Non-formal education as investment in human capital

Features of the development of modern children, a new historical type of childhood, the presence of a "humanitarian crisis" in education actualizes the need to revise the content and organization of the education system. Prospects for the progressive development of the Russian society is largely dependent upon the fullest possible disclosure of creativity and unique individuality of its representatives. Important provisions of the student-centered approach advocates the priority of support to the internal potential of the subject, therefore, to their right to make choices and take responsibility for it. Reflecting on the purposeful, systematic movement towards solving problems of self-development of the younger generation today, scientists place particular emphasis on the implementation of continuing education, which is characterized as: the concept and model of "life-long education for all"; lifelong learning, understood in the framework of the European employment strategy as a comprehensive learning activity undertaken on an ongoing basis with the aim of improving knowledge, skills and professional competence; the process leading to the achievement of the benefits and advantages of economic, social, psychological and educational nature; lifewide learning, which emphasizes not only the constancy of the learning process, but also the diversity of its forms. Components of continuing education are: formal education recognized with diplomas or certificates; non-formal education usually not accompanied by the issuance of a document, which happens in educational institutions or social organizations, clubs and circles, as well as during individual sessions with a tutor or a trainer; informal education which is an individual cognitive activity that accompanies daily life, not necessarily purposeful. Non-formal education of children is a part of general education which allows the student to acquire the stable need for cognition and creativity, to fulfill oneself, to define oneself professionally and personally. Additional education is beneficial and natural for self-development of the child. It allows the self-development of the individual in the form of activity that corresponds to their orientation, interests and needs and enables a person to be successful, feel important, believe in their abilities and capacities. Analysis of psychological and pedagogical literature and theoretical understanding of the experience gained in organizations of additional education of children allows to characterize the educational area of informal education as a specially organized integrative living environment of educational process that provides a variety of options and selection of the optimal trajectory of self-development of students according to their individual characteristics and needs. Demand for non-formal education as an essential component of the educational space of the contemporary Russian society was reflected in the founding documents of the educational policy of the country: the National Doctrine of Education in the Russian Federation, the Federal Program for Educational Development, Concept of Modernization of Russian Education, Concept of Modernization of Additional Education of Children of the Russian Federation. It can be assumed that non-formal education in the modern educational system in Russia represents maximum conditions and opportunities for self-realization of the younger generation. Non-formal education is investment in human capital.

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