This semi-intensive course provides students with a diverse overview of Japan’s international development assistance policy and practice of the Japanese government, business actors, and civil society organizations based on actual cases.
The course allows students to learn about development practice in collaboration with the Japan International Cooperation Agency (JICA) under the Development Studies Programme. Each module will be led by guest lecturers, who are subject-matter experts working on a particular issue related to the module’s theme.
Coursework will include in-class exercises, class discussions, take-home assignments, and/or group work to build students’ ability to understand, analyze, and apply new knowledge.
Module: Research 1-3
CATS Requirements: MA 1st. year or above
Day/Period: Wed/ 4-5
Location: Econ. 311
Students can expect to gain:
- A critically informed overview of Japan’s international development assistance, policy making, and practices and locating policy agendas historically and within a global context.
- A critical understanding of and engagement with key policy-making and intervention issues in the international assistance arena.
- An ability to apply the skills and knowledge acquired during the course to actual development issues.
Course Schedule and Evaluation
For a detailed course schedule, please visit KULASIS.
Grades will be based on the following:
- attendance and participation (credit will not be given for more than two absences),
- three short essays (500 words) to be completed in a group of two to three students and submitted after each block of lecture – 40% of the final grade. (* Block 1: JICA lectures, block 2: lectures from business entities, block 3: lectures from NGOs)
- one final essay (1,500 words) to be completed individually or in a small group (2-3 people) after the course is completed – 60% of the final grade.
There are two options to complete the final project:
Option 1: Write a pitch (proposal) for a development project that you would hypothetically present to one of the course lecturers. For example, you could choose a problem that was raised during one of the classes and propose a solution. You could also present a project or idea that you think would solve an issue or problem that you are interested in. Your pitch should include a succinct description of the project, which lecturer(s) you would hypothetically present it to and why; and, how you think the lecturer would react to your ideas.
Option 2: Write an argumentative essay about which lecture was the most interesting or the most convincing. The article must include a set of reasons supported by evidence (facts) from the classes. Evidence can be what a lecturer said, the materials that s/he used during the lecture, and/or how they were presented.