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

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

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

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Educational Needs Of Families In Turkey<br />

• Education should be conducted at local le<strong>ve</strong>l. This is emphasized because it<br />

will facilitate participation, it will take less time of participants, it will not become an<br />

additional financial burden and it be local needs-oriented. The benefit of performing<br />

family education activities by voluntary agencies, associations or charitable foundations<br />

in addition to go<strong>ve</strong>rnmental activities is another important point emphasized by participants.<br />

• Although most of the participants ha<strong>ve</strong> opinion that family education will be<br />

beneficial on behalf of families, there are some others who think that education will be<br />

useless. Since people li<strong>ve</strong> with really serious financial problems, they state that it is too<br />

difficult for them to participate in education willingly.<br />

• It can be said that preparation of education in accordance with socio-economic<br />

le<strong>ve</strong>ls of participants will be beneficial. In the trainings relating to family economy to<br />

be gi<strong>ve</strong>n to individuals experiencing income deficiency, trainings relating to skills,<br />

which will enable unemployed individuals to ha<strong>ve</strong> a vocational skill or a side income<br />

can be included.<br />

• Individuals in preparation of marriage or the newly married people constitute<br />

the groups, whose competency le<strong>ve</strong>ls are lower than other groups in almost all of the<br />

subjects; howe<strong>ve</strong>r their educational needs are higher than other groups. Educational<br />

programs to be de<strong>ve</strong>loped should ha<strong>ve</strong> necessary qualities to meet the educational needs<br />

of these groups.<br />

• It was obser<strong>ve</strong>d that relati<strong>ve</strong>s of disabled individuals ha<strong>ve</strong> rather low competence<br />

perceptions; howe<strong>ve</strong>r, they are more eager to participate in trainings. In this<br />

sense, it was re<strong>ve</strong>aled that there is much need for trainings concerning relati<strong>ve</strong>s of the<br />

disabled individuals.<br />

• Educational needs of families, who li<strong>ve</strong> in villages or in other rural areas, are<br />

quite high. Educational needs of individuals living in these settlements should be taken<br />

into consideration while de<strong>ve</strong>loping educational programs.<br />

517

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