Migration processes are extremely active in the modern world. In light of the military events, these issues have become particularly relevant in Ukraine. A large number of families with children were forced to seek refuge not only in the safest regions of the country, but also abroad. In total, according to statistics, after 24 February 2022, about a third of all Ukrainians, including children, fled their homes, including more than 8 million displaced persons who were granted protection in Western Europe.
In view of this, one of the key challenges in the field of education today is the successful integration of the younger generation into the conditions of the host country. This is evidenced by the Laws of Ukraine ‘On Education’ (2017), ‘On the Basic Principles of the State Migration Policy of Ukraine’ (2010), ‘On the Principles of Domestic and Foreign Policy’ (2010), the Strategy of the State Migration Policy of Ukraine for the period up to 2025 (2017), etc.
The study and creative use of pedagogically valuable ideas and experience of the French Republic, a country that is currently ranked second in Europe by the number of migrant families, where migrant families account for approximately 10% of the total population, can provide effective assistance in determining the purpose, objectives, content, forms, and methods of organising educational activities with migrant children.
The scientific novelty and theoretical significance of the results obtained is that for the first time
- a holistic historical and pedagogical analysis of the issues of organising educational activities with migrant children in France in a specific historical period has been carried out;
- the stages of organising educational activities with migrant children in France in 1977-2020 are scientifically substantiated: Stage I (1977-1999) - the stage of actualisation of the issues of organising educational activities with migrant children in France; Stage II (2000-2020) - the stage of improving the organisation of educational activities with migrant children in France;
- the content, forms, and methods of teacher training for the organisation of educational activities with migrant children in France are characterised by reasonable stages;
- the contribution of French scientists of the period under scrutiny (M. Tixeront, N. Leselbaum, C. Tessier, G. Bourgeault, J.-C. C. Filloux, B. Girod De L’ain, L. Legrand, R. Chapuis, J.-M. Leclercq) in the development of terminology, goals, objectives, content, forms, methods, principles, directions of organising educational activities with children from migrant backgrounds and clarifying the values of the country and personal qualities of the teacher that are necessary for the successful organisation of this activity has been analysed;
- the prospects of creative implementation of pedagogically valuable ideas and experience of the French Republic in general secondary education institutions of Ukraine in the organisation of educational activities with migrant children (transitional and long-term activities for migrant children; organisation of various support measures; content of schools’ activities with parents of migrant students; leading areas of teachers’ activities with migrant children; content of activities of centres for training newly arrived families of migrant origin; content of volunteer activities with migrant families) are outlined.
The provisions on the prerequisites, forms and methods of organising educational activities with migrant children in France have been further developed.
The concept of ‘organisation of educational activities with children from migrant families’ is clarified as the activity of pedagogical workers with children from migrant families, aimed at organising the educational process in formal and non-formal education, and based on a clearly defined goal, tasks, principles, content, forms and methods.
Unknown and little-known materials, documents, facts and theoretical provisions related to the organisation of educational activities with children from migrant families in France during the studied period are introduced into scientific circulation.
The practical significance of the results obtained lies in the possibility of using the main provisions of the thesis to improve the effectiveness of the organisation of educational activities with children of migrant origin, to improve the content of teacher training for the implementation of these activities, to conduct further research in the field of comparative pedagogy.
Both theoretical provisions and factual material obtained in the course of scientific research were tested by the author in the course of organising volunteer activities with migrant children.
