This Postgraduate certificate in Advantages of the Implementation of an Educational Project generates sense of confidence in the performance of your profession, which will help you to grow personally and professionally"

Therefore, an educational center that wants to be a reference and aims to obtain quality and efficiency in its practices, must be an expert in the programming and implementation of educational projects. This Postgraduate certificate promotes an overall vision that will enable the implementation, or transformation, of educational projects that are intended to constitute the essence of the center, whatever their nature. 

Thanks to this program, educational centers will be able to build the appropriate knowledge, the fundamental pillars of the educational project taking into account each and every one of the factors that must be addressed in the process of programming and implementation of educational programs. Otherwise, schools are doomed to the vagaries of fashion, to fruitless waste of time and money, and most importantly, to fail to achieve a sufficiently stable path for students to walk on and develop their full capabilities and potential.

This program is unique because it manages to offer the necessary tools to build this core of the educational center so that it can last over time, be viable and, of course, be efficient. In addition, the teaching staff has extensive personal and professional experience in all types of educational projects, which means that this Postgraduate certificate is not developed from pure theory, but from the scientific evidence of practices in all types of educational centers. On the other hand, the online modality ensures that the best experts and professionals in each of the areas of programming and implementation of educational projects can be found among the list of professors who teach this Postgraduate certificate.

Another of the reasons that make this Postgraduate certificate unique is the specialization in all the areas necessary for Programming and Implementation of Educational Projects. While other programs focus on only a few aspects, the program we offer allows you to study each and every one of the fields that will make up the ideal construction of the educational project. Thus, starting with an introduction to educational projects and their most important elements, it will continue with the specification of the most innovative and significant types of projects on the international scene from which each educational center can be reflected or impelled to its implementation.

Update your knowledge through the Postgraduate certificate in Advantages of the Implementation of an Educational Project”

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

• Case studies presented by experts in Advantages of the Implementation of an Educational Project
• 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 Advantages of the Implementation of an Educational Project
• It contains practical exercises where the self-assessment process can be carried out to improve learning
• With special emphasis on innovative methodologies in Advantages of the Implementation of an Educational Project 
• 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 Advantages of the Implementation of an Educational Project, you will obtain a qualification from TECH Global University"

It includes, in its teaching staff, professionals belonging to the field of Advantages of the Implementation of an Educational Project, 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 Advantages of the Implementation 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 Advantages of the Implementation of an Educational Project 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 Advantages of the Implementation of an Educational Project, contains the most complete and up-to-date program on the market”

Module 1. Benefits of Implementing an Educational Project

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

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

 1.1.3.1. Towards Tradition. Self-Identity/Character, Mission
 1.1.3.2. Towards the Future. The Style, The Vision
 1.1.3.3. The Future-Tradition Bond: Presence, Values

1.1.4. Honesty and Consistency
1.1.5. Identity. The Up-to-date Development of Its Mission (own character)
1.1.6. Style. From the Image of What You Want to Do (Vision) To the Way You Want to Do It
1.1.7. Presence. The Practical Realization of Values
1.1.8. The Three Dimensions of the Educational Project as Strategic Referents

1.2. For Students and Their Families

1.2.1. The Image of the Center Says a Lot About Its Educational Project
1.2.2. Relational Dimensions of the Educational Project

 1.2.2.1. Towards the Internal Addressees of the Educational Action: The Students
 1.2.2.2. Towards the External Partners of the Educational Action: The Families

1.2.3. Communication and Consistency
1.2.4. Essential Communicative Dimensions of an Educational Project
1.2.5. Identity. A Well-Founded, Comprehensive Education, Rooted in Tradition
1.2.6. Style. The Learning of Knowledge and Skills in the Field of Character Development
1.2.7. Presence. The Education of Today's Citizens with an Imprint
1.2.8. The Three Dimensions of the Educational Project as the Basis of School Marketing
1.2.9. Client Relationships and Membership

1.3. For Educators: Teachers and Other Personnel

1.3.1. Educators as Stakeholders
1.3.2. Educators, the Cornerstone of an Educational Project
1.3.3. Human Capital, Social Capital and Decision-Making Capital
1.3.4. The Indispensable Participation of Educators in Shaping the Educational Project
1.3.5. Climate and Consistency
1.3.6. Project, Change and People: It Is Not Possible to Regulate All Three
1.3.7. Identity. Clarity of Educational Intentions and Educator Identity
1.3.8. Style. Formation of a Form of Presence, Methodological Principles and Common Didactic Practices
1.3.9. Presence. Establishment of Educational Priorities, Organizational Structures, Training Needs, etc
1.3.10. The Three Dimensions of the Educational Project as the Core of Human Resources Management

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

1.4.1. Main Drivers of a School: Management Style, Leaders and Collective Alignment
1.4.2. Educational Project and Management of the Center
1.4.3. The Leading Manager as a Moral Reference
1.4.4. The Managerial Style as a Pedagogical Reference
1.4.5. Is It Possible to Speak of a Management Project?
1.4.6. Elements of Management Style Dependent on the Educational Project

 1.4.6.1. Organizational Structures
 1.4.6.2. Management Style
 1.4.6.3. The Possibility of Other Leaderships
 1.4.6.4. Forms of Participation and Delegation

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

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

1.5.1. Managers as Leaders
1.5.2. The Three Capitals of the Leader - Human, Social and Decisional- And the Educational Project
1.5.3. Bringing Talent to the Surface
1.5.4. Capability, Commitment and Service
1.5.5. Educational Project, Organizational Flexibility and Leadership
1.5.6. Educational Project, Innovation Processes and Leadership
1.5.7. Educational Project, Creativity and Leadership
1.5.8. Towards a Teaching Function in the Key of Leadership
1.5.9. Educating Leaders

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

1.6.1. The Need for Alignment
1.6.2. Main Obstacles for Alignment
1.6.3. The Leader as an Aligner
1.6.4. Lifelong Learning as an Educator: The Development of Own Lines of Competences
1.6.5. From the Teaching Backpack to Shared Teaching Habits
1.6.6. Educational Project and Development of a Professional Teaching Culture
1.6.7. Having Resources for Authentic Assessment
1.6.8. Assessment of the Quality of the Educational Service

 1.6.8.1. Local Reality
 1.6.8.2. Systemic Nature
 1.6.8.3. Absolute Priority of Teaching-Learning Activities

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

1.7.1. The Importance of Educational Goals
1.7.2. The Importance of Scientific Knowledge on How We Learn
1.7.3. How Does the Evolution of a Center Manifest Itself?
1.7.4. Concentration on Growth Processes
1.7.5. Focus on Systematic Learning Processes
1.7.6. Prioritization of Active Methodologies: What Matters Is Learning
1.7.7. Prioritization of Situated Learning
1.7.8. Adequacy to the Demand of the Environment
1.7.9. Beyond Current Needs: An Educational Project With a “Vision for the Future”
1.7.10. Educational Project and Operational Research

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

1.8.1. The Educational Project as the Basis for an Adequate School Climate
1.8.2. Educational Project and Coexistence
1.8.3. Educational Project and Learning Style
1.8.4. Educational Project and Work Organization
1.8.5. Management Support
1.8.6. The Sustainability of Work in an Educational Center
1.8.7. Elements of Sustainability

 1.8.7.1. The Center's Strategic Plan
 1.8.7.2. Practical Quality Indicators
 1.8.7.3. The Global Assessment System
 1.8.7.4. The Educational Tradition of the Company

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

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

 1.9.2.1. Knowing the Environment
 1.9.2.2. Interacting with It

1.9.3. Identification With Other Centers in the Same Institution or Area
1.9.4. From Peer-To-Peer Classroom Learning to Center-To-Center Learning
1.9.5. Shared Experiences
1.9.6. Institutional Framework Project and Own Educational Project

 1.9.6.1. The Common Framework
 1.9.6.2. Different Needs and Sensitivities
 1.9.6.3. What Does the Global-Local Dialectic Bring to Our Own Educational Project?

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

1.10.1. Ideology, Mission, Character Three Complementary Terms
1.10.2. The Mission Statement Underlies the Basic Lines of the Educational Project
1.10.3. The Educational Project Develops the Specific Character
1.10.4. Alignment Between the Educational Project and the Ideology
1.10.5. Shaping a Style of Doing and Reflecting in Education
1.10.6. Updates to the Educational Project Update the Perspective From Which New Realities Are Addressed
1.10.7. It Is Necessary to Return Periodically to Reflect on the Fundamentals
1.10.8. Ideology, Educational Project and Transmission of an Educational Tradition

Module 2. Circumstances that Influence the Programming and Implementation of the Educational Project

2.1. Scope of the Project

2.1.1. Ownership of the Center
2.1.2. Physical and Socio-Cultural Situation Where it is Located

2.2. Personal Resources

2.2.1. Center Organization Chart in the Educational Project
2.2.2. Management Team
2.2.3. Professors
2.2.4. PAS
2.2.5. Non-Teaching Staff
2.2.6. Training
2.2.7. Hiring

2.3. Transparency of the Educational Project

2.3.1. Project Information
2.3.2. Results of Educational Practice

2.4. Involvement of Educational Agents

2.4.1. Personal Identification with the Project
2.4.2. Center Staff
2.4.3. Families

2.5. Quality Factors for the Creation of an Educational Project

2.5.1. Inclusive vs. Exclusionary Center Projects

 2.5.1.1. At Student Body Level
 2.5.1.2. At Faculty Level
 2.5.1.3. Methodologies

2.6. Difficulty with Change and Accommodation to Reality

2.6.1. Comfort Zone
2.6.2. Fears and Weaknesses

2.7. Analysis of Results and New Proposals

2.7.1. At External Testing Level
2.7.2. At Internal Testing Level
2.7.3. Satisfaction of Families with the Different Elements (curricular, personnel, etc.)
2.7.4. Teacher Satisfaction

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