The modern context of new systemic challenges is transforming the international agenda of vocational education and training system (VET) in terms of accessibility, expanding opportunities, and integration of adult learners into lifelong learning. Active modernization of the education system, taking into account the characteristics of the “adult learner”, their needs, goals and objectives predetermine the necessity to adapt the modern system to the new reality and interests of the new target group in terms of quality and content of programs, specifics and new teaching and learning approaches, transformation of social partnership and on-the-job training programs, development of new financial tools and VET efficiency assessment. The purpose of the article is to identify the current needs, and VET development trends in the context of adult education. The research results can be used in regard to the educational programs development taking into account the characteristics of the new target audience, the formation of mechanisms for the involvement of the adult learners into VET, the modernization of the national adult learning policy, as well as rethinking of new learning paradigm in general.

The article presents an analysis of the vocational education and training development trends in terms of internationalization. The requirements for the competencies of VET teachers in the EU countries are described. In the framework of the analysis, the goals of the internationalization of national vocational education and training are substantiated and a model of VET teachers competency system have been presented taking into account changes in modern society. The results obtained during the study can be used in terms of formulation of the recommendation and nternationalization policy for the Russian vocational education system

The article provides an overview of the main directions of development of European vocational education and training (VET). An attempt has been made to identify the vector of development of European VET for setting new emphasis on international cooperation and the development of domestic VET, its integration into the European professional space and the labor market. In their study, the authors rely on the work of leading foreign analytical centers, statistical databases and reports of international organizations involved in the study of vocational education, as well as on the results of their own research and development in studying the problems of the development of vocational education

Introduction. The article is devoted to the analysis of the circular economy in terms of improving vocational education and training (VET) system. Greening, digitalisation and increasing working life duration are shaping the labour market and education policies. The linear paradigm of sustainable development is being replaced by the circular economy (CE), which leads to the emergence of new professions, new approaches to the organisation of work, and new combinations of skills that meet the mobile, flexible, and sustainable labour market needs. Aim. The purpose of the study is to identify trends and opportunities to improve the effectiveness of VET at the system level in terms of transition to CE. Methods. The employed methodology relies on elements of socio-economic modelling, structuring and systematisation, the case-study method and foresight technologies. The interdisciplinary approach made it possible to identify and extrapolate socio-economic development trends to the area of the labour market needs forecasting in the context of the CE transition. Results. It is concluded that circular business process models are facilitating the transition to a more equitable and environmentally sustainable CE. Extrapolating the circular approach to the VET system will ensure its transition to the Industry 5.0 thus increasing its efficiency: the training will go in parallel with the development of new industrial technologies. Transition to CE will also require a new approach to the VET innovations and T-shaped skills. Theoretical novelty lies in identifying the key principles and elements of the CE formation, and the pathway for improving VET within the framework of a circular strategy. Practical significance. Obtained results can be used for further VET modernisation, programmes and learning models content transformation, as well as for the creation of innovative learning spaces within the circular paradigm.