СТАНОВЛЕННЯ І РОЗВИТОК СИСТЕМИ НАВЧАННЯ ДОРОСЛИХ МІГРАНТІВ У КАНАДІ

Abstract

Canada has considerable experience in integrating migrants, including adults, into its society and labour market. In view of this, the purpose of the article is to highlight the path and changes that took place during the formation and development of the adult migrant education system. The author has found out that an adult migrant does not differ from a typical adult student in terms of goals, needs, and preferences for choosing various educational programs or training courses. At the same time, it has been noted that an adult migrant has slightly different motives and a stronger motivation to continue studying further. These are determined by various social and personal factors. The article provides a detailed list of these factors and offers a brief description. In view of the above, it has been traced how the educational needs of adult migrants were taken into account within the adult education system of Canada. Also, the process has been characterized at various stages of the formation and development of the Canadian adult education and training system. The following three stages have been distinguished: language courses for adult migrants without andragogic principles of education; the development of civic education and the introduction of the principles of adult education into the practice of language courses; integration of educational opportunities of formal, non-formal and informal education. Each stage introduced both positive and negative changes in the system of adult migrants’ education, which were characterized and substantiated. Prospects for further research related to the analysis of Canada’s educational opportunities for the integration of Ukrainian migrants who were forced to become refugees due to the war are determined.