FORMAL, NON-FORMAL AND INFORMAL EDUCATION IN UNIVERSITY PROFESSOR’S BRANDING

Abstract

The article considers the issue of priority of formal, non-formal and informal education in the aspect of personal branding of a university professor. The ratio of advantages and disadvantages of each of these forms of education is analyzed. The defining psychological and pedagogical characteristics of formal pedagogical education are standardization, normativeness, systematization and continuous control by public administration bodies. The main shortcomings of domestic formal pedagogical education are situational irrelevance to specific requests of the student target audience and the likelihood of irrelevance of a certain amount of knowledge for the modern labor market due to the constant reduction of the half-life of applicants for this type of education. It is noted that debureaucratization as the main advantage of non-formal pedagogical education over formal is the cause of natural shortcomings of nonformal pedagogical education – unsystematics, short-term orientation of educational services and ignoring the need to verify educational information on the criteria of its scientific validity. The structural dependence of self-education as a purposeful way of independent acquisition of knowledge on informal education is substantiated. It is proved that informal pedagogical education cannot even conditionally be an alternative to formal pedagogical education, as the motivational source of its receipt by a university professor has excessive nature, actualizing the risks for personal branding and professional activities in general. It is argued that the harmonious combination of formal, non-formal and informal education in line with metaformality and dual learning provides a synergistic impact on the process of university professor’s brand forming. Two models of the dual form of education are differentiated – the model with integrated practical training and the model with integrated professional activity.