The aim of the article is the theoretical development of non-formal, fundraising and bilingual models of future social sphere specialists training on the basis of the goals of sustainable development in education. The study is based on preliminary processing of European and Ukrainian documents on sustainable development, numerous scientific papers on the problem of sustainable development, theoretical developments and experimental research in the field of social sphere specialists training. Each of the developed models has passed the corresponding approbation and is supported by the author’s experience of practical professional training of future social sphere specialists at the Zhytomyr Ivan Franko State University. The model of future social workers non-formal education ensures the integration of professional competencies of future social workers. Fundraising training of future social workers on the basis of sustainable development involves the use of the necessary fundraising tools to ensure the development of social capital, the formation of a society of social justice, the deployment of numerous non-governmental organizations at the global and local levels. The bilingual model provides empowerment of social workers to study, do internships, work, borrow positive experiences, participate in international projects, and collaborate with professionals in their field from around the world.
The need for the development and content of students’ fundraising projects in the system of social workers professional training is substantiated. Based on the analysis of educational programs in the field 231 Social work (BSW and MSW), a conclusion is formulated on the lack of subjects on social fundraising in the content of social workers training. The basic principles, ethical requirements and essence of fundraising activity of social workers in the field of social protection of various groups of clients are defined. It is concluded that this activity requires specially formed professional knowledge and skills of a fundraiser, as well as developed personal qualities of a specialist capable to affect the volume, complex, algorithm of providing these resources in the planning, implementation and reporting of a social project. The content of knowledge, skills and abilities of social workers on fundraising design is clarified. The procedure and algorithm for students to develop educational projects in the process of studying the subject «Social Fundraising» (idea formulation, budget design, communication with donors, project implementation, reporting) are presented. The scope of knowledge, skills (informational, operational, design, reflective) and soft skills in the process of development of students' fundraising competence is characterized. Examples of tasks on practical classes on social fundraising are given. Tasks are aimed at forming students' theoretical knowledge of the course «Social Fundraising» (knowledge of basic concepts, principles and ethical norms of fundraising activities in the social sphere), as well as practical skills (development of fundraising projects related to socially vulnerable segments of the population; opinions on the feasibility of implementing a social project in the local or global dimension, creating a database of potential donors of a social project, developing a budget and chronology of the project, organizing appropriate communications with potential donors, etc.).
The purpose of the study is to characterize the content and possibility of using bilingual case technologies in future social workers training. To achieve this goal, methods of theoretical analysis of the scientific literature on the content, objectives, structure of case technologies; pedagogical design of a bilingual case; classification of case-types depending on the educational purpose are used. The article describes various aspects of the problem of design and implementation of case technologies social workers’ professional training. The history of the origin of cases as a learning tool is clarified. The interconnection of case studies with other methods of teaching and professional training is substantiated. The leading tasks of the case method (motivational, cognitive, communicative, and reflexive) are determined. A conclusion about the specifics of the characteristics of the language case, the problematic nature of the situation, the implicitness of the case problem, the appropriate amount of information, personalization, and professional orientation are formulated. The field structure of the case (informational, essential and technological areas) is analyzed. Features of bilingual cases and cases for future social workers’ bilingual training are outlined. Examples of different types of cases are given: cases - episodes without ending, case-essays, cases-chronicles and diaries, as well as cases for bilingual learning - motivational, cognitive, communicative and reflective ones. The author's development of a case for social workers’ bilingual training is presented and proposals for the implementation of several other cases of different types are given.
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