|Policies of International Cooperation||1143PCIN|
|1||Master||Humanitarian Action, Cooperation and Development||6 ects|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|(i) To integrate methods, concepts, theories and knowledge concerning development aid;|
(ii) To develop interactive skills allowing students to participate in debates on contemporary political-economic events;
(iii) To select methods of information management that guide students in selected readings on international cooperation;
(iv) To improve oral and written communication skills;
(vi) To develop critical analysis of development aid issues.
|Chapter I – Developed countries’ participation in development aid: 1. Theoretical foundations of development aid. 2. The policy of international cooperation of the European Union. 3. The policy of international cooperation of United States. 4. The policy of international cooperation of Japan. 5. Development aid and the emerging countries.|
Chapter II – International organisations’ participation in development aid: 1. International Monetary Fund. 2. World Trade Organisation. 3. Specialised agencies from the United Nations Organisation. 4. Regional development banks.
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|Chapter I – The theoretical foundations of developed countries’ international cooperation policies should encourage students to understand countries’ approach towards development aid, as well as to promote critical reading on these issues.|
Chapter II – The theoretical framework of international organisations’ development aid policies development aid should encourage students to understand the different stance of these active agents of international cooperation.
|Teaching Methodologies (Including Evaluation):|
|Teaching methodology includes lecturing, research, readings and discussion of European integration contemporary issues, as well as critical reflection. Assessment is continuous and based on a written essay (50%) presented in the classroom (40%). Students' participation in the classroom has a 10% coefficient.|
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|Theoretical exposition of the contents the scientific area; discussions in the classroom; integration of methods, concepts, theories and knowledge in the scientific area; developing interactive competences in the classroom; demonstration of oral and written communication skills of expert assessment contents; selection of methods of information management.|
|Asplund, A., and Soderberg, M. (eds.) (2018). Japanese Development Cooperation: The Making of an Aid Architecture Pivoting to Asia. London: Routledge.|
Butterfield, S. L. (2004). U.S. Development Aid – As Historic First: Achievements and Failures in the Twentieth Century. Westport: Praeger.
Holland, M. and Doidge, M. (2012), The Development Policy of the European Union, Basingstoke: Palgrave Macmillan.
Jakupec, V., and Kelly, M. (2019). Foreign Aid in the Age of Populism: Political Economy Analysis from Washington to Beijing. London: Routledge.
Kingsbury, D., et al. (2016). International Development: Issues and Challenges. 3ed., London: Red Globe Press.
Paz Ferreira, E. (2004), Valores e Interesses: Desenvolvimento Económico e Política Comunitária da Cooperação, Coimbra: Almedina.
Pignatelli, M. (Coord.) (2016), Cooperação Internacional para o Desenvolvimento, Lisboa: Colibri.
Wickstead, M. A. (2015). Aid and Development: A Brief Introduction. Oxford: Oxford University Press.