The essence of non-formal education of teachers

- Піддячий, Володимир Миколайович (orcid.org/0000-0002-8596-6749) (2021) The essence of non-formal education of teachers In: Rozwój nowoczesnej edukacji i nauki – stan, poblemy, perspektywy. Tom Х: Efekty uczestnictwa w rozwoju nauk i edukacji na odległość (10). Poswit, м. Конін, Польща – м. Ужгород, Україна – м. Херсон, Україна, pp. 167-169. ISBN 978-617-8003-18-0

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Abstract

Given the increasing pace of creation of new knowledge and technologies, as well as the requirements for their rapid acquisition, there is a need to increase attention to the flexibility of teacher education and its adaptation to new conditions and the need for life. There has long been an opinion among specialists that the competencies acquired during their studies at a higher education institution need constant updating throughout life and professional activity. At the same time, about 20% of professional knowledge becomes obsolete every year and needs to be updated. In some professions, the reduction of the level of competence of a specialist more than twice occurs in about 3-5 years. As a result, there is a need to create the conditions for teachers to receive lifelong learning. The concept of "lifelong learning" was promulgated in the 80s of the twentieth century. Later in 1996, the ministers of the Organization for Economic Cooperation and Development recognized it as a goal of educational policy. Among the main principles of the concept of "lifelong learning" are: ensuring continuous access to education in order to form and update the necessary competencies; investing in human resources development; use of innovative methods of teaching and learning, etc.

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