Menù principale
B024421 - EDUCATIONAL & TRAINING THEORETICAL MODELS & FOUNDATIONS FOR LIFELONG LEARNING (LM 57)
Main information
Teaching Language
Course Content
Suggested readings
Learning Objectives
Prerequisites
Teaching Methods
Type of Assessment
Course program
Academic Year 2015-16
Coorte 2015 - 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
72
Teaching Term
21/09/2015 ⇒ 22/12/2015
Attendance required
No
Type of Evaluation
Final Grade
Course Content
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Course program
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Lectureship
Teaching Language
English
Course Content
This course deals with the theories of educational action. It aims at explaining and -potentially- leading the improvement of policy making processes as they relate to training and lifelong learning. It will be set 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 European States.
Suggested readings (Search our library's catalogue)
Federighi, P., Adult and Continuing Education in Europe:
using public policy to secure a growth in skills, 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
using public policy to secure a growth in skills, 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 pedagogy
Teaching Methods
Lessons and project work
Type of Assessment
Oral presentation
Course program
1. Introduction
2. Definitions
2.1. Adults
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. Adult education systems
2. Definitions
2.1. Adults
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. Adult education systems