‘TRIBHUVAN UNIVERSITY Faculty of Humanities and Social Sciences Master in Rural Development Leica mae Economic Perspectives of Development Course Code: RD 501 ‘Nature of Course: Theory and Practice Level: MA | Year: First = Credit Hours: 3 (48 hours) ‘Semester: T Time per Week: 3 hours “Time per Period: T hour (Course Deseript ‘The course explores the study of development discourse fom different parodigms, more especially from economic perspective, along with the insights of theoretical framework of different development theories that is considered as the crucial and fundamental theme of development learners, thinkers and stakeholders. Additionally, the course offers the study of global issues of development and measurement of development indicators so as to understand and generalize the state of development of a country. Finally, it explores the development opportunities and challenges faced by Nepal in the context of open economy in the present-day situation, The course is structured into four units. The first unit involves fundamental aspects to conceptualize development from different paradigms. The second unit includes theoretical foundations of major development theories basically from economic perspectives for which development theories have been organized into foundations of development theories, economic theory of development and heterodox theories of development. The third unit contains the study of global development issues along with the measurement of economic and non-economic indicators of development, The final unit of the syllabus covers the study of globali eee knowledge of development impact in development process along with Nepalese experiences. The major objective of the syllabus is to impart the compreher with diverse development paradigms along with understanding and exploring the insight of Gixcories, more especially from economic perspective. In addition, the syllabus aimsnational level, Finally, students will critically learn to assess the globalization and process of globalization along with the major impacts realized by Nepal due to adoption of globalization policies. ‘After the completion of the course, it is expected that students will acquire comprehensive knowledge of development from diverse theoretical foundation to hypothesize, analyze and illustrate development theories and models, and demonstrate the ability to develop a potent human resource of development. Additionally, the students will develop study skills by involving in structured note taking, summarizing (orally and in written form); critical reading and reading comprehension, constructive feedback and teamwork; defining one’s own learning needs. Similarly, students are expected to develop transferable skills by engaging in meaningful oral participation in group settings, reflecting deep engagement with the subject matter; concise and precise oral formulation of opinions, arguments and puzzle listening; presenting and critically discussing scholarly work by others. Finally, students will acquire the knowledge and skill of critical thinking by developing the skills of reflexivity; reasoning; hypothesizing; structured argumentation of development thoughts, making inferences and articulating assumptions; the application of newly acquired knowledge to new situations. G pate aS ais Ze Sie Unit I: Conceptualizing Development THs 10 1 Development: Dynamics, basic principles, dimensions, determinants and challenges rt 1.2 Economic growth vs economic development: Dilemma in the age of digital capitalism 1.3 Paradigm shift in development: Understanding, underlying assumptions and critiques of mainstream, alternative, post development, and anti-development 1.4 Local economic development: Meaning, characteristics/nature, objectives, importance, principles, challenges, actors and determinants 1.5 Development management: Concept, aims, scope, elements, characteristics and process ‘Specific Instructional Techniques and Teaching Material: Emphasizing the alignment of course objectives with structured lesson plans, accessible reading materials, and diverse teaching I [Page“Strategies such as brainstorming, opinion collection, group discussions, audio visual and PPT | presentations by using interactive smart board/ multimedia. Practical Evaluation/Assessment Example: It incorporates interactive evaluation methods, including Q&A sessions, group assignments, and presentations so as to ensure continuity and effective learning outcomes. Required Readings ~ | Cypher, J. M. (2014). Tie process of economic development. Routledge. https://www.academia edu/download/104038770/M. Cyper_L.Dietz The Process of Economic Development.pdf Desai, V., Potter, R. B., & Poiter, R. B. (2013). The companion to development studies. Routledge. https://toc library ethz.ch/objects/pdf03/201_978-0-415-82665-5_Ol.pdf Geiser, U., Sharma, S. R., Upreti, B. R., Manandhar, P., & Sapkota, M. (2014). Conceptualising contested development from grand narratives to the nitty-gritty of the everyday. https: //ivww.zora.uzh.ch/id/eprin/100591/1/2014%20GeiserU-2014- Narratives?20.pdf Pieterse, J. N. (2013). Trends in development theory. In Global Political Economy (pp. 177- 192). Routledge. Sapkota, B. D. (2022). Economic dimension of development (2"4 eds). Quest Publication. Sapkota, M., & Tharu, M. (2016). Development as a ‘contested discourse’: An overview. Nepalese Journal of Developmen and Rural Studies, 13(1), 13-28. https://www.academia.edu/download/58144395/Article for CDRD_TU- devi discourse pdf Schumpeter, J. A., & Swedberg, R. (2021). The theory of economic development. Routledge. https://doi.org/10.4324/9781003 146766 13 [PageUnit IT; Theoretical Framework of Economic Development THs 16 2.1 Foundations of development theories from economic perspective 2.1.1 Classical school of thought: Introduction, underlying assumptions and main ideas of development 2.1.2 Marxian perspective on development: Dialectical materialism, historical materialism, mode of production, class conflict, surplus valuc of labor and capitalistic mode of development 2.1.3 Neo-classical school of thought: Introduction, underlying assumption and main ideas on development 2.2 Economic theories of development 2.2.1 Balanced growth theory: Paul Rosenstein- Rodan, Ragner Nurkse 2.2.2 Unbalanced growth theory: Hirschman 2.2.3 Developmental state theory: Peter Evans 2.2.4 Theory of backwash effects and spread effects: Myrdal 2.2.5 Theory of development with unlimited supply of labour: Lewis 2.3 Heterodox theories of development 2.3.1 Modernization theory: W.W. Rostow and Neil J. Smelser 2.3.2 Dependency theory: A. G. Frank, and Samir Amin 2.3.3 Neo-liberal theory: F. Hayak 2.3.4 Human capability theory: Amartya Sen Specific Instructional Techniques and Teaching Materials: Applying diverse teaching techniques of recalling, lecturing, Power point presentation by providing PPT slides using interactive board/multimedia. Practical Evaluation/Assessment Example: Students will be grouped and engaged to make a review on provided articles/ or other any articles, books related to the theory of development so as to enable them to compare, synthesize the idea of development theories critically and share in classroom. 14|Page ga By 2 evan ys Trent t's * Airport 4Required Readings Capello, R., & Nijkamp, P. (Eds.). (2019). Handbook of regional growth and development theories: revised and extended second edition. Edward Elgar Publishing. ttps://books. google.com/books?hl=en&lr=8id= MDejDWAAQBAJ&oi=fnd&pe=PR = dev ols: 3 Big7BkA@sig~deAATx_a5SCy4F}Tx9Q9CGVTDLK Coccia, M. (2019). An introduction to theories of national and regional economic development. Turkish Economic Review, 5(4), 350-358. wh Lc clivery.cfin?abstractid=331 Crain, W. (2015). Theories of development: Concepts and applications. Routledge. IN mu/sil Vs f= ries-of- Malizia, E., Feser, E. J., Renski, development (p. 312). Taylor & Francis. https2//library.oapen.org/bitstreanv/handle/ 20.500. 12657/9360 1/1/9781000193930. pdr Peet, R., & Hartwick, E. (2015). Theories of development: Contentions, arguments, & Drucker, J. (2021). Understanding local economic alternatives. Guilford Publications. Sapkota, B. D. (2022). Economic dimension of development (2" eds). Quest Publication. Todaro, M. P., & Smith, S. C. (2020). Economic development, Pearson UK Unit IIT: Development: Issues and Indicators eri [THs 12 3.1 Global issues of development: Poverty, inequality, unemployment and informal economy: Concept, types, status, causes, consequences, and mitigation measures 3.2 Indicators of development: Concept, illustration, generalization and limitations 3.2.1 Economic indicators: GDP, GNP, NI, and PCL 3.2.2 Inequality indicators: Lorenz curve, Gini coefficient 3.2.3 Poverty indicators: Headcount index and multidimensional poverty index (MPI) 3.2.4 Human capability indicators: Human development index (HD) 4‘ oSpecific Instructional Techniques and Teaching Materials Applying lecture method and power point presentation by using interactive board/ multimedia. Assisting and engaging students in reviewing publications of economic survey of Nepal, National Statistics Office, Human Development Report, Nepal Labor Force Survey and other relevant documents to obtain data and information relating to the issues and economic status of Nepal for writing key notes. Practical Evaluation/Assessment Example: Students will be grouped and assigned to develop PPT slides to reflect the current situation of development level in terms of HDI, MPI, inequality and economic situation for presentation and evaluation, Required Readings Baster, N. (2018). Development indicators: An introduction, in Measuring development: The role and adequacy of development indicators (pp. 1-20). Routledge. Baylis, J., Smith, S., & Owens, P. (Eds.). (2020). The globalization of world politics: An introduction to international relations. Oxford university press, USA. su i y /Barber-3200- Hite, K. A., & Seitz, J. L. (2021). Global issues: An introduction. John Wiley & Sons. Lind, N. (2019), A development of the human development index. Social Indicators Research, 146(3), 409-423. hups:/hvww.researchyate,nev/profile/Peter-Kpolovie- icati 395_Continental_ Compari Dev HD Vlinks/58987e7a9285 1e8bb6802156/Continental-Comparison-of-Human- Development-Index-HDI.pdf Morse, S, (2013), Indices and indicators in development: An unhealthy obsession with numbers. Routledge. https://doi.org/10.4324/978 1849771719 Unit IV: Globalization and Economic Reforms | THs 10) | 4.1 Conceptualization of globalization 4.2 Economic reforms: Privatization, liberalization, and globalization 4.3 Debates on globalization and localization (glocalization) 4,4 Challenges and opportunities of globalization in Nepal rent . Kitts ye45 Impact of globalization in Nepal: Agriculture, trade, labor migration, employment and remittance iverse techniques of ‘Specific Instructional Techniques and Teaching Materials Applying lecture method, TPS (think-pair-share) method, debating in issues by providing lecture notes, PPT slides, using interactive board, audio visual clips. Practical Ev: jon/Assessment Example: Assi reviewing the ing and engaging students latest published documents of Nepal Rastra Bank, NEFAS, Economic survey of Nepal, National Planning Commission and other relevant documents to collect statistical data and information to generalize impact of globalization in Nepal, Students will be assessed either by presentation (individual group basis or by conducting debate in classroom. Required Readings Eriksen, T. H. (2020). Globalization: The key concepts. Routledge. |ttps://www hyllanderiksen,net/s/Globalization-The-Key-Concepts-second-ed-xe6f pdf Keohane, R. O., & Nye, J. S. (2020). Globalization: What's new? What's not? (And so what?). In Making policy happen (pp. 105-113). Routledge. htips://www academia edw/download/3053462 | /keohanenye.pdf Maharjan, S. (2016). Localization and globalization in Nepal. Journal of Culture, Society and Development, 22, 12-14. hitps://core.ac.uk/download/pdfi234691184.pdf Oldekop, J. A., Sims, K. R., Whittingham, M, J., & Agrawal, A. (2018). An upside to globalization: International outmigration drives reforestation in Nepal. Global Environmental Change, 52, 66-74. hitps://core.ac.uk/download/pdf/234691184.pdf Sapkota, M. (2023). Issues and challenges of modemization in Nepal: A development perspective. Nepalese Journal of Development and Rural Studies, 20(01), 28-41. https://nepjol.infolindex.php/nidrs/ Scholte, J. A. (2017). Globalization: A critical introduction. Bloomsbury Publishing. Official and updated database/ reports from Nepal Rastra Bank, NEFAS, Economic survey of Nepal, National Planning Commission (NPC) 17|Pagea ‘The Faculty of Humanities and Social Sciences under the university has adopted 40-60 evaluation model, where 40% of the total marks are allocated to intemal evaluation and 60% to external evaluation, This model ensures that students are assessed holistically through continuous and semester-end evaluations. The internal evaluation is conducted by departments and campuses based on attendance, peer evaluation, assignments, presentations, and mid-term exams, ensuring active engagement in academic activities. It emphasizes regularity, teamwork, communication skills, and readiness for final examination. Meanwhile, the external examination consists of a formal semester-end exam with written exam designed to test students’ understanding, analytical ability, critical thinking and problem-solving skills through long and short questions. Evaluation criteria will be as explained below: Internal Evaluation Criteria Criteris Internal (40 Marks) Pass Marks Remarks (5 Marks: Students must attend ‘Attendance at least 80% of the classes t Minimum Attendance is compulsory to sure presence and oputrty. (207° lappear in the final examination. Peer 6 eres: Students assess cach] [Minimum — [Encourages mutual evaluation and| [Evaluation JP'hers Pero "Is0%% ‘constructive feedback. pre-defined criteria and rubrics, ‘Teaching faculties evaluate the| OM barks [Sas scaiics sus jinimum lassi; ients. Securing at least 50% [Assignments [be submitted in the prescribed) i Larne a es ‘bai " {format within the deadline. ‘ Pee amma appear in final exam. [Enhances ‘communication, 10 Marks: Students give}, teamwork, and critical thinking) a |. . [Minimum . . Presentation findividual or groups kills. Presentations an [presentations using PPT slides. * compulsory for_—_ internal] levaluation. 10 Marks: A formal two-how: [A one-time opportunity for retakel Mid-term examination is conducted mid: is provided with valid justification] Exam ‘semester to assess progress and] (eg, medical certificate). It is readiness, {compulsory for final written exam, 18] Page wenn ry? Uninet Poth “purExternal Evaluation (Final Written Exam) Criteria Written Exam (60 Marks) Remarks [20 Marks: Answer any 2 out of the 3){Questions will be focused on in-depth Long i "i " a long questions. Each questionjunderstanding, application, —_critical jQuestions —earries 10 marks. inalysis, and creativity. Short (0 Marks: Answer any & out of 10|Questions cover conceptual understanding, . hort questions. Each question|comparison, problem-solving, case studies, restions : carries 5 marks. jand illustrative examples. Examination [P-Hou exam conducted atthe end [Students must meet intemal evaluation Fomat {efthe semester. Students can riteria to qualify for the final written] ‘orma inswer in English, Nepali, or both. j[examination, This evaluation system ensures fairness, academic rigor, and comprehensive assessment through a combination of internal and external evaluations. Bhagwati, J. (2004), In defense of globalization. Oxford University Press. ‘Chang, H. J. (2002). Kicking away the ladder: Development strategy in historical perspective. Anthem Press. Frank, A. G. (1967). Capitalism and underdevelopment in Latin America. Monthly Review Press. Harvey, D. (2005). A brief history of neoliberalism. Oxford University Press. Krugman, P. R., & Obstfeld, M. (2022). International economics: Theory and policy (12th ed.). Pearson. Picterse, J. N. (2010). Development theory. Sage. wnload/45759003/nederveen_picterse_development_theo! 2nd _ed.pdf chapter_t.pdf Rodrik, D. (2011). The Globalization paradox: Democracy and the future of the world economy. W.W. Norton & Company. Sachs, J. D. (2005). The end of poverty: Economie possibilities for our time, Penguin Books. Sapkota, B. D. (2020). Development: Theory and discourse. Quest Publication. Sen, A. (1999). Development as freedom. Anchor Books. Stiglitz, J. E. (2002). Globalization and its discontents. W.W. Norton & Company. 19| Page