Globalization and Soiety World Politics Public International Law International organizations Security, peace and conflicts resolution Inequality

BASIC COMPETENCES CB1 Be able to show that they possess and comprehend facts and contents in an area of study which, based on a previous general secondary school level, have been extended to those included in advanced textbooks and in some aspects proceed from the most advanced studies in this area. CB2 ¿Be able to show that they have learned how to apply their knowledge professionally to their future jobs or tasks and that they possess the competences needed to develop and defend arguments and solve problems in that area of study. CB3 ¿ Be able to show that they are capable of collecting and interpreting the relevant data (normally within their area of study) needed for formulating judgments which require critical thought on social, scientific and ethical topics of relevance. CB4 ¿ Be able to show that they are able to transmit information, ideas, problems and solutions both to specialized and non-specialized publics. CB5 ¿ Be able to show that they have developed the learning skills required to perform further studies with a high degree of self-dependence. GENERAL COMPETENCES CG1 ¿ Understand social, political, legal and economic realities from a comparative perspective. CG2 ¿ Be able to approximate and analyze the intrinsic values contained in equal opportunities, multi-cultural society, political ideological and cultural pluralism, human rights, and the international community. CG5 ¿ Be able to debate and formulate critical reasoning, using precise terminology and specialized resources, when analyzing international and global phenomena, employing both the concepts and knowledge from different disciplines as well as the methods of analysis, paradigms and concepts pertaining to the Social Sciences. CG6 ¿ Be able to apply scientific method to the economic, social and political questions of a global society; be able to formulate problems in this context, identify a possible explication or solution, and a method to contrast them by sensibly interpreting the data. OVERLAPPING COMPETENCES CT1 ¿ Acquire the capacity to communicate knowledge in oral and written form, both to specialized and to non-specialized publics. CT2 ¿ Acquire the capacity to establish good interpersonal communication and to work both in interdisciplinary and international teams. CT3 ¿ Acquire the capacity to organize and plan workloads, taking correct decisions based on the available information, collecting and interpreting relevant data in order to provide assessments in that area of study. CT4 ¿ Develop the motivation and capacity to perform independent continuous learning for life, with an endowment to adapt to change and new situations. SPECIFIC COMPETENCES CE1 ¿ Be familiar with the principal political and social theories. Be capable of analyzing and comparing contemporary policies. CE2 ¿ Be familiar with and understand the processes of political, social, economic and cultural change in society and contemporary policy. CE3 ¿ Be familiar with the system of origins of Law. CE4 ¿ Be familiar with public freedoms and fundamental rights in both Spanish and international legal codices. CE5 ¿ Be familiar with the leading state models of territorial, political, economic and social organization. CE7 ¿ Understand the main dynamics which generate inequality and its consequences, and comprehend the principles on which equal opportunity policies are based. CE10 ¿ Be able to discern the differentiating elements in international problems in accordance to the development stages of a country. CE11 ¿ Be able to critically relate present and past events and processes. CE12 ¿ Be able to formulate and solve basic economic, social, political problems in an international context. CE14 ¿ Be able to design and evaluate viable and sustainable political and socio-economic programs designed for social advancement. CE16 ¿ Be able to carry out case studies and apply comparative method to analyze institutions, processes and policies in different countries. LEARNING OUTCOMES · Knowledge regarding the main actors of international cooperation and the subjects to which their action is directed. · Applied knowledge on new forms of cooperation associated with the Paris Declaration on Aid Effectiveness, the different international fora on aid effectiveness and the new international agenda. · Practical knowledge on development and evaluation of an international cooperation project using the official forms of any of the specialized organisms.

Lesson 1. Introduction to development cooperation. 1. What is development? 2. The right to development. 3. What is cooperation? 4. What is the official development aid? 5. Development cooperation in international relations. Lesson 2. Origin and evolution of development cooperation. 1. The world after the World War II. 2. Emergence of the institutional system of the development cooperation: creation of the World Bank; the role of the United Nations and the creation of UNDP; creation of the OECD and the DAC. 3. From the emergence of the 'Third world' concept to the commitment to the 0.7. 4. Development cooperation in a globalised world after the end of the Cold War. 5. World summits on development. Lesson 3. The new development agenda: Agenda 2030. 1. The process of building the Agenda. 2. Improvements from the Millennium Agenda. 3. What has been off the Agenda. 4. Policy coherence for development. 5 Challenges for the implementation Lesson 4. The system of development cooperation I: actors. 1. United Nations and other international organizations. 2. The Development Assistance Committee. 3. The European Union 4. States and regional and local governments. 5. The NGO. 6. The Universities. 7. The private sector. Lesson 5. The development cooperation system II: instruments of bilateral cooperation. 1 Legal framework. 2. Programmatic support. 3. Delegated cooperation. 4. Triangular cooperation and South - South cooperation. 5. NGO programs and projects. 6. Technical cooperation. 7. Public-private partnerships. 8. FONPRODE. 9. Debt management. Lesson 6. The system of cooperation for development III: other instruments. 1. Multilateral cooperation. 2. Research for development Lesson 7. Management of development cooperation projects. Logical framework approach. 1 Identification. 2. Formulation. 3. Management . 4. Monitoring and evaluation Lesson 8. Humanitarian action. 1. Principles of humanitarian action. 2. The international humanitarian law and other rules. 3. The new humanitarian scenario. Lesson 9. Education and Communication for development. 1. What we mean by education and communication for development? 2. The education for development dimensions. 3. Areas of activity and types of actions. 4 Evolution of the education and communication for development Lesson 10. Approaches to development cooperation. 1. Human development approach. 2. Rights-based approach. 3. Sustainable development approach. 4. Gender approach. 5. Participatory approach. 6. Process approach. Lesson 11. The cooperation for development policies and priorities. 1. Social inclusion and fight against poverty. 2. Human rights and democratic governance. 3. Respect to cultural diversity. 4. Culture and development. 5. Migration and development. 6. Peace-building. 7. Indigenous peoples. 8. Afro-descendant population. Lesson 12. The new aid architecture. 1. The aid effectiveness agenda. 2. Progress and challenges on the agenda. 3. The DAC process of aid modernization.

The methodology to be used intends to follow the Bologna model spirit, of continuous evaluation, in which the theoretical knowledge of the master classes are perfected and deepen with the more practical aspects developed in small groups. The tutoring system will be the own system of the University. Training activities will be those of the master and the small groups, in which various teaching techniques will be used. Techniques such as directed readings, workshops, debates may be used together with the case study method. Mass media products, specialized videos, websites of international organizations, States and non-governmental organizations may be included. The chronogram will be applied with flexibility and, in any case, will be adapted to teaching evolution and the training needs identified by the teacher in charge and coordinator of the subject.