Abstract:
This thesis has examined in which context and outline lifelong learning policies are formed with the beginning of Turkey‘s EU candidacy process. "Driving force for Turkey‘s Success: Lifelong Learning Policy Paper" (Labour Market Team SVET, et al,. 2006), drafted within the project of Strengthening the Vocational Education and Training System in Turkey (SVET) forms the focus of the study. The thesis uses Critical Discourse Analysis (CDA) while seeking the answers for how lifelong learning conceptualized in Turkey and which themes come into prominence, which references are consulted, how the roles of community and private sector institutions, organizations and non-governmental organizations are defined and what an type of an individual is imagined through this conceptualization. The answers for the questions, looking at the related policy document, are sought via CDA categories such as "hybridity", "space-time", "globalization", "hegemonic ideas", "legitimation", "societal informalization", "major types of text meaning", "intertextuality", "assumptions", "equivalences and differences", "absences and significances", "genres of governance" and are discussed under these. The results of the analysis carried out are that lifelong learning concept is conceptualized in a way meeting the needs of global knowledge economy and global knowledge society in a Europe centered context and neo-liberal discourse; that economy based themes such as obtaining new skills and competencies, meeting the demands of the business market, gaining the ability to be employed, ensuring social integration for economic sustainability come into prominence; and in conceptualization of lifelong learning that documents produced by international organizations such as European Union, European Commission and OECD are referred; that new governance strategies are addressed in the process of building up lifelong learning space in Turkey; that the significance of government delegating or sharing the authority is emphasized through the regulation, provision and funding of lifelong learning policies; and that an imagination of the individual meeting the needs of the global knowledge economy and society, continuously improving and re-skilling herself/himself in such ways and responsible for self-learning come into prominence. The study targets to open up a critical and alternative dimension for education and lifelong learning policy discussions.
