|Delivery Type||Delivery length / details|
|Lecture||10 x 2 Hour Lectures|
|Seminar||10 x 1 Hour Seminars|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Assignment 1 x 1,200-word written assignment||40%|
|Semester Assessment||Role play Group role play scenario -'End to World Conflict'||40%|
|Semester Exam||6 Hours Oral assignment Oral assignment (Individual reflections on role play scenario)||20%|
|Supplementary Assessment||Assignment All failed elements of the assessments must be re-taken if the student's average mark falls below the required pass mark of 40%.||40%|
|Supplementary Assessment||Assignment in lieu of role play All failed elements of the assessments must be re-taken if the student's average mark falls below the required pass mark of 40%.||40%|
|Supplementary Exam||6 Hours Oral assignment (Individual reflections) All failed elements of the assessments must be re-taken if the student's average mark falls below the required pass mark of 40%.||20%|
On successful completion of this module students should be able to:
Understand, through role play, the role of states in development in supporting people affected by crises.
Critically debate the issues associated with international aid: ethical dilemmas; effects of globalization and poverty, purpose and for whom; equity; ensuring support gets to the people, sustainability.
To recognize the importance of 'emerging economies' in International Development where growth and poverty co-exist.
Understand, through case studies, the role of NGOs.
Session 1 What is international development?
Session 2 Learning about international development through online games that focus on different scenarios. Activity will focus on two scenarios: tackling global climate change & tackling hunger and malnutrition.
Hunger and Malnutrition
Session 3 Introducing individual and group assignment: 'End to World Conflict'. Students (working in groups) to plan and deliver their role play at a residential 'International Development Congress'.
Session 4 Globalization and poverty - effects on individuals and society
Session 5 Brazil - the success and inequalities
Session 6 Role of NGOs in supporting Maassai in Tanzania: a case study
Session 7 Planning for 'International Development Congress'
Session 8 Planning for 'International Development Congress'
Residential 'International Development Congress' (two days)
Session 9-10 Drawing key outcomes from group role plays (finalising individual oral assignment)
Semester Exam: Oral presentation of students' individual work
This core module introduces the student to International Development and sets out to consider what constitutes developed and developing countries. The module will explore globalization and growth, inequality and poverty and how they are linked with development. The use of computer-based games will be used to exemplify various development scenarios. With reference to South America, Brazil will be singled out as a country which exemplifies poverty on one hand but economic growth on the other as illustrated during recent global sporting events. The module will exemplify the role of non-government organizations in supporting local people such as the Maassai in Tanzania. In doing so it will touch upon the need to support and the respect for culture and customs and where to draw the line. A central feature of this module is the emphasis on the skills of cooperating with others, advocacy, delegation, listening, sharing ideas and persuasion; skills that are central to the planning and delivery of International aid. Students will be given the opportunity to develop and demonstrate these skills in the planning and delivery of a group role-play at a two-day residential 'International Development Congress'. This will enable students to understand the multifaceted approach and challenges surrounding International Development aid and projects.
Develop key skills that are central to the planning and delivery of International Development aid.
|Skills Type||Skills details|
|Application of Number||Students will be required to interpret data pertaining to International Development aid.|
|Communication||Students will be expected to take an active part in seminar discussions. In their assignments, the students will be expected to demonstrate the capacity for critical thinking, to demonstrate a critical understanding of the Millennium Development Goals, and to consider the challenges facing developing countries. Students will also be expected to deliver a group role-play and to give an oral presentation.|
|Improving own Learning and Performance||Whilst this is not a formal component of the module, students will be offered ample opportunity to talk about their learning with both the tutor and their peers. Detailed feedback on written assignment, group role-play and oral presentation will be provided as a matter of course. Students will also take an active role in the peer assessment of the group-role play and individual oral presentations|
|Information Technology||Students will be required to word-process their assignments and to plan and deliver an oral presentation.|
|Personal Development and Career planning||This module is designed to equip students with the skills of cooperating with others, delegation, listening, sharing ideas and persuasion; skills that are central to the planning and delivery of International aid.|
|Problem solving||Students working in groups will have to design a scenario surrounding the impact of war and terrorism affecting people. They will plan and deliver a group role-play at an 'International Development Congress'.|
|Research skills||Students will be expected to access and retrieve information from a variety of different sources (books, journals, on-line) in preparation for both seminar discussion and written work. Bibliographic skills and critical reading of the research literature play an integral part in this module.|
|Subject Specific Skills|
|Team work||Group work will be set that will encourage discussion. Group work will be assessed as part of the group role-play.|
This module is at CQFW Level 4