Abstract:

The welfare of the country and its citizens depends on many factors, including the level of education improvement in general education and adult education in particular, as the main potential of the development of the nation. Nowadays education plays the vital role in people entering the cultural space of society.

Another important factor in the decision to participate in adult education is the status of immigrants, since, as a rule, they need to master a new language, and habitually the improvement of literacy skills for swiftly adaption in a new country and find their place in the labor market.
Many countries are trying to encourage the concern of citizens to participate in adult education for the reason that information and knowledge are the basis of competitiveness and economic development of the country.

The purpose of this study is the analysis of the peculiarities of the organization of adult education in Belgium and Canada. The article descries at length the courses of such levels of adult education as: adult basic education, secondary adult education and higher vocational education of the above mentioned countries.

In accordance with the principles of lifelong learning adult education is observed in three basic categories of settings where purposeful learning activity takes place: Formal, Non-formal and Informal learning.

The present study shows that adult education in Belgium and Canada is realized with the help of a wide range of institutions, organizations, public and private institutions. School boards, colleges, universities, vocational training centers, adult education centers, public, non-profit and volunteer groups, employers, trade unions, associations, private companies, special interest groups provide programs and services to Aboriginal learners, immigrants, women, people with special needs, unemployed and others. Provincial and territorial governments, sometimes in collaboration with the federal government, provide much of the financing programs.

The management system of adult education in Belgium and Canada is governed by the relevant legislation. The implementation of certain concepts is based on the regulatory framework and the development of evidence-based methods for determining national and regional enrolment needs in the educational sector.

The results of the research suggest that the main purpose of adult education is not merely the acquisition of knowledge, first of all it is the mastery of a complete professional activity, development or improvement of the level of the general and professional culture.

The authors conclude that it is evident that adult education is an important part of modern life and in order to become a full member of a society, people need to constantly update their knowledge, improve their skills. Focusing on a single opportunity to gain knowledge in the modern reality is ineffective.

Keywords:

Adult education, Canada, Belgium, Formal learning, Non-formal learning, Informal learning.