Presentation slopes and_ssaúde_14th_october2010_final

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Presentation slopes and_ssaúde_14th_october2010_final

  1. 1. Conference Network of Trainers in Europe Learning and Professional Development: Challenges for Training and Trainers Reflections based on the case of Sociocultural Animation Professionals Sandra Lopes & Sandra Saúde Polytechnic Institute of Beja, Portugal 1 Network of Trainers in Europe 14th – 15th of October in Kostelec, Czech Republic
  2. 2. Thematic reflection… Key questions…  Nowadays’ Relation between “SCHOOL” and “LABOUR MARKET” :  what should be the role of the SCHOOL taking in account the ACTUAL characteristics of the labour market?  what should be the profile of the trainers and teachers taking in account the actual demandings of the jobs and labour market?  What are the needs and expectations felt by the students/diplomates about their role and skills? And what importante this has for their educational process?  and in specific, what should be the role of the Higher Education? 2
  3. 3. Facts and doubts... …  The labour and employment’ worlds have been changing a lot;  And consequently, the relation between employment/job – school/training;  Crucial doubts emerged– what skills, competencies are important for the actual world of work/labour market?  Should the school answer directly the demands of the labour market? 3
  4. 4. Some findings /data from a study... …  The importance given by the employers to the so called “soft skills”: able to manage team work; able to manage stress, to be proactive, to solve difficult situations...; The relevance of the efficacy beliefs – self concept – metacognition capacities;  The importance of being involved in lifelong training programmes/specializations. 4
  5. 5. Some findings /data from a study... … In key skills/competencies domain there is a “consistent” gap between the self-evaluation completed by the graduates and the employers’ wishes.  Relevant gap was also identified when comparing the information provided by the employers with that provided by the course directors and other key-respondents with responsibilities in the management and organization of study plans. 5
  6. 6. Some reflexions from a case study: the Sociocultural Animation Professionals Who are those professionals? Professionals that:  Develop a practical action in the area of social, cultural;  Uses a social technology/educational pedagogy in his practice, (Melo, 2006);  are conflict mediators;  aim to encourage community organizations;  seek to contribute to the glocal development ;  whose action is not restricted to a single field of activity (leisure, education, work with older people, different communities);  works in a relationship between the ‘imagination and creativity 'in order to re-create new forms of action and new rules on working with communities' (Gillet, 2006). 6
  7. 7. Some reflexions from a case study: the Sociocultural Animation Professionals Contexts fo Action Professionals that work in:  areas of animation for youth, community revitalization, animation and socio-cultural mediation, management and cultural programming, sports animation, artistic, recreational tourism animation, gerontology among others, in diverse organizational contexts. 7 - Local authorities and parish councils; - Local Development Associations; - NGOs; - Schools; - Educational Services of various organisms (museums, theatres,...); - Cultural Services of various organisms (entreprises, ngo); - Hospitals; - Social Institutions; - Offices for Cultural Programming; - Cultural and recreational associations; - Homes and Day Centers for elderly; …
  8. 8. Some reflexions from a case study: the Sociocultural Animation Professionals Main formation areas in this 1ºciclo ( similar to other 1º cycles offers)? Social and Behavioral Sciences (98.5 ECTS) Sociology (37.0 ECTS) Psychology (9.5 ECTS) Maternal Language and Literature (5.0 ECTS) Foreign Language and Literature (3.0 ECTS) History and Archaeology (6 ECTS) Arts (other programs not classified in other formations) (8.0 ECTS) Sport. (3.0 ECTS) Statistics (2.5 ECTS) Audiovisual and Media Production (7.5 ECTS) 8
  9. 9. Some reflexions from a case study: the Sociocultural Animation Professionals  Some especific objectives -1st cycle Sociocultural Animation:  trainers in the area of Socio-cultural aspects (in many different areas of intervention);  empowered to reflect and act on national and transnational socio-cultural reality;  equipped with critical and ethical responsibility in the analysis of social realities; 9
  10. 10. Some reflexions from a case study: the Sociocultural Animation Professionals  capacited with versatility and flexibility that enables them to understand and act upon reality;  skilled in project design, implementation and evaluation of intervention projects and community animation;  capacited to carry out activities and projects that enable sociocultural reinvest and strengthen community identity. 10
  11. 11. Some reflexions from a case study: the Sociocultural Animation Professionals  Students and diplomates: reflexions, needs and expectations about the role (ideal role) of this professional (some data for reflexion)  generalist curriculum versus a specific professional activity ;  academic profile versus lack of recognition in the labor market; 11
  12. 12. Some reflexions from a case study: the Sociocultural Animation Professionals  some rigidity of the curriculum versus the continuous need to reinvent the action at the professional performance;  the ‘sociocultural animateur ideal' versus a ‘real practice': political and professional constraints;  consistent mastery of knowledge (academic) versus creativity and pragmatism in action; ... 12
  13. 13. Some reflexions from a case study: the Sociocultural Animation Professionals  professional inexperience versus a necessary entrepreneurial capacity (need to create their own employment; create a real need in the labour market) and last…a difficult task for the trainers: 13
  14. 14. Some reflexions from a case study: the Sociocultural Animation Professionals  Skills for a Sociocultural Animation professional (students and diplomates point of view) entrepreneurship able to solve all problems capable of dealing with stress be able to mobilize people around a cause active sociable dynamic interventor creative pragmatic reflexive Interactive participatory have a multicultural perspective ability to prospective 14
  15. 15. For reflection/ discussion … What should be the role of the SCHOOL/HIGHER EDUCATION taking in account these evidences/data and characteristics of the actual “world of jobs/ professions/ professional tasks”?  Is the actual SCHOOL/HIGHER EDUCATION efficient prepared to guarantee lifelong and specialized supervision for their ex- students according with their specific job needs/competencies development? 15

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