The article focuses on developing links between Higher Education Institutions (HEIs) and those Non-Governmental Organisations (NGOs) that are concerned with social understanding, tolerance and respect for human rights, in developing the citizenship education/developing identities curriculum in higher education. Scholars from Ireland, Lithuania, Finland and Poland share ideas about the cooperation between HEI and NGO in developing curriculum for education for Active Citizenship. Some general conclusions are based on the results of case studies.

The authors of the article deal with the issues of developing active citizenship of social pedagogue during their field work at schools and other social institutions. The main objectives of the article is to disclose theoretical premisses for educating active citizenship, to discuss the practise so titled as an Asistent pedagogue practise in the frame of whole structure of pedagogical professional practices; to analyse the possibilities for development active citixenship of social pedagogues during their practices. Research method used is analyses of research literature and students reports. Theoretical part of the article is devoted to analyse the practice of pedagogs and to disclose the main competencies of active citizenship as: cognition and research of the society, participation and initiation of change at the community, developing and strengthening social relations. The second part of the article presents and analyses the tasks fulfilled by studentssocial pedagogues during their practice at schools and social institutions. The main conclusios are drawn up and they are based on the data analyses of literature and students reports: social opedagogues have great possibilities to develop their own active citizenship competencies during field work at schools and other social institutions, but some of the tasks has to be drown with more stress to studenst participation in school community lives.