Menù principale
B015789 - BASICS OF ADULT EDUCATION AND CONTINUAL DEVELOPMENT
Main information
Teaching Language
Course Content
Suggested readings
Learning Objectives
Prerequisites
Teaching Methods
Type of Assessment
Course program
Academic Year 2014-15
Coorte 2014 - Second Cycle Degree in SCIENCES OF ADULT AND CONTINUING EDUCATION AND SCIENCES OF PEDAGOGY
Course year
First 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
12
Teaching Hours
60
Teaching Term
22/09/2014 ⇒ 19/12/2014
Attendance required
No
Type of Evaluation
Final Grade
Course Content
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Course program
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Lectureship
Teaching Language
Inglese
Course Content
This course is concerned with the theories of educational action explaining and -potentially- leading the improvement of policy making processes as they relate to training and lifelong learning. It will be sets out a framework through which it is possible to analyse processes of innovation in lifelong learning policy. It provides some illustrations of the utility of the framework focused on this topic in a number of European states.
Suggested readings (Search our library's catalogue)
Federighi, P., Adult and Continuing Education in Europe:
Pathways for a skill growth governance, Bruxelles, Europen Commission
and one of the following books
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs: Prentice Hall/Cambridge.
Knowles, M. S., et al. (1984). Andragogy in action: Applying modern principles of adult education. San Francisco: Jossey-Bass.
Knowles, M. S. (1986). Using learning contracts. San Francisco: Jossey-Bass.
Knowles, M. S. (1989). The making of an adult educator: An autobiographical journey. San Francisco: Jossey-Bass.
Knowles, Malcolm; Holton, E. F., III; Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Burlington, MA: Elsevier.
Federighi, P, et al (2013), A Guarantee System for Youth.
“One Step Ahead” Through Regional Policies, Firenze, FUP
Pathways for a skill growth governance, Bruxelles, Europen Commission
and one of the following books
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs: Prentice Hall/Cambridge.
Knowles, M. S., et al. (1984). Andragogy in action: Applying modern principles of adult education. San Francisco: Jossey-Bass.
Knowles, M. S. (1986). Using learning contracts. San Francisco: Jossey-Bass.
Knowles, M. S. (1989). The making of an adult educator: An autobiographical journey. San Francisco: Jossey-Bass.
Knowles, Malcolm; Holton, E. F., III; Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Burlington, MA: Elsevier.
Federighi, P, et al (2013), A Guarantee System for Youth.
“One Step Ahead” Through Regional Policies, Firenze, FUP
Learning Objectives
to know tools and devices supporting the implementation of educational and training institutional and organisational action
Prerequisites
knowledge of foundations of pedagogoy
Teaching Methods
Lessons and project work
Type of Assessment
presentation
Course program
1. Introduction
2. Definitions
2.1. adult
2.2. education/training
2.3. pedagogy/andragogy
2.4. morfology of educational actions:F/NF/INF/EMBEDDED
2.5. education of adults: goal and phenomena
2.6. historical elements
3. Theories
3.1. action learning theory
3.2. Macro/meso/micro andragogical dimensions
3.3. Typology of learning actions
3.4. andragocical factors and access dynamics
3.5. self directed learning and Learning outcomes
4. Iadult education systems
2. Definitions
2.1. adult
2.2. education/training
2.3. pedagogy/andragogy
2.4. morfology of educational actions:F/NF/INF/EMBEDDED
2.5. education of adults: goal and phenomena
2.6. historical elements
3. Theories
3.1. action learning theory
3.2. Macro/meso/micro andragogical dimensions
3.3. Typology of learning actions
3.4. andragocical factors and access dynamics
3.5. self directed learning and Learning outcomes
4. Iadult education systems