There is a good agreement for professional collaboration in order better knows the child’s needs, improve skills, forms and ways of co-operating. The co-operation has a significant impact on education, crime prevention, improving achievement. Social pedagogues and class tutors agree on child educating problems, discuss the ways and forms how to solve these problems. Studies have shown that social pedagogues of Child Care homes miss at school the competence of class tutors for deeper awareness of a child, a closer communication with him, positive behaviour training, and stimulating of motivation to learn. School class tutors miss working completeness, sincerity, coherent and concrete actions, confidentiality, and cooperation competencies.

Social work as professional activity is spread through all over the world, but in Lithuania it is a new type of activity as only after the independency and changes of the political situation a possibility to legalise a profession of a Social Worker has become real. Success of the Social Work Graduators in entering the labor market is one of the most important indexes of study quality assessment. This article intends to discuss the Lithuanian situation of social workers preparation, also the professional career opportunities; introduces a list of Lithuanian higher schools that prepares social workers with the focus on the beginning of study programme realisation; discusses opportunities of the Social Work Graduators in entering the labor market according to labor forecasts and the situation of the social work specialists at labor marked in 6 recent years considering the context of demand and supply. The article introduces the situation of LEU Master Degree Social Work Graduators at labor market according to the employment level after Master Degree studies.

In the modern society it is increasing attention to the effective conflict management in schools, but in Lithuania there is one of the biggest scale of bullying in Europe, children and youth aggression which shows that there is still not found appropriate measures to solve these problems. The aim of this article is to discuss innovative methods of conflict management in schools integrating mediation in social pedagogy. Research methods: analysis of the literature, documents and the questionnaire of social educators (questionnaire). The study on the social teachers’ approach to the existing school conflicts working in various schools of general education, their management techniques and mediation integration in social pedagogy possibilities revealed that at schools they daily faced with the disagreements of the students (this was stated by almost half of the respondents), and to the solution of these disagreements the social teachers devoted considerable time: a third of respondents devotes 4 hours for the conflict management or more hours a week, a quarter – 2–3 hours a week. These results reveal the need of the innovative ways of conflict management in schools, integrating mediation in social pedagogy, to ensure a constructive conflict management and a consistent and long-term effect.