DEVT 2100 - Poverty and Social Development

North Terrace Campus - Semester 2 - 2014

Among the biggest challenges facing the global community today are the eradication of poverty and inequality, and the needs of social development. This course introduces students to the history of the concept of poverty, the culture of poverty, the causes of poverty and its effects. Intersections between poverty and health, human rights and education will be explored in a variety of international contexts. Policies designed to reduce poverty will be analysed at both the global or international level and from community perspectives. Case studies of poverty assessments and poverty reduction projects will be a major feature of course content. The course also introduces social development, with emphasis on understanding and planning for socially sensitive development. Global attention to social development, such as the World Bank's plan and the World Summit on social development will be explored.

  • General Course Information
    Course Details
    Course Code DEVT 2100
    Course Poverty and Social Development
    Coordinating Unit Anthropology and Development Studies
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Prerequisites 12 units of Level I Humanities/Social Sciences courses
    Incompatible ANTH 2027
    Course Description Among the biggest challenges facing the global community today are the eradication of poverty and inequality, and the needs of social development. This course introduces students to the history of the concept of poverty, the culture of poverty, the causes of poverty and its effects. Intersections between poverty and health, human rights and education will be explored in a variety of international contexts. Policies designed to reduce poverty will be analysed at both the global or international level and from community perspectives. Case studies of poverty assessments and poverty reduction projects will be a major feature of course content. The course also introduces social development, with emphasis on understanding and planning for socially sensitive development. Global attention to social development, such as the World Bank's plan and the World Summit on social development will be explored.
    Course Staff

    Course Coordinator: Professor Andrew Skuse

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    At the successful completion of this course, students will be able to:
    1 Demonstrate in-depth knowledge of development studies at advanced levels
    2 Provide a critical examination of definitions and theories of poverty, poverty reduction, and social development
    3 Demonstrate the ability to frame research questions and develop effective ways of pursuing them
    4 Develop and apply critical thinking skills
    5 Demonstrate skills in communication and collaborative enquiry
    6 Foster an awareness of ethical, social, and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2, 3
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2, 4, 5
    Skills of a high order in interpersonal understanding, teamwork and communication. 5
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 6
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1, 6
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 6
  • Learning Resources
    Required Resources
    The readings required for each week will be printed and bound, and will be available through the Image and Copy Centre (Level 1 Hughes building) in the form of a brick of readings.
    Online Learning
    The Course outline, details of assignments, lecture recordings and powerpoint slides, as well as additional materials will be available on MyUni. 
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course consists of online lectures, documentary films and workshops.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    1 x 1-hour lecture (or equivalent) per week 12 hours per semester
    1 x 2-hour workshop (or equivalent) per week 24 hours per semester
    6 hours reading per week 72 hours per semester
    2 hours research per week 24 hours per semester
    2 hours assignment preparation per week 24 hours per semester
    TOTAL WORKLOAD 156 hours per semester
    Learning Activities Summary
    Course Structure
    Broadly, this course is structured into two main sections, the first on the conditions and experience of poverty and the second will focus on social development.

    Part 1: Dimensions and Experiences of Poverty

    Weeks 1-6 of the course

    The key themes in this section are: Causes, conditions and experience of poverty

    The first part of this course familiarises students with the many different definitions and ways of measuring poverty, including their strengths and weaknesses. It also takes students through some of the key theories of the causes of poverty. It examines poverty in urban and rural contexts, highlighting issues of housing, livelihoods and water in the process. It also introduces students to the idea that development which displaces people is often the cause of further impoverishment of their lives. This section concludes with an examination of the World Bank / IMF process of Poverty Reduction Strategy Papers as a major initiative to reduce poverty in developing countries.

    Part 2: Social Development

    Weeks 7-12 of the course

    The key theme in this section is: the relationship between social development and poverty reduction

    The second part of the course introduces students to the concept of social development, and then examines key concepts or sectors in social development. These include the role of non-government organisations, education, health, food security and trade. While the issues addressed in this section can sometimes be seen as relatively independent of one another, they are all closely linked. Thus education is linked to better health outcomes, health is reliant upon food, and food security is linked to trade.


  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome
    Attendance and participation Formative and Summative 10% 1-6
    Seminar presentation Formative and Summative 20% 1-6
    2 x In-class exams Formative and Summative 30% 2-6
    2000 word essay Formative and Summative 40% 2-6
    Assessment Detail
    Attendance and participation: students attend and participate in seminar discussions and demonstrate knowledge of the readings - 10% weighting.

    Seminar presentation: students participate in a 15 minute group presentation - 20% weighting.

    2 x In-class exams: multiple-choice exams based on the lecture material - 30% weighting.

    2000 word essay: students will submit an essay on a topic chosen from a list: 40% weighting.
    Submission
    All assignments/some assignments in this course must be submitted online via the relevant MyUni course site.
    NOTE: Assignment files must be converted to PDF before being submitted to MyUni - for assistance in converting your assignment file to PDF please see http://www.adelaide.edu.au/myuni/tutorials/content/ICC_Printed_Assignment_PDF_creation.html.  For instructions on submitting your PDF assignment file to MyUni for marking please see http://www.adelaide.edu.au/myuni/tutorials/content/Assignment_-_Submit_an_Assignment__as_a_student_.html.  For more assistance on submitting your PDF assignment file to MyUni please telephone the Service Desk on 831 33000, 8 am – 6 pm, Monday to Friday or email servicedesk@adelaide.edu.au

    Extensions:
    There will be no extensions for written work without adequate documentation (such as a doctor’s or counselling certificate) or negotiation with the Course Coordinator. Late assignments will be penalised at 5% per working day. Essays more than 2 weeks late will not be marked.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

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    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

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  • Policies & Guidelines
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