Advanced Diploma in Vocational Training for Social Transformation

Class 1: Vocational training and society. Problems, challenges and potential

Teacher: Isel Bibiana Parra Vigo

Conceptual summary of the class 

Higher education and its social responsibility. Integration of core university processes based on their social relevance. The holistic development of professionals as a condition for their social integration. Comprehensive education and its conceptual approach in a “turbulent and uncertain” world. Errors and shortcomings in comprehensive education. Social transformation and the integrative approaches that enhance it: social, cultural, interdisciplinary, technological, professional, and personal. The university and local development. The case of teacher training.

Class 2: Pedagogical integrality: an alternative for the formation of social commitment

Teacher: Jorge Luis del Pino Calderón

Conceptual summary of the class 

Theoretical and methodological foundations for studying and applying the concept of pedagogical integrality in university professional training: basic ideas and concepts. System of indicators and contents of integral training: their articulation. New curricular approach. Work practice, scientific research, and social activity in their developmental articulation. System of indicators and contents of integral training: their articulation in practice. Socially responsible personal-professional development as an integrator of training

Class 3: Vocational training: technological change and labor relations

Teacher: Pablo Granovsky

Conceptual summary of the class 

The importance of vocational training as a strategic driver of social transformation in Latin America and the Caribbean. Aligning vocational training policies with labor market needs. Mechanisms for collaboration between educational institutions and businesses to improve employability. Challenges of the Fourth Industrial Revolution in vocational training.

Class 1: José Martí's Our American vision and the current Latin American context

Teacher: Edmundo de Jesús de la Torre Blanco

Conceptual summary of the class 

Without disregarding the significance of Simón Bolívar's unitary project and those of other figures as antecedents, Martí's vision of our America is addressed, based on his profound knowledge of the historical evolution and reality of the region, of the other America and of Europe, to which his self-taught approach fostered his vast and comprehensive culture and his lived experiences in several Latin American countries and in the United States contributed greatly. This vision, expressed not only in the colossal essay Our America, but also in other texts of his multifaceted work, reveals, from the treatment of the main problems and dangers of the region in the second half of the 19th century and the solutions he proposes to face them in a context marked by the birth of US imperialism, the continental and universal dimension of the emancipatory project led by Martí, opposed to the hegemonic Pan-Americanism of the northern neighbor, whose postponement conditioned its subsequent assumption and transcendence, which is also based on the light of its validity in the current Latin American scenario, taking into account its complexity and diversity, to the permanence of economic-social structures historically linked to the colonial and neocolonial domination suffered by the peoples of the region; These conditions lead to serious problems and profound inequalities, exacerbated by neoliberal policies implemented in many countries by reactionary and pseudo-democratic governments, which respond to the interests of US imperialism, currently intent on revitalizing the Monroe Doctrine. This has been opposed by governments led by political forces with revolutionary or progressive aims, promoting processes oriented towards improving the living conditions of their people and strengthening integration mechanisms that contribute to the development of these countries and enable them to confront the hostility of the United States. 

Class 2: The formation of the Latin American professional as a man of his time and an agent of social change

Teacher: Alberto Rafael Rodríguez Díaz

Conceptual summary of the class 

It is based on what kind of professional our America requires, on the foundation of their necessary training in the intellectual, affective and executive aspects, so that, from the knowledge of the realities and problems that characterize them in the environments where they are inserted, they are not only able to interpret or understand them, assuming passive or contemplative positions, but to act as a protagonist of their transformation, from the awareness of the role that corresponds to them in their historical time and the commitment to human improvement.
Emphasis is placed on the importance of preparing students to confront the dangers of cultural colonization as a mechanism for the global imposition of imperialist cultural models and lifestyles. This is achieved through the manipulative use of these models, which, through the constant application of seductive forms in the press, social media, entertainment programs, reality shows, video games, cartoons, fashion trends, influencers, and celebrities, seek to alienate human beings and force them to renounce the traditions and cultural values ​​that define the identity of Latin American peoples. This has particular implications in countries undergoing revolutionary processes, where the use of this colonizing mechanism is associated with the cultural warfare waged against them to weaken and overthrow them. 

Class 3: Vocational training as a key to social transformation in achieving the 2030 Agenda

Teacher: Marcela Browne

Conceptual summary of the class 

Vocational training as a key to social transformation in achieving the 2030 Agenda. Integration of education for sustainable development into vocational training policies as part of development plans with a multidimensional and holistic approach. Importance of innovative methodologies and digital technologies to foster cognitive, socio-emotional, and behavioral learning in the vocational training process. Mechanisms for evaluating and monitoring the impact of education for sustainable development initiatives in vocational training programs.

Class 1: Fundamentals of social research and project design

Teacher: Irma Briasco

Conceptual summary of the class 

Science, technology, and innovation. Scientific culture. Research and innovation in the social sciences. Research paradigms. Ethics in social research. Review of scientific literature and construction of theoretical frameworks. Design of research projects. Introduction to action research. Artificial intelligence: principles and cycles.

Class 2: Data Collection and Analysis

Teacher: Luis Alvarez Dorta

Conceptual summary of the class 

Qualitative data collection methods. Quantitative data collection methods. Descriptive statistics. Thematic analysis of qualitative data. Use of software for data analysis.

Class 3: Action research and dissemination of results

Teacher: Yanelín Rodríguez López

Conceptual summary of the class 

Implementation of action research: planning, action, observation, reflection. Evaluation of social interventions. Data analysis to identify learning patterns. Critical reflection on social work. Strategies for disseminating results. Sustainability of implemented improvements.

Class 1: Comprehensive Sexuality Education with a gender and rights approach, an essential component of inclusive, equitable and quality education

Teacher: Alcides Alejandro Roca Zayas

Conceptual summary of the class 

This class will address the main category of Comprehensive Sexuality Education (CSE) with a gender and rights-based approach, as an essential component of inclusive, equitable, and quality education. It will also cover key concepts from a humanistic and positive perspective on sexuality that contribute to high-quality CSE. International standards on CSE (United Nations Educational, Scientific and Cultural Organization: UNESCO and the United Nations Population Fund: UNFPA, among other UN agencies) will be used as references. The importance of integrating CSE into the curriculum will be explored in depth. Programs will be aligned with these standards, addressing approaches, methodologies, and key topics that enable holistic learning, such as sexual and reproductive health, sexual and reproductive rights, and the gender perspective, among others.

Class 2: Social policy and its importance in the effective implementation of the EIS. International regulatory framework. Experience in Cuba

Teacher: Mariela Castro Espín

Conceptual summary of the class 

Comprehensive Sexuality Education (CSE). International Regulatory Framework. Experience in Cuba. This section establishes the crucial role of social policy in the implementation of CSE and the promotion of gender equality. It examines international instruments and commitments that support the integration of sexuality and gender into educational processes, as well as documents and agreements that serve as normative frameworks guiding the implementation of CSE policies with a rights-based and gender-sensitive approach. Experiences in countries like Cuba illustrate the connection between CSE and the international legal framework, prioritizing sexual and reproductive rights, gender diversity, and actions aimed at empowerment and autonomy. The promotion of respect for diversity and the critical analysis of gender inequalities are key strategies for social transformation: a social experience in Cuba.

Class 3: The use of Information and Communication Technologies: Artificial Intelligence (AI) in Comprehensive Sexuality Education

Teacher: Alcides Alejandro Roca Zayas

Conceptual summary of the class 

This class will analyze, from the current context, the importance of using innovative and creative methodologies as an essential condition for developing quality Comprehensive Sexuality Education (CSE). It will explore the use of Information and Communication Technologies (ICTs), as well as Artificial Intelligence (AI) tools, and their contribution to creating inclusive and accessible digital educational resources. Practical examples will be presented that contribute to the educational dissemination of content on CSE and Gender, making learning more interactive and adapted to new generations. Thus, innovation in educational methodologies becomes a key pillar.

Class 1: Comprehensive and continuous vocational training: a mobilizing force for community self-development

Teacher: Teresita de Carmen Miranda Lena

Conceptual summary of the class 

It is important to understand that vocational training, as comprehensive and continuous education, constitutes an innovative and up-to-date approach in societies undergoing change that fosters community self-development. Therefore, vocational training addresses professional preparation, general cultural development, and personal qualities in their unity and interconnectedness, so that individuals can perform successfully in their professional work and engage in community activities with social responsibility. Pre-professional research and work experience embodies the connection between study, work, and social life, and between theory and professional and social practice.
The stages of the continuous professional development process should represent a continuation of comprehensive training under diverse conditions, emphasizing personal and social interaction. The process's integrated logic, underlying concepts, and critical paths are applied. This integrated approach energizes knowledge management, research, and innovation within communities, fostering participation in addressing local issues and promoting the social appropriation of knowledge. It opens opportunities for local populations who feel the need to resolve problems through access to new knowledge, enabling them to participate in various activities and in personal and social decision-making, ultimately contributing to community self-development.

Class 2: Perspectives on self-development. Processes of integration and social articulation at the local level

Teacher: José Ángel Espinosa Ramírez

Conceptual summary of the class 

Community studies, viewed from a self-development perspective, prioritize internal factors based on needs, resources, and perspectives, often generate contradictions in the search for solutions to which development emerges. This thesis has become a primary theoretical, methodological, and empirical resource for uncovering local conflicts and tensions. Karl Marx represents the line of thought linked to the analysis of social dynamics, progress, and the emergence of new social movements within a framework of adequate autonomy for their development.
Cooperation among social movements, professionals, university students, and community projects strengthens the individual and collective capacities of the community, enabling it to operate according to principles of social justice. Furthermore, the community becomes a source of innovative solutions to its challenges, learning to understand its diverse interests, conflicts, and contradictions, and to reconcile, prioritize, and establish hierarchies that reinforce relationships and community networks. This leads to a clearer understanding and greater responsibility for the processes necessary for its transformation.

Class 3: Networking and intersectoral collaboration. The mainstreaming of science, technology, and innovation in vocational training

Teacher: Leslie Mora Ávila

Conceptual summary of the class 

Comprehensive and continuous vocational training considers human potential and education, as well as scientific and technological capabilities, as fundamental elements of cultural development. This requires the integration of science, technology, and innovation as integral components of the entire training process, including self-directed learning and self-organization.
The integration of students and professors into community activity on a professional basis means understanding culture as a comprehension of reality, in which social justice and politics become part of the individual's cultural roots, where the political, the ethical, and the aesthetic are interpreted and mutually implicated. In the current context, it is not possible to undertake the professional training process apart from networking because it has value due to its unifying and intersectoral nature, which is strengthened when it brings together different professions and establishes alliances for the achievement of objectives.
Networking fosters the accelerated development of all members, creating an equal footing to create, innovate, and share information and experiences that contribute to the development of skills and capabilities. These benefits are maximized when supported by virtual platforms, which provide immediacy and impact in information dissemination. The National Network of Promoters for Scientific Culture is a relevant and feasible example of the advantages this trend offers for professional development. Its activity plan demonstrates the universality of science, technology, and innovation in relation to social transformation and sustainable development.

You must be registered in the CLACSO Single Registration System (SUIC) and enter your username and password. If you are not registered, click here . To access the registration form, click the "Register" button on the webpage of the Diploma program you are interested in.

Upon completion of the registration process, you will receive a confirmation in your email.

Classes will begin in August and will conclude in December 2025.

All registered participants will receive on the first day of activities the necessary instructions to access the classes, bibliography and discussion forums through the CLACSO Virtual Training Space.

Accessing and navigating the Virtual Learning Environment is very simple and user-friendly. In any case, a technical and academic support team will always be available. For inquiries, you can write to [email protected]

You must send an email with the request to [email protected] and we will send you the requested certificate as soon as possible.

Exceptional Criteria: In exceptional cases, and within the first 20 days of the start of the Advanced Diploma program, students may write to [email protected] requesting to withdraw and stating the reasons. After evaluation of the case, a response will be sent to the request. If approved, the student may resume the Advanced Diploma program if a new cohort is offered the following year. After this period has elapsed since the start of the course, no requests will be accepted.

Money paid will only be refunded in cases where the organizing institutions decide to cancel the activity. 

Yes, the advanced diploma is certified by CLACSO. The diploma will be sent digitally and is completely free of charge.

Payment can be made in one installment, by credit card or bank transfer. We also offer the option of paying in 3 installments.

Yes. There will be discounts for students belonging to CLACSO Member Centers and CLACSO Associated Centers, for CLACSO Associate Researchers, and for all those who pay within the discount period.

You can check if you belong to a member center here: 

https://www.clacso.org/institucional/centros-asociados/

The Advanced Diploma program integrates a dynamic of asynchronous and synchronous classes. Classes are primarily asynchronous. The schedule for synchronous sessions will be communicated by the Diploma coordinator at the beginning of the program, and participation in these sessions is not a prerequisite for passing the program.