Sytnyk O. Modern adult education development trends in Ireland

The thesis deals with an integral analysis of the problem of the adult education development in Ireland. The central purpose of this research is to highlight the nature, place and role of adult education in the educational system of Irish Republic and to investigate modern adult education development trends. In order to do so, a general overview of the historical adult education development is presented. It has been theoretically grounded by the four periods of adult education development in Ireland: 1) I period – (1930 – 1973) – adult education conception on the basis of vocational education; 2) II period – (1973 – 1989) – adult education development as a separate educational branch; 3) III period – (1989 – 2013) – adult education integration and access to the international level; 4) IV period – (2013 – nowadays) – adult education modernization according to the knowledge society requirements. On the basis of historical research the adult education trends are formed. They are the trend of increasing adult education popularity in the way of expansion in the number of training services for adult students; the trend of modern approach development and basic adult education component innovation; the trend of adult education development in the way of European integration. The author has characterized the semantic meaning of the key category of research «adult education» as a complex phenomenon. The concepts of basic adult education, continuing education, adult literacy, community education are also discussed. New documents, reports, ideas, and statements relating to Irish adult education development have been introduced into scientific usage. The nature of adult education and training in the Republic of Ireland is fully examined. The various ways and forms of adult education that can affect the adult education development are mentioned. The author has presented the main training programmes and characterized their specific features, arranging them into different groups. The educational establishments that introduce adult education are determined. The different models of adult education are also highlighted. The thesis shows the broad-ranging outcomes from adult education development and names the key modern trends of the adult education sector in Ireland. They are adult education community partnership; community education; syllabus and teaching method upgrading; adult training programme innovations; national programme integration towards European educational environment participation. Adult education in modern Ukraine is described; Ukrainian adult education development trends are analyzed. In conclusion the author has formulated the important recommendations of creative using the constructive ideas of Irish experience in the conditions of Ukrainian adult education integration into the global educational environment.