INFORMAL EDUCATION SYSTEM: EUROPEAN EXPERIENCE AND UKRAINIAN PRACTICE

Introduction. Continuous education or lifelong education is one of the priority factors of personal self- development. Continuity in the educational context is a principle of adult learning and a consequence of a quality educational process for students. Over the past 5 years, the system of transmitting and receiving knowledge has changed radically, and its volume is growing daily. The purpose of the article is to analyze the theoretical and methodological aspects of the need for the implementation and functioning of the non-formal education system in Ukraine. In accordance with the specified goal, the following tasks are set in the article: • distinguishing the essence of the concepts «informal», «formal» and «informal» education; • analysis of local and foreign research on non-formal education; • determination of methods, forms and motives for systematic non-formal education of adults. Methods. The following theoretical and cognitive methods were used for the purpose realization – analysis and generalization of scientific literature, comparison, synthesis, systematization and generalization of the studied information. Results. The results of the research given in the article indicate that at the time of development of the Concept and Program for the development of the life-long education system in Ukraine, additional key points are needed. Defining models for assessment and recognition of prior learning. Linking national models for the recognition of prior learning to the European qualifications framework. Creation of criteria and mechanisms for recognition and approval of non-formal types of education in educational and professional activities. Determination of basic skills and key competencies. Reducing significant differences with EU countries in the main areas of skills and key competences. The rapid development of informal education and the lack of systematicity of the phenomenon both at the national legislation and at the local level. Lifelong learning at the national level should be defined as a fully fledged educational field with due attention to quality control and ensuring the recognition of diverse forms of education. Originality. The practical significance of the article lies in the fact that the research materials can be used by scientists and teachers for further organizational and infrastructural support of informal education, bringing it out of chaos into a coherent and effective system. In further research, we will determine the advantages and disadvantages of non-formal education during martial law; outline the list of resources that are most often used by teachers in the system of non-formal education; distinguish the essence of the concepts «informal education», «open education» and «self-education». Conclusion. The rapid development of non-formal education and the accompanying lack of systematization of non-formal education both at the national legislative and local levels indicate the need to determine its legal status in the educational field with due attention to quality control and verification and ensuring the recognition of various forms of education.