Suchergebnisse

This volume collects some of the contributions presented at the Italian session of the International Social Work Education and Development Online (ISWED 2021) conference, jointly organised by the International Association of Schools of Social Work (IASSW), and the International Council of Social Welfare (ICSW) and, for the Italian language sessions, by the National Foundation of Social Workers.
Its aim is to contribute to the debate that was opened with the creation of the Global Agenda, an initiative taken by the three international organisations in the 2010/2020 decade and renewed for the 2020/2030 decade. In particular, the volume offers reflections on the role of social work in promoting human relations, justice and social solidarity, showing how research, training and professional practice can have an impact in translating the goals guiding the Global Agenda into practice.
While the first eight chapters deal specifically with the Italian context and address different themes, such as social work in the face of social emergency, qualitative research as a means of reconstructing social action, perspectives in decision-making processes for the protection of minors, and reciprocity in the exchange between social work and the homeless, the agapic relationship in social work, the production of knowledge in the process of aid, and finally the practices of training in Italian universities, the ninth chapter is dedicated to a historical analysis of social service and training in the State of Espirito Santo in Brazil.
Keywords: social work, social justice, social solidarity, human relations, global agenda
We believe that this volume can offer an articulate and complex panorama of what is being debated and realised in contemporary social work and can be of interest to all those who,
teachers, students, professionals working in the social field.

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.

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.

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.