La dimensió transnacional dels processos educatius

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Chapter Non-linear Paths in Transitions through the Labour Market

Entering a study course and the subsequent transition to the labour market is no longer the rule. In the past, routes were linear, today transitions are non-linear. The research undertook to contribute to studying the factors that promote university students’ transition to work. Some of the research activities have been devoted to a longitudinal study where the ways Educational Science graduates manage their own professionalization strategies have been investigated. It is a cluster for which in several countries the lowest return has been estimated in relation to higher education investment. If we manage to clarify the terms of non-linear transitions paths we can succeed in understanding the types of measures to be introduced, how to relate them to processes that will professionalize students, when to activate them, and how to evaluate their impac

La dimensió transnacional dels processos educatius

Abstract not availabl

Policies for REgional COoperation in the field of Lifelong Learning

This document constitutes the Policy Paper of the Precoll project-Policies for Regional Cooperation in Lifelong Learning, led by the Università degli Studi di Firenze-Dipartimento di Scienze dell'Educazione e dei Processi Culturali e Formativi/University of Florence-Department of Educational Sciences and Cultural and Training Processes (Agreement nr 2008-11294), in partnership with Generalitat de Catalunya, Junta de Andalucía, Regione Toscana, Welsh Assembly Government, Jämtland County Council, NIACE Dysgu Cymru-National Institute of Adult Continuing Education, Provincia di Livorno Sviluppo Srl, subcontractor Melius Srl (www.mutual-learning.eu). This document has been endorsed by the Earlall General Assembly held in Brussels on 16th February 2010. Moreover Cedefop has been supporting the quality of the work thanks to the regular advice and suggestions delivered by Steven Bainbridge.This document constitutes the Policy Paper of the Precoll project-Policies for Regional Cooperation in Lifelong Learning, led by the Università degli Studi di Firenze-Dipartimento di Scienze dell'Educazione e dei Processi Culturali e Formativi/University of Florence-Department of Educational Sciences and Cultural and Training Processes (Agreement nr 2008-11294), in partnership with Generalitat de Catalunya, Junta de Andalucía, Regione Toscana, Welsh Assembly Government, Jämtland County Council, NIACE Dysgu Cymru-National Institute of Adult Continuing Education, Provincia di Livorno Sviluppo Srl, subcontractor Melius Srl (www.mutual-learning.eu). This document has been endorsed by the Earlall General Assembly held in Brussels on 16th February 2010. Moreover Cedefop has been supporting the quality of the work thanks to the regular advice and suggestions delivered by Steven Bainbridge

The core contents of pedagogy for the first degree in Education Sciences

The identification of the core contents of a discipline is presented as a result of a research process managed by a group of university professors from nine Italian universities. The article describes the methodological approach based on an action research path and the use of analytical methods through which a community of practices has dealt with the analysis of the ways by which the educational objectives of the degree in educational sciences are described. The result of this commitment is the definition of a common reference framework containing 30 core contents of pedagogy declined according to the Dublin descriptors. The research path is described in its approach and in the methods adopted to reach the formulation of a typology of learning outcomes. I contenuti core dell’offerta formativa dei Corsi di laurea in Scienzedell’educazione e della formazioneL’individuazione dei contenuti core di una disciplina è presentato come risultato di un processo di ricerca gestito da un gruppo di docenti universitari di 9 Atenei italiani. L’articolo ne descrive l’impostazione metodologica fondata su un processo di ricerca azione e sull’utilizzo di metodi attraverso cui una comunità di pratiche, a partire da un approccio analitico, ha affrontato lo studio dei modi in cui vengono descritti gli obiettivi formativi del Corso di laurea in Scienze dell’educazione. Il risultato di tale impegno è costituito dalla definizione di un quadro comune di riferimento contenente 30 contenuti core declinati secondo i descrittori di Dublino. Il percorso di ricerca è descritto nella sua impostazione e nell’approccio adottato per giungere alla formulazione di una tipologia di learning outcomes