Dernova M. Andragogical model of professional training in higher education institutions of the European Union.

The dissertation presents the results of holistic analysis of andragogical principles of professional training in HEIs in Great Britain, Italy, the Netherlands, Germany and France. Higher professional education in the European Union is delivered in the context of lifelong learning strategy, which recognizes higher education as a key factor in achieving sustainable development, a mechanism for accessing lifelong learning, training qualified personnel, supporting responsible citizenship. European HEIs pursue a policy of widening participation for adults of all ages, prior education and professional needs, offer individual training programs, introduce innovative forms to make learning open and flexible. The methodological basics of professional training in European HEIs have been characterized. Categories and concepts of andragogical knowledge (andragogic approach, andragogy, adulthood, andragogical principles, andragogical model, adult student, educator for adults) and professional training (higher professional education, HEI, distance learning, blended learning and work-based learning) have been defined. The andragogical approach is considered as a fundamental methodological approach in professional training in European higher education. Modern theories of adult learning have been identified and characterized, including theories of self-directed, transformative, experiential and context learning. The current state of professional training in Ukrainian higher education institutions has been analised. Scientific and methodical recommendations on creative implementation of those ideas in Ukrainian system of higher education have been formulated.