The term 'development' is a highly contested term. In this course progressive and sustainable development implies that poverty and oppression are not inevitable; that social justice and freedom for all people is achievable. In a globalising world of multiple conflicts and widening gaps between rich and poor, the prospects for achieving this possibility are challenging. In this course you will examine a variety of development paradigms and frameworks for a deeper understanding of the complexities embedded within development discourse in the international aid context.
|Learning materials – Online learning materials||1hr||Week 1||13 times|
|Tutorial/Workshop 1 – On campus workshop timetabled at the same time as SCS201||2hrs||Week 2||10 times|
|Seminar – On campus face-to-face seminar.||2hrs||Week 1||3 times|
700 Level (Specialised)
|Course Learning Outcomes On successful completion of this course, you should be able to...||Graduate Qualities Completing these tasks successfully will contribute to you becoming...|
|1||Understand the key concepts and terminology used in development theory and practice||Knowledgeable|
|2||Critically analyse dominant development theories and practices on the basis of available evidence||
Creative and critical thinker
|3||Understand the principles and practice of community development in international contexts||Ethical|
|4||Evaluate the effectiveness of various 'alternative' development projects from a community development perspective.||Creative and critical thinker|
Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Enrolled in any PGRD Program
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
In week 4 an online test will be administered to provide some early feedback on your engagement with the learning materials covered up to that point. This will enable your tutor to identify any issues you might be having with the material and suggest appropriate strategies for improving your learning.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
|Week 4||Online Test (Quiz)|
|All||2||Literature Review (or component)||Individual||35%||
|Week 8||Online Assignment Submission with plagiarism check|
|Week 13||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Online Test of Basic Conceptual Terms in International Development Theory|
The goal of this assessment is to test your knowledge and comprehension of some basic conceptual terms in international development theory.
You will be required to undertake a multiple-choice test that addresses material from the DEV700 readings and lectures between weeks 1 and 4. You are required to log onto Canvas and complete the set of questions that appear in multiple-choice form. The test will be available on Canvas and is automatically submitted for assessment grade through this system. Although the test does contribute some marks towards your final grade its primary purpose is formative. This means it is intended to provide you with some basic conceptual tool for the learning that we expect you to achieve in DEV700. Formative assessment is used to promote learning. You will be given the correct answers to any questions you may get wrong. This assessment is intended to be a learning experience that will help guide your study.
|All - Assessment Task 2:Annotated Bibliography around a Development or Foreign Aid Issue|
This task aims to enables you to demonstrate your knowledge of the resources available on a given development topic by interrogating the quality, depth and relevance of a range of literature that relates to a particular development or foreign aid issue and project.
|Product:||Literature Review (or component)|
An annotated bibliography provides a brief account of the available research on a given topic. It is a list of research sources that includes concise descriptions and evaluations of each source. The primary purpose of the annotated bibliography is to become acquainted with the key literature necessary to the successful completion of further research. It empowers you to develop and deepen your knowledge about a research topic by critiquing peer reviewed research articles, books or other significant literature. You will therefore need to consider carefully the texts that you select for your annotated bibliography. To successfully complete the annotated bibliography task it is necessary to first choose a development problem in a specific country, then identify at least one development project or program of aid that aims to address that specific problem. The project or program of aid must be identified as involving some form of development ‘from below’ or community-driven development /aid (see task 3 for explanation). The project/program you select will also form the basis of the Task 3 evaluation report, and so it is important that the project has enough accessible literature available to address Task 3. Projects/programs must be approved by the course tutor. Further information and details on the style and format will be available in the Canvas Assessment Area for Task 2.
|All - Assessment Task 3:Critical Evaluation of a Development Project or Aid Program|
You are required to conduct and write a critical evaluation of an alternative international Development Project or Aid Program in terms of the ethics and principles of Community Development
Community based development is conceived as “development from below” or from the “grassroots” and can take various forms. This exercise requires you to select a detailed case-study of an international development project or aid program (as identified and approved as a component of the previous assessment task), which may or may not claim to be community-based. You must then describe and evaluate the project/program in terms of at least six of the “Principles of Community Development” outlined in Chapter 10 (in 2nd Edition) of Jim Ife or Chapter 11 in Jim Ife and Frank Tesoriero’s (3rd Edition) of Community Development: Community Based Alternatives in an Age of Globalisation. These principles refer to ecological sustainability, social justice, processes of empowerment, valuing the local community and linking the local with the global. You won’t be required to apply all of the Principles but should select six that you deem most relevant for understanding and enhancing the project’s development goals. In the light of these principles, state clearly what you would do otherwise if you were responsible for planning or reviewing this project. This evaluation should be 3500 words in length and based on the literature review topic chosen for Task 1. The evaluation should contain the following sections (which you can convert into an appropriate sub-heading): • An Introduction and conclusion- a comprehensive preview and final review of the report. It is not necessary to include a table of contents/executive summary. • A statement of the development problem or need being addressed. • A brief background description of the context of the problem and the project/program. • An identification of the aims and objectives of the development project/aid program • A description of the role and responsibilities of any development workers in the project • An analysis of the program (its processes and outcomes), in terms of the presence or otherwise of 6 of Ife’s Community Development principles. • There should also be a final section stating what you might have done otherwise (if necessary) had you been involved in the planning of such a project. If you are satisfied that the project meets or exceeds the Principles outlined by Ife and Tesoriero, you should explain how it does this. Either the Harvard or APA systems of referencing are accpetable in this course.
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Directed study hours may vary by location. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
|Required||Katie Willis||2020||Theories and Practices of Development||3rd||Routledge Perspectives on Development|
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct.
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