Objectives of Programme's Learning Outcomes

Learning Outcomes of UE

Defining and mobilising the main current theoretical concepts and practical models relating to educational and vocational guidance.
Define and integrate into their theoretical and practical thinking the objectives and challenges of lifelong guidance in the 21st century.
Define and implement methods for developing and supporting guidance at school and professional levels.
Define and put in place methods for evaluating the actions implemented with regard to the
developing guidance and support for people (pupils, adults, professionals, etc.).
Implement a reflective approach, centred on guidance issues, within their future professional practices.
Current developments and issues in guidance; development of guidance issues and focus on current issues in
of educational and vocational guidance in relation to the contexts (personal, educational, professional, etc.) of our society.
Theoretical models of guidance: historical development and content of the main models; theoretical bases relating to the models established since the beginning of the 20th century and focus on the main current models.
Practical models of guidance: guidance practices in schools (guidance approach) and in the workplace (Life Design); current methods, practices and techniques being developed in the field of guidance.
 

UE Content: description and pedagogical relevance

The course is aimed particularly at education specialists who may be working with learners in difficulty (dropping out of school, visible and invisible violence, harassment, etc.) in specific contexts, at school and in the community. visible and invisible violence, harassment, etc.) in specific contexts, at school and in socio-educational socio-educational environments. The course is of interest to these students because it proposes a reflection, based on theoretical theoretical basis, on how to support young people and adults in their orientation problems. These
can be one of the causes of failure at school or difficulties in socio-professional integration. A understanding of the issues and concepts involved in Lifelong Learning will enable (future) professional initiatives to be conceptual and theoretical frameworks that take account of the individual, his or her environment and the contexts in which and the contexts in which they live and develop. This course can be taken by students who have not taken the 'Educational and vocational guidance' bachelor's course. redefine clearly the concepts of OS, OP and OTLV. To do this, I propose to anchor these definitions definitions in relation to the notions of work and profession and the relationship between guidance and the worlds of work and school.  In this way, it differs from the bachelor's course in that it puts the concepts of
work and guidance. Next, I propose to define the main theoretical models (complementary to those
complementary to those covered in the bachelor's degree) relating to OTLV support. The aim of the course is for students to
define these models and the practices inherent in guidance counselling, both in terms of the
for both OP and OS. Part of the course will focus on the guidance approach and its implementation
in education systems. Guidance will be considered in terms of its integration into the Lifelong Learning Programme and students will be encouraged to reflect on the roles of the various players involved in guidance and the links between educational activities and projects and transitions to the professional world. transitions to the world of work. The course will also look at guidance support for young people in the
and in higher education, with students. Specific activities and concepts will be addressed according to the age of the individuals concerned, and avenues for development will be suggested. The course will also address the issue of guidance for the most vulnerable people and the actions that are being developed to support them. Finally, the course will conclude with a presentation of two recent models
which aim to develop an OTLV based on ecology, social justice and decent work. decent work


 

Prior Experience

Not applicable