Keyword: «adult education»

The article examines the reasons that motivate people to pursue education in adulthood and the factors influencing the choice of a particular online learning format. It discusses modern concepts and approaches in domestic andragogy, the characteristics of adult learners, and current trends in online adult education. The article also analyzes the reasons for the low activity of the adult population in using internet technologies for educational purposes.

The relevance of the issue presented in this article is determined by the need to ensure continuing professional development of teachers in today's dynamic environment, including that through building a horizontal career based on the development of new competences. The aim of the article is to identify and characterize the key didactic aspects of educational activities carried out by institutions of continuing professional pedagogical education (approaches to content selection for curricula, optimal forms and teaching methods) aimed at developing teachers’ expert competences. The results presented in the article are based on monitoring the level of participation of teaching staff in the Tyumen Region in various types of expert activities, as well as on an analysis of scientific literature and the practical experience of continuing professional education institutions. The study substantiates the conclusion that special training for participation in pedagogical expertise is necessary and should be implemented through professional development programs followed by systematic professional support. The article analyzes scholarly approaches to defining the core concepts of expertise, pedagogical expertise, horizontal career development, and didactic aspects of adult learning. The specific features of different types of expertise and the set of competences required for their effective implementation are described. The research demonstrates the importance of using educational methods, techniques, and training formats that primarily contribute to the development of communicative and reflective competences, as well as to the application of systemic activity-based and personalized approaches in organizing educational work. An individual educational trajectory that integrates expert activities contributes to the expansion of professional communication through expert communities and the exchange of best practices, which ultimately ensures the quality of professional performance. The materials presented in the article may be used in the system of continuing professional education and in teacher training universities for designing educational programs, program modules, and practical training sessions, since students are also involved in expert activities as members of juries for competitions, Olympiads, and examinations, which requires specific knowledge and skills.

The article is devoted to the issue of lifelong learning as one of the system-forming factors of the educational system – both at the level of an individual country and within the global educational community. Lifelong learning is a domain that constitutes a significant part of the educational system and, at the same time, has its own regulatory mechanisms and features specific to adult education. As a fundamental principle of modern educational policy, lifelong learning has undergone considerable transformations under the influence of globalisation processes, scientific and technological progress, and evolving socioeconomic realities. Today, continuous education is recognised as one of the most important components of every individual’s education – a necessity driven by globalisation and modern technologies. On the other hand, lifelong learning is a dynamic and evolving field which potential has a decisive impact on achieving the goals of sustainable development in education in the 21st century. The relevance of research in the field of lifelong learning in Asian countries stems from the fact that, as a significant cluster of the global economy, the region is actively exploring the potential, mechanisms, and prospects for developing educational models in the area of lifelong learning. The authors’ aim in this study is to analyse the accumulated experience in lifelong learning in China and several countries of the Asian region, to identify the key characteristics, driving forces, achievements, and challenges inherent to this model, to assess its advantages and disadvantages as well as to examine its impact on professional development and adaptation to the rapidly changing conditions of the global labour market. Using combined methods of analysis and comparison, as well as the relational method of paired cooccurrence of keywords, the authors examine the work of internationally oriented organisations (ASEM and PASCAL), which foundational documents have served as de facto regulators in the field of lifelong learning in several countries in Asia and Europe. Based on an analysis of intergovernmental, national, and regional policies in this area, the authors present their conclusions on the current state of lifelong learning in the region. The article also identifies the dominant aspects in the development of lifelong learning in China as well as in several other countries in the region. The authors analyse the particularly interesting phenomenon of “learning cities” from the perspective of adult learning methodologies. The unique characteristics of the region – including the use of cultural heritage to foster national identity and develop a harmonious personality, rooted in the collectivist philosophy of the countries involved – make this research valuable in terms of its theoretical significance and the prospects for practical application.

The discourse on personnel management within the Russian Ministry of Internal Affairs simultaneously presents the concepts of "professional culture" and "corporate culture," embodying different concepts for organizing value-based, educational practices. Insufficient reflection on the ontology of both concepts hinders the full implementation of the overarching goal of managers and HR departments–the moral and psychological support of the internal affairs agencies. This study aims to identify the essence of the activities defined by these concepts, reveal the potential of these concepts, and assess the risks of their implementation. It draws on the philosophy of tradition, a humanitarian-anthropological approach, and adult education theory, embodying the principle of system, fractal theory, and the potential of the service team. The study utilized theoretical and methodological analyses of scholarly works in the fields of cultural studies, sociology of labor, anthropology of professions, and vocational education, as well as genetic and comparative methods, synthesis, analogy, and content analysis. It has been found that the full performance of police duties requires long-term personal and professional development, which emphasizes the need for professional education, including the assimilation of national cultural values. This determines the potential for its development: only an employee who has taken on the values of other-dominance and loyalty to the people and homeland can endure the burdens and hardships of service. The reality described by the concept of developing a corporate culture is based on an economically centric model of social existence and presupposes horizontal professional mobility, that is a sequence of assimilation of company norms and values by an employee, commitment to a particular organization, and loyalty to its management. Developing a corporate culture as a goal can be justified by the need to correct the professional behavior of employees in a specific department. Its potential lies in the availability of algorithms and techniques, tested by Western specialists, for developing and implementing values and rules of behavior that determine the success of an enterprise. Risks in both cases include a formalistic approach, a lack of andragogical competence among authorized persons, and insufficient efforts to actualize the educational potential of the service team. The author identifies the potential and risks of implementing these concepts, as well as the essence of these phenomena, and presents the results of their historical, genetic, and comparative analysis. The research findings can be used as a basis for selecting conceptual foundations for designing human resources work.