Models of professional training of andragogues: сontemporary Ukrainian and foreign experience

- Самко, Алла Миколаївна (orcid.org/0000-0003-0785-0510) (2026) Models of professional training of andragogues: сontemporary Ukrainian and foreign experience Перспективи та інновації науки, 5 (63). pp. 1566-1579. ISSN 2786-4952

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Abstract

The review article presents a theoretical and comparative analysis of models of professional training for adult educators in Ukraine and abroad. The relevance of developing the training of specialists for adult education in the context of digitalization, labour market transformation, globalization processes, and the spread of the lifelong learning concept is substantiated. The essence of the concept of «models of professional training for adult educators» is defined as a system of interrelated components aimed at developing the professional competence of specialists working with adult learners. The criteria for classifying training models are outlined, including the institutional level, the balance between theoretical and practical components, the orientation of educational programmes, and the level of international integration. Ukrainian and foreign approaches to the training of adult educators are analysed, and it is established that in the international scientific discourse they are mainly represented through framework and pathway approaches, reflecting the multilevel and variable nature of professional development in adult education. It is determined that the training of adult educators in foreign countries is based on the integration of formal and non-formal education, the development of competency certification systems, and orientation towards continuous professional development. It is established that the Ukrainian system is currently at the stage of institutionalization and is implemented through university programmes, postgraduate education, and professional development courses. The concepts of «models of professional training for adult educators» and «models of adult learning» are differentiated. It is proved that the former characterize the system of specialist training, whereas the latter refer to the procedural aspects of organizing adult learning. The conclusions emphasize the necessity of developing a comprehensive and flexible system of professional training for adult educators in Ukraine, taking into account international experience and the principles of lifelong learning.

Item Type:	Article
Keywords:	andragogy, adult education, professional training for andragogues, training models, lifelong education
Subjects:	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 > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 374 Education and training out of school. Further education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute of Pedagogical Education and Education for the Adults > Andragogy Department
Depositing User:	к.пед.н. Алла Миколаївна Самко
Date Deposited:	29 Jun 2026 11:54
Last Modified:	29 Jun 2026 11:54
URI:	https://lib.iitta.gov.ua/id/eprint/749749

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