Bachelor's degree in Education and Training - Cognitive-Functional Curriculum

Study Programme Course L-19 - Cognitive-Functional Curriculum

The Bachelor's degree in Education and Training provides a comprehensive grounding in the knowledge and skills required to develop professional competence in training delivery and related activities. The degree aims to train socio-pedagogical professionals who are able to take on specific roles.

More information

Bachelor's degree in Education and Training - Cognitive-Functional curriculum
Programme overview

The Bachelor's degree in Education and Training provides a comprehensive grounding in the knowledge and skills required to develop professional competence in training delivery and related activities. The degree aims to train socio-pedagogical professionals who are able to take on specific roles:

  • in the field of educational services for children from 0 to 3 years, after-school activities, services for including and preventing disadvantaged situations and early school leaving;
  • in socio-educational services for the development of individuals and local communities, namely: services for parenting and the family, equal opportunities, the promotion of well-being and health, educational, recreational, artistic-expressive and leisure activities for individuals of all ages, including the elderly, services for the integration of immigrants and refugees and for intercultural training, services for the re-education and re-socialisation of prisoners and support services for minors placed under criminal measures or involved in criminal cases;
  • services for the prevention and rehabilitation of individual cognitive-functional processes, the promotion of physical, mental and social well-being activities, as well as support to the inclusion in situations of different abilities.

Finally, due to the modules and subjects of the psychological aerea tackled, bachelor's graduates in Education and Training are able, within healthcare and social services, to collaborate and support the assessments of states of psychological distress and to follow up at a pedagogical level with the implementation of specific training interventions. The course, in particular, envisages two different educationals paths:

  • Social Pedagogy, aimed at developing knowledge and skills in planning, implementing, managing and evaluating the educational and training activities of public and private services, as well as the tertiary sector; preventing disadvantaged situations and social exclusion for individuals, families and particular categories of individuals (minors, adolescents, elderly, drug addicts, disabled individuals, immigrants);
  • Cognitive-Functional Education targeted at developing knowledge, skills and competences for the assessment of cognitive and functional abilities, as well as of disabled young people, individuals of all ages, sedentary, hyper-active and individuals suffering from chronic pathologies. Specifically, modules and subjects are planned so as to develop necessary knowledge and operational strategies to carry out solutions both in conditions of psychosocial distress (in their various connotations) and in prevention and recovery, of physical and cognitive functions, improving the relative deficits that affect the psychosocial rehabilitation path.

The two educational pathways offer an initial training, which provides to students the basic theoretical knowledge and operational skills in the pedagogical and methodological-didactic sciences. Furthermore, such specific preparation is complemented by the acquisition of adequate knowledge and skills in sociological and psychological disciplines, with a prevalence of theoretical, epistemological and methodological knowledge of educational problems in their different dimensions.

On the basis of the acquired skills, graduates in Education and Training are able to carry out professional activities in public and private structures, educational institutions, companies and the tertiary sector. Pursuant to the law of 14 January 2013 n. 4, socio-pedagogical educators are included in the field of the professions not organised in orders or colleges.

Online degree
The online degree in Education and Training is designed for those unable to attend traditional education programmes due to distance or professional commitments. Through the Unicusano online degree, classes will adapt to your schedule. Lectures and assignments can be watched and completed at whatever time it is most convenient for students, while exams can be taken at the nearest local exam centre. Due to the quality of our teaching and the broad number of authorised exam centres spread across Italy, Unicusano is today the best choice for students willing to pursue an online degree in Science of Education and Training.

Job profile. Social educational instructor. Cognitive functional Curriculum
Graduates in Education and Training (Cognitive-Functional Curriculum) are able to operate in complete professional autonomy in different professional areas and contexts (i.e. housing and rehabilitation communities, local healthcare centers, etc.) to:

  • intervene in situations of psychological distress and where care, prevention and removal of obstacles are required for a regular development of learning in school, community and hospital situations;
  • manage help relationships for the individuals in need (adolescents, adults and elderly people);
  • plan, organise and manage pedagogically interventions aimed at the cognitive and functional cures and the social reintegration of adolescent and elderly people, as well individuals with relational problems;
  • carry out activities for preventing disadvantaged situations, for cultural entertaining and aggregating aimed at the elderly individuals, both inside and outside shelter and hospice facilities.

Acquired competences
Graduates in Education and Training acquires the necessary skills and knowledge to carry out:

  • analysis of socio-healthcare work situations in order to design safe, efficient and coherent learning environments meeting the needs of individuals and groups;
  • design and implement educational interventions to improve learning, especially in relation to educational needs and learning disorders. Additionally, particular attention is paid to train for implementing reeducation, functional rehabilitation and social integration of individuals with practical disabilities, with neuropsychological deficits, with psychiatric disorders or forms of addiction;
  • collaborate and support, within social and healthcare services, as well as educational services, the evaluations of the states of psycho-socio-health discomfort;
  • collaborate in psychological interventions and health-promoting activities, modification of risky behavior, social inclusion and participation through setting up specific educational paths.

Career opportunities
Graduates in Education and Training (Cognitive-Functional Curriculum) can find employment in positions which require managing activities. They should be able to interpret and respond effectively to the needs of psycho-physical well-being in people by promoting, facilitating and supporting processes of affective, cognitive and care growth. The course leads also to develop skills oriented to satisfy needs such as socialisation, support and personalised help.

In particular, graduates are able to ensure accompaniment services to the most vulnerable and disadvantaged individuals. Graduates also offer assistance for those in disadvantaged psychological and material conditions; they are involved in inserting those individuals in suitable or domiciliary structures, in educational environments of care, protection, human fulfillment and attention from origin community.

The Bachelor's degree in Education and Training prepares students to the following careers (ISTAT DATA):

  1. Teachers in professional training - (3.4.2.2.0);
  2. Technicians of reintegration and social integration - (3.4.5.2.0).

Entry requirements
In order to be eligible to the degree in Education and Training (Cognitive-Functional Curriculum), students are required to possess a high school diploma or international equivalent. The verification of such knowledge will be assessed before the enrollment: students are required to take a non-binding placement test, aimed to evaluate knowledge concerning three fields:

  • logic-mathematics;
  • physic-biology;
  • anthropology and epistemology.

If the test is unsuccessful, students will be assigned with additional learning requirements (or OFA, from the Italian equivalent), which must be filled within the academic year by attending specific formative programmes. As far as the English version of the degree course is concerned, at least the B1 level is also required, which will be verified through a English language test.

Applications
The access to the three-year Degree Course in Educational Sciences requires the possession of a secondary school diploma or similar qualification obtained abroad, recognized as eligible pursuant to art. 6, c. 3, of the DM n. 270 of 22 October 2004 and of art. 5 of the Ministerial Decree of 25 November 2005.
A good knowledge of Italian language is also required, as well as knowledge of general culture to allow the approach to the specific disciplinary vocabulary and the development of critical thinking, solution of problems, attitude to work group, spirit of initiative, adaptation and flexibility and overview.
The requirements are indicated on the University website. The initial preparation is verified in accordance with the methods set out in the Educational Regulations of the Course in Studies in Education Sciences.
In particular, the required knowledge and skills are verified through an entrance test, provided on-line on the UNICUSANO platform.
If the test is unsuccessful, students will be assigned with additional learning requirements (or OFA, from the Italian equivalent), which must be filled within the academic year by attending specific formative programmes. At least the B1 level is also required, which will be verified through an English language test.

Educational aims and course plan outline
The study program in Education and Training is aimed at developing skills and propaedeutic capabilities which allow graduates to manage educational activities, solicit interests, foster group socialisation, interaction and conduction of micro-communities for children, adolescents and youths, as well as adult and elderly.

In particular, the course provides specific knowledge and skills aimed at encouraging personal development, social maturity and autonomy of individuals and groups. The overall training intervention focuses on network strategies of network, both in the residential and the familiar sphere. Furthermore, it provides the necessary skills to perform tasks of management, organisation and coordination of the aforementioned services; additionally, such preparation contributes to spread person-centered intervention strategies and information on services, through a disciplinary system which integrates pedagogical, psychological, sociological, medical, legal, technical, professional fields.

As far as the curricular internship is concerned, it involves both the maturation and the progressive opening to the interpersonal relationship and the elaboration of a personal working methodology. Concretely, the degree in Education and Training -Cognitive-Functional Curriculum- proposes specific qualifying training objectives, which allow:

  • identifying and analysing physical, psychological and social needs, in order to define essential answers to the needs of minor individuals and adults in difficulty in the different ages of life, cultural and social contexts, in health and social care services;
  • supervising individual and group dynamics (within the family, as well as educational, rehabilitative and rehabilitation centers) connected to the presence of relational disorders and psychic pathologies, addictions, handicaps;
  • organising, consistently to the territorial, institutional and individual needs, interventions aimed at increasing autonomy and integrating individuals with disorders and difficulties;
  • organising collaborations and agreements with social and health services, public institutions, reception facilities, consistently to operational methods diversified by levels, objectives, strategies, territorial contexts, users (with attention paid to all ages, from minors to the elderly), updated and coherent with the innovations proposed by the research;
  • ensuring support in health facilities, with a methodological-operational approach aimed at reducing discomfort, especially in departments of pediatrics and oncology, as well as in the terminally ill and with AIDS-related facilities;
  • enhancing the social, educational and training meaning of interventions focused on individual communicative, expressive and relational skills.

The Bachelor's degree in Education and Training is meant to prepare graduates able to demonstrate both theoretical and practical knowledge and skills linked to the specific sector of pedagogy, through the study of design techniques, coordination, management and evaluation of training paths, in the psychological and medical sectors, deepening the different learning and behavioral processes, and finally, in the sociological sector, examining the specific problems of societies and environment.
A compulsory internship addresses the students to the direct involvement in professional activities, helping them to develop a personal working methodology.
On the basis of the acquired skills, graduates are able to carry out professional activities in public and private structures, in educational institutions, in companies and in the tertiary sector.

Expected learning outcomes
Knowledge and comprehension skills
The study program in Education and Training - Cognitive-Functional Curriculum - is aimed to provide sound basic theoretical and methodological background in pedagogical, social and psychological-functional disciplines. Training is designed so as to allow students to build fundamental knowledge of educational contexts, the regulatory frameworks within which the educational systems are inserted, the main theoretical and methodological tools used by the empirical and experimental research in the pedagogical, anthropological, psychological and physiological fields.
Knowing the theoretical frameworks and the necessary practices is essential to understand and enhance the inter-connection between theory and practice, as well as to raise awareness of the cultural, affective and cognitive processes involved in the social action of individuals, groups and communities.
Knowledge of English language is crucial for a conscious usage of information technology (IT) and for its critical use in selecting information and interpreting research data.
To meet such standards of knowledge and understanding, students are required to take written or oral exams (expressed in thirties). Alternatively, or in conjunction, students are required to write short essays or solve multiple-choice test.

Ability to apply knowledge and comprehension skills
The Bachelor's degree in Education and Training provides graduates with the ability to apply the conceptual awareness acquired to concrete cases (online laboratory activities and practical training), so as to implement the interpretation and recognition of the main pedagogical issues in relation to their birth context and development. Graduates, therefore, learn how to apply such skills to master the knowledge related to the educational sciences in the conception, planning and evaluation of educational interventions related to individuals, groups and services, modulated on context-specific interventions, such as kindergartens.

In such contexts, it is possible to choose the most suitable tools, methods and techniques to pedagogical research interventions, contextualisation of educational actions within the regulatory frameworks, usage of new technologies in educational contexts, lifelong learning and research socio-psycho-pedagogical. The skills developed through research make possible to identify, develop and evaluate the most appropriate methodologies for promoting the cognitive and functional prevention and recovery of individuals, groups and communities; as well as designing and organising health services, in continuous relationship and sharing with all the interested actors.

In this context, it is possible to use the appropriate intervention strategies for the inclusion of people with disabilities, knowing also how to grasp and enhance the differences and factors of originality present in each person. Furthermore, graduates learn how to manage and enhance the heterogeneous composition of groups with people with disabilities, difficulties and disadvantages, as well as prepare dispensative and compensatory interventions on a planning-programmatic and evaluative level.

To achieve such knowledge and understanding, students are required to take written or oral exams. Alternatively, or in conjunction, students are required to prepare short essays or solve multiple-choice test.

Making judgements
At the end of the degree in Education and Training, students acquire the ability to observe and evaluate educational processes in order to solve the associated problems, the ability to elaborate motivated judgments in an interdisciplinary view and in relation to situations faced, the ability to link judgments to other professional and human experiences.

Due to the preparation acquired, students develop reflexive and self-reflexive thinking, with the sufficient autonomy to behave and know how to prefigure results in terms of ethics and, in particular, professional ethics. Students acquire autonomy of judgment within all the teaching and learning activities proposed through:

  • laboratory training activities carried out closely with the contexts of educational and social services, as well as research in the fields of pedagogy and social psychology, including systematisation and evaluation of data;
  • public presentations, both individual and in group, aimed at restoring and submitting their own work;
  • defining and planning the internship path;
  • confronting with teachers and colleagues of different educational contexts.

To achieve such knowledge and understanding, students are required to take written or oral exams related to course programmes and other training activities. The final exam, the internship activity and reports on the activities carried out, make possible to verify the achievement of autonomous critical professional skills.

Communication skills
Graduates in Education and Training - Cognitive-Functional Curriculum- are able to discuss and negotiate the acquired knowledge, to communicate clearly information, ideas, problems and solutions with specialised and non-specialised interlocutors, as well as to mediate and manage problematic situations at relational, organisational and community levels. The study plan, additionally, focuses on skills involving contact with other professional, such as drafting minutes and scripts aimed at describing cases, operational protocols, critical incidents. Graduates are also required to develop linguistic skills suitable for working in intercultural contexts, adequate computer skills and propension for teamwork in multidisciplinary professional contexts.

Communication skills are developed through specific educational activities proposed in the curriculum, with particular attention paid to English, information technology, and sociology of communication processes, as well as writing workshops in preparation of the final test. The development of adequate communication skills in the phases of restitution and results processing is also carried out during small group communication contexts and within internships in organisations and in local contexts. Such skills are verified through written tests (production of individual and group relationships, also multimedia) and / or oral exams (presentations, participations in guided debates), connected to the study plan and other training activities.

Learning skills
Graduates in Education and Training are able to discuss and negotiate the acquired knowledge, to communicate clearly information, ideas, problems and solutions with specialised and non-specialised interlocutors, as well as to mediate and manage problematic situations at relational, organisational and community level. The study plan, additionally, focuses on skills involving contact with other professional, by drafting minutes and scripts aimed at describing cases, operational protocols, critical incidents. Graduates are also required to develop linguistic skills suitable for working in intercultural contexts, adequate computer skills and propension to teamwork in multidisciplinary professional contexts.

Communication skills are developed through specific educational activities proposed in the curriculum, as those related to English, Information Technology, sociology of communication processes, as well as the modules which require writing workshops in preparation to the final exam.
The development of adequate communication skills in the phases of restitution and results processing is also carried out in small group communication contexts and within internship in organisations and local contexts. Such skills are verified through written tests (production of individual and group relationships, multimedia) and / or oral activities (presentations, participations in guided debates), related to the exam program and other training activities.

Final exam
The final exam for the Bachelor's degree in Education and Training - Cognitive- Functional Curriculum- consists in writing a theoretical applied research dissertation which has to be defended in front a Commission nominated by the competent Academic Authority in compliance with the law. The nature of the research is scientific and thus involves scientific, cultural and functional readings of diseases, disorders, risks, an analytical reflection on methods and strategies of intervention proposed by the scientific and operational state of the art, from a finalised educational project.