Bugasova N. The System of continuous immigrant learning in Sweden

The thesis is devoted to the research of the system of continuous immigrant learning in Sweden. On the basis of the review of official documents and scientific literature the development and maintaining of immigrant learning in Sweden have been analyzed, the main periods of establishing and developing of immigrant learning have been revealed and the legislation on immigrant learning has been pointed ouit, the content, forms and methods of children and adult immigrant education have been considered as well as the forms and methods of teacher training in multicultural Sweden have been analyzed. The research proves that Sweden has been officially declared as a multicultural society and the integration policy has been taken, the goal of which is equal rights, obligations and opportunities for all, regardless of ethnic or cultural background. The education of immigrants includes all links of continuous learning in Sweden: pre-professional (pre-school and base secondary education); professionally oriented preparation (higher secondary education); professional education (higher education and adult education), and is considered as a subsystem of the general system of education in Sweden. The pre-school education is the first component in continuous immigrant learning. Immigrant children have priority over most Swedish children in having access to pre-school places. The pre-school curriculum is designed to help children with a native language other than Swedish by giving them the opportunity to develop both their Swedish and their native language. In compulsory school every pupil who has a native language other than Swedish has the right to receive extra tuition in that language. The pupils' right to maintain and develop their first language and their culture is emphasized as an important social and educational value in a school. Pupils with foreign background can study Swedish as a second language instead of Swedish. In Sweden the upper secondary school is an integrated school, where the students can choose vocational or theoretical programme. After completion of a vocational programme it is possible for students to begin their professional career. All students in a vocational programme also have the opportunity of achieving basic eligibility to higher education. Higher education is organized as courses that can be combined into study programs, leading to general university degrees. Many universities and other institutions of higher education organise supplementary courses for people with completed foreign qualifications at academic level. Municipal adult education consists of basic adult education, upper secondary adult education and post secondary adult education as well as SFI (Swedish for adult Immigrants). The essential features of immigrant learning is a validation procedure that will enable individuals to find out how their skills should be supplemented to make it easier for them to get a job in the Swedish labour market. The impact of globalization and immigration is an important factor underlining the need for a new teacher training. Future teacher have to be trained to function and work in multicultural educational institutions. Most programs have to pay attention to the intercultural profile based on understanding and appreciation of differences. The Higher education Institutes offer courses to increase already employed teacher's qualifications. Implementation of ICT in Swedish immigrant educational process and teacher training is regarded as a support in education. Based on Swedish experience of immigrant education and its comparison with the same experience in Ukraine the recommendations as for applying innovating ideas in Ukrainian context have been worked out. The results of the research can be used in further studies of the problems of immigrant education or adult education abroad in comparative education, creation of special courses on immigrant education.