Kıymet Selvi
Education Support and Consultancy Limited Company

Author: Kıymet Selvi

R&D Studies on Impact Analysis and Impact Assessment

Published: 18 June 2023
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Dr. Selvi has introduced a new approach based on his experience gained from impact analysis studies on nearly 60 projects. Based on these experiences, a realistic impact analysis and assessment approach has been tried to be put forward that will eliminate the deficiencies and weaknesses of existing approaches and practices for impact assessment. In this context, two comprehensive R&G projects, one completed and the other ongoing, were carried out. The “Impact Evaluation Process and Model Development” phase, which will be used in impact analysis and impact assessment, which constitutes the first stage of the project, has been completed. In the second stage, studies on the computer software of the impact assessment model designed in the first stage are continuing. Impact assessment will be made with scientific methods through the model and software developed with an innovative perspective. Impact analysis and impact assessment projects, which are briefly explained below, are carried out by Kıymet Selvi Education Support and Consulting Ltd. Şti.

Figure 1. R&D projects carried out on impact analysis and assessment

Project 1: A Model Design for Project Social Impact Assessment- SEDeM

The project titled “Designing a Model for Project Social Impact Assessment” was carried out by Kıymet Selvi Eğitim Destek ve Danışmanlık Ltd. Şti. between 2 June 2022 and 31 March 2023 as Ankara University Technopolis Incubation R&D Project. Ltd. has been carried out.

By analysing the impact assessment approaches and the scope of the social impact assessment concept, a “Social Impact Assessment Model has been Designed” for the projects. In the Social Impact Assessment Model created, the focus is on the processes to be employed in the investigation and evaluation of the social impact of all projects.

With this model, the design of the technical and scientific research processes that will enable the determination of the social impact in three stages related to the planning, implementation and completion of the projects has been carried out. In the developed Social Impact Assessment Model; All the processes required for the definition of the social impact envisaged during the project planning phase, the prediction of the social impact that the project will create, the level of reaching the planned social impact during the implementation of the project, and the evaluation of the sustainability of the social impact created by the project after the project is completed have been put forward in detail. This model to be created has been developed with a pilot study in the field and it has been ensured that it is an applicable model.

Project 2: Development of Social Impact Assessment Model Software-(SEDeMY)

The project titled “Development of the Software for the Social Impact Assessment Model” started as Ankara University Technopolis Incubation R&D Project on May 15, 2023 and the project was undertaken by Kıymet Selvi Educational Support and Consultancy Ltd. Ltd. is carried out.

A prototype study was carried out to transform the model that emerged at the end of Project 1 into a software, and it was decided that the developed model would be made into software, and a new project aimed at developing the “Software of the Social Impact Assessment Model” (SEDeMY) was started in May 2023 within the scope of the Phase 2 study, which is the continuation of this project. With SEDeMY, the entire process and data collection tools will be designed to determine the social impact that the projects and implemented policies and programs will create. In this project, a technology supported structure will be put forward by making use of technical and scientific processes in determining the social impact of the projects. With this software; Records of data related to the processes required for the project’s time management, budget and project management, implementation, and reporting, monitoring and evaluation of the project will be kept. In this context, for the analysis and evaluation of the social impact of the project, contribution will be made to the collection and interpretation of data on the planning, evaluation, and sustainability of the social impact.

The Relationship Between Impact Assessment and Impact Analysis

Published: 17 October 2021
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When the literature is examined, it is clearly seen that there are differences in the use of the concept of impact assessment. Impact assessment is used in different contexts depending on both the process and the outcome of the assessment. Scope of the impact assessment concept a holistic structure is meant by planning, implementing and revealing all the processes that will enable the planned impact to be revealed.

The terms impact analysis and impact assessment are often used interchangeably. Analysis is the decomposition of the components of a situation or structure. If you look at the Turkish Dictionary of the Turkish Language Institution, you can see that the concept of analysis includes the expression of decomposition into parts, that is, analysis. The analyzes to be made enable to reveal the information that will be effective in forming the basis for taking certain decisions. Decisions to be taken without impact analysis results will have no scientific basis. For this reason, after the impact analysis is done, making a decision about the direction and nature of the impact is called impact assessment.

Impact assessment covers the concept of impact analysis. The process of making decisions about the nature of the impact, which is more comprehensive in terms of process, is called impact assessment. Impact analysis, on the other hand, is to determine whether there is an impact related to a situation. The Figure below explains the scope and relationship of the concept of impact analysis and impact assessment.


Figure. The relationship between impact analysis and impact assessment concepts

As can be seen when the figure is examined, impact analysis and impact analysis methods that enable this analysis are included in the scope of impact assessment concept.

It is very important to separate these two concepts and to reveal the connection and relationship between them. The careless use of these terms interchangeably causes confusion in impact assessment studies. If only the impact will be revealed and a decision or evaluation based on the results of the impact analysis will not be conducted, then this study can be called impact analysis. If the nature and direction of the impact and certain decisions are made based on the results of the impact analysis, then the concept of impact assessment should be used. Because if the results of the impact analysis are discussed in the context of causality, it means that the impact assessment is being done.

SOLUTIONS FOR THE PANDEMIC IN THE EDUCATION SYSTEM

Published: 17 October 2021
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Education systems were in a stalemate long before the COVID pandemic. New generations continue to be educated in structures full of problems that no one cares about or ignores. Education systems, which started to be created in 1850 and did not add a new feature since 1950, are about to give their last breath. It is unacceptable to train people for the 2050s and to provide education with the existing systems. In the last 67-70 years, no long-term innovative work has been done on education systems. Education systems are tried to be operated with populist approaches that cannot solve the problems.

However, no one wants to see that there has been a severe pandemic in the education system for the last 60 years.

So how will the consequences of the pandemic, which is undesirable to be seen in education systems, affect our future? No one knows the answer to this question. It is clear that this problem cannot be solved by education ministries, universities, educators, schools, teachers, students and parents. In order to solve this problem, new education policies should be determined and new searches should be revealed by discussing on a ground dominated by scientific studies.

The education prediction put forward by Ivan Illich in his book “Society without School” written in 1970 came true in 2020. If you have read this book, I recommend you to read it. As we were not adjusted to the result of scientific and technological developments, we could not inform and prepare our teachers, schools and students about such new educational understandings. I would like to share with you a functional and innovative study that I have been working on, which aims to bring the understanding of “schoolless society and effective learning” to life. The problems of education systems are many and complex, and the issue of “SELF-DIRECTED LEARNING” should be put on the agenda as a partial solution to these problems.

Self-Directed Learning Skills Training for Primary School Students and Teachers

Published: 25 July 2021
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As explained in the previous blog post, SDLPSS (Self-Directed Learning Preparation Skills Scale) and SDLISS (Self-Directed Learning Implementation Skills Scale) are applied and students are given the necessary training, SDL skills will be improved. Different approaches can be applied to determine the SDL skill level of students and to teach SDL skills to teachers and students in classrooms, schools or outside of school. These approaches are shown in the Figure.

Figure: The approaches of applications of SDL Skills Scales to students and

to gaining SDL Skills

In the first approach; It is essential that the tasks of applying the scale to students, calculating the obtained scale scores and preparing lesson plans for teachers are done by the researchers who developed the scale. Both scales should only be applied and evaluated by researchers who are experts in this field. After the experts have applied and evaluated this scale, if there are deficiencies in the students’ skills related to the scales, then they will be responsible for designing and implementing the education programs that will eliminate these deficiencies of the students. In the first approach, all the responsibility will be on the experts and the teachers will only implement the plans prepared by the experts. Teachers can make minor updates on the plans prepared by experts according to the learning environment, environmental conditions, needs of institutions and individuals. In the first approach, experts are responsible for improving the SDL Skills performance of teachers and students by advising teachers throughout the whole process. In this approach, the planning of the whole lesson belongs to the experts and the teachers are only the implementers of the ready plans.

In the second approach, teachers are responsible for applying the SDL Skills Scales to students, calculating the obtained scale scores and preparing lesson plans. However, it is necessary to gain competence for teachers to be able to carry out studies on SDL Scales and SDL acquisition by teachers. In order for teachers to perform these tasks related to SDL Skills, they must first receive training from experts. Teachers who have completed their training do practical work with experts for a certain period of time while performing all the tasks they need to do to improve their students’ SDL skills. In the process of working with experts, teachers gain experience in teaching SDL Skills and determining skill levels. At the end of the training process, teachers reach the competence to do the tasks related to SDL themselves.

The third approach does not have a predetermined or prescribed format. The 1st and 2nd approaches can be applied in different ways, depending on the interviews with the institutions and the need revealed.

Application and Evaluation of “Self-Directed Learning Skills Scales” to Primary School Students

Published: 25 July 2021
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Self-Direct Learning Preparation Skills Scale-SDLPSS and Self-Directed Learning Implementation Skills Scale-SDLISS It is the first scale developed in the World. These scales were developed to determine Self-Directed Learning Skills of students in grades 1-5 in primary school.

These two scales have the feature of being used as a prerequisite and complementing each other. Therefore, SDL Skils have been defined comprehensively. For example; in order to determine students’ basic skills about SDL, first of all, “Self-Direct Learning Preparation Skills Scale” should be applied. Based on the results obtained from the application of the Self-Direct Learning Preparation Skills Scale, both the level of students’ having “Self-Directed Learning Preparation Skills Scale” and the level of their readiness for “Self-Directed Learning Implementation Sills Scale (SDLISS) ” are determined.

Figure: Self-Directed Learning Scales

As seen in the Figure, both scales complement each other and are prerequisites for each other. If a student is not at a sufficient level in terms of the skills they should have as a result of SDLPSS, SDLISS should not be applied to the student. Because if there is a lack of preparation skills, it is not right to expect students to have implementation skills. In order to acquire SDL preparation skills, students should be trained and processes related to SDLISS should be started after students’ missing skills are completed. SDLISS can be applied to the student after the process related to SDLPSS is completed. If problems arise in implementation skills as a result of the measurements, appropriate trainings should be designed and carried out to eliminate the missing implementation skills.

While applying the first scale, SDLPSS, the SDLISS scale should not be applied at the same time. Having SDL preparation skills is a prerequisite for starting the SDL process. For this reason, first of all, it is necessary to eliminate the deficiencies in the SDL preparation skills of the students. There is no need to measure SDL skills within the scope of the second scale before students acquire the skills related to the first scale.

After the scales are applied and the results are evaluated, the trainings should be planned depending on the need that arises. Necessary training should be given to students in order to meet the identified needs related to SDLS. Training can be given individually, in small groups or for the whole class.

In order for these scales to be applied to students, they must first be known very well by the practitioners who will apply the scales. Teachers and schools may want to determine the Self-Directed Learning Skills of their students and to equip them with these skills. For this, it would be appropriate to work with the researchers who developed the scales. The application of these scales by the teachers in the classroom and the development of the students’ missing SDLS as a result of the application can be made by the teachers. For this, teachers are required to complete the “Self-Directed Learning Skills Training for Teachers” program designed by the experts who developed the scales.

You can contact us for more information

For detailed information on both scales, you can review the following resources.

Papers

Gündüz, G.F. ve Selvi, K. (2016a). Developing A “Self-Directed Learning Preparation Skills Scale For Primary School Students”: Validity and Reliability Analyses, Universal Journal of Educational Research, 4 (10), 2317-2334.  

Gündüz, G.F. ve Selvi, K. (2016b). Developing A “Self-Directed Learning Implementation Skills Scale For Primary School Students”: Validity and Reliability Analyses, Agathos An International Review of the Humanities and Social Science, 7 (1), 103-124.

Book

Selvi, K. (2019). Kendi Kendine Öğrenme (Self-Directed Learning), (Ed. Kıymet Selvi), Pegem Akademi, 1. Baskı. Ankara.

Self-Directed Learning Implementation Skills Scale (SDLISS)

Published: 25 July 2021
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Self-Directed Learning Implementation Sills Scale (SDIPSS) consists of the skills included in the Teachers Supported Self-Directed Learning Skills.  SDIPSS was developed by Gündüz and Selvi in ​​2016. More information about the development stages and general characteristics of the scale, see the article and book in which the scale was published. These are stated below.

Scale Artical

Gündüz, G. F. & K. Selvi (2016). Developing a “self-directed learning implementation skills scale for primary school students: Validity and reliability analysis, AGATHOS, Volume 7, Issue 1, 103-124.

Book

Selvi, K. (2019). Kendi Kendine Öğrenme (Self-Directed Learning), (Ed. Kıymet Selvi), Pegem Akademi, 1. Baskı. Ankara.

This scale is applied to primary school students to determine how much of the “Self-Directed Learning Implementation Skills Scale” they need for self-directed learning.

Self-Directed Learning Implementation Skills Scale has a five-factor structure consisting of 45 items in total. The factors of the scale are as seen below.

The scale consists of five factors which are

  • Research Skills
  • Thinking Skills
  • Using Learning Strategies Skills
  • Evaluation Skills
  • Collaborative Learning with Peers Skills

The factors of the Self-Directed Learning Implementation Skills Scale (SDLPSS) are shown in the Figure below.

Figure. Factors of Self-Directed Learning Implementation Skills Scale

By applying the scale, it is determined to what extent primary school students have Self-Directed Learning Implementation Skills Scale. The student’s learning skills are developed by analysing the scores obtained by each student from the scale. For this, the following process is applied;

  • The total score obtained from the scale is calculated
  • Subscale scores are calculated
  • By examining the total score and subscale scores, it is determined which skills the student has problems with
  • A training program/counselling program is prepared for each student to gain the skills they need
  • With the prepared program, students are provided with the necessary skills.

Self-Directed Learning Preparatory Skills Scale (SDLPSS)

Published: 25 July 2021
Written by Kıymet Selvi
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Self-Directed Learning Preparatory Skills Scale (SDLPSS) consists of the skills included in the Teachers Supported Self-Directed Learning Skills.  SDLPSS was developed by Gündüz and Selvi in ​​2016. More information about the development stages and general characteristics of the scale, see the article and book in which the scale was published. These are stated below.

Scale Artical

Gündüz, G.F. ve Selvi, K. (2016a). Developing A “Self-Directed Learning Preparation Skills Scale For Primary School Students”: Validity and Reliability Analyses, Universal Journal of Educational Research, 4 (10), 2317-2334.  

Book

Selvi, K. (2019). Kendi Kendine Öğrenme (Self-Directed Learning), (Ed. Kıymet Selvi), Pegem Akademi, 1. Baskı. Ankara.

This scale is applied to primary school students to determine how much of the “Self-Directed Learning Preparation Skills” they need for self-directed learning.

Self-Directed Learning Preparation Skills has a four-factor structure consisting of 38 items in total. The factors of the scale are as seen below.

  • Continuity in Learning Skills
  • Planning in Learning Skills
  • Awareness Towards Learning Skills
  • Management of Learning Environment and Learning Resources Skills

The factors of the Self-Directed Learning Preparatory Skills Scale (SDLPS) are shown in the Figure below.

Figure. Factors of Self-Directed Learning Preparatory Skills Scale

By applying the scale, it is determined to what extent primary school students have Self-Directed Learning Preparation Skills. The student’s learning skills are developed by analysing the scores obtained by each student from the scale. For this, the following process is applied;

  • The total score obtained from the scale is calculated
  • Subscale scores are calculated
  • By examining the total score and subscale scores, it is determined which skills the student has problems with
  • A training program/counselling program is prepared for each student to gain the skills they need
  • With the prepared program, students are provided with the necessary skills.

How to Determine the Self-Directed Learning Skill Levels of Primary School Students?

Published: 25 July 2021
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The Self-Directed Learning Skill levels of the students are determined with the two scales developed by Küçüker and Selvi (2014) and Günüz and Selvi (2016) for students studying in primary school grades 1-5. The first scale is the Self-Directed Learning Preparation Skills Scale (SDLPSS) and the second scale is the Self-Directed Learning Implementation Skills Scale (SDLISS). These scales, which were developed based on Self-Directed Learning Skills defined for the first time in the world by Selvi and Küçüker, are the first comprehensive scales developed for grades 1-5.

These two scales have the feature of being used together and complementing each other. For this reason, it also shows that SDL-related skills are defined in a comprehensive and holistic manner. First of all, students’ SDL readiness levels should be determined. After the needs related to Self-Learning are determined, necessary trainings should be given to them in line with the needs in order to meet the needs. If a student’s Self-Directed Learning Preparation Skill level is not sufficient according to the result of the SDLPS scale, the scale of SDLIS should not be applied to him / her. The deficiencies in SDLPS should be eliminated with the trainings given in order to provide students with the necessary skills in the field of SDLPS. For this reason, the missing skills related to SDLPS should be acquired by students. As a result of the training, which skills should be measured again after three to four months should be determined.

Having SDL Preparation Skills measured within the scope of the first scale related to SDLs is a prerequisite for the skills in the second scale. For this reason, first of all, deficiencies in SDL Preparation Skills should be identified and trainings that will meet the needs should be given to eliminate these deficiencies. After the students are equipped with SDL Preparation Skills, their SDL Implementation Skills should be measured. If problems arise in Self-Directed Learning Implementation Skills as a result of the measurements, appropriate trainings should be designed and carried out in order to eliminate the missing Self-Directed Learning Implementation Skills.

As explained above, the skills of the students should be determined by taking into account the prerequisite feature. Later, according to the emerging need, students should be given Self-Learning Skills training and the student’s SDL skills should be improved.

Self-Directed Learning Approach and Lifelong Learning

Published: 25 July 2021
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There are many definitions of self-learning in the literature. These definitions focus on certain features of self-learning. Self-Directed Learning is based on the principle that learners in different learning environments take responsibility for and direct their own learning.

Self-Directed Learning; which requires the learner to have the cognitive and affective characteristics required to perform this process effectively and aims at continuity in learning. In order for self-learning to take place, it must have acquired Self-Learning Skills. The concept of Self-Direkted Learning Skills has two main components. Self-Direkted Learning Preparation Skills and Self-Directed Learning Implementation Skills.

Self-Directed Learning Skills and their sub-dimensions are given in the Figure below.

Figure. Self-Directed Learning Skills

If the learner or student does not have the Self-Direkted Learning Skills shown in the Figure, it will not be possible to apply a vertical-axis approach to lifelong learning in the education system.

Axis Change in the Education system and Self-Directed Learning

Published: 25 July 2021
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In my previous blog post, I mentioned that the current education system is based on a horizontal approach, but uniaxial understanding is insufficient. There had been discussions about another education system that had both horizontal and vertical axes instead of the uniaxial education system. However, in order to move to a vertical axis education system, there is a need for a learning-teaching approach that is different from a horizontal axis teacher-centered learning-teaching approach.

In the system, which is formed based on the current horizontal axis learning understanding, a different stance should be passed from the realization of learning depending on certain compulsions or conditions. In order to realize the learning in line with the learner’s own learning skill, learning speed and desire, the vertical axis system must be included in the existing system. In order for the education system to work on a vertical basis, the responsibility of learning should be on the learner in order to develop the individual’s learning skills and reveal the learning potential. These skills related to learning required for the vertical axis are skills that are not foreseen and desired in the horizontal axis system.

Learning in a vertical axis system takes place through the process of gaining Self-Directed Learning Skills, which consists of three stages, such as gaining awareness about their own learning skills, developing self-learning skills and taking responsibility for learning. An individual who completes the three stages involved in the Self-Directed Learning process will transform into a “Self-Directed Learning Individual” and become a lifelong learner who can take responsibility for his own learning. Learning responsibility, Self-Directed Learning and gaining awareness about one’s own learning skills are the main features of the vertical axis system. For this reason, there is a strong relationship between the vertical axis system and Self-Directed Learning Skills.