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. (shrink)

The urgency of the study of "stem-education" as a factor in the development of "smart-society" is that this kind of society is a continuation of information and "knowledge society", which is developing on the basis of smart technologies. The concept of smart society is at the heart of modern state-owned development programs of South Korea and Japan. In South Korea, the National Social Agency has developed a "Smart Society Strategy" that introduces the technological foundations of smart societies. The central issue (...) of Smart-society is business, which makes managing more intelligent and activities aimed at using knowledge and innovation. The objectives of the study are to identify the "stem-education" endpoint through the use of electronic and collective technologies, which become more massive and effective, and through the use of natural, engineering and maternal education. It is no coincidence that this concept is documented in the Europe 2020 Strategy: Smart Growth Strategy, which includes the development of an economy based on knowledge and innovation, fosters sustainable growth, more efficient use of resources, and inclusive growth and strengthening of high employment. Countries such as the United States, China, Australia, the United Kingdom, Israel, and Singapore carry out state-of-the-art stem-education programs. The methodological basis of the study is systematic, structural, axiological, synergetic methods and approaches that have allowed disclosing stem-education as the leading trend in the world of educational space. Conclusion - It is proved that stem-education is an innovation that combines the traditions of natural and mathematical education, is based on the principles of fundamentalism and knowledge-based, combining technological, organizational, material and technical resources and human capital. As a result of the development of stem-education at the expense of ICT, business processes, governance, and management reform are undergoing change, leading to economic, social and managerial processes at a higher level in some of those societies. Smart society is a new quality of society in which the combination of the use of new technologies will allow people to improve the quality of their lives. This article presents philosophical and educational reflection of smart-society as a new model of the information society and presents its impact on human capital. It reveals timeliness of this topic, which is innovative and hardly developed. It analyses international experience in establishment and growth of smart-society and dimensions of axiological field of smart-society, which is based on axiological matrix of information and knowledge, which are considered and being civilized dimensions of modern society. The main idea is to prove the evolution of the information society to smart-society and the possibility of establishment of smart-society in Ukraine. The analysis of smart-society formation was made and its characteristics were defined, which claims priority role in the world information space formation and contribute to the competitiveness of Ukraine in the international information space. (shrink)