In the article, the problem of functional literacy training organisation in the system of adult education in Belgium has been studied. The authors analyse the scientific and pedagogical literature which highlights different aspects of the problem under research; characterise the research methodology which comprises theoretical and applied methods. They present the theoretical and methodological framework (humanistic, pluralistic, andragogy concepts) of functional literacy learning; different approaches (standard, context, social and cultural) to the term "functional literacy" treatment; concretise the definition of "functional literacy". The scholars study prerequisites (historical, political, social and cultural, social and economic, linguistic) of adults' functional illiteracy development in the modern Belgian society. The researchers characterise the system of adult education according to the structural and functional approach, especially, its legislative, managerial, organisational, and academic levels. They present the systematised and generalised specificities of learning organisation for adults' functional literacy development in formal education of Flemish Community (Centres for adult education), German-speaking Community (public schools), in non-formal education of French Community (network of volunteer organisations). The scientists analyse the content (knowledge, skills of basic and professional education, social and personal skills, skills for self-education) and operational (organisational forms and methods; methods for learning motivation) components of functional literacy learning. The authors present the research conclusions and perspectives for further research.

The article dwells on professional development of public school teachers as an inevitable constituent of education systems in the 21st century. In such economically developed countries as Great Britain, Canada and the USA, the problem of preparing teachers to a difficult and responsible task of upbringing and educating future citizens always remains topical. The authors define the following aim and objectives of their research: to conduct analysis of scientific and pedagogical literature and to define the notion of teachers′ “professional development”; to research a place and role of the constructivist approach to professional development of teachers. Some aspects of the problem under research have been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers′ professional development (L. Darling-Hammond, M. Tight); elaboration of professional development curricula (C. Pratt); content of teachers′ professional development (N. Dana Fichtman, S. Zepeda); concept-oriented instruction (J. Guthrie); continuing professional development (Ya. Belmaz, A. Kuzminskyi, O. Kuznietsova). The research methodology comprises theoretical (logical, structural and systematic methods, induction and deduction, comparison and compatibility, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.

Вісник Черкаського національного університету імені Богдана Хмельницького 107 tion, which provides an analysis of the personal resources of the future teacher of initial movement.In view of this, we see the position of reflection in the process of self-actualization of future primary school teachers in correlating the possibilities of their own "I" with what the chosen profession requires. It should be noted that each profession corresponds to the ideas about it, which are formed by professionals and in society. But not always these ideas coincide in images and characteristics. Reflection helps the person to formulate the expected results, to outline the goals of further professional pedagogical activity, to adjust the personal professional path. The importance of reflection for primary school teachers is due to the fact that their activity is multifunctional. The elementary school teacher should ensure that the following functions are fulfilled: teaching, educational, methodical, pedagogical research, prognostic, health-saving. Reflection actively influences the production of innovative ideas, the realization of which is possible provided the self-actualization of the individual. The analysis of the position of reflection in the process of selfactualization of future elementary school teachers allows us to emphasize the following peculiarity of pedagogical reflection of elementary school teachers: the willingness to act in situations with a high degree of uncertainty, which is conditioned by the formation of the teacher's skills to be aware of the barrier.

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Розглянуто базові принципи організації навчання функціональної грамотності дорослих у Бельгії. Проаналізовано основи поєднання андрагогічних навчальних стратегій із індивідуальним підходом у стратегії розвитку особистості дорослих учнів із одночасним формуванням їхніх знань та цінностей у процесі навчання. Відмічено використання принципів андрагогіки по відношенню до дорослих учнів, а саме, інтегровані програми, що поєднують зусилля учнів та вчителів для досягнення спільної мети, психологічну підтримку в процесі навчання. Ключові слова: Бельгія; андрагогіка; функціональна грамотність; інтегровані програми; індивідуальний підхід; стратегії розвитку особистості.