project planning and management in education

How to Use Project Management in Education?

Are you tired of feeling overwhelmed and disorganized in school? Do you wish there was a way to manage your time and assignments better?

Look no further because I have an exciting framework for you! In this blog post, we will explore the concept of project management and how it can be applied to education.

Project management skills are useful not only in the business or professional world but can also greatly benefit students in their academic journey. So whether you’re a high school student struggling with multiple classes or a college student balancing coursework and extracurriculars, this article is for you.

Get ready to learn some valuable tips and tricks on using project management skills to excel in your education!

What is Project Management?

Project management in business involves organizing, project planning, and carrying out projects to meet certain organizational goals. When applied to education, these tasks could include implementing new technology in classes, preparing for big events like graduations, or introducing new lessons.

Simply put, project management helps ensure that project planning is completed quickly, correctly, and within the allocated funds. It involves breaking down larger tasks into smaller manageable ones, setting deadlines and milestones, assigning project management roles and responsibilities, and tracking progress.

What Do Project Managers Look Like in Educational Settings?

In an educational setting, a project manager coordinates a project’s different parts and ensures they all fit with the overall educational goals. This job might include talking to stakeholders, allocating resources, and keeping track of deadlines. 

Through careful planning and organization, the project manager ensures that the different needs of the students, teachers, and administrative staff are met.

How Does Effective Project Management Benefit You in Education?

Some of the most important benefits of project management in education are the following:

• Enhanced Efficiency : Through structured planning and execution, schools can maximize resource use and reduce waste.
• Better Accountability: Everyone knows what they are supposed to do when roles and tasks are clear. This makes it easier to keep track of performance and progress.
• Better Use of Resources : Knowing the requirements and scope of a job helps make better use of time, money, and materials.
• More adaptability: good project management includes planning for what could go wrong, which helps schools be ready to deal with changes or problems that come up out of the blue.

How Do You Apply Project Management Skills in Education?

Project-based learning is a common way to teach where students gain knowledge and skills by working on difficult questions, problems, or tasks for a long time. Here are some project management rules that can help make sure that student projects are successful:

Planning and Goal Setting

Picture yourself as an educator: you have exciting ideas, whether it’s a new lesson series, a field trip, or a broader curriculum change.  The key to translating those ideas into reality is solid planning and setting clear goals. Here’s how a project management approach makes this happen:

• Start with the big picture: What’s the ultimate outcome you want to achieve? Get specific!
• Break it down: Instead of one overwhelming task, create a series of smaller, more manageable steps.
• Set deadlines: When must you accomplish each step to meet your overall goal?

Additionally, it’s crucial to adapt your plans based on your class’s unique needs and pacing. This flexibility allows you to adjust timelines or instructional strategies to maximize learning outcomes. 

In this way, project management isn’t just about sticking to an entire project plan but also about responding to the classroom dynamics and ensuring that all students can successfully reach their educational goals.

Resource Management

Just like project managers in any field, educators need to be resourceful! This means knowing how to identify, allocate, and manage the things you need to make your projects successful. This could include physical materials, funding, time, technology, or even the knowledge and skills of those around you.

How to Manage Resources as an Educator

Risk Management

Teaching students to anticipate potential risks and devise strategies to mitigate them prepares them for unpredictable scenarios, both in and out of academic settings.

Here are key questions to guide your risk management approach in educational projects and how to approach them:

• What could go wrong? Brainstorm a comprehensive list of potential issues, from minor setbacks to major disruptions.
• How likely is each risk to occur? Rate each risk as low, medium, or high probability.
• What would the impact be if a risk became a reality? Consider how it would affect your timeline, budget, student outcomes, or overall project success.
• How can you prevent or minimize each risk? Are there proactive steps you can take to reduce the likelihood or impact?
• What’s your contingency plan? If a risk does occur, what specific actions will you take to address it?
• Who is responsible for monitoring each risk? Assign individuals or multiple team members to track potential problems and implement contingency plans.
• When will you review and update your risk assessment? Schedule regular check-ins to adjust your plan as circumstances change.

Being Resourceful and Getting Expert Help

Students undertaking complex educational projects can greatly benefit from external expertise when applying project management principles to education. Papersowl, a professional essay writing service, provides a critical resource.

This platform employs top-rated writers who contribute not only by crafting high-quality papers but also by imparting essential project management techniques that students can apply to their complex projects. Accessing online help through an essay service at critical stages of a project can decisively improve the quality of a student’s work, ensuring adherence to academic standards and project timelines.

This integration of professional support helps students manage their academic projects more effectively, thereby boosting their productivity and educational outcomes.

How to Integrate Technology in Project Management Education?

Technology is an important part of modern schooling. Software made just for schools that manage projects can help teachers and managers better plan, carry out, and monitor projects.

Students and teachers can communicate and work together better using project management tools . These tools often offer places to talk, share files, and get feedback in real-time, all of which are necessary for flexible educational projects. 

Here’s a list of tools that help deliver discussions, instructions, and information:

1) Google Workspace for Education

This suite of tools, previously known as G-Suite for Education, is designed specifically for classroom collaboration. It includes essential applications such as Google Docs, Sheets, and Slides, allowing students and teachers to share files and collaborate in real-time.

Google Drive facilitates easy file storage and sharing, while Google Classroom integrates these tools to streamline the management of assignments and feedback. This platform is particularly useful for schools that need a comprehensive set of collaborative tools that are easy to use and manage.

2) Microsoft Teams

Microsoft Teams is a robust platform that integrates seamlessly with the Microsoft Office suite, including Word, Excel, and PowerPoint. It offers features like chat, video calls, and organizing classes and assignments within the platform for all project team members.

Teams are ideal for educational institutions already using Microsoft products and looking for a solution that supports communication and collaboration within the same ecosystem.

Known primarily for its video conferencing capabilities, Zoom has become an essential tool in education, especially for remote learning. It supports video calls, screen sharing, and breakout rooms, making it suitable for lectures, group discussions, and collaborative meetings.

Its ease of use and reliable performance make it a preferred choice for real-time communication in academic settings.

Canvas is a learning management system (LMS) that integrates various educational tools into a single platform. It supports assignments, grading, and discussions and includes features for file sharing and collaborative workspaces.

Educational institutions favor Canvas for its comprehensive approach to course management and its ability to facilitate both teaching and learning in a cohesive environment.

Moodle is an open-source LMS known for its flexibility and the wide range of plug-ins available. It supports online learning through features such as forums, databases, and wikis, which encourage collaborative work among students.

Moodle’s adaptability makes it a popular choice for institutions that require a customizable platform that can be tailored to specific educational needs.

Notion is an all-in-one workspace where users can write, plan, collaborate, and organize. It integrates notes, tasks, databases, and calendars into a single platform, making it an excellent AI project management tool for managing extensive notes, future projects, and collaborative tasks. 

Notion’s flexibility and comprehensive features make it ideal for students and educators who require a versatile tool for individual and collaborative work.

Tracking and Evaluation

Using technology, teachers can monitor project progress and judge success based on set criteria. This constant evaluation helps improve project plans and results.

Here’s a concise overview of how technology aids in tracking and evaluating educational projects:

• Real-Time Monitoring and Feedback: Tools like Google Classroom and Trello allow teachers to track submissions and progress, offering immediate feedback to students, which can guide timely adjustments and improvements.
• Data-Driven Decisions: Learning management systems (LMS) such as Canvas and Blackboard provide analytics that help teachers understand student engagement and performance, allowing for targeted instructional changes.
• Collaborative Tools for Peer Review: Platforms like Microsoft Teams and Slack enable peer collaboration and feedback, fostering a supportive learning environment and encouraging peer-to-peer learning.
• Rubrics and Standardized Assessment: Educational technologies often include features to create and apply rubrics, helping standardize assessments and clarify expectations, which makes grading transparent and consistent.
• Adaptive Learning Technologies: Some LMS platforms adjust the difficulty of content based on individual student performance, ensuring personalized learning experiences that are challenging yet accessible.
• Portfolio and Progress Tracking: Digital portfolios, supported by platforms like Notion, help students and teachers track long-term progress and reflect on learning outcomes over time.
• Automated Testing and Quizzes: Automated assessments within LMS platforms provide quick insights into student understanding, offering immediate feedback and helping teachers identify areas that need further instruction.

These technological tools streamline the process of project tracking and evaluation, enhancing educational outcomes through structured support and comprehensive data analysis.

Challenges of Implementing Project Management in Education

There are clear benefits to applying project management skills in school , but it’s not always easy.

First, there is a lack of awareness and training among students and educators. Many students are not aware of project management techniques and their importance in academic work, which can lead to disorganized and inefficient project completion.

Additionally, there may be resistance from educators who are accustomed to traditional project management methodologies in a school setting and may not see the value in incorporating project management into their curriculum.

Another challenge is the limited resources available for students to access professional support. While essay services can provide valuable assistance, not all students have access to them or may not be able to afford them.

However, despite these challenges, it’s important for educators to recognize the benefits of project management and strive to incorporate it into their teaching and project management methods.

Final Thoughts on Project Management

Project management in education offers a structured approach to managing educational projects, enhancing learning outcomes, and preparing students for future challenges. By adopting project management principles, educational institutions can operate more efficiently and responsively, fostering an environment where administrative goals and educational strategies align seamlessly.

Embracing these practices, educators, and administrators can ensure that they are not just teaching students but also providing them with a framework for success in their academic and professional futures.

Dev is a strategist, productivity junkie, and the founder of the Process Hacker !

I will help you scale and profit by streamlining and optimizing your operations and project management through simple, proven, and practical tools.

To get help for your business, check out my blog or book a call here !

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Teaching project management to primary school children: a scoping review

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• Published: 18 April 2023

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• Sante Delle-Vergini   ORCID: orcid.org/0000-0001-9762-0326 1 ,
• Douglas Eacersall   ORCID: orcid.org/0000-0002-2674-1240 2 ,
• Chris Dann   ORCID: orcid.org/0000-0001-7477-0305 3 ,
• Mustafa Ally   ORCID: orcid.org/0000-0001-6370-3860 4 &
• Subrata Chakraborty   ORCID: orcid.org/0000-0002-0102-5424 5 , 6  

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Teachers have used projects in children’s education for over a century. More recently, project management knowledge and skills have become essential when students manage technological solutions from inception to presentation. This paper presents the first scoping literature review on teaching project management to primary school students. A total of 33 publications between 2000 and 2022 were analysed and presented both descriptively and thematically. While the review did not identify any empirical studies of teaching project management to primary school students, it did reveal several examples of suggested teaching approaches, project management activity, and common elements associated with project management. The review concludes with a recommendation for researchers, educators, and project management practitioners to build upon this research by exploring the effectiveness of comprehensive approaches to teaching project management to primary school students. This paper represents a significant area of research as project management is one of the most critical skills for students to achieve success in the twenty-first century.

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Introduction

Using projects in children’s education dates back to the early twentieth century (Knoll, 2012 ; Pomelov, 2021 ) and was popularised by William Kilpatrick (Clark, 2006 ), one of the most influential figures in pedagogical progressivism (Mintz, 2016 ). Since then, teachers have increasingly used real-world projects to provide authentic learning experiences for their students (Pecore, 2015 ). More recently, teachers and researchers have begun to examine the pedagogies that surround projects that help teachers deliver multiple curriculum outcomes in a single learning activity. Given the prevalence of projects and the emphasis on curriculum outcomes, it is understandable that teachers may have less focus on the processes and skills involved in managing these projects. At the same time, as students take on more responsibility for their own projects, there will be a growing need to develop project management skills.

Project management can be defined as ‘the knowledge, skills, tools, and techniques to project activities to meet the project requirements’ (Project Management Institute [PMI], 2021 , p. 245). It is a complex discipline that has evolved over several decades through leading institutions such as the Project Management Institute, the Association for Project Management, and the International Project Management Association. Like other disciplines, the field of project management has created a body of knowledge that is transferable to practice (Lalonde et al., 2010 ). Furthermore, as organisations continue to use projects as the primary form of structuring work, most employees will be involved in project-related activities of some kind in the workplace (Konstantinou, 2015 ). Of these, approximately 90 million individuals will be performing project management activities by 2027 (PMI, 2017c ). As a result, many of these individuals will require education and training in project management.

Institutions such as PMI have developed methodologies, practices and standards that underpin many of the project management education and training programs available today (Cicmil & Gaggiotti, 2018 ). Some programs include short courses, degree programs, industry training, professional development, and the ‘global standard’ in project management certifications: the Project Management Professional (PMP) accreditation from PMI (Richardson & Jackson, 2019 , p. 26). While the complexity of these programs varies greatly, the concepts and terminologies are generally targeted at the adult population, not children. Nevertheless, there is some evidence of project management teaching in secondary schools and youth non-profit organisations. In 2018, the Student Research Foundation (SRF) surveyed over 35,000 secondary school students across the United States and found that 25% of students reported that they had been taught project management skills (SRF, 2019 ). In the United States, two examples of initiatives to teach project management skills in secondary school include a pilot in a Washington State high school where students in Grades 9 to 12 were taught project management over one semester (Garfein & Noeldner, 2011 ), and the National Aeronautics and Space Administration (NASA) commissioning Texas A&M University to design and implement a project management course to assist students in six high schools to better manage their Science, Technology, Engineering and Math (STEM) projects (Morgan et al., 2013 ). In Hampshire, England, a secondary school became the first in the United Kingdom to implement a pilot program by the Project Management Institute Educational Foundation (PMIEF) to introduce project management principles to students (Robertson, 2012 ). Finally, JA (Junior Achievement) Europe, a large youth-serving non-profit organisation that prepares students for the workforce, received a grant totalling USD $977 K from PMIEF to integrate project management learning into their youth programs (PMIEF, 2021 ). Although these examples of project management learning in secondary schools are encouraging, primary school children should also learn how to manage projects as a life and career skill (Partnership for 21st Century Learning [P21], 2019 , p. 7).

In Australia, young children are already exposed to projects and project management. In 2012, the Australian Curriculum, Assessment and Reporting Authority (ACARA) produced The Shape of the Australian Curriculum: Technologies (ACARA, 2012 ). The Technologies curriculum was designed to ensure that students capitalise on the learning and application of emerging technologies critical to twenty-first century living. An overarching theme within the curriculum is the potential students have to influence their future through developing technological solutions (ACARA, 2012 ). Project management learning in primary school classrooms is a key concept within the Australian Technologies curriculum, made evident by the title of ACARA’s Digital Technologies in Focus (DTiF) publication: Teaching and supporting project management in the classroom F-6 (DTiF, 2020 ). The curriculum claims that students will produce technological solutions by managing projects from inception to realisation and can be measured by comparing how successfully a project met original expectations (ACARA, 2012 ). ACARA believes that project management is ‘an essential element in building students’ capacity to more successfully innovate’ and will be included in every year of schooling (ACARA, 2012 , p. 10). This implies that teachers will develop opportunities for students to understand how to manage a project.

Despite ACARA’s recommendation that project management should be explicitly taught within the Technologies curriculum (DTiF, 2020 ), a preliminary search of the literature, both nationally and internationally, found no comprehensive research studies on teaching project management in a primary school context. There was some evidence of project management activity identified through various pedagogical practices such as inquiry-based learning, problem-based learning, differentiated instruction, and particularly project-based learning. These included common project management activities such as planning, group work, producing a product, and presenting to an audience. However, these activities alone do not constitute a holistic view of the knowledge and skills required for a child to successfully manage a project from beginning to end. Project management integrates numerous elements that must be managed effectively (PMI, 2017a ) by an individual with a set of core competencies (PMI, 2017b ). This is made more complex by the various ages of children in primary school.

This raises some significant questions. If project management is such a complex discipline, how is it being taught to primary school children? What research has been conducted investigating comprehensive approaches to the teaching of project management to children in primary school? To explore these questions further, and to inform the Australian situation, an international scoping review was undertaken to: (i) investigate the body of literature regarding teaching project management in primary schools; (ii) identify approaches to the teaching of project management and related skills in the classroom; and, (iii) build a foundation of evidence to inform future research. This paper is the first scoping literature review investigating the teaching of project management to primary school children.

A scoping review methodology was selected to explore the literature as this type of review aims to examine the extent, range and nature of research on a particular topic, summarise and disseminate the findings, and identify any research gaps in the literature (Arksey & O’Malley, 2005 ). Due to the sparseness of literature on the topic, the research was driven by a broad research inquiry resulting in the following research question: What does the body of evidence reveal about teaching project management to children in primary school? The use of a scoping review provides more flexibility than a systematic review (Peterson et al., 2017 ) because it is more concerned with the characteristics and concepts within a study than a specific question that informs policy or practice (Munn et al., 2018 ). Further, the results should only focus on a descriptive account of available literature (Arksey & O’Malley, 2005 ).

Scoping reviews often present information in broad themes (Arksey & O’Malley, 2005 ; Rumrill et al., 2010 ). Two themes emerged from the initial search of the literature: project management elements, and teaching project management to primary school children. Project management elements describe the project management activities, processes, and artefacts typical of many projects. This was the predominant theme due to the sheer volume of project management elements identified in the initial search. Teaching project management to primary school children is the central topic of this research. This theme concerns specific claims that project management is or should be taught in primary schools.

This scoping review adheres to the Joanna Briggs Institute (JBI) methodology for scoping reviews (Peters et al., 2020 ) and is guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Reviews (PRISMA-ScR) checklist (Tricco et al., 2018a ). Lockwood et al. ( 2019 ) recommend the use of both resources when developing a scoping review. Further, a scoping review protocol was previously published by the authors of this paper (Delle-Vergini et al., 2023 ) to promote transparency and detail the objectives and methods of this review (Peters et al., 2020 ).

Inclusion criteria

The inclusion criteria were based on the PCC (population, concept, context) mnemonic, using the following phrases: children (population), teaching project management (concept), and primary school (context), which were also used to develop the scoping review article title and research question (Peters et al., 2020 ). Using the PCC mnemonic ensures a broader range of sources are considered compared to the population, intervention, comparator, outcome (PICO) mnemonic commonly used in systematic reviews (Lockwood et al., 2019 ). The population included studies that involved primary school students, regardless of gender or socio-economic status. The concept of this scoping review is teaching project management, while the context includes any public or private primary school that teaches or claims to teach project management to children or where children are engaged in project-related activities that produce products and project management artefacts. As the age of primary school students can vary across countries and even between states, a range of 5–11 years of age was used during the screening process as this range is almost exclusively situated in a primary school setting. Information sources considered include qualitative, quantitative, and mixed-methods studies and reports. Journal articles, conference proceedings, dissertations, published books and grey literature from the years 2000 to 2022 were included to ensure the literature was relevant in twenty-first century classrooms. The validity of sources was achieved through the credibility of the institutions they were sourced from (i.e., Project Management Institute) and the academic databases mentioned in the next section.

Search strategy and source selection

As recommended by Morris et al. ( 2016 ), the search design and strategy involved a research librarian. Consistent with the JBI methodology, it involved three stages (Peters et al., 2020 ). During the first stage, an initial search of the following databases: Academic Search Ultimate, Business Source Ultimate, eBook Collection, Education Research Complete, E-Journals, ERIC (all via EBSCOhost Megafile Ultimate), Proquest One Academic, Web of Science, Scopus, and Google Scholar was conducted independently by two of the authors (SD, DE). The use of at least two reviewers to meet, discuss and select relevant sources is recommended by Levac et al. ( 2010 ). The search utilised synonyms and like terms derived from phrases located in the title of this paper, as detailed in Fig.  1 . This search yielded 799 results.

Search string

The sources were then loaded into EndNote, and duplicates removed, yielding a total of 619 sources. On several occasions, the same two authors (SD, DE) met to discuss and agree on the items for inclusion and exclusion. A title and abstract examination of the 619 sources resulted in 586 exclusions, leaving a total of 33 sources for consideration. A full-text examination of these 33 sources commenced, resulting in 22 excludes (full text not found: n  = 5, project management concept missing: n  = 11, a language other than English: n  = 2, no primary school context: n  = 3, only teacher managing project: n  = 1), leaving a total of 11 included sources.

In the second stage, a manual search for other sources (i.e., websites) was performed. This process was necessary as the search of databases only produced limited sources. A handful of websites (i.e., Project Management Institute Educational Foundation, Buck Institute for Education) produced content in the form of reports, videos, blogs, and recommendations for books that referenced project management teaching in primary schools. The process of searching these and other websites and their content produced a further 20 sources, one of which was excluded after closer examination. The third and final stage examined the reference lists of the 11 database sources and 19 website sources which produced a further three sources.

This rigorous search strategy and source selection process produced a total of 33 sources that matched the inclusion criteria for this scoping review. The process is detailed in Fig.  2 .

Scoping review search and selection process

Data extraction and presentation

Despite the growing use of the JBI methodology and PRISMA-ScR checklist, a study by Khalil et al. ( 2020 ) discovered that of all the stages throughout the scoping review process, data extraction was the most inadequate. Data extraction was made difficult by the lack of explicit examples of approaches to teaching project management in primary schools. As such, it was necessary to identify and group project management elements to capture and understand the characteristics of the teaching of project management within the literature. The authors decided that the phases within a project life cycle were a logical choice to group the project management elements.

A project life cycle consists of phases of related project activity that a project passes through until it is completed (PMI, 2017a ). While there is no universal agreement on project life cycle phases (Kerzner, 2022 ), the authors selected four project management process groups: initiate , plan , execute , and close , which reflect the four generic project life cycle phases: starting the project, organising and preparing, carrying out the work, and ending the project (PMI, 2017a ). Each phase contains several project management elements that were used to map the results in tabular format (Thomas et al., 2017 ). The elements extracted were important in identifying the building blocks of project management and were largely derived from two key Project Management Institute publications: A Guide to the Project Management Body of Knowledge: PMBOK® Guide (PMI, 2017a ), widely considered as ‘the gospel of project management’ (Kerzner, 2010 , p. 169), and the Project Manager Competency Development Framework (PMI, 2017b ). Seventeen project management elements across four project lifecycle phases were used to capture evidence of project management activity.

A comprehensive mapping of the 33 sources included in this scoping review and the project management elements identified in each source are provided in Table 1 of the Appendix and should be referred to throughout this paper. This section includes a descriptive overview of the results, followed by a thematic overview, as recommended by Levac et al. ( 2010 ). To supplement the numerical analysis in this paper, such as number counts and percentages, the authors used the following classification schemes: ≤ 33% was interpreted as a low level of representation; 34–66% as a moderate level; and ≥ 67% as a high level.

Descriptive overview

Due to the limited number of research articles discovered, the data extraction elements typical of a scoping review, such as study aims, population sample, methodology and key findings (Peters et al., 2020 ), were not available for most sources and thus were excluded from this scoping review.

Publication source The scoping review sources consisted of a thesis ( n  = 1), published books ( n  = 6), journal articles ( n  = 7), web documents ( n  = 7), government documents ( n  = 2), conference proceedings ( n  = 1), videos ( n  = 3), and blogs ( n  = 6). Of the seven journal articles, one could not be confirmed as peer-reviewed (D’Orio, 2009 ).

Year of publication The inclusion criteria prohibited sources published earlier than the year 2000. In chronological order, sources were published in the year 2000 ( n  = 2), 2002 ( n  = 1), 2005 ( n  = 1), 2008 ( n  = 1), 2009 ( n  = 2), 2010 ( n  = 1), 2012 ( n  = 1), 2013 ( n  = 1), 2014 ( n  = 4), 2015 ( n  = 3), 2016 ( n  = 3), 2017 ( n  = 3), 2018 ( n  = 6), 2019 ( n  = 1), 2020 ( n  = 2), and 2022 ( n  = 1). It is uncertain exactly when ACARA ( 2022 ) was published, as there are multiple versions, but version 8.4 of the Australian Technologies curriculum (Foundation to Year 6) is the latest version as of writing this article.

Project management elements by phase Only 19 (57.6%) sources contained at least one element in each of the four phases (initiate, plan, execute, close). The initiation phase contained 103 of 231 (44.6%) possible elements identified across 33 sources. The planning phase contained 80 of 132 (60.6%) possible elements. The execution phase contained 62 of 132 (47.0%) possible elements. Finally, the closing phase contained 26 of 66 (39.4%) possible elements. Of the 561 project management elements possible across all sources and phases, only 271 (48.3%) were present.

Project management elements by publication type and source Of the 17 project management elements available, government documents (30 of 34; 88.2%), web documents (107 of 153; 69.9%) and books (71 of 102; 69.6%) contained a high level, followed by a moderate level for theses (10 of 17; 58.8%), and journal articles (54 of 119; 45.4%), and a low level for videos (12 of 51; 23.5%), conference proceedings (4 of 17; 23.5%) and blogs (13 of 102; 12.7%). Nine sources (27.3%) contained a high level of elements (12 elements and above), 13 sources (39.4%) contained a moderate level (6–11 elements), and 11 sources (33.3%) contained a low level (5 elements and below). Only three elements were identified in a high number of sources: constraints ( n  = 26; 78.8%), and both project management tools/artefacts ( n  = 23; 69.7%) and activities/tasks ( n  = 23; 69.7%).

Thematic alignment The two themes presented in this paper were identified in a number of sources. Project management elements ( n  = 30; 90.9%), and teaching project management to primary school children ( n  = 14; 42.4%).

Thematic overview

Two themes emerged from the review of the literature: project management elements, and teaching project management to primary school children. Each theme is briefly described in the Methods section.

Project management elements

Seventeen elements provided evidence of project management activity within the literature, the people and processes involved, the artefacts used in managing projects, and the products produced during those projects. These elements were categorised into four groups representing common phases within a project lifecycle: initiate, plan, execute, and close.

Initiate Phase This phase only contained 103 of 231 (44.6%) possible elements across all sources. Only one source contained all seven elements (PMIEF, 2014a ). ACARA ( 2022 ), DTiF ( 2020 ), and Fleer ( 2016 ) each contained six elements; while Boss and Larmer ( 2018 ), Edwards ( 2000 ), Ginevri and Trilling ( 2017 ), PMIEF ( 2015a ), Project Management Institute: Portugal (PMI-Portugal, 2020 ), and Railsback ( 2002 ) all contained five elements. Four sources (Lenz, 2016 ; Modzelewski & Urias, 2017 ; PMIEF, 2014b; Vander Ark, 2018 ) contained no elements. The percentage of sources where each element was identified is illustrated in Fig.  3 .

Project management elements of the initiate phase identified in sources

The most predominant element identified within this phase was constraints ( n  = 26; 78.8%). Constraints within a project typically include time, scope, and cost (PMIEF, 2015a) and should be considered to see how they might affect the project (Portz, 2014 ). Time was the leading constraint and described in several ways, such as managing time or time management (Buck Institute for Education [BIE], 2018 ; Boss & Larmer, 2018 ; Ginevri & Trilling, 2017 ; Lenz, 2018 ; Trilling & Fadel, 2009 ), keeping on track (Bell, 2010 ; Maher & Yoo, 2017 ; Railsback, 2002 ), deadlines (DTiF, 2020 ; Krajcovicova & Capay, 2012 ; McCain, 2005 ; PMIEF, 2015a ), timelines (ACARA, 2022 ; DTiF, 2020 ; Edwards, 2000 ; Railsback, 2002 ), and schedules (DTiF, 2020 ; Ginevri & Trilling, 2017 ; PMIEF, 2014a , 2015a ). Time management was the number one difficulty faced by students in projects according to Akinoglu ( 2008 ). Scope (Boss & Larmer, 2018 ; DTiF, 2020 ; Ginevri & Trilling, 2017 ; PMIEF, 2014a ), cost or budget (ACARA, 2022 ; Fleer, 2016 ; Ginevri & Trilling, 2017 ), and quality (ACARA, 2022 ; DTiF, 2020 ; Fleer, 2016 ; Ginevri & Trilling, 2017 ; PMIEF, 2014a , 2015a ) were mentioned less frequently than time constraints.

The next two prominent elements identified were problem/purpose ( n  = 21; 63.6%) and ideation ( n  = 20; 60.6%). Most projects in a school environment begin with a purpose (DTiF, 2020 ; Folsom, 2000 ; Railsback, 2002 ), question (Bell, 2010 ; BIE, 2018 ; Maher & Yoo, 2017 ; PMIEF, 2014a , 2015a ; Trilling & Fadel, 2009 ), or problem that needs to be solved (Akinoglu, 2008 ; Boss & Krauss, 2014 ; Fleer, 2016 ; PMI-Portugal, 2020 ; Reitzig, 2019 ). Ideation occurs when students ‘explore, analyse and develop ideas’ (ACARA, 2022 , p. 6) and illustrate these ideas (Maher & Yoo, 2017 ) through activities such as brainstorming (Project Management Institute: North Italy Chapter [PMI-NIC], 2015 ; PMIEF, 2013 , 2015b ; Portz, 2014 ) and mind mapping (Ginevri & Trilling, 2017 ; PMIEF, 2014a ).

Like problem/purpose and ideation, the stakeholder element had a moderate level of representation ( n  = 15; 45.5%). A stakeholder is an individual or group interested in the project (PMIEF, 2015b ). DTiF ( 2020 ) recognised the importance of reporting to, and receiving feedback from, stakeholders. In the context of a primary school project, sources that mentioned stakeholders often referred to them as teachers, parents, or community members (Bell, 2010 ; Edwards, 2000 ; French, 2018 ; Maher & Yoo, 2017 ; Railsback, 2002 ). Some sources referred to a stakeholder as a client (Boss & Larmer, 2018 ; DTiF, 2020 ; Fleer, 2016 ; Ginevri & Trilling, 2017 ; PMIEF, 2014a ). One source even described a stakeholder analysis process: ‘The students also filled out a stakeholders table that identified each person with a key interest in the project, their role, what they wanted from the project team, and how the team planned on giving them what they needed’ (PMIEF, 2014a , p. 17).

The final three elements: success criteria, requirements, and value/benefit, had a low representation across the sources. Although the success criteria element was the best of the three ( n  = 11; 33.3%), requirements ( n  = 7; 21.2%) and value/benefit ( n  = 3; 9.1%) were significantly lower.

Plan phase This phase had the highest representation of project management elements compared to other phases, with 80 of 132 (60.6%) possible elements identified, making it the only phase to score above 50%. Twelve sources (ACARA, 2022 ; Boss & Krauss, 2014 ; Boss & Larmer, 2018 ; DTiF, 2020 ; Edwards, 2000 ; Fleer, 2016 ; Ginevri & Trilling, 2017 ; Krajcovicova & Capay, 2012 ; PMI-Portugal, 2020 ; PMIEF, 2014a , 2015a ; Portz, 2014 ) included all four project management elements (tools/artefacts, activities/tasks, resources, and roles) in this phase. There were no elements with a low level of representation across all sources, as detailed in Fig.  4 .

Project management elements of the plan phase identified in sources

Project management tools/artefacts and activities/tasks were two elements that had a high level of representation across sources ( n  = 23; 69.7%). Project management tools/artefacts are any items that assist project team members in conducting project management activities. While the list of items can be extensive depending on the size and complexity of the project, several sources cited what is arguably the most important document or artefact in every project: the project plan (ACARA, 2022 ; Akinoglu, 2008 ; Boss & Krauss, 2014 ; Boss & Larmer, 2018 ; DTiF, 2020 ), or master plan (Edwards, 2000 ). Other project management tools and artefacts identified were task boards, project walls, project journals (Boss & Krauss, 2014 ), Gantt charts, contingency plans, risk registers, work breakdown structure, communication plan (DTiF, 2020 ), visual maps, project binders, resource plans, project goal statement (Edwards, 2000 ), posters, mind maps, process diaries (Fleer, 2016 ), activity tree, project traffic light (Ginevri & Trilling, 2017 ; PMI-NIC, 2015 ; PMI-Portugal, 2020 ; PMIEF, 2014a , 2015b ), project organisation chart (PMIEF, 2014a ), project scoring rubric and task lists (Portz, 2014 ).

Activities/tasks were used interchangeably by several sources (BIE, 2018 ; Edwards, 2000 ; Ginevri & Trilling, 2017 ; Larskikh et al., 2016 ; Maher & Yoo, 2017 ). The purpose of this element is to define all the necessary activities or tasks to complete the project (PMI-Portugal, 2020 ; Portz, 2014 ). Edwards ( 2000 , p. 63) calls on students to ‘think through the activities they must complete to meet their project goal…compose a master list of activities…which need to be broken out into smaller tasks’. The concept of an Activity Tree (Ginevri & Trilling, 2017 ; PMI-NIC, 2015 ; PMI-Portugal, 2020 ; PMIEF, 2014a , 2015b ) provides a graphical representation of the tasks necessary to complete the project. Each leaf on the tree represents an activity or task. These tasks are then assigned deadlines and owners (Ginevri & Trilling, 2017 ) with a ‘logical sequence of steps they (students) intend to follow to accomplish the tasks’ (McCain, 2005 , p. 59).

Both resources ( n  = 19; 57.6%) and roles ( n  = 15; 45.5%) were moderately represented. Project resources include people (Edwards, 2000 ; Fleer, 2016 ); equipment, tools, materials, funding, technology, books (PMIEF, 2015a ), whiteboards, cameras, USB drives, computers, printers, scanners, data projector, internet (Krajcovicova & Capay, 2012 ), components (ACARA, 2022 ), and supplies (Folsom, 2000 ). Students are encouraged to consider why resources are necessary and how they will be managed for each activity (Nodzynska et al., 2018 ).

During a project, students ‘negotiate roles and responsibilities’ (ACARA, 2022 , p. 57), with roles defined for both individuals and groups (DTiF, 2020 ). School projects leverage the abilities and strengths of individual team members when assigning roles (Fleer, 2016 ; Reitzig, 2019 ) and provide opportunities for students to take on leadership roles (Trilling & Fadel, 2009 ). Some sources also recognised the dual nature of roles and responsibilities in project work (ACARA, 2022 ; DTiF, 2020 ; Railsback, 2002 ).

Execute Phase The execute phase contained 62 of 132 (47.0%) possible elements across all sources. Students spend most of their time during the execution phase of the project (PMIEF, 2014a ). Only three sources (DTiF, 2020 ; Fleer, 2016 ; Ginevri & Trilling, 2017 ) included all four elements (project manager, project products, present products, and risk) in this phase. None of the elements had a high representation across sources, as detailed in Fig.  5 .

Project management elements of the execute phase identified in sources

Project management elements of the close phase identified in sources

The first two elements identified within the execution phase are project products and present products . Two-thirds of the sources ( n  = 22; 66.7%) demonstrated that a product of some kind was the end result of projects undertaken in the primary school classroom. Other terms that reflected a product included scale model (Boss & Larmer, 2018 ; French, 2018 ), prototype (Ginevri & Trilling, 2017 ; PMIEF, 2015a ), solution (ACARA, 2022 ; PMIEF, 2015a ; Reitzig, 2019 ), service (PMIEF, 2015a ), and design (Reitzig, 2019 ). In every source where a project product was identified, it was a tangible product. As Railsback ( 2002 , p. 10) points out, a tangible product is an important feature of authentic classroom projects and should be shared with an intended audience. The presentation of project products was evident in many sources ( n  = 21; 63.6). Whether it was a presentation (BIE, 2018 ; Edwards, 2000 ; Fleer, 2016 ; Folsom, 2000 ; Maher & Yoo, 2017 ; Railsback, 2002 ), contest/competition (Akinoglu, 2008 ; Reitzig, 2019 ), performance (Bell, 2010 ), showcase (Reitzig, 2019 ), exhibition or portfolio (Maher & Yoo, 2017 ), a final product of some kind was presented to interested stakeholders.

The project manager is responsible for ensuring that the project meets its goals (PMIEF, 2014a , p. 41). However, this element was only moderately represented ( n  = 12; 36.4%). ACARA ( 2022 , p. 52) states that ‘students manage projects independently and collaboratively from conception to realisation’. Two sources (Boss & Larmer, 2018 ; Larskikh et al., 2016 ) specifically refer to students as project managers, while one (DTiF, 2020 ) refers to students managing their own projects. However, some sources appear to suggest that students should manage projects independently once they enter secondary school. Fleer ( 2016 , p. 233) argues that students can manage their projects but should build upon the concepts of project management in primary school and then become more independent in secondary school. This gradual progression to independently managing projects is supported by Ginevri and Trilling ( 2017 , p. 51): ‘As project learning experiences grow, so does the need for students to take more control of the entire project management processes.’ Other sources discussed student involvement in the process of managing projects without specifically referring to them as a project manager or managing their own individual projects (BIE, 2018 ; Folsom, 2000 ; Lenz, 2016 ; Maher & Yoo, 2017 ). A handful of sources ( n  = 4) referred to teachers playing the role of a project manager (Boss & Krauss, 2014 ; Boss & Larmer, 2018 ; DTiF, 2020 ; Folsom, 2000 ) in addition to students.

The final element is risk . This element was identified in a low number of sources ( n  = 7; 21.2%). Some sources understood the importance of identifying and managing risks in the project management process. The project team should identify risks (PMI-Portugal, 2020 ), create a list of risks (Ginevri & Trilling, 2017 ) or risk register (DTiF, 2020 ), manage the risks (ACARA, 2022 ), and consider creating a risk management or backup plan (Fleer, 2016 ).

Close Phase This phase contained 26 of 66 (39.4%) possible elements across all sources. This scoping review searched for two elements in the closing phase: review/reflect and archive project . Given the temporary nature of projects, they must eventually be closed. One of the final activities for a project team is to discuss and document the lessons learned (PMIEF, 2015b ). Five sources (Boss & Krauss, 2014 ; Boss & Larmer, 2018 ; DTiF, 2020 ; Edwards, 2000 ; PMIEF, 2014a ) included both elements, while 12 sources did not refer to either element (Fig. 6 ).

A moderate level of sources ( n  = 20; 60.6%) included or recommended a review/reflect process. The project review process involves feedback from stakeholders, celebrating project success, informal and formal recognition, and self-reflection, which ‘may hold the most important learning experiences in the whole project’ (Ginevri & Trilling, 2017 , p. 53). The quality of the project results can be analysed (Larskikh et al., 2016 ), lessons learned reviewed (PMIEF, 2015a ), and project processes improved (Boss & Krauss, 2014 ). Further, reflecting on how successful the project was in meeting the client’s needs (ACARA, 2022 ) and suggestions for improvement can make the next project even better (Edwards, 2000 , p. 82). The Buck Institute for Education suggests that the review and reflection process will assist students to ‘retain project content and skills longer, develop a greater sense of control over their own education, and build confidence in themselves’ (BIE, 2018 , p. 5). As such, the entire review process can often be applied to future projects (Trilling & Fadel, 2009 ).

The archive project element, where project artefacts or products are stored away for future use or showcasing, was one of the lowest performing of all 17 elements ( n  = 6; 18.2%). While several sources throughout the review/reflect process produced material that could be archived, only six sources were clear about the need to document project success/failure, performance, and lessons learned for future use (Boss & Krauss, 2014 ; Boss & Larmer, 2018 ; D’Orio, 2009 ; DTiF, 2020 ; Edwards, 2000 ; PMIEF, 2014a ). These archives can be used to discuss previous projects (DTiF, 2020 ), review artefacts, and recall certain challenges (Boss & Larmer, 2018 ) that can inform future projects.

Teaching project management to primary school children

Despite a wide range of project management elements and activities identified in this review, no empirical studies of comprehensive approaches to teaching project management to primary school children were identified. A moderate level of sources ( n  = 14; 42.4%) described or promoted project management teaching in the classroom. Four sources (DTiF, 2020 ; Fleer, 2016 ; PMI-NIC, 2015 ; PMIEF, 2015b ) clearly identified project management teaching in a primary school setting, although DTiF ( 2020 ) and Fleer ( 2016 ) briefly referred to a secondary school setting. Some sources discussed project management concepts that should be taught in the classroom (ACARA, 2022 ; Boss & Krauss, 2014 ; Boss & Larmer, 2018 ), while others provided evidence through photographs, project artefacts, or descriptions of actual project management activity (DTiF, 2020 ; Fleer, 2016 ; Ginevri & Trilling, 2017 ; PMIEF, 2013 , 2014a , 2015b ). The only source with a clear definition of project management was ACARA ( 2022 , p. 40), defining it as ‘a responsibility for planning, organising, controlling resources, monitoring timelines and activities, and completing a project to achieve a goal that meets identified criteria for judging success’.

Two government sources (ACARA, 2022 ; DTiF, 2020 ) recognised the importance of scaffolding techniques to transition primary school students through increasingly complex project management concepts. The Australian Technologies curriculum is written in bands of year levels for primary school: Foundation to Year 2; Years 3 and 4; and Years 5 and 6 (ACARA, 2022 ). In Foundation to Year 2, and with teacher guidance, students plan simple steps to complete projects. In Years 3 and 4, students begin to clarify their ideas, manage their time, plan and sequence major steps, and identify project success criteria. In Years 5 and 6, students develop project plans, consider project resources, define roles, set milestones, and reflect on the success of their project product and how improvements in the project process can be made next time. This approach transitions project management learning from basic planning steps through to more complex activities such as analysing cost, time, scope, and quality constraints (ACARA, 2022 ). DTiF ( 2020 ) also suggested the use of templates and checklists that students can adapt to their own projects, with the teacher providing connections between theoretical principles and practical application of project management concepts. Scaffolding strategies like these may be necessary as some concepts, such as Gantt charts and Work Breakdown Structures, mentioned by multiple sources in the review, are too complicated for primary school children to understand (Nodzynska et al., 2018 ).

Several sources described various phases of a project lifecycle: Initiation, Planning, Execution, and Closing (PMI-Portugal, 2020); Creation, Planning, Execution/Control, and Closing (PMI-NIC, 2015; PMIEF, 2015b); Define, Plan, Do, and Review (PMIEF, 2014a , 2015a ). DTiF ( 2020 ) listed Planning, Scheduling, Monitoring/Controlling, and Closing but did not include an initiation phase, although they listed several steps under planning that would normally belong to an initiation phase, such as defining the problem or need, determining the project objectives, and identifying who is involved in the project (Ginevri & Trilling, 2017 ; PMI-Portugal, 2020 ).

Six sources (DTiF, 2020 ; Ginevri & Trilling, 2017 ; PMI-NIC, 2015 ; PMI-Portugal, 2020 ; PMIEF, 2015a , 2015b ) were prescriptive in their recommendations for teaching project management in primary schools, detailing numerous activities undertaken and artefacts produced throughout each phase of the project. In the initiation phase, these sources recognised that a key activity was to identify a problem or need and define the project objective. Other activities included generating ideas (PMIEF, 2015b ), brainstorming (PMI-NIC, 2015 ; PMI-Portugal, 2020 ; PMIEF, 2015a , 2015b ), the identification of stakeholders, determining the resources needed, project success criteria, project team, and deadlines (DTiF, 2020 ; Ginevri & Trilling, 2017 ; PMIEF, 2015a ). Project management artefacts produced during this phase included resource lists (DTiF, 2020 ), project identity cards, mind maps (PMI-NIC, 2015 ; PMI-Portugal, 2020 ; PMIEF, 2015b ), project definition document, and a teamwork agreement document (Ginevri & Trilling, 2017 ; PMIEF, 2015a ).

In the planning phase, the same six sources included defining activities or tasks, roles and responsibilities, sequencing tasks, and assigning people to tasks. PMI-Portugal ( 2020 ) highlighted the importance of defining dependencies between tasks. Artefacts produced during this phase included activity trees, project calendars (PMI-NIC, 2015 ; PMI-Portugal, 2020 ; PMIEF, 2015b ), work plans and checklists (Ginevri & Trilling, 2017 ; PMIEF, 2015a ), and a work breakdown structure (DTiF, 2020 ).

In the execution phase, monitoring the project progress and adjusting the plan were activities mentioned in all six sources. Reporting project progress was also important (DTiF, 2020 ), as was checking to see if the product met original expectations (Ginevri & Trilling, 2017 ). Project management artefacts identified in this phase included project traffic lights (PMI-NIC, 2015 ; PMI-Portugal, 2020 ; PMIEF, 2014a , 2015b ) and meeting notes (Ginevri & Trilling, 2017 ; PMIEF, 2015a ). Project traffic lights are used to gauge how project activities are progressing. Green signifies that the activity is progressing as expected; amber means that an activity could be delayed, and the project team should work to avoid the delay; and red means the activity is delayed and a solution should be implemented, such as adding resources, shortening the duration of activities, or simply accepting the delay (PMI-Portugal, 2020 ).

Finally, in the closing phase, all six sources agreed that capturing lessons learned was a key activity, while reviewing the project against success criteria (DTiF, 2020 ), discussing improvements in the project process (Ginevri & Trilling, 2017 ; PMI-NIC, 2015 ; PMIEF, 2015a ), and celebrating project success (DTiF, 2020 ; PMI-Portugal, 2020 ) were also important. Boss and Krauss ( 2014 ) even included an assessment rubric that includes project management elements such as developing project plans, managing time, meeting milestones, and project reflection. A few sources described or showed evidence of a project wall that displayed common project management artefacts such as activity lists, project calendars, mind maps and a project identity card (PMI-Portugal, 2020 ; PMIEF, 2014a , 2015a ). This allowed teachers and students to visualise the project as a whole and keep track of project progress.

This scoping review identified the range of existing literature on teaching project management to primary school children. The review identified 33 sources containing data that met the pre-defined inclusion criteria. A distinction between this review and other scoping reviews in Education journals was the low number of journal articles ( n  = 7) and high number of other sources ( n  = 26), such as books, web documents, and blogs.

Several gaps in the literature were observed. Firstly, the review did not identify any empirical studies into the teaching of project management to primary school students, although it did reveal several examples of suggested approaches to teaching project management. For example, several sources described four main phases within the project lifecycle and the project management activities, processes, and artefacts produced within each phase (DTiF, 2020 ; Ginevri & Trilling, 2017 ; PMI-NIC, 2015 ; PMI-Portugal, 2020 ; PMIEF, 2014a , 2015a , 2015b ). Students need to plan, organise, control and monitor these activities and artefacts over the entire project lifecycle in order to achieve project success (ACARA, 2022 ). Further, scaffolded learning in a project environment was suggested by several sources (Bell, 2010 ; Boss & Larmer, 2018 ; DTiF, 2020 ; Maher & Yoo, 2017 ; Vander Ark, 2018 ) and, more specifically, as a way to introduce project management skills with increasing complexity at each year level (ACARA, 2022 ). Therefore, students are already engaged in the building blocks of project management. However, the lack of research studies highlights the need for more empirical investigation in this area. Qualitative and quantitative studies are required to examine the teaching of project management in primary schools, and the effectiveness of holistic approaches that seek to integrate the project management skills required for students to successfully manage a project from beginning to end in contrast to approaches that focus on these skills in isolation. This would enable a fuller understanding and informed approach to the development of such skills within the Australian Technologies curriculum.

Secondly, while the Technologies curriculum promotes the explicit teaching of project management in primary schools (DTiF, 2020 ), there is no empirical research into teachers’ perspectives on how this should be achieved. Teachers’ understanding of project management, and their views on how, when, and what exactly should be taught, impacts student learning. The review revealed some teacher experiences (Modzelewski & Urias, 2017 ) of using project management teaching resources promoted by PMIEF (PMI-NIC, 2015 ; PMIEF, 2014a , 2015a , 2015b ), but these were anecdotal and not published in peer-reviewed journals.

Thirdly, project management is a professional discipline with complex processes and activities required for project success. This presents a dilemma. How can the technical and complex nature of project management be interpreted, modified, and presented to primary school students so that they understand all of the separate interconnecting parts, but also apply these in a holistic way to manage a project from beginning to end? While project management professionals may be the best choice to advise on the minimal core components required to manage simple projects, it is teachers that are best placed to jointly create and apply such a learning framework in the classroom. Further research is recommended on bridging the disciplines of education and project management so that each may inform the other in ways that further increase the development of the teaching of project management in primary school settings.

Limitations

The sparseness of peer-reviewed articles necessitated the search for other sources such as websites, web documents, videos, and blogs. While that search was extensive, it was not exhaustive due to the vast amount of information available on the internet. As a result, some relevant literature may have been excluded, which is the primary limitation reported in scoping reviews (Pham et al., 2014 ). The following limitations are related to the nature of scoping reviews. Although a rigorous process was applied using the JBI methodology, PRISMA-ScR checklist, and a scoping review protocol, scoping reviews do not appraise the quality of included studies (Grant & Booth, 2009 ; Levac et al., 2010 ; Rumrill et al., 2010 ). Grant and Booth ( 2009 ) believe that the absence of a quality assessment excludes scoping reviews from making recommendations for policy or practice. However, Tricco et al., ( 2018a , 2018b ) argue that the purpose of scoping reviews is to characterise the literature rather than assess the quality of included studies. Further, scoping reviews are often a precursor to more rigorous knowledge synthesis methods, such as systematic reviews, which do assess quality (Munn et al., 2018 ; Peters et al., 2020 ). Finally, as the information presented in scoping reviews provides more breadth than depth, this review only sought to present the extent, range and nature of the literature rather than a detailed analysis (Tricco et al., 2016 ). Future research may narrow the focus of the topic to include more specific research questions.

This scoping review sets the foundation for a deeper discussion and further research on the topic of teaching project management to primary school children. While the literature revealed that project management is being taught to a certain degree in the primary school classroom, several unanswered questions remain. How can project management be taught holistically to enable students to manage a project successfully from beginning to end? What project management skills should be introduced to primary school children, and at which year level? What can the perspectives of educators add to the effective teaching of project management? Is there a role for project management practitioners to play in informing how project management is taught in a primary school setting? The lack of research studies highlights the need for more empirical investigation in this area. Qualitative and quantitative studies are needed that examine the teaching of project management in primary schools, and the effectiveness of comprehensive approaches to teaching project management in contrast to less comprehensive approaches that focus on these skills in isolation. It is hoped that this scoping review will assist researchers, educators, and project management practitioners to understand more fully the current literature on project management teaching approaches in primary schools. Collaboration between educators and project management practitioners may be the best approach to equip primary school students with the knowledge, skills, and behaviours to manage projects effectively in school, in the community, at work, and throughout life. This represents a significant area of research as project management is one of the most critical skills for students to achieve success in the twenty-first century.

Change history

14 june 2023.

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Getting smart collective, impact update, project management for education.

Bernie Trilling has been on a decade-long journey to bridge professional project management and project-based learning. His new book, Project Management for Education , makes the case that project-based learning (PBL) is the best way to build 21st-century skills and that project management is the most important career skill.

Project Management for Education, developed and published by the Project Management Institute Educational Foundation , makes this case:

• Learning Projects are great vehicles for students to gain essential 21C Skills.
• One of the biggest lifts for both teachers and students is managing all those pesky moving parts of rich, motivating learning projects – a real challenge for PBL.
• Who knows the most about managing projects? Project Managers! And the world’s largest organization of PMs – the Project Management Institute .
• Find out what makes projects sing, and adapt the business and engineering principles and practices for educators.

Pretty straightforward, right? Only the last bullet took longer than Bernie imagined because.

Business project management and project-based learning have had little overlap. Ask PBL teachers if they’ve ever had any training in project management – not many hands go up. And, not many project managers have had any K-12 teaching experience. (Having been a project manager in energy, construction, and technology before becoming a school administrator, I’m thrilled Bernie and PMI made this connection!)

Published later this month, the book is two-sided. One side of the book is for educators, flip it over, and the other side is for project managers, with a “rainbow bridge” center section of illustrated case studies.

The guiding equation of Project Management for Education is:

PM + PBL = Deeper Learning for Career, Community and Life

In writing the educator part of this book, Bernie had a couple of important insights. The first is that there is a basic set of phases to managing any project and a number of variations built up from this basic Project Cycle (bottom of the chart) that can be applied to any project challenge. The following chart shows the similarities and differences in different types of projects:

Second, more work needs to be to be done in adapting “exploratory” or “agile” project management methods for education. Here is a chart of how these two project types map against the basic Define, Plan, Do, Review process:

And third, Bernie’s most important insight is that this is not just about getting things done–the Define, Plan, Do, Review process is really a learning  process.

“This project cycle just may be education’s most important missing link in nurturing self-propelled, self-reliant, lifelong learners,” said Trilling.

Project management includes core skills and processes for helping any learner l earn-how-to-learn –the metacognition skills for a lifetime of learning.

On the subject of core skills, Trilling knows what he’s talking about. With Charles Fadel, he’s co-author of Four-Dimensional Education: The Competencies Learners Need to Succeed  an important book and outcome framework.

Project Management for Education is an important book. It outlines a rigorous approach to project-based learning not only because it is engaging but because project management is a core career skill and (with reflection) the best approach to learning how to learn.

For more, see:

• Finding The Critical Path is a Critical Project Management Skill
• Lifelong Learning + Project Management
• Project Management Solutions for the 21st-Century Student
• Building Better Teams for Project-Based Work
• Projects That Learn
• Project or Activity? Project-Based Learning and Cousins

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Empower Online Learners: Top 10 Pro Tips for Project Design and Delivery

Out with the Test, in With PBL: How Project- Based Learning is Transforming Remote Learning

How Systems and States Can Encourage Better Project-Based Learning

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How should project management be used in training and education?

We know that project management can give companies an advantage when it comes to teamwork and creating positive outcomes. But what about in education? What happens if you apply the principles of project management to your educational processes? Project management methodologies and techniques can improve performance and efficiency in organizations, both for internal business-related projects and when you are working with clients. They can also be applied in a training environment in the workspace, in meetings and workshops. But how does project management work in education?

Project management can be used in classes and training groups regardless of their size. Teaching and applying the principles of project management and instilling a project management mindset into students in an educational setting can not only help in the short term: it can help their future prospects too. We’ll take a look at how and why you should be incorporating project management into your education and training opportunities. We’ll also look at how you can make a project management mindset a part of your day-to-day approach.

How can project management be used in education?

Project management can be a valuable tool for educators and students alike. It is the practice of planning, organizing, and executing projects effectively and efficiently. Using certain knowledge, skills, tools, and techniques you can achieve specific project goals and objectives: within a defined scope, budget, and timeline .

In business, project management is used for a wide range of things, including planning, scheduling, and monitoring projects, as well as allocating resources and managing risk. A project manager will oversee the various elements and ensure that the project stays on track. Effective project managers use project management methodologies and tools, and need to develop good interpersonal skills too , like leadership, communication, and teamwork.

In education, when you design a course you need to define learning objectives , create timelines, identify resources, and evaluate outcomes. Collaborative teamwork opportunities arise in group projects and research assignments. You need to set goals, assign tasks, establish deadlines, and monitor progress. Project management can be used to plan and execute educational events, including field trips, workshops, and conferences. They need schedules, coordinated logistics, and need to work to a brief.

There are so many ways in which project management methods and methodologies can be applied by an educator. However, these should also be part of a learner’s toolkit , and this will help set them up well for later in life when they are in employment.

How does a project management mindset benefit students and trainees?

Project management can help learners develop important skills. It gives insights and experience in planning, organizing, and executing projects .

Setting goals and objectives 

Using project management techniques will help students define clear goals and objectives for their projects . They will need to identify the desired outcome before they begin and set targets that are measurable rather than unquantifiable. They will need a plan for how they intend to achieve their targets instead of just starting somewhere and hoping for the best.

Breaking down tasks 

Large projects can be overwhelming, and it is often difficult for learners to know where to start, or to envisage how they will be able to achieve all the things they will need to do. Project management can help students break down complex tasks into smaller, more manageable pieces . They will need to identify the steps involved in a project instead of just looking at the required result. Once they have done this, they can assign tasks and establish timelines and deadlines. This makes a project much less stressful.

Collaboration and teamwork 

Project management can help students develop collaboration and teamwork skills . They will need to work together and assign roles and responsibilities. This helps to foster a culture of cooperation and mutual support rather than each team member seeing themselves as an isolated part.

Progress monitoring 

It can be difficult for students to know whether they are on track with a project or not if there is no way to monitor their progress. Using project management methods will help learners understand if they are on schedule, and if not, what they then need to do. If you monitor your progress properly by tracking milestones and deadlines, you should be able to make any adjustments before things really become a problem . If you take early corrective action as and when necessary, you can help to avoid any potential disasters.

Evaluating outcomes 

Just finishing a project, handing it in, and getting a grade for it is not always ideal. In project management it is important to evaluate any outcomes and identify areas for future improvement . Learners will need to measure the success of their project against its established goals and objectives. They will then be able to identify strengths and weaknesses and use those valuable lessons to inform future projects.

What benefits will be observed in learners’ educational journeys?

Using project management in education and training can help students get better results and outcomes . Learners who can plan and organize themselves and their schedules properly will be more likely to hand in their assignments on time and completed to a higher standard. Time management is a key part of project management methodologies, and this is vital for students: especially as they often need to balance study with paid work (and socialising!). Learners who are used to setting out with clear goals and objectives in mind can focus their efforts on the things they need to do to get the results they need.

Project management can help students develop the skills needed for good collaboration and teamwork, as well as problem-solving . Critical thinking will help learners identify and overcome obstacles that may arise in their academic work at an earlier stage than those who are less able to think critically. The project management mindset also ensures that a degree of self-awareness is needed to evaluate what they are producing and achieving – and to identify areas for improvement. Learners should be more proactive at taking corrective action when it is necessary.

How does a project management mindset in learners benefit teachers?

A project management mindset in students can help teachers create a more engaging, collaborative, and effective learning environment . Students who take ownership of their work are better equipped to succeed academically and beyond.

Project management methodologies teach students how to communicate more clearly and effectively , as well as helping them think critically . This means they will be more able to articulate ideas, ask questions, and provide feedback to teachers. They understand that they need to be accountable for their work and their actions and can therefore more ably collaborate and work effectively in a team. As project management is also focused on the end goal and managing time and resources efficiently and effectively, this can help teachers ensure that their students are making the right progress towards their educational goals.

All of these factors lead to better learning outcomes and more engaged and motivated students. Learners who can manage their work and their time efficiently and effectively, are good at teamwork, and can apply project management skills and discipline to their education are better students. They will positively impact a learning and training environment.

How can you make a project management mindset part of your day-to-day training and education?

There are two ways to approach making a project management mindset part of your learners’ experience. You can incorporate it into the way your students learn and work, and you can explain the methods and methodologies of project management itself in relation to what they are learning. You can explain how these can help students in their everyday lives and future world of work as well as during their studies using educational exercises. By incorporating project management techniques into your educational materials, you can identify and use the core principles that are relevant to your field and include topics that relate to these.

By using case studies and real-world examples you can help to make concepts more relatable and engaging for students . For example, you could use examples from a certain subject to demonstrate how project management principles are applied in practice. This can help students to better understand the relevance and importance of project management in reality and not just in an abstract way.

Encouraging collaboration and teamwork is necessary for effectively and efficiently working together towards a common goal. Project management requires collaboration and teamwork, so it is important to incorporate activities that encourage students to work together and develop these skills. These could be working together on group projects, exercises in team building, or group discussions, for example. These activities can help students develop the skills they will need to work effectively in teams and to communicate well with others when they start work.

Providing regular feedback and coaching is also vital for helping students develop their project management skills. This will help students to identify where and how they can improve.

Using technology that supports project management methods and methodologies is also an effective way to encourage a project management mindset. Using the right tools will help students get used to them before they begin to build a career and will stand them in good stead when they start work. Being able to use a virtual whiteboard and being familiar with the tools and templates that are key for project management, time tracking apps, and other collaboration tools will help learners get a step ahead.

Project management requires careful planning and organization . It is important to provide students with the tools and resources they need to develop their own skills and for them to be able to project plan effectively. Giving them access to the right templates and resources will help them develop these skills.

Incorporating a project management mindset into day-to-day training and educational materials requires a deliberate effort to reinforce the skills and habits that support effective project management. However, by integrating these principles into your curriculum, you can help students develop the skills they need to be successful both in their studies and in their careers.

What are the best tools and resources for project management in education?

Online project management tools will help teamwork and collaboration, visual management, note-making, and time tracking, as well as a host of other things. Online whiteboards come with many tools and templates that can be used to plan, manage, and spark creativity.

With the right online whiteboard, you have a centralized location for all the information related to a project , giving you a workspace that can be shared by everyone. A virtual whiteboard can be used with all project management methodologies. Students are able to collaborate and contribute whether they are working online or in person. Visual management has been shown to be a more effective way for people to assimilate and understand information , particularly when complex projects are involved.

Project management templates and other visual tools will help students learn, understand, and work together better. Brainstorming can encourage creativity and teamwork and will help learners see how they can generate innovative solutions together. Templates for project management techniques in planning and problem-solving engages team leaders and members. It encourages students to embrace teamwork and understand the benefits of working efficiently and effectively together.

Collaborative tools for project management in education

A readymade Template for any of the techniques, methods, and processes involved in project management saves time and effort and allows educators and students to easily replicate these processes. Whether it is a question of a training workshop or a meeting with students, teamwork and collaboration can be improved with an online whiteboard and all its associated tools. Why not check out our resources and find out how these tools can help your learners now and in their future careers?

Unlock your teamwork potential

5 Top-Rated Project Management Software for Education Management

Preksha Buttan

Education administrators often juggle multiple managerial tasks—creating study materials, managing student records, and training the staff. Since these tasks ensure students have the best experience, executing them carefully is crucial. Fortunately, administrators can invest in project management (PM) software to reduce their workload.

Project management tools allow you to break your project down into smaller tasks and assign them to responsible team members. You can also track task statuses, team performance, and communicate with team members. However, you must thoroughly evaluate a PM tool before adopting it to ensure it’s right for your education management needs.

To help you make the right decision, this article highlights, in alphabetical order, the five top-rated project management software for education management based on user reviews. For each product, we include overall user ratings along with the highest-rated parameter, review excerpts from industry professionals, and product pricing. Read more .

1. Airtable

Trial/Free Version

• Free Version

Highest-rated parameter

Commonly used by, starting price, device compatibility.

Here are some review excerpts from education management professionals who have used Airtable for project management:

"Airtable is an exceptional data management tool that combines the best aspects of spreadsheets and databases.With its intuitive interface, customization options, collaboration features, integration capabilities, and robust reporting functionalities, Airtable has transformed the way we handle and analyze data.It has become an invaluable asset for our team, enhancing efficiency, and enabling us to make data-driven decisions with confidence."

"I loved the colourful UI and simple UX of the Airtable with extended functionality of linking records into the table, column summaries and now the interface dashboard feature which makes it the leading software in the database management industry.The way it works with the relational database is amazing.I have been using it for more than a year now and introduced so many other people to airtable as well.Everyone was amazed to see this in motion.Highly recommended!"

"Airtable helped me a lot when I had to demonstrate to students on cloud storage functionalities when we were creating an app for storing, deleting, and updating data."

Read all Airtable reviews here.

Here are some review excerpts from education management professionals who have used Asana for project management:

"Asana is really easy to use and it took my recent assistant a few days to get the basic concepts of assigning tasks to themselves and collaborating with others.I love how systematic the process of a project is and feel comfortable entrusting using Asana to manage the whole process."

"Asana is very intuitive even if not using their existing templates -- whether it's a simple project for one person or one with many layers and multiple people to tack, organize, prioritize, and reshuffle tasks and progress, I've found it easy to use, easy to train, and helpful."

"Asana makes it really easy for managers/supervisors to assign tasks to team members and individuals to keep track of their own tasks and workflow.The little unicorn and narwhal animations that appear when you complete a task are also fun and satisfying."

Read all Asana reviews here.

Here are some review excerpts from education management professionals who have used ClickUp for project management:

"Team coordination becomes easy as i can see what my colleagues are working on also it gives insight into the progress of the task.It actually increase the productivity of the team."

"Easy to use and customize to your needs.Great price point for what you get.Visually appealing.Easy to onboard.Customer Support is superb.New features being added all the time.Feature request system is great.Getting better everyday!"

"It's easy to use and simple interface makes working in the app very efficient.I love how it tracks my progress, shows me all the tasks that need to be done, allows me to collaborate with my team members as well as track each task on every project individually which is very helpful in keeping track of everything that needs to be done by everyone involved."

Read all ClickUp reviews here.

4. Evernote Teams

Evernote Teams

Here are some review excerpts from education management professionals who have used Evernote Teams for project management:

"Evernote Team is very useful app for taking notes, create to-do list, set reminder, and share files.The most important feature of this software is that it is connected to cloud so you can use it with any device like mobile, desktop and tablet without losing your data."

"I been using this software for the past 6 months for school related tasks/assignment and I absolutely love it!it’s a easy to use and clean platform that allows you to title and arrange notes to your liking.I especially love the organizational feature that allows you to access specific notes with ease, which is not possible with other platforms, like google drive where arranging your docs takes more of an effort."

"I like how easy it is to transfer and share notes with the team, how fast and reliable it is.To be honest, the teacher is told to take notes in class without realizing it. It helps you track items and their completion, integrate well with Slack, Outlook, share information better, and get reminders. It works on so many levels for me  and I'm glad I've been a longtime user.I love them constantly making amazing changes to make the software even better."

Read all Evernote Teams reviews here.

5. GanttPRO

Here are some review excerpts from education management professionals who have used GanttPRO for project management:

"GanttPro is an exceptional project management tool that has truly revolutionized the way I handle my projects.Its user-friendly interface and comprehensive features make planning and tracking tasks a breeze.The Gantt chart view provides a clear visualization of project timelines, dependencies, and milestones, enabling efficient resource allocation.The collaboration capabilities allow seamless communication with team members, ensuring everyone is on the same page.I particularly appreciate the real-time updates and notifications, keeping me informed of any changes or progress.GanttPro's integration with other tools further enhances productivity.Overall, GanttPro is a powerful and indispensable tool for any project manager, delivering outstanding results."

"This was really most intresting software i used.It was a life saver as I was preping a gantt chart for a presentation about to happen in a few hours.I completed the chart well before time.I absolutely loved its ease of access.The UI was so simple and easy to enter the tasks.I am planning to go pro soon."

"An intuitive product, easy to use, with a great features well coordinated between variables like time, human effort, costs and very versatile regarding the visualization coding for deliverables, milestones, dependencies, etc."

Read all GanttPRO reviews here.

What features do project management tools offer?

Project management tools offer core features such as:

All products listed in this report include the features mentioned above. Besides the core features, project management tools also commonly tend to offer:

Budget management

Customizable templates

File sharing

Timeline view

Idea management

Kanban board

Project planning and scheduling

Resource management

How to choose the right project management software for education management

Here are some factors to consider while you look for the best project management software for education:

Check the number of supported projects : Project management tools may have a limit on the number of projects they support. As this limit can hamper your productivity, it’s crucial to check it in advance. Also, remember to cross-check this limit with the number of projects you may need to work on to check whether the PM tool you’re considering can handle your workload.

Assess available project views : Project views, such as Gantt charts, Kanban boards, or task lists, offer unique perspectives on project progress and resource allocation. Having the option to switch between views adds flexibility and allows the teams to visualize and organize tasks in a manner that suits them best, which enhances collaboration and efficiency.

Evaluate third-party integration options : Integration with other tools, such as communication platforms, document management tools, or time-tracking applications, simplifies data sharing and eliminates the need for manual data entry. This improves workflow, enhances team communication, and optimizes resource utilization. By assessing integration possibilities, you can tailor PM software to your specific needs.

Common questions to ask software vendors before purchasing project management software for education management

Consider asking your vendor the following questions so that you find the best project management software for education:

Does the tool have access control and permission management features?

Educational institutions handle sensitive and confidential data that should only be accessed by authorized individuals. With multiple teams, departments, and external stakeholders, it is important to have features that help control access to this data. These features ensure that only authorized stakeholders can access specific project information, protecting it from unauthorized access. These features also allow you to assign different levels of access and permissions to individuals or groups based on their roles and responsibilities.

Can the tool visualize data into interactive graphics?

Data visualization features present complex data in a visually appealing format, such as charts, graphs, and diagrams, which makes the data easier to read and understand. It enables education managers to analyze project progress, identify trends, and make data-driven decisions. Visualizing data also aids in communicating project updates and performance to stakeholders, fostering transparency and facilitating effective communication within the educational institution.

Does the tool support alerts and notifications?

Alerts and notifications help education managers and team members stay updated on project deadlines, milestones, and task assignments. They provide reminders for upcoming events, overdue tasks, or important project updates. This feature promotes accountability, prevents delays, and facilitates efficient project coordination. By receiving real-time notifications, users can promptly respond to changes, resolve issues, and maintain smooth project progress within the educational institution.

Methodology

To be considered for this list, products had to:

Have at least 20 unique product reviews from users in the education industry, published on Capterra between May 2021-2023. We selected the five products with the highest ratings to feature in this article.

Offer the following core project management features: collaboration tools, task management, and reporting and project tracking. 

To determine which size businesses each product is “commonly used by,” we check if at least 20% of reviewers come from a particular business size, and only then classify the product as having customers from that business size.

Review excerpts are passages extracted from longer reviews written by verified reviewers. We obtain these excerpts by applying an algorithm that considers factors including, but not limited to, length, sentiment, topic coverage, and thematic relevance. 

Excerpts represent user opinion and do not represent the views of, nor constitute, an endorsement by Capterra or its affiliates. Excerpts are not edited for clarity or grammar.

Was this article helpful?

About the author.

Preksha Buttan is a Writer at Capterra. She provides expert insights and helps small businesses identify the right software for their needs by analyzing user reviews for the highest rated products in relevant software categories. She has previously written and published content for the medical and automotive industries. Her interest lies in marketing and branding. When she’s not working, she can be found watching a thriller.

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Everything You Need to Know About Becoming a Project Manager

In today’s fast-paced and competitive business landscape, project management has emerged as a critical function for organizations aiming to achieve their strategic objectives efficiently and effectively. As businesses increasingly rely on projects to drive innovation, growth and change, the demand for skilled project managers continues to rise. 

In this comprehensive guide, we’ll explore how to become a project manager, outlining the steps you can take to embark on a rewarding career in the field.

How to Prepare for a Project Management Career

Before diving into the specifics, it’s essential to understand the core responsibilities of a project manager. Working in just about every industry, project managers are tasked with overseeing the entire lifecycle of a project, from conception to completion. They coordinate across teams to ensure projects are delivered on time, within budget and to the required quality standards. 

This role involves strategic planning, resource allocation, risk management, stakeholder communication and team leadership. If you’re interested in gaining the multifaceted skill set required of project managers, consider the following steps: 

1. Earn a Bachelor's Degree

A bachelor’s degree is considered the minimum educational requirement for project managers. While the field is diverse and welcomes professionals from various educational backgrounds, certain majors will better provide you with the foundation you’ll need for a successful project management career. 

A bachelor’s degree in project management is ideal, but degrees in business administration, management, engineering and information technology are also commonly pursued by aspiring project managers. These programs often cover important topics like organizational behavior, project planning, financial management and information systems, equipping students with a broad skill set that is applicable across industries

2. Choose a Project Management Specialization

Project management is part of a wide range of industries and sectors, each with its unique challenges and opportunities. As you progress on your journey toward becoming a project manager, it can help to consider where your interests and passions lie. 

For example, you might envision yourself leading large-scale construction projects, implementing innovative technology solutions, or orchestrating complex marketing campaigns. By identifying your niche early on, you can tailor your education and training to align with your career aspirations, positioning yourself for success in whichever industry you select.

3. Pursue Certification

While not mandatory, obtaining a project management certification can significantly enhance your credentials and credibility in the field. The Project Management Institute (PMI®) offers several globally recognized certifications, including the Certified Associate in Project Management (CAPM®) and the Project Management Professional (PMP®) Certification . 

Agile methodologies have also become integral to effective project management in today’s rapidly evolving business landscape. There are a range of Agile certification opportunities you can pursue, including the PMI Agile Certified Practitioner (PMI-ACP)® and the Disciplined Agile® Scrum Master (DASM) certification . 

To qualify for these certifications, candidates must meet specific requirements, including a combination of project management education and experience. The certification process typically involves passing a rigorous exam that tests candidates’ knowledge of project management principles, processes and best practices. 

4. Acquire Industry Experience

In the realm of project management, experience is more than just a valuable asset — it’s a prerequisite for success. While formal education and certifications can provide a solid foundation of knowledge, it’s the hands-on experience that truly sharpens your skills and prepares you for the challenges of real-world projects. 

As an aspiring project manager, you should seek out opportunities to immerse yourself in project environments. Whether it’s through internships, entry-level positions or volunteer work, every opportunity to contribute to a project is a chance to learn and grow. You might consider starting by taking on roles like project coordinator or assistant project manager where you can support more experienced professionals while gaining firsthand exposure to project management practices, from stakeholder engagement to risk mitigation. 

It can also be helpful to actively seek feedback from mentors, supervisors and peers. By reflecting on your successes and challenges, you can continuously refine your project management skills while demonstrating a commitment to learning and improvement. 

5. Consider Post-Baccalaureate Education

In today’s rapidly evolving business environment, continuous learning is essential for staying ahead of the curve. Many consider building upon their repertoire of industry knowledge and skills by pursuing advanced education in project management, such as a master’s degree or graduate certificate program . 

Post-baccalaureate opportunities like these allow you to delve deeper into specialized topics such as project risk management, procurement and strategic leadership. This will help equip you with the advanced skills and knowledge needed to tackle complex projects and lead high-performing teams. Advanced education can also open doors to senior-level positions and career advancement within your organization. 

Take the First Steps Toward Becoming a Project Manager

As you embark on this journey into the world of project management, it’s important to embrace the challenges and opportunities that come your way. Each project is a chance to learn, grow and make a meaningful difference with your work. 

Success as a project manager isn’t just about delivering projects on time and within budget — it’s about building strong relationships and fostering collaboration while driving positive outcomes for your organization and stakeholders. By following the steps outlined above, you’ll gain what you need to lay a solid foundation for a fulfilling and impactful career. 

The Project Management Department at Saint Louis University (SLU) can provide you with the preparation and guidance you’ll need for a fruitful project management career. Explore our program options below: 

• Bachelor of Science in Project Management
• Undergraduate Certificate in Project Management
• Master of Science in Project Management
• Post-Baccalaureate Certificate in Project Management

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Diploma in Project Planning and Management

1.0       INTRODUCTION

The Diploma in Project Planning and Management prepares undergraduate students for careers in project planning and management in both public and private sectors of the economy and also forms the foundation for undergraduate degrees in relevant fields.  It also provides an avenue for achieving the Millennium Development Goals and the objectives of Vision 2030 for national development. This programme is highly relevant in all areas of management in organisations as it meets the needs for upcoming managers or those who need specific skills in the management of projects. The programme intends to offer education and training in project planning and management to a broad spectrum of students from the East African region and beyond.

The course will enable the learners to conceive, design and implement development projects in both private and public sectors. It will also enhance management skills in other professional disciplines in initiating and managing projects.  Organizations, both in the public and private sectors are continuously adjusting and seeking ways of becoming more efficient and more effective in the planning and management of projects. The program will ensure that developmental projects are efficiently and effectively implemented by producing competent, qualified and professional workers. This course is in line with the Government of Kenya Vision 2030 which aims at enhancing the political, social and economic development of the country. The programme has been developed around three main themes: Project Monitoring, Evaluation and Control; Project Planning, Design and Implementation and Project Financing.

This programme fills a gap for students who complete the certificate programme and wish to progress to the diploma and undergraduate degrees in the same field. The Diploma programme, therefore, completes the logical progression of training in project planning and management ranging from Certificate, Diploma, Bachelor’s, Postgraduate Diploma, Masters and Doctor of Philosophy qualifications in Project Planning and Management currently being offered by the Department of Extra Mural studies. The programme will be offered through face to face and open, distance and e-Learning modes (ODeL). The flexibility that comes with ODeL modes will accommodate the special needs of those in full-time employment and increase access to a larger number of students.

Course Objectives

By the end of the programme, the learners will be able to:

• Acquire knowledge   for proper management of development projects.
• Develop ability to plan and manage development projects.
• Apply analytical tools, principles and concepts of project identification, appraisal, implementation, monitoring and evaluation.
• Attain skills to enhance problem solving and decision-making in a project environment
• Attain an academic qualification to enable students pursue further studies in a relevant field.

COURSE STRUCTURE AND DURATION.

•      The course is divided into three semesters of four (4) months.
•      The students will take all eleven (11) course units.
•       Each course unit will be covered in 45 contact hours of study
•       The course will be delivered through lectures and tutorials.
•       The course will take one calendar year.
•       No candidate will be registered in this course for more than six semesters                                    (equivalent to 2 years).
•       The students will be expected to carry out a Research Project which will constitute two                units.
• KCSE grade C and above with C- in Maths or Business Studies or Commerce or Accounting or Economics AND C- in English or Kiswahili
• KCE/EACE Division II with a Pass in Maths or Business Course & one language
• ‘A’ level with at least 2 (two) Subsidiary Passes
• KCSE mean grade C- OR KCE/EACE DIV. III with a Professional Certificate* from a recognized Institution

*The certificate must have been undertaken for at least one semester from an institution recognized by the university of Nairobi senate

• The examination will be governed by the general examinations regulations of the University of Nairobi
• For the award of the Diploma in Project Planning and Management, a candidate will be required to pass in all prescribed course units taken.
• Each course unit shall be examined by a 1 x 2 hour written examination at the end of the semester during which the course was offered.
• The written examination shall constitute 70% of the marks in each course unit while course work constitutes 30%
• Course work assessment shall comprise assignment and test
• The pass mark shall be 40%
• A candidate who fails to satisfy the examiners in any unit, with a mark below 40% may, on the recommendation of the Board of Examiners and approval of Senate, sit for a supplementary examination in the failed paper during the next semester examinations.
•  A candidate who fails in the supplementary examination(s) shall be required to repeat the failed units
•  A candidate shall only be allowed to repeat a course unit for three semesters.
• The project will be marked out of 100%.  The pass mark shall be 40%.  The project will be graded by the appointed supervisor.
• A candidate who fails to satisfy the examiner in the project with a mark below 40% may, on the recommendation of the board of examiners and approval of senate, re-submit the project.
• A candidate shall be allowed to re-submit the project for a maximum of three semesters.
• A candidate shall only be allowed to repeat a maximum of three course units in a semester

Any candidate who fails in more than three units in a semester shall be discontinued

© University of Nairobi 2024.  All rights Reserved.

Project Manager , Multiple positions

The functions and services of the Programme Team include:

Strategic Oversight/Portfolio Support: Applying and evidence-based approach to project oversight, early warning, corrective actions, and mainstreaming lessons into business planning

Delivery Support: Doing Projects the Right Way with specific emphasis on in-depth, full project cycle management, from starting up new projects, to substantive closure.  Providing guidance to Project Managers and their teams in delivering projects according to policy and best practice

Best Practices: Doing Projects Consistently and well through mentoring, coaching and developing the project management team’s capacity to deliver successful and impactful projects

Through these functions and services, the Programme Team aims to ensure that project management policies, processes and methods are followed and practiced according to the organization standards, while acting as the overall Project Assurance capacity within the business unit on behalf of senior management. The Project Manager ( Transactional)  strongly contributes to moving the office towards achieving its mission-focused goals and objectives.

• the day-to-day operations of the project and provides services to the different donors, partners and beneficiaries. Project Manager acts on behalf of the Project Board to manage the project on an ongoing basis during the Implementation Stage. The main responsibility of a Project Manage is to ensure that the project outputs are delivered within the specified project tolerances of time, cost, quality, scope, risk and benefits. He/she is expected to meet the organisation’s performance and delivery goals.
• creating the Implementation Plan, using the Project Initiation Document ( PID ), Legal Agreement and having a thorough understanding of the terms, conditions, and the respective roles and responsibilities of the partners/stakeholders, to ensure the project) outputs are capable of meeting the business cases for both UNOPS and the partners. 

Summary of functions:

Project Delivery and Performance

Procedures 

Monitoring and reporting

Stakeholder engagement

Quality assurance

Knowledge management and innovation 

Personnel management

1. Project Delivery and Performance 

Implement the approved plan (including the establishment of milestones) within tolerances set by the Project Board. 

Embed sustainability dimensions including social and gender inclusion, environmental and economic aspects into project life span. 

Liaise with any external suppliers or account managers

Manage acceptance and delivery of work packages

Monitor project progress ensuring that work packages are being executed properly

Accept goods, services or works delivered by suppliers. 

Lead contract management duties including supplier performance evaluation. 

Identify, and anticipate in a timely manner, potential risks and issues and advises mitigating measures to senior management/ Project Board so that maximum benefit to partner(s) and other stakeholders is achieved

Identify and report to the supervisor potential business opportunities for UNOPS

2.   Procedures 

Comply with all organizational policy and specifically the Project Management Manual

Prepare/adapt all relevant plans for approval by the Project Board.

Manage the reporting obligations defined in the Legal Agreement(s) and in the Implementation Plan

Draft the requirements definitions for procurement processes. Approving requisitions and requests for non-purchase order payments; Evaluating submissions received, if appointed to the evaluation team. 

Ensure maintenance of the project files and lessons learned are recorded

Ensure the development and implementation of project financial management guidelines and control mechanisms, in conformity with UNOPS rules and regulations.

Manage budgets, cash flow and obligations to ensure that deliverables are met and payments to contractors and personnel are received on time.

Understand and manage UNOPS overheads, allocable charges, and related corporate charges as they apply to the project

Understand the unique structures of the UN and budget appropriately for personnel

Manage expenditures against the budget (based on accurate financial reports)

Where the Project Manager has no delegation as a committing officer, s/he retains these responsibilities and will monitor and instruct/request others to carry out the relevant commitments and disbursements.

For project closure purposes, provide a formal handover of the project to the closure manager

Support project audit activities, including planning, preparation and coordination during the audits and follow up on audit observations/recommendations.

3.   Monitoring and Reporting

Prepare and issue regular project and/or financial reports in accordance with Partner and UNOPS requirements for reporting.

Regularly review project status, evaluating performance criteria (scope, cost, schedule and quality).

Maintain diaries and progress reports as required by the organization’s standard procedures.

Provide routine oversight and analysis of delivery data within the dashboard system.

Ensure all project team members track and regularly update milestones and targets for the duration of projects' life span.

4.  Stakeholder Engagement

Manage stakeholder mapping and facilitate the formulation of stakeholder engagement strategies.

Manage engagement with project stakeholders across local authorities, central government and other humanitarian actors to establish strong working relationships.

Prepare communication to stakeholders and respond to stakeholder enquiries.

Establish solid working relationships with the Project Board (Executive, Senior Users and Senior Suppliers), client and key stakeholders.

Enable the formulation of project communications plans. Coordinate internal project communications. Monitor the effectiveness of project communications.

Coordinate stakeholder engagement and communication, ensuring effective timing and interdependency management of communications. Ensure stakeholders are aware of project activities, progress, exceptions and are in a position to accept handover outputs.

5.    Personnel Management  

Lead and motivate the project management team (as needed).

Ensure that behavioural expectations of team members are established 

Ensure that performance reviews are conducted fairly, accurately and timely

Select, recruit and train the team as required and take into account gender parity and diversity objectives.

Ensure safety and security for all project personnel and comply with UNDSS standards

Create, foster and role model a culture of respect and zero tolerance for discrimination, abuse of authority, harrasment, sexual harassment and sexual exploitation and abuse. Ensure accountability for actions and perform duties in accordance with protection mechanisms and action plans, as expected by UNOPS policies, standards and commitments.

6.Knowledge management and innovation

Encourage routine and effective capacity building activities are conducted in order to build the long-term and sustainable capacity of staff.

Actively interact with other Project Managers and the wider PM community to share case studies, lessons learned and best practices 

Contribute to the oversight of lessons learned procedures, ensuring that lessons learnt are shared in a timely and appropriate manner. Participate in the relevant Communities of Practice

Research and logging of lessons learned throughout the project life span.

Provide feedback to Practise Groups on policy, supporting guidance with an aim towards continuous improvement of UNOPS policies

7. Personnel Management  

Lead and motivate the project management team

Select, recruit and train a team as required and take into account gender parity and diversity objectives.

Create, foster and role model a culture of respect and zero tolerance for discrimination, abuse of authority, harassment , sexual harassment and sexual exploitation and abuse. Ensure accountability for actions and perform duties in accordance with protection mechanisms and action plans, as expected by UNOPS policies, standards and commitments.

Advanced University Degree (Master’s Degree or equivalent) in Project Management, Business Management, Development Studies, Procurement/Supply Chain Management or other relevant disciplines is required.

A first University Degree (Bachelor’s Degree or equivalent) in Project Management, Business Management, Development Studies, Procurement/Supply Chain Management in combination with an additional 2 years of relevant work experience may be accepted in lieu of the education requirements outlined above.

• Certification in Project Management (PRINCE2 Foundation, PRINCE2 Foundation PMI or equivalent) is an asset.

A minimum of  two ( 2 ) years progressive demonstrated experience in a Project/Programme Management role in the delivery of development projects is required;

Working knowledge of project management software tools and applications is an asset;

Demonstrated experience managing multidisciplinary teams is an asset;

Experience in developing and successfully implementing stakeholder engagement plans is a distinct advantage.

Past experience with procurement of goods/services is a distinct advantage;

Knowledge of the UN system and familiarity with UNOPS procedures is an advantage;

Strong Writing and reporting skills are an asset. 

Experience in risk management is an asset.

Strong problem-solving skills are an asset.

Experience in the use of google software packages (Google Doc, Sheets and Slides) and experience in handling web-based management systems is an added advantage.

• Fluency in written, reading and spoken English is required.
• Fluency in  written, reading and spoken Amharic language is required.
• Contract type: Local Individual Contract ( LICA )
• Contract level: LICA 9 ( ICS 9 )
• Contract duration: Open-ended, subject to organizational requirements, availability of funds and satisfactory performance. 

Please note that UNOPS does not accept unsolicited resumes.

Applications received after the closing date will not be considered.

Please note that only shortlisted candidates will be contacted and advance to the next stage of the selection process, which involves various assessments.

UNOPS embraces diversity and is committed to equal employment opportunity. Our workforce consists of many diverse nationalities, cultures,  languages, races, gender identities, sexual orientations, and abilities. UNOPS seeks to sustain and strengthen this diversity to ensure equal opportunities as well as an inclusive working environment for its entire workforce. 

Qualified women and candidates from groups which are underrepresented in the UNOPS workforce are encouraged to apply. These include in particular candidates from racialized and/or indigenous groups, members of minority gender identities and sexual orientations, and people with disabilities.

We would like to ensure all candidates perform at their best during the assessment process.  If you are shortlisted and require additional assistance to complete any assessment, including reasonable accommodation, please inform our human resources team when you receive an invitation.

Terms and Conditions 

For staff positions only, UNOPS reserves the right to appoint a candidate at a lower level than the advertised level of the post. 

For retainer contracts, you must complete a few Mandatory Courses (they take around 4 hours to complete) in your own time, before providing services to UNOPS. For more information on a retainer contract here .

All UNOPS personnel are responsible for performing their duties in accordance with the UN Charter and UNOPS Policies and Instructions, as well as other relevant accountability frameworks. In addition, all personnel must demonstrate an understanding of the Sustainable Development Goals (SDGs) in a manner consistent with UN core values and the UN Common Agenda.

It is the policy of UNOPS to conduct background checks on all potential personnel. Recruitment in UNOPS is contingent on the results of such checks.

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