The development of professional competence of an andragogue in non-formal education: global and local contexts

- Кравченко, Олена Іванівна (orcid.org/0000-0002-7955-3542) (2026) The development of professional competence of an andragogue in non-formal education: global and local contexts Вісник науки та освіти, 5 (47). pp. 3790-3803. ISSN 2786-6165

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Abstract

The article examines the development of the professional competence of an andragogue within the system of non-formal education in both global and local contexts. The relevance of the study is driven by contemporary challenges, particularly the need for effective adult learning, the European integration of the Ukrainian educational system, and the necessity of ensuring community resilience. It is demonstrated that the training of andragogues has evolved from a theoretical-pedagogical model into an interdisciplinary one that integrates andragogy, psychology, coaching, project management, and digital technologies. It is established that an educator in the system of non-formal education performs various roles, ranging from facilitator and mentor to leader and expert. The article analyzes scientific approaches to defining the essence of an andragogue's professional competence, as well as modern international and domestic practices for its formation. The role of international organizations in shaping standards for the training of andragogues is outlined, and the importance of adapting global experience to the national context is emphasized. The current state of the training of andragogues in Ukraine, which is characterized by a combination of formal, non-formal, and self-directed education, is investigated. It is established that the non-formal sector is a key driver of innovation; however, the system of training andragogues remains fragmented, insufficiently aligned with labor market needs, and dependent on grant funding. The main barriers to development are identified, including the lack of a unified professional standard, a weak system for recognizing non-formal learning outcomes, and insufficient institutional capacity at the local level. Based on the results of the empirical study, it is determined that the development of an andragogue's professional competence occurs primarily through self-directed education, participation in training sessions and online courses, and the exchange of experience. The need for a comprehensive approach to the development of the andragogue training system is substantiated, which involves regulatory frameworks, strengthening the role of non-governmental organizations, integrating formal and non-formal education, as well as harmonizing educational programs with the needs of communities and the labor market.

Item Type:	Article
Keywords:	andragogue, professional competence, non-formal education, adult education, andragogy.
Subjects:	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:	професор Олена Іванівна Кравченко
Date Deposited:	07 Sep 2026 08:22
Last Modified:	07 Sep 2026 08:22
URI:	https://lib.iitta.gov.ua/id/eprint/750248

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