THE CONCEPT OF LIFELONG EDUCATION AS A KEY ELEMENT OF THE STRATEGY OF THE EUROPEAN UNION ON THE COMPETITIVE SOCIETY FORMATION
Journal Title: Наукові праці. Серія "Державне управління" - Year 2016, Vol 281, Issue 269
Abstract
The issue of lifelong education which is targeted at the constant perfection and fulfi lled development of a person throughout their whole life, the increase of opportunities of their labour and social adaptation in the changing world, being one of the valuable factors of economical and social-cultural progress, is analyzed in this article. Lately lifelong education became the key element for the European Union to defi ne strategies on formation of the developed and knowledge-based society. These days lifelong education appears to be one of the priority factors on the issue of humanity unifi cation based upon the certain values and goal landmarks. Continuity of education in modern conditions acts as an education principle, educational process quality and a condition for personality formation. The present experience of the developed countries proves lifelong education to touch not only upon deepening and widening of the general education, professional competence, but also culture, upbringing, value system and ideology. This process is successful if it is supported by the system of state and public institutes in terms of organization and is an obligatory criterion for evaluation of the level of professional development. The article is devoted to revealing and spreading the positive experience of lifelong education within the framework of the modern state government system. The basic principles of the lifelong education concept have been built up in the documents of the European Union which have been developed in the national legal systems of European countries. The basic functions of lifelong education and the goals considering and being completed in the lifelong education system are defi ned. The routes of planning and implementation of lifelong education in the state government system of Ukraine are proposed. The basic principles of lifelong education infl uenced by either real situation or legislative security, education availability, its consistency and succession, state support of education at all levels are highlighted. The objective limitations on integration of Ukrainian high education system into the European space, indistinctness of perspectives and principles for the relations between Ukraine and the EU are defi ned. Incompleteness of the national government adaptation to the European law standards, and unreadiness in the European citizens and the EU to eliminate the migration limitations for the Ukrainian citizens contradict with the mobility principle of the Bologna process and provide no opportunities for its full realization in Ukraine.
Authors and Affiliations
V. Shatoon
Keywords
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