Academic literature on the topic 'Educational assistance, Canadian – Ghana'
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Journal articles on the topic "Educational assistance, Canadian – Ghana"
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Abbam, Anthony. "Household and Contextual Factors Influencing Payment of Education by Households in Ghana." European Scientific Journal, ESJ 14, no. 1 (January 31, 2018): 258. http://dx.doi.org/10.19044/esj.2018.v14n1p258.
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Using data from the sixth round of the Ghana Household Living Standards Survey, this paper examines issues relating to household educational expenditure with a view to deriving implications for policy direction. The key findings from the estimated Tobit model in this paper are as follows: First, household income has significant positive influence on household expenditure on education. Thus, increase in household income is associated with an increase in educational expenditure. Second, there was a negative significant relationship between household poverty and demand for education. Third, female headed household is a positive significant determinant of expenditure on education. Finally, contextual factors such as locality are very crucial in determining household educational expenditures. The paper recommends for equality of educational opportunity so that children from economically handicapped families and less endowed communities have the same playing field as their well-to-do counterparts. Further, policy strategies to improve income generating activities of households should be pursued and the design of schemes specifically to offer assistance for those who are economically vulnerable.
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Jeníček, V., and V. Krepl. "Development assistance ." Agricultural Economics (Zemědělská ekonomika) 52, No. 5 (February 17, 2012): 209–24. http://dx.doi.org/10.17221/5018-agricecon.
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Development assistance achieved remarkable success in different periods. For example, Botswana and South Korea reached the great development in the 60s after very bad situation, Indonesia in the 70s, Bolivia and Ghana at the end of the 80s, Uganda and Vietnam in the 90s. In these countries development assistance played important role in economic transformation in formulation of the development of politics. The development assistance contributed educational programs and financially supported the development of public sector. The “Green Revolution” – by means of innovations in agriculture, investments and political changes – improved the live conditions of millions people thanks to the collaboration of many bilateral and multilateral donors. But there are some failures with the foreign aide. While the formed dictator of Zaire Mobutu Sese Seko became one of the richest people in the world (and invested his property in abroad), the development assistance did not stop for many years, Zaire (now the Democratic Republic of Congo) is only one example of the situation, where the permanent flows of assistance ignore or support the corruption and in suitable politics of governments. Tanzania received two milliards dollars for building the roads destiny the twenty years. But the roads were destroyed sooner, than the works could be finished because of insufficient maintenance. The study of World Bank brings the conclusions of the new conception of the development assistance: financial assistance works only in suitable political world; the lowering of poverty is possible only with working institutions – political and economic; effective assistance complete the private investments; receiving country is obliged to have public sector in function; the function of public sector is developing on the activity of civil society; patience and good ideas, not only money, can help to reforms in very unfavorable conditions.
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McEachern, James D., David A. Leswick, Grant W. Stoneham, Karen L. Mohr, and James E. Stempien. "Radiological errors in the Canadian Journal of Emergency Medicine." CJEM 16, no. 05 (September 2014): 361–69. http://dx.doi.org/10.2310/8000.2013.131183.
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ABSTRACTObjectives:To systematically evaluate the accuracy of text descriptions and labeling of radiologic images published in theCanadian Journal of Emergency Medicine (CJEM). Error detection by radiologists and emergency physicians and the clinical significance and educational value of these errors were assessed. Errors were also correlated with radiologist involvement in publication and imaging modality.Methods:Thirty-three issues of CJEM were examined from January 2003 to May 2008. Electronic copies of all radiologic images published were obtained with their caption and description from the text. Identifying information was removed to present images in an anonymous fashion. Images were presented to two radiologists who, working in consensus, critically appraised each image and accompanying text. Images were then presented to two emergency department physicians who, working in consensus, critically appraised each image and accompanying text. All images with errors detected by either radiology or emergency physicians were then discussed to determine if errors would have affected clinical management or educational value. The emergency physicians also identified “underlabeled” images where it was felt that further labeling would enhance their educational value.Results:Forty-five articles with 82 images were obtained. At least one error was observed in 18 (40%) articles and 20 (24%) images. Two errors were present in three images, resulting in 23 errors. Of the 23 errors, 17 were image description errors and 6 were labeling errors. Five errors were detected by both radiology and emergency physicians, whereas 15 were detected only by radiologists and 3 were detected only by emergency physicians. Of these errors, 12 (52%) were rated as potentially affecting both clinical management and educational value, 5 (22%) as only affecting educational value, and 6 (26%) as nonsignificant. Radiologists were involved in six articles, including 12 images that contained no errors. There was no official radiologist involvement in 39 articles, including 70 images, 18 (26%) of which contained errors. In addition, 26 images were identified by emergency physicians as potentially benefiting from enhanced labeling to improve educational value.Conclusions:Radiologic images published in the CJEM are generally of high quality; however, 23 errors were found in 82 images, 18 (78%) of which were rated as potentially affecting clinical management, educational value, or both. Radiologist involvement in the publication process may be of assistance as no errors were seen in articles that included radiologists as authors.
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Asiedu, Richard Ohene, Nana Kena Frempong, and Hans Wilhelm Alfen. "Predicting likelihood of cost overrun in educational projects." Engineering, Construction and Architectural Management 24, no. 1 (January 16, 2017): 21–39. http://dx.doi.org/10.1108/ecam-06-2015-0103.
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Purpose Being able to predict the likelihood of a project to overrun its cost before the contract signing phase is crucial in developing the required mitigating measures to avert it. Known parameters that permit the timely prediction of cost overrun provide the basis for such predictions. Therefore, the purpose of this paper is to develop a model for forecasting cost overruns. Design/methodology/approach Ten predictive variables known before the contract signing phase of a project are identified. Based on a survey approach, information on 321 educational projects completed are compiled. A multiple linear regression analysis is adopted for the model development. Findings Five variables – initial contract sum, gross floor area, number of storeys, source of funds and contractors’ financial classification are observed to influence cost overruns. The model, however, yields a fairly weak coefficient of determination with a mean absolute percentage error of 30.22 and 138 per cent, respectively. Research limitations/implications The model developed focussed on data only educational projects sampled from three out of the ten administration regions in Ghana based on a purposive sampling approach. Practical implications Policy makers and construction managers working on public projects stand to gain tremendous assistance in formulating and strengthening their own in-house cost forecasting at the precontract phase based on “what if” analysis to generate various alternative predictions of cost overruns. Originality/value Considering the innate nature of cost overruns within the Ghanaian construction industry often resulting to project abandonment, this research presents a unique dimension for tackling cost overruns based on a predictive approach.
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Gazso, Amber. "Balancing Expectations for Employability and Family Responsibilities While on Social Assistance: Low-Income Mothers’ Experiences in Three Canadian Provinces*." Family Relations 56, no. 5 (December 7, 2007): 454–66. http://dx.doi.org/10.1111/j.1741-3729.2007.00473.x.
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Cranton, Patricia. "Becoming an Authentic Community College Teacher." International Journal of Adult Vocational Education and Technology 1, no. 3 (July 2010): 1–13. http://dx.doi.org/10.4018/javet.2010070101.
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In this paper, a study of how adult vocational educators develop authenticity in their teaching within a Canadian community college context is presented. Six participants from different disciplines, five of whom were relatively new teachers, and one of whom had considerable experience, were interviewed three times over two years. With the assistance of the participants, narratives were constructed for each educator. Three categories of issues—personal issues (such as confidence), college system issues (policies and procedures), and educational system issues (government mandated curriculum)—were identified as influencing the development of authenticity. Implications for teacher preparation and professional development within the college environment are discussed.
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Myers, Robert P., Bing Li, and Abdel Aziz M. Shaheen. "Emergency department visits for acetaminophen overdose: a Canadian population-based epidemiologic study (1997–2002)." CJEM 9, no. 04 (July 2007): 267–74. http://dx.doi.org/10.1017/s1481803500015153.
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ABSTRACTObjective:We describe the epidemiology of emergency department (ED) visits for acetaminophen overdose in a large Canadian health region, with a focus on sociodemographic risk factors and temporal trends.Methods:Patients presenting to an ED in the Calgary Health Region (population ~ 1.1 million) for acetaminophen overdose between 1997 and 2002 were identified using regional administrative data.Results:A total of 2699 patients made 3015 ED visits for acetaminophen overdose between 1997 and 2002, corresponding to an age- and sex-adjusted incidence of 45.7 per 100 000 population. Alcohol-related disorders were common (19%) and overdose rates were higher in females, younger patients, Aboriginals and social assistance recipients. The incidence decreased from 52.6 per 100 000 in 1997 to 35.1 per 100 000 in 2002 (34% relative reduction;p< 0.0005). When classified according to suicidal intent, the rates of intentional and unintentional overdose (69% and 25% of all overdoses, respectively) showed similar temporal trends. A marked seasonality was observed, with a peak in spring and early summer.Conclusions:ED visit rates for acetaminophen overdose fell between 1997 and 2002. High-risk groups, including young females and marginalized populations, may benefit from preventive and educational initiatives.
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Lazebnyk, Stanislav. "Ukrainian Canada (The Present of the Ukrainian Community and Its Harmonious Life with Ukraine)." Diplomatic Ukraine, no. XXI (2020): 625–44. http://dx.doi.org/10.37837/2707-7683-2020-30.
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The article narrates about the Ukrainian community in Canada, one of the most organised diasporas in the world, which from the times of its founders to the current generation has preserved its national identity, cultural traditions, and is duly represented in power structures of the country of the red maple leaf. Throughout its 129-year history, the Ukrainian community has consistently defended, to the best of its abilities, the national interests of Ukraine at different times. The author glorifies the cohort of prominent Canadian Ukrainians, who have soared to greater heights in their environment, reached the pinnacle of power on the state level, and hold prestigious posts in the legislative and executive branches at the federal and provincial levels. In Canada, there has developed an extensive scientific and educational base of Ukrainian studies, a Ukrainian-language degree system of education, including pre-school and extracurricular institutions, bilingual schools, and university courses in Ukrainian studies. The language, literature, history, geography, and folklore of Ukraine are taught in ten universities around the country. Canadian Ukrainians have a substantial cultural heritage of their own. The author stresses that support to Ukraine in different realms of life is provided by personal resources of Canadian Ukrainians and in cooperation with the Government, local non-governmental organisations and commercial corporations, the Canada-Ukraine Foundation. There is an atmosphere of sympathy in the Ukrainian environment and throughout Canada to the Ukrainian people combined with the willingness to help them. Following the Russian aggression against our state, Canadian Ukrainians intensified assistance to the land of their ancestors. Sacrifice, patronage, and participation in the volunteer movement have become a way of life for many in the community. All of these noble features are especially evident in the most challenging periods of the history of Ukraine. Keywords: Canada, Ukrainian community, national interests, Canadian Ukrainians
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Smith, Wendy. "Reviewer Acknowledgements." International Journal of Statistics and Probability 8, no. 2 (February 28, 2019): 192. http://dx.doi.org/10.5539/ijsp.v8n2p192.
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International Journal of Statistics and Probability wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated.
Many authors, regardless of whether International Journal of Statistics and Probability publishes their work, appreciate the helpful feedback provided by the reviewers.
Reviewers for Volume 8, Number 2
Abdullah A. Smadi, Yarmouk University, Jordan
Afsin Sahin, Gazi University, Turkey
Carla J. Thompson, University of West Florida, USA
Chin-Shang Li, School of Nursing, USA
Gabriel A. Okyere, Kwame Nkrumah University of Science and Technology, Ghana
Hui Zhang, St. Jude Children’s Research Hospital, USA
Nahid Sanjari Farsipour, Alzahra University, Iran
Philip Westgate, University of Kentucky, USA
Sajid Ali, Quaid-i-Azam University, Pakistan
Shatrunjai Pratap Singh, John Hancock Financial Services, USA
Wei Zhang, The George Washington University, USA
Weizhong Tian, Eastern New Mexico University, USA
Wojciech Gamrot, University of Economics, Poland
Zaixing Li, China University of Mining and Technology (Beijing), China
Wendy Smith
On behalf of,
The Editorial Board of International Journal of Statistics and Probability
Canadian Center of Science and Education
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Smith, Wendy. "Reviewer Acknowledgements for International Journal of Statistics and Probability, Vol. 9, No. 1." International Journal of Statistics and Probability 9, no. 1 (January 3, 2020): 87. http://dx.doi.org/10.5539/ijsp.v9n1p87.
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International Journal of Statistics and Probability wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated.
Many authors, regardless of whether International Journal of Statistics and Probability publishes their work, appreciate the helpful feedback provided by the reviewers.
Reviewers for Volume 9, Number 1
Chin-Shang Li, School of Nursing, USA
Faisal Khamis, Al Ain University of Science and Technology, Canada
Felix Almendra-Arao, UPIITA del Instituto Politécnico Nacional, México
Gabriel A. Okyere, Kwame Nkrumah University of Science and Technology, Ghana
Gerardo Febres, Universidad Simón Bolívar, Venezuela
Mohieddine Rahmouni, University of Tunis, Tunisia
Noha Youssef, American University in Cairo, Egypt
Philip Westgate, University of Kentucky, USA
Qingyang Zhang, University of Arkansas, USA
Shatrunjai Pratap Singh, John Hancock Financial Services, USA
Weizhong Tian, Eastern New Mexico University, USA
Zaixing Li, China University of Mining and Technology (Beijing), China
Wendy Smith
On behalf of,
The Editorial Board of International Journal of Statistics and Probability
Canadian Center of Science and Education
Dissertations / Theses on the topic "Educational assistance, Canadian – Ghana"
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Okugawa, Yukiko. "International assistance to educational development : a case study of the basic education section in Ghana." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/2516/.
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Since the advent of international assistance, the aid paradigm has changed continually and the choice of mechanisms for providing assistance has evolved in order to try and pursue better approaches. Along with the traditional project approach, the sector-wide approach involving budgetary support has emerged as a new aid modality since the mid-1990s. While many donors – e.g. the UK Department for International Development (DFID), the World Bank and the European Union (EU) – have embraced the new modality, some donors have kept their distance from this trend, relying mostly on project assistance – e.g. United States Agency for International Development (USAID) and Japan International Cooperation Agency (JICA). However, the extent to which aid resources are absorbed in the recipient government/sector under the different aid delivery mechanisms is not well known. This thesis provides insight into this question by exploring the process of absorbing foreign funds in the education sector. Employing a phenomenological research approach, the process is examined from the point of view of local actors and beneficiaries of aid aimed at improving education quality. The context chosen is basic education (primary and junior secondary) in Ghana after the introduction of the national basic education reform, which was announced as the Free Compulsory Universal Basic Education (FCUBE) programme in 1996. Two cases are chosen for comparison: the Whole School Development (WSD) programme financed by the DFID; and the Quality Improvements in Primary Schools (QUIPS) programme facilitated by USAID. The former constitutes a sector-wide type of assistance, which put Ghanaian officials in charge of DFID funds and the implementation of the programme; while the latter adopted a project type model, with implementation managed directly through a USAIDfunded project office. The major part of the data is derived from interviews conducted in 2006 with significant educational personnel at three different levels: Ministry of Education (MoE) headquarters, the District Education Office (DEO), and the schools). The analysis reveals a complex picture of aid absorption, which illuminates the pros and cons of the two approaches in relation to impact and sustainability. The study finds that the QUIPS project achieved tangible results in the pilot schools, while the WSD programme made little impact at the school level. The WSD programme, which used existing structures within the education system to deliver funds and resources to schools, showed evidence of high fungibility, but appears to have strengthened the Ministry‟s administrative capacity. On the other hand, the QUIPS approach, which had low fungibility, has been severely criticised by Ghanaian officials, who questioned its sustainability and contribution to system-wide change. The thesis concludes by stating its specific contribution to the literature on international aid assistance to developing countries and making recommendations for the Ghanaian context.
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Isaac, Annette. "Education reform in the Eastern Caribbean : implications of a policy and decision-making program by an external donor." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37901.
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This study analyzes the participation of foreign donors in long-term education reform in the small countries of the Organization of Eastern Caribbean States (OECS). Central to this reform is the development of suitable and sustainable policy and decision-making structures, a relatively new activity for the sub-region's planners and educators. This research seeks to investigate how Canada's input into strengthening and supporting these key policy and decision-making structures of the education reform project may affect the sub-region's expectations for a more indigenous and relevant education system.The background for these issues arose out of my familiarity with the challenges facing OECS Ministries of Education in reconciling their own needs in education with the interests of the donor community. In addition, in colonial times, Britain had considerable influence on every aspect of education in the Caribbean, and, in the post-colonial period, Canada had long-term involvement in human-resource development in the sub-region. This raises questions of the viability of reform of the OECS education system to reflect its own development priority needs, culture and values, when a foreign force is significantly involved in funding the development of the key policy and decision-making structures. How dependent are the OECS countries on Canadian assistance to implement their education reform agenda? The dynamics between aid and sovereignty are also of critical importance, given the Eastern Caribbean's history of colonialism and dependency. These issues have frequently been debated in the context of international assistance in the OECS but, to date, there has not been much in-depth qualitative research on such topics, from the academic community.
Drawing on dependency theory, and on qualitative research techniques, this thesis critically examines the historical, social, and international development factors of significance in such an inquiry. The study also makes recommendations for future relationships between the donor community and the OECS in the education sector.
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Bukari, Zacchaeus. "A comparative study of two development assistance partnership programmes for science education in Ghana and South Africa." Diss., 2008. http://hdl.handle.net/2263/25213.
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Following the attention given by the Jomtien Declaration to the need for partnerships and collaboration in the promotion of educational improvement (World Declaration on Education for All, 1990), developing countries have initiated several partnership programmes with many international donor agencies. These partnerships for educational development in Africa vary in scale, character and context, and the institutional and policy frameworks are now more demanding. The conception and practice of partnership has been a challenge primarily because, how the policy/organisational framework, design and practice of partnerships influence the outcome of such collaborations remains poorly understood. In this study I examined the framework, construction and practice of partnerships using the Japan International Cooperation Agency’s (JICA) educational partnership programmes in Ghana and South Africa as case studies. I studied these two examples of JICA funded programmes in order to determine the opportunities and constraints that such partnerships offer. Data was collected through interviews with 12 key officials using semi-structured questions and the analysis of documents. Such documents as project proposals, monitoring and evaluation reports, minutes of stakeholders’ meetings and newsletters of each of the two case studies were reviewed. Observations of some project activities such as stakeholders’ meetings, training workshops and conferences were also conducted for the purpose of validation. Using the concept of ‘surface and genuine partnership’ proposed by Mkandawire (1996) and Odora Hoppers (2001), data were analysed focusing on the interactive effects of partners on the outcomes of the two partnership programmes. Evidence gathered from this study suggests that while partnerships are key they are often narrowly conceptualised for two reasons: First, the common conception of partnerships as ‘bringing resources together’ with little or no recognition of the interactive effect of partners on their success is limiting. This is mainly because partnership engagement may go beyond the resource agenda to issues of mutual respect, power relations, nature of dialogue and professional as well as interpersonal relationships. Second, partnerships normally focus on supply-driven opportunities rather than stimulating demand among immediate beneficiaries. The need of creating sustainable capacity building systems for teachers in the long-term is imperative however it requires stimulation of demand among teachers who are the potential users of the knowledge and skills offered by such partnership endeavours. Third, I found that the initial model and construction of a partnership becomes less significant if actors practically engage in genuine partnership given that: (1) the principles of pure dialogue will lead to flexibility, which allows reconstruction as the partnership evolves and (2) the practice of shared culture and interest will permit creative use of challenges in devising innovative approaches. The main lesson presented in this study is the revelation that no mater how well intended and designed a partnership arrangement is, its subsequent implementation can adversely be affected by the practices at both the individual and organisational levels. The characterisation of the implementation process of the partnership described in this dissertation is a mixed bag of stimulating and limiting factors. It therefore presents a crucial responsibility to collaborators to deliberately devise mechanisms that will maximise the former and at the same time minimise the later. The significance of this study is that both policymakers and donor agencies involved in partnership arrangements as well as researchers need to rethink the conceptualisation of the term partnership (Oyelaran-Oyeyinka, 2005) and re-examine the policy and institutional context (Azar, Harpring, Cohen&Leu, 2004; Hall, R. 2002) under which such educational development partnership ventures thrive.Dissertation (MEd (Curriculum and Instructional Design and Development))--University of Pretoria, 2008.
Curriculum Studies
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Books on the topic "Educational assistance, Canadian – Ghana"
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Loxley, John. Ghana: The long road to recovery, 1983-90. Ottawa, Ont: North-South Institute, 1991.
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Loxley, John. Ghana: The long road to recovery, 1983-90. Ottawa: North-South Institute, 1991.
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Loxley, John. Ghana: The long road to recovery 1983-90. Ottawa: North-South Institute, 1991.
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Loxley, John. Ghana: Economic crisis and the long road to recovery. Ottawa, Canada: North-South Institute, 1988.
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Arnold, Rick. A new weave: Popular education in Canada and Central America. Toronto: Ontario Institute for Studies in Education, 1985.
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Africa, SEND Foundation of West. Ghana HIPC Watch Project: A summary of regional educational workshop report. Accra, Ghana: SEND Foundation of West Africa, 2002.
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Agency, Canadian International Development. Development for results, 2009: At the heart of Canada's efforts for a better world. Gatineau, Québec: Canadian International Development Agency, 2010.
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Darvas, Péter. Basic education beyond the millennium development goals in Ghana: How equity in service delivery affects educational and learning outcomes. Washington, D.C: World Bank, 2014.
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World Bank. Operations Evaluation Dept., ed. Books, buildings, and learning outcomes: An impact evaluation of World Bank support to basic education in Ghana. Washington, DC: World Bank, 2004.
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Cumming, Alister. Final evaluation report on the China/Canada Human Development Training Program: Models of organization and pedagogy and their potential impact. Toronto, Ont: Ontario Institute for Studies in Education, 1986.
Find full textBook chapters on the topic "Educational assistance, Canadian – Ghana"
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Levesque, Annette, and Doug Reid. "Factors Influencing International Student Success in a K-12 Blended Learning Program." In Online Course Management, 1566–81. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch082.
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This research explored the experiences of foreign students enrolled in the Canada eSchool distance learning program. The study included one secondary school in Nigeria and three in Malaysia that had students enrolled in a program based on a blended learning model. A mixed mode data analysis model including qualitative and quantitative data analysis was undertaken. The purpose of the study was to examine factors that influence student success in blended learning programs accessed by foreign students. Results indicated that students in the study were most successful if they were self-disciplined and had access to a variety of local supports including: an effective learning environment with access to quality technology; assistance in the development of English as a second language; and support in navigating pedagogical transitions between educational systems. In theory, the results of this study point to a connection between the local and Canadian support communities for foreign students enrolled in Canadian blended distance education programs, and their academic success.
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Levesque, Annette, and Doug Reid. "Factors Influencing International Student Success in a K-12 Blended Learning Program." In Optimizing K-12 Education through Online and Blended Learning, 93–108. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0507-5.ch005.
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This research explored the experiences of foreign students enrolled in the Canada eSchool distance learning program. The study included one secondary school in Nigeria and three in Malaysia that had students enrolled in a program based on a blended learning model. A mixed mode data analysis model including qualitative and quantitative data analysis was undertaken. The purpose of the study was to examine factors that influence student success in blended learning programs accessed by foreign students. Results indicated that students in the study were most successful if they were self-disciplined and had access to a variety of local supports including: an effective learning environment with access to quality technology; assistance in the development of English as a second language; and support in navigating pedagogical transitions between educational systems. In theory, the results of this study point to a connection between the local and Canadian support communities for foreign students enrolled in Canadian blended distance education programs, and their academic success.
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Rudnytska-Yuriichuk, Iryna. "Peculiarities of Pedagogical Staff Professional Training for Work at Ukrainian Pre-School Educational Institutions in US and Canadian Diaspora (2nd Half of the XX Century)." In Trends and Prospects of the Education System and Educators’ Professional Training Development, 255–75. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch016.
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The article discusses the peculiarities of organization and work of Ukrainian preschools in the Ukrainian diaspora in Canada and U.S., which aim to develop children’s national identity. Realization of the fact that in countries of settlement, namely in the USA and Canada, a considerable number of the new generation are losing their identity and getting disattached from the Ukrainian community has encouraged progressive community to create grounds for common solving of the problems of pre-school education both on the first and the main stages of external assistance provided to families in bringing up the nationally conscious new generation of the Ukrainians living overseas. We believe it is necessary to point out that organizers of Ukrainian pre-school education in Canada and the USA, as well as in other countries of Ukrainian settlement, were well aware of the fact that in addition to study and material base and methodological provision, it is also necessary to have professionally trained kindergarten teachers for starting a children’s nursery school or a kindergarten. There were not enough of them, though. That was why a need for a pre-school education teacher arose.