Acquire with this Postgraduate diploma, the ability to evaluate quality in the educational system. A complex task, but of primary necessity"

Teaching is a work system in which coordination and synergies between numerous areas are inherent to its organizational developments. This fact is in addition to the large number of people involved in each of its phases. 

The management of educational organizations is responsible for implementing and promoting quality systems that seek to ensure the proper functioning of all processes and to ensure their final translation into educational results that please the entire community. 

But, in addition, teachers, departmentally and individually, must acquire the responsibility that quality processes require from each member of the educational system. 

This Postgraduate diploma is a high intensity course that offers all professionals in the education sector the most complete learning in the field of quality. With the necessary tools to carry out a quality evaluation that provides the necessary indicators to improve and promote the processes, this program becomes an exceptional opportunity for growth for the students who participate in it. 

The most complete learning on quality control systems in education created for professionals who want to stay at the forefront of competitiveness"

This Postgraduate diploma in Evaluation of the Educational Quality contains the most complete and up-to-date educational program on the market. The most important features include:

• Practical case studies presented by experts
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where self-assessment can be used to improve learning
• Its special emphasis on innovative methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any device with an Internet connection

Designed in a practice-focused way, this program will allow you to develop the most interesting innovations in this field in an efficient way" 

The program’s teaching staff includes professionals from sector who contribute their work experience to this training program, as well as renowned specialists from leading societies and prestigious universities. 

Its multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive education programmed to learn in real situations. 

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. For this purpose, the student will be assisted by an innovative interactive video system created by renowned and experienced experts. 
 

The combination of online teaching and total quality you were looking for"

Combine your study with your other occupations with the comfort of a system expressly created to be compatible"

All aspects of this Postgraduate diploma have been developed to maintain the high quality criteria that we offer, at every stage of the course. For this purpose, the most relevant and comprehensive topics have been selected, with the latest and most interesting updates An intensive and highly interesting course that represents a step of the utmost importance in professional qualification. 

Take a step into the future of education with this current and complete Postgraduate diploma that will represent a specialization of maximum interest for any educational institution"

Module 1. Legislation and Legal Regime of Educational Organizations

1.1. Education in the European Union Framework

1.1.1. General Conceptions of the European Union and Education
1.1.2. The European Higher Education Area and its Elements
1.1.3. Other Educational Systems of the European Union

1.2. The Configuration of the Spanish Educational System

1.2.1. The Organization Chart of the Current Educational System: LOE, LOMCE and LOMLOE
1.2.2. Essential Elements of the Education System in Spain
1.2.3. Basic Characteristics of Early Childhood Education and Elementary Education

1.3. Fundamental Aspects of School Centers

1.3.1. Calendar and School Timetable
1.3.2. School Building and its Classrooms

1.4. Other Essential Ideas About Organization in School Centers

1.4.1. Organization of Students
1.4.2. School Promotion
1.4.3. Attention to Diversity
1.4.4. Mentoring
1.4.5. Evaluation of School Centers
1.4.6. Educational Environment

Module 2. Evaluation of Educational Programs

2.1. Concept and Program Components. Pedagogical Evaluation

2.1.1. Assessment
2.1.2. Evaluation and Education
2.1.3. Components of Educational Evaluation

2.2. Evaluation Models and Methodologies

2.2.1. Standards for Educational Evaluation
2.2.2. Educational Evaluation Models
2.2.3. Evaluation as a Process

2.3. Standards for Evaluative Research

2.3.1. General Concept on Standards
2.3.2. Organization and Content of Standards
2.3.3. Reflections on Standards

2.4. Principle of Complementarity. Methods and Techniques

2.4.1. Definition of Complementarity Principle
2.4.2. Methodology to Apply the Principle of Complementarity
2.4.3. Complementarity Techniques

2.5. Educational Evaluation Techniques and Tools

2.5.1. Educational Evaluation Strategies
2.5.2. Educational Evaluation Techniques and Tools
2.5.3. Examples of Educational Evaluation Techniques

2.6. Available Data, Statistics, Files, Indicators. Content Analysis

2.6.1. Conceptualization of Content Analysis
2.6.2. First Methodological Proposals in Content Analysis
2.6.3. Components of Data Analysis
2.6.4. Data Analysis Techniques

2.7. Surveys, Questionnaires, Interviews, Observation, Self-reports, Tests and Scales

2.7.1. Concept of Educational Evaluation Tool
2.7.2. Criteria for Selection of Evaluation Tools
2.7.3. Types of Evaluation Techniques and Tools

2.8. Needs, Deficiencies and Demands. Initial Assessment and Program Design

2.8.1. Initial Assessment Introduction
2.8.2. Needs Analysis
2.8.3. Program Design

2.9. Program Development. Formative Evaluation of the Program

2.9.1. Introduction
2.9.2. Formative Evaluation. Development
2.9.3. Conclusions

2.10. Conclusion of the Program. Final, Summative Evaluation

2.10.1. Introduction
2.10.2. Final, Summative Evaluation
2.10.3. Conclusions

Module 3. Quality Policies in Educational Organizations

3.1. Quality of Education: Discourses, Policies and Practices

3.1.1. Introduction: Quality and Education
3.1.2. Educational Quality and Neoliberalism
3.1.3. Speeches in Educational Policy
3.1.4. Right to Quality Education

3.2. Discussions on Quality Education

3.2.1. Introduction
3.2.2. Quality and Public Schools
3.2.3. Dispute over Educational Quality
3.2.4. Conclusions

3.3. Contemporary Political Discourses on the Quality of Education at an International Level

3.3.1. Introduction
3.3.2. Discursive Changes in Education
3.3.3. Quality and Economic Development
3.3.4. Human Development Concept
3.3.5. International Discourse on the Quality of Education

3.4. Policies, Plans and Programs for the Improvement of Educational Quality

3.4.1. Concept and Background of the School Quality Improvement Movement
3.4.2. Historical Evolution of School Quality
3.4.3. Contributions of School Quality Improvement Policies
3.4.4. Stages of the School Quality Improvement Process

3.5. Quality and Educational Evaluation Systems

3.5.1. Introduction: Quality and Evaluation

3.5.1.1. Functions of Quality Evaluation
3.5.1.2. Objects of Quality Evaluation
3.5.1.3. Quality Evaluation Characteristics
3.5.1.4. Inappropriate Use of Quality Evaluation

3.5.2. Quality Indicators
3.5.3. Evaluations in Educational Centers
3.5.4. Conclusions

3.6. Perspectives on the Evaluation of Educational Quality

3.6.1. Evaluation as an Agent of Improvement
3.6.2. Global, Integral Evaluation Approach
3.6.3. Potential Risks of the Evaluation
3.6.4. Conclusions

3.7. Contemporary Educational Quality Improvement Practices

3.7.1. Educational Quality Policies in Spain
3.7.2. Educational Quality Policies in Ibero-America
3.7.3. Educational Quality Policies in France

3.8. Gender Approach and Quality of Education

3.8.1. Gender and Educational Quality
3.8.2. Gender as an Element of Quality
3.8.3. Conclusions

3.9. Citizen Approach and Educational Quality

3.9.1. Citizen Involvement and Improvement of the Quality of Education
3.9.2. Democracy and Quality
3.9.3. Conclusions

3.10. University and Educational Quality

3.10.1. University Quality: Concept and Dimensions
3.10.2. Mass University
3.10.3. Educational Actors around Quality
3.10.4. Research, Quality and University
3.10.5. Conclusions 

Learn easily through a structured curriculum with a quick and effective impact objective"