The article analyzes the definitions of "formal" and "non- formal" education as varieties of lifelong learning in the context of foreign and Ukrainian scholars. The meaningful field of "lifelong education" in the coordinates of interdisciplinary research and basic approaches and interpretations of scientists is outlined. The essential characteristics of formal, non-formal and informal education are determined; their priorities and key differences that distinguish them from one another: formal education from non-formal education (alternative to formal education). The difference between information education is that it is not institutionalized, but also in terms of: term of study, age, gender, regional, religious, as well as the right to choose an educational institution or educational institution, field of training and specialty, educational and educational - professional programs.
Nowadays, the development of adult education as an important lifelong learning component is conditioned not only by the dynamics of social, scientific and technological progress, changes in the scope and nature of work, increasing leisure time, and opportunities for its rational use but also by the social role of both society and personality. Non-formal youth and adult education is becoming important in the context of ensuring the sustainable and balanced development of society. For the past two decades, adult education as a component of lifelong learning has been a defining goal of education policy in developed countries at the national and international levels. Adult education is considered a social indicator of the state policy human dimension, one of the ways to achieve socio-economic well-being, and a tool for promoting the ideas of the information and knowledge society. The problem of ensuring access to lifelong learning is becoming a priority, and its solution is possible only taking into account the achievements of foreign countries, including European ones, which are reviewed in the article (Austria, Poland, Liechtenstein, France, Spain, Norway, Sweden, Finland, and Ukraine). The article outlines the European countries` experience in the field of adult education and describes a network of lifelong learning institutions; it is identified strategic directions for the development of continuing education.
The article concentrates on the issue of Hungarian education reforms brought about by radical political changes, in particular, the country’s admittance to the European Union. The paper outlines priorities in educational process transformation, as well as risks emerging in the system of teacher education and lifelong learning. The challenges associated with our times transform the teacher’s consciousness, shiftingfocus to the mandatory use of information technology, the activation of students’ information mobility, and the detailed analysis of employers’ requirements. The study reveals the Hungarian government’s key activities in relation to the socialization of the Roma minority and other national minorities compactly residing in Ukraine. The research illustrated educational resources used to train teachers at educational institutions to instill tolerance and mutual respect. The 2020s’ are marked by powerful globalization and political factors penetrating all spheres of social life. The dynamic formation of the civilized information society is accompanied by a number of contradictions and conflicts, the strengthening of social ties, and changing living conditions (R.ti, 2009), (V.g. and Vass 2006). Despite numerous methodological and conceptual studies, the issues of updating the modern teacher’s training to enableteachers to train and educate students and adequately react to challenges imposed by digitalization remain open. In this respect, the experience of European states that successfully carried out a number of educational reforms is of great scientific interest and deserves to be systematically studied, popularized and introduced into the domestic educational system. One of such countries is Hungary, which borders on Ukraine both territorially and functionally (Transcarpathia is compactly inhabited by Hungarian national minorities). The aim of the article is to substantiate the essence of the key educational reforms in Hungary and to identify the risks and priorities brought about by transformational changes in the country.
The article discusses the theoretical and conceptual approaches of modern historical science on the issues of the Golden Horde's political history, revealing research paradigms and principles concerning the existence and behaviour of the nomadic statehood. The authors present the progress of historical knowledge in studying the issues related to social and political changes and the transformation of the Golden Horde. The interaction and the mutual influence of political structures on the sedentary agricultural populations as well as the dynamics and continuity of ideological processes were identified on the basis of new methodological principles of research. At the same time, the actualization and extrapolation of previous historical experience are particularly important, allowing to adequately mark the place of the nomadic civilization in the world-historical processes as a part of world history. Modern historical thought is characterized by new theoretical and conceptual approaches and the removal of clichés on the political history of the Golden Horde.Rezumat: Noi abordări metodologice privind studiul istoriei politice a Hoardei de Aur în secolele XIII-XVI. Articolul pune în discuție abordările teoretice și conceptuale ale științei istorice contemporane privitoare la chestiunile legate de istoria politică a Hoardei de Aur, relevând paradigmele și principiile cercetării privind existența și comportamentul statalității nomazilor. Autorii prezintă progresul cunoașterii istorice în studierea aspectelor legate de schimbările sociale și politice și de transformarea Hoardei de Aur. Interacțiunea și influența reciprocă a structurilor politice asupra populațiilor agricole sedentare, deopotrivă cu dinamicele și continuitatea proceselor ideologice au fost determinate pe baza noilor principii metodologice de cercetare. Concomitent, actualizarea și extrapolarea experienței isto-8 Study of Political History of the Golden Horde rice anterioare sunt extrem de importante, permițând plasarea adecvată a civilizației nomade pe scena proceselor istorice globale ca parte componentă a istoriei lumii. Gândirea istorică modernă este caracterizată de noi abordări teoretice și conceptuale și de înlăturarea clișeelor asupra istoriei politice a Hoardei de Aur.Résumé : Nouveaux abords méthodologiques concernant l'étude de l'histoire politique de la Horde d'Or les XIIIème -XVIème siècles. L'article ci-joint met en discussion les abords théoriques et conceptuels de la science historique contemporaine concernant les questions liées de l'histoire politique de la Horde d'Or, révèle les paradigmes et les principes de la recherche faisant référence à l'existence et au comportement de l'État des nomades. Les auteurs y présentent le progrès de la connaissance historique dans l'étude des aspects liés des changements sociaux et politiques et de la transformation de la Horde d'Or. On y détermina l'interaction et l'influence réciproque des structures politiques sur les populations agricoles sédentaires, ensemble aux dynamiques et la continuité des proc...
The article analyzes the concept “continuing education” determining its priorities and specifics as compared to other forms of learning. It is established that the subject of continuing vocational training is an adult who has acquired a certain life and professional experience. It is identified that the need for lifelong learning arises from the fact that to some extent an adult has knowledge and skills not sufficient to carry out their professional or other tasks. Self-motivation for new knowledge appears when facing complex problems, and when past experience does not allow solving them successfully. The specifics of lifelong education are connected with the psychological characteristics of an adult, namely: self-awareness of oneself as an independent personality with a critical view on any control attempts even if it not expressed verbally; the accumulation of a considerable life, social and professional experience that shapes the outlook, and in this respect creates a background for the evaluation of any incoming information; motivation for learning lies in a pragmatic approach – an adult seeks to solve their life problems with the help of learning (career, communication, leisure, etc). In contrast with a student or a pupil, an adult tries to apply the acquired knowledge as soon as possible or to obtain satisfaction from the learning process itself; their perception is invariably accompanied by an emotional evaluation of information when the brain attempts to “block” any information provoking negative emotions (even if it is just hunger, an uncomfortable sitting or stuffiness). Austria is pursuing the policy on continuing education, including several ministries and the Ministry of Education and Women’s Affairs. However, this kind of education is not free from shortcomings: for some adults, it is a way of organizing leisure: spending time usefully, having a rest from work, or the lack of learning goal awareness.
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