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Education of Adults

Code: 101673
Credits: 6
2026/2027
Degree programme Type Course
Social Education OB 3

Contact lecturer

Name :
Josep-Lluís Rodríguez Bosch
Email :
joseplluis.rodriguez@uab.cat

Group languages

You can consult this information at the end of the document.

Prerequisites

There are no requirements.

Objectives

  1. To acquire a theoretical specific and to analyze the context in which the social educator will realize his professional activity; as well as to attend, to interpret and to value critically the existing relations between the education of the adult persons, the current of a social perspective.
  2. To reach the competitions and specific contents across the subject to obtain the sufficient skills for the development of the profile professional of the educational future and social educator.
  3. To analyze and to think about the own professional task; as well as to relate and to link the most relevant social facts with the area social and educational des of a critical and normative approach.

Learning outcomes

  1. Understand educational legislation and policies in adult education.
  2. Demonstrate the necessary knowledge about didactics and the principles of programming and planning in Adult Education.
  3. Establish the methodological principles and basis of teaching and learning processes in adult education.
  4. Produce teaching materials and resources for specific groups of adults.
  5. Demonstrate theoretical, philosophical, psychological and sociological, applied and didactic knowledge of Adult Education.
  6. Understand the models and systems of adult education.
  7. Contextualize social and educational action in accordance with different models and theories of adult education.
  8. Analyse the psychosocial peculiarities of adults that influence specific teaching strategies.
  9. Analyse the psychosocial peculiarities of adults that influence the objectives and methods of adult education programs.
  10. Participate in seminars, workshops, conferences and symposiums.
  11. Understand the theories and models of adult learning.
  12. Identify learning needs of the adult population in the information society.
  13. Produce specific teaching materials and adapt them to the different modes and supports: Face-to-face and virtual.
  14. Manage information on adult education for decision-making.
  15. Demonstrate a capacity for teamwork, individual and collective commitment to the task to be done.
  16. Maintain a radical and critical attitude towards enforcement situations of inequality due to poverty, gender, ethnicity and / or origin and sexual orientation and proceed to analysis, reporting and processing of the same inequalities in opportunities.
  17. Identify situations in which a change or improvement is needed.
  18. Analyse a situation and identify points for improvement.

Contents

  1. Historical, philosophical, biological, psychological and sociological foundations of the adult education.
  2. Theories and models of education and learning of the adult persons.
  3. Educational legislation in formation of adult persons. Educational political.
  4. Models and systems of adult education: centers, environment and social networks.
  5. Formative needs of the adult population in the company of the information: collectives, profiles, young persons, women and minorities.
  6. Formative offer. Plans and programs of formation of adult education.

Learning activities and methodology

Title Hours ECTS Learning outcomes
Classroom activity in Seminars 15 0.6 1, 2, 4, 5, 6, 7, 8, 9, 11, 12, 13, 14, 15
Supervised activity 30 1.2 1, 2, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 15, 17
Autonomous activity 75 3 1, 2, 4, 5, 6, 7, 9, 11, 12, 13
Classroom activity in Large group 30 1.2 1, 2, 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, 17, 18

All the tasks of the subject follow 3 parts: autonomous activity, directed activity (Large group and Seminars) and supervised activity. All these parts, knowing of the changes that may be appropriate, want to make the gender perspective explicit.


Annotation: Within the schedule set by the center/degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses through questionnaires.

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Individual exercise 50% 0 0 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18
Continuous assessment based on evidence in practical tasks (1st part: individual and/or group) 30% 0 0 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13, 14, 15, 16, 18
Continuous assessment based on evidence in practical tasks (2nd part: individual and/or group) 20% 0 0 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 13, 14, 15, 16, 18

CONTINUOUS ASSESSMENT

This evaluation will be conducted, during the semester, through the evaluative activities contained in this table.

To pass the subject, you must have a minimum arithmetic mean of 5. A score that comes from the calculation between the three sections. However, this calculation previously requires a minimum grade of 4 in the individual exercise (written test). In case of failing the subject, there is the possibility of recovering it, with the condition that a minimum arithmetic mean of 3.5 and have delivered 66% of total activities, through a new individual exercise. If successful, the maximum mark of this recovery can only be an approved (from 5 to 6,9). Finally, repeating the subject implies accepting a single final synthesis test.


Next, in a provisional way, the evalutation dates are mentioned: individual exercise (27/05/2027) and retake (17/06/2027).



SINGLE ASSESSMENT

This evaluation implies that the students concentrate the delivery of all the evidences on the date of the individual exercise, previously mentioned. In fact, the weight and requirement of each evidence is identical to continuous assessment. Refering to the improvement, recovery, revision and repetition of the subject, they also follow the same procedure as in the continuous assessment.


For more clarity, again, the indicative evaluation dates are mentioned: individual exercise and delivery of evidences (27/05/2027) and retake (17/06/2027).



NOT ASSESSABLE

As indicated in the UAB Academic Regulations (approved by agreement of the Governing Council on July 7, 2022; and amended twice on February 1, 2023 and July 12, 2023), assigning a grade of Not Assessable means that students have not been able to provide sufficient assessment evidence to grade the subject.



RETURN

The marks obtained in each of the activities, in up to 20 business days of the academic calendar, will be delivered to students by publishing the results in the classroom or in the Virtual Campus.



GENERATIVE ARTIFICIAL INTELLIGENCE

It is permitted, as long as it reflects a significant contribution to the students analysis and reasoning. Therefore, it will be necessary to specify the tool used, the parts generated with this technology and a critical reflection about its influence on the final result.



LANGUAGE DOMAINS

In this section, it also takes value: the linguistic correction, the writing and the formal aspects of presentation in all the activities (individual and/or group). In addition, it's necessary to express fluently, correctly and show aptitude in the comprehension of the academic texts. In this sense, an activity can be returned (not evaluated) or suspended, if the teacher considers that it doesn'tfulfill these requirements. In turn, you must write the sources, notes, textual citations and bibliographic references correctly in accordance with the APA format.



PROHIBITIONS

Remember that it's not allowed to copy or plagiarize in the writing of any activity (regulation approved by the Comissió d'Ordenació Acadèmica de Graus i Màsters: criteris i pautes generals d'avaluació de la Facultat de Ciències de l'Educació, May 28, 2015; and modified by the Junta de Facultat, April 6, 2017). For more information (http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html). Therefore, any attempt (URKUND will be used as an anti-plagiarism tool) will mean failing the subject without the option of recovery. An attitudes that are not compatible with the deontological code of the educational profession: active listening, respect, participation, cooperation, empathy, kindness, punctuality, argumentation, correct use of the mobile phone and other technological gadgets, etc.

Bibliography

Arendt, H. (2009). La condició humana. Barcelona: Empúries.

Bauman, Z. (2007). Els reptes de l'educació en la modernitat líquida. Barcelona: Arcàdia.

Bowen, J. (1985). Historia de la educación occidental (3 volúmenes). Barcelona: Herder.

Coll, C. & Albaigés, B. (2021). L´estat de l´educació a Catalunya. Anuari 2020. Barcelona: Fundació Jaume Bofill.

Dalmau, O. (2018). Formación y desarrollo del talento. Una experiencia innovadora en organizaciones de salud. Manresa: Fundació Universitària del Bages.

Drouin-Hans, A.-M. (2008). Relativisme et éducation. Paris: L'Harmattan.

Duch. L. (1997). La educación y la crisis de la modernidad. Barcelona: Paidós.

Escolano, A. (1984). Historia de la educación (2 volúmenes). Madrid: Anaya.

Freire, P. (1970). Pedagogía del oprimido. Madrid: Siglo XXI.

Fullat, O. (1992). Filosofías de la educación. Paideia. Barcelona: Ceac.

Luzuriaga, L. (1980). Historia de la educación y de la pedagogía. Buenos Aires: Losada.

Mèlich, J.-C. (2023). La fragilitat del món. Assaig sobre un temps precari. Barcelona: Tusquets.

Id. (2025). El escenario de la existencia. Ensayo sobre el drama humano. Barcelona: Tusquets.

Nussbaum, M. C. (2005). El cultivo de la humanidad. Barcelona: Paidós.

Ordine, N. (2022). Els homes no són illes. Els clàssics ens ajuden a viure. Barcelona: Quaderns Crema.

Pagès, A. (2022). Queda una voz. Del silencio a la palabra. Barcelona: Herder.

Pérez, M. P. (2014). Cómo detectar las necesidades de intervención socioeducativa. Madrid: Narcea.

Reig, D. & Vílchez, L. F. (2013). Los jóvenes en la era de la hiperconectividad: tendencias, claves y miradas. Madrid: Fundación Telefónica & Fundación Encuentro.

Santoni, A. (1981). Historia social de la educación. Barcelona: Reforma de la escuela.

Steiner, G. & Ladjali, C. (2005). Elogio de la transmisión. Maestro y alumno. Madrid: Siruela.

Van Manen, M. (1998). El tacto en la enseñanza. Hacia una pedagogía de la sensibilidad. Barcelona: Paidós.


Interest websites

-Col·legi d'Educadores i Educadors Socials de Catalunya (www.ceesc.cat).

-Els reptes de l'educació permanent de persones adultes al segle XXI (https://dialnet.unirioja.es/servlet/articulo?codigo=6820705).

-Informe sobre exclusión y desarollo social en España. FOESSA (https://www.foessa.es/main-files/uploads/sites/16/2019/06/Informe-FOESSA-2019_web-completo.pdf).

-Libro blanco del e-learning (https://librosblancos.es/docs/libro_blanco_web.pdf).

Software

This subject doesn't use any type of technological software.

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 3 Catalan second semester morning-mixed
(SEM) Seminars 311 Catalan second semester morning-mixed
(SEM) Seminars 312 Catalan second semester morning-mixed