Suchergebnisse

The article is focused on some aspects of development adult learning and education policy in Ukraine from stakeholders` perspective, and active role of the Ukrainian civil society in this discourse. This was facilitated by conducting analytical research and further advocacy activities on the protection and representation of interests in Ukraine in 2018-2019. Adult learning and education following the change in UNESCO's terminology from «adult education» to «adult learning and education» (abbreviated - ALE), is interpreted as a permanent activity aimed at acquiring, recognizing and ap- plying key skills. Acquisition of new skills, abilities and knowledge by adults usually occurs after they receive basic education and enter the labour market. In European practice, this covers formal, non-formal and informal forms of adult learning. Stakeholders were involved in the analytical re- search through a survey of experts; participation in a practical seminar on peer review workshop, which was held in the format of a progress meeting to present the Policy Research Report and discuss the preliminary results; virtual discussion of analytical documents. Usually, adult learning policy pro- motes social well-being and integration, employment and active civil participation. Ukraine lack of consolidate active state adult learning policy during the whole period of its independence since 1991. The problem-solving options proposed in the research and validated by stakeholders are presented in this article. The article will be interesting for social philosophy, educational & learning academic and non-academic researchers, policy-makers and practitioners. ; The article is focused on some aspects of development adult learning and education policy in Ukraine from stakeholders` perspective, and active role of the Ukrainian civil society in this discourse. This was facilitated by conducting analytical research and further advocacy activities on the protection and representation of interests in Ukraine in 2018-2019. Adult learning and education following the change in UNESCO's terminology from «adult education» to «adult learning and education» (abbreviated - ALE), is interpreted as a permanent activity aimed at acquiring, recognizing and ap- plying key skills. Acquisition of new skills, abilities and knowledge by adults usually occurs after they receive basic education and enter the labour market. In European practice, this covers formal, non-formal and informal forms of adult learning. Stakeholders were involved in the analytical re- search through a survey of experts; participation in a practical seminar on peer review workshop, which was held in the format of a progress meeting to present the Policy Research Report and discuss the preliminary results; virtual discussion of analytical documents. Usually, adult learning policy pro- motes social well-being and integration, employment and active civil participation. Ukraine lack of consolidate active state adult learning policy during the whole period of its independence since 1991. The problem-solving options proposed in the research and validated by stakeholders are presented in this article. The article will be interesting for social philosophy, educational & learning academic and non-academic researchers, policy-makers and practitioners.

Theoretical studies of Ukrainian direction in European «modernization agenda» of high school need intelligent guides. The concept of «knowledge society» as a factor of social development and sustainable and inclusive economic growth should be understood as the certain methodological foundation for such studies. The author analyzes the origins of the terms as "knowledge society" and "nowledge societies", emphasizing the importance of knowledge as a fundamental factor not only for education but also for politics, economics, adult education and culture of contemporary society. It is given the brief description of relevant documents in the field of educational public policy, namely: "Education and Training Strategy 2020" (European Commission); "Modernization Agenda for European Higher Education System" (European Union), as well as Incheon Declaration provided by 2015 World Education Forum. All these documents may be also mportant signs for the development of Ukrainian education public policy, strategies and practical training in the future. ; Теоретичні розвідки українського напряму за­гальноєвропейського «модернізаційного порядку денного» вищої школи потребують інтелекту­альних дороговказів. Певним академічним під­ґрунтям можуть слугувати концепції «суспіль­ства знання» як чинник суспільного розвитку і сталого та інклюзивного економічного зростання. Робиться спроба показати ґенезу терміну «суспільство знань», наголошуючи на важливості знання як фундаментального чинника не тільки для освіти, а й політики, економіки, навчання дорослих та культури сучасного суспільства. Подається коротка характеристика дотичних документів у царині освіт­ньої державної політики , а саме: «Освітньої та тренінгової стратегії 2020» Європейської Комісії; «Модернізаційний порядок денний європейської системи вищої освіти» Європейського Союзу, а також «Інчхонська декларація» 2015 Світового освітнього форуму, які можуть також бути важливими дорогов­казами для розбудови української освітньої політики, стратегії та навчальної практики у майбутньому.