**4. Methodology**

without a doubt, creates a complex social and economic backdrop as well as an uncertain future, as there are no policies or actions aimed at reverting this process of permanent decline. A general review of the literature regarding development from a territorial perspective shows us that there are many concepts of territory applied in order to facilitate social, economic, cultural, political and institutional analysis within a given geographical area, which also help to form the basis of public policies aimed at resolving the problems identified across these dimensions. Therefore, Cazorla [32] indicates that with territorial analysis, development should not be considered as simply combining a group of resources and methods, but rather as improving the quality of life. As a result, it makes sense to get close to the local population, to learn about their history and customs as well as to plan the development with them, in a bottom-up approach in which a territory's complex history and culture require them to iden-

Within this framework, the rural development management models have provided important changes over time; the emergence of territorialism in the current rural development debates is no coincidence. It is a response to economic and social changes, where the debate promotes a different vision in terms of the territorial problems and directly involves rural populations in

In the EU, the *Leader* program has been able to stimulate the development of local actors' abilities through social capital [34]. Through these programs, innovative horizontal integration has been established with the objective of allowing local agents to develop an organic group of actions thanks to the creation of nonprofit organizations called *local action groups* (LAG) [35]. The importance of these groups lies in the fact that they are public-private associations that promote connections between governments, civil society and economic sectors to train mixed groups. This requires the involvement of local actors in the development process and facilitates improvements in the skills of administrative employees and the population in general [34, 36]. In the long term, the general objective of this local development is to transform the local economic and social system. In turn, this overall objective translates into two objectives in the short term in order to achieve its goal: the promotion of business activity and the coordination of all activities and programs which have a local impact. The promotion of business activity relates to the local business owners in their dynamic role as well as economic and social growth [37]. When setting out the need for change, local development plays a role that includes the promotion of endogenous growth and internal investment which facilitates the creation of new SMEs, cooperatives, community businesses, innovative companies and in

In this context, it makes sense to carry out activities aimed at strengthening the development group leaders' abilities and to become the focal point for management processes and project implementations in the rural area [5]. The project management institute (PMI), in line with other authors [38], describes project management as "The application of knowledge, skills, tools and techniques to meet the project requirements" [6]. According to Meghnagi [39], each person builds their own competencies and knowledge at the heart of a process that is not just limited to straightforward contact with the actual or symbolic situation, but equally takes place through social intervention, favored by the most competent individuals or their peers.

tify those factors that have the greatest impact on development planning.

the design of new development perspectives [33].

158 International Development

particular social economy entities.

The methodology used in this study was based on the criteria established in the "working with people" (WWP) [46–48], a planning model that is based on planning guidelines as social learning and competencies development through project-based learning (PBL) [7–9] addressed to local communities. This model forms part of a new understanding of planning, aiming to transform society, connecting thoughts with actions through gradual changes in accordance with the local population's idea of live [46, 49]. The process of social learning involves the use of theoretical-practical training methodologies and strategies that are focused on action research with the aim of diagnosing, intervening in and resolving development problems in the territory. Therefore, social learning is a methodological process in which the knowledge of reality and practical experience are equally influential and is known as mutual learning [50].

The methodology consists of five main sections:


In order to progress to the design, development and implementation of these elements, it was necessary to carry out an initial study of the territory in question, from both an anthropological and cultural perspective, as well as a natural environment perspective. The aim was to get a detailed understanding of which elements might be attractive when evaluating them as mechanisms for driving development. Similarly, the region's unique environmental aspects were taken into consideration.

In order to implement this methodology, the participation of the population is required. Furthermore, in order to guarantee flexible planning, it is essential for there to be a knowledge-action-competence link so that a fruitful backdrop can be formed, against which science creates a frame of reference which comes to life and transforms as the population starts to set out its interests and incorporates knowledge in order to impact reality [50]. Discussing about social learning it is also synonymous with "working with people" (WWP) [46–48], a model developed by the GESPLAN research group at the Technical University of Madrid (UPM), which is based on planning guidelines for development, devised by Friedmann [49] and Cazorla [46]. Accepting this focus on competencies means rethinking our experience of acting in the territory, the ways in which we organize and implement activities within the community. Therefore, the WWP model aims to transform society through social learning, by connecting thinking with action through gradual changes, in accordance with the local population's view of life. It involves mutual learning between the technical team and the community which implements the capabilities, by both parties, in order to develop competencies through: continuous practice in challenging contexts; a high level of interaction and communication; ongoing investigation and critical reflection; and proposing challenges which stimulate curiosity and interest, increase commitment and the extent to which people are happy with the actions in response to the challenge and stimulate and enable imagination and innovation.
