Menù principale
B024426 - HISTORY OF EDUCATION & TRAINING IN INSTITUTIONS & ORGANISATIONS
Main information
Teaching Language
Course Content
Suggested readings
Learning Objectives
Prerequisites
Teaching Methods
Type of Assessment
Course program
Academic Year 2020-21
Coorte 2020 - Second Cycle Degree in SCIENCES OF ADULT AND CONTINUING EDUCATION AND SCIENCES OF PEDAGOGY
Course year
First year - Second Semester
Belonging Department
Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI)
Course Type
Single education field course
Scientific Area
M-PED/02 - HISTORY OF PEDAGOGY AND EDUCATION
Credits
6
Teaching Hours
36
Teaching Term
24/02/2021 ⇒ 05/06/2021
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
THE VOCATIONAL EDUCATION AND THE LIFELONG LEARNING: FROM THE INSTITUTIONAL AND ORGANISED PERSPECTIVE TO THE LABOUR HISTORY
Suggested readings (Search our library's catalogue)
S. Ventura, "La politica scolastica", Bologna, il Mulino, 1998, soltanto il cap. I.
S. Musso, "Storia del lavoro in Italia dall’Unità a oggi", Venezia, Marsilio, 2002.
M. Nicoli, "Le risorse umane", Roma, Ediesse, 2015.
A text chosen from the following:
- F.M. De Sanctis, "L'educazione degli adulti in Italia", Roma ,Editori Riuniti, 1978;
- P. Causarano, "La professionalità contesa", Milano, Angeli, 2000;
- G. Maifreda, "La disciplina del lavoro", Milano, Bruno Mondadori, 2007; - "Storia del lavoro in Italia. vol. VI. 1945-2000", a cura di S. Musso, Roma, Castelvecchi, 2015 (i saggi di Causarano sul fordismo, di Melis sugli impiegati, di Pirro sul post-fordismo).
S. Musso, "Storia del lavoro in Italia dall’Unità a oggi", Venezia, Marsilio, 2002.
M. Nicoli, "Le risorse umane", Roma, Ediesse, 2015.
A text chosen from the following:
- F.M. De Sanctis, "L'educazione degli adulti in Italia", Roma ,Editori Riuniti, 1978;
- P. Causarano, "La professionalità contesa", Milano, Angeli, 2000;
- G. Maifreda, "La disciplina del lavoro", Milano, Bruno Mondadori, 2007; - "Storia del lavoro in Italia. vol. VI. 1945-2000", a cura di S. Musso, Roma, Castelvecchi, 2015 (i saggi di Causarano sul fordismo, di Melis sugli impiegati, di Pirro sul post-fordismo).
Learning Objectives
Basic knowledge on the complex historical relationship between social life, job training and educational and formal and informal training processes, with particular attention to educational and training system of united Italy (vocational education and organised and institutional division of labour).
Skills: ability on critical orientation within educational professions and the current structure of the Italian educational system and its historical and social origins
The objectives are declined on the basis of the Dublin descriptors:
1. Knowledge and understanding: To know the different value systems that have distinguished western societies in their temporal succession and to understand the historical dimension of educational practices and educational models.
2. Applying knowledge and understanding: Being able to describe the educational models of the past using appropriate language, which is free from any judgement of value expressed in absolute terms.
3. Autonomy of judgement (making judgements): Transpose in non-passive terms what is declined by the teacher in lecture or what is written in the reference textbooks, but take a critical and interlocutory position, which may be manifested in Class (through questions), going individually or in groups to the teacher's meetings and through the use of platform Moodle.
4. Communication skills: Participate in a group discussion in the classroom in relation with the different topics discussed in the lesson.
5. Learning skills: To mature the need for a deeper and more articulated view of the themes of the course, which can be attained, first and foremost, through the direct literature of the sources (documents, philosophical texts, literary theses).
Skills: ability on critical orientation within educational professions and the current structure of the Italian educational system and its historical and social origins
The objectives are declined on the basis of the Dublin descriptors:
1. Knowledge and understanding: To know the different value systems that have distinguished western societies in their temporal succession and to understand the historical dimension of educational practices and educational models.
2. Applying knowledge and understanding: Being able to describe the educational models of the past using appropriate language, which is free from any judgement of value expressed in absolute terms.
3. Autonomy of judgement (making judgements): Transpose in non-passive terms what is declined by the teacher in lecture or what is written in the reference textbooks, but take a critical and interlocutory position, which may be manifested in Class (through questions), going individually or in groups to the teacher's meetings and through the use of platform Moodle.
4. Communication skills: Participate in a group discussion in the classroom in relation with the different topics discussed in the lesson.
5. Learning skills: To mature the need for a deeper and more articulated view of the themes of the course, which can be attained, first and foremost, through the direct literature of the sources (documents, philosophical texts, literary theses).
Prerequisites
Knowledge of contemporary italian e international history between Ninenteenth and Twentieth-century. Additional use of contemporary history manuals.
Teaching Methods
Lectures – Use of computer and web – Provision of online educational materials (slides, tables, databases, etc.) – Multimedia tools
Type of Assessment
The exam will be oral both for students attending and for those not attending. During the lessons, intermediate checks are provided through discussions after the presentation of movies. documents, etc..
Object of verification will be: ability to organize knowledge discursively; capacity for critical reasoning on the study carried out; quality of exposure; competence in the use of specialized vocabulary, effectiveness, linearity.
Object of verification will be: ability to organize knowledge discursively; capacity for critical reasoning on the study carried out; quality of exposure; competence in the use of specialized vocabulary, effectiveness, linearity.
Course program
The course of lectures would be to set the institutional analysis of italian system for vocational education inside of comparative view with the lifelong learning experience between the institutional and organised dimension of labour. The historical evolution of the educational institutions is analysed by the means of the educational governance and the policy making between the government’s dimension and industrial relations system.