Pestalozzi Children‘s FoundationemPower 2012

Project Cycle Management (PCM) supported by Participatory Learning and Action (PLA)

Introduction

Lecturer:

Beatrice Schulter

Rahel Hürzeler

Expectations of the participants Learning objectives and programme of the 4 weeks Relevance of PCM module Introduction of the project cycle How is PCF working? The role of PCM in our work

ProgrammeMonday, August 15, 1st day

You know the programme of the next 4 weeks You reflect the relevance of the Project Cycle Management

(PCM) module and the links to other emPower modules You are familiar with the project cycle and its steps You know and critically reflect how PCF uses PCM in its work

with partner organisations

Objectives of the dayProject Cycle Management supported by Participatory Learning and Action (PLA): Introduction

You have a common understanding of project cycle management (PCM)

You know the PCF instruments for PCM You improve your knowledge about participatory approaches

used in PCM You are able to plan a project with PCF instruments for PCM

adapted to your context

Objectives of the next 4 weeks

Monday Tuesday Wednesday Thursday Friday

13th August 14th August 15th August 16th August 17th August

Wrap up Summer holidays Preparation ReturnPCM Theoretical part

PCM Theoretical part PCM Theoretical partAfternoon Free

20th August 21st August 22nd August 23rd August 24th August

PCM Theoretical part) PCM Theoretical partSupervision

PCM Theoretical part PCM Theoretical partIndividual Coaching / Free

27th August 28th August 29th August 30th August 31st August

Participation in PCM Participation in PCMParticipation in PCM

Participation in PCM Project PlanningAfternoon Free

3rd September 4th September 5th September 6th September 7th September

Project Planning Project Planning Supervision Project Planning

Individual work on Project Presentations

Evaluation of the PCM module

Programme overview

Every morning review of the last day 2-3 students 5-10 minutes Critical reflection, your lessons learnt, exercise and

recapitulation of learning contents, various methods, fun, …

Student Reviews

Relationship of the PCM module with to other modules

Discussion about the relevance of PCM

Why is the PCM module part of emPower?

What do you know about PCM? What experiences do you have with PCM?

Make your knowledge of PCM visible

and use the experience of your colleagues!

Your Knowledge of Project Cycle Management (PCM)

International Programmes

Beatrice Schulter, Director

AssistantSéverine Frieder

South East EuropeArgine NahapetyanProgramme Director

East AfricaCarmen Meyer

Programme Director

South East AsiaBrigit Burkard

Programme Director

Central AmericaGisela Wattendorff

Programme Director

MoldovaNatalia Balta

SerbiaSlavica Kijevcanin

MacedoniaAzbija Memedova

EthiopiaAmsale Mulugeta

TanzaniaBeatrice Nalingigwa

Myanmar/BurmaKyi Kyi Soe

LaosOunkham Souksavanh

El SalvadorAlba Margarita

Aguilar de Guardado

HondurasMildred Doblado

GuatemalaLaura Villegas

EritreaThailand

Suraporn Suriyamonton

International Training Programmes

Beatrice SchulterProgramme Director

emPowerMarlen Rutz Cerna

Intercultural ExchangeDamian ZimmermannMarco Fankhauser,

Regula Gattiker, Christina Reichmuth

AssistantJeanne Keel

Resource PersonRahel Hürzeler

Discussion about PCM and PCF

Roles of PCF and your organisations in PCM Coherence of the overall programme Rights-based project management Partnership …

Open Questions…

BACK UP

Training of trainers in intercultural pedagogyIntercultural communication Pedagogical approachesSwiss weekThe rights of a childCreative conflict resolutionEducation for democratic citizenship Gender, childhood & cultureInternational cooperationProject Cycle Management (PCM) supported by Participatory Learning and Action (PLA)ReligionIntercultural educationTeaching methodsMarketing / Fundraising InternshipsDiploma paper Knowledge Transfer

emPower modules 2012

Overall Aims of the Module

Knowledge and awareness

Analysis and adaptation to different contexts

Action and implementation

Personal Focus

Learning objective 1The students critically reflect their attitudes and behaviours regarding the principles and values of Human Rights and interculturality.

Learning objective 2The students identify their personal objectives for change of their attitudes and behaviours regarding the principles and values of Human Rights and interculturality.

Learning objective 3The students realise the identified changes of their attitudes and behaviours regarding the principles and values of Human Rights and interculturality.

Thematic Focus

Learning objective 4The students know and understand concepts, values and principles of development cooperation in the fields of education and interculturality.

Learning objective 5The students analyse and adapt their knowledge about development cooperation in the fields of education and interculturality to their professional context.

Learning objective 6The students are able to act based on the acquired professional knowledge about education and interculturality in their daily professional lives.

Methodological Focus

Learning objective 7The students know alternative methods and instruments of intercultural education (pedagogical level) and Rights Based approach to development cooperation (Project management level)

Learning objective 8The students are enabled to adapt the methods and instruments of intercultural education (pedagogical level) and Rights Based approach to development cooperation (Project management level) to their context.

Learning objective 9The students implement the methods of intercultural education (pedagogical level) and Rights Based approach to development cooperation (Project management level) in their context.

Relation with other modulesInternational Cooperation:

Project management in an intercultural setting (intercultural teams) PCM provides a common language/ standard PCM methods and tools are influenced by different approaches/

movements (see article) Results based PCM necessary for planning practical projects

Intercultural communication: Cultural inherence of any PCM tool (Direct/ linear vs. Indirect/ circular

communication, written vs. oral communication) Trust as important cornerstone of cooperation Intercultural PCM

Human Rights: Righs-based PCM