This course provide a systematic introduction to theories and techniques relating to adult education and training, using lectures and practical exercises based on the literature and industry experience. Students are involved in workgroups and group discussions in the role of trainees and in the role of trainers/facilitator, to gain an appreciation of the skills required.
By the end of the course students will be able to:
- know theories and models related to lifelong learning;
- know and to know how to apply the methods and techniques for the analysis of training needs and desires;
- know the specificity of the methods and techniques delivered in the case of lifelong learning;
- know how to apply some specific methods and techniques delivered in the case of lifelong learning;
- know and to know how to detect the main models for the management of the classroom;
- know and to know how to apply the methods and techniques of assessment of the training results.
The course will deal with the following subjects:
- Training and lifelong learning: relationships, similarities and differences;
- Lifelong learning and professional vocation: learning in adults;
- Job placement: which characteristics increase the employability of unemployed;
- Theories of professional vocation: from traits to contexts to the interaction between the two of them;
- Learning and organizational cultures: which training for which organization;
- Psychosocial training and transactional analysis: the group and the relationships among individuals as a method and a purpose of the lifelong leaning.
|Berne E.||A che gioco giochiamo? (Edizione 1)||Milano, Bompiani.||2000|
|Sartori R. & Ceschi A.||Orientamento e crisi economica: la ricerca-intervento con le classi terze di un Istituto Tecnico per Geometri del Nord Italia||ECPS Journal, 8, 173-202||2013|
|Bellotto M.||Pensieri su la formazione psico-sociale. Dal 1984 al 2015 (Edizione 1)||Verona, Thesy||2015|
|Guichard J. & Huteau M.||Psicologia dell'orientamento professionale. Teorie e pratiche per orientare la scelta negli studi e nelle professioni (Edizione 1)||Milano, Raffaello Cortina||2001||978-88-7078-804-4|
|Sartori R.||Stage e tirocinio tra orientamento e formazione: il caso di alcune laureate in discipline umanistiche di Verona e provincia||Giornale Italiano di Psicologia dell’Orientamento, 11(2), 23-33.||2010|
The exam is written and based on the deepened study of the texts. The written task comprises a certain number of open questions and closed questions so that the students can prove their preparation and the teacher can base his marks on a wide and representative sample of knowledge. I do not use a rigid and structured form of written exam, meaning that the closed questions sometimes are present and sometimes are not. The open questions are always present, generally in the number of 3. I generally give 10 points to each open question, so that the sum is 30. The "laude" depends on the way the students offer their answers, on the extent to which they are full and deep, and on the way the students show they are able to sustain some of their personal points of view. During the course, some examples of written tasks are shown so that the students can have an idea of the kind of task they are going to deal with for their exam.