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Education of Adults

Code: 101673 ECTS Credits: 6
Degree Type Year Semester
2500260 Social Education OB 3 2


Sonia Fajardo Martínez

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
Some groups entirely in Catalan:
Some groups entirely in Spanish:


This  is a comulsory course of the third year, and it is the base of the Adult Education Itinerary of the forth year

Objectives and Contextualisation

 1. To acquire a theoretical specific and to analyze the context in which the educator will realize his professional activity as well as to attend, to interpret and to value critically the existing relations between the education of the adult persons, the current of a social perspective.

 2. To acquire the competitions and specific contents across the subject to obtain the sufficient skills for the development of the profile professional of the educational future and social educator.


3. To analyze and to think about the own professional task and to relate and to link the most relevant social facts with the area social and educational des of a critical and normative perspective.


  • Accompany people in their processes of growth and emancipation.
  • Contextualize educational action based on the different theoretical paradigms that have developed in science and education in accordance with the socio-historical context of individuals, groups and institutions.
  • Generate innovative and competitive proposals in research and professional activity.
  • In an articulated manner, design plans, programs, projects, activities and tasks in various socio educational contexts.
  • Maintain a respectful attitude to the environment (natural, social and cultural) to promote values, behaviour and sustainable practices that address gender equality, equity and respect for human rights.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands. 
  • Master the theoretical and applied knowledge of Educational Sciences to develop the capacity for analysis and observation of the social and educational reality.
  • Participate in the theoretical debates that affect the profession and affect different policy areas.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Analyse a situation and identify points for improvement.
  2. Analyse the psychosocial peculiarities of adults that influence specific teaching strategies.
  3. Analyse the psychosocial peculiarities of adults that influence the objectives and methods of adult education programs.
  4. Contextualize social and educational action in accordance with different models and theories of adult education.
  5. Demonstrate a capacity for teamwork, individual and collective commitment to the task to be done.
  6. Demonstrate the necessary knowledge about didactics and the principles of programming and planning in Adult Education.
  7. Demonstrate theoretical, philosophical, psychological and sociological, applied and didactic knowledge of Adult Education.
  8. Establish the methodological principles and basis of teaching and learning processes in adult education.
  9. Identify learning needs of the adult population in the information society.
  10. Identify situations in which a change or improvement is needed.
  11. Maintain a radical and critical attitude towards enforcement situations of inequality due to poverty, gender, ethnicity and / or origin and sexual orientation and proceed to analysis, reporting and processing of the same inequalities in opportunities.
  12. Manage information on adult education for decision-making.
  13. Participate in seminars, workshops, conferences and symposiums.
  14. Produce specific teaching materials and adapt them to the different modes and supports: Face-to-face and virtual.
  15. Produce teaching materials and resources for specific groups of adults.
  16. Understand educational legislation and policies in adult education.
  17. Understand the models and systems of adult education.
  18. Understand the theories and models of adult learning.


1. Historical, philosophical and sociological foundations of the adult education.

2. Theories and models of education and learning of the adult persons.

3. Educational legislation in formation of adult persons. Educational politycal.

4. Models and systems of adult education: School, environment and social networks.

5. Formative needs of the adult population in the company of the information. New collective, new profiles, young women, women, minorities ...

6. Formative offer: plans and programs of formation of adult education.


The protagonist in the process of education learning is the student and is under this premise it is necessary to to plan the next methodology:  35 hours whit all group, and 15 hours in format seminar linked in the following blocks of contents.

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      
Seminars 15 0.6 3, 2, 4, 17, 16, 18, 7, 6, 9, 14, 15, 8, 12
Work group 30 1.2 3, 2, 4, 16, 18, 7, 6, 5, 9, 15, 8, 12, 11, 13
Type: Supervised      
Evaluation 8 0.32 3, 2, 4, 17, 16, 18, 7, 6, 5, 9, 14, 15, 12, 11
Tutorials 22 0.88 3, 2, 4, 17, 16, 18, 7, 6, 9, 15, 8
Type: Autonomous      
Autonomous 75 3 3, 2, 4, 17, 16, 18, 6, 9, 14, 15


 The evaluation is continous. The attendance is mandatory of a minimum of 80 %.

Exam date: 25-05-23, second exam 15-06-2023

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Group work. Project training program adults. 40% 0 0 3, 2, 1, 4, 17, 16, 18, 7, 6, 9, 14, 15, 8, 12, 10, 13
Individual work. Written practice 20% 0 0 3, 2, 4, 17, 16, 18, 7
Individual written exam 40% 0 0 3, 2, 1, 4, 17, 16, 18, 7, 6, 5, 9, 14, 15, 8, 12, 10, 11, 13
Second avaluaci? individual Second avaluaci? 0 0 3, 2, 1, 4, 17, 16, 18, 7, 6, 5, 9, 14, 15, 8, 12, 10, 11, 13


  1. Lesson 1

Alorda, M. (20218) Els reptes de l’educació permanent de persones adultes al segle XXI. 2018 (2018) ISSN: 1889-805X

Fernández, G. (Coord) et alt. (2019) Informe sobre exclusión y desarrollo social en España. Fundación Fomento de estudios sociales y de sociología aplicada (FOESSA) Informe-FOESSA-2019-completo.pdf (caritas-web.s3.amazonaws.com)

2. Lesson 2

Astete, Gladys (2014) ¿Cómo facilitar el desarrollo de competencias? Tesis doctoral. Universitat Autònoma de Barcelona. Barcelona.

Freire, P. (1970) Pedagogía del oprimido. S. XXI. Madrid

Reig, D. y Vilchez, L.F. (2013) Los jóvenes en la era de la hiperconectividad: tendencias, claves y mirades.  https://www.fundaciontelefonica.com/cultura-digital/publicaciones/182/


Lesson 3

Coll, C. i Albaigés, B. (2021) L´estat de l´educació a Catalunya. Anuari 2020. Fundació Jaume Bofill. Barcelona. https://fundaciobofill.cat/uploads/docs/r/q/o/quw-eec20-anuari2020.pdf

Lesson 4

Dalmau, O. (2018). Formación y desarrollo del talento. Una experiencia innovadora en organizaciones de salud. Fundació Universitària del Bages. Manresa. ISBN 978-84-09-00277-1

Fajardo, S. (2020). La qualitat de la formación a les organitzacions del tercer sector social. Situació actual i propostes de millora. Revista Educació social. Numer 76. 2020, P- 150-170.

Moreno-Creso, P. et at. (2014). La educación en adultos mayores: percepción de dificultades de aprendizaje y calidad de vida. (Tesis Doctoral) Universidad Pablo de Olavide.

Lesson 5.

Fajardo, S.; Pineda, P. Vilarroig, M. (2006)   El model de detecció de necessitats formatives en la ONG Médicos Sin Fronteras.  Bordón. Revista de pedagogía, ISSN 0210-5934, ISSN-e 2340-6577, Vol. 58, Nº 1, 2006, págs. 3-20

Perez, Mª Paz (2014) Cómo detectar las necesidades de intervención socieducativa.  Nercea. Madrid.

Lesson 6.

Ruipérez, G. i  García-Cabrero, J.C (Coord.) (2020) Libro blanco de la formación e-larning. Apel. Madrid.

Flores, L.; Veytia, L.G. Moreno, J. (2020) Clase invertida para el desarrollo de la competencia: uso de la tecnología en estudiantes de preparatoria. Revista Educación.  Vol. 44, nº1. Pp. 1-30 https://doaj.org/article/e6af21e7e78f40b69bd1d3206f66c4b8

Rodríguez, R. (2016) Filosofía política en acción. El juego de rol como estrategia de enseñanza. Universidad Pablo de Olavide, Facultad de Derecho y CC. Políticas. Vol. 15 nº 29, diciembre 2016, pp. 165-174. Sevilla, España.


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