TRENDS OF DEVELOPMENT OF THE SYSTEM OF ADULT PROFESSIONAL EDUCATION IN ENGLAND

Introduction. In Ukraine in the conditions of social and economic difficulty the system of adult education also found oneself in the crisis state. That is why educational establishments, as well as before provide adult education in our country cannot valuably execute their own functions. The analysis of English experience testifies to the urgent necessity of acceptance of wide approach in relation to the concept «adult education», confession and revival of informal educational establishments which will enable to change formal and informal educational activity and thus to answer different social, cultural, economic, moral, civil necessities of a man. Purpose. The purpose of the article is retrospective analyses of English experience of adult education system development taking into account the possibilities of the subsequent use of leading directions of development of the noted system in Ukrainian educational management. Results. Utterly important is taking away from the extreme forms of centralization in the management of adult educational system, administrative freedom in making decision on local and regional levels. The necessity of decentralization of administrative functions in the system of Ukrainian education becomes firmly established by the Law of Ukraine «About Education» (1991), and that is why can do supposition, that this tendency will be continued in a future law «About adult education». English experience of the management of the system of adult education specifies on that it follows to avoid extremes and search an optimum model at which in obedience to certain parameters the system of adult education will decentralize, and after other – centralized. The revision of financing of the system of adult education needs separate attention: an increase of volumes of the state investing with the purpose of creation of effective mechanism of financial stimulation (especially for the marginalized groups of population), active bringing in of an additional alternative funding sources (private enterprises, business structures, public and eleemosynary organizations, etc.). Thus it should be noticed about the threat of surplus commercialization of adult education, by the result there can appear the limited economic aims of employers (especially in a case with private companies) and ignoring of general and cultural necessities of adults. Ukrainian formal system of adult education needs native reorganization of its structure with the purpose of greater flexibility grant. Nowadays modern system reminds a static and inflexible structure which has the initial and eventual terms of education, fixed curriculum, class schedule, that, to our opinion, is oriented in a greater degree on a traditional student; educational necessities of an adult look out as second-rate. Conclusion. In particular, it follows to take into account that adult students hope to get knowledge which it is possible to apply practically at once, and that is why it is expedient maximally to adapt a curriculum to the concrete educational necessities of adults. Conception of lifelong adult education automatically extends the scopes of education reception from minimum possible to indefinite that fully answers the features of adult education. The important condition of flexibility, that it is brightly represented in England by the system of accumulation and translation of test units, modular education, compatible national qualifying scales, there is possibility stage-by-stage, by parts to obtain the desired specialty and, of own will, it is easy to adapt oneself within the limits of the educational system without the loss of educational rates.