Keyword: «non-formal education»

The problem of non-formal education is extremely relevant in pedagogical science and practical work of the universities in the Russian Federation. The potential of such education provides opportunities for a pedagogical university to form students' universal and professional competences in various forms of education and upbringing. The article presents an analysis of foreign and domestic literature on the problem of non-formal education. On the basis of scientific work and educational practice, the work in this field is organized at the Surgut State Pedagogical University. The survey of student teachers made it possible to identify their need for the development of critical thinking, emotional intelligence, creativity, and communication skills. Students offered such forms of non-formal education as master classes, trainings, business games, round tables. These forms are presented in the description of two major projects of the Faculty of Psychology and Pedagogy. The purpose of the article is to describe this innovative pedagogical experience. The first project "Teach me how ...", developed and implemented by the members of the student council "Drive", included master classes for students interested in this topic at the university. The second project "Academy" Your Skills "of the pedagogical team "Klyukva" was aimed at designing a career guidance environment for the development of flexible supra-professional competences among students. The novelty of the project "Teach me how ..." in the "student-to-student" format consists in organizing a whole series of master classes presented in the system at the request of university students. Bachelors acquired such universal competences as the ability to communicate, work in a team, and be creative in specific activities. In 2021, this project won public recognition (1st degree diploma in the District competition "Student of the Year of Ugra – 2021" in the nomination "Volunteer Association of the Year", Khanty-Mansiysk and the International competition of student social projects on inclusive and special (defectological) education "My social initiative”, Kazakhstan, Petropavlovsk). The project “Academy“ Your Skills” was aimed at mastering the“ flexible skills ”of the 21st century: critical thinking, emotional intelligence, creativity, etc. The students defending this project took 1st place in the All-Russian competition of student programs, projects and education practices in general educational organizations "Leaders to school" (April 2021, St. Petersburg). The practical significance of the materials of the article lies in the fact that the methodological tools of non-formal education, in particular, fragments of abstracts of specific master classes, can be used by other pedagogical universities in the process of developing the universal and professional competences of future teachers.

The relevance of the study of the prerequisites and historical conditions for the development of non-formal education in Russia is due to the fact that the system of non-formal education at the present stage has acquired a number of key features that have marked its formation as an independent social institution. In this regard, a historical excursus allows us to identify the periodization, its boundaries and the content of the changes that led to the formation of the informal sector features at the present stage. The author makes the analysis of scientific publications of modern foreign authors who viewed it through the prism of: 1) development of the informal sector as a means of overcoming backwardness in the "third world" countries and eliminating illiteracy; 2) informal education as a means of greater individualization and personal orientation of learning, increasing the level of professional competence and skills of people who already have a high level obtained in the formal system; 3) informal education, supported by the formal sector management system, to increase access to education in remote areas and rural areas. The purpose of the study was to substantiate and define the boundaries of the development stages for non-formal education in Russia. For this purpose, the author applies the methods of theoretical research: analysis, synthesis, idealization, ascent from abstract to concrete, which allows us to specify the object of research and describe the totality of its properties and characteristics; the method of idealization to simplify complex systems of interaction in pedagogy; formalization to represent the described object in a sign-conditional form; historical method for identifying historical facts and mental recreating the historical process that reveals the logic of the parallel development of formal and non-formal education systems in Russia. The main result of the study was a substantiated definition of development periods for informal education: Stage I – 899-1237 (IX-XIII centuries), stage II – 1237-1682 (XIII-XVII centuries), stage III – 1682-1825. (the last quarter of the XVII – the first quarter of the XIX century), stage IV – 1826-1900. (the first quarter of the XIX century – the beginning of the XX century), stage V – 1900-1917. (the beginning of the XX century), stage VI – 1917-1991. The theoretical and applied perspective significance of the research results lies in the fact that it allows us to clarify and concretize the content of the stage VII – the development of non-formal education practices at the present time, defining its institutional characteristics and prerequisites for the design of the content.

It is no coincidence that the use of resources in the digital educational environment is considered a priority direction in the development of the education system in modern Russia, which allows the teacher to apply the latest developments of the pedagogical community, and students to more successfully master the material being studied. The use of digital content in the field of non-formal education is especially relevant, since it is based primarily on the interests and specific needs of students. The article reveals the potential of electronic resources for the development of cognitive activity of preschool children in the non-formal education system.

The article deals with the problem of learning, improving and maintaining a high level of foreign language proficiency by adults who have completed formal general and vocational education in appropriate educational institutions in the process of informal foreign language acquisition in the context of life-long education. The authors provide an analytical review of previously published scientific papers on the topic, present the results obtained in the course of empirical part of the research work, thus confirming high didactic potential of informal foreign language learning, as well as possibility of achieving the highest level of language proficiency provided that self-organized informal education is combined with formal and nonformal forms of educational activity while being at school and university, which lays the foundation for further self-study in the field of foreign language acquisition in the long term.