Kadangi užsienio šalyse plačiai tirtas, o Lietuvoje tik pradedamas išsamiau nagrinėti perdegimo sindromas, ypač socialinių paslaugų srityje, todėl straipsnyje apžvelgiami įvairių mokslininkų atlikti tyrimai analizuojama problematika. Naujumą atskleidžia tai, jog teorinės analizės ir empirinio tyrimo pagrindu analizuojama socialinių darbuotojų profesinį perdegimą sąlygojantys veiksniai ir įveikos būdai, priemonės, profesinio ir asmeninio tobulėjimo svarba ir galimybės, siekiant atskleisti jo sąsają su profesiniu perdegimu bei efektyvius įveikos būdus. Gauti tyrimo rezultatai išryškina socialinių darbuotojų patiriamą perdegimo sindromą, jo priežastis, apraiškas ir požymius, raidos kontekstą, įveikos būdus ir priemones, jų taikymo rezultatus, sąsajas su kvalifikacijos tobulinimu. Tyrimas patvirtina, jog kvalifikacijos tobulinimas – svarbus ir efektyvus socialinių darbuotojų profesinio perdegimo įveikos būdas.

Social justice in education is a research area aimed at providing equal opportunities for everybody to participate in the educational system. Research in the field of social justice rather focuses on formal education, in which the perception of the social justice concept depends on the attitude framed by the state – it is inseparable from the form of governance, the set of basic principles prevailing in society, as well as from the historical and cultural context. On the contrary, non-formal adult education, as a relatively convenient and most accessible form of adult education to upgrade or acquire new skills, involves occasional studies of these service providers in terms of social justice. It is also limited to the generalised perception of this phenomenon and, usually, to the contexts of its expression that are not always regulated by the state. Therefore, it is not clear how non-formal adult education addresses the problem of perceiving and expressing the concept of social justice, what role the state might play in ensuring social justice for adults in lifelong development and acquisition of new skills. The article raises the following problematic questions: How do adults perceive and experience social justice when participating in and engaging in non-formal adult education? How and in what ways does social justice exist in non-formal adult education? The aim of the article is to show the authentic experiences of study participants, by identifying the concept of social justice and expressions thereof in non-formal adult education. The results of the study demonstrate the controversy of the concept of social justice. This helped to confirm that there is no single definition of social justice that would be acceptable in all contexts of education. The following key forms of expression of social justice were pointed out by the study participants: equal opportunities, access, non-compliance of non-formal adult education services with participants’ learning needs, goals, and objectives. This has revealed a partial aspect of implementing social justice in non-formal adult education.

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This paper presents the findings of a study on attitudes of employees of business organisations towards changes in their development strategies in terms of learning and competence development. The study is based on the assumption that the lack of corporate staffs’ competences hinders innovation, impairs the quality of activities, while the engrained conventional approach towards staff training prevents from using workplace opportunities of self-study and competence development. The study identifies the following practical issue: conventional staff training, principles and methods of competence development that depend on direct and virtual learning are not always effective lately. An analysis of the research participants’ attitudes can help to answer the following problematic questions in more detail: are the acquisition of competences, trainings held, and employee learning considered identical phenomena? What is the efficiency of staff training and competence development activities or the learning tools applied? What does the application of the principles of staff training and competence development in an organisation mean in practice? The article, therefore, is aimed to analyse the changes in staff development strategies in terms of employee learning and competence development from the perspective of corporate staff.