<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Emel   Ültanır</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE FACTORS AFFECTING CAREER GUIDANCE AND CURRENT STATUS OF CAREER GUIDANCE SERVICES IN TURKEY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">career guidance</style></keyword><keyword><style  face="normal" font="default" size="100%">economic conditions</style></keyword><keyword><style  face="normal" font="default" size="100%">influential factors</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1415392726.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">48</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of the present study is to investigate the factors affecting career guidance and their reflections of the career guidance services given in the country. Based on a literature review, it is known that career guidance services can be a part of economic and social development. In the present study, these factors are analyzed under these headings as the structure of the region, economic conditions (labor force of the country and employment), historical and socio-cultural factors (family structure, changing values) and educational factors. Moreover, it is emphasized that the country is the only secular country and only candidate for the European Union membership among the Muslim communities. After drawing a framework with these factors, the state of the country in guidance services and its reflections abroad were investigated. It is of great importance to draw the attention to such issues in Turkey and to develop “career guidance programs” as in developed countries.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">135-147</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Gurcan   Ultanir</style></author><author><style face="normal" font="default" size="100%">Emel   Ültanır</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">NEW STRUCTURES IN PUBLIC EDUCATION CENTERS IN TURKEY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">adult education</style></keyword><keyword><style  face="normal" font="default" size="100%">andragogical model</style></keyword><keyword><style  face="normal" font="default" size="100%">public education center</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413726977.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">44</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study is to determine what kind of reform will be provided by the General Directorate of Lifelong Learning, which was reconstructed in 2011, in their education policy based on theories of adult education in Public Education Centers such as “adult educator qualifications”, “content formation”, selection of methodology in teaching courses” and “achievement evaluation”. This research has questioned some dimensions of education programs, in the Ministry of Education with some of the provinces of Ankara and Mersin Public Education Centers. Open ended question survey was applied to collect the data. The result of the research shows that the content of the program comes from the center as a modular program. There is no training center for adult educators in Turkey. Teachers coming from different academic ranks and instructors specialised in their fields give courses in these institutions. Their teaching methods are compatible with pedagogy. Test type exams are applied. Moreover, like the other newly EU participant countries, Turkey has accepted Life Long Learning programs without preliminary preparations.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">92-100</style></section></record></records></xml>