The Analysis Of Adult Immigrants’ Learning System In Canada

• Authors: Nataliya Mukan , Olena Barabash , Maria Busko
• Languages of publication: EN

Abstracts

EN

In the article the problem of adult immigrants’ learning in Canada has been studied. The main objectives of the article are defined as: analysis of scientific and pedagogical literature which highlights different aspects of the research problem; analysis of the adult immigrants’ learning system in Canada; and the perspectives for creative implementation of Canadian experience in Ukraine. Adult education and learning throughout the world have been studied by foreign and domestic scientists: fundamentals of lifelong education (O. Martirosyan), theory and practice of adult education (V. Horshkova); peculiarities of adult learning (L. Mazurenko); andragogical (M. Knowles), structural and functional, systemic approaches (N. Alboim); personality-oriented (S. Lisova); axiological (T. Brazhe) approaches; psychological, pedagogical, andragogical, sociological researches of adult education (T. Kuchay, L. Tymchuk) etc. Adult education in Canada has been studied by M. Borysova, N. Mukan, O. Ohiyenko, but the learning system of adult immigrants has not been studied yet. Among research methods we have used comparative and logical methods, induction and deduction, content analysis, prognostic method etc. The following research results have been presented: the adult immigrants’ learning has been described as a system which consists of such components as the aim and objectives, fields of study, functions, principles, legal framework, environment and stages of learning, content and operational components, monitoring and assessment. Among the perspectives of further research we can define the analysis of Canadian “Prior Learning Assessment and Recognition” system.

Keywords

EN

Canada; adult immigrants; learning system; academic program; integration into Canadian society; knowledge and skills; values and attitude

• Publisher: Sciendo
• Journal: Comparative Professional Pedagogy
• Year: 2015
• Volume: 5
• Issue: 2
• Pages: 20-24

Dates

published

2015-06-01

online

2015-06-23

Contributors

author

Nataliya Mukan

• National University Lviv Polytechnic, 12 Stepan Bandera St., Lviv, 79013, Ukraine

author

Olena Barabash

• Lviv National Politechnic University, 12 Stepan Bandera str., Lviv, 79013, Ukraine

author

Maria Busko

• Lviv National Politechnic University, 12 Stepan Bandera str., Lviv, 79013, Ukraine

References

• 1. Alboim, N. (2010). Immigrants and the economic recovery: What are the policy implications? Halifax.
• 2. Evaluation of the Language Instruction for Newcomers to Canada (LINC) Program. (2010). Citizenship and Immigration Canada: Evaluation division. Retrieved 27.05.2015 from :
• 3. Grabke, S. (2009). Economic adjustment of adult immigrants and the role of post-secondary educational institutions. Ottawa : Canadian Council on Learning, p. 58.
• 4. Languages Canada. (2015). Retrieved 01.11.2012 from : .
• 5. Lee, M. (2002). Socialization and immigrant students’ learning in adult education programs. New directions for adult and continuing education: Learning and sociocultural contexts: Implications for adults, community, and workplace education, No. 96, p. 27–36.
• 6. Schools in Canada. (2015). The network for International Students. Retrieved 19.11.2014 from : .
• 7. Бусько, М. Б. & Мукан, H. B. (2012). Аналіз навчальних програм з англійської і французької мов для іммігрантів Канади [The analysis of English and French academic programs for immigrants in Canada]. Гуманізація навчально-виховного процесу, Volume 11, Issue 2, p. 72–78 (in Ukrainian).
• 8. Бусько, М. Б. (2013). Навчання дорослих іммігрантів у Канаді [Adult immigrants’ learning in Canada]. Львів : ЗУКЦ, p. 199 (in Ukrainian).

Identifiers

DOI

10.1515/rpp-2015-0035