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B015898 - EDUCATIONAL & SOCIAL POLICY EDUCATION
Main information
Teaching Language
Course Content
Suggested readings
Learning Objectives
Prerequisites
Teaching Methods
Further information
Type of Assessment
Course program
Sustainable Development Goals 2030
Academic Year 2023-24
Coorte 2022 - Second Cycle Degree in SCIENCES OF ADULT AND CONTINUING EDUCATION AND SCIENCES OF PEDAGOGY
Course year
Second year - First Semester
Belonging Department
Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI)
Course Type
Single education field course
Scientific Area
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION
Credits
6
Teaching Hours
36
Teaching Term
18/09/2023 ⇒ 23/12/2023
Attendance required
No
Type of Evaluation
Final Grade
Course Content
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Course program
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Lectureship
Teaching Language
Italian
Course Content
Since the teaching 'Social Psychology' borrows from 'Pedagogy of Educational and Social Policies' the program is structured in all the same way.
Classroom activities are dedicated to the analysis of documents related to educational and social policies for job and their implementation. Documents, projects, practices will be discussed during the lectures taking into consideration also the comparative perspective
Classroom activities are dedicated to the analysis of documents related to educational and social policies for job and their implementation. Documents, projects, practices will be discussed during the lectures taking into consideration also the comparative perspective
Suggested readings (Search our library's catalogue)
For students who do not carry out the planned activities by the end of the course:
1. Sources that will be used and analysed for the project work related to the analysis of policies that each group of students/student will choose.
2. Sources that will be available in the dedicated Moodle Platform
3. Lavoro e formazione dei giovani
(Bertagna G., La Scuola Brescia, 2011)
4. Alternanza formativa. Radici storiche e attualità di un principio pedagogico (Potestio, A., Studium Roma, 2020)
For students who do not carry out the planned activities by the end of the course and opt for an oral exam:
1. Sources that will be available in the dedicated Moodle Platform
2. Lavoro e formazione dei giovani
(Bertagna G., La Scuola Brescia, 2011)
3. Alternanza formativa. Radici storiche e attualità di un principio pedagogico (Potestio, A., Studium Roma, 2020)
4. Comunità di pratica. Apprendimento, significato, identità (Wenger E., Raffaello Cortina Milano, 1998)
5. Il Walfare (Saraceno C., Il mulino, 2013)
1. Sources that will be used and analysed for the project work related to the analysis of policies that each group of students/student will choose.
2. Sources that will be available in the dedicated Moodle Platform
3. Lavoro e formazione dei giovani
(Bertagna G., La Scuola Brescia, 2011)
4. Alternanza formativa. Radici storiche e attualità di un principio pedagogico (Potestio, A., Studium Roma, 2020)
For students who do not carry out the planned activities by the end of the course and opt for an oral exam:
1. Sources that will be available in the dedicated Moodle Platform
2. Lavoro e formazione dei giovani
(Bertagna G., La Scuola Brescia, 2011)
3. Alternanza formativa. Radici storiche e attualità di un principio pedagogico (Potestio, A., Studium Roma, 2020)
4. Comunità di pratica. Apprendimento, significato, identità (Wenger E., Raffaello Cortina Milano, 1998)
5. Il Walfare (Saraceno C., Il mulino, 2013)
Learning Objectives
At the end of the course the student is expected to know and understand:
Constructs and theories to interpret educational and training events and develop professional identity.
In addition, the student must:
know how to apply the acquired knowledge in relation to: innovation and management quality in the field of education, training, orientation and continuous training in educational services, institutions, organizations and companies.
Specifically, it is expected to:
1. Know and understand the meaning of educational and social devices, the definition of strategies and implementation policies in micro, meso and macro contexts. Know some of the main Community documents defining strategic objectives and priorities in the educational and social fields2. Ability to place their professionalism within the Educational Policy Making 3. Ability to critically analyse the implementation of educational and social policies and measures and to read documents that give an account of them4. Knowing how to communicate the results of analytical surveys on educational and social policies and measures, adapting communication to environmental contexts and conditions5. Knowing how to build methods and tools for the analysis of policies in the educational and social field
6. Knowledge of the main theories of Social Welfare and Welfare State in relation to educational and social processes and consequent application of Educational Policy Making strategies in public contexts. Know and deepen the main devices for training alternation and employability and placement of these constructs in the educational and social planning process
Constructs and theories to interpret educational and training events and develop professional identity.
In addition, the student must:
know how to apply the acquired knowledge in relation to: innovation and management quality in the field of education, training, orientation and continuous training in educational services, institutions, organizations and companies.
Specifically, it is expected to:
1. Know and understand the meaning of educational and social devices, the definition of strategies and implementation policies in micro, meso and macro contexts. Know some of the main Community documents defining strategic objectives and priorities in the educational and social fields2. Ability to place their professionalism within the Educational Policy Making 3. Ability to critically analyse the implementation of educational and social policies and measures and to read documents that give an account of them4. Knowing how to communicate the results of analytical surveys on educational and social policies and measures, adapting communication to environmental contexts and conditions5. Knowing how to build methods and tools for the analysis of policies in the educational and social field
6. Knowledge of the main theories of Social Welfare and Welfare State in relation to educational and social processes and consequent application of Educational Policy Making strategies in public contexts. Know and deepen the main devices for training alternation and employability and placement of these constructs in the educational and social planning process
Prerequisites
Basic education in General pedagogy
Initial strategies of realignment and integration of the eventual critical-cultural gaps will be activated
Initial strategies of realignment and integration of the eventual critical-cultural gaps will be activated
Teaching Methods
The course is delivered in blended mode.
In particular, nine lessons of two hours each will be held in presence in which will be organized:
Laboratories for in-depth analysis and critical re-elaboration through cooperative learning strategies
Meetings with privileged witnesses at national and international level in order to acquire in reflective, dialogical and meta-reflective terms the profile of skills of the Educatinal Policy Maker
Presentations, video presentations, speeches and microspeeches organized by students or groups of students through the use of tools made available by the teacher on the Moodle platform
The remaining number of hours, for a total of 18 hours will be carried out online, through specific asynchronous activities published on the Moodle platform thus organized.
Video lessons of critical-reflective in-depth study by the teacher on the main constructs of the Course related to specific e-tivities and self-directed in-depth activities through the production of written texts, multimedia presentations, etc.
Provision of multimedia material, essays, articles, etc. related to specific tasks functional to the self-direction of learning and the communication of contents in the classroom by students.
In particular, nine lessons of two hours each will be held in presence in which will be organized:
Laboratories for in-depth analysis and critical re-elaboration through cooperative learning strategies
Meetings with privileged witnesses at national and international level in order to acquire in reflective, dialogical and meta-reflective terms the profile of skills of the Educatinal Policy Maker
Presentations, video presentations, speeches and microspeeches organized by students or groups of students through the use of tools made available by the teacher on the Moodle platform
The remaining number of hours, for a total of 18 hours will be carried out online, through specific asynchronous activities published on the Moodle platform thus organized.
Video lessons of critical-reflective in-depth study by the teacher on the main constructs of the Course related to specific e-tivities and self-directed in-depth activities through the production of written texts, multimedia presentations, etc.
Provision of multimedia material, essays, articles, etc. related to specific tasks functional to the self-direction of learning and the communication of contents in the classroom by students.
Further information
Nothing
Type of Assessment
For Attending Students, the course includes ongoing formative assessment activities, provided for asynchronous activities and face-to-face assessment activities through multimedia presentations.
These activities will take the form of workshops and reports prepared by individual students or groups, according to indications that will be provided during the lessons.
The reports of the laboratory activities, inserted in the Moodle platform according to the indications that will be provided during the lessons, constitute the subject of final evaluation. To take the exam it will also be necessary to draw up a project work, with multimedia methods that will be indicated in the classroom.
The project work must concern the study by students of one more policies of their interest in the educational-social field through the analysis of programmatic documents, implementation and evaluation (of result and, where possible, impact). The project work must be included in the Moodle platform in good time before the exam session. Indications will be provided on the format of the report during the lessons.
The final exam is always configured as a summative evaluation and also includes the administration of a self-assessment form based on the objectives of the course. For students who do not participate in ongoing training activities by the end of the course delivery, the preparation of the bibliography of the course is required and will consist of an oral interview consisting of three questions on the topics exposed by the bibliography related to the general objectives of the Course.
These activities will take the form of workshops and reports prepared by individual students or groups, according to indications that will be provided during the lessons.
The reports of the laboratory activities, inserted in the Moodle platform according to the indications that will be provided during the lessons, constitute the subject of final evaluation. To take the exam it will also be necessary to draw up a project work, with multimedia methods that will be indicated in the classroom.
The project work must concern the study by students of one more policies of their interest in the educational-social field through the analysis of programmatic documents, implementation and evaluation (of result and, where possible, impact). The project work must be included in the Moodle platform in good time before the exam session. Indications will be provided on the format of the report during the lessons.
The final exam is always configured as a summative evaluation and also includes the administration of a self-assessment form based on the objectives of the course. For students who do not participate in ongoing training activities by the end of the course delivery, the preparation of the bibliography of the course is required and will consist of an oral interview consisting of three questions on the topics exposed by the bibliography related to the general objectives of the Course.
Course program
1. Pedagogy and educational and social policies. Semantic and conceptual momentum.
2. Concepts and definitions of Strategy, Tactics. Concepts of Politics and Policies. The social and educational question of welfare 3. The concepts of strategy and policies in some Community and national documents and referring to the implementation of educational and training policies. The analysis of the concept of policy implementation measures, some tools, exercise on the definition and description of some measures of educational policies4. Introduction to the method of critical analysis of educational and social policies and to Embedded design5. The drafting of a report analysing educational and social policies 6. Educational perspectives in the fourth sector and benefit companies.
7. Articulation of training and education in Academies and ITS8. Classroom discussion of a proposal for policy analysis
2. Concepts and definitions of Strategy, Tactics. Concepts of Politics and Policies. The social and educational question of welfare 3. The concepts of strategy and policies in some Community and national documents and referring to the implementation of educational and training policies. The analysis of the concept of policy implementation measures, some tools, exercise on the definition and description of some measures of educational policies4. Introduction to the method of critical analysis of educational and social policies and to Embedded design5. The drafting of a report analysing educational and social policies 6. Educational perspectives in the fourth sector and benefit companies.
7. Articulation of training and education in Academies and ITS8. Classroom discussion of a proposal for policy analysis
Sustainable Development Goals 2030
Quality Education, sustainable community and city, partnerships for goals