Un aprendizaje completo centrado en el uso inmediato de lo aprendido, que te permitirá aprender a realizar una eficiente organización de la orientación en los Centros Educativos”

Los recursos que el profesional encontrará en este Postgraduate certificate le permitirán obtener mejores resultados a medio y largo plazo tanto en la decisión vocacional como en la preparación para la vida laboral de sus alumnos. 

Tanto las actividades propuestas como los enfoques innovadores de orientación que se encuentran en este programa, permitirán al alumno mejorar en sus competencias profesionales y en los resultados de su departamento en el centro.

Esta titulación hace que los profesionales de este campo aumenten su capacidad de éxito, lo que revierte, en una mejor praxis y actuación que repercutirá directamente en el tratamiento educativo, en la mejora del sistema educativo y en el beneficio social para toda la comunidad.

Se trata así, de un programa 100% online, donde el alumno podrá encontrar información que le permita profundizar en los modelos y técnicas de intervención en la orientación para los estudiantes de los centros educativos. 

Un paso de alto nivel que se convertirá en un proceso de mejora, no solo profesional, sino personal. 

Un programa creado para profesionales como tú, que buscan la excelencia dentro del campo profesional” 

Este Postgraduate certificate en Organizational Development of Guidance in Schools contiene el programa universitario más completo y actualizado del mercado. Sus características más destacadas son:

• El desarrollo de 100 casos prácticos presentados por expertos en Desarrollo Organizativo de la Orientación en los Centros Educativos
• Sus contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos, recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional
• Novedades sobre detección e intervención en Desarrollo Organizativo de la Orientación en los Centros Educativos
• Contiene ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje
• Sistema interactivo de aprendizaje basado en algoritmos para la toma de decisiones sobre las situaciones planteadas
• Con especial hincapié en metodologías basadas en la evidencia en Desarrollo Organizativo de la Orientación en los Centros Educativos
• Todo esto se complementará con lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual
• Disponibilidad de los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

Incorpora las más novedosas maneras de gestionar y organizar la intervención del departamento de orientación con este completo programa”

Incluye en su cuadro docente profesionales pertenecientes al ámbito del Organizational Development of Guidance in Schools, que vierten en esta capacitación la experiencia de su trabajo, además de reconocidos especialistas pertenecientes a sociedades de referencia y universidades de prestigio.

Gracias a su contenido multimedia elaborado con la última tecnología educativa, permitirán al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará un aprendizaje inmersivo programado para entrenarse ante situaciones reales.

El diseño de este programa está basado en el aprendizaje basado en problemas, mediante el cual el profesional deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del programa. Para ello, el profesional contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo del Organizational Development of Guidance in Schools y con gran experiencia docente.

Este programa marca la diferencia entre un profesional con muchos conocimientos y un profesional que sabe aplicarlos el ejercicio diario de su profesión"

Un completo programa que te impulsará hasta los más altos niveles de capacidad en esta área"

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”