Adult Education Institutions Research Articles

A Comprehensive Review of the Integrated Program for Out-of-School Adolescents (IPOSA) in Tanzania

The purpose of this study was to analyze how the Integrated Program for Out-of-School Adolescents (IPOSA) addresses the educational challenges of out-of-school adolescents in Tanzania through its flexible, competency-based approach. The study also sought to provide insights for improving the program’s effectiveness and scalability. A descriptive and analytical design were employed, using existing data from official reports, program documentation and previous studies. The study draws on qualitative and quantitative data to assess the program’s development, structure and outcomes. Key documents analyzed include the 2015/2016 profiling study on out-of-school children, IPOSA administrative and real-time implementation reports, comprehensive reports from UNICEF and Tanzania’s national education strategies. Key study revealed that IPOSA is distinct from previous educational models due to its emphasis on flexibility, inclusivity and competence-based learning. It effectively addresses the diverse needs of out-of-school adolescents, equipping them with practical, real-world skills that align with workforce demands. The program’s design, which integrates literacy, life skills, vocational training and entrepreneurship, has demonstrated a significant impact on marginalized groups. The study recommends that the Ministry of Education, Science, and Technology, along with the Institute of Adult Education, allocate additional resources to expand IPOSA’s reach, particularly in marginalized communities. Additionally, regular curriculum updates, enhanced collaboration between stakeholders and improved monitoring and evaluation systems are recommended to ensure the program’s continued success and scalability.

Quality Assurance Practices in Open and Distance Learning Programme at the Institute of Adult Education, Tanzania

Quality Assurance Practices in Open and Distance Learning Programme at the Institute of Adult Education, Tanzania

Learners’ Perspectives on Support Services in Distance Learning at the Institute of Adult Education

This study sought to explore learners’ perspectives on support services in distance learning at the Institute of Adult Education in Tanzania. The study used the explanatory sequential mixed method design to capture respondents’ perspectives on quality of learner support services provided at the Institute. The target population was 350 distance learning diploma students. A sample of 83 students was drawn from the population through simple random sampling. The study employed a closed-ended questionnaire and an open-ended interview in data collection. Quantitative data was analysed through the thematic approach while quantitative data was analysed through descriptive statistics. The analysis led to the conclusion that learner support services existed but were inadequately provided. Most of the students were not satisfied with how face to face sessions were conducted. While the majority of respondents were satisfied with information about choosing courses of study, the majority were not satisfied with stress management services. The study recommends that the institute should develop strategies to ensure provision of quality student support services in terms of academic matters, guidance and counselling and stress management. Furthermore, students should be encouraged to report challenges experienced and propose the best way to improve the situations.

Corruption in Formal Adult Education in Nigeria: Implications for Sustainable National Development

This position paper took a cursory view of corruption, examined adult education, assessed corruption in formal adult education and highlighted the implications for sustainable national development in Nigeria. The paper concluded that concerted efforts must be put in place in order to curb the menace of corruption in adult education. Adult education is the poorest sector in education in terms of allocation of financial resources. Government allocates meagre financial resources annually to adult education organizations, yet corrupt financial practices are perpetrated by the operators of adult education institutions in Nigeria. There is equally the challenge of cheating in examination and examination malpractice. These have stifled the developmental needs of the country to be provided by adult education. It was suggested that the EFCC and ICPC should beam their searchlight on adult education sector of education with a view to recovering stolen funds arresting and prosecuting offenders of embezzlement and misappropriation of education funds; adult learners found guilty of corrupt practices should have their admission revoked; adult educators found guilty of the monetary extortion should be relieved of their jobs; and government should make it as a point of duty to allocate 3% of her education budget to adult education annually.

ПРОФЕСІЙНИЙ РОЗВИТОК ВИКЛАДАЧІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ В УМОВАХ НЕФОРМАЛЬНОЇ ТА ІНФОРМАЛЬНОЇ ОСВІТИ: ІННОВАЦІЙНІ ПРАКТИКИ

The article analyzes innovative practices of professional development of higher education teachers in non-formal and informal education. The relevance of the problem under study is substantiated in the context of instability and uncertainty. It is emphasized that the continuous professional development of research and teaching staff of higher education institutions is an important component of the professionalization of teaching staff in the field of adult education. It is substantiated that non-formal and informal components of education contribute to the professional development of teachers. The essence of innovations as a tool for the professionalization of teachers in the context of non-formal and informal education, which contribute to professional development, is analyzed. The innovations developed at the theoretical and practical levels of scientific research are characterized. The analysis of individual innovations aimed at promoting the professional development of pedagogical and scientific and pedagogical staff of higher education institutions (on the example of the initiatives of the Department of Andragogy of the Ivan Ziaziun Institute of Pedagogical and Adult Education of the NAES of Ukraine) is carried out. The expediency of expanding the network of centers of andragogical teaching excellence is actualized. Attention is focused, in particular, on the testing of author's trainings and professional development programs, the educational initiative «Corporate Training Cluster», the creation of virtual project teams, the development and implementation of thematic video content, and the testing of scientific and methodological support for the professionalization of andragogues. The significance of the proposed innovations for the professional development of university teachers is outlined and the feasibility of their further implementation in non-formal and informal education is substantiated.

ПЕРСОНАЛІСТСЬКИЙ НАПРЯМ В УКРАЇНСЬКІЙ ПЕДАГОГІЧНІЙ КОМПАРАТИВІСТИЦІ (90-ТІ РР. ХХ – ПОЧАТОК ХХІ СТ.)

The article is focused on the problem of reflecting the personalist trend in Ukrainian pedagogical comparative studies of the late twentieth and early twenty-first centuries. It is emphasized that Ukraine's obtaining the status of a candidate for membership in the European Union (2022), the current challenges faced by Ukrainian pedagogical science and education, encourage the intensification of scientific research aimed at synchronizing Ukrainian education and science with European standards. In this context, Ukrainian pedagogical comparativistics is of particular importance, so there is a need for a deep and comprehensive study of the personalist direction of Ukrainian pedagogical comparativistics. It is considered an integral part of pedagogical biography. It is pointed out that, although in the era of restoration of Ukraine's independence, domestic scholars are actively studying foreign personalities, a significant layer of studies on cultural and educational figures abroad as integral scientific and pedagogical phenomena has not been fully clarified, so it is time to study their biographies, as well as the factors and conditions that contributed to their formation as pedagogical personalities, intellectual achievements, professional, pedagogical, educational, social, educational, scientific activities, and determination of their role in both national education and the development of world pedagogical thought. The author identifies generalized works in the field of Ukrainian pedagogical comparative studies that represent the development of foreign education and pedagogical thought in personalities, emphasizes the importance of the NAES of Ukraine, which has two comparative pedagogical structural units, in particular, the Institute of Pedagogy and the Institute of Pedagogical and Adult Education, and emphasizes the role of scientists of the Laboratory of Comparative Pedagogy of the Institute of Pedagogy of the NAES of Ukraine in the development of Ukrainian comparative studies. The conclusion is made about the need for a comprehensive study of issues related to the personalization of pedagogical thought abroad.

Community Perceptions and Engagements with Adult Education: A Case Study of Kigamboni and Temeke Municipalities in Dar es Salaam

Despite extensive research efforts dedicated to adult education in post-independence five decades, illiteracy remains an enigmatic social challenge with no sustainable solution. This study assessed community awareness and attitudes towards adult education initiatives within the Kigamboni and Temele Municipalities. It employed cross-sectional research, design; it involved 250 respondents using quantitative and qualitative research methods. Quantitative data were analysed through descriptive statistics, with Likert scales, to gauge community awareness and attitudes. The findings revealed that 58.4% of respondents were aware of adult education programmes; however, the concept of "adult education" remained ambiguous in the community's perception. The study suggests that the government must redefine "adult education." Furthermore, negative community sentiments towards adult education were identified, primarily due to the programmes' limited availability for individuals aged 19 and above. The study recommends the importance of political commitment in decision-making, planning, budget allocation, programme implementation, and management of literacy initiatives to enhance community understanding and foster positive attitudes toward adult education. It is also suggested that the Ministry of Education and Vocational Training, Local Government, and the Institute of Adult Education should introduce sustainable programmes that engage individuals aged 19 and above in adult education activities. Key words: adult education, awareness, attitude, programmes

Environmental Literacy in Teachers’ Training: Cognitive Elements and Environmental Behaviour of Prospective Student-Teachers

This study examined the level of environmental literacy among prospective student-teachers in the field of adult education and community development offered by the Institute of Adult Education in Tanzania. The randomly selected sample of 111 prospective student teachers admitted to the Diploma of Adult Education and Community Development (DAECD) was assessed using a questionnaire designed to measure environmental knowledge (cognitive) on national together with global issues and priorities, health and environment, water, ecology as well as environmental behaviours. Findings indicated that prospective student teachers were knowledgeable of basic facts about the environment and possessed some responsible behaviours including discipline of protecting and serving the environment. However, they have limited information on global issues such as pollution, loss of biodiversity and climate change. Results from this study emphasize the need to instil environmental literacy instudents who choose to study as educators. Teacher training programmes should consider characteristics of the student population, which are outcomes from their individual knowledge, attitudes as well as behavioural elements and include all necessary components for adequately preparing educators who are effectively involved in building environmental competences of their future students. Key words:Environmental literacy, environmental education, teachers’ training, cognitive elements, environmental behaviour.

POSITIVE PSYCHOTHERAPY IN THE PSYCHOLOGICAL SUPPORT OF TEACHERS: RESTORATION OF THE INTEGRITY OF THE PERSONALITY

This article highlights the outcomes of applied research on " Psychological support of the professional activity of pedagogical workers in the conditions of global changes " conducted at the Ivan Zyazyun Institute of Pedagogical Education and Adult Education of the National Academy of Sciences of Ukraine. The study aimed to recognize signs of individual integrity breaches and determine methods to restore it. The research problem regarding morale restoration in psychological support is challenging to investigate, so the study employed experimental work, diagnostic interviews, observations, and self-assessment methods. Various instruments and techniques, such as hospital anxiety and depression scale (HADS), anxiety scale (HARS), depression scale (BDI), Wiesbaden questionnaire WIPPF, among others were utilized. The primary outcomes of the research reveal that a vast majority of the participants manifest indications of breaching their personality's moral integrity. Hence, there is a pressing need to not only prevent and overcome depression, anxiety, and panic attacks due to wars' aftermath relied on the subjects but as well as to rehabilitate one's moral integrity through positive psychotherapy means.The practical significance of the study is determined by the applied aspect of its results in relation to ensuring that pedagogical workers preserve the integrity of the individual and health; decrease in general emotional load; increasing the resourcefulness of the individual.The results of the research are taken into account and used: in complex psychotherapeutic work in the methods of positive psychotherapy and hypnotherapy; group training in the techniques of mental self-regulation, psychological self-help, and can also be useful for workers in helping professions in working with people affected by the war.

Transformation of Education Management System and Education Administration in Finland

This article discusses the near future of education systems from a planning and administrative perspective. It is thought that the interests of education bind the education system in such a way that no major upheaval is seen. These changes are considered to be the result of the activities of external and internal groups. Thus, attempts were made to draw a caricature picture of the current ideology of education. Another way to look at the direction of change is the position of international education policy. Despite the fact that the change is essentially considered a reformulation, the article concludes that changes in educational administration are possible. Improved market governance and self-governance are thought to have occurred to some extent, but the deregulation of bureaucratic governance and its consequences remains an open question. Finally, appropriate adult schools and educational institutions as organizations and strategies for their development are examined. According to the article, the question of what kind of organization the school is is diverse. In Finnish discourse, the harmonious and open nature of schools may have been exaggerated. The article concludes with a conclusion about the need for changes in educational administration and the importance of studying municipal education administration.

NATIONAL IDENTITY OF THE SPECIALIST BASED ON MUSIC PEDAGOGICS OF O. P. RUDNYTSKA

The review article analyzes the peculiarities of the national identity of Oksana Petrivna Rudnytska, a specialist in music pedagogy. The logic of the scientific content of the terms related to the topic of the submitted article (identity, national identity; professional and artistic competence; scientific school) is revealed. The article considers national identity as a sphere of ideas, values, and meanings of culture, perceived and articulated by the majority of the country's citizens. It has its own principles in the individual's construction of his identity, belonging to a definite nation and state. Certain issues regarding the effectiveness of the scientific schools of Ivan Zyazyun Institute of Pedagogical and Adult Education of the National Academy of Sciences of Ukraine, in particular the Ukrainian scientist, Doctor of Pedagogical Sciences, Professor O. P. Rudnytska, are highlighted. A conclusion is made regarding the results of the scientist's activity in relation to her national identity as a specialist in music pedagogy, which is based on the values of pedagogical mentoring, intellectual leadership, empathy, and national ethical and aesthetic worldview guidelines.
 Based on the vast experience of a teacher-artist, we can help increase the level of formation of the professional competence of music teachers and guarantee quality training of future music teachers for pedagogical and artistic activities.

CULTURAL APPROPRIATENESS OF IVAN ZIAZIUN’S “PEDAGOGY OF GOODNESS”

The article summarizes the ideas of the doctor of philosophy, professor, academician of the National Academy of Sciences of Ukraine, long-term director of the Institute of Pedagogy and Psychology of Professional Education (now Ivan Ziaziun Institute of Pedagogical Education and Adult Education of the National Academy of Sciences of Ukraine) Ivan Andriiovych Ziaziun. The scientist was and remains one of the few representatives of the academic pedagogical elite who professed the “philosophy of the heart” in the education of a person, a people, and a nation, realizing himself and conveying to others the importance of the principles of nationality and citizenship. It has been proven that Ziaziun’s worldviews, evaluations, and conclusions were clearly consistent with the ideas of famous Ukrainian teachers and educators H. Skovoroda, P. Yurkevych, B. Hrinchenko, H. Vashchenko, S. Rusova, V. Sukhomlynskyi, K. Ushynskyi.
 Attention is focused on the fact that according to I. A. Ziaziun’s conviction, a pedagogue, teacher, and enlightener is the main subject of civilizational progress, able to unite and educate the people in the image of a full-blooded nation, which contains in its structure not only good “those who sow buckwheat”, but above all wise spiritual leaders and courageous warriors. That is why the afterword of his boo-confession “Pedagogy of Goodness” contains his emotional address, in which he especially singles out the Teacher’s mission.
 It has been found that I. A. Ziaziun’s understanding of the modern school essence, the significance of “learning well” value is unthinkable without quality pedagogical work of the mind and heart. That is why he professed Skovoroda’s "Philosophy of the Heart". It is a product of Ukrainian intellectual thought, in psycho-pedagogical theory and practice, and his creative life. Honor to the Mother, the son’s duty, national shrines, Ukraine, universal human values and ideals, a moral example in upbringing, civic position, and rank were ethical measures of personality for Ziaziun. Therefore, he was always a supporter of returning to education a sense of honor, and national and human dignity in his society, and at the level of interstate relations, he taught not to serve other countries and peoples like a serf.

Online Adult Education for Sustainable Development: The Analysis of the Consequences of the Covid-19 Pandemic in Latvia

Abstract The Covid-19 pandemic has left significant consequences at every level of education, including adult education. In order to adapt to the restriction caused by the pandemic, adult education institutions all around the world were forced to transform the way how the educational process was being organized. By introducing various web-related technologies, the physical place of teaching and learning processes has become a less significant factor, thereby, potentially, contributing to the inclusiveness of education and, as a result, to sustainable development. The paper aims to analyze how the recent transformation of adult education caused by the pandemic between 2020 and 2022 contributed to the sustainable development of Latvia. To achieve the aim, the following research methods are used: a scientific literature review to investigate the concepts of sustainable development and online adult education as well as their potential correlation, a survey of adult education institutions in Latvia, as well as statistical data analysis of adult education indicators. The main findings of the article: during the pandemic when the in-person teaching process was restricted, the Latvian adult education sector experienced unprecedented digital transformation. The transformation positively contributed to the improvement of not only the digital skills of teachers and learners but also to the sustainable development of Latvia by facilitating access to potential learners living in rural areas and regions.

Iekļaujoša pieaugušo izglītība: nākotnes attīstības perspektīvas. Latvijas gadījums

Under the influence of the pandemic, adult education institutions around the world were forced to switch to a distance learning mode, which culminated in the unprecedented rapid digitization of the adult education sector, including in Latvia. Adult education institutions have adapted to changing circumstances by converting current programmes to online mode and creating new programmes to meet the needs of learners during the pandemic. Even after the lifting of restrictions set by the pandemic, most Latvian adult education institutions continue to implement online courses, and also include online components in the face-to-face learning process. The aim of the study is to analyse the future development perspectives of adult education in Latvia in the context of solving the challenge of inclusion. During the research, the author concluded that online learning can contribute to the development of inclusive education, which has been put forward as one of the main education priorities in Latvia, because learners can participate in learning, regardless of their location. However, not all learners have the necessary skills and equipment to participate in online learning. The results of the expert interviews showed that the pandemic has generally promoted the development of online adult education programmes. Taking into account the advantages of online learning (saving time and various resources, etc.), this form will continue to develop even after the pandemic. According to experts, the combined form of adult education, when the face-to-face form is supplemented, or in certain cases replaced, by online learning, would be optimal for adult learners in Latvia. At the same time, experts pointed out that adult education in Latvia needs to address various challenges, such as the quality assurance system, development and implementation of adult education policy, and raising the qualifications of pedagogues.

PROFESSIONAL PRACTICE OF MASTER’S STUDENTS-UKRAINIAN PHILOLOGISTS ON THE BASIS OF PARTNERSHIP

The article outlines the peculiarities of the organization and conduct of master’s students professional practice according to the educational and professional program Secondary education (Ukrainian language and literature, English language) on the basis of partnership interaction. The requirements for the practical training of future teachers of the Ukrainian language and literature in the conditions of war are also summarized and include: training based on European criteria and standards and national practices, pedagogical partnership, introduction of info media literacy into the educational process. The specific principles of professional practice are clarified and contain student-centeredness, interdisciplinary integration, pedagogical partnership, infomedia literacy. The implementation of the principle of student-centeredness is realised in the “teacher-student” interaction, the teacher’s creation of conditions for the student’s self-development. The principle of partnership during the educational process is “manifested” in mutual respect, in the obligation to fulfil agreements. Professional practice is outlined as an interdisciplinary educational process, which is carried out based on partnership between institutions of higher pedagogical and general secondary education, allows mastering the key competencies of learning the Ukrainian language and literature, contributes to the formation of value orientations and an individual style of professional activity. The course of professional practice in Ukrainian language and literature in high school is presented on the basis of interregional partnership interaction of the resource centre for the professional development of teachers of Ukrainian language and literature of Sumy State Pedagogical University named after A.S. Makarenko, general secondary education institutions of the Sumy region, Ivan Zyazyun Institute of Pedagogical Education and Adult Education of the National Academy of Sciences of Ukraine and the Ukrainian Language and Information Fund of the National Academy of Sciences of Ukraine, National Academy of Sciences of Ukraine. Joint educational projects aimed at the restoration of Ukraine in the post-war period are also outlined, taking into account the nationbuilding priorities of teacher training, Ukrainian-language personality culture, media education, etc.

The Influence of Entrepreneurial Education on Adult Learners’ Motives for Creativity and Intention: A case of IAE in Tanzania

The study presents the findings on the Influence of entrepreneurial education on adult learners’ motives for creativity and intention in Tanzania. Using a case study research design of the Institute of Adult Education (IAE), the study used a structured questionnaire to collect primary data from 170 respondents selected from 291 IAE adult learners in Tanzania using simple random sampling. Data were subjected to the structural equation model technique facilitated by Analysis of Moment Structures (AMOS 20.0) software to verify the hypothesis relationships. The study found A positive and significant influence of the entrepreneurial education module contents on the motives for creativity ( β = 0.61, Cr = 2.432, p < 0.000), Moreover, the study found a positive and significant influence of adult learners’ motives for creativity on entrepreneurial intention ( β = 0.142, Cr = 3.302, p < 0.001). The findings further show that entrepreneurial education module contents had a positive and significant influence on adult learner’s entrepreneurial intention ( β = 0.172, Cr = 2.831, p < 0.021). Furthermore, the findings indicate that motives for creativity had a positive and significant indirect effect in the relationship between entrepreneurial education and adult learners’ entrepreneurial intention ( β = 0.112, p < 0.001). The findings suggest that the individual’s subjective attitude towards entrepreneurial intention was affected by discrepancy in the module quality contents. Therefore, promoting entrepreneurial intention among adult learners requires module developers to design module content that reflects quality practical-oriented and conveniently adult learners-centred, including the use of regular presentations by successful entrepreneurs to stimulate their motives for creativity.

Challenges of Adult Education Provision Towards Social Sustainability at the Institute of Adult Education-Morogoro Campus

The study aimed at examining the challenges affecting the provision of adult education toward social sustainability. The study was conducted at the Institute of Adult Education in Morogoro Campus where fifty adult learners, four adult education teachers and one administrator were involved as respondents. Respondents were obtained by using simple random and purposive sampling techniques. A mixed research approach with a sequential explanatory design was employed. Data were collected through questionnaires, interviews, document review and observation. The collected data were analysed through thematic content analysis and descriptive statistics. The findings of the study show that the provision of adult education toward social sustainability was challenged by several factors, such as insufficient funds, shortage of time for studies, lack of political will, language barrier, family problems, and contextual misinterpretation of the term adult education. These findings implies that apart from the substantial role that adult education play to promote wellbeing of the society, it is still hindered holistically. The study recommends that strategic initiatives should be taken by the government to address the challenges of its provision. Adult education institutions should be given enough funds to enhance their operation. Further, adult education institutions should initiate income-generating venues for creating more income, and there should be equality between the provision of adult education and formal education for social sustainability of communities.

Entrepreneurial Education on Adult Learners’ Motives for Creativity in Higher Learning Institutions: A Case Study of the Institute of Adult Education

This study intended to evaluate the motives for creativity, among the adult learners’ in relation to entrepreneurial education in higher learning institutions using the Institute of Adult Education (IAE) in Tanzania as a case study. This quantitative study had applied a questionnaire survey with both closed and open-ended questions to collect primary data from a randomly selected sample of 170 respondents drawn from a study population of 291 IAE learners. With the help of the Statistical Package for Social Sciences (SPSS) version 20, the study analysed the resultant quantitative data using t-test, descriptive statistics and Pearson correlation coefficient test. The study found statistically significant differences between gender motives for creativity among adult learners resulting from the entrepreneurial education taught. Two- thirds of intrinsic components studied favoured female learners. Moreover, the study found statistically significance correlation between motives for creativity and adult learners’ perceptions in family background on entrepreneurial venture formation (M= 1.66, s = 1.728) and (M = 1.62, s = 1.505) for male and female respectively, t (168) = -0.877, p= 0.0421, α = 0.05 (p < 0.05). The study indicates a strong positive correlation between the interest of an adult learner in the entrepreneurship education taught and family background (Father and Mother) in venture formation, which was statistically significant at p < .001 (r = .685, n = 170, p = .000) and p< .001 (r = .699, n = 170, p = .000), respectively. On the other hand, the study found weak and insignificant correlations between motives for creativity (satisfying and enjoying) and family background in venture formation; instead, perception of an adult learners accounted for such a drive. The results finally indicated that the energetic group was of those aged 31-39, who were highly motivated by the entrepreneurial education taught as alternative to employment. Thus, the study recommended that entrepreneurship education must nurture and inculcate in adult learners a sense of creativity through practical and exposure to the famous and successful entrepreneurs during the course module to develop and strengthened interest, satisfaction and enjoyment.

ПОЄДНАННЯ НОМОТЕТИЧНОГО ТА ІДІОГРАФІЧНОГО ПІДХОДІВ У ФОРМУВАННІ ЕТИЧНОЇ КУЛЬТУРИ В ЗАКЛАДАХ НЕФОРМАЛЬНОЇ ОСВІТИ ДОРОСЛИХ

Education is one of the priority directions for the recovery of Ukraine after the war. The ability to get "quick" knowledge will be of great importance. Accordingly, the provision of high-quality educational services by non-formal adult education institutions will make it possible for trainees to acquire new, in-demand professional skills in a short period of time, which in turn will speed up the post-war recovery processes on the territory of our country. The main goal of the article is to study the conditions of the formation of ethical culture and its components in an institution of non-formal education of adults using nomothetic and idiographic approaches. This article examines the formation of an ethical culture and an ethical professional environment, as a component of the system of ensuring the quality of educational services in an institution of non-formal adult education, through a combination of nomothetic and idiographic approaches. Also, the opportunities they create for systematizing basic principles and formulating generalizing conclusions are defined. Special attention was paid to the analysis of the policy of compliance with ethics at different levels of responsibility and the principles of ensuring the quality of service provision in institutions of non-formal adult education; the author defines the code of ethics of non-formal adult education institutions, formulates its main provisions and proves the necessity of its application in non-formal adult education institutions with the provision of quality educational services.

PSYCHOLOGICAL-PEDAGOGICAL AND PRACTICAL MODERN TEACHER TRAINING: RESULTS OF THE MONITORING STUDY

The article presents the results of the monitoring study on the issue of practical training of future teachers in higher pedagogical education institutions in Ukraine. The study is conducted by scientists of the Department of Content and Technologies of Pedagogical Education of the Ivan Zyazyun Institute of Pedagogical and Adult Education of the National Academy of Pedagogical Sciences of Ukraine in 2020-2022 within the framework of the research work "Substantiation of the content and methods of practice in higher pedagogical education institutions" (РK 0120U100228). The peculiarities of legislative regulation of practical training of future teachers in Ukraine are revealed. It is presented in the main provisions of the Concept for the Development of Pedagogical Education in Ukraine, Professional Standards of Teacher, Professor, Higher Education Standards, National Qualifications Framework, etc. The article describes the specifics of the organization of practice in higher pedagogical education institutions in correlation with psychological and pedagogical training at the bachelor's, master's, and doctoral educational levels. It indicates the quantitative and qualitative changes in the practical training of specialists in the pedagogical specialty based on the analysis of educational and professional, educational and scientific programs for 2016-2022; outlines the negative aspects of its organization in modern conditions. Modern challenges in conducting various types of practice in higher pedagogical education institutions are identified. They are the following: the need to update the regulations on the organization of practice in teacher training, lack of adequate funding, discreteness of pedagogical partnership, insufficient resources for conducting practices in the context of mixed and distance learning, etc. Recommendations for improving the organizational principles of practice in the training of future teachers at the legislative, regulatory, managerial, and organizational levels are summarized.