Abstract:

Continuous training of a person involves the professional development of an individual, which reflects the process of his preparation for work or retraining in the event of a change of profession, as well as professional development in order to deepen professional knowledge and expand professional skills.

On the basis of a comparative analysis of the development of adult education and their continuing education in Great Britain and Ukraine, similar approaches to the organization of professional training of the adult population and features of the development of adult education have been identified, and on this basis, progressive ideas of the British experience on the outlined problem have been identified.

We believe that in order to implement state policy in the field of adult education in Ukraine, it is expedient to implement the progressive ideas of the British experience in adult education outlined by us in the organization of the educational process of education of the adult population of Ukraine and to determine the directions of their creative implementation in Ukraine.

It has been proven that one of the ways to solve the problem of improving continuous education in the conditions of Ukraine's integration into the European and world educational space, rapid processes of globalization and internationalization, ensuring the mobility of human capital, and the development of the information society is not only turning to the best examples of domestic pedagogical science, but and taking into account the general trends of the European experience of adult education throughout life, the results of international research, progressive ideas of foreign experience. In this context, the study of Great Britain's experience in building a system of continuous education is of great interest and can become an important source of comprehensive understanding and creative use of its positive ideas.

Keywords: continuous education, Ukraine, Great Britain, progressive ideas, adult education.

References:

1. Honcharenko, S. U. (1993). Sotsialʹnopedahohichni problemy rozbudovy ukrayinsʹkoyi shkoly. [Social and pedagogical problems of the development of the Ukrainian school]. Kyiv.

2. Kovalenko, S. M. (2015). Osoblyvosti suchasnykh reform shchodo rehulyuvannya osvity doroslykh v Anhliyi. [Peculiarities of modern reforms regarding the regulation of adult education in England]. Sumy.

3. Lazorenko, O. (2011). Filosofiya osvity doroslykh v konteksti praktychnoyi paradyhmy pozhyttyevoho navchannya: yevropeysʹkyy pryklad dlya Ukrayiny. [Philosophy of adult education in the context of the practical paradigm of lifelong learning: a European example for Ukraine]. Kyiv.

4. Lukʺyanova, L. B. (2011). Kontseptsiya osvity doroslykh v Ukrayini. [The concept of adult education in Ukraine]. Nizhyn.

5. Mishchenko, S. O. (2010). Zarubizhnyy dosvid ta vitchyznyani aktualitety orhanizatsiyi neperervnoyi osvity. [Foreign experience and domestic current affairs of the organization of continuing education]. Kyiv.

6. Oliynyk, V. V. (2002). Upravlinnya rozvytkom systemy pidvyshchennya kvalifikatsiyi pedahohichnykh pratsivnykiv profesiynotekhnichnoyi osvity. [Management of the development of the system of professional development of pedagogical workers in vocational and technical education]. Kyiv.

7. TurkoЄ, F. M. (2001). Osoblyvosti dystantsiynoho navchannya v haluzi pidvyshchennya kvalifikatsiyi kadriv. [Peculiarities of distance learning in the field of professional development of personnel]. Kyiv.

8. Finikov, T. V., Sharov O. I., Shchepetylʹnykova, YE. YE., Smyrnov, O. O., Lotaryev, A. H. (2014). Mobilʹnistʹ naukovo-pedahohichnoho personalu. [Mobility of research and teaching staff]. Kyiv.

9. Yakubenko, V. Berlinh, R. (2011). Problemy ta perspektyvy rozvytku osvity doroslykh v Ukrayini. [Problems and prospects for the development of adult education in Ukraine]. Kyiv.