Psychologists working in development cooperation should update their knowledge to discover the main Intervention Strategies in Developmental Education”

To speak of Education for Development is to speak of the future of societies. A future centered on sustainable growth, in which all the actors involved have to contribute with their knowledge for a common objective: Preserve natural resources for the sustainability of future generations.

To promote this objective, TECH has designed this comprehensive program on Intervention Strategies in Developmental Education, thanks to which students will learn where, how and when this concept arises, the challenges it has to face and the strategic lines of action, among other aspects. 

In this way, students in this program will learn about specific organizations that work for environmental law, such as UNEP, or the existence of various humanitarian movements whose mission is to enforce the objectives set at international summits.

It should be taken into account that all the work carried out within the framework of Education for Development is guided by specific guidelines to be followed, as set out in the Master Plan of the Intervention Strategies in Developmental Education, which must be applied to the projects carried out in different regions of the world. 

One of the main advantages of this Postgraduate certificate is that, as it is a 100% online program, the Psychologists will be able to combine the study of this comprehensive program with the rest of his daily obligations, choosing at all times where and when to study. A high-level program that will take these professionals to the highest level in their field.

A high-level educational program created by the best experts in the field, which will allow you to achieve professional success"

This Postgraduate certificate in Intervention Strategies in Developmental Education contains the most complete and up-to-date program on the market. The most important features include: 

• The development of case studies presented by experts in international cooperation of peoples
• 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 information on Intervention Strategies in Developmental Education
• Practical exercises where the self-assessment process can be carried out to improve learning
• Emphasis on innovative methodologies in International Development Cooperation
• 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 Intervention Strategies in Development Education, you will obtain a Postgraduate certificate from TECH Global University"

It includes in its teaching staff, professionals belonging to the field of international cooperation, who bring to this program the experience of their work, in addition to recognized specialists from prestigious reference societies and 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 learning experience designed to prepare for real-life situations. 

The design of this program focuses on Problem-Based Learning, through which Psychologists must try to solve the different professional practice situations that arise. For this purpose, the specialists will be assisted by an innovative interactive video system developed by renowned and experienced experts in Intervention Strategies in Development Education.

Increase your confidence in decision-making by updating your knowledge through this program"

We offer you the most complete program with the best teaching methodology"
 

The contents have been structured and designed by a team of professionals from the best educational centers and universities in the country, who are aware of the relevance of current innovation and who are committed to quality teaching through new educational technologies.  

A comprehensive teaching program, structured in well-developed teaching units, oriented towards efficient and swift learning that is compatible with your personal and professional life"

Module 1. Education for Human and Sustainable Development

1.1. Education for Human and Sustainable Development 

1.1.1. Introduction 
1.1.2. Economic, Social and Sustainable Growth 
1.1.3. Sustainable Development, Sustainability and Education 
1.1.4. Education on Sustainable Development and Education for Sustainable Development 

1.1.4.1. Main Differences 
1.1.4.2. Sustainability 
1.1.4.3. Sustainable Development 

1.1.5. Education for Sustainable Development (ESD) 
1.1.6. Bibliography 

1.2. Developmental Education and Its Evolution 

1.2.1. Introduction 
1.2.2. Developmental Education Goals 

1.2.2.1. Purpose of Developmental Education Activities 
1.2.2.2. Purpose of Developmental Education 

1.2.3. Dimensions of Developmental Education 
1.2.4. The History of Developmental Education 
1.2.5. Redirect Education 
1.2.6. Guidelines for Sustainable Development 
1.2.7. Exercises to Introduce the Concept of Sustainable Development 

1.2.7.1. Take Everything Today or Everyone Always Takes It 
1.2.7.2. Take Everything Today or Everyone Always Takes it II 
1.2.7.3. Observations on the Game: “Take Everything Today or Everyone Always Takes” II 

1.2.8. Bibliography 

1.3. Intervention Strategies in Developmental Education 

1.3.1. Formal, Non-Formal and Informal Education 
1.3.2. Redirect Education 
1.3.3. Components of Education for Sustainable Development 
1.3.4. Guidelines for Sustainable Development 
1.3.5. Problems 
1.3.6. Framework for Teaching or Discussing Environmental Issues 
1.3.7. Skills 
1.3.8. Perspectives 
1.3.9. Bibliography 

1.4. Challenges of Developmental Education in Spain and in the World 

1.4.1. Introduction 
1.4.2. Components of ESD (Education for Sustainable Development) 

1.4.2.1. Values 

1.4.3. Challenges and Barriers for ESD 

1.4.3.1. Challenges Faced by ESD 

1.4.4. Bibliography 

1.5. Education, Participation and Social Transformation 

1.5.1. Introduction 

1.5.1.1. The Administration During Change 

1.5.2. Process to Generate Change 

1.5.2.1. Make the Decision to Act 
1.5.2.2. Support Your Decision with a Reason 
1.5.2.3. Prepare a Communication Strategy to Share Your Vision with Stakeholders and the Community 
1.5.2.4. Prepare Final and Intermediate Goals 
1.5.2.5. Establish Programmatic Assessment Methods and Responsibilities 
1.5.2.6. Review and Revise Final and Interim Goals 
1.5.2.7. Rewards and Celebrations 

1.5.3. Exercises to Create Community Sustainability Goals through Public Participation 

1.5.3.1. Know Your Neighbors 
1.5.3.2. Generate Consensus 
1.5.3.3. Your Community through a Sustainability Lens 

1.5.4. Bibliography 

1.6. Stakeholders of Developmental Education 

1.6.1. Introduction 
1.6.2. Stakeholders: General State Administration 
1.6.3. Stakeholders: Ministry of Foreign Affairs and Cooperation: Secretary of State for International Cooperation and Ibero-America and the Caribbean (SSICIAC) 
1.6.4. Stakeholders: Ministry of Education and Science 
1.6.5. Other Ministries: 
1.6.6. Cooperation Council 
1.6.7. NGDO 
1.6.8. Stakeholders: Coordination of Non-Governmental Development Organizations of Spain (CONGDE) 
1.6.9. Stakeholders: European Space 
1.6.10. Other Stakeholders: 

1.6.10.1. Media 
1.6.10.2. Networks, Associations and Social Movements 

1.6.11. Actors: Universities 
1.6.12. Bibliography 

1.7. Education for Development in the Formal, Non-Formal and Informal Spheres 

1.7.1. Redirecting Existing Education 

1.7.1.1. Points to Consider 
1.7.1.2. Education as a Great Hope for a Sustainable Future 

1.7.2. The Story of Professor Mafalda 

1.7.2.1. Context 
1.7.2.2. Structure 
1.7.2.3. Attributes of Global Citizenship 
1.7.2.4. Practical Recommendations According to Some Determining Factors 

1.7.3. Bibliography 

1.8. Comparative Developmental Education Strategy of the Cooperation 

1.8.1. Introduction 
1.8.2. Concept of Non-Formal Education 
1.8.3. EPD Activities in Non-Formal Education 
1.8.4. Informal Education 
1.8.5. Areas in Informal Education 

1.8.5.1. Media 
1.8.5.2. Advocacy Awareness Campaigns 
1.8.5.3. Studies, Research and Publications 
1.8.5.4. Internet and Social Networks 

1.8.6. Recommendations 
1.8.7. Bibliography

1.9. Developmental Education Action Areas According to the Cooperation Master Plan 

1.9.1. Introduction 
1.9.2. Education Strategy for the Development of the Fifth Master Plan of the Spanish Cooperation 
1.9.3. Objectives of the Master Plan for Developmental Education 
1.9.4. Sectoral Strategies of the Master Plan for Developmental Education 

1.9.4.1. PAS 
1.9.4.2. Strategies 

1.9.5. AECID's Strategic Lines in Developmental Education 
1.9.6. Generation of Global Citizenship on Social Networks 
1.9.7. Bibliography 

1.10. Developmental Education Projects Worldwide 

1.10.1. Introduction 
1.10.2. Social Economy "Zafra Local" of the NGDO, Páramo Movement, Cooperation and Development 

1.10.2.1. What Is This Project Based On? 
1.10.2.2. Project Objectives 
1.10.2.3. Local Currency as the Backbone of the Project 
1.10.2.4. Examples in Spain
1.10.2.5. Examples in Europe 
1.10.2.6. Two Formats 
1.10.2.7. Currency to Support Local Commerce 
1.10.2.8. Currency to Favor Local Commerce 
1.10.2.9. Solidarity Currency 
1.10.2.10. Fair Currency 
1.10.2.11. Participatory Process 

1.10.3. Bibliography 

Module 2. Human Rights (HR) and International Humanitarian Law (IHL) 

2.1. Human Rights and International Humanitarian Law

2.1.1. Introduction
2.1.2. Concept and Definition of Human Rights 
2.1.3. Universal Declaration of Human Rights. Manager 

2.1.3.1. What Is the Universal Declaration of Human Rights? 
2.1.3.2. Authors of the Universal Declaration of Human Rights 
2.1.3.3. Preamble of the Universal Declaration of Human Rights 
2.1.3.4. Articles of the Universal Declaration of Human Rights 

2.1.4. Bibliography 

2.2. International Humanitarian Law (IHL) 

2.2.1. What Is International Humanitarian Law? (IHL) 
2.2.2. Branches of IHL 
2.2.3. Geneva Convention and Fundamental Norms Underpinning the Geneva Conventions 
2.2.4. Scope of International Human Rights Law 

2.2.4.1. General Prohibitions and Restrictions on Certain Methods and Means of Warfare 
2.2.4.2. Specific Prohibitions and Restrictions 

2.2.5. When Does IHL Apply? 
2.2.6. Who Does IHL Protect and How? 
2.2.7. Bibliography

2.3. The UN and Human Rights. Manager 

2.3.1. The UN United Nations Organization 

2.3.1.1. What Is It? 
2.3.1.2. The History of the UN 
2.3.1.3. The UN and Human Rights 

2.3.2. How Does the UN Promote and Protect Human Rights? 

2.3.2.1. High Commissioner for Human Rights 
2.3.2.2. Human Rights Council 
2.3.2.3. UNDG-HRM 
2.3.2.4. Special Advisors on the Prevention of Genocide and the Responsibility to Protect 

2.3.3. Conclusions 
2.3.4. Bibliography 

2.4. Human Rights  Protection Tools of the UN 

2.4.1. Introduction 
2.4.2. Legal Tools Assisting the UN in the Protection of Human Rights 

2.4.2.1. The International Bill of Human Rights 
2.4.2.2. Democracy 
2.4.2.3. Other UN Bodies in Charge of Protecting Human Rights 

2.4.3. Several Agencies Dealing with Different Issues 
2.4.4.  General Secretary 
2.4.5. United Nations Peace Operations 
2.4.6. Commission on the Status of Women (CSW) 
2.4.7. Bibliography 

2.5. International Human Rights Law 

2.5.1. Introduction 
2.5.2. What Is International Human Rights Law?

2.5.2.1. Characteristics of International Human Rights Law 

2.5.3. Main Differences between International Humanitarian Law and International Human Rights Law 
2.5.4. Crimes against Humanity 

2.5.4.1. Crimes against Humanity throughout History 

2.5.5. Bibliography 

2.6. Non-Governmental Organizations and Human Rights. Manager 

2.6.1. Introduction 

2.6.1.1. What Is a NGDO? 

2.6.2. NGOs and Human Rights 
2.6.3. Categories of Human Rights NGOs 
2.6.4. Main Characteristics of Human Rights NGOs 
2.6.5. Bibliography 

2.7. Human Rights Violations around the World 

2.7.1. Introduction 
2.7.2. Cases of Violation of Human Rights per articles 

2.7.2.1. Article 3: Right to Live in Freedom 
2.7.2.2. Article 4: No Slavery
2.7.2.3. Article 5: No Torture 
2.7.2.4. Article 13: Freedom of Movement 
2.7.2.5. Article 18: Freedom of Thought 
2.7.2.6. Article 19: Freedom of Expression 
2.7.2.7. Article 21: Right to Democracy 

2.7.3. Bibliography 

2.8. Environmental Human Rights 

2.8.1. Environmental Protection as a Human Right 
2.8.2. Does the Environment Have Rights? 
2.8.3. Evolution of Human Rights in the Face of No Rights Cases 
2.8.4. Rights of Nature Evolution 

2.8.4.1. Statement of Intent. Special Rapporteur 

2.8.5. Environmental Law 

2.8.5.1. UNEP United Nations Environment Program 

2.8.6. Bibliography 

2.9. Human Rights NGOs 

2.9.1. Introduction 
2.9.2. List of Human Rights NGOs 

2.9.2.1. 1 Kilo of Aid 
2.9.2.2. B. Soleil d’Afrique 
2.9.2.3. Aasara 
2.9.2.4. Andean Action 
2.9.2.5. Global Solidarity Action 
2.9.2.6. Verapaz Act

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