HISTORICAL-AND-THEORETICAL BASIS OF NON-FORMAL ADULT EDUCATION

Introduction. It has been determined that over the past decade the system of generation and transfer of knowledge has cardinally changed, and its amount increased repeatedly. Now about 5% of theoretical and 20% of professional knowledge is updated annually. Thus today it is impossible to train a person for lifelong professional activities even during 5 or 6 years. Thereafter, we come to the unconditional conclusion that lifelong education becomes a reality and a necessity for a successful modern adult. Purpose. The analysis of the main documents that have contributed to the formation of non-formal adult education in the world and in Ukraine, and which determine its current state and prospects of development. Results. Work on studying the question of lifelong learning began to be produced in Europe since 1972 and was related to the foundation of International Council for Adult Education and the introduction of UNESCO concept of «lifelong education». A further problem solution took place on: World Conference on Education for All (Jomtien, Thailand, 1990); Organization for Economic Co-operation and Development (OECD) meeting; Fifth International Conference on Adult Education (Hamburg, Germany, 1997); Lisbon European Council (Portugal, 2000), The World Education Forum (Dakar, Senegal, 2000), Fifth International Conference on Adult Education (CONFINTEA-V) (Sofia, Bulgaria, 2002), The World Education Forum (Incheon, Republic of Korea, 2015), IX International Council for Adult Education World Assembly (Montreal, Canada). It has been stated that an enormous potential for the development and formation of the lifelong learning is set in UNESCO's Medium-Term Strategy for 2014-2021. Within it, UNESCO is to promote expanded access to learning opportunities throughout the life cycle; seek to ensure that education and learning systems are inclusive; provide technical support for the development of education sub-sectors; expand innovative learning opportunities, particularly through the use of ICTs in education, etc. Originality. For the first time the scientific events and the documentation, that is the basis of formation and development of non-formal adult education in the world and in Ukraine, have been summarized and analyzed in detail. Conclusion. Today, the problem of adult education has global relevance, important political, economic and social value, and thus is actively developing. A detailed analysis of the documents allows to suggest that in several decades non-formal adult education will become the dominant element in the lifelong education system of Ukraine.