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.

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Introduction. The update rate of information and the scope of social transformations became a trend of modern life. To remain competitive, a person needs to foster his/her competencies and skills. Non-formal education is becoming the most mobile way to solve the tasks, allowing to quickly acquire relevant knowledge and experience. Research interest is focused on the impact of non-formal education on the formation and development of the human capital. The purpose of the article is to study the involvement of representatives of various generations in a non-formal education. Materials and Methods. The research draws on the methodology of the in-depth interview interpretation analysis. The data was obtained using the focus group method: a series of 27 group interviews, 9 for each age category (youth, mature and older). The focus groups included 253 people – residents of Tyumen, Tobolsk, Ishim, and settlements in the South of the Tyumen region. Results. The possibilities of non-formal education in the process of accumulation and realization of human capital were revealed. The analysis of the practices of youth, adult and older generation’s non-formal education was carried out. Based on the study of generational theories, the educational attitudes of various age groups and the needs for non-formal learningwere analyzed. Based on the analysis of the intensity of educational practices, three types of actors were identified depending on their involvement in non-formal education: the active type “eternal student”, the moderate type “situational student” and the passive type “indifferent student”, which were found in representatives of different generations. The authors identified the following things that motivate and demotivate people to receive non-formal education: operational updating of competencies, fostering of personal and professional skills for a specific professional position, reducing the qualification gap. Analysing the non-formal educational practices of youth, adults, and the older generation, the authors found that non-formal education significantly affects the dynamics of professionalization, the nature of social and labour transfers. Discussion and Conclusion. The results of the study will aid in sizing the impact of non-formal education on human capital in terms of the generational approach. The materials of the article are useful for building an educational ecosystem at the regional and national level and for practical application in the development and adjustment of strategies for working with people of different age groups.

Кичерова Марина Николаевна – кандидат социологических наук, доцент кафедры общей и экономической социологии. E-mail: m.n.kicherova@utmn.ruЗюбан Евгений Викторович – кандидат экономических наук, доцент кафедры экономической безопасности, учета, анализа и аудита. E-mail: e.v.zyuban@utmn.ruМуслимова Екатерина Олеговна – ассистент кафедры новой истории и мировой политики. E-mail: e.o.muslimova@utmn.ruФГАОУ ВО «Тюменский государственный университет».Адрес: 625003 Тюмень, ул. Володарского, 6.Статья раскрывает специфику развития неформального образования в контексте глобальных процессов цифровизации и технологической модернизации общества. Представлен межстрановой анализ вовлеченности населения в неформальное обучение, рассмотрены основные модели признания компетенций, полученных в неформальном обучении (приведены данные по европейским, азиатским странам, США, Австралии). Показано, что социально-правовые аспекты практик признания компетенций существенно различаются и влияют на экономику конкретной страны, на скорость освоения и внедрения новых технологий, на темпы социально-экономического развития. Выделены несколько уровней признания компетенций: международный, национальный, локальный. На международном уровне создаются квалификационные стандарты и механизмы признания неформального образования. Национальный уровень отражается в государственных документах, каждая страна ведет разработку собственных механизмов оценки и признания неформального и спонтанного обучения. Специфика национальных практик признания компетенций проявляется в том, например, что в группе стран проводится сертификация профессиональных компетенций, в некоторых странах признаются навыки, полученные в ходе социокультурной, досуговой и волонтерской деятельности. Локальный уровень отражает интересы участников рынка труда, корпораций, работников и работодателей. Показано значение корпоративных университетов как агентов политики признания неформальных компетенций.

Introduction. Non-formal education is gaining a new impetus in the establishment of a sustainable knowledge society. The article reveals major concerns of non-formal education as an element of life-long learning and adult education policies as well as its effective implementation into the national educational mainstream.Aim. The aim of the research is to conduct a detailed overview of various current studies, exemplifying the international experience in non-formal education and the case-studies of its adoption along with the mechanisms for its validation in different countries.Methodology and research methods. The work was based on the methodology of comparative analysis and qualitative content analysis of official UNESCO, CEDEFOP, etc. international statistical and analytical reports, academic and empirical studies. An analytical review shows policy changes towards the development of non-formal education as well as an international and available in individual countries experience of its studying and implementation.Results. Based on the compatibility scopes principle, three levels of analysis of non-formal education (macro-level/global, meso-level/institutional, micro-level/personal) were identified so that the key issues and trends in its development could be pinpointed at every stage. The conducted research leads to the conclusion that non-formal education practices are acquiring institutional forms. The level of non-formal education development in different countries varies. However, there are general trends towards solving a number of similar social problems by means of non-formal education, such as bridging the supply and demand for competencies in the labour market, social inclusion of different segments of the population, and others.Scientific novelty and practical significance. The novelty of this study is seen in the resource capacity of non-formal education, the potential of its implementation for the vocational re-skilling, upskilling and further training of various socio-demographic groups, its global development trends and prospects. The practical significance lies in the application of mechanisms for recognising non-formal education outcomes. The highlighted trends and the best international experience can provide non-formal education integration into the educational mainstream, create experimental learning platforms and accelerate practical educational policy measures.