Course Outline Form: FALL 2016

Transcription

1 Course Outline Form: FALL 2016 General Information Course Code: FARE*4210 Course Title: World Agriculture, Food Security and Economic Development Course Description: This course examines the role of agriculture in determining food security within developing countries and in promoting overall processes of economic development. The course uses economic concepts to understand the inter-relationships between agriculture system and access to food, including the supply of food and the livelihoods of those engaged in the agrifood system. Analyses of economic policies and programs in developing countries and their effect on poverty, food security and economic development are conducted. Credit Weight: 0.5 Academic Department (or campus): Dept. of Food, Agriculture and Resource Economics (FARE) Campus: University of Guelph, OAC Semester Offering: Fall 2016 Class Schedule and Location: Thursday 7.00 to 9.50; MACS 121 Instructor Information Instructor Name: Spencer Henson Instructor Instructor Phone and Extension: (extension 53134) Office location and office hours: MCLN 220; Monday 9.00 to or by appointment Course Content Specific Learning Outcomes: By the end of this course, students will be able to: 1. Recognize the role of agriculture in overall economic development and food and nutrition security within the context of low and middle-income countries.

2 2. Apply relatively simple applied economics concepts and approaches to understand agricultural development processes and contributions to overall economic development and food and nutrition security. 3. Undertake critical assessment of contemporary agricultural development strategies and issues and implications for overall economic development and food and nutrition security. 4. Assess critically the importance of agricultural development within overall development strategies and policies at the national and international levels. 5. Communicate effectively through written means on agricultural development and food and nutrition security issues. Lecture Content: The schedule of lectures with associated readings is itemized in Appendix 1. Course Assignments and Tests: Assignment or Test Due Date Contribution to Final Mark (%) Country agricultural 5pm Thursday development and October 27 th 2016 by food and nutrition DropBox security review Learning Outcomes Assessed 50% 1 to 5 Essay assignment 5pm Thursday 1 st December 2016 by DropBox 50% 1 to 5 Each assignment is described below: Country agricultural development and food and nutrition security review To provide an opportunity to apply the concepts and issues raised in the course, each student will prepare a review of the agricultural development and food and nutrition security situation in a named country of their choice. The review should be based on the collection of secondary information and data and the citing of previous analyses from published sources, including the academic literature and reports from national governments and international organizations (for example World Bank, FAO etc.). Links to selected reports and data sources are provided on the Courselink site. No data or information from the internet should be used unless there is a clear, reputable and citable primary source. The aim of the review is to provide an overall assessment of the agricultural development and food and nutrition security situation in the chosen country, emphasizing current and future

3 needs and priorities. Key questions to be considered should include, but will not necessarily be limited to: How has agriculture evolved and progressed over time and what have been the main drivers of this? What remaining constraints are likely to limit the future evolution and profession of the agricultural sector? What is the current state of food and nutrition security and how has this changed over time? What impacts has agriculture had on overall economic and social development and food and nutrition security? How have these evolved over time and why? What have been the main drivers of any improvements in food and nutrition security and what constraints have limited progress in improving food and nutrition security? In particular, what roles has agriculture played? What strategies have been employed to bring about agricultural development? How have these changed over time? How successful have these been at bringing about agricultural development and in promoting overall economic development and food and nutrition security? Throughout, you should demonstrate an understanding of the concepts and analysis presented in the course, including in-class lectures and discussions and required readings. A written report of maximum five pages, 12 font and 1.15 spacing should be prepared that presents the country assessment in a clear and coherent manner. Up to two extra pages are allowable for tables and/or figures that should be integrated into the text. Sub-headings are recommended to provide structure; these do not need to follow the questions outlined above. The report should start with a clear introduction that sets out the context and overarching arguments being made, and how the report is structured. The report should be fully referenced; any referencing style is acceptable. The report will be evaluated on the basis of the quality of the analysis and the degree to which it communicates the above elements in an effective manner. Marks will be deducted for poor spelling and/or grammar. Marks will also be deducted for not following the above guidelines on length, format, etc. Essay assignment To bring all components of the course together, this element of the assessment requires you to write an essay that addresses the following question: How will agriculture at the local and global levels have to change if the world is to feed itself in 2050?

4 Some of the key questions you might choose to address could include, but will not necessarily be limited to: How will the need and demand for food change over the period to 2050 at the local and global levels? What are the key drivers of these changes How will agriculture have to develop and evolve in order to meet this need and demand at the local and global levels? What challenges will need to be addressed in order for agriculture to develop in these ways? What alternative strategies might be employed in order to address these challenges and what will be needed in order to implement such strategies effectively and sustainably? Throughout, you should demonstrate an understanding of the concepts and analysis presented in the course, including in-class lectures and discussions and required readings. A written essay of maximum five pages, 12 font and 1.15 spacing should be prepared that presents your analysis and a robust conclusion in a clear and coherent manner. Up to two extra pages are allowable for tables and/or figures that should be integrated into the text. Sub-headings are recommended to provide structure. The essay should start with a clear introduction that sets out the overarching argument being made and how it is structured. Throughout, you should justify your arguments and make reference to the concepts discussed in the course. Use data and empirical evidence to support your arguments. Country examples might be used as illustration. The essay should be fully referenced; any referencing style is acceptable. No sources from the internet should be cited unless there is a clear, reputable and citable primary source. Marks may be deducted for poor spelling and/or grammar, or for not following the above guidance on length, format, etc. Final examination date and time: There is no final examination. Course Resources Required Texts: The course textbook, which can be purchased at either the University or Coop Bookstore, is as follows: Norton, G.W., Alwang, J. and Masters, W. (2015). The Economics of Agricultural Development: World Food Systems and Resource Use Third Edition. Routledge, New York.

5 This book is available on reserve in the library. An electronic version is also available through the library website. Additional required readings and the lectures to which they pertain are itemized in Appendices 1 and 2. Other Resources: There is a Courselink site that provides copies of the course outline, course readings, etc. The site provides links to the websites of key organizations and a number of data and literature resources. The site also has the PowerPoint presentations for each lecture that you can print out and bring to class if you wish. Note that looking over these PowerPoints is no substitute for attending the classes. Course Policies Grading Policies: All deadlines are absolute. Unless documentary evidence is provided, all late work will be given a zero grade. Under university regulations, this policy is binding unless academic consideration is given to a student. Note that the deadline and place for submission of each assignment is itemized above. All assignments are required to be submitted with an Assessed Work Submission Form attached (Appendix 3). Course Policy regarding use of electronic devices and recording of lectures: Electronic recording of classes is expressly forbidden without consent of the instructor. When recordings are permitted they are solely for the use of the authorized student and may not be reproduced, or transmitted to others, without the express written consent of the instructor. University Policies Academic Consideration: The University of Guelph is committed to supporting students in their learning experiences and responding to their individual needs and is aware that a variety of situations or events beyond the student's control may affect academic performance. Support is provided to accommodate academic needs in the face of personal difficulties or unforeseen events in the form of Academic Consideration. Information on regulations and procedures for Academic Consideration, Appeals and Petitions, including categories, grounds, timelines and appeals can be found in Section VIII (Undergraduate Degree Regulations and Procedures) of the Undergraduate Calendar.

6 Academic Misconduct: The University of Guelph is committed to upholding the highest standards of academic integrity and it is the responsibility of all members of the University community, faculty, staff, and students to be aware of what constitutes academic misconduct and to do as much as possible to prevent academic offences from occurring. University of Guelph students have the responsibility of abiding by the University's policy on academic misconduct regardless of their location of study; faculty, staff and students have the responsibility of supporting an environment that discourages misconduct. Students need to remain aware that instructors have access to and the right to use electronic and other means of detection. Please note: Whether or not a student intended to commit academic misconduct is not relevant for a finding of guilt. Hurried or careless submission of assignments does not excuse students from responsibility for verifying the academic integrity of their work before submitting it. Students who are in any doubt as to whether an action on their part could be construed as an academic offence should consult with a faculty member or faculty advisor. Detailed information regarding the Academic Misconduct policy is available in Section VIII (Undergraduate Degree Regulations and Procedures) of the Undergraduate Calendar. Accessibility: The University of Guelph is committed to creating a barrier-free environment. Providing services for students is a shared responsibility among students, faculty and administrators. This relationship is based on respect of individual rights, the dignity of the individual and the University community's shared commitment to an open and supportive learning environment. Students requiring service or accommodation, whether due to an identified, ongoing disability or a short-term disability should contact the Student Accessibility Services (SAS), formerly Centre for Students with Disabilities (CSD), as soon as possible. For more information, contact SAS at ext or sas@uoguelph.ca or visit the Student Accessibility Services website ( Course Evaluation Information: End of semester course and instructor evaluations provide students the opportunity to have their comments and opinions used as an important component in the Faculty Tenure and Promotion process, and as valuable feedback to help instructors enhance the quality of their teaching effectiveness and course delivery. While many course evaluations are conducted in class others are now conducted online. Please refer to the Course and Instructor Evaluation Website for more information. Drop period: The drop period for single semester courses starts at the beginning of the add period and extends to the Fortieth (40th) class day of the current semester (the last date to drop a single

7 semester courses without academic penalty) which is listed in Section III (Schedule of Dates) of the Undergraduate Calendar. The drop period for two semester courses starts at the beginning of the add period in the first semester and extends to the last day of the add period in the second semester. Information about Dropping Courses can be found in Section VIII (Undergraduate Degree Regulations and Procedures) of the Undergraduate Calendar.

8 Appendix 1 Course Schedule and Readings Week Class Subject Readings Thursday 8 th September Thursday 15 th September Thursday 22 nd September Thursday 29 th September Thursday 6 th October Thursday 13 th October Thursday 20 th October Thursday 27 th October Thursday 3 rd November Thursday 10 th November Thursday 17 th November Thursday 24 th November World Agricultural and Food and Nutrition Security Situation Linkages Between Agriculture and Food and Nutrition Security No class Agriculture and Broader Processes of Economic Development Nature of Agricultural systems in Low and Middle-income Countries Theories and Strategies of Agricultural Development Facilitating Agricultural Development Linkages Between Agriculture, Food Markets and the Wider Agri- Food System Ensuring Agriculture is an Engine of Improved Food and Nutrition Security Achieving Policy for Sustainable Agricultural Development and Food and Nutrition Security Chapter 1 Reading 1 Chapters 2 & 3 Readings 2 & 3 Chapters 5, 6 & 18 Readings 4, 5 & 6 Chapters 7, 8, 9 & 10 Reading 7 Chapter 11 Readings 8, 9 & 10 Chapters 12, 13, 14 & 15 Readings 11, 12, 13 & 14 Chapter 16 Readings 15, 16 & 17 Readings 18, 19 & 20 Chapter 19 Readings 21, 22 & 23

9 Appendix 2 Required Readings in Addition to Course Text Reading Reference 1 Godfray, H.C.J., Beddington, J.R., Crue, I.R., Haddad, L., Lawrence, D., Muir, J.F., Pretty, J., Robinson, S., Thomas, S.M. and Toulmin, C. (2010). Food Security: The Challenge of Feeding 9 Billion People. Science, 327, Hoddinott, J. (2012). Agriculture, Health, and Nutrition: Toward Conceptualizing the Linkages. In: Fan, S. and Pandya-Lorch, R. (eds). Reshaping Agriculture for Nutrition and Health. International Food Policy Research Institute, Washington DC. 3 Frayne, B., Crush, J. and McLachlan, M. (2014). Urbanization, Nutrition and Development in Southern African Cities. Food Security, 6, Henneberry, S.R., Khan, M.E. and Piewthongngam, K. (2000). An Analysis of Industrial-Agricultural Interactions: A Case Study in Pakistan. Agricultural Economics, 22, Diao, X., Hazell, P. and Thurlow, J. (2010). The Role of Agriculture in African Development. World Development, 38 (10), Valdes, A. and Foster, W. (2010). Reflections on the Role of Agriculture in Pro-Poor Growth. World Development, 38 (1), Wiggins, S., Kirsten, J. and Llambi, L. (2010). The Future of Small Farms. World Development, 38 (10) Wiggins, S. (2000). Interpreting Changes from the 1970s to the 1990s in African Agriculture Through Village Studies. World Development, 28 (4), Collier, P. and Dercon, S. (2014). African Agriculture in 50 Years: Smallholders in a Rapidly Changing World? World Development, 63, Zhang, X., Rashid, S., Ahmad, K. & Ahmed, A. (2014). Escalation of Real Wages in Bangladesh: Is it the Beginning of Structural Transformation? World Development, 64, Govereh, J. and Jayne, T.S. (2003). Cash Cropping and Food Crop Productivity: Synergies or Trade-Offs? Agricultural Economics, 28, Robertson, B. and Pinstrup-Andersen, P. (2010). Global Land Acquisition: Neo- Colonialism or Development Opportunity? Food Security, 2, Bazuin, S., Azadi, H. and Witlox, F. (2011). Application of GM Crops in Sub-Saharan Africa: Lessons Learned from Green Revolution. Biotechnology Advances, 29, Mapila, M.A.T.J., Njuki, J., Delve, R.J., Zingore, S. And Matibini, J. (2012). Determinants of Fertiliser Use by Smallholder Maize Farmers in Chinyanja Triangle in Malawi, Mozambique and Zambia. Agrekon, 51 (1), Hodges, R.J., Buzby, J.C. and Bennett, B. (2011). Postharvest Losses and Waste in Developed and Less Developed Countries: Opportunities to Improve Resource Use. Journal of Agricultural Sciences, 149, Hernandez, R., Reardon, T. and Berdegue, R. (2007). Supermarkets, Wholesalers and Tomato Growers in Guatemala, Agricultural Economics, 36,

10 17 Stoian, D., Donovan, J., Fisk, J. & Muldoon, M.F. (2012). Value Chain Development for Rural Poverty Reduction: A Reality Check and a Warning. Enterprise Development and Microfinance, 23 (1), Hawkes, C. and Ruel, M.T. (2011). Value Chains for Nutrition. In: Fan, S. and Pandya- Lorch, R. (eds). Reshaping Agriculture for Nutrition and Health. International Food Policy Research Institute, Washington DC. 19 Temu, A., Waized, B., Ndyatabula, D., Robsin, E., Humphrey, J. & Henson, S.J. (2014). Mapping Value Chains for Nutrient-Dense Foods in Tanzania. Institute of Development Studies, UK. 20 Saltzman, A., Birol, E., Bouis, H.E., Boy, E., De Moura, F.F., Islam, Y & Pfeiffer, W.H. (2013) Biofortification: Progress Towards a More Nourishing Future. Global Food Security, 2, Dorward, A., Kydd, J., Morrison, J. and Urey, I. (2003). A Policy Agenda for Pro-Poor Agricultural Growth. World Development, 32 (1), Dragusanu, R., Giovannucci, D. and Nunn, N. (2014). The Economics of Fair Trade. Journal of Economic Perspectives, 28 (3), Gillespie, S., van den Bold, M., Hodge, J. & Herforth, A. (2015). Leveraging Agriculture for Nutrition in South Asia and East Africa: Examining the Enabling Environment Through Stakeholder Perceptions. Food Security, 7,