Achieve your professional growth and improvement goals with the support of a program created to empower the best" 

Why Study at TECH?

TECH is the world's largest 100% online business school. It is an elite business school, with a model based on the highest academic standards. A world-class centre for intensive managerial skills training.   

TECH is a university at the forefront of technology, and puts all its resources at the student's disposal to help them achieve entrepreneurial success"

At TECH Global University

Innovation

The university offers an online learning model that combines the latest educational technology with the most rigorous teaching methods. A unique method with the highest international recognition that will provide students with the keys to develop in a rapidly-evolving world, where innovation must be every entrepreneur’s focus.

"Microsoft Europe Success Story", for integrating the innovative, interactive multi-video system.  

The Highest Standards

Admissions criteria at TECH are not economic. Students don't need to make a large investment to study at this university. However, in order to obtain a qualification from TECH, the student's intelligence and ability will be tested to their limits. The institution's academic standards are exceptionally high...  

95% of TECH students successfully complete their studies.

Networking

Professionals from countries all over the world attend TECH, allowing students to establish a large network of contacts that may prove useful to them in the future.  

100,000+ executives trained each year, 200+ different nationalities.

Empowerment

Students will grow hand in hand with the best companies and highly regarded and influential professionals. TECH has developed strategic partnerships and a valuable network of contacts with major economic players in 7 continents.  

500+ collaborative agreements with leading companies.

Talent

This program is a unique initiative to allow students to showcase their talent in the business world. An opportunity that will allow them to voice their concerns and share their business vision. 

After completing this program, TECH helps students show the world their talent. 

Multicultural Context

While studying at TECH, students will enjoy a unique experience. Study in a multicultural context. In a program with a global vision, through which students can learn about the operating methods in different parts of the world, and gather the latest information that best adapts to their business idea. 

TECH students represent more than 200 different nationalities.   

Learn with the best

In the classroom, TECH teaching staff discuss how they have achieved success in their companies, working in a real, lively, and dynamic context. Teachers who are fully committed to offering a quality specialization that will allow students to advance in their career and stand out in the business world. 

Teachers representing 20 different nationalities. 

TECH strives for excellence and, to this end, boasts a series of characteristics that make this university unique:   

Analysis

TECH explores the student’s critical side, their ability to question things, their problem-solving skills, as well as their interpersonal skills.  

Academic Excellence

TECH offers students the best online learning methodology. The university combines the Relearning method (a postgraduate learning methodology with the highest international rating) with the Case Study. A complex balance between tradition and state-of-the-art, within the context of the most demanding academic itinerary.  

TECH is the world’s largest online university. It currently boasts a portfolio of more than 10,000 university postgraduate programs. And in today's new economy, volume + technology = a ground-breaking price. This way, TECH ensures that studying is not as expensive for students as it would be at another university.  

At TECH, you will have access to the most rigorous and up-to-date case studies in the academic community”

Developed by professionals of proven competence in this field, the contents of the Postgraduate diploma have been created based on a high-quality criterion in each of the learning moments. For this purpose, the most relevant and complete topics have been selected, with the latest and most interesting updates. For this reason, more and more professionals wish to specialize in this field, through high-quality programs such as the one offered by TECH, specifically on Educational Quality, which has the latest information in this field.  

With this program, the student acquires the ability to evaluate quality in the education system. A complex task, but of prime necessity"

Syllabus

The TECH Postgraduate diploma in Educational Quality is an intensive program that prepares students to face challenges and business decisions in the field of educational management. Its content is designed to promote the development of managerial skills that enable more rigorous decision making in all types of learning environments. 

Throughout 450 hours of study, students will examine a multitude of practical cases through individual work, which will allow them to acquire the necessary skills to successfully carry out their 
daily practice.  

This program deals in depth with different educational areas, providing them with the quality and fundamentals necessary to achieve excellence in the teaching environment, which enables the student to occupy management positions in important educational institutions of various kinds. 

A plan designed especially for students, focused on their professional improvement, that prepares them to achieve excellence in the field of education policies. A program that understands your needs and those of your company through innovative content based on the latest trends, and supported by the best educational methodology and an exceptional faculty, which will provide you with the competencies to solve critical situations in a creative and efficient way.  

The program lasts six months and is divided into three modules:  

Module 1. Education Policy and Comparative Education 
Module 2. Legislation and Legal Regime of Educational Organizations
Module 3. Quality Policies in Educational Organizations 

A unique, key, and decisive educational experience to boost your professional development and make the definitive leap"

Where, when and how is it taught?

TECH offers the possibility of developing this Postgraduate diploma in Educational Quality completely online. Over the course of 6 months, you will be able to access all the contents of this program at any time, allowing you to self-manage your study time.

Module 1. Education Policy and Comparative Education

1.1. Education and Education Policy 

1.1.1. Nature and Objectives of Education Policy 
1.1.2. Ideologies and Education 
1.1.3. Educational Systems and the Problem of Their Reform 

1.2. Fundamentals of Comparative Education 

1.2.1. Definition of Comparative Education 
1.2.2. Evolution of Comparative Education 
1.2.3. Current Perspectives of Comparative Education 
1.2.4. Aims and Sources of Comparative Education

1.3. Comparative Research Methodology 

1.3.1. Definition of the Methodological Design 
1.3.2. Phases of a Comparative Education Research 
1.3.3. Research Design 
1.3.4. Development of the Research

1.4. Sources and Resources of Comparative Education 

1.4.1. Organization of Information in Education 
1.4.2. Useful Resources and Tools for Comparative Education 
1.4.3. Example of Comparative Study Designs 

1.5. Educational Systems in Europe 

1.5.1. Regulation Models 
1.5.2. The French School Model 
1.5.3. The Educational System in England 
1.5.4. Educational Reform in Spain 

1.6. Supranational Education Policy 

1.6.1. Definition and Purpose of the Study 
1.6.2. Contemporary Supranational Educational Policies 
1.6.3. Types and Approaches to Supranational Policies 

1.7. International Organizations and Education 

1.7.1. Relevance of International Organizations in Education 
1.7.2. United Nations Agencies 
1.7.3. The World Bank 

1.8. The Educational Policy of the European Union 

1.8.1. Stages of European Education Policy 
1.8.2. Aims of the European Education Policy 
1.8.3. The Future of Community Education Policy 

1.9. International Overview of Education 

1.9.1. Context of Worldwide Education 
1.9.2. The 21st Century and Education 
1.9.3. Education, Sustainable Development and Peace 

1.10. Links between Comparative Research and Educational Policy 

1.10.1. Current Context between Comparative Research and Educational Policies 
1.10.2. Phases between Two Disciplines 
1.10.3. Methodology for the Comparative Study of Educational Policies 

Module 2. Legislation and Legal Regime of Educational Organizations

2.1. School Organization 

2.1.1. Complexity of School Organization 
2.1.2. School Organization and Its Elements 
2.1.3. School Organization and Educational Legislation 

2.2. Policy and Education Administration in Spain 

2.2.1. Education Policy in Spain 
2.2.2. The Education Administration in Spain: Its Levels and Distribution of Competences 
2.2.3. The Administrative Coordination Bodies of the Spanish Educational System 

2.3. Education Legislation and the Levels of Curricular Specification 

2.3.1. Education Legislation in Spain and the Normative Pyramid
2.3.2. The Education Legislation in Spain and the Different Types of Legal Standards 
2.3.3. The Levels of Curricular Concreteness in the Spanish educational system

2.4.  Recent Legislative Background 

2.4.1. The General Education Law and the Period of Democratic Transition 
2.4.2. The Organic Law Regulating the Right to Education (LODE) 
2.4.3. The Organic Law on the General Organization of the Education System (LOGSE) 
2.4.4. The Organic Law on the Participation, Evaluation and Governance of Education Centers (LOPEG). 
2.4.5. The Organic Law on the Quality of Education (LOCE). 
2.4.6. The Organic Law on Education (LOE) 
2.4.7. The Organic Law for the Improvement of the Quality of Education (LOMCE) 

2.5. Education in the Framework of the European Union 

2.5.1. General Concepts of the European Union and Education 
2.5.2. European Higher Education and Its Elements 
2.5.3. Other Educational Systems of the European Union 

2.6. The Configuration of the Spanish Education System 

2.6.1. The Organization Chart of the Current Education System: the LOE, the LOMCE and the LOMLOE 
2.6.2. The Essential Elements of the Education System in Spain 
2.6.3. The Basic Characteristics of Early Childhood Education and Primary Education

2.7. Rights and Freedoms of the Field of Education 

2.7.1. The Rights and Freedoms of the Sphere in the Spanish Constitution 
2.7.2. The Right to Education 
2.7.3. Freedom of Education 

2.8. Structure and Organization of Education Centers: The PEC, the PGA and the RRI 

2.8.1. School Structures 
2.8.2. School Organization      
2.8.3. Pedagogical-Normative Documents: The PEC, the PGA and the RRI 

2.9. Fundamental Aspects of Schools 

2.9.1. The School Calendar and Timetable 
2.9.2. The School Building and Classrooms 

2.10. Other Essential Ideas about Organization in Schools 

2.10.1. Student Organization 
2.10.2. School Promotion 
2.10.3. Attention to Diversity 
2.10.4. Tutoring 
2.10.5. School Assessments 
2.10.6. Educational Environment 

Module 3. Quality Policies in Education Organizations

3.1. The Quality of Education: Discourses, Policies and Practices 

3.1.1. Introduction: Quality and Education 
3.1.2. Educational Quality and Neoliberalism 
3.1.3. Educational Policy Discourses 
3.1.4. Right to Quality Education 

3.2. Debates on the Quality of Education 

3.2.1. Introduction 
3.2.2. Quality and Public Schools 
3.2.3. Dispute on Educational Quality 
3.2.4. Conclusions 

3.3. Contemporary Political Discourses on the Quality of Education at the International Level

3.3.1. Introduction 
3.3.2. Discursive Changes in Education 
3.3.3. Quality and Economic Development 
3.3.4. Concept of Human Development 
3.3.5. International Discourses on the Quality of Education 

3.4. Policies, Plans and Programs for the Improvement of the Quality of Education 

3.4.1. Concept and Background of the School Quality Improvement Movement 
3.4.2. Historical Evolution of School Quality 
3.4.3. Contributions of School Quality Improvement Policies 
3.4.4. Stages of the School Quality Improvement Process 

3.5. Quality and Education Assessment Systems 

3.5.1. Introduction: Quality and Assessment 
3.5.2. Quality Indicators 
3.5.3. Assessments at Educational Centers 
3.5.4. Conclusions 

3.6. Perspectives on the Assessment of the Quality of Education 

3.6.1. Assessment as an Agent of Improvement 
3.6.2. Global, Integral Assessment Approach 
3.6.3. Potential Risks of Assessment 
3.6.4. Conclusions 

3.7. Contemporary Quality of Education Improvement Practices  

3.7.1. Quality of Education Policies in Spain 
3.7.2. Quality of Education Policies in Ibero-America 
3.7.3. Quality of Education Policies in France 

3.8. Gender Approach and Quality of Education 

3.8.1. Gender and Quality of Education 
3.8.2. Gender as an Element of Quality 
3.8.3. Conclusions 

3.9. Citizen Focus and Quality of Education 

3.9.1. Citizen Participation and Improvement of the Quality of Education 
3.9.2. Democracy and Quality 
3.9.3. Conclusions 

3.10. University and Quality of Education 

3.10.1. University Quality: Concept and Dimensions 
3.10.2. The Mass University 
3.10.3. Educational Stakeholders in Quality 
3.10.4. Research, Quality and University 

Take a leap towards the highest quality and position yourself as a highly skilled professional in the job market"