Social work and education

FROM PATERNALISM TO PARTNERSHIP (REVIEW OF THE BOOK “DEVELOPING THE STRENGTHS OF SOCIAL WORK CLIENTS” BY TETIANA SEMIGINA AND OLHA STOLIARYK)

2025-02-09T22:30:33+02:00

MSMEs, digital transformation economy during pandemic in Indonesian

2024-10-25T08:07:22+03:00

This study aims to determine how Micro, Small, and Medium Enterprises (MSMEs) as a form of people's economic product and digital transformation are able to strengthen the Indonesian economy during the Covid-19 pandemic which is recognized internationally as one of the countries with a strong economy during the pandemic. This study uses documentation in the form of published articles, with the criteria for selecting articles as samples based on publications in nationally accredited journals and international journals indexed by Scopus, then analyzed using a thematic analysis approach. Based on the study, it was found that through product diversification strategies, business process innovation, digitalization, and collaboration, MSMEs have been able to survive and even thrive. Increasing digital literacy and access to information technology are the keys to the success of MSMEs in facing future challenges. The government and financial institutions have an important role in supporting MSMEs by providing access to financing, training, and development programs. Recommendations to strengthen the role of MSMEs in the Indonesian economy include : Increasing access to easier and more affordable financing, especially for MSMEs who want to switch to digital business. Increasing training and mentoring programs to improve the competence and capacity of MSMEs. Building a strong and MSMEs-friendly digital ecosystem, by providing online platforms, digital infrastructure, and easily accessible digital services. Strengthening collaboration between MSMEs, government, and private institutions to encourage innovation and product development.

Gender-based violence: vulnerable groups of women and strategies for their protection

2024-01-17T14:41:25+02:00

The paper is grounded in the critical research paradigm aimed at identifying structural inequalities and systemic barriers that hinder women’s access to social justice. The study analyzes categories of women facing high risks of violence, discrimination, and limited access to social and legal resources. Particular attention is given to women with low incomes, unemployed women, sex workers, women with substance dependencies, women living with HIV, women with physical or mental disabilities, representatives of ethnic or religious minorities, migrants, refugees, transgender women, women with experiences of violence or living in conflict or disaster zones and others.

Key risks for these categories include economic dependence, social isolation, stigmatization, legal vulnerability, physical and psychological fragility, and limited access to support. The article highlights the primary challenges, such as social stereotypes, discrimination, and the lack of tailored assistance mechanisms.

Special attention is given to protection and support strategies designed to address these issues. Proposed measures include developing economic support programs, ensuring access to legal assistance, rehabilitation and reintegration, specialized programs for women living with HIV, creating safe conditions for women seeking help, adapting services to cultural and linguistic specificities, and organizing shelters and emergency support.

The paper emphasizes the importance of cross-sectoral collaboration, raising awareness about women’s rights, and creating accessible assistance mechanisms. The proposed approach aims to eliminate structural obstacles and promote social integration, which is essential for reducing violence and discrimination levels.

Analysis of Social Work Educational Programs in Ukraine: Institutional Aspect

2024-09-13T16:32:42+03:00

Education in social work in Ukraine is gradually becoming institutionalized, as evidenced by the standardization of educational programs and the expansion of educational entities providing both formal and informal learning. The purpose of this desk study, conducted within a critical research paradigm, is to analyze the current state of social work education programs, including an examination of their geographic distribution, levels of training, and alignment with existing educational and professional standards.

The analysis reveals that as of 2024, Ukraine has 127 higher education institutions (HEIs) offering training in the specialty 231 “Social Work” and 43 vocational education institutions preparing qualified workers in the specialty 5133 “Social Worker.” Additionally, one qualifications center has the authority to confer professional qualifications such as “Social Worker,” “Social Work Specialist,” “Early Intervention Specialist,” and “Veterans and Demobilized Persons Support Specialist.” At the same time, certificate programs and other forms of informal learning are being implemented.

Educational programs at HEIs largely lack specialization (one of the most common being social pedagogy). Furthermore, a notable asymmetry between supply and demand in the social work labor market in Ukraine is observed. The analysis also shows that educational programs face challenges due to the lack of harmonization among national higher education standards, professional standards, and state social service standards, while procedures for awarding professional qualifications remain unclear and inconsistent.

Key recommendations have been formulated to harmonize professional and educational standards, expand educational program specializations, and standardize procedures for awarding professional qualifications.

Distance education in higher education institutions in Ukraine during war: challenges and adaptations

2024-11-24T10:16:29+02:00

The article aims to draw the attention of the academic community and social work practitioners to the analysis of the dynamics of distance education development in higher education institutions of Ukraine during the war. The study discusses the consequences of the war for traditional educational systems and for higher education institutions in particular. It also gives a brief overview of the scale of displacement universities from the temporarily occupied territories, the number of students, institutions, and teachers.

The purpose of the research is also to analyze the impact of the hostilities on students and faculty, the organization of the educational process, challenges, and adaptation strategies based on the example of representatives of three higher education institutions, with whom four in-depth interviews were conducted. This material is presented in three dimensions: sustainability, challenges, and adaptation. The article analyzes issues such as technical problems, geographical dispersion of students and faculty, mental health support and stress management, security issues, etc. Different adaptation strategies used by different types of universities - displaced and non-displaced - that use online learning to ensure continuity of education are characterized. The positive impact of distance education and the disadvantages educators and students face are highlighted. Additionally, it identifies pressing challenges faced by operational institutions, requiring attention at multiple levels.