European Union, international Cooperation and Development

Teacher(s)

Gijs Anne-Sophie; Klimis Emmanuel;

Language

French

Prerequisites

None

Learning outcomes

At the end of this learning unit, the student is able to :

On completion of the course, students will have acquired tools allowing them: to understand the historical development and current workings of European development cooperation policy, from its design to its implementation on the ground, in the ACP (Africa, Caribbean and Pacific) countries, in Asia and Latin America.  to sharpen their critical spirit by analysing the current functioning of development cooperation policies in the broadest sense, comparing the aims and perceptions of the players involved: the EU itself (its institutions, Member States, and civil society), the countries in regions benefiting from assistance (their central governments, decentralised authorities and the communities concerned in the towns/villages), as well as the other actors involved in ‘development’ issues at the international level (UN, USA, China, Russia, etc.). to develop well-argued ideas concerning issues relating to the efficacy, inclusivity and consistency of EU development policy, and, on the other hand, concerning the implications of plans to decolonise cooperation. based on reading and prior arguments, to develop and test out skills in summarising and leading a discussion on development policy issues.

Content

To understand European development cooperation policy, and cooperation policies in general, we shall steer a path between European and non-European perspectives, delving into, first, the specific socio-economic and political situations of the Member States of the European Union, and, secondly, those of the so-called ‘developing’ countries, from the second half of the 20th century to date. In order, therefore, to understand the specific challenges facing them (in terms of industrialisation, agriculture, governance, the environment, security, etc.), we will compare first-hand accounts from development agents or beneficiaries of cooperation in the North, with others from players in the South (Africa, Asia, Latin America, etc.), with a specific focus on Africa.
We will begin with a historical overview, analysing the influence of internal EU dynamics (its political, institutional and economic evolution, successive enlargements, etc.), and of international developments ((de)colonisations, global geopolitical and macroeconomic reconfigurations, the influence of alternative theoretical debates and of other international fora).  
Next, we shall analyse the legal bases for European development cooperation policy (as a competence shared between the EU and its MS), its financial instruments (now merged in the NDICI), and how it works at the present time, from the pre-programming stage to the implementation and evaluation phases. 
Throughout this process, we shall identify the main stakeholders, among the EU institutions and Member States, and in the beneficiary countries. We shall examine the motivations and constraints of the actors involved, as well as the specific factors which could make their collaboration more difficult. We shall also refer to the increasing role now being granted, in parallel to governments, to civil society, local authorities, businesses and the private sector. These new participants promise new opportunities, but also imply new risks and challenges for the traditional objectives of ‘development’ policies.
Thirdly, using specific examples from current affairs, we shall analyse the current challenges facing development cooperation policies, exercising our critical spirit to examine field case studies and first-hand accounts from professionals working in development cooperation, taking account in our discussions of the following elements: 

• • Questioning/criticism/changes of perspective from theoreticians of Postcolonial, Subaltern et Decolonial Studies, concerning the principles/methods underlying the notions of ‘progress’, ‘modern development’, ‘debt’ and ‘independence’, as largely defined by Westerners;
  • The new global balance of power (increased power of the BRICS, changes in transatlantic relations, etc.), the strategies adopted by other players (China, Russia, the UN, etc.). We shall attempt to identify and consider the impact of these changes on the identity, credibility, efficacy and future of European development cooperation policy, and on the agency and empowerment of the Southern actors.
  • The changed political ambitions of the EU as to the role it wishes to play internationally, and the impacts of this on development cooperation policy. For the EU and its Member States, development cooperation is no longer an ‘end’ in itself, but rather a ‘means’ to attain other political objectives (combatting migratory flows, trade liberalisation, support to political stability/security, combatting climate change, food security and sovereignty, technological and digital development, etc.). We shall discuss the increasing difficulty of trying to reconcile these normative ambitions and realistic interests, in particular in the framework of the now so called transactional approach.
  • Finally, given the expansion, over time, of the EU’s other external action tools, and the deployment, in parallel, of the bilateral programmes of the various EU Member States, we will consider how the quest for consistency, synergies and complementarity is increasingly difficult to manage, in organisational, institutional and financial terms.

Teaching methods

In our teaching sessions, we will alternate between summaries of content, critical reflection exercises and collective debates, based on the subject matter taught, additional reading and lectures by outside speakers. 
A first part of the course will be in the form of lectures, with regular interaction with the audience, and active participation of students in debates.
A second part will combine lectures and interventions by guest speakers - experts and practitioners in the field of development cooperation, or work, possibly in groups with a time of preparation prior to the course, on case-studies.

Evaluation methods

Continuous assessment comprises two components. The first assesses students’ mastery of the essential learning outcomes and takes the form of a mid-term oral examination. The second assesses students’ mastery of the advanced learning outcomes, and takes the form of group projects, which will be presented and discussed before a panel of experts in the field.
The final grade is calculated as the arithmetic mean of the grades obtained for the two components. 
Please note that the use of artificial intelligence in the assessment tests for this course is subject to the rules set out in the faculty memorandum on this topic, available on the faculty intranet in the student information section.

Other information

Generative artificial intelligence (AI) must be used responsibly and in accordance with the principles of academic and scientific integrity. As scientific integrity requires that sources be cited, the use of AI must always be acknowledged. The use of artificial intelligence for tasks where it is explicitly prohibited will be regarded as a case of academic misconduct.

Online resources

The PowerPoints from the classes, the bibliography and practical information are all available and can be downloaded from the course Moodle platform.

Faculty or entity

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