This Postgraduate certificate in Types of Educational Projects generates sense of confidence in the performance of your profession, which will help you to grow personally and professionally”

Most likely, the idea of an educational project will have a specific name and a more or less broad educational background. Therefore, if the educational project were completely new, it can certainly fit into one of the divisions we will study, allowing us to improve or transform it.

This way, thanks to the research on the different types of educational projects that will be developed in this module, students will become experts in this subject, enabling them to carry out the project that they consider ideal to achieve the objectives set as an educational center.

Once the nature of the educational project has been studied, and the most characteristic types that can be found both nationally and internationally, it is important to know what benefits the efficient and effective programming and implementation of an educational project brings to the center in a concrete reality.

A well-designed, monitored and evaluated project generates a series of benefits that have a direct impact on both the center and the students, as well as on the entire teaching-learning process. Thanks to this program, students will be able to create projects that meet these characteristics and will be able to reap in the short and long term the fruits of a job well done.

Thus, this program in Types of Educational Projects will examine the benefits for the center as an institution, improving its identity, its style and its presence. It will delve into the benefits it will bring to students and families. The benefits for both educators and non-teaching staff will then be explored. All this without forgetting that the benefits also reach the driving force of the center, improving the management style, the generation of leaders, or the alignment between the mission, the vision and the values of the educational center. On the other hand, the benefits of the programming and implementation of an educational project are given in turn in the exponential progress it generates in the adaptation to the students, to the active methodologies, to the demand of the environment, improving the environment of coexistence and sustainability, the relationship with the environment, with other centers in the area or in the same network, and deepening the ideology and style of the educational center.

Update your knowledge through the program in Types of Educational Projects”

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

• Case studies presented by experts in Types of Educational Projects
• 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
• Latest news on Types of Educational Projects
• It contains practical exercises where the self-assessment process can be carried out to improve learning
• With special emphasis on innovative methodologies in Types of Educational Projects
• All of this will be complemented by theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

This Postgraduate certificate is the best investment you can make when selecting a refresher program, for two reasons: in addition to updating your knowledge in Types of Educational Projects, you will obtain a qualification from TECH Global University”

It includes in its teaching staff, professionals belonging to the field of Types of Educational Projects, who bring to this program the experience of their work, as well as recognized specialists from reference societies and prestigious universities.

The 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 an immersive program to learn in real situations.

This program is designed around Problem-Based Learning, whereby the Educators must try to solve the different professional practice situations that arise throughout the program. For this purpose, educators will be assisted by an innovative interactive video system developed by recognized experts in the field of the Types of Educational Projects, with extensive teaching experience.

Increase your decision-making confidence by updating your knowledge through this Postgraduate certificate”

Take the opportunity to learn about the latest advances in Types of Educational Projects and improve your students’ education”

The structure of the contents has been designed by a team of professionals from the best educational centers and universities in the country, aware of the current relevance of innovative specialization, and committed to quality teaching through new educational technologies.

This Postgraduate certificate in Types of Educational Projects, contains the most complete and up-to-date program on the market”

Module 1. Types of Educational Projects

1.1. Technological Projects

1.1.1. Virtual Reality
1.1.2. Augmented Reality
1.1.3. Mixed Reality
1.1.4. Digital Whiteboards
1.1.5. iPad or Tablet Project
1.1.6. Cell Phones in the Classroom
1.1.7. Educational Robotics
1.1.8. Artificial Intelligence
1.1.9. E-learning and Online Education
1.1.10. 3D Printing

1.2. Methodological Projects

1.2.1. Gamification
1.2.2. Game Based Education
1.2.3. Flipped Classroom
1.2.4. Project-Based Learning
1.2.5. Problem-Based Learning
1.2.6. Thought-Based Learning
1.2.7. Skill-Based Learning
1.2.8. Cooperative Learning
1.2.9. Design Thinking
1.2.10. Montessori Methodology
1.2.11. Musical Pedagogy
1.2.12. Educational Coaching

1.3. Value Projects

1.3.1. Emotional Education
1.3.2. Anti-Bullying Projects
1.3.3. Projects to Support Associations
1.3.4. Projects in Favor of Peace
1.3.5. Projects in Favor of Stopping Discrimination
1.3.6. Solidarity Projects
1.3.7. Projects Against Gender Violence
1.3.8. Inclusion Projects
1.3.9. Intercultural Projects
1.3.10. Coexistence Projects

1.4. Evidence-Based Projects

1.4.1. Introduction to Evidence Based Projects
1.4.2. Previous Analysis
1.4.3. Determining the Objective
1.4.4. Scientific Research
1.4.5. Choosing a Project
1.4.6. Local or National Contextualization
1.4.7. Viability Study
1.4.8. Implementation of Evidence-Based Projects
1.4.9. Monitoring of Evidence-Based Projects
1.4.10. Evaluation of Evidence-Based Projects
1.4.11. Publication of Results

1.5. Artistic Projects

1.5.1. The Opera as a Learning Vehicle
1.5.2. Theater
1.5.3. Musical Projects
1.5.4. Choirs and Orchestras
1.5.5. Projects on the Infrastructure of the Center
1.5.6. Visual Art Projects
1.5.7. Design Technology Art Projects
1.5.8. Decorative Art Projects
1.5.9. Street Projects
1.5.10. Projects Centered on Creativity

1.6. Sanitary Projects

1.6.1. Nursing Services
1.6.2. Healthy Eating Projects
1.6.3. Dental Projects
1.6.4. Ophthalmic Projects
1.6.5. First Aid Plan
1.6.6. Emergency Plan
1.6.7. Projects with External Health Framework Entities
1.6.8. Personal Grooming Projects

1.7. Sports Projects

1.7.1. Construction or Remodeling of Playgrounds
1.7.2. Construction or Remodeling of Sports Facilities
1.7.3. Creation of Sports Clubs
1.7.4. Extracurricular Classes
1.7.5. Individual Sports Projects
1.7.6. Collective Sports Projects
1.7.7. Sports Competitions
1.7.8. Projects with External Sports Entities
1.7.9. Projects for the Generation of Healthy Habits

1.8. Language Projects

1.8.1. On-site Language Immersion Projects
1.8.2. Local Language Immersion Projects
1.8.3. International Language Immersion Projects
1.8.4. Phonetic Projects
1.8.5. Conversation Assistants
1.8.6. Native Teachers
1.8.7. Preparation for Official Language Exams
1.8.8. Projects to Encourage Language Learning
1.8.9. Exchange Projects

1.9. Excellence Projects

1.9.1. Reading Improvement Projects
1.9.2. Calculation Improvement Projects
1.9.3. Foreign Language Improvement Projects
1.9.4. Collaboration with Prestigious Entities
1.9.5. Competitions and Prizes
1.9.6. Projects for External Evaluation
1.9.7. Connection with Businesses
1.9.8. Preparation for Standardized Tests of Recognition and Prestige
1.9.9. Excellence Projects in Culture and Sport
1.9.10. Advertising

1.10. Other Innovation Projects

1.10.1. Outdoor Education
1.10.2. Youtubers and Influencers
1.10.3. Mindfulness
1.10.4. Peer Tutoring
1.10.5. RULER Method
1.10.6. School Gardens
1.10.7. Learning Community
1.10.8. Democratic School
1.10.9. Early Stimulation
1.10.10. Learning Corners

Module 2. Benefits of Implementing an Educational Project

2.1. For the Center as an Institution: Identity, Style and Presence

2.1.1. Groups that Make Up a School: The Institution, Students and their Families, Educators
2.1.2. The Educational Project Is a Living Reality
2.1.3. Defining Dimensions of the Educational Project

2.1.3.1. Towards Tradition. Self-Identity/Character, Mission
2.1.3.2. Towards the Future. The Style, The Vision
2.1.3.3. The Future Tradition Bond: Presence, Values

2.1.4. Honesty and Consistency
2.1.5. Identity. The Up-to-Date Development of Its Mission (own character)
2.1.6. Style. From the Image of What You Want to Do (Vision) To the Way You Want to Do It
2.1.7. Presence. The Practical Realization of Values
2.1.8. The Three Dimensions of the Educational Project as Strategic Referents

2.2. For Students and Their Families

2.2.1. The Image of the Center Says a Lot About Its Educational Project
2.2.2. Relational Dimensions of the Educational Project

2.2.2.1. Towards the Internal Addressees of the Educational Action: The Students
2.2.2.2. Towards the External Partners of the Educational Action: The Families

2.2.3. Communication and Consistency
2.2.4. Essential Communicative Dimensions of an Educational Project
2.2.5. Identity. A Well-Founded, Comprehensive Education, Rooted in Tradition
2.2.6. Style. The Learning of Knowledge and Skills in the Field of Character Development
2.2.7. Presence. The Education of Today's Citizens with an Imprint
2.2.8. The Three Dimensions of the Educational Project as the Basis of School Marketing
2.2.9. Client Relationships and Membership

2.3. For Educators: Teachers and Other Personnel

2.3.1. Educators as Stakeholders
2.3.2. Educators, the Cornerstone of an Educational Project
2.3.3. Human Capital, Social Capital and Decision-Making Capital
2.3.4. The Indispensable Participation of Educators in Shaping the Educational Project
2.3.5. Climate and Consistency
2.3.6. Project, Change and People: It Is Not Possible to Regulate All Three
2.3.7. Identity. Clarity of Educational Intentions and Educator Identity
2.3.8. Style. Formation of a Form of Presence, Methodological Principles and Common Didactic Practices
2.3.9. Presence. Establishment of Educational Priorities, Organizational Structures, Training Needs, etc.,
2.3.10. The Three Dimensions of the Educational Project as the Core of Human Resources Management

2.4. For the Center's Driving Force I: Improvement in Managerial Style

2.4.1. Main Drivers of a School: Management Style, Leaders and Collective Alignment
2.4.2. Educational Project and Management of the Center
2.4.3. The Leading Manager as a Moral Reference
2.4.4. The Managerial Style as a Pedagogical Reference
2.4.5. Is It Possible to Speak of a Management Project?
2.4.6. Elements of Management Style Dependent on the Educational Project

2.4.6.1. Organizational Structures
2.4.6.2. Management Style
2.4.6.3. The Possibility of Other Leaderships
2.4.6.4. Forms of Participation and Delegation

2.4.7. Adaptation of Organizational Structures to the Identity, Style and Presence of the Center
2.4.8. The Gradual Development of a Local Management Culture

2.5. For the Motor Impulse of the Center II: Generation of Leaders

2.5.1. Managers as Leaders
2.5.2. The Three Capitals of the Leader -Human, Social and Decisional- And the Educational Project
2.5.3. Bringing Talent to the Surface
2.5.4. Capability, Commitment and Service
2.5.5. Educational Project, Organizational Flexibility and Leadership
2.5.6. Educational Project, Innovation Processes and Leadership
2.5.7. Educational Project, Creativity and Leadership
2.5.8. Towards a Teaching Function in the Key of Leadership
2.5.9. Educating Leaders

2.6. For the Driving Force of the Center III: Alignment with the Mission-Vision-Values

2.6.1. The Need for Alignment
2.6.2. Main Obstacles for Alignment
2.6.3. The Leader as an Aligner
2.6.4. Lifelong Learning as an Educator: The Development of Own Lines of Competences
2.6.5. From the Teaching Backpack to Shared Teaching Habits
2.6.6. Educational Project and Development of a Professional Teaching Culture
2.6.7. Having Resources for Authentic Assessment
2.6.8. Assessment of the Quality of the Educational Service

2.6.8.1. Local Reality
2.6.8.2. Systemic Nature
2.6.8.3. Absolute Priority of Teaching-Learning Activities

2.7. For Educational Advancement I: Adaptation to Students, to Active Methodologies and to the Demand of the Environment

2.7.1. The Importance of Educational Goals
2.7.2. The Importance of Scientific Knowledge on How We Learn
2.7.3. How Does the Evolution of a Center Manifest Itself?
2.7.4. Concentration on Growth Processes
2.7.5. Focus on Systematic Learning Processes
2.7.6. Prioritization of Active Methodologies: What Matters Is Learning
2.7.7. Prioritization of Situated Learning
2.7.8. Adequacy to the Demand of the Environment
2.7.9. Beyond Current Needs: An Educational Project With a “Vision for the Future”
2.7.10. Educational Project and Operational Research

2.8. For Educational Advancement II: Improvement of the Living, Learning and Working Environment. Sustainability

2.8.1. The Educational Project as the Basis for an Adequate School Climate
2.8.2. Educational Project and Coexistence
2.8.3. Educational Project and Learning Style
2.8.4. Educational Project and Work Organization
2.8.5. Management Support
2.8.6. The Sustainability of Work in an Educational Center
2.8.7. Elements of Sustainability

2.8.7.1. The Center's Strategic Plan
2.8.7.2. Practical Quality Indicators
2.8.7.3. The Global Assessment System
2.8.7.4. The Educational Tradition of the Company

2.9. For Educational Advancement III: Relationship with the Environment, Other Centers in the Area or in the Same Network

2.9.1. Have your Own Profile and a Recognizable Voice in the Environment
2.9.2. Opening up to the Surrounding Reality

2.9.2.1. Knowing the Environment
2.9.2.2. Interacting with It

2.9.3. Identification With Other Centers in the Same Institution or Area
2.9.4. From Peer-To-Peer Classroom Learning to Center-To-Center Learning
2.9.5. Shared Experiences
2.9.6. Institutional Framework Project and Own Educational Project

2.9.6.1. The Common Framework
2.9.6.2. Different Needs and Sensitivities
2.9.6.3. What Does the Global-Local Dialectic Bring to Our Own Educational Project?

2.10. For Educational Advancement IV: Deepening the Ideology and Style

2.10.1. Ideology, Mission, Character. Three Complementary Terms
2.10.2. The Mission Statement Underlies the Basic Lines of the Educational Project
2.10.3. The Educational Project Develops the Specific Character
2.10.4. Alignment Between the Educational Project and the Ideology
2.10.5. Shaping a Style of Doing and Reflecting in Education
2.10.6. Updates to the Educational Project Update the Perspective From Which New Realities Are Addressed
2.10.7. It Is Necessary to Return Periodically to Reflect on the Fundamentals
2.10.8. Ideology, Educational Project and Transmission of an Educational Tradition

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