Part II. Project Planning and Implementation

1. PART II. PROJECT PLANNING
AND IMPLEMENTATION
COLLABORATIVE WORK II
• Barbecho Ordoñez, Angel Gustavo
• Chuva Guzman, Jorge Isidro
• Cuzme Placencia, Cintia Pamela (coordinator)
• Dolores Eugenia Albarracin Albarracin
The Project Planning and Implementation Process
Step 1. (Re)assess need and capability
Step 2. Establish the project planning team
Step 3. Develop project goals and objectives
Step 4. Develop a logic model
Step 5. Select and characterize the audience
Step 6. Establish program format and delivery system
Step 7. Ensure quality instructional staff
Step 8. Ensure quality instructional materials and strategies
Step 9. Assemble materials, resources, and facilities
Step 10. Plan for emergencies
Step 11. Promote, market, and disseminate project
Step 12. Implement project

2. INTRODUCTION
• It will need many time, effort and other
resources in order to create effective projects
that can serve as models of excellence.
• Starting with the project, you have to discover
a need then you must have authorization,
with these two elements you can start
planning your project. Project planning
requires an attention to minuscule details,
while always keeping the big picture in mind.
• The following 12 steps of planning and
implementing an education project are
manageable steps, in order to simply provide a
generalized overview. obviously, each requires
considerable effort to develop.
Time
EffortResources

3. STEP 1. (RE)ASSESS NEED AND CAPABILITY
• During the needs assessment phase it is.
necessary to prioritize needs and assess
opportunities
• The needs assessment should highlighted all
the weak points and the practices that gave
rise to the condition
• It is important be sure the funding and
personnel are sufficient to support the
activity.

4. STEP 2. ESTABLISH THE PROJECT PLANNING
TEAM
• After the needs assessment phase we can
identify potential partnerships to
determine a team that will continue with
the develop of the project planning.
• Establishing a good project planning
team is one way of tapping expertise.
• It is quite possible that additional
members will need to be recruited to the
team as we identify special requirements
of knowledge or determined characteristic
for a specific need.

5. STEP 3. DEVELOP PROJECT GOALS AND
OBJECTIVES
 Goals provide the “big picture” of what is to be accomplished by undertaking this project.
 Although project goals are typically not measurable, they describe the desired impact of
the project in broad terms.
 Objectives describe what the specific impact of the program will be and the degree to
which that impact must occur.
 Objectives also specify what the audience will be able to do or what the specific change
will be to the resource/issue after the intervention.
 Clear, measurable objectives will not only facilitate the design and implementation of the
project, but its evaluation too

6. STEP 4. DEVELOP A LOGIC MODEL
• A logic model is a schematic of how the
project will work, linking project
outcomes (short-term, intermediate, and
long-term)
• At this stage, project planners find the
development of a project’s logic model
particularly helpful.
• Whereas the TOP model provided the
framework by which objectives or targets
were specified, a logic model will convey
the detail needed to carry out the
program.

7. STEP 5. SELECT AND CHARACTERIZE THE
AUDIENCE
• Not only do audiences vary in terms of
background and cultural characteristics,
personal experiences, and prior
knowledge, but they also vary in terms of
age and developmental level. Participants
also vary in their motivations for learning
depending on whether they are
participating as students in a mandated,
formal classroom, as members of a family
outing, or as employees.

8. WHO SHOULD THE PROGRAM’S AUDIENCE BE?
For many programs, school groups are an
appropriate target audience, but the real
audience is the teachers, not the students.
Some education coordinators have looked for
new and different audiences in order to
broaden the reach of their agency or division.
Some have targeted intact groups in different
neighborhoods, while others have created
partnerships with agencies and organizations
that directly serve the audiences they’re trying
to reach.

9. STEP 6. ESTABLISH PROGRAM FORMAT AND
DELIVERY SYSTEM
 Determine The type of educational
activity best meets the needs of the
audience and addresses the ultimate
outcomes, budget, schedule, etc.
Matching the ultimate impact or
outcomes of the project with appropriate
educational activities is necessary.
It is better possible that a more effective
and efficient long-term educational
strategy can be designed by partnering
with a community organization rather
than developing a stand-alone event.

10. STEP 7. ENSURE QUALITY INSTRUCTIONAL
STAFF
• The efficacy of the project depends on
the instructional staff and their
abilities.
• Making good decisions is part of the
reason for doing a needs assessment.
• The time needed for a program that
include preparation and follow-up .
• Ensuring quality instructional to be
better prepared

12. DEVELOPING QUALITY INSTRUCTIONAL MATERIALS AND STRATEGIES REPRESENTS TIME, EFFORT, AND EXPERTISE ARE NEEDED. HERE ARE SOME TACTICS
TO INSTRUCTIONAL DESIGN, SUCH THE FIVE-STEP ADDIE MODEL PARTICULARLY HELPFUL:

13. STEP 9. ASSEMBLE MATERIALS, RESOURCES,
AND FACILITIES
• The best instructional design delivered by the best educator.
• Planners must think ahead to the actual implementation of the project and
anticipate a variety of needs.
• newsprint and markersMaterials
• computers, overhead project, monitoring
equipmentEquipment
• food, restrooms, heating and coolingComfort and amenities
• indoor and outdoor spaces, ambience, seating
arrangementsFacilities

14. STEP 10. PLAN FOR EMERGENCIES
Education coordinators must plan for
emergencies and the inevitable mishap.
Education coordinators need to develop a system to warn
leaders of severe weather or other emergency situations.
Leaders must know what to do in the case of severe weather
or injuries.
Promotional materials should indicate relevant information
about participation in the activities

15. STEP 11. PROMOTE, MARKET, AND
DISSEMINATE THE PROJECT
-Most projects need
to plan a promotion
and marketing
strategy and secure
sufficient resources
(including time) to
implement the plan.
-The key is to plan a
marketing program
that reaches the
target audience and
motivates them to
participate.
-The project
planning process
depends upon a
great deal of
forward thinking.
-The planning team
should begin to
think about steps
beyond the actual
implementation and
evaluation of the
project.

16. STEP 12. IMPLEMENT THE PROJECT
Each type of event requires a unique set of actions, materials, and
equipment.
Event planners often find that creating checklists and detailed
agenda are helpful.
The more complex the event, the more important it is that each
person knows what to do when.