Competencies / Study results |
Code
|
Study programme competences / results
|
A1 |
CE1 - To analyze information related to international sources and events in complex geopolitical, economic and legal contexts, in person or online. |
A2 |
CE2 - To understand the structure, powers and functioning of international institutions and organizations, as well as their relationships with other state and non-state actors. |
A3 |
CE3 - To know the concepts, theories and techniques applied to the analysis of the actors and international relations, both in the universal and in the regional field, with a perspective both historical and contemporary. |
A8 |
CE8 - To be able to apply scientific methodology to social, political, economic and legal challenges with an international element. |
A9 |
CE9 - To analyze and evaluate environmental and heritage problems in international relations. |
A10 |
CE10 - To acquire knowledge of the techniques, working methods and analysis of the humanities, social and legal sciences. |
A11 |
CE11 - To analyze the political, social and economic reality in the framework of international development cooperation. |
A12 |
CE12 - To understand the political, legal and economic instruments and mechanisms that guarantee the efficient management of international projects and businesses. |
B2 |
CB2 - That students know how to apply their knowledge to their work or vocation in a professional way and have the skills that are usually demonstrated through the elaboration and defense of arguments and the resolution of problems within their area of ??study. |
B5 |
CB5 - That students develop those learning skills necessary to undertake further studies with a high degree of autonomy. |
B7 |
CG2 - To acquire the ability to work in an international context. |
C4 |
CT4 - To develop for the exercise of a citizenship respectful with the democratic culture, the human rights and the perspective of gender, in the distinct fields of knowledge and in the professional practice, with the aim to achieve a more just and egalitarian society. |
C5 |
CT5 - To defend the importance of entrepreneurial culture and know the means available to entrepreneurial people. |
C7 |
CT7 - To develop the ability to work in interdisciplinary or transdisciplinary teams, to offer proposals that contribute to sustainable environmental, economic, political and social development. |
C9 |
CT9 - To have the ability to manage time and resources: develop plans, prioritize activities, identify criticism, set deadlines and meet them. |
Learning aims |
Learning outcomes |
Study programme competences / results |
Identify determining factors of dynamic and complex environments in the field of cooperation. |
A1
|
B7
|
|
Assess the adequate structure and functioning of state and international organizations and institutions. |
A2 A3
|
|
|
Apply the concepts and techniques to the analysis of the relationships between the actors involved in cooperation projects. |
A8 A12
|
B2
|
|
Apply scientific methodology to the challenge of international project management. |
A10
|
B5
|
C7 C9
|
Evaluate and resolve problems derived from cooperation. |
A9
|
|
|
Apply appropriate work and analysis techniques and methods to cooperation projects. |
A8
|
B5
|
C4
|
Identify the different aspects of the analysis of political, social and economic reality within the framework of international development cooperation. |
A9 A11
|
|
C4 C5
|
Distinguish between the political, legal and economic instruments and mechanisms that guarantee efficient management of international cooperation projects. |
A3 A8 A12
|
B7
|
C7
|
Contents |
Topic |
Sub-topic |
Lesson 1. International cooperation interventions |
Lesson 1. International cooperation interventions |
Lesson 2. Typology of projects |
Lesson 2. Typology of projects |
Lesson 3. Project management life phases: Identification of a project |
Lesson 3. Project management life phases: Identification of a project |
Lesson 4. Project management life phases: Project formulation. |
Lesson 4. Project management life phases: Project formulation. |
Lesson 5.Project management life phases: Project monitoring. |
Lesson 5.Project management life phases: Project monitoring. |
Lesson 6: Project management life phases: Project completion. |
Lesson 6: Project management life phases: Project completion. |
Tema 7: Fases da vida da xestión do proxecto: Avaliación do proxecto. |
Tema 7: Fases da vida da xestión do proxecto: Avaliación do proxecto. |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Supervised projects |
A8 A10 A9 A11 A12 B2 B5 B7 C4 |
2 |
52 |
54 |
Case study |
A2 A1 A3 A8 A10 A9 A11 A12 C4 |
20 |
0 |
20 |
Aprendizaxe servizo |
A1 B2 C4 C5 C7 C9 |
10 |
30 |
40 |
Objective test |
A2 A1 A3 A8 A10 A9 A11 A12 B2 B5 |
2 |
4 |
6 |
Short answer questions |
A2 A1 A3 A8 A10 A9 A11 A12 B2 B5 |
4 |
6 |
10 |
Guest lecture / keynote speech |
A2 A1 A3 A10 A11 A12 B2 |
20 |
0 |
20 |
|
Personalized attention |
|
0 |
0 |
0 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Supervised projects |
The supervised work may have a theoretical approach or a practical approach, depending on the student's interests and the nature of the work. Depending on the complexity of the work, it will be decided whether it is carried out and presented individually or in groups.
All teaching hours are in person. |
Case study |
Following the instructions of the problem solving methodology. Exercises, small assignments or practical cases will be formulated to be carried out in small groups of students (collaborative work) whose resolution will be presented orally.
All teaching hours are in person. |
Aprendizaxe servizo |
Service-Learning (Learning-Service) is an educational proposal that combines learning processes and community service in a single well-articulated project where participants learn to work on real needs in the environment with the aim of improving it.
All teaching hours are in person. |
Objective test |
1. It consists of a theoretical-practical examination of the contents of the subject. The exam may contain short questions, essay questions, questions about practical cases, multiple choice questions (true/false), multiple choice questions or a combination of the aforementioned types.
2. The exam may be oral or written, in person or virtual.
3. They will be held on the dates, times and classrooms (if in person) that the Dean's Office has officially established. |
Short answer questions |
1. There may be several throughout the course. They consist of an exam on a part of the subject and can be short answers, test type (true/false), multiple response, questions to be developed and questions about practical assumptions or a combination of them.
2.- They can be in person during class hours or online. |
Guest lecture / keynote speech |
1.- Presentation of the basic theoretical/practical concepts and content necessary for students to find solutions to the problems addressed in the program.
2.- The time dedicated to each of the topics into which the subject is divided will be proportional to the degree of difficulty of each of them. To prepare the chapters that are less difficult to understand, the student may be referred to the bibliography, although in that case the classes will guide them on which specific sources are recommended to be used.
All teaching hours are in person. |
Personalized attention |
Methodologies
|
Aprendizaxe servizo |
Supervised projects |
Case study |
|
Description |
Ever the student may intervene, upon request to speak, to ask, clarify or express his or her point of view on the topic being discussed at the time of his intervention.
- Likewise, students will be able to contact the Professor by appointment to carry out virtual tutorials in all cases and even more so when it comes to Service Learning. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Aprendizaxe servizo |
A1 B2 C4 C5 C7 C9 |
The monitoring of the project will be carried out through a weekly report that the students must send to the academic tutor.
The report must include the following:
The actions carried out
The actual improvements that occurred as a result of the intervention
The ongoing procedures and the estimated completion date.
The difficulties they encountered and how they were resolved.
The comments of the people from the day center that coordinates the activity.
The final report must also contain a personal evaluation of the student that shows the extent to which he or she put into practice the skills and knowledge acquired during the degree, as well as an overall assessment of the ApS methodology in general. |
60 |
Objective test |
A2 A1 A3 A8 A10 A9 A11 A12 B2 B5 |
1. It consists of a theoretical-practical examination of the contents of the subject. The exam may contain short questions, essay questions, questions about practical cases, multiple choice questions (true/false), multiple choice questions or a combination of the aforementioned types.
2. The exam may be oral or written, in person or virtual.
3. They will be held on the dates, times and classrooms officially established by the Dean's Office. |
20 |
Short answer questions |
A2 A1 A3 A8 A10 A9 A11 A12 B2 B5 |
1 It consists of an exam of a part of the subject and can be short answers, test type (true/false), multiple answers, questions to be developed and questions about practical assumptions or a combination of them.
2.- Short answer tests may be in person or virtual |
20 |
|
Assessment comments |
1.- Second oportunity:
A mixed test will be carried out in order to evaluate all the competencies and contents of the subject. The result obtained in this test will coincide with the final grade obtained by the student (100%)
2.- Advance exam
Only in this case will a mixed test be carried out in order to evaluate all the competencies and contents of the subject. The result obtained in said test will coincide with the final grade obtained by the student.
3.- Qualification of not presented:
It is up to the students:
A) Only participate in evaluation activities that have a weight of less than 20% on the final grade, regardless of the grade obtained.
B) Not appearing for the tests of the official evaluation period set by the dean's office.
4.- Students enrolled part-time and with “academic attendance exemption”:
They will have to communicate it to the teachers, before September 30. The same criteria will be followed as those used in the evaluation of the first opportunity, with the exception of the continuous evaluation: it is added in a single oral test that was carried out on the same date as the exam of the official evaluation period. A specific calendar of personalized attention compatible with the work plan of the subject and with its dedication will be agreed upon at the beginning of the course.
5.- Conditions for taking exams/tests:
1. It is prohibited to access the examination room with any device that allows communication with the outside world and/or the storage of information (except for those indicated by the teaching team).
2. Students will prove their identity in accordance with current regulations.
3. The fraudulent performance of tests or evaluation activities, once proven, will directly imply the qualification of suspension in the call in which it is committed: the student will be graded with "suspension" (numerical grade 0) in the corresponding call of the year. academic, whether the infraction is committed at the first opportunity or the second. To do this, it will proceed to modify its qualification at the first opportunity, if necessary.
4. The scoring criteria for each test will be announced at the time of its completion.
5. In exams/tests, if there are multiple choice questions, those answered incorrectly may be scored negative.ivamente
|
Sources of information |
Basic
|
GÓMEZ GALÁN, MANUEL Y SAINZ OLLERO, HÉCTOR. (1999). El Ciclo del Proyecto de Cooperación al Desarrollo. La Aplicación del Marco Lógico.. Madrid. CIDEAL
AGENCIA ESPAÑOLA DE COOPERACIÓN AL DESARROLLO (2007). Manual de Gestión de Evaluaciones de la Cooperación Española.. Madrid. Ministerio de Asuntos Exteriores
MINISTERIO DE ASUNTOS EXTERIORES?SECIPI ( (2001). Metodología de evaluación de la cooperación española. Madrid. SECIPE
AECI Agencia Española de Cooperación al Desarrollo (2000). Metodología de Gestión de Proyectos de Cooperación Española. Madrid. AECI
AGENCIA ESPAÑOLA DE COOPERACIÓN AL DESARROLLO (2000). Metodología de gestión de proyectos de la Cooperación Española. Disponible :http//www.aeci.es |
|
Complementary
|
GONZÁLEZ GÓMEZ, LARA (2005). La Evaluación en la Gestión de Proyectos y Programas de Desarrollo: Una Propuesta Integradora en Agentes, Modelos y Herramientas. Disponible en http://biblioteca.hegoa.ehu.es/system/ebooks/14809/original/La_evaluacion_en_la_gesti
COMISIÓN EUROPEA (CE) (2001). Manual de Gestión del Ciclo del Proyecto. Disponible: http://europa.eu.int/europeaid/methods/PCM Manual Es. march2001 |
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Recommendations |
Subjects that it is recommended to have taken before |
Diversity and Gender/710G05017 | Anthropology of Global Problems/710G05008 | Economics of Globalization/710G05003 |
|
Subjects that are recommended to be taken simultaneously |
|
Subjects that continue the syllabus |
Management of Cooperation Projects II/710G05029 |
|
Other comments |
1.- The tests and assignments of this subject will be requested/performed wherever possible in virtual format.
2.- Work will be done on the identification and modification of prejudices and sexist attitudes and the environment will be influenced to modify them and promote values ??of respect and equality.
3.- The full integration of students who, for physical, sensory, psychological or socio-cultural reasons, experience difficulties in accessing university life in an adequate, equal and beneficial way will be facilitated.
4.- Participation in complementary activities (recommended by the teaching team) organized by the University and/or the teaching staff may be positively assessed.
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