Academic literature on the topic 'Social work training institution'
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Journal articles on the topic "Social work training institution"
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Nahshal, Maha, and Reem Abdulbaqi. "Difficulties and Challenges facing Social Work Students during Field Training in Educational Institutions at Saudi Arabia: A qualitative study." Journal of Umm Al-Qura University for Social Sciences 13, no. 4 (December 28, 2021): 1–22. http://dx.doi.org/10.54940/ss46017570.
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Despite the emphasis on enhancing field training process in social work, there are many difficulties and challenges arise because of various complex factors. This Qualitative study used a purposeful sample of 12 students to explore the difficulties that are facing social work students during field training at educational institutions. The results revealed several difficulties. First, training institution obstacles, such as: the small size of the training institution, lack of care, and cleanliness of the school in general, and lack of capabilities to provide activities and trainings. Second, obstacles related to school management which are schools unwillingness to receive trainees, preventing trainees from mixing with the students or interfering to solve the students’ problems, and lack of institution recognition about the importance of training. Third, obstacles associated with the student counselor such as lack of specialized counselors, lack of innate and acquired qualities of the counselor, and lack of interest and seriousness in trainees and training. Finally, obstacles related to the trainees themselves were difficulties in applying theoretical framework to the field, inability in dealing with students, lack of skills and knowledge, and lack of innate and acquired qualities of the profession.
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Ustyanceva, Anastasiya D. "FAMILY AS OBJECT OF SOCIAL WORK." Yugra State University Bulletin 13, no. 1-1 (March 15, 2017): 91–95. http://dx.doi.org/10.17816/byusu2017131-191-95.
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Article is devoted to a problem of training of specialists having higher education in the field of social work with a family, taking into account the type of a family, its features. The author reveals the concept “family”, various typologies of families are considered. Need for taking into consideration specifics of a typology of families is emphasized when training bachelors of social work in higher education institution.
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Adamovych, Iryna, and Olena Kulinich. "METHODICAL WORK IN THE EXPERIMENTAL INSTITUTION." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(49) (December 18, 2021): 16–19. http://dx.doi.org/10.24144/2524-0609.2021.49.16-19.
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The analysis of social trends in the field of education shows an increase in the requirements for the teacher’s professional competence and personal qualities. The purpose of the article is to determine in experimental conditions the content of the methodical service of the educational institution to solve problems and increase the effectiveness of its work. The article reveals the content of the organization of the system of continuous professional and pedagogical education in a particular general educational institution in the conditions of experiment. Based on the activities in the process of research and experimental work, the institution has developed the Concept of social-pedagogical projecting of the developmental and educational process of the secondary school. The systematic work is planned to increase the level of professional competence of pedagogical staff of educational institutions: optimization of self-education processes, diversification of forms of scientific and methodological work, intensification of processes of continuous professional training. That is why the system of internal methodical work is one of the school priorities, the main task of which is the systematic collective and individual activities of teachers aimed at improving their scientific-theoretical, general cultural level, psychological and pedagogical training and professional skills. During the research the main emphasis was placed on the problem-target, as well as system-structural methods of processing and analysis of scientific achievements, generalization and comparison, as well as on the diagnostic method. Important semantic transformations in the education system require solving the problem of the quality of growth of professional competence of a pedagogical worker who is aware of the importance of social responsibility; is able to formulate and practically implement new pedagogical goals; is a holistic, pivotal figure in the development of students’ life competence. Prospects of the educational institution, its purpose and objectives of educational work are determined using comprehensive psychological and pedagogical diagnostics, professional tools, which further allows to identify problems and potential opportunities of all participants in the educational process, gaps or, conversely, creative, professional and personal potential.
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Yuldashev, Abdulaziz. "INNOVATIVE TECHNOLOGIES OF SOCIAL WORK IN EDUCATIONAL INSTITUTIONS." Oriental Journal of Social Sciences 02, no. 06 (June 1, 2022): 103–11. http://dx.doi.org/10.37547/supsci-ojss-02-03-14.
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The article discusses the innovations in the mechanisms of continuing education, ie in preschool education, general secondary education, academic lyceum, secondary special vocational education and higher education, higher education. The curricula of subjects taught in further education are based on the best traditions of teaching and educating the individual in innovative technologies of social work, in the development or improvement of the existing mechanism to ensure the sustainable development of the system of educational institutions. la coverage was analyzed. It also provides conclusions and recommendations for achieving personal excellence through the formation of professional competencies in the training and education of future professionals.
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Trubnik, Inna. "Social and Psychological Training as a Means of Development of Communicative Abilities of Future Specialists in the Social Sphere." Bulletin of Luhansk Taras Shevchenko National University 1, no. 1 (339) (2021): 233–39. http://dx.doi.org/10.12958/2227-2844-2021-1(339)-1-233-239.
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Social and psychological training as a kind of active training can be used in the training of specialists in the social sphere. It is aimed at increasing of psychological culture of communication which is one of components of the professional activity of social workers and social security specialists (specialties such as 231 «Social work», 232 «Social security»). The author outlines the factors of the efficient conduct of the training work, the basic principles of training sessions’ formations, the general rules of training participants’ behavior. The article substantiates the need to develop the communicative abilities of future social workers at the stage of professional training in a higher education institution (within the framework of studying the discipline «Social and communicative development of personality»), defines the content and methods, offers guidelines for conducting trainings and the topics of training sessions. The analysis of the results of experimental work proves the effectiveness of using social and psychological training as a means of developing the communicative abilities of future specialists in the social sphere, confirms the activity and interest of students in trainings participation.
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Domínguez Urdanivia, Yideira, Adalia Lisett Rojas Valladares, and Elizabeth Díaz Vera. "Career-educational institution relationships in initial teacher training." Revista Metropolitana de Ciencias Aplicadas 3, no. 3 (September 1, 2020): 228–33. http://dx.doi.org/10.62452/gykhch21.
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The university, based on its social responsibility, becomes a dynamic and complex institution that establishes relationships and interactions with the environment, which are necessary for inter-institutional development with different organizations, which allow it to establish alliances and action commitments from different scenarios. The relationship of the university with educational institutions, as part of teacher training, is significant, taking into account that both institutions share the social and educational function, which implies collaborative work. In this article, an analysis of the relationships between the University and educational institutions is shown, for the initial training of teachers, as a space for the development of the designed curriculum and teacher professional development, seeking a shared commitment and reciprocal benefit to ensure the satisfaction of mutual needs and interests
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Kochubey, Tetiana. "REVIEW for a collective monograph «PSYCHOLOGICAL SUPPORT AND SOCIO-PEDAGOGICAL WORK IN EDUCATION: THEORY AND PRACTICE» (2020)." Social work and social education, no. 2(7) (September 29, 2021): 380–83. http://dx.doi.org/10.31499/2618-0715.2(7).2021.244879.
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Review of the collective monograph «Psychological support and socio-pedagogical work in education: theory and practice», which is the result of cooperation of higher education institutions, institutions of general secondary education, health and recreation institutions in the theoretical generalization and coverage of practical experience of psychological support and social – pedagogical patronage of participants in the educational process, as well as the relevant specialists training. The monograph is classified by the topics: «Professional training of future specialists in socionomic professions in a higher education institution», «Social and psychological support for people with disabilities», «Innovative socio-pedagogical technologies in terms of health and recreation».
The scientific publication will be useful for teachers and students of higher education institutions, teachers, social educators, psychologists, social workers, teachers-organizers, as well as help to find effective ways to improve social policy and social work.
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Kham, Van Tran. "Challenges for social work Education in Vietnam: Voice of social work students." Social Work and Social Sciences Review 18, no. 2 (May 5, 2016): 7–24. http://dx.doi.org/10.1921/swssr.v18i2.901.
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In the early 1990s, some academic institutions in Vietnam introduced the subject of social work into their curricula and began training students in related programs. The training was, however, not internally coherent, and social work education in Vietnam only really emerged in Vietnam in 2004, when the Ministry of Education and Training approved the national curriculum in the field. In 2010, the government of Vietnam recognized the urgent need for social work professionals to solve various social problems and build public welfare, democracy, and the socialist state. Since then, Vietnam’s social work education has developed rapidly. Currently there are around 55 universities and colleges at the national and provincial levels with active social work programs. But social work education in Vietnam faces many challenges. This paper gives voice to social work students on some of those challenges, including different layers of educators, licensing, materials, and practicum. The paper is based on a survey of, and interviews with, students from 17 universities in Vietnam, and includes concrete recommendations for improving the professional training of social work students.
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Korniat, Vira. "PRACTICAL COMPONENT IN THE PROCESS OF PROFESSIONAL TRAINING OF THE SOCIAL SPHERE SPECIALISTS." Continuing Professional Education: Theory and Practice, no. 2 (2022): 29–35. http://dx.doi.org/10.28925/1609-8595.2022.2.3.
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The article analyzes and characterizes the peculiarities of the organization of practice in the process of professional training of social work specialists in higher education institutions. It is determined that the process of professional training of any specialist is a reflection of changes and changes in society. High-quality professional training of social specialists also contributes to the establishment of the profession itself, and the competence of the specialist affects the effectiveness of social work. The essence of practice as the main component of professionalism, personal and professional growth of the future specialist in the social sphere is considered. Difficulties in organizing the internship are emphasized (lack of a social worker as a specialist or lack of appropriate professional education, unclear definition of his professional responsibilities, inconsistency of the general activities of the social institution and the content of the social worker's professional activities, unwillingness to hire students). Forms and methods of working with students at the stage of choosing the base of practice (meetings-presentations in the institution councils, independent work, volunteering) are offered. The basic principles of organization of practice are defined and characterized (feedback of theoretical training and practice, consistency, continuity, dynamism, field functionality, perspective, freedom of choice, cooperation). Further prospects of research of use of various organizational forms for formation of professional competence of experts of social sphere, in particular its practical component are offered.
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Polishchuk, Vira. "FORMATION OF SOCIAL RESPONSIBILITY IN FUTURE SOCIAL WORK SPECIALISTS: A SYSTEMATIC APPROACH." Social work and social education, no. 2(9) (November 21, 2022): 281–88. http://dx.doi.org/10.31499/2618-0715.2(9).2022.267364.
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The article reveals the growing role of professionally determined personal qualities of social work specialists in solving complex tasks of social policy and social work practice in modern Ukrainian realities at the macro-, meso- and micro-levels with different categories of the population; the potential possibilities of a systemic approach to the interpretation of the essence of social responsibility and the analysis of the leading methods and technologies of its formation among future social work specialists in the process of their professional training at a higher education institution are revealed.The purpose of the article is to analyze the possibilities of a systematic approach to the formation of social responsibility of future social work specialists in the process of their professional training under the educational program "Social Work" of the specialty 231 "Social Work" of the first (bachelor's) level of higher education and to reveal the practical level of implementation of this task through the lectures of the department of social work and management of socio-cultural activities of Ternopil V. Hnatyuk National Pedagogical University.In the practical context, the pedagogical conditions that determine the success of the formation of social responsibility among future social workers in higher education institutions are substantiated: awareness of the motivational attitude of future social workers towards the formation of social responsibility; improvement of content and technological support of the educational process; provision of active self-development and self-improvement of future specialists through the use and integration of innovative pedagogical technologies in the educational process of higher education.Research methods are as follows: systematization of theoretical provisions for the scientific substantiation of theoretical and practical aspects of the formation of social responsibility of future social specialists.
Dissertations / Theses on the topic "Social work training institution"
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Ellames, Lorraine. "Dementia care training for residential care workers : building residential care workers' own views into a conceptual model." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/76639/.
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This thesis is the result of research that investigated the views of residential care workers (RCWs) working with people with dementia about their perceptions of training for their dementia care role with older people. Using a constructivist ontology and an interpretivist epistemology, the research investigates how care workers perceive their training and how they feel it can be applied to their working environment. RCWs were asked what they saw as the specific needs of residents with dementia, what training they had received, how useful they perceived the training to be, and what training they felt was still needed. Previous studies had put forward topics for inclusion into dementia care training, but very little research had asked RCWs themselves about their dementia training needs. Nineteen semi-structured interviews were carried out across three care home organisations during the summer of 2013 in the East of England. Findings from thematic analysis showed that the care workers interviewed had very limited or no dementia training or assessment they could remember, and that training had generally been a negative experience. Dementia care trainers were not considered helpful or knowledgeable enough and RCWs identified that their learning needs had not been taken into consideration. The learning environment was viewed as unsuitable, usually a lounge or a bedroom where it was very cramped and RCWs were pulled out of training when there were limited staff numbers. Many challenges specific to caring with people with dementia were also identified: challenging behaviour, lack of time and resources, poor teamwork and communication and lack of organisational support all inhibited the development of person-centred care and training transfer into practice. A conceptual model of the training and learning cycle is proposed as a way forward for dementia training. This model illustrates the training process from course creation through to satisfactory completion. Learning into practice is measured by care workers' knowledge, confidence, and competence. This assessment is a two-way process between the learner and the mentor to ensure RCWs feel fully supported and recognised. Although this conceptual model has not been tested empirically, such a process is seen as a possible next step.
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Van, der Lingen Jolanda. "Die bemagtiging van vrywilligers by ‘n geloofsgebaseerde organisasie." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2501.
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Thesis (M Social Work (Social Work))--University of Stellenbosch, 2007.The welfare of communities depends to a large extent on the successful mobilisation of the voluntary contributions (manpower, time, money) by religious based organisations. Poverty and all the other social problems like unemployment and HIV/AIDS, that are associated with it, can only be addressed effectively if volunteers are empowered by social workers to handle the problems in a sustaining way (Annual report, Unit for Religion Development Research: 2002). In order to empower the volunteers, it is important that social workers understand their role in the empowerment process. The aim of the study is to clarify the task of the social worker regarding the empowerment of volunteers at religious based organisations. This study is a descriptive study, seeing that the empowerment of volunteers are described at the end of the research (Mouton, 2001:54). The study also contains elements of an exploring (investigation) study, seeing that the situation has been explored in practice. After completion of a literate study, an empirical investigation was done with the aim to investigate principles of empowerment in practice. For the purpose of this study, the universe is regarded as the social workers who work at religious based organisations in the working area of the Valcare Trust. Deliberate selection, according to the non-probability test sampling as described by Babbie and Mouton (2001:166-168) was used to obtain the test sample. The type of test sample selection is applicable where the researcher is conversant with the research problem and the universe (Rubin and Babbie, 1993). Deliberate selection is therefore based on the researcher’s judgement and the aim of the study (Rubin and Babbie, 1993). The researcher is well conversant with the universe, seeing that the social workers are working at religious based organisations that are registered on the database of the Valcare Trust. Questionnaires, consisting of structured questions were compiled after completion of the literate study for the purpose of the empirical study. The self administered questionnaires were supplied to the respondents. Thirteen respondents took part in the empirical study.
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Estrada, Dutrieux Christine. "La génération de la convention de compromis par l'organisation pluraliste à partir de la capacité d'absorption : le cas d'un établissement de formation en travail social." Electronic Thesis or Diss., Aix-Marseille, 2021. http://www.theses.fr/2021AIXM0426.
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Notre thèse interroge la capacité d’un Établissement de Formation en Travail Social (EFTS) considéré comme pluraliste, à pouvoir adopter une convention de compromis entre des « mondes » au cours d’une démarche d’absorption de connaissances externes, pour répondre à sa mission d’intérêt général. Elle propose de comprendre comment une convention de compromis est mise en œuvre à partir des capacités d’absorption de connaissances. Notre revue de littérature nous permet d’établir un modèle d’analyse qui précise l’action du processus d’absorption de connaissances sur l’adoption de la convention de compromis par le courtier de connaissances. Pour étudier ce processus, nous nous appuyons sur une étude de cas enchâssée avec deux groupes-projets au sein d’un EFTS. Les entretiens menés montrent pour l’un des deux groupes, le rôle majeur du courtier de connaissances évoluant vers une fonction de courtier de mondes. Son action parvient durant le processus d’absorption à générer une convention de compromis. Le deuxième groupe présente une expérience dissemblable : la figure d’accord produite est l’arrangement qui n’engage pas la convention de compromis. Lors du passage à l’organisation, l’étude empirique met en évidence qu’aucun des deux groupes ne parvient à faire adopter la convention de compromis dans l’EFTS. La discussion de nos résultats porte sur les leviers favorables à l’adoption d’une convention de compromis par une organisation pluraliste pour répondre à une mission d’intérêt général : 1) le rôle majeur du courtier de mondes ; 2) le fonctionnement en communauté de pratique pilotée à bien commun ; 3) la dimension réflexive exercée au sein de l'organisationOur thesis looks at the capacity of a social work training institution that is considered pluralist to adopt a compromise agreement between “worlds” during a process of absorbing external knowledge so that it can fulfil its public interest mission. The thesis investigates how a compromise agreement is drawn up and delivered based on knowledge absorptive capacity. Furthermore, based on our literature review, we can establish an analytical model that clarifies the action of the knowledge absorption process on the adoption of the compromise agreement by the knowledge broker. To review this process, we look at an embedded case study with two project groups in a social work training institution. For one of the two groups, the interviews that were conducted demonstrate, the major role of the knowledge broker as it develops towards a function of a broker of worlds. His action manages to generate a compromise agreement during the absorption process. The experience of the second group is dissimilar: the agreement figure produced is the arrangement that does not commit the compromise agreement. During the transition to the organisation, the empirical study highlights the fact that neither of the two groups succeeds in having the compromise agreement adopted in the training institute. The discussion of our results focuses on the levers that promote the adoption of a compromise agreement within a pluralist organisation to fulfil a public interest mission: (1) the major role of the broker of worlds ; (2) the functioning in a managed community of practice with common good; and (3) the reflexive dimension exercised inside the organisation
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Olsson, Anna, and Sandra Stendahl. "Hur maskulinitet konstrueras på institution." Thesis, Stockholm University, Department of Social Work, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-961.
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Utifrån ett socialkonstruktivistiskt perspektiv är maskulinitet en social konstruktion som ständigt förändras i interaktionen mellan män och i interaktionen med kvinnor. Studiens syfte var att undersöka hur maskulinitet konstrueras i en institutions sociala praktiker. Det undersöktes genom att söka efter vilka aktiviteter på institutionen som konstruerar maskuliniteter, dvs. vilken betydelse har institutionens sociala praktiker för konstruktionen av maskulinitet? Svaren söktes genom en kvalitativ samtalsintervjuundersökning med fyra respondenter, två personal och två patienter, alla män. Studiens teoretiska utgångspunkter var R. W. Connells teori om hegemonisk maskulinitet, hans genusteori samt begreppet homosocialitet. Materialet analyserades med hjälp av kritisk diskursanalys, för att i de sociala praktikerna hitta de maskulina diskursiva praktiker som kan ha en påverkan på konstruktionen av maskuliniteter. Resultatet i undersökningen visade att personal och patienter konstruerar maskulinteter utifrån olika diskurser på institutionen. Detta tolkade vi som att personalen i sin behandlingsdiskurs försökte forma patienterna till en maskulinitet som skiljer sig från den som de tidigare har varit en del av. Patienterna uppmuntrades i behandlingen att uttrycka sorg, skam och intimitet, som kan ses som mänskliga beteenden.
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Fung, Yin-king Helina. "Government training policy of social workers." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/hkuto/record/B31975823.
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Dougherty, Berenice, and Nyemal Thuok Chuol. "ACTIVE SHOOTER PREPAREDNESS TRAINING." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/708.
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This study examined the effectiveness of active shooter preparedness training on students for the purpose of assessing whether or not undergoing such training helps ease students’ level of anxiety, sense of preparedness in the event of a mass shooting attack at their California State University campus, or an attack occurring at their place of internship. This data was collected by offering an active shooter training to student participants, facilitated by the Risk Management department, at a large University in Southern California. Following the training, first-year Bachelors and Masters students within the School of Social Work were given a self-administered questionnaire. The questionnaire pertained to student perceptions of anxiety connected to fear of a shooting on campus and/or at their internship placement as well as students' perceptions of the effectiveness of the active shooter preparedness training.
The research found that participants, on average, are moderately anxious about the possibility of an active shooter situation at school and their internships. Participants also indicated finding Risk Management’s active shooter preparedness training to be important and useful. Therefore, this study recommends that the California State University provide an active shooter preparedness training to all incoming first-year BASW and MSW students during school orientation.
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Sibeon, Roger Alan. "A sociological study of the social work profession with special reference to social work education." Thesis, University of Leicester, 1987. http://hdl.handle.net/2381/9734.
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Earlier work by Leonard (1966) and Heraud (1970) in formulating a holistic, comprehensive sociology of social work has been largely overtaken by developments both in sociology and in social work. Current sociological analyses of social work exhibit two distinctive features. First, relative detachment from major recent theoretical and empirical developments in mainstream sociology : second, a tendency to focus not upon the profession as a whole but upon specific, delineated aspects e:g the relation of theory to practice, professionalisation, social work education, professional socialisation, moral-political dimensions of social work, organisational and service-delivery issues, and the relation of social work to the welfare state. This research is addressed to the task of constructing a sociology of social work which draws explicitly upon recent developments in sociology, and which is concerned with the social work profession as a whole including the various components referred to above. These components are shown to collectively comprise the following three perennial and contemporary social work concerns which are empirically inter-related : the relationship of theory to practice, the politics of social work, and professional-organisational aspects including service-delivery issues. Particular though not exclusive attention is accorded to the relative 'centrality' of social work education : the research demonstrates social work education both influences and reflects wider developments throughout the profession and is a key empirical 'site of entry' for achieving a holistic sociological understanding of the social work profession. Much of the material necessarily is concerned with substantive issues in social work per se, but a vital part of the research is critical analysis of controversies surrounding paradigmatically diverse resources available within modern sociology for constructing a theoretically as well as empirically informed sociology of social work.
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Delgado, Araceli. "Social Work Students' View on the Integration of Religion in Social Work." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/842.
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This study focused on social work students’ views on the integration of religion in social work. This study allowed students to gain knowledge and insight on the importance of discussing religion with clients. The study examined social worker students’ experiences during their involvement in the social work program which looked into how prepared they were in situations where religion was necessary to discuss with clients and other outcomes.
Qualitative interviews were conducted with ten participants who discussed their experiences in internships during their involvement within the social work program. Participants were in different years in the BASW and MSW program and were from various ethnicity, age, gender, and specializations. Main findings were that participants believed religion plays a huge role in clients’ everyday lives and that the social work program is not teaching students how to discuss religion with clients during their internships. Another finding was that a few social work students were not prepared to discuss clients’ religious practices. Agency employers also discouraged social work students from discussing clients’ religious practice.
This study enhances the social work profession and allow social workers to better service diverse and cultural clients by highlighting the importance of religion in some clients’ lives. The social work profession can improve the quality of service that is given to clients that have a religious practice and can be assessed for appropriate services based on their individual needs. Social work students can learn to integrate this topic into their assessments.
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Yorba-Perez, Natalie M. "SINGLE WOMEN'S VIEWS TOWARD THE INSTITUTION OF MARRIAGE." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/79.
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The purpose of this study was to explore single women’s views towards the institution of marriage. This study utilized a qualitative design. In-depth face-to-face interviews with ten unmarried women living in San Bernardino County were conducted to collect the data. Participants were asked in a structured interview to provide their views towards premarital sex, cohabitation, non-marital childbearing, divorce, and same sex marriage.This study found that women’s liberal and conservative views towards premarital sex, cohabitation, non-marital childbearing, divorce, and same sex marriage did not affect a women’s desire to enter the institution of marriage. Furthermore, the study indicated that women exhibited both liberal and conservative views, regardless of religiosity. Last, this study found that women commonly exhibited the traditional view of marrying prior to starting a family, regardless of women accepting premarital sex and cohabitation. The findings of the study suggest that social workers need to have a better understanding of the diverse views and behaviors of unmarried women. The study also recommends that social workers need to increase their awareness of unmarried women’s preferred lifestyles and to diminish the stigma associated with unmarried women. Furthermore, social workers should enhance their knowledge of micro and macro services available to unmarried women including resources in family planning and women’s health.
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Wert, Janine Jackson. "Psychological Inoculation and Resiliency Training Program." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406653492.
Full textBooks on the topic "Social work training institution"
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Penketh, Laura. Tackling institutional racism: Anti-racist policies and social work education and training. Bristol: Policy Press, 2000.
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Pristupa, Elena. Social work with people with disabilities. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1041595.
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The textbook reveals the theoretical and applied foundations of social work as a profession. The general principles of social work with persons with disabilities are considered.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For students of higher educational institutions studying in the direction of training 39.03.02 "Social work" (academic bachelor's degree), as well as for teachers of higher education institutions.
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Pavlenok, Petr. Methodology and theory of social work. ru: INFRA-M Academic Publishing LLC., 2019. http://dx.doi.org/10.12737/1018192.
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The textbook discusses the methodological and theoretical foundations of social work. The problems of scientific identification of social work, theoretical problems of social work as a social phenomenon and the basis of educational and professional practice, the main scientific concepts and their place in the system of social Sciences, methods of theoretical research in social work, as well as the problems of the relationship of social work and social policy, management problems in social work.
Meets the requirements of the Federal state educational standards of higher education of the last generation.
It is intended for students of higher educational institutions studying in the direction of training 39.04.02 "Social work", degree (qualification) "master". It can be recommended to teachers, graduate students, practical social workers and anyone interested in this issue.
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Helen, Lewis. Improving the health of children and young people in public care: A manual for training residential social workers and foster carers. London: National Children's Bureau, 1999.
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Akmalova, Al'fiya, and Vladimir Kapicyn. Conceptual foundations of the modern social state and social law. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/949358.
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The textbook considers the main approaches to the formation of the conceptual foundations of the social state, which in modern conditions ensure the consolidation of the model of the modern state, focused on the consistent development and implementation of social projects, and effective social policy. Special attention is paid to the consideration of socio-anthropological and value-normative approaches that provide a more complete study of the features of the formation of the social character of the state, along with formal and legal ones. Special attention is paid to the formation of competencies necessary for the activities of employees of social institutions, state and municipal employees, volunteers and other participants of public associations.
Meets the requirements of the Federal state educational standards of higher education of the latest generation.
It is intended for undergraduates studying in the field of training 39.04.02 Social work". It can be used for training in such areas of training as "State and municipal administration", "Management", "Law", "Sociology", "Political science", etc. It will also be useful for graduate students, teachers and practitioners, as well as anyone interested in the problems of the social state and social legislation.
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Aye, Efiong U. Hope Waddell Training Institution: Life and work (1894-1978). Calabar, Nigeria: Paico, 1986.
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Dash, Bishnu Mohan, and Sanjoy Roy, eds. Fieldwork Training in Social Work. First Edition. | New York : Routledge, [2020]: Routledge India, 2019. http://dx.doi.org/10.4324/9780429297120.
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Gerritsen, Maritza, and Ineke Vlasman. Training gespreksvaardigheden voor social work. Houten: Bohn Stafleu van Loghum, 2013. http://dx.doi.org/10.1007/978-90-368-0248-2.
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Great Britain. Department of Health. Requirements for social work training. London: Department of Health, 2002.
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Lishman, Joyce. Social work education and training. Philadelphia, PA: Jessica Kingsley Publishers, 2012.
Find full textBook chapters on the topic "Social work training institution"
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Jojo, Bipin, and Ronald Yesudhas. "Non-institutional and community-based field placement in social work." In Fieldwork Training in Social Work, 199–210. First Edition. | New York : Routledge, [2020]: Routledge India, 2019. http://dx.doi.org/10.4324/9780429297120-11.
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Hirschfeld, Heidi, and Bianca Lenz. "Young People’s Use and Construction of Institutional Support in Transitions from School to Work." In Life Course Research and Social Policies, 55–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13512-5_4.
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AbstractIn the transition from school to work, young people from socially disadvantaged backgrounds have been identified and addressed as a risk group for many decades. Many policies have been designed to support them during their transitions. Aimed at increasing employability through counselling and pre-vocational education or training, these programs are based on politically defined ascriptions of individual deficits regarding skills, knowledge and professional orientation. Young people are addressed as passive recipients of support by the policies but are simultaneously made accountable if support fails. Based on the biographies of young people in lower secondary school and of young adult clients of the “Jobcenter”, this chapter analyzes how these young people are actively involved in shaping their transitions. It reveals that the ways they use institutional programs of professional orientation and job counselling differ considerably, and that differences in their use of these programs are closely related to subjective meaning-making in the context of biographical construction.
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Abodunrin, Abimbola, Jason Chan, and Srabani Maitra. "A Decolonial Perspective on Adult Immigrant English Language Training in the Global North." In Adult Education and Social Justice: International Perspectives, 135–48. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0253-4.16.
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Transnational migration across different borders often necessitate immigrants learning different languages, values and customs of the receiving country for a ‘successful’ social and economic integration. Available evidence suggests that adult immigrants studying non-academic English as a second or other language (ESOL) worldwide is large and fast-growing. In this chapter, drawing on decolonial perspective, we explore the nuanced racio-linguistic ideologies and Eurocentric linguistic visions underpinning language of teaching adults. In line with Lalage Bown’s pioneering work in Adult Education broadly challenging educational institutions to rethink their curricular and pedagogical practices in such ways to include ‘other’ voices and ways of learning, we argue, for a teaching/learning approach that is culturally responsive to the diverse needs of adult English learners.
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Dryjanska, Laura, Jana Kostalova, and Davorka Vidović. "Higher Education Practices for Social Innovation and Sustainable Development." In Innovation, Technology, and Knowledge Management, 107–28. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84044-0_6.
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AbstractSocial innovation and sustainable development should constitute learning objectives in higher education across disciplines, while encouraging collaboration among future professionals. The theoretical framework of the multidisciplinary theory of social representations applies the training model of scientist-practitioner-advocate to education aimed at social innovation. The contribution considers sustainable development in the light of the United Nations’ Sustainable Development Goals (SDGs). This chapter discusses some higher education practices from two different countries and fields of study. In the Czech Republic, innovative ways of involving students in practical work experience consist of participation in existing community projects, creation of publicly presented content or involvement in real-life situations. These practices and examples of activities lead towards enhanced civic engagement and responsibility; and a sustainable approach of students. In Croatia, innovative interactive practices include rural pop-up hubs and action research projects. They have been applied in both public and private higher education institutions to boost students’ engagement and critical thinking.
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Chester, Norman. "Training for Social Work." In Economics, Politics and Social Studies in Oxford, 1900–85, 130–43. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-08544-6_9.
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Fimister, Geoff. "Training." In Welfare Rights Work in Social Services, 105–23. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18369-2_6.
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Dominelli, Lena. "Professionalism and Training." In Sociology for Social Work, 151–75. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-13473-1_7.
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Bamford, Terry. "Education and Training." In The Future of Social Work, 65–85. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20369-7_4.
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Cifali, Mireille. "Clinical ethics applied to training." In Critical Psychoanalytic Social Work, 172–84. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003296416-13.
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Slade, Bonnie, and Preeti Dagar. "Tracing Longitudinal Impact of Professor Lalage Bown: International Master in Adult Education for Social Change." In Adult Education and Social Justice: International Perspectives, 269–79. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0253-4.27.
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Adult education is recognised globally as a critical element in addressing challenges pertaining to climate justice, migration, employment, education and inequality. This chapter will explore the development, delivery, and impact of the International Master in Adult Education for Social Change (IMAESC n.d.), a European-funded joint master’s degree, that can proudly trace its lineage to the work of Prof. Bown at the University of Glasgow. IMAESC is jointly delivered by the Universities of Glasgow, Malta, Maynooth, Tallinn and the Open University of Cyprus. Students complete three mandatory mobility periods and choose between two study tracks ‘Community Engagement and Education’ or ‘Critical Issues, Policy and Curriculum’. Additionally, this two-year programme has a summer school in Malaysia (Universiti Sains Malaysia) focused on sustainability and peace studies. The first cohort of IMAESC students started in 2016 and there have been 118 graduates over the past seven years from over 60 countries. Adult Education takes place in many different sites – Vocational Education and Training (VET) institutions, higher education, community-based, workplace, and political struggle – and our students’ experiences reflect that diversity. We examine what impact IMAESC graduates have made nationally and internationally, drawing from an empirical qualitative research project, ‘Decolonising Higher Education: A case study of Erasmus Mundus master’s programme IMAESC’, undertaken in 2021-22. This research included interviews with 19 IMAESC graduates from the Global South. Through critical engagement with theory, policy and action, graduates have contributed to improving their communities, cities, civil society, nations, and international relations.
Conference papers on the topic "Social work training institution"
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Desi Aryani, Neng, and Oong Komar. "The Application of Work-Based Learning Model in Education and Training Institutions." In Borneo International Conference On Education And Social. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009015900280035.
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Licite-Kurbe, Lasma, and Liva Sevcuna. "Examination of the experience of work integration social enterprises in Latvia." In Research for Rural Development 2022 : annual 28th international scientific conference proceedings. Latvia University of Life Sciences and Technologies, 2022. http://dx.doi.org/10.22616/rrd.28.2022.028.
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In Latvia, the employment of persons with disability is two times lower than the European Union average, which indicates a marked social and income inequality in the country, as well as the dependence of such persons on national and local government support. One of the solutions for increasing the employment of people with disability is social entrepreneurship. In Latvia, 28% of a total of 189 social enterprises are work integration social enterprises, which mostly employ persons with disability. The research aims to examine the experience of work integration social enterprises in Latvia. To achieve the aim, the research performed a case study of three work integration social enterprises. It was found that the main goal of all the enterprises was to integrate people with disability into the labour market through their training and skills development. The main challenges of employing the target group were their insufficient level of education and poor professional skills, as well as the need to adapt the working environment and equipment. Depending on the degree and kind of disability, the workloads for such persons are also adapted. National, local government and other available support instruments for social enterprises are used to expand their operation, the most important of which are the grants administered by the Ministry of Welfare and the finance institution Altum, as well as a tax credit – a lower employer mandatory state social insurance contribution rate if employing people with disability
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Šūmane, Ilze, and Līga Āboltiņa. "Future Preschool Teachers’ Experiences of Mutual Learning in the Work Environment." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.62.
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One of the main tasks of teachers is to improve their professional competence, which begins with their education prior to teaching. During the education process, when the identity of a future teacher is formed, their attitude should include a commitment to continuous professional development. Therefore, teacher training programmes aim to increase young teachers’ readiness to engage in the development of their professional competences throughout their working lives. One of the best approaches to professional development is learning in the workplace as part of a team (i.e. mutual learning between employees). Pre-primary learning is important because a common understanding of the existing educational institution and a desire to learn from one another promote change in teachers’ personal approaches and in educational institutions at the organisational level. The theoretical framework of this research consists of theories on social learning, mutual learning, characterisation of preschool teachers’ professional competence in knowledge, skills, values and social behaviour and unity. Notably, it has been found that preschool teachers learn best and gain experience by learning from one another in their communities, which is reflected in their practices. This research aimed at examining the experience and opinions gained during the pedagogical practice of future teachers regarding the opportunities, advantages and disadvantages of mutual learning. The research methods included a literature review, and content analysis. The sample included 280 students from a preschool teacher study programme. This study uses a qualitative research method and the qualitative data processing programme NVivo. The results show that prospective teachers have developed different experiences of mutual learning during the implementation of study practice tasks. In general, students describe mutual learning in relation to the theoretical principles acquired in the study process.
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KASPERIŪNIENĖ, Judita, and Sigitas DAUKILAS. "SMART EDUCATIONAL TECHNOLOGY IN THE LEARNING PROCESS AT A RURAL VOCATIONAL TRAINING INSTITUTION - A CASE STUDY." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.128.
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Smart educational technology in the learning process at a vocational training institution directly correlates to the pedagogical and methodological preparation of teachers and their practical experience. The pedagogical preparation determines better learning outcomes, effective social and cultural expressions, and more qualitative guidance of the didactic process. In addition, teachers with the help of technology have the opportunity to draw attention to each student, help the learner to know himself and his or her field of professional expression. This case study examined the ability of vocational teachers to use various technologies in class. Study was conducted in five rural vocational training schools in Lithuania. Twenty five vocational teachers were interviewed using focus group interview format about their smart educational technology usage in teaching and contacting their students. Teachers were observed manipulating, transforming and allocating appropriate digital media, adapting teaching content and easily forming teaching-learning networks to achieve educational goals. Overall, the process described here showed that regardless of how long vocational teachers work at a rural school and what subjects they teach, mostly teachers communicated and collaborated through technologies with their students while presenting vocational teaching content. Finally, the technological competence of vocational teachers reflected the teacher's ability to carry out a certain vocational teaching process: the ability to perform technological operations, the skill to work with various materials, equipment and the mentoring capacity.
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Paigina, Evgeniia Sergeevna. "Teoreticheskiye osnovy formirovaniya kompetentsii sotsial'no-professional'nogo vzaimodeystviya u budushchikh bakalavrov sotsial'noy raboty." In All-Russian scientific conference. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98262.
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The purpose of the work is to theoretically substantiate the system of professional training of future bachelors of social work and analyze the main trends in modern education in Russia. On the basis of theoretical and empirical research methods, the author presents a comparative characteristic of qualification requirements in federal state educational standards, identifies trends that provide modern professional training for bachelors of social work. The results obtained create the basis for scientific and methodological support of the educational process aimed at optimizing the system of professional training of future bachelors of social work, and can be included in the educational practice of Russian universities that provide professional training for bachelors of social work. The article is addressed to teachers leading the training of students studying in the areas of a social profile, as well as specialists working in institutions of social protection and social services for the
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Volkova, Olga, Polina Ananchenkova, and Oksana Besschetnova. "DISTANCE SOCIAL-PSYCHOLOGICAL SUPPORT FOR CARE-LEAVERS." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-108.
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The article substantiates the necessity of distance social-psychological support of children, leaving residential care after reaching the age of majority (18 years). The main reason for that is the following: the loss of the comprehensive social communication with caregivers and teachers from children's home because of a change of residence in connection with training, employment, returning to relatives, etc. requires distance social and psychological support of care-leavers. The article presents the main results of the joint work of the Laboratory of social projects of Belgorod State University and the state budgetary institution “Spread the wings!” in 2014 ‒ 2017 for the implementation of the distance social and psychological support program for young people, leaving residential care of Belgorod region. The most effective methods of the distance learning are established: (1) the information-receptive method involves the transfer of information to recipients using various kinds of electronic teaching materials, including textbooks, workbooks, audio and video files; 2) reproductive method bases on the algorithmic nature of the activities of students, involves different exercises and tasks which are similar to those presented in recommendations, and are directed on formation of practical skills; (3) problem statement method focuses not only on the perception and comprehension of ready-made conclusions, but also on understanding causal relationships between objects, processes or phenomena, and logic; (4) heuristic method suggests the gradual preparation of students to make independent decisions in problem situations; (5) research method involves the manifestation of self-studying, active search, development of initiative, and creative use of knowledge in nonstandard situations.
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Nyangara, Karen. "Engendering Digital Learning to Enhance Online Interaction in Continuing Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8694.
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Skill building for increased employability, relevance at work or for promotion drives continuing education through flexible learning modes such as digital learning. However, digital learning research continues to focus on formal learning institution, where technologies and learners are more sophisticated than in continuing education. Participants demonstrate gendered differences in ability to access and use online tools and platforms, exacerbating marginalization and lack of inclusiveness. In our training sessions, men dominated: the triple roles of women and girls, access to technology and perception of social position resulted in lower levels of participation during plenary, and in ranking of overall. training experience. Subsequent training utilized synchronous and asynchronous innovations- including heavy use of chat, spider web discussion, pairing of participants to brainstorm before joining breakaway groups, integration of WhatsApp and group email for mobile-based assignments and to preview learning material. Assessment of difference in access and participation was based on length of attendance in sessions, use of feedback streams, and post training evaluation. Results indicate that use of multiple approaches positively impacts on attendance and interaction, and leading to higher attainment of learning goals. These findings show that engendering digital learning technologies facilitates inclusion of technologically disadvantaged learners in informal, low-support settings.
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Levchenko, Nataliia, Olena Baldyniuk, Iryna Karpych, Olha Boiko, Yuliya Klymenko, and Natalia Koliada. "State Program for Youth Worker - An Innovative Form for Training Specialists about Youth Work." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002387.
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In accordance with the tasks and measures for the implementation of the State Targeted Social Program «Youth of Ukraine» for 2016-2020, the Government's Priority Action Plan for 2018 and in order to provide young people with knowledge and skills through non-formal education as a modern form of meeting the educational needs of individuals implementation plan of program «Youth Worker» was developed. The program provides a set of interrelated tasks and activities for the implementation of state policy in the sphere of youth, acquisition of knowledge and skills necessary for self-realization of youth. The Program is implemented at the national, regional and local levels and is based on the principles of partnership, as well as the principles of non-formal education. The article covers formation and development of the program «Youth Worker»; the educational content of the program is outlined in accordance with the training modules; statistical data and reports of the program were studied; the forms of realization of the program «Youth Worker» are covered. The program is designed for representatives of civil society institutions working with youth and civil servants responsible for the implementation of state policy in the youth sphere at the national, local, regional levels, as well as for other people involved in the youth work. During the implementation of the Program (since 2014) more than 2,800 youth workers from all regions of Ukraine have been trained, in particular, in 2019 1,055 specialists were trained. To achieve goal of the study a set of general scientific methods was used: analysis of scientific publications to outline the essence of the problems of formation and development of the program «Youth Worker»; analysis and synthesis - to highlight the peculiarities of the development of the program «Youth Worker» in Ukraine; systematization and generalization of problems of formation and development of the program «Youth Worker» in Ukraine to formulate conclusions based on the results of the study. The purpose of the study is to substantiate the formation and development of the program «Youth Worker» in Ukraine. The results of the survey of participants in the basic training «Youth Worker» in 2019 state that most participants fully or partially considered themselves youth workers before the training - 95.2%, after the training - 97.7%. Conclusions. Formation and development of the program «Youth Worker» in Ukraine is an innovative form of training professionals to work with young people. And also an important stage of implementation and realization of youth policy, youth work and popularization of the specialist - of the youth worker. Every year the popularity of the youth workers training program increases. The results of the survey state that more than 90% of participants consider themselves youth workers and apply all the acquired knowledge and skills in their practical activities.
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Marangu, Philiph Karobia, Faridah Gatwiri Nyaga, and Stephen Rukaria. "Overcoming Challenges Arising from Online Training in TVET Institutions in Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9226.
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The Covid-19 disease has significantly disrupted the education sector, a critical determinant of a country’s economic future. To curb the spread of Covid-19 in Kenya, the closure of schools, social distancing among other measures proposed by WHO, immensely affected teaching and learning methods. As a result, most Kenyan institutions, including the TVET institutions, have adopted online training as a new approach to teaching and learning. The objective of this study is to determine the challenges as well as the opportunities and offer possible solutions to the challenges arising from online training. Data was collected from five TVET institutions in Meru County. Our target population was 400 trainees and 50 trainers. 293 trainees and 34 trainers responded. We employed a random sampling method using questionnaires. The research highlights major challenges such as lack of a national and comprehensive digital training policy framework, Limitations of the internet in some parts of the country, Quality Assurance concerns, Socioeconomic factors, Students’ lack of self-motivation and reduced face-to-face student support. However, the opportunities that arise from online training outweigh the challenges. Some of the opportunities realized from our research are: Trainers and learners gain experience using web-based tools and technologies, efficient time management, extended geographical access to education by enabling lessons to be conducted on a remote location, need for more physical facilities especially classrooms interactivity between teachers and learners, online training offers a combination of education with work and many more opportunities as discussed in the paper. From our results, online training has been positively embraced by the majority of trainees and trainers though with some challenges. Additionally, our study shows that majority of the trainers and trainees did not use online training before the Covid-19 pandemic. From the analysis of our results, we recommend online training as an alternative to face-to-face training in TVET institutions during this Covid-19 pandemic period and post Covid-19 in Kenya. The results of our study have been presented using tables and graphs.
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Desatnik-Miechimsky, Ofelia. "TRAINING SYSTEMIC FAMILY THERAPISTS RELATED TO PSYCHOSOCIAL INTERVENTION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end021.
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"The purpose of this paper is to focus the need of a reflexive stand about systemic training in family therapy in a higher education program. This training is associated to diverse social interrelationships that combines theoretical and clinical objectives, as well as research activities and community issues. We have been working in training programs at the National Autonomous University of Mexico, Iztacala Faculty, since 2001. The epistemological basis of this training are the systemic and cybernetic perspectives, and constructionist view about social construction of meanings in therapy and in educational processes. We emphasize observer implication, where the student/therapist in training is observer and observant in the therapeutic and educational process. The community context is where the therapy occurs which represents complex problems of reality. We focus at individual and community influences in problem construction and at the diverse ways the systems structure is organized. We attend the emotional, cognitive, situational, social aspects of the person of the therapist. The dialogical systemic approach lead us to consider the situation of the therapist, the supervisors and the consultants. We focus on the ethics, the relational responsibility, of the systems participants involved. We propose the search for contradictions, concordances or dilemmas, associated to family, social and gender diversity, oriented to look for alternative ways of connecting with consultants and therapists. We emphasize the positioning of persons as subjects who can act upon their realities, that can explore different ways of action upon society, at the actual historical context where we live, trying to search for individual and collective strengths and possibilities. We propose a reflexive stand when we focus our educational work, about what we do, in which theoretical and ethical perspectives we base our proposals, in order to anticipate and promote responsible professionals in connection with community needs. This reflective processes can take in account dimensions such as: plurality, complexity, diversity, systemic relationships, meaning construction, history, contexts, social resources, gender perspective, power and the implication of the person of the therapist. Power relationships between professors, clinical supervisors, students, consultants, institutional systems, could be externalized in order to approach ethical considerations in the clinical and educational processes."
Reports on the topic "Social work training institution"
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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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Кучерган, Єлизавета Валеріївна, and Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.
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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an important place in the revitalization of academic activity of students in universities. During the interviews, students learned to express their thoughts freely. Rehearsals were used as a means of monitoring the progress of students. An important component of the preparation of the future teacher of history was the organization of scientific student sections and societies. The main forms of their work were: the discussion of scientific reports, the publication of periodicals, the creation of libraries, museums, etc. The most talented students took part in scientific sections and societies. Thus, higher education institutions created prerequisites for the education of gifted young people. The publication also reveals the specifics of the practical training of students. The practical component included not only pedagogical, but also museum practice. In addition, pedagogical institutions of higher education conducted educational excursions, literary and musical evenings, organized social, sanitary and charitable activities. The author of the publication not only explores the features of various forms of education, but also the possibility of using them in the practice of the modern higher pedagogical institution in Ukraine.
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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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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.
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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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Ryu, Kirak, and Hanna Moon. Skills for Work: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean. Inter-American Development Bank, June 2015. http://dx.doi.org/10.18235/0007000.
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This study investigates Korea's success in the area of skills development and what role the Korean government played during the stages of Korean economic development since the 1960s. Major achievements connected with the Korean skills development system over the last few decades are described and evaluated. However, it is worth noting that the Korean system has confronted challenges, arising from rapid changes in the economic and social environment that have put the sustainability of its current skills development system into question. In this regard, this study also analyzes the direction the Korean skills development system is moving toward and makes policy recommendations concerning how current challenges may be better handled.In doing so, the notion of lifelong skills development is derived. This notion signals a shift away from a government-led, supply driven model towards a locally based, demand-driven model, in order to align the supply of education and training programs with the needs of local business, and the improved effectiveness of Korea's skills development system over the coming years. The Korean government has played a key role in establishing the skills development system over the last few decades. Government intervention in skills development has addressed both the public and private sector. In the public sector, government initiatives established vocational education and training institutions in response to rising demand for skills, and according to economic development strategy. In the private sector, government legislation established regulations and institutions that incentivized private employer investment in in-plant training by providing financial support (e.g., levy-exemption) until the late 1990s, with the levygrant system under the Employment Insurance Act effective since 1995. These measures helped employers to bear costs related to training prospective and existing employees. Additionally, national qualification systems helped job seekers to undertake vocational training, which was in high demand throughout the labor market. This paper briefly describes challenges and concerns connected with establishing a lifelong skills development system in Korea. The analysis will focus on how the existing government-led VET system may be transformed into a public-private partnership based model that provides better VET programs. Additionally, the VET system needs to foster lifelong employment or employability rather than lifelong jobs, which was previously the cornerstone of the Korean employment system. Regarding career development, policy intervention needs to disestablish the "monorail" career trajectory of school-work-retirement, in favor of diversified careers by establishing flexible and competency-based qualification systems. This paper also describes some examples of instances of application of the lifelong skills development system in Korea. In-depth case studies are carried out regarding the development and application of National Competency Standards, the local-industry tailored skills development system, and reform of secondary vocational education focused on specialized vocational and Meister Schools in Korea. However, the Korean central government must still perform a significant role in managing and monitoring skills development. It should continue to use policy to foster public-private partnership in skills development, as local municipalities and sectoral stakeholders are yet to develop their own capabilities in this area. In addition, National Competency Standards (NCS) and regional Human Resources Development (HRD) committees need to further develop their roles and functions in order to better meet the diversified demands of business and employees and adapt to rapid technological and organizational changes. To further expedite the fine-tuning of skill policy in rapidly changing markets, forecasting skill demand and supply requires further attention, although it is becoming incr
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Harkins, Jerry. Unmet social work needs in an inmate population of a county correctional institution. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.506.
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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.
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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3244.
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In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.
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Lora, Marta. The Challenges of the Institutionalization of the Reduction Poverty Policies and Programs: Social Authority, Decentralization and Participation (Planning and Development of Productive and Work Generat. Inter-American Development Bank, November 2004. http://dx.doi.org/10.18235/0006648.
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This presentation was commissioned by the Poverty Reduction and Social Protection Network of the Regional Policy Dialogue for the VII Hemispheric Meeting celebrated on November 11th and 12th, 2004. The Mixed Institute of Social Aid (IMAS) is a Public Institution, with autonomous institutional status and own legal capacity, founded by means of Law 4760, April 30th, 1971. Its task is to assist and fight the poverty. That is why, according to its attributes included in its creation Law, it is the Director Institution in this field.
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Hall, George. An Evaluation of a Graduate Social Work Training Program at John Adams High School. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1700.
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