The participatory approach to competence-based training of junior bachelors in social work: experience of practical implementation
DOI:
https://doi.org/10.25128/2520-6230.25.1.9Keywords:
соціальна робота, компетентнісний підхід, партисипативний підхід, фахова передвища освіта, освітньо-професійні програми, підготовка соціальних працівників, залучення стейкхолдерів, інтегрована модельAbstract
The article is dedicated to analyzing the integration of participatory and competency-based approaches in the training of professional junior bachelors in the field of Social Work. The authors examine the current state of educational programs in Ukraine, identifying issues related to the fragmented involvement of stakeholders and the influence of the traditional didactic model, which limits students' competency development. The study explores the experience of implementing the participatory approach using the example of the Economics and Law Vocational College of Zaporizhzhia National University (ZNU) and evaluates its effectiveness in aligning students' competencies with contemporary demands in the labor market and the social sector.
Special attention is given to the mechanisms for engaging employers, academic staff, graduates, and students in the development and revision of educational programs, ensuring a strong connection between theory and practice. The study determines that the participatory approach helps eliminate key shortcomings of the competency-based approach, particularly bureaucratization and the disconnect between educational standards and the real challenges of professional practice.
The article summarizes the experience of using interactive teaching methods, such as practical modeling of social cases, volunteer activities, research projects, guest lectures, and panel discussions. Potential contradictions between the competency-based and participatory approaches are identified. An excessive focus on professional competencies may lead to a narrowing of educational content and a weakening of general humanitarian training, contradicting the humanistic model of education. At the same time, integrating theoretical and practical components within an integrated educational model can provide a balance between fundamental knowledge and professional skills.
The practical significance of the research lies in the possibility of scaling the acquired experience to other institutions of professional pre-higher education and developing recommendations for improving educational programs. Future research prospects include the development of an integrative model for adaptive updates in social work training, assessment of the effectiveness of participatory methods in competency-based education, and integration of international experience into the national system for training social workers.
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Copyright (c) 2025 Olena Malovichko, Serhii Malovichko, Oleh Masiuk, Taras Butchenko
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