Türkiye'de Ailelerin Eğitim İhtiyaçları - Aile ve Toplum Hizmetleri ...

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Educational Needs Of Families In Turkey
tions and higher levels of eagerness for taking part in training. Individuals not having
received training in any topic relating to the family beforehand have lower levels of
competence perceptions and lower levels of eagerness for taking part in training.
• According to variable of the allocation unit (Metropolis, City, District, Town,
and Village), competence perception decreases and level of eagerness for taking part in
training increases from metropolises to villages.
• According to feature of the settlement (countryside, city), while competence
perceptions of those living in cities are higher, they have lower levels of eagerness for
taking part in the training. While competence perceptions of those living in countryside
are lower, they have higher levels of eagerness for taking part in the training.
Based on the findings and results of the research of Educational Needs of Families
in Turkey, suggestions regarding how family education must be conducted are mentioned
below:
• Main tool through which families meet their needs for information is
television. Following TV, information sources mostly emphasized by families are written
and easily accessible publications such as books or newspapers. In this sense, TV
must be used efficiently in family education.
• Internet, contrary to expectations, is used as a knowledge acquisition tool by
only a few of the families. It was revealed that most of the families, who participated in
the research do not have computer or internet connectivity in their houses, additionally,
especially participants, who are over middle age cannot make use of internet.
• Other important knowledge acquisition tools of the families are people,
neighbours, friends or relatives around them. Families use knowledge sources of people
around them and this leads them to be confronted with information, which most
probably can be untrue, thus, increases probability of acquiring wrong information.
• Number of the participants, who consider education as activities that are too
abstract and do not make people acquire any skill is quite high. In this sense, it is possible
to say that education of the families should be based on practice instead of theory,
in addition to this, they also should be informed about what they will acquire concretely
at the end of education.