The article discusses and analyses the role and activity possibilities of a social worker in the rural community. The role of a social worker in the rural community was researched through possibilities of social educational inclusion in order to ascertain the conditions of empowering activity, internal attitudes of community members in the aspect of empowering, collaboration level among different institutions. The results of the qualitative research performed at nine rural elderships of different districts in Žemaitija region revealed difficulties faced by social workers in rural areas integrating people into the active life applying educational means. The essential obstacles, which prevent rural people from opening for social – educational inclusion, include their conservative thinking, habit to live only on social benefits, their prevailing pessimism and apathy.

This article examines the reality of protecting social educators’ rights and the feasibility of performing their duties as they occur in practice. The authors introduce the importance of the topic, review the scientific literature of social teach-ing and discuss topics such as managerial performance, image making, and other comparative aspects. The main focus of the authors is to analyze the results of empirical research regarding the feasibility of the rights and obligations of social work educators in the field. Applying the method of written survey, the sample of the research consists of representa-tives from a variety of Lithuanian cities and districts around the country. These social educator consultants not only represent their cities and districts but are also best aware of the situation because they have both local and national con-cerns in view. The study revealed that despite the establishment of educational institutions for social educators over a decade ago, social educators still continue to deal with the same difficulties as it relates to their duties and rights. For example, relatively few social educators have the opportunity to develop professionally, many of them lack professional communication with other specialists in the school community, and many school principals lack education and compe-tences to evaluate fairly and objectively competencies of a social educator, and , therefore, insufficiently support the pro-fession. The survey also showed that most of the social educators are dissatisfied with their working and material condi-tions, society’s attitude and insufficient attention of parents to representatives of this youngest profession in Lithuania. The article presents a detailed analysis of responses to open questions collected from consultants of social educators, which highlights the relevant problems related to improvement of the indicated problems.

The article discusses the role of parents in development of their children’s sense of communality, children’s understanding of communality and expression of it in their relations to the surrounding environment. To achieve the aim, a quantitative research (a written survey) was conducted which highlighted that parents develop communality of their children by demonstrating examples on how to behave with relatives, by encouraging them to celebrate traditional Lithuanian festivals together with their family members. Less attention is paid towards nurturance of child’s communality in the neighbourhood and society. These facts illustrate that parents do not always give their children appropriate examples on what relations should be maintained with the neighbours, they are not actively involved into community activities organised by town, village or rural municipalities.

The article analyses theoretical and empirical premises of the educational system applied in a socialization centre as a complex fac-tor empowering further formal learning of school learners. The first part of the article, referring to the performed analysis of scientific literature, reveals the factors determining further formal learning of school learners at a socialization centre such as competence-based, social-psychological and organisational factors. The conducted thorough analysis of scientific literature allowed for creation of the theoretical model of educational sys-tem at the socialisation centre, which later served as a basis for the em-piric research, i.e., the questionnaire survey of educators and learners of socialisation centre. The second part presents the results and conclusions of the survey of teachers and school learners of the socialization centre. The conducted quantitative research revealed the opinions of both the teachers and school learners of the socialization centre, their viewpoints to future goals, interferences in overcoming difficulties of their life and learning. The competences and abilities of the teachers in empowering the school learners for their further formal learning were identified. The article highlights what features of their behaviour and character may prevent them from achieving the goal of their further career. The authors make attempts to compare the answers of the centre’s teachers and the school learners to find out differences and similarities. The article pre-sents the theoretical model of empowering educational system of the so-cialization centre, which can serve as a methodological basis for further researches on a similar topic.