Objectives of Programme's Learning Outcomes

• Analyse an educational situation in reference to theories and methodological approaches resulting from developments in educational sciences.
• Master and appropriately mobilise knowledge, models, methods and techniques used in various fields of educational sciences in order to understand an educational situation.
• Analyse and model an educational action by critically selecting theories and methodological approaches, and taking into account multidisciplinary aspects.
• Develop and support a teaching-learning device, and implement and evaluate it.
• Master knowledge about different educational devices as well as implement them.
• Critically analyse the extent and limitations of different educational devices.
• Develop an educational device, including tools, in a rigorous and justified manner, taking into account all relevant factors in a given context.
• Implement an educational device with reference to models, taking into account the specificities of the situation encountered, involving professionals or not.
• Rate an educational device.
• 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.
• Work effectively with different actors as part of a team or a network of professionals.
• Share knowledge and data to carry out a common project.
• Listen to team members and partners. Encourage expressing a shared opinion. Accept and discuss a different point of view than theirs.
• 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.
• Collect data and analyse it.

Learning Outcomes of UE

To define and mobilise the main and current theoretical concepts and practical models relating to educational and vocational guidance.
Define and integrate into their theoretical and practical thinking the objectives and challenges of lifelong guidance in the 21st century.
To define and implement methods for developing and supporting guidance at school and professional levels.
To define and implement methods of evaluation of the actions implemented with regard to the development of guidance and the
development of guidance and support for people (pupils, adults, professionals, etc.).
Implement a reflective approach, centred on the issues of guidance, within their future professional practices.
Evolution and current issues of guidance questions; development of guidance questions and focus on current questions
of educational and professional guidance in relation to the contexts (personal, educational, professional...) of our society.
Theoretical models of guidance: historical development and contents of the main models; theoretical basis of the models developed since the beginning of the 20th century and focus on the main current models.
Practical models of guidance: guidance practices in schools (guidance approach) and in the workplace (Life Design); current methods, practices and techniques in the development and guidance of individuals (students, adults).
Development of a reflexive practice of guidance management based on societal issues and current theoretical and practical models.
 

UE Content: description and pedagogical relevance

This course, which is only theoretical, is intended for students of the Master's degree in educational sciences, specialising in social action, who have chosen the module in remedial education (block 2) specialised in social action who have chosen the module of orthopedagogy (block 2). The course is therefore aimed particularly at education specialists who can work with learners in difficulty (dropping out of school, visible and invisible (school drop-out, visible and invisible violence, harassment...) within particular contexts, at school and in socio-educational settings. The course is of interest to these students because it offers a reflection, on theoretical bases, on the accompaniment of young people and adults in their orientation problems. These can be one of the causes of school failure or difficulties in socio-professional integration. A better understanding of the issues and concepts of LTO enables (future) professional actions to be thought of from
from conceptual and theoretical frameworks that take into account the individual, his or her life environment and the contexts in which he or she lives. 
This course can be taken by students who have not followed the bachelor's course "Educational and vocational guidance".
In the first part, it proposes to clearly redefine the concepts of OS, OP and OTLV. To do so, I propose to anchor these definitions to the
definitions in relation to the notions of work and profession and the relationship between guidance and the professional and
and school worlds. It thus differs from the bachelor's course by putting the notions of work and guidance. Then, I propose to define the main theoretical models (and The course aims to help students to understand the different types of work and guidance that they can expect to receive in the future. 
The course aims to enable students to define these models and the practices inherent in guidance, both with regard to both the PO and the SO. Part of the course will focus on the guidance approach and its implementation in the educational systems. Guidance will be reflected on in its integration into the Lifelong Learning Programme and students will be asked to and students will be led to reflect on the roles of the different actors in guidance and the links between educational activities and projects and transitions to the professional world.

The course will also address guidance support in basic education, with younger children, and in higher education, with students. Specific activities and specific activities and concepts will be addressed according to the age of the individuals and development paths will be proposed. The course will also address the issue of guidance for the most vulnerable people and the actions that are developed to support them.
 Finally, the course will conclude with the presentation of two recent models which aim to develop an LTO based on the consideration of ecology, social justice and decent work.
 

Prior Experience

Not applicable