This study aims to compare the lifelong learning policies and implementations of Turkey and Denmark by defining the places of visual arts education in these policies and implementations. It employs two comparative educational approaches, namely, “horizontal approach” and “descriptive approach”. In line with these approaches, the primary and secondary resources have been investigated. The primary resources include the documents, curriculums, and researchers’ notes obtained from the statistical agencies of both countries as well as from the Ministry of Education of Denmark and the Ministry of National Education of Turkey while the secondary resources consist of the studies in the relevant literature related to the comparative education. On one hand, the data obtained from Denmark posit that they have positive opinions about their current lifelong learning system which has been processed without any troubles along with their suggestions regarding the development of action plans to ensure the sustainability of the system. On the other hand, the data collected from Turkey suggest that they aim to enhance the widespread effect of the current system and develop action plans about the immediate needs in the system as well as put these action plans into practice. In terms of visual arts education, it is found that the arts courses as well as the participation in these courses are more in number in Denmark than Turkey. Moreover, the findings also suggest that the number of visual arts related institutions is higher in Denmark than Turkey. This study concludes that the lifelong learning institutions in terms of visual arts and the participation in the education that these institutions offer are higher in number in Denmark than Turkey. Therefore, it is suggested that Turkey should show much more efforts to introduce such institutions.
Lifelong learning, comparative education, visual arts education
|Author :||Ceren TEKİN KARAGÖZ -Şeniz AKSOY|
|Number of pages:||31-43|