Enroll in a 100% online Postgraduate diploma that will lead you to create attractive programs and teaching units on Economics and Business in High School Education"

The philosophical foundations of Adam Smith, the economic theories of Marx, or the failure and success of the entrepreneur are essential subjects that every High School Education student should know in order to be able to function in a world where Economics and business prevail.

In this context, education systems have integrated this subject in high school students who will soon enter the job market or decide to start their own business. A reality that leads teaching professionals not only to have a deep knowledge of the subject, but also to know the techniques, methodologies, and essential pedagogical resources to bring this subject closer to their students. That is why TECH has created this Postgraduate diploma that provides the teacher with an advanced syllabus in Economics and Business Teacher Training in High School Education .

A program that will take you throughout 6 months to deepen in the teaching-learning of this subject, therefore the design, development and implementation of a teaching program, meeting the academic requirements. All this, in addition, with a theoretical-practical perspective that will allow you to integrate into your daily life the most effective activities and methods explained by a team of teachers with extensive experience in the field of education.

In addition, the high school students who take this program will be able to reduce the long hours of study and memorization thanks to the Relearning system. A method based on the reiteration of content, which leads to a much more natural progression through the syllabus and the consolidation of new concepts.

An excellent opportunity for the professional who wishes to progress in this sector through a Postgraduate diploma 100% online and flexible. The high school students who take this course will only need an electronic device (cell phone, tablet, or computer) with an Internet connection to be able to view the syllabus hosted on the virtual platform. Therefore, without classes with fixed schedules and with the possibility of distributing the teaching load according to their needs, the professional will be able to combine daily responsibilities with a program that is at the educational forefront.

Bring to your classroom the most effective methodologies to break the main difficulties in the learning of economic knowledge in High School Education students"

This Postgraduate diploma in Economics and Business Teacher Training 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

TECH Global University has created a university program that adapts to you. Therefore, you do not have classes with fixed schedules and you will be able to make the teaching load more flexible. Enroll now” 

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. 

This program provides all the ICT tools that you can use in your classroom to attract the most digital high school students"

Be the teacher who inspires your high school students in the creation of a new business, applying the concepts of feasibility plan and business marketing" 

The syllabus of this Postgraduate diploma is structured to offer teaching professionals everything they need to advance their careers as teachers of Economics and Business in High School Education. Therefore, by means of innovative pedagogical tools and with a magnificent teacher team, you will achieve your objectives in only 6 months and without neglecting other areas of your daily life. A unique experience offered by TECH through comprehensive content on the content, syllabus design and the most effective teaching of this subject. 

A syllabus with a theoretical-practical approach that will provide you with the resources you need to successfully teach the subject of Economics and Business"

Module 1. Complements for the Disciplinary Training of Economics and Business 

1.1. History of  Economy Teaching 

1.1.1. Origin and Evolution of the Teaching of Economics Up to the General Education Law of 1970
1.1.2. The Economic Contents of LOGSE
1.1.3. The Economic Contents of LOE
1.1.4. The Current Educational System: Contents of Economics and Business in ESO
1.1.5. The Current Educational System: Contents of Economics and Business in High School
1.1.6. The Current Educational System: Contents of Economics and Business in Vocational Training

1.2. Financial Education 

1.2.1. The Importance of Financial Education
1.2.2. Financial Education in the Spanish Curriculum
1.2.3. Financial Education in Other Countries
1.2.4. The Assessment of Financial Literacy in PISA
1.2.5. Examples of Activities to Develop Financial Concepts in the Classroom

1.3. Economic Development in the 19th Century: Population, Natural Resources, and Technology The Institutional Framework 

1.3.1. The Population
1.3.2. Natural Resources
1.3.3. Legal Basis
1.3.4. Economic and Policy Thought
1.3.5. Class Structure and Class Struggle 
1.3.6. Education and Literacy 
1.3.7. International Relations 

1.4. Political Economy in the English Classical School 

1.4.1. Delimitation of the Classical School: Adam Smith 
1.4.2. Adam Smith's Philosophical Foundations
1.4.3. Salaries Theory Land Rent and Grain Laws
1.4.4. Classical Monetary Theory 
1.4.5. Classical Theories of International Trade

1.5. Karl Marx and His Critique of Classical Economics 

1.5.1. Marx's Economic Theories 
1.5.2. Marx's Analysis of Capitalism 

1.6. the World Economy and the Economic Thought of the 20th Century 

1.6.1. The Population 
1.6.2. Resources 
1.6.3. Technology 
1.6.4. Institutions
1.6.5. The Predominance of Keynesians Ideas 
1.6.6. The New Macroeconomics: Monetarism, Rational Expectations 
1.6.7. Some of the Main Secondary Streams
1.6.8. New Research Programs in Economics 

1.7. The Entrepreneur The Process of Creating a New Company 

1.7.1. Concept and Types of Entrepreneur 
1.7.2. Capabilities, Qualities and Attributes of the Entrepreneur 
1.7.3. Myths about the Entrepreneur 
1.7.4. The Most Frequent Mistakes Made by Entrepreneurs
1.7.5. Entrepreneurial Failure and Success
1.7.6. Entrepreneurial Behavior
1.7.7. Access Routes to Entrepreneurial Activity
1.7.8. Creation of a Company Innovation
1.7.9. The Franchise
1.7.10. The Associated Commerce
1.7.11. The Process of Creating a New Company

1.8. The Idea and its Feasibility Plan 

1.8.1. The Importance of Idea 
1.8.2. Source of Ideas
1.8.3. New Business Fields
1.8.4. Structure of PVI
1.8.5. Check and Choice
1.8.6. Justification and Development
1.8.7. Contrasts
1.8.8. DAFO Analysis and Conclusions

1.9. The Strategic Plan 

1.9.1. Purpose and Contents 
1.9.2. Business Name and Legal Form 
1.9.3. Social Objective and Objectives 
1.9.4. Products and Brands 
1.9.5. Target Market Customers and Consumers
1.9.6. Image and Positioning Competitive Advantages of the Company 
1.9.7. Location, Facilities and Size of the Company 
1.9.8. Organizational Structure, Corporate Culture and Other Elements 

1.10. The Marketing and Viability Plan of the New Company as an Investment 

1.10.1. Purpose and Contents
1.10.2. Product Policy
1.10.3. Sails Policy
1.10.4. Pricing Policies 
1.10.5. Communication Policies 
1.10.6. Distribution Policy
1.10.7. Variables 
1.10.8. Economic Viability of the Company as an Investment 
1.10.9. Financial Viability of the New Company as an Investment 

Module 2. Economics and Business Syllabus Design 

2.1. Syllabus and its Structure 

2.1.1. School Syllabus: Concept and Components 
2.1.2. Syllabus Design: Concept, Structure and Functioning
2.1.3. Levels of Syllabus Specification 
2.1.4. Syllabus Model 
2.1.5. Educational Programming as a Working Tool in the Classroom 

2.2. Legislation as a Guide to Syllabus Design and Key Competencies

2.2.1. Review of Current National Educational Legislation
2.2.2. What are Competencies? 
2.2.3. Types of Skills
2.2.4. Key Competencies
2.2.5. Description and Components of Key Competencies 

2.3. The Spanish Education System Teaching Levels and Modalities

2.3.1. Education System: Interaction between Society, Education and the School System
2.3.2. The Educational System: Factors and Elements
2.3.3. General Characteristics of the Spanish Educational System
2.3.4. Configuration of the Spanish Educational System
2.3.5. High School Education
2.3.6. Baccalaureate
2.3.7. Artistic Education
2.3.8. Language Teaching
2.3.9. Sports Education
2.3.10. Adult Education

2.4. Syllabus Programming Applied to Economics and Business Department Programming

2.4.1. Applicable Legislation
2.4.2. Organic Law on Education and Organic Law for the Improvement of the Quality of Education 
2.4.3. Royal Decree 1105/2014, which Establishes the Basic Syllabus for Compulsory High School 
2.4.4. General Elements of a Department Programming 
2.4.5. General Objectives of a Stage 
2.4.6. Specific Objectives of a Subject 

2.5. Contents, Methodology and Teaching Resources 

2.5.1. Content Specification
2.5.2. Content Distribution
2.5.3. Description of the Methodology
2.5.4. Materials and Resources Specification

2.6. Assessment Procedures, Attention to Diversity, and Complementary Activities 

2.6.1. Assessment Procedures 
2.6.2. Attention to Diversity 
2.6.3. Complementary Activities 

2.7. The Teaching Unit in Programming Theoretical and Practical Aspects to be Taken into Account 

2.7.1. Aspects Derived from Legislation Applicable to the Teaching Unit: Standards, Competencies, Syllabus, Contents, etc
2.7.2. Methodological Aspects: Ages and Integration of Competencies and Standards in the Syllabus Activities
2.7.3. Elements of a Teaching Unit
2.7.4. Practical Aspects

2.8. Development of a High School Programming: Entrepreneurial Initiative 

2.8.1. Elements of Programming 
2.8.2. Elements of a Teaching Unit

2.9. Professional Syllabus Programming: Entrepreneurial Economy and Initiative

2.9.1. Elements that Make Up a Subject Program 
2.9.2. Components of the Programming of the Classroom 

2.10. Didactic Programs: Practical Examples 

2.10.1. Elements that Make Up the Teaching Unit Classroom Program 
2.10.2. Aspects to emphasize of the Classroom Programming 
2.10.3. Fundamental Aspects of Didactic Programming Based on Selected Autonomous Legislation 

Module 3. Economics and Business Teaching 

3.1. General Didactics and Learning Theories 

3.1.1. Teaching as Communication of Knowledge
3.1.2. Knowledge as a Source and Need for Communication 
3.1.3. From Existing Subjectivity to Desired Objectivity 
3.1.4. From Teacher Activity to Student Learning 
3.1.5. The Procedure to the Effect in the Educational Activity
3.1.6. Method as a Procedure

3.2. Theories of Learning Applied to the Specialty 

3.2.1. The Model of Research in the School Research Areas 
3.2.2. Knowledge of the Economic System 
3.2.3. Contents of the Procedural System 
3.2.4. Attitudinal Contents 
3.2.5. Plot of Problems in the Field of Research of the Economic System 

3.3. Learning Techniques and Strategies Applied to the Specialty 

3.3.1. The Psychological Analysis of Effective Teaching: the Functions of Learning 
3.3.2. Activation Phase 
3.3.3. Instructional or Developmental phase 
3.3.4. Feedback Phase 
3.3.5. Cooperation as a Form of Pedagogical Action 
3.3.6. Competitiveness, Individuality and Cooperation in Learning 
3.3.7. Delimitation of the Concept of Cooperative Learning
3.3.8. The Educational Potential of Cooperative Interaction

3.4. Teaching Methodologies 

3.4.1. Towards an Operational and Participatory Methodology
3.4.2. Scientific Assumptions of the Operational Methodology 
3.4.3. Scientific Assumptions of the Participatory Methodology 
3.4.4. Methodological Approaches for Teaching Economy
3.4.5. Educational Visits 
3.4.6. Economy Workshop
3.4.7. Activities Related to the Use of Audiovisual Information 
3.4.8. Activities Mobilizing Various Sources of Information 
3.4.9. Activities Based on Group Dynamic 
3.4.10. Simulation Games 

3.5. Learning Difficulties 

3.5.1. What Do We Know About How We and Our Ancestors Lived? 
3.5.2. Obstacles in the Construction of Notions Related to the Labor Market
3.5.3. Difficulties in the Construction of Economic Knowledge 

3.6. Activities for Learning the Subject

3.6.1. Importance of the Activities 
3.6.2. Criteria for the Choice of Student Activities 
3.6.3. Techniques for Directing Student Activities 
3.6.4. Learner Activities Based on Learning Situations
3.6.5. Learner Activities Based on Learning Process
3.6.6. Guidelines for Establishing the Student's Activities According to the Characteristics of the Person
3.6.7. Teacher Activities 
3.6.8. Extracurricular Activities 

3.7. Didactic Resources 

3.7.1. Definition of Resource and Teaching Material
3.7.2. Types of Resources, Materials and Teaching
3.7.3. Different Views on the Functions of Teaching Resources and Materials
3.7.4. Different Types of Media and Their Educational Application 
3.7.5. Use and Selection of Videos in Education 
3.7.6. Use of Multimedia in School

3.8. Teaching Resources TIC 

3.8.1. Digital Resources
3.8.2. Web 2.0. 
3.8.3. Social Media
3.8.4. Blog
3.8.5. Wiki
3.8.6. Twitter
3.8.7. Chat and Forum
3.8.8. Cmap Tools 

3.9. Assessment 

3.9.1. Initial Assessment
3.9.2. Continuous Assessment
3.9.3. Final Assessment
3.9.4. Formative and Summative Evaluations 
3.9.5. Normative, Criterial, and Personalizing Evaluations 
3.9.6. Other Assessment Modalities
3.9.7. Other Functions of Assessment

3.10. Teachers in the Classroom: How to Create an Appropriate Place for Teaching-Learning? 

3.10.1. The Teacher as a Facilitator of Learning 
3.10.2. The Teacher as a Guide and Manager of the Group Coexistence 
3.10.3. The Teacher as Member of an Organization

Enhance your skills and abilities as a teacher, facilitator of learning, manager of group coexistence, and member of an educational community"