The dissertation provides the holistic overview of the adult education development trends in the EU countries in the second half of the 20th century – at the beginning of the 21st century, taking into account relevant social, economic, cultural and pedagogical conditions. The formulated trends, determining the functioning of adult education as a separate segment and the organic component of the system of continuous education, have made it possible to actualize the constructive European experience, to outline the possibilities of its implementation in the national adult education system.
It is revealed that objective external factors and subjective internal ones influence the educational segment of adult learning. It is proved that a significant change in the general paradigm of education shifts the emphasis from a purely knowledgeable approach to the personality, proclaiming the uniqueness of each adult learner and the need to create conditions for their self-development, self-improvement and self-expression, which should contribute to their professional formation and provide better career opportunities.
The analysis of scientific works, the synthesis of theoretical foundations of the study made it possible to clarify the essence and content of the basic concepts related to the scientific research.
It has been established that the adult education became especially relevant in the second half of the 20th century, which was facilitated by the formulation of the basic andragogical principles and the identification of basic concepts of adult education. Pedagogical discussion proves that the main views of European and national researchers coincide, while some detailed approaches to the methodological principles of the functioning of adult education, goals and objectives may vary, depending on the needs and characteristics of the society where they are formulated.
It has been determined that the tasks of adult education are directly dependent on the needs of the economy and the public consciousness of the population. A developing economy requires the careful and rapid formation of professional skills for adult citizens, whereas a developed economic system has the priority to advance a conscious and active society member capable of making decisions, optimizing their own education and maintaining an active style of social cohabitation. The highest level of development in the goals of adult education is the need for humanization in the society.
The synthesis and analysis of legislative initiatives in the field of adult education made it possible to distinguish their level division into global, continental, regional and national legal acts; to draw a conclusion on the impact of state and interstate policies on the development of adult education during the described chronological period; to certify the incorporation of the legal documents ratified at the level of the European Union in the formation of the national law-making base of adult education, and therefore in the general legal field in all EU countries.
The study of the legal field of adult education, the tracing of the genesis and the justification of the historical progress of adult learning contributed to the identification of the main periods of adult education development in the European Union in the second half of the 20th – at the beginning of the 21st century and made it possible to identify the leading trends in each of these periods. Different three stages of development of adult education in the EU within the specified chronological limits have been singled out.
During the scientific research, the constructive experience of the EU on the organization of adult learning was updated, the appropriateness and directions of its implementation in the Ukrainian educational space were outlined. It has been proved that the organization of law-making policies in the field of adult education is a necessary element for the development of an effective system of continuing education in Ukraine. The Law on Adult Education, which will enable the actual functioning of all forms of adult education in the Ukrainian educational space, needs to be implemented.
The thesis represents the positive results of a survey covering the adult Ukrainian population of various age, social, professional and gender groups: it demonstrates the awareness of the importance of adult education in the country, reveals the motives for education, the diversification of the forms, possibilities and obstacles for acquiring new knowledge by Ukrainian adults. The mathematical analysis of the survey proves that adult education today is an integral part of the Ukrainians’ life who have enough information and motivation to participate in lifelong education.
