Psychology of Vocational Training and Adult Education

Code:

PEDH08

Acronym:

PFPEA

Keywords
Classification	Keyword
CNAEF	Psychology

Instance: 2021/2022 - 1S

Active?	No
Responsible unit:	Psychology
Course/CS Responsible:	Master Degree in Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MPSIC	0	Plano de Estudos 2021	1	-	6	54	162

Teaching language

Portuguese
Obs.: Suitable for English-speaking students

Objectives

The UC PFPEA welcomes the perspectives that promote the recognition by adults themselves of the benefits of investing in education and training, questioning the economic model and career concept based on a job for life, in the same company, professional area or activity sector .

The UC organization seeks to explore themes that mobilize various knowledge from the fields of psychology with a focus on adult education and training as an opportunity for personal and professional development.

It reinforces the matrix in which adult education and training is conceived in the context of Lifelong Learning, assumed as a process in which each person has to motivationally invest their own time, energy, funds and resources.

The UC emphasizes the multiplicity of vocational training actions and adult education methodologies, encouraging the accreditation and recognition of informal learning, relevant contexts in fostering the employability of psychologists

Learning outcomes and competences

To know how are organized the models of vocational education and training and adult education that take place in Portugal, understanding how they work, how to describe and insert them in the social system as a whole, as well as carrying out their critical analysis.

Deepen the themes of the psychology of vocational training and adult education within the wider conceptual framework of the dimensions of psychological intervention in the field of lifelong learning.

To know the different dimensions of the action of psychology professionals in the fields of vocational education and training and adult education, as well as the main intervention methodologies

Working method

Presencial

Program

1.Organization of Vocational Education and Training (VET) and Adult Education (AE) in Portugal: Conceptual framework; Social, economic, cultural and educational context; Typology of institutions and organizations involved; Levels of administration; Object, objectives and target populations; International relations.

2.Psychological intervention in VET and in the training of trainers.

3.Psychological intervention in AE and training; Lifelong learning-conceptual perspectives and centrality of Andragogy; Identification, assessment and recognition of competences; Interventions in QUALIFICA Centers; Roles of the psychologist/trainer in the context of AE and training.

4.Intervention of psychologists vis-à-vis other professionals in VET and AE; Relations with other education/training professionals, administrators, program coordinaters, courses, actions; Relations with the community.

5.New dimensions of psychological intervention in adult education and training: the challenges of climate change

Mandatory literature

Luís Imaginário; Psicologia da formação profissional e da educação de adultos. ISBN: 978-989-8148-74-2
Peter Jarvis; The^Routledge international handbook of lifelong learning. ISBN: 978-0-415-41904-8
Malcolm S. Knowles; The^adult learner. ISBN: 0-88415-115-8
Paula Santos; Aprendizagem ao longo da vida no debate nacional sobre educação. ISBN: 978-972-8360-46-9
Luís Imaginário; Balanço de competências. ISBN: 972-8312-38-5
Peter Jarvis; Adult education and lifelong learning. ISBN: 978-0-415-49481-6

Teaching methods and learning activities

The curriculum unit of Psychology of Vocational Education and Training (VET) and Adult Education (AE) seeks to foster reflections and questions about the controversial links between education, training, (un)qualification, occupation, profession, work, (un)employment, in concrete and critical exercises that try to demystify, without devaluing, however, the investment in education and training of young people and adults, in terms of public policies as, mainly, of the subjects.

The problem of psychology of adult learning (in a pedagogical or andragogic reading), understood both within the framework of educational systems and in that of professional training, was still a “forgotten” area, mainly because the theoretical perspectives focus almost exclusively on an approach to development "up to" adulthood.

The teaching-learning processes and methodologies seek to stimulate student investment in the set of knowledge that is emerging in adult education and training, in a humanistic perspective that aims to realize the potential of adults, through individual freedom, autonomy and personal agency, carried out in an environment of trust and cooperation. The understanding / appropriation of this new grammar of Adult Education and Training is a relevant impetus for the awareness of the need for people to continue to develop their capital of skills and learning throughout their lives, not only as an instrument of job stability and the possibility of improving their career prospects, but above all as a lever for their own personal development.

The promotion of an intense approach to these problems (nowadays also extended to the themes of climatic emergence) allows students to face the (still) historic instability of adult education and training in Portugal and, on the other hand, try to counter the persistent rhetoric about the precarious qualification of human resources as a major cause of our societal difficulties and what role training can play in mitigating them.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	25,00
Trabalho escrito	75,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Elaboração de projeto	27,00
Estudo autónomo	54,00
Frequência das aulas	54,00
Trabalho de campo	9,00
Trabalho escrito	18,00
Total:	162,00

Eligibility for exams

Classes are subject to attendance verification. Students who miss more than 25% of scheduled classes will not be evaluated.

Calculation formula of final grade

The evaluation of this curriculum unit is based on the realization of a working project. The project, focused on the themes discussed and presented during classes, should be the elaboration of a proposal for work or original research about related topics with de the Psychology of Vocational Training and Adult Education