Promoting human and sustainable development is fundamental to achieve an egalitarian evolution of societies. If you wish to specialize in this field, we offer you the best program to do so”

International Cooperation is carried out in different areas: social, economic, humanitarian, reconstruction. The promotion of education is one of the most common actions carried out in regions where this fundamental right of citizens does not exist, or at least not in the way it is known in developed countries. However, in spite of the different actions carried out in the field of education, the Education for Human and Sustainable Development is still an undiscovered sector, in which much remains to be done.

Thanks to this program, students will learn about the work of NGODs dedicated to field work, as well as how these organizations are managed, their working methods, legislation, and commitments to important fields of work within 
international cooperation.

For this, TECH has a team of professionals from different professional areas who have extensive experience in the field of International Cooperation, so they have contributed to this program all their knowledge, backed by the experience of field work. In addition, this program has a large number of practical exercises, which will facilitate the understanding of the subject and make it more enjoyable to study.

This program is 100% online, so the Psychologist will be able to balance the program of this comprehensive Postgraduate certificate with the rest of their daily obligations, choosing at any time 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 Education for Human and Sustainable Development 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
• New developments on Education for Human and Sustainable Development
• 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 International Development Cooperation, 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 specialist will be assisted by an innovative interactive video system developed by renowned and experienced experts in Education for Human and Sustainable Development.  

Increase your decision-making confidence by updating your knowledge through this Postgraduate certificate"

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

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 education and are committed to quality teaching using 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. International Development Cooperation

1.1. International Development Cooperation 

1.1.1. Introduction 
1.1.2. What Is the International Development Cooperation? 
1.1.3. Objectives and Purpose of International Development Cooperation 
1.1.4. Objectives of International Cooperation for Spanish Development 
1.1.5. Evolution of the Spanish International Development Cooperation 
1.1.6. Origins and Historical Evolution of International Cooperation 
1.1.7. Europe's Reconstruction Plans in the Bipolar Conflict 
1.1.8. The Processes of Decolonization in the Postwar Years 
1.1.9. Crisis of the International Development Cooperation 
1.1.10. Changes in the Conception of International Development Cooperation 
1.1.11. Bibliography 

1.2. Modalities and Instruments of International Development Cooperation 

1.2.1. Introduction 
1.2.2. Main Tools of International Development Cooperation 

1.2.2.1. Development co-operation 
1.2.2.2. Education for Development 
1.2.2.3. Technical Assistance, Training and Research 
1.2.2.4. Humanitarian Action 

1.2.3. Other Cooperation Tools 

1.2.3.1. Economic Cooperation 
1.2.3.2. Financial Help 
1.2.3.3. Scientific and Technological Cooperation 
1.2.3.4. Food Aid 

1.2.4. Modalities of the International Development Cooperation 
1.2.5. Types of Modalities 

1.2.5.1. Modality According to the Origin of the Funds 

1.2.6. Types of Aid According to the Stakeholders Channeling International Development Cooperation Funds 

1.2.6.1. Bilateral 
1.2.6.2. Multilateral 
1.2.6.3. Decentralized Cooperation 
1.2.6.4. Non-Governmental Cooperation 
1.2.6.5. Business Cooperation 

1.2.7. According to the Geopolitical Situation and Level of Development of Donor and Recipient Countries 
1.2.8. Depending on the Existence or Non-Existence of Limitations on the Application of Funds 
1.2.9. Other Cooperation Tools Co-Development 

1.2.9.1. Co-Development Interventions 

1.2.10. Bibliography 

1.3. Multilateral OrganizationsOrganismos multilaterales 

1.3.1. The International Development Cooperation System 
1.3.2. International Development Cooperation Stakeholders 
1.3.3. Stakeholders in the Official Development Assistance System 
1.3.4. Definitions of Relevant International Organizations (IOs) 
1.3.5. Characteristics of International Organizations 

1.3.5.1. Types of International Organizations 

1.3.6. Advantages of Multilateral Cooperation 
1.3.7. Contributions of International Organizations to the Multilateral System 
1.3.8. Multilateral Financial Institutions (MFIs) 

1.3.8.1. Characteristics of MFIs 
1.3.8.2. Composition of MFIs 
1.3.8.3. Types of MFIs 

1.3.9. Bibliography 

1.4. Sources of International Development Cooperation 

1.4.1. Introduction 
1.4.2. Difference between Governmental and Non-Governmental Cooperation 
1.4.3. Multilateral Financial Institutions 
1.4.4. The International Monetary Fund 
1.4.5. United States Agency for International Development USAID 

1.4.5.1. Who are They? 
1.4.5.2. The History of USAID 
1.4.5.3. Intervention Sectors 

1.4.6. The European Union 

1.4.6.1. Objectives of the EU 
1.4.6.2. General Objectives of EU External Action 

1.4.7. Non-Financial Multilateral Institutions 

1.4.7.1. List of Non-Financial Multilateral Institutions 
1.4.7.2. Actions by Non-Financial Multilateral Institutions 

1.4.8. United Nations Organization 
1.4.9. Bibliography 

1.5. Spanish Cooperation Master Plan 2018-2021 

1.5.1. Introduction 
1.5.2. Action and Management Challenges for Spanish Cooperation 
1.5.3. What Is a Master Plan? 

1.5.3.1. Spanish Cooperation Master Plan 
1.5.3.2. Areas Composing the Fifth Spanish Cooperation Master Plan 

1.5.4. Goals of the Master Plan 

1.5.4.1. Goals of the Fifth Master Plan of the Spanish Cooperation 

1.5.5. Geographic Priorities for Action under the Master Plan of the IADC 
1.5.6. The 2030 Agenda 

1.5.6.1. What Is Agenda 2030? 
1.5.6.2. Development of Agenda 2030 
1.5.6.3. General Specifications 
1.5.6.4. Implementation of Agenda 2030 

1.5.7. Bibliography 

1.6. Humanitarian Action 

1.6.1. Introduction 
1.6.2. Humanitarian Aid in the International Context 
1.6.3. Tendencies in Humanitarian Action 
1.6.4. Main Goals of Humanitarian Action 
1.6.5. First Strategy for Humanitarian Action in Spanish Cooperation 
1.6.6. AECID and Humanitarian Action 
1.6.7. The Financing of Humanitarian Action and Its Evolution 
1.6.8. Principles of International Human Rights Law and Humanitarian Action 
1.6.9. Summary 
1.6.10. Bibliography 

1.7. Gender Approach in International Development Cooperation 

1.7.1. Introduction 
1.7.2. What Is the Gender Approach? 
1.7.3. Why Is It Important to Incorporate the Gender Approach in Development Processes? 
1.7.4. Gender Approaches in International Development Cooperation 
1.7.5. Strategic Lines of Work on the Gender Approach in International Development Cooperation 
1.7.6. Objectives of the Fifth Master Plan for Spanish Cooperation Regarding the Promotion of Men's and Women's Rights and Opportunities 
1.7.7. Priority Equality Goals in the Spanish Development Cooperation 
1.7.8. Sectoral Gender Strategy in Spanish Development Cooperation 
1.7.9. Gender Mainstreaming Guide 
1.7.10. Bibliography 

1.8. Focus on Human Rights In International Development Cooperation 

1.8.1. Introduction 
1.8.2. Human Rights 
1.8.3. Human Rights Approach to Development Cooperation 
1.8.4. How the Human Rights Approach Emerged 
1.8.5. Elements Provided by the Human Rights Approach to International Development Cooperation 

1.8.5.1. New Frame of Reference: International Human Rights Standards 
1.8.5.2. New Look at Capacity Building 
1.8.5.3. Participation in Public Policy 
1.8.5.4. Accountability 

1.8.6. Challenges of the Human Rights Approach in Development Cooperation Interventions 
1.8.7. Challenges in Project Identification and Formulation 
1.8.8. Challenges in Project Execution 
1.8.9. Challenges in Project Monitoring and Assessment 
1.8.10. Bibliography 

1.9. Human Mobility and Migration 

1.9.1. Introduction 
1.9.2. Migration 

1.9.2.1. First Human Movements 
1.9.2.2. Types of Migrations 
1.9.2.3. Causes of Migrations 

1.9.3. Migratory Processes in the Era of Globalization 

1.9.3.1. Improved Living Conditions 
1.9.3.2. Vulnerability and Migration 

1.9.4. Human Safety and Conflict 
1.9.5. Challenges of the International Asylum System 
1.9.6. The OHCHR 
1.9.7. Human Rights Based Migration Strategy 
1.9.8. Bibliography 

Module 2. Education for Human and Sustainable Development 

2.1. Education for Human and Sustainable Development 

2.1.1. Introduction 
2.1.2. Economic, Social and Sustainable Growth 
2.1.3. Sustainable Development, Sustainability and Education 
2.1.4. Education on Sustainable Development and Education for Sustainable Development

2.1.4.1. Main Differences
2.1.4.2. Sustainability 
2.1.4.3. Sustainable Development 

2.1.5. Education for Sustainable Development (ESD) 
2.1.6. Bibliography 

2.2. Development Education and Its Evolution

2.2.1. Introduction 
2.2.2. Development Education Goals 

2.2.2.1. Purpose of Development Education Activities 
2.2.2.2. Purpose of Development Education 

2.2.3. Dimensions of Development Education 
2.2.4. The History of Development Education 
2.2.5. Redirect Education 
2.2.6. Guidelines for Sustainable Development 
2.2.7. Exercises to Introduce the Concept of Sustainable Development 

2.2.7.1. Take Everything Today or Everyone Always Take 
2.2.7.2. Take Everything Today or Everyone Takes All the Time (II) 
2.2.7.3. Observations on the Game: “Take Everything Today or Everyone Takes All the Time(II)” 

2.2.8. Bibliography 

2.3. Development Education Intervention Strategies 

2.3.1. Formal, Non-Formal and Informal Education 
2.3.2. Redirect Education 
2.3.3. Components of Education for Sustainable Development 
2.3.4. Guidelines for Sustainable Development 
2.3.5. Problems
2.3.6. Framework for Teaching or Discussing Environmental Issues 
2.3.7. Skills 
2.3.8. Perspectives 
2.3.9. Bibliography 

2.4. Challenges of Development Education in Spain and in the World 

2.4.1. Introduction 
2.4.2. Components of ESD (Education for Sustainable Development) 

2.4.2.1. Values 

2.4.3. Challenges and Barriers for ESD 

2.4.3.1. Challenges Faced by ESD 

2.4.4. Bibliography 

2.5. Education, Participation and Social Transformation 

2.5.1. Introduction 

2.5.1.1. The Administration During Change 

2.5.2. Process to Generate Change 

2.5.2.1. Make the Decision to Act 
2.5.2.2. Support Your Decision with a Reason 
2.5.2.3. Prepare a Communication Strategy to Share Your Vision with Stakeholders and the Community 
2.5.2.4. Prepare Final and Intermediate Goals 
2.5.2.5. Establish Programmatic Assessment Methods and Responsibilities 
2.5.2.6. Review and Revise Final and Interim Goals 
2.5.2.7. Rewards and Celebrations 

2.5.3. Exercises to Create Community Sustainability Goals through Public Participation 

2.5.3.1. Know Your Neighbors 
2.5.3.2. Generate Consensus 
2.5.3.3. Your Community through a Sustainability Lens 

2.5.4. Bibliography 

2.6. Stakeholders of Development Education 

2.6.1. Introduction 
2.6.2. Stakeholders: General State Administration 
2.6.3. Stakeholders: Ministry of Foreign Affairs and Cooperation: Secretary of State for International Cooperation and Ibero-America and the Caribbean (SSICIAC) 
2.6.4. Stakeholders: Ministry of Education and Science 
2.6.5. Other Ministries: 
2.6.6. Cooperation Council 
2.6.7. NGDO
2.6.8. Stakeholders: Coordination of Non-Governmental Development Organizations of Spain (CONGDE) 
2.6.9. Stakeholders: European Space 
2.6.10. Other Stakeholders: 

2.6.10.1. Media 
2.6.10.2. Networks, Associations and Social Movements 

2.6.11. Actors: Universities 
2.6.12. Bibliography 

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

2.7.1. Redirecting Existing Education 

2.7.1.1. Points to Consider 
2.7.1.2. Education as a Great Hope for a Sustainable Future 

2.7.2. The Story of Professor Mafalda 

2.7.2.1. Context 
2.7.2.2. Structure 
2.7.2.3. Attributes of Global Citizenship 
2.7.2.4. Practical Recommendations According to Some Determining Factors 

2.7.3. Bibliography 

2.8. Comparative Development Education Strategy of the Cooperation 

2.8.1. Introduction 
2.8.2. Concept of Non-Formal Education 
2.8.3. EPD Activities in Non-Formal Education 
2.8.4. Informal Education 
2.8.5. Areas in Informal Education 

2.8.5.1. Media 
2.8.5.2. Advocacy Awareness Campaigns 
2.8.5.3. Studies, Research and Publications 
2.8.5.4. Internet and Social Networks 

2.8.6.  Recommendations 
2.8.7. Bibliography 

2.9. Development Education. Action Areas According to the Cooperation Master Plan 

2.9.1. Introduction 
2.9.2. Education Strategy for the Development of the Fifth Master Plan of the Spanish Cooperation  
2.9.3. Objectives of the Master Plan for Development Education 
2.9.4. Sectoral Strategies of the Master Plan for Development Education 

2.9.4.1. PAS 
2.9.4.2. Strategies 

2.9.5. AECID's Strategic Lines for Development Education 
2.9.6. Generation of Global Citizenship on Social Networks 
2.9.7. Bibliography 

2.10. Development Education Projects Worldwide 

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

2.10.2.1. What Is This Project Based On? 
2.10.2.2. Project Objectives 
2.10.2.3. Local Currency as the Backbone of the Project 
2.10.2.4. Examples in Spain 
2.10.2.5. Examples in Europe 
2.10.2.6. Two Formats 
2.10.2.7. Currency to Support Local Commerce 
2.10.2.8. Currency to Favor Local Commerce
2.10.2.9. Solidarity Currency 
2.10.2.10. Fair Currency 
2.10.2.11. Participatory Process 

2.10.3. Bibliography

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