The publication provides a comprehensive analysis of the state and development of national education over the 30 years of Ukraine’s independence, identifies current problems in education, ascertains the causes of their emergence, offers scientifically reasoned ways to modernise domestic education in the context of globalisation, European integration, innovative development, and national self-identification. Designed for legislators, state officials, education institutions leaders, teaching and academic staff, the general public, all those who seek to increase the competitiveness of Ukrainian education in the context of civilisation changes.

The article features an innovative approach to the development of information readiness of pedagogical staff for the performance of their professional activities in full-time distance postgraduate learning. The essence and components (motivational, cognitive, operative and personal) of pedagogical staff's readiness for professional activity are characterized. Indicators of the distribution of teachers by levels of their information readiness (low, medium, high) for professional activity are given. The article also highlights methodology and results of the empirical study of the levels of pedagogical staff's information readiness for their professional activity, testifying to the insufficient level of development of such readiness with a considerable number of educators. It is shown that a high level of such readiness is peculiar to only one-tenth of the participated educators, who have deep and complete knowledge, skills and experience of work with information. They are characterized by developed personal qualities that provide active character and responsible attitude to the professional activity in the conditions of uncertainty. Other respondents have a partial (or nonexistence) awareness of possible negative consequences from the use of information, insufficient willingness to bear responsibility, as well as an inability to understand the regularities of information processes in the context of uncertainty, etc. The essence of experience technologies of the development of information readiness of pedagogical staff to professional activity in conditions of part-time distance teaching in postgraduate education is revealed. It also highlights the specific features of the implementation of experience technologies regarded as a tool for specialist training on the basis of practical experience and their application in the process of professional development. It emphasizes the effectiveness of experience technologies in non-linear forms of training, which create the conditions for learners to make a conscious choice of learning content and forms of their own professional development.

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The article analyzes the application of the theory of transformative education in postgraduate teacher education. Professional development of teachers, which is based on the principles of adult education, is influenced by education reforms, innovation environment and the transition to a digital society. This creates a situation of uncertainty for teachers and encourages their acquisition of new competences. Transformational education, initiated by US scholars, has gained popularity in Ukraine to direct postgraduate education to the development of professional culture and professional consciousness of teachers. One of the key concepts of postgraduate teacher education as a component of adult education is professionalism, which is referred to as a set of teachers' competences that are formed in the system of university education and developed in the system of postgraduate education based on cultural, humanistic and democratic values to make teachers efficient in modern socioeconomic conditions. Teachers' professionalism transformation, which is understood as a qualitative change in their professionalism, due to their readiness to work in the conditions of the digital world and knowledge society, is a result of transformative education in the system of formal and informal adult education. The author also discusses the teachers' professionalism transformation factors and the features, methods, objectives and outcomes of teachers' transformative education.