Incorporate the most up-to-date knowledge in the area of Career Guidance in Vocational Training thanks to this very complete program" 

TECH proposes a different and effective model to help in the pre-university stages, based on experience with a large sample of adolescents and that in a simple way can be implemented with guarantees.

This Postgraduate Diploma is aimed at active High School teachers, professionals, counselors, and postgraduates in Psychology or Psychopedagogy who want to delve into this field.

The design of this program will allow professionals to acquire different approaches and models of guidance, as well as techniques and skills of positive intervention. The resources that the professionals will find in the Postgraduate Diploma will allow them to obtain better results in the medium and long term both in the vocational decision and in the preparation for the working life of their students.

Both the proposed activities and the innovative approaches to guidance that you will find will allow students to improve their professional skills and the results of their department in any educational entity. 

This program enables professionals in this field to increase their capacity for success, which will result in a better practice and performance that will have a direct impact on educational treatment, on the improvement of the educational system and on the social benefit for society as a whole. 

Give a boost to your competitiveness with this Postgraduate Diploma and place yourself at the top of the labor market”

This Postgraduate diploma in Career Guidance in Vocational Training centhält das vollständigste und aktuellste wissenschaftliche Programm auf dem Markt. Die wichtigsten Merkmale sind:

• The development of 100 case studies presented by experts in Career Guidance in Vocational Training for Teachers
• The graphic, schematic, and practical contents provide students with scientific and practical information on the disciplines that are essential
• New developments and innovations in the different fields
• Practical exercises where self-assessment can be used to improve learning.
• Algorithm-based interactive learning system for decision-making in the situations that are presented to the student
• Special emphasis on cutting-edge 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

This Postgraduate diploma marks the difference between a professional with a lot of knowledge and a professional who knows how to apply it the daily practice”

It includes a very broad teaching staff of professionals who bring their work experience to this program, in addition to recognized specialists from prestigious reference societies and 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 designed to learn in real situations.

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

Advance your professional skills by acquiring new forms of intervention in this field"

You will have 24-hour access to the Virtual Campus, so you will be able to access the program to review its content and revise it if necessary"

The contents of this comprehensive training program have been developed by the sector’s most competent professionals, with a high quality criterion at every stage of the course For this purpose, the most relevant and comprehensive topics have been selected, with the latest and most interesting updates  

An intensively structured educational approach, in such a way that you achieve your learning goals consistently and effectively" 

Module 1. Vocational and Career Guidance: Theoretical Framework

1.1. Historical Development of Professional and Career Guidance

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

1.2. Theory, Approaches and Models of Career Guidance

1.2.1. Non-Psychological Approaches: Chance Theory
1.2.2. Economic factors
1.2.3. Sociological Factors
1.2.4. Psychological Approaches: Trait and Factor Approach
1.2.5. Psychodynamic Model
1.2.6. Need-Based Approaches
1.2.7. Approach to Self-Concept
1.2.8. Socio-Psychological Model of PM, Blan
1.2.9. J.L Holland's Model
1.2.10. Dowald E. Super's Phenomenological Approach
1.2.11. Krumboltz's Social Learning Model
1.2.12. Dennis Pelletier's Activation Model

1.3. Career Guidance: Concept and Scope of Action

1.3.1. What Is Career Guidance?
1.3.2. Differences with Educational Guidance
1.3.3. Institutional Framework
1.3.4. Training Centers
1.3.5. The Family
1.3.6. Guidance Team
1.3.7. The Individual
1.3.8. The Group
1.3.9. The Company
1.3.10.  Special Collectives

1.4. Levels of Intervention in Career Guidance

1.4.1. Vocational vs. Occupational Guidance
1.4.2. Intervention and Its Justification
1.4.3. Program Model
1.4.4. Collaborative Model
1.4.5. Clinical Model
1.4.6. Didactic Models
1.4.7. Consulting Models
1.4.8. Resource Model
1.4.9. Reactive/Proactive Intervention
1.4.10. Group/ Individual Intervention

1.5. Career Guidance in High School

1.5.1. Brief Review of Legislation
1.5.2. Current Situation
1.5.3. Career Guidance in High School from the Perspective of Parents and Guidance Counselors
1.5.4. High School Itineraries
1.5.5. Gender and Guidance in High School
1.5.6. Equity and Guidance in High School
1.5.7. Self-Guidance
1.5.8. The Role of the Counselor in High School
1.5.9. The Role of the Family in High School
1.5.10. Future Perspectives

1.6. Career Guidance in High School

1.6.1. Brief Review of Legislation
1.6.2. Current Situation
1.6.3. Social Baccalaureate Itinerary
1.6.4. Humanities Itinerary
1.6.5. Artistic Itinerary
1.6.6. Scientific Itinerary
1.6.7. Role of the Guidance and Family Department
1.6.8. Influence of the Media
1.6.9. Vocational Maturity
1.6.10. Transit to University

1.7. Labor Integration in Young People. Intervention Models

1.7.1. Labor Integration of Young People from a Historical Perspective
1.7.2. Current Situation
1.7.3. Integral Nature of Employment Guidance
1.7.4. Coordination of Institutions
1.7.5. Intervention Program for University Students
1.7.6. Intervention Program for Young People with Training not Adapted to the Labor Market
1.7.7. Intervention Program for Young People with Integration Difficulties
1.7.8. Gender and Socioeconomic Variables in First Employment
1.7.9. Employability Strategies
1.7.10. Future Perspectives

1.8. The Current Labor Market and Its New Requirements

1.8.1. Historical Evolution of the Labor Market
1.8.2. Evolution of Knowledge
1.8.3. Importance of Socio-Emotional Skills
1.8.4. Importance of Collaborative Learning
1.8.5. Importance of Continuous Learning
1.8.6. The New Role of Young People in Employment
1.8.7. Promotion in Work
1.8.8. Precarious Employment
1.8.9. Education-Labor Market Mismatches
1.8.10. Mismatches between University Skills and the Labor Market

1.9. An Evolutionary Approach to Career Guidance

1.9.1. Theoretical Framework: Ginzberg Model
1.9.2. Early Childhood Stage
1.9.3. Tentative Period
1.9.4. Realistic Period
1.9.5. Models of Transition to Working Life
1.9.6. Career Development in the Business Environment
1.9.7. Career Self-Development
1.9.8. Professional Maturity and Outplacement
1.9.9. Retirement and Career Guidance

Module 2. Vocational and Career Guidance in the World

2.1. Towards a Comparative View of Career Guidance around the World: Relevant Variables

2.1.1. What Does a Comparative View of Career Guidance Provide?
2.1.2. Location and Designation of the Guidance Service
2.1.3. Guidance Service Users
2.1.4. Administrative Unit and Legislative Support
2.1.5. Areas of Intervention of the Guidance Professional
2.1.6. Functions, Objectives and Tasks
2.1.7. Professional Profiles and Previous Training
2.1.8. Ratios
2.1.9. Relationship with Other Services
2.1.10. Other Relevant Variables

2.2. Countries with a Model of Guidance Services External to Educational Centers (Italy, Belgium...)

2.2.1. Which Countries Maintain a Model of External Guidance Services?
2.2.2. Location and Designation of the Guidance Service
2.2.3. Guidance Service Users
2.2.4. Administrative Unit and Legislative Support
2.2.5. Areas of Intervention of the Guidance Professional
2.2.6. Functions, Objectives and Tasks
2.2.7. Professional Profiles and Previous Training
2.2.8. Ratios
2.2.9. Relationship with Other Services
2.2.10. Other Relevant Variables

2.3. Countries with a Model of Guidance Services within Educational Institutions (Portugal, Ireland, Greece...)

2.3.1. Which Countries Maintain a Model of Guidance Services within Educational Institutions?
2.3.2. Location and Designation of the Guidance Service
2.3.3. Guidance Service Users
2.3.4. Administrative Unit and Legislative Support
2.3.5. Areas of Intervention of the Guidance Professional
2.3.6. Functions, Objectives and Tasks
2.3.7. Professional Profiles and Previous Training
2.3.8. Ratios
2.3.9. Relationship with Other Services
2.3.10. Other Relevant Variables

2.4. Countries with a Mixed Model of Guidance Services, both Inside and Outside of Educational Institutions (France, UK, Netherlands, Spain...)

2.4.1. Which Countries Maintain a Mixed Model of Guidance Services?
2.4.2. Location and Designation of the Guidance Service
2.4.3. Guidance Service Users
2.4.4. Administrative Unit and Legislative Support
2.4.5. Areas of Intervention of the Guidance Professional
2.4.6. Functions, Objectives and Tasks
2.4.7. Professional Profiles and Previous Training
2.4.8. Ratios
2.4.9. Relationship with Other Services
2.4.10. Other Relevant Variables

2.5. The IAEVG (International Association for Educational and Vocational Guidance) Model

2.5.1. The International Association for Educational and Career Guidance: Origin, Purpose and Mission
2.5.2. International Competencies for Guidance Professionals
2.5.3. Core Competencies of Guidance Professionals in the IAEVG model
2.5.4. IAEVGIA Specialized Competencies (I): Diagnosis
2.5.5. IAEVGIA Specialized Competencies (II): Educational Guidance
2.5.6. IAEVGIA Specialized Competencies (III): Career Development
2.5.7. IAEVGIA Specialized Competencies (IV): Counseling
2.5.8. IAEVGIA Specialized Competencies (V): Information
2.5.9. IAEVGIA Specialized Competencies (VI): Consultation
2.5.10. IAEVGIA Specialized Competencies (VII): Research
2.5.11. IAEVGIA Specialized Competencies (VIII): Program and Service Management
2.5.12. IAEVGIA Specialized Competencies (IX): Community Development
2.5.13. IAEVGIA Specialized Competencies (X): Employment
2.5.14. IAEVGEA Ethical Standards

2.6. The ASCA (American Association for School Counseling) Model in the U.S. School Setting

2.6.1. The ASCA National Model
2.6.2. ASCA National Model School Counseling Programs
2.6.3. Pillars of School Counseling in the ASCA National Model
2.6.4. Application of the ASCA National Model for School Counseling
2.6.5. School Counseling Management in the ASCA National Model
2.6.6. Accountability in the ASCA National Model
2.6.7. Some ASCA National Model Templates
2.6.8. Recognized ASCA Model Program (RAMP)
2.6.9. ASCA Ethical Standards
2.6.10. ASCA Empirical Studies on School Counseling Effectiveness

2.7. The Competency Model of the Counselor from Chile

2.7.1. Towards a Model of Competencies and Standards for Guidance Counselors in Chile (MINEDUC 2010)
2.7.2. Generic Competencies for Counselors (I): Communication
2.7.3. Generic Competencies for Counselors (II): Teamwork
2.7.4. Generic Competencies for Counselors (III): Ability to Plan and Organize
2.7.5. Generic Competencies for Counselors (IV): Innovation and Creativity
2.7.6. Generic Competencies for Counselors (V): Commitment to Continuous Learning
2.7.7. A Map of ICT Competencies for Counselors in Chile (I): Pedagogical Dimension
2.7.8. A Map of ICT Competencies for Counselors in Chile (II): Technical Dimension
2.7.9. A Map of ICT Competencies for Counselors in Chile (III): Management Dimension
2.7.10. A Map of ICT Competencies for Counselors in Chile (IV): Social, Ethical and Legal Dimension
2.7.11. A Map of ICT Competencies for Counselors in Chile (V): Dimension of Professional Development and Responsibility

2.8. The Bertelsmann Foundation's Model for Coordinated Career Guidance

2.8.1. Leitfaden Berufsorientierung: Guidelines for Career Guidance of the Bertelsmann Foundation
2.8.2. Objectives and Principles of Coordinated Career Guidance: for Youth Employment
2.8.3. Quality Management System for Career Guidance Coordinated from the School Setting
2.8.4. Professional Guidance Planning in the School Setting
2.8.5. Application for Professional Guidance in the School Environment
2.8.6. Main Dimensions of Quality for the Organization of Career Guidance Actions
2.8.7. How to Professionally Guide Children
2.8.8. The Teacher as an Ally in Professional Guidance
2.8.9. Support for Dual Vocational Education
2.8.10. For Youth Employment: Present and Future
2.8.11. Recognition and Impact of Bertelsmann Foundation's Coordinated Career Guidance Model

2.9. Ratios of Users per Professional in the World: The Demand of 1:250

2.9.1. Is the Ratio of Users served by a Counselor so Relevant?
2.9.2. Some International Data on the Ratio of Users per Counselor
2.9.3. Some of Spain Data on the Ratio of Users per Counselor
2.9.4. 1:250: The Demand for 1 Counselor for every 250 Students
2.9.5. Some Initiatives to Reclaim the 1:250 Ratio
2.9.6. Relationship of the Ratio to other Relevant Variables in Guidance
2.9.7. Organizational Models of Guidance and Recommended Ratio
2.9.8. When the Ratio is Excessive: The Case of the Elastic Counselor
2.9.9. Elastic Counselor Responses (I): Priority Lines of Action
2.9.10. Elastic Counselor Responses (II): Task and Project Management

2.10. SWOT Analysis: Weaknesses, Threats, Strengths and Opportunities of Each Guidance Model

2.10.1. What is and Why Conduct a SWOT Analysis of Different Organizational Models of Guidance?
2.10.2. SWOT Analysis of External Guidance Services
2.10.3. SWOT Analysis of Guidance Services in Educational Centers
2.10.4. SWOT Analysis of Mixed Guidance Services
2.10.5. SWOT Analysis of the IAEVGEA Model
2.10.6. SWOT Analysis of the ASCA Model
2.10.7. SWOT Analysis of Chile's Competency Model
2.10.8. SWOT Analysis of the Bertelsmann Foundation's Coordinated Career Guidance Model
2.10.9. What Conclusions Can We Draw From These SWOT Analyses?
2.10.10. How to Determine the Most Appropriate Organizational Model for My Situation and Context?

Module 3. Career Guidance in Vocational Training

3.1. The Orientation and Training Department and its Functions

3.1.1. Functions Established in Current Regulations
3.1.2. Functions Established in the Vocational Training Integrated Centers Regulations
3.1.3. New LOMCE Subjects and Teaching Attribution
3.1.4. Functions of Orientation and Training Teachers in Vocational Training Centers in the Basque Country
3.1.5. Functions of Orientation and Training Teachers in Dual Vocational Training (in Some Communities)
3.1.6. Origins of the Orientation and Training Department, its Separation from the Guidance Department
3.1.7. Labor Exchanges and Orientation and Training Department
3.1.8. The Collaboration of the Orientation and Training Department and the Guidance Department in High Schools
3.1.9. The Validation of Subjects and its Impact on the Orientation and Training Department
3.1.10 Requests to Educational Administrations by Orientation and Training Teachers to Change the Current Framework

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

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

3.3. The Transversal Module in all the Vocational Training Cycles called Career Guidance: Career Guidance in this module.

3.3.1. The Study of the Training Cycle: Regulatory Regulations, Educational and Vocational Levels
3.3.2. Identification of Training Itineraries Related to the Title of the Training Cycle
3.3.3. Continuing Education for the Graduate's Work and Professional Career: Assessment of its Importance
3.3.4. Professional Options: Definition and Analysis of the Professional Sector of the Training Cycle Title
3.3.5. Employers in the Sector: Public Employers, Private Employers and Possibility of Self-Employment
3.3.6. Process, Techniques and Tools for Job Search and Recruitment in Small, Medium and Large Companies in the Sector
3.3.7. System of Access to Public Employment in Positions Suitable for Cycle Graduates
3.3.8. Internet Resources in the Field of Guidance
3.3.9. Professional Career based on the Analysis of Personal Interests, Aptitudes and Motivations: Self-Knowledge and Professional Potential
3.3.10. Actions Most Commonly Used by Career Guidance Teachers in Schools Throughout Spain

3.4. The Transversal Module in Most of the Vocational Training Cycles called Business and Entrepreneurship: Career Guidance in this Module.

3.4.1. The Development of Creativity and a Spirit of Innovation to Respond to Challenges in the Processes and Organization of Work and Personal Life
3.4.2. Informed Decision-Making
3.4.3. The Development of Leadership, Motivation, Supervision and Communication Techniques in Group Work Contexts
3.4.4. Communication Strategies and Techniques
3.4.5. Procedures related to the Entrepreneurial, Business and Professional Initiative Culture
3.4.6. Rights and Duties as an Active Agent in Society
3.4.7. The Business Project through the so-called "Business Plan”

3.4.7.1. New Forms of Collaborative Economy and their Impact on Self-Employment

3.4.8. Social Entrepreneurship
3.4.9. Actions Most Commonly Used by Teachers of Business and Entrepreneurship in Schools Throughout Spain

3.5. The Career Guidance System via Employment Exchanges in Vocational Training. (Job Search)

3.5.1. The System of Labor Exchanges in the University Sector
3.5.2. Employment Agencies and their Linkage with Training Entities
3.5.3. The Lack of "Professionalization" of the Vocational Training Labor Exchange System
3.5.4. The Example of Good Web Practice: empleaFP (Implemented by FPempresa)
3.5.5. Job Vacancies in Hotel Management and Tourism Schools
3.5.6. Examples of Labor Exchanges that, in Addition to Intermediation, also Carry Out Career Guidance Actions
3.5.7. The "Company Relations" Department that Some Centers Have to Provide a Solution to Workplace Training + Dual Vocational Training + Job Opportunities
3.5.8. Open Days
3.5.9. European Vocational Training Week
3.5.10. Department of Information and Career Guidance of the Vocational Education and Training Integrated Centers

3.6. The Career Guidance System via Business Incubators in Vocational Education and Training

3.6.1. The System of Business Incubators at the University Level
3.6.2. Business Incubators Promoted by City Halls
3.6.3. The Lack of "Professionalization" of the Business Incubator System in Vocational Training

3.7. The Approach to Career Guidance through the Career Guidance Module: New Trends

3.7.1. Personal Brand
3.7.2. Professional Social Networks
3.7.3. Networking Events
3.7.4. The Personal Learning Environment (MOOCs and NOOCs)
3.7.5. The Personal Learning Network (Groups in Social Media)
3.7.6. Professional Communities in the Network
3.7.7. Serious Games and Game-Based Selection Dynamics
3.7.8. The Personal Web (Positioning and References)
3.7.9. The Portfolio of Completed Projects
3.7.10. YouTube or the Resizing of the Video-CV

3.8. Transition to Adult Life Thanks to the Career Guidance Module: Practical Examples (Attention to People at Risk of Social Exclusion)

3.8.1. The Phenomenon of Long-Term Unemployment and Vocational Training
3.8.2. Disadvantaged Groups and their Integration through Basic Vocational Training
3.8.3. Dropping Out of School and Returning to the Classroom through Intermediate Vocational Training
3.8.4. The Career Guidance Module as an Aid to Social Integration
3.8.5. The Career Guidance Module and Employment of People with Disabilities
3.8.6. The Career Guidance Module and Bridging the Gender Gap
3.8.7. The Work of Vocational Family Departments in Social Integration
3.8.8. Collaboration between the Guidance Department and the Career Guidance Department in Vocational Education and Training Dissemination Activities (European VET Week)

3.9. The Promotion of Entrepreneurship in Vocational Training: The Business and Entrepreneurship Module, New Trends

3.9.1. Lean Startup in Entrepreneurial Education
3.9.2. Design Thinking Techniques Applied to the Business and Entrepreneurship Module

3.9.2.1. Public Initiative Entrepreneurship Programs

3.9.3. Private Initiative Entrepreneurship Programs
3.9.4. The SELFIE Entrepeneur Project
3.9.5. The Initiation to the Entrepreneurial and Business Activity Elective and its Link to Financial Education
3.9.6. The Integration of Business and Entrepreneurship with Other Modules, the Example of the Methodological Use of SCRUM (Giner de los Ríos Prize)
3.9.7. The Elevator Pitch and its Importance in Entrepreneurship
3.9.8. Storytelling. Video Editing Techniques
3.9.9. Tools for Project Prototyping

3.10. Soft Skills through the Career Guidance and Business and Entrepreneurship Modules

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

A unique training experience, key and decisive to boost your professional development"