Suchergebnisse

Introduction. Informal education in the USA has a long history that determines necessity of its historical analysis, for it is difficult to understand modern level of its development and determine its future development. Dialectics as a method of cognition, historical principle supply us with opportunity to study subject of research taking into account many points of view in its development, which is predetermined by external and internal factors, that in turn helps to identify its traits and links taking into account peculiarities of a certain stage.Purpose. The aim of our article is to trace historical peculiarities of informal adult education development in the USA. The main assignments of the article are to single out political, economic, social factors of informal adult education development in the USA; make comparative analysis of periodizations of informal adult education development; characterize informal adult education development in the first half of the XIX century.Results. Retrospective analysis of adult education gives us possibilities to make a conclusion that the term adult education appeared in 1924. Before this period many forms of adult education existed, but they were not systematized. But their existence coincided with demands of those times and needs of society and gave possibilities for adult education development. Launching of the first printed works, spread of mass media influenced adult education greatly, for it stimulated adults to get education. Opening of libraries was a great impulse for adult education development. Puritan church plaid important role in adult education development, which was interested in literal people, who were able to read Bible, for this reason it stimulated people to get education and open church schools. After the First World War development of the United States is characterized by economic development, beginning of the prosperity epoch, which continued to 1929. The USA became a leader of economic development in the World. Such changes in economic development demanded changes in educational sphere For this reason adult education is viewed not only as essential factor of economic increase, but also as an instrument of civil society formation.Originality. The common feature of periodizations, which were worked out by scientists, is their social, historic and economic criteria. At the beginning of the XIX century informal adult education was viewed mainly as a source of democratic society creation, for it takes into account psychological, pedagogical and age peculiarities of adults.Conclusion. Conducted research showed that informal adult education is economically, politically, socially and culturally predetermined phenomenon. The main establishments, which influenced adult education development, were church, civil associations, libraries and scientific circles. The main associations that influenced informal adult education development were Associations of doctors, Association of Librarians, Associations of Mechanics, National Associations of Universities, and American Association for Adult Education.

Introduction. Nowadays modern educational field is not enough structured according to the directions, for this reason spreading of gender knowledge that began in Ukraine is not fulfilled on equal footing. Gender approach must disclose and analyze differences in male and female education, gender misbalance in the system of education. But analyzing the state of gender education abroad one can state that the brightest is American experience of inclusion gender problems in the system of education. Taking into account previously mentioned facts analysis of American experience is useful for Ukraine, because our country is on the way of development of gender approaches in education.Purpose. The aim of our article is to analyze factors, which influenced development of women's education in the second half of the XX century. Results. Having analyzed the reasons of women's education development we singled out certain factors that influenced its development. In 1944 G. I. Bill was signed, which provided military women with the opportunity to get education in higher educational establishments free of charge. In 1951 American Council on Education held a conference that was devoted to the problems of women's social roles change, for they started to fulfill the functions that earlier were performed only by men. A number of students increased due to migration of people from villages to cities. Council stated that women should raise children on scientific basis. In analyzed period concept «democracy» presupposed equal rights of people independently of race or social status.We singled out legislative basis of analysis of female education among them was enactment of Equal Rights Amendment, Civil Rights Act, Voting Rights Act, Nurse Training Act, Higher Education Facilities Act, Elementary and Secondary Education Act, Higher Education Act. Besides national women's party was established in American Parliament, which developed acts on economic, political and social equality of men and women. In 1950 Ford's foundation financed establishment of National Manpower Council, which stressed the necessity of getting higher education by women in private and state colleges and scientific research of concept "woman-worker". D. Wolfe organized commission on Human Resources, which studied motivation of women, who wanted to get education and their problems in job hunting. In 1955 Philips Foundation created Commission on the Education of Women. In 1952 National Association of Deans of Women was established, members of which for the first time stated that women fulfill five social roles: personal, family, professional, civil and evaluative with dominating of one role on a certain stage of development. Originality. Summing up directions of organization research work we can state that members of organization singled out seven directions that lead to diminishing the level of discrimination of women: singling out social roles of women in American society and sources of its incorrect identification; research of society influence on the motivation of women; differences in female and male upbringing; research of social factors which influence on leading of a certain role on different life stages; analysis of directions in which men and women want to change their lives. Comparing functioning of Commission on Human Recourses and Commission on the Education of Women, we came to conclusion that both establishments singled out reasons that pushed women to getting education.Conclusion. Conducted research showed that social reasons of women's colleges development are determined by changes in the system of women's education. These changes are reinforced by enactment of certain laws that directed strategy and tactics of women's education development. Diverse work of these organizations led to self-development and self-realization of women in American society, coordination of activities of state and private organizations for realization one of the fundamental rights of every person – right for education.