Tatiana Voronchenko^1,, Marina Fomina, Lyudmila Tatarnikova¹

Life Long Learning, which has acquired great significance in recent years, is an urgent factor in the educational policy of many countries. LLL is considered to be a debatable issue among educators dealing with psychological, methodical and financial aspects of this phenomenon, because of the number of approaches to it. Nevertheless, the concept of LLL presupposes some basic features, such as the presence of the educational environment at any schooling age, the variety of learning trajectories and the established system of improvement of professional skills and abilities. Special importance is given to the professional development of educators, who are not only transmitters and translators of scientific doctrines but are responsible for the formation of spiritual values of the younger generation. There are a number of different programmes in the EU that focus on satisfying the growing needs of sustaining mental fitness and potential employability of people. The field of university education in Russia has both similarities and differences with the learning strategies of the EU. The implementation of LLL technologies among Russian university teachers is present now in three major forms: mastering English, improving professional skills and providing computerized learning environments. It is concluded that professional development of educators occupies one of the most promising areas in the paradigm of LLL, due to the fact that professional qualifications of teachers ensure the quality of the teaching-learning process.

life-long learning, learning environment, learning trajectory, professional development of educators, system of improvement of professional skills