BRITISH INSTITUTE OF TECHNOLOGY & E-COMMERCE.”

- Dr. Brian-Vincent Ikejiaku

-Module Outline: Politics of Development

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The Rationale, Aims & Learning Outcome of the ModuleRationale: Brief course description: This course provides a comprehensive introduction to the major theoretical approaches, concepts and problems in development process. Normally, it comprises two broad parts that are, more practically delivered in two terms/semesters:

o Part 1: introduces students to the main theoretical approaches to the study of development & underdevelopment to a number of countries & regions (e.g., India, sub-Saharan Africa, Brazil, China, South Korea & Latin America or other regions/countries of interests to students)

o Part 2: the knowledge gained in part 1 will help provide comparative empirical ground for exploring different critical policy issues on globalisation & development field in part 2 (e.g., global governance, democratisation, aid/loan, CSR, roles of NGOs, MNCs, IMF & W.Bank)

This course cuts across Global Politics & IR from international development context and, effectively equips students’ understanding & analytical strength, particularly on North-South relations. 2

The Rationale, Aims & Learning outcome of the Module (cont...)Aims:o Part 1: to introduce and familiarise students on contending theoretical approaches in the understanding, definition, analysis and promotion of development

to expose students on how to reflect and relate theories and concepts to development trends in any of the state / region studied / elsewhere

o Part 2: to develop critical analytical skills for comparing approaches, evaluating the theories and the application in relation to the experiences of various third world areas

to make students familiar with key national, regional & international policy dilemmas or issues in development practice that may influence North-South relations.

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The Rationale, Aims & Learning outcome of the Module(cont...)Learning Outcomes (LOs) – On successful completion of this module students will be able to:

identify and use relevant theoretical approaches in analysing development issues with reference to particular country case(s)

understand and examine the impact of globalisation upon developing countries and its unevenness

understand and examine the roles of international organisations, MNCs, & NGOs upon North-South political & economic relations

understand, reflect & evaluate policy issues & practice on development and apply these issues to cases and regions in the development of North-South relations.

General background readings: Burnell, P. et al (2010) (eds.) Politics in the Developing World. OUP

Clapham, C. (1985). Third World Politics: An Introduction. Wisconsin: University of Wisconsin Press

Collier, P. (2007). The Bottom Billion. Oxford: Oxford University Press

Higgot, R. (1982). Political Development Theory: The Contemporary Debate. Routledge

Hoogvelt, A. (2001). Globalisation & the Postcolonial World. John Hopkins University Press

Sen, A. (1999). Development as Freedom. Oxford: Oxford University Press

Student should read Journal articles: Third World Quarterly; Human Development & Capability; and Third World Studies. They should also use relevant websites (e.g. Third World Network www.twnside.org.sg.

Module Structure at a GlancePart 1: First Term (Week 1 – 7)

Part 2: Second Term (Week 1 - 7)

Elements of Development States & Developmental States

Debating the Ends of Development: Theory & Practice

Democracy: Before, After or With – Development

Latin American Development: Inequality & the Road to Neo-liberalism

The Politics of NGOs: NGO-State R/ship & Implication for Development

Indian Democracy: Development & Anti-Poverty Policy

Governing Labour Markets

China: State Socialism or Capitalism, Revolutionary Change & Reform

States & Markets in Welfare Provision

South Korea: The Development State

The Issue of Aid

Sub-Saharan Africa: Democracy & Adjustment

Governance & Development

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Module Structure (first term / semester)Elements of Development (covering institutions & paradigms of development, e.g. liberalism, modernisation, world system & state-centric paradigms) – Rd. Chang, H & Grabel I (2004); Stiglitz, J. (2002)

Debating the Ends of Development: Theory & Practice (compare approches that see development from income & economic growth, & recent ones that view it in terms of human development) – Rd. Gasper, D (2000) jn; Sen, A. (1999); Rostow, W. (1965)

Latin American Development: Inequality & the Road to Neo-libralism (looking at how many LA achieved levels of growth during the 20th century, e.g., Mexico & Brazil ‘miracle & lost decade’ analysis) – Rd. Schneider, B. (1999) jn; Geddes, B. (1995)

Indian Democracy: Development & Anti-Poverty Policy (democracy has endured overtime with involvement of marginilised segments of the society) – Rd. Jalal, A (1995); Kohli, A. (2001).

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Module Structure (first term / semester) Cont... China: State Socialism or State Capitalism, Revolutionary Change & Reform (e.g., looking at impact of rival feudal warlords & foreign powers; 1949 revolution that installed CPC to power and its positive transformation) -Rd. Gallagher, M. (2002) jn; Howell, J. (1993)

South Korea: The Development State (this ‘hermit Kingdom’ has experienced remarkable transformation in the past 41 years - controlled by China & Japan; hurt by Korean war, but has risen as one of NIC since 60s) - Rd. Kohli, A. (2004); Evans, P. (1998) jn

Sub-Saharan Africa: Democracy & Adjustment (takes over 32 out of about 51 LIC globally, with about 12 poorest in the world; impact of structural adjustment; has performed worse than other regions) – Rd. Ake, C. (1991) jn; Howard, W. (1996) jn; Hyslop, J. (1999).

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Module Structure (second term / semester)States & Developmental States (some developing countries have experienced massive development in spite of the poor development stance in the last 6 decades, e.g. S.Korea & Taiwan in E.Asia, even Botswana & Malaysia) Rd. Gordon, W (1998); Crawford, Y. (1994)

Democracy: Before, After or With – Development (As most developing countries claim to be democratic since the 1980s & 1990s it is crucial to look at the nexus between democracy & development) Rd. Mattes, R. & Bratton, M. (2007); Przeworski, et al (2000)

The Politics of NGOs: NGO-State R/ship & Implication for Development (Since the last 2 decades, unlike in the 1980s & 1990s the role of NGOs in development is questioned) Rd. David, L. (2009); Gerard, C. (1998).

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Module Structure (second term / semester) Cont... Governing Labour Markets (this will help to look at the role of social organisations in development, paying particular attention to labour markets) Rd. Cook, M. (2007); Salow, R. (1990)

States & Markets in Welfare Provision (the impact which the shift of marketisation as economic policy in welfare delivery has made in Latin America and elsewhere since 1970) Rd. Haagh, L. (2002); Collier, P. & Gunning, F. (2007)

The Issue of Aid (looking at the role which aid play and should play in promoting development, carrot and stick approach, issue of conditionalities attached to aid) Rd. Graham, G. (1995); Roger, R (2007)

Governance & Development (has good governance succeeded & paved way for development) DFID (2007) web; Hyden et al (2004).

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Assessment Pattern, Teaching & Learning StrategyTeaching and Learning Strategy (150 contact hours including 28 hours lecture (2 hrs)/seminar (1 hr)/tutorials (4 hrs); 122 study hrs)

Lecture – using interactive (research-led) teaching strategy within the context of student centred pedagogy (i.e. as a facilitator of learning rather than a presenter of information – Kember, 1997)

Discussion – using variety of ways to stimulate learning and refresh students’ memories (e.g. on assigned readings, critical points, emerging or current issues) on the subject area

Case study / scenario – an opportunity for students to apply what they learn to real life experiences, thereby become actively involved

Seminars & (Oxbridge type) tutorials – students take active part in learning & develop self-directed study, independent, & critical skills

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Assessment Pattern, Teaching & Learning StrategyAssessment Pattern (40% coursework / homework & 60% exam)

Coursework (2500-3000 words) – students are expected to use all relevant materials to prepare scholarly work, particularly in the form of essays

Continuous assessment – take homework which may be in the form of presentations, short exercises and portfolios

Examination (3 hours) – this may be a combination of seen and unseen questions (7 questions to answer 4, 15% each)

Don'ts: students must be instructed to avoid cheating such as collusion and plagiarism.

Preparatory Readings and Resources for Teaching & Assessment SectionReadings: Bridges, P. et al (2002). ‘Coursework Marks High, Examination Marks Low: Discuss’, Assessment & Evaluation in High Education.27: 1, 35-48.

Chapman, A. & Bloxham, S. (2004). ‘Improving Student Achievement in a Multidisciplinary Context’. Learning & Teaching in the Social Sciences, 1: 3, 181-188.

Mayer, C. & Jones, B. (1993). Promoting active learning (1st edition ed.). San Francisco: Jossey-Bass, p. xi-6.

Resources:Higher Academy Teaching & Learning Resources for Higher Education http://www.heacademy.ac.uk/resources

QAA Code of Practice on Assessment http://www.qaa.ac.uk/...code-of-practice

Higher Education Academy Resources on Assessment (see HA above).

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