TOOL-ORIENTED COMPONENTS OF CONTINUOUS EDUCATION SYSTEM: DIFFERENT ANALYSIS OF FORMAL, INFORMAL AND NON-FORMAL EDUCATION

Abstract

The article generalizes scientific views on the interpretation of the concept of "means" and proposes its interpretation of its essence in the following context: specially created processes that serve to achieve this goal. Also, the concept of "means-oriented components of the system of continuous education" for the designation of a set of means, which according to the Law of Ukraine "On Education" (2017), is defined for the types of education that provide the functioning and development of the system of continuous education and are designated by the terms "formal" education”, “non-formal education” and “informal education”. The essence of these concepts is disclosed in terms of encyclopedic and legislative definitions, visualized in the figures taking into account the components of the education system, levels of education, types of education in the ranks of the continuing education system, and the characteristics of formal, non-formal and informal learning.

Attention is drawn to the fact that the fundamentally-oriented components of the continuing education system, being interrelated types of education, have significant differences. Formal education is characterized as institutionalized, purposeful, planned with the participation of public and authorized private organizations. Non-formal education is regarded as supplementary, alternative, complementary to formal education, and informal education as self-organized education. As a result of the comparison of formal education with non-formal education, a conclusion was drawn about the relatively static nature of formal education, the dynamics of non-formal education, and the impact of the process and results of informal education on the course and results of formal education.

Formal learning has been investigated as being conducted following state standards and curricula and implies a slow integration of the results of accelerated science development. Learning in informal education has been analysed considering the intrinsic motivation of the learners, their determination of the purpose, goals, and criteria of the effectiveness of learning; the possibility of enrolment in the formal education of the results of non-formal and informal education per the procedure provided by the current legislation.