* This article is a part of ‘evaluation of teachers’ opinions, attitudes and competence perceptions towards lifelong learning approach’ entitled unpublished Ph.D. thesis work. *Prof. Dr. Hüseyin UZUNBOYLU, Near East University, North Cyprus, Turkey, huzunboylu@neu.edu.tr **Dr. Çiğdem HÜRSEN, Near East University, North Cyprus, Turkey, cigdemhursen@gmail.com Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 41: 449-460 [2011] LIFELONG LEARNING COMPETENCE SCALE (LLLCS): THE STUDY OF VALIDITY AND RELIABILITY Hüseyin UZUNBOYLU * , Çiğdem HÜRSEN** ABSTRACT: In this research our aim is to develop a scale for lifelong learning competences and investigate the validity and the reliability of the structure of the scale. The participants of this research are 300 secondary school teachers who are randomly selected. The findings on the scale’s validity of the structure are computed by the method of factor analysis. It is observed, at the end of analysis, that lifelong learning competencies scale (LLLCS), which is made up of 6 sub-dimensions, contains 51 items. The six sub-dimensions are stated as follows; “self-management competencies”, “learning how to learn competencies”, “initiative and entrepreneur competencies”, “competencies of acquiring information”, “digital competencies” and “decision-taking competencies”. The coefficient of Cronbach Alfa reliability of the scale is measured as 0.95. As the studies on the viability and reliability illustrate, the scale has the sufficient merit of utilization. Keywords: Lifelong learning, Lifelong learning competencies, Validity, Reliability, Teachers 1. INTRODUCTION Adjustment to the rapidly changing era is necessary for the survival of societies. Specifically, the advances in sciences and technology have impacts on social, economic and cultural experiences; career fields and the job descriptions have changed. Therefore, the profile of men-power in demand has also changed. With adjustment to the changes and development, advance and transformation into information society is enabled only by educating individuals in that direction. “Lifelong learning” policy allows them to exist as individuals who have access to information, use information in the proper place, learn how to learn besides being creative and critical thinkers. The concept of lifelong learning policy, which is understood as non-stop learning in our lives, is essential in satisfying the rapidly changing societal needs (Wang 2008) and following information and technology (Bryce 2004). Lifelong learning is an essential strategy (European Commission 2002). European Commission (2002) that province development and sustainability of information, skill and competencies of individuals (Cowan et al. 2004; Figel 2006; Sim et al. 2003). In the first decade of 1970’s, some international organizations (OECD, UNESCO) applied lifelong-learning for humanistic purposes (Hake 1999), which was accepted as a popularized slogan in the educational policies of EU (Beycioğlu & Konan 2008; Dehmel 2006). Especially in 1973, lifelong learning was used for education by UNESCO (Demirel 2009a; Friesen & Anderson 2004; Green 2002; Kang 2007), which developed life skills programs for adults (Viswanathan et al. 2008). In most general sense, the lifelong learning approach is defined as “learning which have been acquired from cradle to tomb” (Woodrow 1999); it was granted an international award in the year of 1996 (Demirel 2009a) and seen as an important strategy for unemployment (Fischer 2001). Lifelong learning, which aims at influencing the inexperienced in changing career fields and focusing on the demands of individuals taking self-responsibility in their learning process (Raınbird 2000), assist their development by helping them build up their potentials at utmost degree (Demirel 2009b), and increase the social welfare by assisting their development of learning skills (Bath & Smith 2009; Brockett & Hiemstra 1991; Cansever 2009; Demirel 2009c; Hojat et al. 2003; Janssen et al. 2007; Koper et al. 2005). Technology plays an important role in this process. The approach of lifelong learning and recent technological development intersects (Sharples 2000). Distance learning applications satisfy lifelong learners need by eradicating the limitations in the educational process