Abstract:

The article describes the organization of adult education in certain foreign countries: France and Belgium.

Adult education in France is significantly different from adult education in –other European countries, in that a significant role in its organization and financing belongs to the state, the French Ministry of National Education, and regional education authorities. The country has a detailed system of legal acts, an important aspect of which is the relationship between the state, entrepreneurs and citizens.

Adult education in France is considered, which is significantly different from adult education in other European countries. The role of GRETA organizations, which represent the main structure aimed at ensuring professional training of the adult population and increasing the competitiveness of specialists on a global scale, is shown. GRETA offers educational programs that are aimed at individual requests of different segments of the population, complex or disciplinary.

The features of adult education in Belgium are shown, where adult education uses an individual approach, is based on the principles of andragogy, and takes into account internal motivational processes in individuals.

The main tasks of the educational process of the adult population of Belgium are the formation of communication and basic skills, the application of acquired knowledge to solve problems of daily life, the development of independence in decision-making and interest in activities that contribute to the development of imagination and imaginative thinking. Teachers of the adult population are subject to strict requirements, which are prescribed in the «Profile of a Literacy Teacher» collection. The problems of the prerequisites for the emergence of functional illiteracy in the adult population have been studied.

Keywords: adult education, foreign countries: France, Belgium, GRETA, individual approach, andragogy.

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