Contracted Project - Paper

International Economic Development IED 401 Measuring Economic Growth and Development

By: Ivan Borja April, 2007

International Economic Development IED 401 I. Justification According to United Nations, poverty alleviation is one of the most important challenges humanity faces in the XXI century. Actual global trends demand societies to have a better understanding of global issues. Agricultural development students should have the theoretical base to understand the concept and roots of poverty and participate positively in its eradication. Their thinking must be critical and beyond old paradigms. Economic growth has widely been defined as an increase in a nation’s capacity to produce more goods and services. Such growth is possible because of more available inputs; and/or a process of innovation, creativity and technological changes. Also, it’s supposed that economic growth is the path for development of less developed countries. (Perkins, Radelet & Lindauer, 2006) If economic growth by itself is the solution for countries’ problems, why it hasn’t been possible for developing nations to improve their levels of life? Sachs (2005) mentions that the answer isn’t unique, and there exist several approaches that would be discussed during this course. It’s very important that students realize that even when economic growth will increase national income, then (hypothetically) people level of life, it depends of a well-implemented economic program, but also (and mostly in some cases) of political, social and economic factors. Several economical and political models have been adopted by developing countries in order to achieve economic and social development. All of the models have been implemented considering internal and external circumstances. In the first case, a need to provide solutions to social demands (health, education, nutrition, water and sanitation…) has been widely considered. In the second case, externalities like geographical situation and political environment have affected the economic pattern to follow. This course motivates the understanding, discussion and analysis of the economic factors affecting development around the world. Economic concepts, patterns of development and theories of economic growth are presented and try to develop a critical thinking in future development related professionals.

II. Target Audience This course is designed for senior agricultural development major students in Zamorano University, Honduras, Central America (www.zamorano.edu). III. Course Objective Concepts and patterns of economic growth, economic growth and development measurement, and theories of economic growth will be investigated to enhance the analysis of countries’ performances. IV. Purpose of the Course The primary purpose of this course is to expose students with modern theory and tools used by economist in analyzing countries’ performances. V. Instructional Objectives Upon completion of this course, International Economic Development 401 students will: 1. Describe theoretical economic development principles with reference to the literature. 2. Be able to order 10 developing countries given the UN’s country reports and based on their human development index (HDI). 3. Evaluate countries’ economic policies with reference to appropriate economic principles. 4. Elaborate a development country report using economic theory, performance indicators and own analysis capabilities. Specifically, this unit titled: “Measuring Economic Growth and Development” looks for achieving instructional objectives 1. and 2. VI. Teaching Methods and Delivery Systems Bruner (1960) stated that instruction must be aware of the experiences and contexts that make the students interest to learn. Dewey’s learning-by-doing theory conceives learning as part of daily living. Knowles, Holton, and Swanson (2005) discuss how theories of learning have evolved over time and analyze the case of andragogy as a theory of adult learning that includes Bruner and Dewey’s principles. This course tries to develop a critical thinking in students in the area of international development. The teaching methods and delivery systems follow an andragogical model that considers: the student’s need to learn; the learners’ self-

concept; the role of the learners’ experience; readiness to learn; orientation to learning; and motivation. The teaching methods and delivery systems to be used in this course are: Teaching Method/Delivery System Lecture Discussion Discussion Leader Knowledge-Experience Guest Lecturer Readings Videos Projects

Purpose Knowledge, critical thinking Critical thinking Interest and Motivation Application, attitude change Fresh insight, new information Knowledge, critical thinking Interest First-hand experience

Adapted from Murphy, T. (2007)

The lesson to be discussed in this micro-teaching project uses the following teaching methods and delivery systems: 1. Video (creating interest)  Millennium Promise  Timing: 5 mins 2. Readings (knowledge, critical thinking)  Measuring Economic Growth and Development (Perkins et al., 2006)  Preliminary Overview of the Economies of Latin America and the Caribbean (United Nations, 2007)  Timing: Assigned before class 3. Lecture and Discussion (knowledge, critical thinking)  Measuring Economic Growth and Development (Perkins et al., 2006)  Timing: 60 mins 4. Discussion Leader (interest and motivation)  Preliminary Overview of the Economies of Latin America and the Caribbean (United Nations, 2007)  Timing: 45 mins 5. Project (Hands-on experience)  Preliminary Overview of the Economies of Latin America and the Caribbean (United Nations, 2007)  Timing: 40 mins

VII. Feedback Methods and Evaluation Systems The course has formative and summative evaluations. Formative evaluation helps to improve the performance of the students, the instructor and the course overall. Formative evaluations include students and course midterm evaluations. Also, periodical assignments could be used as a source of feedback for learning and instruction. Summative Evaluations will be run at the end of the course. They consider performance assessment of students and a final course/instructor evaluation. This unit will be evaluated by the accomplishment of the project in the final part of the lesson.

VIII. References Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard University Press. Knowles, M.S., Holton, E.F., & Swanson, R.A. (2005). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (6th ed.). Burlington, MA: Elsevier. Perkins, H.P., Radelet, S., & Lindauer, D.L. (2006). Economics of Development (6th ed.). New York, NY: Norton. Sachs, J.D. (2005). The End of Poverty: Economic Possibilities for Our Time (1st ed.). New York, NY: The Penguin Press.