Modern approaches to the problem of adult learning

Modern approaches to the problem of adult learning is one of the urgent problems in the modern conditions of the global modernization of adult learning. Constant updating of knowledge, increase of a professional level are the most important conditions for the employment of modern specialist. Issues of adult learning were actively engaged in the beginning of the last century foreign researchers E.Thorndike, E. Lindemann showing the feature and uniqueness of the learning activities of adults, unlike children. In the late 60s the science andragogy (the science of adult education) appears, which unlike pedagogy, where the responsible person is a teacher, emphasizes the training on the own initiative of an adult. S.I. Zmeev emphasized such basic provisions of learning for adults the independence of adults in training activities, joint work planning, implementation, evaluation, teaching and educational process, the experience of the listener, as one of the sources of education, individualization of education, with orientation to the learning needs, learning objectives, taking into account the level training, professional experience, psychological and cognitive peculiarities of the individual, systematic training, the use of the acquired knowledge, abilities, skills during training directly in practice. Educational activity of adults presents the concepts of personality-oriented (Е.В. Бондаревская, Н.Ю. Синягина, И.С. Якиманская and others) and of personal and activity (И.А. Зимняя, А. А. Лентьев, etc). In the Institute of retraining and improvement of qualification of the managerial personnel and experts of the system of social protection of Moscow city population (IPK DSPP) the use of personality-oriented approach is considered important in the teaching-learning process of students. Currently attracts attention of researchers competence approach in adult learning.In modern conditions the issues of training of adults, a revision of the traditional approaches to teaching and educational process are relevant. Innovative adult education should take into account individual peculiarities of the personality. The basis of courses of retraining and IPK DSPP is based on new approaches, which unlike the traditional reflected in the use of interactive methods of training, based on the principle «from activity to knowledge». It helps to solve questions of motivation of educational activity listeners help to promote their personal growth, and of course, gaining new knowledge. Currently, the adult learning should be viewed as the science of personal self-realization of a person throughout life, which allows you to make the right of self-determination as a vital, personal and professional.

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