Transformation of out-of-school education in a new educational institution

Keywords: education, institute of education, out-of-school education, modernization of content out-of-school education, competence-based approach


The purpose of the article is affirm the idea that the value of such institution as out-of-school education of children has been considerably changed in XXI century. Empiric and general methodic approaches and techniques have been used during the investigation. The results of thought experiment that the author has carried out within 4 years with the pedagogical stuff of the out-of-school institutions of the region in the post-graduate educational system have been analyzed. The author maintains the opinion that modern innovative transformations in out-of-school education of children should fundamentally change our assessments of its role in the system of lifelong learning. The author estimates the out-of-school education as such that performs its special function in the general structure of education. According to its purpose, it is not secondary or additional in comparison with the functionality of other structural elements. It has its role: to follow the personal needs of the child. «Z» generation is fundamentally different in its spectrum of needs, and modern societies need to be flexible and multidimensional in order to guide them to make a profit to society. We need to respond quickly to the demand of a modern child, a teenager. The study found out that there are constant changes in the out-of-school environment. The changes are conditioned, firstly, because of the general transition of the education system of Ukraine to the competence training paradigm. Secondly, out-of-school education of children is in the plane of the informal education sector of Ukraine, which has not yet been formalized as part of domestic legislation. Taking into account the steady tendency to accumulate changes, the author assesses their influence on the out-of-school educational environment. The author points out that out-of-school pedagogy compensates the disadvantages and contradictions of school pedagogy due to its child-centeredness. That is why the practice of modern out-of-school education shows steady examples of the successful solution of the problems of person’s education, the final result of which is the self-realization and self-affirmation of pupils of out-of-school institutions. The author found out that the modern out-of-school pedagogical process of solving the above-mentioned tasks successfully relies on the categories and ideas used by well-known western pragmatists of the last century. The most widespread in the out-of-school educational process were the ideas about the orientation of education to the needs of the child, the close relationship of education with practice, recognition of the child’s individuality and the view of the goal of education as self-education, etc. Moreover, the study revealed that the out-of-school environment demonstrates a wide range of opportunities for children and adolescents to acquire key competencies that help a modern person to be self-realizing in later life. Currently, these changes suggest that out-of-school education accumulates a certain number of new features in the present century. The process of their accumulation continues. That is precisely why it can be argued that out-of-school education in Ukraine is transforming into a new educational institution.


1. ‌Bakhrushyn, V. (2017). Neformal’na ta informal’na osvita: navishcho vony nam potribni? [Informal and informal education: why do we need them?]. Osvitnya polityka. Portal hromads’kykh ekspertiv. Available at: (in Ukrainian).
2. ‌Bykovs’ka, O. (2017). Pozashkil’na osvita: kontseptual’ni zasady v umovakh reformuvannya systemy osvity Ukrayiny [Out-of-school education: conceptual foundations in the reform of the education system of Ukraine]. Osvitnya polityka. Portal hromads’kykh ekspertiv‌. Available at: (in Ukrainian).
3. ‌Verbyts’kyy, V. V. (2017). Problema vyznannya ta rozvytku neformal’noyi osvity v Ukrayini v rozrizi pozashkil’noyi ekoloho-naturalistychnoyi osvity [The problem of recognition and development of non-formal education in Ukraine in the context of extracurricular ecological-naturalistic education]. Natsional’nyy ekoloho-naturalistychnyy tsentr uchnivs’koyi molodi‌. Available at: (in Ukrainian).
4. ‌Hrynevych, L. M. (2017). Pravo ditey na otrymannya pozashkil’noyi osvity maye buty zakhyshchene. Forum pratsivnykiv pozashkil’noyi osvity [The right of children to receive extracurricular education should be protected. Forum of Out-of-school Education Officers]. HO Tsentr mizhnarodnykh proektiv «Yevroosvita»‌. Available at: (in Ukrainian).
5. ‌Yeremenko, L. (2017). Pozashkil’na osvita: problema vyznachennya [Out-of-school education: the problem of definition]. StattiOnline. Biblioteka naukovykh statey‌. Available at: viznachennya.html (in Ukrainian).
6. ‌Marynych, V. L. (2017). Kompetentnisnyy pidkhid u pozashkil’niy osviti: stan i tendentsiyi realizatsiyi [Competency approach in extracurricular education: the state and trends of implementation]. Elektronna biblioteka NPN Ukrayiny. Available at: (in Ukrainian).
7. ‌Pustovit, H. P. (2003). Pozashkil’na osvita: sutnist’, meta, perspektyvy [Out-of-school education: essence, purpose, prospects]. Ridna shkola, (2): 14-19 (in Ukrainian).
8. ‌Sushchenko, T. I. (2000). Osnovy vneshkol’noj pedagogiki [Fundamentals of extracurricular pedagogy]. Minsk: Bel. Navuka (in Russian).
9. ‌Tykhenko, L. V. (2016). Innovatsiyni protsesy v systemi pozashkil’noyi osvity Sumshchyny [Innovative processes in the system of out-of-school education of Sumy region]. Available at: (in Ukrainian).
10. ‌Klariysa, R. ad. (2005). Non-formal and informal Educationin Europe. Praga (in Russian).
How to Cite
Mogilevska, V. (2017). Transformation of out-of-school education in a new educational institution. Grani, 20(10), 31-36.