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Theoretical Analysis of Canadian Lifelong Education Development

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Mukan N., Barabash O., Busko M.
Comparative Professional Pedagogy
|
2014
|
vol. 4
|
issue 4
27-32
EN
In the article, the problem of Canadian lifelong education development has been studied. The main objectives of the article are defined as theoretical analysis of scientific and pedagogical literature which highlights different aspects of the research problem; periods of lifelong education development; and determination of lifelong learning role and importance in modern Canadian society. The research methodology comprises theoretical (descriptive, statistical, comparative; structural and functional, logical and systemic; chronological and retrospective) and practical (conversations and dialogues with public school teachers in the town of Burlington (Ontario) methods. The research results have been presented: 6 periods of lifelong education development in Canada have been singled out; the role and importance of lifelong learning in modern Canadian society (especially, in economic, political, cultural and social development) have been justified; the Canadian experience of Composite Learning Index formation has been described. Among the perspectives of further research, we define the theoretical analysis of functionality of lifelong education system in Canada.
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