Adult education in the context of modern pedagogy

Abstract

The article examines the phenomenon of an adult learner's identity in terms of psychosocial characteristics and needs in the context of the vocational education and training (VET) system transformation and lifelong learning strategy. The aim is to observe the adult education main theories, bring out the current trends and challenges in VET in the context of adult learning. The actual pedagogical approaches and opportunities for modernization of programs and adult education policy at the institutional and system level have been revealed. Recommendations for the development of courses in terms of the specifics of adult learning, requirements for teachers, as well as the involvement and retention of adults in the VET system have been proposed. It has been substantiated that it is necessary to take into account the formation of awareness in learning, to pay attention to the development of cognitive flexibility and reflection of practical experience, as well as to what brings happiness and a feeling of satisfaction from learning outcomes, the formation of insights, receiving feedback and identifying growth points. The practical use is viewed as a possible modernization of VET policy management to enhance adult education in Russia, to update apprenticeship and upskilling programmes, to develop new mechanisms to involve the adult population in VET.