This Postgraduate certificate in Integration of the Educational Project in the Center will generate a sense of confidence in the performance of your profession, which will help you to grow personally and professionally"

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.

After the holistic analysis phase of the situation, and the study of all the areas that must be taken into account when programming an educational project, in this sixth module we enter into one of the points that is usually forgotten in other academic plans, but that real and professional experience in the implementation of educational projects has shown that it is one of the most important areas and that the success of the action plan depends a lot on it.

In view of this, we will analyze the phase of Integration of the Educational Project in the Center. A project is not simply planted in the school, but must take root by integrating itself into the whole structure that already exists in the school, and taking into account the moments and factors of particular relevance for it.

Thus, we will begin by studying the applicable regulatory framework on which the adaptation of the educational project depends. Next, we will examine several of the possible areas or plans of the center that must be taken into account, as they have an influence on the Integration of the Educational Project in the Center. We will go deeper into the tutorial action plan, the truancy plan, the plan of attention to educational inclusion, the coexistence and equality plan, the transition plan between stages, the reading promotion plan, the school welcome plan, the internal rules and regulations, and we will conclude with a series of projects to be taken into account in this integration.

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 program in Integration of the Educational Project in the Center"

This Postgraduate certificate in Integration of the Educational Project in the Center contains the most complete and up-to-date program on the market. Its most notable features are:

• Development of case studies presented by experts in teaching, educational innovation, school management and marketing for teachers
• 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 school management and educational innovation
• It contains practical exercises where the self-assessment process can be carried out to improve learning
• With special emphasis on innovative methodologies in school management and educational innovation. All this will be complemented with theoretical lessons, questions to the expert, discussion forums on controversial issues and individual reflection work
• Content that is accessible from any fixed or portable device with an Internet connection

This Postgraduate certificate may be the best investment you can make when selecting a refresher program for two reasons: in addition to updating your knowledge in Integration of the Educational Project in the Center, you will obtain a Postgraduate certificate from TECH Global University”

It includes in its teaching staff professionals belonging to the field of Integration of the Educational Project in the Center, who pour into 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 Postgraduate certificate. For this purpose, the educator will be assisted by an innovative interactive video system developed by recognized experts in the field of Integration of the Educational Project in the Center and with great 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 the Integration of the Educational Project in the Center and improve the attention to your students"

The structure of the contents has been designed by a team of professionals from the best educational institutions and universities in the country, who are aware of the relevance of up-to-date, innovative training and are committed to quality teaching using new educational technologies.

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

Module 1. Programming Phase of the Educational Project: Holistic Analysis of the Situation

1.1. Social Analysis

1.1.1. Globalization
1.1.2. State and Society
1.1.3. Contemporary Politics and Ideologies
1.1.4. Social Changes
1.1.5. Information and Knowledge Society
1.1.6. The Welfare Society, Realities and Myths
1.1.7. Work and Employability
1.1.8. Citizen Participation
1.1.9. Diagnosis of the Social Context
1.1.10. Challenges of Contemporary Society

1.2. Psychological Analysis

1.2.1. Notes on Learning Theories
1.2.2. Dimensions of Learning
1.2.3. Psychological Processes
1.2.4. Multiple Intelligences
1.2.5. Cognitive and Metacognitive Processes
1.2.6. Teaching Strategies
1.2.7. Teaching Styles
1.2.8. Educational Needs and Learning Difficulties
1.2.9. Thinking Skills
1.2.10. Counseling and Guidance

1.3. Cultural Analysis 

1.3.1. Theories on Culture
1.3.2. Culture and Cultural Evolution
1.3.3. Culture Components
1.3.4. Cultural Identity
1.3.5. Culture and Society
1.3.6. Traditions and Customs in Culture
1.3.7. Culture and Communication
1.3.8. Culture and Cultural Educational
1.3.9. Interculturality and Integration
1.3.10. Crisis and Challenges in Culture

1.4. Technological Analysis

1.4.1. ICTs and New Technologies
1.4.2. Innovation and Development
1.4.3. Advantages and Disadvantages of New Technologies
1.4.4. Impact of ICT in the Educational Field
1.4.5. Internet Access and New Technologies
1.4.6. Digital Environment and Education
1.4.7. E-learning y b-learning
1.4.8. Collaborative Learning
1.4.9. Video Games and Education
1.4.10. ICT and Teacher Training

1.5. Ethical Analysis

1.5.1. Approach to Ethics
1.5.2. Ethics and Morals
1.5.3. Moral Development
1.5.4. Principles and Values Today
1.5.5. Ethics, Morals and Beliefs
1.5.6. Ethics and Education
1.5.7. Educational Ethics
1.5.8. Ethics and Critical Thinking
1.5.9. Training in Values
1.5.10. Ethics and Project Management

1.6. Business Analysis

1.6.1. Business Planning and Strategy 
1.6.2. Mission and Vision of the Organization
1.6.3. Organizational Structure
1.6.4. Administrative Management
1.6.5. Management
1.6.6. Coordination
1.6.7. Control
1.6.8. Resources

 1.6.8.1. Human
 1.6.8.2. Technologies

1.6.9. Supply, Demand and Economic Environment
1.6.10. Innovation and Competition

1.7. Analysis of the Center's Goals and Objectives

1.7.1. Definition of Goals and Objectives
1.7.2. The Center’s Goals
1.7.3. General Objectives
1.7.4. Specific Objectives
1.7.5. Plans and Strategies
1.7.6. Actions and Campaigns
1.7.7. Expected Results
1.7.8. Indicators of Achievement

1.8. Analysis of Students and Family Context

1.8.1. Characteristics of the Student's Environment
1.8.2. The Socialization Process
1.8.3. Family Structure and Dynamics
1.8.4. Educational Involvement of the Family
1.8.5. The Student and Their Reference Groups
1.8.6. Educational Inclusion and Family
1.8.7. Attention to Diversity
1.8.8. Coexistence Plan
1.8.9. Self-Regulation and Independence
1.8.10. Performance Factors

1.9. Analysis of Educational Agents

1.9.1. Definition of Educational Intervention Agents
1.9.2. The Role of the Educational Mediator
1.9.3. Civil Society and Organizations
1.9.4. The Educational Community
1.9.5. The Teaching Staff
1.9.6. The Managers
1.9.7. Responsibility of the Mass Media
1.9.8. Leadership and Education
1.9.9. Learning Environments
1.9.10. Integration and Participation Strategies

1.10. SWOT Analysis

1.10.1. The SWOT Matrix
1.10.2. Weaknesses
1.10.3. Threats
1.10.4. Strengths
1.10.5. Opportunities
1.10.6. Successful Pairs
1.10.7. Matching Pairs
1.10.8. Reaction Pairs
1.10.9. Risk Pairs
1.10.10. Lines of Action and Strategy

Module 2. Integration Phase of the Educational Project in the Center

2.1. Applicable regulatory framework. General Considerations and Contents of the Educational Project

2.1.1. General Considerations
2.1.2. State Regulations
2.1.3. Regulations of autonomous communities
2.1.4. School Organization

 2.1.4.1. General Considerations
 2.1.4.2. Theoretical Approaches to School Organization
 2.1.4.3. Organizational Components in Schools

2.1.5. Definition and Characteristics
2.1.6. Values, Objectives and Priorities for Action Based on the Center’s Identity.
2.1.7. Common Basic Aspects for the Implementation of the Curriculum
2.1.8. Pedagogical Lines
2.1.9. Content of an Educational Project
2.1.10.  Aspects to Take into Account

2.2. Tutorial Action Plan

2.2.1. General Considerations
2.2.2. Objectives
2.2.3. Tutor

 2.2.3.1. Tutorial Functions
 2.2.3.2. Tutoring Assignments
 2.2.3.3. Organization of Tutorials

2.2.4. Cycle Coordination 

 2.2.4.1. Election of the Coordinator
 2.2.4.2. Cycle Functions 
 2.2.4.3. Duties of the Coordinator 

2.2.5. Reinforcements
2.2.6. Events and Activities

 2.2.6.1. In Relation to Students 
 2.2.6.2. In Relation to Families
 2.2.6.3. In Relation to the Teaching Staff and Organization of the Center
 2.2.6.4. In Relation to Other Educational Agents

2.2.7. Student Evaluation

 2.2.7.1. Instruments
 2.2.7.2. Phases
 2.2.7.3. Qualification Criteria
 2.2.7.4. Promotion of the Student Body

2.2.8. Teacher Evaluation Assessment of Other Educational Agents
2.2.9. Assessment of the Tutorial Action Plan
2.2.10. Aspects to Take into Account

2.3. Truancy plan

2.3.1. General Considerations
2.3.2. Definition of Absenteeism
2.3.3. Absenteeism Typology
2.3.4. Program Objectives
2.3.5. Procedures for Action

 2.3.5.1. Preparation Phase
 2.3.5.2. Intervention Phase
 2.3.5.3. Evaluation Phase 

2.3.6. Punctuality Record
2.3.7. Justification for Absences and Punctuality
2.3.8. Summons and Minutes
2.3.9. Referral Letter and Report
2.3.10. Aspects to Take into Account

2.4. Plan of Attention to Educational Inclusion

2.4.1. General Considerations
2.4.2. Organizational Measures
2.4.3. Access Adaptations
2.4.4. Significant Adaptations
2.4.5. Personal Resources
2.4.6. Material Resources
2.4.7. Agents Involved
2.4.8. Protocols to be Followed by the Tutor/School with Students
2.4.9. Follow-up of the Action Plan
2.4.10. Aspects to Take into Account

2.5. Coexistence and Equality Plan

2.5.1. General Considerations
2.5.2. Diagnosis of the State of Coexistence in the Center 
2.5.3. Objectives
2.5.4. Organizational and Operational Criteria
2.5.5. Performance Models

 2.5.5.1. Model of Action Oriented to Prevention and to Achieving a Climate of Equality and Equal Opportunities
 2.5.5.2. Action Plans

  2.5.5.2.1. In the General Organization and Planning of the Center
  2.5.5.2.2. In the Area of Tutoring
  2.5.5.2.3. In the Field of Educational Guidance
  2.5.5.2.4. In the Area of Common Space Activities
  2.5.5.2.5. At Family Level

 2.5.5.3. Model of Action With Respect to Students Who Behave in a Manner Contrary to the Rules of Coexistence 
 2.5.5.4. Model of Action With Respect to Students Who Behave in a Way That Is Seriously Detrimental to the Center’s Coexistence 

 2.5.6. Follow-up of the Action Plan
 2.5.7. Action Protocol for Situations of Violence Among Peers
 2.5.8. Action Protocol for Aggressions against Teachers
 2.5.9. Other Action Protocols
 2.5.10. Aspects to Take into Account

2.6. Transition Plan between Stages

2.6.1. General Considerations
2.6.2. Personnel Involved
2.6.3. Infant to Primary Transition Plan 
2.6.4. Primary to Secondary School Transition Plan
2.6.5. Promotion
2.6.6. Objectives
2.6.7. Methodological Guidelines
2.6.8. Assessment
2.6.9. Follow-up Meetings
2.6.10. Aspects to Take into Account

2.7. Reading Promotion Plan

2.7.1. General Considerations
2.7.2. Analysis of the Needs in the Field of Reading in the Center
2.7.3. Objectives
2.7.4. Strategies to Achieve the Objectives
2.7.5. Methodology
2.7.6. Proposed Activities
2.7.7. Resources
2.7.8. Evaluation of the Reading Plan
2.7.9. Templates
2.7.10. Aspects to Take into Account

2.8. School Welcome Plan 

2.8.1. General Considerations
2.8.2. General Objectives
2.8.3. Responsibilities 
2.8.4. Newly Arrived Students 

 2.8.4.1. General Aspects

  2.8.4.1.1. Before Incorporation

   2.8.4.1.1.1. Registration, Information and Preparation

  2.8.4.1.2. Incorporation

   2.8.4.1.2.1. Welcome
   2.8.4.1.2.2. Incorporation into the Classroom

  2.8.4.1.3. Subsequent to Incorporation

   2.8.4.1.3.1. Initial Assessment and Determination of Needs
   2.8.4.1.3.2. Coordination of Educational Agents
   2.8.4.1.3.3. Follow-up Planning

  2.8.4.1.4. Follow-up and Possibilities
  2.8.4.1.5. Process Evaluation

 2.8.4.2. New Students Arriving at the Beginning of the Course Once the Course Has Started
 2.8.4.3. Newly Arrived Students after the Start of the Course
 2.8.4.4. Newly Arrived Students With No Knowledge of the Language.

2.8.5. Newly Recruited Teaching Staff 

 2.8.5.1. General Aspects
 2.8.5.2. Newly Arrived Teaching Staff at the Beginning of the School Year university
 2.8.5.3. Newly Arrived Teaching Staff After the Start of the Academic Year university

2.8.6. Non-Teaching Staff

 2.8.6.1. General Aspects
 2.8.6.2. Non-Teaching Staff Newly Arrived at the Beginning of the University Course
 2.8.6.3. Non-Teaching Staff Arriving after the Start of the University Course

2.8.7. Model Student Welcome Plan
2.8.8. Template for the Teacher Welcome Plan
2.8.9. Model Welcome Plan for Non-Teaching Staff
2.8.10. Aspects to Take into Account

2.9. Internal Regulations

2.9.1. General Considerations
2.9.2. Student Enrollment in the School
2.9.3. Check-in and Check-Out Times
2.9.4. Absence and Substitutions

 2.9.4.1. Student Absences and Substitutions
 2.9.4.2. Absence and Substitutions of Teaching and Non-Teaching Personnel

2.9.5. Medication Administration Protocol

 2.9.5.1. General Criteria
 2.9.5.2. Health Protocol
 2.9.5.3. Foreseeable and Non-Foreseeable Emergencies
 2.9.5.4. First Aid Kit 
 2.9.5.5. Medication Administration
 2.9.5.6. Annexes

2.9.6. Accident Protocol

 2.9.6.1. General Criteria
 2.9.6.2. Mild and Severe Situations

2.9.7. Protocol Regarding Extracurricular and Complementary Outings 
2.9.8. Protocol for the Management of the Center’s Spaces and Facilities

 2.9.8.1. General Criteria
 2.9.8.2. Security and Surveillance of the Center
 2.9.8.3. Concierge
 2.9.8.4. Common Areas
 2.9.8.5. Classroom
 2.9.8.6. Use of Information Technology
 2.9.8.7. Others

2.9.9. Mentoring Meetings
2.9.10. Aspects to Take into Account

2.10. Project of Projects

2.10.1. School Lunchroom Educational Project
2.10.2. Emergency Plan
2.10.3. Innovation Project
2.10.4. Textbook Reuse, Replacement and Renewal Program
2.10.5. Improvement Plan 
2.10.6. Curricular Project
2.10.7. Linguistic Project
2.10.8. Educational Marketing Plan
2.10.9. Teacher Training Plan
2.10.10. TIC Project
2.10.11. To Learn More

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