Abstract

Bu makale, en az iki hakem tarafından incelenmiş ve intihal içermediği teyit edilmiştir. / This article has been reviewed by at least two referees and confirmed to include no plagiarism.

Developing and ever-changing information technology brings together many innovations by renewing the human profile societies need in a significant way. "Lifelong Learning Understanding" which is one of the most important of these innovations, makes it necessary to change the basic competences and skills stand in the curricula. Accordingly, the education curricula are expected to provide lifelong learning understanding. In this study it was aimed to analyze the handling level of the lifelong learning competences in the social education curricula of Turkey and Ireland comparatively. Eight key competences, recommended EU member countries to conduct their educational policies within the context of lifelong learning by the European Union (EU), was used as references in the analysis of the curricula. It has been tried to determine whether lifelong learning competences are included in the curricula or not and which competences have been mentioned the most and which has been mentioned the least. Data required was collected in accordance with "document analysis" method, which is one of the qualitative research methods, and utilized from "content analysis" technique for the analysis of the collected data. According to the findings of the study it was found that the most frequent competences were mathematical competence and basic competences in science and technology in TSCC. It was also seen that the competences of communication in the mother tongue, social and civic competences, the learning to learn competence, and mathematical competence and basic competences in science are of leading importance in SPHE. Absence of the communication in foreign languages competence in TSSC can be said as the most prominent difference between the ISSC and TSSC.

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