Adult education and local government: a comparative study of Turkey, Britain and France

Abstract

The purpose of this study is to analyse adult education and local government relations in Turkey, Britain and France. It is based on a method of comparative research which has employed primarily qualitative research techniques. The study attempts to bring macro and micro levels of analysis together in order to make a coherent and comprehensive analysis of educational practices in different societies. Each of the three societies under study have had then- own unique structures of education and politico-administrative systems which are the basis for the development of adult learning opportunities. Central governments in these societies are under pressure to respond to global, national and local requirements for education and training. The complex interaction of adult education-local government relations in different societies reflect their own historical traditions, emergent educational discourses, traditional modes of thinking, resource constraints and opportunities. The decentralisation of local government, education and adult education is a world wide trend. It translates into different kinds of practices in different kinds of society. This study explores the reasons of this. This study has shown that local government adult education (LGAE) policies should be based on the promotion of a decentralised, democratic and effective adult education service aimed at citizen empowerment and at building a learning society. The optimal balance between the central and local control of education, and between the vocational and democratic aims of education and training, has to be achieved. However, this balance has not so far been founded yet in any one of the societies under study.