Role of Adult Education in Social and Economic Adaptation of Immigrants in the USA and Canada

Мета статті: дослідити роль освіти дорослих в економічній та соціальній адаптації мігрантів у США і Канаді. Методи дослідження: для досягнення поставленої мети використовувалася низка теоретичних методів, а саме: дедукція, індукція, аналіз, синтез, аналогія; соціологічних - систематизація та аналіз вихідних даних джерел та фактів; таких історичних методів, як порівняльно-історичний, проблемно-хронологічний. Виявлено, що для підвищення рівня адаптації мігрантів у США і Канаді в соціальній та економічній сферах застосовують компетентнісний підхід. Проаналізовано сутність поняття «компетентність». Здійснено компаративний аналіз категорій «компетенція» та «компетентність». Досліджено класифікацію ступеневих кваліфікацій. Розкрито компетентності рамки кваліфікацій. Охарактеризовано рамковий стандарт підготовки фахівців.Aim of article: research of the role of adult education in social and economic adaptation of adults in the USA and Canada. Research methods: for achievement of goal theoretical methods were used, in particular, deduction, induction, synthesis, analysis, analogy; sociological methods - systematization and analysis of initial data in sources; such historical methods as comparative historical and problem chronological. It has been found out that competence approach is used for increasing the level of immigrants' adaptation in social and economic spheres in the USA and Canada. Competence approach is the basis of academic results evaluation in different subjects, diverse programs and in different academic establishments. This approach is the basis of transition from theoretical knowledge to ability to use acquired knowledge in practice, that is transition from criteria, which are connected with quantity of academic hours to criteria that are connected with ability to demonstrate acquired knowledge. That is the accent is transmuted from passive counting of hours, which are spent in classroom to demonstration of active studies. Due to clearly outlined competences students, academic stuff of educational establishment, managers of enterprises and educational politicians can get description of those knowledge and skills that a specialist can use at practice after graduation. Essence of concept "competence" is analyzed. Department of education in the USA views competence as complex of skills and knowledge that are necessary for fulfillment of certain tasks. International committee of standards of learning, performance and management defines competence as ability to fulfill individual and social requirements and perform successfully different tasks. Acquisition and development of competence is provided by inclusion of a person into activity in formal and informal environment and can be a life¬long process. Besides competence is viewed as ability to act independently, take right decisions, plan educational process with outlined aim fulfillment. There are some peculiarities of competences of specialists: they are traced during performance of certain action in a typical situation, may have different levels of formation, there are different ways of competence acquisition. Defining term "competence" specialists pay attention to importance of results acquisition and practical orientation of their professional activity. Comparative analysis of categories "competence" and "efficiency" is conducted. Classification of level qualifications is researched. Competences of frame of qualification are singled out. Frame standard of specialist training is characterized