Introduction. The research topicality lies in the inference that formal education system loses its ability to respond quickly to socio-cultural and technological changes in society. The purpose of the article is to study the international and domestic experience of non-formal education, to identify the practices of non-formal education among students, and to examine the prospects and para doxes of non-formal education. Materials and Methods. The study encompassed such levels as macrosocial, mesosocial, and microsocial. The authors’ methodology comprised two stages. The first part of the research was theoretical. The second part included in-depth interviews (N = 126) and questionnaire results processing (N = 894). Results. The examples of foreign countries show institutional opportunities, regulation mechanisms, and means of recognition of non-formal education. The scale of distribution of non-formal education in the world is presented. The empirical research shows that the absolute majority of the Russian students are not involved in non-formal educational practices. The main objective of non-formal education is to obtain actual knowledge, living and vocational skills within a short time period. Only a third of respondents admit that non-formal education has had a positive ef fect on their employment. Discussion and Conclusion. The study allows to deepen knowledge about the education system transformation, to identify possible strategies to remove young people’s qualification gaps and retards and overcome barriers existing on the labor market. The study results can be used to develop theoretical concepts and conduct a comparative analysis, as well as in practical activities of educational organizations. The study will help identify the opinion of employers regarding their readiness to recognize qualifications earned through non-formal education.
This article reveals the opportunities and limitations of non-formal education for mastering professions of the future. The authors note that the transition to high-technology economy is accompanied by the rapid development of new areas of work. The dynamics of the modern world requires a quick response, the need for constant updating of knowledge and skills is growing, the importance of formal diplomas in the labor market is decreasing (inflation of credentialism), and the role of non-formal education is increasing. The purpose of the research presented in this article is to identify promising areas of professional activity in a high-tech economy and the potential of non-formal education for mastering the professions of the future. The authors conducted a qualitative content analysis of job search sites, illustrating the indicators of demand for the professions of the future in different countries, the key skills required for these professions, the resources of formal and non-formal education for mastering these professions. An empirical study was carried out using the survey method (N = 1388, the age of the respondents was from 18 to 80 years old, data analysis was made by using SPSS), conducted in Russia, revealing involvement in non-formal education. The novelty of the study derives from the role of non-formal education, which prevails in mastering the professions of the future: the absolute majority (85%) use non-formal education for retraining, gaining knowledge in related fields. According to the results of the study, it was found that the range of professions of the future reflects uneven post-industrial transition in different countries, in Russia the role of non-formal education as an element of life-long learning is rising. The authors conclude that the labor market, where the professions of the future are represented, will not be characterized by credentialism; individual learning paths based on non-formal education will dominate in mastering these professions.
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