In this course students will learn about the Educational Systems in Europe and America, and other topics like education and society, Education in the world according to International Organizations (UNESCO, OECD, OEI ...), results in education according to different factors such as budgets, gratuity, community participation, centralization, quality, equity and diversity. Finally, the course will cover the topic of inclusive models of the educational offer, by defining and understanding an inclusive proposal for an educational center.

This course includes the following subjects; management models in different international contexts, the importance of educational planning (concept, types, and models). Quality Education (concept, and management models of Quality in Education; ISSO, EFQM, others). Types of leadership, and strategies, including a proposal for effective and transformative leadership. The management of educational centers: types, styles and management skills in non-university educational centers; the management project in an educational institution.

This course studies teaching and learning environments. The main objective of this subject is the study of the processes involved in different educational contexts. We will explore diverse psychological theories dealing with the study of teaching and learning.

- The purpose of education. How do we guide learning depending on that purpose? How we can create value on our own life with education? What is the meaning of value creation?

- Behaviourism learning theory. How do we facilitate learning from a behavioral approach? Is knowledge objective or subjective? How do we measure knowledge from a behavioral perspective?

- Constructivism learning theory. What does it mean to construct knowledge? How we can do it? What is the difference between a behaviorism learning theory and a constructivism learning theory? What kind of knowledge need our students as global citizenships?

- Sociocontructivism learning theory. What is the role of society and culture on learning? Do we need to consider these social features?

- Internal factors implied on learning: personal skills and emotions. What is the role of emotions on learning? How we can create a healthy self-concept and self-esteem on our students? Is intelligence important to learn? Are there other skills as important as intelligence?

- External factors implied on learning: teacher role, context relevance, and relationships. What is the role of the teacher in education today? What external factors are implied on learning? How we can use culture as a tool for learning? What is the importance of relationships on learning?

In this class students will learn how to give clear and effective instructions for setting up classroom activities, use functional classroom language appropriately, discuss analytically their own multiple intelligences and the impact of those on their teaching, plan how to use multiple intelligence theory in the classroom, and develop a framework for a safe, productive, inclusive classroom environment

This course will explore the need for creating aims, goals and objectives and planning for the target audience as well as implementation, assessment and evaluation of academic programs and high-quality curriculum in educational centers. Understand factors that make up a high-quality educational programs and curriculum. Demonstrate knowledge about the major components in programs and curriculum development and assessment. Know different curriculum focuses and how these focuses affect outcome. Analyze different aspects that influence the implementation of a specific program and/or curriculum. Comprehend different avenues for curriculum assessment and evaluation.

Students must submit a Master’s Thesis in order to complete their studies. The thesis must include an original project that integrates the contents studied in the academic program. Students can choose a topic for their research related to the content of the academic program.

Students can choose between a Life Experience Portfolio or an Internship in a school.

Life Experience Portfolio

In the Life Experience Portfolio, students are required to create a personal portfolio which consists in an organized collection of essays and documentation demonstrating their learning through life experiences. The Portfolio allows students the opportunity to gather all documents related to their experiential learning outside of the classroom.

Intership in a School

The “Practicum” course is for students interested in putting in practice their teaching skills and all the content that they have learned in the program. Students collaborate with teachers in the classroom and do observations, create materials and lessons and teach some classes.