This Postgraduate certificate in Programming an Educational Project: Holistic Analysis of the Situation will provide you with a sense of confidence in your profession, which will help you grow personally and professionally”

Therefore, this first module introduces us to the deep knowledge of the educational project. It will be taken as a starting point, as an introduction to match the personal and professional background that each student brings with them to this Postgraduate certificate.

We will delve into the reality of the educational project, and answer the most important initial questions to frame our subject of study: What is an educational project? What is it for? What is its origin? Who is the target audience? What are the most important factors? Which actors are involved? What are the contents of an educational project? What are its objectives? How is the evaluation of the project carried out?

An educational project cannot be programmed or implemented without first analyzing the concrete and real situation of the educational center where it will be carried out, or of the families and students for whom it is intended. This holistic analysis is extremely necessary for the project to have a chance of success and acceptance among all the parties involved in the implementation process.

Therefore, we will analyze all the factors to be taken into account in a complete analysis of the situation. These are: social analysis, psychological analysis, cultural analysis, technological analysis, ethical analysis, business analysis, analysis of the goals and objectives of the center, analysis of students and family context, analysis of educational agents, and SWOT analysis.

This program makes professionals in this field increase their capacity for success, which results in a better praxis and performance that will have a direct impact on the educational treatment, on the improvement of the educational system and on the social benefit for the whole community.

Update your knowledge through the Postgraduate certificate in Programming an Educational Project: Holistic Analysis of the Situation ”

This Postgraduate certificate in Programming an Educational Project: Holistic Analysis of the Situation contains the most complete and up-to-date program on the market. The most important features include:

• More than 75 case studies presented by experts in Programming an Educational Project: Holistic Analysis of the Situation
• 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
• News on the Programming of an Educational Project: Holistic Analysis of the Situation 
• It contains practical exercises where the self-assessment process can be carried out to improve learning
• With special emphasis on innovative methodologies in Programming an Educational Project: Holistic Analysis of the Situation
• Content that is accessible from any fixed or portable device with an Internet connection

This Postgraduate certificate the best investment you can make in selecting a refresher program for two reasons: in addition to updating your knowledge in Programming an Educational Project: Holistic Analysis of the Situation , you will obtain a qualification from TECH Global University"

Its teaching staff includes professionals belonging to the field of Programming an Educational Project: Holistic Analysis of the Situation who bring to this program the experience of their work, in addition to recognized specialists belonging to 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. To do so, the educator will be assisted by an innovative interactive video system developed by recognized experts in the field of Programming an Educational Project: Holistic Analysis of the Situation who have lots of 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 Programming an Educational Project: Holistic Analysis of the Situation 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 Programming an Educational Project: Holistic Analysis of the Situation , contains the most complete and up-to-date program on the market”

Module 1. Introduction to the Educational Project

1.1. What Is an Educational Project?

1.1.1. Description

 1.1.1.1. Plan the Process to Achieve the Goal
 1.1.1.2. Implications of the Process
 1.1.1.3. Presentation of Results

1.1.2. Identify the Problem
1.1.3. Address their Cause and Consequences

 1.1.3.1. SWOT Analysis
 1.1.3.2. Formulation of Actions

1.1.4. Diagnosis of the Problematic Situation

 1.1.4.1. Project Location and Situation
 1.1.4.2. Time Management
 1.1.4.3. Pre-Established Objectives and Goals

1.1.5. Innovative Educational Projects: Where to Start

 1.1.5.1. The Best Alternative
 1.1.5.2. Study or Diagnosis of the Problematic Situation

1.2. What Is It For?

1.2.1. Generate Changes in the Environments

 1.2.1.1. Change Management
 1.2.1.2. Verification of the Problem and Its Solution
 1.2.1.3. Institutional Support
 1.2.1.4. Verification of Progress
 1.2.1.5. What Specific Student Population Is Addressed?

1.2.2. Transform and Enable

 1.2.2.1. Social Dynamics
 1.2.2.2. Delimiting the Problem
 1.2.2.3. Topics of Common Interest

1.2.3. Modifying Reality

 1.2.3.1. The Operating Unit

1.2.4. Collective Action

 1.2.4.1. Implementation of Collective Actions and Activities
 1.2.4.2. Spontaneous Activities
 1.2.4.3. Structured Activities
 1.2.4.4. Collective Action and Socialization
 1.2.4.5. Collective Action and Stigmatization
 1.2.4.6. Collective Action, Transition and Trust

1.3. Origin

1.3.1. Planning the Process to Achieve an Educational Goal

 1.3.1.1. Definition of Objectives
 1.3.1.2. Project Justification
 1.3.1.3. Relevance of the Project
 1.3.1.4. Contribution to the Educational Community
 1.3.1.5. Feasibility of Implementation
 1.3.1.6. Limitations

1.3.2. Learning Objectives

 1.3.2.1. Viable and Measurable
 1.3.2.2. Relationship between the Objectives and the Problem Posed.

1.4. Recipients

1.4.1. Educational Projects Implemented in a Specific Center or Institution

 1.4.1.1. Student Body
 1.4.1.2. Center Needs
 1.4.1.3. Teachers Involved
 1.4.1.4. Managers

1.4.2. Educational Projects Related to an Educational System

 1.4.2.1. Vision
 1.4.2.2. Strategic Objectives
 1.4.2.3. Political Resources
 1.4.2.4. Social Resources
 1.4.2.5. Educational Resources
 1.4.2.6. Regulatory Resources
 1.4.2.7. Financial Resources

1.4.3. Educational Projects that Take Place outside the Educational System

 1.4.3.1. Examples:
 1.4.3.2. Complementary Approaches
 1.4.3.3. Reactive/Proactive
 1.4.3.4. Agents of Change
 1.4.3.5. Public/Private

1.4.4. Specialized Learning Educational Projects

 1.4.4.1. Particular Special Educational Needs
 1.4.4.2. Learning as a Motivation
 1.4.4.3. Self-Assessment and Motivation
 1.4.4.4. They Learn from Research
 1.4.4.5. Examples: Improving Daily Life

1.5. Factors

1.5.1. Analysis of the Educational Situation

 1.5.1.1. Stages
 1.5.1.2. Review
 1.5.1.3. Compiling Information

1.5.2. Problem Selection and Definition

 1.5.2.1. Progress Check
 1.5.2.2. Institutional Support
 1.5.2.3. Delimitation

1.5.3. Definition of Project Objectives

 1.5.3.1. Related Objectives
 1.5.3.2. Work Guides
 1.5.3.3. Analysis of Objectives

1.5.4. Project Justification

 1.5.4.1. Relevance of the Project
 1.5.4.2. Utility for the Educational Community
 1.5.4.3. Viability                                                                                                                         

1.5.5. Solution Analysis

 1.5.5.1. Foundation
 1.5.5.2. Motive or Purpose
 1.5.5.3. Goals or Scope
 1.5.5.4. Context
 1.5.5.5. Activities
 1.5.5.6. Schedule
 1.5.5.7. Resources and Responsibilities
 1.5.5.8. Assumptions

1.5.6. Action Planning

 1.5.6.1. Corrective Action Planning
 1.5.6.2. Work Proposal
 1.5.6.3. Sequence of Activities
 1.5.6.4. Delimitations of Deadlines

1.5.7. Work Schedule

 1.5.7.1. Work Breakdown
 1.5.7.2. Communication Tool
 1.5.7.3. Identify Project Milestones
 1.5.7.4. Blocks of the Set of Activities
 1.5.7.5. Identify Activities
 1.5.7.6. Development of a Business Plan

1.5.8. Specification of Human, Material and Economic Resources

 1.5.8.1. Human
 1.5.8.2. Project Participants
 1.5.8.3. Roles and Functions
 1.5.8.4. Materials
 1.5.8.5. Resources
 1.5.8.6. Project Implementation
 1.5.8.7. Technologies
 1.5.8.8. Necessary Equipment.

1.5.9. Assessment

 1.5.9.1. Process Evaluation
 1.5.9.2. Results Evaluation

1.5.10. Final Report

 1.5.10.1. Guide
 1.5.10.2. Limitations

1.6. Agents Involved

1.6.1. Students
1.6.2. Parents

 1.6.2.1. Families

1.6.3. Professors

 1.6.3.1. Educational Guidance Teams
 1.6.3.2. Faculty of the Center

1.6.4. Managers

 1.6.4.1. Centers

1.6.5. Society

 1.6.5.1. Social Services
 1.6.5.2. Municipal
 1.6.5.3. Associations
 1.6.5.4. Service-Learning Volunteering

1.7. Contents

1.7.1 Identity Marks

 1.7.1.1. Micro to Macro
 1.7.1.2. Contribute to the Educational Community

1.7.2 Features

 1.7.2.1. Ideological
 1.7.2.2. Teachings
 1.7.2.3. Units
 1.7.2.4. Schedules
 1.7.2.5. Installations
 1.7.2.6. Professors
 1.7.2.7. Managers

1.7.3. Objectives and Commitments

 1.7.3.1. Goals and Objectives
 1.7.3.2. Involvement of the Educational World

1.7.4. Specific Values

 1.7.4.1. Broad Beans
 1.7.4.2. Conduits that Promote

1.7.5. Methodology

 1.7.5.1. Attention to Diversity
 1.7.5.2. Working on a Project A Basis
 1.7.5.3. Thought-Based Learning
 1.7.5.4. Digital Learning

1.7.6. Organizational Structure

 1.7.6.1. Fundamental Objective
 1.7.6.2. The Mission
 1.7.6.3. Theory, Principles and Values
 1.7.6.4. Purposes and Strategies for Change
 1.7.6.5. Pedagogical Conception
 1.7.6.6. Community Environment

1.8. Objectives

1.8.1. Teachers

 1.8.1.1. Counselor-Coordinator
 1.8.1.2. Collaborate in Modernization

1.8.2. Pedagogical Approaches

 1.8.2.1. Effectives
 1.8.2.2. Rate
 1.8.2.3. Design
 1.8.2.4. Develop
 1.8.2.5. Putting Methods into Practice

1.8.3. Training Needs

 1.8.3.1. Ongoing Training
 1.8.3.2. Pedagogies
 1.8.3.3. Digital Learning
 1.8.3.4. Educational Collaboration
 1.8.3.5. Methodological Strategies
 1.8.3.6. Educational Resources
 1.8.3.7. Exchanging Experiences

1.9. Results

1.9.1. What Will Be Assessed?

 1.9.1.1. How Will the Examination Be Conducted?
 1.9.1.2. Who Will Be in Charge of Carrying It Out?
 1.9.1.3. When Will the Analysis Take Place?
 1.9.1.4. SMART Analysis: Relevance, By Addressing Significant Issues

1.9.2. Global

 1.9.2.1. Areas
 1.9.2.2. Dimensions

1.9.3. Reliability

 1.9.3.1. Reflex
 1.9.3.2. Measurements
 1.9.3.3. Supporting Objective Evidence

1.9.4. Accuracy

 1.9.4.1. Editorial Staff
 1.9.4.2. Introduction

1.9.5. Operability

 1.9.5.1. Measurement
 1.9.5.2. Feasible Results
 1.9.5.3. Assumed and Shared Consensus

1.10. Conclusion

1.10.1. Digitization
1.10.2. Collaboration
1.10.3. Transformation

Module 2. Programming Phase of the Educational Project: Holistic Analysis of the Situation

2.1. Social Analysis

2.1.1. Globalization
2.1.2. State and Society
2.1.3. Contemporary Politics and Ideologies
2.1.4. Social Changes
2.1.5. Information and Knowledge Society
2.1.6. The Welfare Society, Realities and Myths
2.1.7. Work and Employability
2.1.8. Citizen Participation
2.1.9. Diagnosis of the Social Context
2.1.10. Challenges of Contemporary Society

2.2. Psychological Analysis

2.2.1. Notes on Learning Theories
2.2.2. Dimensions of Learning
2.2.3. Psychological Processes
2.2.4. Multiple Intelligences
2.2.5. Cognitive and Metacognitive Processes
2.2.6. Teaching Strategies
2.2.7. Teaching Styles
2.2.8. Educational Needs and Learning Difficulties
2.2.9. Thinking Skills
2.2.10. Counseling and Guidance

2.3. Cultural Analysis

2.3.1. Theories on Culture
2.3.2. Culture and Cultural Evolution
2.3.3. Culture Components
2.3.4. Cultural Identity
2.3.5. Culture and Society
2.3.6. Traditions and Customs in Culture
2.3.7. Culture and Communication
2.3.8. Culture and Cultural Educational
2.3.9. Interculturality and Integration
2.3.10. Crisis and Challenges in Culture

2.4. Technological Analysis

2.4.1. ICT and New Technologies
2.4.2. Innovation and Development
2.4.3. Advantages and Disadvantages of New Technologies
2.4.4. Impact of ICT in the Educational Field
2.4.5. Internet Access and New Technologies
2.4.6. Digital Environment and Education
2.4.7. E-learning and B-learning
2.4.8. Collaborative Learning
2.4.9. Video Games and Education
2.4.10. ICT and Teacher Training

2.5. Ethical Analysis

2.5.1. Approach to Ethics
2.5.2. Ethics and Morals
2.5.3. Moral Development
2.5.4. Principles and Values Today
2.5.5. Ethics, Morals and Beliefs
2.5.6. Ethics and Education
2.5.7. Educational Ethics
2.5.8. Ethics and Critical Thinking
2.5.9. Training in Values
2.5.10. Ethics and Project Management

2.6. Business Analysis

2.6.1. Business Planning and Strategy
2.6.2. Mission and Vision of the Organization
2.6.3. Organizational Structure
2.6.4. Administrative Management
2.6.5. Management
2.6.6. Coordination
2.6.7. Control
2.6.8. Resources

 2.6.8.1. Human
 2.6.8.2. Technologies

2.6.9. Supply, Demand and Economic Environment
2.6.10. Innovation and Competition

2.7. Analysis of the Center's Goals and Objectives

2.7.1. Definition of Goals and Objectives
2.7.2. The Center’s Goals
2.7.3. General Objectives
2.7.4. Specific Objectives
2.7.5. Plans and Strategies
2.7.6. Actions and Campaigns
2.7.7. Expected Results
2.7.8. Indicators of Achievement

2.8. Analysis of Students and Family Context

2.8.1. Characteristics of the Student's Environment
2.8.2. The Socialization Process
2.8.3. Family Structure and Dynamics
2.8.4. Educational Involvement of the Family
2.8.5. The Student and Their Reference Groups
2.8.6. Educational Inclusion and Family
2.8.7. Attention to Diversity
2.8.8. Coexistence Plan
2.8.9. Self-Regulation and Independence
2.8.10. Performance Factors

2.9. Analysis of Educational Agents

2.9.1. Definition of Educational Intervention Agents
2.9.2. The Role of the Educational Mediator
2.9.3. Civil Society and Organizations
2.9.4. The Educational Community
2.9.5. The Teaching Staff
2.9.6. The Managers
2.9.7. Responsibility of the Mass Media
2.9.8. Leadership and Education
2.9.9. Learning Environments
2.9.10. Integration and Participation Strategies

2.10. SWOT Analysis

2.10.1. The SWOT Matrix
2.10.2. Weaknesses
2.10.3. Threats
2.10.4. Strengths
2.10.5. Opportunities
2.10.6. Successful Pairs
2.10.7. Matching Pairs
2.10.8. Reaction Pairs
2.10.9. Risk Pairs
2.10.10. Lines of Action and Strategy

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