In the thesis the integral systematic comparative and pedagogical analysis of the problem of adult vocational education in the countries of Central and Eastern Europe has been executed. The genesis of adult vocational education in the studied countries has been traced, the determinants and the main stages of its development have been outlined and highlighted. The current trends in the development of adult vocational education in the studied countries (decentralization of the management system; individualization of adult vocational education; reduction of the role and importance of formal vocational education institutions; development of the idea of inclusive education in the adult vocational education system; humanization of adult vocational education, the use of interactive and innovative methods of adult education, borrowing forms and methods of teaching professional business technologies and some others), which actualize the social need for effective professional training and retraining, necessitate modernization of adult vocational education in the context of the modern labour market, have been analyzed.
Systems of adult vocational education in two groups of countries – a group of Central European countries (Germany, Slovakia, the Czech Republic, Poland, etc.) and a group of Eastern European countries (Romania, Bulgaria, etc.) – have been characterized. Common and different features in the development of adult vocational education have been revealed. It has been proved that the system of vocational education of adults in Central and Eastern Europe covers a set of interrelated components: theoretical and methodological, regulatory, managerial, socio-economic, institutional, strategic, target, organizational, content-technological, diagnostic-effective. The system operates on three levels – state, institutional and personal. It is aimed at the development of a holistic personality, the formation of professional competencies of students taking into account the needs of the modern labor market. The system of vocational education of adults in Central and Eastern Europe combines formal, non-formal and informal forms.
The efficiency and quality of adult vocational education in Central and Eastern Europe is ensured by decentralization of the management system; autonomy of vocational education institutions for adults; diversification of vocational training programs; transformation of the content of education taking into account the requirements of the labor market; observance of general didactic and specific principles of education organization; the use of innovative teaching methods and technologies based on business training; high level of information and technological support; effective tools for assessing, recognizing and certifying the learning outcomes of adult learners; career-oriented practical training; focus on the advanced development of the learning process; active cooperation with employers and stakeholders.
The peculiarities of practical training of adults in the system of vocational education have been revealed, namely consistency and constant improvement of the content of vocational education in accordance with modern socio-economic requirements; high level of activity and independence of adult students; high level of material, technical and educational potential of vocational education institutions combination of theoretical and practical methods of training; harmonious integration of formal, non-formal and informal education. The features of practical training of students in the system of adult vocational education in Central and Eastern Europe are the following: diversification of the duration of practical training; high ratio of practical to theoretical classes; variety of practices in accordance with specialties; interdisciplinarity and integration of practice.
A comparative and pedagogical analysis of adult vocational education systems in Ukraine and Central and Eastern Europe has been carried out. It showed the existence of common (focus on integration into the global educational space; the desire to improve the system of adult vocational education based on harmonization of national traditions with world requirements and standards; the need to reform the system of adult vocational education in accordance with the requirements of society, economy and modern labor market, etc.) and different approaches.
