Abstract

The relevance of the research. Consideration of continuous professional education as a social institution determines the relevance of the integration approach, which involves the use of a complex of measures for the integration and interdisciplinary of modern scientific knowledge, the search for new contexts of education as a productive direction for the development of scientific research, where non-academic education acts as an activity paradigm requiring theoretical analysis and scientific justification. The purpose of the paper is to analyze the peculiarities of non-academic education as a modern paradigm that allows the formation of a creative specialist to be able of professional and personal self-development, for the theoretical justification of changing the educational field. Analysis of recent research and publications. The concept of continuing education as a modern educational paradigm was considered in works: V. Byashenko [1], V. Voronkova [3], T. Desiatova [4], О. Kyvliuk [8], L. Lukyanova [9], V. Orlov [10] and others. Research methodology. The systematic, informational, synergetic methods and approaches are used for analyzing the modern paradigm of non-academic education in the scientific research. Presenting main material. The making of non-academic education is considered as a socio-cultural phenomenon, which reflects the growing need of an individual in obtaining various educational services. This educational system has such features as: organization, system, professional orientation, continuity, topicality in existing knowledge acquired by a person outside the academic educational system. The main principles of non-academic education according to the research of native and foreign scientists and Ukrainian state programs are: orientation of training to meet the actual needs of its subjects; communication with practice, which manifests itself in the pursuit of life skills and preparation for active participation in society; availability of mobile flexible programs, individual educational strategies aimed at expressing, accepting and respecting individual peculiarities. Conclusions. The modern paradigm of non-academic education acts as an activity form of the development of a personality and a specialist, based on the principles of creating a productive and not reproductive system of transmitting and receiving knowledge, taking into account the whole variety of subjective and objective challenges of our time.