Concept Of Adult Education Research Articles

토픽모델링을 활용한 유네스코 세계성인교육회의 동향 분석

This study presents an empirical examination of the evolution in adult education globally, analyzing the final reports from the 1st to the 7th UNESCO International Conferences on Adult Education, spanning 1949 to 2022. Employing topic modeling and TF-IDF analysis, it identifies central themes such as foundational concepts in adult education, the impact of societal changes like climate change, and a heightened focus on marginalized groups. The analysis highlights that the seventh conference placed significant emphasis on the necessity for transformative adult education to foster sustainable development. Initially, discussions centered around international cooperation, UNESCO's role in socio-economic development, policy-making, and research in adult education. However, post the fifth CONFINTEA, the emphasis shifted towards sustainable development, literacy, social equality, quality assurance, and broader social development. This trend reflects UNESCO's growing acknowledgment of the pivotal role adult education plays in addressing current societal challenges and promoting transformative change.

Economic policy to support lifelong learning system development & SDG4 achievement: Bibliometric analysis

In order to set economic policy goals, it is important to understand the difference between adult education and lifelong learning, and how much research on SDG 4 combines lifelong learning and economic policy. The purpose of the article is to determine the main directions for justifying the lifelong learning system development, including for achieving sustainable development goal 4 (SDG 4). Based on scientific research data from the Scopus database using the VOSviewer software, this article analyzed the theoretical foundations for substantiating the temporal and geographical interrelationships of the categorical-conceptual system of such terms as “SDG 4”, “adult education”, “lifelong learning” and “economic”. This made it possible to identify the main trends in scientific research and cluster directions of international research on the relationship between adult education, lifelong learning and economic policy. The following trends were obtained: adult education as a driver of economic development; as a social phenomenon and as a source of innovation. The following clusters were identified: adult education as a part of life-long education; adult education under the influence of physical and age-related changes; adult education as part of professional education; the learning process, which is not related to professional activity. As a result of the analysis, an insufficient level of attention among scientific studies devoted to adult education within the framework of SDG 4 was revealed. The article confirmed the need for economic policy to support the lifelong learning system, as well as the difference between the concepts of adult education and lifelong learning. Acknowledgment The educational outcomes in this publication were created with the support of the EU Erasmus+ program within the framework of projects ERASMUS-JMO-2021-HEI-TCH-RSCH-101048055 – «AICE – With Academic integrity to EU values: step by step to common Europe» and ERASMUS-JMO-2022-HEI-TCH-RSCH-101085198«OSEE – Open Science and Education in Europe: success stories for Ukrainian academia». This study was funded by the grant from the Ministry of Education and Science of Ukraine “Modelling educational transformations in wartime to preserve the intellectual capital and innovative potential of Ukraine” (registration number 0123U100114). “Convergence of economic and educational transformations in the digital society: modeling of the impact on regional and national security” (state registration number 0121U109553).

Adult Education In Nigeria: Issues, Perspectives And Challenges

Adult education refers to any educational programme (s) organised for adults and youths regardless of its contents, place of study and also has to be flexible in order to satisfy the needs and aspirations of the beneficiaries and their communities. Adult education is a practice in which adults engage in systematic and sustained self-education activities in order to gain knowledge, skills, attitudes, or values and is expected to address the socio-economic, cultural, political and environmental problems besieging humanity in their various societies. Unfortunately, the goals of adult education as stated by the federal government in the National Policy on Education, have not been properly achieved. Changes and developments in this contemporary world call for a total review and overhaul of adult education. Adult education faces challenges such as poor perception of adult education by the public, marginalization and lack of funding by the government of the day. This paper therefore looks at the concept of adult education, objectives of adult education, contemporary issues in Nigerian educational system, challenges and prospects. Based on the discourse it was recommended that adequate awareness should be given to the general public to enable them to know the importance of adult education; funds should be made readily available and recognition should be given to adult education; the nomenclature of “Adult Education” should be re-visited to a name that will be acceptable and known by all ages in the society. In conclusion, adult education should be re-positioned to meet the ever increase demand of the present time in order to contribute meaningfully to national development.

ФОРМУВАННЯ ЗМІСТУ ОСВІТИ ДОРОСЛИХ У ВЕЛИКІЙ БРИТАНІЇ В ДРУГІЙ ПОЛОВИНІ ХХ – ПЕРШІЙ ЧВЕРТІ ХХІ СТ.

The article examined the peculiarities of the formation of the content of adult education in the UK in the second half of the 20th - first quarter of the 21st century. The author has determined that education of adults is gaining importance in the system of modern processes of globalization, integration and informatization of society. Therefore, its new role is determined by the increase of its social value, changes in the conditions of life-long activity of people, as well as by corresponding age, psychological, social characteristics of adults. Since the concept of adult education should be considered as a rather specific process of human development, which is taking place throughout its life, the rapid change in modern society objectively prompted the need to form and develop a personality capable of adequately perceiving and creating such changes as a natural norm. Therefore, adaptation to such changes is impossible without satisfying the educational needs of a person throughout her life. The article also noted that in the UK formal and informal education is important and functionally related parts of the adult education system. In particular, formal education is provided by higher educational institutions, namely: Universities, further education institutions, polytechnics, colleges. Informal education for adults is provided by educational associations, national educational organizations. The most progressive approach to adult education in the UK is information. The use of multimedia technologies motivates a new paradigm in educational methods and strategies, which, in turn, requires new approaches, forms of education and innovative ways of transfer of educational materials to adult learning people. Moreover, the functioning of the Internet has expanded the possibilities of education within the global perspective, as well as providing educational access to educational resources and information throughout the world. Studies have shown that in the 21st century, the UK is undergoing intensive development and introduction of modern information technologies in various spheres of society, including science and education. Ukraine is taking quite powerful steps toward entering the world information space. Modern adult education is impossible without functioning of distance learning system, network of electronic libraries, introduction of information technologies in the sphere of scientific research and training, and also specialized scientific and educational computer network, which are considered as the basis for creation of the Ukrainian scientific educational portal.

The Role of Environmental Adult Education in Community Development

This paper examined the role of environmental adult education in community development. In this study, the concept of adult education, its objectives and its relevant was properly stated, it also investigates the concept of environmental adult education, its objectives and principles, the concept of community development and its objectives, and lastly the role adult education in community developmental drive. In conclusion, this study discovered that, our environment is full of activities daily by man, industries and other natural occurrences which needed to be properly managed and controlled. In view of the above the following recommendation where made: that Government at every level should ensure that environmental laws are enforced to cut down some of this environmental hazardous activities, the policies of adult education should be pursuit squarely, measures should be put in place for checks and monitoring, the role of every adult in the society should not be under-mind, which calls for mass campaign or sensitization of the need for human capacity development, development of indigenous people in our communities should be paramount in the pursuit of this environmental issues as the only solution or a way out the problems we are facing these days especially in Rivers State and other part of the country.

THE PROBLEM OF ADULT EDUCATION IN THE REPUBLIC OF POLAND: PEDAGOGICAL DISCOURSE

The article is devoted to the analysis of the pedagogical discourse of the problem of adult education in the Republic of Poland. Adult education is considered from the point of view of a holistic life as a process of adult development. It is shown that the functions and goals of adult education have changed over the years. However, adult education was not noticed at the formal level, despite its existence. In fact, the development of adult education in the Republic of Poland began with the rapid development of technology and science, as well as with the changes occurring in socio-economic relations. In the Republic of Poland, the most significant concepts of adult education appeared during the crisis of the feudal economy and the need to provide assistance to the Polish state in restoring Poland’s independence. In those days, education was dominated by the goals of patriotic education combined with the solidarity of workers. In our time, there is an extremely rapid development of science and technology, changes in socio-economic relations, which force people to continuously improve their qualifications. Polish researchers of adult education identify 4 main tasks of optimal professional behavior of a modern employee: attention to qualifications; gaining professional experience; preservation of professional flexibility; health care Adult education takes place in accordance with the following types of educational activities: formal education; non-formal education according to a certain program; informal learning and improvement without reference to a specific curriculum or scope of content; informal learning as any type of activity without a previously developed program and under any circumstances.

Adult Education and Community Development as Strategies for Mitigating the Challenges of Family Life Education in Rivers State

Adult Education and Community Development compliments each other in the bid to ameliorate and alleviate the living conditions of people. In developing countries where many people are living in rural communities, they are veritable instruments par excellence for tackling illiteracy, ignorance and diseases. To this end, the collaboration of government agencies, non-government organizations, communities and community-based organizations toward development programmes is therefore inevitable. This paper examined the concept of adult education, community development, family life and their complimentary roles. It also looked at some programmes capable of stimulating and sustaining family life education. The paper recommended amongst others that, there should be full and active participation of family members and in extension community members in planning and execution of adult education programmes that will improve family life education and that Government at all levels should periodically organize adult education programmes and sensitization workshops for her citizens. It concluded that adult education and community development as strategies for mitigating the challenges of family life education can only be achieved when a deliberate attempt from community members to work together in order to guide the future of their communities and the design of a corresponding set of methods for assisting members of the community in such a process as to enhance their well-being and aspirations.

The Role of Environmental Adult Education in Community Development

This paper examined the role of environmental adult education in community development. In this study, the concept of adult education, its objectives and its relevant was properly stated, it also investigates the concept of environmental adult education, its objectives and principles, the concept of community development and its objectives, and lastly the role adult education in community developmental drive. In conclusion, this study discovered that, our environment is full of activities daily by man, industries and other natural occurrences which needed to be properly managed and controlled. In view of the above the following recommendation where made: that Government at every level should ensure that environmental laws are enforced to cut down some of this environmental hazardous activities, the policies of adult education should be pursuit squarely, measures should be put in place for checks and monitoring, the role of every adult in the society should not be under-mind, which calls for mass campaign or sensitization of the need for human capacity development, development of indigenous people in our communities should be paramount in the pursuit of this environmental issues as the only solution or a way out the problems we are facing these days especially in Rivers State and other part of the country

The Role of Environmental Adult Education in Community Development

This paper examined the role of environmental adult education in community development. In this study, the concept of adult education, its objectives and its relevant was properly stated, it also investigates the concept of environmental adult education, its objectives and principles, the concept of community development and its objectives, and lastly the role adult education in community developmental drive. In conclusion, this study discovered that, our environment is full of activities daily by man, industries and other natural occurrences which needed to be properly managed and controlled. The role of every adult in the society should not be under-mind, which calls for mass campaign or sensitization of the need for human capacity development, development of indigenous people in our communities should be paramount in the pursuit of this environmental issues as the only solution or a way out the problems we are facing these days especially in Rivers State and other part of the country.

Information and Communication Technology (ICT): An Aid to Adult Education Methodology in Promoting Teaching and Learning Activities in Rural Communities

This paper view information and communication technology (ICT) as an aid to adult education methodology in promoting teaching and learning activities in rural communities in Nigeria. The paper reviews the concept of adult education and the existing methodologies used in the delivery of adult education programmes. It also examines the various ICT devices that can be used to complement adult teaching methodology. The technological devices considered in this paper includes: mobile phones, projectors, slides with moving pictures, radio, television, computer/ laptops and internet facilities. The paper discusses the benefits of using these devices alongside adult teaching methodology to enhance effective teaching and learning activities in rural communities. The paper concludes that incorporating these devices into adult teaching methodology, particularly in rural communities would promote active learning, enhance critical thinking skills of adult learners, create awareness, facilitate learning and develop rural communities. The paper therefore suggests that; governments should provide necessary equipment and internet facilities in rural communities to aid adult’s teaching and learning activities. Also, quality technological devices should be made available in all the adult education centers to promote teaching and learning activities. Lastly, regular trainings, conferences and seminars should be organized for facilitators and workers on the use of ICT devices to improve teaching and learning activities.

Destructive March of Lifelong Learning

The paper analyses the development of basic terms and concepts in adult education (adult education, continuing; permanent and reccurent education, lifelong education, and lifelong learning) and the role of major international organizations in formulating and promoting these concepts. The focus of the analysis is on the reasons and consquences of the dominance of the modern, widely accepted concept of lifelong learning, which replaced the previous ones and almost completely suppressed the concept of adult education. This paradigm shift and change of the discourse has its ideological and economic roots, and is supported by all global education policy makers. The paper indicates numerous negative consequences of this shift in all spheres in which adult education has a significant role, as well as the damage that (mis)use of the concept of lifelong learning as a generic term causes to science, profession, research, and adult education practice.

ОСОБЛИВОСТІ ПРОФЕСІЙНОГО РОЗВИТКУ ВИКЛАДАЧІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

In today’s world, an adult faces many challenges, which determine the need to learn continuously, improve one’s skills, and sometimes even change one’s profession. The concept of adult education has been developed in the view of a number of issues, namely, natural aging of the population and demographic crisis; rapid external labor migration; labor market imbalance associated with a significant number of workers with higher education and shortage of workers; modern competencies by people aged “45+” insufficient for successful employment and active participation in public life; lack of state policy on adult education in Ukraine during all the years of independence, in contrast to the EU policy and practice in this area. Due to the lack of open, complete and reliable information on adult education, as well as its components, namely the professional growth of employees in general and lecturers in particular, sociological research on these issues. The issues of improving the professional growth of employees, the peculiarities of the organization of the process of professional growth of employees, self-education and the most effective forms of adult education are revealed. As a result of a sociological study, it was found that employees are ready for self-education and professional growth, but it should be supported by employers and officials at various levels. Investigating the issues of professional growth of lecturers of higher education establishments, a sociological study was conducted in 2020 and 2021. The study has revealed the issue of compliance with legislation and actual implementation of conditions for professional growth of lecturers; dependence on advanced training and career growth; self-education and skills gained as a result, as well as a rating of soft skills; self-education for development of soft skills; features of the combination of family and professional duties; satisfaction with working conditions and subsequent desire to change one’s job. The study has established that a high percentage of respondents are committed to advanced training in accordance with the legislation of Ukraine; half of the respondents believe that there is no correlation between one’s professional growth and career growth; the share of lecturers involved in self-education for development of soft skills is growing every year; a third are dissatisfied with working conditions, and half of the respondents are about to change their jobs.

Порівняння американської та європейської концепцій ролей андрагогів для розвитку теорії і практики освіти дорослих в Україні

The article describes differences in the implementation of adult education practice in the American and European traditions (the USA and the UK mainly) and the competences of those who provide the adult education process. The study draws upon the existing theories on adult education which include continuing (the USA) or further (the UK) education, community education, recurrent education, non-formal education, popular education, lifelong education etc. This diversity makes it difficult to describe the profession of adult educators and their roles, because their activity defines itself in terms of their clientele. Comparative analysis reveals that in American and European countries adult educator’s roles have overlapping meanings, which depends mostly on the activity the educators perform. It is argued that in both analyzed countries researchers indicate a lack of training for adult educators, and a huge number of volunteers and part-time educators, who often do not view themselves as adult educators. Among the roles that are recognized in the UK, except the traditional teaching role, adult educators are often involved as tutors, organizers, administrators, managers, entrepreneurs, animators, advisors, campaigners, leaders of the group, moral leaders, and “change agents”. In the USA the roles of adult educators are distinguished within the context they appear in. Their spectrum is wider and the responsibilities are better defined. They include teaching, program development, training and human resources development, community actions, but those roles also mean active participation in the educational process, where educators of adults perform as critical analysts, provocateurs, co-learners, consultants, activators and “change agents”, whose responsibility is to empower. The description and comparison of those overlapping adult educators’ roles are vital and very important for promoting the concept of adult education “professionalization” in Ukraine. Those roles should be reflected also in training that adult educators receive. Keywords: adult education, adult educator, adults, adult educators’ roles and competencies.

De la «Educación de Adultos» a la «Educación para todos, a lo largo de toda la vida» en Uruguay (From «Adult Education» to «a Lifelong Process of Education for Everybody» in Uruguay)

This article is the result of collective work of a group of teachers from the UNESCO Chair of Young and Adult Education in the Institute of Education at the University of the Republic, Uruguay. Its central aim is to describe and analyze how the evolution that the idea of adult education has developed in the historical context of education in Uruguay. In the first place, a historical review of the concept of adult education in Uruguay is carried out, identifying the organizational institutions and other associations dealing with the subject. Secondly, the authors present some significant experiences and reflections on the history of these educational policies and practices with both adults and young people.

Staffing and Managing Human Resources of Higher Degree Programme of Adult Education for Inclusiveness in Universities in Nigeria

The status accorded to adult education among universities-based educators and researchers appears to be very low. This may be due to scanty knowledge about the discipline and wrong perception held by the bureaucrats, policy makers and administrators within and outside the university system. The Hamburg Declaration in 1997 underscores the importance of adult education when it describes it as a key to the twenty-first century. Realising the fact that adult education is needed in this 21st century, it follows that provision of higher degree programme should be well staffed and properly managed in order to produce learners that will contribute meaningfully to the development of the society. Therefore, this study entitled: “staffing and managing human resources of higher degree programme of adult education in universities in Nigeria” is embarked upon. The aim of the study is to improve human and institutional capacity for required manpower in adult education for national development. The objectives of the study include: to identify and discuss framework for staffing higher degree programme in adult education in Nigerian universities; to find out how human resources for production of higher degrees students are sourced and managed; to assess framework for ensuring inclusiveness in managing higher degree adult education programme in universities; to explore strategies that can be employed to make adult education popular and acceptable among educators and researchers in universities; to explore motivational factors for students' enrollment in adult education higher degree programme; and to examine learning delivery techniques of lecturers/faculty in higher degree programme of adult education. The work employed research design of the survey type. Seven federal and state universities offering adult education at higher degree level were sampled. Statistical instruments were employed to analyse the data collected. All the results were decided at point 05 level of confidence with appropriate degree of freedom. The study revealed that 86.3% of the respondents opined that lack of understanding of the concept of adult education prevented people from enrolling into the course in the university, while 13.7% felt otherwise. Majority of the respondents (89.8%) held that Universities in Nigeria do not discriminate against any sex (male or female) when admitting students for any education programme including adult education, while 10.2% did not. There is significant difference in the perception of staff and students on the framework that can be used for staffing higher degree programme in adult education in Nigerian universities (X2=2.882, df=3, p > .05). There was no significant difference in the perception of staff and students on how human resources are sourced and managed for production of higher degree students in adult education programme (X2=3.741, df=3, p > .05). There was a significant difference in the perception of staff and students on learning delivery techniques of lecturers/faculty in higher degree programme of adult education (X2=9.336, df=3, p < .05). It is recommended that efforts should be made by the stakeholders to popularise the discipline of adult education with a view to making people to understand its meaning and usefulness to the growth of the society. Adequate budgetary allocation should be made by the owner universities to adult education so as to attract qualified staff, regular payment of salaries and comprehensive welfare programme.

Staffing and Managing Human Resources of Higher Degree Programme of Adult Education for Inclusiveness in Universities in Nigeria

The status accorded to adult education among universities-based educators and researchers appears to be very low. This may be due to scanty knowledge about the discipline and wrong perception held by the bureaucrats, policy makers and administrators within and outside the university system. The Hamburg Declaration in 1997 underscores the importance of adult education when it describes it as a key to the twenty-first century. Realising the fact that adult education is needed in this 21st century, it follows that provision of higher degree programme should be well staffed and properly managed in order to produce learners that will contribute meaningfully to the development of the society. Therefore, this study entitled: “staffing and managing human resources of higher degree programme of adult education in universities in Nigeria” is embarked upon. The aim of the study is to improve human and institutional capacity for required manpower in adult education for national development. The objectives of the study include: to identify and discuss framework for staffing higher degree programme in adult education in Nigerian universities; to find out how human resources for production of higher degrees students are sourced and managed; to assess framework for ensuring inclusiveness in managing higher degree adult education programme in universities; to explore strategies that can be employed to make adult education popular and acceptable among educators and researchers in universities; to explore motivational factors for students' enrollment in adult education higher degree programme; and to examine learning delivery techniques of lecturers/faculty in higher degree programme of adult education. The work employed research design of the survey type. Seven federal and state universities offering adult education at higher degree level were sampled. Statistical instruments were employed to analyse the data collected. All the results were decided at point 05 level of confidence with appropriate degree of freedom. The study revealed that 86.3% of the respondents opined that lack of understanding of the concept of adult education prevented people from enrolling into the course in the university, while 13.7% felt otherwise. Majority of the respondents (89.8%) held that Universities in Nigeria do not discriminate against any sex (male or female) when admitting students for any education programme including adult education, while 10.2% did not. There is significant difference in the perception of staff and students on the framework that can be used for staffing higher degree programme in adult education in Nigerian universities (X2=2.882, df=3, p > .05). There was no significant difference in the perception of staff and students on how human resources are sourced and managed for production of higher degree students in adult education programme (X2=3.741, df=3, p > .05). There was a significant difference in the perception of staff and students on learning delivery techniques of lecturers/faculty in higher degree programme of adult education (X2=9.336, df=3, p < .05). It is recommended that efforts should be made by the stakeholders to popularise the discipline of adult education with a view to making people to understand its meaning and usefulness to the growth of the society. Adequate budgetary allocation should be made by the owner universities to adult education so as to attract qualified staff, regular payment of salaries and comprehensive welfare programme.

Edukacja dorosłych jako narzędzie inkluzji migrantów – propozycja zmiany podejścia

Adult education as an element of migrants’ integration – proposal of approach shift. In this article, I discuss the current approach to the education of adult migrants, which is rarely rooted in an andragogical perspective. To fill this gap, after pointing out its weaknesses, I propose a new paradigm of integration embedded in the traditions and concepts of adult education, i.e.: transformative learning (Mezirow, 2003), experiential learning (Jarvis, 2009), situational learning (Lave, Wenger, 1991), service learning (Eyler, Giles, 1999), and biographical learning (Alheit, 2009). At the same time, I also provide specific examples of good practices from Poland and around the world that can serve as inspiration for practitioners working with migrants. In the last part of the article, I present a synthetic proposal to change the approach of working with migrants based on their empowerment, agency and local resources.

МЕТОДИ НАВЧАННЯ ФУНКЦІОНАЛЬНОЇ ГРАМОТНОСТІ ДОРОСЛИХ У БЕЛЬГІЇ

The article considers some concepts of adult education in modern Belgium being one of European economically developed countries and, therefore, representing problems typical to most of them. The problem of functional illiteracy is more complex and harmful than illiteracy itself, since it can be less evident and less identifiable in modern world. Functionally illiterate adults are able to read, write and count, but they cannot apply their knowledge to solving the problems of their everyday life. This phenomenon is the feature of modern democratic societies where attending schools and acquiring secondary education is no more rigorous and spreads widely due to globalization opening boundaries between countries and continents.Teaching functional literacy to adults requires techniques different from those used in the school environment. Firstly, adult learn more slowly and only when they are motivated and ensured that their knowledge could be of great practical value. Secondly, they remember their negative school experience, so teaching adults should be based on different principles than in school. It should use integrated syllabi which unite various skills and approaches in one lesson. Moreover, they can be changed according to the needs of adult learners after discussing them with teachers. Adults should be taught in small groups in the atmosphere of tolerance since the groups can be multinational.The research has revealed that there are three methods of teaching functional literacy to adults in Belgium. They are analytical approach, global structural approach and reading approach which can be combined if necessary. All of them are directed towards developing skills particularly related to everyday life needs of participants. Since functional illiteracy tends to spread all over the world, it is necessary to eliminate the threat of its appearance in Ukraine, but if it occurs, the Belgian experience will help to lessen its influence on Ukrainian society.

MUKJIZAT NARATOLOGIS: STUDI ANDRAGOGI ATAS KISAH MUSA-KHIDR DALAM SURAH AL-KAHFI 60-82

This study wants to explore the story of Prophet Moses and Khidr as figures of adult education in the perspective of Islamic education. The main issue of this study is how the concept of adult education in the perspective of Islamic education is able to increase the spectrum space of andragogical education. By using content analysis and narrative approaches that are primarily sourced QS. al-Kahfi: 60-82, this study seeks to show the values of Islamic education that are based on the theory of andragogical education. The characterization of Moses and Khidr as a figure of andragogical education is: Moses is present as the subject of andragogical education which has a sense of curiosity and Khidr as an object, a figure who has ladunni knowledge and high spiritual abilities. Through the method of lecture, discussion and demonstration, Musa-Khidr's narrative dialogue shows adult learning that contains the values of Islamic education, namely the moral value between teacher and student and morality in learning. The implication of this paper is an effort to contribute to scientific repertoire in the world of education as one of the dimensions of the naratological miracles of the Qoran.

Система освіти дорослих Угорщини і Данії

The purpose of the work is to characterize the organization of adult education in Hungary and Denmark. It has been found that in Hungary adult education is being conducted to ensure literacy in accordance with market requirements and economic development of the country. The Hungarian Association for Adult Learning has been set up in Hungary, which plays an important role in professional supervision and job satisfaction, as well as in the development of vocational training legislation. The country is characterized by decentralization of education management of unoccupied citizens. On the basis of the concept: the state system of vocational training, retraining and retraining of the unemployed population; the concept of adult education in the EU countries programs for the adult population. Higher education in Hungary is represented by more than 20 educational institutions: universities and institutes (colleges). Denmark's adult education system is an extensive network of private, community, municipal and state organizations and institutions offering a wide range of informal and formal, professional and non-professional education programs that are governed by relevant legislation. The Danish adult education task is to support world trends that promote the nation's prosperity: the development of innovative processes and the improvement of the quality of education; increasing the flexibility and responsibility of schools to adult students. The adult education in Denmark, funded by the state, can be divided into three components: liberal (Free) adult education (popular higher schools, home economics schools, evening schools, day schools); general education of adults (adult education centers, language centers, evening high schools of secondary education); professionally oriented education and adult education (labor training center, production schools, vocational schools, social and medical schools, etc.). A system of grants (scholarships) was created to support gifted students. Some universities and other institutions of higher education provide their own scholarships. Much attention in the country is paid to the education of adults, which is carried out in the form of general secondary schools courses, vocational training courses. The state's care of providing all kinds of services in the education system of the adult population contributes to Denmark's high achievements in economic development. Higher education establishments of this country give an opportunity to get not only education but also knowledge that will be useful not only for the graduate but also for the whole country. Key words: adult education, Hungary, Denmark, Association of adult education enterprises, non-formal education, formal education, vocational education, non-vocational education.