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Summer school in International Development

International Development: Global Trends via Local Case Perspectives

As the world changes and becomes more interconnected, there is an increasing need for experts who know how to tackle global challenges. In this course we focus on the Global South, i.e. the economically disadvantaged regions, and how people can empower themselves to improve their well-being and tackle the inequalities and global challenges we are facing. From a global perspective we will discuss the UN’s Sustainable Development Goals. Students will emerge with new knowledge and skills for critical reflection and analysis within the field of international and global development practices.

Course description

The traditional North-South divide in international development is losing relevance as global challenges such as resource scarcity, newly emerged inequalities, food security threats, global warming, migration issues, and armed conflicts now affect both developed and developing regions. Furthermore, globalisation has given rise to complex societal issues that require collaboration among diverse actors, leading to multi-stakeholder cooperation. However, this approach assumes that assembling the right stakeholders will automatically yield solutions, neglecting power imbalances and diverse interests that can lead to exclusion or domination of less powerful actors. Despite increasing collaboration, many development actors still view social change as a linear, controllable process. Organisations are now assessed based on their performance and value for money rather than good intentions. However, the intricate and unpredictable nature of development challenges calls for new and innovative ways to understand, manage, and evaluate development processes and outcomes.

The course intends to provide insights into the complexities of international development from various such as Education, Rule of Law, Health and Food Security. We will further zoom in on cross-cutting phenomenon like migration, conflicts, digitalization and newly emerging inequalities as key challenges that shapes current state and present the situation through local cases of Kenya, Ethiopia, Lebanon, Ukraine, Indonesia etc.

In this course we focus on the Global South, i.e. the economically disadvantaged regions, and how people can empower themselves to improve their well-being and tackle the inequalities and global challenges we are facing. From a global perspective we will discuss the UN’s Sustainable Development Goals (2016-2030) including the position and role of the Global North.

Application process
Course syllabus

See the International Development course syllabus

Apply now

About this course

Course level

  • Advanced

Contact hours

  • 46

Language

  • English

Tuition fee

  • €938 - €1500

Additional course information

  • Forms of tuition and assessment

    Forms of tuition

    Onsite interactive lectures on campus in class, with guest lecturers, group work based on videos, real-life experience sharing, excursion and case study discussions.  Language of instruction: English

    Forms of assessment

    This course is designed so that each of the learning goals listed is achieved through active participation in the course activities, self-study and individual and group assessments. Meetings are planned on campus. In groups, students prepare and present a case study. 

    Participants will do a debate during meetings. As a final individual assignment students will write a blog on chosen topic. 

    1) Blog assignment

    Each student should write a blog about 1 of the 13 topics/lectures. Blogs will be shared with all participants digitally before next day class. A table and schedule will be done randomly and provided on the first day.

    Goal 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 be briefly presented during the start of the class each day as a sort of recap. A brief introduction and background are given by the creators and there will be a brief moment for Q&A and feedback.   

    Requirements:

    • It should serve as a platform for you to express creativity or provoke thoughts regarding the main message of the lecture. There's no strict requirement to write; you may choose any format you prefer. Feel free to create a cartoon, craft a photo story, record a spoken column, or produce a video if that suits your style!
    • Your blog should establish a connection between the lecture's content and something beyond the program, such as ongoing debates, personal anecdotes, multimedia content, exhibitions, or parliamentary discussions.
    • Whenever possible, include website links as references. Keep your content concise and engaging.
    • The blog can be maximum one page, +/- 500 words.
    • Additionally, ensure your blog includes an accompanying picture (at least 800x500 px) with a clear label for reuse and a relevant title.
    • Submit your blog via email to Canvas before next day’s lecture. The course coordinators will make the blog post visible for all participants.

    2) Debate

    Participants will do a debate during the second week. 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.  

    3) Assessment

    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.

    Students will choose one of the topics and prepare a group presentation. This final group presentation and discussion will take place during the last meetings and will serve as final assessment. To achieve a passing grade for the course, students will need to have the total average 5.5 or higher (according to the Dutch grading system).

  • Learning objectives

    At the end of the course you will:

    • Understand the complexities and key trends and debates that have historically shaped the sector of international development cooperation
    • Recognize and critically reflect upon the concept of development and debate their position in international and global development practices
    • Be aware of the strengths and weaknesses of the SDGs
    • Be able to identify different forms of power and describe how power relates to inequality and shapes processes of exclusion and inclusion
    • Understand the importance and can apply insights of local perspectives in thinking about international development
    • Understand how to select and critically review the literature, extract key messages of different learning material (lecturers, literature) and share your insights via a blog with their peers.

    Furthermore, you will learn and sharpen your skills regarding:

    • Writing blogs
    • Debating
    • Public speaking
    • Teamwork
    • Literature review / contextualising.
  • Course syllabus

    Download the latest course syllabus.

    *Please note that it is a preliminary syllabus and that it might be subject to some change before the course starts.

  • About the course coordinators

    The course will be taught by the team of professionals lecturers and experts that worked on international projects in different countries with strong ties to presented case studies all over the world (focus on Global South countries). Each invited lecturer has academic (PhD and/or higher) and practical background, presenting concrete domain of her/his expertise.

    Dr Oleksandr Khyzhniak is a project manager at the Centre for International Cooperation (CIS-VU), has broad experience in international collaboration, management project education, and research, focusing on post-Soviet countries, China and Africa. He prefers to use interdisciplinary approaches and is open to international relations that grounds on his two MA degrees in Sociology and International Economics at Karazin University (Ukraine). During his academic research career, he did his internships in 2009 at Warszawa University (Poland) for the PhD devoted to tolerance issues and at Ariel University (Israel) in 2016-2017 for the post-doc project devoted to collective actions and its determination. During his work experience, he combined educational, research, and management activities. As a project manager at CIS-VU, now he focuses on the implementation of international projects in Global South countries and developing new fields and opportunities in Central Asia and East Neighbourhood countries.

    Jorn Dormans is working as a project manager at CIS-VU for nearly 6 years. He has a background in social and cultural anthropology and teaching. In the field of international cooperation, he is mostly working in the MENA region focusing on Education and SRHR related capacity sharing (building) projects. He has expertise in diversity issues, SRHR, Gender awareness, tailor-made training and teaching practices. He graduated at Vrije Universiteit Amsterdam (VU Amsterdam) for his master in Social and Cultural Anthropology. His research followed the discourses and experiences of (cultural) diversity within the VU. After that he continued with a second Master through the Advanced Master Programme in International Development (AMID) at Radboud University in Nijmegen. Jorn has a passion for education and taught for several years both in primary, secondary and special education and is currently focusing on Train the Trainer Approaches in various CIS-projects. Most of his working experience is in Indonesia, Bangladesh, Jordan and Lebanon. His projects often pay specific attention to refugees and host communities. At CIS his daily activities involve: project management, coordination and project reporting; acquisition and developing project proposals, providing training workshops M&E and policy development. In addition, Jorn is an advocate of using more inclusive and appropriate critical language with regards to ‘Development Cooperation’, gender, race, power, decolonisation, identity and disabilities and migration.

    Guest lecturers:

    Dr. Denyse J. Snelder,

    Dr. Henk van den Heuvel,

    Dr. Prosper S. Maguchu,

    Dr. Halyna Kravchenkova,

    Dr. Lilian Omondi

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