A complete learning experience allowing the immediate use of what you have learned to efficiently organize guidance in Schools”

The resources that the professionals will find in this Postgraduate certificate will allow them to obtain better results in the medium and long term both in the vocational decision and in the preparation for the working life of their students. 

Both the activities proposed and the innovative approaches to guidance will enable students to enhance their professional skills and improve departmental results.

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

This is a 100% online program, where the student will be able to find information that will allow them to explore models and techniques for student guidance within educational centers. 

A high-level step that will become a process of improvement, not only on a professional level, but also on a personal level. 

A program created for professionals like you, who seek excellence within the professional field" 

This Postgraduate certificate in Organizational Development of Guidance in Schools contains the most complete and up-to-date program on the market. Its most outstanding features are:

• The development of 100 practical cases presented by experts in Organizational Development of Guidance in Schools
• 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
• The latest developments in detection and intervention for Organizational Development of Guidance in Schools
• It contains practical exercises where the self-assessment process can be carried out to improve learning
• Algorithm-based interactive learning system for decision-making in the situations that are presented to the student
• Special emphasis on evidence-based methodologies for Organizational Development of Guidance in Schools
• 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

Incorporate the latest ways to manage and organize intervention from the guidance department with this comprehensive program"

The teaching staff is made up of professionals from the field of Organizational Development of Guidance in Schools, who bring their experience to this program, in addition to renowned specialists belonging to leading societies and prestigious universities.

Thanks to its multimedia content developed with the latest educational technology, they will allow the professional a situated and contextual learning, that is to say, a simulated environment that will provide an immersive learning programmed to prepare in real situations.

This program is designed around Problem-Based Learning, whereby students must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professional will be assisted by an innovative interactive video system developed by recognized experts in the field of Organizational Development of Guidance in Schools and with great teaching experience.

This program makes the difference between a professional with a lot of knowledge and a professional who knows how to apply it in the daily practice of their profession"

A complete program that will propel you to the highest levels of competence in this area"

The contents of this comprehensive training program have been developed by the sector’s most competent professionals, with a high quality criterion 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 intensively structured educational approach, in such a way that you achieve your learning goals consistently and effectively"

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

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 Primary Education
1.2.4. Organization of School Guidance in Secondary 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 Guidance

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): Casuistic Exemplification of the Selvini Palazzoli Working Group
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 Standpoint (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 School Report and the Psycho-Pedagogical Assessment Act as 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 Vocational Guidance Curriculum within the Tutoring Role
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 in the Educational Center

1.8.1. Classroom Activities (I): Research and Presentation of Information
1.8.2. Classroom Activities (II): Involvement of Extracurricular Expertsin 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. Other Vocational and Professional Guidance Activities in 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 educational experience to boost your professional development”