Goals

• To create socio-cultural and community environments that favour the development of people, especially those who experience difficulties, with the aim of working toward inclusion and promoting social change.
• To contribute to the creation and consolidation of an inclusive social and fabric, and to favour work in social networks.
• To improve the social and cultural conditions of citizens.
• To promote respect for individual and group differences, with particular attention paid to those differences that can generate discrimination and inequality.
• To favour the development of people’s skills and aptitudes so that they can achieve the maximum level of autonomy.
• To identify people with personality difficulties and help them adapt to society .
• To encourage critical thinking and the capacity for comprehension, analysis, intervention and the evaluation of social realities.

Competences

List of specific competences related to knowledge and skills expected of graduates.

• Understanding the theoretical, historical, cultural, political, environmental and legal concerns that make the human being the protagonist of education.
• Understanding the historical trajectory of social education, the current trends in the field and professional identity, with special attention paid to EU initiatives.
• Being familiar with philosophical, pedagogical, psychological, sociological and anthropological theories, and with any other theoretical foundations of socio-educational intervention and its spheres of action.
• Analysing needs such as designing, applying and evaluating plans, programmes, projects and activities of socio-educational intervention in diverse contexts.
• Knowing how to use socio-pedagogical procedures and techniques for intervention, mediation and analysis of personal, family and community and institutional realities in order to resolve any possible conflicts.
• Managing structures and processes of participation and community action.
• Showing an empathetic, respectful, supportive and trustworthy attitude towards subjects and institutions of social education.
• Developing language skills that make work in multicultural and multilingual surroundings possible.
• Designing and carrying out research projects about the social and institutional settings in which intervention takes place.
• Designing, using and evaluating learning materials and resources in socio-educational intervention.

List of general competences related to teamwork, communication, problem solving, etc.

• Capacity for criticism, analysis, synthesis, organisation and planning.
• Ability to learn autonomously, adapt to new situations, adopt an open attitude towards life-long learning and to nurture creativity, initiatives and an enterprising spirit.
• Capacity for oral and written communication, in both one’s native and a foreign language, and for the use of information technologies (ICTs) in professional contexts through the selection and management of knowledge and of information.
• Ability to work on a team, to guide and lead groups, to resolve conflicts, to make decisions and to develop interpersonal relationship skills.
• Ability to make ethical commitments, respect the fundamental rights of equality between men and women, promote human rights and values inherent to a culture of peace and democratic values, and to make personal and professional commitments to the community.

Programme learning outcomes

• RAT01 Program interventions that involve the design, implementation, and evaluation of individual, group, and community socio-educational actions in different groups, contexts, and areas of intervention.
• RAT02 Develop autonomous learning by considering different lifelong learning situations with creativity, initiative, and an entrepreneurial spirit.
• RAT03 Work as a team, applying techniques and strategies for coordination, dynamization, leadership, decision-making, and conflict resolution in their professional field.
• RAT04 Recognize the role of the social educator as a social agent of change in the development of professional activity, taking into account educational, psychological, anthropological, sociological, economic, and cultural determinants.
• RAT05 Review information from different sources under deontological and ethical criteria, using methodological tools and strategies for searching and managing information.
• RAT06 Identify the social, interpersonal, and communication skills necessary for the exercise of professional activity.
• RAT07 Distinguish the theoretical, historical, cultural, and legal references that constitute the human being as the protagonist of education.
• RAT08 Describe the historical trajectory of Social Education and the different areas of socio-educational action it encompasses.
• RAT09 Distinguish the pedagogical, psychological, sociological, and anthropological foundations of socio-educational intervention and its areas of action.
• RAT10 Conduct needs analyses in different social education contexts according to different life stages.
• RAT11 Develop socio-educational intervention programs, projects, and activities in different non-formal educational contexts.
• RAT12 Use different techniques and strategies according to the personal, family, community, and institutional circumstances of the intervention context.
• RAT13 Plan processes of socio-community participation and engagement.
• RAT14 Demonstrate an empathetic, respectful, and supportive attitude toward the individuals they support in their educational process.
• RAT15 Present socio-educational proposals orally and in writing in multicultural environments.
• RAT16 Apply research techniques and tools in different social education contexts.
• RAT17 Design research projects for implementation within the social and institutional setting where the intervention is carried out.
• RAT18 Use teaching resources and strategies for socio-educational interventions.
• RAT19 Evaluate the impact of teaching proposals, resources, and strategies in different professional intervention contexts.
• RAU1. Explain any knowledge/information clearly and precisely, orally and in writing, in Catalan, Spanish, and a third language, especially English.
• RAU2. Apply digital technologies (when necessary) in their field of knowledge.
• RAU3. Will be able to propose innovative, creative, and entrepreneurial solutions in situations specific to the professional field.
• RAU4. Evaluate the sustainability and social impact of proposed proposals with ethical, environmental, and professional responsibility.
• RAU5. Apply a gender perspective in tasks specific to the professional field.