Entry requirements

This is a continuing course at undergraduate level that requires at least 30 Swedish higher education credits in Development Studies or corresponding knowledge. This course is taught only for exchange students.

Learning outcomes

The course focuses on different central development goals and trace their theoretical background as well as their practical implications when they are implemented at local and national levels. The aim is that students will deepen their theoretical understanding of the themes that were introduced at the A-level and use these as a startingpoint to improve their capacity to critically examine and analyse policy processes at international, national and local levels as well as practical development cooperation in project form.

The course should improve the students' knowledge about practical development cooperation by mapping actors, policy processes and project phases as well as by shedding light on different policy areas and their content. The overarching aim with the course is to make students capable of critically examining practical development cooperation from a theoretical basis and with knowledge of relevant tools. More precisely, at the end of the course the students should:

Knowledge and understanding

• account for the most important actors in international development cooperation and how they relate to each other
• be able to describe and identify the distinguishing phases of a development project

Skills and Abilities

• be able to present central development goals and identify challenges with reaching them, orally as well as in writing
• be able to discuss development cooperation from a practical as well as theoretical perspective, as well as compare the two perspectives

Judgement and approach

• be able to apply relevant research and theories in a critical and independent examination and analysis of development policy and projects
• be able to formulate constructive feedback on other's critical examination of development policy and projects

Content

The course takes its starting point in different development goals and policy formulations in the global arena. These development goals are analyzed from two perspectives: their theoretical relevance and background are illustrated with relevant research in the field, and their practical implications are exemplified with the help of analyses of practical development projects. The course begins with an introduction to the development policy process and the different phases of a development project. A gender mainstreaming perspective is applied throughout the course. We also endeavor to include practitioners' perspectives throughout the course as a contrast to the theoretical approaches.

The first development goal that is analyzed is democracy support and the part of the development project that is discussed in relation to this is project planning. Examples of questions that are treated include how democratic processes can be supported by actions like election observation or technical assistance in connection with elections. Gender aspects of electoral violence are given particular attention.

The second development goal is disaster relief, with a particular focus on climate change and humanitarian aid. The part of the development project that is discussed here is implementation. The implementation of humanitarian relief after disasters in development contexts is examined, but there is also a focus on the relationship between urgent humanitarian aid and achieving more long-term societal resilience.

The third development goal is peacebuilding in post-conflict societies. The part of the development project that is discussed here is monitoring and evaluation. Questions that are discussed deal with "DDR" - disarmament, demobilization and reintegration of ex-combatants in post-conflict societies as well as the UN Security Council's Resolution 1325 about women, peace, and security.

In the concluding part of the course, the students independently carry out an analysis of a development project.

Instruction

The student's own reading is supported by lectures and compulsory seminars, and there are also examples of other types of teaching methods (e.g. guest lectures, documentary films, exhibitions, study tours etc. - that will vary between semesters).

The lectures bring up the central themes of the course and relate them to the literature. They introduce theories in the field and give practical examples of development projects.

The seminars aim to be platforms for practicing oral presentation of prepared tasks. They should also develop the analytical skills of the students by offering opportunities for discussion in smaller groups.

Assessment

Examination is based on active participation in seminars, an oral presentation and supporting written documentation, as well as a concluding home exam where students are to independently analyse a development project. For the seminars, the following grades will be applied: Passed (G) and Failed (U). For the home exam, the following grades will be applied: Passed with distinction (VG), Passed (G) and Failed (U).

In order to pass the course, the following is required:

• that the student has reached the learning outcomes
• that the student has prepared for and participated in the compulsory seminars that the student has carried out an oral presentation and turned in supporting written documentation and that these tasks are approved
• that the home exam is turned in before the deadline and given at least the grade Pass (G)

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.

Other directives

Further instructions will be given at the start of the course.