NATIONAL AVIATION UNIVERSITY

Institute of economics and management

Department of management of IBA

Home work

on “Personnel management”

“Essence of continuous education concept”

Overchuk Anastasiia

Student of the group FTML 318

Supervisor Kyrylenko O.M.

Kyiv – 2019
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CONTENT

Introduction………………………………………………………………………………..3

Part 1. History of continuing education…………………………………………………...5

1.1 Ukrainian contribution into continuing education…………………………………….5

1.2 The emergence of the idea of continuing education…………………………………..7

1.3 Laws and institutions that had impact on development of continuous education……10

Part 2. Concept of continuous education………………………………………………...13

2.1 Definition of continuing education…………………………………………………..13

2.2 Continuous education: its tasks, principles and development………………………..15

2.3 Benefits of continuous education…………………………………………………….22

Conclusions………………………………………………………………………………28

References………………………………………………………………………………..31
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INTRODUCTION

The current level of socio-economic development, the rapid pace of the scientific and
technological revolution, and the intensive growth of the flow of information have become a
prerequisite for the formation of a whole range of requirements for a personality that is
constantly changing.

In the twenty-first century education faced certain historical challenges, in particular the
need to find rational schemes for the correlation between the avalanche-like development of
knowledge, high technologies and the ability of man to creatively master them.

At the same time, the information society changes the role of education in the process of
formation and development of personality. Its current task is to ensure universal access to various
forms of continuing education in order to obtain and update the key and professional
competencies of the individual whose list meets the requirements of the present. As we see, it is
the peculiarities of modern development societies put forward new demands on the personality,
its mobility and competence, accordingly, modernity requires a person who is continuously
learning.

It should be noted that Ukrainian scientists joined the development of the concept of
continuing education only at the stage of its implementation in world theory and practice.
Consequently, continuous education should become a priority and a leading direction in the
strategy of education development in Ukraine. Its progressiveness and priority today are
indisputable, the idea of continuing education implies a radical rethinking the concept of modern
education, the restructuring of its system (structures, forms, content, methods, etc.), the
involvement of new sources and resources in the educational process.

Scientists believe that the principle of the functioning of the educational space is the
principle of the continuity of human education throughout its life. Moreover, continuous
education is not a coercion or luxury, but an urgent need.

However, the problem of developing the concept of continuing education in Ukraine is

insufficiently highlighted.

The problem of implementing the concept of continuing education in Ukraine is marked

by the acuteness associated with the transition of the state to market relations and a situation in
which professional flexibility and mobility are not reduced to only professional activity of a
person, but they appear both as social and as personal a problem that directly affects the
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education system. So from the first years the development of the national education system in the
program and regulatory documents actively emphasizes the importance and relevance of taking
into account the concept of lifelong learning.

The purpose of continuous education is the formation and development of personality in

the periods of its physical and socio-psychological maturation, prosperity and stabilization of
vital forces and abilities, as well as during aging of the organism, when the task of compensating
lost forces and opportunities is put to the fore.

The unity of the goals of continuous education and the specific tasks of each of its
branches are organically combined with its variability, the diversity of types of educational
institutions, pedagogical technologies and forms of state and public administration.

The object of the term paper is continuous education.

The subject of the term paper is the concept of continuous education and history of its
development.

The purpose of term paper was to define carefully what does the concept of continuous
education mean, where lays the background of this concept, who developed it in Ukraine and
abroad, which are types, principles and features, what is the main benefits of continuous
education.

The general theoretical questions concerning the implementation of various components

of continuing education are grounded in the works of such contemporary Ukrainian and foreign
scholars as N. Bibik, A. Vladislavlev, S. Goncharenko, N. Guzius, T. Desiatov, I. Zyazyun, G.
Kuznetsov, M. Lapenok, T. Markova, O. Pometun, O. Savchenko, V. Semichenko, S. Sysoev, M.
Sitnikova, T. Sorochan, T. Tkach, O. Tonkonga, K. Charnetsky, O. Chalyi, N. Shanidze, etc.
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PART 1. HISTORY OF CONTINUOUS EDUCATION

1.1 Ukrainian contribution into continuing education

The need for the transition from the principle of "education for life" to the principle of
"education throughout life" was pointed out by the great teacher K. D. Ushinsky, recommending
to the teacher, "constantly remember that he must transfer the student not only to one or another
knowledge, but also to develop in it the desire and ability to independently, without a teacher, to
acquire new knowledge. This ability ... should remain with the pupil and when his teacher leaves,
and gives the student a means to obtain useful knowledge not only from the books, but also from
the objects that surround him, from life events, from the history of his own soul. With such a
mental force, a person will learn all his life, which, of course, is one of the most important tasks
of any school teaching. "

Despite the fact that these theses are fundamental to the education of the subject for a
long time, today, at the time of informatization of society, they, of course, have become even
more relevant. At the time when lived D. Ushinsky, there was not yet an informational boom in
society, which today dominates both in epistemology and in economics, technology, and control
system - in almost all spheres of human existence.

It is known that knowledge is a multi-valued concept. Within the limits of didactics it can
be interpreted as understanding, preservation in memory, ability to reproduce basic scientific
facts and related laws, rules, conclusions and theoretical generalizations. Equally important is the
ability to use knowledge in practice, without it, in our opinion, it is impossible to achieve a high
level professionalism.

However, mastering the knowledge involves the implementation of an entire system of

learning cognitive actions, each of which is a condition for achieving a higher level of
understanding of the material being studied, the acquisition of practical skills and skills. And
although today the process of cognitive activity is ostensibly broadly investigated, the issue of
activation remains very relevant. [8]

This activity in the educational process of both higher and secondary educational
institutions. In order to be able to use knowledge in practice, not enough listening, perception of
information and its fixation. Everyone should be able to analyze the training information,
compare it with the known, select the necessary information for themselves, apply it in practice,
thus forming a way of professional activity. How active this intellectual and practical learning
process will be so effective will be the result of such activities. By itself, the result of knowledge
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leads to further human search for ways to deeper knowledge of the object and the creation of a
perfect creative gain. This process takes place throughout life and is an indispensable feature of
human progress.

Creating opportunities for the development of personality in a situation where the shaft of
unsystematic information always fell on the student's obligation to know everything, forced to
look for practical ways to get out of this situation. For this purpose, new organizational forms
and teaching methods are used in schools. Much depends on the school. It is clear why in recent
years a number of countries pay close attention to the problem of reading. Today, educators and
educators are concerned about reducing their numbers "Reading" people, and first of all -
students and students, which happened as a result of computerization. In essence, it turned out
that 15-year-old boys do not possess the skills of meaningful reading that is confirmation of the
fairness of the alarm today due to the sharp drop in the culture of reading. No wonder at the
Ukrainian Ministry of Education 22.08.08 the Minister of Education and Science stressed the
need to educate the culture of reading, as well as overcoming the freshman's fear of the library!

V.A. Bazhenov and L.E. Pelevin believe that continuing education at the state level
should take into account the realities of the present and provide some degree of protection for
students and students.

In the National Doctrine of the Development of Education of Ukraine in the XXI Century
it is determined that the state policy on continuing education is carried out in the light of world
trends in the development of education throughout life, socio-economic, technological and socio-
cultural changes.

Continuous education is realized by ensuring the continuity of the content and

coordination of educational activities at different levels of education, which are the continuation
of the previous and provide for preparation for possible subsequent levels; formation of the need
and ability of the individual to self-education; optimization of the system of retraining of
workers and improving their qualification (modernization of the system of postgraduate
education based on the relevant state standards); creation of integrated curricula and programs;
formation and development of scientific-production complexes of graduate training of
specialists; development and introduction of distance education; the establishment of a system of
educational institutions to provide adult education in accordance with the needs of the individual
and the labor market.
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The state carries out a forecast of volumes and areas of vocational training in educational
institutions of different types and forms of ownership, creates conditions for vocational training
of the unemployed, taking into account changes in the labor market.

A.C. Nikulin notes that the reform of education in Ukraine should become one of the
main factors in the functioning and development of post-graduate education, to open the
opportunity for each specialist to continuously deepen general and professional training, various
in fullness, individualized in time, flexible in form and volume. She emphasizes that in
connection with the development and implementation of a clear social policy aimed at improving
the state of the labor market, there needs to be improvement of the system of vocational training,
retraining, retraining and professional development of personnel, and the provision of mobility to
labor resources. There was a need to adapt the system of professional postgraduate education as
much as possible to the new conditions, to make it relevant, effective and effective in fulfilling
the following tasks: providing citizens of Ukraine with the opportunity to implement the
constitutional right to obtain professional qualifications in accordance with their vocations and
abilities, retraining and advanced training; to satisfy the current and future needs of the country
in skilled and competitive workers, employees, and academics; to promote the state policy of
employment of the population in the conditions of an unstable market economy. [2]

1.2 The emergence of the idea of continuing education

The notion of "information" in fundamental science, as is known, began to be used from

the middle of the twentieth century. This concept quickly became the status of the general
scientific category, they became widely used not only specialists in the field of cybernetics and
information transfer. On the fundamental and the philosophical significance of this concept was
pointed out by the founder of cybernetics N. Wiener. His words that the information - "this is not
matter and not energy, it's the third", have become prophetic. In most of the recent years,
information is considered not only as an important philosophical category, but also and how
extraordinary in its multiplicity phenomenon of physical reality. She is the pivot of the
development and interaction of all social structures. The information itself is the bearer of the
meaning of all the processes that are occur around, and awareness of the main role of
information has become the cause of the emergence of a new method of scientific knowledge. Its
essence lies in the fact that in the process of studying any object, processes or phenomena (in
nature and society), first of all, reveal and analyze the most informative aspects for them.

The idea of the continuity of education some researchers find in Aristotle, Socrates, Plato,
Confucius, Seneca, the source of which is the religious-philosophical ideas and the doctrine of
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the constant spiritual perfection of man. The forerunner of modern views on continuing
education is Y.A. Comenskiy, who noted that every age is suitable for studying and for a person
in life there is no other purpose other than teaching. Continuous education developed, on the one
hand, as a pedagogical concept, and on the other hand - as a phenomenon of practice. With the
industrial revolution of the XIX century related development of adult education as a consequence
of dynamic changes in science, technology, socio-economic relations.

For the first time, the concept of "continuing education" was presented at the UNESCO
Forum (1965) by the prominent theorist P. Langerland and caused a significant theoretical and
practical resonance. In the proposed P. Langrand interpretation of continuous education
embodies the humanistic idea: the center is all the educational principles of man, which should
create conditions for the full development of his abilities throughout life. The impetus for the
theory of lifelong learning was the global concept of "unity of the world", according to which all
structural parts of human civilization are interconnected and interdependent. At the same time,
man is the main value and the point of refraction of all processes taking place in the world. [6]

The basis for the theoretical and then practical development of the concept of continuing
education was the study of R. Davet, who identified 25 characteristics that characterize
continuous education. Their list contains the following principles:

 coverage of education throughout human life;

 understanding of the educational system as a holistic, which includes pre-school
education, basic, successive, repeated, parallel education, uniting and integrating
all its levels and forms;
 inclusion in the system of education, except for educational institutions and
centers of pre-training, formal, informal and non-institutional forms of education;
 horizontal integration: home - neighbors - local social sphere - society - world of
work - media - recreational, cultural, religious organizations, etc .;
 the connection between the subjects being studied; the connection between
various aspects of human development (physical, moral, intellectual, etc.) at
certain stages of life;
 vertical integration: the connection between separate stages of education -
preschool, school, post-school;
 between different levels and subjects at individual stages;
 between different social roles, realized by a person at separate stages of life;
 between different qualities of human development;
 Universality and democratic education;
 the possibility of creating alternative structures for education;
 coherence of general and vocational education; emphasis on self-governance;
 emphasis on self-education, self-education, self-esteem;
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 individualization of training;
 learning different generations (in family, society);
 expansion of the outlook;
 flexibility and variety of content, tools and techniques, time and place of study;
 dynamic approach to knowledge - the ability to assimilate new advances in
science;
 improvement of the ability to study; stimulating motivation for learning;
 creating the appropriate conditions and "atmosphere" for learning; realization of
creative and innovative approaches;
 facilitating the change of social roles in different periods of life;
 knowledge and development of its own system of values;
 support and improvement of the quality of individual and collective life through
personal, social and professional development;
 development of a society to be educated and educated; to learn to "become
someone";
 systematic principles for the whole educational process. [1]

These theoretical positions formed the basis for the reform of the national educational
systems in the world (in the USA, Japan, Germany, Great Britain, Canada, Eastern Europe and
the Third World).

The change in the role of education in modern society is determined by several

conceptual provisions:

1. The World Concept of Sustainable Development, based on respect for the life and
integrity of human and natural resources, and includes the fight against poverty,
gender equality, human rights, education for all, health and safety of life,
intercultural dialogue. We correlate certain provisions with the general directions
of social and pedagogical activity in Ukraine, which serves as confirmation of the
role of informal education precisely for future specialists in the social sphere;
2. The expansion of international cooperation and activities of international
organizations, which allowed the introduction of innovative educational
technologies (distance learning, non-formal learning) and strengthen the role of
public associations as providers of educational services;
3. The transition from the state model of education management to market
(competence and practice-oriented approaches in education) that affects
pedagogical goals and is determined by the adaptability of the population to social
changes and responsible attitude to life;
4. The concept of the region, which learns how to consolidate the efforts of various
educational providers and other stakeholders (local authorities, social institutions,
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employers, etc.) to build a human resource in two directions: (a) vocational

training, retraining, advanced training; b) providing functional literacy.

1.3 Laws and institutions that had impact on development of continuous education

N.G. Nichkola notes that the continuity of vocational education, as a global trend, is
formed in the second half of the XX century. It was during this period that the tendency towards
international cooperation in the field of vocational education intensified. First of all, we are
talking about the wide-ranging activities of the United Nations, UNESCO, and the International
Labor Organization (ILO), which adopted the documents on issues of vocational training of
different categories of the population:

 In 1962, the General Conference of the International Labor Organization at its

46th session adopted a Recommendation on vocational training. This document
clearly justifies the need for the continuity of vocational training, which is
accordingly enshrined in a specially formulated principle: learning is a process
that lasts throughout the work life of a person in accordance with its needs as an
individual and a member of society;
 in 1974, the General Conference of the United Nations Educational, Scientific and
Cultural Organization adopted Recommendations on vocational and technical
education;
 in 1975, the ILO General Conference adopted the Convention on Professional
Orientation and Training in the Field of Human Resources Development and the
Recommendation on Professional Orientation and Training in Human Resources;
 in 1976, the United Nations General Conference on Science, Education and
Culture adopted the Recommendations on the Development of Adult Education at
the 19th Conference;
 in 1989 the United Nations General Conference on Science, Education and
Culture adopted the Convention on Technical and Vocational Education;
 in 1997, the General Conference of UNBSO adopts resolutions on two programs
"Education for All Life-Time" and "Education Reform in the Prospect of
Education for Life";
 In 1999, the Second UNESCO International Congress on Technical and
Vocational Education "Lifelong Education and Lifelong Learning: A Road to the
Future" adopted the Recommendations to the Director-General of UNESCO on
"Technical and Vocational Education and Training: A View for the 21st Century".

In these and other documents of international organizations conceptualized, according to

Ukrainian scientists, approaches to solving problems of vocational education taking into account
 11

the trends in world economic development: "Given the need for new relationships between
education, labor life and society as a whole, technical and vocational education should exist as
part of the system of continuing education adapted to the needs of each country. "

A noticeable increase in attention to the problems of continuing education in many

foreign countries in the second half of the XX century. is due to the rapid development of the
scientific and technological revolution. After the Second World War, education policy in
industrialized countries, including those in Western Europe, was aimed at providing training and
improvement of production staff. In connection with this, various organizational and pedagogical
forms of continuing education beyond general education (for example, in the production of
various courses, schools, vocational training workshops, professional centers, as well as in
sectoral institutes of advanced training) have developed.

The analysis of the above mentioned documents of UNESCO, UN, ILO of conceptual
ideas predetermines the necessity of creative search for ways of their realization taking into
account the peculiarities of the development of education in the conditions of the market
economy in each country, the current and future needs of different sectors of the economy, the
results of predictive research aimed at revealing new knowledge, promising skills and concepts
that will meet the needs of increased mobility of resources in the 21st century.

The Chautauqua Institution, originally the Chautauqua Lake Sunday School Assembly,
was founded in 1874 "as an educational experiment in out-of-school, vacation learning. It was
successful and broadened almost immediately beyond courses for Sunday school teachers to
include academic subjects, music, art and physical education."

Cornell University was among higher education institutions that began offering
university-based continuing education, primarily to teachers, through extension courses in the
1870s. As noted in the Cornell Era of February 16, 1877, the university offered a "Tour of the
Great Lakes" program for "teachers and others" under the direction of Professor Theodore B.
Comstock, head of Cornell's department of geology. [12]

The University of Wisconsin–Madison began its continuing education program in 1907.

The New School for Social Research, founded in 1919, was initially devoted to adult
education. In 1969, Empire State College, a unit of the State University of New York, was the
first institution in the US to exclusively focus on providing higher education to adult learners. In
1976 the University of Florida created its own Division of Continuing Education and most
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courses were offered on evenings or weekends to accommodate the schedules of working

students.
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PART 2. CONCEPT OF CONTINUOUS EDUCATION

2.1 Definition of continuing education

Continuous education is a combination of means, methods and forms of gaining,

deepening and broadening of general education, professional competence, culture, education,
civic and moral maturity. For each person, continuous education is a process of formation and
satisfaction of its cognitive needs and spiritual needs, the development of capacities and abilities
in the network of public educational institutions and through self-education.

The generalization of the received data allows allocating several components of the
concept of "continuing education":

1. All educational activities a person throughout his life, covering basic education,
secondary education, vocational education, advanced training / retraining, non-
institutional education (in Ukraine - life-long education);
2. Additional educational activity of a person in the field of professional self-
determination, self-development and building a career (in Ukraine - adult
education);
3. Voluntary conscious educational activity of the individual in terms of satisfaction
of their own interests and needs that go beyond compulsory education (in Ukraine
it is informal education). Thus, in our opinion, continuous education is multilevel
concepts covering various directions of educational activity of a person depending
on social, economic, and individual needs.

Continuous education is accompanied by the process of growth of the educational

(general and professional) potential of a person during a lifetime, which is organizationally
equipped with a system of state and social institutes and meets the needs of the individual and
society.

N.G. Nichkola noted that in today's conditions different approaches to the definition of
the essence of the concept of "continuing education" have developed. It is considered as:

 a philosophical and pedagogical concept, according to which education is

interpreted as a process that covers all human life;
 an important aspect of educational practice at different levels of the educational
system, which represents it as a constant purposeful development of a person of
the sociocultural experience of different generations;
 the principle of organization of education at the national and regional levels;
 the principle of implementation of state policy in the field of education;
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 the current world trend in education;

 a paradigm of scientific and pedagogical thinking. [10]

According to M.V. Klarin, in the theory and practice of continuing education, special
emphasis is placed on the education of adults beyond the framework of basic education:

 mastering and enhancing professional qualifications;

 retraining in the process of changing the profession;
 education in the process of adaptation to constantly changing social and
production conditions;
 leisure education, etc.

Currently, there are different concepts of continuing education:

1. Lifelong learning (life-long learning education)

2. Adult education
3. Continuing vocational education (continuing vocational education and training)

Depending on the interpretation of continuing education, the concept will have its own
specifics.

1. Lifelong education

This concept is based on the following principles:

 lifelong learning
 life wide education
 self-motivation to education

Life-long learning can be viewed as learning whose duration is equal to the duration of a
person’s life. This approach implies that people need to continue to learn, constantly renewing
their learning and skills.

Education in life implies the coverage of various aspects of human life, the improvement
of not only his professional skills, but also other equally important, necessary and interesting for
him activities.

Self-motivation to learn implies that a person consciously seeks to develop intellectually

and improve their knowledge, which may affect the ability to take a competitive position in the
labor market.

2. Adult education
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When it comes to adult education, the differences from the education of the younger
generation should be taken into account. Adults, as a rule, already have experience in educational
activities, as well as experience. Their requests are more specific and pragmatic. In addition,
adult education has special requirements for the organization of training (time frame, the need to
combine work and study).

3. Continuing professional education

In the process of professional activity, a person constantly replenishes the stock of

knowledge and skills, improves qualifications. In this case, the basis of training is the principle
of continuity. The goals of continuing professional education consist in the development of
students' autonomy, purposefulness and responsibility, strengthening the ability to adapt to the
changes taking place in the economy, the culture of society as a whole, and also in professional
life.

Up to the present, there is no unity of views on the concept of continuing education. As a

rule, there are three main points of view regarding this issue.

The first belongs to the supporters of the “ancient” origin of the idea of lifelong education
(A.V. Darinsky, X. Hummel, G.A. Yagodin, etc.), who believe that the idea of continuing
education exists as much as human society.

Adherents of the second point of view associate the emergence of this idea with the
modern era, which is characterized by active development processes in the spiritual, social,
industrial, and scientific and technical spheres (OV Kuptsov, VG Osipov, and others).

The third point of view is that, although the idea of lifelong education has long existed in
pedagogy, the type of practice corresponding to it has emerged recently (A. P. Vladislavlev, G. P.
Zinchenko, V. G. Onushkin, etc.).

2.2 Continuous education: its tasks, principles and development

The purpose of continuous education is the formation and development of personality in

the periods of its physical and socio-psychological maturation, prosperity and stabilization of
vital forces and abilities, as well as during aging of the organism, when the task of compensating
lost forces and opportunities is put to the fore.

It should be noted that in all the diversity of information and skills that various specialists
have, it is possible to distinguish three areas of "competence", which form the basis of
 16

professional activity: special, interpersonal, conceptual. Special knowledge relates to a specific

functional area of activity (economy, psychology, pedagogy, etc.). These include the possession
of specific methods of analysis. The interpersonal sphere is the ability to work with people,
relevant knowledge, skills and abilities. The conceptual scope covers the methodology of
analysis and problem solving, taking into account the broad socio-economic context, the ability
to predict the development of the economic and political situation.

However, according to some scholars, continuing education cannot be considered only as

an option of the current educational system or limited to an analysis of adult education. It is not
only about compensating for possible shortcomings of basic education and accelerating the
professional adaptation of workers and specialists to the production-technological conditions and
needs of various sectors of the national economy that are constantly changing. These tasks are in
themselves very important and are solved with the help of the system of training and retraining
of personnel - a component of the system of a unified education system. Today, the most
important task of continuous education is the creation of conditions for the comprehensive
harmonious development of every person, regardless of age, previously acquired profession or
specialty, place of residence, but with due consideration of its individual peculiarities, motives,
interests, values: "the purpose of continuing education is the development of personality in
periods as its physical and socio-psychological maturation, prosperity and the stabilization of
vital forces and abilities, as well as the aging of the body when on the fore The task of
compensating lost functions and opportunities is considered." [10]

The systematic factor of lifelong learning is the public need for the continuous
development of the individual's personality. This is determined by the ordering of many
educational structures - basic and parallel, basic and additional, state and public, formal and
informal. Their interconnection and interdependence, mutual subordination to the levels,
coordination in the direction and purpose, ensuring interaction between them transform the entire
set of such structures into a single system.

The unity of the goals of continuous education and the specific tasks of each of its
branches are organically combined with its variability, the diversity of types of educational
institutions, pedagogical technologies and forms of state and public administration.

Some countries have regional, national and international centers that develop issues and
coordinate programs and information exchanges on continuing education issues (mainly on adult
education).
 17

For the state, continuous education is a leading area of social policy to ensure favorable
conditions for the general and professional development of each individual. In general, for the
society as a whole, continuous education is a mechanism for expanded reproduction of its
professional and cultural potential, a condition for the development of social production,
acceleration of socio-economic progress of the country.

For the world society, lifelong education is a way of preserving, developing and enriching
national cultures and human values, an important factor and condition of international
cooperation in the field of education and solving global problems of the present.

On an individual level, continuous learning is defined by the practices the individual

carries out daily in order to continue increasing knowledge. For example:

 Asking for help when something is not understood

 Observing more experienced employees at work

 Trying new ways of doing things and exploring alternative methods

 Practicing what has been learned already

 Finding ways to improve such as taking up training programs or online seminars

outside of work

In the organization, continuous learning has to do with shaping a team to adapt to changes
in the business environment. This is very important because the ever-changing economic climate
demands that any team be up to date with the latest knowledge and also be flexible and easily
adaptable to any changes that may be required.

Due to its content and unlimited time, continuous vocational education has the ability to
perform important functions, namely:

 socio-cultural, developing (satisfaction and development of spiritual requests of

the personality, creation of conditions for its constant creative growth);
 general, compensating (elimination of deficiencies in basic education, its addition
to new information, which appears in the conditions of the information and
technological revolution);
 adaptive (flexible professional training, retraining and advanced training with the
purpose of updating professional experience, obtaining another specialty in the
 18

conditions of constant changes in production, development of telecommunications

and radio communications, computer access to information databases, etc.);
 economic (satisfaction of needs of the state, regions, various industries,
agriculture and services in the competitive specialists prepared for the
introduction of the latest technologies, techniques, etc.).

These functions are interconnected and complement each other. Along with this there are
new, which is due to the specificity and dynamics of changes in socio-cultural development in
each state at different historical stages.

BLL Wulfson notes that in each country, the development process of the theory and
practice of continuing education has its own specific features. At the same time, there are general
principles:

1. Flexibility and variability of the education system. The presence of diverse and
simultaneously interconnected areas of education that meet the interests and
capabilities of different groups of the population, taking into account age, sex,
ethnicity, social status. Respect for the unique individuality of each person and
creation of favorable conditions for its self-realization and self-improvement,
disclosure of all its potential opportunities.

2. Improvement of organization and activity of the system of general education. The

degree of continuity and accessibility of all stages of general education - from pre-
school education to the completion of full secondary school. Development of an
effective system of educational and professional orientation within the general
education school.

3. Reconstruction of professional education systems. Harmonization of the activities

of professional educational institutions with the broad interests of production.
Creation of a multilevel system of vocational education, which includes both basic
training in in-patient educational institutions, and a variety of form and purpose
courses for those who work. This will enable to increase the professional
competence of the entire active population and move to a socially oriented and
humanistic system of vocational education.

4. Satisfaction of unprofessional needs of people. Obtaining of certain scientific

popular science, profound acquaintance with masterpieces of literature and art,
 19

education in the field of health care, family and marriage, involvement in sports,
etc.

5. Development of so-called education for the third age, which should help the
elderly to maintain their physical health and intellectual capacity as long as
possible. An important practical embodiment of this trend was the creation in
some countries of universities for people of the third age.

6. The increasing use of the latest technological means, which greatly expands the
opportunities for learning and various information at all stages of human life.

But no country has yet created a complete system of continuing education that would be
based on the same principles. [5]

Continuous education should ensure the harmonious development of each individual,

educate in every person the conscious need for raising the level of knowledge. For all who study,
all conditions for obtaining the necessary knowledge must be created. Continuing education
implies the diversity and flexibility of applied types of education, their humanization,
democratization and individualization. An important feature of continuing education is its
orientation towards the future, on solving problems of development of society on the basis of the
use of the acquired knowledge.

Ways of solving the problems of continuing education are mainly considered in two
subsystems. One of them solves the problem of training staff for their introduction into public
production and basic education: it combines preschool education, secondary (general and
vocational) and higher education. The second subsystem solves the problem of modernizing the
vocational training of human resources employed in the national economy, and may be called
additional education.

At various stages of the implementation of the continuity of education, the system of

goals and objectives of vocational training is changing and adjusted in the light of a set of factors
influencing it (socio-economic, pedagogical, psychological, industrial, etc.).

Of particular importance is the upbringing of the students of various educational

institutions of the motives of vocational training and the further formation of the skills to
independently determine the goals for themselves and for others. At the same time, it is
necessary to take into account the principles of continuous education.
 20

Continuing education is sometimes understood as an ordinary supplement to the basic,

diverse forms of training, advanced training, retraining, carried out throughout the life of a
person (meaning education for adults). T.P. Zinchenko believes that the principle of continuity
has a deeper meaning; it implies a qualitatively different type of interaction between personality
and society throughout human life. In particular, he observes that this principle involves the
creation and operation of a system of state and non-state institutions that could provide
continuous general education, training and retraining of a person, taking into account the desires,
capabilities and needs of society. Continuous education means a process that extends throughout
life. It plays an important role in integrating both individual and social aspects.

Under the notion of a system of continuous education in the domestic theory and practice
is understood a complex of state and social educational institutions, which provides
organizational and content unity, continuity and interconnection of all parts of education, which
jointly solve the problem of education, general education polytechnic and professional training
of each person. Their goal is to give young people a deep knowledge of the fundamentals of
science in the course of their studies, taking into account actual and perspective social needs, to
give them the opportunity to master their professional knowledge, skills and abilities, to satisfy
their educational needs, to form their ability to improve their knowledge in the process of
continuous education throughout the productive work activity.

As N.V. Jablonskaya, the only system of continuous education is not the sum of the
properties of the subsystems that are part of it, but a new integrative entity with dynamic,
flexible, continuity inherent. The structure of the system of continuing education covers the three
most important components:

1. Interconnected a number of state, educational, general education and other

educational institutions;
2. A network of public education, self-education and education;
3. Perfected and clear vocational guidance, which allows psychologically,
intellectually and physically to prepare themselves for a particular profession and
gives the opportunity at different stages of study and work to select exactly those
forms of education that correspond to the individual.

In the conditions of market relations, the formation of a labor market oriented to skilled
labor is foreseen. In these conditions, the training of personnel in production should be
conducted and evaluated from the standpoint of goals and the final result. [3]
 21

Organizational forms that provide continuing education are recognized formal, non-
formal and informal learning.

1. Formal education is a system of educational institutions that provide a set of

interrelated curricula as a main occupation for children and young people.
2. Non-formal education is any organized and ongoing learning activity that does not
fall under the definition of formal education. Non-formal education is not
intended to certify a student. It can have both a professional orientation, and
general cultural value.
3. Informal education is an education that includes all types of educational activities.
It is characterized by the absence of an organization, and can be carried out both
individually and at a group level. It is believed that this type of education most
effectively changes attitudes and behaviors of people in everyday life.

Understanding the essence and content of continuing education is determined social

factors that predetermined its occurrence, formation and development.

Analysis of scientific literature allowed us to highlight the following prerequisites for the
development of the concept of continuing education:

 acceleration of the growth rate of the coefficient of aging knowledge;

 desire to increase professional and social status;
 the need for access to education of different categories of the population;
 development of information and communication technologies;
 transformation of forms and methods of teaching;
 globalization processes;
 leveling the distribution of human life into periods of study, work and professional
irrelevance;
 change of employers' claims regarding employee competences;
 growth of academic freedom of educational institutions and organizations;
 change of the demographic situation towards the aging of the population.

That is, these prerequisites are objective requirements of the time to change the
educational paradigm. In our opinion, they can be conditionally classified into external to the
subject of learning (such as changing the labor market and requirements for a specialist,
information of society, etc.) and individual b (determined by internal installations and values).

Business Sustainability and Continuous Learning

Embracing a culture of “investing in people” has played a major role in companies

training their employees rather than hiring new people which can be much more costly on
different levels. Most companies nowadays want to invest in retaining their talent – and
 22

developing that pool of talent – so they keep employees well trained and up-to-date so that they
can respond to the company’s ever-changing needs. This also develops a sense of trust and keeps
employees engaged and interested since new skills are constantly added to their ‘arsenal’. Apart
from saving money, continuous learning is a means for a company to show its employees they
are worth investing in.

Social Learning and Continuous Learning

Social learning and continuous learning are inextricably linked. Individual

Facebook/Twitter/LinkedIn news feeds and work-related groups play a major role in what we
learn and how we communicate and share knowledge. Inevitably, spending all day between
social media and work-related material exposes us to learning new things.

For example a Wall Street trader or anyone working in finance has to keep up to date with
new trends, movements in the market and changes in the environment that may affect his
portfolio. A way to keep “learning” without using a separate learning platform is to be exposed to
the social web with its constant stream of news and trends.

Our trader, for example, may like to take part in Finance and Markets groups on LinkedIn
in order to stay up to date with the latest information and be informed by his peers on what to
pay attention to. This may contribute to Constant Learning.

2.3 Benefits of continuous education

Industries are constantly changing. Continuing education is required for workers to stay
current with the latest developments, skills, and new technologies required for their fields.

Certain professions also require continuing education to comply with laws, remain
licensed or certified, or maintain membership in an association or licensing body. Overall,
continuing education is considered a way for professionals to keep abreast of their fields so they
don’t lag behind.

Many careers require continuing education. For example, teachers, real estate agents, and
engineers are required to have a base of education and then receive updated education as they
continue to work in their fields. Nursing, pharmacy, accounting, and criminal justice are
additional fields in which professionals must continue to develop the skills necessary for ever-
changing environments.

1. Increase Your Chance at Promotions and Better Wages

 23

Those with jobs who obtain graduate degrees improve promotion opportunities and can
qualify for higher wages. It is often required to complete specialized training to quality for
certain jobs, such as management or administration positions.

According to the Bureau of Labor Statistics, the outlook for those with a master’s degree
is quite positive. Although graduate degrees won’t necessarily improve wages in all fields, a
master’s degree still leads to increased wages in numerous jobs. For instance, logisticians with a
bachelor’s degree earn $54,000 annually while those with a master’s degree earn $82,000
annually. Similarly, marketing and sales managers earn $80,000 annually with a bachelor’s
degree while those with a master’s degree earn $110,000 annually. These are just two examples
of how a graduate degree can help improve wages.

The Bureau of Labor Statistics identifies STEM fields, business, education, and
healthcare career as areas where a master’s degree is commonly a vehicle for increased wages.
However, there are many other jobs where a master’s degree will help. Librarians, fitness
workers, and public relations specialists are just a few additional examples where those with
master’s degrees earner more than those with a bachelor’s degree.

Whether you should pursue a master’s degree should begin with an assessment of
whether you think it will actually help your during your career. You should consult with people
who have experience in your field and research whether a master’s degree will actually benefit
you. If not, you might want to look at other ways of improving your career outlook. A master’s
degree requires a significant time and financial investment, so make sure that the investment will
pay off before you enroll in any classes.

2. Improve Your Job Marketability

Additional education can result in a master’s degree while at other times may result in a
professional certificate. Each has its own advantages. A graduate certificate requires a smaller
commitment. Less time and less money is needed to complete a certificate program, but the
certificate still shows that a person has invested in additional education that makes them better
prepared for a professional career. Master’s degrees may be more appropriate in specific fields.

Regardless of whether you get a master’s certificate or degree, obtaining additional

education can increase one's marketability in the job market. In the first place, a mater’s
education is sometimes the minimum requirement for taking a job in certain fields. Your job
marketability immediately improves with certain kinds of additional education because it
qualifies you for additional jobs that you would otherwise be unable to qualify for. Professors,
 24

adult teachers, consular, consultants, and professional administrators are just some of the
careers that require applicants to have a master’s degree.

However, you’re more likely to get hired in general, even by jobs that require only a
bachelor’s degree, if you have a master’s education. Studies suggest that getting a master’s
education is associated with increased employability. The increased education positions you to
be more competitive in the hiring field and increases the chances you’ll be hired versus your
peers who only have a bachelor’s degree.

It is important to note that a master’s degree is not a guarantee that you’ll be more likely
to get hired. As reported by Rebecca Ratcliffe, not all careers benefit from additional education.
Also importantly, you’ll want to make sure that your master’s education is as applicable as
possible for the job you’re applying for. Applying for a job with a master’s education that is only
partially relevant won’t benefit you much. In fact, hiring managers may look at you much the
same way as they would applicants who only have a bachelor’s degree.

One of the ways that you can increase your competitiveness in the job market, even when
it’s not immediately clear what advantage your master’s degree gives you, is by spelling out for
your potential employer just how the skills you possess will help you in your new role. Skills
like critical and lateral thinking, for instance, are needed in a variety of roles. In other cases, the
research skills you gained might make you a valuable addition in a specific career as well.

You need to make the value of those skills clear both in your resume and during your job
interviews. By doing so, you’ll only increase the likeliness that hiring managers will bring you
onboard versus the other applicants you’re competing against.

3. Increase Your Ability to Make a Career Transition

Continuing education is a good way to develop new skills or knowledge necessary for a
career transition. You won’t always need to get additional education when you want to switch
careers. However, there are some cases where the extra education will definitely come in handy.
If you’re hoping to switch up careers, you’ll first want to study up on whether additional
education will help.

The first step in your career transition should consist of studying up on the new job
you’re hoping to apply for. It’s important to know what the current job market is like and how
competitive it will be for you to get a position. If the field is particularly competitive, than
additional education may be particularly important. Getting more education could mean the
 25

difference between getting the job and not. If it does seem as if more education could help, then
look into what skills, specifically, would help you to transition.

Once you know what skills will be required in your new job, you’ll want to gauge just
how much additional education that you’ll need. Sometimes, you might be able to make the
transition with a brief investment into a mater’s certificate. This would save on significant time
and money that would otherwise be needed to get a master’s degree. If a certificate is all you’ll
need, you may be able to transition into your new career more quickly. Importantly, you’ll want
to determine what skills you can acquire from the experience you get while you’re working
versus what skills are best acquired through schooling. This will help you determine what
courses you need to take.

It should be clear that making a career transition is much like beginning your professional
life all over. For that reason, it’s important to be well read on the path you’re choosing. By
understanding the competitiveness in your field and how specific skills will help, you’ll be
positioned to understand what additional education will best enable you to succeed after you’ve
begun your transition.

4. Embark on a Journey of Personal Development

You might not always want to get more education just because it helps you in your career.
Instead, continuing education is a great way to learn about subjects of personal interest. Courses
taken do not necessarily have to be related to an individual's job.

Courses can be taken for a much more affordable cost at community schools instead of at
university, so for many people, this is a great way of receiving additional education without all
the costs associated with university attendance. If you love your job but have always had a
passion for studying history, this is a great way of encouraging the amateur historian inside of
you. Similarly, if you’ve found yourself more and more interested in science lately, taking
courses can be a doorway toward learning more about the scientific process. The possibilities are
endless, and every year, schools mix up the courses they offer to reach a broader audience.

Even if you’re only taking a class for personal reasons, you may find that you learn things
that help you during your day to work routine. Critical thinking skills, time management, and the
ability to problem solve are just some of the valuable skills that people learn when they’re back
in school. Additional education is great not only because it helps you explore your own personal
interests but because it sharpens up skills that can help you in your daily life.
 26

If you’re choosing classes out of love for a subject, it’s still worth doing a little research
to find out what courses you’ll enjoy the most and which ones will work best together. Instead of
taking a hodge podge of course that are only slightly related, you can take a series of courses in
one field that build on one another. To return to the example of taking history courses, you might
choose to focus all your studies in 20 th century America. This can help you become extremely
knowledgeable in a specific part of the field you’re most interested in rather than taking an
assortment of courses that give you a broad but shallow understanding of that field.

5. Improve your Image and How You Conduct Yourself

Sometimes, additional education can help improve your own image with the people you
spend the most time with. Obtaining more education can improve your image in both your
family and social circles. After all, additional education equips you with new skills and education
that you can use to contribute among those you know.

Additional education is beneficial for more reasons than just the skills and knowledge
you acquire, though. Obtaining additional education or completing a college program can
enhance self-image and have positive effects on other aspects of a person's life.

Generally, getting more education is a great way to improve your own confidence and
belief in yourself. An increased belief in yourself and what you know and can do can help you
carry yourself with more confidence. That type of confidence reflects in how you conduct
yourself with the people you know and can help improve their perceptions of you.

It’s not one of the most talked about benefits of continuing your education, but continuing
your education may help you feel better about yourself and feel more confident around others.
You’ll be a more informed individual who can contribute in a number of other situations. Your
newfound knowledge and skills will help you stand out more in a crowd and help encourage
your own confidence in yourself. [13]
 27

CONCLUSIONS

Continuous education is a complex of public, private and public educational institutions

that provide organizational and meaningful unity and the inheritance of all parts of education,
ensuring the aspiration of man to self-education and development throughout life.

Continuous education is a process of growth of the educational (general and professional)

potential of a person during a lifetime, organizationally provided by a system of state and public
institutions and meets the needs of the individual and society. He has attracted a lot of
educational structures - basic and parallel, basic and additional, state and public, formal and
informal.
 28

The system of continuous education is widespread throughout the world. It includes all
types of education and upbringing that every person receives from birth to death. In the world of
pedagogy, the concept of "continuing education" is expressed along with the terms, including
"continuing education", "life-long education", "life-long learning", "permanent education", etc.

Also, it means getting "in parts" throughout life, leaving the practice of long-term
education in an educational institution, alternating education with other activities. The notion of
"continuing vocational education" can be attributed to personality, educational processes
(programs), organizational structures. Several countries have regional, national, and international
centers that develop issues, coordinate programs and exchange information on issues of lifelong
learning (mainly in the context of adult education).

One of the main goals of continuing education is the expansion and diversification of
educational services that complement basic school or university education. This recognizes the
inadequacy or inability of the basic system to teach a person everything he has to do during his
working life. Continuing education is equivalent to adult education, since we are talking about
various forms of retraining, advanced training and the cultural level of people who have
overcome the usual age of basic education.

One of the directions was the creation of non-traditional educational institutions:

“universities without walls”, “schools of flexible education”, etc. The most famous example is
the experience of the functioning of the Open University in the UK, organized in such a way that
training there is equivalent to university education and is conducted without separation from
production, on the basis of correspondence.

Most forms of advanced training are associated with specific changes in technology,
technology, organization, product mix. The growing gap in time between retraining and planned
changes does not change the essence of this relationship. Western economists have deduced the
direct dependence of the periodicity of ongoing training on the degree of knowledge-intensive
production (in particular, on the share of research and development expenses in total sales). In
order to increase the flexibility of the ongoing system of advanced training, bringing it closer to
the user, high-tech firms contribute to the creation of a network of small training centers with
significant legal and financial independence.

The simplest form of advanced training is the rotation of workers by jobs and
departments of the company. It is also about creating various kinds of problem target groups that
 29

are temporary. Their tasks include improving product quality, analyzing other production
problems, preparing complex management decisions, etc. The result of the activity of problem
target groups is not only improving production indicators, but also giving birth to new ideas
within them, when trying to develop which design groups arise, even more conducive to
advanced training. By itself, the transition of an employee to such an innovative structure with an
atmosphere of creativity, cooperation of scientists and specialists in various fields serves as a
form of advanced training.

According to foreign researchers, temporary or permanent forms of advanced training are

only links of the general system of continuous education. Basic training should create a certain
potential of knowledge, develop abilities, and also, no less important, the need for continuous
updating of education. First of all, we are talking about solid general education training and a
broad profile of special training. Otherwise, the educational process will be deadlocked.
Secondly, it is necessary to abandon the maximum possible amount of information in favor of
the problem-based construction of training programs (development of the principle of “teach to
learn”).

Industries are constantly changing. Continuing education is required for workers to stay
current with the latest developments, skills, and new technologies required for their fields.

Certain professions also require continuing education to comply with laws, remain
licensed or certified, or maintain membership in an association or licensing body. Overall,
continuing education is considered a way for professionals to keep abreast of their fields so they
don’t lag behind.

Many careers require continuing education. For example, teachers, real estate agents, and
engineers are required to have a base of education and then receive updated education as they
continue to work in their fields. Nursing, pharmacy, accounting, and criminal justice are
additional fields in which professionals must continue to develop the skills necessary for ever-
changing environments.

The need for the transition from the principle of "education for life" to the principle of
"education throughout life" was pointed out by the great teacher K. D. Ushinsky, recommending
to the teacher, "constantly remember that he must transfer the student not only to one or another
knowledge, but also to develop in it the desire and ability to independently, without a teacher, to
acquire new knowledge. This ability ... should remain with the pupil and when his teacher leaves,
and gives the student a means to obtain useful knowledge not only from the books, but also from
 30

the objects that surround him, from life events, from the history of his own soul. With such a
mental force, a person will learn all his life, which, of course, is one of the most important tasks
of any school teaching. "

Life-long learning can be viewed as learning whose duration is equal to the duration of a
person’s life. This approach implies that people need to continue to learn, constantly renewing
their learning and skills.

Education in life implies the coverage of various aspects of human life, the improvement
of not only his professional skills, but also other equally important, necessary and interesting for
him activities.

Self-motivation to learn implies that a person consciously seeks to develop intellectually

and improve their knowledge, which may affect the ability to take a competitive position in the
labor market.

To make conclusion, this term paper shows the history, concept and great important of
continuous education. We can get the basic knowledges about learning through the life, but what
is much more important we can understand and practice this concept on ourselves. Every person
should know, that it is the basic human ability to learn and it values a lot now. We should adapt
to the fast flow of information and make our brain get and transform it with maximum speed. So
than we will be highly qualified and precious workers.

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