| Institute of Food and Resource Economics | |||||||||||||||||||||
| Earliest Possible Year | BSc. 1 year | ||||||||||||||||||||
| Duration | One block | ||||||||||||||||||||
| Credits | 7.5 (ECTS) | ||||||||||||||||||||
| Course Level | Joint BSc and MSc Bachelorkursus for JØ-studerende. Fællesfag for andre studieretninger. | ||||||||||||||||||||
| Examination | Final Examination written examination Written Exam in Lecturehall All aids allowed Description of Examination: 4-hours written examination in course curriculum Weight: 100% 13-point scale, internal examiner Dates of Exam: 21 June 2007 | ||||||||||||||||||||
| Organisation of Teaching | Lectures, assignments, group work and group discussion. | ||||||||||||||||||||
| Block Placement | Block 4 Week Structure: B | ||||||||||||||||||||
| Teaching Language | English | ||||||||||||||||||||
| Optional Prerequisites | Samfundsøkonomi (Macro Economics) | ||||||||||||||||||||
| Areas of Competence the Course Will Address | |||||||||||||||||||||
| Basic Science: The course is designed to enable students to deeply comprehend the complexity and inter-disciplinary nature of underdevelopment and of economic growth. At the end of the course the students will became familiar with basic economic concepts, paradigms, and policy tools related to economic development. Applied Science: By the end of the course students will be suitably equipped to undertake own evaluation of various policy measure related to rural development, industrialization, international trade, poverty reduction, debt and financial aid, institutions and good governance, heath, education and gender. Ethics & values: The course will touch upon, and permit deeper discussion of, issues related to income distribution (nationally and globally), birth control & family planning, pollution control & distribution, the GMOs dilemmas, childe labour, 'illegal' competition, and the morality of aid conditionality. | |||||||||||||||||||||
| Course Objectives | |||||||||||||||||||||
| The central aim of the course is to provide the students with an overall understanding of the central economic issues related to underdevelopment, poverty and the agrarian sector and to ensure that economic development and growth are viewed from within broad socio-political and global perspectives. The course also provides students with working knowledge of the technique of project evaluation/analysis and project management in developing countries. | |||||||||||||||||||||
| Course Contents | |||||||||||||||||||||
| The central themes in this course include: . The role and importance of the agricultural sector in economic transformation. . The relationship between national and international economic growth and policies. . The socio-political consequences of different growth patterns. . The role of institutions and policies in the development process . Project evaluation and selection: cost-benefit analysis and logical framework approach (LFA) to project assessment. Various development paradigms are introduced and analysed along with different development approaches such as export-led growth, import substitution, structural adjustment and neoliberalism. Attention is paid to foreign trade, foreign debt and international aid. On the sectoral level, the course deals with the labour market (including population issues) and the capital market. On the project level the course introduces various economic tools for project assessment and management. A thorough discussion of the pros and cons of market forces versus various planning techniques in developing countries will also be dealt with. Special attention is devoted to the micro and macro aspects of agriculture, food supply, food aid and pricing of agricultural commodities. The course is designed to meet the needs of students who are interested in understanding the conditions under which 2/3 of the world population live and in learning about the barriers to, and achievements of, development. The course is essential to anybody planning a career in international organisations or in export companies that deal with developing countries. A broad understanding of the socio-economic conditions in developing countries is also recommended for students who are planning to undertake a purely natural science research project in these countries. | |||||||||||||||||||||
| Teaching And Learning Methods | |||||||||||||||||||||
| The teaching is based on lectures that introduce the central themes in the curriculum. These central topics will be further elaborated upon in assignments and group work where the students will read, present and discuss various relevant texts. Furthermore there will be both theoretical and practical exercises in witch the students can develop their understanding of the subject further. | |||||||||||||||||||||
| Course Litterature | |||||||||||||||||||||
| - Thirlwall, A.: Growth and Development. 8th edition. Palgrave Macmillan, 2006. - Siggle, E. (2005): Development Economics: A Policy Analysis Approach. Ashgate Publishing Co. - Ray D. (1998): Development Economics. Princeton UP. - Curry S. & Weiss (2000): Project Analysis in Developing Countries. Macmillan. - Selected articles & book chapters collected in a compendium. | |||||||||||||||||||||
| Course Coordinator | |||||||||||||||||||||
| Noman Kanafani, kan@life.ku.dk, Institute of Food and Resource Economics/International Economics and Policy Division, Phone: 35332269 | |||||||||||||||||||||
| Study Board | |||||||||||||||||||||
| Study Committee NSN | |||||||||||||||||||||
| Course Scope | |||||||||||||||||||||
| |||||||||||||||||||||