Search results

In the Europe of the European Union, policies and programmes on the social inclusion of millions of Euros have been presented for years in different countries, with a greater concentration in the countries of the South and neighbouring countries. This issue is of concern to state, regional and also local governments. The strategies proposed are also multilevel. It is the latter that have the most complicated role since they are the ones that are closest to the problem. For this last level of public administration, the main obstacle is the lack of resources, becoming clearly dependent on European, national and autonomous funds. The analysis of the plans guides us as to which aspects are the most important. This is the case of Barcelona, because it is an example of inclusive support measures and teamwork on a European and international scale. A theoretical model derived from the analysis of the theory and the results of the application of the different social policies of inclusion through training is presented, in which the leader has a determining role and a new actor is incorporated into the traditional models. ; In the Europe of the European Union, policies and programmes on the social inclusion of millions of Euros have been presented for years in different countries, with a greater concentration in the countries of the South and neighbouring countries. This issue is of concern to state, regional and also local governments. The strategies proposed are also multilevel. It is the latter that have the most complicated role since they are the ones that are closest to the problem. For this last level of public administration, the main obstacle is the lack of resources, becoming clearly dependent on European, national and autonomous funds. The analysis of the plans guides us as to which aspects are the most important. This is the case of Barcelona, because it is an example of inclusive support measures and teamwork on a European and international scale. A theoretical model derived from the analysis of the theory and the results of the application of the different social policies of inclusion through training is presented, in which the leader has a determining role and a new actor is incorporated into the traditional models.

In the Europe of the European Union, policies and programmes on the social inclusion of millions of Euros have been presented for years in different countries, with a greater concentration in the countries of the South and neighbouring countries. This issue is of concern to state, regional and also local governments. The strategies proposed are also multilevel. It is the latter that have the most complicated role since they are the ones that are closest to the problem. For this last level of public administration, the main obstacle is the lack of resources, becoming clearly dependent on European, national and autonomous funds. The analysis of the plans guides us as to which aspects are the most important. This is the case of Barcelona, because it is an example of inclusive support measures and teamwork on a European and international scale. A theoretical model derived from the analysis of the theory and the results of the application of the different social policies of inclusion through training is presented, in which the leader has a determining role and a new actor is incorporated into the traditional models. ; In the Europe of the European Union, policies and programmes on the social inclusion of millions of Euros have been presented for years in different countries, with a greater concentration in the countries of the South and neighbouring countries. This issue is of concern to state, regional and also local governments. The strategies proposed are also multilevel. It is the latter that have the most complicated role since they are the ones that are closest to the problem. For this last level of public administration, the main obstacle is the lack of resources, becoming clearly dependent on European, national and autonomous funds. The analysis of the plans guides us as to which aspects are the most important. This is the case of Barcelona, because it is an example of inclusive support measures and teamwork on a European and international scale. A theoretical model derived from the analysis of the theory and the results of the application of the different social policies of inclusion through training is presented, in which the leader has a determining role and a new actor is incorporated into the traditional models.

Ideological, political, sociological, psychological, pedagogical and medical foundations of social work are presented in the article. The information is necessary for the training of social workers and especially - preparing social pedagogues and teachers.

Ideological, political, sociological, psychological, pedagogical and medical foundations of social work are presented in the article. The information is necessary for the training of social workers and especially - preparing social pedagogues and teachers.

The article seeks to develop the concept of social competence in higher education based not only on theoretical background but also on the reflections of social competence in European Union (EU) and national (in this case – Lithuanian) regulations of higher education. Theoretical analysis revealed that social competence as a concept has many definitions. As a result it was recognized that the set of skills defining social competence differs depending on the context where they are exploredand the particular components of the social competence in education are revealed. They served as the base to identify how social competence reveals itself in higher education. In order to carry out this task the empirical research – relevant document analysis was performed.

The article seeks to develop the concept of social competence in higher education based not only on theoretical background but also on the reflections of social competence in European Union (EU) and national (in this case – Lithuanian) regulations of higher education. Theoretical analysis revealed that social competence as a concept has many definitions. As a result it was recognized that the set of skills defining social competence differs depending on the context where they are exploredand the particular components of the social competence in education are revealed. They served as the base to identify how social competence reveals itself in higher education. In order to carry out this task the empirical research – relevant document analysis was performed.

The article seeks to develop the concept of social competence in higher education based not only on theoretical background but also on the reflections of social competence in European Union (EU) and national (in this case – Lithuanian) regulations of higher education. Theoretical analysis revealed that social competence as a concept has many definitions. As a result it was recognized that the set of skills defining social competence differs depending on the context where they are exploredand the particular components of the social competence in education are revealed. They served as the base to identify how social competence reveals itself in higher education. In order to carry out this task the empirical research – relevant document analysis was performed.

This article deals with concept of gender mainstreaming based on Lithuanian and EU documents and scientific literature. Gender mainstreaming concentrates main attention towards both problems of men and women in their private and public lives. For the equity between men and women to become reality it is an imperative not only to solve specific problems of men and women, but also to understand them as complex issues incorporated in real life situations. This practically can be achieved through consistent integration of gender aspects into legal documents, programmes and policies related to institutions active in society. In order to accomplish gender mainstreaming two elements are of key importance – adequate and relevant understanding of strategy and specific methods of gender aspect integration in public institution practices. Two methods for the integration of gender mainstreaming in social care institutions at the municipal level and for direct social work practice are represented and discussed.

This article deals with concept of gender mainstreaming based on Lithuanian and EU documents and scientific literature. Gender mainstreaming concentrates main attention towards both problems of men and women in their private and public lives. For the equity between men and women to become reality it is an imperative not only to solve specific problems of men and women, but also to understand them as complex issues incorporated in real life situations. This practically can be achieved through consistent integration of gender aspects into legal documents, programmes and policies related to institutions active in society. In order to accomplish gender mainstreaming two elements are of key importance – adequate and relevant understanding of strategy and specific methods of gender aspect integration in public institution practices. Two methods for the integration of gender mainstreaming in social care institutions at the municipal level and for direct social work practice are represented and discussed.

This article deals with concept of gender mainstreaming based on Lithuanian and EU documents and scientific literature. Gender mainstreaming concentrates main attention towards both problems of men and women in their private and public lives. For the equity between men and women to become reality it is an imperative not only to solve specific problems of men and women, but also to understand them as complex issues incorporated in real life situations. This practically can be achieved through consistent integration of gender aspects into legal documents, programmes and policies related to institutions active in society. In order to accomplish gender mainstreaming two elements are of key importance – adequate and relevant understanding of strategy and specific methods of gender aspect integration in public institution practices. Two methods for the integration of gender mainstreaming in social care institutions at the municipal level and for direct social work practice are represented and discussed.

Education for democratic citizenship (EDC) encompasses all educational practices aimed at preparing young people and adults for life in a democratic society and helping them become active, informed and responsible citizens. The changes that have taken place over the past 18 years in Poland have not bypassed the school evaluation system. The country has slowly passed from a system of "hard control" to one of "soft supervision," and its control functions have been strongly limited to make way for consultancy and support.Obviously it is now impossible to foresee the future of school evaluation – many educators agree that the 2006 law meant less bureaucracy, but some add that it might also mean more control and less school autonomy. Whether and when we will see new regulations in this field remains unclear now. It can only be hoped that bodies running the school (both local governments and other "owners" of the schools), independent of the Ministry, will in some places (if not everywhere) support an initiative for real quality assurance. Incentives, such as diplomas or quality badges, might also help teachers and schools take part in a "pilot" or "large -scale" programme of introducing quality assurance in Education for Democratic Citizenship.