AIMS AND CONTENT

LEARNING OUTCOMES

This subject is aimed at developing the basic contents related to new paradigms for adult education and lifelong learning. The historical, theoretical and methodological aspects will be focused. Additionally, we will enhance the skills and competences to create and manage learning environments suitable for adults

AIMS AND LEARNING OUTCOMES

This course - taught in Italian - aims to provide students with the fundamental conceptual and methodological tools to read, interpret, and design educational experiences for adults, from an ecological-systemic perspective oriented toward lifelong learning. Through the analysis of theories, models, and practices, it seeks to develop a pedagogical sensibility capable of grasping the complexity of formative processes in adulthood and of valuing the biographical, relational, and contextual resources of the individuals involved.

The course aims to:

• Provide a critical understanding of the main theoretical approaches to adult education and lifelong learning.
• Develop the ability to analyze complex educational contexts through well-grounded pedagogical categories.
• Introduce the construct of competence and competence-based training practices, including biographical and narrative methods.
• Promote reflection on the specific features of the different contexts in which adult education takes place.

By the end of the course, students will be able to:

• Identify and critically discuss the main theoretical models of learning and education in adulthood.
• Analyze concrete educational situations by recognizing the contextual, biographical, and relational dimensions that characterize them.
• Apply theoretical categories to the interpretation of cases and experiences of adult education in various institutional and non-formal contexts.

TEACHING METHODS

Teaching will be active and participation-oriented. Lessons will alternate between theoretical framing, guided discussions, case analyses, small group work, and individual reflections. In the first part of the course, devoted to theoretical foundations, emphasis will be placed on dialogue around key concepts and their application to real-world examples; in the second part, focused on contexts and practices, the work will draw primarily on authentic materials (articles, documents, testimonies, videos) to stimulate critical engagement and the conscious application of acquired knowledge. Attendance is free and non-binding: each person may choose whether, how, and when to contribute, in respect of different forms of presence and learning.

SYLLABUS/CONTENT

MODULE 1 – Theoretical Foundations of Adult Education

• Adult education in the global context: an ecological-systemic perspective and lifelong learning between training and the search for meaning.
• Adulthood and processes of becoming an adult; continuing education and lifelong learning between the individual and society.
• Theories and models of adult learning: experiential learning (Kolb, Jarvis), andragogy (Knowles), reflective learning (Schön), transformative learning (Mezirow), situated learning (Lave & Wenger).
• Training and competences: origins and development of the construct, competence-based training (CBT), competence certification.
• Biographical and narrative methods for guidance and certification: narrative thinking, biographical approach, skills assessment (bilan de compétences).

MODULE 2 – Contexts and Practices of Adult Education

• Training in organizational contexts: biographical workshop from an ecological perspective, reflective practices, heuristic tools.
• Strategic competences of teachers in the adult education system: guidance and support, competence certification and recognition of prior learning.
• The third sector as an educational context: identification, validation, and certification of competences; training of experts for accompaniment.

PRACTICAL WORKSHOP (see Workshop Description – 114125)

RECOMMENDED READING/BIBLIOGRAPHY

For attending and non-attending students:

• Paolo di Rienzo (2024). Educazione e apprendimento degli adulti. Carocci editore.
• Materials uploaded on Aulaweb

TEACHERS AND EXAM BOARD

Exam Board

RITA CERSOSIMO (President)

LESSONS

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

The exam will consist of three parts:

1. Multiple-choice test to assess knowledge of the main theoretical models of adult education.
2. Open-ended question asking students to critically analyze a context or practice of adult education, connecting theory with cases examined in class.
3. Development of a training project for a specific target group.

A more detailed description of the assessments will be discussed in class and uploaded on Aulaweb at the start of the course.

ASSESSMENT METHODS

The assessment aims to verify critical understanding of fundamental theoretical concepts, the ability to analyze educational contexts in a contextualized manner, and the ability to connect theory and practice. The grading rubric will be presented in class and made available on Aulaweb.

FURTHER INFORMATION

Students are encouraged to check the course page on AulaWeb regularly, where updates, materials, and useful information will be posted throughout the semester.

For students with disabilities or specific learning disorders (SLD): Students with disabilities, Specific Learning Disorders (SLD), or Special Educational Needs (SEN) are reminded that in order to request exam accommodations, they must first submit their documentation to the University's Support Service for Students with Disabilities and SLD.

Subsequently, to request exam accommodations, students with a disability or SLD must complete the form found on this page: Services for Students with Disabilities or SLD | UniGe | University of Genoa. Students with SEN, on the other hand, must send an email to the course instructor, copying the School Referent for the Inclusion of Students with Disabilities and SLD (laura.traverso@unige.it) and the Student Inclusion Office inclusione.studenti@info.unige.it. The email must specify:

• the name of the course
• the exam date
• the student's surname, first name, and student ID number
• the compensatory tools and dispensatory measures deemed appropriate and requested.

For all students, accommodation requests must be submitted well in advance (7 working days) before the exam date. Late requests may not be accepted.