Although highly contested, the term 'development' suggests that poverty and oppression are not inevitable; that social justice and freedom for all in a sustainable society are possible. However, in a globalising world of multiple conflicts and extreme disparities between rich and poor, the prospects for achieving this possibility are challenging. This course examines a variety of frameworks for understanding such challenges and prospects, equipping you with the knowledge and skills to work locally for forms of development in the international context that are just, participatory and sustainable.
|Learning materials – 13*1hr Online learning materials||1hr||Week 1||13 times|
|Tutorial/Workshop 1 – 10*2hrs on campus F2F workshop.||2hrs||Week 2||10 times|
|Seminar – 3*2hrs on campus F2F seminar.||2hrs||Week 1||3 times|
|Learning materials – 13*1hr Online learning materials||1hr||Week 1||13 times|
|Tutorial/Workshop 1 – 10*2hrs online tutorial.||2hrs||Week 2||10 times|
|Seminar – 3*2hrs Zoom seminar.||2hrs||Week 1||3 times|
200 Level (Developing)
|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||
|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”.
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?|
30 multiple choice questions
|Week 4||Online Submission|
15 minutes in-workshop group presentation
|Refer to Format||In Class|
|Week 12||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 SCS201 readings and learning materials 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 SCS201. 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:Case study based presentation|
This task aims to engage students in critical exploration of a development agency and its intervention in a low-income, developing country/region.
Students will select an international development agency working in a low-income, developing country/region and will critically investigate about it considering: The origin, history, objectives, values, and mission of a chosen international development agency The context and condition of development issues with which this chosen international development agency is engaging in a country/region The way this chosen international development agency justifies its existence in that country, especially in the area of development issues with which it is engaging in a country/region The extent this chosen international development agency has positively contributed to address the development issues in a country/region The approaches, strategies, and worldviews that the chosen international development agency embraces to address the development issues in a country/region and their nexuses to development theories and perspectives Given this is a group presentation, students will be required to engage with group members intellectually and ethically. Alongside, they will strictly adhere to the following guidelines: A group will consist of 3-4 members who will present either on week 7 or 8 during workshop A group must present on the designated day of the presentation Total duration of presentation will be no more than 15 minutes. Each presentation will be followed by Q&A for 5 minutes Each group will be expected to present using creativity and effective communication skills. Group members are not allowed to read any section of their presentation. However, they can use presentation notes or cue cards
|All - Assessment Task 3:Alternative development thinking|
This task aims to engage students to propose alternative development idea in a country/region
Students explored about an international development agency and its contribution in a particular country/region in Task 2. Drawing on this, students will propose arguments for an alternative development idea in this task for the same country/region that diverges from the chosen international development agency. Students are required to: Briefly summarise the aims, vision, activities, and approaches of the international development agency in that country/region Argue ‘why’ the discussions of development issues of that country/region should not be limited to chosen international development agency and ‘how’ it can be transcended from an alternative development perspective Propose arguments for an alternative development idea, which takes unique route than the chosen international development agency and synergises with Ife’s community development principles
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 Edition||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.
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
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