SCIENTIFIC APPROACHES IN ADULT EDUCATION IN FINLAND

Abstract

In addition, there is a need to build cooperation between these levels using different approaches. In the article the author substantiates the adult education scientific approaches in Finland, namely: socio-cultural approach; resource-professional approach; lifelong-analytical approach; legislative-based approach; competency-based approach; certified-oriented approach; ethno-national approach; innovative approach, liberal-civic approach. In the global consensus, adult education must be improved by effective resources, and obstacles to its development must be addressed immediately, as this is a requirement of the 21st century. Significant fluctuations exist in the implementation of tasks of adult education and its structure around the world. Despite these differences, the field of adult education has always been the subject of political debate. Finland's strategic goals at the national level include further development of adult education, providing assistance in the work of various categories of the adult population, ensuring a socially cohesive society, as well as maintaining the national cultural heritage. To achieve maximum profitability, educational organizations are increasingly required to introduce standards and new monitoring and evaluation systems. Training and development of different categories of adult population is no exception, as it should also transform the organization of practical training and increase its productivity, which are under the pressure of flexibility in transforming educational strategies and practices. Finnish educators believe that the lifelong professional training of adults, and the development of adult education, requires restructuring at both the individual, organizational levels, and in the workforce.

Key words: scientific approaches, adult education, lifelong education, teachers, development, Finland.