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Presentation
Presentation
This course unit addresses the stages of needs assessment in training/competencies, design, planning, and evaluation of adult training projects, within an integrated and reflective approach focused on their quality and sustainability.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 5
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULHT82-2-14776
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
A. Fields of Intervention in Adult Training Training processes in individual, community, and professional development contexts; Literacy and literacies; Recognition of prior experiential learning. B. From Planning to the Evaluation of Adult Training Projects The initial context/problem and training needs / competencies to be developed; Project design: objectives, organisation of learning sequences, and resources; Monitoring and evaluation of the project: evaluation stages, stakeholders, and data collection and analysis tools, and sustainability factors in training projects.
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Objectives
Objectives
At the end of the curricular unit, students will be able to: Characterize the diversity of intervention fields in adult education and training; Critically examine the relevance of the concept of project in adult education and training; Diagnose problems, needs, and opportunities for intervention in adult education and training; Identify the phases, processes, and tools supporting the planning, design, and organisation of adult education and training projects; Develop strategies for the monitoring and evaluation of training projects.
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Teaching methodologies
Teaching methodologies
The pedagogical working methods focus on developing students' research skills, cooperative work, theoretical and practical reflection, and critical analysis, and include: Lectures (presentation, exploration, and synthesis of syllabus contents) conducted in dialogue with students; Analysis of written, iconographic, and audiovisual documents, discussion, and debate; Group work; Project work/development of a training plan.
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References
References
Cardim, J. C. (2012). Gestão da formação nas organizações. Lidel. Fialho, J., Silva, C. A., & Saragoça, J. (2013). Formação profissional. Práticas organizacionais, políticas públicas e estratégias de ação. Edições Sílabo. Grohmann, A., & Kauffeld, S. (2013), Development and correlates of the questionnaire for professional training evaluation. International Journal of Training and Development, 17, 135-155. https://doi.org/10.1111/ijtd.12005 Meignant, A. (2003). A gestão da formação. D. Quixote. Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2006). Human resource management. Gaining a competitive advantage. McGraw-Hill Irwin. Tanganho, S. (2013). Elaboração de um plano de formação e gestão da formação. Edições ISPA. http://hdl.handle.net/10400.12/9974 Watkins, R., Meiers, M. W., & Visser, Y. L. (2012). A guide to assessing needs. Essential tools for collecting information, making decisions, and achieving development results. The World Bank.
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Assessment
Assessment
Descrição
Data limite
Ponderação
Participação nas atividades da unidade curricular.
Ao longo da UC
25%
Participação em pelo menos duas atividades de promoção da cultura científica (e.g., conferências, colóquios, webinars, visitas de estudo ou outras atividades).
Ao longo da UC
10%
Trabalho realizado em grupo e apresentado oralmente em sala de aula.
Sessão 4
25%
Elaboração de um plano de formação (20%), com apresentação/defesa oral individual (20%). Sessão 6 e Sessão 7 40% Estudantes com estatuto de trabalhador, para os/as quais não seja possível recolher elementos suficientes de avaliação contínua, realizarão uma prova escrita individual, a realizar em data/hora que será divulgada no Moodle da UC. 100%
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Mobility
Mobility
No
