APPLICATION OF TECHNOLOGIES OF FORMAL AND NON-FORMAL EDUCATION FOR CONTINUOUS PROFESSIONAL DEVELOPMENT OF THE MODERN SPECIALIST APLICAÇÃO DE TECNOLOGIAS DE EDUCAÇÃO FORMAL E NÃO FORMAL PARA O DESENVOLVIMENTO PROFISSIONAL CONTÍNUO DO ESPECIALISTA MODERNO APLICACIÓN DE TECNOLOGÍAS DE EDUCACIÓN FORMAL Y NO FORMAL PARA EL DESARROLLO PROFESIONAL CONTINUO DEL ESPECIALISTA MODERNO

The article considers the technology of formal and non-formal education as a factor of improving the quality, efficiency and effectiveness of lifelong learning of adults, their continuous personal and professional self-development and self-realization in accordance with an individual educational trajectory. In the study, the following methods were used: expert survey, interview, questionnaire, testing, observation, analysis of documents. The content, essence, principles of application of interactive, acmeological, andragogical and digital technologies are described, which ensure the effective functioning of the content of adult learning, meet the interests, requests and needs of customers of educational services, employers and key stakeholders. On the basis of comprehensive permanent monitoring, the effectiveness of the use of continuing education technologies for the training of a modern specialist has been experimentally tested. The results of the research can be used in the process of modernizing the system of continuing education, the organization of adult lifelong learning.


INTRODUCTION
Philosophical understanding of the educational processes of our time and their corresponding perspective transformations of epochal nature in the future gives the reasons to justify this phenomenon as a "paradigmatic revolution in education" (Framework for updated key…, 2019). It is not for nothing that the law of general priority of education, which is the basis of intellectual, spiritual, physical and cultural development of the individual, his/her successful socialization, the key to sustainable development of society and the state, has become powerful in the world. A peculiar response to the civilizational-historical and educational challenges of the XXI century is a rethinking of basic principles, values of professional development throughout life through formal, non-formal and informal education, the formation of competencies necessary for successful self-realization in the profession and life (A Memorandum on Lifelong Learning…, 2000).
According to Article 18 of the Law of Ukraine No 2145-VIII "On Education" (2017), continuous professional development is interpreted as a continuous process of training and improving the professional competencies of professionals after higher and/or postgraduate education, which allows them to maintain or improve professional standards and lasts throughout his/her professional career. In the conditions of continuous education professional development of specialists is a complex multilevel, prolonged, step-by-step and ambivalent process, as it is possible to observe its unevenness and heterochrony at all stages, violation of linearity, sequence and order, stages of bifurcation.
Professional development involves the formation of a qualified specialist, professional, personality, who goes through periods of professional adaptation, gaining empirical experience, formation and improvement of professionalism. Training of specialists using formal and non-formal education technologies should be based on competency, personality-oriented and andragogical approaches (Knowles et al., 2020;. With preference given to the subjective activity of an adult student who independently models and implements individual educational trajectory parameters of the learning process. In particular, the content, duration, forms, methods, programs, tools, etc., carries out goal-setting and constructive correction in fundamentally new conditions, variably forecasts the results of activities, etc. Technologies of formal and non-formal adult education are aimed at realizing personal and professional abilities of a specialist as a subject of professional activity, development of his inner potential (State standard of Ukraine…, 2014). The selection of continuing education technologies means the choice of strategy, priorities, system of interaction of all subjects, tactics of adult learning and appropriate style of work taking into account andragogical principles. It involves planning, organization, application and evaluation of the process and results of professional development Khamzina et al., 2020). The components of adult learning technologies are the concept, content of education, procedural characteristics, appropriate scientific and methodological support for professional development of specialists and innovative scientific and methodological support (The concept of implementation…, 2019). The criterion indicators are the guaranteed effectiveness of the educational process; positive changes in the development of the subjects, adequate to the set goals; purposefulness, pre-designed and guaranteed current and final results; controllability; systematic didactic tools; reproducibility, etc.
Thus, we consider formal and non-formal education technologies as a factor in improving the quality, efficiency and effectiveness of continuing education, increasing demand for various educational services, changing motivational readiness and ability of professionals to learn throughout life. The purpose of the article is a thorough study of formal and non-formal education technologies for extrapolation of the main theoretical and methodological provisions for the training of a modern specialist, a professional in the system of continuing education. In accordance with the purpose, the main objectives of the study are defined as follows:  to analyze the basic principles, approaches and features of professional development of specialists;  to describe interactive, acmeological, andragogical and digital technologies that ensure the effective functioning of learning content;  to select and experimentally test the effectiveness of the use of formal and non-formal education technologies for continuous professional development of specialists throughout life;  to conduct comprehensive permanent monitoring of the feasibility of selection and use of technologies of formal and non-formal education for the training of modern specialists, professionals.

MATERIALS AND METHODS
In order to monitor the process of continuous professional development of specialists, forecasting and implementation of innovative scientific and methodological support, we used a comprehensive permanent monitoring, which was conducted as a single study on certain priority areas, criteria, indicators. We understand the term "monitoring", as the system of control and psychological and andragogical diagnosis, which provides a set of procedures for monitoring (collection, processing, storage and dissemination of information), current assessment of important transformations in the educational system. Comprehensive permanent monitoring was conducted on:  individual basis (self-assessment by the subjects of monitoring of the level of professional development, formation of competencies);  local (related to the organization and conduct of research, collection of information within individual experimental institutions);  municipal (local education authorities, educational methodical centers of vocational education assessed the dynamics of professional development of specialists through the use of formal and non-formal education technologies, identified problems and future prospects);  regional levels (monitored the development of educational facilities at the regional, city, district, clarified the effectiveness of continuing education technologies). The use of technologies for monitoring and assessing the satisfaction of customers of educational services and key stakeholders helps to ensure the quality of professional development and achieve competitive advantages in the market of educational services. An advisory monitoring was conducted, which, according to the European Union's ERASMUS + program, should focus on studying the partnership, planning and implementing planned activities, priorities, methodology, implementation of tasks and achievement of results. Assessment and study of the dynamics of professional development of specialists through the use of formal and informal education technologies was based on ten indicators, in particular: • development/improvement of competencies in accordance with the requirements of the labor market, employers and key stakeholders; • quality of organization of the educational process; • the level of use of digital technologies in the educational process, • practical orientation of the content of advanced training; • innovative scientific and methodological support of the educational process (accessibility, clear logical sequence of presentation, connection of educational material with practical professional activity, novelty, address orientation, connection of course and intercourse period, etc.); • general quality of teaching modules, special courses at advanced training courses; • the degree of satisfaction of requests and needs of students for the latest production technologies; • compliance of the content of training with the professional needs of students; • comfortable psychological conditions during the educational process; • introduction of learning outcomes into the practice of professional activity.

FEATURES OF FORMAL AND NON-FORMAL EDUCATION TECHNOLOGIES IN THE SYSTEM OF CONTINUOUS PROFESSIONAL DEVELOPMENT
Lifelong professional development takes place through adult learning technologies through formal, non-formal and informal education (Towards an institutional strategy…, 2012). The technology of adult teaching is a system of scientifically based andragogical, human-centered and acmeological principles of learning the actions of adult students. It provides training of an innovative specialist, comprehensively harmonious personality, a professional capable of choosing an individual educational trajectory, lifelong professional development through formal, non-formal and informal education (Ridho et al., 2018). Professional development of adults as a holistic system includes the following components: the needs of learners, professionally improved (real, conscious), purpose and objectives (specific and achievable), content (relevant, applied, competence, humancentered), technology (formal and non-formal education, in particular interactive, andragogical, acmeological, digital, etc.), means (contemporary), results (measurable).
It should be noted that for the effective organization of continuous professional development of a modern specialist throughout life through formal and non-formal education, it is necessary to take into account the initial positions of adult learning (Knowles et al., 2020):  the subject of education has a leading role;  the adult strives for self-realization, independence, self-management and realizes himself/herself as such;  an adult learner has competency experience (domestic, social, professional), which can be used as an important source of teaching for themselves and for colleagues;  the main type of educational work of adult students is the independent implementation of the organization of the learning process;  an adult learns to solve an important life problem and achieve a specific professional goal;  expects on the immediate application of skills, abilities, knowledge and acquired qualities in the learning process;  the educational activity of an adult is determined by temporal, spatial, domestic, professional, social factors that either limit or help the learning process; • human(student)centered teaching, for which the educational process is created taking into account individual capabilities, abilities, professional needs, sensitive periods of personality development; • continuity, which provides for the organization of systematic and purposeful development of competencies of specialists to increase personal potential, expand employment opportunities, social integration and active citizenship through formal, non-formal and informal learning; • consistency -a set of interconnected elements, including goals, conditions, factors, organizational, substantive, diagnostic and regulatory support, which allows for consistent, holistic, logically ordered and structured, continuous professional development; • variability, which provides a combination of flexibility, the ability to choose parameters, content, methods, sources, terms, pace of learning on an individual educational trajectory, which makes the learning system effective, economical and interesting; • advanced professional development, which enables the improvement of educational and professional skills and further professional development of specialists in accordance with innovative social and educational challenges, European and state standards; • academic integrity as a set of ethical principles and rules defined by the Law of Ukraine No 2145-VIII "On Higher Education" (2017), which should guide the participants of the educational process during the process of learning, teaching and conducting scientific (creative) activities in order to ensure trust to learning outcomes and/or scientific (creative) achievements; • academic mobility, which includes the opportunity for participants in the educational process to study, teach, train or conduct research in another institution of higher education (scientific institution) in Ukraine or abroad; • academic freedom -independence and autonomy of participants in the educational process during the pedagogical, scientific-pedagogical, scientific and/or innovative activities carried out on the principles of freedom of speech and creativity, dissemination of knowledge and information, research and use of their results and implemented with subject to the restrictions established by law; • network activities, i.e. interaction and cooperation of all subjects on the basis of scientific and methodological management; • individualization and differentiation, which allows planning and implementation of individual educational trajectory taking into account professional experience, capabilities, abilities, individual style of professional activity of customers of educational services; • processability, which involves the use of effective andragogical technologies (interactive, training, acmeological, game technologies, psychophysiological, etc.), methods and techniques, forms of active interaction of the subjects of the educational process; • scientific and methodological support -the principle consists in continuously support creative initiatives, innovations, effective scientific, informational, subject-methodical, professional and qualification support of the process of self-improvement and self-realization, professional motivation to perform professional roles and functions; • monitoring of quality, which provides an opportunity to measure and evaluate the professional dynamics of professional development of the specialist.
Technologies of formal postgraduate education are focused on the demands and needs of consumers of educational services -managers, teachers, research staff, based on the developed structural models of professional development (single-stage, two-stage, three-stage), which take into account forms and terms of study, volumes and content of educational and professional programs and category of students. The main forms of professional development are: full-time training; distance form of training; full-time-distance form; correspondence form; internship; individual (pedagogical patronage, in the workplace).
Non-formal education is education that is obtained through educational programs and does not involve the award of state-recognized educational qualifications by level of education, but may end with the award of professional and/or partial educational qualifications (Law of Ukraine…, 2018). This education is institutionalized, purposeful, and is additional, alternative and/or complementary to formal education in the process of lifelong learning. It can be short-term, low or high intensity, in particular in the form of short-term courses, seminars, workshops, practical classes. Non-formal education has no age, professional or intellectual restrictions on participants, often not limited in time (Sydorenko & Denysova, 2020;Vinichenko et al., 2018a).
The field of non-formal education includes individual classes under the guidance of andragogues, coaches, moderators, educational advisors, trainings and short-term courses that pursue practical short-term goals. A specialist could obtain formal qualifications by mastering a certain set of individual programs of non-formal education and the corresponding recognition by the authorized body of the acquired knowledge, skills, competencies. Among the technologies of formal and non-formal education, which ensure the effective functioning of the content of education, meet the interests and demands for knowledge and learning time of adults, we distinguish interactive, acmeological, andragogical and digital.
Interactive technologies of professional development of specialists are technologies of continuous education that ensure the inclusion of specialists in the learning process through the selection and use of a set of interactive forms, methods, techniques, teaching aids that allow to achieve the planned professional result, to ensure optimal consideration of learners, networking, etc. (Vinichenko et al., 2018b). The importance of using interactive technologies for the professional development of a specialist is explained by several reasons, including socio-economic (requirements of the labor market, employers and key stakeholders to train a comprehensively harmonious The task of acmetechnologies is to form and consolidate in the self-consciousness of the individual the need for continuous professional development through self-knowledge, selfimprovement, self-realization, achieved by special techniques and techniques, to exercise acmeological influence, which helps to reveal the creative potential of the specialist (Sydorenko, 2017;Vinichenko et al., 2018d). Acmeological technologies of self-knowledge, self-development and self-realization, by means of which the pedagogical worker develops as a subject of professional activity, form the technological basis of his positive-harmonious self-concept, which includes "self-image", "self-action", "self-attitude", "self-instruction" (Sydorenko, 2018  stipulates that the formation of information and communication competence is mandatory. Among the key competencies of the teacher of the New Ukrainian School, information and digital competence is singled out (Hryshchenko, 2017).
Among the digital technologies used in the process of formal and non-formal adult education, the most common are the following: • Digital technologies of collective communication. Video conferencing technologies (for example, myownmeeting.net, myownconference.com.ua, zoom.us, Skype, jitsi.org, youtube.com) for online events in video and audio formats, namely online classes, web conferences, meetings of departments; • Google's cloud technologies for working with documents, developing calendars to visualize the timing and stages of project implementation, analytics and feedback on the quality of educational services.
• Social networks, in particular Facebook, Instagram for the exchange of personal profiles, as well as the reporting of both news and scientific, legislative, regulatory and public news in the field of education.
• YouTube, both for conducting scientific and educational events online, and saving for the possibility of further viewing.
• Cybersecurity technologies include the use of software to ensure the information security of the Institute and personal computers of employees.
• Technologies for visualization of educational content, such as multimedia presentations, infographics, video infographics, intelligence maps, timelines, QR codes, word clouds, scribing, gamification, 3d modeling, augmented (AR) and virtual (VR) reality, video. people who took part in the intercourse period (see Table 1).   From April 1, 2020, 26 web resources have been opened on the educational platform "Profosvita" for applicants for higher education at the "bachelor" and "master" level. The filling of these resources was carried out by the teaching staff, which provided the educational process in the conditions of quarantine measures. For each group of students, the moderator created a web resource "Organizational issues", which contains schedules, a list of students in the group, methodological materials to help applicants for higher education, a student forum, questionnaires for students.
In  During the first quarter of 2020, International and All-Ukrainian events were organized and held: discussion panel and international educational crowdsourcing at International exhibitions, 2 International conferences, 3 All-Ukrainian conferences with online broadcasting, 47 international participants, more than 2600 domestic representatives of domestic educational institutions. In particular, the fifth anniversary International scientific-practical Internet conference "Psychological and pedagogical aspects of adult learning in the system of continuing education" was held. 124 reports from domestic and foreign educational institutions and organizations were presented. The conference was attended by more than 500 scientific and pedagogical staff, 30 foreign participants from Azerbaijan, Belarus, Georgia, Kazakhstan, Latvia, Estonia, Poland, USA, Finland.
On February 19, 2020, the All-Ukrainian coworking with online broadcasting was held: "The use of cloud technologies in the educational process of professional (vocational) education institutions". 150 educators attended the event from professional (vocational) educational institutions of Poltava, Donetsk, Kropyvnytskyi, Volyn, Zakarpattia, Odessa, Kherson, Sumy regions.
8 regional seminars, conferences, round tables, master classes were organized and held for teachers of professional (vocational and technical) education (Table 2). Quantitative absolute and relative indicators provided an opportunity to make their prompt adjustment and increase the level of satisfaction of customers (recipients) of educational services.
Thus, as of June 2020, the answers provided by 625 respondents were summarized. The survey was conducted in groups of masters of industrial training and teachers of vocational and theoretical training of professional (vocational) education. The vast majority of respondents (85.7%) believe that the level of their professional competence after completing advanced training courses as a form of continuing education has increased significantly; 13.5% of respondents chose the option "increased insignificantly"; only 0.8% believe that it has remained unchanged ( Figure 3). The results of diagnostics of the general level of achievement of results of training at advanced training courses of listeners also correlate with the received results. It should be noted that out of 625 respondents, 97.5% of respondents indicated the practical orientation of classes, the desire to use the acquired knowledge, skills and abilities in their further professional activities, 2.5% -found it difficult to answer (Figure 4).

CONCLUSIONS
The creation of a single information and communication ecosystem at the Bila Tserkva Institute of Continuing Vocational Education, which combines the intellectual, scientific, professional, educational, technological potential of the subjects of the networked educational and digital environment, involved the use of digital, andragogy, acmeological and interactive technologies in cyberspace. The open content of the "Profosvita" platform had almost limitless opportunities to cover all categories of customers of educational services with access to non-formal education, employers, and key stakeholders, in the process of training, training, and retraining of specialists in various models and forms of education. The analysis of the received indicators testifies to a positive estimation of satisfaction of customers of educational services on advanced training courses. In order to comprehensively implement the program of research and experimental work, the solution of the tasks was planned and implemented a system of practice-oriented intercourse activities. Permanent monitoring of the quality of educational services makes it possible to assert the conformity of alternative models, forms of professional development to the needs and demands of customers of educational services, the feasibility of selection and use of formal and nonformal education technologies.

ACKNOWLEDGEMENTS
The