Законодавче забезпечення освіти дорослих в Україні та Великій Британії у ХХ ст.

Abstract

Резюме. Метою статті є розгляд законодавчого забезпечення освіти дорослих в Україні та Великій Британії у ХХ ст. У статті використано методи дослідження: теоретичні (аналіз філософської, педагогічної, психологічної літератури); інтерпретаційно-аналітичний метод; метод порівняльно-історичного аналізу. З метою виявлення подібних і відмінних ознак в системі освіти дорослих, її законодавчого забезпечення у Великій Британії України зроблено порівняльний аналіз нормативно-правових документів з проблеми становлення і розвитку освіти дорослих. Розглянуто, як відбувався розвиток освіти дорослих в Україні в ХХ ст. порівняно з Великою Британією.

Abstract. The purpose of the article is to consider the legislative support for adult education in Ukraine and the United Kingdom in the twentieth century. The article uses the following research methods such as: theoretical (analysis of philosophical, pedagogical, psychological literature); interpretive-analytical method; method of comparative-historical analysis. In order to identify similar and distinctive features in the adult education system, its legislative support of Ukraine in the UK made a comparative analysis of regulatory documents on the problem of the formation and development of adult education. Adult education in the twentieth century is developing significantly in the UK. A number of laws contributed to changing the structure of adult education management, the correlation between centralization and decentralization of adult education management. In this period, the UK provides the introduction of: mentoring – the introduction of a mentor-teacher position in schools for 2–3 years; Individual Professional Development Plan for Beginner Teacher training of mentor and teacher-beginner. We consider the educational support program for a teacherbeginner (entering into a profession) as an intermediate stage between teacher training and professional development programs in the workplace as a productive idea that will facilitate the modernization of teacher training that needs to be implemented in Ukraine – whether to introduce mentoring or educational internship institution that will allow to form their own professional style in the pedagogical team by integrating into professional activities. It is considered how the development of adult education in Ukraine in the twentieth century took place comparing to that in Great Britain. It is concluded that the development of adult education took place at the state level in the twentieth century in Ukraine, as well as in the UK. Strengthening the development of adult education in the twentieth century in the UK, is due to improved production, due to an increase in the level of the scientific-technological progress in enterprises. Legislation and regulations were adopted, which contributed to the improvement of the adult education management structure. It is worthwhile that in this period of time in the UK, implementation is envisaged: mentoring; Individual Professional Development, Plan for Beginner Teacher, mentor and teacher-beginner training. We consider the program of support for a beginner teacher (entry into a profession) that promotes the modernization of teacher training as a productive idea that needs to be implemented in Ukraine. It may be a positive introduction of the Institute of mentoring or pedagogical internship, which will allow the teacher to form his own professional style in the pedagogical team through integration into professional activities.