Degree | Type | Year | Semester |
---|---|---|---|
2500260 Social Education | OT | 3 | 2 |
2500260 Social Education | OT | 4 | 1 |
No prerequisites
Guidance, support and counseling are social education functions and a fundamental educational tool to enhance and help from the empowerment perspective to the unemployed persons (young people, women, over 45, immigrants) and groups with social exclusion risk, to build and / or redirect their professional and life projects to promote a successful process of employment and/or job reinsertion and educational development, social and labor.
This subject is part of the mention of Adult Education but serves people from 16 to 65 years of age so it provides the necessary knowledge to help young people in the development of their professional and life project. Intervention are based on a critical review of the social-labour environament, of the occupation policies, and job orientation methodologies
It is a professional subject that offers a direct professional outlet to social educators as an employment consultant, job counselor, job coaching, among others, in different work contexts (public employment services, CIEs , Social Services, Local Administration, Foundations and private entities, among others). As well as to break down the barriers produced by discrimination for being a woman or identifying oneself as a member of the LGTBIQ collective.
More specifically, the objectives of the subject are:
Provide tools for the student learn about the labor market and the elements that interact in it and can develop the ability to guide people to achieve their career goal.
Have acritical vision as a professional of guidance on the inequalities that occur in the labor market due to being a woman or belonging to the LGTBIQ group.
Guidance and vocational integration is fundamental for social educators since it allows introducing the basic concepts that characterize the processes of guidance and professional development, providing the skills and strategies necessary for the establishment of appropriate measures for the development of the professional and life project, taking into account the characteristics, individual needs and the laboral context
1. Career opportunities for employment / socio-occupational guidance for social educators
2. Socio-labor orientation and insertion: definition and considerations
2.1. The insertion process: from exclusion to socio-labor insertion
2.2. Basic concepts in the orientation process: employability, basic employability skills, job satisfaction, professional fulfillment.
2.3. Second chance education
2.4. Non-discriminatory career guidance: the gender variable in professional choice and development.
3. Labor market and employment policies
3.1. Labor market performance indicators
3.2. Transitions to and from the labor market. Youth, young people in foster care, and adults.
4. Intervention in labour orientation
4.1. Identification and analysis of profiles. Labor market stereotypes based on age, origin and gender.
4.2. Design and development of the guidance action: Personal Insertion Itineraries.
5. Orientation and employment services and programs in Catalonia
5.1. Guidance and support programs for job placement aimed at improving the situations of vulnerability of the different groups discriminated against by the labor market.
5.2. Analysis of socio-occupational guidance programs and services for vulnerable groups from the beginning of social education.
The actor/actress in the learning process is the student, and under premise is planned, participatory and active methodology, research-based that includes the following activities of teaching and learning:
The student is the main protagonist of the learning-teaching process, and consequently, the methodology of the module that is shown has been planned under this premise.
The methodology in this module is structured around two types of sessions.
Firstly, there will be sessions with the whole group class in which a thematic presentation of the module will be done, using different types of supports and activities for the introduction of contents.
Secondly, there will be activities in small groups in seminars sessions that will facilitate the application of knowledge imparted the analysis and resolution of cases and practical problems, the development of small research work and of experimentation.
1. Directed Activities
• Oral presentation by the teachers of the content.
• Oral presentation by the students of their docs and practices.
• They will provide scientific articles and research projects that will be discussed and debated in the classroom.
2. Supervised: do it in the seminars sessions with the indirect guidance and assessment of the teacher but in autonomous way. Discussion on scientific articles or current professional issues related to the subject, research on the contents of the subject matter.
3. Autonomous: Individual and autonomous work based on the proposed materials: readings, seminar activities, preparation, viewing of the audio visual material.
The supervised and autonomous be evaluated by formative evaluation.
4. Evaluation activities, self-assessment, peer-evaluation: to verify and qualification the process from work and written tests. All the activities are evaluative.
In all the activities the ethical commitment and the deontological principles related to the orientation function will be worked. Research competence will be included as a basis for the generation of knowledge on the subject
15 minutes will be allocated so that students can answer the survey to evaluate the teaching performance and evaluation of the subject.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Lecturer class | 45 | 1.8 | |
Type: Supervised | |||
Supervised activities | 30 | 1.2 | |
Type: Autonomous | |||
Autonomous activities | 75 | 3 |
The course evaluation will be carried out throughout the academic year through the activities specified. Class attendance is mandatory as per Faculty regulations. It is for this reason that attendance is considered an essential requirement in order to pass the course. The evidence that sometimes can be presented in case of absence will only serve to explain the absence; they are not an exemption of attendance. The module mark obtained by the average of the results obtained in the various activities is weighted according to the values shown. To pass the course you must get at least 5 in the final
To obtain a pass in the final mark for this module it is essential to pass (minimum mark of 5 out of 10) each of the assessment blocks. All activities are recoverable. An activity that has not previously been evaluated can not be recovered. Students will be able to return the activities during the whole semester, the maximum date being one week after the end of the course
The activities will be distributed throughout the course with a start and delivery dates. All the assessment tasks carried out throughout the course must be submitted before the deadline indicated by the teacher in the module programme.
The marks for each paper or the exam will be available within 16 days after their submission.
The evaluation dates will be:
- Project: 23/01/2023. Recovery: 06/02/2023
-Oral presentation project: 30/01/2023. Not recoverable.
- Practice: activity 1 26/09/2022 (no avaluable); activity 2 31/10/2022; activity 3 28/11/2022; activity 4 24/01/2023. Recovery: deliveries throughout the course, deadline: 06/02/2023.
- Final Syntesis Test: 30/01/2023. Recovery: 06/02/2023.
Attendance to field trips is compulsory. Students must attend a minimum of 80% of seminars; otherwise, they will be deemed as "not evaluable".
In accordance with UAB regulations, plagiarism or copying of any individual or group paper will be penalised with a mark of 0 for that paper, without any possibility of a re-sit. During the completion of a paper or the individual exam in class, if the teacher has reason to believe that a student is trying to copy or s/he discovers any kind of non-authorised document or device, the student involved will obtain a mark of 0, without any possibility to re-sit.
In order to get a pass mark in this course, students should prove, through their oralpresentations and their written assignments, they have superior communicative skills and an excellent command of the vehicular language or languages listed in the course syllabus. Assessment of all course individual and group work tasksinclude criteria based on the quality, in terms of accuracy and fluency, of the assignments submitted by the learners. Learners are expected to display academic skills, which include the abilities of expressing themselves fluently and accurately and comprehending written academic texts (for more details please see: http://www.uab.cat/web/informacio-academica/ evaluation / 1292571269103.html-regulation and http://www.uab.cat/web/informacio-academica/avaluacio/normativa-1292571269103.html).
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
BLOCK 1. THEORY. Final Synthesis Test. Assignments related to parts 1, 2, 3 and 4 from an evaluative reflection with arguments of the learning activity. It is an individual activity | 25 % | 0 | 0 | 1, 2, 16, 13, 21 |
BLOCK 2. PRACTICE. Compilation of individual practical works to show a good use of the tasks performed. They will be revised along the course. 75% are individuals | 45 % | 0 | 0 | 1, 2, 3, 9, 5, 4, 6, 7, 16, 10, 15, 14, 13, 23, 19, 20, 11, 21, 8, 22 |
BLOCK 3. PROJECT. Project produced throughout the curse. The students should develop evaluation criteria and educational proposals. | 30% | 0 | 0 | 1, 3, 9, 5, 4, 7, 16, 12, 15, 14, 13, 17, 18, 19, 20, 11, 8, 22 |
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