Objectives of Programme's Learning Outcomes

• Understand the theoretical and methodological fundamentals in psychology and educational sciences to analyse a situation involving these disciplines
• Identify and explain the concepts, principles and models of fundamental theoretical trends in psychology and educational sciences and their applications
• Identify and describe the specific characteristics of psychology and educational sciences and their relationship to other contributory disciplines
• Explain and give examples of human functioning, including in its atypical and pathological dimensions
• Understand the fundamentals of intervention
• Describe and illustrate the different types of intervention in psychology and educational sciences (or education systems)
• Describe the steps of the implementation process of interventions and identify the stakeholders involved
• Explain the concepts and relationships of theoretical models of intervention adopt a critical stance regarding these models.
• Explain the various issues underlying any intervention, and justify them according to their application context
• Identify the type of intervention, with reference to a theoretical framework, including the choice of appropriate tools to be implemented based on the analysis of a well-defined situation
• Act ethically and professionally
• Name, and be familiar with, legal frameworks and ethical principles that govern research and practice in psychology and educational sciences, and implement them in studies in a reflexive manner (exams, work, etc.)
• Grow personally and professionally
• Name the separate branches of psychology and educational sciences
• Identify the different stakeholders involved in the practice of psychology and educational sciences
• Develop their scientific curiosity and open-mindedness
• Understand the various means available for documentation, to promote self-learning and lifelong learning

Learning Outcomes of UE

Identify the major issues in guidance in the 21st century;
Define the evolution of the notions of school guidance and vocational guidance;
Define the structure of school guidance in the French-speaking Belgian system;
Define the structure of vocational guidance in the French-speaking Belgian system;
Determine the main tools for guidance for individuals, in and out of school;
Implement a reflective approach, focused on the issues of guidance, within one's own future professional activities.

UE Content: description and pedagogical relevance

This course, which is purely theoretical, addresses the historical evolution of educational and vocational guidance in order to understand the concepts and issues of guidance, but also the development of guidance concepts from the adequationist models of the early 20th century to more holistic and individual-centered models in recent years. The course then focuses on FWB and the work done in the school system (CPMS, educational approach to guidance), but also by organizations and institutions offering guidance assistance to individuals, such as SIEP, Maisons de l'emploi, Relais de l'emploi, Missions locales... A particular point will develop the guidance assistance tools implemented in FWB and in the school/employment and higher education/labour market transitions The last part of the course takes stock of the international stakes and the perspectives for the development of an guidance for life through a common European/international framework based, in particular, on the work of UNESCO (Unitiwin network).

Prior Experience

Not applicable