Social Education in Europe

Objectives

This subject offers an introduction to the range of different styles of work being done in Europe in the field of social education. The first part of the course aims to explore how the concept of social education has evolved over time, and the social, economic and political factors that have influenced this process. The second part presents a series of personal experiences of working with people at risk of social exclusion in different European countries. The overall aim is to provide students with the tools they need to be able to contextualise social educational work in Catalonia and elsewhere, and to enable them to critically evaluate how it is undertaken.

Social Education in Europe is taught in English. In part, this reflects the desire of the UVic to prepare its students to work in this increasingly mobile and multilingual world. Thus, apart from introducing the enormous range of conceptions and strategies that are present in social education, and increasing their research skills, this course also aims to improve students' English-language skills.

Learning outcomes

• Awareness of the diversity of ways of understanding social education in different European countries, and of the social, political and cultural processes that have produced this diversity.
• Greater awareness of, and interest in, the social, economic, political and cultural realities of European societies.
• Enhanced respect for linguistic, social and cultural diversity.
• Increased competence in English, particularly in terms of understanding, synthesising, summarising and communicating information contained in oral and written English-language texts.

Competencies

General skills

• Be able to engage in criticism and self-criticism.
• Be able to search, compile, classify, analyse, summarise and communicate.
• Be able to use information, and understand and analyse information from various sources.
• Be able to work in an international environment and be a skilful communicator in a foreign language.
• Have basic general knowledge.
• Show intellectual curiosity.

Specific skills

• Have a command of social research methods and techniques.
• Have an inquiring and concerned attitude to social, economic, cultural and political issues in society.
• Know about basic psychosocial concepts and processes.
• Know about society in terms of anthropology, culture, sociology, history, politics and philosophy.
• Know about the basic features of social and work contexts for education.
• Know about the institutional and legal context of education and social services.
• Know about the main causes and types of social exclusion and inadaptation, and different kinds of intervention.
• Know about the principles of social education in Europe.
• Know the basic principles of teaching, and educational psychology and sociology.
• Know the various social, cultural and educational policies at regional, national, European and international levels.

Core skills

• Exercise active citizenship and individual responsibility with a commitment to the values of democracy, sustainability and universal design, through practice based on learning, service and social inclusion.

Content

The course is broken down into 2 blocks. The first of these offers a theoretical perspective on the diversity of work being done in European social education:

• an initial classification of social education models
• an examination of some of the social, political and cultural processes that have shaped the various conceptions of social education work

The second block presents several personal experiences of working in this field in different European countries (Finland, England...).

Throughout the course, students will be expected to carry out a piece of group research. The aim is for them to choose a project in a European country and identify, analyse and understand the work being done there. This necessarily involves attempting to identify and understand the social, political and cultural processes that have shaped the work of the project.

Evaluation

Both students' learning process (class-work, participation in group-work and tutorials) and the results (personal work, exams, oral and written presentations of the group-work) will be assessed.

Assessment instruments:

• 2 written exams (1 at the end of each block): 30% of final mark
• Personal work (1 or 2 activities): 20% of final mark
• Group-work (preparation/presentation: oral and written): 40% of final mark
• Participation: 10% of final mark

To pass the course, students are required to obtain a mark of 5 or more in ALL the separate assessment elements. If in the initial assessment, one or more of the elements has failed to obtain a mark of 5 or more, these elements may be presented a second time in order to attempt to obtain the required mark. However, the regulations of the UVic mean that this opportunity only exists if the elements that were failed represent 50% or less of the final mark. If more than 50% of the subject is failed in the initial assessment, the course has been failed and will have to be repeated in its entirety.

The second presentation of the oral presentation and the personal work activities will be in the closing week of the course, while any failed exams (or the written part of the group-work) will be retaken in the recuperation week at the end of the semester.

Active participation in class, the tutorials, and the group-work is essential. If the mark for participation is less than 5, this assessed element cannot be recuperated.

Recuperation of pieces of work is only possible where the originals were presented within the deadlines established. Work that has not been presented, or that was presented late, cannot be recuperated.

All work presented must be original, unpublished and produced by the students themselves.

Methodology

• A Plan of Work for the course will be provided at the start of the semester. This will include information about coursework deadlines to enable students to plan their work accordingly.
• Classes: presentation of the course contents
• Directed work: to resolve language difficulties, to do group-work, and/or to do individual work
• Tutorials (individual or in groups): organised according to the needs of the students
• Personal work: reading and research activities
• Attendance and active participation is required, particularly in the group-work sessions

Bibliography

Reading

Teachers will provide complementary bibliography and compulsory reading throughout the course via the Virtual Campus.