Формування компетентностей для демократичного громадянства в системі освіти дорослих скандинавських країн ; Formation of Competences for Democratic Citizenship in the Adult Education System in Scandinavian Countries
У статті здійснюється узагальнення скандинавського досвіду формування компетентностей для демократичного громадянства засобами неформальної освіти дорослих; показано роль ідей і концепції Н. Ф. С. Грундтвіга у становленні та розвиткові неформальної освіти дорослих у контексті формування демократичного громадянства; розкриваються сутність і значення фолкеоплюснінг як унікального скандинавського механізму формування громадянства та демократії; визначаються особливості функціонування вищих народних шкіл, освітніх асоціацій та інших освітніх інституцій у розбудові демократичного громадянського суспільства; окреслюються специфічні форми й методи навчання в закладах неформальної освіти дорослих з метою формування демократичного громадянства. ; In the article the Scandinavian experience of forming competences for democratic citizenship by means of non-formal adult education are summarized; the role of Grundtvig's ideas and concept in the development of non-formal adult education in the context of formation of democratic citizenship are shown; the essence and importance of folkeoplysning as a unique Scandinavian mechanism for citizenship and democracy are revealed; the peculiarities of functioning of Folk higher schools, educational associations and other education institutions in the development of democratic civil society are identified; specific forms and methods of learning in the context of development of democratic citizenship in Scandinavian countries are outlined. In order to achieve the goal, we used a retrospective analysis that helped to trace the particularities of the formation and development of non-formal adult education as a mechanism for the formation of democratic citizenship in Scandinavian countries; structural and logical analysis, which contributed to the study of legal support for Folk higher schools in the context of the formation of democratic citizenship; structural and functional analysis, which made it possible to identify the specific features of Folk higher schools as the centers of formation of folkeoplysning and to find out the peculiarities of their functioning; system-structural and comparative analysis, which helped to identify common and different in the studied countries. It has been established that the problem of democratic citizenship in the Scandinavian countries is given particular attention; non-formal adult education is an important mechanism for the formation of democratic citizenship, harmoniously combining and developing two components: the adult's personal development and the ability and need for active participation in community affairs, the ability to defend citizenship, cooperate with other people. Its main distinctive, purely "Scandinavian" features are: it is based on the Grundtvig's concept of "Folkeoplysning"; democracy as a guiding principle for society and organizations, the educational process, relations between people, and the formation of civic competences; equality as the main principle of functioning, as the principle of equality between participants of the educational process; leading characteristics – freedom, voluntariness, openness and personality-oriented learning; association with popular movements, associations, informal organizations; freedom to participate in educational groups, study at Folk higher schools, educational associations, adult education centers, use of public libraries; Folkeoplysning has great potential for the development of democratic citizenship, as it is able to contribute to solving problems of the local community, and through it to influence democratic shifts in society.