Presentation

Educational aims

Specific Objectives DESCRIPTION OF THE EDUCATIONAL PATH The three-year Bachelor’s Degree in Education Sciences (L-19) provides students with theoretical knowledge and practical skills in the field of education, covering pedagogy, psychology, philosophy, history, sociology, and anthropology. Its goal is to develop the professional profiles of social-pedagogical and community educators and early childhood educators. The programme has been established in accordance with Ministerial Decree No. 378 of 9 May 2018 (“Qualifications for early childhood education professionals”) and Article 14 of Legislative Decree 65/17 on the 0–6 education system. The course offers students highly specialised knowledge and skills in pedagogical, methodological-didactic, psychological, sociological, and health-related fields, all essential for working in nurseries and early childhood services. These skills include: caring for, educating, and socialising children aged 0 to 6; analysing individual needs and social contexts through observation; designing and documenting educational activities for early childhood; communicating and collaborating with families; and engaging in teamwork and institutional networks. Training also includes a mandatory external internship at public and private nurseries and early childhood services for the 0–6 age group. The programme also aims to train first-level professionals capable of performing intellectual functions with scientific autonomy and ethical responsibility, using specific theoretical and methodological tools to design and implement interventions for individuals and groups in various educational and learning contexts (both formal and non-formal), throughout life. It also includes training in teaching, research, and experimental activities. Students complete a mandatory external internship at local institutions such as educational associations, family homes, youth centres, counselling and educational organisations, play centres, vocational training centres, and employment guidance services. SPECIFIC EDUCATIONAL OBJECTIVES OF THE PROGRAMME The degree programme offers future educators a solid cultural and scientific foundation along with professional preparation for the two specific career profiles it targets. The objectives are defined according to both the key learning areas required for educator training and the professional contexts in which educators operate. The educational objectives refer to the following learning areas: 1. Pedagogical-didactic 2. Socio-anthropological 3. Psychological 4. Historical-philosophical-literary Regarding the professional contexts in which educators work, the programme’s objectives comply with Ministerial Decree No. 1648 of 19 December 2023 and focus on the following areas: - Early childhood educational services: non-formal educational interventions for children aged 0–6, with particular attention to the 0–3 age range (nurseries, micro-nurseries, “spring” classes, play areas, family centres, and home-based childcare services); - School and cultural contexts: non-formal educational interventions in school, extracurricular, sports, and leisure contexts aimed at promoting social inclusion and preventing school drop-out, distress, marginalisation, and deviance, as well as in services promoting culture and communication; - Social and welfare services: educational interventions in lifelong guidance, personal development, equal opportunities, parenting and family counselling, social, judicial, and correctional services, community development, migration and refugee support, and intercultural education. Graduates must develop an educational culture based on solid pedagogical foundations, integrating theoretical and practical approaches and acquiring interdisciplinary knowledge to navigate diverse educational and social contexts. This enables them not only to pursue further study in Master’s programmes but also to enter the workforce successfully and address the challenges of education across different contexts. In terms of cultural and professional goals, graduates must acquire the knowledge and educational competences that allow them to: - Analyse social and cultural contexts: understand diverse social and cultural realities, as well as public and private educational institutions, to identify the specific educational needs of each context. - Identify local educational needs: assess educational demands at the territorial level across different sectors and agencies (formal, non-formal, and informal education, training, and learning systems). - Design and manage educational and training interventions: plan, manage, monitor, and evaluate educational and training processes for individuals, groups, communities, businesses, and public administrations. For early childhood education, this includes designing, managing, and evaluating interventions for the 0–3 age range in inclusive and intercultural contexts, and applying educational-didactic strategies that promote well-being, identity, autonomy, curiosity, creativity, and play. - Master foundational knowledge in education sciences: critically manage the theoretical and methodological principles of education applicable to various contexts (the 0–6 integrated system, school, family, and society), and understand lifelong learning as an ongoing process. - Promote well-being: design and implement educational processes that foster well-being among individuals in vulnerable or disabled conditions, promote intercultural education, social integration, inclusion, and community cohesion. - Conduct educational research: apply research methodologies to analyse educational contexts, identify training needs and community resources, and adopt critical approaches considering social, historical, and anthropological dimensions. - Develop relational and communication skills: acquire interpersonal and teamwork skills essential for engaging with children, adolescents, families, and adults in diverse educational settings.

work perspectives

Profile: Early Childhood Educator Functions: The early childhood educator works in nurseries, micro-nurseries, “spring” sections, and supplementary services (play areas, child and family centres, home-based educational services) as defined by Legislative Decree No. 65 of 13 April 2017, Article 14, paragraph 3. According to Ministerial Decree No. 378/2018, this professional operates in close collaboration with families and educational teams, creating environments and activities that foster relationships, autonomy, creativity, and learning for children aged 0 to 3. Their role is to ensure equal opportunities in education, care, and play, while overcoming all forms of social, economic, and cultural inequality. As a graduate in Education Sciences, the individual is also qualified to work as a Social-Pedagogical Professional Educator, as recognised by Law No. 205 of 27 December 2017 (Article 1, paragraphs 594–600) and regulated by Law No. 55 of 15 April 2024. This professional operates with scientific autonomy and ethical responsibility, using theoretical and methodological tools to design, manage, monitor, and evaluate educational interventions for individuals and groups, particularly within the 0–6 age range. Main Tasks and Professional Activities The early childhood educator is responsible for: 1. Care, education, and socialisation of children aged 0 to 6, promoting: - Well-being, identity development, autonomy, and creativity; - Play and the development of cognitive, emotional, motor, communicative, and expressive skills; - Family involvement by supporting parenting and educational roles; - Inclusion of children with disabilities or from disadvantaged backgrounds. 2. Analysis of individual needs and of the social, cultural, and territorial context. 3. Creation of suitable educational environments (relational, emotional, playful, and cognitive) that ensure equal opportunities and remove economic, territorial, and cultural barriers. 4. Planning and organisation of early childhood services in compliance with quality standards and local needs. 5. Documentation and observation for continuous assessment of educational processes. 6. Collaboration and communication with colleagues and stakeholders within the integrated education system, fostering networking and educational sustainability. Skills: Skills Associated with the Role Upon completion of the programme, graduates acquire specific skills for working in various educational settings where the early childhood educator role is required. The main competences include: 1. Planning and management of educational interventions, including inclusive approaches: - Analysing social and cultural contexts and identifying the educational needs of children aged 0–3 and their families; - Assessing educational and training needs; - Defining short-, medium-, and long-term objectives; - Choosing appropriate educational methods and activities; - Organisation of activities targeted at achieving the objectives. - Effectively using available resources (time, people, materials, and finances). 2. Monitoring and evaluation of educational activities: - Continuously observing and assessing the educational relationship and outcomes; - Reviewing and improving activities in the short and long term; - Documenting and sharing practices with colleagues, families, and the community. 3. Collaboration and teamwork with professionals across the educational system. Graduates in Education Sciences (L-19), specialising in Early Childhood Education, gain theoretical and practical knowledge in: - Early childhood education, with focus on inclusion and prevention of developmental and health risks; - Pedagogy and didactic methodology, for designing, managing, documenting, and assessing educational interventions; - Child psychology, to understand children’s cognitive, emotional, and relational needs; - Child health and hygiene, including basic knowledge of physiology, psychopathology, nutrition, and circadian rhythms; - Communication and interpersonal skills, for collaboration with families, colleagues, and educational institutions; - Digital competences, for using ICT and multimedia tools in educational processes. Employment Opportunities: The early childhood educator may work in public, private, and third-sector organisations within the Integrated Early Childhood Education and Care System (0–6 years) as established by Legislative Decree No. 65/2017. Main employment opportunities include: - Nursery educator, working in early childhood services for children up to 36 months (nurseries, micro-nurseries, “spring” sections, play areas, family centres, and home-based services); - Early childhood service educator, engaged in educational and recreational services for children aged 0–6 and their families (play centres, intercultural centres, family day-care, community homes, residential or home-based services, parenting support). The Bachelor’s Degree (L-19) qualifies graduates to practise as Social-Pedagogical Professional Educators, in accordance with Law No. 55 of 15 April 2024 (“Provisions on the regulation of pedagogical and educational professions and establishment of related professional registers”). The degree is a valid requirement for registration in the Register of Social-Pedagogical Professional Educators. Profile: Social-Pedagogical and Community Educator Functions: The social-pedagogical educator is a professional figure recognised by Law No. 205 of 27 December 2017, Article 1, paragraphs 594–600, and subsequent amendments. According to paragraph 595, the qualification is awarded upon completion of the L-19 degree, in line with Legislative Decree No. 65 of 13 April 2017. As established by paragraph 594 of Law No. 205/2017, this professional operates in educational, training, and pedagogical contexts—formal, non-formal, and informal—throughout the lifespan, promoting personal and social development. Their activities follow the principles outlined in Legislative Decree No. 13 of 16 January 2013, Article 2, and align with the objectives of the European Strategy approved by the Lisbon European Council (23–24 March 2000). The Bachelor’s Degree in Education Sciences prepares graduates to become qualified social-pedagogical educators, a profession officially recognised by Law No. 205/2017 and regulated by Law No. 55/2024. These professionals perform intellectual functions with scientific autonomy and ethical responsibility, using theoretical and methodological tools to design, manage, monitor, and assess educational interventions for individuals, groups, and communities. Skills: At the end of the three-year programme, regardless of the curriculum followed, graduates will have developed a set of competences applicable to the various educational contexts in which the socio-pedagogical professional educator operates. The knowledge, skills, and competences — including transversal ones — acquired during the course of study and commonly applied in the professional field of socio-pedagogical education include the following: The socio-pedagogical professional educator develops a set of theoretical and practical competences essential for the design, management, and evaluation of educational interventions, supported by a solid background in the educational sciences and an interdisciplinary outlook. In particular, their competences include: - Theoretical and methodological knowledge, with a strong grounding in the educational sciences, pedagogy, and didactic methodologies, integrated with elements from philosophical, sociological, psychological, and anthropological disciplines. Particular attention is devoted to the epistemological and methodological understanding of educational issues in their various dimensions. - Analytical and design skills, aimed at analysing social, cultural, and territorial contexts, with a view to the development, implementation, management, and evaluation of educational projects that address the growing educational demand within personal and community services. In particular, this refers to the ability to design and implement educational interventions aimed at promoting social inclusion, counteracting marginalisation, and fostering intercultural dialogue. This also includes knowledge of pedagogical strategies and didactic methodologies that value diversity and ensure equal educational opportunities. - Management of educational interventions, through appropriate methods, tools, and resource optimisation. - Monitoring and evaluation, by continuously observing educational relationships and outcomes to improve educational practices. - Networking and collaboration skills, enabling teamwork with multidisciplinary groups, users, and community organisations. Employment Opportunities: According to Law No. 205/2017, Article 1, paragraph 594, and subsequent amendments, the social-pedagogical educator may work in public and private social-educational and social-care services for people of all ages. Professional fields include: - Education and training, within educational and learning services for different user groups; - Schools, in non-formal education activities; - Social care, with socio-educational interventions in residential, home-based, and community settings (for minors, people with addictions, migrants, persons with disabilities, and the elderly); - Parenting and family support, in family counselling and parental assistance services; - Cultural services, such as youth centres, libraries, media libraries, museums, and heritage promotion organisations; - Judicial settings, in prisons, rehabilitation centres, and reception facilities for inmates and ex-offenders; - Integration and cooperation, through educational projects promoting inclusion and intercultural collaboration; - Health and well-being education, promoting quality of life and psycho-physical well-being; - Educational communication and outreach, for raising awareness on educational and social issues. The Bachelor’s Degree (L-19) qualifies graduates to practise as Social-Pedagogical Professional Educators, in accordance with Law No. 55 of 15 April 2024, and is a recognised requirement for registration in the Register of Social-Pedagogical Professional Educators.

Characteristics of the final exam

To obtain the degree, students must have earned 180 ECTS credits, including those allocated to the final examination. As established by Ministerial Decree No. 1648 of 19 December 2023, the final examination aims to assess the student’s level of maturity and critical thinking skills with reference to the learning outcomes and knowledge acquired, thereby completing the activities provided for in the programme structure. The final examination consists of the presentation of a written paper documenting the student’s independent reworking of theoretical reflections and bibliographic research — possibly linked to fieldwork — on topics relevant to the degree programme and/or reflections on the activities carried out during the internship.