Objectives of Programme's Learning Outcomes

• Communicate and exchange information in a structured and adapted way to the intended purpose and relevant public.
• Present and structure data in a clear, precise, neutral, and non-oriented way.
• Present (orally and in writing) a personal and adapted summary to the public concerned (to colleagues, non-specialists, sponsors or hierarchy), resulting from their own productions or not.
• Appropriately use presentation materials.
• Act ethically and professionally.
• Refer to ethical principles to define the framework of their professional practice.
• Act in compliance with specific legislative frameworks athe specific provisions of the context (code of ethics, educational projects, etc.).
• Adopt professional attitudes (think critically, avoid prejudices, respect professional confidentiality, etc.).
• Assess and pursue professional and personal development.
• Adopt a reflexive stance in relation to their skills and practice and regulate their actions.
• Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
• Continue to train and improve their skills.
• Master scientific research methods in educational sciences.
• Master the different steps to carry out research in educational sciences.
• Construct a reference framework, formulate questions or hypotheses from the analysis of scientific literature.
• Adequately choose and implement research methods.
• Collect data and analyse it.
• Adequately interpret results taking into account the reference framework within which the research was developed.
• Communicate and exchange information (including the field of remedial education and social action) in a structured and adapted way to the intended purpose and relevant public.
• Present and structure data in a clear, precise, neutral, and non-oriented way.
• Present (orally and in writing) a personal and adapted summary to the public concerned (to colleagues, non-specialists, sponsors or hierarchy), resulting from their own productions or not.
• Appropriately use presentation materials.
• Work effectively with different actors as part of a team or a network of professionals (including the specific field of remedial education and social action).
• Implement the most effective ways of collaboration in a given situation.
• Listen to team members and partners. Encourage expressing a shared opinion. Accept and discuss a different point of view than theirs.
• Identify professional networks, interact and collaborate with them, and research external expertise if necessary.
• Act ethically and professionally (including the field of remedial education and social action).
• Refer to ethical principles to define the framework of their professional practice.
• Act in compliance with specific legislative frameworks athe specific provisions of the context (code of ethics, educational projects, etc.).
• Adopt professional attitudes (think critically, avoid prejudices, respect professional confidentiality, etc.).
• Assess and pursue professional and personal development (including in the specific field of remedial education and social action).
• Adopt a reflexive stance in relation to their skills and practice and regulate their actions.
• Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
• Continue to train and improve their skills.
• Master scientific approaches for research in educational sciences (including the field of remedial education and social action).
• Master the different steps to carry out research in educational sciences.
• Construct a reference framework, formulate questions or hypotheses from the analysis of scientific literature.
• Adequately choose and implement research methods.
• Collect data and analyse it.
• Adequately interpret results taking into account the reference framework within which the research was developed.

Learning Outcomes of UE

Students will explore psychological sufferings from social origin, their expression on the social link and innovative forms of intervention from recent researches carried out in France, in Brussels and in the region of Hainaut.  

-        comprehending the theoretical concepts and stakes linked to the teaching methods of social action, to the community development and to groups with specific needs ;  
-        identifying and assessing the needs, the risk and protection factors of people with special needs;
  -        starting a field work with participatory purposes for the key actors ;  
-        identifying innovative practices and forms of intervention, adapted to personal experiences and to social contexts.

Content of UE

-        Risk behaviors in a social context: meaning, lifestyles and regulation trajectories.

  -        Psychosocial vulnerabilities and innovative forms of intervention (proximity, risk reduction, care, experts by experience, peer helpers.)  

-        « Adolescences en exil » (« Adolescences in exile »). Work on exile and cultural mixes in relegation neighbourhoods and schools. Meaning of young people groupings and gender tensions. Education for practices.  

-          « Débrouilles des familles « (The art of making do of families ». Changes in modern families living in precarious conditions. Social supports in the social and professional network.

Prior Experience

Not applicable

Type of Assessment for UE in Q1

• Presentation and works
• Oral examination

Q1 UE Assessment Comments

Exploratory research : Documentary analysis (25%) Field enquiry (50 %)           Oral presentation (25 %)

Type of Assessment for UE in Q2

• Presentation and works
• Oral Examination

Q2 UE Assessment Comments

Exploratory research : Documentary analysis (25%) Field enquiry (50 %)           Oral presentation (25 %)

Type of Assessment for UE in Q3

• Presentation and works
• Oral examination

Q3 UE Assessment Comments

Exploratory research : Documentary analysis (25%) Field enquiry (50 %)           Oral presentation (25 %)

Type of Resit Assessment for UE in Q1 (BAB1)

• Presentation and works
• Oral examination

Q1 UE Resit Assessment Comments (BAB1)

Exploratory research : Documentary analysis (25%) Field enquiry (50 %)           Oral presentation (25 %)