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Open the doors to knowledge with NECSIA


Open the doors to knowledge with NECSIA NECSIA CAMPUS is the training division of NECSIA, a leading organisation in digital transformation that now can also help you improve your digital skills with made-to-measure IT training programmes.

We help national and international businesses develop their employees’ technological and digital capacities with our made-to-measure solutions, that combine the right elements to satisfy each client’s specific needs.

Our orporate values are present in every one of our projects: efficiency, professionalism, commitment, reliability.



We are part of NECSIA IT CONSULTING, an established business with more than 15 years’ experience of providing technological solutions for businesses.


Our teaching team is highly qualified and is constantly learning about the latest innovations and trends in the field of IT.


We manage FUNDAE state workplace training agency credits, offering our experience of the rebates system.


Our training meets clients’ needs with regards to content, timetables and duration.

Innovate and grow with NECSIA Campus

Face up to the challenges of digital transformation with our specialised training plans.

Ask for information now!


    of our training projects

    For each project we carry out the following process, with our values of efficiency, professionalism,
    commitment, and reliability, and taking care of every detail to ensure our clients’ satisfaction.


    Analysing the starting position


    Designing the training plan


    Managing and delivering the training


    Assessing results


    Final result and follow-up



    We provide onsite training at your business or in external training classrooms where students and teachers interact directly.

    Virtual classroom

    Students connect to our virtual environment with a username and password to train online with an expert. Our VIRTUAL CLASSROOM meets 100% of FUNDAE’s requirements.


    We organise specialist videoconference seminars on specific subjects for your business’s staff.

    Training pills

    We offer training pill seminars by videoconference as a solution for more specific and urgent topics that your business wants to solve.

    Training videos

    If you have an LMS platform and you need video-based training content, we can provide this.


    We offer individualised knowledge transfer using our digital experience. With this process, you can develop your employees’ talent and can also help retain them.


    We highlight 6 main areas and within each of them provide different made-to-measure training options

    Microsoft 365
    Agile Methods
    Cloud Computing and Virtualisation
    Project Management and Planning
    Productivity and Software Development
    Databases and Business Intelligence


    Virtual Learning Classes

    Access to experts

    Receive full support from our professionals during the course.


    Our technology means that our online courses have the same high quality as our classroom-based training.


    Access training from anywhere with an internet connection, reducing travel times and transport costs.


    Training can be fully or partially reimbursed by FUNDAE.

    How it works

    Two weeks before the start of the course, we will email you the access instructions so you can sign-in and familiarise yourself with the environment.

    This includes access to the Necsia Campus VIRTUAL CLASSROOM so that you can complete the connection test. If the course has remote learning labs, a preliminary test will be arranged and you will receive an email with access instructions.

    You will be able to access the training 10 minutes before the course starts to check that the audio and video work correctly.

    Two weeks before the start of the course, we will email you the access instructions so you can sign in and familiarise yourself with the environment.

    The course is split into various sessions with short breaks between them so that students can maintain their concentration.

    During the course, trainers use the Virtual Classroom to share their screens and interact. You can ask your trainer questions at any time, either by speaking through your microphone or by using the interactive functions, depending on the trainer’s instructions at the start of the session.

    After the course, you will be given a course evaluation form o you can give detailed comments about your experience and help us to make improvements in future.
    You will also be able to download the participation certificate.

    You will also be able to download the participation certificate.

    Innovative methodology and formulas

    Our methodology is active and participatory and is demonstrative and explanatory. The teacher facilitates and guides the training activity using the appropriate educational methods to convey the theoretical concepts and practical elements so that students absorb each point in the syllabus.

    At all times, we seek students’ active involvement in the activities and good communication within the group.

    The sessions are structured following dynamic, cooperative and interactive learning patterns to encourage learning of concepts and achieve set objectives and capacities.

    We use different training methodologies to maintain students’ attention and keep them involved during the training. These include

    Techniques for encouraging participation

    To promote communication and cooperation with other students, we encourage learners to participate, make comments, formulate hypotheses and test solutions, bringing into play what they have already learnt (lessons, the ability to apply what they have learnt, strategies for searching for information, etc.).

    We use the following teaching methodologies

    1. Simulations of real cases and role-plays to provide context for students and prepare them to apply their skills in the working environment. We want students to be the co-authors of their own learning.
    2. We use case studies as a basis with scenarios that relate to specific content and require students to work on a solution..
    3. Debates on specific topics. These create participation in class and teach students how to put forward their own ideas.
    4. Splitting students into groups to promote debate on case studies. We divide students into different “classes” and then hold a plenary.
    5. Games and dynamic teaching. We provide the necessary materials and information on specific topics to complement explanations and help students absorb content.
    6. We use additional resources such as books, posters, maps, photos, sheets, videos, interactive pages and games to make the training more enjoyable and catch the students’ attention.
    The NECSIA Campus training style

    Adapting to the level of the student

    We adapt to the students’ level and expectations, creating a positive atmosphere that favours learning. All of this is supported on the foundation of the learning: a sense of belonging to the educational activity.

    Facilitating reflection

    We facilitate students’ reflection on the topics and concepts that come up in the training, we explain the implications at work, we put situations in context so that students can understand, reflect and have an overview of how to perform appropriately.

    Creating a positive atmosphere

    We promote a climate of positive student–teacher and student–student interaction to encourage empathetic and cooperative relations. This helps maintain fluid and pleasant relations in the learning environment, facilitating effective communication.

    MGroup-work methods

    In Virtual Classroom training we create “rooms” where we can distribute the students into working groups so that these groups can share their reflections later. This enables us to make learning more effective thanks to different perspectives in the different groups.

    Our experts’ skills profile
    This is our ten-point list of skills our trainers must have:
    • Proven teaching experience (preferably a minimum of 3 years)
    • Work experience relating to the training provided (minimum 3 years)
    • Digital training (we value the trainer’s technological and digital profile above all)
    • The ability to express themselves
    Knowing how to express yourself and make students understand you is vital. It is also necessary to have mental agility to express an idea in different ways and make sure students understand correctly. Trainers must be capable of expressing ideas simply, clearly and precisely.
    • The ability to listen
    Trainers must know how to listen to students and take into account their ideas, opinions, views and needs. Listening carefully to what students say will make the training process much easier and more effective.
    • The ability to integrate knowledge
    Summarising important points, emphasising vital concepts and linking pieces of knowledge precisely are some of the our trainers’ main skills.
    • The ability to plan, organise, analyse and manage.
    Training activities must be perfectly structured for correct acquisition of knowledge by the students.
    One characteristic of our trainers that we emphasise is that they must be able to maintain students’ attention and inspire their interest in the topics covered. Within this skill, the trainer must be capable of using stimuli and must know how to modify them according to the needs detected, whether by changing activities, doing movements or favouring interaction.
    • Non-verbal communication skills:
    Use of gestures, hand movements and silences are vital in the online setting.
    • Command of e-learning platforms
    Our trainers have proven experience in virtual settings and they understand, dominate and are comfortable with the current platforms. They understand the remote learning model and know how to maintain attention throughout classes. They combine effective dynamics and use their own resources, which provide variety and changes in pace, and group and individual activities that add appeal to the rhythm of virtual teaching. They know how to maintain a high energy level all through the session without losing students’ interest and participation. They have extra resources like games, videos, etc. that promote students’ attention and participation.
    Evaluating training

    We use the following mechanisms to evaluate the level of use of the course:

    1. Evaluation of the context

    During the first training session, the trainer carries out a diagnostic evaluation to identify different needs and establish in detail the context in which the training activity originates and the starting level.  

    1. Follow-up of the training

    Our Virtual Classroom automates this process so that students can monitor and self-evaluate the activities they do throughout the training process. The trainer gives the scores to the students and they are shown on the platform.

    1. Final assessment

    During the last session we give all of the students a self-evaluation questionnaire. We set this up in HTML format in the Virtual Classroom and students answer it during the last minutes of the training to ensure the students have understood the concepts. Students can view the correct and incorrect answers and do their own follow-up to check concepts.

    1. Conclusions

    Once everyone has done the self-evaluation, it is shared to evaluate how well students have absorbed the content and to establish the immediate reactions of the participants. The trainer observes whether there has been a change in abilities, attitudes and knowledge at the end of the training.

    1. Quality questionnaire

    This NECSIA CAMPUS questionnaire becomes available on the platform for the students when they complete the course and we have a record of their evaluations. It covers the general quality of the training and records the changes produced compared to the starting knowledge at a personal level. The platform also issues a final report, with marks and grades, that we send to the trainer and to Barcelona Activa for their consideration.

    Final report

    The trainer fills in the final report where we put the student’s results along with the trainer’s observations, suggestions and comments.

    This report takes the following aspects into account:

    1. Class attendance1. (a minimum of 75% of the total hours, this is checked through the videoconference registers)
    1. Doing the activities 2. set by the trainer (completing a minimum of 75% of the activities set, we verify this through the Virtual Classroom reports)
    2. Participating in activities and interventions, 3. he trainer individually evaluates participation during the course: whether the student’s camera has been connected at all times, interventions during the class, active participation, making contributions, etc.
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