EUROPEAN STRATEGIES, APPROACHES AND MODELS FOR ADULT EDUCATION DEVELOPMENT
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.
Key words: European strategies; theories of adult education; models of adult education; transformation of professional development; foreign experience.
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References
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References (translated and transliterated)
COUNCIL RECOMMENDATION of 19 December 2016 on Upskilling Pathways: New Opportunities for Adults. (2016/ C484/01). Official Journal of the European Union, URL: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ%3AJOC_2016_484_R_0001 [in English].
COUNCIL RECOMMENDATION of 28 June 2011 on policies to reduce early school leaving (2011/C 191/01). Official Journal of the European Union. URL: https://eur-lex.europa.eu/legal-content/EN/ALL/?uri=CELEX%3A32011H0701%2801%29 [in English].
Eliase, M., Rockefeller, E., Goleman, D., Gullotta, T., Sluyter, D., [et.al.] (1997). Promoting Social and Emotional Learning: Guidelines for Educators. Association for Supervision and Curriculum Development. Alexandria, Virginia, USA. URL: https://earlylearningfocus.org/wp-content/uploads/2019/12/promoting-social-and-emotional-learning-1.pdf [in English].
European Commission. EPALE-Electronic Platform for Adult Learning in Europe. URL: https://epale.ec.europa.eu/en [in English].
European Commission/EACLA/Eurydice (2021). Adult education and training in Europe: Building inclusive pathways to skills and qualifications. Eurydice Report. Luxembourg: Publication Office of European Union. URL: https://eacea.ec.europa.eu/national-policies/eurydice/sites/default/files/adult_education_and_training_in_europe_2020_21.pdf [in English].
Kennedy, A. (2005) Models of Continuing Professional Development: a framework for analysis. Journal of In-service Education, 31(2). 235-250. URL: https://www.tandfonline.com/doi/pdf/10.1080/13674580500200277 [in English].
Kolb, E.Y., Kolb, D. A., Passarelli, A., Sharma, G. (2014). On Becoming an Experiential Educator: The Educator Role Profile. Simulation & Gamin, 45 (2), 204-234. DOI: 10.1177/1046878114534383 [in English].
Manifesto for Adult Learning in the 21st Century: The Power and Joy of Learning. (2019). European Association for the Education of Adults (EAEA). URL: https://eaea.org/our-work/influencing-policy/manifesto-for-adult-learning-in-the-21st-century/ [in English].
Mezіrow, J. (1991). Transformatіve dіmensіons of adult learnіng. San Francіsco: Jossey-bass, URL: https://journals.sagepub.com/doi/abs/10.1177/074171369204200309 [in English].
Petrenko, L., Romanova, G., Puhovska, L., Sultanova, L., & Oleshko, Р. (2020). Modeli neperervnoho profesiynoho rozvytku pedahohichnykh i naukovo-pedahohichnykh pratsivnykiv u konteksti vidkrytoyi osvity [Models of continuous professional development of pedagogical and scientific-pedagogical specialists within the context of an open education]. Profesiynyy rozvytok fakhivtsiv v umovakh tsyfrovoho suspilʹstva: suchasni trendy: Materialy naukovo-praktychnoyi konferentsiyi z mizhnarodnoyu uchastyu 12-13 lystopada 2020. Zhytomyr: Zhytomyrsʹkyy derzhavnyy universytet imeni Franka, 243-250 [in Ukrainian].
Tusting, K., Barton, D. (2003). Models of adult learning: a literature review of models applicable to Skills for Life. London: National Research and Development Centre for Adult Literacy and Numeracy (NRDC). URL: https://dera.ioe.ac.uk/22486/1/doc_2768.pdf [in English].
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