Socio-educational activity of students in the framework of social projects

Abstract

This article focuses on the organization and implementation of social projects, programs and their importance for future professionals such as teachers, social educators, social workers, psychologists and others. Based on the experiences of the NGO “Vinnytsia City Organization for Social Development of specific categories of vulnerable youth “Parostok”, authors presented a brief methodological overview to encourage students to social and educational activities. This allowed to partially characterize the areas of interaction between public authorities, civil society institutions and higher education institutions. Also, the authors presented practical examples of cooperation between social institutions; the training of specialists in the educational and social spheres to provide services to crisis categories of the population in terms of social benefits and educational management. The aforementioned allowed to reveal the purpose of authors’ research from the scientific and pedagogical perspective; reveal the social significance of project activities; explore the main factors of successful socio-pedagogical activities in various projects; explore issues related to educational management (goals, objectives). The experience gained in the implementation of social projects and their administration provided an opportunity to present the educational potential of interaction between social institutions and higher education faculty prepare for volunteer, planning, administrative, and socio-pedagogical activities of future professionals. Authors also stressed the importance of such work from the pedagogical management viewpoint, which is also evident in the article’s conclusions and identifies areas for the further scientific development. The presented results do not cover the whole range of organizational cooperation in preparing students for socio-pedagogical activities, development and implementation of social projects and programs. However, paper outlined a wide range of opportunities for further scientific research and development by various specialists in education and human resourcing. It can be used by a wide range of professionals who plan to join the project activities.

Algorithm for Ensuring and Implementing Social Projects in the Context of Globalisation (Comparative Aspect)

“…Although we have already partially started presenting our experience. We partially revealed the potential for interaction in the international field of socially responsible projects in our previous publication (Sarancha, Khilya, 2020). We presented projects that were implemented with the participation and support of international investment () and directly involved student youth.…”

“…We have already disclosed the essence of our activities within the framework of social projects and the involvement of future specialists in their implementation (Sarancha, Khilya, 2020). But more on that later.…”

Tolerant Attitudes Towards Persons With Special Educational Needs as a Component of Professional Training for Teachers in Higher Education Institutions

“…During the offline training such journeys were not virtual, they were real, where students had the opportunity to engage in communication with specialists from social protection institutions, or public organizations, to interact directly with children; • especially for students who had the most motivation, we offered participation in activities within the framework of social projects, during which students had the opportunity to go through all stages of communication with children with special educational needs and learn to interact with the child's family, members of society, activists, as well as specialists who organized and provided socio-pedagogical support for children. (Sarancha & Khilya, 2020); • and also, the organization of the educational process in the format of interactive learning, which provides for "the involvement of training participants in the educational process, which allows them to see, hear and apply their knowledge in practice. Students are actively involved in the learning process, and the trainer's tasks are to plan and facilitate the educational process (Naida, 2018).…”

Implementation of the European Experience of Social Inclusion in the Training of Specialists of a Socio-Economic Profile (Ukrainian Context)

“…• summer schools as events to engage student youth in volunteer activities, aimed at building basic skills for working in an environment of inclusion and diversity, developing empathy and teamwork, in some cases facilitating the learning of languages, in particular sign language (Hartas et al, 2008); • in the use of empowerment pedagogy (Hroshovenko, 2018); • participation in the implementation of social projects (Sarancha & Khilya, 2020). Each of the offered technologies had the purpose directed on development of competences necessary for the further professional formation of the expert of a socio-economic profile.…”