Offering the course of Specialization in Education of Young Adults in the UESC exercise its role of promoting the information and generate knowledge in this area, becoming an area of excellence for professional training in adult and youth education, and meet a demand raised by the region of its scope.
Programme Overview
In 1989, the Faculty started its undergraduate programme the Bachelor of Education in the Teaching of English as a Second Language (TESL). The programme is being run in collaboration with the Faculty of Languages and Linguistics and the Faculty of Arts and Social Sciences. It was designed to prepare those who are going to be English teachers with academic and professional training to teach at secondary schools.
Career Opportunities
Author
Youth Sports Development Organiser & Advisor
Education Advisor
Education Planner
Educational Books, Games, Applications and Media Developer
Secondary Education (High School) Administrator
Secondary Education (High School) Educator
The Department is engaged in research, formation and updating activities in the psycho-pedagogic and didactic field, as well as in outlining and training new professional profiles.
During the years it’s been responsible of the in service formation of sammarinese teachers of every order and level and of the professional training of future teachers with Biennial specialization and perfection courses for aspiring teachers of sammarinese schools.
At the end of the 90ies the Department activated the Education Portal, that hosts educational and didactical materials coming from schools and materials that refer to the extra-scholastic system. The Portal is proposed as an innovating data bank of the educational resources available in the territory, indicating places, experiences, competences and instruments. The research activity is a section of particular interest for the Department, it has promoted Research-Action projects in the didactic sphere.
Master Course for Operators in the field of Prevention and Reduction of scholastic and extra scholastic Maladjustment in preadolescence
The Department promotes a biennial Master Course for the formation of professionals able to operate in the field of prevention and reduction of scholastic and extra scholastic maladjustment in preadolescence. This section of intervention is greatly relevant and debated both in the scholastic system (where new `system figures` and `object projects` are assumed in order to confront the complexity of a maladjustment that is ever more present and explosive), and in territorial services that deal with a limited presence in this section and risk a partial organization not always adequate in confronting all forms of preadolescent maladjustment in accordance with psyco- social-pedagogic complex and integrated strategies. The Master Course is open to university graduates in psychology, pedagogy, education sciences, sciences of primary formation , sociology or to practicing teachers and educators, with no relation to their degree.
Specialization Course in Learning Psychopathology
The object of the Course is providing a deepened formation in the field of learning disorders, both under a methodology and theoretic profile and as an opening to field research and professional practice. The teachings provided intend to expand theoretic and methodic knowledge opening them up to the most recent contributions in the sphere of developmental learning psychopathology. Special attention is drawn on the formation of operators whom will confront these problems in educational and social-sanitary contexts. The Course is open to university graduates in Psychology or to equivalent degrees (in medicine, pedagogy, philosophy, sociology, humanity studies with a psychological approach).
Master Course for Managing Human resources
The Department promotes a biennial Master Course oriented in forming two professional figures, the first able to interact with the athlete’s staff in a coordinated and interdisciplinary way and the second able to interact with staffs of organized structures for the development of amateur sport activities functional for improving the state of well being. This is a sector of intervention of great relevance nowadays, debated both in the sport field and in the social sanitary one. Sport boosts maximum psychological and social development, it profoundly influences athlete’s lives in powering their intrinsic motivations, giving behavior intensity and direction and a clear vision of possibilities and goals, educating towards positive models of social relations.
The presence of an expert with a psycho pedagogic formation is important to integrate the physical preparation with the psychological one and to confront problems dealing with agonistic practice and with the achievement of results.
Fact Sheet
Program Accredited to March 2010
Professional Title: Professor of Religious Education in primary and
Academic Degree: Bachelor of Education
Duration: 10 Semesters
Day: Day
Field Work: In the school, as teachers of religion, pastoral coordinators and managers. Another area is the area the church, in which alumni can make a significant contribution in support of pastoral teams in creation of educational materials and the departments of education and catechesis.
Labor: In addition to exhibiting an employment rate of over 77% of our graduates successfully graduate courses at various universities. In UCSH can access scholarships for the MA in Religious Education given by the ICR.
Our Background: We have 24 years of experience teaching this program.
Teachers of the Faith and Dialogue
Assuming our goal to serve the Catholic Church and the nation through teaching and research, we take 24 years as educators in the faith with strong teaching skills and theological, with elements of openness to ecumenical dialogue with other religions and interdisciplinary dialogue of faith with the cultures and sciences.
Students are trained in the fields of knowledge, expertise, knowledge and know how to be together, integrated into the professional and personal development, and associated with the work of the teaching of Christianity. We believe that the assimilation of the educational model is based on experience, then learn how to teach, which is seen in the accompanying offer our students during their development, following the inspiration of the Salesian house hosting. Thus, there is a link of responsibility that allows us to deliver a more personalized education and coherent with the reality of the student.
Our graduates are especially valued for their professional training and discipline, making a quick rise to leadership positions in institutions where they play, particularly for his work in education management which promotes the appreciation of the individual above all.
Institute of Religious Science
Authorities:
Isabel Rojas Gomez, Director of the Institute of Religious Sciences.
Professor of Religious Education for Secondary Schools. Degree in Education. BA (c) in Catechetical. Master in Educational Management and Planning. PhD (c) in Psychology and Education.
Fernando Sandoval Latapiat, Academic Coordinator of Education in Religion.
Bachelor of Theology. MA (c) Education.
Teachers: We can note that 63% of the academic standing of the ICR have postgraduate studies.
Personally able to manage the management, development and innovation of educational programs in different sectors, levels and modalities of the education system.
Uses research, case studies and concrete realities, the formulation of proposals for a solution, as the axes of the action of the teacher and student, emphasizing the relationship between theory and practice, seeking a permanent interaction with reality
Student profile
Emphasizes a strong academic and professional training, but especially in shaping the individual, developing a professional critic, innovative, aware of the reality of social sensitivity and commitment to the renewal of educational thought and practice
Duration
The curriculum is developed in a calendar year, with hours on weekends (Friday and Saturday).
Venues which provides career
Headquarters (Moravia)
Headquarters San Carlos
Entry Requirements
There are three options for admission:
Possess the degree of Bachelor of Science in Education with emphasis in Educational Administration.
Possess the degree of Bachelor of Science degree in Education.
Possess the degree of Bachelor’s degree in other areas of knowledge and nivelatorios to approve the following courses:
Educational Evaluation
Curriculum
Learning theories
General Didactics
Graduation Requirements
Approve all courses in the curriculum
Having passed the Ethics and Anthropology Seminar
Participating in the workshop of Pastoral Universitaria
Present and defend the report of workshop practice.
Title and grade given
Master of Science in Education with emphasis in Educational Administration
About the course
The MA Outdoor Education has been developed to meet the needs of practitioners and graduates wishing to explore different philosophical and cultural perspectives on outdoor education. The course combines theoretical study and work based practice to examine local and international forms of outdoor education and raise standards of professional practice.
This is the first degree of its kind in Wales and offers students the additional opportunity to enrol on a skills development programme and take part in a range of national and international expeditions.
The MA programme is taught within the Centre for Outdoor Education Research. The centre was established in 2005 and aims to further the study of outdoor education as a medium for personal learning, improved health and well-being, community development and environmental sustainability.
The Centre works closely with the European Institute for Outdoor Adventure Education and Experiential Learning and the Institute for Outdoor Learning (IOLWales) to raise the profile of outdoor education in Wales. Among the Centre’s recent work has been pilot projects linked to community development and widening access to higher education, research into postgraduate learning in outdoor education and professional training events.
Programme framework
The programme is modular and has three named awards, as follows:
Postgraduate Certificate: 2 taught modules (60 credits)
Postgraduate Diploma: 4 taught modules (120 credits)
Master’s Degree: 4 taught modules + dissertation (180 credits)
Programme modules
OE701 Philosophical & Cultural Perspectives on Outdoor Education (30)
OE702 Facilitating Learning through Experience (30)
OE703 Issues & Practice in Outdoor Education (30)
OE704 Action Research for Practitioners (30)
OE705 Dissertation (60)
Who is it for?
Outdoor Centre Managers and experienced practitioners
Educators/Teachers interested in the outdoors and experiential learning approaches
Youth and Community Development Workers
Countryside and Environmental Officers
Graduates with a background in outdoor/adventure education
Mode of Study
1 year full-time
2 years (minimum) and 4 years (maximum) part-time
The course is taught in small seminar groups with various modes of delivery including early evening sessions, full study days and weekends according to the needs of the students.
Assessment
Each module will be assessed through a variety of tasks based on aspects of the module including assignments, projects, presentations and action research.
Why Trinity?
Trinity has more than 30 years’ experience in the field of outdoor education study
Course team has extensive experience in outdoor education and experiential learning
The course allows the opportunity to link theoretical study with workplace practice
Optional skills development programme and expedition to Mount Everest Base Camp
Programme Specification
Fees
Fees are reviewed annually – please contact us for details.
About the course
The MA Outdoor Education has been developed to meet the needs of practitioners and graduates wishing to explore different philosophical and cultural perspectives on outdoor education. The course combines theoretical study and work based practice to examine local and international forms of outdoor education and raise standards of professional practice.
This is the first degree of its kind in Wales and offers students the additional opportunity to enrol on a skills development programme and take part in a range of national and international expeditions.
The MA programme is taught within the Centre for Outdoor Education Research. The centre was established in 2005 and aims to further the study of outdoor education as a medium for personal learning, improved health and well-being, community development and environmental sustainability.
The Centre works closely with the European Institute for Outdoor Adventure Education and Experiential Learning and the Institute for Outdoor Learning (IOLWales) to raise the profile of outdoor education in Wales. Among the Centre’s recent work has been pilot projects linked to community development and widening access to higher education, research into postgraduate learning in outdoor education and professional training events.
Programme framework
The programme is modular and has three named awards, as follows:
Postgraduate Certificate: 2 taught modules (60 credits)
Postgraduate Diploma: 4 taught modules (120 credits)
Master’s Degree: 4 taught modules + dissertation (180 credits)
Programme modules
OE701 Philosophical & Cultural Perspectives on Outdoor Education (30)
OE702 Facilitating Learning through Experience (30)
OE703 Issues & Practice in Outdoor Education (30)
OE704 Action Research for Practitioners (30)
OE705 Dissertation (60)
Who is it for?
Outdoor Centre Managers and experienced practitioners
Educators/Teachers interested in the outdoors and experiential learning approaches
Youth and Community Development Workers
Countryside and Environmental Officers
Graduates with a background in outdoor/adventure education
Mode of Study
1 year full-time
2 years (minimum) and 4 years (maximum) part-time
The course is taught in small seminar groups with various modes of delivery including early evening sessions, full study days and weekends according to the needs of the students.
Assessment
Each module will be assessed through a variety of tasks based on aspects of the module including assignments, projects, presentations and action research.
Why Trinity?
Trinity has more than 30 years’ experience in the field of outdoor education study
Course team has extensive experience in outdoor education and experiential learning
The course allows the opportunity to link theoretical study with workplace practice
Optional skills development programme and expedition to Mount Everest Base Camp
Programme Specification
Fees
Fees are reviewed annually – please contact us for details.
The degree program in German for International Trade provides an excellent way to combine language proficiency and cultural awareness in German with professional training in business. With this undergraduate background, students may enter MBA degree programs and pursue careers in international business and trade. Study abroad for one or two semesters is strongly urged and is an integral part of the program. Qualified students may also choose to participate in internship programs with German-based corporations and financial institutions.
It is a hopeful sign in recent decades a growing interest and increased sensitivity to the educational problems are waking up to the point now, as ever, have more energy and resources devoted to what might be called organized education. In it, improving the quality of education has a prominent place, and there is no doubt that this improvement is largely dependent on the training and retraining of teachers. In this context of concern about the quality of education, rethinking the work of university teachers is to interpret concepts, contextualise actions, ranging from proposals to build the verification of pedagogy as a source of inspiration in the execution of processes to manage the responsibilities and commitments arising from the formation of new men, prepared to face current challenges.
Teacher training college that involves far more knowledge of the discipline itself, and it also requires knowledge and pedagogical knowledge necessary to practice it on a really unique, complex and uncertain.
But, as indicated by Rodrigo Parra (1988), “matters relating to education have not been a priority in the Colombian university. Pedagogy in practice in the Colombian school has been considered as something inherent in the primary and secondary levels. It seems that the higher the level of schooling, the lower the importance it attaches to the pedagogical reflection. Pedagogical knowledge, in the preschool and primary levels is central to the practice of the teacher is replaced at higher education by what is known as content. ”
It is curious, but unlike what happens in primary and secondary schools, where teachers are expected to have a preparation and teaching practice to become skilled professionals in teaching, it seems that enough in college to undertake a professional training graduate in their disciplinary areas, to become qualified people to successfully face the teaching college. Nothing could be further from the truth. On the contrary, every day we see growing in the university teacher education and teaching merits without the need to mature and become a teacher.
At the university is the fundamental value that the teacher has knowledge of his subject and virtually undervalued major pedagogical discussions about the nature of university work. The Specialization in University Teaching is an area of training that will enable the university faculty in these areas to further improve their teaching practice.
Duration
Two academic semesters
Featured Title
Teaching Specialist University.
Directed A
Professionals from different fields of knowledge that are linked to university education in its different forms and / or categories.
“Education is the only profession that trains all other professions. Teachers educate the world one student at a time.”
The Education Major at Southwestern College is built on these professional philosophies. Even more important all professional training at Southwestern College is built on God’s Word and His Truths. Southwestern College Education graduates are in great demand here and all over the world.
Southwestern College’s Education Program is designed and built on process versus the accumulation of facts. Each education student is provided with foundational courses upon which the educational process is developed. The expectations are that each student will develop into practicing teachers that are able to bring each student to their fullest potential.
Southwestern College Education Program is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools, The Association for Biblical Higher Education, and endorsed by the State of Arizona Department of Education