Lifelong Learning and Development for Social Workers

• Authors: Zuzana Budayová , Michal Svoboda , Marek Kóša , Catalina Tudose , Irma Igorevna Molchanova

Abstracts

EN

Aim. In the paper, the authors demonstrate the influence of the education and educational level of social workers on the quality of social work as a profession that helps people in unfavorable situation. They point to the importance of lifelong learning, which is essential for advancing the knowledge and competences of social workers in practice. Concept. Lifelong education for social workers is currently a necessity for their functioning not only on the basis of the rapid, dynamic changes in their problems and social clients, but also for rapid and dynamic changes in the use of methods and techniques of social work. Method. The study deals with the educational development of employees in the profession of social worker. It defines and identifies forms of continuous education of social workers, which can have different methods and which can result in different competencies of a social worker. Results. The study confirms that the lifelong learning of social workers requires constant access to support and information about education, but also to set opportunities and thus facilitate access to the education of social workers. It is necessary to realise that the competences of the social worker must be in accordance with the education that the social worker has. Conclusion. The scientific articles and contributions that we offer in this study point to lifelong learning, which has the effect of expanding the possibilities of a social worker’s work with several types of clients, increases his competences and thus acquires a lot of knowledge and skills that are subsequently applied in practice.

Keywords

EN

education; lifelong learning; social worker; competencies; profession

• Publisher: Fundacja Pro Scientia Publica
• Journal: Journal of Education Culture and Society
• Year: 2022
• Volume: 13
• Issue: 2
• Pages: 359-368

Dates

published

2022

Contributors

author

Zuzana Budayová

• Faculty of Theology, The Catholic University in Ružomberok Spišská Kapitula 12, Spišské Podhradie, Slovak Republic

• https://orcid.org/0000000261713384

author

Michal Svoboda

• Faculty of Education, University of West Bohemia Veleslavínova 42, 306 14 Plzeň, Czech Republic College of Applied Psychology Akademická 409, 411 55, Terezín, Czech Republic

• https://orcid.org/0000000286657403

author

Marek Kóša

• Department of Technology and Information Technologies, Faculty of Education Constantine the Philosopher University in Nitra Dražovská 4, 949 74 Nitra-Zobor, Slovakia

• https://orcid.org/0000000180751864

author

Catalina Tudose

• Department of Clinical Neurosciences, Faculty of Medicine, University of Medicine and Pharmacy “Carol Davila,” 020021 Bucharest, Romania

• https://orcid.org/0000000173007973

author

Irma Igorevna Molchanova

• Russian language department, Institute of Russian language Peoples’ Friendship University of Russia (RUDN University) Miklukho-Maklaya 6, 117198 Moscow, Russia

• https://orcid.org/0000000297202914

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Identifiers

DOI

10.15503/jecs2022.2.359.368

Biblioteka Nauki

18105036