Become a specialist in Programming and Implementation of Educational Projects, with this exclusive program and take the advantages of a quality educational project to your work"

An educational center that wants to be a reference and aims to obtain quality and efficiency in its practices, must be an expert in Programming and Implementation of Educational Projects. This program promotes an overall vision that will enable the implementation, or transformation, of educational projects that are intended to constitute the essence of the center, whatever their nature. Thanks to this specialization, educational centers will be able to build the appropriate knowledge, the fundamental pillars of the educational project taking into account each and every one of the factors that must be addressed in the process of programming and implementation of educational programs. Otherwise, schools are doomed to the vagaries of fashion, to fruitless waste of time and money, and most importantly, to fail to achieve a sufficiently stable path for students to walk on and develop their full capabilities and potential.

This program is unique because it manages to offer the necessary tools to build this core of the educational center so that it can last over time, be viable and, of course, be efficient. In addition, the teaching staff has extensive personal and professional experience in all types of educational projects, which means that this program is not developed from pure theory, but from the scientific evidence of practices in all types of educational centers. On the other hand, the online modality ensures that the best experts and professionals in each of the areas of Programming and Implementation of Educational Projects can be found in the list of professors who teach this Master's Degree.

Another of the reasons that make this program unique is the specialization in all the areas necessary for the Programming and Implementation of Educational Projects. While other programs focus on only a few aspects, the specialization offered by TECH allows the study of each and every field that will help to build the ideal construction of the educational project. Thus, starting with an introduction to educational projects and their most important elements, it will continue with the specification of the most innovative and significant types of projects on the international scene from which each educational center can be reflected or impelled to its implementation.

Expand your knowledge through the program in Programming and Implementation of Educational Projects”

This Master's Degree in Programming and Implementation of Educational Projects contains the most complete and up-to-date educational program on the market.The most important features include: 

• More than 75 case studies presented by experts in Programming and Implementation of Educational Projects 
• 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
• The latest news on Programming and Implementation of Educational Projects
• It contains practical exercises where the self-assessment process can be carried out to improve learning
• With special emphasis on innovative methodologies in Programming and Implementation of Educational Projects
• All of this will be complemented by 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 Master's Degree is the best investment you can make when selecting a refresher program, for two reasons: in addition to updating your knowledge of Programming and Implementation of Educational Projects, you will obtain a qualification from TECH Global University"

It includes in its teaching staff professionals belonging to the field of Programming and Implementation of Educational Projects, who bring to this program the experience of their work, as well as recognized specialists from reference 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 an immersive program to learn in real situations.

This program is designed around Problem-Based Learning, whereby the Educators must try to solve the different professional practice situations that arise throughout the program. For this purpose, the educators will be assisted by an innovative interactive video system developed by recognized experts in the field of the Programming and Implementation of Educational Projects, with extensive teaching experience.

Increase your decision-making confidence by updating your knowledge through this Master's Degree"

Take the opportunity to learn about the latest advances in Programming and Implementation of Educational Projects and improve your students’ education"

The contents of this program in Programming and Implementation of Educational Projects have been developed by different experts with a clear purpose: to ensure that our students acquire each and every one of the skills necessary to become true experts in this subject. This knowledge will enable you to respond to the needs of an educational center in all aspects of its preparation plan, with the efficiency and solvency of the best. 

This Master's Degree in Programming and Implementation of Educational Projects, contains the most complete and up-to-date educational program on the market”

Module 1. Introduction to the Educational Project

1.1. What Is an Educational Project?

1.1.1. Description

1.1.1.1. Plan the Process to Achieve the Goal
1.1.1.2. Implications of the Process
1.1.1.3. Presentation of Results

1.1.2.  Identify the Problem
1.1.3.  Address their Cause and Consequences

1.1.3.1. DAFO Analysis
1.1.3.2. Formulation of Actions

1.1.4. Diagnosis of the Problematic Situation

1.1.4.1. Project Location and Situation
1.1.4.2. Time Management
1.1.4.3. Pre-Established Objectives and Goals

1.1.5. Innovative Educational Projects: Where to Start

1.1.5.1. The Best Alternative
1.1.5.2. Study or Diagnosis of the Problematic Situation

1.2. What Is It For?

1.2.1. Generate Changes in the Environments

1.2.1.1. Change Management
1.2.1.2. Verification of the Problem and Its Solution
1.2.1.3. Institutional Support
1.2.1.4. Verification of Progress
1.2.1.5. What Specific Student Population Is Addressed?

1.2.2. Transform and Enable

1.2.2.1. Social Dynamics
1.2.2.2. Delimiting the Problem
1.2.2.3. Topics of Common Interest

1.2.3. Modifying Reality

1.2.3.1. The Operating Unit

1.2.4. Collective Action

1.2.4.1. Implementation of Collective Actions and Activities
1.2.4.2. Spontaneous Activities
1.2.4.3. Structured Activities
1.2.4.4. Collective Action and Socialization
1.2.4.5. Collective Action and Stigmatization
1.2.4.6. Collective Action, Transition and Trust

1.3. Origin

1.3.1. Planning the Process to Achieve an Educational Goal

1.3.1.1. Definition of Objectives
1.3.1.2. Project Justification
1.3.1.3. Relevance of the Project
1.3.1.4. Contribution to the Educational Community
1.3.1.5. Feasibility of Implementation
1.3.1.6. Limitations

1.3.2. Learning Objectives

1.3.2.1. Viable and Measurable
1.3.2.2. Relationship between the Objectives and the Problem Posed

1.4. Recipients

1.4.1. Educational Projects Implemented in a Specific Center or Institution

1.4.1.1. Student Body
1.4.1.2. Center Needs
1.4.1.3. Teachers Involved
1.4.1.4. Managers

1.4.2. Educational Projects Related to an Educational System

1.4.2.1. Vision
1.4.2.2. Strategic Objectives
1.4.2.3. Political Resources
1.4.2.4. Social Resources
1.4.2.5. Educational Resources
1.4.2.6. Regulatory Resources
1.4.2.7. Financial Resources

1.4.3. Educational Projects that Take Place outside the Educational System

1.4.3.1. Examples:
1.4.3.2. Complementary Approaches
1.4.3.3. Reactive/Proactive
1.4.3.4. Agents of Change
1.4.3.5. Public/Private

1.4.4. Specialized Learning Educational Projects

1.4.4.1. Particular Special Educational Needs
1.4.4.2. Learning as a Motivation
1.4.4.3. Self-Assessment and Motivation
1.4.4.4. They Learn from Research
1.4.4.5. Examples: Improving Daily Life

1.5. Factors

1.5.1. Analysis of the Educational Situation

1.5.1.1. Stages
1.5.1.2. Review
1.5.1.3. Compiling Information

1.5.2. Problem Selection and Definition

1.5.2.1. Progress Check
1.5.2.2. Institutional Support
1.5.2.3. Delimitation

1.5.3. Definition of Project Objectives

1.5.3.1. Related Objectives
1.5.3.2. Work Guides
1.5.3.3. Analysis of Objectives

1.5.4. Project Justification

1.5.4.1. Relevance of the Project
1.5.4.2. Utility for the Educational Community
1.5.4.3. Viability

1.5.5. Solution Analysis

1.5.5.1. Foundation
1.5.5.2. Motive or Purpose
1.5.5.3. Goals or Scope
1.5.5.4. Context
1.5.5.5. Activities
1.5.5.6. Schedule
1.5.5.7. Resources and Responsibilities
1.5.5.8. Assumptions

1.5.6. Action Planning

1.5.6.1. Corrective Action Planning
1.5.6.2. Work Proposal
1.5.6.3. Sequence of Activities
1.5.6.4. Delimitations of Deadlines

1.5.7. Work Schedule

1.5.7.1. Work Breakdown
1.5.7.2. Communication Tool
1.5.7.3. Identify Project Milestones
1.5.7.4. Blocks of the Set of Activities
1.5.7.5. Identify Activities
1.5.7.6. Development of a Business Plan

1.5.8. Specification of Human, Material and Economic Resources

1.5.8.1. Human

1.5.8.1.1. Project Participants
1.5.8.1.2. Roles and Functions

1.5.8.2. Materials

1.5.8.2.1. Resources
1.5.8.2.2. Project Implementation

1.5.8.3. Technologies

1.5.8.3.1. Necessary Equipment

1.5.9. Assessment

1.5.9.1. Process Evaluation
1.5.9.2. Results Evaluation

1.5.10. Final Report

1.5.10.1. Guide
1.5.10.2. Limitations

1.6. Agents Involved

1.6.1. Students
1.6.2. Parents

1.6.2.1. Families

1.6.3. Professors

1.6.3.1. Educational Guidance Teams
1.6.3.2. Faculty of the Center

1.6.4. Managers

1.6.4.1. Centers

1.6.5. Society

1.6.5.1.Social Services
1.6.5.2. Associations
1.6.5.3. Service-Learning Volunteering

1.7. Contents

1.7.1. Identity Marks

1.7.1.1. Micro to Macro
1.7.1.2. Contribute to the Educational Community

1.7.2. Features

1.7.2.1. Ideological
1.7.2.2. Teachings
1.7.2.3. Units
1.7.2.4. Schedules
1.7.2.5. Installations
1.7.2.6. Professors
1.7.2.7. Managers

1.7.3. Objectives and Commitments

1.7.3.1. Goals and Objectives
1.7.3.2. Involvement of the Educational World

1.7.4. Specific Values

1.7.4.1. Broad Beans
1.7.4.2. Conduits that Promote

1.7.5. Methodology

1.7.5.1. Attention to Diversity
1.7.5.2. Working on a Project A Basis
1.7.5.3. Thought Based Learning
1.7.5.4. Digital Learning

1.7.6. Organizational Structure

1.7.6.1. Fundamental Objective
1.7.6.2. The Mission
1.7.6.3. Theory, Principles and Values
1.7.6.4. Purposes and Strategies for Change
1.7.6.5. Pedagogical Conception
1.7.6.6. Community Environment

1.8. Objectives

1.8.1. Teachers

1.8.1.1. Counselor-Coordinator
1.8.1.2. Collaborate in Modernization

1.8.2. Pedagogical Approaches

1.8.2.1. Effectives
1.8.2.2. Rate
1.8.2.3. Design
1.8.2.4. Develop
1.8.2.5. Putting Methods into Practice

1.8.3. Training Needs

1.8.3.1. Ongoing Training
1.8.3.2. Pedagogies
1.8.3.3. Digital Learning
1.8.3.4. Educational Collaboration
1.8.3.5. Methodological Strategies
1.8.3.6. Educational Resources
1.8.3.7. Exchanging Experiences

1.9. Results

1.9.1. What Will Be Assessed?

1.9.1.1. How Will the Examination Be Conducted?
1.9.1.2. Who Will Be in Charge of Carrying It Out?
1.9.1.3. When Will the Analysis Take Place?
1.9.1.4. SMART Analysis: Relevance, By Addressing Significant Issues

1.9.2. Global

1.9.2.1. Areas
1.9.2.2. Dimensions

1.9.3. Reliability

1.9.3.1. Reflex
1.9.3.2. Measurements
1.9.3.3. Supporting Objective Evidence

1.9.4. Accuracy

1.9.4.1. Editorial Staff
1.9.4.2. Introduction

1.9.5. Operability

1.9.5.1. Measurement
1.9.5.2. Feasible Results
1.9.5.3. Consensus Assumed and Shared

1.10. Conclusion

1.10.1. Digitization
1.10.2. Collaboration
1.10.3. Transformation

Module 2. Types of Educational Projects

2.1. Technological Projects

2.1.1. Virtual Reality
2.1.2. Augmented Reality
2.1.3. Mixed Reality
2.1.4. Digital Whiteboards
2.1.5. iPad or Tablet Project
2.1.6. Cell Phones in the Classroom
2.1.7. Educational Robotics
2.1.8. Artificial Intelligence
2.1.9. E-learning and Online Education
2.1.10. 3D Printing

2.2. Methodological Projects

2.2.1. Gamification
2.2.2. Game Based Education
2.2.3. Flipped Classroom
2.2.4. Project-Based Learning
2.2.5. Problem-Based Learning
2.2.6. Thought Based Learning
2.2.7. Skill Based Learning
2.2.8. Cooperative Learning
2.2.9. Design Thinking
2.2.10. Montessori Methodology
2.2.11. Musical Pedagogy
2.2.12. Educational Coaching

2.3. Value Projects

2.3.1. Emotional Education
2.3.2. Anti-Bullying Projects
2.3.3. Projects to Support Associations
2.3.4. Projects in Favor of Peace
2.3.5. Projects in Favor of Stopping Discrimination
2.3.6. Solidarity Projects
2.3.7. Projects Against Gender Violence
2.3.8. Inclusion Projects
2.3.9. Intercultural Projects
2.3.10. Coexistence Projects

2.4. Evidence-Based Projects

2.4.1. Introduction to Evidence Based Projects
2.4.2. Previous Analysis
2.4.3. Determining the Objective
2.4.4. Scientific Research
2.4.5. Choosing a Project
2.4.6. Local or National Contextualization
2.4.7. Viability Study
2.4.8. Implementation of Evidence-Based Projects
2.4.9. Monitoring of Evidence-Based Projects
2.4.10. Evaluation of Evidence-Based Projects
2.4.11. Publication of Results

2.5. Artistic Projects

2.5.1. The Opera as a Learning Vehicle
2.5.2. Theater
2.5.3. Musical Projects
2.5.4. Choirs and Orchestras
2.5.5. Projects on the Infrastructure of the Center
2.5.6. Visual Art Projects
2.5.7. Design Technology Art Projects
2.5.8. Decorative Art Projects
2.5.9. Street Projects
2.5.10. Projects Centered on Creativity

2.6. Sanitary Projects

2.6.1. Nursing Services
2.6.2. Healthy Eating Projects
2.6.3. Dental Projects
2.6.4. Ophthalmic Projects
2.6.5. First Aid Plan
2.6.6. Emergency plan
2.6.7. Projects with External Health Framework Entities
2.6.8. Personal Grooming Projects

2.7. Sports Projects

2.7.1. Construction or Remodeling of Playgrounds
2.7.2. Construction or Remodeling of Sports Facilities
2.7.3. Creation of Sports Clubs
2.7.4. Extracurricular Classes
2.7.5. Individual Sports Projects
2.7.6. Collective Sports Projects
2.7.7. Sports Competitions
2.7.8. Projects with External Sports Entities
2.7.9. Projects for the Generation of Healthy Habits

2.8. Language Projects

2.8.1. On-site Language Immersion Projects
2.8.2. Local Language Immersion Projects
2.8.3. International Language Immersion Projects
2.8.4. Phonetic Projects
2.8.5. Conversation Assistants
2.8.6. Native Teachers
2.8.7. Preparation for Official Language Exams
2.8.8. Projects to Encourage Language Learning
2.8.9. Exchange Projects

2.9. Excellence Projects

2.9.1. Reading Improvement Projects
2.9.2. Calculation Improvement Projects
2.9.3. Foreign Language Improvement Projects
2.9.4. Collaboration with Prestigious Entities
2.9.5. Competitions and Prizes
2.9.6. Projects for External Evaluation
2.9.7. Connection with Businesses
2.9.8. Preparation for Standardized Tests of Recognition and Prestige
2.9.9. Excellence Projects in Culture and Sport
2.9.10. Advertising

2.10. Other Innovation Projects

2.10.1. Outdoor Education
2.10.2. Youtubers and Influencers
2.10.3. Mindfulness
2.10.4. Peer Tutoring
2.10.5. RULER Method
2.10.6. School Gardens
2.10.7. Learning Community
2.10.8. Democratic School
2.10.9. Early Stimulation
2.10.10. Learning Corners

Module 3. Benefits of Implementing an Educational Project 

3.1. For the Center as an Institution: Identity, Style and Presence

3.1.1. Groups that Make Up a School: The Institution, Students and their Families, Educators
3.1.2. The Educational Project Is a Living Reality
3.1.3. Defining Dimensions of the Educational Project

3.1.3.1. Towards Tradition. Self-Identity/Character, Mission
3.1.3.2. Towards the Future. The Style, The Vision
3.1.3.3. The Future Tradition Bond: Presence, Values

3.1.4. Honesty and Consistency
3.1.5. Identity. The Up-to-date Development of Its Mission (own character)
3.1.6. Style. From the Image of What You Want to Do (Vision) To the Way You Want to Do It
3.1.7. Presence. The Practical Realization of Values
3.1.8. The Three Dimensions of the Educational Project as Strategic Referents

3.2. For Students and Their Families

3.2.1. The Image of the Center Says a Lot About Its Educational Project
3.2.2. Relational Dimensions of the Educational Project

3.2.2.1. Towards the Internal Addressees of the Educational Action: The Students
3.2.2.2. Towards the External Partners of the Educational Action: The Families

3.2.3. Communication and Consistency
3.2.4. Essential Communicative Dimensions of an Educational Project
3.2.5. Identity. A Well-Founded, Comprehensive Education, Rooted in Tradition
3.2.6. Style. The Learning of Knowledge and Skills in the Field of Character Development
3.2.7. Presence. The Education of Today's Citizens with an Imprint
3.2.8. The Three Dimensions of the Educational Project as the Basis of School Marketing
3.2.9. Client Relationships and Membership

3.3. For Educators: Teachers and Other Personnel

3.3.1. Educators as Stakeholders
3.3.2. Educators, the Cornerstone of an Educational Project
3.3.3. Human Capital, Social Capital and Decision-Making Capital
3.3.4. The Indispensable Participation of Educators in Shaping the Educational Project
3.3.5. Climate and Consistency
3.3.6. Project, Change and People: It Is Not Possible to Regulate All Three
3.3.7. Identity. Clarity of Educational Intentions and Educator Identity
3.3.8. Style. Formation of a Form of Presence, Methodological Principles and Common Didactic Practices
3.3.9. Presence. Establishment of Educational Priorities, Organizational Structures, Training Needs, etc.
3.3.10. The Three Dimensions of the Educational Project as the Core of Human Resources Management

3.4. For the Center's Driving Force I: Improvement in Managerial Style

3.4.1. Main Drivers of a School: Management Style, Leaders and Collective Alignment
3.4.2. Educational Project and Management of the Center
3.4.3. The Leading Manager as a Moral Reference
3.4.4. The Managerial Style as a Pedagogical Reference
3.4.5. Is It Possible to Speak of a Management Project?
3.4.6. Elements of Management Style Dependent on the Educational Project

3.4.6.1. Organizational Structures
3.4.6.2. Management Style
3.4.6.3. The Possibility of Other Leaderships
3.4.6.4. Forms of Participation and Delegation

3.4.7. Adaptation of Organizational Structures to the Identity, Style and Presence of the Center
3.4.8. The Gradual Development of a Local Management Culture

3.5. For the Motor Impulse of the Center II: Generation of Leaders

3.5.1. Managers as Leaders
3.5.2. The Three Capitals of the Leader -Human, Social and Decisional- And the Educational Project
3.5.3. Bringing Talent to the Surface
3.5.4. Capability, Commitment and Service
3.5.5. Educational Project, Organizational Flexibility and Leadership
3.5.6. Educational Project, Innovation Processes and Leadership
3.5.7. Educational Project, Creativity and Leadership
3.5.8. Towards a Teaching Function in the Key of Leadership
3.5.9. Educating Leaders

3.6. For the Driving Force of the Center III: Alignment with the Mission-Vision-Values

3.6.1. The Need for Alignment
3.6.2. Main Obstacles for Alignment
3.6.3. The Leader as an Aligner
3.6.4. Lifelong Learning as an Educator: The Development of Own Lines of Competences
3.6.5. From the Teaching Backpack to Shared Teaching Habits
3.6.6. Educational Project and Development of a Professional Teaching Culture
3.6.7. Having Resources for Authentic Assessment
3.6.8. Assessment of the Quality of the Educational Service

3.6.8.1. Local Reality
3.6.8.2. Systemic Nature
3.6.8.3. Absolute Priority of Teaching-Learning Activities

3.7. For Educational Advancement I: Adaptation to Students, to Active Methodologies and to the Demand of the Environment

3.7.1. The Importance of Educational Goals
3.7.2. The Importance of Scientific Knowledge on How We Learn
3.7.3. How Does the Evolution of a Center Manifest Itself?
3.7.4. Concentration on Growth Processes
3.7.5. Focus on Systematic Learning Processes
3.7.6. Prioritization of Active Methodologies: What Matters Is Learning
3.7.7. Prioritization of Situated Learning
3.7.8. Adequacy to the Demand of the Environment
3.7.9. Beyond Current Needs: An Educational Project With a “Vision for the Future”
3.7.10. Educational Project and Operational Research

3.8. For Educational Advancement II: Improvement of the Living, Learning and Working Environment. Sustainability

3.8.1. The Educational Project as the Basis for an Adequate School Climate
3.8.2. Educational Project and Coexistence
3.8.3. Educational Project and Learning Style
3.8.4. Educational Project and Work Organization
3.8.5. Management Support
3.8.6. The Sustainability of Work in an Educational Center
3.8.7. Elements of Sustainability

3.8.7.1. The Center's Strategic Plan
3.8.7.2. Practical Quality Indicators
3.8.7.3. The Global Assessment System
3.8.7.4. The Educational Tradition of the Company

3.9. For Educational Advancement III: Relationship with the Environment, Other Centers in the Area or in the Same Network

3.9.1. Have your Own Profile and a Recognizable Voice in the Environment
3.9.2. Opening up to the Surrounding Reality

3.9.2.1. Knowing the Environment
3.9.2.2. Interacting with It

3.9.3. Identification With Other Centers in the Same Institution or Area
3.9.4. From Peer-To-Peer Classroom Learning to Center-To-Center Learning
3.9.5. Shared Experiences
3.9.6. Institutional Framework Project and Own Educational Project

3.9.6.1. The Common Framework
3.9.6.2. Different Needs and Sensitivities
3.9.6.3. What Does the Global-Local Dialectic Bring to Our Own Educational Project?

3.10. For Educational Advancement IV: Deepening the Ideology and Style

3.10.1. Ideology, mission, character. Three Complementary Terms
3.10.2. The Mission Statement Underlies the Basic Lines of the Educational Project
3.10.3. The Educational Project Develops the Specific Character
3.10.4. Alignment Between the Educational Project and the Ideology
3.10.5. Shaping a Style of Doing and Reflecting in Education
3.10.6. Updates to the Educational Project Update the Perspective From Which New Realities Are Addressed
3.10.7. It Is Necessary to Return Periodically to Reflect on the Fundamentals
3.10.8. Ideology, Educational Project and Transmission of an Educational Tradition

Module 4. Circumstances that Influence the Programming and Implementation of the Educational Project

4.1. Scope of the Project

4.1.1. Ownership of the Center
4.1.2. Physical and Sociocultural Situation Where It Is Located

4.2. Personal Resources

4.2.1. Center Organization Chart in the Educational Project
4.2.2. Management Team
4.2.3. Professors
4.2.4. PAS
4.2.5. Non-Teaching Staff
4.2.6. Training
4.2.7. Hiring

4.3. Transparency of the Educational Project

4.3.1. Project Information
4.3.2. Results of Educational Practice

4.4. Involvement of Educational Agents

4.4.1. Personal Identification with the Project
4.4.2. Center Staff
4.4.3. Families

4.5. Quality Factors for the Creation of an Educational Project

4.5.1. Inclusive vs. Exclusionary Center Projects

4.5.1.1. At Student Body Level
4.5.1.2. At Faculty Level
4.5.1.3. Methodologies

4.6. Difficulty with Change and Accommodation to Reality

4.6.1. Comfort Zone
4.6.2. Fears and Weaknesses

4.7. Analysis of Results and New Proposals

4.7.1. At External Testing Level
4.7.2. At Internal Testing Level
4.7.3. Satisfaction of Families with the Different Elements (curricular, personnel, etc.)
4.7.4. Teacher satisfaction

Module 5. Programming Phase of the Educational Project: Holistic Analysis of the Situation

5.1. Social Analysis

5.1.1. Globalization
5.1.2. State and Society
5.1.3. Contemporary Politics and Ideologies
5.1.4. Social Changes
5.1.5. Information and Knowledge Society
5.1.6. The Welfare Society, Realities and Myths
5.1.7. Work and Employability
5.1.8. Citizen Participation
5.1.9. Diagnosis of the Social Context
5.1.10. Challenges of Contemporary Society

5.2. Psychological Analysis

5.2.1. Notes on Learning Theories
5.2.2. Dimensions of Learning
5.2.3. Psychological Processes
5.2.4. Multiple Intelligences
5.2.5. Cognitive and Metacognitive Processes
5.2.6. Teaching Strategies
5.2.7. Teaching Styles
5.2.8. Educational Needs and Learning Difficulties
5.2.9. Thinking Skills
5.2.10. Counseling and Guidance

5.3. Cultural Analysis

5.3.1. Theories on Culture
5.3.2. Culture and Cultural Evolution
5.3.3. Culture Components 
5.3.4. Cultural Identity
5.3.5. Culture and Society
5.3.6. Traditions and Customs in Culture
5.3.7. Culture and Communication
5.3.8. Culture and Cultural Educational
5.3.9. Interculturality and Integration
5.3.10. Crisis and Challenges in Culture

5.4. Technological Analysis

5.4.1. ICTs and New Technologies 
5.4.2. Innovation and Development
5.4.3. Advantages and Disadvantages of New Technologies
5.4.4. Impact of ICT in the Educational Field
5.4.5. Internet Access and New Technologies
5.4.6. Digital Environment and Education
5.4.7. E-learning and B-learning
5.4.8. Collaborative Learning
5.4.9. Video Games and Education
5.4.10. ICT and Teacher Training

5.5. Ethical Analysis

5.5.1. Approach to Ethics
5.5.2. Ethics and Morals
5.5.3. Moral Development
5.5.4. Principles and Values Today
5.5.5. Ethics, Morals and Beliefs
5.5.6. Ethics and Education
5.5.7. Educational Ethics
5.5.8. Ethics and Critical Thinking
5.5.9. Training in Values
5.5.10. Ethics and Project Management

5.6. Business Analysis

5.6.1. Business Planning and Strategy
5.6.2. Mission and Vision of the Organization
5.6.3. Organizational Structure
5.6.4. Administrative Management
5.6.5. Management
5.6.6. Coordination
5.6.7. Control
5.6.8. Resources

5.6.8.1. Human
5.6.8.2. Technologies

5.6.9. Supply, Demand and Economic Environment
5.6.10. Innovation and Competition

5.7. Analysis of the Center's Goals and Objectives

5.7.1. Definition of Goals and Objectives
5.7.2. The Center’s Goals
5.7.3. General Objectives
5.7.4. Specific Objectives
5.7.5. Plans and Strategies
5.7.6. Actions and Campaigns
5.7.7. Expected Results
5.7.8. Indicators of Achievement

5.8. Analysis of Students and Family Context

5.8.1. Characteristics of the Student's Environment
5.8.2. The Socialization Process
5.8.3. Family Structure and Dynamics
5.8.4. Educational Involvement of the Family
5.8.5. The Student and Their Reference Groups
5.8.6. Educational Inclusion and Family
5.8.7. Attention to Diversity
5.8.8. Coexistence Plan
5.8.9. Self-Regulation and Independence
5.8.10. Performance Factors

5.9. Analysis of Educational Agents

5.9.1. Definition of Educational Intervention Agents
5.9.2. The Role of the Educational Mediator
5.9.3. Civil Society and Organizations
5.9.4. The Educational Community
5.9.5. The Teaching Staff
5.9.6. The Managers
5.9.7. Responsibility of the Mass Media
5.9.8. Leadership and Education
5.9.9. Learning Environments
5.9.10. Integration and Participation Strategies

5.10. SWOT Analysis

5.10.1. The SWOT Matrix
5.10.2. Weaknesses
5.10.3. Threats
5.10.4. Strengths
5.10.5. Opportunities
5.10.6. Successful Pairs
5.10.7. Matching Pairs
5.10.8. Reaction Pairs
5.10.9. Risk Pairs
5.10.10. Lines of Action and Strategy

Module 6. Integration Phase of the Educational Project in the Center

6.1. Applicable regulatory framework. General Considerations and Contents of the Educational Project

6.1.1. General Considerations
6.1.2. School Organization

6.1.4.1. General Considerations
6.1.4.2. Theoretical Approaches to School Organization
6.1.4.3. Organizational Components in Schools

6.1.5. Definition and Characteristics
6.1.6. Values, Objectives and Priorities for Action Based on the Center’s Identity
6.1.7. Common Basic Aspects for the Implementation of the Curriculum
6.1.8. Pedagogical Lines
6.1.9. Content of an Educational Project
6.1.10.  Aspects to Take into Account

6.2. Tutorial Action Plan

6.2.1. General Considerations
6.2.2. Objectives
6.2.3. Tutor

6.2.3.1. Tutorial Functions
6.2.3.2. Tutoring Assignments
6.2.3.3. Organization of Tutorials

6.2.4. Cycle Coordination

6.2.4.1. Election of the Coordinator
6.2.4.2. Cycle Functions
6.2.4.3. Duties of the Coordinator

6.2.5. Reinforcements
6.2.6. Events and Activities

6.2.6.1. In Relation to Students
6.2.6.2. In Relation to Family
6.2.6.3. In Relation to the Teaching Staff and Organization of the Center
6.2.6.4. In Relation to Other Educational Agents

6.2.7. Student Evaluation

6.2.7.1. Instruments 
6.2.7.2. Phases
6.2.7.3. Qualification Criteria
6.2.7.4. Promotion of the Student Body

6.2.8. Teacher evaluation Assessment of Other Educational Agents
6.2.9. Assessment of the Tutorial Action Plan
6.2.10. Aspects to Take into Account

6.3. Truancy plan

6.3.1. General Considerations
6.3.2. Definition of Absenteeism
6.3.3. Absenteeism Typology
6.3.4. Program Objectives
6.3.5. Procedures for Action

6.3.5.1. Preparation Phase
6.3.5.2. Intervention Phase
6.3.5.3. Evaluation Phase

6.3.6. Punctuality Record
6.3.7. Justification for Absences and Punctuality
6.3.8. Summons and Minutes
6.3.9. Referral Letter and Report
6.3.10. Aspects to Take into Account

6.4. Plan of Attention to Educational Inclusion

6.4.1. General Considerations
6.4.2. Organizational Measures
6.4.3.  Access Adaptations
6.4.4. Significant Adaptations
6.4.5. Personal Resources
6.4.6. Material Resources
6.4.7. Agents Involved
6.4.8. Protocols to Be Followed by the Tutor/School With Students
6.4.9. Follow-up of the Action Plan
6.4.10. Aspects to Take into Account

6.5. Coexistence and Equality Plan

6.5.1. General Considerations
6.5.2. Diagnosis of the State of Coexistence in the Center
6.5.3. Objectives
6.5.4. Organizational and Operational Criteria
6.5.5. Performance models

6.5.5.1. Model of Action Oriented to Prevention and to Achieving a Climate of Equality and Equal Opportunities
6.5.5.2. Action Plans

6.5.5.2.1. In the General Organization and Planning of the Center
6.5.5.2.2. In the Area of Tutoring
6.5.5.2.3. In the Field of Educational Guidance
6.5.5.2.4. In the Area of Common Space Activities
6.5.5.2.5. At Family Level

6.5.5.3. Model of Action With Respect to Students Who Behave in a Manner Contrary to the Rules of Coexistence
6.5.5.4. Model of Action With Respect to Students Who Behave in a Way That Is Seriously Detrimental to the Center’s Coexistence

6.5.6. Follow-up of the Action Plan
6.5.7. Action Protocol for Situations of Violence Among Peers
6.5.8. Action Protocol for Aggressions against Teachers
6.5.9. Other Action Protocols
6.5.10. Aspects to Take into Account

6.6. Transition Plan between Stages

6.6.1. General Considerations
6.6.2. Personnel Involved
6.6.3. Promotion
6.6.4. Objectives
6.6.5. Methodological Guidelines
6.6.6. Assessment
6.6.7. Follow-up Meetings
6.6.8.  Aspects to Take into Account

6.7. Reading Promotion Plan

6.7.1. General Considerations
6.7.2. Analysis of the Needs in the Field of Reading in the Center
6.7.3. Objectives
6.7.4. Strategies to Achieve the Objectives
6.7.5. Methodology
6.7.6. Proposed Activities
6.7.7. Resources
6.7.8. Evaluation of the Reading Plan
6.7.9. Templates
6.7.10. Aspects to Take into Account

6.8. School Welcome Plan

6.8.1. General Considerations
6.8.2. General Objectives
6.8.3. Responsibilities
6.8.4. Newly Arrived Students

6.8.4.1. General Aspects

6.8.4.1.1. Before Incorporation

6.8.4.1.1.1. Registration, Information and Preparation

6.8.4.1.2. Incorporation

6.8.4.1.2.1. Welcome
6.8.4.1.2.2. Incorporation into the Classroom

6.8.4.1.3. Subsequent to Incorporation

6.8.4.1.3.1. Initial Assessment and Determination of Needs
6.8.4.1.3.2. Coordination of Educational Agents
6.8.4.1.3.3. Follow-up Planning

6.8.4.1.4. Follow-up and Possibilities
6.8.4.1.5. Process Evaluation

6.8.4.2. New Students Arriving at the Beginning of the Course Once the Course Has Started
6.8.4.3. Newly Arrived Students after the Start of the Course
6.8.4.4. Newly Arrived Students With No Knowledge of the Language

6.8.5. Newly Recruited Teaching Staff

6.8.5.1. General Aspects
6.8.5.2. Newly Arrived Teaching Staff at the Beginning of the School Year
6.8.5.3. Newly Arrived Teaching Staff After the Start of the Academic Year

6.8.6. Non-Teaching Staff

6.8.6.1. General Aspects
6.8.6.2. Non-Teaching Staff Newly Arrived at the beginning of the Academic Year
6.8.6.3. Non-Teaching Staff Arriving at the Beginning of the Course

6.8.7. Model Student Welcome Plan
6.8.8. Template for the Teacher Welcome Plan
6.8.9. Model Welcome Plan for Non-Teaching Staff
6.8.10. Aspects to Take into Account

6.9. Internal Regulations

6.9.1. General Considerations
6.9.2. Student Enrollment in the School
6.9.3. Check-in and Check-Out Times
6.9.4. Absence and Substitutions

6.9.4.1. Student Absences and Substitutions
6.9.4.2. Absence and Substitutions of Teaching and Non-Teaching Personnel

6.9.5. Medication Administration Protocol

6.9.5.1. General Criteria
6.9.5.2. Health Protocol
6.9.5.3. Foreseeable and Non-Foreseeable Emergencies
6.9.5.4. First Aid Kit
6.9.5.5. Medication Administration
6.9.5.6. Annexes

6.9.6. Accident Protocol

6.9.6.1. General Criteria
6.9.6.2. Mild and Severe Situations

6.9.7. Protocol Regarding Extracurricular and Complementary Outings
6.9.8. Protocol for the Management of the Center’s Spaces and Facilities

6.9.8.1. General Criteria
6.9.8.2. Security and Surveillance of the Center
6.9.8.3. Concierge
6.9.8.4. Common Areas
6.9.8.5. Classroom
6.9.8.6. Use of Information Technology
6.9.8.7. Others

6.9.9. Mentoring Meetings
6.9.10. Aspects to Take into Account

6.10. Project of Projects

6.10.1. School Lunchroom Educational Project
6.10.2. Emergency Plan
6.10.3. Innovation Project
6.10.4. Textbook Reuse, Replacement and Renewal Program
6.10.5. Improvement Plan
6.10.6. Curricular Project
6.10.7. Linguistic Project
6.10.8. Educational Marketing Plan
6.10.9. Teacher Training Plan
6.10.10. TIC Project
6.10.11. To Learn More

Module 7. Implementation Phase of the Educational Project: Key Factors for an Efficient and Effective Educational Project

7.1. Educational Leadership How Many of Us Are There?

7.1.1. General Considerations
7.1.2. Theories That Bring Us Closer to the Figure of the Leader
7.1.3. Essential Leadership Competencies
7.1.4. Leadership Models
7.1.5. European Trends in Educational Leadership
7.1.6. Tools for Effective and Efficient Leadership
7.1.7. Phases to Become a Leader
7.1.8. Social Skills
7.1.9. Emotional skills
7.1.10. Aspects to Take into Account

7.2. Preparation. Who Are We?

7.2.1. General Considerations
7.2.2. Definition of the Educational Project
7.2.3. Relationship of the Educational Project with Other Documents
7.2.4. Components of the Educational Project
7.2.5. Implications of the Educational Project
7.2.6. Process Definition
7.2.7. Performance Planning
7.2.8. Proposal
7.2.9. Examples of Planning the Process of Elaboration of an Educational Project
7.2.10. Aspects to Take into Account

7.3. Situation Analysis. Where are we?

7.3.1. General Considerations
7.3.2. Process Definition
7.3.3. Analysis of the Center

7.3.3.1. Center Analysis Sheets

7.3.4. Analysis of the Environment

7.3.4.1. Environmental Analysis Sheets

7.3.5. Model Report from the Management Team to the Different Educational Agents
7.3.6. Educational Project Survey
7.3.7. Aspects to Take into Account

7.4. Sensitization. Why Do We Need Everyone?

7.4.1. General Considerations
7.4.2. Process Definition
7.4.3. Performance Planning
7.4.4. Proposal
7.4.5. Examples of Planning the Awareness-Raising Process of an Educational Project
7.4.6. Aspects to Take into Account

7.5. Production. What Do We Want?

7.5.1. General Considerations
7.5.2. Process Definition
7.5.3. Principles, Values and Signs of Identity of the Center
7.5.4. Basic objectives. Priorities
7.5.5. Approval and Validation
7.5.6. Broadcast
7.5.7. Templates
7.5.8. Aspects to Take into Account

7.6. Implementation. How Do We Do It?

7.6.1. General Considerations
7.6.2. Process Definition
7.6.3. Templates
7.6.4. Aspects to Take into Account

7.7. Monitoring and Assessment Which Way Do We Go?

7.7.1. General Considerations
7.7.2. Process Definition
7.7.3. Validity and Revision
7.7.4. Templates
7.7.5. Aspects to Take into Account

7.8. Redesign of the Educational Project. Shall We Continue?

7.8.1. General Considerations
7.8.2. Process Definition
7.8.3. Aspects to Take into Account

7.9. Coordination of Unipersonal and Collegiate Governing Bodies. How Are We Going to Coordinate?

7.9.1. General Considerations
7.9.2. Process Definition
7.9.3. Single-Member Bodies
7.9.4. Collegiate Governing Bodies
7.9.5. Aspects to Take into Account

7.10. Participation of the Different Educational Agents. How Are We Going to Participate?

7.10.1. General Considerations
7.10.2. Process Definition
7.10.3. Participation and Management Model
7.10.4. Family Involvement
7.10.5. Teacher Participation
7.10.6. Non-Teaching Staff Participation
7.10.7. Student Participation
7.10.8. Involvement of the Environment
7.10.9. Aspects to Take into Account

7.11. To Learn More

Module 8. Leadership, Direction and Management of the Educational Project

8.1. Terms and Roles: Management, Direction, Leadership

8.1.1. Manager
8.1.2. Director
8.1.3. Leader
8.1.4. The Role of Management in the School Management Function
8.1.5. The Role of Management in the School Leadership Role
8.1.6. The Role of Leadership in the School Management Function
8.1.7. The Virtuous Triangle
8.1.8. Nobody Is Perfect No One Is an Island
8.1.9. A Set of Counterweights
8.1.10. Is the Solitude of the Head Really Necessary?

8.2. Coaching and Leadership

8.2.1. The Management Function as Leadership of Leaders
8.2.2. The Leader as Coach
8.2.3. Leadership, Coaching and Maieutics
8.2.4. Elements of Team Coaching: Assisting Water Breakage

8.2.4.1. Check the Equipment
8.2.4.2. Making People Aware of Change
8.2.4.3. Be a Speaker, a Flagbearer, Encourage, Provoke

8.2.5. Elements of Team Coaching: Intervening Subcutaneously

8.2.5.1. Transferring Responsibility to the Team
8.2.5.2. Encourage Participation
8.2.5.3. Articulate What Is Already in Place
8.2.5.4. Standardization

8.2.6. Elements of Team Coaching: Boosting the Body's Defences

8.2.6.1. Revealing Signs or Symptoms
8.2.6.2. Sustaining Discomfort
8.2.6.3. Giving Back to the Team What Belongs to It
8.2.6.4. Giving Voice to the Silenced

8.2.7. The Leader and Chaos Order: Transaction and Transformation
8.2.8. Changing the Language to Change the Facts

8.2.8.1. Communication as the Key to Change
8.2.8.2. Language as an Engine of Change
8.2.8.3. History, Metaphors and Stories The Effectiveness of Symbolic Language
8.2.8.4. From Words to Deeds
8.2.8.5. Celebrate What Has Been Achieved

8.2.9. Words Persuade, Example Drags

8.3. Structures and Leadership: Persons of Reference in the Center, Other Leaders

8.3.1. The Power-Authority Binomial
8.3.2. Organizational Structures and Formal Leaderships
8.3.3. Do We Have the Necessary and Sufficient Structures?
8.3.4. Types of Leadership (Without Last Names)

8.3.4.1. Master Leaders
8.3.4.2. Organizing Leaders
8.3.4.3. Leading Builders

8.3.5. Paraformal Leadership and Adaptive Structures
8.3.6. The Delegated Power
8.3.7. There Is No Manager Without Direction and No Leader Without a Project
8.3.8. You Can Learn to Be a Leader, but You Have to Dedicate Time and Attention to It
8.3.9. Leading From Values: Commitment, Exemplarity, Greatness and Resilience

8.4. Election, Training and Accompaniment of Leaders in the Center

8.4.1. Why Do We Need This Leader? Work Teams and Leadership
8.4.2. Creating the Future: Delegation in Leaders

8.4.2.1. Requirements to Delegate
8.4.2.2. The Delegation Process
8.4.2.3. Delegation Phases

8.4.3. Co-Creating the Future: Empowering Leaders

8.4.3.1. Forms of Empowerment
8.4.3.2. Communication to the Center
8.4.3.3. The Limits of Power

8.4.4. The Ongoing Training of Leaders
8.4.5. Accompanying Those Who Care for Them
8.4.6. Personalized Follow-up for Those Who Have a Responsibility
8.4.7. Professional Development of Leaders
8.4.8. It Is Good to Be Grateful: The Day After Relinquishing a Responsibility

8.5. How to Champion the Educational Project?

8.5.1. Know the Framework Well: Mission, Vision and Values
8.5.2. Knowing How to Transmit
8.5.3. Times and Forms of Transmission

8.5.3.1. The Important vs. The Urgent
8.5.3.2. Be Aware That 92% Of What Is Communicated Is Non-Verbal Language

8.5.4. Anchoring in the Real Context
8.5.5. Every Project Requires Strategy and Tactics

8.5.5.1. The Strategic Plan. Actors
8.5.5.2. Tactics. Actors

8.5.6. Trial and Error
8.5.7. The Educational Project and Leaders as Coolhunters
8.5.8. Erarre humanum est, etc. The School as a Laboratory: Possibilities and Limits
8.5.9. Perseverare Autem Diabolicum. What Does Not Work Is a Waste
8.5.10. Et Tertia Non Datur? That 50-25-20 Advice

8.6. Theoretical and Practical Training on the Basics of the Project

8.6.1. The Binomial Foundation-Practicality
8.6.2. It Is Always Necessary to Justify What Is Going to Be Done

8.6.2.1. The Necessary Scientific Support
8.6.2.2. As a Propaedeutic Motif
8.6.2.3. As a Communicative Argument
8.6.2.4. To Encourage Reflection, Observation and Evaluation

8.6.3. The Practical Benefits Must Also Be Substantiated
8.6.4. Application of What Has Been Learned: Motivation and Supervision
8.6.5. Where to Invest More Effort?
8.6.6. Non-Complaining Reflection on What Is Not Working
8.6.7. Cross-Pollination: Co-Learning among Teachers
8.6.8. Reflection on Best Practices
8.6.9. When What Is Done Has Already Been Done

8.7. The Development of a Project I: Its Phases, Possibilities of each Phase

8.7.1. Every Project and Group Has Phases of Change
8.7.2. Phases of a Project. Possibilities

8.7.2.1. Analysis
8.7.2.2. Design
8.7.2.3. Implementation
8.7.2.4. Assessment

8.7.3. From Paper Project to Reality
8.7.4. Microchanges and Development of the Educational Project: The Value of Work in the Classroom
8.7.5. Making the Most of What You Do: Listening as a Driver of Change
8.7.6. Project Development and Personal Changes: The Change Curve

8.7.6.1. Neutral Phases
8.7.6.2. New Beginnings
8.7.6.3. Transition and Development

8.7.7. Overlapping Phases in Complex Projects

8.7.7.1. How to Deal with Permanent Change?
8.7.7.2. When It Is Not Possible to Change Equipment

8.7.8. What If I Doesn’t Work? You Can Also Live on Mistakes

8.8. The Development of a Project II: Possible Obstacles

8.8.1. Personal Obstacles

8.8.1.1. Different Types of Stakeholder Profiles
8.8.1.2. Profiles by Time of Performance
8.8.1.3. Profiles by Socket
8.8.1.4. From Balkanized Cultures to Professional Communities

8.8.2. Bureaucratic Lace

8.8.2.1. Continuous Evaluation. Development of Appropriate Indicators
8.8.2.2. There Are No Universal Indicators
8.8.2.3. No School Fits on Paper

8.8.3. Laws, Rules and Regulations

8.8.3.1. Learning to Read
8.8.3.2. Ask
8.8.3.3. Daring to Propose

8.8.4. Obstacles as Tools for Improvement

8.9. Project Development III: Risk Factors

8.9.1. Personal

8.9.1.1. Lack of Equipment
8.9.1.2. Internal Conflicts
8.9.1.3. Anti-Leadership Attitudes

8.9.2. Structural

8.9.2.1. Inconsistency with the Mission
8.9.2.2. Lack of Alignment with the Vision
8.9.2.3. Contradiction with Values
8.9.2.4. Duplicity
8.9.2.5. Overload

8.9.3. Strategic

8.9.3.1. Decontextualization
8.9.3.2. Unsustainability

8.9.4. Tactical

8.9.4.1. Lack of Knowledge of the Context
8.9.4.2. Lack of planning
8.9.4.3. Premura

8.9.5. Communicative

8.9.5.2. “What Will People Say"
8.9.5.3. From Customers to Allies

8.9.6. Project Design and Risk Factors. Courage and Prudence
8.9.7. The Need for External Advisors/Supervisors

8.10. Evaluation of the Leadership and Management of the Educational Project

8.10.1. Evaluation as the Cornerstone of a Project
8.10.2. The Role of Leadership and Management Assessment in Project Evaluation
8.10.3. Who Evaluates the Leader?
8.10.4. Leadership Assessment Tools
8.10.5. Developing a Professional Management Career: Learning to Manage and Lead

8.10.5.1. Continuing Education
8.10.5.2. Management Support
8.10.5.3. Forums and Exchanges

8.10.6. The Local Management Culture and the Educational Project of the Center
8.10.7. The Local Management Culture Is Part of the Center’s Pedagogical Teaching
8.10.8. Leadership Cycles, the Hallmark of Schools
8.10.9. The Role of Seniors in the School of Tomorrow

Module 9. Planning and Financial Management of Educational Projects

9.1. Situation Analysis and Educational Problems

9.1.1. Diagnostic Examination
9.1.2. Educational Indicators
9.1.3. The Educational Problem
9.1.4. Infrastructure Problems
9.1.5. Socio-Economic Problems
9.1.6. Administrative and Institutional Problems
9.1.7. Environmental Problems
9.1.8. Historical-Cultural Problems
9.1.9. Cause-Effect Analysis
9.1.10. SWOT Analysis

9.2. Introduction to the Planning and Financial Management of Educational Projects

9.2.1. Project Preparation and Assessment
9.2.2. Decision-Making Associated with a Project
9.2.3. Typology of Projects
9.2.4. Project Assessment
9.2.5. Social Assessment of Projects
9.2.6. Projects in Development Planning
9.2.7. Scope of the Project Study
9.2.8. The Technical Study of the Project
9.2.9. Market Research
9.2.10. Organizational and Financial Study

9.3. Economic Structure and Market Research Educational

9.3.1. Market Structure
9.3.2. Demand for Educational Product
9.3.3. Pricing
9.3.4. The Offer
9.3.5. The Project Market
9.3.6. Objective and Stages of the Market Study
9.3.7. The Consumer
9.3.8. Commercial Strategy
9.3.9. Analysis of the Medium
9.3.10. The Demand

9.4. Projection and Cost Estimation Techniques

9.4.1. The Projection
9.4.2 Projection Methods
9.4.3. Qualitative and Causal Methods
9.4.4. Time Series Model
9.4.5. Cost Information
9.4.6. Differential and Future Costs
9.4.7. Relevant Cost Elements
9.4.8. Short-Term Cost Functions
9.4.9. Cost-Volume-Utility Analysis
9.4.10. Accounting Costs and V.A.T. (Value Added Tax) Cost. (Value Added Tax)

9.5. Economic Background for Technical Study and Sizing

9.5.1. Scope of the Study and Production Process
9.5.2. Economies of Scale
9.5.3. Lange Model
9.5.4. Investments in Equipment
9.5.5. Personal Balance and Choice of Technological Alternatives
9.5.6. Factors Influencing Project Size
9.5.7. Size Economy 
9.5.8. Size Optimization
9.5.9. Size of a Project With a Growing Market
9.5.10. Size of a Project With Constant Demand

9.6. Location Decisions and Organizational Economic Effects

9.6.1. Study and Location Factors
9.6.2. Non-Quantifiable Factor Evaluation Methods
9.6.3. Qualitative Point Method
9.6.4. Brown and Gibson's Method
9.6.5. Net Present Value Maximization
9.6.6. The Study of the Project Organization
9.6.7. The Economic Effects of Organizational Variables
9.6.8. Investment in Organization
9.6.9. Administrative Operation Costs
9.6.10. Relevance of Administrative Systems in Project Preparation and Appraisal

9.7. Project Benefits and Construction of Cash Flows

9.7.1. Types of Benefits
9.7.2. Scrap Values
9.7.3. Pricing Policies
9.7.4. Profitability Analysis for Pricing
9.7.5. Elements of Cash Flow
9.7.6. Structure of a Cash Flow
9.7.7. Investor Cash Flow
9.7.8. Cash Flows from Projects in Operating Companies
9.7.9. EBITDA
9.7.10. Other Considerations

9.8. Project Assessment Criteria and Discount Rate

9.8.1. Net Present Value (NPV) Approach
9.8.2. The Internal Rate of Return Criterion (IRR)
9.8.3. Other Decision Criteria
9.8.4. Effects of Inflation on Project Appraisal
9.8.5. The Cost of Capital
9.8.6. The Cost of Debt
9.8.7. The Cost of Equity
9.8.8. Capital Asset Pricing Model for Determining the Cost of Equity
9.8.9. Average Company Rate Versus CAPM
9.8.10. The Agency Problem

9.9. Risk and Sensitivity Analysis

9.9.1. Preliminary Considerations
9.9.2. One-Dimensional Model of NPV Sensitization
9.9.3. Multidimensional NPV Sensitization Model, Monte Carlo Simulation
9.9.4. Uses and Abuses of Sensitivity
9.9.5. Project Preparation and Social Assessment
9.9.6. Social Costs and Benefits
9.9.7. Incidence of Indirect Effects or Externalities
9.9.8. Incidence of Intangible Effects
9.9.9. Incidence of the Social Discount Rate
9.9.10. Private and Social Assessment

Module 10. Marketing and Advertising of an Educational Project

10.1. Introduction to Marketing

10.1.1. Introduction to Marketing
10.1.2. Marketing Needs
10.1.3. The Evolution of the Concept of Marketing
10.1.4. New Trends in Marketing
10.1.5. From Transactional Marketing to Relationship Marketing
10.1.6. Corporate Social Responsibility
10.1.7. Marketing

10.1.7.1. Marketing 1.0
10.1.7.2. Marketing 2.0
10.1.7.3. Marketing 3.0
10.1.7.4. Marketing 4.0

10.1.8. Holistic Marketing

10.2. Commercial Planning

10.2.1. Corporate Strategic Planning and Marketing Planning
10.2.2. Marketing Plan in the Company
10.2.3. Phase 1: Situation Analysis

10.2.3.1. Market Analysis
10.2.3.2. Microenvironment
10.2.3.3. Macroenvironment
10.2.3.4. Internal Analysis

10.2.4. Phase 2: Setting Objectives
10.2.5. Phase 3: Strategy Design

10.2.5.1. The Product
10.2.5.2. The Price
10.2.5.3. Distribution
10.2.5.4. Communication

10.2.6. Phase 4: Assessment, Organization, Implementation and Control of the Strategy

10.2.6.1. Assessment of the Commercial Strategy
10.2.6.2. Organization of the Marketing Department and Implementation of the Commercial Strategy
10.2.6.3. Commercial Strategy Control (Feedback)

10.3. Market and Customer Segmentation

10.3.1. Improve the Effectiveness of Marketing Actions by Means of Correct Customer Segmentation
10.3.2. Differentiate Campaign Leads to Target Efforts to Those Who Will Buy the Products
10.3.3. Select the Markets and Audiences That Best Fit Your Company’s Products/Services and Characteristics
10.3.4. Identify Your Customers’ Needs and Design an Effective Marketing Mix to Meet Those Needs
10.3.5. Obtain a Highly Competitive Advantage and Generate Growth Opportunities for Your Company
10.3.6. Know Which Variables Should Be Part of My Segmentation Program
10.3.7. What Are the Benefits of Implementing a Segmentation Program?
10.3.8. Incorporate Segmentation Into the Company’s Sales and Marketing Process

10.4. Positioning and Personal Brand Building

10.4.1. How Is the So-Called Brand Value Generated?
10.4.2. Keys to Proper Online and Offline Brand Management
10.4.3. Elements That Make up the Trademark and What Characteristics They Must Meet
10.4.4. Characteristics, Advantages and Disadvantages of the Different Existing Strategies for Brand Management
10.4.5. Appropriate Strategies to Improve the Positioning of the Product or Service Through the Brand and Its Communication

10.5. Advertising Creativity and a New Form of Communication in the Company

10.5.1. What Is Creativity and What Are the Best Conditions to Create?
10.5.2. What Does It Take To Get to the Idea?
10.5.3. How Does the Advertising Creative’s Thinking Work?
10.5.4. How Is an Advertising Message Structured?
10.5.5. How to Generate Publicity?
10.5.6. How to Create Ads in the Digital Sphere?
10.5.7. What Are the Main Reasons Why It Is Necessary to Have a Brand?
10.5.8. What Are the Differences Between the Logo and the Brand?

10.6. Educational Offer

10.6.1. The Educational Project
10.6.2. Ideology
10.6.3. Extra Services
10.6.4. Use of Different Materials
10.6.5. Certifications
10.6.6. Differences in Your Educational Offer
10.6.7. Methodology
10.6.8. Teaching Staff
10.6.9. Installations
10.6.10.Ancillary Services. (Location and access roads)

10.7. Social Networks

10.7.1. Facebook ADS Campaign

10.7.1.1. Create Persuasive, High-Impact Campaigns, Driving the Customer Through the Entire Buying Journey and Using the Right Campaign Objectives
10.7.1.2. Take 100% Advantage of the Facebook Platform, Knowing Its Structure and Operation
10.7.1.3. Create Ads in Different Facebook Formats, Knowing Their Structure and Operation
10.7.1.4. Prepare a Presentation Covering All the Sales Processes
10.7.1.5. Create and Optimize Your Facebook Page for the Best Results
10.7.1.6. “Spy” on Competitors and Use Them as a Reference to Improve Your Products and Services
10.7.1.7. Control the ROI of Your Campaign and Thus Increase Your Results

10.7.2. Twitter ADS Campaign

10.7.2.1. Objective
10.7.2.2. Audience
10.7.2.3. Bids
10.7.2.4. Budget
10.7.2.5. Creativity
10.7.2.6. Analysis of Your Campaign

10.7.3. Instagram Campaign

10.7.3.1. Contents
10.7.3.2. Optimize Your Profile
10.7.3.3. Use of Hashtags
10.7.3.4. Encourage Participation
10.7.3.5. Show Customer Experiences
10.7.3.6. Instagram for Events

10.7.4. E-mail Marketing Campaigns
10.7.5. WhatsApp Campaigns
10.7.6. The Apps
10.7.7. Blog

10.8. Creation and Management of the Marketing Strategy for Service Companies

10.8.1. What Is Service Marketing and the Strategies, Methodologies and Tools?
10.8.2. Distinctive Aspects of Service Marketing
10.8.3. Service Marketing Plan
10.8.4. Successful Positioning in Service Markup
10.8.5. Analyze Customer Behavior in Service Companies

10.9. Marketing Strategies

10.9.1. Introduction
10.9.2. Product Decisions

10.9.2.1. Product Dimensions
10.9.2.2. Product Portfolio Decisions
10.9.2.3. Creation of New Products
10.9.2.4. Product Life Cycle

10.9.3. Pricing Decisions

10.9.3.1. Pricing Policies and Strategies
10.9.3.2. Pricing Policy Determinants
10.9.3.3. Pricing Strategies

10.9.4. Distribution Decisions

10.9.4.1. Decisions Related to Distribution Management

10.9.5. Communication Decisions

10.9.5.1. Personal Selling
10.9.5.2. Sales Promotion
10.9.5.3. Public Relations
10.9.5.4. Advertising
10.9.5.5. Other Communication Tools

10.10. Marketing Metrics: Campaign Profitability Analysis

10.10.1. Usefulness of the Different Metrics According to the Type of Company, Its Strategy and Objectives
10.10.2. Main Indicators Used to Measure the Performance of Companies’ Commercial and Marketing Activities
10.10.3. The Importance of Assessing the Marketing Actions Developed in the Company for Management and Improvement Purposes
10.10.4. Avoiding Inappropriate Use of Metrics
10.10.5. Use Marketing Metrics to Assess the Profitability, Efficiency and Effectiveness of Programs

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