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Este Postgraduate certificate en Organizational Development of Guidance in Education Centers generará una sensación de seguridad en el desempeño de la tu profesión, que te ayudará a crecer personal y profesionalmente”

La toma decisiones individualizada requiere de una aproximación distinta, no sólo por la complejidad de la decisión, sino por el grado de madurez de los alumnos actualmente, menos familiarizados con el mundo laboral. Desde el departamento de orientación se pueden desarrollar tanto habilidades que les preparen para el futuro, como una nueva metodología y actividades que incidan en su madurez personal.

Aspectos como las diferencias socioeconómicas, discapacidades o diferencias en el aprendizaje se tienen que abordar con especial interés y de forma innovadora a través de la orientación. Proponemos un modelo diferente y eficaz para ayudar en las etapas preuniversitarias basado en la experiencia con una amplia muestra de adolescentes y que de una manera sencilla se puede implementar con garantías.

Este Postgraduate certificate va dirigido a docentes en activo de secundaria y formación profesional, orientadores, y posgrados de psicología o psicopedagogía que quieran profundizar es este campo. Los ratios recomendados de 1 orientador por cada 250 alumnos distan mucho de la realidad en toda Europa (en España en torno a 800) abriendo una oportunidad laboral para los profesionales en esta área.

La formación en este formato de Postgraduate certificate permitirá al participante abrirse a diferentes enfoques y modelos de orientación, nuevas ideas y recursos a los que acceder de forma sencilla y ágil.

Adquirirá nuevas habilidades en aula y una nueva perspectiva sobre cómo enfocar la orientación. Los recursos que el docente o postgrado encontrarán en el Postgraduate certificate le permitirán obtener mejores resultados a medio y largo plazo tanto en la decisión vocacional como en la preparación para la vida laboral de sus alumnos.
Tanto las actividades propuestas como los enfoques innovadores de orientación que encontrará permitirán al alumno mejorar en sus competencias profesionales y en los resultados de su departamento en el centro.

Actualiza tus conocimientos a través del programa de Postgraduate certificate en Organizational Development of Guidance in Education Centers”

Este Postgraduate certificate en Organizational Development of Guidance in Education Centers contiene el programa científico más completo y actualizado del mercado. Las características más destacadas del Postgraduate certificate son:

• Desarrollo de más de 75 casos prácticos presentados por expertos en el Organizational Development of Guidance in Education Centers. Sus contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos, recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional.
• Novedades sobre detección e intervención en Organizational Development of Guidance in Education Centers.
• Ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje.
• Sistema interactivo de aprendizaje basado en algoritmos para la toma de decisiones sobre las situaciones planteadas.
• Metodologías basadas en la evidencia en Organizational Development of Guidance in Education Centers.
• Lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual.
• Disponibilidad de los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet.

Este Postgraduate certificate puede ser la mejor inversión que puedes hacer en la selección de un programa de actualización por dos motivos: además de poner al día tus conocimientos en Organizational Development of Guidance in Education Centers, obtendrás un título de la mayor Universidad Digital del mundo, TECH”

Incluye en su cuadro docente profesionales pertenecientes al ámbito del Organizational Development of Guidance in Education Centers, que vierten en esta formación la experiencia de su trabajo, además de reconocidos especialistas pertenecientes a sociedades de referencia y universidades de prestigio.

Gracias a su contenido multimedia elaborado con la última tecnología educativa, permitirá al profesional un aprendizaje situado y contextual; es decir, un entorno simulado que proporcionará un aprendizaje inmersivo creado para permitir al alumno entrenarse ante situaciones reales.

El diseño de este programa está basado en el aprendizaje basado en problemas, mediante el cual el profesional deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del Postgraduate certificate. Para ello, el profesional contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo del Organizational Development of Guidance in Education Centers y con gran experiencia docente.

Aumenta tus competencias en esta área actualizando tus conocimientos a través de este Postgraduate certificate”

Aprovecha la oportunidad para incorporar a tu CV una formación específica en este ámbito en constante demanda de profesionales”

The structure of the contents has been designed by a team of professionals from leading educational centers and universities, aware of the relevance of current training in order to intervene in the preparation and accompaniment of students with high abilities, and committed to quality teaching through new educational technologies.

This Postgraduate certificate in Organizational Development of Guidance in Education Centers contains the most complete and up-to-date program on the market”

Module 1. Organizational Development of Guidance in Schools

1.1. The Educational Center as an Area of Guidance Intervention

1.1.1. The School as an Educational Organization: The Theory of School Organization
1.1.2. Main Theories and Authors on School Organization I: Classical Authors
1.1.3. Main Theories and Authors on School Organization II: Current Perspectives
1.1.4. Culture and Organization of Schools
1.1.5. Decision-Making Bodies in Schools
1.1.6. The Center and the Classroom as Systems of Relationships
1.1.7. The School as a Community and as a Common Project
1.1.8. The Organizational Documents of the School
1.1.9. Guidance in the Center's Educational Project
1.1.10. Relevance of the Academic and Vocational Guidance Plan (POAP)

1.2. Organizational Structures of Guidance in Schools

1.2.1. Main Organizational Structures of School Guidance
1.2.2. Organization of School Guidance in Early Childhood Education
1.2.3. Organization of School Guidance in Pre-School Education
1.2.4. Organization of School Guidance in Primary Education
1.2.5. Organization of the Educational Guidance in University Education
1.2.6. Organization of Educational Guidance in Adult Education Centers
1.2.7. Organization of Educational Guidance in Special Education
1.2.8. Organization of School Guidance in Special Education Centers and Occupational Training Centers
1.2.9. Organization of Counseling

1.3. Role and Position of Guidance Professionals in Schools

1.3.1. The Systemic Approach in the Educational Sphere: The Center as a System
1.3.2. Role and Position: The Counselor's Place in a School
1.3.3. The Paradoxical Situation of the Guidance Counselor in the Educational Center
1.3.4. The Magician without Magic I: Towards an Operational Strategy for the School Counselor
1.3.5. The Magician without Magic II: Selvini Palazzoli Working Group Case Exemplification
1.3.6. The Magician without Magic III: Current Case Exemplification
1.3.7. The Educational Model of Guidance and the Collaborative Relationship
1.3.8. Collaborative Strategies in School Counseling: Joint Problem-Solving
1.3.9. From My Place I: Why Is a Systemic Approach Important in Educational Guidance?
1.3.10. From my Place II: I Like Being a Counselor

1.4. Vocational and Professional Guidance within the Functions of School Guidance

1.4.1. Academic and Vocational Fields: A Continuum Throughout Schooling
1.4.2. Fundamental Principles in Academic and Career Guidance
1.4.3. Roles of the School Counselor related to Vocational and Professional Guidance
1.4.4. Educational and Professional Guidance Planning
1.4.5. Intervention Strategies in Educational and Professional Guidance
1.4.6. Can the Schooling Report and the Psycho-Pedagogical Assessment be Educational and Vocational Guidance Measures?
1.4.7. Support in the Selection of Educational and Vocational Pathways in Compulsory Schooling
1.4.8. Guidance Counseling as a Vocational Counseling Report
1.4.9. Other Functions of the School Counselor
1.4.10. The Place of Vocational and Professional Guidance within the Functions of School Guidance

1.5. Towards a Curriculum for Vocational and Professional Guidance in the School Environment

1.5.1. Let's Build Vocations from the School Environment
1.5.2. The Educational Counselor as a Curator of Relevant Content in Vocational and Professional Guidance
1.5.3. Tools for the Curation of Content Related to Vocational and Professional Guidance
1.5.4. Students' Concerns and Interests in Vocational and Career Guidance
1.5.5. Towards a School Curriculum on Vocational Guidance I: Objectives
1.5.6. Towards a School Curriculum on Vocational Guidance II: Contents
1.5.7. Towards a School Curriculum on Vocational Guidance III: Key Competencies
1.5.8. Towards a School Curriculum on Vocational Guidance IV: Standards and Assessment Criteria
1.5.9. The Curriculum of Vocational Guidance within the Tutoring Action
1.5.10. Vocational and Professional Guidance as Cross-Cutting Content
1.5.11. Spaces and Times for Guidance in the School Day

1.6. From Educational Pathways to Professional Pathways: Developing a Professional Life Project

1.6.1. Accompanying Our Students to Find their 'Ikigai’
1.6.2. Accompaniment in Self-Knowledge I: Self-Concept
1.6.3. Accompaniment in Self-Knowledge II: Self-Competence and Self-Esteem
1.6.4. Accompaniment in the Search and Knowledge of the Educational Offer I: Itineraries and Modalities
1.6.5. Accompaniment in the Search and Knowledge of the Educational Offer II: Certificates
1.6.6. Accompaniment in the Search and Knowledge of the Educational Offer III: Study Plans
1.6.7. Accompaniment in the Search and Knowledge of the Professional Offer I: Qualifications
1.6.8. Accompaniment in the Search and Knowledge of the Educational Offer II: Professional Competencies
1.6.9. Accompaniment in Making Vocational Decisions
1.6.10. Vocational PLE: Development of the Personal Learning Environment (PLE) Related to the Students' Vocation or Future Profession

1.7. Building of Educational and Vocational Guidance Plan

1.7.1. Introduction of Educational and Vocational Guidance Plan
1.7.2. Basic Principles of the Introduction of Educational and Vocational Guidance Plan
1.7.3. Objectives of the Educational and Vocational Guidance Plan
1.7.4. Activities and Timing of the Educational and Vocational Guidance Plan
1.7.5. Bibliographic Resources to Carry Out the Educational and Vocational Guidance Plan
1.7.6. Digital Resources to Carry Out the Educational and Vocational Guidance Plan
1.7.7. Audiovisual Resources to Carry Out the Educational and Vocational Guidance Plan
1.7.8. Human Resources to Carry Out the Educational and Vocational Guidance Plan
1.7.9. Examples for Improvement of the Educational and Vocational Guidance Plan
1.7.10. Examples of Good Practices in Educational and Vocational Guidance Plan

1.8. Vocational and Professional Guidance Activities from the Educational Center

1.8.1. Classroom Activities I: Research and Presentation of Information
1.8.2. Classroom Activities II: Involvement of Extracurricular Experts in the Classroom
1.8.3. Classroom Activities III: Thematic Units Within a Subject
1.8.4. Extracurricular Activities I: Vocational Choice Portfolio
1.8.5. Extracurricular Activities II: Guidance Days
1.8.6. Extracurricular Activities III: Projects and Companies
1.8.7. Extracurricular Activities IV: Simulation Games
1.8.8. Extracurricular Activities V: Service-Learning
1.8.9. Coordinated Activities: Sponsors of Vocational Selection
1.8.10. Others Vocational and Professional Guidance Activities from the Educational Center

1.9. Complementary Activities Outside the School to Work on Vocational and Professional Guidance

1.9.1. Exploration of Family Members' Jobs
1.9.2. Visit to Companies
1.9.3. Shadowing: Professional for a Day
1.9.4. Internships in Companies
1.9.5. Job Fairs
1.9.6. Educational Cooperation Programs
1.9.7. Visit to the Employment Office or Local Employment Services
1.9.8. Visits to Professional Associations
1.9.9. Visits to Universities and Other Educational Centers
1.9.10. Visits to Museums and Exhibitions
1.9.11. Other Complementary Actions Outside the School to Work on Vocational and Professional Guidance

1.10. Assessment and Improvement of the Educational and Professional Guidance Plan

1.10.1. Change, Innovation and Improvement in Guidance
1.10.2. Who Assesses the Educational and Professional Guidance Plan? Hetero-Assessment, Co-Assessment and Self-Assessment
1.10.3. Formative or Summative Assessment of the Educational and Professional Guidance Plan?
1.10.4. What Indexes Can Assess the Effectiveness of the Educational and Professional Guidance Plan
1.10.5. Checklists for the Educational and Professional Guidance Plan
1.10.6. Rubrics to Assess the Educational and Professional Guidance Plan
1.10.7. Targets to Assess the Educational and Professional Guidance Plan
1.10.8. Surveys and Written Forms to Assess the Educational and Professional Guidance Plan
1.10.9. Surveys and Digital Forms to Assess the Educational and Professional Guidance Plan
1.10.10. The Vocational Portfolio as an Assessment of Educational and Professional Guidance Plan

A unique, key, and decisive experience to boost your professional development”