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This paper aims at offering a theoretical reflection on child participation’s meanings and strategies in Residential Care Centers (hereafter RCC). The United Nations 2030 Agenda for Sustainable Development intends on investing in children, viewing them as contributors to the construction of a more just, equitable, tolerant, open and socially inclusive world. The UN manifesto also emphasizes the need to strive for a nurturing environment in which children can fully realize their rights and capabilities [1]. Hence, it is vital to reflect on the meanings and strategies of child participation in alternative care settings [2] where children are more vulnerable by definition and often precluded from contributing to the decisions concerning their lives [3] [4], although mechanisms to ensure their participation have been implemented [5]. Ensuring children’s participation, especially younger children’s participation, in the child protection system is challenging for practitioners, as it requires balancing their institutional mandate as adults in charge of protecting the child (which entails dynamics of power and authority) with the need to competently foster the child’s own participation as a key form of intervention against violence, also institutional violence [6] Goffman [7], and as a form of prevention of, and a strategy for coping with, adverse childhood experiences. Hence, RCC practitioners require specific professional competence if they are to understand the meanings and value of child participation and encourage its practice, especially when dealing with younger children, in their educational relationship with the child. Thus, there is a need to identify forms and strategies of participation, sustainable both for practitioners (taking into account their institutional mandate and the associated constraints) and for children (in light of their particular stage of development and their specific life stories). The paper will present a reflection on the international pol

This paper will present some pedagogical reflections on the training needs of professionals involved in childhood protection system, with regard to the leaving care phase of children and young people placed in residential care facilities. The considerations here illustrated are related to the qualitative analysis of the first results collected from the training course developed by SOS Children’s Villages Italy (within a wider partnership lead by SOS Children’s Villages International) as part of the two-year project Prepare for Leaving Care (co-funded by the Rights, Equality and Citizenship –REC-Programme of the European Commission, 2017-2018). This paper will present the results of the evaluation of Italian training courses realised during the past year in order to teach how to embed a child rights based approach into their daily work with focus on the leaving care phases. Finally, the paper will underlined how the training of professionals involved in childhood protection system is a pedagogical challenge [1] in terms of developing a multi-professional équipe and high level of competences –included emotional ones [2]– in order to sustain young people in developing their own project of life.

In Italy, the university training of education professionals currently consists of a three-year bachelor's degree program for educators and a five-year master's degree program for adult educators.Educational work does not simply consist of direct relationships with the people intended to benefit from it: the provision of educational services demands a significant level of coordination, planning, and organization. In Italy, these functions are performed by adult educators, that is to say, professionals with a Master's Degree who are specialists in educational processes. The specific role of these professionals is to design, manage and evaluate educational services: they may be employed as coordinators, directors, counsellors, or supervisors in the field of education.Italian adult educators must therefore receive training in a range of skills and competences, given that they may be required to fulfil a variety of different roles.This paper presents and analyses the practical training component in the university training of Italian adult educators, consisting of both e-learning and group sessions. The design of this component was underpinned by a number of generic assumptions, the most important of which is that educators must develop research skills if they are to fully attain the required professional competence.Specifically, undertaking and conducting research requires the ability to analyze contexts, identify relevant themes, construct and deconstruct issues, and deal with multiple dimensions of knowledge (both theoretical and practical). Designing and implementing a research project in an educational context can make a key contribution to mastering the main skills required by an educational counsellor, supervisor or coordinator. Asking students to carry out research implies viewing them as capable of identifying their own learning interests and developing a clear vision of their professional futures, in other words, as students with agency who are prepared to aban

In Australia, the property professional is regulated via a variety of prescribed licensing and educational requirements. However, individually the states and territories differ with regards to educational requirements associated with occupational licensing in the property discipline. When the government in New South Wales introduced CPD over a decade ago, the aim was to improve consumer protection whilst maintaining public confidence with the transactions related to the property professional. This research paper identifies one category of licensing, namely, Strata Managing Agents, and examines the compulsory requirements for continuing professional development (CPD). Therefore, a case study approach of the syllabus requirements during the last 10 years is undertaken and evaluated by identifying the relevant fields of knowledge mandated and their association with expected learning outcomes. In addition, statistical and descriptive data is analysed and mapped. The aim of the research paper is to evaluate whether or not consumer protection has been sustained through the CPD topics mandated. The paper concludes with recommendations on the content and course delivery options associated with CPD.