Presentation slopes and_ssaúde_14th_october2010_final

ConferenceNetwork of Trainers in Europe

Learning and Professional Development: Challenges for Training and Trainers

Reflections based on the case of Sociocultural Animation Professionals

Sandra Lopes & Sandra SaúdePolytechnic Institute of Beja, Portugal

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Network of Trainers in Europe

14th – 15th of October in Kostelec, Czech Republic

http://www.trainersineurope.org/

Thematic reflection… Key questions… Nowadays’ Relation between “SCHOOL” and “LABOUR

MARKET” :

what should be the role of the SCHOOL taking in account the ACTUAL

characteristics of the labour market?

what should be the profile of the trainers and teachers taking in

account the actual demandings of the jobs and labour market?

What are the needs and expectations felt by the students/diplomates

about their role and skills? And what importante this has for their

educational process?

and in specific, what should be the role of the Higher Education?

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Facts and doubts... … The labour and employment’ worlds have been

changing a lot;

And consequently, the relation between

employment/job – school/training;

Crucial doubts emerged– what skills, competencies are

important for the actual world of work/labour market?

Should the school answer directly the demands of the

labour market?

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Some findings /data from a study... …

The importance given by the employers to the so

called “soft skills”: able to manage team work; able

to manage stress, to be proactive, to solve difficult

situations...;

The relevance of the efficacy beliefs – self concept –

metacognition capacities;

The importance of being involved in lifelong training

programmes/specializations.4

Some findings /data from a study... …

In key skills/competencies domain there is a “consistent”

gap between the self-evaluation completed by the

graduates and the employers’ wishes.

Relevant gap was also identified when comparing the

information provided by the employers with that provided

by the course directors and other key-respondents with

responsibilities in the management and organization of

study plans.

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Some reflexions from a case study: the Sociocultural Animation Professionals

Who are those professionals?Professionals that: Develop a practical action in the area of social, cultural; Uses a social technology/educational pedagogy in his practice, (Melo,

2006); are conflict mediators; aim to encourage community organizations; seek to contribute to the glocal development ; whose action is not restricted to a single field of activity (leisure,

education, work with older people, different communities); works in a relationship between the ‘imagination and creativity 'in order

to re-create new forms of action and new rules on working with communities' (Gillet, 2006).

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Contexts fo ActionProfessionals that work in: areas of animation for youth, community revitalization, animation and

socio-cultural mediation, management and cultural programming, sports animation, artistic, recreational tourism animation, gerontology among others, in diverse organizational contexts.

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- Local authorities and parish councils; - Local Development Associations; - NGOs; - Schools; - Educational Services of various organisms (museums, theatres,...); - Cultural Services of various organisms

(entreprises, ngo); - Hospitals; - Social Institutions;

- Offices for Cultural Programming; - Cultural and recreational associations; - Homes and Day Centers for elderly;…


Main formation areas in this 1ºciclo ( similar to other 1º

cycles offers)? Social and Behavioral Sciences (98.5 ECTS)

Sociology (37.0 ECTS)

Psychology (9.5 ECTS)

Maternal Language and Literature (5.0 ECTS)

Foreign Language and Literature (3.0 ECTS)

History and Archaeology (6 ECTS)

Arts (other programs not classified in other

formations) (8.0 ECTS)

Sport. (3.0 ECTS)

Statistics (2.5 ECTS)

Audiovisual and Media Production (7.5 ECTS)

Total. . . . . . . . . . . . . . . 180 (ECTS)8


Some especific objectives -1st cycle

Sociocultural Animation:

trainers in the area of Socio-cultural aspects (in many

different areas of intervention);

empowered to reflect and act on national and

transnational socio-cultural reality;

equipped with critical and ethical responsibility in the

analysis of social realities;

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capacited with versatility and flexibility that enables

them to understand and act upon reality;

skilled in project design, implementation and

evaluation of intervention projects and community

animation;

capacited to carry out activities and projects that

enable sociocultural reinvest and strengthen

community identity.

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Students and diplomates: reflexions, needs and expectations about the role (ideal role) of this professional (some data for reflexion)

generalist curriculum versus a specific

professional activity ;

academic profile versus lack of recognition in

the labor market;

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some rigidity of the curriculum versus the

continuous need to reinvent the action at the

professional performance;

the ‘sociocultural animateur ideal' versus a ‘real

practice': political and professional constraints;

consistent mastery of knowledge (academic)

versus creativity and pragmatism in action;

...

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professional inexperience versus a necessary

entrepreneurial capacity (need to create their

own employment; create a real need in the

labour market)

and last…a difficult task for the trainers:

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Skills for a Sociocultural

Animation professional

(students

and

diplomates

point of view)

entrepreneurshipable to solve all problemscapable of dealing with stressbe able to mobilize people

around a causeactivesociable

dynamicinterventorcreativepragmaticreflexiveInteractiveparticipatoryhave a multicultural perspectiveability to prospective

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For reflection/ discussion … What should be the role of the SCHOOL/HIGHER

EDUCATION taking in account these evidences/data and

characteristics of the actual “world of jobs/ professions/

professional tasks”?

Is the actual SCHOOL/HIGHER EDUCATION efficient

prepared to guarantee lifelong and specialized supervision

for their ex-students according with their specific job

needs/competencies development? 15

Presentation slopes and_ssaúde_14th_october2010_final

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