1. Mobility of the UBG students in the process of education for social services delivery and social policy creation Jelena Vidojević, Mg, Assistant FPN UBG Niš, 27.03.2015.

2. Assessment of vertical mobility among the UBG faculties/1 1) Faculty of Political Sciences  Master academic studies SP (higher education in social-humanistic field), master academic studies SW (completed undergraduate studies of social work).  Doctoral academic studies of Political Science – Social Policy and Social Works (general requirements No of ECTS, duration of studies and the average grade, „formal education and professional experience“, as well as „published academic papers in the field“).  More flexible enrolment policy at the 3 rd cycle studies.

3. Assessment of vertical mobility among the UBG faculties/2 2) Faculty of Law - Eligible for enrolling the 2 nd cycle studies are also the candidates who completed some of the relevant faculties within the group of social-humanistic sciences, with obligatory taking of appropriate additional exams. - The enrollment at the 3 rd cycle studies is conditioned with completed master studies at the home faculty, No of ECTS, average grade, subject to approval. - Extraordinary, a person who completed other master academic studies can be enrolled, but until then, apart from fulfilling the general requirements, the person is obliged to pass the additional exams defined by the Teaching Assembly.

4. Assessment of vertical mobility among the UBG faculties/3 3) Faculty of Special Education and Rehabilitation - Master can be enrolled also by candidates who completed their undergraduate academic studies at some of the relevant faculties, however after passing a qualification exam. - On enrolling the doctoral academic studies, similar as the FPN, only general conditions which the candidate has to meet are stated. 4) Faculty of Philosophy - At the Department of Sociology a differential exam is taken for the enrollment at the 2 nd cycle studies, the Department of Psychology defines differential exams depending on previous education, the Department of Pedagogy and the Department of Andragogy require an interview with the commission, a motivation letter and a mentor’s approval of the “choice of mentor”. - Complementary criteria for enrolment at the doctoral studies.

5. Noticed problems and positive practices  Lack of the University’s supervision in implementation of mobility at the faculty level  Non-recognition of certain titles, as well as the lack of national occupational standards  Impossibility for vertical mobility towards master studies due to restrictive criteria (master academic studies of psychology, andragogy and pedagogy at the FF, master academic studies at the FASPER and rehabilitation and master academic studies of Social Work at the FPN)

6. Noticed problems and positive practices More flexible conditions for enrolment at doctoral studies Positive practice at master academic studies at the Faculty of Law, master academic studies of Sociology at the Faculty of Philosophy and master academic studies of Social Policy at the Faculty of Political Sciences.

7. Findings Mobility is extremely narrowly understood and insufficiently developed at the Serbian universities. Among the three universities and the faculties within them, there is a low horizontal mobility, with numerous objective and subjective reasons; Difficulties in vertical mobility (4 + 1 model of studies) The field of sociology and social policy is mostly open for vertical mobility, however without clear implications of such situation. The lack of national occupational standards regulating the scope of certain professions

8. Findings/2 Obvious need for education and employment of a large number of social workers in the coming period. Need for differentiation in the field of social work and social policy. A need recognized in practice for acquisition of new knowledge in the field of social work, social policy and social pedagogy. Faculties educating professionals for a broader field of social inclusion, particularly for the social protection system, often omit the studying of terms and concepts of social exclusion and inclusion, their dimensions, policies and particular activities that professionals should carry out in practice.

9. Lessons Thorough reconsideration of existing programmes of education in the field; Development of new study programmes and improvement of the contents of the existing ones at all three observed universities; Development and adoption of national occupational standards in accordance with contemporary knowledge and demands of practice; Common education and practice in the field in order to respond to actual and complex demands of the society.