TOPICAL ISSUES OF ORGANISING NON-FORMAL AND INFORMAL VOCATIONAL EDUCATION FOR ADULTS IN EUROPE AND UKRAINE

The article aims to analyze topical issues of non-formal and informal adult vocational education in European countries and in Ukraine, in particular, to identify key trends, problems, and prospects for developing these forms of education. The article reveals the features of non-formal and informal education, their role in ensuring competitiveness in the labor market, and adaptation to modern challenges. It also analyses the mechanisms for recognizing the results of such training. The study used the following research methods: theoretical analysis of scientific literature, systematization and generalization, comparative and analytical methods, logical and structural analysis, and prognostic methods. The study results showed that non-formal and informal adult education are essential to the lifelong learning system. They contribute to developing professional and soft skills, increasing the competitiveness of adult learners in the labor market. At the same time, non-formal and informal learning meets the educational needs of adults through various forms of learning (courses, training, online education, etc.). It facilitates the integration of non-formal learning outcomes into the formal education system through validation, certification, and recognition of qualifications. The article reveals the key differences between formal, non-formal, and informal education, including the absence of strict age or professional experience restrictions, the flexibility of programs, and the focus on practical needs. At the same time, difficulties such as insufficient standardization, duplication of formaleducation functions, and difficulty in evaluating results were noted. Particular attention was paid to the European experience, particularly the strategy of validation of nonformal learning, which involves the development of tools for recording competencies (e.g., Europass), ensuring access to education for socially vulnerable groups, and integrating non-formal learning outcomes into national qualification frameworks. The conclusions confirm that non-formal and informal education are important tools for adapting to modern challenges, such as digitalization, labor market changes, and social transformations