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The article reveals the essence of the professional competence formation. Informal and informal education are important components of this process. Based on analysis of foreign and native literature the essence of these concepts is revealed. The essence of the activity of teaching and support staff and the peculiarities of the development of their professional competence by means of non-formal and informal education are described. The structure, criteria and indicators of professional competence are also characterized and the problems that hinder its formation are identified.Based on the analysis of typical job responsibilities and practical experience, the main activities of teaching and support staff of higher education are determined as technological, organizational, managerial, information-analytical, communicative, which are common to certain subgroups, but differ in the specific tasks. Based on the elucidation of the essence “professional competence” concept, the author defines and substantiates the structure of professional competence of teaching and support staff and identifies ways to form it. In the process of research, the organizational and pedagogical conditions have been determined, on which the efficiency of the process of professional competence formation of teaching and support staff depends. A model of professional competence formation of teaching and support staff of higher education institution has been developed, which consists of target, content, organizational-procedural and evaluation-effective blocks. It is established that new tasks and problems arise in professional competence formation. Not enough attention is paid to clarifying the essence of professional activity of teaching and support staff, its role in the organization of the educational process, beyond the scientific interest of researchers is the development of the problem of professional competence of this category of staff of higher education., У статті розкрито сутність формування професійної компетентності. Важливими складовими цього процесу є неформальна та інформальна освіта. Проаналізовано зарубіжну та вітчизняну літературу, на основі якої і розкрито сутність цих понять. Описано сутність діяльності навчально-допоміжного персоналу та особливості розвитку їхньої професійної компетенції засобами неформальної та інформальної освіти. Також охарактеризовано структуру, критерії та показники професійної компетентності та виявлено проблеми, які перешкоджають її формуванню.