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| YSTG0351-1 | Placement - Adult education in context, Part 2
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| Duration : | 180h Internship |
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| Credits/ECTS : |
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| Holder(s) : | Daniel Faulx, Florence Pirard |
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| Coordinator : | Daniel Faulx |
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| Language : | French language |
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| Course contents : | This individual placement will give students the opportunity to contrast their theoretical skills with reality, whether on the ground, socially or through research. It will enable students to put into practice one or several actions on the ground by applying a scientific methodology relating to the deontological code. The placement will be time-limited and will feed into personal reflection on the role of the adult trainer and on the student's own integration into a training situation. |
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| Course objective : | This course is a "mission" training placement for students in the Second Masters programme. The placement gives students the opportunity of leading/contributing to a project or mission, and to be an actor in a professional environment. |
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| Organization : | The 15 ECTS are divided as follows:
Participation in seminars accompanying the placements (*): 1 ECTS - 4-5 sessions.
- Placement requirement (**): 9 ECTS - 216 hours.
- Drafting a placement report (***): 2 ECTS.
- Building a portfolio (****): 1 ECTS. Participation in a seminar at the end of the placement: 1 ECTS - 2 days.
(*)The UAFA organises seminars accompanying the placements in order to guide students in their practical training. They allow students to exchange information on the situations they encounter during their placement and to discuss the content of their placements or any problems they come across. Students undertaking the placements are required to take part.
(**) The UAFA provides lists of possible places and/or placement supervisors for students. Students are nevertheless asked to carry out their own proactive research to find a placement.
(***) Students are asked to summarise their placement in a written report made up of the following sections:
- Introduction.
- Part I - information on where their placement occurred.
- Part 2 - description of the activities carried out by the student.
- Part 3 - analysis of the project.
- Part 4 - personal analysis.
- Conclusion.
(****)Students are requested to build a portfolio in two parts: the first part (not graded) made up of any document which the student deems interesting and which enables them to retrace the training route they have taken; the second part made up of four texts looking at the themes and/or subjects of discussion tackled during the seminars accompanying the placements (eg.: entering the profession, the career of an adult trainer, my educational values; presentation of an educational appropriation). |
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| Assessment : | Assement of the placement is based on 4 elements: 1) the placement evaluation form completed by the placement supervisor, 2) the placement report and 3) the portfolio supported by 4) active participation in the seminars accompanying the placements.
1) Placement supervisor's assessment. The placement in its entirety is evaluated by the placement supervisor using a placement evaluation form that aims to give UAFA the supervisor's detailed opinion. The supervisor summarises his or her assessment with a grade, accompanied by qualitative comments. UAFA would like this to be accompanied by a discussion between the student and the supervisor. However, the supervisor is not obliged to communicate his or her evaluation to the student.
2) Placement report. The criteria for assessing the placement report are as follows:
Approach to questioning. Describe and analyse a problem. Find a placement and anticipate its challenges, advantages and difficulties. Learning dynamics:
Define the learning objectives. Mobilise resources (the student's own resources, those of the placement itself, courses, reading, ...)
Create, innovate and elaborate on skills/original tools. Articulation of theory/practice:
Extent of resources. Relevance of the use of resources in relation to the information on the ground. Use and integration of theoretical and practical elements. Critical approach to the project. Critical analysis. Avoiding making value-judgements (criticism based on facts). Ethical dimension. Critical approach to oneself. Identifying one's own strengths and weaknesses (in relation to oneself). Analyse the route taken and what the placement has brought (the student in relation to his or her placement. Writing:
Presentation of text, structure, intelligibility, style. Relevant selection of information. Spelling. APA rules. « Risk taking ».
3) Portfolio. The following criteria are used in assessing the portfolio:
Spelling. Reflection, taking a step back. Following instructions (4 themes).
4) Participation in the seminars accompanying the placements. The following criteria will be used in assessing the presentation of the placement during the accompanying seminars:
Time management. Relationship management (questions/answers). Logistical quality and presentation. Responding to the aims of the presentation. Reflection and taking a step back. Accomplishing something for oneself and others. |
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| Contacts : | Contacts: Daniel Faulx - Stéphanie Peters
For any additional information:
www.uafa.ulg.ac.be (http://www.uafa.ulg.ac.be/. The placement guide which sets out the various practical details can be found on this site.)
The different placement offers and other useful information can be found on the UAFA notice board (B32, first floor). |
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