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1

Theoretical Analysis of Canadian Lifelong Education Development

100%
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.
2

The Analysis Of Adult Immigrants’ Learning System In Canada

100%
Mukan N., Barabash O., Busko M.
Comparative Professional Pedagogy
|
2015
|
vol. 5
|
issue 2
20-24
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.
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