MAIN CONSTITUENTS OF NON-FORMAL ADULT EDUCATION IN FINLAND

Introduction. History of Finnish non-formal or liberal adult education has its complex and multilevel nature and own way of development and recognition. Liberal education is the main driver of sustainable economic development as well as personal development at different stages of information age. It is provided in folk high schools, educational centers, education associations, institutes of physical training, education circles, preparatory courses and summer universities. The existence of non-formal adult education institutes proves that there is extensive demand for such approach in the sphere of adult education. Adults are actively engaged in non-formal learning opportunities for the future development of democracy to prevent social exclusion and encourage active citizenship. Purpose. Reveal the constituents of Finnish non-formal adult education and the peculiarities of their interaction. Make analysis of functioning of non-formal adult education institutes. Define the basic principles of validation. Results. Public institutions, private and public organizations have developed and are using methods and procedures for assessment and recognition academic achievements of adults received beyond the system of formal education. The validation has become a daily reality for Finnish adults. Non-formal adult education has significant political support from the Finnish government. The analysis of the Finnish experience on recognition the results of non-formal adult education and its positive ideas can be very valuable and helpful for introducing and improving the standards of certification and validation into Ukrainian educational environment. The main constituents of Finnish non-formal adult education as main factors of transformation, democratization, vanguard thinking and modernization are defined. Particularly promising is the study of teaching training in the sphere of adult education as one of the most significant factor of successful existence of non-formal adult education. The main advantage of the Finnish concept of non-formal adult education is awareness of social equality especially in status, rights, and learning opportunities of adult students. Originality. Validation the results and achievements beyond the system of formal education proved to be the most significant factor and the main constituent in the system of non-formal adult education. The training of high-quality teachers is an equally important constituent of the non-formal adult education and plays a key role in improving the quality of adult education. Liberal adult education recognizes its own responsibility for both maintaining and improving the professional skills and knowledge as well as supporting better learning opportunities for adult students. Conclusion. Analysis of main components of non-formal adult education allowed us to make the following conclusions: Finnish non-formal adult education is an important component of lifelong learning and has great potential for development the society, state and personality; the institutes of non-formal adult education are the main components of the system of non-formal education and provide equal learning opportunities for the entire adult population; the Finnish experience of recognition the results of non-formal adult education proves that it is going to be an instrument for updating social and professional skills of the adult students; one more component and other key to Finnish educational success of non-formal adult education is intensive teacher training. Finnish non-formal adult education is the main driver of sustainable economic development as well as personal development at different stages of information age.