Training Systems, Work and Social Justice

Code:

E502

Acronym:

SFTJS

Keywords
Classification	Keyword
OFICIAL	Adult Education

Instance: 2010/2011 - 1S

Active?	Yes
Web Page:	http://moodle.up.pt/course/view.php?id=2090
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCED	68	Official Curricular Structure	3	-	4,5	-

Teaching language

Portuguese

Objectives

-- To present the evolution of the relationship between training contexts and work contexts and its transformation, following socio-economical development phenomena;
-- To explicate the transformation of the relationship between training contexts and work contexts, focusing specifically on the particularities and transformations of the target groups of young people and adults;
-- To deepen the relevance of the course for training a Socio-Educational and Training Mediator, particularly within the Adult Training and Education domain.

Program

The way the course is structured emphasizes the historical transformations undergone by human work, taking into consideration its relationship with the changes that happened in training and educational contexts. It is in the light of the relevance of the economic and the contributions of the science of economics that one integrates, in a second moment, the dimensions of work and training with the dimension of social justice. Specifically, this course aims at:
-- To focus, firstly - starting with notions of training and work, as well as their relationship - the relevance of economics, at first integrated with the relevance of work and, more recently, with all the valences of continuous, life-long training.
-- To introduce, secondly, the issue of social justice, counter-posing it to the relevance of economics, i.e., seeking to understand how it is possible to sustain the axis of economics while observing principles of social justice;
-- To integrate the contextualization of the transformations of work and forms of work organization, namely with regard to the detaching of the social bond, with the preferred contexts for the intervention of socio-educational mediators.

Modules:
1. The socio-historical transformations of the reationship between educational and training systems and work: general view and analysis of the Portuguese case;
2. Young people, qualification, skills and the issue of professional integration;
3. Devices and systems of adult education/training: the Portuguese case;
4. The ties connecting historical and contemporary metamorphosis of work to forms of social protection.

Mandatory literature

Correia José Alberto; As^ideologias educativas em Portugal nos últimos 25 anos. ISBN: 972-41-2316-2
Correia José Alberto; As^ideologias educativas em Portugal nos últimos 25 anos. ISBN: 972-41-2316-2
Cameron Rondo; História económica do mundo. ISBN: 972-1-04478-4
Cameron Rondo; História económica do mundo. ISBN: 972-1-04478-4
Karl Polanyi; A Grande Transformação. As origens da nossa época., Campus, 1980
Karl Polanyi; A Grande Transformação. As origens da nossa época., Campus, 1980
Williams Christopher R.; Theory, justice, and social change. ISBN: 0-306-48521-4
Williams Christopher R.; Theory, justice, and social change. ISBN: 0-306-48521-4
Gorz André; Métamorphoses du travail quête du sens. ISBN: ISBN 2-7186-0340-2
Gorz André; Métamorphoses du travail quête du sens. ISBN: ISBN 2-7186-0340-2
Canario Rui; Educaçao de adultos. ISBN: 972-8036-21-3
Canario Rui; Educaçao de adultos. ISBN: 972-8036-21-3
Castel Robert; Les métamorphoses de la question sociale. ISBN: ISBN 2-07-040994-5
Castel Robert; Les métamorphoses de la question sociale. ISBN: ISBN 2-07-040994-5
Correia José Alberto; Sociologia da educação tecnológica. ISBN: ISBN 972-674-160-2
Correia José Alberto; Sociologia da educação tecnológica. ISBN: ISBN 972-674-160-2

Teaching methods and learning activities

Training sessions, with a duration of 3 hours, divided into two parts:
1 - a first part, of about half the time of the session, to be used for lecturing and presenting the contents of the course;
2 - a second part, where students, in small groups, write an essay which counts toward the final evaluation in the course.

keywords

Social sciences > Educational sciences > Education > Adult education
Social sciences > Educational sciences > Education > Adult education

Evaluation Type

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Attendance (estimated)	Participação presencial	45,00
	Total:	-	0,00

Eligibility for exams

According to the Evaluation Regulations, students obtain attendance when they participate in 3/4 of the sessions that took place. This rule does not apply to those which, by law, are authorized to not attend classes. This does not exempt them from presenting the essays which are part of the distributed evaluation of the course, as stated below.

Calculation formula of final grade

In accordance with the objectives of the course, evaluation in the course is based on two assignments:
1 - an assignment done in groups, in the classroom context, around the integration between the biographical trajectories of individuals and the offers of the training/educational system;
2 - an individual assignment - essay - integrated with the course on Analysis of Educational Policies (alternatively, students may opt for writing a book review of a scientific publication from a list of works proposed by the lecturer).
Each one of the moments has a 50% weight in the final grade (both being on a scale between 0 and 20). Since participation in class and attendance are also taken into consideration, different members of the same group may have different grades for their group assignment. Due to this fact, the evaluation of the group assignment involves a discussion with the group.
The minimum evaluation for each of the moments is 8 (out of 20), and the final grade must be 10 (out of 20) or higher.

Examinations or Special Assignments

Not achieving minimum grade in one of the moments of the distributed evaluation requires its revision in one of the following ways:
-- if it occurred in the group assignment, the student must re-do the assignment individually and on a different theme to the previously presented assignment. If the whole group does not achieve minimum grade the group as a whole re-do the previously delivered assignment;
-- if it happens in the individual assignment, the student must repeat the essay/review.
In all cases, the re-doing process follows the guidelines proposed by the lecturer after a discussion of the work with the student/group.

Special assessment (TE, DA, ...)

The components for distributed evaluation are the same for the students having a special status. It is considered, though, that, regarding the evaluation component of the work in groups, this may conflict with the non-obligation to attend classes and so the following possibility is open:
- the student is integrated in a work group, even though he/she does not participate in the work done during class. The student does an oral test at the end of the semester (demonstrating that he/she followed and took part of the work being developed by the group), and takes part in the final discussion of the assignment.
The oral test is not part of the evaluation; it serves only to verify that the student participated in the work developed by the group and that consequentially he/she can be evaluated on that assignment.

Classification improvement

Students/groups may request an opportunity to improve their grade during the semester and in the following manner:
- using the normal and special evaluation terms, letting the lecturer know before-hand of their intention (and regarding which component they will want the opportunity to improve classification) so that the final classification is not published;
- regarding work produced by a group, improving classification is only possible during the semester of the course;
- improving the grade on an individual assignment can happen at a time other than the semester of the course.

Observations

Not having completed one of the distributed evaluation components prevents the student from completing the course. In order to complete the course the student always has to complete both distributed evaluation moments. In the case of non- completion, the lecturer assures the 'freezing' of the grade achieved on evaluation of the completed moment for a period of two semesters. After this period the student will again have to complete all the moments of the distributed evaluation.
Note: as stated in the rules regarding improving classification, this does not apply to group work.