This 100% online Postgraduate diploma will make you an excellent teacher in Career Guidance in High School Education"

The search for the first job, the signing of the first employment contract or the creation of the first business are concerns presented by High School Education students, whose main objective is to develop a successful professional and/or entrepreneurial career. 

The relevance of these issues makes it necessary for the teachers, in charge of teaching Career Guidance and Training in these educational stages, to have the necessary tools to develop an attractive and useful subject. In this sense, this educational institution offers teaching professionals a program with an exclusively online format, which will allow them to learn in a dynamic way the methodologies and resources to promote the development of their students' professional lives. 

A 100% online program, with a theoretical-practical perspective, in which the graduate will take a 6-month journey through the evolution of the subject of Career Guidance, the theories of decision making, the syllabus design of this subject, and the creation of programs and teaching units in accordance with current educational criteria. 

All of this is complemented by innovative multimedia material based on video summaries of each topic, videos in detail, specialized readings and case studies that ou can access comfortably from any electronic device with an Internet connection. 

A unique educational experience that gives teaching professionals the opportunity to make significant progress in their sector through a university program that is compatible with the most demanding responsibilities. The high school students who take this Postgraduate diploma only need an electronic device with an Internet connection to be able to view the complete content hosted on the virtual platform, whenever and however they wish. 

During 6 months you will learn about the evolution of the FOL subject in High School Education and the current improvement with the integration of digital resources"

This Postgraduate diploma in Career Guidance in High School Education contains the most complete and up-to-date educational program on the market. The most important features include: 

• The development of case studies presented by experts in teaching in High School Education
• The graphic, schematic, and practical contents with which they are created, provide practical information on the disciplines that are essential for professional practice
• Practical exercises where self-assessment can be used to improve learning
• Its special emphasis on innovative methodologies 
• 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

Improves communication, emotional, and entrepreneurial skills of your young students thanks to this to this Postgraduate diploma"

The program’s teaching staff includes professionals from the field who contribute their work experience to this educational program, as well as renowned specialists from leading 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 immersive education programmed to learn in real situations. 

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise during the educational year. For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts.    

Enroll now in a program that is 100% online and perfectly compatible with the most demanding responsibilities as there are no classes with fixed schedules"

You have a comprehensive program, which will provide you with a theoretical and practical perspective on the subject of Career Guidance in High School Education students"

The effectiveness of the Relearning System, based on the reiteration of content, has led TECH to integrated into all the programs it offers. In this way, the high school students progress through the syllabus and easily consolidate new concepts. In this way, the teaching professional will delve into career guidance to the students of High School Education, the design of programming and teaching units, and the use of digital tools to enhance the skills and competencies of their students. All this, through multimedia resources that can be 100% online easily accessed 24 hours a day , from any electronic device with an Internet connection. 

You have a library of teaching resources enriched with multimedia material that you can access 24 hours a day, 7 days a week" 

Module 1. Complements for the Disciplinary Training in Career Guidance 

1.1. Historical Development of Professional and Vocational Guidance 

1.1.1. Ideological Period
1.1.2. Empiricist Period
1.1.3. Observational Period
1.1.4. Empirical Stage Guidance as Adjustment
1.1.5. Empirical Stage Guidance as Education
1.1.6. Theoretical Stage
1.1.7. Technological Stage
1.1.8. Psychopedagogical Stage
1.1.9. From a Psychometric Model to a Humanistic Approach
1.1.10. Expansion of Counseling

1.2. Career Guidance: Concept and Scope of Action 

1.2.1. What Is Career Guidance? 
1.2.2. Differences with Educational Guidance
1.2.3. Institutional Framework
1.2.4. Training Centers
1.2.5. The Family
1.2.6. Guidance Team
1.2.7. The Individual
1.2.8. The Group
1.2.9. The Company
1.2.10. Special Collectives

1.3. Levels of Intervention in Career Guidance 

1.3.1. Professional vs. Occupational Guidance
1.3.2. Intervention and Its Justification
1.3.3. Program Model
1.3.4. Collaborative Model
1.3.5. Clinical Model
1.3.6. Didactic Models
1.3.7. Consulting Models
1.3.8. Resource Model
1.3.9. Reactive/Proactive Intervention
1.3.10. Group/ Individual Intervention

1.4. Career Opportunities of the Educational Options 

1.4.1. The New Professional Opportunities of the 21st Century
1.4.2. Importance of the Socioeconomic Context
1.4.3. The Study of Career Opportunities Based on Educational Options
1.4.4. New Market Trends in Traditional Careers
1.4.5. Employability of Educational Options
1.4.6. Employability of Career Opportunities
1.4.7. Access to the Different Professional Opportunities
1.4.8. Classroom Resources for Researching Career Opportunities
1.4.9. Integration in the CCP Model

1.5. From Educational Pathways to Professional Pathways: Developing a Professional Life Project 

1.5.1. Accompanying Our Students to Find their Ikigai
1.5.2. Accompaniment in Self-Knowledge I: Self-Concept
1.5.3. Accompaniment in Self-Knowledge II: Self-Competence and Self-Esteem
1.5.4. Accompaniment in the Search and Knowledge of the Educational Offer I: Itineraries and Modalities
1.5.5. Accompaniment in the Search and Knowledge of the Educational Offer II: Certificates
1.5.6. Accompaniment in the Search and Knowledge of the Educational Offer III: Study Plans
1.5.7. Accompaniment in the Search and Knowledge of the Professional Offer I: Qualifications
1.5.8. Accompaniment in the Search and Knowledge of the Educational Offer II: Professional Competencies
1.5.9. Accompaniment in Making Vocational Decisions
1.5.10. Vocational PLE: Development of the Personal Learning Environment (PLE) Related to the Students' Vocation or Future Profession

1.6. Individual Vocational Selection

1.6.1. SWOT Methodology for Individual Decision-Making
1.6.2. Student Strengths
1.6.3. Student Weaknesses
1.6.4. Threats of Valued Professions
1.6.5. Career Options Opportunities
1.6.6. Individual Reflection
1.6.7. Assessment of the Degree of Certainty in Vocational Decision-Making
1.6.8. Interview with the Student and the Role of the Counselor
1.6.9. Integration in the CCP Model

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. Development of Active Information Seeking Competence

1.8.1. The Digital Era and the Internet
1.8.2. Young People and New Technologies
1.8.3. Critical Thinking
1.8.4. Active Learning
1.8.5. 10 Skills to Develop this Competency
1.8.6. Classroom Resources
1.8.7. Technical Resources
1.8.8. The Importance of Information in Vocational Selection
1.8.9. Integration with the CCP Model

1.9. Entrepreneurship

1.9.1. Personal Business Models
1.9.2. Startups
1.9.3. Strategic Business Planning
1.9.4. Lean Canvas
1.9.5. Lean Startup Method
1.9.6. Internet Strategy (Digital Business, Digital Marketing)
1.9.7. Entrepreneurship Skills
1.9.8. Social Entrepreneurship
1.9.9. Corporate Enterprise
1.9.10. The Concept of Value Contribution

1.10. Theories in Decision-Making 

1.10.1. Introduction
1.10.2. Decision-Making Concept
1.10.3. Approaches to Decision-Making
1.10.4. Explanatory Models of How Decisions are Made
1.10.5. Individual Variables in Decision-Making
1.10.6. Learning How to Make Decisions
1.10.7. Teaching How to Make Decisions
1.10.8. Programs to Teach Decision-Making
1.10.9. Group Decision-Making
1.10.10. The Non-Decision

Module 2. Career Guidance Syllabus Design in High School Education 

2.1. The Spanish Education System Teaching Levels and Modalities 

2.1.1. Education System: Interaction between Society, Education and the School System 
2.1.2. The Educational System: Factors and Elements 
2.1.3. General Characteristics of the Spanish Educational System 
2.1.4. Configuration of the Spanish Educational System 
2.1.5. High School Education 
2.1.6. Baccalaureate 
2.1.7. Other Teachings 

2.2. Vocational Training in the Educational System 

2.2.1. Vocational Training Organization and Structure 
2.2.2. Vocational Training in the Educational System 
2.2.3. Vocational Training Centers 
2.2.4. Vocational Training in Europe: Instruments 
2.2.5. Access and Pathways to Professional Qualification 
2.2.6. Modalities of Vocational Training in the Educational System: On-Site, Distance Learning, Achievement Test, Dual 
2.2.7. The National System of Qualifications and Vocational Training 

2.3. Towards a Curriculum for Vocational and Professional Guidance in the School Environment 

2.3.1. Let's Build Vocations from the School Environment
2.3.2. The Educational Counselor as a Curator of Relevant Content in Vocational and Professional Guidance
2.3.3. Tools for the Curation of Content Related to Vocational and Professional Guidance
2.3.4. Students' Concerns and Interests in Vocational and Career Guidance
2.3.5. Towards a School Curriculum on Vocational Guidance I: Objectives
2.3.6. Towards a School Curriculum on Vocational Guidance II: Contents
2.3.7. Towards a School Curriculum on Vocational Guidance III: Key Competencies
2.3.8. Towards a School Curriculum on Vocational Guidance IV: Standards and Assessment Criteria
2.3.9. The Curriculum of Vocational Guidance within the Tutoring Action
2.3.10. Vocational and Professional Guidance as Cross-Cutting Content
2.3.11. Spaces and Times for Guidance in the School Day

2.4. Educational Programming I

2.4.1. Teaching Programming in Career Training: Syllabus Elements 
2.4.2. The Justification in the Teaching Program 
2.4.3. The Context: Central Axis of the Programming 
2.4.4. The Objectives in Career Training 
2.4.5. Competencies in Career Training 
2.4.6. Contents 

2.5. Educational Programming II

2.5.1. Methodology. Methodological guidelines 
2.5.2. Learning Activities and Strategies 
2.5.3. Teaching Resources 
2.5.4. Organizational Resources 
2.5.5. Material Resources 
2.5.6. Human Resources 

2.6. Educational Programming III

2.6.1. Competencies in Career Training 
2.6.2. Assessment Criteria 
2.6.3. Evaluation Instruments 
2.6.4. Evaluation Criteria 
2.6.5. Attention to Pending and Recovery Measures 
2.6.6. The Evaluation of the Teaching Practice 
2.6.7. Attention to Diversity and students with SEN 

2.7. The Work Unit I

2.7.1. The Work Unit: Elements 
2.7.2. Objectives 
2.7.3. Competencies 
2.7.4. Contents 
2.7.5. Methodology 
2.7.6. Assessment 

2.8. The Work Unit II 

2.8.1. Types of Work Units 
2.8.2. Work Unit: Training and Career Guidance 
2.8.3. Work Unit: Business and Entrepreneurship 

2.9. Classroom Programming 

2.9.1. Classroom Programming: Elements 
2.9.2. Headings 
2.9.3. Other Planning Documents 

2.10. The Internet Applied to Guidance: Webquest, Wikis y Blogs

2.10.1. Webquest
2.10.2. Concept, Origin and Characteristics
2.10.3. Structure of a Webquest
2.10.4. Wikis
2.10.5. Concept, Origin and Characteristics
2.10.6. Structure of a Wiki
2.10.7. Weblogs
2.10.8. Concept, Origin and Characteristics
2.10.9. Structure of a Webquest

Module 3. Teaching of Career Guidance 

3.1. General Teaching and Learning Theories 

3.1.1. Teaching Communication 
3.1.2. Teaching Planning 

3.2. The Tutoring Action: The Tutors of Workplace Training and Vocational Training 

3.2.1. Functions of the Workplace Training Tutors Established in the Current Regulations
3.2.2. Functions of the Vocational Training Tutors Established in the Current Regulations
3.2.3. Workplace Training Face-To-Face Tutoring
3.2.4. The Current Problems of the Workplace Training (Withdrawal of Financial Resources from Collaborating Companies)
3.2.5. Company Recruitment and Visits Prior to the Signing of Agreements
3.2.6. The Signing of Agreements and the Assignment of Internships Based on Transcript of Records or Other Criteria
3.2.7. The Tutor's Follow-up of the Work Carried Out in the Company
3.2.8. Training Agreements in Dual Vocational Training
3.2.9. The Tutoring of Internships in Dual Vocational Training and its Problems
3.2.10. The Selection of Candidates to Take Part in a Dual Vocational Training Program, Casuistry by Autonomous Community

3.3. Theory, Approaches and Models of Vocational Guidance 

3.3.1. Non-Psychological Approaches: Chance Theory
3.3.2. Economic factors
3.3.3. Sociological Factors
3.3.4. Psychological Approaches: Trait and Factor Approach.
3.3.5. Psychodynamic Model
3.3.6. Need-Based Approaches
3.3.7. Approach to Self-Concept
3.3.8. Socio-Psychological Model of P.M. Blan
3.3.9. J. L. Holland's Model
3.3.10. Dowald E. Super's Phenomenological Approach
3.3.11. Krumboltz's Social Learning Model
3.3.12. Dennis Pelletier's Activation Model

3.4. Vocational and Career Guidance in High School 

3.4.1. Brief Review of Legislation
3.4.2. Current Situation
3.4.3. Vocational and Professional Guidance in High School from the Perspective of Parents and Guidance Counselors
3.4.4. High School Itineraries
3.4.5. Gender and Guidance in High School
3.4.6. Equity and Guidance in High School
3.4.7. Self-Guidance
3.4.8. The Role of the Counselor in High School
3.4.9. The Role of the Family in High School
3.4.10. Future Perspectives

3.5. Training in the Digital Competence of Guidance Practitioners 

3.5.1. Introduction
3.5.2. The Education and Guidance Professional in the 21st Century
3.5.3. Digital Literacy; from a Need to an Emerging Reality
3.5.4. Definition of Digital Competence
3.5.5. Common Framework for Digital Competence
3.5.6. Areas and Competences
3.5.7. Contextualization of the Framework of Digital Competence in Education
3.5.8. Digital Competence Portfolio for Teachers
3.5.9. Some Resources to Achieve Digital Competence in Teaching
3.5.10. Other Frameworks on Digital Competition

3.6. The Individual Context. Reality Itself

3.6.1. Family Socioeconomic Context
3.6.2. Levels of Autonomy
3.6.3. Level of Motivation and Effort
3.6.4. Capabilities and Skills
3.6.5. Level of Vocational Maturity
3.6.6. Personality
3.6.7. Personal Variables: The Diversity
3.6.8. Information Gathering and the Role of the Counselor
3.6.9. Integration in the CCP Model

3.7. Some Digital Resources for Education Guidance 

3.7.1. Introduction
3.7.2. Associations and Portals of Interest in the Field of Guidance
3.7.3. Blogs
3.7.4. Wikis
3.7.5. Professional Social Networks Educational and Occupational Guidance Institutions
3.7.6. Facebook Groups
3.7.7. Guidance Apps
3.7.8. Interesting Hashtags
3.7.9. Other TIC Resources
3.7.10. Personal Learning Environments in Guidance: OrientaPLE 

3.8. Design and Development of Multimedia Materials for Training and Guidance 

3.8.1. Introduction
3.8.2. Multimedia Technology
3.8.3. Definition of Multimedia Concept
3.8.4. Qualities of Multimedia Resources and Materials
3.8.5. Classification
3.8.6. Contributions and Limitations
3.8.7. Materials Development
3.8.8. Some Quality Criteria
3.8.9. Video as a Resource for Guidance and Training
3.8.10. Social Networks as a Resource for Guidance 

3.9. Assessment and Improvement of the Educational and Professional Guidance Plan 

3.9.1. Change, Innovation and Improvement in Guidance 
3.9.2. Who Assesses the Educational and Professional Guidance Plan? Hetero-Assessment, Co-Assessment and Self-Assessment 
3.9.3. Formative or Summative Assessment of the Educational and Professional Guidance Plan? 
3.9.4. What Indexes Can Assess the Effectiveness of the Educational and Professional Guidance Plan 
3.9.5. Checklists for the Educational and Professional Guidance Plan
3.9.6. Rubrics to Assess the Educational and Professional Guidance Plan
3.9.7. Targets to Assess the Educational and Professional Guidance Plan
3.9.8. Surveys and Written Forms to Assess the Educational and Professional Guidance Plan
3.9.9. Surveys and Digital Forms to Assess the Educational and Professional Guidance Plan
3.9.10. The Vocational Portfolio as an Assessment of Educational and Professional Guidance Plan

3.10. Soft Skills through the Vocational Education and Training and Business and Entrepreneurship Modules

3.10.1. The Vocational Education and Training Module and the Contents Related to Soft Skills. (Background in the Missing Relationships in the Work Environment Module)
3.10.2. Communication, Leadership, Negotiation and Teamwork as Essential Contents in the Vocational Education and Training Module
3.10.3. Coaching as an Ally of the Vocational Education and Training Module
3.10.4. Digital Skills through the Vocational Education and Training Module
3.10.5. Learning and Employment Opportunities in Europe
3.10.6. Training for the Selection Process for Vocational Education and Training Teachers
3.10.7. The Didactic Use of Recommended Readings to Work on Skills and Attitudes in the Vocational Education and Training Module
3.10.8. Film and Vocational Education and Training, a Very Useful Relationship for Working on Emotional Skills
3.10.9. Entrepreneurship Contests and their Impact on Students

Bring to your high school the most useful digital tools to work on emotional and educational skills in FOL"