The thesis explores the immigrants' learning organization in the system of adult education of Canada. The methodological fundamentals, conceptual and categorical apparatus of the research of adult immigrants' learning in Canada have been outlined. Adult immigrants' learning has been defined as a process of acquiring knowledge, forming and developing skills and qualifications, which is held with the help of special-purpose programs and different forms of learning. The research has proved that the system of adult immigrants' learning in Canada performs such functions as adaptive, compensatory, developing, analytical, communicative, encouraging, prognostic, integrating and is based on the following principles: recognition of the right for education, orientation on human values, consistency, continuity, sequence, availability, actuality, suitability, accounting for previous experience and knowledge, state support. The integration of adult immigrants into a new society is the goal of adult immigrants' learning. One of the main objectives of learning is to enable immigrants to acquire knowledge necessary for effective functioning in knowledge-based economy (learning language for everyday use or special-purpose language, acquiring new qualifications and professional development, familiarizing with the peculiarities of social, cultural and economic spheres of life of the country they have immigrated to. The peculiarities of state support at all stages of immigration process (preparation to the departure, arrival in Canada, integration in different spheres of life) have been researched. It has also been established that state support is provided according to the following directions: provision of information and instruction, development of language and professional skills, involvement to the labor market, establishment of social relation, determination of needs and provision of recommendations, assistance aimed at improvement of literacy level and basic education, provision of access to learning programs for employed and unemployed immigrants, promotion of adult immigrants integration in Canadian society by teaching them official languages and the culture of the country, foreign credential recognition. The management of immigrants' learning system in Canada (laws, strategies, action plans, programs and initiatives) on the federal and provincial levels has been researched. The analysis of the content component of adult immigrants' learning such as knowledge, skills, values and attitudes has been conducted. The research has proved that adult immigrants' learning includes acquisition of humanitarian, social and economic, professional and practical knowledge; formation and development of nine main skills (reading of printed and non-printed material; usage of documents such as filling in the forms, writing applications, understanding tables, graphs, charts, diagrams etc.; calculating; writing essays, drawing the documents and typing the text; oral speech to exchange information; working in a team to reach common goals and fulfill the tasks; lifelong learning; critical thinking and problem solving; making use of a computer) which are necessary for professional activities, lifelong learning and everyday life; formation of moral, spiritual, social, civil and democratic values and attitudes. The operational component of adult immigrants' learning such as forms and types (full-time, part-time; distance, blended etc.), methods (verbal, visual, practical, analytical, synthetic, reproductive etc.) has been characterized. The possibilities of creative usage of progressive ideas of Canadian immigrants' learning experience in the system of adult education of Ukraine have been substantiated.
