Suchergebnisse

Osnovni cilj ovoga rada jeste utvrditi elemente savremenog pristupa organizaciji i sprovođenju praktične nastave u edukaciji za socijalni rad, te ih identifikovati u praktičnoj nastavi socijalnog rada u BiH. Rad se sastoji iz dva dijela. U uvodnom dijelu analizirana su određenja i obilježja praktične nastave u edukaciji za socijalni rad, te sa njima srodni koncepti iskustvenog učenja i refleksije. U drugom dijelu, analizirana su obilježja praktične nastave u edukaciji za socijalni rad u BiH, na tri različite škole: Odsjek za socijalni rad Fakuleteta političkih nauka Univerziteta u Sarajevu, Odsjek za socijalni rad Filozofskog fakulteta Univerziteta u Tuzli i Studijski program socijalnog rada, sa Fakulteta političkih nauka Univerziteta u Banjoj Luci. Analiza je izvršena na dva načina. Prvi je kroz identifikovanje osnovnih obilježja modela praktične nastave na sva tri fakulteta, a u odnosu na osnovne elemente koji su utvrđeni prethodnom teorijskom analizom. Potrebni podaci su dobijeni primjenom metode intervjua sa predstavnicima osoblja fakulteta, koji su odgovorni za praktičnu nastavu studenata. Da bi se utvrdio pravac i kvalitet razvoja modela praktične nastave na ovim fakultetima, analizarana su njihova obilježja u odnosu na školsku 2011/12 godinu sa jedne, i osam godina kasnije - školsku 2019/20 godinu, sa druge strane. Drugi pristup se zasniva na komparativnoj analizi silabusa predmeta praktične nastave, u odnosu na dva obilježja: 1) ciljevi i definisani ishodi; i 2) metode nastavnog procesa. Rezultati ukazuju na razvojni pomak, u smislu povećanja broja sati i predmeta u kojima se organizuje praktična nastava, kontiuiranu pripremu studenata prije terenske prakse, te organizovanje prvih edukacija za mentore. Priručnik za praktičnu nastavu i veća podrška i usmjerenje mentorskog angažmana sa jedne, te metode kojima se razvijaju kritičko mišljenje, naučni stav i otvorenost za nove perspektive, sa druge strane, ostaju poseban izazov za dalji razvoj praktične nastave. ; The main objective of this paper is to identify the elements of the contemporary approach to field education in the education of social work and to identify them in the field education of social work education programmes in BiH. The paper is divided into two parts. In the introductory part we have analyzed different definitions and general characteristics of field education in social work education, and with that related concepts of experiential learning and reflection. In the second part, we analyzed the elements of field education in education for social work in B&H at the three different schools: the Department of Social Work of the Faculty of Political Science- University of Sarajevo; Department of Social Work, Faculty of Philosophy- University of Tuzla; and the Social Work Study Program, Faculty of Political Science- University of Banja Luka. The analysis was conducted from two perspectives. The first one is through the identification of the basic features of the field education model in all three faculties, and in relation to the general elements of field education previously identified through the theoretical analysis. The required data were obtained by applying the interview method with representatives of the faculty staff who are responsible for the field education programs. In order to determine the direction and quality of development of the model of field education programs, they were analyzed according to these characteristics in relation to the school year 2011/12 on one side, and the eight years later - the school year 2019/20, on the other side. The second approach is based on a comparative analysis of the curriculum of the field subjects, in relation to the following elements: 1) goals and defined outcomes; and 2) educational process methods. The results indicate developmental step forward, in terms of increasing the number of hours and courses in which field education is organized, the continuous preparation of students before the field practice, and the organization of initial trainings for mentors. A handbook for field education and greater support and guidance for mentoring engagement, organising the educational methods for develop critical thinking with students, their scientific attitude and openness to new perspectives, remain as the biggest challenges for the further development of field education in school for social work in B&H.

Razvoj zelenog socijalnog rada odvija se paralelno s ekološkim aktivizmom na globalnoj razini. Socijalni rad u Hrvatskoj u procesu je integriranja ekološkog pristupa u svakodnevne aktivnosti, pružanja usluga korisnicima i zagovaranja prava na zdrav okoliš. Nevladine organizacije građana aktivno sudjeluju u oblikovanju javnih politika na lokalnoj razini i šire, te unose održive promjene u zajednicu. Potreba da se socijalni radnici uključe u rješavanje ekoloških problema i izgradnju održivosti u zajednicama sve je vidljivija na globalnoj i lokalnoj razini. Prirodni svijet koji nas okružuje, primjerice klimatski uvjeti, uvelike određuju kakvi su prirodni resursi kojima raspolažemo. Socijalni radnik ne može zaobići činjenicu da raznolikosti ugrožavaju birokratski pristup koji se do sada koristio pa treba biti dovoljno tolerantan i osjetljiv za raznolikosti. Centraliziranim pristupom resursi se rijetko stavljaju tamo gdje su najviše potrebni što umanjuje sposobnost zajednice da se brine za sebe. Kako bismo se uspješno suočavali s izazovima i neuravnoteženosti u prirodnom okolišu, potrebno je razvijati i postaviti na odgovarajuću razinu otpornost zajednica. ; The development of green social work goes hand in hand with ecological activism on a global scale. Social work in Croatia has not yet integrated the ecological approach to everyday activities, providing services to users or advocating the right to a healthy environment. Non-governmental organizations of citizens actively participate in shaping public policies at local and wider level and contributing to sustainable change in the community. The need to involve social workers in solving environmental problems and building community sustainability is increasingly visible at the global and local level. The natural world around us, for example, climatic conditions largely determines what kind of natural resources we have. A social worker cannot overlook the fact that diversity endangers the bureaucratic approach that has hitherto been used, and should be sufficiently tolerant and sensitive to diversity. With a centralized approach, resources are rarely placed where they are most needed and thus undermine the community's ability to take care of themselves. In order to successfully face challenges and imbalances in the natural environment, community resistance needs to be developed.

Govoriti o odgoju i obrazovanju znači promatrati ih u kontekstu društva a njihove promjene u kontekstu društvenih promjena. Pod društvenim kontekstom podrazumijevamo obilježja društva kao što su: socijalna struktura društva (sistema), brzina društvenih promjena, raspolaganja društvenom moći, sustav vrijednosti, modernizacija škole, globalni društveni kontekst itd. i njihov utjecaj na obrazovne promjene. Odnos društva i obrazovanja nije politički problem, iako se tako prezentira kao pitanje obrazovnih reformi, nego je u biti sociokulturni problem kao problem razvoja društva. To znači da se ciljevi promjena u obrazovanju definiraju u kontekstu ciljeva društva. Za promjene u obrazovanju važno je utvrditi društvena očekivanja utjecaja obrazovanja na društvo kao i na mlade. U predmodernim društvima glavni cilj odgoja i obrazovanja bio je uklapanje mlade populacije u društvo i prilagođavanje društvu. Dakle, kulturna reprodukcija samoga društva. Kao društva s niskim i sporim stupnjem promjena imala su i niske (skromne) zahtjeve za promjenama (reformiranjem obrazovanja). Moderno društvo, pogotovo ono na današnjem stupnju razvoja, proživljava brze promjene i zahtijeva obrazovanja koje će više ubrzati društvene promjene, poglavito one koje omogućavaju brži razvoj u društvu i društva u cjelini te osposobiti generacije za aktivnu ulogu u društvu. Ako društvo shvaćamo kao stalnu promjenu socijalnih odnosa i struktura, onda su i obrazovne promjene (reforme) permanentno društvena potreba. U prilogu se govori o nekim obilježjima i promjenama društva te utjecaju na obilježja obrazovanja, ali i na kulturne promjene. ; Education may not be analyzed without studying the social context; similarly, educational reform may not be examined without a better understanding of the context of social changes. Social context is defined as a set of social characteristics, such as: key social changes and the speed thereof; value systems within a society; impact of society as a system on education as one of its subsystems. The relationship between society and education is not a political one, even though it is often portrayed as such, especially when the emphasis is placed on the issue of educational reform. It is rather a socio-cultural problem, connected to the issues surrounding social development. Therefore, the goals of educational reform must be defined within the wider context of social goals. In order to conduct changes in education, it is important to define what the society expects from education. In premodern societies, the main goal of upbringing and education was to socialize young people into the wider society. In other words: social reproduction. Being of a low and slow level of change, they had a low-level demand for educational reforms as well. Modern societies, and especially highly developed contemporary ones, undergo fast changes and demand education that will accelerate social changes and enable a more rapid development within certain areas of the society, as well as the society as a whole. If society is understood as a place of constant change in social relations and structures, then educational changes (reforms) ought to be considered a permanent and crucial aspect thereof. We will further discuss several social characteristics and changes, as well as the impact of those changes on both education and culture.

This paper aims to present the development of the social dimension of higher education and the importance of developing social support through competent and professional counselling for students. The establishment of the European Higher Education Area (EHEA) and the social dimension of higher education dedicated to student support ensued from the acknowledged need to advance higher education in the European Union. Along with different measures of student support (such as financial aid, streamlined administrative requirements for admission, institutional support in housing, transportation, food, and health care), social support services, such as guidance and counselling, equally represent a significant aspect of the social dimension. Dedicated institutional structures provide formal social support such as student counselling centres, which offer individual or group counselling and support students in overcoming the challenges of the academic experience. Finally, the activities concerning the social dimension of higher education focus on vulnerable groups, as well as the role and the importance of further developing counselling support at higher education institutions in Croatia. ; Cilj je rada prikazati razvoj socijalne dimenzije visokoga obrazovanja te važnost razvoja socijalne podrške kroz stručno i profesionalno savjetovanje namijenjeno studentima. Svijest o potrebi unaprjeđenja visokoga obrazovanja u Europskoj uniji vodila je utemeljenju jedinstvenoga područja europskoga obrazovanja tzv. EHEA (European High Educatian Area) i unutar njega, posebnoga područja koje se bavi podrškom studiranju kroz tzv. socijalnu dimenziju visokoga obrazovanja. Uz različite mjere pomoći studentima u vidu financijskih potpora, jednostavnijih i olakšanih administrativnih pravila upisa, institucijske podrške u vidu stanovanja, prijevoza, hrane i zdravstvene pomoći. Važan dio te socijalne dimenzije odnosi se na usluge pružanja socijalne podrške u smislu usmjeravanja i savjetovanja. Formalna socijalna podrška ostvaruje se preko specijaliziranih institucionalnih usluga kao što su studentska savjetovališta koja nude usluge individualnoga ili grupnoga savjetovanja i pomaganja studentima u prevladavanju izazova na koje nailaze u akademskom životu. Zaključno rad kroz socijalnu dimenziju visokoga obrazovanja stavlja fokus na ranjive skupine te ulogu i važnost daljnjega razvoja savjetovališne podrške na visokim učilištima u Hrvatskoj.

Within the project "Effects of the Reform Changes on the Preschool Education Context in Montenegro", the observations of education process were conducted in preschools, in three regions, on the total sample of 99 units (educational groups). This paper highlights the positive effects that are a result of the reform process in the Montenegrin preschool education, but it also identifies problems/challenges in realizing the programme objectives and activities. In order to objectively assess practical activities in different age groups, the Scale for observing the education process in preschool institutions was used, with a focus on the identification of indicators of more complex categories (interaction, diversity and democratic values, teaching strategies, learning environment, planning). With the intention of collecting relevant information about the current state of the kindergarten in the domain of educational work, a series of interviews were conducted, and then the teachers' opinions and suggestions regarding the possible ways of improving teaching methodology practices in preschool institutions in Montenegro were marked. The study shows that the largest number of indicators is on the level of quality practices (on the scale 1=inadequate to 4= a step forward), so the measures towards the improvement of practice are suggested. It is necessary to adjust the number of children in educational groups with pedagogical standards, provide continuous training of professional staff, and improve educators' teamwork in order to ensure much better life quality in preschool institutions. ; U okviru realizacije projekta »Efekti reformskih promjena predškolskog odgojnog konteksta u Crnoj Gori« provedena je i opservacija odgojno-obrazovnog procesa u predškolskim ustanovama, u trima regijama, na ukupnom uzorku od 99 odgojnih skupina. U radu su prikazani pozitivni učinci koji su rezultat reformskog procesa u predškolstvu u Crnoj Gori, ali i identificirani problemi/izazovi u procesu realizacije programskih ciljeva i aktivnosti. U cilju što objektivnijeg sagledavanja praktičnih aktivnosti u skupinama različite dobi, koristila se Skala za promatranje odgojnog procesa u vrtiću, s pomoću koje smo precizirali indikatore za fokusirane kompleksne kategorije (interakcije, različitosti i demokratske vrijednosti, strategije poučavanja, okruženja za učenje, planiranje). S ciljem prikupljanja što više relevantnih informacija o postojećem stanju u vrtiću, na osnovi primijenjenog intervjua, zabilježena su i mišljenja i prijedlozi odgojitelja o mogućim putovima unapređivanja metodičke prakse u predškolskim ustanovama u Crnoj Gori. Rezultati promatranja i intervjuiranja odgojitelja pokazuju kako je većina procijenjenih indikatora na razini kvalitetne prakse (od 1 = neadekvatno do 4 = korak dalje), a predložene su mjere koje bi doprinijele unapređenju kvalitete rada u vrtiću. Potrebno je: uskladiti brojnost djece u odgojnim skupinama s pedagoškim standardima, osigurati kontinuiranu obuku stručnog kadra, unaprijediti timsko djelovanje odgajatelja s ciljem sveobuhvatnog unapređivanja kvalitete života u predškolskoj ustanovi.

Obrazovna inkluzija je tema koja je relevantna za pedagogijski i društveni kontekst, a posebice za suvremene odgojno-obrazovne reforme. Uključivanje ili inkluzija je zahtjev koji je koncepcijski nazvan odgoj i obrazovanje za sve. U širem smislu riječi, obrazovna inkluzija se odnosi na uključivanje djece i odraslih koji su zbog psihofizičkih, socijalnih, kulturnih, odgojno-obrazovnih mogućnosti, etničkih i drugih razlika podložni socijalnoj isključenosti, izloženi socijalnoj marginalizaciji, a time obespravljeni i ranjivi. U užem smislu riječi, inkluzija je zahtjev kojim senaglašava da je svako dijete ma pravo na obrazovanje u skladu s svojim mogućnostima. U okviru Deklaracije o ljudskim pravima iz 1948. godine se proklamira i postavlja uvjet za ostvarenje temeljnog prava čovjeka, a to je prava na besplatno osnovno obrazovanje za svu djecu. Zemlje Europe i svijeta naglašavaju važnost inkluzije u obrazovanju na svim razinama odgojno-obrazovnog sustava kroz nacionalne kurikulume i druge dokumente obrazovne politike. Obrazovna inkluzija je zahtjev koji proširuje i produbljuje odgojni model integracije djece s teškoćama u razvoju u redovno školovanje. ; Inclusive education is a relevant theme in the pedagogical and social context. It has a special meaning towards the new educational reforms. Inclusion is a demand that is conceptually known as education for all. In broader meaning, educational inclusion relates to the inclusion of the children and the adults who were socially excluded and exposed to social marginalization due to psychophysical, social, cultural, educational, ethnical and other differences by which they were deprived of their rights. In the narrow sense inclusion is a demand which emphasizes that every child is ready to train in accordance with the possibilities in the school as the education institution.The Declaration of Human Rights Act of 1948 defines the right on education as a fundamental human right of every child and every adult. Inclusive education with the meaning that everybody is involved in education is clearly defined and determined in The Salamanca Statement and Framework for Action in 1994 that promotes the right of every child that regardless of his/her physical, intellectual, emotional, social, linguistic or other conditions should be involved inthe regular schools. Educational inclusion with previously mentioned meaning constitutes the demand that broadens and deepens the educational model to integrate children with disabilities into educational system. In consistence with above-mentioned, in this paper, the differences between the integrated education and the inclusive education will be shown. By identifying the significance of inclusion for social development in European countries and in the world, it is its importance and role in educational system that is emphasised.

Članak analizira poticaje za prijelaz iz nezaposlenosti u zaposlenost izražene pomoću različitih financijskih pokazatelja u Sloveniji i uspoređuje ih s onima u državama EU. Članak daje pregled glavnih značajki politika isplativosti rada i raspravlja razloge za njihovu primjenu u Sloveniji. Pokazuje se da u Sloveniji obitelji i pojedinci koji ne rade imaju slabe poticaje za pronalaženje posla, jer za mnoge se "posao ne isplati". Naknade za nezaposlene i novčane naknade, zajedno s visokim poreznim klinom, odvraćaju od rada. Kako bi se riješio ovaj problem, Slovenija bi trebala razmotriti uvođenje dodataka za zapošljavanje, naknada za zaposlene ili oboje. Trenutačno takve politike gotovo ne postoje. U svjetlu međunarodnih uspješnih iskustava s takvim politikama i s obzirom na visoki destimulirajući učinak koji stvaraju zamke nezaposlenosti, neaktivnosti i niskih plaća, takve politike u Sloveniji imaju veliki potencijal za poticanje prijelaza iz nezaposlenosti u zaposlenost i ostanak u radnom odnosu. ; The paper analyzes incentives for making transition from non-employment to work as expressed by various financial indicators in Slovenia and compares them to the EU countries. It also provides an overview of the main features of making-work-pay policies and discusses reasoning for their implementation in Slovenia. The paper shows that in Slovenia, families and individuals who are not working have poor incentives to find a job – because for many, "it does not pay to work." Unemployment benefits and cash transfers, coupled with high tax wedge, create high work disincentives. To address this issue, Slovenia should consider introducing into-work benefits, in-work benefits, or both. Presently such policies are virtually non-existent. In the light of international successful experiences with such policies and given the strong work disincentive created by unemployment, inactivity and low-pay traps, in Slovenia such policies have a great potential to stimulate transitions from non-employment to employment and stay in employment.