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Toelating via coördinator
: academisch diploma van ten minste vier jaar (politieke wetenschappen, sociologie, economie, internationale relaties...).
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Students have a basic grasp of macroeconomics applied to developing countries, in particular fiscal and monetary policy. They understand the interrelation between economic growth, investment, saving, institutions and technological change, and the open economy. They are able to critically assess World Bank and IMF country documents dealing with macroeconomics.
Students are able to apply basic concepts of micro-economic, institutional economic and social capital theory to the analysis of development processes viewed as an interaction between individual/household strategies and their specific (local) institutional context.
Students are able to make a balanced judgment about the advantages and limitations of international aid in general, and on the different aid modalities being used. They are aware of the conflicting interests of the major institutional actors involved and they are able to critically comment on the recent debates about aid reform.
Students understand the key concepts, the normative currents and the most important theories in political science. They are able to explain the link between politics, models of governance and development policies, and place different models in their historical context. They are familiar with the most important empirical researches that link democracy, political culture and development, and are able to assess their strong and weak points.
Students are familiar with current insights and theoretical approaches on the role civil society plays in the development process, aside from government and donors. They are able to analyse those approaches critically and to apply them in policy related and theoretical work.
Students are able to elaborate simple surveys, to analyse a data set up to the bivariate level and to make a valid interpretation of the results. They are able to use statistical theory to extrapolate from a sample to the population, they read and interpret the output of linear regressions. They are able to use software programmes to insert, manipulate and analyse data.
Students are familiar with the concepts of the project cycle and the components of the integrated programming, monitoring and evaluation system (PMES). Students are able to apply these techniques in a critical manner.
Students are able to distinguish among different types of evaluations and to analyse management and operational issues in (aid) evaluation and put these within the particular policy context. They understand the most important notions of quantitative evaluation methodology and are able to assess their applicability within the context of developing countries. They are able to critically analyse an impact evaluation and to actively participate in the phases of design, data collection, analysis and interpretation.
Students are familiar with the principles of cost-benefit analysis from a societal point of view, and how they can be applied to developing countries. They can calculate net present values, internal rates of return and other criteria using the computer. They understand the principles of shadow pricing and can apply them to case studies. They are able to perform sensitivity analysis. They can also apply cost-effectiveness analysis and know its limitations.
Students have a basic knowledge and are aware of the strengths and weaknesses of several qualitative research methods in the context of development intervention. They are also able to link the choice for any of these methods to the underlying processes of development planning. They are able to apply qualitative research methods in phases of design, data collection, analysis and interpretation.
Through different optional courses, students gain a thorough knowledge in several of the following fields. They can detect and analyse the different techniques of local government. They have a basic knowledge of the advantages and the dangers of decentralisation. They can, for developing countries, evaluate the different experiences of local government related to the impact on development and participation. They are able to work out methods for a better relation between local administrations and the different development actors.
They have specialised in the agricultural or in the health sector, always focusing on the way in which development interventions are designed, which factors contribute to success or failure.
They are aware of the interrelationship between gender and development. They take into account gender issues throughout the different phases of development interventions, i.e. in planning, implementation, monitoring and evaluation. They are able put into a gender perspective mainstream economic theory and practice and to advance engendered approaches.
Students understand how (micro)finance plays a crucial role in sustainable local development. They know why the government has to plays a role in this sector, and they are able to place (micro)finance within the broader development debate. They master the most important concepts and they know how to apply relevant techniques of analysis.
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