Author, Institution: Valentina Demidenko, Kaunas University of Technology
Science area, field of science: Social Sciences, Education S007
Summary of Doctoral Thesis: Summary
Scientific Supervisor: Assoc. Prof. Dr. Edita Štuopytė (Kaunas University of Technology, Social
sciences, Education, S007).
Dissertation Defence Board of Education Science Field:
Prof. Dr. Brigita Janiūnaitė, Kaunas University of Technology, Social Sciences, Education, S007 – chairwoman;
Prof. Dr. Habil. Vytautas Gudonis, Šiauliai university, Social sciences, Education, S007;
Prof. Dr. Habil. Palmira Jucevičienė, Kaunas University of Technology, Social sciences, Education, S007;
Prof. Dr. Velta Lubkina, Rezekne Academy of Technologies, Social sciences, Education, S007;
Prof. Dr. Romualdas Malinauskas, Lithuanian Sports University, Social Sciences, Education, S007.
The doctoral dissertation is available on the internet and at the libraries of Kaunas University of Technology (Donelaičio 20, Kaunas), Šiauliai University (Vytauto 84, Šiauliai) and Lithuanian Sports University (Sporto 6, Kaunas).
The doctoral dissertation analyses educational factors of forced migrants‘ integration into society. Analysing the integration process the characteristics of social exclusion of forced migrants are presented; integration is analysed as a mutual, complex process, which is inseparable from teaching and learning. In the learning process, migrants meet the educational needs necessary for their integration into the society, and the society gets prepared for their integration. Education has a special role in the integration process of forced migrants. Analysing the educational processes it‘s important to note, that non-formal and informal forms of education are most suitable for forced migrants. An empirical study conducted using semi-structured interview, focus group and document analysis methods. The document analysis reveals that the opportunities for the lifelong learning of forced migrants are limited by the difficulties of access to formal education, lack of flexibility in the content and forms of training curricula and the lack of a systematic approach towards ensuring integration opportunities for forced migrants. Survey of the experience of forced migrants and experts, working on the integration of forced migrants, revealed the essence of integration as a teaching / learning process, distinguishing educational factors at individual, institutional and political levels. The study also revealed the important role of educator in the integration of forced migrants. The dissertation presents a model of educational factors of forced migrants‘ integration into society.