Bilan M. Development of education of Ukrainian migrants in Canada in the first quarter of the 21st century

The dissertation characterizes the theoretical foundations of the research of the problem of the adult migrants’ education, including the analysis of the research conceptual and terminological apparatus, the literature overview on the research problem in domestic and foreign scientific environments. It was found out that the term “a migrant” is ambiguous and has different content in various countries. Yet, it is commonly used by experts from International Organization of Migration and mass-media as “an umbrella term” to denote all types of migrating people. The analysis of training and education a planned adult migrant allowed the author to construct a continuum which includes pre-departure orientation, post-arrival training and further integration with the help of communities and through a collaboration of all stakeholders. The historical and retrospective analysis of Ukrainian migration in Canada made it possible to create an author's classification of the stages of its development and create an educational and cultural profile of a modern Ukrainian migrant. In addition, the historical prerequisites and the current state of adult migrants’ education were studied, the stages of its development were identified and characterized. It was determined that the systematic education of adult migrants in Canada began in the 1960s with the study of the English language and went through the following stages: learning one of the official languages of the host country, without taking into account the fundamental principles of adult education; citizenship education for migrants from its broad understanding to a simple training for passing the Canadian citizenship test; using the educational opportunities of formal, non-formal and informal education as a means of integrating adult migrants into a host society. Canada's public policy regarding social and humanitarian support for adult Ukrainian migrants in the first quarter of the 21st century was investigated. The organizational and pedagogical provision of adult migrants’ education in Canada was analyzed. There was traced the same two trends as in the development of the Ukrainian diaspora: on the one hand, a comprehensive support for integration into the host society; on the other hand, preservation of national identity of Ukrainian migrants in Canada, Also, the content, forms, methods of education and training of adult Ukrainian migrants in Canada were revealed and they appeared to be rather diversified. To confirm the obtained theoretical results of the research, the author conducted a sociological analysis of the education of Ukrainian migrant refugees in Canada in the first quarter of the 21st century. Based on the results of a critical analysis of the Canadian experience of using adult education for the integration of adult migrants into society, directions for the creative use of its constructive ideas in domestic practice were outlined.