Adult Education teaching aims to develop the acquisition of knowledge related to the new paradigms of Adult Education in the perspective of lifelong learning. It therefore has as objectives:
1. To provide students with historical, theoretical, and methodological knowledge related to Adult Education.
2. To develop skills and competences in the field of professions related to adult education, with particular attention to the acquisition of qualitative methods aimed at developing human resources.
3. To promote the ability to study the literature related to Adult Education.
With the Adult Education study the student will be able to achieve the following educational goals:
- Knowledge and understanding:
Knowledge and understanding of the theoretical, historical, epistemological and methodological dimensions of Adult Education in the perspective of lifelong learning.
- Applying knowledge and understanding :
Problem solving skills related to learning processes, activities and training paths for adults.
Ability to investigate and organize complex problems and information in different contexts and according to appropriate methods for facilitating learning, designing and implementing training processes aimed at developing human resources.
- Making judgements :
Ability to analyze and elaborate the theories, processes and data related to Adult Education.
Ability to evaluate the quality of processes and training projects in different contexts.
- Communication skills:
Ability to critically and systematically express arguments related to the theories and processes of Adult Education.
Communication and relational skills useful for facilitating training processes and developing adult skills.
- Learning skills:
Ability to exercise critical and metariflexive functions in relation to the knowledge related to Adult Education and to one's own learning ability.
Self-management skills in learning and using context resources for this purpose.
1. To provide students with historical, theoretical, and methodological knowledge related to Adult Education.
2. To develop skills and competences in the field of professions related to adult education, with particular attention to the acquisition of qualitative methods aimed at developing human resources.
3. To promote the ability to study the literature related to Adult Education.
With the Adult Education study the student will be able to achieve the following educational goals:
- Knowledge and understanding:
Knowledge and understanding of the theoretical, historical, epistemological and methodological dimensions of Adult Education in the perspective of lifelong learning.
- Applying knowledge and understanding :
Problem solving skills related to learning processes, activities and training paths for adults.
Ability to investigate and organize complex problems and information in different contexts and according to appropriate methods for facilitating learning, designing and implementing training processes aimed at developing human resources.
- Making judgements :
Ability to analyze and elaborate the theories, processes and data related to Adult Education.
Ability to evaluate the quality of processes and training projects in different contexts.
- Communication skills:
Ability to critically and systematically express arguments related to the theories and processes of Adult Education.
Communication and relational skills useful for facilitating training processes and developing adult skills.
- Learning skills:
Ability to exercise critical and metariflexive functions in relation to the knowledge related to Adult Education and to one's own learning ability.
Self-management skills in learning and using context resources for this purpose.
teacher profile teaching materials
- Theories of training and learning in adulthood.
- Inclusion, sustainability and equity in adult education.
- Quantitative and qualitative methods and tools: biographical-narrative approach.
- Key competences for lifelong learning.
- Formal, non-formal and informal learning contexts.
- Recognition, validation and certification of skills.
- Training planning.
Bertoni, P., Di Rienzo, P., Palazzini, L. (2021) (a cura di). Analisi e innovazione dei processi formativi del terzo settore: competenze strategiche degli operatori volontari in servizio civile. Lupetti: Bologna.
Knowles, M. (1996). La formazione degli adulti come autobiografia. Milano: Raffaello Cortina.
Programme
- Adult education and lifelong learning perspective.- Theories of training and learning in adulthood.
- Inclusion, sustainability and equity in adult education.
- Quantitative and qualitative methods and tools: biographical-narrative approach.
- Key competences for lifelong learning.
- Formal, non-formal and informal learning contexts.
- Recognition, validation and certification of skills.
- Training planning.
Core Documentation
Di Rienzo, P. (2012). Educazione informale in età adulta. Roma: Anicia.Bertoni, P., Di Rienzo, P., Palazzini, L. (2021) (a cura di). Analisi e innovazione dei processi formativi del terzo settore: competenze strategiche degli operatori volontari in servizio civile. Lupetti: Bologna.
Knowles, M. (1996). La formazione degli adulti come autobiografia. Milano: Raffaello Cortina.
Reference Bibliography
Bertaux D. (1980). L’approche biografique: sa validité methofologique, ses potentialités. Cahiers Intenationaux de Sociologie, 49, 200-201. Cedefop, European Commission, ICF. (2019). European inventory on validation of non-formal and informal learning 2018 update: Synthesis report. http://libserver.cedefop.europa.eu/vetelib/2019/european_inventory_validation_2018_synthesis.pdf Di Rienzo, P. (2021). I CPIA alla prova dell’innovazione. Il riconoscimento dei crediti formativi e la certificazione delle competenze nell’istruzione degli adulti. Roma: Anicia. Di Rienzo, P. (2020). Insegnare in carcere. Le competenze strategiche dei docenti per l’istruzione degli adulti negli istituti penitenziari. Roma: Anicia. Di Rienzo P. (2020). Making Informal Adult Learning Visible. The Recognition of the Third Sector Professionals’ Key Competences. Education Sciences, 10, n. 9, pp. 1-15. Dominicé P. (1990). L’histoire de vie comme processus de formation. Paris: L’Harmattan. Meghnagi, M. and M. Tuccio (2022). The recognition of prior learning: Validating general competences. OECD Social, Employment and Migration Working Papers, No. 270. Paris: OECD UNESCO Institute for Lifelong Learning. (2018). Recognition, validation and accreditation of youth and adult education as a foundation of lifelong learning. Hamburg: UIL. UNESCO Institute for Lifelong Learning (2019). 4th global report on adult learning and education: leave no one behind: participation, equity and inclusion. Hamburg: UIL.Type of delivery of the course
Didactic activity in presence and e-learning: theoretical lessons, practical activities, group work, project work. In the event of an extension of the health emergency from COVID-19, all the provisions that regulate the methods for carrying out teaching activities and students' evaluation will be implemented. In particular, the following methods will apply: development of educational activities on the TEAMS platform.Attendance
Attendance is not compulsoryType of evaluation
Semi-structured test - oral exam. Evaluation of a training project. Formative evaluation. In the event of an extension of the health emergency from COVID-19, all the provisions that regulate the methods for carrying out teaching activities and students' evaluation will be implemented. In particular, the following methods will apply: development of evaluation activities on the platform.