Determinants of non-formal adult education

The paper focuses on the analysis of non-formal adult education in an organization. It discusses the legal and political documents that regulate adult learning. The role of the organizational and individual perspectives in adult education has been theoretically substantiated. In recent decades, the rapid development of innovations within the market forces organizations to react to the changes. Human capital has become vitally important as it transforms and controls other forms of organizational capital (i.e. material, financial, time, etc.). In order to successfully conduct their activities the organizations cannot resist either the improvement of the work of the employees or learning as such. Therefore, due to the development of knowledge society and active processes of globalization, adult people experience an urgent need to improve their professional qualification, expand the horizons of their knowledge and acquire new specialities to optimally match the changing conditions of life. For all that, could we consider the persons working in an organization being the progressive workers? Who is more motivated in such learning – an organization, or its employee? On the other hand, is learning always efficient? Such questions encouraged the author to extend the analysis given in the paper