The modern paradigm of non-academic education in the context of unlimited professional education

Olga Kyvliuk,National Pedagogical Dragomanov University ,Galina Zhukova

doi:10.26661/2072-1692-2019-76-10

Abstract

The relevance of the research. Consideration of continuous professional education as a social institution determines the relevance of the integration approach, which involves the use of a complex of measures for the integration and interdisciplinary of modern scientific knowledge, the search for new contexts of education as a productive direction for the development of scientific research, where non-academic education acts as an activity paradigm requiring theoretical analysis and scientific justification. The purpose of the paper is to analyze the peculiarities of non-academic education as a modern paradigm that allows the formation of a creative specialist to be able of professional and personal self-development, for the theoretical justification of changing the educational field. Analysis of recent research and publications. The concept of continuing education as a modern educational paradigm was considered in works: V. Byashenko [1], V. Voronkova [3], T. Desiatova [4], О. Kyvliuk [8], L. Lukyanova [9], V. Orlov [10] and others. Research methodology. The systematic, informational, synergetic methods and approaches are used for analyzing the modern paradigm of non-academic education in the scientific research. Presenting main material. The making of non-academic education is considered as a socio-cultural phenomenon, which reflects the growing need of an individual in obtaining various educational services. This educational system has such features as: organization, system, professional orientation, continuity, topicality in existing knowledge acquired by a person outside the academic educational system. The main principles of non-academic education according to the research of native and foreign scientists and Ukrainian state programs are: orientation of training to meet the actual needs of its subjects; communication with practice, which manifests itself in the pursuit of life skills and preparation for active participation in society; availability of mobile flexible programs, individual educational strategies aimed at expressing, accepting and respecting individual peculiarities. Conclusions. The modern paradigm of non-academic education acts as an activity form of the development of a personality and a specialist, based on the principles of creating a productive and not reproductive system of transmitting and receiving knowledge, taking into account the whole variety of subjective and objective challenges of our time

Highlights

The functioning and development of the education system as a sociophilosophical institution is characterized by specific internal contradictions, which are reflected in the scientific knowledge of many theoretical problems
The modern paradigm of non-academic education acts as an activity form of the development of an individual and a specialist, based on the principles of creating a productive rather than reproductive system of transfer and gaining knowledge, taking into account the diversity of subjective and objective challenges of the present
A meaningful characteristic of non-academic education in the broadest sense is an over-complex system, which is in constant development and is regarded as the form of human existence in the world

Summary

Introduction

To the number of the Due to the sweeping changes taking important and large-scale systems the place in the society en bloc and in the development of which requires system of education in particular, scientific analysis and practical vocational education guidelines are solutions that satisfy the current. Petrov [5] found that non-academic activities have nothing to do with academic or professional academic education. In their view, every vital or educational fact needs to be considered in accordance with its heterogeneity, regardless of whether the boundaries between their structural components are brightly or weakly expressed [5].

Objectives

Conclusion