Education Research Current About VU Amsterdam NL
Login as
Prospective student Student Employee
Bachelor Master VU for Professionals
Exchange programme VU Amsterdam Summer School Honours programme VU-NT2 Semester in Amsterdam
PhD at VU Amsterdam Research highlights Prizes and distinctions
Research institutes Our scientists Research Impact Support Portal Creating impact
News Events calendar Woman at the top
Israël and Palestinian regions Culture on campus
Practical matters Mission and core values Entrepreneurship on VU Campus
Organisation Partnerships Alumni University Library Working at VU Amsterdam
Sorry! De informatie die je zoekt, is enkel beschikbaar in het Engels.
This programme is saved in My Study Choice.
Something went wrong with processing the request.
Something went wrong with processing the request.

Understand the World’s Complexity through Glocalisation

Sem02 (2024-2025) International Development*

Explore the complexities of global development and learn how diverse challenges and local perspectives shape solutions across regions in the Global South and North. We will debate in what way existing approaches fair and transparent and mapping alternative scenarios.

This course examines the evolving nature of global development challenges—such as resource scarcity, climate change, migration, and inequalities—that impact both developed and developing regions. As globalization reshapes economies and societies, addressing these issues requires collaborative, multi-stakeholder approaches. However, solutions are not straightforward, as power dynamics, diverse interests, and inequalities often complicate progress, making it crucial to move beyond linear, controllable models of development.

The course provides a deep understanding of international development, focusing on cross-cutting issues like migration, digitalization, health, and food security. Key case studies from countries such as Kenya, Ukraine, Ethiopia, Lebanon, Kazakhstan, Indonesia and other are used to highlight localized challenges and opportunities. These examples illustrate the varied impacts and adaptations to global trends within different regions, particularly across the Global South. Additionally, the course critically assesses the role and performance of development actors, including how their value is increasingly measured by outcomes rather than intentions.

This course also emphasizes the United Nations’ Sustainable Development Goals (2016-2030) alongside the proposed UN Convention on the Right to Development, exploring their relevance and limitations. By engaging with concepts of power, inequality, and social inclusion, participants gain insights into the underlying forces shaping development. The course’s interdisciplinary approach, enriched by collaboration with VU Amsterdam’s Centre for International Cooperation, encourages students to think critically about development, equipping them with skills to recognize and evaluate diverse perspectives. Through interactive learning and applied projects, participants will acquire tools to approach international development with a nuanced, global perspective.

Course details

  • Practical information

    Academic year
    2024-2025

    Semester
    2

    Period
    5

    Day(s)
    Tuesday and Thursday

    Time
    18:00 – 20:30

    Number of meetings
    12

    Dates of all meetings
    1, 3, 8, 10, 15, 17, 22, 24 April 2025
    8, 13, 15, 20 May 2025

    Location
    Vrije Universiteit, De Boelelaan 1105, 1081 HV Amsterdam

    Room
    NU-3A67

    Course coordinator(s)

    • Dr. Oleksandr Khyzhniak
    • Dr. Prosper Maguchu

    Lecturers

    Dr. Oleksandr Khyzhniak

    • Dr. Prosper Maguchu
    • guest lecturers: Dr. Henk van den Heuvel, Dr. Denyse Snelder, Dr. Pius Mosima, Dr. Lilian Omondi, ‪prof. Gulmira Abdiraiymova, MSc. Jorn Dormas,  and others
  • Learning objectives

    • Students will evaluate and articulate their perspectives on the multifaceted concept of development, engaging in critical discourse regarding their roles within international and global development practices.
    • Students will critically assess the strengths and weaknesses of the Sustainable Development Goals (SDGs), exploring their effectiveness and limitations in addressing global challenges.
    • Students will identify various forms of power and critically describe their relationships to inequality, analyzing how these dynamics influence processes of exclusion and inclusion in development contexts.
    • Students will understand the significance of local perspectives in international development, applying insights from these perspectives to enrich their analytical frameworks and approaches.
    • Students will develop skills to systematically select, critically review, and synthesize relevant literature, effectively extracting key insights from diverse learning materials and articulating their reflections through peer blogs.
  • Working formats & structure

    The course consists of specific topical lectures (economy, human rights, food security, etc.) and lectures on cross-cutting themes related to global development (e.g., gender themes). Meetings are planned on campus. In groups, students prepare and present a case study. Participants will do a debate during meetings. As final individual assignment students will write a blog on chosen topic.

  • Assessment methods

    This course is designed so that each of the learning goals listed is achieved through active participation in the course activities and self-study.

    Group assessment, 30%:

    Group assessments would be implemented both during contact hours in class and after class. Students take one of the topics of the course and prepare a presentation on listed variants. They will receive the assignment in advance as well as the assessment form for the presentation. Groups will need to submit a one or two-pager on their chosen topic and idea for a go-ahead. Students also need to reflect on the workload and designated tasks within their group as part of the final assessment. This final group presentation and discussion follows will take place during the last meetings and will serve as final assessment.

    Debates, 30%:

    Participants will do a debate during the course. Each participant will be assigned a role. There will be an in-class individual assessment on the debate. Students will receive the criteria for this debate in advance.

    Blog assignment (individual), 40%:

    Each student should write a blog about 1 of the topics/lectures. A blog will be shared with all participants digitally. A table and schedule will be provided on the first day who will write a blog on which day:

    • encourage students to discover an innovative, captivating, and concise way to convey the central concepts of the lecture to an external audience
    • to invite them to critically reflect and contribute to debates.

    Blogs will not be presented during class unless requested/required. A brief introduction and background are given by the creators and there will be a brief moment for Q&A and feedback.

  • Study load: 6 ECTS

    The study load for this course is measured using the European Credit Transfer System (ECTS). One EC or study credit equals 28 hours of study.

  • Study material

    Provisional reading list

    • Otzelberger, A. (2018, January 24). Five questions you need to ask yourself if you (want to) work in international development. Medium; The Good Jungle. https://medium.com/the-good-jungle/five-questions-you-need-to-ask-yourself-if-you-want-to-work-in-international-development-79b32b8c8f6d
    • Jan, N. P. (2001). Development Theory: Deconstructions/Reconstructions. Progress in Development Studies, 246-248.
    • Easterly, W. (2015). The SDGs should stand for senseless, dreamy, garbled. Foreign Policy, 28, 1-5.
    • Webb, S., Holford, J., Hodge, S., Milana, M., & Waller, R. (2017). Lifelong learning for quality education: exploring the neglected aspect of sustainable development goal 4. International Journal of Lifelong Education, 36(5), 509-511.
    • Etana Dula, Denyse J. Snelder, Cornelia F.A. van Wesenbeeck, Tjard de Cock Buning (2020). Climate Change, In-situ Adaptation, and Migration Decisions of Smallholder Farmers in Central Ethiopia, Migration and Development, DOI: 10.1080/21632324.2020.1827538. https://journals.sagepub.com/doi/10.1080/21632324.2020.1827538
    • Angeles, L., & Gurstein, P. (2000). Planning for participatory capacity development: The challenges of participation and North-South partnership in capacity building projects. Canadian Journal of Development Studies/Revue canadienne d'études du développement, 21(sup1), 447-478.
    • Pavletic, I. (2009). The Political Economy of Asset Recovery Processes. International Centre for Asset Recovery, 5570284-1257172052492.
    • Gebresenbet, F., & Tariku, Yo. (2023). “The Pretoria Agreement: mere cessation of hostilities or heralding a new era in Ethiopia?” Review of African Political Economy, 20 VOL. 50, NO. 175, 96– 106. https://doi.org/10.1080/03056244.2023.2196714
    • Roape. (2023, June 15). A response to “The Pretoria Agreement: Mere cessation of hostilities or heralding a new era in Ethiopia?” - ROAPE. ROAPE. https://roape.net/2023/06/15/a-response-to-the-pretoria-agreement-mere-cessation-of-hostilities-or-heralding-a-new-era-in-ethiopia/
    • Nehrey, M., Kostenko, I., Kravchenko, Y. (2023). Digital Transformation in Ukraine During Wartime: Challenges and Prospects. In: Hu, Z., Wang, Y., He, M. (eds) Advances in Intelligent Systems, Computer Science and Digital Economics IV. CSDEIS 2022. Lecture Notes on Data Engineering and Communications Technologies, vol 158. Springer, Cham, 380-391. https://doi.org/10.1007/978-3-031-24475-9_33

Quick links

Homepage Culture on campus VU Sports Centre Dashboard

Study

Academic calendar Study guide Timetable Canvas

Featured

VUfonds VU Magazine Ad Valvas Digital accessibility

About VU

Contact us Working at VU Amsterdam Faculties Divisions
Privacy Disclaimer Veiligheid Webcolofon Cookies Webarchief

Copyright © 2025 - Vrije Universiteit Amsterdam