Research Group: Prof. Dr. A. Sudi BÜLBÜL, Prof. Dr. Yüksel KAVAK, Ömer GÜLBAY, Assist. Prof. Dr. Selahattin GELBAL, Dr. C. Egin EK‹NC‹, Dr. Feyyat GÖKÇE, Assist. Prof. Dr. Berrin BURGAZ, Assist. Prof. Dr. YUSUF BADAVAN, Dr. Tülay ÜSTÜNDA

Turkey is a country that recognised the importance of the literacy much before many countries and for this purpose accepted the Latin Alphabet in 1927.

The attempts to eradicate the illiteracy and to make the adult population literate have been going on through the literacy courses and literacy campaigns conducted by primarily the Ministry of National Education and Turkish army, various official, voluntary and private institutions since 1927.

Two programmes are in practice in literacy education: first and second level literacy education programmes. First Level Literacy Education Programme aims at having the illiterate adults acquire the following skills;

1. Reading-writing,

2. Speaking Turkish better,

3. Teaching basic arithmetic and knowledge of citizenship,

4. Basic skills, behaviours and knowledge of daily life.

This study aimed at making a general evaluation of the practices of First Level Literacy Courses based on the views of the participants of First Level Literacy Courses in 1998-1999 academic year, the graduates of these courses in 1997-1998 academic year and the teachers working at these courses in seven Adult Education Centres of the selected seven provinces.

The research group would like to thank to Esad SA⁄CAN, General Directorate of Apprentice and Adult Education, and Assoc. Prof. Dr. Nurper ÜLKÜER, Education Co-ordinator of UNICEF Turkey Office, for their all precious support and to Prof. Dr. Nuray Senemo¤lu for her valuable contribution in the design and the development of the data collecting means, to Sevim Güzel, Dr. Kevser Baykara and Gonca Zeren for their help in the field applications.

July 1999

Research Group

Preface

Table of Content

List of Tables

1. INTRODUCTION

1.1. Problem

1.2. The Purpose of the Study

1.3. The Significance of the Study

1.4. Methodology

1.4.1. Population and the Sample

1.4.2. Development of Data Collection Means

1.4.3. The Data Collection

1.4.4. Data Analysis

1.4.5. Definitions and Abbreviations

2. FINDINGS AND INTERPRETATION

2.1. Statistical Data on the First Level Literacy Courses by Provinces

2.2. Findings on Course Participants

2.2.1. Personal Characteristics

2.2.2. The Views on the Courses

2.2.3. The Views on the Expected Benefits of

the Participants from the Courses

2.3. Findings on the Graduates

2.3.1. Personal Characteristics

2.3.2. The Views on the Benefits Obtained from the Courses

2.4. Findings on Teachers

2.4.1. Personal Characteristics

2.4.2. The Views on Courses

2.4.3. The Problems Faced in Conducting the Courses

3. SUMMARY, OCCLUSIONS AND RECOMMENDATIONS

3.1. Summary

3.2. Conclusions and the Recommendations

REFERENCES

1.1. The Population and the Sample of the Study

2.1. Literacy Courses, Number of the Total and

the Female Participants by Province

2.2. Distribution of the participant by Province and Age

2.3. Primary Education Attendance

2.4. The Participants Having the Primary School Diploma

2.5. The Grades That the Participants Left Schools

2.6. The Participation Number of the Participants into

the Literacy Courses

2.7. Marital Statues of the Participants

2.8. Number of the Children

2.9. Birth Places of the Participants

2.10. Employment of the Participants

2.11. Adapting Teaching to the Participants’ Levels

2.12. Communicating Levels of the Participants with Teachers

2.13. The Teachers’ Making the Courses Enjoyable

2.14. Teachers’ Getting Students Eager for Learning

2.15. Delivery Time of Teaching Materials

2.16. Providing Teaching Materials for Every One

2.17. Teacher’s Following the Teaching Materials

2.18. Illustrations-Subjects Relationship

2.19. Understandability of the Sentences

2.20. Attractiveness of the Materials

2.21. Adequacy of the Course Period

2.22. Adequacy of the Class Period

2.23. Adequacy of the Course Time for the Participants

2.24. The Suitability of the Course Places

2.25. The Problems Faced During the Course Attendance

2.26. The Participants’ Expectations From the Courses

2.27. The Tendencies of the Participants Towards

Self-development After Completing The Courses

2.30. The Number of Participation to Literacy Courses

2.31. The Views of the Graduates on Reading,

Writing and Arithmetic Skills

2.32. The Distribution of the Views of the Graduates on

Reading Skills by Age Group

2.33. The Distribution of the Views of the Graduates on

Writing Skills by Age Group

2.34. The Distribution of the Views of the Graduates on

Aritmethic Skills by Age Group

2.35. The Behaviours Shown After the Courses

2.37. The Thoughts of the Graduates Regarding Self-Development

2.38. Teacher Views on the Graduates’ Writing,

Reading and Arithmetic Skills

2.39. The Teacher Views on Behaviours Shown

by the Literacy Course Graduates

2.40. The Views of the Teachers on the Benefits of

the Graduates from the Courses

2.41. Delivery Time of the Teaching Materials

2.42. Teachers’ Following the Teaching Materials

2.43. The Teacher Views on Illustrations, Sentences and

Content in Teaching Materials

2.44. Teaching Methods Used in the Courses

2.45. The Reasons of the Used Teaching Methods

2.46. The Problems Related to the Course Places and

the Administration

2.47. The Problems Related to the Participants

Efforts for universalising literacy have a long history. In almost all countries, many literacy programmes for adults have been conducted and various approaches have been experienced, some of which have also been supported by UNESCO.

UNESCO declared the year 1991 as "The World Literacy Year" and invited the member countries to attempt to eradicate the problem of illiteracy all over the world. In spite of all these attempts, the problem is still present.

While the rate of illiterate adults in 1970 was 38.5 percent in the world, it decreased to 24.5 percent in 1985 and 15 percent in 1995. But, the number of illiterates are still high for some reasons such as rapid population growth and not universalising primary education to the age cohort. The number of illiterate was 850 million in 1970, it increased to 949.5 million; this figure is predicted to be 855 million for the year 1999 (UNICEF, 1999).

Turkey is a country who recognised the importance of literacy for the society and the individuals much before many countries and showed courage of accepting Latin Alphabet in 1927. In spite of rapid population growth, the literacy rate which was 11.0 percent in 1923 increased to 77.5 percent in 1985 and 82.3 percent in 1995 through the expanding primary education, literacy courses and literacy campaigns (UNDP, 1998b). But, while the number of illiterate people was 9 703 662 in 1985, it was 9 587 981 in 1990. On the other hand, in 1990, while the number of illiterate males was 2 779 172, the same figure for female was 6 808 809; the rate of illiterate males was 11.18 percent, the same rate for females was 28.01 percent (D‹E 1993).

It is known that the contribution of formal primary education to the increase of literacy rate is very high, but "literacy education" or "expansion of literacy" means the literacy education provided for adult population through "adult education" services. Literacy education should be handled in this context.

Social and individual aims in adult education cover a large scope. The motives, which force the adults to participate in organised educational programmes, change according to the societies, regions, groups, individuals, time and conditions. This broadens the content of adult education and increases the variety of the programmes.

Today, because of social, economic and cultural reasons, adult education has become a "major policy" accepted by the official authorities and adult education services are expected to help not only the individuals but also the societies to adapt themselves to the effects of "rapid change". On the other hand, it is observed that important functions are given to adult education to strengthen the national body in development plans beside the other means.

Another function given to the adult education is to fill the gap between "the educated elite" and "uneducated people" and strengthen "the social justice" in society. Today, in every country "equality of opportunity" in education is given a great deal of importance and handled as a necessary target to reach. At least, everybody has a right for basic education. This right is also valid for the adults who have never gone to school or have not been able to complete compulsory education. In addition, even if the aim of providing primary education for every child is realised, it is known that it is not enough to guarantee equality of educational opportunity, because lower education levels of their parents affect the education of their children negatively and limit the benefits that their children can gain from education.

As John Lowe (1985) stated, "it is easy to accept egalitarian views, but it is extremely hard to put them into practice, and every practice arises some other problems". On the other hand, in case of practising an egalitarian policy in adult education, it is obvious that the expenditure will increase. However, the number of countries who can meet the increase of the expenditure is very limited. In such cases, the governments avoid from having serious attempts to increase the educational demand of too many people; as a result, least literacy services are provided to the groups who need education. Because, the governments in almost all countries have the tendency to provide services when they are exposed to the pressure. Nevertheless, the people in need of adult education do not know how to make such a pressure from people, in fact, they do not feel need education for themselves."

Today, beside the inadequacy of the adult education facilities, they are not equally distributed between geographical regions. Generally, literacy rates are in better conditions in urban areas compared to rural areas, apart from this there are also regional differences.

The principle of taking measures "not to increase the present inequalities in every society" through the adult education is valid for every country, which brings us to the issue of "privileged groups" in distribution and provision of adult education opportunities.

The most stressed topic among the issues adult education in "Third International Education Conference" organised by UNESCO in Tokyo in 1972 was directing adult education toward "the people needing education most". What ever their ideologies and level of development are, the delegates of many countries agreed on that "a great deal of their population do not participate in adult education activities, basically, the ones who do not participate are disadvantaged people in deprivation." Expressions and propositions took place in the Conference Report related to this issue are as follows:

"The experiences show that the increased educational facilities are basically utilised by formerly educated ones, the people who are deprived of education are required to claim their own rights. This is also true for adult education, because the adults in need of education most are neglected extensively. These people have been named as "neglected people of society". Reaching the neglected people and serve them should be the major purpose of the adult education in "United Nations’ Second Development Decade" (Bülbül 1991a).

In fact, the research findings show that major variables determining the participation of adults in adult education activities are socio-economic status, age and educational level. The more the socio-economic status and educational level of an adult increase, the more the possibility of participating into adult education activities is. In other words, people participate into adult education activities contrary to their own needs. There is no doubt that this situation can cause the increase of existing inequalities more. Several factors can play role in educational demand of the adults or their participation into the present programmes. But, whatever the reasons of lack of educational demand by the adults with low socio-economic status and low education level are cannot be the reason of not providing educational facilities to them. The governments are responsible for the eradication of obstacles preventing the participation of adults in need of education and for taking measures to provide the maximum participation of them. As a requirement of this responsibility, governments are expected to allocate enough resources for adult education, to take educational needs of disadvantaged groups who do not make use of existing facilities into consideration. The target groups of literacy and basic education programmes have priority in adult education from different aspects.

Illiteracy is not an obstacle of one’s developing himself and thinking. It is also true that being only literate is not enough for people to reach to the economic welfare. But, developing countries have accepted illiteracy as an obstacle of modernisation of the nations and for this reason, they have given priority in literacy education.

Widespread illiteracy in a society is the major factor preventing communication of the thoughts and symbols. It is difficult, perhaps impossible, for the illiterates to participate effectively into the development of their societies in which they live.

It is understood that there is a close relationship between literacy and productivity. In recent years, a lot of publications have come out showing that some illiterate adults who are in the effort of showing themselves as literate to the people around, lose their attention and decrease their productivity. There are also research findings showing that the productivity of the farmers acquired literacy has increased.

The common characteristics of majority of the disadvantaged groups because of social, economic, geographical, and familial reasons having priority in adult education are the illiterates or the ones have not completed their basic education.

Although poor and unqualified people form the vast majority of the illiterates, there are also well-being people among them. For instance, in Turkey there are some businessmen who have not completed their basic education, but these instances are exceptional. On the other hand, we also know that there are some families in which children and fathers are literate but mothers are not.

It can be claimed that the illiterate do not complain about their situation in the places like rural and small inhabitants where literacy is not needed very much in daily life of people. The state of an illiterate adult living in a literate society or in family whose majority of members is literate is painful. Even if these people find a way to manage daily affairs (getting on a bus, shopping etc.), it is also true that they are in a discomfort and a sinking sensation.

Another important point is that literacy is a pre-condition for the people who would like to increase his/her individual, social and occupational proficiencies by participating into the courses, except literacy courses. In this respect, literacy should be accepted as a key for other educational opportunities in the future.

The definitions of "illiteracy" and "functional illiteracy" made by UNESCO are given below and the term "literacy" is explained with some examples.

 Illiterate: is the person "who cannot read and write short and simple sentences in daily life by understanding."

The behaviour of understanding is emphasised in this definition. Reading and writing by understanding require the individuals to have been informed to a certain extend.

Functional illiterate: is the person "who cannot participate into the activities requiring literacy in his/her own group or community and cannot use the literacy and numeracy skills to develop himself or his/her own community".

In the statistics people are generally categorised into two groups as "literate" and "illiterate". The inadequacy of such a dual categorisation is obvious for the studies of literacy programmes, determining the teaching-learning process, evaluating the learning achievement of the participants. Literacy could be defined in different ways in terms of special proficiencies and content depending on local and national situations. The terms "in his/her own group" and "in his/her own community" taking place in the definition of functional illiteracy are very important. Functional illiterates are not the people who do not know reading and writing certainly. For instance, there are some people who forget some of the literacy skills acquired at school after the graduation of compulsory primary education. These people, who are called "secondary illiterates" in Germany, cannot meet the literacy and numeracy demands of industrialised and developed societies. In Canada, in the population censuses and the manpower surveys, literacy skills are defined as "skills of information processes needed to be able to use written materials that everybody meet at home or in the community". These examples indicate that the literacy skills, which are limited to only mechanical skills, are not sufficient. Functional literacy requires an individual to be able to use literacy skills in order to meet the demand of the society in which he/she lives, which means going over the stage of mechanical literacy and providing basic education for all people (child, youth, adult) in terms of the conditions required by local community and the country.

In case of accepting the proposed approach at "World Conference Education for All" held in Jomtien, Thailand in 1990, the purpose would be to provide basic education facilities for all (child, youth, and adult). The first step of such literacy teaching programmes will cover the basic reading, writing and arithmetic. But, other step/steps will follow this. The programmes aiming at providing other knowledge, skills and values for the people to be able to use the acquired -Literacy skills effectively are called "post-literacy programmes". In Turkey, second level literacy courses, which serve to this aim, are called the continuation programmes. In Turkey, besides the First Level Literacy Programmes, efforts should also be focused on Second Level Literacy Programmes. This is a great need for rural areas, suburban areas and female population.

In World Conference on Education for All, it was agreed on the principle of "meeting basic learning needs "of every person (child, youth and adult) and designing literacy education programmes within this principle. The principle was stated as follows:

In almost all countries, we see that besides teaching literacy skills, literacy and basic education programmes tend to include the subjects in various fields and topics: Literacy education programmes certainly go along with teaching arithmetic and in addition, depending on the needs and characteristics of participants and local conditions, programmes include various subjects such as health, hygiene, child care, population, environment, information on basic laws and citizenship, work life in order to increase the functionality of literacy. Generally, the subjects on work life include industrial and agricultural areas; additionally, income-generating or income-increasing subjects such as tapestry, sewing, carpentry, hand crafts, grocery, poultry, co-operative and marketing etc. are also included in literacy programmes.

In Turkey, beside the acquiring literacy and arithmetical skills, the subjects like Turkish, basic citizenship and social life also take place in the First Level Literacy Education Programmes; Second Level Literacy Education Programmes includes various subjects under the titles of social sciences, science, Turkish, math and elective courses. Elective courses consist of courses related to industry, agriculture, husbandry, hand crafts, courses special to local conditions. These courses are determined by taking the following conditions into consideration:

- Production and employment conditions of local society,

- The interests and needs of the adults,

- The courses conducted in that area by Adult Education Centres.

The most important thing in the development of literacy and basic education programmes is to determine the aims and the content of the programmes according to the learning needs of the adults and their functionality and appropriateness. This situation requires to take the characteristics, needs, problems, jobs, ages, sex, experience and the environments of the participants into consideration when determining the aims and the content of the programmes.

When determining aims and content of literacy and basic education programmes, their appropriateness to learning needs of the participants need to be checked. The following list can be used for this purpose:

1. Local appropriateness: rural-urban, plain-plateau-mountain, local characteristics, and local conditions;

2. Occupational appropriateness: agriculture, industry, extra income-generating;

3. Gender appropriateness: for women, man or both sexes;

3. Familial appropriateness: child-mother care, population planning, income of the parents, home economics, children’s education, mother-father education etc.;

4. Cultural appropriateness: national and social aims, local culture, political structure etc.;

5. Time appropriateness: immediate or future application, contemporary developments, and daily needs;

6. Universal appropriateness: health, housing, and water etc. basic needs of human beings;

7. Technological appropriateness: new technological means and their increasing uses at home and work life.

In Turkey, in accordance with the principles revealed in World Conference on Education for All, in order to realise the aim of "basic education for all", while identifying "the learning needs" of the adults one side, we also need to identify the aims of First and Second Level Literacy Courses, to develop curricula, educational means, teaching methods and train administrators, supervisors and teachers who will be employed in these courses.

Ministry of National Education, in co-operation with UNICEF and the universities, decided to carry out pilot projects especially in the provinces having priority in development with the aim of "meeting basic learning needs" in accordance with the above principle. These studies are still going on.

In Turkey, literacy education is provided by several public, voluntary and private institutions. But, most of the courses are conducted by the Ministry of national Education through Adult Education Centres whose number is more than 900.

This study raised from the needs of "evaluation" and "case identification" of the First Level Literacy Courses conducted by the Adult Education Centres.

The purpose of the study was to make a general evaluation of the First Level Literacy Courses conducted at the Adult Education Centres and based on the views of the participants, graduates and teachers to identify the problems faced and to explain the existing situation. Within this general frame, the study searched the answer of the following questions:

1. What are the quantitative aspects of the literacy courses of 1998-99 in the provinces included in the study?

2. What are the views of the female participants attending the literacy courses on the following subjects?

3. What are the views of the female literacy course graduates on the following topics?

4. What are the views of the teachers worked in the literacy courses on the following topics?

This study aimed to identify the present situation and the problems confronted in the practices of First Level Literacy Courses conducted by the Adult Education Centres based on the views of the course participants, graduates and course teachers. The research findings are expected to contribute into the identification of the measures to increase internal and external efficiency of the courses in the future years and the solution of the problems faced in this respect.

The study is a descriptive study aiming to evaluate the present situation in first level literacy courses.

The following methodology was utilised:

Population of the study consisted of the participants of first level literacy courses of 1998-1999 academic year, graduates of literacy courses held 1997-98 academic year and the teachers worked in the these courses in selected seven provinces.

The sampling process:

As a result of the selection, 208 course participants, 174 course graduates and 42 teacher are determined. Although the representation rates of samples changes, in total, the representation rate of sampling group is %2.7 in participants, 1.5 in graduates. Detailed figures regarding the population and sampling is given in Table 1.1.

In the development process, first of all, a literature review was done and draft forms were formed. Secondly, the expertise was obtained on these draft forms. Then these forms were tested in a pilot study in terms of clearness, comprehensibility and content. Pilot study was carried out in two different course centres in Ankara (Ulus Primary School and Sroptimists Kaleiçi course place). Lastly, the pilot study results were evaluated and final forms were formed by doing some corrections and additions.

The data in province scale were obtained from the documents of General Directorate of Apprentice and Adult Education-Ministry of Education and province directorate of education.

Interview administration process can be summarised as follows.

 1.4.4. Data Analysis

Primarily, all the forms were checked one by one by the researchers to see whether the forms filled properly. A directive was formed to enter the data into the computer and statistical analysis. The entered data were analysed in accordance with this directive. Findings are generally summarised in the forms of frequency and percentage. The qualitative findings for the open-ended items were grouped and interpreted. In case of necessity, some responses of the participants were reported with their own words.

Course participants: women attending the first level literacy courses presently.

Graduate: females who finished literacy courses and obtained certificate in 1997-1998 academic year.

MNE: Ministry of National Education.

In this chapter, findings of the study and their interpretation are presented.

Statistical data on literacy courses conducted in 1998-99 term are shown in Table 2.1. by province.

Table 2.1. Literacy Courses, Number of the Total and the Female Participants by Province (1998-99 Term-May 30, 1999)

In this part, findings on the participants and related interpretation are presented. The findings are given under the sub-titles of personal data, views on courses, expectations of participants from the courses.

The distribution of participants are presented by province and age in Table 2.2

Table 2.2. Distribution of the participant by Province and Age

The findings on primary education attendance of the participants are given in Tables 2.3, 2.4 and 2.5.

Table 2.3. Primary Education Attendance

Table 2.4. The Participants Having the Primary School Diploma

 Table 2.5. The Grades That the Participants Left Schools

When the above given three tables are looked together, it is seen that approximately one-fifth of participants attended the primary school in the past. It is surprising that five of the participants have primary school diploma. The rest of them left school at different grades.

On the other hand, it is observed that %17.3 of the participants joined the courses for the second time (Table 2.6). In this regard, the reparticipation of those who attended primary school for one-two year(s) or literacy courses before is very astonishing in terms of efficiency of both primary and literacy education.

Table 2.6. The Participation Number of the Participants into the Literacy Courses

In the Tables 2.7 and 2.8, the findings on participants’ marital statue and number of the children are presented.

Table 2.7. Marital Statues of the participants

Table 2.8. Number of the children

Looking at the above tables, we see that more than the half of the participants (%64.4) is married, 69.2 percent of the married and divorced participants have three or more children. Even, the data obtained during the interviews revealed that most of the women have 6-7 or more children. This finding shows a contradiction between schooling level and the number of the children that they have. On the other hand, it should be kept in mind that having more children is a difficulty-raising factor for course attendance and achievement. It can be claimed that motivation of women having with children to attend to literacy courses deserves more information.

The findings on birthplace of the participants are shown in Table 2.9.

Table 2.9. Birth Places of the Participants

Looking at the table, it is observed that nearly two-third of the participants was born in the villages.

Employment situation of the participants is indicated in Table 2.10.

Table 2.10. Employment of the Participants

The table indicates that only 17.8 percent of the participants employed at a paid job. On the other hand, the responses to open-ended questions revealed that most of the employed ones work in carpet or kilim making, cleaning and tapestry workshops.

Under this headline, the views of the course participants on teachers, teaching materials, course and lesson duration, devices used in the courses, physical conditions (size, heating, lightening etc.) and the problems faced during the courses.

The views of the course participants on teachers are presented in tables 2.11, 2.12, 2.13 and 2.14.

Table 2.11. Adapting Teaching to the Participants’ Levels

Table 2.12. Communicating Levels of the Participants with Teachers

Table 2.13. The Teachers’ Making the Courses Enjoyable

Table 2. 14. Teachers’ Getting Students Eager for Learning

 Considering the tables (2.11, 2.12, 2.13,2.14) all together, almost all participants stated affirmative responses to all the questions related to their teachers. In other words, they perceive their teachers being very successful in communicating comfortably, getting into their levels, and making the courses enjoyable in consensus. Thus, during the interviews, the participants’ affection and dependence on their teachers were observed very often. This finding shows how the participants identified themselves with their teachers and developed a frank dependence on them. Additionally, it can be said that they perceive their teachers a new hope for their future.

In tables 2.15 and 2.16, situation of whether teaching materials provided for everybody and reaching time of these materials.

Table 2.15. Delivery Time of Teaching Materials

Table 2.16. Providing Teaching Materials for Every One

Looking at the tables, it is understood that teaching materials reached more than the half of the participants (%57.7) a few days later than the beginning of the courses. In this respect, it can be stated that some delays happened in providing the teaching materials for the course participants in time. Besides, It is observed that teaching materials were delivered to almost all participants.

The views on the questions to what extend the teachers follow the teaching materials show that majority of the teachers follow the teaching materials completely. But it should not be ignored that the teachers not following the teaching materials at "never" and "sometimes" levels constitute 16 percent

Table 2.17. Teacher’s Following the Teaching Materials

The views of the participants on the content of the teaching materials are shown in tables 2.28, 2.29 and 2.20.

Table 2.18. Illustrations-Subjects Relationship

Table 2.19. Understandability of the Sentences

Table 2.20. Attractiveness of the Materials

Reviewing all above tables together, it is observed that a great majority of the participants responded affirmatively to the contend of the teaching materials. 93 percent of the participants stated that the connections between the subjects and pictures are understood well, 90.9 percent of those stated that the sentences in the teaching materials are understood well, 83.2 percent of those stated that the topics were attractive for them. However, the views on unattractiveness of the topics (13.9) on the levels of "average" and "little" require to review the contend of the materials taking the characteristics of the participants into account.

The views of the participants on course duration, class duration and times are given in the tables 2.21, 2.22 and 2.23.

Table 2.21. Adequacy of the Course Period

Table 2.22. Adequacy of the Class Period

Table 2.23. Adequacy of the Course Time for the Participants

In The First Level Literacy Education Programme, normal course period is determined as 45 classes (90 hours), but also stated that this period could be shortened or lengthened according to the interest and needs of the participants. The findings shown in Table 2.21 indicate that more than the half of the participants (%71.6) find the course period (90 hours) insufficient. It is obvious that 90-hour instruction is not long enough to meet basic learning needs of the participants. Thus, some participants suggested lengthening the course period to open-ended questions of the interview forms.

A class duration is anticipated as 90 minutes in the programme. Taken the views on the adequacy of the duration (Table 2.22) into consideration, we see that nearly three-fourth of the participants find the 90 minutes adequate.

Regarding the housework, childcare and responsibilities related to work life, the course time is an important factor affecting the participation of the women into the literacy education. The education program provides a great deal of flexibility in the application of t90 minutes daily study. In other words, courses can be conducted at any time of the day or the week, in daytime or evening, in the week or at the weekend, or different times of the day. With regard to this aspect, majority of the participants (%93.8) found their timetable appropriate (Table 2.23). But, the observations and the interviews made during the data collection process show that arranging the courses with two days a week or only at the weekend can effect the learning negatively.

The responses on the type of the devices used in the classroom show that most often used devices are board, chalk and board marker, notebook, pencil and eraser. In addition to these, it was identified that in some courses the cards are used.

The views of the participants on to what extend the course places (places like buildings, classrooms and other places) where the courses are conducted are suitable (in terms of size, heating, lightening, air condition, noise etc.) to the literacy courses are shown in Table 2.24.

Table 2.24: The Suitability of the Course Places

As it can be seen from the Table 2.24, nearly three-fourth of the participants does not find the course places suitable for their education. 20.7 percent of them stated the course places as partly suitable. These findings show that most of the course places are not suitable for the purpose. The implications of these findings can be providing better course places or improving the present ones.

Most of the courses are conducted in one of the unused room of a primary school buildings. During the interviews, some participants stated that they feel uncomforted to come to school building with children. For this reason, they do not want to have break in order to hide themselves from children.

The difficulties/problems the participants’ facing during the course attendance are shown in Table 2.25.

Table 2.25. The Problems Faced During the Course Attendance (N= 131)

Note: The percent row is not equal to 100.0 as one person can state more than one problems.

Looking at the tables, we see teasing by people, the distance of the course places, inappropriate study conditions at home among the most frequently faced problems. As it can be traced from the table, it is understood that more than the half of the participants attends the courses by struggling with some difficulties. This shows their eagerness to learn. But, the existence of these problems inevitably affects their achievement in a negative way.

The participants were asked in interviews whether they had friends who left the courses and their reasons of leaving. The responses of the participants show that opposition of the family, difficulty of the courses and the idea of not being able to learn, leaving the place where they were living, age, being not able to find anybody to take care of the child and going to work somewhere else are among the most frequently faced problems.

The views of the participants on expected benefits from the courses in daily life are grouped and presented Table 2.26 with their frequencies:  

Table 2.26. The Participants’ Expectations From the Courses (N= 208)

Here are some of their own words expressing their expectations and aspirations from the literacy courses.

Going back to the table, it is understood that the participants have various expectations from the courses and great hopes to change their daily life through these courses. Development of self-confidence, getting facilities in transportation, shopping and finding address, getting rid of being depended on others, helping children, taking notes on the telephone, making use of self-development opportunities, acquiring an occupation are among the most frequently emphasised expectations. High expectations are desired as a motivation factor, but it brings a serious responsibility to organisers and teachers to respond to them. Frustration on the part of participants should not be allowed.

The tendencies of the participants to develop themselves following these courses are presented in Table 2.27. As it can be seen in the table, the majority of the participants have the tendency to attend secondary level literacy courses. Some of them would like to attend open-primary education. Another expectation is to go to occupational courses. There is no doubt that literacy is the base for the life long learning. In this respect, attending occupational courses require a certain level of literacy, too.

One participant expressed her willingness to be educated in her words "I would ignore my job, but not my course", on the other hand, another participant who expressed her hopelessness with "Home environment is not suitable. I am expecting a baby and my husband does not allow me to work and to attend the courses". It is a public responsibility to remove the obstacles the female population confronted in their educational development and to provide need opportunities for them.

Table 2.27. The Tendencies of the Participants Towards Self-development After Completing The Courses (N= 208)

173 graduates from seven provinces are included (24 graduates from Rize, 25X6 from other provinces) in the study. The distribution of the graduates is shown by province and age group in Table 2.28.

Table 2.28. The Distribution of the Graduates by Province and Age Group