Abstract
The article analyzes the interdependence of goals and strategies of university education and lifelong learning in the European educational space. The aim of the article is to substantiate the interaction of university education and lifelong learning and to determine their role in the modern European social space. The research is carried out on the basis of methods of theoretical generalization, comparative analy-sis; methods of grouping and systematization. It was emphasized that the rethinking of social tasks, the need to adapt to the expectations of society, the growth of the demand for future skills motivate university education at the beginning of the 21st century to prepare a successful professional who is focused on the continu-ous updating and replenishment of knowledge, skills and abilities. It is revealed that in modern conditions in university and lifelong education the emphasis is on the formation of such competencies as an optimistic view of life situations, that is, the ability to adapt and interact effectively in the growing demands of volatile and uncertain social environments, the ability to analytically process large amounts of data, detection of algo-rithms, prediction of dynamics, ability to model optimal production processes and environments for systematically achieving desired results in each individual situation, ability to establish direct and deep interpersonal connections, ability to recognize causes and consequences of key trends, notice tendencies on the periphery of social systems. It is concluded that today more and more the question arises about the need to expand the scope of universities and their exit beyond the two-dimensional classical model, which includes educational activities and scientific research and the social purpose of universities, and within their framework and education throughout their lives, the direction and formation of socially important competencies.
Highlights
At the beginning of the XXI century the role of higher education is defined in the context of the implementation of such interrelated aspects as the knowledge society and education; connection of entrepreneurship, higher education and social development (Terentieva, 2016, p. 1)
Rethinking social tasks, the need to adapt to society's expectations, the growing demand for the formation skills of the future encourage university education at the beginning of the XXI century to prepare a successful professional (Terentieva, 2016), which focuses on continuous updating and replenishment of knowledge, skills and abilities which today are defined as a true indicator of professional development of the specialist, and becomes an indicator of personal development
The analysis showed that modern approaches to the role of university education in the social space are assessed by three parameters: the development of lifelong learning within universities, the exchange of technology and innovation and social inclusion (Valencia Center for Quality and Change Management, 2011)
Summary
At the beginning of the XXI century the role of higher education is defined in the context of the implementation of such interrelated aspects as the knowledge society and education; connection of entrepreneurship, higher education and social development (Terentieva, 2016, p. 1). The radical renewal of directions, principles and mechanisms of educational development in accordance with the modern needs of society and the dynamics of the world educational space, including university education and lifelong learning, is related to ensuring and maintaining people's living standards and the need to meet their evergrowing needs. The Aim of the Study is to substantiate the interaction of university education and lifelong learning and to determine their role in the modern European social space. Researchers paid special attention to the problem of transformation of university education, because in the context of globalization, geopolitics and scientific and technological progress there is a reorientation of its goals and functions, changing the duration and forms (Terentieva, 2016), and conceptual directions, new educational structures, including lifelong learning
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