European strategies, approaches and models for adult education development

- Пуховська, Л.П. (orcid.org/0000-0002-0313-7761) (2021) European strategies, approaches and models for adult education development Adult education: theory, experience, prospects, 2 (20). pp. 51-62. ISSN ISSN2308-6386

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Abstract

The article reveals the European strategies for developing the phenomenon of adult education under the conditions of open and international educational and scientific space. The author emphasizes the tasks for developing adult education and training as an efficient structure component in a holistic education system of each country. There are the most world-wide theories of adult education and their characteristics. They are androgical, experience-based learning, transformational and open opportunities for their use in new approaches to training. It is argued that new approaches of Western scholars to the theoretical understanding of adult education can be represented as a system of concepts united by the original pedagogical context – the theory of lifelong learning, with its modern emphasis on the adult half of human life after primary education. The article proves that the task of rethinking education and training in the XXI century in Ukraine and abroad actualizes empirical experience-centered learning theories. The author analyzes the provisions of transformational learning. Its implementation in the educational process can transform professional development of teachers, personal development and upskilling for teachers. The basic ideas of transformational theory for adult learning aimed at a personality’s transformations have three dimensions: psychological (changes in self-understanding), value (revision of belief systems) and behavioral (changes in lifestyle). There is a review of modern successful models of professional development of teachers in foreign educational practice model. They are Professional Development School (PDS), clinical model, work-based learning model, project-based learning model (PBL), experience-based learning systems (EBLS) and matrix model of conscious competence. The conclusion is made about the need to use foreign theoretical achievements in the field of adult education of Ukraine. It will ensure building the most efficient learning at all stages – from concept to practical implementation; formation of learning context based strategies; use best for-context technologies and teachers’ professional development as reflective practitioners.

Item Type:	Article
Keywords:	European strategies; theories of adult education; models of adult education; transformation of professional development; foreign experience
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 304 Social questions. Social practice. Cultural practice. Way of life (Lebensweise) Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education
Divisions:	State institution of higher education «University of educational management» > Центральний інститут післядипломної освіти > Department of Philosophy and Adult Education
Depositing User:	професор Лариса Михайлівна Петренко
Date Deposited:	18 Jan 2022 20:05
Last Modified:	18 Jan 2022 20:05
URI:	https://lib.iitta.gov.ua/id/eprint/729569

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