Social Inclusion in the Syllabi at the University of Belgrade Assistant professor Natalija Perisic Nis, March 26-27, 2015

Terms of reference (1) Aim of the analysis: to identify topics relevant for social inclusion and social exclusion in the syllabi. Main research questions: what is the level of qualifications held by the professionals working with those (at risk of) social exclusion and which competencies do they have?

Terms of reference (2) Process of the analysis: 1) to determine the compliance between the study objectives and statements of objectives within individual courses and social inclusion related topics. 2) to demonstrate the presence / absence of social inclusion related topics. Levels of the analysis : 1) cognitive topics and 2) applied knowledge.

Terms of reference (3) Targeted groups: Professionals in the social welfare system: - Faculty of Political Sciences – social workers; - Faculty of Philosophy – psychologists, pedagogues, andragogues, sociologists; - Faculty of Special Education and Rehabilitation – special education teachers; - Faculty of Law – B.Sc. in Law.

Theoretical framework (1) Social exclusion vs. social inclusion – the concept evolution in the EU. Dimensions of social exclusion in the EU – financial poverty and inequalities; economic activity; educational deprivation; health; material deprivation; child welfare; housing. Vulnerable groups in the EU – youth; migrants; low qualified people; poor employees; homeless people; Roma; persons with disabilities.

Theoretical framework(2) Social exclusion vs. social inclusion– concepts’ adaptation in Serbia. Dimensions of social exclusion in Serbia– financial poverty and deprivation from existential needs; employment and labour market; education; social and child welfare; pensions; health; housing; human rights and social participation. Vulnerable groups in Serbia – children; refugees and internally displaced persons; women; LGBTI persons; Roma; persons with disabilities.

FPS – Social Workers Department of Social Policy and Social Work provides for theoretical and applied knowledge from the fields of political sciences, sociology, psychology, economics and laws, with an emphasis on the disciplines in social policy and social work. The concepts of social exclusion / inclusin are present, as well as all indicators and all vulnerable groups. Along with theoretical knowledge, there are skills’ development for work with vulnerable groups.

FF – Pedagogues There are no concepts of social exclusion / inclusion, albeit there is the topic of inclusive education. The most prominent connection is with the indicators of education, health and child care, while the children are the most represented vulnerable group. Along with theoretical knowledge on the abovementioned indicators, there are skills’ development for work with children with special needs.

FF – Andragogues The majority of syllabi are not available. The following curses could be relevant: - at the basic level: education of adults, civil activism and human rights, education of adults on environment; at the master level: education of adults in social welfare; at the PhD level: life-long learning. Among those available, the most represented indicators are education and employment.

FF – Sociologists The concepts of social exclusion / inclusion is present. The majority of the courses are relevant for the cognitive level. The most represented indicators are of financial poverty, inequalities and material deprivation, as well as social participation. Courses relevant for the level of skills relate to problem analysis and creating ways for their solving.

FF – Psychologists The majority of courses relevant for the social exclusion relates to theoretical knowledge of family, children, family relations and education, work (including career counceling) and mental health. For the skills’ development, the courses related to social pedagogy and psychology of children with special needs are relevant.

FSEH – Special Education Teachers Courses relevant for the majority of profiles are within one course in sociology. Along with that, two profiles get to know social inclusion within additional, specific course. The exception are special pedagogues, who require knowledge of the indicators of education, social participation, social and child welfare, as well as care of elderly and sick.

FL – B.Sc. in Law Syllabi are not available. The following courses could be relevant: - at the basic level: basics of sociology with sociology of law, family law, human rights, international humanitarian law, labour law, gender law, international labour law, social rights; at the master level: domestic violence; at the PhD level: international law of human rights, social security law, family law and children rights.

Conclusions and recommendations Certain important topics are not covered or at least they are not mixed well within and between syllabi for different professionals. Frequently, the very concept is absent, as well as policies and activities for their overcoming. As a rule, the context is missing (social policy and social welfare). Level of skills should be generally improved.