Scienze della Formazione

Competency-based education has attracted renewed interest in recent years among educators and policy-makers in the health care professions. Changes in educational thinking and in health professions programs provide an opportunity to reconsider approaches to undergraduate and graduate health professionals education. Current developments in competency-based education present both possiblities and challenges for undergraduate and graduate programs. Competency based education does not specify particular learning strategies or formats, but rather provides a clear description of intended outcomes. This approach has the potential to yield authentic curricula for health professionals practice and to provide a seamless linkage between all stages of lifelong learning At the same time the implementation of Competency based education poses challenges for curriculum design, student assessment practices, teacher preparation and systemic instutitional change all of which have implications for student learning. In Italy 4 associations have identified the core competences of their roles: the National Federation of nurses, the Italian Association of physiotherapists, the National Association of Social worker and and National association of Di- etetics. From core competence to the core curriculum is a process which will be explained. A survey took place to verify how the core competence of nurses is known in each universty in Italy, how this approach has applied and which are the strenghts and the weakness of this approach in Italy. The last question is if it is possible to introduce competency-based education also in our Faculty of Education in Italy.

The migration experience is normally associated with acculturative stress; this condition assumes relevance when the migrant is a minor alone. The aim of this study was to explore perceptions about the migration process and educational interventions offered by host-community social workers. We conducted semi-structured interviews with 10 unaccompanied migrant adolescents that had finished their educational pathways in the traditional community centers. Interview results were analyzed using NVivo 9, based on the grounded theory. The main results of the study are related to the incompatibility between the educational intervention of host communities and minors' projects and motivations.