PROJECT ACTIVITY IN THE TRAINING OF FUTURE SOCIAL WORKERS
Abstract
State regulatory requirements for training specialists in specialty 231 “Social Work” at all higher education levels envisage the formation of relevant competencies and learning outcomes related to generating creative ideas aimed at social development and project implementation as one of a social worker’s essential tasks.
The purpose of this article is to characterize the practical experience of social project implementation by higher education students in specialty 231 “Social Work” based on an analysis of international and national standards for social worker training regarding competencies and learning outcomes in project activities.
To achieve this purpose, the following research tasks were set: to characterize project activities as an important component of professional training within the context of higher education institutions (HEIs); to analyze higher education standards for specialty 231 “Social Work”; and to conduct a survey of educational process participants according to a specially developed questionnaire. The survey was conducted during the project implementation phase.
The results allowed for the generalization of the role of project activities in the professional and personal development of future social workers.
The study of educational components on project activities at each level allows higher education students to develop knowledge and skills related to the methodology of preparing a project application, finding project partners, and drawing up project estimates, monitoring the quality of tasks, and preparing a report on the project's results.
Along with the theoretical study of the organizational and content principles of project activity, it is motivated by practice-oriented activities that allow students to apply the knowledge gained while studying educational components in the actual production process. The following forms of work are the most effective: participation of higher education students in projects implemented outside the university. They join trainings, forums, summer schools, etc. To do this, they must apply and pass a competitive selection process and participation of higher education students in projects implemented in the HEI. For this purpose, announcements are made, and student youth are involved as volunteers, performers, and participants in various events; higher education students are the initiators of projects implemented in higher education institutions – from the idea of the project to its implementation.
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