The course aims to provide the main tools for acquiring the economic analysis dimension of development processes. From this point of view, the following educational objectives are set in the specific: frame development in its general definition and in its various meanings; foster the learning of the main theoretical contributions related to development economics models, both in the field of traditional theories and with reference to innovative or critical contributions with respect to the "mainstream"; encourage the learning of some key issues of development policy, with main, but not exclusive, reference to economic issues; supply the students with individual tools for economic and social analysis of issues relating to development (indices, calculations, numerical analyzes); commit the students (attending and non-attending) to the direct reading of scientific literature (articles, essays, papers, etc.); invite the students (attending students) to write a paper on a topic of their choice concerning development policy.
Curriculum
teacher profile teaching materials
1. Introduction, framework on the theme of development and historical analysis of the formation of the economic gap between States (4 lessons)
2. Development economics: explanatory models and reference thinkers, traditional approaches and additional or alternative contributions (15 lessons)
3. The "Mainstream" and the main current frameworks of economics and development policy (4 lessons)
4. Development policy themes and tools (12 lessons)
2. A text chosen from the following (only one of the three, preferably one of the two in English):
a. S. Deneulin and Lila Shahani (editors), An Introduction to the Human Development and Capability Approach, Earthscan, 2009 (available free on the web at https://www.idrc.ca/en/book/introduction-human-development-and-capability-approach-freedom-and-agency)
b. J. McKay, D. Kingsbury and others, International development: Issues and Challenges, Palgrave MacMillan (first edition 2008, second edition 2012, third editione 2016: all three editions can be used for the preparation of the exam)
c. N. Boccella, V. Feliziani, A. Rinaldi, Economia e sviluppo diseguale. Fatti, teorie, politiche", Pearson 2013
3. A reading chosen by the candidate among the followings authors:
a. Amartya Sen
b. Dani Rodrik
c. Joseph Stiglitz
d. Raj Patel
The candidate may propose some alternative authors or texts, provided that they pertain with the issues of the course, by agreeing it in advance with the teacher.
Programme
The course is divided into four sections:1. Introduction, framework on the theme of development and historical analysis of the formation of the economic gap between States (4 lessons)
2. Development economics: explanatory models and reference thinkers, traditional approaches and additional or alternative contributions (15 lessons)
3. The "Mainstream" and the main current frameworks of economics and development policy (4 lessons)
4. Development policy themes and tools (12 lessons)
Core Documentation
1. Blanchard, "Macroeconomia", vol. 1, chapters 10 e 11 e 12 (edition 2009), or chapters 11, 12 e 13 (edition 2011)2. A text chosen from the following (only one of the three, preferably one of the two in English):
a. S. Deneulin and Lila Shahani (editors), An Introduction to the Human Development and Capability Approach, Earthscan, 2009 (available free on the web at https://www.idrc.ca/en/book/introduction-human-development-and-capability-approach-freedom-and-agency)
b. J. McKay, D. Kingsbury and others, International development: Issues and Challenges, Palgrave MacMillan (first edition 2008, second edition 2012, third editione 2016: all three editions can be used for the preparation of the exam)
c. N. Boccella, V. Feliziani, A. Rinaldi, Economia e sviluppo diseguale. Fatti, teorie, politiche", Pearson 2013
3. A reading chosen by the candidate among the followings authors:
a. Amartya Sen
b. Dani Rodrik
c. Joseph Stiglitz
d. Raj Patel
The candidate may propose some alternative authors or texts, provided that they pertain with the issues of the course, by agreeing it in advance with the teacher.
Reference Bibliography
Todaro - Smith Economic Development. - ed. PearsonType of delivery of the course
During the course, students will be asked - on a voluntary basis - to give presentations on assigned readings; external experts will also be invited, who will hold seminars on applications, case studies and specific aspects relevant to the course topics (the program will be published in the web space).Attendance
- For attending students: two non-compulsory exemption tests are scheduled, one on the economy and one on development policy; the exemption tests consist of a written exam with 5-6 open questions, lasting 90-100 minutes; in addition to the votes of the exemptions, the active attendance and the presentations of the readings recommended during the course, as well as the possible preparation of a paper that could be agreed in the classroom contribute to the final vote. - For non attending students: the oral exam is scheduled in three questions as described above; to ensure non-attending students part of the educational content inherent in the frequency, it is possible to arrange with the teacher the preparation of a paper to be agreed upon on a case-by-case analysis; the preparation of the paper replaces the obligation to prepare the exam for the part related to reading chosen by the candidate, while the other two parts (economy and development policy) remain mandatory for all purposes.Type of evaluation
From a general point of view, the exam is conducted through an oral test. The exam includes a question on the economics of development, one on development policy (both based on mandatory texts), one on the chosen reading text; for the purposes of the final grade, these three questions average about one third each. With respect to this standard scheme, the following applies: - For attending students: two non-compulsory exemption tests are scheduled, one on the economy and one on development policy; the exemption tests consist of a written exam with 5-6 open questions, lasting 90-100 minutes; in addition to the votes of the exemptions, the active attendance and the presentations of the readings recommended during the course, as well as the possible preparation of a paper that could be agreed in the classroom contribute to the final vote. - For non attending students: the oral exam is scheduled in three questions as described above; to ensure non-attending students part of the educational content inherent in the frequency, it is possible to arrange with the teacher the preparation of a paper to be agreed upon on a case-by-case analysis; the preparation of the paper replaces the obligation to prepare the exam for the part related to reading chosen by the candidate, while the other two parts (economy and development policy) remain mandatory for all purposes. teacher profile teaching materials
1. Introduction, framework on the theme of development and historical analysis of the formation of the economic gap between States (4 lessons)
2. Development economics: explanatory models and reference thinkers, traditional approaches and additional or alternative contributions (15 lessons)
3. The "Mainstream" and the main current frameworks of economics and development policy (4 lessons)
4. Development policy themes and tools (12 lessons)
2. A text chosen from the following (only one of the three, preferably one of the two in English):
a. S. Deneulin and Lila Shahani (editors), An Introduction to the Human Development and Capability Approach, Earthscan, 2009 (available free on the web at https://www.idrc.ca/en/book/introduction-human-development-and-capability-approach-freedom-and-agency)
b. J. McKay, D. Kingsbury and others, International development: Issues and Challenges, Palgrave MacMillan (first edition 2008, second edition 2012, third editione 2016: all three editions can be used for the preparation of the exam)
c. N. Boccella, V. Feliziani, A. Rinaldi, Economia e sviluppo diseguale. Fatti, teorie, politiche", Pearson 2013
3. A reading chosen by the candidate among the followings authors:
a. Amartya Sen
b. Dani Rodrik
c. Joseph Stiglitz
d. Raj Patel
The candidate may propose some alternative authors or texts, provided that they pertain with the issues of the course, by agreeing it in advance with the teacher.
Mutuazione: 21810127 ECONOMIA E POLITICA DELLO SVILUPPO in Relazioni internazionali LM-52 N0 (A-Z) PASQUALI FABIO
Programme
The course is divided into four sections:1. Introduction, framework on the theme of development and historical analysis of the formation of the economic gap between States (4 lessons)
2. Development economics: explanatory models and reference thinkers, traditional approaches and additional or alternative contributions (15 lessons)
3. The "Mainstream" and the main current frameworks of economics and development policy (4 lessons)
4. Development policy themes and tools (12 lessons)
Core Documentation
1. Blanchard, "Macroeconomia", vol. 1, chapters 10 e 11 e 12 (edition 2009), or chapters 11, 12 e 13 (edition 2011)2. A text chosen from the following (only one of the three, preferably one of the two in English):
a. S. Deneulin and Lila Shahani (editors), An Introduction to the Human Development and Capability Approach, Earthscan, 2009 (available free on the web at https://www.idrc.ca/en/book/introduction-human-development-and-capability-approach-freedom-and-agency)
b. J. McKay, D. Kingsbury and others, International development: Issues and Challenges, Palgrave MacMillan (first edition 2008, second edition 2012, third editione 2016: all three editions can be used for the preparation of the exam)
c. N. Boccella, V. Feliziani, A. Rinaldi, Economia e sviluppo diseguale. Fatti, teorie, politiche", Pearson 2013
3. A reading chosen by the candidate among the followings authors:
a. Amartya Sen
b. Dani Rodrik
c. Joseph Stiglitz
d. Raj Patel
The candidate may propose some alternative authors or texts, provided that they pertain with the issues of the course, by agreeing it in advance with the teacher.
Reference Bibliography
Todaro - Smith Economic Development. - ed. PearsonType of delivery of the course
During the course, students will be asked - on a voluntary basis - to give presentations on assigned readings; external experts will also be invited, who will hold seminars on applications, case studies and specific aspects relevant to the course topics (the program will be published in the web space).Attendance
- For attending students: two non-compulsory exemption tests are scheduled, one on the economy and one on development policy; the exemption tests consist of a written exam with 5-6 open questions, lasting 90-100 minutes; in addition to the votes of the exemptions, the active attendance and the presentations of the readings recommended during the course, as well as the possible preparation of a paper that could be agreed in the classroom contribute to the final vote. - For non attending students: the oral exam is scheduled in three questions as described above; to ensure non-attending students part of the educational content inherent in the frequency, it is possible to arrange with the teacher the preparation of a paper to be agreed upon on a case-by-case analysis; the preparation of the paper replaces the obligation to prepare the exam for the part related to reading chosen by the candidate, while the other two parts (economy and development policy) remain mandatory for all purposes.Type of evaluation
From a general point of view, the exam is conducted through an oral test. The exam includes a question on the economics of development, one on development policy (both based on mandatory texts), one on the chosen reading text; for the purposes of the final grade, these three questions average about one third each. With respect to this standard scheme, the following applies: - For attending students: two non-compulsory exemption tests are scheduled, one on the economy and one on development policy; the exemption tests consist of a written exam with 5-6 open questions, lasting 90-100 minutes; in addition to the votes of the exemptions, the active attendance and the presentations of the readings recommended during the course, as well as the possible preparation of a paper that could be agreed in the classroom contribute to the final vote. - For non attending students: the oral exam is scheduled in three questions as described above; to ensure non-attending students part of the educational content inherent in the frequency, it is possible to arrange with the teacher the preparation of a paper to be agreed upon on a case-by-case analysis; the preparation of the paper replaces the obligation to prepare the exam for the part related to reading chosen by the candidate, while the other two parts (economy and development policy) remain mandatory for all purposes.