In my thesis, I explore how many of the students feel ready for the profession of a social worker in their assessment and what are the main reasons for such an assessment. The theoretical part describes the history of social work in Slovenia, the beginnings of the Bologna process and the Bologna reform of the University of Ljubljana, as well as the success of the Bologna reform. I defined the concept of competencies and explained what their role was in education. In the conclusion of the introductory work, I focused on the employment of graduates in the context of the Bologna process where internship and professional examination are two important factors. My research was to find out whether students of the 4th year of the Faculty of Social Work are satisfied with the theoretical and practical knowledge acquired throughout the four years, whether they are satisfied with the subjects in the faculty, and what changes of the coursework would students suggest in order to be more prepared for the profession of the social worker. I was also interested in whether they have a sense of ability to pursue the profession of the social worker. My research is quantitative according to the selected data. Depending on the degree in the cognition process, it is descriptive and, ultimately, it is also empirical because I collected the data using a structured survey questionnaire. The survey involved full-time students in their 4th year at the Faculty of Social Work in Ljubljana in the school years 2018/2019 and 2019/2020. I found that students are quite satisfied with theoretical and practical knowledge as well as coursework, but they propose certain changes that would prepare them for the profession of social work even more. They think they are well prepared for the profession but would like to see more practical work in the faculty, more concrete experience in real life, and propose the introduction of subjects related to different areas where social workers perform their profession.
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