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2016/2017 KAN-CCBLV1601U Poverty, Sustainability and the Private Sector
| English Title | |
| Poverty, Sustainability and the Private Sector |
Course information |
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| Language | English |
| Course ECTS | 7.5 ECTS |
| Type | Elective |
| Level | Full Degree Master |
| Duration | One Semester |
| Start time of the course | Autumn, Spring |
| Timetable | Course schedule will be posted at calendar.cbs.dk |
| Min. participants | 40 |
| Max. participants | 80 |
| Study board |
Study Board for BSc og MSc in Business, Language and Culture,
MSc
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| Last updated on 07-07-2016 | |
| Learning objectives | ||||||||||||||||||||||||
| To achieve the grade 12, students should meet the
following learning objectives with no or only minor mistakes or
errors: The course’s development of personal competences:
In addition to improving their intellectual skills, students will have the possibility to make presentations and be involved in group work. Objectives: At the end of the course, and based on a thorough knowledge of the reading, the students should be able to account for, and critically reflect upon, the most important contemporary definitions of poverty; analyze the leading issues relating to poverty and the private sector and the latter’s effect on poverty and development including sustainability. Students should be able to connect themes relating to global, regional, national and local levels |
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| Course prerequisites | ||||||||||||||||||||||||
| Students should have a basic knowledge of economics or development | ||||||||||||||||||||||||
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| Course content and structure | ||||||||||||||||||||||||
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In Spetember 2015, the United Nations General Assembly adopted the 17 Sustianable Development Goals which will dominate international development debate until 2030. This course will be structured around the 17 goals (end poverty, end humger, health, education, gender equality, water and sanitation, clean energy, decent work, industry and innovation, sustainable cities, responsible consumption and production, climate action, the oceans and seas, biodiversty, peace and justice and partnerships for achieving the goals) and examine the roles that the private sector can, and cannot, play in helping to achieve the goals. Examples will be taken from different continents and relate to a diversity of private sector initiatives.
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| Teaching methods | ||||||||||||||||||||||||
| Two hours for 15 weeks. A combination of lectures and presentations with active student participation. Students will be required to read approximately 800 pages. | ||||||||||||||||||||||||
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| Expected literature | ||||||||||||||||||||||||
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Note: The reading is indicative and will be updated to take account of the most recent literature in relation to the post-2015 agenda
The course will draw on Sachs, J (2015) The Age of Sustainable Development Columbia University Press, New York
Week 1: Poverty as lack of income versus the human development paradigm:
Sachs J Chapter 5: Ending Extreme Poverty.
World Development Report 2000/2001, Attacking Poverty: Overview and Chapters 1 The Nature and Evolution of Poverty, and 2 Causes of Poverty and a Framework for action.
A.K. Sen (1999) Poverty as Capability Deprivation, Chapter 5, Development as Freedom, Oxford, OUP
Sumner A (2010) Global Poverty and the New Bottom Billion. What if Three- Quarters of the World’s Poor Live in Middle Income Countries? Working Paper 74 IDS. Whose problem now? Awkward questions about how best to help the poor Measuring
Week 2: Nutrition
Sachs J Ch 10 Food Security
What effect has the global food crisis had? Janvry de A and Sadoutet E (2010) The Global Food Crisis and Guatemala: What Crisis and for Whom? World Development Vol. 38 No9 pp 1328-1339
Prahalad C.K. and Hammond A (2003) Serving the Poor Profitably Harvard Business Review On Corporate Responsibility.
Week 3: Health
Sachs Ch 9 Health for All
Meng-Kin Lim, Hui Yang, Tuohong Zhang, Wen Feng and Zijun Zhou (2004) Public Perceptions of Private Health Care in Socialist China
Gatkin (2005) How much would poor people gain from faster progress towards the Millennium Development Goals for health? Lancet2005; 365: 813–17
Week 4 Gender and the private sector:
Sachs Ch 7 Social Inclusion
Can Fair Trade help? Kabeer N (2005) Gender equality and women's empowerment: a critical analysis of the third Millennium Development Goal Gender and Development Vol. 13, No. 1, March 2005
Lyon S, Bezaury JA, Mutersbaugh T Gender equity in
fairtrade–organic coffee producer organizations: Cases from
Mesoamerica,
Geoforum
Week 5 Education
Sachs Ch 8 Education for All
What type of Education? What effect has the global economic crisis had? Heyneman S (2010) Education and Development: A return to basic Principles in Development 53(4), 518–521. Nambissana GB (2010) The global economic crisis, poverty and education: a perspective from India Journal of Education Policy
Week 6 Climate Change
Sachs Ch 12 Climate Change
Hammill et al. (2008) Microfinance and Climate Change Adaptation IDS Bulletin Volume 39 Number 4 September 2008
Week 7 Biodiversity Sachs Chapter 122 Spenceley A and Goodwin H, (2007) Nature-Based Tourism and Poverty Alleviation: Impacts of Private Sector and Parastatal Enterprises In and Around Kruger National Park, South Africa, Current Issues in Tourism vol. 10 Nos. 2&3.
Kirkby CA, Giudice-Granados R, Day B, Turner K, Velarde-Andrade LM, et al. (2010) The Market Triumph of Ecotourism: An Economic Investigation of the Private and Social Benefits of Competing Land Uses in the Peruvian Amazon. PLoS ONE 5(9): e13015. doi:10.1371/journal.pone.0013015
Kragelund P (2010) The Potential Role of Non-Traditional Donar’s Aid in Africa
Sumner A and Tiwari M After 2015: International Development Policy at the Crossroads |
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