Аdult Education: Development of Professional Development Programs for Specialists of Guardianship and the Offices of the Commissioners for the Rights of the Child



The article deals with the problem of adult education caused by changes in various forms of vocational training in modern conditions. Currently, the Decade of Childhood program sets the task of comprehensive personnel development, which focuses on periodic professional development of specialists as an integral part of continuing education. Regular completion of joint training courses for specialists closely related to the protection of childhood is the key to growth, both the level of professionalism and their personal development. Specialists in the field of children’s rights protection have different education, work experience and age, therefore, the development of advanced training programs should be based on modern approaches to adult education, taking into account the principles of lifelong learning (“lifelong learning”) as a psychological and pedagogical basis for building a comprehensive system of education of specialists in new conditions. The approaches to adult education based on based on the ideas of the founder of Russian andragogy S.G. Vershlovsky and the successors of his ideas. The main focus is on the description of the results of the development and testing of a modular program of joint training of specialists of the OIP and the apparatus of the regional UPR “Ensuring and protecting the rights and legitimate interests of children, their social and other state guarantees”. An analysis of the educational needs of each group of trainees of advanced training courses showed that they have similar professional interests. At the same time, there are certain difficulties in choosing the topics of classes for a joint professional development program. As part of the monitoring, among the problems of organizing additional professional education for specialists of guardianship and guardianship authorities of the executive bodies of the Russian Federation, it was revealed that one of the problems is the lack of regulated deadlines for terms of completion of training by municipal employees and appropriate funding.

General Information

Keywords: adult education, andragogy, guardianship and guardianship authorities, commissioner for children’s rights, professional development, continuing education

Journal rubric: Pedagogy and Psychology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/ssc.2022030101

Funding. The study was carried out within the framework of the state task of the Ministry of Education of the Russian Federation No. 073-00110-22-02 dated 08.04.2022 “Scientific and methodological support for the development and testing of a unified professional development program for specialists in the field of protection of children’s rights, guardianship and guardianship (including heads of guardianship and guardianship authorities, UPR offices in the subjects of the Russian Federation (with testing for at least 700 people. from all subjects of the Russian Federation)”.

Received: 14.11.2022


For citation: Semya G.V., Karnaukh I.S., Shulga T.I. Аdult Education: Development of Professional Development Programs for Specialists of Guardianship and the Offices of the Commissioners for the Rights of the Child [Elektronnyi resurs]. Sotsial’nye nauki i detstvo = Social Sciences and Childhood, 2022. Vol. 3, no. 1, pp. 7–22. DOI: 10.17759/ssc.2022030101. (In Russ., аbstr. in Engl.)


1. Andreeva N.Yu. Psikhologicheskie osobennosti obucheniya vzroslykh s uchetom razlichnykh uchebnykh stilei [Psychological features of adult education taking into account various educational styles]. Obrazovatel’nye tekhnologii: nauka i praktika [Educational technologies: science and practice], 2015, no. 27, pp. 36—41. (In Russ.).

Information About the Authors

Galina V. Semya, Doctor of Psychology, Professor, Professor of the Department of Developmental Psychology named after Professor L.F. Obukhova" Faculty of Educational Psychology, Moscow State University of Psychology and Education, Professor of the Department of Psychological Anthropology of the Institute of Childhood of the Moscow Pedagogical State University., Moscow, Russia, ORCID: https://orcid.org/0000-0001-9583-8698, e-mail: gvsemia@yandex.ru

Inessa S. Karnaukh, PhD in Psychology, Deputy Head of Graduate school, Autonomous non-profit organization of additional professional education, Autonomous non-profit organization of additional professional education Almaz-Antey Aerospace Defense Concern, Moscow, Russia, ORCID: https://orcid.org/0000-0003-2868-1218, e-mail: inessa506@yandex.ru

Tatyana I. Shulga, Doctor of Psychology, Professor, Professor, Chair of Social Psychology, Department of Psychology, Moscow Region State University, Moscow, Russia, ORCID: https://orcid.org/0000-0002-3584-6087, e-mail: shulgatatiana@gmail.com



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