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Development concept is frequently used in recent decades to replace the term progress, which became from oldest and one-way approaches. Development of people is understood as a complex process that is usually associated to a specific policy when applying for the aids to countries in need. This document is proposed to emphasize that the aid system to developing countries did not fulfill its intended purpose. It is a problem of resources, but not only resources. It is necessary to innovate the models that have been previously applied: they have been aged and there is some "tiredness" in developed countries to keep donating funds with such scarce results. This is complemented with a model that has worked in the less developed and isolated areas of the European Union and called Leader Community Initiative. Where is the success of this model? The writers of these pages do not naively think that here they can find the "philosopher's stone" to solve such complex problems, but that there are elements than can be adapted easily. Along the following pages these ideas synthetically presented here are developed and another way of working is suggested.

Responsible land governance can contribute to achieve social development, decreasing poverty and famine and reach an inclusive economic development. Agroforestry system comprises a wide range of stakeholders and diverse social, political, economic and natural environments. The conflict between some mapuche communities and the Chilean State has been maintained since the XIX century due to how the public and private projects have been managed and to the type of land tenure and governance, cultural recognition, identity and ancestral rights. Currently, the conflict is a matter of political, social and cultural contingency. Using the "working with people" planning model, this investigation analyse the current governance in the zone and prove that with the consideration of International Project Management competences by the stakeholders it is possible to promote a resolution, creating the instances for a responsible land governance. Further it is proposed that the multilateral organizations have to deepen the work with different organizations.

The conflict caused by land and the power it represents, is a permanent topic on the debate to achieve peace in Colombia. This is the reason why the Colombian government decided to implement the Voluntary Guidelines on the Responsible Governance of Tenure (VGG) supported by Food and Agricultural Organization (FAO) and the European Union, throughout the Regional Development Programs and Peace. The present study using the Working With People (WWP) model as an analysis tool, analyses the land governance in the project of concentration and foreignization of the land, carried out by the FAO where the VGG were implemented. All of this framed in the International Competencies of the International Project Management Association (IPMA): technical, contextual and behavioral. The results show that the presence of the competences, leads the project to improve the land governance. Nevertheless, the articulation with the society is still unprecise. Moreover, based on the WWP model, the results could be promising, because the basis of the model generates confidence and strengthens the stakeholders´ competences to resolve conflicts.

The objective of this paper is to address the methodological process of a teaching strategy for training project management complexity in postgraduate programs. The proposal is made up of different methods —intuitive, comparative, deductive, case study, problem-solving Project-Based Learning— and different activities inside and outside the classroom. This integration of methods motivated the current use of the concept of "learning strategy". The strategy has two phases: firstly, the integration of the competences —technical, behavioral and contextual—in real projects; and secondly, the learning activity was oriented in upper level of knowledge, the evaluating the complexity for projects management in real situations. Both the competences in the learning strategy and the Project Complexity Evaluation are based on the ICB of IPMA. The learning strategy is applied in an international Postgraduate Program —Erasmus Mundus Master of Science— with the participation of five Universities of the European Union. This master program is fruit of a cooperative experience from one Educative Innovation Group of the UPM -GIE-Project-, two Research Groups of the UPM and the collaboration with other external agents to the university. Some reflections on the experience and the main success factors in the learning strategy were presented in the paper

The objective of this paper is to address the methodological process of a teaching strategy for training project management complexity in postgraduate programs. The proposal is made up of different methods —intuitive, comparative, deductive, case study, problem-solving Project-Based Learning— and different activities inside and outside the classroom. This integration of methods motivated the current use of the concept of ―learning strategy‖. The strategy has two phases: firstly, the integration of the competences —technical, behavioral and contextual—in real projects; and secondly, the learning activity was oriented in upper level of knowledge, the evaluating the complexity for projects management in real situations. Both the competences in the learning strategy and the Project Complexity Evaluation are based on the ICB of IPMA. The learning strategy is applied in an international Postgraduate Program —Erasmus Mundus Master of Science— with the participation of five Universities of the European Union. This master program is fruit of a cooperative experience from one Educative Innovation Group of the UPM -GIE-Project-, two Research Groups of the UPM and the collaboration with other external agents to the university. Some reflections on the experience and the main success factors in the learning strategy were presented in the paper.

Technology transfer (TT) in the area of renewable energy (RE) throughout history has been an important tool for rural development (RD). Initially, the TT has been conceptualized as the purchase or donation of machinery from first world countries - without any consideration of staff training and contextual conditions for the adaptation of technology to the needs of the country. Various researches have revealed the existence of different approaches to planning the TT of RE, demonstrating the high complexity of projects from the social and contextual dimension. This paper addresses the conceptual evolution of the TT of RE for RD, examining its different periods considered for three criteria: historical events occurred, the role of stakeholders and changing objectives for the TT of RE for RD. For the conceptual analysis of changes the model Working With People (WWP) is used for planning and project management of high social complexity in RD. The analysis defines the existence of four historical periods in the TT of RE and synthesizes the lessons of experience from the three dimensions (ethical-social, technical-entrepreneurial, and political-contextual) of the WWP model.

In this work, a comparison between the competences codes in the CDIÓs* curriculum, the ones defined for the Tunning Project and the International Project Management Association (IPMA) is made. The goal is to define the most appropriate competences codes for the engineering education in Latin America. The CDIO code is obtained from the engineering practice, and responds to the Accreditation Board for Engineering and Technology (ABET) standards of accreditation. The Tuning competences are the ones defined for Latin America and the IPMÁs are international competences for project management. It is the first time that the competences defined in ABET accreditation standards in the engineering field are compared with the international competences according to IPMÁs model. The results give evidence that, in first place, there is a need to apply holistic models in the definition of an engineering curriculum. Second, the pertinence of these models in the definition of engineering programs in Latin America.