PEDAGOGIA SOCIALE ED EDUCAZIONE DEGLI ADULTI CON LABORATORIO

Module EDUCAZIONE DEGLI ADULTI

The aims of the discipline are:

• to acquire the specific language of the discipline;
• to recognize some elements of historical development of adult education (AE);
• to identify epistemological framework of AE;
• to identify main research topics;
• to identify contexts and methodologies for AE;
• to recognize international guidelines for AE.

The course is organised into lectures (about 40% of classroom hours) and classroom work based on active learning activities (60%). Students will be asked to re-elaborate the contents of the lessons, work in small groups, present the work done; report on case studies and on-field researches.

During the classroom activities students will be able to actively work on the learning contents of the course. Lectures will alternate moments of group and individual work; guided study moments; presentation of the learning products that the students themselves will have prepared. These activities will be considered as formative assessment, aimed at allowing the student to self-assess the level of mastery of the contents.

A written written exam is scheduled, to be held in November (the calendar will be agreed in October).

Non-attending students can contact the teacher directly for clarification on the course contents. For Erasmus students there is the possibility of agreeing the exam program after an interview.

Should teaching be carried out in mixed mode or remotely, it may be necessary to introduce changes with respect to previous statements, in line with the programme planned and outlined in the syllabus.

Learning assessment may also be carried out on line, should the conditions require it.

Knowledge of General Pedagogy, History of Pedagogy, General Sociology, Educational and Developmental Psychology.

Sufficient command of Word and Power Point. 

Knowledge of English is necessary for reading some simple texts.

Class attendance is not compulsory, but strongly recommended. Lessons are characterised by the active participation of students. Their attendance enables them to progressively acquire mastery of the contents, to discuss topics and problems with colleagues and the lecturer, and to constantly check their learning levels.

During the classroom activities, students will have the opportunity to actively work on the learning contents of the course. Classroom lectures will be alternated with moments of group and individual work; moments of guided study; moments of presentation of material that the students themselves will have produced (in the classroom or outside it). These activities will be considered as formative verification tests, aimed at enabling students to self-assess their level of mastery of the contents and tools for analysing the discipline.

Non-attending working students may contact the lecturer directly for clarification of the course. For Erasmus students, it is possible to agree on the examination programme following an interview.

• Elements of history of Adult Education in Europe
• From the campains against illiteracy in Italy to the Centers for Lifelong Learning of Adults in Italy
• Lifelong learning
• Adult Learning: some theories (transformative learning, experiential learning, andragogy)
• Theories on adulthood
• Social inclusion

This course contributes to the goals of the 2030 Agenda for Sustainable Development. Specifically, to Goal 4 and targets 4.1 (ensure that learners have free, equitable and quality secondary education leading to relevant and effective learning outcomes), 4.5 (eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the most vulnerable), 4. 7 (ensuring that all learners acquire the necessary knowledge and skills to promote sustainable development through, inter alia, education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and valuing cultural diversity and the contribution of culture to sustainable development).

• Alberici, M., Imparare sempre nella società della conoscenza, Mondadori, Milano, 2002, pp. 1-33, 36-42; 63-120; 147-160.
• Mezirow, J., Learning as Transformation: Critical Perspectives on a Theory in Progress. The Jossey-Bass Higher and Adult Education Series, Jossey-Bass Publishers, San Francisco, 2000.
• M. Knowles, The adult learner, Elsevier, 2005
  
• Cerrocchi L., Dozza L. (a cura di), Contesti educativi per il sociale. Progettualità, professioni e setting per il benessere individuale e di comunità, Franco Angeli, Milano, 2018 e, in particolare:
• Elena Zizioli, Il carcere-cantiere: percorsi di responsabilizzazione per donne recluse, pp. 204-2013
• I. Ricchi, Il SerDP e la Comunità terapeutica per tossicodipendenti, pp. 230-237
• Laura Cerrocchi, I servizi residenziali per anziani, pp. 377-392.
• Other in-depth teaching material available on TEAMS
  

The assessment consists of passing three compulsory tests described below.

a) Individual written test with open and closed questions on Section One (History and identity of adult education)

b) Individual written test on Section two (Learning in adulthood)

c) Individual oral examination on Section three and four (Who is the adult and Contexts and methodology of work).

Test a) is held by the end of November, on a date communicated to the students in class and on TEAMS.

Test b) is held in January, on a date communicated to students in class and on TEAMS.

Those who fail test a) may take test b), but must also take test a) together with test b). In order to take the oral test, the student must have passed test a) and b). 

Non-attending working students may contact the lecturer directly for clarification of the course. For Erasmus students, the examination programme can be agreed upon after an interview.

Grading criteria: see the Rubrics for grading tests in the Italian programme

For each topic covered in the classroom, students will be provided with stimulus questions to help them organise their study work. The material will also be available on the TEAMS platform.

All questions will be available on the Microsoft Teams platform in the teaching folder (test papers).

By way of example:

What are the relationships between teaching and learning in Jarvis and Knowles? Why do they both consider teaching important?

What is the link between adult education and citizenship rights?

What does Alberici mean by 'adult education preliminaries'? Why are they important?