Access a program that will allow you to take all your knowledge in Career Guidance to High School"  

Every educational path concludes with students who are personally and professionally developed, capable of making the right decisions in their future. At first sight and on paper, an easy choice, but one that requires precise knowledge of the world of work and business in order to be successful.  

Given its relevance, Career Guidance has become a key subject for High School students. In this sense, the work of the specialist who teaches this subject must be pedagogical and focus on the concepts that will enable the student to face all types of work situations. In this line, the Postgraduate certificate in Career Guidance in High School Education was created. 

A program that will cover 150 teaching hours on the historical development of professional and vocational guidance, entrepreneurship, the main theories of decision making and the role of the counselor. All this, in addition, with multimedia content (video summaries, videos in detail) or essential readings, which make up the library of pedagogical resources.  

In addition, thanks to the case studies provided by the faculty of this program, the graduate will be able to obtain a more practical vision in the realization of an Academic and Professional Orientation Plan (POAP). 

The professional is therefore faced with an exceptional opportunity to progress as a teacher through a Postgraduate certificate that is flexible and compatible with the most demanding responsibilities. It only requires a cell phone, tablet or computer to view the content of this program. A unique opportunity to take part in a university program that is at the educational forefront.  

Turn your teaching work into a success thanks to this 100% online Postgraduate certificate"

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

• The development of case studies presented by experts in teaching in High School Education 
• The graphic, schematic, and practical contents with which they are created, provide scientific and 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 

With no attendance or classes with fixed schedules, this university program is ideal to combine with daily professional activities" 

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.   

Train the next employees and entrepreneurs of the future with a critical sense thanks to TECH"

Build with the guidelines given in this program the most effective POAP"

TECH provides in this program numerous didactic resources (video summaries, detailed videos, essential readings or case studies) to favor a much more dynamic learning process. In this way, the future teacher will obtain the essential knowledge to be able to transfer accurate Career Guidance information to students in High School. In addition, you will be able to access this content, whenever and wherever you want, from an electronic device with an Internet connection.   

You will acquire the specialized content and the essential pedagogical basis to reach your students in Career Guidance"  

Module 1. Complements for the Disciplinary Training in Career Guidance

1.1. Historical Development of 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. Career Guidance: Concept and Scope of Action

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

1.3. Levels of Intervention in Career Guidance

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

1.4. Career Opportunities of the Educational Options

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

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

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

1.6. Individual Vocational Selection

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

1.7. Building of Educational and Vocational Guidance Plan

1.7.1. Introduction of Educational and Vocational Guidance Plan
1.7.2. Basic Principles of the Introduction of Educational and Vocational Guidance Plan
1.7.3. Objectives of the Educational and Vocational Guidance Plan
1.7.4. Activities and Timing of the Educational and Vocational Guidance Plan
1.7.5. Bibliographic Resources to Carry Out the Educational and Vocational Guidance Plan
1.7.6. Digital Resources to Carry Out the Educational and Vocational Guidance Plan
1.7.7. Audiovisual Resources to Carry Out the Educational and Vocational Guidance Plan
1.7.8. Human Resources to Carry Out the Educational and Vocational Guidance Plan
1.7.9. Examples for Improvement of the Educational and Vocational Guidance Plan
1.7.10. Examples of Good Practices in Educational and Vocational Guidance Plan

1.8. Development of Active Information Seeking Competence

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

1.9. Entrepreneurship

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

1.10. Theories in Decision-Making

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

You will encourage the entrepreneurial attitude of your students by enhancing their business creation skills"