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Design, Monitoring and Evaluation of Plans and Programmes

Code: 101653 ECTS Credits: 12
Degree Type Year Semester
2500260 Social Education OB 2 A
2500261 Education Studies OB 2 A


Carme Ruiz Bueno

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
Some groups entirely in Catalan:
Some groups entirely in Spanish:

Other comments on languages

Catalan is the vehicular language, although most of the support materials used, readings, etc. are in Spanish


Oscar Mas Torello


In order to course this subject we recommend to have previously taken the “El procés ensenyament-aprenentatge” (The teaching-learning process) subject. 

Objectives and Contextualisation

  • Analyse the concepts related to the Planning elaboration process and formative programme.
  • Analyse the educational design models testing their positive and negative aspects. Identify the elements or components that intervene in the Planning process.
  • Analyse the educational and formative needs with the purpose of design Planning and formative programme.
  • Design planning, programmes, projects and activities to interfere with the educational and formative contexts.
  • Analyse educational evaluation models that can be applied to diverse situations.
  • Design distinctive evaluation processes (from the diagnostic evaluation to the impact evaluation). 


    Social Education
  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values. 
  • Design evaluation plans and processes in accordance with different purposes, techniques and instruments, moments and perspectives of educational evaluation.
  • Develop processes to obtain, record, analyse and make decisions for educational action.
  • In an articulated manner, design plans, programs, projects, activities and tasks in various socio educational contexts.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands. 
  • Use ICT to learn, communicate and collaborate in educational contexts.
  • Work in teams and with teams (in the same field or interdisciplinary).
    Education Studies
  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Design plans, programs, projects, activities and resources adapted to the education and training contexts, in the face-to-face and virtual forms.
  • Diagnose people's development needs and possibilities to support the development of educational and training activities.
  • Evaluate plans, programs, projects, activities and educational and training resources.
  • Incorporate information and communications technology to learn, communicate and share in educational contexts.
  • Introduce changes in the methods and processes of the field of knowledge to provide innovative responses to the needs and demands of society.
  • Make prospective and evaluation studies of the characteristics, needs and demands of training and education.
  • Supervise education and training plans, programs, centres and professionals.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Analyse a situation and identify its points for improvement.
  2. Analyse a situation and identify points for improvement.
  3. Analyse the impact of an assessment by verifying how needs have been met and specifying new educational demands.
  4. Assess needs when founding training plans and programs.
  5. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  6. Design plans and programs that are adapted to the educational and training contexts in face-to-face and virtual form.
  7. Explain the explicit or implicit code of practice of one's own area of knowledge.
  8. Form teams that are capable of carrying out activities effectively
  9. Form teams that are capable of carrying out activities effectively both in person and remotely in different ways.
  10. Identify situations in which a change or improvement is needed.
  11. Prepare a training assessment plan specifying all of its components (object, instruments, agents, moments).
  12. Produce evaluation reports.
  13. Produce monitoring reports.
  14. Propose new experience-based methods or alternative solutions.
  15. Propose new methods or well-founded alternative solutions.
  16. Using ICTs in designing, developing and drawing up practical work.
  17. Using virtual platforms as a communication and management tool for directed and supervised activities.


1.Curricular Design and Theory: theoretical and applied aspects

-Conceptualisation and characteristics of the curricular design.

-Curricular and design components.

-Planning models and curricular design.

2.Planning elaboration and formative programme.

-Curricular concreteness and contextualization.

-Identify the educational and formative needs.

2.Planning and formative programme follow-up and evaluation.

-Evaluation planning and programme dimensions.

-Evaluation programme models  

- Design a distinctive evaluation of planning and programmes (evaluation of needs until impact evaluation)

-Evaluation strategies, methods, techniques and tools.


The methodology of the subject begins with the learning process of the Student. In order to understand this principle, the Student will have to remain active and self-sufficient during the whole process, being the professor’s mission to be helpful with this task. In this sense the professor’s tasks will be:

1)      To give support to the Student providing him at all time with all the information and the resources needed for a good learning process.

2)      To assure the autonomous Student knowledge proposing different teaching-learning activities (individuals and collective, theoretical and practical) under the principle of methodical varieties.



Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Title Hours ECTS Learning Outcomes
Type: Directed      
Face to Face Seminars 30 1.2 5, 3, 2, 8, 4, 6, 11, 12, 13, 7, 10, 14, 16, 17
Whole group, on-line 60 2.4 5, 3, 1, 4, 6, 11, 12, 13, 7, 10
Type: Supervised      
Collective evaluation and hand in via Virtual Platform, the 3 practical tasks 60 2.4 13, 17
Type: Autonomous      
Reading the dossier: didactical units, study and preparation for the exam evaluations 150 6 5, 3, 4, 6, 11, 12, 13, 10, 16, 17


The student will have to hand in two different tasks in order to get evaluated:

-3 practical evaluation tasks, in group (1 from the first part, 1 from the second part and 1 for the third part)

-3 Individual exams (1 for each part).

The practical evaluation tasks have a formative aim from their evaluation standing point, as they will be revised by the group depending on the given task. This revision will be done during the seminars that are considered by presenting the group project’s final results to the rest of the classmates. The theoretical exams, divided into each one of the content parts considered, have an adding aim and have to be an individual summary of the realization, discussion and reflection of the group project. In the case of failing an evaluation task there will be a chance to recuperate it and the end on a given date.

Practical delivery one and the individual exam, at the end of block 1. 

Practical delivery two and the Pratical evaluation tasks, at the end of block 2. 

Practical delivery three and the Teoretical evaluation tasks, at the end of block 3

The practices and recovery exam and tasks will be made and will delivered in June

It has to be taken under consideration that the feed-back and the handed back activities and tasks will be done in a period of twenty days. The making and exceeding of all the evaluating tasks (practical and theoretical) is essential for passing the subject, at the same time the assistance to 80% of the on-site classes. In any doubt of plagiarism, the subject will be considered failed by all means.  



Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
1 exam Block 1 (individual evaluation) 15% 0 0 3, 2, 4, 6, 11, 12, 13, 10, 14
1 exam block 2 (individual evaluation) 15% 0 0 3, 1, 4, 6, 11, 12, 13, 7, 10, 15
1 exam block 3 (Individual evaluation) 15% 0 0 3, 1, 4, 6, 11, 12, 13, 7, 10, 14
Group project presentation of everything learned 10% 0 0 5, 8, 13, 14, 16
Hand in 3 practical evaluation tasks. (peer-evaluation) 45% 0 0 5, 3, 2, 9, 8, 4, 6, 11, 12, 13, 7, 10, 14, 16, 17


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Cortella, M.S. (2017). Convivencia, ética y educación. Madrid: Narcea.

Diz, M.J. (2017). Necesidades formativas. Modelos para su análisis y evaluación. Revista de estudios e investigación en psicología y educación, Volumen Extraordinario (6), 6-10.

Fernández, T. y Ponce, L. (2016). Elaboración, gestión y evaluación de proyectos sociales (volumen 2). Madrid: Pirámide.

Fernández, T. y Ponce, L. (2016). Planificación y actuación estratégica de proyectos sociales. Intervención social y programación (volumen 1). Madrid: Pirámide.

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Murillo, F.J; Román, M y Hernández, R. (2011). Evaluación educativa para la justicia social. Revista iberoamericana de evaluación educativa, 4 (1), 8-23.

Navio, A. (2007) Análisis y detección de necesidades, en Tejada, J. y Giménez, V. (Coord.) Formación de formadores. Escenario aula, Madrid:Thomson, 69-151

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Ruiz Bueno, C y Garcia Orriols, J. (2019). ¿Que nos aporta el modelo de patrones de aprendizaje para el diseño de acciones formativas? Revista Colombiana de Educación. 77, 1-21.

Serrate, S; González, M y Olmos, S. (2017). La acción socioeducativa interdisciplinar en la etapa de educación secundaria. Situación y necesidades profesionales. Revista de educación, 376, pp 200-228.

Tejada, J. (2007) Evaluación de programas, en TEJADA, J. Y GIMÉNEZ, V. (Coord.) Formación de formadores. Escenario institucional, Madrid:Thomson, pp. 391-465

Tejada, J. y Navio, A. (2007) Elaboración de planes, programas y cursos de formación, en TEJADA, J. Y GIMÉNEZ, V. (Coord.) Formación de formadores. Escenario aula, Madrid:Thomson, 153-206

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UNESCO. (2015). Repensar l'educació. Vers un bé comú mundial? Barcelona: Centro UNESCO Catalunya.


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