Objectives of Programme's Learning Outcomes

• Understand, thoroughly and critically, the basic theoretical frameworks on social transitions and innovations.
• Understand and appropriately apply highly specialised knowledge of human and social sciences.
• Analyse social, political and economic change.
• Analyse social experiment processes.
• Analyse a situation by critically selecting the appropriate theoretical frameworks.
• Understand the epistemological postures and the methodological tools human sciences related to issues of social transitions and innovations.
• Understand the epistemological frameworks in human and social sciences in order to change thought patterns.
• Understand the methodological frameworks in human and social sciences in order to change practices.
• Mobilise the relevant analytical approaches and the appropriate methodological tools to analyse, rigorously, thoroughly and comparatively, the problems of social transitions and innovations, including their interactions and their spatial and temporal evolutions.
• Appropriately apply analytical approaches and methodological tools in contexts of social transitions and innovations.
• Comparatively analyse the problems of social transitions and innovations.
• Understand the changes specific to transitions and social innovations.
• Develop an interdisciplinary and multiscale approach that integrates complementary disciplines, such as anthropology, sociology, political science, psychology and education, urban planning and architecture, geography, and history, in order to analyse transitions and put them into context.
• In an interdisciplinary framework, analyse social transitions by applying acquired knowledge of social sciences and put them into context.
• In an interdisciplinary framework, analyse social transitions by applying acquired knowledge of human sciences and put them into context.
• Articulate reflection, research and action in order to design and carry out an innovative research project.
• Understand the different steps and methods necessary to conduct scientific research on issues regarding social transitions and innovations.
• Construct a frame of reference and formulate an innovative issue based on the analysis of scientific literature and observations in the field.
• Intervene appropriately in concrete problems regarding transition, among other things, by developing answers and action plans from the creativity of local actors.
• Apply acquired skills in professional contexts of social transitions and innovations.
• Critically evaluate the scope, potential impacts and limitations of actions implemented in contexts of social transitions and innovations.
• Understand the tools of applied social sciences, and respond to social demands of actors concerned by issues of social transitions and innovations.
• Take a critical and ethical approach regarding the challenges of societal transitions of the 21st century and raise awareness among society and within politics.
• Refer to ethical principles by implementing innovative solutions for social and political actors.
• Communicate (verbally and in writing) with the different audiences concerned by issues of societal transitions.
• Work in an interdisciplinary team and collectively negotiate the stages of action-research from a transitional perspective.
• Contribute to the coordination and animation of an interdisciplinary team in the field of human and social sciences.
• Listen to team members and encourage them to express a collective opinion on solutions to be implemented.
• Communicate data in a precise and non-oriented way.

Learning Outcomes of UE

At the end of the instruction, the students will be able to deliver an analysis of the coeducative processes in the field of interventions related to school and social action; to develop and apply sequences of coeducational practices in concrete projects carried out by the department od famoly sciences. These projects are mainly related to social inclusion practices developed by active networks in school, socail action and peri- or parascholar services (namely in the institutions related to childhood and youth help and support).

UE Content: description and pedagogical relevance

Coeducational practices; family-school relationships; networks for supply in school leraning contexts; educational services active in school environment in youth social services and in the associative network; mechanisms of creating networks in school and social environment; intterventions for school supplying services.
The learning activities are complementary and only differ in terms of teaching modalities
 

Prior Experience

Not applicable