The article based on the analysis of publications in sociology over the past three decades, describes the changes in social policy of France, which are inevitably extrapolated to a system of social work in the country. The article shows how fears of excessive government interference in private lives of families were replaced by fears of passivity on the part of the state in relation to the most vulnerable groups of population.

This article outlines the approach to qualifying as a professional social worker in England. It begins by briefly examining the global definition of social work and its implication for the practice of social work. The policy and regulatory context in England in which reforms to social work education have taken place will be explained. Statistics will provide some indication of the numbers involved in the social work degree. The content and design of the social work degree will be explained, with an example of the structure and content of a degree programme. Practice Placements and the key role of the Practice Educator will be examined. Finally there will be an outline of proposed future reforms for the degree in England and a brief conclusion.

The article looks into principles and innovative mechanisms of developing higher education curricula, produced under the Bologna Process to ensure compatibility and comparability of diplomas and degrees and representing the innovative paradigm of higher education adequate to the knowledge-based society. Special focus is laid on the methodology developed under the European project “Tuning Educational Structures in Europe”.

The article analyzes the concept of “critical thinking”; identifies the peculiarities of its development in the educational process. Author considers the main stages in the development of critical thinking of students, and by means of examples of training module disciplines reveals certain educational technologies to develop critical thinking.

The gasp of subject language of social work theory and practice is the main forming component of social worker’s professional competences. The structure of educational process corresponds to the system of consistent mastering and learning conceptual and categorical complex of social work, developing skills of professional activity within the limits of different discourses of social work.

The article provides experience of professional education and training of social workers according the Bologna process which includes axiological and competence approaches as well as module structure. All these give an opportunity to students and Universities to vary the content of the curriculum flexibly, to ensure the integration of theory, practice and research activities in the learning process of students.

The article examines the main directions and perspectives of the social workers’ education reforms on the diversification basis in the international education integration context. Emphasis is given to the content and technology modernization in the social workers’ training in the Academy of Social Education as an actual implementation of the Bologna Declaration recommendations.

This article discusses approaches to reform of higher education in accordance with the requirements of the Bologna Declaration on the example of Adyghe State University. The article presents the work system on improving the readiness of the academic staff of the University for transition to the Bologna higher education model concerning training Bachelors of Social Work.

The article deals with the analysis of Bachelor Curriculum for Social Work developed within the program of EС TEMPUS and represented the application of training module structure of educational process, using ECTS (modules, training cycles), caused by the specific requirements to professional activity of social workers.

The article is guided by the idea of a great importance of foreign language training in the context of globalization in Europe. Tempus program realizes many activities aimed at the improvement of foreign language training in the framework of joint projects of European and Russian partners. The priority is to elaborate teaching materials and active methods to ensure a successful acquisition of foreign linguistic competences in the sphere of professional communication. The article proposes a model of training elaborated by the participants of project Tempus IV “Bachelor Curriculum for Social Work”.

The article is devoted to defining the role of educational knowledge in shaping the general culture and professional competencies of Bachelor of Social Work. The author analyzes the basic forms and methods of learning the humanities by students, such as lecture, seminar, independent work, interactive teaching methods in accordance with the Bologna requirements.

The article considers the questions about the quality of teaching courses to humanitarian students in the modernization of Russian education. It is also accented the necessity to develop specialized criteria for evaluating the quality of students knowledge and focused on the introduction of active forms and methods of teaching students in the educational process.

In this work the main approaches in teaching “History of social work” discipline are identified. Specific characters of the subject and its place in the system of specialists’ training are represented.

The article considers modeling as a method of getting professional and meaningful knowledge by students. It is illustrated by an example of Social Work Theory. The author describes the main types of modeling.

The article deals with basic principles, content, forms and methods of professional practice for Social Work students. The author proves the relationship between the professional practice and learning theories in high school. Much attention is paid to interaction between the high school and agencies providing practice for students. Article is supplied with attached documents which accompany undergraduate students practice training.

In article the problem of designing of modules “Practices” in preparation of the bachelor of social work is considered. The role of competence based, contextual, reflective approaches, and also of some the principles making a conceptual basis of designing of practice is revealed. As backbone the author offers modular-activity approach reflecting the requirements of the modular organisation of educational process and sequence of becoming complicated kinds of educational and professional activity of the student in the process of passing the practice.

The article introduces the concept of practice for Social Work students (Bachelor of Social Work) in accordance with the basic requirements of the Bologna Declaration. The practice is one of the forms of educational process and is regarded as an integrating component of personal and professional formation of a specialist.

The article presents the main points of the report author at Fifth Levitovskih readings in MGOU (15.04.2010). It reveals the connection between the basic concepts by N. Levitov of character, mental state and the development of modern social education in Russia. It also substantiate the continuity of social education in the context of the Bologna process and national psycho-pedagogical thought.

As a result of practical research, the author reveals the psychological barriers and difficulties that the higher school teachers face in the course of reforming their professional work during transition to bachelors and masters training. Psychological indicators of teachers’ attitude to modernization of the professional roles are considered.

The article is devoted to the implementation of design and task-centered training technology in the practice of training a social worker. The author examines the content and specificity of case-method in training the Bachelor of Social Work. Great importance is attached to monitoring the quality of professional social work education.

This article is devoted to the problems of developing the Bachelor Curriculum for Social Work. The specialization “social work in the family“ is satisfied the requirements of the society in the training of the specialists involved in planning, implementation and evaluation of social work. We analyzed the European experience of training social workers interacting with the family and it could be used new types and forms of education in the training modules.

The article presents the experience of Italian University «Tor Vergata», gained in the field of distance (e) learning. The author examines the peculiarities of distance (e) learning in comparison with traditional, describes the main stages of macro planning. The paper gives detailed description of the principles that need to be implemented by e- learning bachelors of social work.

The article explains the urgency and necessity of implementing the competency approach to social work professional training. Much attention is paid to the organization of the learning process using modern information technology. In this regard, the article provides an overview of the experience of e- learning for Bachelor of Social Work at the University “Tor Vergata” (Italy).