scholarly journals Application of technologies of formal and non-formal education for continuous professional development of the modern specialist

2020 ◽  
Vol 13 (32) ◽  
pp. 1-24
Author(s):  
Viktoriia Sydorenko ◽  
Inna Shorobura ◽  
Anna Ponomarenko ◽  
Maryna Dei ◽  
Oksana Dzhus
Keyword(s):  
Adult Learning ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Formal Education ◽  
Digital Technologies ◽  
Key Stakeholders ◽  
Self Development ◽  
Efficiency And Effectiveness ◽  
Professional Self ◽  
Interview Questionnaire

The article considers the technology of formal and non-formal education as a factor of improving the quality, efficiency and effectiveness of lifelong learning of adults, their continuous personal and professional self-development and self-realization in accordance with an individual educational trajectory. In the study, the following methods were used: expert survey, interview, questionnaire, testing, observation, analysis of documents. The content, essence, principles of application of interactive, acmeological, andragogical and digital technologies are described, which ensure the effective functioning of the content of adult learning, meet the interests, requests and needs of customers of educational services, employers and key stakeholders. On the basis of comprehensive permanent monitoring, the effectiveness of the use of continuing education technologies for the training of a modern specialist has been experimentally tested. The results of the research can be used in the process of modernizing the system of continuing education, the organization of adult lifelong learning.

scholarly journals NON-FORMAL EDUCATION IN THE CONCEPT OF LIFELONG LEARNING

2017 ◽  
pp. 22-34 ◽  
Author(s):  
Olga Kyvliuk
Keyword(s):  
Lifelong Learning ◽  
Personal Development ◽  
Formal Education ◽  
Self Esteem ◽  
The Other ◽  
Professional Activity ◽  
Continuous Education ◽  
Professional Activities ◽  
Self Development ◽  
The One

Non-formal continuous education, in our view, is formed on the basis of a person`s beliefs about the likely field of their professional activity and possible vectors of personal development in this field, or as a component of self-development, either self-education in self-realization and self-esteem increase or raising their own status, image and the like. The boundaries of this field, on the one hand, are determined by the level of development of the relevant science that is a theoretical and methodological basis of professional activities and relevant innovative experiences, and on the other hand – by the opportunities, inclinations, abilities, axiological and motivational and volitional component, character of an individual.

scholarly journals Introduction of adult education as a modern educational and economic labour market trend

2021 ◽  
Vol 7 (1) ◽  
pp. 304-313
Author(s):  
Viktoriia Blyzniuk ◽  
Yaryna I. Yuryk ◽  
Liudmila Tokar ◽  
Irina M. Serebrianska ◽  
Olena Bezpalko ◽  
...  
Keyword(s):  
Labor Market ◽  
Adult Education ◽  
Adult Learning ◽  
Online Education ◽  
Lifelong Learning ◽  
Formal Education ◽  
Adult Life ◽  
Developed Countries ◽  
Level Of Involvement ◽  
The Eu

This article is based on a quantitative study using methods of statistical analysis of indicators of online education during adult life (25-64 years) within the EU. It has been revealed the relationship of changing forms of adult learning through the transformation of labor market requirements. The study confirms the link between employment in production and the provision of adult education by employers. This is well seen in the socio-economic development of the country, which determines the needs, regional specifics of the labor market, affects adult learning throughout life. The regional specificity of the labor market is a prerequisite for adult lifelong learning and determines the level of involvement of the population in online lifelong learning. There is a significant differentiation between formal and non-formal education (3.7% and 13.2%) within the EU. Online education is more common in the most developed countries with a highly developed economy of knowledge and creative economics. The latest trend in online employee education is the integration of training systems into software.    

scholarly journals ICT role during COVID-19 pandemic in lifelong learning for disabilities

2021 ◽  
Vol 5 (3) ◽  
pp. 594-604
Author(s):  
Natalia Savinova ◽  
Mariya Berehova ◽  
Kateryna Yanchytska ◽  
Nina Stelmah ◽  
Olena Biliuk ◽  
...  
Keyword(s):  
Continuing Education ◽  
Lifelong Learning ◽  
Basic Education ◽  
People With Disabilities ◽  
Foreign Languages ◽  
Basic Knowledge ◽  
Review Of The Literature ◽  
Digital Space ◽  
Life Long Learning ◽  
Self Development

Education of people with disabilities requires special attention because data from world organizations show that only 5% of people with disabilities receive a quality basic education. This study seeks to determine the possibility of improving the education of people with special needs through the use of ICT technologies during the covid-19 pandemic in continuing education, that is, life-long learning. Even though most studies focus on the possibility of using ICT in the education of children with disabilities and are subject to the formation of an inclusive digital space, the feasibility of using basic knowledge of people with disabilities during their profile education and self-development with the help of ICT through distance or blended life-long learning becomes relevant. A review of the literature on the problem of research shows that when ICTs are transformed due to the use of additional technical or software tools, people with disabilities have the opportunity to life-long learning, obtain a profession, develop in it and move up the career ladder. At the same time, ICTs can be used to learn foreign languages and acquire a whole range of knowledge in a distance or blended format.

Drivers of Urban Development in Terms of Education Based on Digital Technologies

2019 ◽  
pp. 48-70 ◽  
Author(s):  
Irina Potapova ◽  
Sergey Mikhailovich Vasin ◽  
Leyla Ayvarovna Gamidullaeva ◽  
Tatiana Tolstykh ◽  
Lubov Belyanina
Keyword(s):  
Continuing Education ◽  
New Technologies ◽  
Digital Technologies ◽  
Educational Institutions ◽  
Conceptual Approach ◽  
Educational Models ◽  
Methodological Foundation ◽  
Urban Economic Development ◽  
Self Development ◽  
Speed Up

To speed up urban economic development there is a need in radical transformation in the technological fields as well as in the field of mechanisms that encourage the creation and implementation of new technologies. The proposed chapter approach can become a methodological foundation of development and self-development of educational institutions on the principles of continuing education using digital technologies. The chapter deals with the methodology of creating a unified information educational environment, providing the implementation of lifelong learning, the development and implementation of educational models, programs, and media performed with the use of digital technologies. The chapter aims to develop conceptual approach to strategic control of continuing education, innovative development of regulation of educational institutions and to propose practical recommendations based on digital technology.

Revisiting competences of adult learning facilitators: Perspectives from the Mongolian context

2021 ◽  
pp. 147797142110031
Author(s):  
Togtokhmaa Zagir ◽  
Helga Dorner
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Adult Learning ◽  
Needs Assessment ◽  
Vital Role ◽  
International Studies ◽  
Teaching Role ◽  
Core Competences ◽  
Key Stakeholders

Competent adult learning facilitators play a vital role in improving the quality of adult learning programmes. This article thus explores common and core competences of adult learning facilitators from the perspective of key stakeholders, such as facilitators, adult learners and administrators. By synthesising previous international studies, we developed a survey and collected data in Mongolia ( n = 227). We identified adult learning facilitators’ common and core competences focusing on their teaching role. As found, areas of adult learners’ needs assessment, communication and motivation should be integrated in professional development programmes in order to aim for a better completion rate and higher participation of target audiences in adult learning programmes.

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