PROJECT MANAGEMENT AND THE MEDITERRANEAN

As part of the master's degree course in TRANS-MEDITERRANEAN STUDIES: MIGRATION, COOPERATION AND DEVELOPMENT, the teaching of PROJECT MANAGEMENT AND THE MEDITERRANEAN aims to teach basic skills in the planning and management of cooperation programmes. The training objectives are: a) to develop basic knowledge of the project development context; b) provide a clear and precise working methodology in terms of progression/dimensions/elements, based on best practices; c) analyze key concepts and guidelines for effective project management through concrete examples based on the learning offered by this course.
The contribution of guest lecturers representing different realities of cooperation (institutional and non-institutional actors) is expected.

Upon completion of the course, students will have acquired:

- a solid understanding of project cycle management' principles, approaches, processes, practices;
- methodological ability to structure project proposals;
- familiarity with practical tools and techniques for identifying, designing and planning project proposals.

Ability to apply knowledge and understanding:
- ability to analyze and interpret relevant documents;
- knowledge and understanding of the main elements that constitutes a project (definition, logic, principles, actors);
- knowledge and understanding of the methodological approach (project cycle management);
- deepen this theme through case studies;
- become familiar with a range of tools and techniques for identifying, designing, planning and estimating projects;
- acquire basic skills to develop a project document.

Judgment skills:
- knowing how to elaborate critical judgments on cooperation practices in the Mediterranean in the context of the historical-political complexity of the area;
- be able to identify project opportunities;
- acquire awareness of the inevitability that one's starting point is not neutral.

Communication skills:
- knowing how to express and elaborate the contents of the program in writing, in a concise and effective way

Learning ability:
- knowing how to critically integrate the study of different materials (notes, slides, manuals, academic articles, regulatory texts)
- be able to independently study materials and topics not covered during the frontal lessons
- improve the ability to study materials in English
- improve the ability to use the online teaching platform
- be able to participate in an informed way in a scientific discussion on the topic among peers.

Valid criteria for admission to the Trans-Mediterranean Studies programme: Migration, cooperation and development. A good knowledge of English is essential.

The following topics will be addressed during the course:
Introduction to Project Cycle Management (PCM): Definition of project; Project main constraints; Type of projects; Project cycle and project documents; Relations between projects, programs and policies; Project versus operations; Development project and complexity.
The project life cycle: the PCM phases (planning, identification, formulation, implementation, evaluation).
Situation Analysis: inputs and research methodology;
Stakeholder Analysis and Target Group Analysis (stakeholder power/interest grid; SWOT analysis; stakeholder analysis matrix; stakeholder management;
the Logical Framework Approach: problem analysis and objectives identification (problem tree, objective tree, alternative analysis);
Human rights approach to co-operation projects

During the course, the teaching study materials will be made available online on the Moodle platform.

Readings (link to full-texts and specific chapters to be read will be indicated during the course)
- European commission:Aid Delivery Methods - Volume 1 Project Cycle Management Guidelines
- UNDP Handbook on Planning, Monitoring and Evaluating for Development Results
- Eade D., Rowlands J. (eds), Development Methods and Approaches. Critcal Relfections (Oxfam GB, 2003).
- Council of Europe, HUMAN RIGHTS APPROACH PRACTICAL GUIDE FOR CO-OPERATION PROJECTS, 2020
- Managing Multilateral Projects in the Lifelong Learning Programmed - Survival Kit
- UNDG-UNDAF-Companion-Pieces-7-Theory-of-Change
-Theory,of,Change,Basics A,PRIMER,ON,THEORY,OF,CHANGE

The acquisition of the course learn objectives will be verified by the means of a twofold-evaluation (A+B):
A) Evaluation of the project proposal (in English) elaborated throughout the course (50% of the grade) AND
B) Written exam on the topics of the course (50% of the grade);

(A) As for the project proposal (in English), students can choose between two different track:
track a: submission of the project proposal's parts throughout the semester (usually on a 2- or 3-weeks basis, as it will be explained in class)
track b: submission of the whole project proposal one week before the written exam (at the latest)

(B) The written exam will be in English and will consist of two parts (1+2):
1. The first part (max. 5 points) consists of 10 questions (5 quizzes + 5 open questions with short answer)
2. The second part (max. 10 points) consists of an open question with long answer (min. 1 page). In this part, students are expected to explain the different stages of the development of the collaborative project by referring to the group experience as well as to the literature assigned during the semester.

The course methodology includes lectures, project work and problem-based learning in groups (project preparation). The course will take a practice-based approach. The students will be divided into groups and will be asked to carry out proactive exercises both in class and at home. This will allow them to develop the main documents of a project proposal. The exercises carried out will constitute the project proposal and 50% of the course evaluation. The methodology adopted for group work and exercises will be further defined at the beginning of the course taking into consideration the number of participants. The aim of the teaching methodology adopted by the course is to facilitate interaction between the teacher and students and to provide them with practical knowledge on PCM and ensure that they are familiar with the main tools used in the development and humanitarian sectors.

Italian

written