and properties are not adequately reflected on curricular activities and objectives.

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