kiuspgs.weebly.comkiuspgs.weebly.com › uploads › 9 › 8 › 6 › 8 › ...summary.docx · Web viewMA. DEVELOPMENT STUDIES. The main objective of the Masters of Arts, Development

MA. DEVELOPMENT STUDIES

The main objective of the Masters of Arts, Development Studies, is to prepare and equip graduates with general training in development-related issues.

The educational aims of the programme are:

· Develop specialist in-depth understanding of development issues

· Provide students with a multi-disciplinary understanding of the changing trends in development thinking with an in depth knowledge of evolving theoretical, conceptual and policy debates

· Foster students’ ability to collect, analyse and interpret information on key issues development and to use this to construct reasoned, evidenced argument

· Develop students’ ability to apply knowledge, to work in cultures other than their own and within a multicultural environment

· Develop abilities and skills as a self-motivated, autonomous learner

· Develop a range of analytic and graduate skills adequate for a range of professional and life Situations

ENTRY QUALIFCATIONS

The programme is open to candidates with a variety of background and interests in either general or specific development functional areas. However, prospective candidates must satisfy the following minimum requirements:

· Must have a first or second class degree honours from a recognized university/higher learning institute.

· Applicants holding a pass degree may be considered for admission, if: The GPA is not below 2.5; and have satisfied the IODL of their academic potential through GMAT, its equivalent or additional training at postgraduate diploma level and approved by the IODL Board.

PROGRAMME STRUCTURE

The four semester programme consists of 12 modules, which comprise of 16 courses, as well as a compulsory research paper which carries 5 units to make a total of 18 units to complete the programme.

CORE MODULES

CODE

COURSE TITLE:

UNITS

CREDITS

MDS 7101

Development & Economics

1

10

MDS 7102

Globalization & 21ST Century

1

10

MDS 7103

Sustainable Development & the Environment

1

10

MDS 7204

Rural Development

1

10

MDS 7205

Decentralization & Development

1

10

MDS 7206

Introduction to Human Rights

1

10

MDS 7307

Research & Social Science

1

10

MDS 7308

Understanding NGOs

1

10

MDS 7309

Project Planning & Mgt for Development

1

10

MDS 7410

Community Health & Health Promotion

1

10

MDS 7411

Youth Empowerment

1

10

MDS 7412

Microfinance and Development

1

10

RESEARCH PAPER

6

60

TOTAL

18

180

CORE COURSE DETAILS

YEAR ONE

SEMESTER ONE

COURSE TITLE: DEVELOPMENT & ECONOMICS

THEORY

CODE:MDS 7101

CREDIT VALUE:10

HOURS TAUGHT:4 HOURS PER WEEK

PREREQUISITES:NONE

PURPOSE OF COURSE

The purpose of this course is to assist students to understand the meaning of development economics. This entails assisting them to identify the central principles of development and trace their expression in the various linkages with economic activities.

EXPECTED LEARNING OUTCOMES

By the end of the course students need to be able to:

· Understand the key development theories;

· Appreciate the importance of the political & economic foundations of African societies when thinking about social and economic advancement;

· Explain the linkages between economics & development;

· Discern the impact, and causes, of economic inequality;

· Critically assess why development has gone bad in many parts of Africa;

· Formulate an agenda for development in Africa today.

COURSE CONTENT

The first unit examines the terminology of development; theorizing about development; the importance of theory; capitalism, modernization, and eurocentrism; neo-liberalism, neo-colonialism, dependency, & unequal exchange; globalization and privatization; Rostow’s theory; development as structural change; and measuring development.

The second unit begins with a discussion of the laws governing the development of society, followed by an examination of the economy, power relations, and the state. We will then discuss briefly different approaches to political economy, namely, the classical, Marxist, neo-classical, Keynesian, liberal, power-centred, state-centred, and justice centred-economies. The last part of this section will deal with the political economy of globalization.

The third unit is about the linkages between development and economics. Students will consider and discuss the following topics: definitions of economics; the terminology of economics; economics & developing countries; development economics; economics and globalization; globalization, growth, & poverty: the World Bank; and the future for development economics

The fourth unit considers the following special issues in development economics: (i) the population debate; (ii) food production and agriculture; (iii) poverty; (iv) the failure of modernization strategies; and (v) proposes an alternative strategy

The fifth unit considers the role of the World Bank in the development agenda, and the conditions set by the World Bank. It also examines what is generally meant by the ‘problem solving’ approach to development, as well as the social dimension of this approach. Finally, we examine the initiative of heavily-indebted poor countries.

The sixth unit is about development in Africa today, as viewed from the South. In turn, students will discuss and consider the impact of change on the continent; the importance of democracy for development; and ways to rethink development in Africa.

The seventh unit is about Africa-China Economic Relations. After examining the political and economic background, we will provide overview of Sino-African Trade; its impact on infrastructure development; the importance of the arms trade; the quest for natural resources; various microeconomic and political strategies. We will conclude with an evaluation of some of the major issues raised by commentators on the growing extent of Africa-China relations, especially in the economic field.

The eighth, and final, unit is called: ‘Africa: An Agenda for the 21st Century’. It focuses largely on Africa’s economic recovery since the outset of the new century and explores the reasons why there is a need faster economic growth. It concludes with a consideration of some of the means by which economic security can be achieved.

MODE OF DELIVERY

· Lectures/study guide

· Group-based learning exercises

· Reading assignments &

· Viewing of recommended web-based resources via dedicated MA. Development Studies website

· In class discussions

COURSE ASSESSMENT

· Continuous assessment tests20%

· Group and individual assignments (course work)20%

· End of semester examination60%

Total100%

READING MATERIALS

Brohman, J., (1996). Popular Development: Rethinking The Theory And Practice Of Development, Blackwell Publishers.

Chang, H.-J., (2002). Kicking Away the Ladder: Development Strategy in Historical Perspective, Anthem Press.

Fennell, S., Rules, (2009) Rubrics and Riches: The Interrelationship Between The Legal Reform And International Development. Routledge.

Kabeer, N., Reversed Realities: Gender Hierarchies In Development Thought, Verso, 1994.

Landes, D., (1999) The Wealth And Poverty of Nations: Why Some Are So Rich And Some So Poor, Abacus.

North, D.C., (1990). Institutions, Institutional Change and Economic Performance, Cambridge University Press.

Meredith, M., 2005, The State of Africa, Free Press, 2005.

Milanovic, B., (2005).Worlds Apart – Measuring International And Global Inequality, Princeton University Press.

Moyo, D., (2009).Dead Aid: Why Aid Is Not Working and How There Is a better Way for Africa, Penguin, London.

Nolan, P., (2001). China And The Global Business Revolution, Palgrave.

Rodrik, D., (1999).The New Global Economy And Developing Countries: Making Openness Work, Johns Hopkins.

Sen, A., (2001) Development As Freedom, Oxford University Press.

World Development Report .

Building Institutions For Markets, World Bank/Oxford University Press, 2001, Http://Www.Worldbank.Org/Wdr/2001/Fulltext/Fulltext2002.Htm).

YEAR ONE

SEMESTER ONE

COURSE TITLE: GLOBALIZATION & AFRICA

CODE:MDS 7102

CREDIT VALUE:10


PREREQUISITES:NONE

PURPOSE OF COURSE

This module seeks to address issues surrounding globalization and Africa. We will explore with students the nature of benefits, as well as the challenges, offered by globalization.



· Define globalization;

· Appreciate the nature of the internationalization versus globalization debate;

· Understand what is meant by hyperglobalization;

· Describe how globalization and public policy are connected;

· Critically assess the nature of Africa-China economic relations;

· Explain the dynamics of globalization and development;

· Make a judgement about globalizaton and its impact on Africa.

COURSE CONTENT

The first unit is about defining globalization. We will see that the term globalization has wide, complex and contradicting understandings. We will analyze it mainly with its economic dimension also with some references to cultural, social, political and historical facets.

The second unit, is about Internationalization versus Globalization. It begins with a definition of the multinational enterprise and corporate globalization in its many forms and goes on to address the role of globalization in both developed and emerging economies. The way in which managers perceive globalization’s costs and benefits has an affect on corporate decisions to expand abroad. The first unit concludes with the idea of a “global mindset” and why it is important for those working in the field of international business.

The third unit is a discussion of hyperglobalization. The views of David Korten, a strong critic of corporate globalization, are compared to the views of Kenichi Ohmae and Theodore Levitt, who both support globalization. The unit concludes with two articles about the “Myth of Globalization” that criticize the idea of that as societies move up the economic ladder, they become increasingly similar in terms of tastes and preferences.

The fourth unit is concerned with the many aspects of public policy that affect the globalization process. The unit begins with a discussion of the two distinct functions of government as an administrator and an owner of assets. This is followed by a review of the evolution of thought on capitalism. Next, in regard to corporate political strategy, we discuss the value of the home base of the firm as a core source of competitive advantage. The unit concludes with a consideration of increasing importance of firms as actors in world politics.

The fifth unit addresses the argument that rather than globalization being a real phenomenon, it is actually a political and social discourse that justifies the current organization of the world economy. In turn, we will consider the issues surrounding capitalist globalization, democracy and free markets, and corporate environmentalism.

The sixth unit is about Africa-China Economic Relations. After examining the political and economic background, we will provide overview of Sino-African Trade; its impact on infrastructure development; the importance of the arms trade; the quest for natural resources; various microeconomic and political strategies. We will conclude with an evaluation of some of the major issues raised by commentators on the growing extent of Africa-China relations, especially in the economic field.

The seventh unit explores the North-South divide and the present economic order. The unit examines the serious flaws in the present economic order. It shows that it is neither just nor sustainable and moreover is having a negative effect on the quality of life

The eighth, and final, unit is about the impact of globalization on Africa. Students will consider and discuss: the negative impacts of globalization on Africa; positive impact of globalization on Africa ; possible strategies of controlling the negative effects of globalization on Africa; and ways that Africa should respond to globalization.

MODE OF DELIVERY






COURSE ASSESSMENT




Total100%

READING MATERIALS

Alden, Chris (2007), China in Africa, Zed Books, London.

Bhagwati, J.,(2004). In Defence of Globalization, Oxford University Press.

Bond, P, (2006). Looting Africa: The Economics of Exploitation , Zed Books, London.

Brautigam, D., (2011), The Dragon's Gift: The Real Story of China in Africa, Oxford University Press, UK.

Craig, D. & Porter, D., (2006). Development Beyond Neoliberalism: Governance, Poverty Reduction, And Political Economy, Routledge.

Easterly, W., (2002). The Elusive Quest For Growth: Economists' Adventures And Misadventures In The Tropics, MIT Press.

Glyn, A., (2006). Capitalism Unleashed, Oxford University Press.

Gray, J., (1998). The False Dawn: The Delusions Of Global Capitalism, Granta.

Hirst, P. And Thompson, G., (1999). Globalization In Question, 2nd Ed., Polity Press.

Landes, D., (1999).The Wealth And Poverty Of Nations: Why Some Are So Rich And Some So Poor, Abacus.

Sen, A., (20021). Development As Freedom, Oxford University Press.

Shinn, D.H., & Eisenman, J. (2012), China and Africa: A Century of Engagement, University of Pennsylvania Press.

Stiglitz, J., (2002).Globalisation And Its Discontents, Penguin.

Stiglitz, J., (2006). Making Globalization Work, Penguin..

Wolf, M., (2005).Why Globalization Works, Yale University Press.

Zeilig, Leo. ed.,(2002). Class Struggle and Resistance in Africa, New Clarion Press, London.

YEAR ONE

SEMESTER ONE

COURSE TITLE: SUSTAINABLE DEVELOPMENT, THE ENVIRONMENT &

TOURISM

CODE:MDS 7103

CREDIT VALUE:10


PREREQUISITES:NONE

PURPOSE OF COURSE

The purpose of the course is to give students an understanding of what is meant by sustainable development; why care of the environment is a critical issue in the 21st century; and how development can be linked to the growth of tourism.


By the end of the course students need to able to:

· Define sustainable development

· Know what are the indicators for sustainable development?

· Appreciate the relationship between care of the environment & sustainable development

· Critically assess the dynamics of integrating population, health, and environment in Tanzania

· Understand what is meant by environmental management

· Possess an overview of the tourism sector in the united republic of Tanzania

· Understand what is mean by managing tourism for development

· Evaluate the cost of tourism in Tanzania

COURSE CONTENT

The first unit explores the subject of sustainable development (SD). In turn, we will examine: the dimensions of sustainable development; different interpretations of sustainable development; the operationalisation of SD is context dependent; the 2030 agenda for sustainable development; the basic principles of sustainable development; and the objectives of a sustainable development strategy.

The second unit looks at what is an indicator for sustainable development. in turn, we will examine: methodologies for measuring sustainable development; methodologies for measuring sustainable regional development; accounting for “the why”, “who” and “how”; what should an indicator measure; and what constitutes a good indicator for sustainable development.

The third unit begins by explaining the nature and scope of environmental issues and impact and why is should be of importance to planners and policy makers at all levels. We then consider what is meant by environmental planning and Local Agenda 21 which serves as the blueprint for environmental management in many countries today. The unit concludes with introducing the notion of an environmental impact assessment – which will be the major focus of this module - namely, equipping those in public service with the knowledge and tools to protect and defend the environment in the interests of the greater good.

The fourth unit explores the subject of integrating population, health, and environment in Tanzania. In turn, we will look at the population, health, and environment approach to sustainable development; Tanzania’s development policies; population trends and policies; health; environmental challenges and responses; integrating PHE in Tanzania: from policy mandate to community action; and the next steps toward greater crosssectoral collaboration.

In the fifth unit is concerned with environmental management. We will describe the principles and appreciate the importance of effective public engagement in successful environmental impact assessment (EIA) implementation; demonstrate knowledge of how to implement a public involvement programme within an EIA context; and help students to appreciate the arguments for public involvement.

The sixth unit provides an overview of the tourism sector in Tanzania. In turn, we will examine the current figures for tourism in the country; seasonality; the tourist circuits; niche tourist markets; cultural tourism; heritage tourism; and prospects for the future.

The seventh unit is about managing tourism for development. In turn, we will explore the principles of tourism in development and Africa; some issues influencing tourism development in Africa; and the situation in Tanzania.

The eighth, and final, unit explores the social, environmental and economic costs that Tanzanians have experienced as a result of tourism. With a goal of protecting the increasing the net benefits tourism provides to Tanzanians, it also suggests policies that could minimize tourism’s costs.

MODE OF DELIVERY






COURSE ASSESSMENT




Total100%

READING MATERIALS

Barrow, C, (2006), Environmental Management for Sustainable Development. Routledge, UK, 2nd Edition

Des Jardins, (1993). J.R., Environmental Ethics (Belmont, Wadsworth.

Dieke, Peter U. C. ed. (2000). The Political Economy of Tourism Development in Africa. Elmsford, NY : Cognisant.

Dodds, F., Ed. (1997). The Way Forward: Beyond Agenda 21. London: Earthscan.

Erbes, Robert (1973), International Tourism and the Economy of Developing Countries. Paris: OECD.

Ghai, D. & Vivian, J.M. (1992). Grassroots Environmental Action: People’s Participation In Sustainable Development. London: Routledge.

Henderson, R., et al. (1999). Africa Works: Disorder as Political Instrument. London: James Currey.

Moran, D.D., et al., (2007). Measuring sustainable development – Nation by nation. Oakland, CA: Elsevier.

Nhamo, G & Inyang, E., (2011), Framework And Tools For Environmental Management In Africa, Codesria, Senegal.

Sachs, Jeffrey, (2015), The Age of Sustainable Development, Columbia University Press.

Zeppel, H., (2006), Indigenous Tourism: Sustainable Development and Management, CABI.

YEAR ONE

SEMESTER TWO

COURSE TITLE: RURAL & URBAN DEVELOPMENT

CODE:MDS 7204

CREDIT VALUE:10


PREREQUISITES:NONE

PURPOSE OF COURSE

The purpose of the course is to assist students to become aware of the meaning of development as it pertains to the rural and urban contexts, respectively. Students will discuss the various challenges that face those working to improve the lives and livelihoods of others, and the ways in which these challenges can be met.



· Define rural development

· Assess the current state of sustainable rural development in Sub-Saharan Africa

· Appreciate the importance of formulating strategies for rural development

· Define urban planning

· Describe annd discuss the relative valuer of various strategies and tools for urban environmental improvement

· See what is entailed in implementing & managing the urban environment agenda

· Criticically assess the efforts of the Dar es Salaam city council in implementing a solid waste management system

COURSE CONTENT

The first unit explores the meaning of rural development. We shall examine the topic from a number of perspectives: why bother with the rural world?; poverty: the major issue; social problems of economies in transition; social science and the challenges of development ; defining social development; and how best to devise public policies that promote social development

The second unit depicts the condition of Africa’s rural population as a consequence of multiple policy failures, as well as of a deficiency in thinking the process of development. In turn, we shall consider: the past, present and future of rural people; the Millennium Development Goals and rural people; rural people and agriculture; the agricultural systems and potentials; sustainable agriculture and rural development; and the implications for education for rural people

The third unit lays out a series of strategies for rural development. It begins by listing the problems of the poor. Next, it sets out the priorities for action in the form of development projected and income generation activities. It concludes by setting out the criteria for selection of livelihood activities .

The fourth unit introduces you to the subject of urban planning. In turn, we will examine the meaning and history of urban planning, and how sustainable development and sustainability are related. The unit will conclude with a consideration of various aspects of planning. They include the following: aesthetics; safety; slums; urban decay; reconstruction and renewal; transport; suburbanization; environmental factors; and light and sound. We conclude with a brief consideration on the quality of life in many African cities, as reported by residents there.

The fifth unit examines strategies and tools for urban environmental improvement. In turn, we will consider the role of strategic environmental planning in urban centres; local strategic planning & environmental problems; environmental strategies in low-income settings; tools and methods for strategic urban environmental planning; and integrated urban environmental strategies

The sixth, and final, unit deals with how best to implement & manage the urban environment agenda. The questions and issues we will deal with are: why improve the urban environment; how to improve the urban environment; environmental strategies and decision-making; effective implementation of environmental strategies; institutionalising environmental planning and management; and making more efficient use of resources for effecting change. Regarding each of the issues, examples will be provided of what different cities have managed to do to address the issue.

MODE OF DELIVERY






COURSE ASSESSMENT




Total100%

READING MATERIALS

Bartone, C, J Bernstein, J Leitmann, and J Eigen (1994). Toward Environmental Strategies for Cities: Policy Considerations for Urban Environmental Management in Developing Countries, Urban Management Programme Policy Paper 18, World Bank (Washington, D.C).

Bryceson, D.F., (1999), Sub-Saharan Africa Betwixt and Between: Rural Livelihood Practices and Policies., Afrika-Studiecentrum, Leiden

Chambers, R, (1983). Rural Development: Putting the Last First, Longmans, London.

Chambers, R, (1993). Challenging the Professions: Frontiers for Rural Development, ITDG London.

Danida (1999) Environmental Assessment for Sustainable Development, Ministry of Foreign Affairs/Danida (Copenhagen).

Hardoy, JE, D Mitlin and D Satterthwaite (2001). Environmental Problems in an Urbanizing World: Supporting local solutions to city problems in Africa, Asia and Latin America, Earthscan, London.

McGranahan, G, P Jacobi, J Songsore, C Surjadi and M Kjellén (2001), The Citizens at Risk: From Urban Sanitation to Sustainable Cities, Earthscan, London.

Moll, H; Ruben, R; Mol, W.G., & Sanders, A. (2000). ‘Exploring Segmentation in Rural Financial Markets, Savings and Development’. Savings and Development No.1.

Moseley, M. J. (2003). Rural Development : Principles And Practice, Sage, London.

OECD (2000), Shaping the Urban Environment in the 21 st Century, A DAC Reference Manual on Urban Environmental Policy, Organisation for Economic Development and Co-operation (Paris).

Pugh, C (ed) (2000). Sustainable Cities in Developing Countries, Earthscan, London.

Van Assche, Kristof. & Hornidge, Anna-Katharina. (2015). Rural Development. Knowledge & Expertise In Governance. Wageningen Academic Publishers.

YEAR ONE

SEMESTER TWO

COURSE TITLE: DECENTRALIZATION & DEVELOPMENT

CODE:MDS 7205

CREDIT VALUE:10


PREREQUISITES:NONE

PURPOSE OF COURSE

The purpose of the course is to assist students to critically understand the process, design and execution of decentralization in Africa. It aims to enable students to critically assess the benefits, and challenges, of decentralization, especially as it affects the development agenda.



· Possess an overview of decentralisation worldwide

· Understand the various attempts at designing decentralisation in the context of developing countries

· Appreciate the relationship of decentralisation and social service delivery,

· resources, citizen engagement and democratic local governance

· Recognize the importance of community participation in decision-making and service delivery

· Discuss the harmonization and alignment in the field of local governance and decentralisation in Tanzania

COURSE CONTENT

The first unit provides a conceptual framework linking development, governance and decentralisation. It will also attempts to outline the relationship between federal and unitary states and decentralisation. In addition, we will look at the state of decentralisation in the world today. We will look at various measures of democracy, governance, decentralisation and current development programmes worldwide in an attempt to illustrate the widespread and diverse practices of democratic governance and decentralisation.

The second unit examines the design of decentralisation third world countries and fiscal decentralisation in particular. It discusses the intergovernmental fiscal relations, revenue assignment, intergovernmental grants, the mechanisms for assessing capital markets, service reform, technical and managerial capacity, accountability, transparency and corruption.

The third unit discusses how services as education, primary health care, water and sanitation, infrastructure and environmental management are delivered under the decentralisation system.

The fourth unit examines citizen engagement and democratic local governance by means of a comparative analysis of participation in fiscal processes in local government contexts in six countries (Bolivia, Brazil, India, the Philippines, Uganda and the United States. We will distinguishebetween three types of fiscal process – expenditure allocations, revenue-raising, and monitoring – and various forms of fiscal decentralisation based on different combinations of revenue and expenditure allocations as key factors explaining differing levels of participation and types of outcomes.

The fifth unit is about community development and local government. We will see what is meant by the concept of ‘community’; how community participation can be fostered with regard to decision-making and service delivery; and what is meant by supporting community participation and development.

The sixth, and final, unit is about the harmonization and alignment in the field of local governance and decentralisation in Tanzania. In turn, students will consider and discuss: the background to decentralization in Tanzania; the harmonization and alignment in the field of local governance and decentralization in Tanzania as reflected in the Local Government Reform Common Basket Fund, the Local Government Capital Development Grant System and the Joint Assistance Strategy For Tanzania (JAST), and the alignment of harmonization of local governance and decentralization at the local levels (HLG and LLG). We will conclude by examining the positive results of decentralization in Tanzania, as well as the challenges it presents.

MODE OF DELIVERY


· Reading assignments


COURSE ASSESSMENT




Total100%

READING MATERIALS

Litvack, Jennie, Ahmad, Junaid and Bird Richard (1998). Rethinking Decentralisation in Developing Countries. Washington D.C: World Bank.

Lubanga, F.X.K., (1996). The Process of Decentralisation in Vilaadsen and Lubanga (Ed) Democratic Decentralisation in Uganda: A New Approach to Local Governance. Kampala: Fountain Publisher.

Manor, James (1997). The political Economy of Decentralisation, Washington D.C: World Bank.

Narayan, D. et al (2000). Voices of the Poor. Can Anyone Hear Us? Oxford: Oxford University Press, Washington DC: World Bank.

Nath, Vikas (2001). Political Decentralisation-A Complementary rather than a Substitution Approach, London: London School of Economics.

Olowu, Dele (2002). Local Institutional and political structures and Processes: Recent Experiences in Africa, The Hague: Institute of Social Studies.

Parker (1995). Decentralisation: The Way Forward for Rural Development? Washington DC: World Bank.

Smoke, Paul (2003). Decentralisation in Africa: Goals, Dimensions, Myths and Challenges. New York: New York University.

YEAR ONE

SEMESTER TWO

COURSE TITLE: INTRODUCTION TO HUMAN RIGHTS

CODE:MDS 7206

CREDIT VALUE:10


PREREQUISITES:NONE

PURPOSE OF COURSE

The purpose of the course is to provide students with a broad overview of the study of human rights at an introductory level. The course introduces students to the meaning and history of human rights, as well as, its key approaches taken to safeguarding human rights.



· Understand the meaning of human rights

· Appreciate the importance and nature of the Universal Declaration of Human Rights

· Become familiar with the major universal human rights instruments

· Describe the african human rights treaties and human rights-based

· development

· Discuss human rights protection mechanisms in Tanzania

· Assess Tanzania’s compliance with international human rights law

· See what is meant by the rights of indigenous people

· Make a judgement concerning the present state of refugees and rights

COURSE CONTENT

In the first unit we will see that human rights refers to the concept of human beings as having universal natural rights, or status, regardless of legal jurisdiction or other localizing factors, such as ethnicity, nationality, and sex. We will explore their history and see what reasons there are for believing that such rights exist.

The second unit examines the Universal Declaration on Human Rights. The word ‘human’ means that all people are entitled to them; the word ‘rights’ means that these are entitlements that can be enforced by law. We look at the values underlying human rights and how they constantly develop. They usually emerge as a result of popular struggles against injustice. They often do so against fierce resistance from entrenched and powerful interests.

The third unit examines the major universal human rights instruments and the mechanisms for their implementation. It provides some basic information about the extent of the substantive protection and the mechanisms for controlling the implementation of some of the major human rights treaties that exist at the universal level. Given that the number of these treaties has grown steadily in recent decades, it will only be possible, within this limited framework, to deal with those conventions that are of general scope in that they recognise a long list of rights, as well as a few conventions that have been adopted with the specific object of focusing on particularly invidious practices such as genocide, torture, racial discrimination and discrimination against women.

In the fourth unit, we look at the major African human rights instruments and the mechanisms for their implementation - beginning with the African Charter on Human and Peoples’ Rights, adopted in 1981. Various other regional treaties have been elaborated in an effort to render the protection not only of civil and political rights, but also of economic, social and cultural rights, more efficient.

The fifth unit will look at the human rights protection mechanism in Tanzania. We will examine the institutions; laws and policies; and the role of non-state actors as part of national human rights protection mechanism in promotion and protection of human rights in the country.

The sixth unit looks at how Tanzania has complied with its obligations stipulated within different international human rights instruments. We will also look at Tanzania’s compliance with its reporting duties under the relevant human rights treaties/ conventions, particularly the Universal Periodic Review (UPR); and an assessment of the implementation of recommendations given by the UPR Working Group in 2011.

The purpose of the seventh unit is to review the international law related to the rights of indigenous peoples and explore international and domestic remedies available to vindicate them. The unit summarizes the historical framework and current situation related to indigenous peoples’ rights; identifies the principal international standards and the areas they cover; and the rights of indigenous people in the context of present-day Africa

The eighth, and final, unit reviews the definition of refugee; looks at international and domestic legal standards protecting the rights of refugees; and considers the problem of forced migration.

MODE OF DELIVERY






COURSE ASSESSMENT




Total100%

READING MATERIALS

Baehr, Peter R. (1996). The Role of Human Rights in Foreign Policy, London: Macmillan Press.

Brownlie, Ian and Goodwin-Gill Guys (2002). Basic Documents on Human Rights (4th Ed.), Oxford /New York: Oxford University Press.

Glendon, Mary Ann (2001). A World Made New: Eleanor Roosevelt and the Universal Declaration of Human Rights, New York: Random House.

Kijo-Bisimba, Helen & Chris Maina Peter, Justice and Rule of Law in Tanzania: Selected Judgments and Writings of Justice James L. Mwalusanya and Commentaries (Dar es Salaam: Legal and Human Rights Centre, 2005)

LHRC (2006), Through a Crucible of Human Rights Struggles in Tanzania: A Decade of Legal and Human Rights.

Magdalena Sevulpeda, Human Rights Reference Handbook, (University for Peace, 2004).

Moore, Wayne D. (1996). Constitutional Rights and Power of People, New Jersey: Princeton University Press.

Rachel Hodgkin and Peter Newell (1998) Implementation Handbook for the Convention on the Rights of the Child, London: UNICEF.

Save the Children (2000). Children’s Rights: Equal Right? Diversity, Difference and The Issue of Discrimination, London: The International Save the Children Alliance.

Toumuschat, Christian (2003). Human Rights: Between Idealism and Realism, Oxford: Oxford University Press.

UNO (1994). The Universal Declaration of Human Rights, London: UNO.

Van Ness, Peter ed. (1999). Debating Human Rights, London and New York: Routledge.

YEAR TWO

SEMESTER ONE

COURSE TITLE: RESEARCH METHODS

CODE:MDS 7307

CREDIT VALUE:10


PREREQUISITES:NONE

PURPOSE OF COURSE

The Course in Research Methods is designed to create awareness of and the need for research by all researchers for improvement of counseling theory and practice. The course enables students to acquire the basic skills and knowledge required of a researcher, and to conduct simple research studies. Whatever discipline we belong to, it is an obligation to strive and extend the body of knowledge, and for education, a lot can be gained through research.


After going through this course, students should be able to:

1. Explain the basic concepts in research and the purpose for which research is conducted.

1. Understand the research process as it relates to the various steps in the conduct of research. Appreciate the implications of ethics in research.

1. Describe the role of research in the social sciences. Identify the various types of research designs.

1. Apply the principles of hypothesis formulation, data collection, analysis, and interpretation of research findings.

COURSE CONTENT

The first unit, exploring research will expose students to the characteristics of the scientific methods, the basis of research, types of research with definition of some key terminologies in research.

The second unit discusses the research problem, including the criteria for selecting researchable topics. It further introduces students to the differences between research and problem solving, and enables students to formulate research problems as well as choose a research topic.

The third unit introduces Literature review and theoretical framework. In this unit, students will learn how to review literature – of the people who have conducted research, and what they found including the methods they used. This unit attempts to explain the relationship between students’ research and what other people did. Students will also learn through the use of different research methods, including internet searches. Students will also learn about theories that apply to research and how students can utilize already existing theories and relate them to students research.

In the fourth unit, students will be exposed to research questions and hypothesis. In research, the investigator or researcher may not know the answer, and has to ask a question. If he thinks he knows the answer, he may make a statement or predict a relationship. This unit will enable students understand how to ask research questions, and state hypothesis.

The fifth unit is one of the most important aspects of the research, fundamental principles of research design. Students will learn about the plan of the research – the test blue print of the research. This unit gives meaning to the research, by enabling students to understand the methods, and what students need to do to conduct research. Students will study the different research designs – experimental and non – experimental designs, and others.

In the sixth unit students will learn that to conduct the research with any design, students work with population and samples. Students will learn how to choose a sample from the population, through a method called sampling. Students will also learn the various types of sampling, and the criteria for using them.

In the seventh unit students will learn about data collection, and what will be done with the sample in order to get the needed information (data). Students will also study what to do with the information collected. Various methods: questionnaire, observation, interview and others will be studied including developing the instruments to be used to collect data.

The eighth unit will discuss measurement. Students will learn about the levels of measurement and the methods of assigning numerical values to qualities of objects to designate the quantity. Students will learn about reliability and validity of the measuring instruments and why they are important.

The ninth unit will introduce organization of data collected. Students will learn how to organize data collected by different methods to enable the researcher extract meaning from them. Students will learn how to draw up frequency distribution tables, bar graph, pie diagram and others.

In the tenth unit, students will be exposed to analysis of data. Students will be able to understand why statistics are needed, and what tests might be appropriate in a given research situation. Students will also learn what statistical information in a research report means, and how to present the results (findings) of the study using statistics.

In the eleventh unit, students will be taken through the interpretation/discussion of the findings from the research. Students will learn how to discuss findings by relating them to studies reviewed in literature, and providing reasons for similar or different results. Students will learn how to draw conclusions through hypothesis testing and make recommendations from the research. Students will study implications that could arise based on the research.

In the twelfth unit, students will learn how to communicate research findings through the research report. Students will study the major sections of a research report and learn how to prepare the report, including the abstract.

In the thirteenth unit, the ethics of research will be introduced to students. Students will study the basic principles of ethical research and major requirements of ethical research; and the rights of human subjects. Students will also learn the function of ethical research committees in institutions.

The fourteenth unit will expose students to the utilization of research findings in counseling practice. Students will learn how research findings can be applied to real situations. Students will also study the obstacles to research utilization and strategies that could facilitate utilization.

In the fifteenth, and final, unit students will learn how to appraise or critique research conducted or written by other people in research literature. Students will learn the purpose of research critique and some tips on how to evaluate research reports.

MODE OF DELIVERY

· Lectures/study guides

· Group-based learning tutorials

· Reading assignments/

· Viewing recommended web-based resources via dedicated website for MED Management students

· In class discussions & case studies

COURSE ASSESSMENT




Total100%

READING MATERIALS

Bailey, Kenneth D. (1978).Methods Of Social Research,

Baker, Therese L. (1994). Doing Social Research,

Ghosh, B. N. Chopra, Parvesh, K. (2003).A Dictionary Of Research Methods.

Lester, James D. (1987). Writing Research Paper: A Complete Guide.

Kvale, S., & Brinkmann, S. (2009). InterViews: Learning the craft of qualitative research interviewing. Los Angeles: Sage Publications.

Norton, L. (2009), Action Research in Teaching and Learning, Routledge, London.

Rossman, G.B & Rallis, S.F. (2012). Learning in the Field: An Introduction to Qualitative research. Los Angeles: Sage Publication, Inc.

YEAR TWO

SEMESTER TWO

COURSE TITLE: UNDERSTANDING NGOs

CODE:MDS 7308

CREDIT VALUE:10


PREREQUISITES:NONE

PURPOSE OF THE COURSE

To make students aware of the importance of understanding NGOs and the various roles they play in development, as well as the challenges they face in successfully implementing their stated goals.


By the end of the course students need to fully appreciate the meaning and relevance of the following issues:

· The nature of NGOs

· Challenges facing NGOs in the 21st century

· NGOs and policy influence

· How governments and non-governmental organizations interact

· NGOs and organisational development

· Viewing NGOs as learning organisations

All of the above represent new challenges to NGOs in the world today. This is what this course is about – seeking to understand the nature of some of these broad challenges and the kinds of responses NGOs are making to them.

COURSE CONTENT

In the first unit, we will explore the history of NGOs, especially over the last twenty years. We will see how the scope of their work has widened, to the extent that they are now concerned or involved with almost every aspect of human need and endeavour. Some of them have global impact and significance while others affect individuals, particular communities or groups at the local level.

The second unit will be a consideration, in a more in depth way, some of the key main challenges affecting the NGO world at the present time. We will explore six inter-connected themes: (i) globalization; (ii) the growing politicization of aid; (iii) the reform of international co-operation as foreign aid declines; (iv) the growing importance of civil society; (v) the rise of networking; and (vi) the dilemmas of humanitarian action in complex political emergencies. We will see that that these trends call for major changes in NGO roles, relationships, capacities and accountabilities.

The third unit will examine NGOs and policy influence. The complex and fluid nature of the civil society sector has made tracking the influence of NGOs a challenging task. Current thinking has essentially moved from models of influence derived from debates on categorising NGOs, to models oriented around the activities that NGOs undertake and strategies that they use. In this unit we will explore the nature of the challenge posed to NGOs when attempting to influence policy.

The fourth unit is concerned with NGO and government relations. We will explore the tensions between government assumptions about its rights and responsibilities and NGO beliefs about its responsibility to intervene where governments fail to meet these obligations. Using case studies of NGOs involved in education in four African countries – Mali, Ethiopia, Guinea and Malawi – we shall see that each acts according to a perception of what they should be doing; which, in turn, moulds NGO roles as well as the interactions between NGOs and government.

The fifth unit, looks at the organizational implications for NGOs of some of the challenges highlighted in this course. These challenges raise major questions about how NGOs organise themselves to work in more global and strategic ways in the future.

The sixth unit explores the meaning of NGOs as learning organizations. We will see that learning is a developmental process that integrates thinking and doing. It provides a link between the past and the future, requiring us to look for meaning in our actions and giving purpose to our thoughts. Learning enriches what we do as individuals and collectively, and is central to organisational effectiveness, to developing the quality of our work and to organisational adaptability, innovation and sustainability.

The seventh unit is about human resource management in the context of NGOs. We will consider and discuss the following issues: the nature and purpose of human resource management; staffing issues within NGOs; gender issues within NGOs; and why staff training is important.

The eighth, and final, unit is about changing NGOs for the better. In turn, we will consider and discuss the following issues: forces for change; resistance to change; overcoming resistance to change; the politics of change; how to approach organizational change; stimulating organizational innovation; creating a dynamic organization; managing change and culture; change in practice; and finally, a few tips for managing change.

MODE OF DELIVERY




· Viewing recommended web-based resources via dedicated website for MA. Development Studies students


COURSE ASSESSMENT




Total100%

READING MATERIALS

Bakewell, O. with Adams, J. and Pratt, B., (2003). Sharpening the Development Process: A Practical Guide to Monitoring and Evaluation, Praxis Guide No 1, Oxford: INTRAC.

Cameron, Esther., (2004). Making Sense of Change Management: A Complete Guide to the Models, Tools and Techniques of Organizational Change . London. Kogan Page.

Clark, John, (1991). Democratizing Development: the Role of Voluntary Organizations, Earthscan, London.

Griffin, K. and McKinley, T. (1996). New Approaches to Development Co-operation. New York: UNDP.

Groves, L. and Hinton, R., (2004). Inclusive Aid: Changing Power and Relationships in International Development, London: Earthscan.

Hancock, Graham. (1989). Lords of Poverty, Atlantic Monthly Press, New York.

James, R., (2002). People And Change: Exploring Capacity Building In African NGOs, Oxford: INTRAC.

Korten, David, (1990), Getting to the 21st Century: Voluntary Action and the Global Agenda, Kumarian Press, West Hartford.

Lewis, D. ed., (1998). International Perspectives On Voluntary Action: Re-Thinking The Third Sector. London: Earthscan.

Overseas Development Institute, (1998). The State of the International Humanitarian System. ODI Briefing Paper 1998/1.

Senge, Peter, (1990). The Fifth Discipline: The Art and Practice of the Learning Organization, London: Random House.

Smillie, Ian and Minear, Larry, (2004). The Charity of Nations, Kumarian Press, Inc, Bloomfield, USA.

YEAR TWO

SEMESTER ONE

COURSE TITLE: PROJECT PLANNING FOR DEVELOPMENT

CODE:MDS 7309

CREDIT VALUE:10


PREREQUISITES:NONE

PURPOSE OF COURSE

This course is concerned with project design and management. The focus is very much on the development practitioner and, hopefully, students will use some of the suggestions and tools included in the course.


By the end of the course students need to fully appreciate the meaning and relevance of the following:

· An overview of the stages of project design and management;

· Problem-based project planning;

· Conducting needs assessment;

· Challenges entailed in implementation of a project; and

· Knowing how to conduct a project evaluation exercise.

COURSE CONTENTIn the first unit we will see what is meant by ‘the project sequence’. Next we will consider the value of a logical framework matrix. We will then explore how a person goes about the financial analysis of projects – including how to ascertain the ‘benefits and costs’ in project design?. We will conclude by trying to develop an economic perspective within project planning and see what is meant by risk analysis & sensitivity analysis when applied to project design.

In the second unit we will begin by seeing what is meant by a ‘problem’ in project design and planning. We will also see what it is important to understand what a problem is before embarking upon a project. The rest of the unit will be concerned with showing how to go about the task of planning a project with those who will most benefit by the project.

In the third unit we will see what is meant by a needs assessment. We will explain the team method of doing a needs assessment and show how we can establish the ‘big picture’ using open space technology. Lastly, we will examine some of the ways of carrying out a needs assessment and list some of the tools for gathering information.

In the fourth unit we will consider the key elements of project management. We will see the value of teamwork in project implementation, as well as the need to stress the importance of transparency and accountability. We will conclude by seeing what is entailed in project monitoring and see some of the things that can go wrong in a project.

In the fifth, and final, unit we will see what is meant by ‘evaluation’ and why it is important. We will see what do we evaluate in a project; how we get the information for the evaluation; and what we do with the information we gather. We will conclude by seeing how we go about preparing the evaluation report; and listing some tools and techniques for evaluation.

MODE OF DELIVERY






COURSE ASSESSMENT




Total100%

READING MATERIALS

Cleland, David &Roland Gareis, (2006). Global Project Management Handbook. ". McGraw-Hill Professional.

Curry, S. and Weiss, John, Projects Analysis in Developing Countries. London; Harvester Wheatsheaf.

Hamilton, Albert, (2004). Handbook of Project Management Procedures. TTL Publishing, Ltd.

Harrison, F.L, & Lock, D. (2004). Advanced project management: a structured approach. Gower Publishing, Ltd., 2004. ISBN 0-566-07822-8. p.34.

Kerzner, Harold, (2003). Project Management: A Systems Approach to Planning, Scheduling, and Controlling (8th ed.). Wiley.

Lock Dennis (2007) Project Management (9th ed.) Gower Publishing, Ltd..

Nokes, Sebastian (2007), The Definitive Guide to Project Management. Nokes, Sebastian. 2nd Ed.n. London (Financial Times / Prentice Hall):

Philips Joseph (2003). PMP Project Management Professional Study Guide. McGraw-Hill Professional..

Wysocki, Robert K (2013). Effective Project Management: Traditional, Adaptive, Extreme (Seventh Edition). John Wiley & Sons.

YEAR TWO

SEMESTER TWO

COURSE TITLE: COMMUNITY HEALTH & HEALTH PROMOTION

CODE:MDS 7410


PREREQUISITES:NONE

PURPOSE OF COURSE

To provide students with an overview and critical appreciation of a range of approaches and methods for promoting health, at the individual, community and population levels.


By the end of the course, students should be able to:

· Describe the basic principles of health education and the range of different approaches and methods for promoting health and their theoretical underpinnings;

· Identify the factors that contribute to human behavior in matters of health;

· Explain the describe the role of health communication in health education and health promotion;

· Critically evaluate the strengths and weaknesses of the approaches and methods covered in the course;

· Demonstrate the appropriate use of different approaches and methods in a variety of contexts.

COURSE CONTENT

The first unit is concerned with the basic principles of health education. When students have studied this session, they should be able to: (i) Define and use correctly all of the key words printed in bold; (ii) Discuss the concepts of health, health education, health promotion some related terms; and (iii) Describe and discuss the basic health education principles students are expected to apply.

The second unit is about approaches to health education. When students have studied this session, they should be able to: (i) Determine the overall targets of health education activities; (ii) Discuss the ultimate goals of health education to help students achieve health education objectives; (iii) Describe the basic approaches of health education that students should consider for health education sessions; and (iv) Discuss the scope of health education and the role of Health Extension Practitioners while implementing health education.

The third unit is about factors affecting human health. After studying this unit, students will be able to: (i) List some of the different types of health behaviours; (ii) Understand the Health Field Concept and the determinants of health; (iii) Describe some health risk factors and explain their association with human health; and (iv) Identify the different health risk reduction Models for communicable diseases and for non-communicable diseases, and describe the role of health education in reducing risks for both types of disease.

The fourth unit is about human behaviour and health. by the end of the unit, students will be able to: (i) list the levels of disease prevention; (ii) define the impact of health education and define your role as a health worker in maximising the effects of the various preventive measures at each level; (iii) explain the various phases of assessment to be conducted before identifying the determinants of human behaviour; (iv) describe predisposing factors and explain their influence in determining human behaviour; (v) describe enabling factors and explain their influence in determining human behaviour; (vi) describe reinforcing factors and explain their influence in determining human behaviour.

The fifth unit is a continuation of the topic human behaviour and health. by the end of the unit, students will be able to: (i) discuss some of the important perspectives of human behaviour in relation to health, illness, sickness and disease; (ii) discuss various different explanations of illness and their role in influencing people’s health-seeking behaviour; (iii) explain the application of the Health Belief Model (HBM); and (iv) explain the application of the theory of the Diffusion of Innovation model in health education.

The sixth unit is about principles of learning. After completing the unit, students will be able to: (i) describe the characteristics of learning; (ii) explain the principles of adult learning; (iii) describe the steps in learning; and (iv) understand some of the most important factors affecting learning.

The seventh unit is about health communication. When students have studied this unit, they should be able to: (i) describe the role of health communication in health education and health promotion; (ii) discuss some of the basic principles of health communication; and (iii) discuss common types of communication.

The eighth unit is about the components of health communication. When students have studied this unit, they should be able to: (i) describe the basic components and processes of health communication; (ii) explain the types of appeal that can be used in health communication; and (iii) describe the six stages of communication in health education and promotion.

The ninth unit is about methods and approaches of health communication. When students have studied this session, they should be able to: (i) discuss the most important methods of health communication; (ii) describe some of the forms of communication that are used in health education; (iii) describe and compare each type of communication approach; (iv) identify some of the most common barriers to effective communication; and (v) describe the characteristics of effective communication.

The tenth, and final, unit is about how to teach health education and health promotion. When students have studied this session, they should be able to: (i) discuss some of the most important types of teaching methods; (ii) describe the advantages and limitations of various teaching methods; (iii) discuss the various types of Information Education Communication (IEC) or health learning materials; and (iv) describe the role of IEC materials in disease prevention and health promotion.

MODE OF DELIVERY

· Lectures/study guide/study guides

· Reading assignments


COURSE ASSESSMENT




Total100%

READING MATERIALS

Amuyunzu-Nyamongo, M & David Nyamawa,D., eds, (2010). Evidence of Health Promotion Effectiveness in Africa.

http://www.iuhpe.org/admin/uploaded/Publications/Books

Keleher, Helen. “Why Build a Health Promotion Evidence Base About Gender?”

http://heapro.oxfordjournals.org/content/19/3/277.full.pdf+html

Nugent, R & Knaul, F. (2006), “Fiscal Policies for Health Promotion and Disease Prevention”. Book chapter in “Disease Control Priorities in Developing Countries”, edited by Jamison DT, Breman JG, Measham AR, et al., World Bank, 2006, 2nd edition.

Nyamwaya, D. (2003). Health Promotion in Africa: Strategies, Players, Challenges and Prospects. Health Promot Int’ 18 (2): 85-87

Ottawa Charter for Health Promotion, (1986).

http://www.who.int/hpr/NPH/docs/ottawa charter hp.pdf

Sanders, David et al. (2008). “What is Needed for Health Promotion in Africa: Band-aid, Live aid or Real Change?” Critical Public Health 4: 509-519

WHO. (2005), Closing the Health Inequalities Gap: An International Perspective, Geneva, World Health Organization.

http://www.who.int/social determinants/resources/closing h inequalities gap.pdf

WHO. (2009) Conference Working Documents. Mainstreaming Health Promotion: a Practical Toolkit. Geneva, World Health Organization.

http://www.who.int/healthpromotion/conferences/7gchp/documents/en/index6.html

WHO (1996). Promoting health through schools. The WHO global school health initiative. Geneva, World Health Organization.

YEAR TWO

SEMESTER TWO

COURSE TITLE: YOUTH EMPOWERMENT &

DEVELOPMENT

CODE:MDS 7411

CREDIT VALUE:10


PREREQUISITES:NONE

PURPOSE OF COURSE

The purpose of the course is to make students aware of the cissues related to youth empowerment in Africa and why it is being given such a high profile by many governments today.


By the end of the course students need to fully appreciate the meaning and relevance of the following:

· An understanding of the sociology of youth

· The state of youth empowerment and Africa

· The nature and extent of the problem of youth unemployment· The labour market and youth unemployment· Policy frameworks and institutional structures that are pro-youth· Relevant interventions and programmes· The situation of rural and urban youth in Africa

COURSE CONTENT

The first unit is a consideration of thematic approaches to the child and youth in non-western contexts. Students will consider and discuss the following issues: euro-centricism and the child/adolescent; a critique of ‘rights-based’ approaches to childhood and adolescence; the child and adolescent in non-western traditions; child and adolescent challenges and conflicting values; parent and voluntary association as ‘youth worker’; thematic approaches to non-western children/adolescents; and street and working children.

The second unit is about youth empowerment and Africa. In turn, we will examine: issues around youth empowerment; mechanisms, programmes and initiatives on youth & development; issues affecting Africa and CSOs and how they relate to the youth; youth integration and participation in decision making; and priority areas for debate and discussion.

The third unit focuses on the issue of youth unemployment and underemployment in Anglophone Africa. It relies on available empirical information to assess the nature and extent of the problem.

The fourth unit is about the labour market and youth unemployment. It begins by examining the impact of the performance of African economies with respect to the inability to resolve the problems of unemployment and underemployment. This is followed by a discussion of structural features that account for the persistence and pervasiveness of unemployment and underemployment, with a view to informing on the broader enabling policies within which specific polices to promote youth employment may be located.

The fifth unit explores policy frameworks and institutional structures as helps or hindrances regarding youth employment. It starts with an examination of policy frameworks and institutional structures that have been put in place to develop and implement such initiatives. The unit continues with a discussion of whether labour market policies or outcomes primarily directed at the formal sector act as a constraint to employment promotion in general and to youth employment more specifically.

The sixth unit presents a typology of interventions and programmes concerned with the promotion of youth unemployment. Examples of various types of interventions and programmes will be discussed with a view to assessing their success or lack thereof and drawing lessons from them.

The seventh unit focuses on the situation of rural youth in Africa. Students will consider and discuss the following issues: the current situation and needs of rural youth; the main issues affecting rural youth, ie., education and training, employment& rural to urban migration. We will conclude by looking at programmes and activities for rural youth and seeing what can be done for rural youth.

The eighth, and final, unit is about urban youth in Africa. Students will consider and discuss urbanization and urban trends in Africa and the situation of Africa’s urban youth with respect to: demographics; youth and conflict; youth employment; modernity and tradition; exclusion and belonging; neoliberal policies and the moral worlds of cities; manhood pressures on male youth; pressures on female youth; and adolescent experiences: the case of Kibera, Nairobi. We will conclude by looking at various ways of engaging with Africa’s urban youth.

MODE OF DELIVERY






COURSE ASSESSMENT




Total100%

READING MATERIALS

Agbu, O., (2009). Children and Youth In The Labour Process In Africa, Codesria, Senegal.

Brown, B.B., R.W. Larson and T.S. Saraswathi (2002). The World’s Youth: adolescence in eight regions of the globe. Cambridge: Cambridge University Press.

Filmer, D., & Fox, L., (2014). Youth Employment in Sub-Saharan Africa, World Bank (Open Source Knowledge). see:

https://openknowledge.worldbank.org/bitstream/handle/10986/16608/9781464801075.pdf

Grierson, J.P. (1997). Where There Is No Job. London: Intermediate Technology Publications.

Leahy, Elizabeth, et al. (2007). The Shape of Things to Come: Why Age Structure Matters to a Safer, More Equitable World, Population Action International, Washington DC.

Leonardos, A.C. (1995). Effective Strategies and Approaches for Reaching Street and Working Children Through Education: Reviewing Recent Developments. Issues and Methodologies in Educational Development Series, Paris, HEP (UNESCO)

O’Higgins, N. (1997). The Challenge of Youth Unemployment. Employment and Training Paper No. 7. Geneva: ILO.

Onyango, K.-M. & Onyango, P. (1984). The Sociology of the African Family. Longmans, New York, USA.

Schultz, Gregor and Britta Klemmer. (1998). Public Employment Services in English-speaking Africa: Proposals for Re-Organisation. Harare: African Regional Labour Administration Centre (ARLAC), ILO.

Sommers, M., (2015). The Outcast Majority: War, Development, and Youth in Africa, University of Georgia Press, USA.

World Youth Report (2007). Young People’s Transition to Adulthood: Progress and Challenges, United Nations, New York.

World Bank (2007). Improving Opportunities for Sustainable Youth Employment in Sierra Leone, World Bank, Washington DC

Zajda, J., (2010). Educating Youth for a World Beyond Violence, Palgrave, UK.

YEAR TWO

SEMESTER TWO

COURSE TITLE: MICROFINANCE & DEVELOPMENT

CODE:MDS 7412

CREDIT VALUE:16


PREREQUISITES:NONE

PURPOSE OF COURSE

The purpose of the course is to make students aware of the growing importance of microfinance as a tool for development, especially in rural areas and amongst women.



· Articulate the basics on microfinance· Appreciate the current debates in microfinance· Understand the nature and role of informal financial services

· Describe the design of savings & credit schemes

· Explain the meaning and importance of financial performance & sustainability

· Describe the various ways the impact of microfinance can be assessed

· Discuss the various approaches in building inclusive financial sectors for development

· Discuss the ways in which microfinance supports women

COURSE CONTENT

The first unit is about the basics on microfinance. Students will consider and discuss: the history of microfinance; the status of microfinance worldwide; the goals and directions of microfinance; and the criticisms of microfinance.

The second unit is about current debates in microfinance. Students will consider and discuss: subsidised credit provision; the move to market-based solutions; making use of social collateral; savings; financial interventions and social change; and the importance of treading carefully in microfinance interventions

The third unit is about informal financial services. Students will consider and discuss: user-owned informal financial services; informal financial services for profit; turning the informal into the formal; what can be learned from informal finance; and deciding when and how to intervene.

The fourth unit is about the design of savings & credit schemes. Students will consider and discuss: targeting savings and credit to poor people; women as users of financial services; lending through groups; compulsory or voluntary savings?; forms of loans; loan disbursement and repayment schedules; and interest rates.

The fifth unit is about financial performance & sustainability. Students will consider and discuss: managing and assessing financial performance; financial sustainability; the pros and cons of “scaling up”; issues in sustainability: village banking; measuring financial sustainability; and managerial and organisational sustainability

The sixth unit is about assessing the impact of microfinance. Students will consider and discuss the difficulties of assessing impact; innovations in impact assessment; and learning and adaptability.

The seventh unit is about building inclusive financial sectors for development. Students will consider and discuss: the meaning of building inclusive financial sectors; what limits access to formal financial service; why retail financial institutions can serve poor people better; access to financial markets as a challenge for MFIs; the policy framework and public sector role in inclusive finance; and the need for dialogue as a prelude to action.

The eighth, and final, unit is about microfinance in support of women. Students will consider and discuss: women’s empowerment and microfinance; the implications for microfinance institutions; what is means to support women as risk managers; what effective service delivery mechanisms look like; nonfinancial services that can also be offered; and the

role of donors.

MODE OF DELIVERY




· Viewing recommended web-based resources via dedicated website for MA. Development Studies students


COURSE ASSESSMENT




Total100%

READING MATERIALS

Albee, A & Nandasiri Gamage, N (1997). Our Money, Our Movement: Building a Poor People's Credit Union, ITDG Publishing.

Armendariz De Aghion, Beatrice & Morduch, Jonathan, (2005). The Economics of Microfinance, The MIT Press.

Bornstein, David, (2005). The Price of a Dream: The Story of the Grameen Bank, Oxford University Press.

Harper, Malcolm, (2004). Microfinance: Evolution, Achievement and Challenges (Key Writings on Microfinance), ITDG Publishing.

1. (2003). Practical Microfinance: A Training Manual, ITDG Publishing.

Harper Malcolm & Sukhwinder Singh Arora, (2005). Small Customers, Big Market: Commercial Banks in Microfinance, Intermediate Technology Publications.

Hulme, D and Mosley, P, (1996). Finance Against Poverty, volumes 1 and 2. Routledge.

Johnson, Susan & Rogaly, Ben, (1997). Microfinance and Poverty Reduction, Oxfam & ACTIONAID.

Ledgerwood, Joanna, (1998). Microfinance Handbook: An Institutional and Financial Perspective (Sustainable Banking with the Poor), World Bank Publications.

Mayoux, Linda. (2005). Women’s Empowerment Through Sustainable Micro-Finance: Rethinking ‘Best Practice’. Available at: http://www.enterprise-impact.org.uk

Otero, Maria & Rhyne, Elisabeth, (1994). The New World of Microenterprise Finance: Building Healthy Financial Institutions for the Poor, Kumarian Press.

Padmanabhan, K.P. (1989). Rural Credit: Lessons for Rural Bankers and Policy Makers, ITDG Publishing.

Rhyne, Elisabeth, H. (2001). Mainstreaming Microfinance: How Lending to the Poor Began, Grew, and Came of Age in Bolivia, Kumarian Press.

Robinson, Marguerite , (2001). The Microfinance Revolution: Sustainable Finance for the Poor, World Bank Publications.

Versluysen, Eugene, (1999). Defying the Odds: Banking for the Poor, Kumarian Press.

17