Short Masters programmes

Current year courses

Master I in Family Mediation
The central role of the family as a social group which has an important social mediation role between the sexes and different generations, between nature and culture, between public and private. This central role means that public and third sector organizations, educational, training and welfare bodies all need to develop a new type of sensitivity, aimed at helping people go through the difficult, and in some respects new transitions -related to, for example, separation and divorce- that families must deal with. Even though, as a general rule the family is commonly perceived as being a chiefly private area, an affective unit, more and more fragile and close to disintegration, in fact the majority of Italian families consist of parents and offspring (minors), in a context where the parent-child relationship is the distinctive structure of the family today. The spread of conflictual behaviour - both in families and in other areas of everyday life-means that families must be able to develop strategies designed to contain and/or solve conflicts, to maintain a style of relationship which will not prejudice, above all, the continuity of the parent-child relationship. This first level Master in Family Mediation aims to train professionals and operators who are able to provide back up and support for families during separation and divorce, especially when minors are involved.
Master I in Intercultural Competence and Management: Communication, conflict management and cultural mediation (online)
Master in Saperi in transizione. Educazione, sostenibilità e ambiente per una cittadinanza globale - Knowledge in transition. Education for environmental sustainability and active global citizenship (I Livello)
Il Master si propone di formare i/le partecipanti all’acquisizione di saperi e di competenze scientifiche e professionali proprie della cultura della sostenibilità e degli ambiti ad essa connessi (cittadinanza attiva, partecipazione, sviluppo locale e di comunità, nuove forme dell’abitare e del lavorare), e di adeguare le competenze correlate alla didattica, alla progettazione e alla realizzazione di interventi/percorsi finalizzati ad accompagnare il cambiamento necessario per favorire la transizione dall’attuale modello a modelli educativi e culturali del prossimo futuro.

Gli sbocchi occupazionali previsti riguardano: le/gli insegnanti nelle scuole di ogni ordine e grado (nuovi percorsi formativi per insegnanti previsti dal Miur in ambito di educazione ambientale e cittadinanza); le/i docenti dell’università (lezioni mirate in corsi in cui si formino educatori, formatori e specialisti nell’ambito dell’educazione ambientale); le/i funzionari e operatori delle Agenzie Regionali per l’ambiente (preposte alla promozione dell’educazione ambientale); le/gli operatori dei Cea (Centri di Educazione Ambientale); le/i funzionari degli Enti locali (per progettualità culturali e di educazione proposte alle varie fasce di cittadini/e); ai/alle cooperatori sociali (in particolar modo quelli attivi in campo educativo e culturale). In particolare le competenze acquisite e il titolo di Master in “KNOWLEDGE in TRANSITION” saranno utilizzabili (come previsto dai documenti ufficiali governativi ed europei) per:
1. formare esperti per la formazione di ambienti sostenibili e di cittadinanza globale attiva. Attraverso la promozione culturale, educativa e sociale tali esperti potranno essere impiegati in servizi pubblici e privati, locali, territoriali e internazionali;
2. rispondere all'obbligo formativo dei docenti previsto dal Piano per la formazione dei docenti del Miur 2016-2019. Il piano infatti formalizza al punto 4.7 la seguente priorità: "integrazione, competenze di cittadinanza e cittadinanza globale" che prevede che le/gli insegnanti dovranno acquisire competenze di cittadinanza nelle seguenti dimensioni: cura dei beni comuni, educazione ambientale e alimentare, stili di vita, pensiero critico, educazione alla pace, cittadinanza globale attiva.
L’inserimento dell’educazione ambientale nei programmi scolastici non rappresenta una nuova disciplina ma un approccio interdisciplinare e multidisciplinare che attraversa tutti i livelli d’istruzione, dalla scuola dell’infanzia alla secondaria di II grado, all’Università.

Antonia De Vita, direttrice del Master

Courses not currently running

Master II in Cultural Mediation Course not running
The Master II in Cultural Mediation course aims, on the one hand, to provide an educational background for those who are already working or hope to work as operators and professionals who must interact with different people, families, and cultural groups; and, on the other, to train them to be able to be able to interact with local bodies, with the other contexts which operate in this professional field by means of practising self-management and self-organization.

Enrolment deadline extended to5 November 2004
Master II in Philosophical Guidance for Life Transformation Course not running
This Masters course sustains, testifies and promotes a practical, applied type of philosophy, in particular the phenomenology and theories of sexual differences. It looks closely and realistically at behaviours in which sexual differences manifest themselves, revealing a qualitatively different existence between men and women. Without considering this difference, we believe no application of philosophical thinking could be effective in real life - at least in the world of work, teaching and healthcare. We do not think it is possible to address the individual or social problems of our time without taking a position within the academic framework that we have outlined here - a field with a long history that has spurned philosophical applications and helpful relationship practices capable of positively transforming the internal and external trials and tribulations of men, women, couples, families, groups and communities. At the same time, the course teaches the use of psycholanalysis as one of the applied philosophies of the 20th century, promoting the knowledge and wisdom of this practice in a positive comparison with other philosophical practices.
Master II in Philosophy as a Means of Transformation Course not running
Master II in Social Enterprise Manager for Social Innovation and Local Development (Interuniversity with EAFIT University, Colombia) Course not running
Master I in Anthropology and Bible Studies: The body of Scriptures (2 years) (interdepartmental) Course not running
Master I in Anthropology, Christianity and Religion in Professional and Technical Schools (IeFP) Course not running
The course aims to provide a specific professional qualification for Catholic religion teachers (IRC) in professional and technical training centres, emphasising and integrating the skills they have already developed in the past as teachers of "ethic and religious work culture" modules.
Master I in Didactics and Psychopedagogy for Specific Learning Disabilities (SLD) Course not running
Recent academic research has identified the need for an enhanced psycho-pedagogic-didactic approach for the educational success of students with specific learning disabilities (SLD). The University of Verona carries out research, teaching and education in the field of special education, teaching for special needs, and learning and education psychology, including for specific learning disabilities. On 5th July 2011, the Ministry of Education, Universities and Research and the permanent National Conference of Faculty of Education Deans signed a framework agreement to create Masters programmes and Advanced/Professional Development courses on teaching and psychopedagogy for specific learning disabilities, attaching an outline of the structure and contents.
This Masters programme uses the aforementioned framework agreement as a reference, and is supported by the Veneto Regional Education Office, which aims to develop and offer specific educational courses for managers and teachers. The purpose of such courses is to support appropriate teaching and learning processes to ensure students with specific learning disabilities can access their right to study, pursuant to Law 170/2010.
Master I in Educational and Training Consulting in Education Services Course not running
This Masters programme uses an interdisciplinary, experiential, practical approach to train participants to become educational consultants – developing their transferrable knowledge and skills as well as those relating to specific areas of work. The programme is made up of the following components: a) four core modules covering basic knowledge in educational consulting, drawing on different disciplines such as pedagogy, psychology, sociology and counselling methods; b) meetings for reflection, regarding specific stages of life as chosen by the participant, e.g. early childhood, school, educational services and services for the elderly (module 5). The programme favours active participation (e.g. exercises, workshops, case studies, role plays, simulations and video analyses), giving course participants practical skills through “learning by doing” and facilitating the direct application of their new expertise in the work place.
Master I in Inclusive Psychomotor Education for Young Children Course not running
The objectives of the Masters course arise from law 170/10 and subsequent decrees, and also from the most recent scientific research, which asks that attention be given to psychological, pedagogical and didactic aspects necessary for special needs students to succeed in their education. The University of Verona carries out research, teaching and training in the fields of pedagogy, didactics, psychology and psychomotricity. The Ministry of Education, University and Research has given a mandate to the University of Verona to open Masters courses, advanced courses and professional development courses for teacher training on special needs students. Added to this is a second mandate referring more generally to Special Education Needs. Verona has been selected as the site for this Masters course, which will prepare preschool and primary school contact point teachers for psychomotricity problems in schools, encouraging the development of a unified identity within a process of inclusion. This initiative is shared and supported by the Regional Education Office (USR) of Veneto and the Provincial Education Office (USP) of Verona. It can also count on collaboration with the Italian Centre of Study and Research in Psychology and Movement (CISERPP), an agency responsible for psychomotricity training which works closely with school staff in Verona and the Veneto region.
Master I in Management in Professional and Technical Training Centres (CFP) Course not running
In light of the current socio-economic situation, the changes taking place and particularly the educational demands that professional schools, technical schools and other scholastic institutions need to respond to, this specific course aims to help professional education centre managers fulfil their position, looking at both managerial and pedagogical aspects of their role. Addressing present-day challenges, it will jointly integrate the managerial and organisational skills required by social evolution with the teaching skills attributed to personal and professional development required by those who attend Professional and Technical Education Centres (CFP).
Master I in Organisational Learning, Work and Development Course not running
An increasingly topical issue nowadays concerns how to ensure vocational training can be used optimally to enrich knowledge-building, in and through the practice of working. We start from the basis that this practice incorporates numerous meanings and values (technical, cultural, historical, anthropological, relational, ethical and aesthetic), involves the person in all dimensions (mind, heart, limbs, relationships, thoughts, meanings, emotions, etc.) and can contribute to overall human development.
A better understanding of work practices - and the practical knowledge that can be developed at work - lead to better comprehension of the processes that can facilitate professional development and, in a more general sense, personal and social development too. The change that has led to a new theory of work practices in recent decades, suggesting new ways of thinking and achieving lifelong learning, can be expressed as three deeply interconnected moments, which we can call: the practical turning point, the reflective turning point and the narrative turning point.
Starting from these turning points, it is possible to identify some practical pathways for teaching initial and continuing vocational training. Rather than considering work as something that comes "after" training, we can regard work as ongoing training in itself, where you can also develop personal skills that were once thought to be learnt only in general education courses, far away from any practical activity.
Master I in Roma Studies for the Prevention of Contra-Gypsy Attitudes Course not running
Master I in Skills Planning, Teaching and Assessment Course not running
Arising from experience gained in the last few years in the Veneto system and recent, urgent legislation, this course aims to guide participants towards the construction of a common practical model applicable to professional and technical schools and vocational teaching, in order to promote skills development in educational contexts. This Masters programme, created as an opportunity for joint training and mutual exchange between Professional and Technical Education Centre (CFP) trainers and vocational and technical institute teachers, centres on skills planning and assessment. In particular, it aims to guide course participants to focus on activities and work projects that "activate", "mobilise" and "set in motion" students and their skills.
Master I in Work as a Learning Environment: From Training to Organisational Development Course not running
An increasingly topical issue nowadays concerns how to ensure vocational training and continuing development courses are used optimally to offer rich knowledge building experiences in and through the practice of working. We start from the basis that this practice incorporates numerous meanings and values (technical, cultural, historical, anthropological, relational, ethical and aesthetic), involves the subject in all its dimensions (mind, heart, limbs, relationships, thoughts, meanings, emotions, etc.) and can contribute to overall human development. A better understanding of work practices and the practical knowledge that can be developed at work lead to a better comprehension of the processes that can facilitate professional development and, in a more general sense, personal and social development too. This course aims to give participants psychological, pedagogical and sociological tools to facilitate adult professional learning in the workplace and in society.
National Master II in School Management (MUNDIS) Course not running
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