Andragogical principles in the implementation of continuing adult education

The article substantiates the relevance of the andragogical approach to the issue of continuous adult education. The identity of andragogy to the humanistic paradigm is determined. Different methodological approaches as theoretical and practical support of the andragogical theory of adult education are considered, their functions are substantiated. The problem of adult education as a factor of continuous self-development is actualized. The principles of andragogy are formulated. New types of formal, non-formal and informal adult education, forms of education, adequate to the modern development of science and technology are designated. It is argued that continuing professional education, as a rich and complex pedagogical phenomenon, becoming a powerful tool for the development of an adult, offering different ways of self-development, self-education and self-realization, takes dominant social positions in relation to the reproduction of people's personal resources for the economy of a state.