Abstract
The article deals with historical and comparative analysis for the development of life-long education in the second half of XX – the beginning of XXI century. The article investigates the methodological basis of a systematic approach regarding the national development of adult education and life-long education in the global dimension. The main tendencies and peculiarities of adult education are given in the article. The conceptual basis of life-long education are democratic and are aimed at expanding the social perspectives of the individual in society (improvement of professional qualifications; obtaining new professional orientation; enrichment comprehensive personal development; development of their own abilities and others).
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