|TITLE||Development Studies and the European Union|
|LEVEL||02 - Years 2, 3 in Modular Undergraduate Course|
|DESCRIPTION||In an increasingly globalised world, the notion of development has become progressively more important. Almost half of the world population lives in poverty and development issues are becoming gradually more interdependent between developed and developing nations.
The subject of development studies has acquired a much broader meaning than economic development. It now consists of many aspects, including social, political, cultural environmental and ethical.
This study-unit will focus on political-economic tools to understand issues like definition and history of development, demography and migration, poverty and inequality, human capital, agriculture and rural development, culture and human rights, political economy of development, aid and institutional set up. The process of development in developing nations will be analysed by also considering the role of economically developed countries that, directly or indirectly, promote or hinder that development. Within this context, the role of the EU vis a vis developing countries will be emphasised throughout the study-unit. Finally, small developing states will also be distinctively analysed, highlighting the challenges inherent to this specific group of developing nations.
The objective of the study-unit is to give an overview of past and current development issues, analysing causes and effects of poverty and underdevelopment . In addition to this, students will be given tools drawn from economics and politics to understand modern day development issues, with a focus on the EU’s role.
1. Knowledge & Understanding:
By the end of the study-unit the student will be able to:
Define and conceptualise development studies, being familiar with its history and evolution over the years, with a particular focus on the EU;
Being knowledgeable about population, urbanisation and Migration patterns in both developed and the developing countries;
Define and understand the concepts of poverty, inequality and human capital, particularly in the context of developing countries;
Being knowledgeable about agriculture and rural development in developing countries and about the most important environmental issues;
Define and describe the concepts of human rights and gender in the context of development, and the role played by religion in developing countries;
Describe the main issues in the political economy of development, with specific reference to democratization processes, economic growth and the institutions governing development issues;
Define and describe Small Developing States, being knowledgeable about their special characteristics in the context of development.
By the end of the study-unit the student will be able to:
Have an improved understanding of development issues;
Explain the main features that characterise developing countries;
Analyse today's debate on development issues with improved political and economic tools;
Be aware of the role of the EU in the context of development.
HAYNES, J., 2008. Development Studies, Polity Press, (TEXTBOOK)
HOLLAND, M., 2002. The European Union and the Third World. Palgrave Macmillan.
TODARO, M.P., Smith S.C., 2008. Economic Development. Addison-Wesley.
ARTS, K. and Dickson, K., 2004. EU Development Cooperation. From Model to Symbol, Manchester: Manchester University Press.
GRILLI, E., 1993. The European Community and the Developing Countries, Cambridge: Cambridge University Press.
BRIGUGLIO, L., 1995. Small Island Developing States and their Economic Vulnerabilities in World Development 23: 1615-1632.
HEIN, P., 2004. Is a special treatment of small island developing States possible? In UNCTAD publication. United Nations: Geneva and New York.
WORLD BANK AND COMMONWEALTH SECRETARIAT, 2000. Small States: Meeting the Challenges of the Global Economy, Washington: World Bank.
STIGLITZ, J.E., 2006. Making Globlization Work. Allen Lane.
ALIER, J.M., 2006. The ecological Debt in The Environmentalism of the Poor – A study of ecological conflicts and evaluation, Barcelona: Universitat Autonoma de Barcelona.
KELLEY, A.C., 1988. Economic consequences of population change in the third world, Journal of Economic Literature, vol. 26(4), pp. 1685-1728.
DASGUPTA, P., 1995. The population problem: theory and evidence, Journal of Economic Literature, vol. 33, pp. 1879-1902.
Organisation for Economic Co-operation and Development - OECD, 2008. Development Co-operation Report 2007.
CARBONE, M., 2007. Holding Europe back: Italy and EU development policy. Journal of Southern Europe and the Balkans, Volume 9, Number 2. Routledge.
CARBONE, M., 2007. The European Union and International Development: The Politics of Foreign Aid, Routledge.
CARBONE, M., 2008. Mission Impossible: the European Union and Policy Coherence for Development. Journal of European Integration, Vol. 30, No. 3, 323–342. London: Routlegde.
EUROPEAN COMMISSION, 2005. Speeding up progress towards the Millennium Development Goals. The European Union’s contribution, 12 April, COM (2005) 132.
EUROPEAN COMMISSION, 2005. Policy coherence for development — accelerating progress towards attaining the Millennium Development Goals, 12 April, COM (2005) 134.
EUROPEAN COMMISSION, 2007. Commission working paper – EU report on policy coherence for development, 20 September, COM (2007) 545.
EUROPEAN COMMISSION, 2007. Commission staff working paper – EU report on policy for development, 20 September, SEC (2007) 1202.
|STUDY-UNIT TYPE||Blended Learning|
|METHOD OF ASSESSMENT||
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the description above applies to study-units available during the academic year 2021/2. It may be subject to change in subsequent years.