Social work in universities.

The main task of every social worker is to resolve conflict situations, provide social assistance, protection and support. Get a higher education in your specialty " social work"It is possible after studying at a university. The duration and cost of training depends on the chosen educational institution and form. The code for the specialty "social work" in the programs is 03.39.02.

Specialty "social work specialist"

The specialty social work is included in the programs of many state universities, technical schools and colleges in Russia. Their approximate number is about 210 institutions. Admission is carried out on the basis of 11th grade. When submitting documents, the applicant must present Unified State Examination certificates in social studies (either a foreign language or geography), history, and the Russian language. The passing score can range from 35 to 80 (usually 50-60). Universities offer the specialty social work in the following areas:

Organization of social security (regulatory and legal framework);
Social work (general aspects);
Working with youth.

Specialty "social work" - Universities

Applicants can enroll in the specialty at the following universities:

Magnitogorsk State University,
Ural College of Real Estate and Management,
Yekaterinburg College of Economics and Technology,
Moscow Humanitarian University and other institutions.

Main directions, disciplines of the specialty "social work", duration and cost of training

Applicants can study in any form: full-time/correspondence, evening. The form of payment can be either budgetary (free) or contractual. The approximate cost for completing 4-year programs ranges from 40 to 120 thousand rubles. From 8 to 25 students per course can obtain a specialty in social work for free. Volume budget places determined by the number of students in the stream.

Almost all disciplines of the social work specialty are devoted to familiarization with the rules for providing support and assistance to the population. Therefore, upon completion of training, social psychologists, conflict specialists, inspectors, and employees of services for pensioners, migrants, children and complex dysfunctional families will graduate from the university. When choosing a college to major in social work, you need to remember the features of the programs and the differences in the professions obtained.

Social work programs

While receiving higher education in social work, students should learn about the rules of working with representatives of different social classes. The quality of the future specialist’s work depends on the quality of training, the ability to resolve complex conflict issues, and determine help and support. Therefore, the social work specialty who should work should be determined by the student upon admission. And the programs themselves should include both general courses and special programs for obtaining highly specialized education. During the training process, students will study the following disciplines:

Social pedagogy, politics.
Work technologies and psychology.
Information technologies and databases (in general).
Problems of morality and morality in social media. work.
Legal basis of social work.

When choosing a university for admission, you need to remember that the social work specialty code 03/39/02 is common to the previously discussed professional areas.

Specialty "social work" - where and who to work with

Practical training is carried out to consolidate the knowledge acquired during theoretical classes. Held in government institutions, is documented by contracts (concluded between the university and the organization in which the internship is carried out). The duration of the classes is 72 hours and consists of three stages: introductory, working, and final. When undergoing practical training, students are required to fill out reports and diaries.

After a student has received a degree in social work, where to work is the main question for many graduates. Specialists can find employment in medical institutions, social assistance centers, rehabilitation centers, and foundations. At the same time, anyone can receive higher education remotely with a specialty in social work. The cost of the semester will be about 15-20 thousand rubles. Upon completion of training, the student is issued a diploma.

You might be interested.

The practice of social work in the field of higher education arose and developed as a response to the accumulated burden of problems in the functioning of high school and today it requires, along with practical actions, serious theoretical understanding. This is due, first of all, to the fact that, being a fundamentally significant organic part of the education sector as a whole, higher school is the most important social institution that provides upbringing, education and training. It is the basis for the socio-economic development of any state, and without its successful functioning, which involves constant improvement, the progress of society is impossible.

The current conditions of the protracted complex crisis of the life of our society, which has most seriously affected the sphere of higher education and its individual elements, dictate its own rules for the formation of the direction of social work in this area.

The situation associated with the process of democratization of the life of our society, with structural changes in the economy, with the development of regional labor markets, actualizes the problem of reforming higher education and social work in the field of higher education in order to overcome existing and newly emerging difficulties and contradictions in the development of the higher education system.

Social work in the field of higher education depends entirely on the processes that the university itself is going through. The effectiveness of the results of social work in it depends on the degree of development of the higher education system. This is due to the fact that higher education today plays several roles in relation to the implementation of social work. Firstly, it acts as a basic environment for the implementation of social work, secondly, it is a source of social work as a type of activity, thirdly, it is the subject of social work as a science and educational process, since many universities in Ukraine train specialists in social work. That is why it is fundamentally important to analyze the development process modern system higher education.

Let us consider the higher school of Ukraine as the fundamental basis for the formation of social work in the field of higher education. Let us analyze the potential and capabilities of a modern university in the field of implementing social work.

In this aspect, we can identify a number of main trends characteristic of the current stage of evolution of higher education:

1) quantitative growth of higher educational institutions;
2) democratization of universities;
3) differentiation of the “internal university field”;
4) transformation of socially significant functions of a modern university.

The listed trends are associated with the occurrence of ambiguous, contradictory processes, so they are rightly both constructive and radically opposite in nature. On the one hand, they give rise to new difficulties and problems for subjects of higher education, on the other hand, they contribute to the search for innovative approaches to the implementation of social work, expanding the range of social services that are adequate to emerging problems.

The realities of today are the quantitative growth of higher educational institutions of both state and commercial types: the fact that institutions have received university status and an increase in the number of academies of various profiles has become popular. In addition, in modern higher education, unlike the Soviet period, there are levels: incomplete higher education - 3 years; Bachelor's degree - 4 years; specialist - 1 year; master's degree - 1-2 years. There are also budget and commercial forms of training.

The network is not state universities Today it has become an important component of higher education, one of the reasons for the creation and development of which was the contradictions that arose in the early 90s between the increased demand of the population for educational services and the impossibility of its implementation by the state. At the beginning of the 20th century, there were more than 200 non-state higher educational institutions in Ukraine. Currently, these indicators have increased and are trending upward. This situation has ambiguous and even paradoxical consequences. On the one hand, today, in the context of reduced budget funding for state universities, the existence and development of non-state educational institutions represents a way out of the existing contradictions. The increase in the number of higher educational institutions contributes to the expansion of the scope of educational services. But, on the other hand, the commercialization of higher education initially puts applicants from highly wealthy families and families of middle and low incomes in unequal conditions, since tuition fees are not acceptable for all segments of society.

Thus, the growing trend in the number of universities expands the range of educational services only for “solvent” applicants. For others, the development of the situation in this direction only reduces the degree of accessibility of higher education. A significant reduction in free education places leads to a high degree of corruption in higher education structures, which aggravates the current situation in the educational services market and does not allow applicants who do not have “socially useful” connections to enroll in budget form studying at a state university. This situation led to the development of options for solving the problem of accessibility to higher education. One of these options was the Unified State Exam, introduced for school graduates.

In addition, we must not forget about the failed attempt to increase the number of higher educational institutions in our country in 1917-1918. When new universities sprang up everywhere in huge numbers. Some counties made requests to create dozens and even hundreds of universities at once. Created on a quick fix these educational institutions had nothing in common with real universities. Under the guise of "university" one could find something like factories, where various general education and special courses (accounting, agronomics) were located. A similar situation may arise in the modern domestic education system. In the process of increasing quantitative indicators, universities are not immune from a decrease in the quality of education.

In addition, the higher school, in order to please new fashionable hobbies, responding to the interested demand of applicants for such new specialties as manager, marketer, image maker, sociologist, political scientist, philosopher or psychologist, advertising specialist, etc., prepares in large volumes specialists in the listed specialties without taking into account the real labor market demand for them. In this regard, the problem of employment in accordance with the acquired specialty in a higher educational institution is becoming increasingly urgent for university graduates.

The consequence of the processes considered is the increased importance of developing innovative approaches to the organizational restructuring of the university.

Being integral part education as a social phenomenon, higher school, focused on the formation of personality, performs the most important functions of socialization and professionalization of a person. Currently, in addition to their main educational function, universities take on a number of other functions. Firstly, the function of social protection, since higher educational institutions today actually protect a certain part of young people from unemployment and conscription to jobs that are less and less respected by the majority military service. Secondly, the social value of higher education has increased, therefore it serves as an important channel of movement in society, a kind of social “elevator”, which increases not only social mobility, but also social stratification society. Thirdly, modern higher education is often not professionally specialized, but a condition for professional self-determination.

Competition in the market (global, state, regional), reduction in government funding, growing contradictions between expensive sciences, research, the need for mass education and regional problems - all this together contributes to the development of the university’s entrepreneurial model. This “achievement” belongs to the category of “not indisputable”; in many ways it is forced, and is not characteristic of most universities.

The nature of social work in the field of higher education has a direct connection with the process of differentiation of the “internal university field”. Here the central integral aggregate activity can be linked to generally accepted sociological patterns. For example, “from more homogeneous to more heterogeneous”: for teachers - the professionalism of the teaching staff, the actual payment for their work, the opportunity provided by the university for growth and the implementation of their scientific plans; for students - attitude to the educational process (attendance, individual schedule, violation of labor discipline), actually acquired knowledge, social activity; for management personnel - the spread of social myth-making about steady qualitative improvement; about a significant reduction in the real rights and opportunities of departments, sharp differentiation in salary levels; about controversial relations.

Because the current situation influences the emergence of specific problems of the main subjects of higher education, which include faculty, students, graduate students and doctoral students, university staff - the development of social work in the field of higher education is especially relevant and acts as one of the main factors , influencing the success and efficiency of the processes of training and education of the future generation of intelligentsia.

Let us consider the mechanisms, subjects, means and methods of social work in the field of higher education using the example of universities in which it is already being carried out.

The teacher acts as a central figure in the educational process, as one of its main subjects. The pedagogical skills of the teaching staff largely determine the improvement in the quality of training of young specialists. Necessary characteristics of the activities of a teacher of a higher educational institution that contribute to the development of higher education are: the use of innovations and innovations in content and forms educational material, methods of monitoring students' knowledge, in non-standard ways attracting students to scientific work; high level of professionalism. These requirements can be met by the teacher only if there are appropriate conditions for the implementation professional activity. In turn, measures to create favorable conditions for the life of teachers represent the main tasks of social work in the field of higher education in relation to this category of citizens:

1. Ensuring a high level of organization and support of the educational process, which consists of access to new, modern sources of information; in the provision of bibliographic and educational materials, in access to the use of modern technologies in the educational process information technologies, to the possibility of professional growth of the teacher’s personality, access to opportunities to take advanced training courses and, finally, to the level of stimulation of the teacher’s activities, primarily financially through the amount of wages. The most common type of teachers today are “poor but smart” (with the exception of the managerial elite of universities), forced to work under conditions of constant overload (additional rates, hourly payment etc.).
2. Organization of life activities, leisure and recreation: provision of housing, medical care, access to resources for psychological, emotional and physical recovery.
3. Providing the opportunity to self-actualize and realize one’s own potential through publications of one’s own educational and methodological manuals, workshops, monographs.

It is clear that scientific and pedagogical growth, rest, health and conscientious fulfillment of one’s duties in the context of the development of modern higher education are very problematic. Feeling humiliated and forgotten by the authorities, the teacher, knowing that he is necessary for the student, culture and future, makes compromises. But he is often forced to lower his demands on himself and on students.

The considered conditions for the effective activity of teachers are far from being the same for the entire teaching staff. Therefore, the problems and their significance for each individual teacher are different. In turn, this leads to differentiation of this professional group and to the actualization of the individual, targeted orientation of social work in relation to teachers at the university.

The reasons for the differentiation of teachers by the nature of the problems are connected, firstly, with the financial problems of state universities, since teachers of commercial structures of higher education in this regard are in an order of magnitude better conditions than teachers of state higher educational institutions. Secondly, the sign of localization plays an important role in the existence of different conditions regarding the listed bases of differentiation between teachers of large metropolitan universities and teachers from among employees of peripheral higher education. Thirdly, teachers can also be divided by age. According to the concept of teaching, one can distinguish conservatives and innovators, but this is already the reason for the subjective nature of differentiation of the teaching staff of higher education.

Another equally significant figure in the university, along with the teacher, is the object of education - the students. With regard to this participant in the educational process in higher education, the situation is far from ambiguous. This is due to the fact that modern conditions, in which the professional development of today's student takes place, have changed this social group, its main characteristics and distinctive features.

The traditional position regarding the definition of students, formulated by L. Ya. Rubina, is also becoming less and less relevant: “Uniting young people of approximately the same age and the same level of education, students differ from other groups of students in a number of features: forms of organizing one’s life activities, concentration in large university centers, “localization of the lifestyle within the walls” of the university, Vstudent group, Vhostel, relative independence in choosing methods of activity during school and extracurricular time.

In terms of the realities of today, the interpretation of the definition of students proposed by T. E. Petrova is adequate, which defines students as a relatively special and independent social group of a non-productive, socially active nature, and proposes, in the light of modern scientific approaches, to abandon ideas about students as a transitional, marginal, homogeneous, localized in time and space social group in favor of defining it as a heterogeneous, internally differentiated, sociocultural community with many inherent ways and styles of life.

Indeed, many characteristics and features of student life have changed today. This led to the realization that a single approach to social work in relation to students cannot be effective, since differentiation, in general, of students as a social group leads to differentiation of student problems and their degree of relevance for each individual student. Therefore, as well as in relation to teachers, social work in the field of higher education in relation to students should be based, first of all, on an individual approach.

In order to analyze the nature of the problems to which social work should be adequate, it is necessary to consider the signs of differentiation of modern students:

- floor;
- age, course;
- nationality;
- place of residence (city, village; proximity to parents);
- living conditions(dormitory, apartment, private house);
- university, specialty (technical, humanitarian; metropolitan, peripheral; commercial, state);
- form of training;
- employment;
- belonging to youth subcultures;
- motivation for learning;
- social activity;
- academic performance; attitude towards research activities
- Family status and etc.

The listed grounds for student differentiation determine the nature of the problems and their significance for a particular group of students.

In addition, the range of student problems can be viewed through the prism various types activities:

Types of student life activities

In this aspect, in each type of activity, the student faces certain problems, and since clear boundaries are very difficult to define, and the types and spheres of a student’s life are closely intertwined and overlap each other, overlapping, therefore it is relevant in the field of studying student problems social field theory. Considering society as a multidimensional space, the theory of the social field places special emphasis on its characteristics, which can be objectively observed and changed.

A social agent, having a constant position in space, can also occupy positions in several social fields. At the same time, under the social field there is a structured space of positions that determine the basic properties of the field. Each field has its own logic, its own rules, its own properties, its own specific patterns.

The field of student problems is part of social space, organically enters into it and represents an organizational formation, a certain complex, a complex construct. This structure contains nodes of problems with numerous factors, forces whose influence is multidirectional and heterogeneous, with connections between factors, nodes and the external environment, with the personality of a student as part of society, who is in search of his “I” and at the same time in his individual field of problems.

The complexity of the problem situation for the student is that he needs to reflect on his state in different dynamic fields. The ability of young people to engage in reflective activity varies. If it is low, then the student is not able to identify the problems he has. Conversely, a developed reflexive ability leads to an excess of problems. The eventful nature of the field determines its constant changes. Any changes irreversibly cause a chain reaction effect. The entire configuration will begin to move and, perhaps, will stop only when it finds some state that is optimal for itself. The transition to field theory means that society as a whole and students in particular should be studied not as a stable, static state, but as an endless process of change, not as a rigid fixed object, but as an endless stream of events. Field difficulty life problems students is also associated with the fact that it is almost impossible to determine the options for its further development.

The study of the problems of subjects of higher education, the study of their natural causality make it possible to form targeted, more effective, in-demand social work in the field of higher education, allow both the student and the teacher to determine the most optimal subject of assistance, in each special case, for each specific problem. The entire range of subjects of social work in the field of higher education can be presented as follows:

Link No. 1

Subjects of social work in the field of higher education

Let us characterize each link of subjects of social work in the field of higher education presented in the diagram.

Link No. 1 represented by authorities at various levels: state, regional and local. The main task of the activities of this unit of social work subjects in the field of higher education is to create conditions for the implementation of social work.

Activity state, regional legislative and executive bodies is aimed at developing effective legal mechanisms that make it possible to implement in practice the model of social work in the field of higher education:

* creation of an effective regulatory framework in the field of social work in the field of higher education;
* creating conditions for the university administration to carry out social work in the area under consideration;
* the formation of state incentives for the activities of teachers through solving housing problems at the state level and improving the material well-being of teachers;
* formation of a system of incentives at the state level for student education, for example, through ensuring employment of university graduates;
* creating conditions for the implementation of charitable activities, non-profit organizations in the field of providing social assistance and providing social services to subjects of higher education;
* stimulating the activities of sponsors and philanthropists in the field of organizing social assistance to higher education.

In addition, the activities of state and regional authorities to improve the well-being of the population throughout the country contribute to the strengthening of one of the significant subjects of assistance in the field of higher education - the family.

Administration of the university, faculty, department and structural units university have the main task of activities in the field of social work to create favorable conditions for the functioning of subjects of higher education. This means that these authorities carry out activities to solve problems related to the organization of the educational process:

* ensuring sufficient classroom fund,
* provision of modern teaching and learning facilities,
* creating conditions for professional growth of teachers,
* providing students with the necessary amount of educational sources (educational, methodological, statistical, reference and other literature, periodicals, modern sources of information - the Internet, information on electronic media, etc.),
* promoting the introduction of innovative teaching methods in universities,
* introduction into the structure of the university of a body dealing with issues of social protection.

Link No. 2 represented by aid subjects who participate in the implementation of social work “from the outside”, with the exception of public organizations, the functioning of which is possible both within the university and outside it. Public organizations are called upon to implement social work through the provision of various types of social assistance. Examples of such organizations are trade union student organizations and public student organizations. There are no fundamental differences in the approaches to the activities of trade unions and public organizations of students, however, trade unions place emphasis in their activities on solving social issues of students, public associations direct their efforts towards supporting socially significant initiatives of student youth, creating conditions for the comprehensive self-realization of students.

A special form of student social movement are student groups. The student team today is a special positive youth environment, whose participants are focused on socially significant activities. Performing various social, educational, and labor functions, members of student groups have a real opportunity to implement their own labor and social initiatives. In addition, activities in teams create real opportunities for students to improve and develop themselves. For many young people, the student team is not only an opportunity to practice professional activities, which is also important, but also to reveal organizational and managerial qualities in themselves.

Teachers can act in the activities of such organizations as an organizer and curator (student public organizations), as an object of assistance (trade union organization of teachers; public organizations whose activities include providing social assistance to teachers, in particular, older teachers, for example.

Another subject of assistance, which also applies to Link No. 2, is family, close relatives.

First of all, it is necessary to point out the importance of the family as a whole for subjects of higher education as individuals, as individuals. Particularly important is the moral, psychological, emotional foundation of the individual, which is laid through the means of socialization in the family. This largely determines the worldview, perception, and reaction of the individual to emerging difficulties and difficulties. An illustration can be the different content and emotional coloring of the reaction to the same problems among different students, or rather among students from different families. In one case, disorder in everyday life, for example, can cause panic and confusion, in another - an optimistic attitude and readiness to overcome difficulties. This example also serves as a clear indicator of the importance of family in the process of preparing a student to some extent for independent life, instilling in him practical self-care skills. Thus, the family indirectly influences not only the process of overcoming student problems, but also the nature of their occurrence and the degree of their significance.

The material capabilities of the parental family continue to have a direct impact on solving student problems throughout the entire learning process. The microclimate that develops in the parental family also largely influences both the student’s academic performance and the resolution of his personal, psychological problems. Prosperous full family has a beneficial effect on the student’s personality and on his mutual relationships with others. The transmission of behavioral stereotypes formed in the parental family determines the student’s position in the academic group, at the faculty, and influences the perception of others around him and the formation of attitudes towards him.

The importance of the family in solving student problems increases when it comes to the fact that, although there is an opportunity to contact various authorities, there is no confidence in solving the problem. Whereas the degree of confidence in help from relatives and family is several times higher than the confidence in meeting needs from any other authority.

If we consider not the parent family, but the student family, as the subject of assistance, then it acts not only as the subject of solving student problems, but also as an aggravating factor. The modern development of our society gives rise to additional problems for students who have their own families.

This fact confirms the thesis that the activities, first of all, of government agencies and society as a whole should be focused not only on the individual student, but also on the family itself, in this case, both the parents and the student itself .

A similar situation arises in relation to the teaching staff, with the only difference being that for older teachers, their own family acts as a source of help, primarily of a psychological, emotional, material and household nature.

Link No. 3 presents social work through forms and types of mutual assistance. At the same time, it is necessary to take into account that the teaching staff and students act simultaneously as subjects and objects of social work. Mutual assistance in this sense is considered as the presence of elements of social assistance in the systems: 1) student - student; 2) student - teacher; 3) teacher - teacher.

Mutual assistance is one of the most ancient elements of assistance in a university. At the same time, it should be noted that the law of mutual assistance is a law of nature, which is the main condition for progressive development, that the motivation for mutual assistance is inherent, first of all, in the nature of the individual himself as a human being.

Therefore, being in conditions of constant interaction in the process of educational activities, students often solve common problems. The following types of mutual assistance can be specified: mutual assistance funds created on the basis of faculties and academic groups; mutual assistance in everyday life (in student dormitories); mutual assistance in the educational process (assistance in preparing notes, essays, tips for seminars, tests and exams, etc.)

Help from faculty to students most often takes the form of volunteer activities to provide extracurricular services, conduct extracurricular activities, or coordinate student volunteer organizations. In turn, the student also acts as a subject of assistance for the teacher. This manifests itself when it comes to the possibility of a teacher realizing himself as a professional, when a student contributes to the teacher’s self-improvement, when, in the presence of effective work with a student, the teacher experiences a “situation of professional success.”

Mutual assistance among the teaching staff, similar to the student environment, manifests itself both at the professional level (exchange and transmission of teaching experience, assistance in obtaining new information), and at the everyday, emotional levels, as well as assistance in organizing leisure time.

The most promising link of social work subjects in the field of higher education is Link No. 4, which involves activating the individual’s own strengths, in our case a student or a teacher, in solving their own problems. Social work in the field of higher education should be aimed at creating conditions for an active position of social work subjects to use their own assistance resources and eliminate or reduce consumer attitudes towards the use of social assistance resources.

However, the process of organizing social work in this regard requires special approaches to creating favorable conditions for realizing one’s own potential. An active life position of students and teachers in the implementation of social work is impossible unless appropriate conditions are created for this Units No. 1, 2 subjects of social work. In the absence of clear interaction between subjects of social work in the field of higher education, the effectiveness of social assistance, support, and provision will be minimized. Those. it is necessary to increase the effectiveness of social work in the field of higher education on the basis of systemic, integrated and individual approaches both at the level of subjects of social work and at the level of technology.

The systems approach is especially relevant in the integration of social work subjects in the goals and objectives of their activities. A complex approach is expressed mainly in the effective, step-by-step implementation of diagnostic processes, identifying the cause of problems, drawing up assistance programs, the process of providing direct assistance, analyzing the results of activities, forecasting the further development of the problem situation and the monitoring process after overcoming the crisis. And these processes should be aimed at preventing the possibility of relapse by solving the client’s problem in a comprehensive manner. Individual approach promotes the implementation of targeted social assistance, allows the forms and methods of social work to best suit the problems of each client individually.

Thus, we note the following provisions:

1. The relevance of social work in the higher education system is due to the high importance of this area for the life of society as a whole.
2. The development of social work in the field of higher education is directly dependent on the processes occurring within higher education.
3. Currently, the higher school of Ukraine acts as the basic environment for the implementation of social work, is the source of social work as a type of activity and the subject of social work as a science.
4. The main directions of social work are formed according to the problems and needs of subjects of higher education, which are differentiated by groups: teaching staff, students, university staff.
5. Social work in relation to teachers should be aimed at creating favorable conditions for life: ensuring a high level of organization and support of the educational process; organization of life activities, leisure and recreation; providing the opportunity to self-actualize and realize one’s own professional potential.
6. Social work in relation to students should be built taking into account modern changes in this social group and is aimed at solving problems, the study of which is possible only with the help of the theory of the social field, related to the specific nature of various types of activities.
7. The subjects of social work in the field of modern higher education are: Link No. 1 - state authorities, local authorities, administration of the university, faculty, departments, structural divisions of the university; Link No. 2 - public organizations, philanthropists, sponsors, close relatives, friends; Link No. 3 - teaching staff, students; Link number 4 is the individual himself (student, teacher).
8. Social work in the field of higher education should be carried out on the basis of an integrated, systematic and individual approach.

Questions and tasks

1. Describe the sphere of education as an object of social work.
2. Describe social groups, interacting in the field of education and their social problems.
3. Identify features social problems related to the specifics of the education sector.
4. Expand the content of social work technologies with preschoolers and primary schoolchildren.
5. Show the variety of social work technologies in high school.
6. Give a description of social work technologies in vocational education.
7. Describe students of secondary specialized educational institutions and university students as an object of social work.
8. Show the features of social work technologies in special educational institutions.
9. Identify goals and objectives, technologies in social work with families of pupils and students.
10. What is the essence and direction of technology in working with teachers and university professors.
11. Describe the development trends of the modern higher education system.
12. Highlight the main problems of social work objects in the field of higher education.
13. List the subjects of social work in the field of higher education, characterize the areas of their activities.
14. What approaches to the implementation of social work in the field of higher education are the most significant? Justify your answer.
15. Highlight positive and negative trends in the development of higher education and determine their impact on the implementation of social work in the higher education system:

16. Using your university as an example, highlight the forms and types of mutual assistance in the field of higher education. Compare the experience of organizing social work in the field of higher education in your university and other universities.
17. Develop a project for a comprehensive social assistance service (for students or teachers, or both) in the conditions of your university.

The formation of youth as a socially active category of the population is carried out through a system of state and social institutions. An important role in this system is played by the university, which has its own social functions. It is both an institution and a mechanism for acquiring skills in socially significant activities, acquiring and testing knowledge, professional growth and human communication, creates the necessary conditions for self-realization and affirmation of the personality of a young man.

In the domestic pedagogy of the Soviet period, the process of educating students was actively studied (G.D. Averyanova, P.P. Bandura, N.I. Boldyrev, A.S. Byk, O.I. Volzhina, B.Z. Vulfov, A.G. Davidyuk , Z.D. Dzhantakova, R.M. Kozhokar, A.F. Russu, V.L. Sukhomlinsky, A.M. Shalenov, T.A. Shchukin, D.S. Yakovleva, etc. But only a few works addressed specific issues of student education.

Analysis of the results of research conducted by modern domestic specialists in a number of Russian universities made it possible to formulate a number of fundamental conceptual frameworks for the organization educational process.

1. Education as goal-oriented process socialization of the individual is an integral component of the unified educational process.

2. The essence, modern understanding education is based on a personal and cultural basis: full assistance full development personality in the uniqueness of its appearance through familiarization with the culture of social life in all its manifestations: moral, civil, professional, family, etc.

3. Education is an interactive process in which the achievement of positive results is ensured by the efforts of both parties, both teachers and students.

4. The educational process must be provided by professionally trained personnel.

5. The educational process should be built on the basis of taking into account the trends and characteristics of personal manifestations of student youth, as well as the characteristics of the microenvironment that is personally significant for them.

However, when organizing the educational process with students of the specialty “Social Work”, it is necessary to stipulate the specifics of the process. Future specialists, in addition to a number of universal human qualities, must have high level development of personal and professional qualities, moral guidelines and values. In addition, the moral and ethical ideals and attitudes of specialists are realized in working with clients, so they must be clearly formulated and stable.

Taking into account the specifics of educational work, the author developed an original model of the educational process, which includes the following characteristics.

1. Stage of adaptation of students to the peculiarities of the specialty “Social work” (information and assessment). Students are informed about the profession, the “portrait” of a social work specialist.

2. The stage of personal comprehension and acceptance of ideas and concepts of work (comparative-actualizing). On at this stage There is a rethinking of personal priorities in the formation of a system of ideas and values in the minds of future specialists.

3. The stage of purposefully including the function of understanding the need for personal growth, organizing educational work with younger people and peers (practical and prognostic).

As a practical basis for the implementation of this model, a laboratory of social technologies was opened at the beginning of 2005 on the basis of the Department of Social Pedagogy of VolSU.

Among the main tasks of the laboratory are:

· formation of sustainable personal and professional interest in practical activities in the specialty;

· strengthening the positive image of the specialty “Social work” in the minds of students;

· equipping students with practical work skills in social institutions at the regional level;

· increasing the level of creative activity and independence of students in choosing forms and methods of work;

· on the basis of practical experience, instilling in students a conscious attitude towards the choice of further specialization and problem areas of work.

Cooperation of the university with children's and youth associations, organizations and institutions social services of the population is carried out on the basis of voluntariness and initiative of both parties (both organizations and students) and within the framework of concluded agreements. At VolSU, contracts have been concluded with many entities social policy Volgograd region, including social rehabilitation centers for minors (29 in the Volgograd region) “Family” (34 in the Volgograd region), public organizations “For saving the children of Russia”, “Marina”.

Teachers from the Department of Social Pedagogy of Volgograd State University (3 people), 3rd year students of the specialty “Social Work” (56 people), 4th year students (13 people), specialists from social institutions and organizations were involved in the implementation of the educational process in the 2004/05 academic year. (more than 100 people).

In the process of correcting the work of the laboratory and analyzing the structure of the model of the educational process, the leading functions of educational work with students were identified:

· The scientific and methodological function is aimed at:

1. On comprehensive normative and technological support of the educational process through targeted work on
creation of a regulatory framework, as well as a bank of technologies for educational work, their systematization and implementation in higher educational institutions.

2. Scientific development of sociological and psychological diagnostic programs that allow qualified monitoring of the personal state of students and the sociocultural environment of their interaction.

3. Development of criteria for the effectiveness of educational work of a university as a type of educational standards aimed at a real assessment of the state of educational work in a particular university and comparative analysis its effectiveness within the region.

· The practical and prognostic function determines the directions of interaction between the university and organizations and institutions of the region, which can also act as subjects in the system of educational work (clubs, leisure centers, social service institutions).

· Information function, including the promotion of conceptual ideas, current trends and technologies of educational work with students through conferences, seminars, round tables, as well as the preparation and publication of scientific publications and methodological recommendations on the problems of education in higher education.

As the main conclusions, it can be determined that the main conditions for the effective implementation of educational work in the youth environment of the university are:

· expanding the participation of young people in the development of university life, youth communities, and society;

· expanding the rights of young citizens, enhancing initiative in adopting
decisions;

· providing information support, greater visibility and reporting on issues of personal and professional self-determination.

19. Organizational aspects of social education.

The main organizational basis for the modernization of education in general and social education in particular is the new state educational standards for higher professional education. They determine the foundation for quality assessment, the basic requirements for the content and implementation of educational programs. Since the mid-90s. In Russia, the development and implementation of new standards began, their adaptation to the national and regional conditions of various territories of the country. Moreover, this work is being carried out in the context of the formation of multi-level education, which fully applies to social education in all its components. Thus, organizational and substantive work are interconnected.

The interdependence of the transformation of the content and organization of social education became especially pronounced in the 90s. in Russia in connection with the massive development of innovative educational institutions and educational practices, the evolution of the multi-subjectivity of education. New forms of educational organization, as a rule, are based on innovative programs and new teaching technologies, which, of course, significantly differentiates social education in its content. This does not always have a favorable effect on the quality of knowledge, corresponds to basic standards, or their national and regional modifications.

In organizational terms, the introduction of national-regional components of standards is also organically connected with the increased diversity of educational content, especially in the disciplines of the socio-humanitarian cycle. In this sense, the content of social education today, while maintaining basic requirements, is most strongly differentiated by region. It is objectively developing in the context of the formation of concepts and programs of national education and the development of national schools. In this sense, the formation of national-regional components and, in general, the concept of regionally specific social education is especially complex and important.

Another organizational basis for the development of social education in the country is the existence of specialized institutions that perform relevant educational functions. In this sense, the development of social education in Russia today is based on a system of specialized secondary and higher educational institutions, as well as institutions of primary vocational education that train personnel for institutions of the social sphere and management, and specialists in the field of social sciences.

It is also fundamentally important that in the structure of a number of universities the number of faculties and departments has increased that train personnel for social sector institutions, training social workers, sociologists, psychologists, social pedagogues, valeologists, managers, and civil servants. By the mid-90s, there were already more than 60 faculties and departments operating in the country’s universities, where social workers, social educators, and valeologists were trained on a state budget basis. The number of faculties and departments of psychology, economics and law has also increased significantly.

These new organizational structures of social education in terms of content in the first stages of their development most often experienced and are experiencing serious difficulties. This is especially true for those that were opened in some technical universities that do not have qualified teachers in this profile. If this situation persists for a long period, they may not pass certification and will be closed.

It is also obvious, however, that even in conditions of poor personnel, scientific and methodological literature new departments of socio-humanitarian universities, of course, play a positive role, because they lay traditions and foundations for the development of social education in the regions of the country. The experience of recent years shows that this work is most successfully carried out in classical universities, pedagogical and medical universities.

In organizational terms, social education in Russia of the last decade is also characterized by the fact that a large number of departments and educational laboratories, centers designed to provide general (non-professional) social education have arisen here. This is mainly done by the departments of philosophy, cultural studies, sociology, political science, psychology, history, foundations of law, social and economic statistics, foundations of economics and self-government. Solving promotion problems general culture future specialists of various profiles, improving their culture of social thinking and self-organization, management activities, humanization of education, these departments form the organizational basis of general (non-professional) social education.

In organizational terms, one cannot fail to note a significant increase in the number of subjects of social education outside the traditional forms of its implementation. This is due to the invasion of the sphere of educational activities by various companies, the media, public organizations, societies, associations and individual citizens, and other states, which significantly expands the range of traditional educational institutions and creates a fundamentally new situation in the country.

In Russian education, there is now a situation where the state has largely lost control over educational processes in society, and the educational space of Russia as a sovereign state has been largely destroyed. The country is implementing educational programs of a number of totalitarian sects that are alien to the culture of the peoples of Russia, educational projects of other states, which also do not always take into account the interests of our state and people and are not controlled government agencies education management.

One cannot fail to mention low-quality entertainment programs. Radio, television, press, and book publishing turned out to be completely uncontrolled in this regard. National-state policy in this area is so weak and ineffective that it is simply pointless to talk about any influence. It in no way controls social education and upbringing, which is dangerous with the most serious destructive consequences for both the state and the population, especially those who form the basis of the socio-cultural development of the country.

Thus, the content and organization of social education in modern Russia are experiencing a contradictory process of renewal and overcoming the crisis, creating something new and preserving the best traditions of old experience, and searching for optimal technologies.

Social education is actively involved in the formation new culture, social life, being its integral part.

It is more appropriate to determine the role and place of a social worker in the field of education depending on the specifics of educational institutions.

The activities of a social work specialist in institutions of the preschool education system depend, on the one hand, on the age characteristics of preschool children, and on the other, on scientific ideas about the necessary conditions that contribute to the successful inclusion of a child aged 3-7 years in the education system. Therefore, the social worker’s concern is the needs of preschool children and the capabilities of their parents, especially in cases where the child’s behavior and educational and play activities create a problem for peers and teachers or he suffers material and social deprivation. In such situations, a social worker becomes a participant in a campaign to develop measures to prevent and eliminate symptoms of trouble in the child’s life, and takes on the role of a mediator and communicator between the educational institution and the family, the child and parents, the child and educators. This is especially important if the child is often sick or does not attend preschool without explanation, is unkempt, or is known to be abused in the family.

When the problem goes beyond the competence of the educational institution, the social worker has the right (and must) contact the appropriate authorized social authorities.

During the period of inclusion of a child in the preschool education system, deviations in development - physical, emotional, cognitive - are most often first identified. In such cases, the social worker must organize assistance for his ward, involving the appropriate specialists - medical workers, psychologists, social educators, police officers, and thus promptly eliminate the symptoms of trouble. This is perhaps the only truly effective way to reduce the number of “at-risk” children who, at 3-7 years of age, have a number of prerequisites for receiving a diagnosis of “social maladjustment” in the near future.

The category of children that pediatricians call “disorganized”, i.e., should not be left without the attention of the social worker. children who do not attend preschool institutions. In accordance with Art. 18 of the Law of the Russian Federation of July 10, 1992 No. 3266-1 “On Education” (hereinafter referred to as the Law on Education), parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality in early childhood. The social worker must be aware of the degree of educational potential of the family and organize work with parents in a timely manner.

Despite the fact that the activities of a social work specialist in preschool educational institutions are predominantly of an organizational and preventive nature (identifying children with symptoms of social ill-being, identifying the causes of ill-being, organizing a system of targeted social assistance for children), its importance cannot be overestimated: it is effective organized system social assistance to children in preschool educational institutions is a condition for reducing the number of cases of unfavorable development of students in mass secondary schools. Social work in schools provides students with a prosperous social development when they receive primary general (grades 1-4), basic general (grades 1-9) and secondary (complete) general education (grades 10-11). Moreover, it should be borne in mind that the requirement of compulsory general education in relation to a specific student remains in force until he reaches the age of 18, if the corresponding education was not received by the student earlier (Article 19 of the Education Law).

Just like when working in preschool institutions, a social worker working at a subsequent educational level is guided by current legislation, strives to meet the needs of students and at the same time takes into account the capabilities of their families. In these conditions, he turns into a politician and strategist for organizing social assistance, helping children in need and improving the family environment. In his field of vision are the dynamics of school attendance by students, academic performance, financial and social status of “at-risk” students, primarily from low-income families, as well as their relationships with peers, teachers and parents. Teachers are not required to strive to eliminate the causes of poverty, deviant or delinquent behavior of their students, as well as other symptoms of their social disadvantage. A social worker, visiting students' families, knowing the child's situation in school and class, his needs and troubles, encourages parents to make the most of the educational opportunities of the school, for example: the opportunity to establish interpersonal relationships in the family with the help of a school psychologist; take part in a public event organized by a social worker; use additional education opportunities if the child shows special abilities for any type of activity; receive financial assistance, etc.

Particular difficulty for a social worker can be cases when a student belongs to the category of socially maladjusted children, and his family has low educational potential, i.e. rudeness, immoral behavior, mental illness, unsanitary conditions, etc. flourish in it. In such situations, neither the child nor the social worker can count on family support without the involvement of specialists (social teacher, class teacher, psychologist, juvenile affairs inspector, narcologist, etc.) cannot be avoided.

The job responsibilities of a social worker performing his functions in a mass secondary school also include caring for children who are permanently or temporarily expelled from school; providing assistance and support to parents when transferring a child to another educational institution, the education system of which is to a greater extent corresponds to its characteristics, in particular in cases where a gifted child is raised in a family that is low-income due to large families, illness of parents, absence of one of the parents, etc.; protection of the rights of children who are representatives of national minorities, refugees or displaced persons; identifying children who are illegally employed at work during school hours and resolving the issue of their education; support for children receiving education outside of school; stopping cases of child abuse; assistance to children (in realizing their rights in the field of education) and parents (in using social privileges provided to schoolchildren); organization of social studies for students outside of school hours, i.e. education effective methods solving everyday problems, as well as various public events - charity fairs, auctions, charity events, etc.

The process of professional functioning of a social work specialist consists of several stages: studying the living conditions of students - issuing social passports - creating a system of targeted social assistance for schoolchildren in need and coordinating the efforts of social specialists involved in solving the problems of children at risk.

It is worth noting that such activities in Russia are carried out mainly only in innovative schools, where the child is a key figure in the educational process and parents take an active part in the affairs of the educational institution.

Social work has its own specifics in the system of primary and secondary vocational education. The social worker must take into account age characteristics their clients (usually teenagers and young people aged 15-19 years); understand and accept their interests and values; support the desire for independence, search and find oneself in the world of work and, most importantly, must organize assistance in such a way that students have the opportunity to find socially acceptable ways of earning money for pocket money and paying for leisure time, so that they know their rights and responsibilities and can enjoy those social privileges that correspond to their position. At the same time, working with the family of a student at a special school, vocational school, or technical school is still considered as indirect assistance to a teenager. Drawing up a social passport for each student of an educational institution, studying the everyday problems of adolescents, orientation in the situation on the labor market, an established system of professional interaction with specialists in a number of social spheres - these are the necessary conditions for providing targeted social assistance to young people receiving primary or secondary vocational education.

Social work in universities - another one of possible directions professional functioning of social workers in the field of education.

As a rule, university students from low-income families try to “earn extra money” in their free time from studying, while those from wealthy families try to get additional education. Both need support. A socio-psychological center organized at the university that maintains connections with others educational institutions, enterprises and social organizations, can provide significant assistance to young people who want to get rid of poverty and earn money on their own. The socio-psychological center can accept orders from enterprises and institutions to conduct any research, perform certain types of work, offer students a number of vacant positions and jobs at a given university, etc.

In order to help students living in dormitories who experience deprivation, humiliation and many other inconveniences, who are unable to take advantage of their rights and benefits, a social worker forms a support group of senior students. In addition, it provides assistance to student families.

Universities also educate young people with disabilities who find it difficult to find their place in the world of work, orphans, children from large families, students with children, and many other categories of socially vulnerable youth. Assistance in the form of one-time cash payments or in-kind humanitarian support is not a way out. A social worker can provide significant assistance by informing the student about where, to whom, and how he can turn to change his unenviable situation by offering his services.

The social worker must inquire about the capabilities of his clients when filling out a social passport for each of them.

Particularly noteworthy are students who demonstrate outstanding academic success, but who do not have the means to continue their education, who are forced to transfer to part-time or evening courses to earn a living, who have their opportunities limited because they are unable to pay, for example, for a course foreign language, computer literacy, etc. They need the support of a social worker and the assistance that he can provide in accordance with current legislation.

Experience various countries, for example England and Germany, allows us to talk about the existence of two options for organizing social work in education. In some cases, social work specialists are full-time employees of an educational institution, in others they work in social services that provide services to specific educational institutions. In schools, they work with students whose behavior is deviant or who have learning difficulties; carry out preventive work, offer students to engage in some kind of activity in their free time, study their living conditions, and work with their families. This option is practiced in England. In Germany, preference is given to the first option: here it is customary to include social workers on the staff of an educational institution.

Social workers play a special role in working with deviant adolescents. The most serious problem has become the spread of such forms of deviation as drug addiction and substance abuse, alcoholism, delinquency, unmotivated aggression, etc.

During the period of growing up, adolescents often face both objective difficulties and subjective experiences. The reasons may be conflicts in the family, disagreements with friends, misunderstanding of teachers, communication problems, etc. The consequence of this is the search for means and ways to improve state of mind. Therefore, selection effective technologies in social work with children and adolescents exhibiting deviant behavior, in the field of education will be impossible without analyzing the causes of various forms of deviance.

Social work in this direction can be divided into two areas: correctional and preventive. As in all other cases, their implementation is based on social diagnostics. Diagnosis of deviant behavior requires special knowledge and skills, so a social worker needs to rely not only on his own capabilities, but also on the practice of special social institutions: social rehabilitation centers for working with minors, psychological and pedagogical centers, etc.

The goal of preventive technologies is to provide socio-psychological assistance to “at-risk” adolescents, identify neglect, and prevent relapses in criminal behavior. For preventive work, it is important to use not only the educational process, but also extracurricular work - individual and group. The organization of correctional technologies requires special training from social work specialists in the field of correctional social pedagogy, cultural and leisure activities.