Profile

Pedagogist expert in DESIGN AND MANAGEMENT OF TRAINING PROCESSES (Class LM50)

Functions

Main functions of the professional figure:
1. Design of educational processes and management of training dynamics, with a view to lifelong learning in formal-non-formal and informal contexts;
2. Scientific consultancy to support bodies and institutions with educational purposes;
3. Coordination of interventions of animation and social inclusion, cultural mediation and prevention of hardship;
4. Evaluation and monitoring of the pedagogical quality of public and private education and training services and systems.
Current developments in the educational field - in particular, European policies on adult education - have also made some changes to the Course of Studies necessary, in order to adequately train a professional figure as complex as that of the pedagogist.
The resolution of the Council of the EU (20-12-2011) on a renewed European agenda for adult learning takes the perspective of the extension and dissemination of places of education and learning. The vision focuses on the significant role that adult learning can play in addressing crises by enabling, in particular low-skilled workers and older workers, to improve their ability to adapt to changes in the labor market and in society. Adult learning is a means for updating and retraining people facing unemployment, restructuring or career transitions and contributes significantly to social inclusion, active citizenship and personal development.
The context – in its expression of multiple formal and informal training opportunities – therefore becomes the place of deep learning thanks to cultural affiliations, transmission of implicit and explicit values, generation of meanings and symbols that extend and expand over time (Banks et al., 2007). The extension of the contexts in which learning is possible, therefore – particularly informal – and their recognition in terms of educational and formative value (European Community, 2011), offers a multipolar vision of training proposals. In this sense, it becomes essential to valorise the expressions of lifewide learning which therefore highlight the capacity for disseminated and continuous learning emerging from the realities embedded in the territory - associations, non-formal, events - forming networks of training opportunities in which every young person and every adult can self-organise and self-direct themselves in long-term lifelong learning paths (Carneiro, 2011). Including the territorial cultural offer as a disseminated learning opportunity requires recognizing it as part of the network, therefore generative of social capital - informal context (lifewide) of access to cognitive opportunities and development of skills - which is alongside the formal system.
Recently the government document "La Buona Scuola" (September 2014) has set as a necessity and prospect the creation of networks of schools and new teachings based on the valorization of art, music, motor experiences, defining some professional figures responsible for creating connections with the networks of schools and the informal territorial training offer.
Therefore, the training of professional figures able to understand, valorize, create and connect training opportunities based on new education - art, music, motor skills - becomes a necessary consequence in order to express those skills capable of pursuing the new scenarios of European and national learning, intercepting the emerging theme of the development and articulation of a system of continuous opportunities, disseminated in places and times, capable of creating skills in the person as a result of the combination of personal skills and political, social and economic environment.
In light of these considerations, it is possible to outline the skills associated with the function:
1. Ability to design and implement training interventions in relation to the specific needs of groups, communities and territories, promoting and implementing network interventions;
2. Ability to analyze problems related to education, within the context of secure epistemological frameworks;
3. Ability to coordinate and manage a work group;
4. Ability to design new training paths - in formal and informal contexts - capable of connecting training opportunities based on new education (art, music, physical education).
5. Ability to design and evaluate training interventions.

Skills

Educational research activities;
Consultancy for the design and management of educational interventions at training institutions;
Pedagogical consultancy for the third sector;
Pedagogical orientation and lifelong guidance interventions as well as consultancy, skills assessment and job placement.

Pedagogical consultancy

The field of employment of the figure, of the pedagogist, both as an employee and as a freelancer at different levels (local, regional, national, European and international), areas (as per art. 1) and corresponding intervention systems, is divided into public, private and Third Sector structures, residential or semi-residential, designed to develop community life activities, both occasional and permanent, with preventive and social inclusion purposes, such as health, social, community, listening, play, sports and leisure centers for families, neighborhoods, cultural, elderly, youth and any other possible educational work space required by the market. The figure can also find employment in Associations and judicial structures of the penitentiary system; Associations, centers and environmental structures of the environmental and cultural heritage system; Public Bodies, Agencies for work and local development; Territorial centers for lifelong learning; Consultancy centers; Training Bodies, Companies (small, medium and large, private or public-private) and Consulting Companies, Training Agencies; Cultural, social and leisure, environmental and multicultural associations; employers' associations, trade associations and professional orders, party organizations and any other possible educational and training work space required by the market.