MASTER Human Sciences and Epistemology of Action SPECIALTY Education and Training Sciences

This speciality trains professionals in the fields of Education and Training Sciences.

Two 2nd-year Master’s study paths are available:
- Strategy and instructional technology in Adult Education
- Instructional technology and training support functions
 
  • Professional objectives
The opening up of education to people of all ages, and the importance that has come to be attached to notions of career paths and learning through experience in the context of approaches to recognition and accreditation of professional experience, are creating new fields of competences:
- in design, management, construction and assessment of training systems (instructional technologists, human resources managers, advisors and consultants),
- in providing support to career paths: (skills assessors, professional and career guidance counsellors, reception officers and APE monitoring),
- in group leadership and responsibility for interpersonal and collective action in the fields of healthcare, education and training.
 
  • Competences to be acquired
The “Strategy and Instructional Technology in Adult Education” study path:
- Analysing (companies’ and public institutions’) employment and training strategies, and problematics related to recognition and accreditation of competences
- Structuring education and training schemes in line with European policies and systems
- Identifying needs in terms of training and accreditation of competences
- Designing , constructing and assessing training and professional development schemes
- Constructing and carrying out strategic action plans in adult education
- Cooperating and working within a team

The “Instructional Technology and Training Support Functions” study path:
- Knowing how to structure support systems in the context of work-linked training
- Knowing how to provide support in the context of skills assessment, and of recognition and accreditation of prior experience in cases of professional repositioning or transition
- Providing assistance in defining career or education objectives, or in career management
- Knowing how to structure tutorial support schemes and mediation and cooperative support schemes that encourage individualisation and personalisation in training programmes
- Knowing how to identify and diagnose professional problematics in work situations and environments with a view to making operational recommendations
 
  • Targeted intake - conditions for admission
1st year: Bachelor’s degree in Education Sciences or other equivalent degrees obtained through Accreditation of Prior Experience

2nd year: Admission to the 2nd-year Master’s is upon selection interview by a jury and presentation of an application file.

- The “Strategy and Instructional Technology in Adult Education” and “Instructional Technology and Training Support Functions” study paths: Professionals currently employed or in professional transition, and students of Human and Social Sciences.

Professionals generally have 5 to 10 years’ experience in private (companies, offices or associations) or public (national education, specialised education, social work, healthcare, or socio-professional integration) sectors working as trainers, facilitators or counsellors, etc.
 
  • General organisation of the course
The first year of the Master’s is common to both study paths

In the second year, students have a choice between 2 study paths:
- Study path: Strategy and Instructional Technology in Adult Education
- Study path: Instructional Engineering and Training Support Functions

Total number of hours per study path (1st/2nd year):
- Strategy and Instructional Technology in Adult Education – 540 hours
- Instructional Engineering and Training Support Functions – 540 hours
 
  • Placements or professional practice
The programme timetable is designed on the work-linked training principle, with year-long placements carried out in intervals between teaching sessions, attendance of which is compulsory.

Students undergo a 12-week placement (420 hours) in the first year and a 14-week placement (490 hours) in the second year, or continue with their professional activities if they are trainees in ongoing education. Placement situations and objectives vary – discovery of a given professional sector for students in initial education, change of sector and function for professionals in transition/retraining, and development of functions and extension of scope of activities for professionals in employment. These Masters open up a range of career prospects for students in initial education as well as contributing to extension of training professionals’ qualifications and competences.

Pedagogical supervision during placement periods aims to encourage discovery of professional contexts and situations (Semester 7), to encourage thought on professional practices in the context of the placement (Semester 8), and to problematize and conceptualise through analysis of work situations (Semester 9) in order to come up with professional recommendations (Semester 10).

Placements lead to:
- discovery of professional sectors
- the connection being made between what is taught and professional practices and contexts
- feedback and reflection on professional practices
- development of discernment and judgement in professional situations
- incorporation of professional questions into research papers

A second work-linked training method is designed around exchanges within the Master’s group itself, taking account of the fact that groups are made up of students in ongoing education and students undergoing initial education. Exchanges between students during support units disseminate knowledge of career fields, functions and practices, helping and strengthening procedures for appropriation of the professional pathways targeted by the Master’s.

The forms of support provided seek to make the connection between the realities of professional life and academic education, with a view to fostering professionalisation, social promotion and professional integration processes.
 
  • Pedagogical environment
- The Department of Education and Training Sciences’ team of Research Professors, associated scientific and technical professionals (PAST - professionnels associés scientifiques et techniques), professionals, and academics from other departments
- Some teaching units are co-taught by academics and professionals.
 
  • Continuation of education
Doctorate and 2nd-year Master’s in Philosophy and Practice: Human Sciences and Practices.

The “Strategy and Instructional Technology in Adult Education” study path prepares students for careers as Training Managers, Human Resources Managers, Coordinators of local professional training schemes, Directors of training bodies and centres, or instructional technology consultants.

The “Instructional Technology and Training Support Functions” study path prepares students for careers in provision of training support: management of educational teams, support for recognition and accreditation of prior experience, management of skills assessment centres, and structuring of training support schemes: tutorials, mediation, and work-linked training courses.