The thesis analyzes the development of adult education in France. On the base of the research the author suggests considering the development of adult educational process through historical, political, social and economic events in the country, identifying specific periods, which are clearly defined: I. The period of revolutionary changes in education and formation of adult education (1789-1870). It is characterized by radical changes in society, which led to the elimination of obsolete social system and approval of new and progressive one. II. The period of revolutionary development of adult education (1870-1918). It is marked by significant breakthrough in the development of vocational adult education and understanding of the urge to prepare the new elite of the society. III. The period of egalitarisation and social assistance in adult education (1919-1958), during which convergence of popular and elite schools occurred; IV. The period of institutionalization of adult education (1960 - continues up to now), which is determined by rapid political and cultural ascents and high-grade internal changes in adult education. Emphasis on continuity and direct connection of education and social processes is elucidated. The importance of adult education in France at the present stage as a whole, and its institutional maintenance at national, regional and local levels in particular, are defined on the basis of the analysis. Philosophical, psychological and pedagogical principles of its organization are outlined. The meanings of such key notions as "adult education", "development of adult education", "andragogy", "industrial gerontology", "adult learner", "motivation" (work, learning, achievement), "barrier" and others have been specified. French adult education sectors that are currently most popular are characterized. The importance of adult education as a vital component of the European Commission's lifelong learning policy is defined. Special attention is paid to the human resource policy and importance of keeping aging human capital in the life's mainstream. Concept of adult education in France has been revealed. Scientific ideas about the aim, theoretical and practical approaches, trends, principles, guidelines and forms of adult education in France are elucidated. Analytical approach to adult education as a system is given. A view at the Ukrainian case is made. EU's and Ukraine's social policy on adult education is defined. It proclaims following priority statements: implementation of lifelong learning and mobility in reality; increasing access to education for all; improving the quality and efficiency of the adult learning system; promoting equity, social cohesion and active citizenship through participation in social and cultural learning for personal development; enhancing creativity and innovation of adults and their learning environments; improving and monitoring the knowledge base. Legislative support for adult education and government policy on adult education in Ukraine has been studied. The research focuses on the link between educational background and the work-related career through the whole lifespan, the so called extended educational career as a core component of adult education model. The traditional "lifetime" education no longer works in contemporary society as well as lifelong employment. The ability to lifetime mobility and education across the life course, managing one's own career, commitment to lifelong self-improvement, updating and/or gaining new skills and experience is essential for workers at any age. Moreover, in some cases adult education is regarded as "active and productive ageing" nowadays. Special attention is paid to changes and continuity of learning in adult life in connection with social processes as the basis of any modern democratic society. The research supports the idea that adults (older workers or ageing workers) still have the capacity to keep on making contributions at work. Recommendations as for the use of French adult education system experience have been suggested for the implementation in Ukrainian educational system. The recommendations have been given at the legislation, administrative, organizational, and methodological levels. If taken, the recommended steps may contribute to raising the quality of adult education in Ukraine.
