Planning and Evaluation Models of Socio-Educational Projects

Recommended Prerequisites

NA

Teaching Methods

Within an organization of multidisciplinary and teamwork the methods involved may be, among others: Presentation of contents on the part of teachers, students and guests; Practical exercises; Face to face tutorials and at distance tutorials.

Learning Outcomes

The course aims that the students learn/explore and apply models of planning, intervention and evaluation of programs, projects and socio-educational actions. Is intended to help students in the intervention in different contexts and target groups of  work, in a transdisciplinary perspective, focused on solving problems. Skills expected: Understands the theoretical models of socio-educational intervention. Reflect about the different socio-educational analysis and interventions and the new logics of personal, social, organizational and community levels of development. Recognize and value the personal/interpersonal/group/communication’ skills related with the management of a social-educational intervention project. Articulates the processes of project management with the stages of the life cycle of a project.

Work Placement(s)

No

Syllabus

1.Socio Educational Intervention:

1.1 Concepts and typologies

1.2 Areas and topics

1.3 Interventions based on evidence: "evidence-based".

2 Planning and Assessment of Socio Educational Projects: Models, practices and useful tools for dynamic development cycle of a socio educational project

2.1. The steps of developing a social and educational project under Planning Model for Social Projects according to Pérez Serrano (1997).

2.2. The theoretical and practical model of Events seconds Giacaglia (2006): a model of planning for cultural and social events

2.3. The Interactive Model of Program Planning (Interactive Model of Program Planning) second Caffarella (2002): a model for training planning

2.4. The development model of competences according to Whetten and Cameron (2005): a model of planning for the promotion of personal, interpersonal skills, teamwork and communication.

2.5. The evaluation of socio-educational intervention projects based on multilevel model of Kirkpatrick.

Head Lecturer(s)

Maria Rosário Carvalho Nunes Manteigas Moura Pinheiro

Assessment Methods

Assessment
Frequency: 50.0%
Held in work group: 50.0%

Bibliography

Ander-Egg, Ezequiel; Idáñez, Maria José Aguilar (1999). Como Elaborar Um Projecto. Guia Para Desenhar Projectos Sociais e Culturais, Lisboa, CPIHTS.

Armani, D. (2006). Como elaborar projectos? Guia Prático para a elaboração de projectos Sociais. Porto Alegre: Tomo Editorial.

Caffarella, R. (2002). Planning Programs for Adult Learners: A Comprehensive Guide.  San Francisco: Jossey-Bass.

Capucha, L. (2008). Planeamento e Avaliação de Projectos: Guião Prático. Lisboa: Direcção Geral de Inovação e de Desenvolvimento Curricular.

Figari, G. (1996). Avaliar: que referencial? Porto: Porto Editor.

Freitas, C. V. (1997). Gestão e avaliação de projectos nas escolas. Lisboa: IIE

Giacaglia, M. C. (2006). Organização de Eventos: Teoria e prática. S. Paulo:  Pioneira Thomson Learning.

Pérez-Juste, R. (2006). Evaluación de programas educativos. Madrid: Editorial La Muralla.

Perez Serrano, G. (2008). Elaboração de Projectos Sociais: Casos Práticos. Porto: Porto Editora.