biennale 2008

VII BIENNIAL ON UNIVERSITY TEACHING
Padova, 3-4 December  2008

University, social needs, training and competence development

The Department of Educational Sciences organizes the VII Biennial Conference, jointly with the Faculty of Training Sciences:

1. Rationale

Training and developing competences. How? In what ways? Above all, is it possible in University contexts?
This is the challenge raised with the VII Biennial, at the end of a long and fruitful stage of preparation involving the whole Department of Educational Sciences. Thus, knowledge of different kinds and sources, as well as multiple, relevant experiences had the possibility of being exchanged and shared.
Developing competences in training
The theme has already been dealt with, from different perspectives, in previous Biennials: Learning at University(1996); University changing (1998); Rewriting training routes (2000); Continuous training, globalization, sustainable development (2002); University and Teacher training(2004); The social responsibility of University(2006).
However, new needs and demands, as well as changes of social, political, economic and cultural nature, justify the necessary review of such reflections, towards fresh synergies that prepare new environments for young generations’ responsible entrance on the social scene. At the same time, the exploration of untrodden routes beacons to us.

For instance, the joint construction and transfer of competences in the training perspective surely represent a promising field of enquiry for the most novel aspects of training, but also the most critical and difficult one to develop, as we still lack solid, long-standing traditions and repertoires of reference practices.
In the idea of  training, developing and transferring competences, at least two fundamental stages are implied, concerning two specific contexts:
a) University context, with implications and needs of innovation both in structural terms (workshops, stages, practice teaching), in teaching and even in the epistemological revision of subject contents and delivery;
b) Organisational and social context, as far as the needs for specialisation, flexibility and competence development are concerned. Thus, just the transfer and development of innovative performances would become the most significant indicators of learning achievement, of training efficacy.
As for the graduates facing the world of work after training,  to what extent can they transfer their learning  outcomes in the new working environments? As for those who do not find a job position fitting their professional specialisation, to what extent do they manage to exploit their competences, and in what ways?
In both cases, the key issue lies in the identification of the conditions that turn learning into actual opportunities for life achievements, promoting a personal and collective use of acquired learning, at times a more suitable and creative one.
Therefore, we should wonder in what ways students can go on learning new knowledge, as well as show mastery in using it. Adjusting to an work organisational unit and expressing their individual differences, they learn to accept their histories and plan their futures. The greatest frustration for students and faculty alike lies in conceiving University as a preparation only to academic success within its formative context.

2. Issues for discussion

Four key issues have been identified as topics for contributions within this Biennial edition:

1. How to adjust curricula to competences, starting from a critical interpretation of the mismatch between the world of work and University;
2. Analysing the several dimensions of competences: from epistemological aspects to learning contexts, including conceptions of learning also in terms of self-directed learning – with the aim of promoting an understanding of issues underlying competence transfer;

3. Juxtaposing University and social interlocutors in training for competences, tackling the assessment/evaluation issue;

4. identifying possibilities and limitations of competence transfer and development, taking into account distinctive features, as well as the necessary dialogue with social counteparts.

3. Biennial objectives

- Reviewing the state of the art of a key issue – competences – considered in terms of expected learning outcomes, according to the rationale of University reforms, started with the Bologna Process in 1999, acquiring official status with the Ministry Decree 509/1999, and finalised with further reform updates (Ministry Decree 270/2004).
- Contributing to the promotion of a changing perspective – that is, a critical review of our learning theories, as well as preconceptions still hovering over and weighting down university teaching.
- Examining the different areas of training activities: teaching modules, work-study alternation, workshops, stages, practice teaching activities, self-directed training. 
- Promoting dialogue between the different actors of the training system, in order to enhance closer links between theory and practice.

4. Dates

The VII Biennial covers two days: 3-4 December 2008.

5. Venues

The Biennial opening will take place in the morning at Palazzo del Bo, Aula Magna, with the presence of the Rector, as well as local and national authorities; Biennial proceedings will then continue at the Faculty site, Piazza Capitaniato n. 3, on 3 December afternoon and 4 December, all day.

6 . Biennial activities management

On the first day double acts are scheduled – that is, double presentations on the same theme by an Italian and a foreign lecturer, in order to promote international dialogue and comparisons.
On the second day, after the first two presentations in the morning, study seminars in groups are scheduled, about selected themes indicated in the programme, covering late morning and afternoon and wound up by a plenary. Finally, a round table will wrap up Biennial proceedings.

7. Internationalisation
Unlike previous editions, this Biennial does not include a third day dedicated to colleagues from Europe and overseas. In order to enhance active involvement, the international perspective has been chosen as a transversal dimension, running, possibly, throughout the Biennial activities and discourse since the first day.
The Biennial programme is attached below, as developed jointly by the Cultural and scientific Commissions of the Department.