Contribute your expertise as a physician to the people who need it most. It will be a boost for those who do not have the necessary resources, but also for your personal and professional development" 

International Cooperation in less developed countries requires the intervention of public and private institutions, as well as NGOs that work to achieve social transformation in countries with fewer resources. In this area, the work of physicians is essential, as they are indispensable for improving the health of people with few resources and transmitting their knowledge to these populations so that they are capable of self-managing and achieving effective and real development.

In order to increase the qualification of doctors who wish to specialize in this field, TECH has designed this very complete Postgraduate Diploma, with which professionals will be able to acquire the necessary skills to work in all types of functions within national and international, public and private organizations.

In this way, the physician will be able to learn about all the work that organizations can do in the neediest environments, so that they can develop the necessary skills to work in these contexts. And, above all, to learn how to manage projects to achieve the social transformation that these people need. 

In addition, as it is a 100% online program, the physician will be able to combine the study of this very complete Postgraduate diploma with the rest of their daily obligations, choosing at all times where and when to study. A high-level qualification that will take the medical professional to the highest level in their field of practice. 

Achieve professional success with this TECH Postgraduate diploma program and advance your career with the elite" 

This Postgraduate diploma in Social Transformation Through International Development Cooperation contains the most complete and up-to-date scientific program on the market. The most important features include:  

• Practical cases presented by experts in International Development Cooperation 
• 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 Social Transformation Through International Development Cooperation 
• Practical exercises where self-assessment can be used 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 diploma is the best investment you can make in the selection of a refresher program for two reasons: in addition to updating your knowledge in Social Transformation Through International Development Cooperation, you will obtain a qualification from an online university in Spanish: TECH” 

The program’s teaching staff includes professionals from the sector who contribute their work experience to this training 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 training programmed to train in real situations. 

The design of this program focuses on Problem-Based Learning, by means of which the professional must try to solve the different situations of professional practice that are presented throughout the educational program.

Increase your decision-making confidence by updating your knowledge with this Postgraduate diploma"

Take the opportunity to learn about the latest advances in this field and apply it to your daily practice"

The syllabus of this program has been designed based on the knowledge and needs of medicine applied to Social Transformation Through International Development Cooperation, following the guidelines proposed by the teaching team that has poured their knowledge and experience into it. Thus, a curriculum has been established whose modules offer a broad perspective of the profession from a global point of view for the sake of its application at an international level, incorporating all the fields of work involved in the development of its functions. A challenge that will lead students to excellence in their work. 

Efficient and fast learning, compatible with your personal and professional life"  

Module 1. The Development of Peoples: Introduction and Challenges

1.1. Development

1.1.1. Introduction
1.1.2. What Is Development?
1.1.3. Development, What for?
1.1.4. Development, for Who?

    1.1.4.1. Sociological Theories for Development

1.1.5. Official Development Assistance (ODA) Official Development Assistance
1.1.6. Types of ODA
1.1.7. Stakeholders Involved in Development

    1.1.7.1. Developed and Developing Countries

1.1.8. Poor or Impoverished Countries

    1.1.8.1. The Example of Latin America

1.1.9. Types of Development

    1.1.9.1. Medical History
    1.1.9.2. Guidelines

1.1.10. UNDP United Nations Development Programme

1.2. Power, Dynamics and Stakeholders in the International Society

1.2.1. Introduction
1.2.2. Power Elements

    1.2.2.1. Concept

1.2.3.    The International Society

    1.2.3.1. Concept

1.2.4. International Society Models

    1.2.4.1. Static
    1.2.4.2. Dynamic
    1.2.4.3. Global

1.2.5. Characteristics of the International Society

    1.2.5.1. Social Structure

1.2.6. Structure of the International Society

    1.2.6.1. Substructures
    1.2.6.2. Involved Stakeholders

1.2.7. Power and Structures of International Society

    1.2.7.1. Explanation and Dynamics

1.2.8. Polarization of the International Society

    1.2.8.1. Concept

1.2.9. Degree of Institutionalization of the International Society

    1.2.9.1. Armed Conflict and War

1.3. Free Trade

1.3.1. Introduction
1.3.2. Unequal Interdependence between Countries

    1.3.2.1. Concept

1.3.3. Transnational Companies

    1.3.3.1. What Are They?
    1.3.3.2. Features

1.3.4. Current Trade Situation

    1.3.4.1. Transnationals and Free Trade

1.3.5. The WTO

    1.3.5.1. Concept
    1.3.5.2. Brief History
    1.3.5.3. Activity

1.3.6. Rounds, Conferences and Lobbying
1.3.7. Fair Trade Relations
1.3.8. CONGDE (Spanish coordinator for NGO development activities)

    1.3.8.1. Concept
    1.3.8.2. History
    1.3.8.3. Proposals

1.3.9. Corporate Social Responsibility

    1.3.9.1. Definition

1.3.10. A Global Pact

    1.3.10.1. Global Pact

1.3.11. Fair Trade

    1.3.11.1. International Definition

1.4. Sustainable Development, Sustainability and Education

1.4.1. Introduction
1.4.2. Education on Sustainable Development and Education for Sustainable Development

    1.4.2.1. Differences
    1.4.2.2. Objective of Each Concept

1.4.3. Sustainability

    1.4.3.1. Concept

1.4.4. Sustainable Development

    1.4.4.1. Concept
    1.4.4.2. Purpose:

1.4.5. Components of Sustainable Development
1.4.6. Principles of Sustainable Development

    1.4.6.1. Declaration of Rio de Janeiro

1.4.7. Education for Sustainable Development (ESD)

    1.4.7.1. What Is It?
    1.4.7.2. Purpose:
    1.4.7.3. Chapter 36 of Program 21

1.4.8. History of Education for Sustainable Development
1.4.9. Redirect Education
1.4.10. Guidelines for Sustainable Development

    1.4.10.1. Relevant Authors

1.5. Development Goals

1.5.1. Introduction
1.5.2. Millennium Development Goals

    1.5.2.1. Medical History

1.5.3. Objectives and Goals
1.5.4. Millennium Campaign

    1.5.4.1. What Is It?

1.5.5. Sustainable Development Goals

    1.5.5.1. What Are They? 
    1.5.5.2. Who Is Involved?

1.5.6. What Are the SDGs?

    1.5.6.1. Features

1.5.7. Differences between the MDGs and the SDGs
1.5.8. Sustainable Development Agenda

    1.5.8.1. The 2030 Agenda
    1.5.8.2. What Is It?

1.5.9. Are the SDGs Legally Binding?

    1.5.9.1. Commitments
    1.5.10. Monitoring the Achievement of the SDGs

1.6. Theories about Sustainable Development

1.6.1. Introduction
1.6.2. Development Participants
1.6.3. Issues in Development Education 

    1.6.3.1. Skills

1.6.4. Global and International Bodies Working for Sustainable Development
1.6.5. The UN

    1.6.5.1. What Is It?
    1.6.5.2. History

1.6.6. The UN and Sustainability
1.6.7. Agenda 21 Agenda 21

    1.6.7.1. What Is It?
    1.6.7.2. Why Was It Created?
    1.6.7.3. Objectives of Agenda 21

1.6.8. UNDP

    1.6.8.1. What Is It?
    1.6.8.2. History
    1.6.8.3. Objectives

1.6.9. Degrowth

    1.6.9.1. What Is It?

1.6.10. Other Alternative Theories

    1.6.10.1. Eco-Development

1.7. Civil Society, Social Movements and Transformation Processes

1.7.1. Introduction
1.7.2. Social Movements

    1.7.2.1. Concept
    1.7.2.2. Objectives

1.7.3. Definitions of Leading Authors
1.7.4. Structure of Social Movements
1.7.5. Collective Challenge

    1.7.5.1. What Is It?

1.7.6. Common Goals of Social Movements

               1.7.6.1. Definition and Description

1.7.7. Evolution of Social Movements
1.7.8. Mobilization Structures
1.7.9. Participation and Consolidation of Democracy

    1.7.9.1. What Does Democracy Have to Do with Social Movements?

1.7.10. Most Important Social Movements in Recent Years

    1.7.10.1. Spain and Europe
    1.7.10.2. In the World

1.8. Participatory Community Development

1.8.1. Introduction
1.8.2. Community

    1.8.2.1. Concepts

        1.8.2.1.1. Concept of Community

1.8.3. On Whom Does the Success of the Community Depend?

    1.8.3.1. Objectives

1.8.4. Participatory

    1.8.4.1. Concept

1.8.5. Community Development

    1.8.5.1. Concept

1.8.6. Defining Features of Community Development
1.8.7. Processes to Achieve Community Development

    1.8.7.1. Participatory Development
    1.8.7.2. Development Plan
    1.8.7.3. Participatory Planning
    1.8.7.4. Community Development Plan

1.8.8. Twelve Lessons in Participatory Community Development
1.8.9. Key Players in Community Development

1.9. Human Development Index

1.9.1. Introduction
1.9.2. Human Development Index

    1.9.2.1. Principles
    1.9.2.2. Objectives

1.9.3. Limitations of an HDI
1.9.4. Types of Indicators
1.9.5. Human Development:

    1.9.5.1. Concept

1.9.6. Methodology for Calculating the HDI

    1.9.6.1. Formula

1.9.7. Others Human Development Indexes

    1.9.7.1. Adjusted for Inequality
    1.9.7.2. Gender Inequality
    1.9.7.3. Multidimensional Poverty Index (MPI)

1.9.8. UNDP

    1.9.8.1. What Is It?
    1.9.8.2. Objective
    1.9.8.3. Functions
    1.9.8.4. Composition

1.9.9. Inequality-adjusted Human Development Index (IHDI)
1.9.10. Conclusions

1.10. Local Associations for Development

1.10.1. Introduction
1.10.2. What Is a NGDO?
1.10.3. State Development Movements
1.10.4. Zero Poverty
1.10.5. Member Organizations
1.10.6. NGDO Coordinator-Spain

    1.10.6.1. History
    1.10.6.2. Strategic Plan
    1.10.6.3. Strategic Lines of Action

1.10.7. Autonomous Coordinators
1.10.8. Local Action Groups

    1.10.8.1. What Are They?
    1.10.8.2. Objectives

Module 2. International Development Cooperation 

2.1. International Development Cooperation

2.1.1. Introduction
2.1.2. What Is the International Development Cooperation?

    2.1.2.1. Definition and Concept

2.1.3. What Is International Development Cooperation for?

    2.1.3.1. Goals/Purpose

2.1.4. Goals of the Spanish International Development Cooperation
2.1.5. Evolution of the Spanish International Development Cooperation
2.1.6. International Cooperation Systems

    2.1.6.1. Origin and Historical Evolution

2.1.7. Europe's Reconstruction Plans in the Bipolar Conflict
2.1.8. The Processes of Decolonization in the Postwar Years

    2.1.8.1. Sources

2.1.9. Crisis of the International Development Cooperation

    2.1.9.1. Factors

2.1.10. Changes in the Conception of International Development Cooperation

2.2. Modalities and Instruments of International Development Cooperation

2.2.1. Introduction
2.2.2. Main Tools of International Development Cooperation

    2.2.2.1. Development co-operation
    2.2.2.2. Education for Development
    2.2.2.3. Technical Assistance, Training and Research
    2.2.2.4. Humanitarian Action

2.2.3. Other Cooperation Tools

    2.2.3.1. Economic Cooperation 
    2.2.3.2. Financial Help
    2.2.3.3. Scientific and Technological Cooperation
    2.2.3.4. Food Aid

2.2.4. Modalities of the International Development Cooperation

    2.2.4.1. According to the Stakeholders Channelling the Funds

2.2.5. Types of Modalities

    2.2.5.1. Depending on the Funds and Type of Financing
    2.2.5.2. Origin of the Funds

2.2.6. Types of Aid According to Stakeholders

    2.2.6.1. Bilateral
    2.2.6.2. Multilateral
    2.2.6.3. Decentralized Cooperation
    2.2.6.4. Non-Governmental Cooperation

2.2.7. According to the Geopolitical Situation and Level of Development
2.2.8. Depending on the Existence or Non-Existence of Limitations of the Funds

    2.2.8.1. Tied Aid
    2.2.8.2. Untied Aid

2.2.9. Other Tools

    2.2.9.1. Co-Development

2.2.10. Co-Development Interventions

2.3. Multilateral Organizations

2.3.1. The International Development Cooperation System
2.3.2. International Development Cooperation Stakeholders 

    2.3.2.1. Donors and Recipients
    2.3.2.2. Public and Private

2.3.3. Stakeholders in the Official Development Aid System

    2.3.3.1. International Organizations
    2.3.3.2. The States
    2.3.3.3. Non-Governmental Stakeholders

2.3.4. Definitions of International Organization
2.3.5. Characteristics of International Organizations

    2.3.5.1. Types of International Organisations

          2.3.5.1.1. Governmental and Non-Governmental

2.3.6. Advantages of Multilateral Cooperation
2.3.7. Contributions of I.O.'s to the Multilateral System
2.3.8. Multilateral Financial Institutions (MFIs)

    2.3.8.1. Objectives

2.3.9. Characteristics of MFIs
2.3.10. Composition of MFIs

        2.3.10.1. Multilateral Financial Institutions

2.4. Sources of International Development Cooperation

2.4.1. What Are the Sources of International Development Cooperation? 

    2.4.1.1. Introduction

2.4.2. Sources and Typology of International Cooperation

    2.4.2.1. General Outline

2.4.3. Difference between Governmental and Non-Governmental Cooperation
2.4.4. Multilateral Financial Institutions

    2.4.4.1. Main Institutions

2.4.5. The International Monetary Fund

    2.4.5.1. General Characteristics

2.4.6. United States Agency for Development USAID

    2.4.6.1. Who Are They?
    2.4.6.2. Brief History
    2.4.6.3. Intervention Sectors

2.4.7. The European Union

    2.4.7.1. The EU and Cooperation
    2.4.7.2. Objectives of the EU
    2.4.7.3. General Objectives of EU External Action

2.4.8. Non-Financial Multilateral Institutions

    2.4.8.1. List of Non-Financial Multilateral Institutions

2.4.9. Actions by Non-Financial Multilateral Institutions

    2.4.9.1. Main Lines
    2.4.10.  United Nations Organization

    2.4.10.1. Main Data
    2.4.10.2. Purposes

2.5. Spanish Cooperation Master Plan 2018-2021

2.5.1. Introduction
2.5.2. Action and Management Challenges for Spanish Cooperation

    2.5.2.1. Main Challenges

2.5.3. Master Plan

    2.5.3.1. What Is a Master Plan?
    2.5.3.2. Main Features

2.5.4. Spanish Cooperation Master Plan

    2.5.4.1. Guidelines

2.5.5. Areas Composing the Fifth Spanish Cooperation Master Plan

    2.5.5.1. Contexts and Challenges
    2.5.5.2. Strategic Framework and Lines of Action
    2.5.5.3. Stakeholders and Alliances
    2.5.5.4. Differential Strategy
    2.5.5.5. Regional Strategies
    2.5.5.6. Sectorial Strategies
    2.5.5.7. Resources and Capabilities
    2.5.5.8. Communication, Monitoring and Assessment

2.5.6. Goals of the Master Plan

    2.5.6.1. General Objectives

2.5.7. Geographic Priorities
2.5.8. The 2030 Agenda

    2.5.8.1. What Is It?

2.5.9. Development of Agenda 2030

    2.5.9.1. Distinguishing Features 
    2.5.9.2. Implementation

2.6. Humanitarian Action

2.6.1. Introduction
2.6.2. Humanitarian Aid in the International Context

    2.6.2.1. Data of Interest

2.6.3. Tendencies in Humanitarian Action

    2.6.3.1. Natural Disasters
    2.6.3.2. Armed Conflicts
    2.6.3.3. Conclusion

2.6.4. Main Goals of Humanitarian Action
2.6.5. First Strategy for Humanitarian Action in Spanish Cooperation

    2.6.5.1. Principles

2.6.6. The AECID and Humanitarian Action

    2.6.6.1. Areas of Intervention

2.6.7. Humanitarian Action Financing and Its Evolution
2.6.8. Principles of International Human Rights Law and Humanitarian Action

    2.6.8.1. Instruments

2.6.9. Summary. Conclusion

2.7. Gender Approach in International Development Cooperation

2.7.1. Introduction
2.7.2. Gender Approach

    2.7.2.1. Clarifying Concepts
    2.7.2.2. MAEC 2004

2.7.3. Why Is It Important to Incorporate the Gender Approach in Development Processes?

    2.7.3.1. Justification

2.7.4. Gender Approach in International Development Cooperation 2.7.4.1. International Commitments
2.7.5. Strategic Lines of Work in the Mainstreaming of Equality in International Development Cooperation

    2.7.5.1. Seven Main Lines of Work
    2.7.5.2. Lines of Special Attention

2.7.6. Objectives of the Fifth Master Plan for Spanish Cooperation Regarding the Promotion of Men’s and Women’s Rights and Opportunities

    2.7.6.1. Fifth Master Plan
    2.7.6.2. The European Union

2.7.7. Priority Goals for Equality in International Cooperation for Development

    2.7.7.1. Sustainable Development Goals

2.7.8. Gender Sector Strategy in Spanish Development Cooperation
2.7.9. Gender Mainstreaming Guide

    2.7.9.1. Spanish Agency for International Development Cooperation (AECID)

2.8. Human Rights Approach in International Development Cooperation

2.8.1. Introduction
2.8.2. Human Rights

    2.8.2.1. Concept

2.8.3. Human Rights Approach in International Development Cooperation

    2.8.3.1. What Is It?

2.8.4. Why a Human Rights Approach Is Necessary
2.8.5. How the Human Rights Approach Emerged

    2.8.5.1. Brief History
    2.8.5.2. Important Milestones

2.8.6. Elements of the Human Rights Approach to International Development Cooperation

    2.8.6.1. Frame of Reference
    2.8.6.2. International Human Rights Standards
    2.8.6.3. Strengthening Capacities
    2.8.6.4. Participation and Public Policy
    2.8.6.5. Accountability

2.8.7. Challenges of the Human Rights Approach in International Development Cooperation Interventions

    2.8.7.1. Main Features

2.8.8. Challenges in Project Identification and Formulation
2.8.9. Challenges in Project Execution
2.8.10. Challenges in Project Monitoring and Assessment

2.9. Human Mobility and Migration

2.9.1. Introduction
2.9.2. Concept of Migration/ Migrations

    2.9.2.1. Definition

2.9.3. Types of Migrations

    2.9.3.1. Internal
    2.9.3.2. External
    2.9.3.3. International
    2.9.3.4. Involuntary or Forced
    2.9.3.5. Others

2.9.4. Causes of Migrations

    2.9.4.1. Types

2.9.5. Causes and Processes of Migration in the Age of Globalization

    2.9.5.1. Improved Living Conditions
    2.9.5.2. Vulnerability and Migration

2.9.6. Human Safety and Conflict
2.9.7. Challenges of the International Asylum System
2.9.8. The OHCHR

    2.9.8.1. Who Are They?
    2.9.8.2. Main Challenges

2.9.9. Human Rights Based Migration Strategy
2.9.10. Bibliography

Module 3. Social and Transformative Communication

3.1. Fundamentals of Communication

3.1.1. Introduction
3.1.2. What Is Communication?

    3.1.2.1. Concept and Definition

3.1.3. Objectives, Audiences and Messages
3.1.4. Right to Information and Communication

    3.1.4.1. Freedom of Speech

3.1.5. Access and Participation
3.1.6. Brief Overview of the Media According to Typology

    3.1.6.1. Written Press
    3.1.6.2. Radio
    3.1.6.3. Television
    3.1.6.4. Internet and Social Networks

3.1.7. Conclusions
3.7.2. Communication and Power in the Digital Age

3.2.1. What Is Power?

    3.2.1.1. Power in the Global Era

3.2.2. Fake News, Control and Leaks
3.2.3. Publicly Owned Media
3.2.4. Commercial Media

    3.2.4.1. Large Conglomerates in Europe
    3.2.4.2. Large Conglomerates in Latin America
    3.2.4.3. Other Conglomerates

3.2.5. Alternative Media

    3.2.5.1. Evolution of the Alternative Media in the Spanish State
    3.2.5.2. Current Trends
    3.2.5.3. The Problem of Financing
    3.2.5.4. Professional Journalism/Activist Journalism

3.2.6. Initiatives for the Democratization of Communication

    3.2.6.1. Examples in Europe
    3.2.6.2. Examples in Latin America

3.2.7. Conclusions

3.3. Communication and International Cooperation

3.3.1. Social Communication

    3.3.1.1. Concept
    3.3.1.2. Themes

3.3.2. Stakeholders: Associations and Research Centers

    3.3.2.1. Social Movements

3.3.3. Collaboration and Exchange Networks
3.3.4. Cooperation, Education for Social Transformation and Communication

    3.3.4.1. Types of Communication from NGDOs

3.3.5. Code of Conduct

    3.3.5.1. Social Marketing

3.3.6. Educommunication
3.3.7. Working with Alternative Media
3.3.8. Working with Publicly Owned Media and Commercial Media
3.3.9. Communication and Cooperation in Times of Crisis

    3.3.9.1. Technical and Labor Impacts
    3.3.9.2. Impacts on Social Movements

3.3.10. Tensions between Professional Journalism and Activist Journalism

3.4. Communication and Gender Equality

3.4.1. Introduction
3.4.2. Key Concepts
3.4.3. Women in the Media

    3.4.3.1. Representation and Visibility

3.4.4. Media Production and Decision Making
3.4.5. The Beijing Platform for Action (Chapter J)
3.4.6. Feminist Communication and Inclusive Language

    3.4.6.1. Basic Concepts

3.4.7. How to Identify and Avoid Stereotypes?
3.4.8. Guidelines, Best Practices
3.4.9. Examples of Initiatives
3.4.10. Conclusions

3.5. Communication and Sustainable Development

3.5.1. The Sustainable Development Goals (SDGs)

    3.5.1.1. Proposal and Limits

3.5.2. The Anthropocene

    3.5.2.1. Climate Change and Human Development

3.5.3. Communication about “Natural Disasters” from NGDOs

    3.5.3.1. Regular Coverage in the Mass Media

3.5.4. Advocacy Possibilities from NGDOs

3.5.5. Environmental Defenders in Latin America

    3.5.5.1. The Data: Threats and Deaths

3.5.6. How Can NGDOs Communicate the Work of Human Rights Defenders?

3.6. Communication and Migrations

3.6.1. Introduction
3.6.2. Key Concepts and Data
3.6.3. Hate Speech and Its Foundations

    3.6.3.1. Dehumanization and Victimization

3.6.4. Necropolitics
3.6.5. Regular Coverage in the Mass Media
3.6.6. Social Networks, WhatsApp and Hoaxes
3.6.7. Advocacy Possibilities from NGDOs

    3.6.7.1. How to Recognize Prejudice?
    3.6.7.2. Overcoming Eurocentrism

3.6.8. Best Practices and Guidelines on Communication and Migration
3.6.9. Conclusions

3.7. Communication and Peace Building

3.7.1. Introduction
3.7.2. Peace Journalism vs. War Journalism

    3.7.2.1. Features

3.7.3. Brief Historical Review of Warmongering
3.7.4. Communication on Armed Conflicts and Peace Processes
3.7.5. Journalists in Armed Conflicts
3.7.6. Possibilities for NGDOs

    3.7.6.1. Shifting Our Focus to the Solution

3.7.7. Research and Guidelines

3.8. Educommunication for Walking

3.8.1. Introduction
3.8.2. Pedagogy and Popular Education

3.8.3. Media Literacy
3.8.4. Educommunication Projects

    3.8.4.1. Features
    3.8.4.2. Agents

3.8.5. Mainstreaming Communication for Social Change

    3.8.5.1. The Communication Component in Other Projects

3.8.6. The Importance of Internal Communication in NGDOs
3.8.7. Communication to Members and Collaborators
3.8.8. Conclusions

3.9. Digital Culture and Development NGOs

3.9.1. Introduction
3.9.2. Paradigm Shifts and New Spaces

    3.9.2.1. Characteristics and Main Agents and Networks

3.9.3. The Tyranny of the Click
3.9.4. The Imposition of Brevity
3.9.5. Citizen Participation in Digital Society

    3.9.5.1. Changes in Solidarity and Activism in the Digital Culture

3.9.6. Promote the Participation of NGDOs in Digital Spaces
3.9.7. Indicators of Communication 2.0 in NGDOs
3.9.8. Conclusions

3.10. In Practice

3.10.1. Introduction
3.10.2. Elaboration of Organizational Communication Plans

    3.10.2.1. Communication Plan Introduction

3.10.3. Project and Action Communication Plans
3.10.4. Basic Contents and Common Errors in Web Pages
3.10.5. Social Media Publishing Plans
3.10.6. Crisis Management and Unplanned Aspects in Social Networks
3.10.7. Subject, Verb and Predicate

    3.10.7.1. Recalling Notions

3.10.8. Conclusions

Module 4. Equality and Cooperation

4.1. Gender and Cooperation

4.1.1. Concepts

    4.1.1.1. Introduction
    4.1.1.2. Gender

4.1.2. Theoretical Approach to Gender Theory

    4.1.2.1. Key Concepts

4.1.3. International Scope: Detecting Gender Inequalities in Cooperation

    4.1.3.1. Situation
    4.1.3.2. Analysis

4.1.4. The Feminist Movement in the World

    4.1.4.1. Concepts

4.1.5. Brief Historical Review

    4.1.5.1. About the Concept

4.1.6. The Approach to Gender in Cooperation Policies

    4.1.6.1. Major International Summits and Strategies

4.1.7. Political Dimension of Gender
4.1.8. Empowerment

    4.1.8.1. Concept

4.1.9. Conclusions and Main Challenges

    4.1.9.1. Equality and International Cooperation
    4.1.10. Gender and Education for Social Transcapacitation

4.2. Historical Evolution of Feminist Movements Main Currents

4.2.1. Introduction
4.2.2. The Emergence of Women as a Collective Subject

    4.2.2.1. Being a Political Subject
    4.2.2.2. Citizenship

4.2.3. The French Revolution as a Framework for Emancipation
4.2.4. The First Wave of the Feminist Movement

    4.2.4.1. Suffragettes
    4.2.4.2. Socialists

4.2.5. The Second Wave of Feminism

    4.2.5.1. Criticism of Capitalism

4.2.6. Intersectionality

    4.2.6.1. Concept

4.2.7. The Third Wave of Feminism

    4.2.7.1. Brief Introduction

4.2.8. Different Approaches
4.2.9. Gender Trends
4.2.10. Progress in the Fight for Equality

4.3. Regional Patriarchies and Women’s Movements

4.3.1. Introduction to the Concept of Patriarchy and Regional Patriarchy

    4.3.1.1. Concepts

4.3.2. Patriarchies in Latin America

    4.3.2.1. What Are They?
    4.3.2.2. Main Features

4.3.3. Patriarchies in Asia

    4.3.3.1. What Are They?
    4.3.3.2. Main Features

8.3.4. Patriarchies in Africa

    4.3.4.1. What Are They?
    4.3.4.2. Main Features

4.3.5. Patriarchies in Europe

    4.3.5.1. What Are They?
    4.3.5.2. Main Features

4.3.6. Historical and Common Requests

    4.3.6.1. Social
    4.3.6.2. Politics
    4.3.6.3. Cultural

4.3.7. Women’s Movements in Latin America
4.3.8. Women's Movements in Africa
4.3.9. Women’s Movements in the Spanish State

    4.3.9.1. The Suffragism Stage
    4.3.9.2. The Resurgence of Feminism after the Civil War
    4.3.9.3. Feminisms from the Spanish Constitution Onwards
    4.3.9.4. Current Feminisms

4.3.10. Sorority

    4.3.10.1. Concept

4.4. Division of Labor: Traditional "Agreements" and Contemporary Dynamics

4.4.1. Division of Labor between Men and Women

    4.4.1.1. Concept
    4.4.1.2. Evolution Over Time

4.4.2. Application of the Concept to Different Economic Realities

    4.4.2.1. How to Apply It?
    4.4.2.2. How to Analyze It?

4.4.3. Division of Domestic Work
4.4.4. Phenomenon of Feminization of Poverty

    4.4.4.1. The Concept
    4.4.4.2. The Data

4.4.5. Different Modalities of Labor Market Insertion
4.4.6. Data on Labor Participation and Wage Gaps
4.4.7. Data and Current Situation on Political Participation
4.4.8. Work in Africa and Asia

    4.4.8.1. Situation of Women in the Labor Market
    4.4.8.2. Evolution Over Time
    4.4.8.3. Current Forms of Employment and Labor Organization

4.4.9. Conclusions
4.4.10. Indicators

4.5. Care Policies and Economy

4.5.1. Life Care

    4.5.1.1. Concept

4.5.2. Tasks and Times Dedicated to Life Care

    4.5.2.1. Data on Time Spent on Hygiene, Feeding, Shelter, Emotional, Psychic and Sexual Care, etc.
    4.5.2.2. Effects on Women’s Lives

4.5.3. Value Associated with Unpaid Work in the Domestic Sphere and Other Care Work

    4.5.3.1. Personal and Social Assessment of Caregiving Tasks
    4.5.3.2. Social and Economic Assessment

4.5.4. The Ethic of Care

    4.5.4.1. Concept
    4.5.4.2. Referrals
    4.5.4.3. Evolution Over Time

4.5.5. Analysis of the Impact of Unpaid Work and Care for Life at the Personal, Family and Socioeconomic Structures Levels
4.5.6. Strategies for Work-Life Balance and Co-Responsibility

    4.5.6.1. Historical Evolution of the Concept of Work-Life Balance-Responsibility 
          and Co-Responsibility

4.5.7. New Masculinities Current Situation
4.5.8. Care and Globalization

    4.5.8.1. Concept
    4.5.8.2. Data from Different Geographic Areas

4.5.9. Unpaid Work

    4.5.9.1. Concepts
    4.5.9.2. Negative Consequences on Women’s Lives

4.5.10. Conclusions

4.6. Gender and Migrations

4.6.1. Global Migration Situation

    4.6.1.1. Evolution Over Time
    4.6.1.2. Current Situation of Migrations and Migratory Flows Disaggregated by Gender

4.6.2. Phenomenon of Feminization of Migrations

    4.6.2.1. Concept and Historical Evolution of Migrations
    4.6.2.2. Current Situation

4.6.3. Differentiated Features in Migratory Flows from a Gender Perspective

    4.6.3.1. Gender Variable in Voluntary Migration Processes
    4.6.3.2. Gender Variable in Forced Displacement Processes (Refugees and “Asylum-Seekers”)

4.6.4. Risks to Women’s Lives During Migration Processes

    4.6.4.1. Sexual Violence
    4.6.4.2. Commercialization of Women’s Bodies During Migratory Processes

4.6.5. Stereotypes and Universalized Image of Migrant Women's Subordination

    4.6.5.1. Analysis of Stereotypes of Migrant Women
    4.6.5.2. Showcasing the Diverse and Real Reality of Migrant Women

4.6.6. Effects of Migration on Women’s Lives

    4.6.6.1. Impacts on Power and Family Relationships
    4.6.6.2. Impacts on Gender Relations

4.6.7. Main Occupations and Role of Migrant Women in Host Countries

    4.6.7.1. Domestic Work
    4.6.7.2. Care of Dependent Persons (Global Care Chains)
    4.6.7.3. Prostitution and Trafficking

4.6.8. Strategies for the Development of Cooperation and Migration Prevention Projects with a Gender Perspective

    4.6.8.1. Co-Development Projects
    4.6.8.2. Other Examples and Best Practices

4.6.9. Final Reflections and Current Challenges

    4.6.9.1. Need for the Implementation of Gender-Sensitive Migration Policies in Countries of Origin and Host Countries
    4.6.9.2. Need for the Implementation of Intercultural Policies with a Gender Perspective in Countries of Origin and Host Countries

4.6.10. Conclusions

4.7. The International System of Development Cooperation from a Gender Perspective

4.7.1. Introduction
4.7.2. The International Development Cooperation System
4.7.3. Policies and Tools for International Development Cooperation from a Gender Perspective
4.7.4. Effectiveness, Quality and Coherence of International Aid

    4.7.4.1. Concept of International Aid

4.7.5. Gender and Advocacy
4.7.6. Development Education from a Gender Perspective
4.7.7. Gender-Sensitive Planning

    4.7.7.1. Project Cycle Management

4.7.8. Human Rights and Gender
4.7.9. Assessment and Indicators with a Gender Perspective
4.7.10. Conclusions

4.8. Public Policies with a Gender Perspective

4.8.1. Economic Bases of Development

    4.8.1.1. Introduction

4.8.2. Economics from a Gender Approach
4.8.3. Globalization and Gender in Development

    4.8.3.1. Concept of Globalization
    4.3.2. Gender in Development

4.8.4. Gender and Poverty

    4.8.4.1. Examples in the West and Latin America

4.8.5. Public Budgets with a Gender Perspective
4.8.6. Development, Environmental Sustainability and Gender
4.8.7. Conflict and Gender and Peacebuilding
4.8.8. Public Policies and Gender
4.8.9. Education and Gender
4.8.10. Conclusions

4.9. The Gender Perspective in International Development Cooperation 

4.9.1. History
4.9.2. Basic Concepts
4.9.3. Example of Best Practices at the International Level
4.9.4. Organizational Culture
4.9.5. Equality and Mainstreaming Plans

    4.9.5.1. Germany
    4.9.5.2. Denmark
    4.9.5.3. Spain
    4.9.5.4. Ireland
    4.9.5.5. Sweden

4.9.6.Financing

4.9.6.1. Gender Equality Budget

4.9.7. Best Practices in International Development Cooperation

4.9.7.1. Germany
4.9.7.2. Australia
4.9.7.3. Bolivia
4.9.7.4. Tanzania

4.9.8. Events, Forums, Workshops and Training
4.9.9. Triangular and South-South Cooperation from a Gender Perspective
4.9.10. UNDP Guidance

4.9.10.1. Practical Gender Area

A unique specializacion program that will allow you to acquire advanced training in this field"