Deinstitutionalization of education in the context of a global professional shift

The aim of the work is to analyze the processes of transformation of modern education towards its deinstitutionalization under the influence of changes in the professional structure of the labor market. A global professional shift towards new professions emerging in the context of the Fourth Industrial Revolution is considered as a modern trend, resulting in an increase in the role and importance of informal and informal education, accompanied by an increase in demand for online education.  The main objectives of the study are to determine the current trends in the development of formal continuing education in the Russian Federation in comparison with the trends in the development of informal online education.

Materials and methods. The analysis used the results of sociological research, statistical data reflecting the processes in the field of continuing professional education, the involvement of the adult population in continuing education, the demand for online education platforms in Russia, as well as expert opinions, analytical and informational materials, bibliographic sources. Secondary analysis and interpretation of the results of sociological surveys, systematization and classification of theoretical and factual materials used, methods of statistical analysis were used.

Results. The study revealed that under the influence of the fourth industrial revolution, a global professional shift is taking place in the labor market, leading to a significant acceleration of the processes of de-institutionalization of vocational education, expressed in a significant increase in the role and importance of non-formal education in meeting the educational needs of citizens and networking of the educational process. The spread of informal online education leads to the blurring of the institutional boundaries of education as a traditional social institution. The list and content of additional vocational education (AVE) programs mostly reflect the traditional range of professions and are poorly transformed under the influence of a global professional shift. This determines the low level of involvement of the adult population in continuing formal education, and the flow of demand for additional education to the informal sector in the conditions of rapid development of online education. The risks of deinstitutionalization of vocational education are its dysfunctions, going beyond traditional functions, the emergence of new functions, which leads to the loss of «their place» by educational institutions and a decrease in the importance of traditional university education.

Conclusion. The fourth industrial Revolution, provoking a global professional shift, leads to an increase in the importance of informal and informative online education. Changing the professional sphere requires accelerated development of a flexible, barrier-free, rapidly responding to these changes in the environment of advanced education, which becomes a constantly ongoing process immersed in an online environment. Its openness, integration with professional practice, networking and digitalization are becoming the most significant characteristics. Ecosystem educational spaces are becoming promising, forming both around educational organizations and around students, which indicates the continuation of the processes of deinstitutionalization of vocational education in the future.

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