B002719 - ADULT EDUCATION

Italian and English. 2 credits will be delivered in English.

This course deals with learning action’ theories. They aim at explaining and potentially orienting the definition and improvement of policy making
processes as they relate to training and lifelong learning. It will be focused on a framework through which it is possible to analyse innovation processes in lifelong learning policy as well as in measures adopted. The course will also make use of a comparative approach on a European level.

For students attending classes:
1) Federighi, P., Adult and Continuing Education in Europe: Pathways for a skill growth governance, Bruxelles, European Commission, 2013.
2) Federighi, P., Liberare la domanda di formazione, Edup, Roma, 2006.
3) De Sanctis, F.M., Educazione in età adulta, La Nuova Italia, 1976.
4) Knowles, M., Quando l'adulto impara, Angeli, 2008.

For students not attending classes:
1) Federighi, P., Adult and Continuing Education in Europe: Pathways for a skill growth governance, Bruxelles, European Commission
2) Federighi, P., Liberare la domanda di formazione, Edup, Roma, 2006 - De Sanctis, F.M., Educazione in età adulta, La Nuova Italia, 1976
3) De Sanctis, F.M., Educazione in età adulta, La Nuova Italia, 1976
4) Knowles, M., Quando l'adulto impara, Angeli, 2008
5) Federighi, P, et al, A Guarantee System for Youth. “One Step Ahead” Through Regional Policies, Firenze, FUP, 2013.

For foreign students attending classes:
1) Federighi, P., Adult and Continuing Education in Europe: using public policy to secure a growth in skills, Bruxelles, European Commission.
2) Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs: Prentice Hall/Cambridge

The objectives are defined on the basis of the Dublin descriptors:
1) Knowledge and understanding: To know tools and devices supporting the definition and implementation of institutional and organisational learning actions;
2) Applying knowledge and understanding: to be aware of, define and evaluate the usage of specific devices and tools;
3) Making judgments: to know how to plan and design a learning action;
4) Communication skills (communication skills): to know how to communicate a learning action in the view of contexts and environmental conditions;
5) Ability to learn (learning skills): to know how to construct autonomously the design of a learning action in the field of adult education and to know how to choose the most appropriate and adequate devices.

Basic education in pedagogy. Main principles related to the General Pedagogy.

Face-to-face classrooms that will be conducted in order to promote discussion with students, reflexive and research attitudes. Classrooms will be integrated by ppt presentations, team work activities, preparation of reflexive presentations by students in ppt/xls format, pedagogical laboratory aimed at arranging the autobiography.
Alongside the classrooms, in October, November, December 2017 seminars, conferences, laboratories will be organised in order to deepen some specific, relevant issues that are srictly related to the course. Moreover the Laboratory supporting students in being prepared to search for a job will be taken and will need to be attended. Information is available at http://www.unifi.it/vp-10424-laboratorio-per-la-ricerca-attiva-del-lavoro.html
Students are invited to check the university’ web pages on a regular basis where all details about the seminars, conferences, laboratories will be stored.

Participation to national and international events in Florence will be part of the course. Events will be taken in October, November, December 2017 on relevant and actual issues in relation both to the contents of the course and to the competences to be developed by students. Moreover the Laboratory supporting students in being prepared to search for a job will be taken and will need to be attended. Information is available at http://www.unifi.it/vp-10424-laboratorio-per-la-ricerca-attiva-del-lavoro.html

Examination will be written and oral.

For students attending classes:
there will be a formative (in itinere) evaluation at the end of each of the learning units. These activities will have the form of laboratorial activities. Written works of these laboratories will be stored in the Moodle platforms according to the instructions provided in classroom and will be part of the final evaluation.
To take the final examination students will be required to prepare a project work to be arranged within the course. Details on how to prepare it will be explained during the course. The project work will have to be included in the moodle platform five days before the oral examination.
In the view of the oral examination students will be required to prepare a .ppt presentation summarising their project work. The project work and the ppt presentation can be done individually or in team.
The final examination will have the form of summative evaluation. Moreover students will be given a self-assessment tool based on the learning objectives of the course.

In addition to the Volumes listed students not attending classes will have to present the wirtten project work to be agreed with the Professor by three months before the oral examination.

1. Introduction
2. Definitions 2.1. Adults 2.2. Education/training 2.3. Pedagogy/andragogy 2.4. Morfology of educational actions 2.5. Education of adults: goal and phenomena 2.6. Historical elements
3. Theories 3.1. Action learning theory 3.2. Macro/meso/micro andragogical dimensions 3.3. Typology of learning actions 3.4. Andragocical factors and access dynamics 3.5. Self
directed learning and Learning outcomes
4. Adult education systems
5. Some contents of Adult and Learning Education: Transitions, Professionalization, Labour Market, Employability, Social Economy