SOCIAL PEDAGOGY AND ADULT EDUCATION

Easy to Read Version

The course objectives and the expected learning outcomes are described according to the Dublin Descriptors.
The Dublin Descriptors are 5 international criteria.  They explain:

• what students should know,

• what they should be able to do,

• how they can show what they have learned.

Knowledge and understanding (Dublin Descriptor1)

• Know the main theories and models of adult education.

• Use the basic language of the discipline.

• Know the main research topics.

• Understand the international perspectives of adult education.

• Recognize the features of different adult learning contexts.

Applied knowledge and understanding (Dublin Descriptor 2)

• Link theory and practice to interpret events and processes (past, present, future).

• Identify the tasks and organization of adult education and training services.

• See the connections between theories, policies, and contexts of adult growth.

Making judgments (Dublin Descriptor 3)

• Compare and summarize different theoretical approaches in adult education.

Communication skills (Dublin Descriptor 4)

• Explain the meaning of one’s actions clearly.

• Create and support sharing processes with others.

Learning skills (Dublin Descriptor 5)

• Identify one’s own learning needs.

• Define a personal development plan and monitor actions.

• Carry out self-assessment of learning to improve professional growth.

• About 50% of the course hours will be lectures.
  These lectures will present the main topics of the course.

• The other 50% of the course hours will be for practical activities:

  • reworking the lesson contents,

  • working in small groups,

  • presenting assignments done in class or at home,

  • analysing case studies.

• As part of the course, there will be a seminar on J. Mezirow’s transformative learning.
  The seminar is included in the course and does not mean extra lessons.

• There may be visits to local associations that work in adult education.
  The aim is to combine classroom learning with direct observation.

• During the course, students will be introduced to the responsible use of Artificial Intelligence (AI).
  AI will not be a separate topic, but it will be used as:

  • support for study,

  • help to work on contents,

  • a tool to develop a critical approach to educational technologies.

• If the course is delivered online or in blended mode, some organizational changes may be introduced.
  The objectives and contents of the syllabus will remain the same.

To follow the course, it is important that students have:

• Basic knowledge of:

  • General Pedagogy,

  • History of Pedagogy,

  • General Sociology,

  • Psychology of Education and Development.

• Ability to use Microsoft Word and PowerPoint.
  These programs are needed to write papers and prepare presentations.

• Ability to use online search engines.
  This helps to find information and materials useful for study.

• Attendance is not compulsory, but it is strongly recommended.

• Attending classes helps students to:

  • understand the contents better,

  • discuss topics and problems with classmates and the teacher,

  • check their learning progress.

• During classroom activities, students will:

  • work actively on the course contents,

  • take part in group and individual work,

  • follow guided study sessions,

  • present assignments prepared in class or at home.

• These activities are used as formative assessments.
  They help students to self-evaluate their learning level and improve their use of analytical tools.

• Working students and non-attending students may contact the lecturer for clarifications.

• Erasmus students can agree on the exam programme through a preliminary interview.

This course is linked to the 2030 Agenda for Sustainable Development.

In particular, it contributes to Goal 4: Quality Education.

The course supports the following targets:

• Target 4.1: All students should have free, fair, and good-quality secondary education, leading to good learning outcomes.

• Target 4.5: Remove gender differences in education and ensure equal access to all levels of education and training, especially for vulnerable groups.

• Target 4.7: All learners should acquire knowledge and skills to promote sustainable development, including:

  • education for sustainable development and sustainable lifestyles,

  • human rights,

  • gender equality,

  • a culture of peace and non-violence,

  • global citizenship,

  • respect for cultural diversity and the role of culture in sustainable development.

Course Contents

Knowles, M. S., Holton III, E. F., & Robinson, P. (2020). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (9th ed.). Routledge. 

Taylor & Francis

Jarvis, P. (2010). Adult Education and Lifelong Learning: Theory and Practice. Routledge

The assessment is based on two compulsory tests:

Test	Description	Weight in final grade	Learning outcomes
A	Individual written test (open and closed questions) on History and identity of adult education and J. Mezirow	40%	DD1, DD2, DD3, DD4
B	Individual oral test on Adult learning, Who is the adult, Contexts and methodologies of working with adults	60%	DD1, DD2, DD3, DD4, DD5

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Test A (written)

• Held in December.

• The date will be communicated in class and on TEAMS.

• All students (attending and non-attending) must participate.

• Graded out of 30 points (maximum 30/30).

⚠️ To encourage responsible preparation:

• If the test is repeated, the maximum grade is:

  • 28/30 at the first retake,

  • 27/30 at the second,

  • 25/30 from the third onwards.

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Test B (oral)

• Held during the official exam session.

• Only students who have passed Test A can take Test B.

• Graded out of 30 points (maximum 30/30).

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Organizational notes

• Working students and non-attending students may contact the lecturer for clarifications.

• Erasmus students can agree on the exam programme through a preliminary interview.

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Evaluation Rubrics

Test A (written)

Criteria: Theories and concepts – Analysis and discussion – Structure and clarity

• 28–30/30: full understanding; critical analysis; comparison between perspectives; precise language; clear and coherent structure.

• 24–27/30: good understanding; adequate analysis; comparison present; appropriate language; correct structure.

• 21–23/30: partial understanding; difficulties in comparing theories; limited reflection; language not always precise; weak structure.

• 18–20/30: fragmented understanding; low reflection; weak argumentation; simple language; poor structure.

• <18/30: inadequate understanding; no reflection; confused or absent argumentation; improper language; structure not suitable.

Test B (oral)

Criteria: Theories and concepts – Analysis and discussion – Communication

• 28–30/30: full understanding; critical analysis; clear and fluent communication; precise language.

• 24–27/30: good understanding; adequate analysis; well-structured communication; appropriate language.

• 21–23/30: partial understanding; limited reflection; sufficiently clear but not always coherent communication; language adequate but not precise.

• 18–20/30: fragmented understanding; weak reflection; discontinuous communication; simple language with inaccuracies.

• <18/30: inadequate understanding; no reflection; confused or incoherent communication; improper language.

Assessment

The final grade is based on two compulsory examinations, as follows:

Exam A
The written exam is held in December, on a date communicated to students in class and via TEAMS. All students, both attending and non-attending, are required to participate. The assessment is expressed in thirtieths, with a maximum score of 30/30.
To promote a responsible approach to study and encourage adequate preparation from the very first attempt, students repeating the exam may obtain a maximum of 28/30 (if repeated once), 27/30 (if repeated twice), and 25/30 (from the third attempt onwards).

Exam B
The oral exam is held during the official exam session. Only students who have passed Exam A may register for and access Exam B. The assessment is expressed in thirtieths, with a maximum score of 30/30.

Additional Notes

• Working students and non-attending students may contact the lecturer directly for clarification regarding the course pathway.

• Erasmus students may agree on the exam programme through a preliminary interview.

  Rubric for Exam A (Written)

  Dimensions: Theories and Concepts – Analysis and Discussion – Structure and Clarity of Writing

  • 28–30/30
    Full understanding of theories and concepts; strong critical ability to analyze and compare perspectives; well-structured and coherent argumentation; accurate and appropriate language.

  • 24–27/30
    Good understanding of theories and concepts; adequate ability to analyze and compare perspectives; generally well-organized argumentation; correct and appropriate language; structure largely coherent.

  • 21–23/30
    Partial understanding of theories and concepts; difficulties in comparing perspectives; limited reflection; writing form generally correct but not always precise; weak structure.

  • 18–20/30
    Fragmentary and superficial understanding; limited reflective ability; difficulties in articulating an argument; writing form not always correct; basic vocabulary; weak structure.

  • <18/30
    Inadequate understanding of most content; lack of reflection; confused or absent argumentation; incorrect form, inappropriate vocabulary; inadequate structure.

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  Rubric for Exam B (Oral)

  Dimensions: Theories and Concepts – Analysis and Discussion – Communication

  • 28–30/30
    Full understanding of theories and concepts; strong critical ability to analyze and compare perspectives; clear, fluent, and well-argued oral presentation; precise and appropriate vocabulary.

  • 24–27/30
    Good understanding of theories and concepts; adequate ability to analyze and compare perspectives; orderly and structured oral presentation; correct and relevant vocabulary.

  • 21–23/30
    Partial understanding of theories and concepts; difficulties in comparative analysis; limited reflection; sufficiently clear but not always coherent oral presentation; adequate but not always precise vocabulary.

  • 18–20/30
    Fragmentary and superficial understanding; poor reflective ability; hesitant or inconsistent oral presentation; basic vocabulary with inaccuracies.

  • <18/30
    Inadequate understanding of most content; lack of critical reflection; confused or incoherent oral presentation; inappropriate vocabulary and insufficient argumentation.

For each topic studied in class, students will receive guiding questions.

These questions help to:

• organize study,

• guide understanding,

• prepare for assessments.

All questions will be available on Microsoft Teams, in the course folder called “Prove di verifica” (Assessment exercises).

Some examples of questions

• What is the relationship between teaching and learning in Jarvis and Knowles?
  Why do they both think teaching is important?

• What is the link between adult education and citizenship rights?

• What does Alberici mean by “preliminaries of adult education”?
  Why are they important?

• What is meant by adult literacy?

• What are the main characteristics of adult education (EDA) at its beginning?