Suchergebnisse

Автор статті здійснює аналіз термінологічних відмінностей у галузі освіти дорослих у окремих країнах Європи. Увагу сфокусовано не лише на особливостях термінів, що застосовуються у визначенні основних понять, а й на смислових девіаціях у потрактуванні кінцевих цілей освітнього процесу для дорослого населення різних регіонів. Виокремлені поняття та терміни є спільними для всіх досліджуваних країн. Встановленj хронологічні особливості виникнення й розвитку галузі освіти дорослих на території Європейського Союзу. Окреслено основні сучасні теоретичні напрями вивчення освіти дорослих. ; The author analyzes terminological differences in the brunch of adult education in some European countries. Studying the same subject, different countries use somewhat different terms to describe the process. Common and different features are singled out and analyzed. Attention is focused not only on the specifics of terms used in the definition of basic concepts, but also on semantic deviation in correct interpreting the ultimate goals of the educational process for adults in different regions. The author proves that economic situations, social life, mentality influence greatly both the period of adult education formation and development, and the differences in the terminology. Concepts and terms that are common to all surveyed countries are pointed out. Chronological features of the emergence and development of adult education in the European Union are studied. The basic directions of modern theoretical study of adult education are drawn. The principal theoretical directions are: 1) the theories that explain the learning process as a function of the internal structure of a person and of the individual adult as a student; 2) the theories that explain the learning process in its individual and collective complexity (the critical theories). The classification of the basic forms for gaining adult education is done, based on the analyses of different divisions suggested. According to it, the general system can be divided into four principal groups: formal (linked to getting degree, diploma, certificate); non-formal (organized by educational institutions but offering no document); informal (not organized or structured, managed on the individual or social level); accidental (arising by chance in everyday working life). The suggestion is also made to change the comprehensive national frameworks of credits and qualifications so that they can be accumulated throughout life in random order, to replace the previous structure of staged awards. The old staged system is greatly questioned today as lifelong recognizes more clearly that some engineer with the doctorate degree may need to study in some completely different field, like foreign language. The introduction of individual learning accounts used in United Kingdom is suggested to be one of the possible solutions for the adult learner to make his education lifelong and successful. The funding is done by the individual himself, the state and the employer.