This Postgraduate diploma in Types of Educational Projects. Holistic Analysis will provide you with a sense of confidence in your profession, which will help you grow personally and professionally”

Educational projects are executed under a sequence of planned tasks with the intention of practice and productivity, thus, there are many that manage to develop from this scheme regardless of their objective or vision. The purposes may vary, since not all projects have the same purpose, however, most of them follow the same management model. 

In this way, students who wish to implement or want to be part of educational projects have to identify the bases for execution, without forgetting to analyze what type of project they wish to implement. There are sports, artistic, scientific or different types of projects, each with a specific purpose, but with the characteristic that they will serve for student growth.  

The strategic management of the different educational projects must also develop their main objective, whether it is of a sporting, scientific or artistic nature. Talking a little about the typologies, the student will find within the content of this program the fundamental bases for the different types of projects, from which they will be able to draw specific information.  

It is a 100% online program that will allow students to study it from the comfort of their homes, without cumbersome schedules and without having to attend classes in person. Students can also download all the content of the program to review it whenever they want from any mobile device with an internet connection.   

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

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

• Case studies presented by experts in Types of Educational Projects. Holistic Analysis
• 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. Holistic Analysis
• 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. Holistic Analysis
• 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 diploma may be the best investment you can make in selecting a refresher program for two reasons: in addition to updating your knowledge in Types of Educational Projects. Holistic Analysis, you will obtain a qualification from TECH Global University"

Its teaching staff includes professionals belonging to the field of Types of Educational Projects. Holistic Analysis 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 Types of Educational Projects. Holistic Analysis, with great experience in the educational field.

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Take the opportunity to learn about the latest advances in Types of Educational Projects. Holistic Analysis 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 diploma in Types of Educational Projects. Holistic Analysis 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

1.5.8.1.1. Project Participants
1.5.8.1.2. Roles and Functions

1.5.8.2. Materials

1.5.8.2.1. Resources
1.5.8.2.2. Project Implementation

1.5.8.3. Technologies

1.5.8.3.1. 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. Associations
1.6.5.3. 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. Effective
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. Consensus Assumed and Shared

1.10. Conclusion

1.10.1. Digitization
1.10.2. Collaboration
1.10.3. Transformation

Module 2. Types of Educational Projects

2.1. Technological Projects

2.1.1. Virtual Reality
2.1.2. Augmented Reality
2.1.3. Mixed Reality
2.1.4. Digital Whiteboards
2.1.5. iPad or Tablet Project
2.1.6. Cell Phones in the Classroom
2.1.7. Educational Robotics
2.1.8. Artificial Intelligence
2.1.9. E-learning and Online Education
2.1.10. 3D Printing

2.2. Methodological Projects

2.2.1. Gamification
2.2.2. Game-Based Education
2.2.3. Flipped Classroom
2.2.4. Project-Based Learning
2.2.5. Problem-Based Learning
2.2.6. Thought-Based Learning
2.2.7. Skill-Based Learning
2.2.8. Cooperative Learning
2.2.9. Design Thinking
2.2.10. Montessori Methodology
2.2.11. Musical Pedagogy
2.2.12. Educational Coaching

2.3. Value Projects

2.3.1. Emotional Education
2.3.2. Anti-Bullying Projects
2.3.3. Projects to Support Associations
2.3.4. Projects in Favor of Peace
2.3.5. Projects in Favor of Stopping Discrimination
2.3.6. Solidarity Projects
2.3.7. Projects Against Gender Violence
2.3.8. Inclusion Projects
2.3.9. Intercultural Projects
2.3.10. Coexistence Projects

2.4. Evidence-Based Projects

2.4.1. Introduction to Evidence-Based Projects
2.4.2. Previous Analysis
2.4.3. Determining the Objective
2.4.4. Scientific Research
2.4.5. Choosing a Project
2.4.6. Local or National Contextualization
2.4.7. Viability Study
2.4.8. Implementation of Evidence-Based Projects
2.4.9. Monitoring of Evidence-Based Projects
2.4.10. Evaluation of Evidence-Based Projects
2.4.11. Publication of Results

2.5. Artistic Projects

2.5.1. The Opera as a Learning Vehicle
2.5.2. Theater
2.5.3. Musical Projects
2.5.4. Choirs and Orchestras
2.5.5. Projects on the Infrastructure of the Center
2.5.6. Visual Art Projects
2.5.7. Design Technology Art Projects
2.5.8. Decorative Art Projects
2.5.9. Street Projects
2.5.10. Projects Centered on Creativity

2.6. Sanitary Projects

2.6.1. Nursing Services
2.6.2. Healthy Eating Projects
2.6.3. Dental Projects
2.6.4. Ophthalmic Projects
2.6.5. First Aid Plan
2.6.6. Emergency Plan
2.6.7. Projects with External Health Framework Entities
2.6.8. Personal Grooming Projects

2.7. Sports Projects

2.7.1. Construction or Remodeling of Playgrounds
2.7.2. Construction or Remodeling of Sports Facilities
2.7.3. Creation of Sports Clubs
2.7.4. Extracurricular Classes
2.7.5. Individual Sports Projects
2.7.6. Collective Sports Projects
2.7.7. Sports Competitions
2.7.8. Projects with External Sports Entities
2.7.9. Projects for the Generation of Healthy Habits

2.8. Language Projects

2.8.1. On-site Language Immersion Projects
2.8.2. Local Language Immersion Projects
2.8.3. International Language Immersion Projects
2.8.4. Phonetic Projects
2.8.5. Conversation Assistants
2.8.6. Native Teachers
2.8.7. Preparation for Official Language Exams
2.8.8. Projects to Encourage Language Learning
2.8.9. Exchange Projects

2.9. Excellence Projects

2.9.1. Reading Improvement Projects
2.9.2. Calculation Improvement Projects
2.9.3. Foreign Language Improvement Projects
2.9.4. Collaboration with Prestigious Entities
2.9.5. Competitions and Prizes
2.9.6. Projects for External Evaluation
2.9.7. Connection with Businesses
2.9.8. Preparation for Standardized Tests of Recognition and Prestige
2.9.9. Excellence Projects in Culture and Sport
2.9.10. Advertising

2.10. Other Innovation Projects

2.10.1. Outdoor Education
2.10.2. Youtubers and Influencers
2.10.3. Mindfulness
2.10.4. Peer Tutoring
2.10.5. RULER Method
2.10.6. School Gardens
2.10.7. Learning Community
2.10.8. Democratic School
2.10.9. Early Stimulation

Module 3. Benefits of Implementing an Educational Project

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

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

3.1.3.1. Towards Tradition. Self-Identity/Character, Mission
3.1.3.2. Towards the Future. The Style, The Vision
3.1.3.3. The Future-Tradition Bond: Presence, Values

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

3.2. For Students and Their Families.

3.2.1. The Image of the Center Says a Lot About Its Educational Project
3.2.2. Relational Dimensions of the Educational Project

3.2.2.1. Towards the Internal Addressees of the Educational Action: The Students
3.2.2.2. Towards the External Partners of the Educational Action: The Families

3.2.3. Communication and Consistency
3.2.4. Essential Communicative Dimensions of an Educational Project
3.2.5. Identity. A Well-Founded, Comprehensive Education, Rooted in Tradition
3.2.6. Style. The Learning of Knowledge and Skills in the Field of Character Development
3.2.7. Presence. The Education of Today’s Citizens with an Imprint
3.2.8. The Three Dimensions of the Educational Project as the Basis of School Marketing
3.2.9. Client Relationships and Membership

3.3. For Educators: Teachers and Other Personnel

3.3.1. Educators as Stakeholders
3.3.2. Educators, the Cornerstone of an Educational Project
3.3.3. Human Capital, Social Capital and Decision-Making Capital
3.3.4. The Indispensable Participation of Educators in Shaping the Educational Project
3.3.5. Climate and Consistency
3.3.6. Project, Change and People: It Is Not Possible to Regulate All Three
3.3.7. Identity. Clarity of Educational Intentions and Educator Identity
3.3.8. Style. Formation of a Form of Presence, Methodological Principles and Common Didactic Practices
3.3.9. Presence. Establishment of Educational Priorities, Organizational Structures, Training Needs, etc.
3.3.10. The Three Dimensions of the Educational Project as the Core of Human Resources Management

3.4. For the Center’s Driving Force I: Improvement in Managerial Style

3.4.1. Main Drivers of a School: Management Style, Leaders and Collective Alignment
3.4.2. Educational Project and Management of the Center
3.4.3. The Leading Manager as a Moral Reference
3.4.4. The Managerial Style as a Pedagogical Reference
3.4.5. Is It Possible to Speak of a Management Project?
3.4.6. Elements of Management Style Dependent on the Educational Project

3.4.6.1. Organizational Structures
3.4.6.2. Management Style
3.4.6.3. The Possibility of Other Leaderships
3.4.6.4. Forms of Participation and Delegation

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

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

3.5.1. Managers as Leaders
3.5.2. The Three Capitals of the Leader -Human, Social and Decisional- And the Educational Project
3.5.3. Bringing Talent to the Surface
3.5.4. Capability, Commitment and Service
3.5.5. Educational Project, Organizational Flexibility and Leadership
3.5.6. Educational Project, Innovation Processes and Leadership
3.5.7. Educational Project, Creativity and Leadership
3.5.8. Towards a Teaching Function in the Key of Leadership
3.5.9. Educating Leaders

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

3.6.1. The Need for Alignment
3.6.2. Main Obstacles for Alignment
3.6.3. The Leader as an Aligner
3.6.4. Lifelong Learning as an Educator: The Development of Own Lines of Competences
3.6.5. From the Teaching Backpack to Shared Teaching Habits
3.6.6. Educational Project and Development of a Professional Teaching Culture
3.6.7. Having Resources for Authentic Assessment
3.6.8. Assessment of the Quality of the Educational Service

3.6.8.1. Local Reality
3.6.8.2. Systemic Nature
3.6.8.3. Absolute Priority of Teaching-Learning Activities

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

3.7.1. The Importance of Educational Goals
3.7.2. The Importance of Scientific Knowledge on How We Learn
3.7.3. How Does the Evolution of a Center Manifest Itself?
3.7.4. Concentration on Growth Processes
3.7.5. Focus on Systematic Learning Processes
3.7.6. Prioritization of Active Methodologies: What Matters Is Learning
3.7.7. Prioritization of Situated Learning
3.7.8. Adequacy to the Demand of the Environment
3.7.9. Beyond Current Needs: An Educational Project With a “Vision for the Future”
3.7.10. Educational Project and Operational Research

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

3.8.1. The Educational Project as the Basis for an Adequate School Climate
3.8.2. Educational Project and Coexistence
3.8.3. Educational Project and Learning Style
3.8.4. Educational Project and Work Organization
3.8.5. Management Support
3.8.6. The Sustainability of Work in an Educational Center
3.8.7. Elements of Sustainability

3.8.7.1. The Center’s Strategic Plan
3.8.7.2. Practical Quality Indicators
3.8.7.3. The Global Assessment System
3.8.7.4. The Educational Tradition of the Company

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

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

3.9.2.1. Knowing the Environment
3.9.2.2. Interacting with It

3.9.3. Identification With Other Centers in the Same Institution or Area
3.9.4. From Peer-To-Peer Classroom Learning to Center-To-Center Learning
3.9.5. Shared Experiences
3.9.6. Institutional Framework Project and Own Educational Project

3.9.6.1. The Common Framework
3.9.6.2. Different Needs and Sensitivities
3.9.6.3. What Does the Global-Local Dialectic Bring to Our Own Educational Project?

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

3.10.1. Ideology, mission, character. Three Complementary Terms
3.10.2. The Mission Statement Underlies the Basic Lines of the Educational Project
3.10.3. The Educational Project Develops the Specific Character
3.10.4. Alignment Between the Educational Project and the Ideology
3.10.5. Shaping a Style of Doing and Reflecting in Education
3.10.6. Updates to the Educational Project Update the Perspective From Which New Realities Are Addressed
3.10.7. It Is Necessary to Return Periodically to Reflect on the Fundamentals
3.10.8. Ideology, Educational Project and Transmission of an Educational Tradition

Module 4. Circumstances that Influence the Programming and Implementation of the Educational Project

4.1. Scope of the Project

4.1.1. Ownership of the Center
4.1.2. Physical and socio-cultural situation where it is located

4.2. Personal Resources

4.2.1. Center Organization Chart in the Educational Project
4.2.2. Management Team
4.2.3. Professors
4.2.4. PAS
4.2.5. Non-Teaching Staff
4.2.6. Training
4.2.7. Hiring

4.3. Transparency of the Educational Project

4.3.1. Project Information
4.3.2. Results of Educational Practice

4.3. Involvement of Educational Agents

4.3.1. Personal Identification with the Project
4.3.2. Center Staff
4.3.3. Families

4.4. Quality Factors for the Creation of an Educational Project

4.4.1. Inclusive vs. Exclusionary Center Projects

4.4.1.1. At Student Body Level
4.4.1.2. At Faculty Level
4.4.1.3. Methodologies

4.5. Difficulty with Change and Accommodation to Reality

4.5.1. Comfort Zone
4.5.2. Fears and Weaknesses

4.6. Analysis of Results and New Proposals

4.6.1. At External Testing Level
4.6.2. At Internal Testing Level
4.6.3. Satisfaction of Families with the Different Elements (curricular, personnel, etc.)
4.6.4. Teacher Satisfaction

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