Abstract:

Relevance:
Lifelong learning considering the requirements of enterprises contributes to the development of hard and soft skills which increase the competitiveness of specialists in the industrial labor market. The models and procedures for organizing lifelong learning in the same university should cover all stages of the formation and development of a career: involvement of schoolchildren; training of college students, bachelors, masters, postgraduate students; skills improvement of enterprises specialists. The best models should also take into account the collaboration of the university with industry.

Objective is to present a model for organizing lifelong learning at Kazan National Research Technological University (KNRTU) and to describe the practical experience in implementing this model when collaborating with light industry enterprises.

Methodology:
At the first stage of the study, an analysis and systematization of the world experience in organizing lifelong learning at universities was carried out. At the second stage, reports on the organizational activities concerning lifelong learning at KNRTU were studied; a block diagram using the modeling method was designed. The relationships between the following blocks were established:
(1) career orientation,
(2) training and
(3) skills improvement in University-enterprises collaboration.

At the third stage, the model was implemented into practice and the effectiveness of this model was statistically assessed.

Results:
The model of lifelong learning organization was substantiated, developed and implemented in collaboration between KNRTU and light industry enterprises. The model includes interrelated blocks:
(1) career orientation of schoolchildren,
(2) students training (four levels of training),
(3) skills improvement of enterprises specialists.

Block (1) reflects the participation of schoolchildren in the conference "New materials and technologies of light industry" and in workshops organized by KNRTU teachers and partner enterprises.
Block (2) reflects the participation of college students (2.1), bachelors (2.2), masters (2.3) and postgraduate students (2.4) in real projects of light industry enterprises, collaborative grants, in the contest "50 best innovative ideas", etc.
Block (3) reflects the participation of already working graduates in skills improvement programs accepted by KNRTU and the enterprise. Over the period 2017-2019, a positive linear correlation was determined between the increase in the number of participants in activities within each block and the increase in the number of participants who continue lifelong learning from block to block.

Conclusion:
The given model demonstrates its effectiveness in practice and can be recommended to the universities interested in organizing lifelong learning in collaboration with enterprises.

Keywords:

Technological university, lifelong learning, enterprise, model, schoolchild, student, specialist.