Bridging a) the voices of present pedagogy b) with the results of international interdisciplinary research in the field of pedagogical care, education, socialization of children and adolescents, with a specific attention to genre, individual and intercultural differences, cognitive styles, learning styles, expressive / communicational / linguistic / lexical, ludic styles, emotional styles, social styles, c) with the usability of traditional and innovative educational strategies and methodologies promoting wellbeing, development of identity, autonomy, participation, curiosity, creativity, d) with the analytic, logic, reflexive reading of social and educational phenomena, e) with the elaboration and management of educational, social, socio-educational projects aiming at integration and inclusion, f) with methodological and technical competences supporting the ability of monitoring and distinguishing the evaluation from the assessment of the designed educational projects, g) with the clear knowledge of strengths and weaknesses of national and international social and welfare policies.
By the study of Socio-educational methodologies and strategies for diversities the student will be able to achieve the following training objectives.
Knowledge and understanding:
- defining and identifying the epistemological and methodological subject field;
- adopting a reflexive, analytical, logical, projectual attitude and approach, able to define and deepen disciplinary and interdisciplinary links;
- knowing the contents and objectives of traditional and innovative pedagogical approaches that promote the idea of care as valorisation of the individual and of its reference micro-groups;
- knowing the usability of traditional and innovative strategies and methodologies, techniques and tools that promote the idea of taking care as one of the main pedagogical objectives and contents;
- knowing the usability of the tools that allow effective educational relationships;
- adopting an educational approach based on listening and on the ability in translating an educational need into an educational goal;
- knowing the role and function of present educational and socio-educational agencies;
- knowing the strategies and tools of the policies for inclusion;
- knowing the results of national and international research on the specific objectives of inclusive education.
Applying knowledge and understanding:
- analysing and deepening the meanings of the socio-educational services best practices with specific reference to consolidated pedagogical strategies and methods;
- being available to networking and group-working;
- being aware of his ethical and professional responsibility, of the need if being reliable and credible;
- being able to build inclusive contexts for children, adolescents, men and women with cognitive and social difficulties;
- identifying and generalizing educational phenomena and processes, their contents and the impact they produce on youngsters’ learning styles;
- reading, grasping, identifying, defining care, educational and socialization needs within life contexts;
- assessing the quality of the educational and cognitive processes fostered in different educational settings;
- identifying, explaining, commenting, detailing the effects produced by changes on the learning styles of new generations..
Making judgements:
- linking pedagogical theory to learning processes;
- assessing responsibly the usability of strategies, methods, techniques, operational tools for the valorisation of reliable pedagogical approaches;
- using a systemic thinking.
Communication skills:
- using effective interaction strategies within traditional educational settings and parallel schools;
- listening to and understanding the needs communicated by users in care, education and socialization activities;
- adopting projectual styles based on a pedagogical thinking and a reliable educational action;
- adopting a pedagogic vocabulary based on keywords able to define and explain meanings, processes and objectives;
- significantly interacting in a L2 and knowing its pedagogical vocabulary.
Learning skills:
- being available to participate in scientific and cultural research within school settings;
- understanding the meaning of present educational challenges;
- valorising the sense of pedagogical approaches able to support the perspective of inclusive education;
- interacting within traditional educational settings and within the parallel school, with the aim of supporting the perspective of lifelong and lifewide learning.
Methods of connection with other teachings:
Socio-educational methodologies and strategies for diversities is a deeply interdis-ciplinary subject that bridges the solicitations coming - at least - from the educational objectives of General Pedagogy, Social Pedagogy, Special Pedagogy, Intercultural Pedagogy, Development Psychology, Sociology of Cultural Processes, Sociology of Education, Sociology of Families, Special Education, from their epistemological and methodological fields. Namely, the subject will adopt an interdisciplinary-oriented and seminar-based approach aiming at giving to thinking a central role within sys-temic connections, transversal reflections, networks of ideas, manipulations and networks of manipulations, associations, distinctions, representations, codifications and decodifications. Socio-educational methodologies and strategies for diversities is a subject that adopts a phenomenological and comparative approach oriented to deconstruct, reconstruct, engage the methodological narrations of the pedagogical sciences as sources and tools for learning.

Bridging a) the voices of present pedagogy b) with the results of international interdisciplinary research in the field of pedagogical care, education, socialization of children and adolescents, with a specific attention to genre, individual and intercultural differences, cognitive styles, learning styles, expressive / communicational / linguistic / lexical, ludic styles, emotional styles, social styles, c) with the usability of traditional and innovative educational strategies and methodologies promoting wellbeing, development of identity, autonomy, participation, curiosity, creativity, d) with the analytic, logic, reflexive reading of social and educational phenomena, e) with the elaboration and management of educational, social, socio-educational projects aiming at integration and inclusion, f) with methodological and technical competences supporting the ability of monitoring and distinguishing the evaluation from the assessment of the designed educational projects, g) with the clear knowledge of strengths and weaknesses of national and international social and welfare policies.
By the study of Socio-educational methodologies and strategies for diversities the student will be able to achieve the following training objectives.
Knowledge and understanding:
- defining and identifying the epistemological and methodological subject field;
- adopting a reflexive, analytical, logical, projectual attitude and approach, able to define and deepen disciplinary and interdisciplinary links;
- knowing the contents and objectives of traditional and innovative pedagogical approaches that promote the idea of care as valorisation of the individual and of its reference micro-groups;
- knowing the usability of traditional and innovative strategies and methodologies, techniques and tools that promote the idea of taking care as one of the main pedagogical objectives and contents;
- knowing the usability of the tools that allow effective educational relationships;
- adopting an educational approach based on listening and on the ability in translating an educational need into an educational goal;
- knowing the role and function of present educational and socio-educational agencies;
- knowing the strategies and tools of the policies for inclusion;
- knowing the results of national and international research on the specific objectives of inclusive education.
Applying knowledge and understanding:
- analysing and deepening the meanings of the socio-educational services best practices with specific reference to consolidated pedagogical strategies and methods;
- being available to networking and group-working;
- being aware of his ethical and professional responsibility, of the need if being reliable and credible;
- being able to build inclusive contexts for children, adolescents, men and women with cognitive and social difficulties;
- identifying and generalizing educational phenomena and processes, their contents and the impact they produce on youngsters’ learning styles;
- reading, grasping, identifying, defining care, educational and socialization needs within life contexts;
- assessing the quality of the educational and cognitive processes fostered in different educational settings;
- identifying, explaining, commenting, detailing the effects produced by changes on the learning styles of new generations..
Making judgements:
- linking pedagogical theory to learning processes;
- assessing responsibly the usability of strategies, methods, techniques, operational tools for the valorisation of reliable pedagogical approaches;
- using a systemic thinking.
Communication skills:
- using effective interaction strategies within traditional educational settings and parallel schools;
- listening to and understanding the needs communicated by users in care, education and socialization activities;
- adopting projectual styles based on a pedagogical thinking and a reliable educational action;
- adopting a pedagogic vocabulary based on keywords able to define and explain meanings, processes and objectives;
- significantly interacting in a L2 and knowing its pedagogical vocabulary.
Learning skills:
- being available to participate in scientific and cultural research within school settings;
- understanding the meaning of present educational challenges;
- valorising the sense of pedagogical approaches able to support the perspective of inclusive education;
- interacting within traditional educational settings and within the parallel school, with the aim of supporting the perspective of lifelong and lifewide learning.
Methods of connection with other teachings:
Socio-educational methodologies and strategies for diversities is a deeply interdis-ciplinary subject that bridges the solicitations coming - at least - from the educational objectives of General Pedagogy, Social Pedagogy, Special Pedagogy, Intercultural Pedagogy, Development Psychology, Sociology of Cultural Processes, Sociology of Education, Sociology of Families, Special Education, from their epistemological and methodological fields. Namely, the subject will adopt an interdisciplinary-oriented and seminar-based approach aiming at giving to thinking a central role within sys-temic connections, transversal reflections, networks of ideas, manipulations and networks of manipulations, associations, distinctions, representations, codifications and decodifications. Socio-educational methodologies and strategies for diversities is a subject that adopts a phenomenological and comparative approach oriented to deconstruct, reconstruct, engage the methodological narrations of the pedagogical sciences as sources and tools for learning.

- advanced knowledge in the fields related to the analysis, interpretation and management of organizational complexity;
- the increase of organizational skills for the realization and regulation of educational and social interventions and for the management of their change;
- the solicitation of a personal and professional style based on adequate management and coordination skills capable of operating with a high degree of autonomy in the context of structures, services and departments.
Knowledge and understanding:
- the acquisition of advanced knowledge in the sector of corporate organization (SECS P10) such as to enable it to be competently able to organize, coordinate and manage socio-educational or socio-welfare services efficiently and effectively;

Applying knowledge and understanding:
- the enhancement of strategic and managerial skills such as to ensure an adequate level of ability to guide a complex structure, to coordinate a work team, to enhance and motivate collaborators;
Making judgements:
- the development of a reflective, analytical, logical, planning and independent attitude from unfounded conditions, necessary to assume responsibility for the role of human resource management;
Communication skills:
- the high level of personal and professional style based on adequate expressive and authentic communication skills, orientation towards interpersonal relationships within structures, services and departments, also in international contexts;
Learning skills:
- the acquisition of learning methods and methodologies based on a multidisciplinary approach to complex scenarios and dynamics, such as to read and correctly understand the phenomena related to the transformations of organizational, training and educational models and processes.

- advanced knowledge in the fields related to the analysis, interpretation and management of organizational complexity;
- the increase of organizational skills for the realization and regulation of educational and social interventions and for the management of their change;
- the solicitation of a personal and professional style based on adequate management and coordination skills capable of operating with a high degree of autonomy in the context of structures, services and departments.
Knowledge and understanding:
- the acquisition of advanced knowledge in the sector of corporate organization (SECS P10) such as to enable it to be competently able to organize, coordinate and manage socio-educational or socio-welfare services efficiently and effectively;

Applying knowledge and understanding:
- the enhancement of strategic and managerial skills such as to ensure an adequate level of ability to guide a complex structure, to coordinate a work team, to enhance and motivate collaborators;
Making judgements:
- the development of a reflective, analytical, logical, planning and independent attitude from unfounded conditions, necessary to assume responsibility for the role of human resource management;
Communication skills:
- the high level of personal and professional style based on adequate expressive and authentic communication skills, orientation towards interpersonal relationships within structures, services and departments, also in international contexts;
Learning skills:
- the acquisition of learning methods and methodologies based on a multidisciplinary approach to complex scenarios and dynamics, such as to read and correctly understand the phenomena related to the transformations of organizational, training and educational models and processes.

The educational objective of the course is to provide students with theoretical and methodological tools for understanding the cultural processes and consider culture as an important dimension of social action and life.
By the study of Sociology of cultural processes the student will be able to achieve the following training objectives.
Knowledge of the birth and evolution of the scientific concept of culture, of cultural differentiation in modern societies, of transformation processes, cultural transmission and understanding of how culture influences society and how society influences culture.
Applying the acquired knowledge to understand the interdependencies of socio-cultural phenomena in the contemporary context:
Developing a critical reflection and Making judgements on the dynamics of differentiation, cultural pluralization
Strengthen reflective and communication skills
Consolidate Learning skills
How to link with other teachings
General Sociology; Sociology of Communication; Sociology of Religion; Anthropology

The aim of the course is to provide students with the theoretical bases and con-ceptual tools of a sociological nature which allow them to analyse in a competent manner the legal-institutional phenomena which influence the transformation of welfare systems in the contemporary world. Particular attention is paid to the ef-fects produced by the evolutionary processes of the regulatory framework in the direction of the territorialisation of welfare.
At the end of the course the student is able to:
Knowledge and understanding:
- to use the concepts and tools of sociology in the analysis of the processes that interconnect the evolution of the legal-institutional framework with the transformation of welfare systems.
Applying knowledge and understanding:
- competently describe the phenomena of change in the welfare system in their legal-institutional genesis.
Making judgements:
- to evaluate and critically discuss the implications that territorialisation processes have on welfare systems.
Communication skills:
- to represent with terminological and conceptual appropriateness the phenomena and processes being studied.
Learning skills:
- to carry out in-depth studies on the topics dealt with, drawing appropriately on the field of studies and research in the sector.

The educational objectives of the course concern the acquisition of knowledge about the structures, roles, norms, dynamics and social psychological processes of group and the application to broader and more complex social contexts, as well as the development of skills for solving problems related to group leadership process-es in order to increase skills of management and coordination of work groups.
By the study of Social psychology of group the student will be able to achieve the following training objectives.
- To elaborate group features and to apply the functions to social groups
- To solve problems related to psychosocial processes of group (social influences, communication, productivity, conflicts), to apply them in complex social contexts.
- To integrate knowledges about theoretical models explaining group processes: Social Identity Theory, - Self-categorization Theory, Theory of Social Comparison processes, etc. and to develop autonomy of judgment and interpretation of social situations
- To examine in depth and communicate results of the main scientific researches about group processes and to apply the conclusions to broader social fields.

Bridging a) the voices of present pedagogy b) with the results of international interdisciplinary research in the field of pedagogical care, education, socialization of children and adolescents, with a specific attention to genre, individual and intercultural differences, cognitive styles, learning styles, expressive / communicational / linguistic / lexical, ludic styles, emotional styles, social styles, c) with the usability of traditional and innovative educational strategies and methodologies promoting wellbeing, development of identity, autonomy, participation, curiosity, creativity, d) with the analytic, logic, reflexive reading of social and educational phenomena, e) with the elaboration and management of educational, social, socio-educational projects aiming at integration and inclusion, f) with methodological and technical competences supporting the ability of monitoring and distinguishing the evaluation from the assessment of the designed educational projects, g) with the clear knowledge of strengths and weaknesses of national and international social and welfare policies.
By the study of Socio-educational methodologies and strategies for diversities the student will be able to achieve the following training objectives.
Knowledge and understanding:
- defining and identifying the epistemological and methodological subject field;
- adopting a reflexive, analytical, logical, projectual attitude and approach, able to define and deepen disciplinary and interdisciplinary links;
- knowing the contents and objectives of traditional and innovative pedagogical approaches that promote the idea of care as valorisation of the individual and of its reference micro-groups;
- knowing the usability of traditional and innovative strategies and methodologies, techniques and tools that promote the idea of taking care as one of the main pedagogical objectives and contents;
- knowing the usability of the tools that allow effective educational relationships;
- adopting an educational approach based on listening and on the ability in translating an educational need into an educational goal;
- knowing the role and function of present educational and socio-educational agencies;
- knowing the strategies and tools of the policies for inclusion;
- knowing the results of national and international research on the specific objectives of inclusive education.
Applying knowledge and understanding:
- analysing and deepening the meanings of the socio-educational services best practices with specific reference to consolidated pedagogical strategies and methods;
- being available to networking and group-working;
- being aware of his ethical and professional responsibility, of the need if being reliable and credible;
- being able to build inclusive contexts for children, adolescents, men and women with cognitive and social difficulties;
- identifying and generalizing educational phenomena and processes, their contents and the impact they produce on youngsters’ learning styles;
- reading, grasping, identifying, defining care, educational and socialization needs within life contexts;
- assessing the quality of the educational and cognitive processes fostered in different educational settings;
- identifying, explaining, commenting, detailing the effects produced by changes on the learning styles of new generations..
Making judgements:
- linking pedagogical theory to learning processes;
- assessing responsibly the usability of strategies, methods, techniques, operational tools for the valorisation of reliable pedagogical approaches;
- using a systemic thinking.
Communication skills:
- using effective interaction strategies within traditional educational settings and parallel schools;
- listening to and understanding the needs communicated by users in care, education and socialization activities;
- adopting projectual styles based on a pedagogical thinking and a reliable educational action;
- adopting a pedagogic vocabulary based on keywords able to define and explain meanings, processes and objectives;
- significantly interacting in a L2 and knowing its pedagogical vocabulary.
Learning skills:
- being available to participate in scientific and cultural research within school settings;
- understanding the meaning of present educational challenges;
- valorising the sense of pedagogical approaches able to support the perspective of inclusive education;
- interacting within traditional educational settings and within the parallel school, with the aim of supporting the perspective of lifelong and lifewide learning.
Methods of connection with other teachings:
Socio-educational methodologies and strategies for diversities is a deeply interdis-ciplinary subject that bridges the solicitations coming - at least - from the educational objectives of General Pedagogy, Social Pedagogy, Special Pedagogy, Intercultural Pedagogy, Development Psychology, Sociology of Cultural Processes, Sociology of Education, Sociology of Families, Special Education, from their epistemological and methodological fields. Namely, the subject will adopt an interdisciplinary-oriented and seminar-based approach aiming at giving to thinking a central role within sys-temic connections, transversal reflections, networks of ideas, manipulations and networks of manipulations, associations, distinctions, representations, codifications and decodifications. Socio-educational methodologies and strategies for diversities is a subject that adopts a phenomenological and comparative approach oriented to deconstruct, reconstruct, engage the methodological narrations of the pedagogical sciences as sources and tools for learning.

Bridging a) the voices of present pedagogy b) with the results of international interdisciplinary research in the field of pedagogical care, education, socialization of children and adolescents, with a specific attention to genre, individual and intercultural differences, cognitive styles, learning styles, expressive / communicational / linguistic / lexical, ludic styles, emotional styles, social styles, c) with the usability of traditional and innovative educational strategies and methodologies promoting wellbeing, development of identity, autonomy, participation, curiosity, creativity, d) with the analytic, logic, reflexive reading of social and educational phenomena, e) with the elaboration and management of educational, social, socio-educational projects aiming at integration and inclusion, f) with methodological and technical competences supporting the ability of monitoring and distinguishing the evaluation from the assessment of the designed educational projects, g) with the clear knowledge of strengths and weaknesses of national and international social and welfare policies.
By the study of Socio-educational methodologies and strategies for diversities the student will be able to achieve the following training objectives.
Knowledge and understanding:
- defining and identifying the epistemological and methodological subject field;
- adopting a reflexive, analytical, logical, projectual attitude and approach, able to define and deepen disciplinary and interdisciplinary links;
- knowing the contents and objectives of traditional and innovative pedagogical approaches that promote the idea of care as valorisation of the individual and of its reference micro-groups;
- knowing the usability of traditional and innovative strategies and methodologies, techniques and tools that promote the idea of taking care as one of the main pedagogical objectives and contents;
- knowing the usability of the tools that allow effective educational relationships;
- adopting an educational approach based on listening and on the ability in translating an educational need into an educational goal;
- knowing the role and function of present educational and socio-educational agencies;
- knowing the strategies and tools of the policies for inclusion;
- knowing the results of national and international research on the specific objectives of inclusive education.
Applying knowledge and understanding:
- analysing and deepening the meanings of the socio-educational services best practices with specific reference to consolidated pedagogical strategies and methods;
- being available to networking and group-working;
- being aware of his ethical and professional responsibility, of the need if being reliable and credible;
- being able to build inclusive contexts for children, adolescents, men and women with cognitive and social difficulties;
- identifying and generalizing educational phenomena and processes, their contents and the impact they produce on youngsters’ learning styles;
- reading, grasping, identifying, defining care, educational and socialization needs within life contexts;
- assessing the quality of the educational and cognitive processes fostered in different educational settings;
- identifying, explaining, commenting, detailing the effects produced by changes on the learning styles of new generations..
Making judgements:
- linking pedagogical theory to learning processes;
- assessing responsibly the usability of strategies, methods, techniques, operational tools for the valorisation of reliable pedagogical approaches;
- using a systemic thinking.
Communication skills:
- using effective interaction strategies within traditional educational settings and parallel schools;
- listening to and understanding the needs communicated by users in care, education and socialization activities;
- adopting projectual styles based on a pedagogical thinking and a reliable educational action;
- adopting a pedagogic vocabulary based on keywords able to define and explain meanings, processes and objectives;
- significantly interacting in a L2 and knowing its pedagogical vocabulary.
Learning skills:
- being available to participate in scientific and cultural research within school settings;
- understanding the meaning of present educational challenges;
- valorising the sense of pedagogical approaches able to support the perspective of inclusive education;
- interacting within traditional educational settings and within the parallel school, with the aim of supporting the perspective of lifelong and lifewide learning.
Methods of connection with other teachings:
Socio-educational methodologies and strategies for diversities is a deeply interdis-ciplinary subject that bridges the solicitations coming - at least - from the educational objectives of General Pedagogy, Social Pedagogy, Special Pedagogy, Intercultural Pedagogy, Development Psychology, Sociology of Cultural Processes, Sociology of Education, Sociology of Families, Special Education, from their epistemological and methodological fields. Namely, the subject will adopt an interdisciplinary-oriented and seminar-based approach aiming at giving to thinking a central role within sys-temic connections, transversal reflections, networks of ideas, manipulations and networks of manipulations, associations, distinctions, representations, codifications and decodifications. Socio-educational methodologies and strategies for diversities is a subject that adopts a phenomenological and comparative approach oriented to deconstruct, reconstruct, engage the methodological narrations of the pedagogical sciences as sources and tools for learning.

- advanced knowledge in the fields related to the analysis, interpretation and management of organizational complexity;
- the increase of organizational skills for the realization and regulation of educational and social interventions and for the management of their change;
- the solicitation of a personal and professional style based on adequate management and coordination skills capable of operating with a high degree of autonomy in the context of structures, services and departments.
Knowledge and understanding:
- the acquisition of advanced knowledge in the sector of corporate organization (SECS P10) such as to enable it to be competently able to organize, coordinate and manage socio-educational or socio-welfare services efficiently and effectively;

Applying knowledge and understanding:
- the enhancement of strategic and managerial skills such as to ensure an adequate level of ability to guide a complex structure, to coordinate a work team, to enhance and motivate collaborators;
Making judgements:
- the development of a reflective, analytical, logical, planning and independent attitude from unfounded conditions, necessary to assume responsibility for the role of human resource management;
Communication skills:
- the high level of personal and professional style based on adequate expressive and authentic communication skills, orientation towards interpersonal relationships within structures, services and departments, also in international contexts;
Learning skills:
- the acquisition of learning methods and methodologies based on a multidisciplinary approach to complex scenarios and dynamics, such as to read and correctly understand the phenomena related to the transformations of organizational, training and educational models and processes.

- advanced knowledge in the fields related to the analysis, interpretation and management of organizational complexity;
- the increase of organizational skills for the realization and regulation of educational and social interventions and for the management of their change;
- the solicitation of a personal and professional style based on adequate management and coordination skills capable of operating with a high degree of autonomy in the context of structures, services and departments.
Knowledge and understanding:
- the acquisition of advanced knowledge in the sector of corporate organization (SECS P10) such as to enable it to be competently able to organize, coordinate and manage socio-educational or socio-welfare services efficiently and effectively;

Applying knowledge and understanding:
- the enhancement of strategic and managerial skills such as to ensure an adequate level of ability to guide a complex structure, to coordinate a work team, to enhance and motivate collaborators;
Making judgements:
- the development of a reflective, analytical, logical, planning and independent attitude from unfounded conditions, necessary to assume responsibility for the role of human resource management;
Communication skills:
- the high level of personal and professional style based on adequate expressive and authentic communication skills, orientation towards interpersonal relationships within structures, services and departments, also in international contexts;
Learning skills:
- the acquisition of learning methods and methodologies based on a multidisciplinary approach to complex scenarios and dynamics, such as to read and correctly understand the phenomena related to the transformations of organizational, training and educational models and processes.

The course aims to provide the students with knowledge and skills that will enable them to know how to frame the organization of public authorities (even in their territorial dimension), the Italian Welfare State system and the constitutional framework of social rights. Furthermore, the teaching purpose is to offer students a reflection on the nowadays condition of people with disabilities, particularly with regard to the detailed study of the disabled people’s constitutional rights and how to effectively protect them. This purpose will be achieved also through the activation of a special Information Desk for students with disabilities, in which the students will be actively involved.
By the study of “Welfare, Social Rights and Territory” the student will be able to achieve the following training objectives.
Knowledge and understanding:
- know how public authorities are organized, including in their territorial dimension;
- know models, tools and strategies to realize a Welfare State system;
- know the social rights provided for in the Constitution, with particular regard to the rights of disabled people and to the institutional apparatus engaged in guaranteeing their effectiveness;
- develop a reflective and project-based attitude towards the current the current implementation of social rights and the rights of disabled people.
Applying knowledge and understanding:
- plan and organize activities aimed at the effective implementation of social interventions;
- apply technical, communicative and relational skills for the realization of activities on the territory, such as the Information Desk for students with disabilities.
Making judgements:
- develop the capacity to understand and evaluate the organization and activities of the institutional apparatus in particular those which guarantee social rights;
- develop a critical and reflexive capacity regarding their own methods of intervention, taking into account the users with whom they deal.
Communication skills:
- acquire the use of a technical-legal language;
- acquire the ability to communicate in public and with the public in a clear and precise manner;
- develop coordination skills with the actors with whom it works;
Learning skills:
- develop the ability to observe the contexts in which it operates and to grasp critical profiles of them;
- develop the ability to learn from confrontation both with experts and with interlocutor users.
How to link with other teachings
The teaching of "Welfare, Social Rights and Territory" is connected in particular with the following subjects of the three-year degree courses, "Institutions of public law", "Constitutional law", "Law of public administrations and territorial policies", "Social rights and ethical dimension in the aid relationship", "Health law"; as well as with the teaching of "Legal institutions and socio-educational services" of the master degree courses.

To improve educational, strategical, methodological, instructional, technic, and instrumental skills and competences in the field of planning, managing and evaluating educational policies, services and activities, by practicing them during the time spent in stage and by reflecting during the supervision and personal studying.
To study again the scientific and cultural foundations of educational activities by defining, during the stage, the operational, instructional and educational instru-ments requested by individualized activities targeted on users of the educational organizations where stage takes place.
By the study of Attività coordinative di supervisione del tirocinio the student will be able to achieve the following training objectives.
- Knowledge and understanding:
To know the instruments to plan, manage and evaluate educational services and activities.
- Applying knowledge and understanding:
- To perform tasks linked to coordination of educational activities: situations, contexts and needs analysis; planning or designing activities; taking decisions, checking or monitoring activities; supervision; counselling; evaluation and assessment.
- Making judgements:
- To collect information, to weight up point of view, to examine situation, in order to formulating hypothesis and critical statements about what is observed or happens in and around the educational activities planned, managed or evaluated.
- Communication skills:
- To know and be able to use the way to show plans, project or programs, to communicate the input necessary to coordinate and direct activities, to present the results of monitoring, checking, assessment and evaluation.
- To be able to have dialogue and interact using active listening, empathy and emotional sharing, as required to direct, lead and coordinate educational services, activities and organisations.
- Learning skills:
- To identify his/her own training and educational needs, by means of the analysis of educational problems and situations.
- To identify skills and knowledge involved in the professional transition and transformations, which are necessary to improve his/her competences.
Methods of connection with other teachings
Although there is no pre-requisite relationship, the teaching links to the following: Socio-educational methods and strategies for diversitỳ, Educational models for integration, Educational strategies for new communication processes.

To improve educational, strategical, methodological, instructional, technic, and instrumental skills and competences in the field of planning, managing and evaluating educational policies, services and activities, by practicing them during the time spent in stage and by reflecting during the supervision and personal studying.
To study again the scientific and cultural foundations of educational activities by defining, during the stage, the operational, instructional and educational instru-ments requested by individualized activities targeted on users of the educational organizations where stage takes place.
By the study of Attività coordinative di supervisione del tirocinio the student will be able to achieve the following training objectives.
- Knowledge and understanding:
To know the instruments to plan, manage and evaluate educational services and activities.
- Applying knowledge and understanding:
- To perform tasks linked to coordination of educational activities: situations, contexts and needs analysis; planning or designing activities; taking decisions, checking or monitoring activities; supervision; counselling; evaluation and assessment.
- Making judgements:
- To collect information, to weight up point of view, to examine situation, in order to formulating hypothesis and critical statements about what is observed or happens in and around the educational activities planned, managed or evaluated.
- Communication skills:
- To know and be able to use the way to show plans, project or programs, to communicate the input necessary to coordinate and direct activities, to present the results of monitoring, checking, assessment and evaluation.
- To be able to have dialogue and interact using active listening, empathy and emotional sharing, as required to direct, lead and coordinate educational services, activities and organisations.
- Learning skills:
- To identify his/her own training and educational needs, by means of the analysis of educational problems and situations.
- To identify skills and knowledge involved in the professional transition and transformations, which are necessary to improve his/her competences.
Methods of connection with other teachings
Although there is no pre-requisite relationship, the teaching links to the following: Socio-educational methods and strategies for diversitỳ, Educational models for integration, Educational strategies for new communication processes.

Promote, in the students, a knowledge of the historical and epistemological frame-work related to the sciences of education, with particular reference to the problems related to the processes of formation, socialization, social inclusion / exclusion. But taking into account the psycho-affective root that is at the base of every process of social interaction, always within a perspective of possible integration / inclusion.
Deepening and analysis of the theme concerning the dimension of care, in particu-lar the model of "self-care", today at the center of pedagogical-educational reflec-tion.
Promote the acquisition of intervention strategies, on the educational, therapeutic, pedagogical-educational front, aimed at acting appropriately and effectively in the field of mental distress, social exclusion-marginalization, activating educational "pol-icies" of emancipatory subjectivization and care.
By the study of Patterns of an inclusive education the student will be able to achieve the following training objectives.
- Knowledge and understanding:
- acquire an adequate and wide knowledge about the pedagogical-educational dimension in its components (auxiliary sciences) of psychological, sociological and, in particular, socio-psycho-health matrix, to such an extent that it is possible to develop analytical and hermeneutical capacities having as object the pro-cesses of formation, of socialization, of social and relational integration which see people / people involved in care perspectives.
- Applying knowledge and understanding:
- Promote the ability to translate what is contained in the reference theoretical guidelines into intervention strategies and methodologies; ability to trigger op-erational models based on action research; increase attitudes not only cogni-tive, but also empathic-relational, aimed at the implementation of effective edu-cational-therapeutic relationships.
- Making judgements:
- the activation of attitudes of thought and analysis marked by a habit of critical reflexivity, as well as a capacity for reading / interpreting problems related to mental, emotional and relational discomfort, within family, school and social contexts and dynamics, in order to identifying problems, correlations, pathoge-netic situations
- Communication skills:
- to promote the expansion of a pedagogical vocabulary declined on the side of the clinical dimension of self-care, favoring the capacity for group work aimed at therapeutic-educational practices
- Learning skills
- Promote the acquisition of habitus and learning styles in the name of metacog-nition, critical reflexivity, the transferability of concepts, concepts and ideas in re-lation to peculiar and problematic situations.

The course examines, in the first part, the categories of social changes and changes described in the macro areas: diaspora and migration, economy and work, religion and religiosity, ITC, family and educational processes.
The aim is to allow students and students to acquire theoretical and analytical skills which, in an analogical sense, have a reflection in practice for a theory of practice.
By the study of SOCIOLOGY OF CHANGES the student will be able to achieve the following training objectives.
- Knowledge and understanding:
- Provide knowledge of the main theoretical-methodological tools of analysis; to acquire the capacity to understand the main contemporary social phenomena and to recognize the foundations in the study of the relationship between society, culture and change.
- Applying knowledge and understanding:
- Develop a critical approach to the analysis of social phenomena and to understanding social changes and changes taking place.
- Making judgements:
- The aim is to increase the ability to deepen and interpret reality in the light of change and complexity through critical reflection and independent judgment.
- Communication skills:
- We intend to implement the sociological lexicon in a correct, appropriate and specific way; the ability to structure a speech in an organic and comprehensive manner will be developed; we will try to increase the ability to communicate information, ideas, problems and solutions to specialist and non-specialist interlocutors.
- Learning skills:
- It is proposed to initiate and manage one's own studies and in-depth studies in a critical and conscious manner.
It is considered important for the development of critical capacity and independence of analysis, to follow the following courses: social history.

To improve educational, strategical, methodological, instructional, technic, and instrumental skills and competences in the field of planning, managing and evaluating educational policies, services and activities, by practicing them during the time spent in stage and by reflecting during the supervision and personal studying.
To study again the scientific and cultural foundations of educational activities by defining, during the stage, the operational, instructional and educational instru-ments requested by individualized activities targeted on users of the educational organizations where stage takes place.
By the study of Attività coordinative di supervisione del tirocinio the student will be able to achieve the following training objectives.
- Knowledge and understanding:
To know the instruments to plan, manage and evaluate educational services and activities.
- Applying knowledge and understanding:
- To perform tasks linked to coordination of educational activities: situations, contexts and needs analysis; planning or designing activities; taking decisions, checking or monitoring activities; supervision; counselling; evaluation and assessment.
- Making judgements:
- To collect information, to weight up point of view, to examine situation, in order to formulating hypothesis and critical statements about what is observed or happens in and around the educational activities planned, managed or evaluated.
- Communication skills:
- To know and be able to use the way to show plans, project or programs, to communicate the input necessary to coordinate and direct activities, to present the results of monitoring, checking, assessment and evaluation.
- To be able to have dialogue and interact using active listening, empathy and emotional sharing, as required to direct, lead and coordinate educational services, activities and organisations.
- Learning skills:
- To identify his/her own training and educational needs, by means of the analysis of educational problems and situations.
- To identify skills and knowledge involved in the professional transition and transformations, which are necessary to improve his/her competences.
Methods of connection with other teachings
Although there is no pre-requisite relationship, the teaching links to the following: Socio-educational methods and strategies for diversitỳ, Educational models for integration, Educational strategies for new communication processes.

To improve educational, strategical, methodological, instructional, technic, and instrumental skills and competences in the field of planning, managing and evaluating educational policies, services and activities, by practicing them during the time spent in stage and by reflecting during the supervision and personal studying.
To study again the scientific and cultural foundations of educational activities by defining, during the stage, the operational, instructional and educational instru-ments requested by individualized activities targeted on users of the educational organizations where stage takes place.
By the study of Attività coordinative di supervisione del tirocinio the student will be able to achieve the following training objectives.
- Knowledge and understanding:
To know the instruments to plan, manage and evaluate educational services and activities.
- Applying knowledge and understanding:
- To perform tasks linked to coordination of educational activities: situations, contexts and needs analysis; planning or designing activities; taking decisions, checking or monitoring activities; supervision; counselling; evaluation and assessment.
- Making judgements:
- To collect information, to weight up point of view, to examine situation, in order to formulating hypothesis and critical statements about what is observed or happens in and around the educational activities planned, managed or evaluated.
- Communication skills:
- To know and be able to use the way to show plans, project or programs, to communicate the input necessary to coordinate and direct activities, to present the results of monitoring, checking, assessment and evaluation.
- To be able to have dialogue and interact using active listening, empathy and emotional sharing, as required to direct, lead and coordinate educational services, activities and organisations.
- Learning skills:
- To identify his/her own training and educational needs, by means of the analysis of educational problems and situations.
- To identify skills and knowledge involved in the professional transition and transformations, which are necessary to improve his/her competences.
Methods of connection with other teachings
Although there is no pre-requisite relationship, the teaching links to the following: Socio-educational methods and strategies for diversitỳ, Educational models for integration, Educational strategies for new communication processes.

The frequency of the course will enable students to learn the general characteristics of digital training, in relation to its history and application of the same identifying the educational paradigms (with particular reference to instructional and constructional point of view) that underlie the different types of training in e-learning and focusing on the communicative mediation online understood as support and facilitation in the relational activities. Furthermore it will be designed a personal ePortfolio in the per-spective of Training and Professional Guidance.
By the study of Network Communications the student will be able to achieve the fol-lowing training objectives:
- Knowledge and understanding: Learn the general characteristics of digital training, in relation to its history and application of the same; Identify the different educational paradigms; to Know the use of ePortfolio and Coppertaive Learning online.
- Applying knowledge and understanding: Understand and apply the practices of peer-tutoring and Coppertaive Learning online; Know and use the Mahara platform for the building of ePortfolio.
- Making judgements: Recognize the cultural and structural obstacles to the dynam-ics of communication online.
- Communication skills: Focus the size of communicative mediation online under-stood as support and facilitation of relational activities; Carrying out online group, aimed at research, study, simulation of professional contexts; Analyze situations of training in network implemented in the field by detecting strengths and weaknesses.
- Learning skills: Use the web to search for documentation; Develope meta-cognitive processes trough the ePortfolio adn Cooperative Learning online.

- advanced knowledge in the fields related to the analysis, interpretation and management of organizational complexity;
- the increase of organizational skills for the realization and regulation of educational and social interventions and for the management of their change;
- the solicitation of a personal and professional style based on adequate management and coordination skills capable of operating with a high degree of autonomy in the context of structures, services and departments.
Knowledge and understanding:
- the acquisition of advanced knowledge in the sector of corporate organization (SECS P10) such as to enable it to be competently able to organize, coordinate and manage socio-educational or socio-welfare services efficiently and effectively;

Applying knowledge and understanding:
- the enhancement of strategic and managerial skills such as to ensure an adequate level of ability to guide a complex structure, to coordinate a work team, to enhance and motivate collaborators;
Making judgements:
- the development of a reflective, analytical, logical, planning and independent attitude from unfounded conditions, necessary to assume responsibility for the role of human resource management;
Communication skills:
- the high level of personal and professional style based on adequate expressive and authentic communication skills, orientation towards interpersonal relationships within structures, services and departments, also in international contexts;
Learning skills:
- the acquisition of learning methods and methodologies based on a multidisciplinary approach to complex scenarios and dynamics, such as to read and correctly understand the phenomena related to the transformations of organizational, training and educational models and processes.

- advanced knowledge in the fields related to the analysis, interpretation and management of organizational complexity;
- the increase of organizational skills for the realization and regulation of educational and social interventions and for the management of their change;
- the solicitation of a personal and professional style based on adequate management and coordination skills capable of operating with a high degree of autonomy in the context of structures, services and departments.
Knowledge and understanding:
- the acquisition of advanced knowledge in the sector of corporate organization (SECS P10) such as to enable it to be competently able to organize, coordinate and manage socio-educational or socio-welfare services efficiently and effectively;

Applying knowledge and understanding:
- the enhancement of strategic and managerial skills such as to ensure an adequate level of ability to guide a complex structure, to coordinate a work team, to enhance and motivate collaborators;
Making judgements:
- the development of a reflective, analytical, logical, planning and independent attitude from unfounded conditions, necessary to assume responsibility for the role of human resource management;
Communication skills:
- the high level of personal and professional style based on adequate expressive and authentic communication skills, orientation towards interpersonal relationships within structures, services and departments, also in international contexts;
Learning skills:
- the acquisition of learning methods and methodologies based on a multidisciplinary approach to complex scenarios and dynamics, such as to read and correctly understand the phenomena related to the transformations of organizational, training and educational models and processes.

The aim of the course is to provide students with the theoretical framework and conceptual tools necessary to operate competently in the planning processes of local social services, in particular by using a strategic perspective based on go-vernance and participation.
At the end of the course the student will be able to:
- Knowledge and understanding:
to analyze and competently describe the ways in which social planning pro-cesses are carried out in the territories, identifying in them the characteristics of the different models;
- Applying knowledge and understanding:
formulate proposals for the definition and implementation of the tools and processes that characterize social planning
- Making judgements:
-assess the appropriateness and quality of the programming processes ana-lyzed;
-propose appropriate actions to support social planning processes being acti-vated or in progress;
- Communication skills:
formulate with appropriate terminology and concepts proposals or assess-ments concerning the theoretical and operational foundations of social plan-ning.
- In terms of learning ability:
- to carry out in-depth studies on the topics dealt with, drawing appropriately on the field of studies and research in the sector.

The aim of the course is to provide students with the theoretical bases and con-ceptual tools of a sociological nature which allow them to analyse in a competent manner the legal-institutional phenomena which influence the transformation of welfare systems in the contemporary world. Particular attention is paid to the ef-fects produced by the evolutionary processes of the regulatory framework in the direction of the territorialisation of welfare.
At the end of the course the student is able to:
Knowledge and understanding:
- to use the concepts and tools of sociology in the analysis of the processes that interconnect the evolution of the legal-institutional framework with the transformation of welfare systems.
Applying knowledge and understanding:
- competently describe the phenomena of change in the welfare system in their legal-institutional genesis.
Making judgements:
- to evaluate and critically discuss the implications that territorialisation processes have on welfare systems.
Communication skills:
- to represent with terminological and conceptual appropriateness the phenomena and processes being studied.
Learning skills:
- to carry out in-depth studies on the topics dealt with, drawing appropriately on the field of studies and research in the sector.

The educational objectives of the course concern the acquisition of knowledge about the structures, roles, norms, dynamics and social psychological processes of group and the application to broader and more complex social contexts, as well as the development of skills for solving problems related to group leadership process-es in order to increase skills of management and coordination of work groups.
By the study of Social psychology of group the student will be able to achieve the following training objectives.
- To elaborate group features and to apply the functions to social groups
- To solve problems related to psychosocial processes of group (social influences, communication, productivity, conflicts), to apply them in complex social contexts.
- To integrate knowledges about theoretical models explaining group processes: Social Identity Theory, - Self-categorization Theory, Theory of Social Comparison processes, etc. and to develop autonomy of judgment and interpretation of social situations
- To examine in depth and communicate results of the main scientific researches about group processes and to apply the conclusions to broader social fields.

- advanced knowledge in the fields related to the analysis, interpretation and management of organizational complexity;
- the increase of organizational skills for the realization and regulation of educational and social interventions and for the management of their change;
- the solicitation of a personal and professional style based on adequate management and coordination skills capable of operating with a high degree of autonomy in the context of structures, services and departments.
Knowledge and understanding:
- the acquisition of advanced knowledge in the sector of corporate organization (SECS P10) such as to enable it to be competently able to organize, coordinate and manage socio-educational or socio-welfare services efficiently and effectively;

Applying knowledge and understanding:
- the enhancement of strategic and managerial skills such as to ensure an adequate level of ability to guide a complex structure, to coordinate a work team, to enhance and motivate collaborators;
Making judgements:
- the development of a reflective, analytical, logical, planning and independent attitude from unfounded conditions, necessary to assume responsibility for the role of human resource management;
Communication skills:
- the high level of personal and professional style based on adequate expressive and authentic communication skills, orientation towards interpersonal relationships within structures, services and departments, also in international contexts;
Learning skills:
- the acquisition of learning methods and methodologies based on a multidisciplinary approach to complex scenarios and dynamics, such as to read and correctly understand the phenomena related to the transformations of organizational, training and educational models and processes.

- advanced knowledge in the fields related to the analysis, interpretation and management of organizational complexity;
- the increase of organizational skills for the realization and regulation of educational and social interventions and for the management of their change;
- the solicitation of a personal and professional style based on adequate management and coordination skills capable of operating with a high degree of autonomy in the context of structures, services and departments.
Knowledge and understanding:
- the acquisition of advanced knowledge in the sector of corporate organization (SECS P10) such as to enable it to be competently able to organize, coordinate and manage socio-educational or socio-welfare services efficiently and effectively;

Applying knowledge and understanding:
- the enhancement of strategic and managerial skills such as to ensure an adequate level of ability to guide a complex structure, to coordinate a work team, to enhance and motivate collaborators;
Making judgements:
- the development of a reflective, analytical, logical, planning and independent attitude from unfounded conditions, necessary to assume responsibility for the role of human resource management;
Communication skills:
- the high level of personal and professional style based on adequate expressive and authentic communication skills, orientation towards interpersonal relationships within structures, services and departments, also in international contexts;
Learning skills:
- the acquisition of learning methods and methodologies based on a multidisciplinary approach to complex scenarios and dynamics, such as to read and correctly understand the phenomena related to the transformations of organizational, training and educational models and processes.

Objectives of the program are acquiring knowledge of the disciplines of intercultural and community education to allow a high capacity for analysis, interpretation and action on contexts and phenomena of a social and educational nature; the acquisition of the skills necessary for the planning and implementation of educational and social intervention programs in the fields of immigration, social exclusion and marginalization, and welfare policies in general.
By the study of Intercultural and community Education the student will be able to achieve the following objectives.
By the study of Intercultural and community Education the student will be able to achieve the following objectives.
- Knowledge and understanding:
- the possession of methodological, strategic and technical skills in relation to the functioning of the personal service networks and of the institutional apparatus involved in the socio-educational field;
- the adoption of a reflective, analytical, logical, planning attitude, available both to group and network work, and to group and network design.
- Applying knowledge and understanding:
- - possession of organizational skills in microsystems, in the regulation of social interventions, in the management of change;
- Applying knowledge and understanding:
- possession of organizational skills in microsystems, in the regulation of social interventions, in the management of change.
- Making judgements:
- ability to elaborate an autonomous judgment on the situations in which it is called to intervene and take decisions in complex situations, even in the face of partial data and information.
- Communication skills:
- ability to draw up documents aimed at programming and managing services, to prepare research / monitoring / evaluation reports and to elaborate and present operational proposals for intervention.
- possession of specific skills to act as an expert in the monitoring system for training interventions.
- Learning skills:
- acquire the skills necessary to allow any further post-graduate training courses (second level master's, research doctorate) without prejudice to the ability to continue autonomously in the process of updating the knowledge necessary for the professional profile.
How to link with other teachings
The program is connected to the other programs of the pedagogical and sociological area, trough the analysis of cases, experiences and interdisciplinary services.

The course aims to provide an understanding of the main sociological theories about the family and the generativity and their connections with the theoretical and methodological contributions developed in the analysis of social networks. Particular attention is given to the ability to apply the network approach (primary and secondary) in the field of social cohesion in relation to families and margina-lity.
By the study of Families and Social Networks the student will be able to achieve the following training objectives:
- knowledge and understanding: to acquire familiarity with complex concepts in the context of transformations of family models, of the characteristics of social networks and of the related processes of generativity in relation to social capi-tal in marginal contexts.
- appling knowledge and understanding: to analyze case studies on the role of the family on the formation of social networks, social capital and marginality;
- making judgments: to orientate critically between the different approaches concerning family and network models, marginality and the paradigms of generativity in the processes of formation of social capital;
- communication skills: to develop lexical and conceptual tools necessary for the study of family sociology and social network approaches and useful for acquiring oral and writing skills;
- Learning skills: critical and reflexive self-learning ability and study organization at individual and group level.

The course aims to provide the students with knowledge and skills that will enable them to know how to frame the organization of public authorities (even in their territorial dimension), the Italian Welfare State system and the constitutional framework of social rights. Furthermore, the teaching purpose is to offer students a reflection on the nowadays condition of people with disabilities, particularly with regard to the detailed study of the disabled people’s constitutional rights and how to effectively protect them. This purpose will be achieved also through the activation of a special Information Desk for students with disabilities, in which the students will be actively involved.
By the study of “Welfare, Social Rights and Territory” the student will be able to achieve the following training objectives.
Knowledge and understanding:
- know how public authorities are organized, including in their territorial dimension;
- know models, tools and strategies to realize a Welfare State system;
- know the social rights provided for in the Constitution, with particular regard to the rights of disabled people and to the institutional apparatus engaged in guaranteeing their effectiveness;
- develop a reflective and project-based attitude towards the current the current implementation of social rights and the rights of disabled people.
Applying knowledge and understanding:
- plan and organize activities aimed at the effective implementation of social interventions;
- apply technical, communicative and relational skills for the realization of activities on the territory, such as the Information Desk for students with disabilities.
Making judgements:
- develop the capacity to understand and evaluate the organization and activities of the institutional apparatus in particular those which guarantee social rights;
- develop a critical and reflexive capacity regarding their own methods of intervention, taking into account the users with whom they deal.
Communication skills:
- acquire the use of a technical-legal language;
- acquire the ability to communicate in public and with the public in a clear and precise manner;
- develop coordination skills with the actors with whom it works;
Learning skills:
- develop the ability to observe the contexts in which it operates and to grasp critical profiles of them;
- develop the ability to learn from confrontation both with experts and with interlocutor users.
How to link with other teachings
The teaching of "Welfare, Social Rights and Territory" is connected in particular with the following subjects of the three-year degree courses, "Institutions of public law", "Constitutional law", "Law of public administrations and territorial policies", "Social rights and ethical dimension in the aid relationship", "Health law"; as well as with the teaching of "Legal institutions and socio-educational services" of the master degree courses.

The course aims to provide the methodological guidelines for designing and evaluating social interventions, presenting the different theoretical and operational models to which reference can be made in the design and evaluation processes. It also intends to provide the tools to monitor social projects. The reflection will be accompanied by practical references deriving from specific field experiences.

The meetings will provide a theoretical framework that traces the reciprocal relationship between research and social service, from the 1950s to the present day, and students will be given some options for reflection in order to favor a first orientation to the internship course.

The course examines, in the first part, the categories of social changes and changes described in the macro areas: diaspora and migration, economy and work, religion and religiosity, ITC, family and educational processes.
The aim is to allow students and students to acquire theoretical and analytical skills which, in an analogical sense, have a reflection in practice for a theory of practice.
By the study of SOCIOLOGY OF CHANGES the student will be able to achieve the following training objectives.
- Knowledge and understanding:
- Provide knowledge of the main theoretical-methodological tools of analysis; to acquire the capacity to understand the main contemporary social phenomena and to recognize the foundations in the study of the relationship between society, culture and change.
- Applying knowledge and understanding:
- Develop a critical approach to the analysis of social phenomena and to understanding social changes and changes taking place.
- Making judgements:
- The aim is to increase the ability to deepen and interpret reality in the light of change and complexity through critical reflection and independent judgment.
- Communication skills:
- We intend to implement the sociological lexicon in a correct, appropriate and specific way; the ability to structure a speech in an organic and comprehensive manner will be developed; we will try to increase the ability to communicate information, ideas, problems and solutions to specialist and non-specialist interlocutors.
- Learning skills:
- It is proposed to initiate and manage one's own studies and in-depth studies in a critical and conscious manner.
It is considered important for the development of critical capacity and independence of analysis, to follow the following courses: social history.