Principal Aims

This module allows students to develop an understanding of concepts at the core of development economics from a micro-economic perspective: (i) What is poverty?, (ii) How do agricultural households make decisions? (iii) Why do some children work? The core material will be taken from papers from academic journals, so students will start to see what development economists spend part of their time doing. Within this discussion there will be ample use of econometric techniques (sometimes using STATA) applied to micro development issues.

Principal Learning Outcomes

Professional skills:...demonstrate they have learned to read and cite the relevant economic literature to address key questions on development from a microeconomic perspective. The teaching and learning methods that enable students to achieve this learning outcome are: Lectures, seminars and private study. The summative assessment methods that measure the achievement of this learning outcome are: Problem sets and examination.

Cognitive skills:...demonstrate they have extended their core skills in economic analysis and quantitative methods and will be able to apply this skill in the analysis of problems typical of a developing and less developed economy. The teaching and learning methods that enable students to achieve this learning outcome are: Lectures, seminars and private study. The summative assessment methods that measure the achievement of this learning outcome are: Problem sets and examination.

Key skills:...understand development economic studies. Use their content to engage with policy debates. The teaching and learning methods that enable students to achieve this learning outcome are: Lectures, seminars and private study. The summative assessment methods that measure the achievement of this learning outcome are: Problem sets and examination.

Subject knowledge and understanding the methods:...by the end of the module the student should be able to demonstrate their understanding of the key issues facing the poor in developing countries such as malnutrition and diseases, lack of education, gender inequality, or reduced access to credit and insurance. The students should also be able to use empirical evidence and economic reasoning to discuss the policies aimed at addressing these issues. The teaching and learning methods that enable students to achieve this learning outcome are: Lectures, seminars and private study. The lectures will present theoretical models backed with empirical evidence on the issues of interest, which will help to illustrate the application of these skills. The seminars will offer a forum to discuss and further understand the nuances involved in developing these skills. The summative assessment methods that measure the achievement of this learning outcome are: Problem sets and examination.

Syllabus

Context

Optional Module

L1P5 - Year 1, L1PA - Year 1, LM1D (LLD2) - Year 2, V7ML - Year 2, V7ML - Year 3, V7MM - Year 4, R9L1 - Year 4, R3L4 - Year 4, R4L1 - Year 4, R2L4 - Year 4, R1L4 - Year 4, LA99 - Year 2, LA99 - Year 3, L1CA - Year 2, L1L8 - Year 2

Pre or Co-requisites

Any of:

EC106-30 Introduction to Economics OR

EC107-30 Economics 1

OR

EC108-30 Macroeconomics 1 AND

EC109-30 Microeconomics 1

Summary:

Modules: EC106-30 or EC107-30 or (EC108-30 and EC109-30)

Assessment

Assessment Method

Coursework (20%) + In-person Examination (80%)

Coursework Details

Group Project (20%) , In-person Examination (80%)

Exam Timing

Summer

Exam Rubric

Time Allowed: 2 Hours

Read all instructions carefully - and read through the entire paper at least once before you start entering your answers.

There are TWO sections in this paper. Answer ONE question in Section A (40 marks) and THREE questions in Section B (20 marks each).

Answer each whole question in a separate booklet.

Approved scientific (non-graphical) pocket calculators are allowed.

You should not submit answers to more than the required number of questions. If you do, we will mark the questions in the order that they appear, up to the required number of questions in each section.

Previous exam papers can be found in the University’s past papers archive. Please note that previous exam papers may not have operated under the same exam rubric or assessment weightings as those for the current academic year. The content of past papers may also be different.

Reading Lists