Keyword: «advanced learning»

Advanced vocational education is becoming an increasingly important factor in the professional and labor socialization of an individual today. The article is devoted to the basics of modeling a system of advanced engineering education.

The article deals with the problem of designing the course «Foreign Language (Russian)» at a military aviation university. The semantic content is proposed as a starting point for learning, and the goal is to develop the ability to express these semantic relations using all available language tools. Approaches to the formation of Russian speech among foreign military personnel at the initial stage of training are analyzed. The main attention is paid to the integrated use of topics, grammatical forms, syntactic constructions and speech skills to create a solid language base. The importance of including the material of the initial stage in the program of basic (advanced) training is emphasized, since it represents the most complex objects of assimilation and requires constant repetition and consolidation throughout the entire period of language learning.

The article is devoted to the issue of lifelong learning as one of the system-forming factors of the educational system – both at the level of an individual country and within the global educational community. Lifelong learning is a domain that constitutes a significant part of the educational system and, at the same time, has its own regulatory mechanisms and features specific to adult education. As a fundamental principle of modern educational policy, lifelong learning has undergone considerable transformations under the influence of globalisation processes, scientific and technological progress, and evolving socioeconomic realities. Today, continuous education is recognised as one of the most important components of every individual’s education – a necessity driven by globalisation and modern technologies. On the other hand, lifelong learning is a dynamic and evolving field which potential has a decisive impact on achieving the goals of sustainable development in education in the 21st century. The relevance of research in the field of lifelong learning in Asian countries stems from the fact that, as a significant cluster of the global economy, the region is actively exploring the potential, mechanisms, and prospects for developing educational models in the area of lifelong learning. The authors’ aim in this study is to analyse the accumulated experience in lifelong learning in China and several countries of the Asian region, to identify the key characteristics, driving forces, achievements, and challenges inherent to this model, to assess its advantages and disadvantages as well as to examine its impact on professional development and adaptation to the rapidly changing conditions of the global labour market. Using combined methods of analysis and comparison, as well as the relational method of paired cooccurrence of keywords, the authors examine the work of internationally oriented organisations (ASEM and PASCAL), which foundational documents have served as de facto regulators in the field of lifelong learning in several countries in Asia and Europe. Based on an analysis of intergovernmental, national, and regional policies in this area, the authors present their conclusions on the current state of lifelong learning in the region. The article also identifies the dominant aspects in the development of lifelong learning in China as well as in several other countries in the region. The authors analyse the particularly interesting phenomenon of “learning cities” from the perspective of adult learning methodologies. The unique characteristics of the region – including the use of cultural heritage to foster national identity and develop a harmonious personality, rooted in the collectivist philosophy of the countries involved – make this research valuable in terms of its theoretical significance and the prospects for practical application.