Pestalozzi Children‘s Foundation
emPower 2012
Project Cycle Management (PCM) supported by
Participatory Learning and Action (PLA)
Introduction
Lecturer:
Beatrice Schulter
Rahel Hürzeler
Programme
Monday, August 15, 1st day
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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
Objectives of the day
Project Cycle Management supported by Participatory
Learning and Action (PLA): Introduction
 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 next 4 weeks
 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
Programme overview
Monday
Tuesday
Wednesday
Thursday
Friday
13th August
14th August
15th August
16th August
17th August
Wrap up Summer holidays
Preparation Return
PCM Theoretical part
PCM Theoretical part
23rd August
24th August
PCM Theoretical part
PCM Theoretical part
30th August
31st August
Participation in PCM
Project Planning
PCM Theoretical part
Afternoon Free
20th August
21st August
PCM Theoretical part)
PCM Theoretical part
22nd August
Supervision
Individual Coaching / Free
27th August
28th August
Participation in PCM
Participation in PCM
29th August
Participation in PCM
Afternoon Free
3rd September
Project Planning
4th September
Project Planning
5th September
Supervision
6th September
Project Planning
7th September
Individual work on Project
Presentations
Evaluation of the PCM
module
Student Reviews
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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, …
Why is the PCM module part of emPower?
Relationship of the PCM module with to other
modules
Discussion about the relevance of PCM
Your Knowledge of Project Cycle
Management (PCM)
 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!
International
Programmes
Beatrice Schulter,
Director
Assistant
Séverine Frieder
South East Europe
Argine Nahapetyan
Programme Director
East Africa
Carmen Meyer
Programme Director
Moldova
Natalia Balta
Resource Person
Rahel Hürzeler
South East Asia
Brigit Burkard
Programme Director
Ethiopia
Amsale Mulugeta
Central America
Gisela Wattendorff
Programme Director
Myanmar/Burma
Kyi Kyi Soe
International Training
Programmes
Beatrice Schulter
Programme Director
El Salvador
Alba Margarita
Aguilar de Guardado
emPower
Marlen Rutz Cerna
Intercultural Exchange
Damian Zimmermann
Marco Fankhauser,
Regula Gattiker,
Christina Reichmuth
Serbia
Slavica Kijevcanin
Tanzania
Beatrice Nalingigwa
Laos
Ounkham Souksavanh
Honduras
Mildred Doblado
Macedonia
Azbija Memedova
Eritrea
Thailand
Suraporn Suriyamonton
Guatemala
Laura Villegas
Assistant
Jeanne Keel
Discussion about PCM and PCF
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Roles of PCF and your organisations in PCM
Coherence of the overall programme
Rights-based project management
Partnership
…
Open Questions…
BACK UP
emPower modules 2012
Training of trainers in intercultural pedagogy
Intercultural communication
Pedagogical approaches
Swiss week
The rights of a child
Creative conflict resolution
Education for democratic citizenship
Gender, childhood & culture
International cooperation
Project Cycle Management (PCM) supported by Participatory Learning and Action (PLA)
Religion
Intercultural education
Teaching methods
Marketing / Fundraising
Internships
Diploma paper
Knowledge Transfer
Overall
Aims of
the
Module
Knowledge and
awareness
Analysis and adaptation
to different contexts
Action and implementation
Personal
Focus
Learning objective 1
The students critically
reflect their attitudes
and behaviours
regarding the principles
and values of Human
Rights and
interculturality.
Learning objective 2
The students identify their
personal objectives for
change of their attitudes
and behaviours regarding
the principles and values
of Human Rights and
interculturality.
Learning objective 3
The students realise the
identified changes of their
attitudes and behaviours
regarding the principles and
values of Human Rights and
interculturality.
Thematic
Focus
Learning objective 4
The students know and
understand concepts,
values and principles of
development
cooperation in the fields
of education and
interculturality.
Learning objective 5
The students analyse and
adapt their knowledge
about development
cooperation in the fields of
education and
interculturality to their
professional context.
Learning objective 6
The students are able to act
based on the acquired
professional knowledge about
education and interculturality
in their daily professional lives.
Methodol
ogical
Focus
Learning objective 7
The students know
alternative methods and
instruments of
intercultural education
(pedagogical level) and
Rights Based approach
to development
cooperation (Project
management level)
Learning objective 8
The 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 9
The 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 modules
International 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