У статті у контексті пошуку шляхів зниження негативних наслідків трудової міграції в Україні обґрунтовано актуальність і необхідність подолання гендерних стереотипів щодо розподілу видів праці й сфер трудової діяльності, розробки дієвих механізмів заохочення жіночого лідерства й недискримінаційних практик вибору стратегій розвитку людини у межах трудової сфери в Україні. Наголошується, що надзвичайно важливу роль у втіленні в життя концепції загальної гендерної освіти відіграє система неформальної освіти дорослих, як цілеспрямований процес розвитку особистості протягом життя шляхом реалізації просвітницьких програм і послуг, здійснення освітньо-інформаційної діяльності в межах та поза межами вищої освіти. Відповідно, актуальною в Україні стає проблема розвитку інноваційної структури з неформальної освіти дорослих, що здатної забезпечити зменшення негативного впливу гендерних стереотипів у трудовій сфері, залучення до активної конкурентоспроможної діяльності у різних суспільних сферах тих верств населення, що традиційно виступали об'єктом трудової дискримінації та депривації (жінок, осіб з інвалідністю, людей похилого віку, внутрішніх і зовнішніх мігрантів, неповнолітніх та ін.). Для подолання гендерної нерівності та забезпечення процесу неперервної гендерної просвіти населення, в Україні було вперше запроваджено інноваційний партнерський проект «Гендерний відкритий університет». Його метою було засобами інтерактивного тренінгового навчання фахівців соціальної сфери і широких кіл населення подолання наслідків гендерної дискримінації у соціально трудовій сфері, запобігання поширенню гендерних стереотипів і дискримінаційних практик у сфері соціального захисту та трудових відносин. Проект розрахований на тривалий результат-створення і систематичне функціонування інноваційної освітньої структури підвищення рівня гендерної грамотності та культури працівників соціальної сфери як чинника запобігання відтоку трудових ресурсів, подолання наслідків трудової міграції через залучення до трудової активності нових традиційно депривованих соціальних груп Ключові слова:гендерна дискримінація, трудова міграція, неформальна освіта дорослих, Гендерний відкритий університет
This research deals with the issue of diagnosing the readiness of social services workers to implement gender-sensitive approach to working with offence-prone juveniles. As a subject of such diagnosis, we have determined a corresponding professional readiness – social service specialist’s theoretical and instrumental mastery of a sum of methods, means and techniques, and also offence-prone juvenile resocialization algorithms that are based on gender-sensitive approach. Criterion basis for researching the readiness state of social services specialists for gender-sensitive activities with offence-prone juveniles (motivation criterion: aiming towards success in the profession; ability to implement professional aims, notably to work with juvenile offenders; cognitive criterion: knowledge of legal and regulatory framework of Ukraine, primarily international documents that protect the rights of orphaned children and children deprived of parental care, notably the juvenile offenders, which were ratified by Ukraine; knowledge regarding non-discriminatory approach to social work with offence-prone juveniles; theoretical and practical knowledge and abilities, which are necessary during resocialization of juveniles based on gender-sensitive approach; operation-activity criterion: ability to analyze, predict, develop and carry out social projects and technologies aimed at social-pedagogical accompaniment based on gender-sensitive approach; ability to carry out social-pedagogical accompaniment of juveniles, taking into account non-discriminatory approach) was justified. The result of diagnostics that was carried out for social services specialists shows mostly medium and low levels of readiness practically by all indexes, “blind spots” and contemporary challenges of such preparation were defined. It was proven that such preparation must be based on pervasive approach and the concept of constant professional growth, raising qualification and life-long education. Received: 8 February 2021 / Accepted: 19 March 2021 / Published: 10 May 2021
The causes of autism remain insufficiently differentiated. It is unlikely that any single disorder can be considered as the only cause of various symptoms and severity of autistic disorders. Although the specific causes of autism remain unclear, significant progress has been made in understanding the possible mechanisms of the disease. Turning to historical sources, we find that the origin and origin of the term "autism" are associated with forming a system of knowledge on the problem of diagnosis and further therapeutic work with children who need unique approaches to learn and educate. Analysis of the classifications of autism reveals the ambiguity of approaches to them. The first attempts at differentiation in the middle of childhood autism syndrome were clinical classifications based on the syndrome's etiology. They play a significant role in developing adequate approaches to providing medical care to children with autism. Psychological and pedagogical tasks required other approaches to determine, depending on the specific situation, the specialization, strategy, and tactics of correctional work. First of all, there was a search for prognostic signs that would assess the possibilities of mental and social development of children in this category. To this end, some scholars have put forward criteria for assessing speech and intellectual development. The analysis of difficulties of the unanimous possibility of classification on separate indicators of mental development of the child (intelligence, speech, behavior, self-regulation, etc.) can be explained by parallel existence of classifications operating today in world practice.
The purpose of the article is to study the current state, features, content, methods, and technologies of social work with the military and their families amid the current conflict in eastern Ukraine. In line with the activities of the Information and Social Center for IDPs of Kharkiv Humanitarian and Pedagogical Academy of the Kharkiv Regional Council, the authors conducted a pilot focus group survey to determine the quality of social assistance to the servicemen and their families using a proprietary questionnaire “Assessing the quality of social service for the servicemen and their families members.” It has been found that social work with servicemen includes social protection, social support, social services, and adaptation work. The following major areas of social work with the military have been identified: social, socio-legal, socio-healthcare, socio-economic, financial, and socio-labour. However, it is necessary to develop socio-psychological, socio-pedagogical, socio-informational areas that will ensure a person’s adaptation in society, personal growth, and self-improvement. Development and implementation of ways to promote public and professional awareness of servicemen's social problems and their families are also relevant in current conditions along with constant scientific and practical search, and effective assistance to this social group in solving their problems in practice. The article proves that the goals of current social work are to preserve the physical and mental strength of servicemen, adjust their attitudes, and enhance their development in society. The article outlines the need for enrichment methods and technologies (individual therapy, group therapy, family therapy, counselling, and support) of social work with servicemen. It establishes that optimization of present-day technologies of social work with war veterans is possible under the following conditions: expansion of the range of services in the state network of social services, creation of alternative centres for social services; availability of social work professionals trained to work in the military environment and solve the problems of the military; organization of self-help and mutual assistance for the families of servicemen; formation of an effective social policy of the state in general and in the field of social protection of war veterans in Ukraine in particular. The article also includes practical recommendations for social workers on improving mechanisms of regulation of social protection for servicemen and families members.
The topic of the article is relevant because at the present time there is a renewal of the education system and the search for ways to improve the learning process in educational institutions for adults continues. In the studies of educators in the 1920s in the conditions of keen discussions a wide range of organizational forms and methods of adult education was highlighted and scientifically substantiated. Traditional in the teaching of adults, as well as in school practice, was the classroom teaching system. Its basis was the usual forms of classroom work - lecture, conversation, discussion, debate, storytelling, etc. The purpose of the article is the study of ways to improve the learning process in educational institutions for adults in the works of domestic and foreign scientists, the study and presentation of organizational forms and methods of adult education; the description of the organization of independent work of students by performing their research tasks. An important place in schools for adults was given to organization of independent work of students through implementation of their research tasks - term papers, essays. The use of the method of excursions was also widespread, the issue of application of the method of staging in the practice of teaching adults was substantiated. Group, individual and self-educational forms of organization of education have also become widespread in adult schools.
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