The main objective of the course is the analysis of the Italian welfare system using the comparison as a tool for understanding. The transformation of the welfare system over time and the different configurations that the welfare state has assumed in Europe will be explained. The first part of the course will be dedicated to identifying the essential characteristics of the different models of market regulation and welfare of European countries, with reference to the so-called universalistic, liberal, Bismarckian and Mediterranean welfare regimes. Particular attention will be paid to the pension system, which in Italy absorbs most of the resources of welfare, labor policies and health policies.

The first part of the course will follow the development of the topics of the reference manual but students will be invited to choose a topic to be explored. The in-depth analysis will consist of writing a paper on the chosen topic, for which the student will be helped by a teacher in choosing the sources. The papers will be a topic for discussion and study with other students in the class.

Personal learning objectives can be decided for those who are interested in welfar policies of other countries or at a more comparative perpsective

Non italian students or students that want to use english, french or spanish books for studying are invited to write an email, and come to talk if they can, in order to deal a specific program that will consider interest and educational needs of the student. 

Students will first have to demonstrate knowledge of the basic concepts of the course, the processes of historical transformation that have affected the constituent elements of welfare and the different models of relationship between state and market in Europe, as well as the different configuration of these elements in some countries that will be chosen for their exemplary strength. They will also have to know how to use this knowledge to analyze some concrete cases and read the interconnections between the different cases or the different elements of the same case, in order to prefigure possible scenarios of intervention or transformation of the welfare system. In this way they will develop autonomy both analytically and critically, which will allow them to have an independent judgment on this area of social organization. The research work necessary for the preparation of the written presentation will refine their ability to select and select relevant and relevant information in the large quantity of material available on the net or in the catalog of library products. In drafting the essay they will have to demonstrate that they know how to organize this knowledge, limit it to the chosen topic, finalize it to the cognitive objectives agreed with the teacher. Finally they will have to know how to support their analyzes and their arguments in front of their colleagues and the teacher, in an exchange and in-depth relationship, recognizing and correcting any errors. The synthesis then the learning outcomes of the student will focus on his

Ability to use analytical tools by connecting them to express innovative interpretations

Ability to obtain information related to a topic or case study, select the most relevant and relevant information, summarize the knowledge material

Autonomy of judgment in the research, analytical, synthesis and processing path

Ability to present their research work to other students and to the teacher

Ability to argue publicly in support of their thesis by accepting the convincing arguments of the interlocutors

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Slides and support materials will be used during lessons to clarify the concepts, highlight the examples, raise debate and clarify with attending students. Presentations of written works by students will be an integral part of the educational program

Teaching

Frontal lessons, discussion on topics, writing of lectures and presentations of written works

Course books

Bonoli G and Natali D. The Politics of the new Welfare State.Oxford University Press 2012, or other text that must be greed with the teacher.

Non italian students or students that want to use english, french or spanish books for studying are invited to write an email, and come to talk if they can, in order to deal a specific program that will consider interest and educational needs of the student. 

Assessment

Discussios and paper presentations during lessons and final oral examination

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Assistance during reading and paper writing when it is agreed

Attendance

Final Oral examination with paper presentation if that is agree in advance

Course books

Palier B. A long Goodbye to Bismark. The poltics of Welfare reform in Continental Europe. Amsterdam University Press 2010 or other texts that must be agreed with teacher. Part of the work can be done with a reaserch and the wrinting of a paper that have to be sent to the teacher at least one week before the final examination.

Non italian students or students that want to use english, french or spanish books for studying are invited to write an email, and come to talk if they can, in order to deal a specific program that will consider interest and educational needs of the student. 

Assessment

Oral examination and eventual paper presentation

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.