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

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Research, Training, Evaluation and Equity

Code: 45009 ECTS Credits: 6
2025/2026
Degree Type Year
Research in Education OP 1

Contact

Name:
Pilar Pineda Herrero
Email:
pilar.pineda@uab.cat

Teachers

Xavier Úcar Martínez
Ingrid Agud Morell

Teaching groups languages

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


Prerequisites

No previous conditions


Objectives and Contextualisation

This module is compulsory in the specialty of Inequalities, Socio-educational Research and Transformation, and is optional in the other specialties.

This module developes the competencies to do research and to evaluate education from the viewpoint of equity . The main programs of training for work as a strategy to promote educational equity are addressed. It analyzes theoretical and methodological resources, evaluation of training programs, educational intervention and their contribution to research on educational inequalities. Special emphasis on design  of plans for assessing training programs within the framework of a research project is done.

 
Descriptors: training for work. Training and gender. educational equity and employment. Evaluation of training for work. Evaluation of educational intervention programs. participatory evaluation


Learning Outcomes

  1. CA26 (Competence) Adopt criteria of methodological quality in the design and application of an assessment plan.
  2. CA27 (Competence) Conduct research in socio-educational fields, assessing the social, economic and environmental impact.
  3. CA28 (Knowledge) Perform socio-educational research while assessing sex/gender based inequalities.
  4. KA25 (Knowledge) Identify the methodological paradigms, approaches and designs in socio-educational research.
  5. KA26 (Knowledge) Identify different lines of research in the various fields of socio-educational research.
  6. KA27 (Knowledge) Define problems and respond to socio-educational needs using innovative approaches.
  7. SA17 (Skill) Select the most consistent design and methodology with the study goals in socio-educational research.
  8. SA18 (Skill) Design and develop an assessment plan in socio-educational research using different techniques and data collection instruments.

Content

Part 1: Evaluation of training programs and educational intervention as a tool to improve equity.

- Evaluation of educational programs:

- Evaluation of training programs for work

- Evaluation of the socio-educational intervention

 

Part 2: Education, work and educational equity

- Types of training and work: training throughout life, FP, vocational training and continuing education

- Prospects for analyzing equity in education: age, gender, socio-cultural level, occupation / employment status.

- Studies on training, work and equity

Part 3: Participatory and Equity Research.
- Participatory, equity and fair research: from “giving voice” to building dialogues.
- Intersectional view of participatory research: conditions based on age, gender, socio-economic environment, origin, etc.
- Design of participatory research. Practical examples.


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Directed 36 1.44 CA26, KA26, KA27, SA17, SA18, CA26
Type: Supervised      
Supervised 36 1.44 CA27, KA27, SA17, SA18, CA27
Type: Autonomous      
Autonomous 78 3.12 CA27, KA25, KA26, CA27

The training activity, individual or in group, will be:
 
Master classes / lectures by the teacher
Reading of articles and documentary collections
Analysis and collective discussion of articles and documentary sources
Classroom practices: problem solving / cases / exercises.
Presentation / oral presentation of works.
tutorials
 

 

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
Case study individual 33 0 0 CA27, KA26, KA27, SA17
Evaluation plan 33 0 0 CA26, CA27, KA25, SA17, SA18
Practices and readings individual 33 0 0 CA26, CA28, KA25, KA27

CONTINUOUS EVALUATION
 

Evaluation plan

33'3%

Assesments of 2nd part

33'3%

Case study 

33'3%

 

The evaluation of the module will be carried out through the activities indicated.

 
The final grade will be the weighted average of the planned activities. In order to apply this criterion it will be necessary to obtain at least a 4 in all the activities, those carried out during the development of the module and in the memory / final work of the module.
 
The procedure for reviewing the tests will be done individually and following a fixed calendear

Recuperation: Individual assesment, January 8th

 Students who do not provide sufficient evidence to be assessed will be classified as 'not assessable'

A summary test is contemplated for students enrolling for the second time.

Plagiarism will cause  NOT pass the subject.

UNIQUE EVALUATION


Individual theoretical-practical, written and oral test.
Grade weight:100%
Recovery: Individual theoretical-practical, written and oral test
The individual test will be held on January 8th. On January 15th, the recovery will take place.
The review of the final grade follows the same procedure as for continuous assessment.


Bibliography

 COUSINS, B. J. (Ed.) (2020) Collaborative approaches to evaluation. Principles in use. Los Angeles: SAGE (ISBN: 9781544344645)

 GERLACH, A. (2018). Thinking and Researching Relationally: Enacting Decolonizing Methodologies With an Idigenous Early Chilchood Program in Canada. International Journal of Qualitative Methods, 17, 1-8.

HORDGE-FREEMAN, E. (2018). “Bringing Your Whole Self to Research”: The Power of the Researcher’s Body, Emotions, and Identities in Ethnography. International Journal of Qualitative Methods, 17, 1–9.

 NÚÑEZ LÓPEZ, H. (2015). Evaluación participativa en la acción comunitaria. Aproximaciones teórica y metodológica. Madrid. Editorial Popular.

  PINEDA, P. (2010). Evaluation of training in organizations: a proposal for an integrated model. Journal of European Industrial Training, 34, pp. 673-693

  RADEMAKER, L.L. & POLUSH, E. Y. (2022). Evaluation and action-research. An integrated framework to promote data literacy and ethical practices. Oxford University Press

RODO-ZARATE, M. (2021). Interseccionalidad. Desigualdades, lugares y emociones. Bellaterra Edicions.

 STAKE, R.F. (2006). Evaluación comprensiva y evaluación basada en estándares. Barcelona: Graó.

 ÚCAR, X.; PONCE, E. (2001)  (Coord.) Carmel Amunt. Análisis i propostes de futur per un barri. Carmel Amunt/Generalitat de Catalunya/Ajuntament de Barcelona/UAB. Barcelona.

VÁSQUEZ, Jorge. 2013. “Adultocentrismo y juventud: Aproximaciones foucaulteanas”. En: Revista Sophia: Colección de Filosofía de la Educación. Nº 15. Quito: Editorial Universitaria Abya-Yala.


Software

No needed


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
(TEm) Theory (master) 1 Catalan first semester afternoon