GLOBAL PRACTICES IN LIFELONG LEARNING AND THEIR ADAPTATION TO THE UKRAINIAN EDUCATION SYSTEM

Abstract

This study analyses definitions of lifelong learning, examines the theoretical foundations of the concept of continuous education, and explores the specific features of its implementation within the international educational landscape. It is noted that lifelong learning is one of the key factors in the development of human capital, ensuring individual competitiveness and the sustainable socio-economic development of the state in the context of globalisation, digitalisation and rapid changes in the labour market. The relevance of the study is confirmed by the need to modernise the Ukrainian education system in line with European approaches to ensuring accessible and high-quality education for citizens of all age groups. The paper analyses global practices in implementing the concept of lifelong learning using the example of European countries, in particular the specific features of the regulatory framework for adult education, the development of digital learning, micro-qualifications and the recognition of the outcomes of non-formal and informal education. It has been established that the effectiveness of continuing education systems is ensured through a combination of state support, flexible educational pathways, the use of digital technologies, and close interaction between educational institutions and the labour market. The prospects for adapting global experience to the Ukrainian education system are substantiated, including the development of adult education, the digitalisation of the educational environment, the introduction of micro-qualifications, the recognition of non-formal learning outcomes, and the development of critical thinking. It has been concluded that the implementation of best international practices will help to improve the quality of education, enhance the professional mobility of the population, and facilitate Ukraine’s integration into the European educational area.