Coordination of Educational Services and Technologies for Inclusion (CSE&TIC)

Expected Skills

The Course aims to train professionals who, in designing educational services, are capable of operating in an individualized and personalized manner, both in person and remotely, through educational activities in the broadest sense, physical activity, and sports experiences, as well as through distance learning tools specifically geared toward vulnerable and at-risk groups, with particular focus on disability, integration, and the recovery from social deviance.

Professionals who complete this training program will acquire:

– knowledge of the main socio-educational paradigms applied to social hardship;

– knowledge of the main models and research paradigms of pedagogical knowledge, analyzing them theoretically to understand their implications for educational and training practice, with specific reference to the educational relationship and the dimension of “care” and the factors that determine it in different educational contexts (formal, informal, and non-formal); – knowledge of the main theories and policies of local development and the management of EU funds;

– Knowledge of the characteristics and potential application contexts of reference models for the prevention and assessment of social hardship;

– Knowledge and ability to assess the educational needs of different target audiences;

– Ability to develop and apply original ideas, including in a research context;

– Knowledge of the welfare legal system at both the international and national/local levels, and of administrative procedures and notions of public law;

– Knowledge of the tools for planning, monitoring, and comparing different development processes, and of planning and partnership-building methodologies;

– Knowledge of the digital revolution and the resulting transformation of learning environments, with specific reference to the educational psychology of digital media and their potential use in different educational contexts;

– Knowledge of the evolutionary paths of information technologies and the dynamics of communication in the knowledge society, including audiovisual and multimedia languages, multimedia contexts, and technologies;

– Knowledge of the fundamental aspects of media education, approaches, and models for programming, managing, and evaluating online, distance, and blended learning projects and interventions;

– Ability to develop and/or apply original ideas related to the use of digital technologies in research, academic, and extracurricular contexts.

The professional will be able to:

– apply acquired knowledge and skills to solve problems related to new or unfamiliar issues within broad, interdisciplinary contexts;

– use pedagogical and didactic methodologies in designing educational, training, and rehabilitation interventions in the fields of social hardship, social inclusion, and cultural mediation;

– apply the guidelines of educational and pedagogical intervention models in networking in collaboration with other services and professionals;

– use pedagogical and didactic methodologies to foster exchanges with other local social and cultural organizations for prevention;

– use pedagogical and didactic methodologies to promote training and refresher courses for community educators and cultural mediators;

– apply various socio-psychological models for intervention and prevention of psychosocial distress, social inclusion, and cultural mediation;

– interpret phenomena of social change, with particular attention to cultural and social diversity;

– apply various evaluation paradigms for educational interventions in terms of effectiveness and efficiency;

– apply networking models and techniques for managing and interpreting group dynamics;

– use the legal foundations of the welfare field to design educational interventions;

– use the main applications, IT tools, and databases in the fields of law and welfare;

– design, manage, and coordinate communication processes in various educational contexts;

– use analog and digital technologies, online learning platforms, and related production processes to integrate traditional teaching strategies with multimedia, interactive, and collaborative distance learning;

– employ teaching methodologies to design, manage, evaluate, and deliver educational activities and learning and training programs that integrate the use of various technologies;

– design learning, training, and education programs to use communication technologies and produce texts and/or media environments;

– use and critically analyze audio, video, and cross-media documents, as well as evaluate the significance and informed use of media in education.

More information

All information about the Course, from admission to the final exam, is available for all students interested in enrolling in the Master’s Degree Course in Educational and Training Services Design, Media Education, and Technologies for Inclusion in Formal and Non-Formal Contexts.

Admission requirements

Enrollment in this Master’s Degree Course is open and subject to a limited number of places. This limited number of places is due to the fact that the program, consistent with the specific educational objectives of the LM50 and LM93 programs, features a significant number of interactive training activities, seminars and practical activities, external internships, and opportunities for discussion and experimentation with the world of work.

The curricular requirements for admission to this Master’s Degree Program are one of the following:

– a Bachelor’s Degree in Class L-19 (Educational and Training Sciences);

– a Bachelor’s Degree in Class L-22 (Sports and Exercise Sciences);

– a Bachelor’s Degree in Class L-5 (Philosophy);

– a Bachelor’s Degree in Class L-20 (Communication Sciences);

– a Bachelor’s Degree in Class L-24 (Psychological Sciences and Techniques);

– a Bachelor’s Degree in Class L-39 (Social Service Sciences);

– a Bachelor’s Degree in Class L-40 (Sociology).

Possession of other Bachelor’s or Single-Cycle Master’s degrees or previous degree programs will also be considered as a valid entry requirement, provided that they are accompanied by other university courses concerning the psychological, pedagogical, sociological, philosophical and anthropological fields, in which CFU (university training credits) have been obtained for a total of at least 24 CFU with specific reference to the following SSD (scientific disciplinary sectors): M-PED/01, M-PED/02, M-PED/03, M-PED/04, M-PSI/01, M-PSI/02, M-PSI/03, M-PSI/04, M-PSI/05, M-PSI/06, M-PSI/07, M-PSI/08, SPS/07, SPS/08, M-FIL/01, M-FIL/02, M-FIL/03,M-FIL/04, M-FIL/05, M-FIL/06, M-FIL/07, M-FIL/08 e M-DEA/01.

Internships and placements

The Degree Program, along with its entire faculty, constantly promotes and implements activities aimed at facilitating student encounters with the world of work, through seminars and internships at organizations and facilities in the education and training sector, in particular, and in other contexts relevant to the program. The Placement Office organizes external training internships for graduates and undergraduates, as well as job meetings to facilitate direct contact between recent graduates and undergraduates and those active in the labor market.

The Placement Office aims to build a bridge between the university and the world of work, orienting and training students and graduates with a view to better career placement. To create more effective career placement opportunities for students and graduates, numerous events are planned and organized, such as company presentations, career days, workshops, etc., curricular and postgraduate internships, and other employment opportunities, including abroad, through the job market. The office therefore plays a key intermediary role, providing services to both students and graduates, as well as to the companies, public, and private entities with which it interacts, covering all sectors of activity, especially education, training, and the social sector in general, as well as sports and all related and/or interrelated sectors. Through a careful and targeted consultancy and support service, we facilitate access to the world of work.

Graduation exam

The graduation exam is worth 6 university training credits (CFU). The exam involves the preparation and discussion of a Master’s thesis, either theoretical or applied, on topics relevant to the Master’s Degree Program and/or on any experience gained during an internship at companies and institutions. Writing the Master’s thesis represents the culmination of the student’s learning journey and must demonstrate the student’s ability to address, analyze, and solve complex real-world problems, critically applying the tools provided by the methodologies and techniques acquired during the program.

The preparation and defense of the Master’s thesis requires the appointment of a supervisor from among the official professor of the Department. The Master’s thesis topic is agreed upon between the student and the supervisor, who oversees its methodological and scientific development.

The Master’s thesis must be submitted to the Student Administration Office at least 20 days before the graduation session, as agreed upon with the Supervisor. The Supervisor, through guidance and explanations of the Master’s thesis content during the graduation exam, will be able to justify the grade he intends to propose for the candidate, taking into account the current Master’s thesis regulations.

Admission to the Master’s Degree Programs at the School of Sciences, Engineering, and Health

Enrollment in the Master’s Degree Course at the Interdepartmental School of Sciences, Engineering, and Health is reserved for students with a bachelor’s degree or three-year university diploma, or another qualification, including one obtained abroad, recognized as equivalent by the relevant Degree Course Council.

Access methods and selection notices:

Enrollment in the Master’s Degree Course in Coordination of Educational Services and Technologies for Inclusion (CSE&TIC) is WITHOUT an Entrance Test.

Enrollment in the Master’s Degree Course is subject to a NO OBJECTION (NULLA OSTA) from the Degree Course, which verifies both the student’s fulfillment of curricular requirements and their personal preparation.

Enrollment in one of the Master’s Degree Course WITHOUT a Selection Test must be completed by February 28, 2023, unless extended.

The notice for admission to the Master’s Degree Course, which outlines the knowledge requirements for admission and the application procedure for assessment of the requirements, is published annually on the University website and can be consulted at the following links:

https://sisis.uniparthenope.it/modalita-di-accesso-ai-corsi-di-laurea-magistrali/