Based on the perception of higher education system as a public good and the importance of the social aspect of education, this paper focuses on children from care, for whom mere participation in the education process, and especially in higher education, is a significant factor of social inclusion. The paper presents the results of research carried out as part of "The challenges of pursuing studies and providing support to students brought up in public care", a research project financed by the University of Zagreb. The aim of qualitative research carried out on 23 students with in-care experience was to describe the particularities and experience of their student life. Five focus groups were held in five university cities: Zagreb, Rijeka, Split, Osijek and Pula. The collected data was processed and grouped according to the analysis of the (thematic) framework in the following themes: motives for enrolment, characteristics of studying, perception of self and other peers, facilitating factors in the studying process and social network. The results of this research indicate the need to provide targeted, systematic support in order for this group to improve and realize their potential and more easily overcome the unfavourable circumstances that have characterised their educational path. Hence, it is important to plan cooperation between the social care system and education system on all levels.
EDUCATION OF FAMILY MEDIATORS IN THE CROATIAN AND INTERNATIONAL CONTEXT 5 ABSTRACT The paper provides an overview of the training of family mediators from the perspective of the number of hours and the contents of educational programmes in some member states of the European Union and some countries outside of Europe where family mediation is highly developed. The aim is to analyse the common and specific determinants with regard to the length of training, implementation of training and contents of training. The paper shows that there is no unified training practice for family mediators, and that the number of hours differs among the analysed countries. The educational programmes are conducted within professional associations and organisations that deal with family mediation or within faculties. A larger similarity can be observed in the contents covered by the educational programmes with regard to the knowledge needed for the implementation of family mediation, techniques and methods, principles, values, legal and psychosocial aspects of understanding the contents and procedures of mediation. Apart from theoretical aspects, attention is given to the methods of teaching which motivate practical implementation during the teaching, as well as direct practical work accompanying supervision. Key words: family mediation, education, number of teaching hours, content of education
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