This version of the course guide is provisional until the period for editing the new course guides ends.

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Orientation and Socio-labour Integration

Code: 101668 ECTS Credits: 6
2025/2026
Degree Type Year
Social Education OT 3
Social Education OT 4

Contact

Name:
Merce Jariot Garcia
Email:
merce.jariot@uab.cat

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

No prerequisites


Objectives and Contextualisation

Socio-occupational guidance is an educational tool aimed at fostering change and social justice. It is a key function of social education professionals to empower people who are unemployed, especially those facing structural barriers to accessing the labour market—such as youth, women, people over 45, migrants, trans individuals, care leavers, among others—meaning people at real risk of social exclusion.

Through personalized and close support, guidance helps individuals build or redirect their life and professional projects, promoting meaningful and sustainable employment aligned with each person’s interests and potential.

It is a tool to break stigmas and combat discrimination based on age, gender, or identity. It dismantles prejudice and opens pathways. And it does so through knowledge, critical analysis, and social commitment, placing the dignity and rights of each person at the centre.

This course, which has a clearly professionalizing character, equips future professionals to work as employment insertion technicians or career counsellors within public services, administrations, foundations, or social organizations. It offers a direct entry into a profession with real impact.

Socio-occupational guidance designs tailored pathways adapted to the needs and aspirations of individuals ranging from 16 to over 65 years old. Thus, it supports both young people starting their journey and adults who face difficulties re-entering the labour market, who want or need to reinvent themselves or grow professionally.

More specifically, this course aims for students to:

  • Acquire and correctly use specific vocabulary related to socio-occupational guidance and employment insertion.
  • Know, analyse, and critically evaluate programs, resources, and strategies for supporting labour market integration.
  • Understand labour market dynamics and the social, economic, and personal factors that affect people’s employability, in order to develop guidance tools and skills aligned with each individual’s professional goals.
  • Develop a critical perspective on the structural inequalities present in the labour market due to gender, age, origin, sexual identity, and life trajectory, and be able to incorporate this analysis into professional practice.
  • Know how to select and apply guidance resources and methodologies adapted to the diverse needs of the people they support, considering their skills, interests, personal situation, and context.
  • Acquire skills to work with individuals who face barriers to accessing or remaining in the labour market, promoting their autonomy, participation, and shared responsibility in shaping and developing their own life and professional projects.
  • Develop an ethical and committed attitude in guidance processes, reinforcing the role of the social educator as an agent of social transformation and a facilitator of rights, especially for groups marginalized by the labour market.

Competences

    Social Education
  • Accompany people in their processes of growth and emancipation.
  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values. 
  • Apply the socio-emotional skills needed to manage human relations.
  • Guide and advise groups and individuals to establish educational challenges and itineraries.
  • In an articulated manner, design plans, programs, projects, activities and tasks in various socio educational contexts.
  • Know different models and guidance strategies.
  • 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. 
  • Promote autonomy among participants and seek a balance between roles as advisor, facilitator and promoter of socio-educational dynamics.
  • Recognize and evaluate the social reality and the interrelation between factors involved as necessary anticipation of action.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge. 

Learning Outcomes

  1. Accompany people at risk of exclusion in their process of growth and emancipation.
  2. Acquire socio-emotional and communicative skills for working with people at risk of exclusion.
  3. Acquire values and attitudes of respect for the different social and cultural environments that are unique to our contemporary societies.
  4. Analyse a situation and identify points for improvement.
  5. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  6. Apply strategies and interventions to promote the autonomy and social integration of people at risk of exclusion.
  7. Communicate using language that is not sexist or discriminatory.
  8. Consider how gender stereotypes and roles impinge on the exercise of the profession.
  9. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  10. Design guidance programs for social inclusion and finding employment.
  11. Economic and instructive variables relate to the indices of insertion and professional development
  12. Explain the explicit or implicit code of practice of one's own area of knowledge.
  13. Guiding immigrants in matters of employment and training.
  14. Identify situations in which a change or improvement is needed.
  15. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
  16. Know the different models and guidance strategies applied to Social Education.
  17. Propose new experience-based methods or alternative solutions.
  18. Propose new ways to measure the success or failure of the implementation of innovative proposals or ideas.
  19. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  20. Propose projects and actions that incorporate the gender perspective.
  21. Using guidance resources and strategies that promote the progressive participation of people.
  22. Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
  23. Weigh up the risks and opportunities of both one's own and other people's proposals for improvement.

Content

1. Career Opportunities in Socio-Occupational Guidance for Social Education Professionals

1.1. Definition of the guidance role within social education.

1.2. Guiding tasks and functions of the social education professional.

1.3. Professional profiles related to socio-occupational guidance.

1.4. Professional fields and settings where this work is carried out.

1.5. Priority groups in socio-occupational guidance.

1.6. Key professional competencies.

1.7. Ethical principles of guidance-based intervention.

2. Conceptual Framework and Foundations of Socio-Occupational Guidance

2.1. Definition and objectives of socio-occupational guidance.

2.2. Guidance as a tool for transformation and social justice.

2.3. The insertion process: from exclusion to socio-occupational inclusion.

2.4. Basic concepts in the guidance process.

2.5. Non-discriminatory career guidance: gender in career choice and development.

2.6. Models that underpin guidance-based intervention in labour market integration.

3. Labour Market, Transitions, and Employment Policies

3.1. Labour market performance indicators.

3.2. Transitions into and within the labour market: youth, care leavers, and adults.

3.3. Active labour market policies in Catalonia: the role of guidance.

4. Groups Facing Barriers to Employment

4.1. Analysis of different groups.

4.2. Structural barriers to accessing and remaining in the labour market.

4.3. Intersectionality and labour rights.

5. Guidance-Based Intervention

5.1. Employability assessment: interview, identification of needs and potential.

5.2. Personalised Insertion Pathways: process and content.

5.3. Guidance strategies for socio-occupational orientation.

6. Best Practices in Career Guidance in Catalonia

6.1. Guidance and support programmes for labour market inclusion aimed at improving the situations of groups discriminated against by the labour market.

6.2. Analysis of socio-occupational guidance programmes and services for groups excluded by the labour market, based on the principles of social education.


Activities and Methodology

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 student is the protagonist in the teaching–learning process, and based on this principle, an active, participative, and research-based methodology has been planned, which includes the following teaching and learning activities:

  1. Directed, in-person activities with the whole group:
  • Lectures by the teaching staff on the core content and key topics of the syllabus. These are held with the entire class and allow for the presentation of main contents through open and active student participation. During these directed activities, scientific articles and research projects that support intervention in socio-labour orientation will be provided, which students must incorporate into the synthesis test. The aim is to provide the foundational basis for socio-labour orientation.
  • Inquiry-Based Learning (IBL). Students will engage in experiential learning by seeking solutions to real orientation problems using science as the basis for professional action, through question formulation, source research, critical data analysis, and construction of empirically and theoretically grounded responses. The approach will be based on real situations linked to socio-labour orientation and insertion, affecting groups with difficulties accessing the labour market. From these cases, students will develop professional intervention proposals. The goal is to foster key competencies such as critical thinking, decision-making, autonomy, communication skills, and professional ethics.
  • Critical incidents to resolve open and relevant orientation cases in the classroom, aiming to foster learning and competency development through students’ search for solutions. These will be resolved in class, generating reflection and discussion. The objective is to promote critical thinking, connect theoretical content with professional practice, and make well-founded decisions.
  • Simulation of socio-labour orientation processes, allowing students to step into the roles of both the professional and the person being oriented by representing a real intervention situation. The goal is to foster the transfer of theoretical content to practical situations, collective critical reflection, and prepare students for real professional practice in orientation and socio-labour insertion environments.
  • Flipped classroom, to deepen understanding of groups vulnerable in the labour market. Students must independently research outside the classroom, taking an active role in preparing and presenting content about the socio-labour characteristics and barriers faced by at-risk groups such as women in social difficulty, victims of gender violence, migrants, people with addictions, homeless people, long-term unemployed, trans people, youth in social difficulty, foster youth, people over 45, incarcerated and formerly incarcerated populations, among others. The goal is to foster autonomy, responsibility, critical thinking, peer learning, and a deep, contextualized understanding of the factors hindering labour insertion for certain groups and the role of the social educator in these processes.
  • Oral presentations by students focused on identifying, analysing, and presenting socio-labour orientation programs in Catalonia aimed at groups at risk of social exclusion. The objective is to promote autonomous research, critical spirit, and communication skills. Students, working in small groups, select a real program or service (public, private, or third sector), analyse its objectives, methodologies, target groups, results, and best practices, and prepare an evaluation from the social education perspective, which they then present in class through a structured, participative exposition. Presentations are complemented by debates and collective reflection sessions. The goal is to encourage peer learning, knowledge of the professional context, and analytical, synthesis, and communication skills.
  • Collective discussion to improve learning. After each learning activity, a specific space is devoted to oral presentation of results to the class group through an open and guided discussion where students and staff provide comments, questions, and improvement suggestions. This process allows reviewing content and formats before final submission, fostering critical reflection, revision ability, and continuous quality improvement. The aim is to enhance collaborative learning, active listening, and development of transversal skills such as self-regulation and communication.
  • Individual reflective journal to accompany the learning process. Each student will keep a written record collecting personal reflections, questions, emotions, meaningful learnings, and the learning process (how and with what). The journal must include a conclusions section supported by relevant authors in the field. The purpose is to connect theoretical and applied content, foster a critical and ethical attitude, and promote a commitment to social justice.
  1. Supervised activities. The last hour of class is designed as a seminar format. Students carry out practical activities partially autonomously but with guidance and advice from teaching staff. These supervised activities include: employability diagnosis, study of the labour market for the social educator profession, diagnosis of the active job search process, design of an Individual Insertion Plan, and development of an orientation activity based on the designed IPI.
  2. Autonomous activities. Students must find individual and small-group autonomous work time to prepare assignments, complete practicals, and the evaluative activity (reflective journal). Through these autonomous activities, they will acquire competencies in a self-regulated manner.
  3. Evaluation, self-evaluation, and peer evaluation activities: aimed at verifying and grading achievements through written assignments and tests. All activities completedby students to pass the course become evaluation activities.

Supervised and autonomous activities will be subject to formative assessment in the continuous evaluation modality.

In all activities, ethical commitment and deontological principles related to the orientation role will be emphasized. Additionally, research competence will be included as the foundation for generating knowledge on the subject, so students must specify the information search process, data collection tool design, and data analysis process. The final synthesis test must include a discussion and conclusions based on scientific articles.

This course includes the development of inclusive practices regarding: the use of audiovisual material, presentations designed to convey content, accessibility of materials in Microsoft PowerPoint format, participative methodology, and the tutorial and individual orientation process to resolve any course-related questions. Additionally, activities that students share with the rest of the class incorporate an inclusive perspective.

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.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
APPLIED RESEARCH AND ANALYSIS OF GUIDANCE RESOURCES. Analysis of a group vulnerable in the labour market, critical review of a real socio-occupational guidance programme or action, and development of socio-educational improvement proposals. Group activity 20% 0 0 3, 9, 4, 7, 16, 14, 23, 17, 18, 19, 20, 11, 22
DIAGNOSTIC AND REFLECTIVE EVALUATION. Development of an employability and job satisfaction diagnosis. Group activity. 10 % 0 0 2, 3, 9, 5, 4, 7, 15, 14, 23, 18, 19, 20, 11, 21, 8, 22
LABOUR MARKET ANALYSIS. Labour market outlook for the profession of "Social Educator." Group activity. 10 % 0 0 3, 5, 4, 7, 12, 15, 23, 17, 18, 11
ORAL PRESENTATION of the group work on employment guidance programmes in Catalonia. Individual activity. 10% 0 0 3, 9, 4, 7, 16, 14, 23, 17, 18, 20, 11, 22
REAL CASE ANALYSIS AND SOLUTION ACTIVITY. Design and implementation of personalized guidance actions. Group activity. 10 % 0 0 1, 2, 3, 9, 5, 4, 6, 7, 16, 10, 12, 15, 14, 13, 23, 17, 18, 19, 20, 11, 21, 8, 22
REFLECTIVE JOURNAL: Final Assessment. Content review of the course units through a self-reflective evaluative activity supported by theoretical reasoning related to the learning outcomes achieved. This activity will be completed at the end of the course. I 30 % 0 0 1, 2, 9, 5, 7, 16, 12, 15, 14, 13, 23, 20, 21, 8, 22
SIMULATION. Simulation of a socio-occupational guidance activity. Individual activity. 10% 0 0 1, 2, 6, 17, 20, 21

Continuous Assessment

The evaluation of the subject will be carried out throughout the academic year through the activities shown in the assessment grid and detailed below. To pass the subject, each evaluative activity must be passed with a minimum grade of 5.

Activity 1: Title: Employability and Job Satisfaction Diagnosis. Type: Diagnostic and reflective assessment activity. Format: Group work. Weight on final grade: 10%. Dates: From 09/22/2025 to 10/20/2025. Submission deadline: 10/20/2025. Recoverable: Yes. Recovery deadline: Up to 02/02/2026.

Activity 2: Title: Labour Market Prospective of the Profession "Social Educator." Type: Labour market analysis activity. Format: Group work. Weight on final grade: 10%. Dates: From 10/20/2025 to 11/24/2025. Submission deadline: 11/24/2025. Recoverable: Yes. Recovery deadline: Up to 02/02/2026.

Activity 3: Title: Design and Implementation of Personalized Guidance Actions. Type: Real case analysis and resolution activity. Format: Group work. Weight on final grade: 10%. Dates: From 10/20/2025 to 11/24/2025. Submission deadline: 11/24/2025. Recoverable: Yes. Recovery deadline: Up to 02/02/2026.

Activity 4: Title: Simulation of a Socio-labour Guidance Activity. Type: Simulation. Format: Individual work. Weight on final grade: 10%. Date: 01/19/2026. Recoverable: No.

Activity 5: Title: Analysis of a Vulnerable Group and Critical Review of Socio-labour Guidance Programs.
Type: Applied research and guidance resources analysis activity. Format: Group work. Weight on final grade: 20%. Dates: From 09/22/2025 to 01/12/2026. Submission deadline: 01/12/2026. Recoverable: Yes. Recovery deadline: Up to 02/02/2026.

Activity 6: Title: Presentation and Evaluation of a Socio-labour Guidance Program for a Group Vulnerable in the Labour Market. Type: Oral presentation. Format: Individual work. Weight on final grade: 10%. Date: 01/12/2026. Recoverable: No.

Activity 7: Title: Reflection on What I Have Learned in the Socio-labour Guidance and Insertion Subject. Type: Reflective diary. Format: Individual work. Weight on final grade: 30%. Dates: From 09/22/2025 to 01/19/2026. Recoverable: Yes. Up to 02/02/2026.

The subject will be passed with a minimum score of 5.

Feedback and monitoring of the activities forming part of the grade will be provided within 15 working days after submission. Students wishing to review their grade must do so within 15 days of its publication during the tutoring hours established by the teaching staff for this subject and indicated in the program.

Attendance is mandatory on the following days: 11/17/2025, 01/12/2026, and 01/19/2026, during which the following activities will take place: flipped classroom presenting vulnerable groups in the labour market, presentations of socio-labour guidance programs, and the simulation of the scheduled guidance activity.

Evaluation results will be discussed in groups or individually. To ensure effective and formative feedback, rubrics used will be provided to students to visualize the model of good performance for each activity. Feedback for each activity incorporates received comments to help students improve.

Use of Generative Artificial Intelligence (GAI)

Restricted use of GAI is permitted in this subject. The use of Artificial Intelligence (AI) technologies is allowed exclusively for support tasks, such as:

  • Searching for general bibliography or initial information sources.
  • Generating ideas or preliminary outlines for organizing one’s own work.
  • Reviewing formal aspects like grammar or style, without modifying substantive content.
  • Translations.

The use of GAI is not permitted for:

  • Fully drafting the work, activities, or reflective diary.
  • Generating content presented as original work.
  • Replacing the personal reflection process in evaluative activities.

Students must clearly identify which parts were generated with this technology, specify the tools used, and include a critical reflection on how these influenced the process and final outcome. Lack of transparency regarding AI use in evaluative activities will be considered academic dishonesty and may result in partial or total grade penalties or more severe sanctions in serious cases.

Recovery

To participate in recovery, students must have been previously evaluated on at least two-thirds of the course grade and obtained a minimum average score of 3.5. All evaluative activities are recoverable, except for the presentation on a vulnerable labour market group (activity 4) and the simulation of a guidance activity (activity 5). Students may resubmit activities throughout the semester, with a maximum deadline of 02/02/2026.

Repeating Students

Students repeating the subject must submit the evaluative evidences scheduled for continuous or single assessment. The subject does not offer a final synthesis exam for these students (see point 2, Article 267 of the UAB Academic Regulations, page 81).

Single Assessment

Students opting for single assessment must demonstrate the achievement of the subject’s competencies through the presentation and defence of three interrelated evidences integrating theoretical knowledge, analytical capacity, and practical application in real or simulated contexts. The deadline for submitting evidences 1 and 2 and for the oral presentation is January 19, 2026.

  • Evidence 1: Critical analysis and reflection on guidance cases. Description: Analyse and critically reflect on key subject content through application in various cases provided by the professor. Weight: 25%. Recovery: February 2, 2026.
  • Evidence 2: Design of a Personalized Insertion Itinerary (IPI). Description: Develop a real practical case proposing a Personalized Insertion Itinerary for a socially vulnerable person, including employability diagnosis, objectives, phases, and support resources. Weight: 35%. Recovery: February 2, 2026.
  • Evidence 3: Oral presentation and project defence. Description: Individual presentation of the IPI case, explaining the process, decisions made, and their theoretical, methodological, and ethical justification in response to professor’s questions. Weight: 40%. Not recoverable.

The same recovery system applies to evidences 1 and 2 as in continuous assessment. Final grade review follows the same procedure as continuous assessment. Students in single assessment must submit activities on time and will not receive formative feedback during the course.

Evaluation results will be discussed individually in single assessment.

For Continuous and Single Assessment

Research competence required for each evaluative activity, as specified in the program, will be evaluated.

Non-submission of all evaluative activities will result in a "Not Assessable" grade, as per point 9, Article 266 of the UAB Academic Regulations (page 80).

To pass this subject, students must demonstrate good overall communication competence, both oral and written, with mastery of the language(s) specified in the teaching guide. Linguistic correctness, writing quality, and formal presentation will be considered in all activities (individual and group). Students must express themselves fluently and correctly and show a high level of understanding of academic texts. An activity may be returned (not assessed) or failed if it does not meet these requirements.

Before submitting learning evidence, students must verify correct citation of sources, notes, quotations, and bibliographic references according to the latest APA guidelines and the UAB documentation available at:

https://ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdf
http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_03.html

Professional Attitude

To pass, students must show an attitude compatible with the educational profession. Transversal competencies such as active listening, respect, participation, cooperation, empathy, kindness, punctuality, non-judgment, argumentation, and appropriate use of mobile phones and computers will be considered.

For reference, see the document “General Evaluation Criteria and Guidelines of the Faculty of Education Sciences” approved by the COA on May 28, 2015 (http://www.uab.cat/web/informacio-academica/avaluacio/normativa-1292571269103.html), and the Autonomous University of Barcelona Evaluation Regulations (http://www.uab.cat/web/informacio-academica/avaluacio/normativa-1292571269103.html).

Plagiarism and Copying

Copying or plagiarism of material, whether in assignments, practical work, or exams, results in a final grade of 0 for the subject, with no possibility of recovery. This applies to both individual and group work (in the latter case, all group members receive a 0). A work, activity, or exam is considered "copied" if it reproduces all or a significant part of another student’s work. It is considered "plagiarized" when part of a text by an author is presented as one’s own without citing sources, regardless of whether the original sources are paper or digital.

More information on plagiarism: http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html


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Martínez Clares, P.; González Lorente, C. & Rebollo Quintela, N. (2019). Competencias para la empleabilidad: un modelo de ecuaciones estructurales en la Facultad de Educación. Revista de Investigación Educativa, 37(1), 57-73. http://dx.doi.org/10.6018/rie.37.1.343891

Martínez Juárez, M.; González Morga, N. & Pérez Cusó, J. (2018). Aproximación al perfil formativo del orientador profesional en la blogosfera. Revista de Investigación Educativa, 36(1), 39-56. http://dx.doi.org/10.6018/rie.36.1.306401

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Moreno López, R. & Morales Calvo, S. (2017) Las competencias socio-personales para la inserción sociolaboral de jóvenes en los programas propios de educación social. REOP, 28 (1), 33-55. https://www.redalyc.org/pdf/3382/338252055004.pdf

Palomares-Montero, D.; Merino, R.; Olmeda, E.; García-Gracia, M.; Córdoba, A. I. (2024). Alumnado de Escuelas de Segunda Oportunidad: nuevas vinculaciones, recuperando aprendizajes, reconectando itinerarios. Revista Complutense de Educación 35(3), 553-564. https://dx.doi.org/10.5209/rced.85790

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Software

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Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(TE) Theory 4 Catalan first semester morning-mixed