Non-formal education: The review of current studies

Abstract

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.