Horizontal axis education systems are focused on raising one type of person, equipped with similar characteristics and having average standards. If the individual experiences problems in reaching the standards set by the current system in the education process, he / she is excluded from many systems related to the education system as well as the education system. Today, the concept of lifelong education and 21st Century Skills are frequently discussed. Lifelong education and 21st Century Skills do not seem possible to be realized in the horizontal-axis formal education system. These new concepts are innovative solutions to reduce the disadvantages of horizontal axis understanding. However, it is not possible to find a solution to the problems of the system by adding these new features to the horizontal axis education system.

When talking about the axis change, it should not be considered suddenly turning the horizontal axis into the vertical axis. Because the rapid change in education systems alone may not meet all educational needs. For this reason, it may be more appropriate to create a two-axis education system by taking the advantages of the horizontal and vertical axis first. However, the dominant horizontal axis in education can show resistance to the entry of the vertical axis into the education system. The current system can weaken the vertical axis, making it inoperable easily. It may be difficult, but not impossible, to integrate two systems with different features to ensure that they work together. In order for the horizontal axis to work in harmony with the vertical axis, the necessary preliminary preparations should be made for the operation of these two axes in the education system. This preparation will require extensive practical technical preparation. However, there is a need to change the current and dominant perceptions of education before technical preparation. Without intellectual preparation, it is not possible to switch from the current horizontal understanding to the vertical understanding.

For this reason, it will not be easy to transform the horizontal axis education system that emerged with the long experiences of human beings. Perhaps the education system will be easier to change after a very long discussion period. Systems change easily, but the change of ideas created about those systems will be long enough to cost a few generations. For example, I am discussing this concept and perhaps someone will not fully grasp the scope of this discussion. Because they sincerely believe that perhaps small changes to the current education system will resolve all problems. The greatest challenge for such fundamental changes is the intellectual and technical commitment to systems that are trying to be changed. They are resistance to a new perspective, depending on the level of commitment of experts, politicians, those within the system, and various interest groups.

The horizontal axis efficiency of the current education system seems to have completed its study period. Since existing education systems are organized horizontally, their sustainability is gradually weakening. Due to the horizontal axis of the current education systems, serious problems arise especially in the use of the education rights of individuals and in meeting the educational needs and expectations of the individuals in the system. Strict adherence to the horizontal axis in existing education systems causes the individual to keep under control and limit the opportunities for self-actualization. Since the focus is on the expectations of the society and common features to be gained to the groups on the horizontal axis, individuals’ presence in the education system with their characteristics is generally prevented or ignored. The horizontal axis education system, which focuses on the group rather than the individual, ensures its own sustainability by strictly adhering to the principles that may prevent the development of the individual.

While strictly adhering to the horizontal axis applications in primary education, secondary education, high school and undergraduate education process, it can be said that some features of the vertical axis understanding are partially applied only in postgraduate education Common standards, goals, achievements and competencies are defined for everyone in the context of time, subject, processes and outputs for the learning to be realized in the horizontal axis education system. Everyone has to complete or achieve these features foreseen for an average learner in the same way. The horizontal axis education approach works just like a factory that makes mass production using pre-designed molds. It makes production by using molds, numbers, raw materials, colors, shapes and patterns, taking into account the needs and expectations. Partial changes in production in such a mass production factory are added to the system by taking into account the fashionable features, market expectations and consumption habits and a commercial perspective direct this production.

The analogy of schools to a factory may cause many objections, but as an educator it has been used as a metaphor to describe the impasse of the current education system. For this reason, I would like to point out that educators, students, teachers, parents and those responsible for the construction and operation of the system are excluded from this analogy. Because these people work too hard to operate of the education system.

In my previous article titled “Is it time to change the axis of education systems?” It was mentioned that the current education systems have a horizontal axis. It was also briefly explained what the horizontal and vertical axis are. In this article, I will try to explain how axis change can be achieved.

Change of axis means changing the current perspective on education. Changing the axis is not adding innovations to the system in order to provide solutions to the problems that arise in the current education system. Axis change of educational system is to foresee to change all of the strengths and weaknesses of existing education systems. For this reason, all perceptions and situations of the current education system should be questioned as the starting step of the axis change. The second fundamental step is to decide the direction of change of the axis of the current education system.

With these two basic steps briefly mentioned above, it is foreseen to change the existing perceptions about education, which is only one dimension of the intellectual infrastructure of the change of age. Generally, taking these two basic steps, i.e., change in perceptions about education, can be seen as the responsibility of politicians and / or decision makers. However, before them, the beliefs and perceptions of those who work on educational science, those who carry out applications within the education system, the target groups in education and the business world should change. For example, a student can analyse their experience of the current system and their incompatibility better than a politician or decision maker. This type of analysis can also be done by teachers, educational scientists, and those interested in the business world.

With the two basic steps envisaged for the Change of Axes in the Education System, the change of axis in the education system will become visible with the actions of policy makers and decision makers regarding the education system. The essence of these change efforts is to reveal a new understanding of education.

For example, since the current education system is based on a horizontal axis-weighted structure, a new system based on the vertical axis, which is the opposite of the horizontal axis, can be predicted. For example, in the current horizontal axis education system, there is an effort to convince that what is taught is sufficient and necessary, based on predetermined educational policies, at the centre of efforts related to individual learning. The most important actors of the persuasion process are teachers. The current education system is designed based on the understanding of persuading the individual to learn. Everyone except the student is involved in making decisions about the operation of the system. The learner tries to continue his learning by convincing that what is offered to him in the current education system is necessary for his development.

In a horizontal axis education system, the development plan foreseen for the learner should be accepted as it is without questioning. Because all of the sub-systems that are intertwined and prerequisites for each other are integrated with the persuasion process. The person who graduates from high school goes to university by taking an exam from the subjects he learned in high school. What they know outside of the curriculum in high school does not provide an advantage because they learn personal development on their own. It is not possible to take this exam before completing high school. An unconvinced learner is easily thrown out of the system.

On the vertical axis, an individual’s learning is not achieved only by being in a resource or a compulsory system. He / she can have the opportunities to improve himself by gaining knowledge and skills from many systems. The learner can continue their learning without being dependent on a teacher. Many resources can provide learning opportunities for him. The learner can continue their learning without being dependent on a teacher. Many resources can provide learning opportunities for him. The important thing is to present these opportunities and resources to the individual. The important thing is to present these opportunities and resources to the individual.

Whether systems are individual, social or institutional, there is an axis in which every system moves forward. These axes are divided into two as horizontal and vertical axes. While the vertical axis expresses more development and progress, the horizontal axis is based on the understanding that the systems determined without predicting any change will continue in the same way. It is seen that the current education systems in the world have a horizontal axis based on the understanding of preserving the current situation.

The horizontal axis depends on the understanding of the individual to position himself, the world and systems through opposition, contrasts and studies such as good-bad, successful-unsuccessful, distant-near, liked-disliked, friend-enemy, us-not from us. Individuals, society, state and systems perceive themselves and others on the opposite-based horizontal axis. Judgments or evaluations are made over an ideology and value system that exists on the horizontal axis.For example, the same ideology and values ​​are shared within the family as a result of parents transferring their own ideology or world view to their children. Considering the social life of the children, adopting the values ​​of the family and society is seen as a good behavior. However, in this case, there arises the danger of being transferred to life without questioning existing values.From the perspective of personality development, acceptance of current values ​​corresponds to the midpoint of the personality development process, that is exactly half. If an individual is stuck halfway through personality development, it is unlikely to go further. In other words, if the effort to create personality integrity remains in full half, the process to personality integrity is interrupted if it cannot be carried forward. In individuals whose personality integrity is lacking, or in societies that position themselves according to their enemy or rival, development and consciousness development remain very weak.

On the horizontal axis, the individual continues his / her own development, focusing on the outsiders, without considering his / her inner feelings and thoughts. For example, when students in the education system experience a failure, they see problems arising from the teacher, book, education program or education system as the source of it. However, they do not focus on which of their characteristics pertain to whether or not to create a problem in their learning. Since they do not research their own internal resources regarding the problem that arises in their learning, they are insufficient to find an effective solution to the problem. It is possible to see similar ones in this example almost every day in individual and social life. It can be said that this is due to the fact that the current education system operates on the horizontal axis.

The vertical axis is the opposite of the horizontal axis. On the vertical axis, the individual focuses on internal systems, not external systems. The individual can decide for himself how he will develop. An educational system based on the vertical axis focuses on the individual’s own development curve and takes into account the internal resources of the individual to sustain his development. For example, it is based on the progress between the situation of students learning mathematics in the classroom at the beginning of the term and their status at the end of the term. It is not looked at how much of a standard or norm that has been established as on the horizontal axis is realized compared to the others.

In horizontal systems, it is aimed to keep the individual under control. The development of individuals kept under control takes place to the extent allowed by the family and social systems. Existing education systems plan to what extent individuals will allow their development through inflexible education programs and systems.

In vertical systems, it is aimed to continuously increase the self-realization process of the individual and to continuously open consciousness and perceptions.

Vertical systems are needed for the individual to perceive and develop his own existence in the world. In order to develop the individual through vertical systems, it should focus on the development of individuals rather than the development of systems. If the individual can be offered the opportunity to realize their learning with a vertical axis-based approach through the education system, the awareness of using the existing potential of the individual is gained.

Learners need to acquire Self-Directed Learning Skills in order to continue their lifelong learning in school or outside of school. These skills can be acquired by the individual at any time in his life. However, it will take time for individuals to acquire Self-Directed Learning Skills with their own efforts and without expert support, and they will face failures in the acquisition of these skills. Due to the problems, they encounter in the Self-Directed learning process, many individuals’ motivation to learn will decrease. For this reason, it would be more appropriate to be responsible for the acquisition of Self-Directed Learning Skills , together with schools that are defined as learning-teaching centers and teachers who are specialized in learning-teaching.

It will be ensured that students become lifelong learners with the acquisition of Self-Directed Learning Skills, especially in the primary school period when deliberate learning is very intense. Because, teachers who are assumed to be experts in learning-teaching at schools will be able to easily teach Self-Directed Learning Skills to students during the teaching of their lessons. If schools and educators claim that we teach, then they must be responsible for providing students with learning skills. Because future education systems must successfully perform the following three functions. These functions are envisaged in the curriculum;

  • To gain knowledge, skills and affective
  • To gain daily life skills
  • To gain self-directed learning skills

However, educational scientists, decision makers, experts, policy makers, universities and the public opinion should be aware of this function in order to acquire Self-Directed Learning Skills, which are defined as the third function of the education system. School and education personnel should be supported in order to understand and implement the third function of education.

In my opinion, if schools work like a center that teaches Self-Directed Learning Skills or if they can turn into a Self-Directed Learning Skills Center, most of the learning problems of education systems and individuals will disappear. This requires a serious change in understanding and approach to the education system. Young people and children are already ready for these changes. Those who are not ready for the envisaged change seem to be adults, those who play a role and are responsible for running the education system …

There is a clear need for a change in understanding of learning at school. In order to achieve this change, the current functions of the school should be questioned and improved. The education system must have three basic function seen in Figure 1. The first functions of the educational system are “to acquire the knowledge, skills and affective behaviours that are expected to be gained through the curriculum”. These features, which are foreseen within the scope of the first function of the education systems, are inadequate to gain students through learning activities at school. İt is clear that schools do not fulfil their initial functions that they focused on. For this reason, as the education system is inadequate to fulfil this function, distorted structures such as support private teaching centres, increase in individual expenditure and time for education, private lessons and courses have taken over the functions of education system and schools.

Figure 1. Functions of education system

The second function of education is to provide students with Daily life skills. These should include the skills necessary for the Daily life of the individual, such as” science literacy, communication, healthy fulfilment of physical needs, eating habits, staying healthy, environmental and technology skills. It is observed that education systems are also quite unsuccessful in performing their secondary functions. Education systems appear to be quite unsuccessful in performing their second functions. It is clear that schools do not make positive contributions to students, especially in subjects such as eating habits, staying healthy, environment, scientific literacy, use of technology, and communication. What is expected from education systems is not limited to providing students with the desired behaviours and daily life skills envisaged in the current education program.

The third function of the education system is to provide individuals with learning skills to continue their learning outside of school. In the context of the third function of education systems, it is necessary to equip both teachers and students with “Self-Direct Learning Skills“. The third function of the education system is not included in the current education systems.

The fourth function of the education system covers the acquisition of the learning skills necessary for the realization of lifelong learning, learning by doing and active learning both inside and outside the school. Lifelong learning, learning by doing and living and active learning are not realized with the learner and teacher who do not have awareness about learning and do not know the learning styles. The realization of the third function of education will make it easier for the education system to perform the first and second function.

Increasing computer and social media literacy of children negatively affects their reading skills. Because the technologies provide children with the information they want quickly and dull their reading habits. As a result, children develop ideas that they do not need to read books, learn from books, read and answer open-ended and test questions about lessons. These views and thoughts distract them from reading books.

I know from the work I have done with them that a student who has started high school never read any books except the materials of the courses that he must read. The number of young people who have never read fairy tales, stories and novels in their lives and have never developed any ideas about them is increasing. If a teenager read fairy tales to him as a child or if he watched a cartoon, he has very limited knowledge about fairy tales, but continues his life without any idea about stories and novels.

No parents want their children to be in this situation. Because having the ability to read books affects his education and professional life.

A primary, secondary or high school student who has convinced himself that reading a book is not necessary, is given the ability to read books by applying strategies that will make them love reading books within 3 months.

I am assertive about this … and you ?

Prof. Dr. Kıymet SELVİ

In the Educational Consultancy process, studies are carried out to design, implement and develop the learning process of the client, namely the individual who requests consultancy. The counseling process starts with attention studies. Within the scope of the mindfulness study, during EIGHT (8) weeks, the client gains awareness on the following issues and transfers the following features to his own study life.

  • Properties of Sensory Organs
  • Time management
  • Awareness of the Relationship Between Sensations and Learning
  • Asking and Answering Questions
  • Oral Communication Skills
  • Creativity and Imagination Studies
  • Talent Determination
  • Research Skills
  • Test solving techniques
  • Motivation studies for the exam
  • Stress management strategies

If learners are not highly motivated or reluctant to learn, learning never occurs or is difficult to achieve because education system is an artificially formed social, ideological and political system. Although education system involves necessary attempts to maintain this artificially formed learning process, learning also occurs out of this process in an effective way.

Trying to learn and teach without clearly understanding how learning occurs is the main problem of current educational activities. An individual’s learning occurs in two ways, which are summarized in blog cover image above.

According to the figure above, learning includes both self-directed learning and directed-learning.

Self-directed learning is like taking breath. It occurs without a special effort while individual is sleeping or awake. If an individual does not have any problems with his learning ability, this learning is the easiest and the most effortless one. Education system are not interested in this type of learning. Kıymet Selvi Educational Assistance and Consultancy provides services to raise individuals’ awareness about self-directed learning and help them develop self-directed learning skills.

Directed Learning aims to teach individuals according to a certain plan and program. Current educational systems continue to transfer available knowledge to students through reinterpretations of the existing systems. However, recent trends in education emphasize that such a transfer of knowledge to students is not efficient enough. If individuals and institutions are having problems in identifying problems, their sources and reasons lying behind them, consulting to expert opinion is highly recommended. Kıymet Selvi Educational Assistance and Consultancy provides individuals and institutions with effective support for identifying problems concerning education and learning in Directed Learning and finding efficient solutions. Since both self-directed learning and directed learning will increase with such a support, individuals and institutions will increase their performances considerably.

Educational assistance and consultancy provide solutions to individuals’ and institutions’ education-related problems, which in turn increases their performances and motivation levels. The main purpose of these assistance and consultancy services is to facilitate and sustain learning.

The aim of this conference is to raise awareness of the academic staff working in universities on Self-Dircetde Learning in order to support higher education students’ learning during and after the distance education process.

There are two main topics in the content of the conference:

  • What is Self-Directed Learning?
  • What Are Self-Directed Learning Skills Made Of?