Relevant bibliographies by topics / Social work education Hungary

Academic literature on the topic 'Social work education Hungary'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Social work education Hungary"

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Török, Péter, and Yossi Korazim-Kőrösy. "Interdisciplinarity in social work education and training in Hungary." International Social Work 55, no. 2 (December 12, 2011): 185–204. http://dx.doi.org/10.1177/0020872811427717.

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Budai, István. "Country Notes. Hungary. Some relations between social work education and the societal background in Hungary." European Journal of Social Work 5, no. 3 (November 2002): 321–23. http://dx.doi.org/10.1080/714053164.

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Kateřina, Glumbíková, Petrucijová Jelena, Kantowicz Ewa, Kamińska-Jatczak Izabela, Slaná Miriam, Molnárová Letovancová Katarina, Fehér Boróka, Vályi Réka, Małgorzata Ciczkowska-Giedziun, and Magdalena Zmysłowska. "Values Building in Social Work Education in Visegrad Countries: Integrated Approach." Sustainability 13, no. 9 (May 7, 2021): 5222. http://dx.doi.org/10.3390/su13095222.

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Many key aspects of social work education are not sufficiently researched, and our knowledge of how students build values in social work education, despite its importance for creating concepts about values and their application in practice, is underexplored. The research aims to evaluate the perspective of social work students in the process of values building in social work education in Visegrad countries (V4 countries: Czech Republic (CZ), Hungary (HU), Poland (PL), and Slovakia (SK)) and to determine the implementation for achieving and strengthening an integrated approach in this process. The research was carried out using a qualitative research strategy interviewing 86 students from 10 universities in V4 countries. The research results show that the V4 countries share some common threats to values building in social work education: contextual threats such as an increasing impact of neoliberalism and internal threats, such as a non-existent systemic concept of values building education.
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Pusztai, Gabriella, and Cintia Csók. "Ambivalence of Professional Socialization in Social and Educational Professions." Social Sciences 9, no. 8 (August 17, 2020): 147. http://dx.doi.org/10.3390/socsci9080147.

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The factors that promote successful professional socialization have become a primary focus of study through the expansion of higher education. The structural changes in the labor market of post-socialist countries such as Hungary over the last three decades have presented a challenge to the training areas of social and educational professions. In Hungary, these professions are not very attractive, the degrees have a low profitability, and the working people already face great challenges when looking for a job. Our research question is whether the traditionally theoretical character of higher education is able to keep up with the dynamic changes in the reality of the labor market. By interviewing 20 professionals about their professional experience and career plans, we tried to answer the questions about the low attractiveness and low retention rate of these professions. We compared the careers of bachelor’s graduates with degrees in social work, youth work, and education. The qualitative analysis showed that professionals whose training included more field exercises and supervision were more successful. They had increased their professional and social capital, and these helped them to integrate into the labor market.
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Noelke, Clemens, and Daniel Horn. "Social Transformation and the Transition from Vocational Education to Work in Hungary: A Differences-in-differences Approach." European Sociological Review 30, no. 4 (March 28, 2014): 431–43. http://dx.doi.org/10.1093/esr/jcu048.

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Berei, Emese Beáta. "The Social Responsibility among Higher Education Students." Education Sciences 10, no. 3 (March 9, 2020): 66. http://dx.doi.org/10.3390/educsci10030066.

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The aim of this research is to emphasize the importance of education for the philanthropic responsibilities of students. The basic term of the explanatory research is corporate social responsibility, adapted for higher education institutions—the philanthropic responsibilities of students, their implication on charity organization memberships or volunteering activities, and their motivation to help others. Special attention was given to the following questions: Are students involved in charity organization activities or voluntary work? Are there any differences between state and private universities regarding the philanthropic activities of students? How frequently, where, and why are they involved in volunteering? What is the latent structure of students‘ motivations? The quantitative international survey dates were collected by the Centre for Higher Education Research and Development from Debrecen University, Hungary, and the present examination focuses on the sample from Romania. Using Statistical Package for the Social Sciences (SPSS) statistical software, first, through a longitudinal perspective, Romanian students’ implications from state and private institutions were compared. Second, the paper analyzes the characteristics of volunteering and student’s motivations. The conclusions present significant differences between state and private institutions. Students traditional motivations, i.e., to help others, were very common and connected with relational and self-development intentions. This mixed motivational factor was different from the global motivational factor (to learn new languages and to discover new cultures).
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Parti, Katalin, Tibor Kiss, and Gergely Koplányi. "Architecture of aggression in cyberspace. Testing cyber aggression in young adults in Hungary." International Journal of Cybersecurity Intelligence and Cybercrime 1, no. 1 (August 15, 2018): 56–68. http://dx.doi.org/10.52306/01010618qosg3191.

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In order to test whether and how violence is exacerbated in online social networking sites, we utilized the BryantSmith Aggression Scale (Bryant & Smith, 2001), and included examples in the questionnaire offering solutions for 7 different hypothetical cases occurring online (Kiss, 2017). The questionnaire was sent to social work and law school students in Hungary. Prevalence and levels of aggression and its manifestation as violence online proved to be not more severe than in offline social relations. Law students were more aware than students of social work that online hostile acts are discrediting. Students of social work were significantly more prone to break into physical fights than were law students and higher level of aggression was observed in their online behavior as well. Those who spend more time online tend to be more active online and bear a significantly higher level of aggression compared to those who are less active online. To conclude, higher education has a significant role in establishing control. This is especially crucial with law students who might have to work closely with the police and local residents aiming to establish peaceful communication, problem solving, and cooperative solutions in grassroots community policing programs.
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Berényi, László, Bernadett Szolnoki, Lehel Zoltán Györfy, and Nikolett Deutsch. "Perception of Computer Work Health Impact among Higher Education Students." Periodica Polytechnica Social and Management Sciences 29, no. 1 (October 16, 2020): 92–103. http://dx.doi.org/10.3311/ppso.15671.

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Beyond professional and IT competencies, sufficient computer work requires adequate workplace design. Applying ergonomic aspects in design and utilization aims to establish and maintain the man-machine system while considering long term impacts. However, the human body is quite adaptive to health-disadvantaged work postures, and it may be adversely affected, which leads to a decrease in work performance as well. This study investigates the relationship between computer use habits, workplace design, work environment, and perceived health impacts among higher education students. The study aims to find the critical factors of computer work for establishing ergonomic development actions. The results are based on the responses of 711 business students from various higher education institutions in Hungary, using a voluntary online survey. Cross-tabulation, ANOVA, and correlation analyses could show that exposition to the risk by workload and wrong workplace selection go together with more health problems. The results show that portable computers are preferred, sitting posture is usually wrongly chosen, tiredness in the upper body is common, but students rated their workplace design rather good. The main experience of the study is that targeted actions are required for protecting the health and improve efficiency in performing computer activities.
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Homoki, Andrea, and Kristóf Czinderi. "Kindergarten and School Social Assistance During the COVID-19 Pandemic in Hungary." Papers in Arts and Humanities 1, no. 2 (December 9, 2021): 1–17. http://dx.doi.org/10.52885/pah.v1i2.62.

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In this paper, we have analyzed the results obtained in the third year of our longitudinal research (2018–2020) regarding the work of kindergarten and school social workers, research conducted in connection with the Hungarian Educational Research Association. The service provided by kindergarten and school social workers was made generally available in Hungary by a legislation change implemented in 2018. By the end of the school year 2018/2019, after initial difficulties, we noticed a positive change in the supportive attitude and acceptance of teachers and public educational institutions towards the work of kindergarten and school social workers. We confirmed an increase in connections to fellow professions as well as in the level of mutual initiative (Homoki & Czinderi, 2020). The continuous development of the service and the reinforcement of professionals is essential as there is a high degree of fluctuation at the national level (Sinka, 2019), even more increased by the effects of the COVID-19 pandemic, posing unprecedented challenges for actors in public educational institutions. Based on our qualitative data obtained by a focus group interview, we have shown how social workers in different types of settlements and educational institutions of the country (N = 13) were ableto adapt to the crisis. What was the degree of fluctuation? What kind of challenges did they face, and what types of resources were they able to mobilize during the online education in the first and second waves of the pandemic? Our data show a shift in priorities at the individual, group, and community levels of social work.
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Váradi, Judit. "Musical education in the primary schools of Hungary, Romania, Serbia and Slovakia." Život i škola 64, no. 2 (2018): 67–76. http://dx.doi.org/10.32903/zs.64.2.5.

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The study is a part of international research, the aim of which was to examine a less known aspect of music education in four Central European countries: Hungary, Romania, Serbia and Slovakia. The research focused on school students aged between 8 and 12, N=805. The study explored the educational structure and curricula of the participating countries. It also put the emphasis on the teaching methods for introducing music to student; furthermore, it examined the presentation of live music. In the course of our research we examined the role of social variants with regard to the cultural activities of the children. Moreover, we explored the correlation between parental cultural capital and children’s interest in classical music. Another important aspect of our study was the international comparison focusing on the differences and similarities in music education between various countries. The third issue examined in detail was the relationship between the formal and non-formal education, i.e. how the extra-curricular education (such as experience pedagogy and concert pedagogy) can become part of the everyday pedagogical work of the schools.
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Dissertations / Theses on the topic "Social work education Hungary"

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Budai, Istvan. "Some dilemmas in the development of social work education in Hungary." Thesis, Bournemouth University, 2004. http://eprints.bournemouth.ac.uk/310/.

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The research investigates and presents the development and dilemmas confronting social services, social work education schools, social workers, educators, students and employers in Hungary since the 1980s and, in particular, the impact of educational approaches. The aims are to explore the development of social work education, to contribute to the research of the social work education, to the ongoing professionalisation of the social work, vocation and services. in Hungary and to promote the development of the scientific basis of social work, its services and its education. The purpose of this research is to promote the place and role of the social work education in Hungary and to examine the position of Hungarian social work education in European dimension. The research gives an understanding and interpretation of the dilemmas in the framework of social work education, furthermore an outline of the social-societal context of Hungarian social work education. The researcher investigated this theme as a leader and teacher of social work education in Hungary by literature, references and symptoms of social work and social work education practice. The research attempts to implement a multi-method research combining both qualitative and quantitative approaches at the same time whereby the qualitative elements are more dominant. The methods include critical analysis of the literature, observation, analysis of the education curricula and interviewstages. The research presents a comparative analysis of the content of social work curricula in education in Hungary. The research has a critical analysis of social work education in fieldwork research of a sample of Hungarian social workers, educators, students, employers and practice teachers by unstructured, structured, practitioner and focus-group interviews. The research presents findings and conclusions of the research experiences in the context of the research aims, objectives, assumptions and dilemmas investigated, i. e. the main factors and characteristics of the social work education courses, the main important dilemmas of social work education in Hungary and the causes of the educational dilemmas. The research suggests educational and curriculum development as the framework for resolving these dilemmas.
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Schelble, James Terence. "The marketization of education in Hungary education and social mobility in theory and practice /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274264.

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Thesis (Ph.D.)--Indiana University, Dept. of Central Eurasian Studies, 2007.
Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2851. Adviser: Mihaly Szegedy-Maszak. Title from dissertation home page (viewed April 8, 2008).
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Gould, Nicholas G. "Contributions to social work education, social work and social theory." Thesis, University of Bath, 1993. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387209.

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Radian, Elizabeth. "Social action and social work education in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ54806.pdf.

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Rai, Lucy. "Student writing in social work education." Thesis, Open University, 2008. http://oro.open.ac.uk/25820/.

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This thesis explores the experiences of a group of social work students undertaking assessed academic writing as part of their professional training through distance learning in the UK in 2001. Drawing upon the concept of 'academic literacies' and informed by a psychosocial approach, this thesis explores the nature of students' writing within the context of the experiences of students and tutors. Writing in social work requires students to include reflections on personal experience and values. Due to this personal aspect of writing in social work, I have taken a particular interest in the relationship between identity and writing. In doing so I draw upon current research based upon sociological perspectives on writer identity but also critically examine the potential contribution of concepts from what I will generally be referring to as a 'psychosocial' approach, which incorporates elements of psychology and psychoanalysis alongside a sociological world view. In particular I explore the ways in which a psychosocial approach to writer identity can inform our understanding of writing practices surrounding the creation of student texts in higher education. My central argument is that academic writing in social work poses a particular challenge to student writers and their tutors due to its lack of transparency and the degree of self-disclosure required of authors. This thesis shows that, in common with higher education more generally writing conventions in social work are frequently implicit and contradictory. Additionally, the integration of personal experiences and values with theoretical discussion poses significant difficulties for students and tutors. Such 'self-disclosure' has implications which become evident when applying a psychosocial perspective to writer identity. I draw together these implications in relation to three features of writing practices, namely emotion, circularity, and human interaction. Emotion in this context refers to the emotion both experienced by students whilst writing texts and responding to feedback on them. This involves a circular process based upon not only the students� actions but also their interaction with others, primarily the tutor. I conclude by offering some pedagogical implications and suggesting some future research arising from this thesis.
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Hickey, Chris L. Sr. "The Phenomenal Characteristics of the Son-Father Relationship Experience." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1366845575.

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Scholar, H. F. "Qualifying social work education and the collective identity of social work in England." Thesis, University of Salford, 2017. http://usir.salford.ac.uk/44661/.

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This critical review examines seven peer-reviewed papers reporting research related to aspects of social work education in England, carried out against the backdrop of reforms following the work of the Social Work Task Force. The review takes a reflexive approach to the task of demonstrating the doctoral qualities and credentials of the portfolio, that is, the papers and commentary together, drawing on ideas from critical realism to support this process. It discusses the papers individually, considering their limitations; their originality and impact at the time they were produced; and the contribution they make as a body of work. Acknowledging the challenges of retrospectively connecting the papers, the review identifies links between them in their relevance to professional identity. It suggests that attention should be given to the notion of collective professional identity, conceived of as a shared occupational social identity, but including the capacity for action in the face of threats or challenges, and in contributing to the development of the profession. The review argues that qualifying social work education in England located in the universities but connecting with practice via placements, provides an important space for the shaping, maintenance and articulation of a collective identity for social work.
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Mompati, Tlamelo Odirile. "The dissonance between social work education and social work practice : the case of Botswana." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq23426.pdf.

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Maidment, Jane M. "Social work field education in New Zealand." Thesis, University of Canterbury. Social Work, 2000. http://hdl.handle.net/10092/4633.

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The focus of this research dissertation is social work field education in New Zealand. The purpose of conducting the study was to ascertain how both students and field educators experienced teaching and learning in the field. Results indicate that while teaching and learning thinking and theory have evolved in recent years to include a critical reflective dimension, the practice of field education is still largely based on an apprenticeship model. Practice experience and theoretical input relating to areas of societal inequality as well as the political context in which field education is delivered explain the continued use of the apprenticeship model. Students and field educators do, however, share a vision for how field education should be delivered. They agree on the attributes of an effective field educator, and on the methods needed to enhance practice teaching and learning. The research has, nevertheless, identified a discrepancy between this shared vision for field education and the reality that students experience in the field. Field educators are clearly marginalised in their role. Their work as educators is not sanctioned or recognised by employing agencies, and workload pressure frequently militates against social workers being able to accommodate students on placement. In this climate a minimalist approach to field education is adopted, resulting in unqualified social work staff and people who are not social workers acting as field educators. Without radical shifts in the recognition, resourcing and organisation of field education, student learning in the field will continue to be compromised. The theoretical framework used in this research was derived from existing learning theory, which was then reconceptualised and developed in light of the research outcomes to formulate a contemporary theory for practicum learning.
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Roman, Diogenes Anthony III. "SOCIAL WORK STUDENT EDUCATION ON TEEN PREGNACY." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/903.

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Social work has seen tremendous growth since its beginnings more than a century ago. An issue that continues to draw attention in child welfare is teen pregnancy. While the issue of teen pregnancy is not new to social work, having education on the issues that pregnant teenagers go through, and having these vulnerable clients served with competent social workers has not kept pace with progress made in other areas of social work. The purpose of this study is to understand and improve the issues that pregnant and parenting teens face and bring attention to teen pregnancy in an attempt to develop curriculum in the classroom to educate future social workers on teen pregnancy. The research utilized a quantitative questionnaire, once collected the data will be entered through SPSS to obtain statistical analysis for teen pregnancy. The participants were be undergraduates and graduate social work students at University X. The results of the research and data will be used to illustrate areas where curriculum can be developed to assist social work students in the improving education and resources for teenage pregnancy
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Books on the topic "Social work education Hungary"

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Budai, Istvan. Some dilemmas in the development of social work education in Hungary. Poole: Bournemouth University, 2004.

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Joanna, Mellor M., and Solomon Renee, eds. Geriatric social work education. New York: Haworth Press, 1992.

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Thompson, Susan. Social work processes. Wrexham: Prospects Training Publications, 1999.

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Simmons, Robin, Ron Thompson, and Lisa Russell. Education, Work and Social Change. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137335944.

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Anastas, Jeane W. Doctoral education in social work. New York, NY: Oxford University Press, 2012.

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Social work education in India. Bangalore: IBH Prakashana, 2012.

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Laging, Marion, and Nino Žganec, eds. Social Work Education in Europe. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69701-3.

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Lishman, Joyce. Social work education and training. Philadelphia, PA: Jessica Kingsley Publishers, 2012.

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David, Howe. Social work and the university. Dublin: University of Dublin, Trinity College, Department of Social Studies, 1995.

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Héthy, Annamària. New technologies, work organization, qualification, structures, and vocational training in Hungary. Berlin: CEDEFOP, European Centre for the Development of Vocational Training, 1990.

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Book chapters on the topic "Social work education Hungary"

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Duffy, Joe. "Social work education." In Becoming a Social Worker, 44–49. 3rd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003181989-9.

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McCulloch, Trish. "Social work education." In Social Work in a Changing Scotland, 90–99. 1st Edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315100821-10.

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Sattmann-Frese, Werner, and Stuart B. Hill. "Sustainability Work." In Social Ecology and Education, 161–79. New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003033462-18.

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Thompson, Neil. "Social work as education." In Practising Social Work, 74–85. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04871-4_6.

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Thompson, Neil. "Social work as education." In The Professional Social Worker, 84–97. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-60378-4_6.

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Mohapi, Boitumelo Joyce, Felicity Besong Tabi, and Zee Catherine Masuku. "Social Work Field Education." In The Routledge Handbook of Social Work Field Education in the Global South, 388–402. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003270119-32.

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Adams, Robert. "Quality Education for Social Workers." In Quality Social Work, 71–90. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-13733-6_4.

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Hoang, Huong T., and Hang T. Dao. "Field Work Education in Social Work." In The Routledge Handbook of Field Work Education in Social Work, 57–78. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781032164946-6.

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Sivakumaran, Shamila, and S. Jeevasuthan. "Field Work in Social Work Education." In The Routledge Handbook of Social Work Field Education in the Global South, 76–91. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003270119-8.

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Gómez-Ciriano, Emilio José. "Social Work and Social Work Education in Spain." In The Palgrave Handbook of Global Social Work Education, 473–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39966-5_29.

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Conference papers on the topic "Social work education Hungary"

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García-Vélez, Roberto, Luis Serpa-Andrade, and Graciela Serpa-Andrade. "Inclusion of people with ADHD in school, college, university and work." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001890.

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The inclusion of people with Attention Deficit Impulsivity and Hyperactivity Disorder (ADHD), in school, college, university, and work has been developing since the nineteenth century because this disorder has similar symptoms to those of a hungry infant, an anxious or antisocial child, a young impetuous or otherwise without social contact, immature adults, lacking an order or commitment; but in the past it was derived from the responsibility of the elders, from the values instilled and from the culture, from the society itself, where they grew up. The inclusion of people with this disorder is due to a multidisciplinary intervention, family interaction, academic-labor-social, therapies, variety of neurobiological specialists, implementation of Educational Integration Projects (PIE) where the entity and its different human and physical resources must adapt to the students to achieve inclusion; the methodologies and processes of inclusion vary according to the field, that is, in the labor part with respect to the entities of initial, middle, and higher education.
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Szigeti, Mónika Veronika. "BURNOUT PREVENTION WITH PSYCHOEDUCATION IN TEACHERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end044.

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Our research aims at prevention of burnout, which can be a protective factor in preventing career abandonment and can contribute to creating and maintaining a positive workplace climate. It also promotes the mental well-being and resilience of teachers and students. Therefore, burnout of teachers is especially important in Hungary, as the gradually increasing professional and administrative burden, the lack of social esteem, as well as the changed learning-teaching environment and the methodological shortcomings of general teacher training significantly increase the risk of burnout. In our research, the staff of the Somogy County Educational Service Center has been involved, mainly special education teachers. The 116-person sample has been conducted with a version of the Maslach Burnout Inventory developed for educators. In our presentation, the test results are presented. According to our findings, out of the three subscales of the subjects' questionnaire, the highest scores were achieved in the Emotional Exhaustion subscale and the lowest in the Depersonalization subscale. However, the emotional exhaustion subscale did not indicate a high burnout value in the study population. The correlations of burnout risk with age and time spent as a teacher has been also analyzed. Problem-focused and change-oriented psychological counseling models are attracting interest in the international literature today (Egan, 2010). By strengthening resilience and supporting a sense of growth, consultation techniques work to strengthen effective interpersonal communication and help the individual plan constructively for the future (Bonanno, 2004, 2005; Kelley, 2005; Linley & Joseph, 2005; Litz, 2005; Maddi, 2005). All of this are relevant to our research because we plan to provide burnout prevention psychoeducation counseling programs to educators. The literature also mentions the phenomenon of learned helplessness, which has its roots in childhood and is a breeding ground for both depression and burnout (Seligman,1991). Learned inertia can influence members of the helping professions toward passivity (paralysis, loss of control, hopelessness, unresponsiveness) and is therefore particularly burdensome for the individual, along with the challenges of helping professions. Results of our research shed light on the burnout level of special educators, personality traits important for coping and related burnout prevention (e.g., empathy, psychological immune competence) and the applied coping mechanisms that guide burnout prevention psychoeducation as a comprehensive concept.
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"Work and Social Life Interaction: The Link between Marriage Satisfaction and Workaholism." In July 22-24, 2019 Budapest (Hungary). Emirates Research Publishing, 2019. http://dx.doi.org/10.17758/erpub4.uh0719417.

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Belu, Radian, Richard Chiou, Tzu-Liang (Bill) Tseng, and Lucian Cioca. "Advancing Sustainable Engineering Practice Through Education and Undergraduate Research Projects." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-38501.

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Major challenges such as energy, food, water, environment, health and so many more have never been more prominent than they are today. Engineers and educators, as problem solvers should be addressing these issues and challenges in sustainable ways. They have an enormous opportunity to help create a more sustainable world. Technology problems interconnecting sustainability challenges such as climate change, loss of biodiversity, environmental pollution, economic and social instability are becoming increasingly major concerns for mankind. However, the engineers and scientists have failed on large extend to fully address the sustainability issues. It was also found that engineering graduates do not possess necessary skills to tackle sustainability related problems. Engineering practice and education are changing as social expectations and conditions for engineering practice change too. Students have the responsibility and opportunity to continue improving our life while reducing or even reversing the negative impacts that our industrial society is having on the environment. Current engineering curricula are not equipping them to properly deal with these challenges due to little integration of sustainable and green design strategies and practice. Transforming higher education curricula for sustainable development is a tough challenge, dealing with the complexness of sustainability concepts and integration into engineering education. Teaching students the sustainability principles and equipping them with necessary tools help them to make better choices on materials and energy use, or design. These concepts and methods are still relatively new to engineering curriculum and are not an established practice for most of such programs. Meanwhile, today’s students have a strong desire to improve the world through their work, and sustainability connects with these interest and motivations. However, students’ hunger for knowledge often outstrips what is available in their courses and the experiences of their professors. Furthermore, to make sustainable design compelling to a wider base of engineering students, we need to craft sustainable design in terms of mainstream design problems that are important, cutting-edge, and achievable. Then we need to help them how to effectively deal with environmental and societal needs and constraints as part of their core design process. The paper highlights the process required for embedding sustainability and green design into our programs, curriculum design, implementation and impediments to surmount for sustainability and green design in engineering education. This was done through a project-based approach, developing three new courses and appropriate changes in a number of existing courses. The skill requirements were studied and finally the list of subjects, topics, teaching and learning methods are identified and discussed in this paper.
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Zakota, Zoltan. "HIGHER EDUCATION IN POST-COMMUNIST HUNGARY AND ROMANIA � A COMPARATIVE ANALYSIS." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.061.

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Justino, Elsa, Gina Santos, and Diana Dias. "SOCIAL WORK REALLY WORKS: LEARNING OUTCOMES IN PORTUGUESE SOCIAL WORK UNDERGRADUATE DEGREES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1907.

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Pereira-García, Alexander. "SOCIAL WORK AND ICT." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1631.

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Ó Súilleabháin, Fiachra, Kenneth Burns, and Simone McCaughren. "ONLINE SOCIAL WORK TOOLS: COLLABORATIVE EDUCATIONAL RESPONSES TO REMOTE-BASED SOCIAL WORK PRACTICE." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1036.

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"Practical training in social work." In Trends in the development of science and education. LJournal, 2015. http://dx.doi.org/10.18411/lj2015-10-11-12.

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Belchior-Rocha, Helena, Inês Casquilho-Martins, and Jorge Ferreira. "SOCIAL AND ECOLOGICAL SUSTAINABILITY IN SOCIAL WORK TRAINING." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1752.

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Reports on the topic "Social work education Hungary"

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Wright, Lynda. A Holistic Approach to Social Work Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1866.

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Timme, Mary. Social work continuing education needs assessment study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2109.

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Wuest, Leslie. Factors Associated with Inclusion of Spirituality in Secular Social Work Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.301.

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Dunne, Máiréad, Sara Humphreys, and Carolina Szyp. Education and Work: Children’s Lives in Rural Sub‑Saharan Africa. Action on Children’s Harmful Work in African Agriculture, April 2021. http://dx.doi.org/10.19088/acha.2021.004.

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This paper proposes a dynamic conceptual framework – the edu-workscape – for understanding how rural children in sub-Saharan Africa navigate three key gendered social arenas: the household, school and workplaces. Focusing on school, in particular, the paper highlights the violence, harm and labour that occur there, and argues that learning, work and harm co-exist across all three institutional domains, and in context, and should therefore be considered holistically.
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Panichelli, Meg. The Intersections of Good Intentions, Criminality, and Anti-Carceral Feminist Logic: A Qualitative Study that Explores Sex Trades Content in Social Work Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6396.

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Panchenko, Liubov, and Andrii Khomiak. Education Statistics: Looking for Case-Study for Modeling. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4461.

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The article deals with the problem of using modeling in social statistics courses. It allows the student-researcher to build one-dimensional and multidimensional models of the phenomena and processes that are being studied. Social Statistics course programs from foreign universities (University of Arkansas; Athabasca University; HSE University, Russia; McMaster University, Canada) are analyzed. The article provides an example using the education data set – Guardian UK universities ranking in Social Statistics course. Examples of research questions are given, data analysis for these questions is performed (correlation, hypothesis testing, discriminant analysis). During the research the discriminant model with group variable – modified Guardian score – and 9 predictors: course satisfaction, teaching quality, feedback, staff-student ratio, money spent on each student and other) was built. Lower student’s satisfaction with feedback was found to be significantly different from the satisfaction with teaching. The article notes the modeling and statistical analysis should be accompanied by a meaningful interpretation of the results. In this example, we discussed the essence of university ratings, the purpose of Guardian rating, the operationalization and measurement of such concepts as satisfaction with teaching, feedback; ways to use statistics in education, data sources etc. with students. Ways of using this education data in group and individual work of students are suggested.
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Opiyo, Newton. What are the effects of interprofessional education on professional practice and healthcare outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170413.

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Delivering effective, high quality patient care is complex and requires that health and social care professionals work together effectively. Interprofessional education – training or learning initiatives that involve more than one profession in joint, interactive learning with the explicit purpose of improving interprofessional collaboration or patient care – is a possible strategy for improving how professionals work together as well as improving professional practice and patient care.
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Iatsyshyn, Anna V., Iryna H. Hubeladze, Valeriia O. Kovach, Valentyna V. Kovalenko, Volodymyr O. Artemchuk, Maryna S. Dvornyk, Oleksandr O. Popov, Andrii V. Iatsyshyn, and Arnold E. Kiv. Applying digital technologies for work management of young scientists' councils. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4434.

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The publication explores the features of the digital technologies’ usage to organize the work of the Young Scientists’ Councils and describes the best practices. The digital transformation of society and the quarantine restrictions caused by the COVID-19 pandemic have forced the use of various digital technologies for scientific communication, the organization of work for youth associations, and the training of students and Ph.D. students. An important role in increasing the prestige of scientific activity and encouraging talented young people to participate in scientific projects belongs to the Young Scientists’ Councils, which are created at scientific institutions and higher education institutions. It is determined that the peculiarities of the work of Young Scientists’ Councils are in providing conditions for further staff development of the institution in which they operate; contribution to the social, psychological and material support of young scientists and Ph.D. students; creating an environment for teamwork and collaborative partnership; development of leadership and organizational qualities; contribution to the development of digital competence. The advantages of using electronic social networks in higher education and research institutions are analyzed, namely: general popularity and free of charge; prompt exchange of messages and multimedia data; user-friendly interface; availability of event planning functions, sending invitations, setting reminders; support of synchronous and asynchronous communication between network participants; possibility of access from various devices; a powerful tool for organizing the learning process; possibility of organization and work of closed and open groups; advertising of various events, etc. Peculiarities of managing the activity of the Young Scientists’ Council with the use of digital technologies are determined. The Young Scientists’ Council is a social system, and therefore the management of this system refers to social management. The effectiveness of the digital technologies’ usage to manage the activities of the Young Scientists’ Council depends on the intensity and need for their use to implement organizational, presentation functions and to ensure constant communication. The areas to apply digital technologies for the work managing of Young Scientists’ Councils are sorted as the presentation of activity; distribution of various information for young scientists; conducting questionnaires, surveys; organization and holding of scientific mass events; managing of thematic workgroups, holding of work meetings. It is generalized and described the experience of electronic social networks usage for organizing and conducting of scientific mass events.
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Lysokon, Ilia. Analysis of the Definition "Management of Education" in the Ukrainian Pedagogical Discourse. Тернопіль, 2022. http://dx.doi.org/10.31812/123456789/6472.

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The national system of education has always been a subject of scientific discussions in the pedagogical paradigm. It should be noted that this system is multi-vector special processes and factors created by the state to implement the social mission of education in the society. Education as a constituent phenomenon includes many areas of work: educational process, scientific and scientific-technical activities, psychological and psychological-pedagogical counselling, financial and economic work and more. All these processes are united not only by the attitude to education as a system, but also to the process of governance in general. Therefore, the definition of "management of education" in various processes plays a particularly important role.
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VASYUKOV, O. G., V. M. BOLSHAKOVA, and P. YU NAUMOV. THEORETICAL AND PRACTICAL ASPECTS OF FORMING SOCIAL RESPONSIBILITY OF STATE CIVIL EMPLOYEES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/978-0-615-67324-0-4-12.

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Target. Currently, the development of professional values and official behavior of civil servants are relevant for training personnel for the public authority system. One of the ways to form the personality of a civil servant who is a professional is to increase the real level of his social responsibility. The article is devoted to the study of the phenomenon of social responsibility of civil servants. Method or methodology of the work. The systematic, activity-based and axiological approaches were used as methodological principles in the work. The research methods were analysis and synthesis, movement from the general to the particular, comparison and analogy, movement from the abstract to the concrete, complex generalization and classification. Results. The main results of the study include the concretization of the concept of «social responsibility of civil servants», the identification of the essential properties of social responsibility, the determination of the features of its functioning, the formulation of urgent problems for further research in this aspect. Scope of the results. The scientific results of the article can be applied when conducting psychological and pedagogical research and organizing classes in educational institutions of higher education.
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