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IED 401
Ivan Borja
April, 2007
Justification
Poverty is a world issue (Sachs,
2005)
Globalization requires a good
understanding of economic
development (Perkins, Radelet &
Lindauer, 2006)
Historically, agriculture has been
the base of development
(Diamond, 2006)
Facts, not paradigms
Target Audience
Senior agricultural development
major students in Zamorano
University, Honduras, Central
America
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.
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.
Instructional Objectives
• Upon completion of this course,
International Economic Development
401 students will:
• Describe theoretical economic
development principles with
reference to the literature.
• Be able to order 10 developing
countries given the UN’s country
reports and based on their human
development index (HDI).
Instructional Objectives
(cont.)
• Upon completion of this lesson,
International Economic Development
401 students will:
• Describe theoretical economic
development principles with
reference to the literature.
• Be able to order 10 developing
countries given the UN’s country
reports and based on their human
development index (HDI).
Instructional Objectives
(cont.)
• Upon completion of this course,
International Economic Development
401 students will:
• Evaluate countries’ economic policies
with reference to appropriate
economic principles
• Elaborate a development country
report using economic theory,
performance indicators and own
analysis capabilities.
Teaching Methods and
Delivery Systems
Theoretical Foundations
Discovery Learning (Bruner, J.)
Teachers and students discuss issues and
concepts
Situated Learning (Dewey)
Learning is part of daily living
Teaching Methods and
Delivery Systems (cont.)
Theoretical Foundations (continued)
An Andragogical Model (Knowles et al.,
2005)
The need to know
The learners’ self-concept
The role of the learners’ experience
Readiness to learn
Orientation to learning
Motivation
Critical Thinking
“Achievement”
Teaching Methods and
Delivery Systems (cont.)
Lecture (knowledge, critical
thinking)
Discussion (critical thinking)
Discussion Leader (interest and
motivation)
Knowledge-Experiences
(application, attitude change)
Teaching Methods and
Delivery Systems (cont.)
Guest Lecturer (fresh insight, new
information)
Readings (knowledge, critical
thinking)
Videos (interest)
Projects (First-hand experience)
Teaching Methods and
Delivery Systems (cont.)
This Unit (3 hours):
Video (creating interest)
Millennium Promise
Timing: 5 mins
Readings (knowledge, critical thinking)
Measuring Economic Growth and Development
(Perkins et al., 2006)
Preliminary Overview of the Economies of Latin Amer
Timing: Assigned before class
Teaching Methods and
Delivery Systems (cont.)
This Unit (cont.):
Lecture and Discussion (knowledge, critical
thinking)
Measuring Economic Growth and Development (Perkins
et al., 2006)
Timing: 60 mins
Discussion Leader (interest and motivation)
Preliminary Overview of the Economies of Latin America an
Timing: 45 mins
Project (Hands-on experience)
Preliminary Overview of the Economies of Latin America an
Timing: 40 mins
Feedback Methods
Formative Evaluation
Midterm Evaluation
Students
Course
Evaluation Systems
Summative Evaluation
Performance Assessment
Final Course Evaluation
This Unit
Project (Instructional Objectives 1. and 2.)
Key References
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.
Q&A