The examination of competencies in master’s degree programs in the context of lifelong learning key competencies

Abstract

The importance and support of higher education in implementing the lifelong learning has been emphasized in Bologna Process, which is really effective in devising higher education programs. In the present study, it is aimed to find out the competencies of the higher education programs which support lifelong learning by examining the program competencies of the master‘s degree programs under the Graduate School of Educational Sciences within the framework of the key competencies of lifelong learning. In the study, a multiple case holistic design has been used as one of the case study designs. The unit of analysis consists of the key competencies of lifelong learning. The master‘s degree programs examined in 12 different fields constitute multiple cases. Document analysis has been used as the method in the study. Content analysis has been conducted on the documents by taking the lifelong learning key competencies into account. The data has been encoded by two different encoders having researches in the field of lifelong learning, and the consistency between the encoders has been examined. As a result of the analysis of the data, it has been concluded that the content of the program competencies in the graduate fields examined within the scope of the study is insufficient to include all the knowledge, skills and attitudes that are covered by the key competencies of lifelong learning and the results of the study indicate that in particular, social competency and cultural awareness and expression competency have not been included in the content of the program competencies examined.