Upon successful completion of this degree, students will be able to:

• know and use the procedures and strategies associated with the planning, management and assessment of socio-educational services and programs;
• demonstrate overall understanding of new models of socio-educational intervention, community development, and conflict mediation and management;
• demonstrate knowledge of the programs and innovations in intervention in the following fields: the legal system, child protection, health promotion, immigration, the treatment of gender violence, socio-labour integration, social services, and participation in and management of public spaces;
• know and use the methods and strategies employed to conduct research in these areas.

Students will acquire three types of subject-specific competences by studying the three different thematic blocks outlined below: first, the background and context for educational and social policies of different kinds; second, examples and models of social intervention; finally, intervention programs and innovations.

1. The background and context for education and social policy

This block helps the student to acquire theoretical and conceptual knowledge in the analysis of modern society. Designed as a critical review of relevant contexts, it also enables students to acquire applied knowledge of the field and practical know-how in the planning, management and assessment of socio-educational services and programs, in the effective analysis of current processes of change, and in the use of planning and management techniques employed by the agencies operating in these areas.

2. Examples and models of social intervention

This block broadens the student’s knowledge of different examples and models of socio-educational intervention, focusing on community development and conflict mediation and management; it also addresses significant examples of intervention in such areas ?????as citizenship, environmentalism, interculturalism and gender.

3. Programs and innovations

This block examines the various programs and projects applied in different fields of socio-educational intervention, chosen by the course teachers because of their current importance, innovation and impact. This year’s program shall consider examples of programs in the following areas: justice, child protection, health promotion, immigration, the treatment of gender violence, socio-labour integration, social services, and participation in and management of public spaces.

Generic competences profile

Upon successful completion of this degree, students will be able to demonstrate the following skills:

1. Skills in cognitive procedure:

• capacity for analysis and synthesis, for information management, for creativity and innovation, and for critical and self-critical review in autonomous in-service training;
• ability in problem-solving and procedures requiring complex thought;
• willingness to engage in autonomous learning.

2. Skills in the completion of professional projects:

• initiative, entrepreneurial spirit, and ability to critically evaluate social needs;
• ethical commitment in professional practice;
• capacity to adapt to new situations;
• capacity for applying knowledge in professional problem-solving, and for innovative intervention;
• willingness to work with the public administration and with other agents and businesses in the field.

3. Management and communication skills:

• decision-making, organization and planning, and oral and written communication in the student’s own language;
• basic ICT skills.

4. Interpersonal and teaching skills:

• interpersonal skills;
• active listening skills, ability in dialogue and the shared preparation of ideas and programs, the ability to demonstrate empathy, to lead debate and to facil?????itate learning processes with trainees.

5. Team and leadership skills:

• ability to lead debate and manage trainees;
• interdisciplinary teamwork skills;
• leadership skills, initiative and entrepreneurial spirit.

6. The partenariat event and collaborative skills:

• ability to work in networks and in the dynamic of partenariat events (bringing different agencies together in common projects), and ability to work with different entities in the public administration, in centres of education, social organizations and other institutions.

7. Personal development skills:

• conscientious approach to professional practice and ability to maintain emotional equilibrium;
• ability to manage conflictive situations in autonomous, creative and effective ways;
• interest in all aspects of professional practice, critical spirit and motivation to participate in professional initiatives.