The course provides the basic elements to know and understand the meaning of education for adulthood and old age in formal learning, non-formal and informal.
The course is organized into the following learning units:
1. Adult learning: historical background and actual meaning in the "Knowledge Society"; 2. introduction to the main andragogical theories; 3. methodological lines in adult education; 3. Contexts and services.
Per studenti frequentanti:
- Federighi, P., Liberare la domanda di formazione, Edup, Roma, 2006.
- De Sanctis, F.M., Educazione in età adulta, La Nuova Italia, 1976.
- Knowles, M., Quando l'adulto impara, Angeli, 2008.
- Del Gobbo, G., Lib(e)ri di formarsi, Pacini, Pisa, 2016
- Dispense del corso
Per gli studenti non frequentanti:
- Federighi, P., Liberare la domanda di formazione, Edup, Roma, 2006
- De Sanctis, F.M., Educazione in età adulta, La Nuova Italia, 1976
- Knowles, M., Quando l'adulto impara, Angeli, 2008
- Mezirow J., Apprendimento e trasformazione. Il significato dell’esperienza e il valore della riflessione nell’apprendimento degli adulti
Più un libro a scelta
- Del Gobbo, G., Lib(e)ri di formarsi, Pacini, Pisa, 2016
- Torlone, F.. Il diritto al risarcimento educativo dei detenuti, Firenze: FUP, 2016
- Bogataj, N., Del Gobbo, G. (a cura di) (2015). Lifelong learning devices for sustainable local development. The study circles experience in the crossborder area Italy-Slovenia. Pisa: ETS, 2015
- Federighi, P, et al, A Guarantee System for Youth. "One Step Ahead" Through Regional Policies, Firenze, FUP, 2013.
Learning Objectives
The objectives are defined on the basis of the Dublin descriptors:
1. Knowledge and understanding : To know and to understand the theoretical framework of adult education;
2. Applying knowledge and understanding: To define and to articulate, in the current historical contexts, the meaning of adult education;
3. Making judgments: being able to analyze research practices and training on adult education;
4. Communication skills (communication skills): to know and use the appropriate terminology in the field;
5. Ability to learn (learning skills): knowing how to build an independent in-depth study of specific issues addressed during the course
Prerequisites
Basic Knowledge on General and Social Pedagogy
Teaching Methods
For attending students the lecture notes of the course enable a deepening of educational texts for the examination and provide a summary of the topics discussed during lessons
Further information
For attending students the lecture notes of the course enable a deepening of educational texts for the examination and provide a summary of the topics discussed during lessons
Type of Assessment
For Attending Students the course includes formative evaluation activities at the end of each learning unit. These activities will implemented as workshop. Reports of these activities, uploaded in Moodle according to the indications that will be provided during the lessons, will be part of final evaluation. For the final exam it is necessary to draw up a report on a case study set within the course. The report must be uploaded on Moodle five days before the examination. The format of the report will provide during class. For the oral examination, a PowerPoint presentation with a synthesis of the work done, has to be prepared. The reports may be partly a result of a group effort but must always contain a piece of individual work. The final examination will be set up as formative assessment with a self-evaluation form, based on objectives of the course.
For not attending students, in addition to textbooks, the exam will be also with a presentation of a written report agreed with the professor. no less than 3 months before the exam.
Course program
The course provides the basic elements to know and understand the meaning of education for adulthood and old age in formal learning, non-formal and informal.
The course is organized into the following learning units:
1. Adult learning: historical background and actual meaning in the "Knowledge Society"; 2. introduction to the main andragogical theories; 3. methodological lines in adult education; 3. Contexts and services.
Given the specificity of the profile into curriculum, adult education will be addressed with specific reference to services and the workplace as design and management of educational and training activities in dedicated training centers, in social cooperatives, in businesses and organizations, in territorial educational services - day centers, in prisons, in reception centers for immigrants