Social Pedagogy

Name of Study Programme:SOCIAL PEDAGOGICS
Type of Study Programme:Master's study programme, second cycle
Duration:2 years
Number of Credit Points (ECTS):120
Mode of study:Full-time/Part-time
Place of study:Koper
Professional title awarded:Magister/magistrica profesor/ profesorica socialne pedagogike mag. prof. soc. ped

 

The basic aim of the programme:
The aims of study programme is to educate a professional in the field of social pedagogy, who will work with groups, individuals and society and will implement the principles of educational, social and other forms of social-pedagogical work with different target groups. The aim of the programme is to train a teacher in educational and advisory work, penology, social management, leadership roles and professional research work.

The aims of the programme include the adoption of both theoretical knowledge and the competences of practical social-pedagogical activity and research work. They are oriented to the field of school, educational and counselling, to the field of institutional work, to the field of institutions for children and adolescents with disabilities, and specifically to work with behavioural and emotional problems, the areas of student homes, penological counselling, social management and leadership roles Autonomous, reflected, research ethical activities are integrated in the profile of the teacher. Achievement of aims will be checked with the evolution of the pedagogical process, with the internal and external evaluations and with feedback of students and other stakeholders.

General competences of the programme
a) Efficient teaching and education and social-pedagogic work:
- mastering and in-depth understanding of basic principles of planning, implementation and evaluation of learning and social-pedagogic process;
- taking account of developmental characteristics and individual differences of students and other participants of treatment in stimulating successful learning and social inclusion and analytical reflection of the application of knowledge in practice;
- efficient implementation of individualisation and differentiation of educational and other social-pedagogic work;
- creating an optimal learning and social-pedagogic environment through the use of different learning and social-pedagogic methods and strategies that promote the students’ mental activity, social integration and social inclusion and the appropriate planning of objectives, testing, and assessment;
- developing the ability of students and individual participants for lifelong learning, independent and worthwhile living, by developing strategies for autonomous learning and living;
- use of ICT in teaching and social-pedagogic work, i.e. the development of information literacy among students and other participants;
- in-depth understanding of the individual’s personal situation and the use of analytical methods and interventions for appropriate assistance, identifying students with special needs and in cooperation with other teachers and professionals, adapting work and space, and possibilities to their specificities;
- appropriate use of different ways of monitoring and scrutiny of the progress of students and other beneficiaries of social-pedagogic assistance in accordance with the objectives and giving constructive feedback;
- effective communication with children, basic school and secondary school students and other participants in education and other individuals in social-pedagogic assistance (hereinafter: learners and individuals and groups of social-pedagogic assistance) with target groups, developing a positive group atmosphere and good relations with learners, with individuals and groups of social-pedagogic assistance, and among themselves,
- developing linguistic communication skills of learners and individuals;
- developing social skills of learners and individuals;
- creating a safe and stimulating educational, learning, and social-pedagogic environment in which learners and the treated individuals feel accepted, in which diversity is respected diversity and autonomy and responsibility encouraged;
- creating clear rules related to the course of upbringing, teaching and carrying out the teaching and social pedagogical process and the organization of work in the classroom and for the class, or in the group and group;
- creating clear rules of behaviour and discipline in a class, a group based on respect for all participants;
- Successful confrontation, control and appropriate professional treatment of inappropriate behaviour, aggression, conflicts and the use of appropriate strategies for solving them;
- showing a positive attitude towards pupils, the population in question, understanding and respecting the pupil's and the social, cultural, linguistic and religious background of the learner, and other personal circumstances;
- preparation, management and evaluation of special pedagogic and social pedagogic projects;
- deep awareness and application of the ethical dimension of their operation and observation of them.

b) Cooperation with the working and social environment (with the society and in the society)
- quality cooperation with other staff at school, with other schools and institutions, as well as with experts in the field of education and permanent reflection of it;
- implementation and in-depth understanding of the importance of active cooperation with parents and other persons responsible for students and other participants in social-pedagogic treatment important for the treated individual;
- in-depth knowledge of deviant phenomena in society, their position in the framework of social pedagogy;
- in-depth understanding and reflective implementation of social-pedagogic preventive programmes in the local community,
- establishing partnership relations and cooperation with other schools, institutions in the school environment and professionals in the field of education at local, regional, national, European, and wider global level.

c) Qualification for professional development:
- the ability to self-critical reflection on own work and of its evaluation;
- improving the quality of own work with self-evaluation and further education and training;
- effective qualification for constructive cooperation in research and development projects aimed at improving the quality of educational and social-pedagogic work in general.

d) Organisational and leadership qualification with:
- in-depth knowledge of the profession and the regulations governing the functioning of school or the scope of social pedagogues and the institutions in which they operate;
- successful planning and time management, reflection and elaboration of the work process and achievements;
- analytically mastering of organizational and administrative tasks related to the planning, implementation, monitoring and evaluation of the learning process;
- efficient leadership of students, class community of students and coordination of the staff working with the class and social-pedagogic work with different target groups and interdisciplinary teams and various participating organizations;
- ability for team work and effective problem solving.

Subject specific competences of the programme:
- in-depth understanding of different social-pedagogic theories and applying it in practice;
- in-depth understanding and elaboration of institutional frameworks of work, influence of institutions on users and raising the awareness of their own involvement in institutions;
- in-depth knowledge and understanding of the theory of migration, of minority-majority relations;
- in-depth understanding and assessment of the processes of marginalization, stigmatization, social exclusion and prevention of these phenomena;
- critical selection and effective implementation of various forms of social-pedagogic work (e.g.: educational, preventive, advisory, compensational, social-integrative, etc.);
- independent preparation, leadership, monitoring, and evaluation of social-pedagogic projects (e.g. volunteer and preventive work projects, advocacy, self-help groups, etc.)
- in-depth understanding and use of counselling in the social-pedagogic field;
- critical selection and implementation of methods and techniques in counselling processes in the social-pedagogic field;
- in-depth understanding of different forms of addiction and of the possibilities of prevention and treatment of addiction and specific addictions;
- in-depth understanding of various delinquent groups and the reflective role of social pedagogues in working with inmates;
- in-depth understanding and analytical use of the concept of participation as one of the fundamental concepts in social pedagogy;
- in-depth understanding, critical selection, and application of skills for managing therapeutic communication and qualification for participation in multidisciplinary teams, diagnostic therapeutic programmes and in solving ethical dilemmas;
- in-depth knowledge, understanding, and development of an organizational model in social pedagogy;
- in-depth understanding and providing sense to social frameworks for the development of different concepts of social pedagogy in different countries;
- in-depth knowledge and understanding as well as application of various theories of stress management and the conception of preventive action for its reduction or elimination;
- in-depth knowledge and understanding, systematic selection and use of multimedia resources in social-pedagogic work;
- in-depth knowledge and understanding, systematic selection and use of theatrical pedagogy in social-pedagogic work,
- in-depth knowledge and understanding of the characteristics of different families, partnership relations, parental behaviour, relations between siblings and relationships with the extended family;
- in-depth understanding and correct assessment of appropriate forms and methods of working with parents and intergenerational relationships,
- in-depth knowledge and understanding of work in the field of work with the elderly,
- in-depth knowledge, systematic selection and application of basic methodological principles and elements of social pedagogy in the context of interpersonal relations and reflection;
- qualification for analytical and research work in the social-pedagogic field for the needs of the development of practice and the establishment and promotion of social pedagogy in public.

Curriculum:
The first study year comprises 8 compulsory subjects, 1 elective course and a social-pedagogical practice 1. In the 2nd year the student completes six compulsory subjects, two elective courses, Social-pedagogical practice 2 and prepares and defends the master’s thesis.

The student concludes the study when she/he has completed all the requirements defined by the programme.

Access requirements:
Candidates can enrol into the first year of the 2nd cycle study programme Social Pedagogy who have concluded:
a) study programme of the first cycle Social Pedagogy (ISCED field 14), adopted after 11 June 2004, in the extent of 180 ECTS credits;
b) another study programme of the first cycle adopted after 11 June 2004 in the extent of at least 180 ECTS credits in the professional areas belonging to ISCED field 14 (educational sciences and teacher training) or in the field social work if prior to enrolment they have concluded the study obligations essential for the continuation of the study; the obligations get determined in accordance with the difference between the professional areas and can amount to 10 and maximum 60 credits, which the candidate can conclude during the study at the first cycle, in further training programmes, or by passing examinations prior to enrolling the master’s study programme;
c) a study programme of the first cycle adopted after 11 June 2004 in the extent of at least 180 ECTS credits in other professional areas, provided before enrolment they have concluded the study obligations that are essential for the continuation of the study; the obligations get determined in accordance with the difference between the professional areas and can amount to 10 and maximum 60 credits, which the candidate can conclude during the study at the first cycle, in further training programmes, or by passing examinations prior to enrolling the master’s study programme; the candidate must also demonstrate previously acquired knowledge and competences in basic pedagogic subjects and subjects of the study programme Social pedagogy;
d) a university or higher education professional study programme adopted before 11 June 2004 in the corresponding fields of study, i.e. the fields that belong to the ISCED 14 field (educational sciences and teacher training) or in the area of social work provided prior to enrolment the candidate has completed the obligations essential for the continuation of the study; the obligations get determined in accordance with the difference between the professional areas and can amount to 10 and maximum 60 credits, which the candidate can conclude during the study at the first cycle, in further training programmes or by passing examinations prior to enrolling the master’s study programme;
e) a university or higher education professional study programme adopted before 11 June 2004 in the corresponding professional fields provided before enrolment they have concluded the study obligations that are essential for the continuation of the study; the obligations get determined in accordance with the difference between the professional areas and can amount to 10 and maximum 60 credits, which the candidate can conclude during the study at the first cycle, in further training programmes, or by passing examinations prior to enrolling the master’s study programme; the candidate must also demonstrate previously acquired knowledge and competences in basic pedagogic subjects and subjects of the study programme Social pedagogy;
f) equivalent education abroad.
In case of limited entry precedence is given to candidates who in the course of first cycle/ undergraduate studies have achieved higher grades (average grade, graduation thesis grade). In the sum the average grade represents 70 % and the assessment of graduation thesis 30 % of points.

Access to further study:
After concluding the second cycle master’s study programme graduates can continue their education on the third cycle doctorate study programmes.

Access to employment:
The graduates can be employed in all establishments / organisations engaged in early learning and teaching and in organisations that are indirectly involved with children or stimulating environment for children in their early age. The most frequently the graduates will find jobs in preschools and in basic schools. Due to the broad education profile and the acquired competences, the graduates will also be able to perform:
- the job and tasks of providing professional assistance in working with children in various public institutions (e.g. in schools and preschools) and those organizations that are engaged in activities for children;
- the job and tasks of the assistant headteacher and headteacher in preschool;
- the job and tasks of preschool teacher;
- new, innovative forms of work with pupils in leisure-time, extended stay, clubs, centres, etc.;
- the job and tasks of a professional in the mobile pedagogical service;
- with additional and appropriate habilitation the job and tasks of an assistant in study programmes related to early learning and teaching;
- organization and management of animation programmes for children;
- the job and tasks of professional counselling in the preparation of programmes for children on radio and television;
- duties in editorial and professional committees of printed and electronic media for children;
- tasks in cooperation with manufacturers of equipment, teaching aids and toys intended for younger children.

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