Aid policies and programs have shaped international relations and domestic policies for the past seventy years. By providing overseas development assistance, countries have sought to shape geopolitics and influence the domestic policies of recipient countries. In the 21st century, aid has been more closely examined than ever and countries and multilateral institutions are trying different strategies for delivering aid. The question remains, however, as to whether overseas aid is a worthwhile enterprise or whether it is merely an exercise in political power.

This course will examine the debates both for and against aid. It will explore all perspectives and students will be encouraged to formulate their own stance on the different merits and issues of aid policies and programs. A number of case studies will be used to analyse the experiences of both donor and recipient countries. This course will compare Australia’s aid program with comparative programs in Europe and North America. It will also investigate the effects of aid in Asia, the Pacific, Africa and Latin America and will examine what decoloniality means for aid. It will also have a practical focus, exploring policy proposals for aid and reflecting on diverse aid mechanisms and alternatives to aid.

Topics include:

-         Different types of aid: bilateral, multilateral, conditional and unconditional forms of aid.

-         Aid, colonialism and decoloniality.

-         The political economy of aid.

-         Arguments for and against aid.

-         Aid in conflict and questions of ‘neutrality’.

-         Feminist approaches to aid.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Critically analyse both bilateral and multilateral aid policies and programs, finding and interpreting data from a variety of sources.
2.  Demonstrate skills in being able to apply theory to interpret current issues in aid policy and programming.
3. Demonstrate a strong understanding of the key theories and ideas which have shaped different countries’ and multilateral aid policies.
4. Demonstrate a strong understanding of the connection between aid, coloniality and power.
5. Demonstrate confidence in their understanding of the global aid structure and be able to articulate their opinions on aid clearly, based on evidence. 

Research-Led Teaching

My own research revolves around issues of social justice, processes of empowerment and development. My research has specifically focused on three interrelated areas. First, I am interested in comparative overseas development assistance policies and programs, especially on their impact on inequality and alignment with social justice principles. Second, my work addresses women’s empowerment and gender and development programming. Third, I have a particular research interest in India – focusing on the impact of social policies and aid programs on highly disadvantaged communities.

Throughout this course I will draw from my own experiences and research.

Field Trips

No field trips.

Additional Course Costs

No additional class costs.

Examination Material or equipment

N/A

Required Resources

Recorded lectures

Recorded lectures for each topic discussed are on our Wattle site. The lectures are provided as resources - you are expected to listen to the lectures for each topic.

Readings

There is no textbook, but key readings will be available on our Wattle site.

Most topics have two or more readings. You should go beyond the readings provided - particularly for your assessment tasks - and explore the literature more broadly. 

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Other Information

CRAWFORD ACADEMIC SKILLS

The Crawford School of Public Policy has its own Academic Skills team dedicated to helping students to understand the academic expectations of studying at Crawford and succeed in their chosen program of study. Through individual appointments, course-embedded workshops and online resources, Crawford Academic Skills provides tailored advice to students keen to develop their academic reading, thinking, planning, writing, and presentation skills. 

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Wednesday 2nd August What is Aid?The introductory week will enable students to share any prior knowledge of aid, whether that be from their work experience, studies or through engaging in media. Through the use of current news stories we will explore what aid actually is and define how it is different from ‘development’. Students will learn the difference between bilateral and multilateral aid. They will also understand differences between humanitarian, conditional and tied aid. RECORDINGS AND READINGS ARE AVAILABLE ON OUR COURSE WATTLE SITE
2	Wednesday 9th August The History of Aid: Colonialism and DecolonialityThis week will provide a brief overview of the history of aid– detailing how aid became a much larger feature in global geopolitics after the Second World War, with the United States initiating the Marshall Plan for Europe. Students will be provided with an understanding of how aid has been shaped by the Cold War and then by the era of globalisation and neoliberalism. Students will investigate the relationship between aid and colonialism and the experiences of nation-states post-independence.
3	Wednesday 16th August Bilateral Aid Case Studies Students will look more closely at case studies of bilateral aid programs. Students will learn about the different objectives of donors and the way this has manifest in aid policies and programs. Students will also have a chance to examine official aid documents more closely, from aid policies to aid evaluations. Students will further have an opportunity to review different Australian political party platforms on aid.
4	Wednesday 23rd August The Political Economy of Aid: From Keynes to Neoliberalism and BeyondStudents will understand in greater depth the different purposes behind the distribution of aid and the differences between aid for national interest and ‘altruistic’ aid. Students will also understand the rhetoric behind aid policies. Students will gain a better understanding of the different economic schools of thought which have underpinned the distribution of aid – from Keynesianism to neoliberalism.
5	Wednesday 30th AugustKey Arguments for and against Aid Drawing on the lessons from the previous weeks, students will more deeply explore the arguments for and against aid. Students will discuss and debate the arguments from key theorists, such as Arturo Escobar and Dambisa Moyo against aid and Jeffrey Sachs and Terence Wood for aid. Students will summarise the primary criticisms of aid and the most compelling arguments for aid.
6	Wednesday 20th September Feminist Approaches to Aid This week will examine both feminist criticisms of aid and feminist support for aid. Students will be introduced to the idea of a ‘Feminist Foreign Policy’ (FFP) and will investigate what that means for aid policy. Students will reflect on whether a FFP is meaningful in terms of aid effectiveness or whether it is merely rhetorical.
7	Wednesday 27th September Reparations, Independent Aid Bodies and other AlternativesStudents will gain an understanding of proposed alternatives to aid, such as a global reparations system. Students will discuss the advantages and pitfalls of these proposed ideas. Students will also examine different methods proposed for the delivery of aid, such as in the Inter-Agency Standing Committee’s Grand Bargain which aims to improve the efficiency, effectiveness and localisation of humanitarian aid. Students will also learn of proposals for aid to be managed by an independent body in donor countries.
8	Wednesday 4th October Presentations and Peer FeedbackStudents will have a chance to share their presentations with others and to provide important peer feedback.
9	Wednesday 11th October Aid in Africa: Experiences on the ground This week will take a closer look at some of the experiences of African nations in receiving and distributing aid. We will come back to ideas of colonialism and decoloniality, examining the role of aid in the post-independence period of African nations. Students will also reflect on the different priorities of aid in African countries, from a focus on economic growth, to a focus on health and schooling. Students will examine literature from the African context which is both critical and supportive of aid in the region.
10	Wednesday 18th October Aid in Asia and the Pacific: Competition, global super powers and national autonomyStudents will gain a deeper understanding of the geopolitics shaping the Asia-Pacific region and the role that aid has played in the current environment. Students will discuss the competition between China and the United States and its allies in the area. Students will also reflect on literature from the region and will gain an appreciation of the everyday experiences of citizens who have participated in aid programs.
11	Wednesday 25th October Aid in Latin America and the Future of AidThis week students will examine the experiences of different Latin American countries as aid recipients. Students will understand the dominance of USAID in the region and the link between aid and U.S. Foreign Policy objectives. Students will also learn of the key criticisms arising from the region.This week will also draw together the ideas from different weeks and will ask students to consider the future of aid.

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Case Study Analysis	25 %	30/08/2023	09/09/2023	1,2,3,4
Policy Pitch	30 %	11/10/2023	25/10/2023	1,2,3,5
Critical Essay	35 %	01/11/2023	01/12/2023	1,2,3,4,5
Participation Grade	10 %	*	01/12/2023	1,2,3,4,5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

A participation mark will be awarded based on attendance and active contribution to discussion.

Examination(s)

N/A

Assessment Task 1

Case Study Analysis

The first assessment is a case study analysis of an individual country's aid programs. Students are asked to choose one country's aid program and to analyse the underpinning ideologies and strengths and weaknesses of the aid program. This task is 1500 words, inclusive of references.

Assessment Task 2

Policy Pitch

The second assessment is a presentation where students will pitch their recommendations for aid programming. Presentations should be between 7-10 minutes in length.

Assessment Task 3

Critical Essay

The third assessment task is a critical essay arguing for or against aid. This essay should draw on a broad range of scholarly literature. This task is 3500 words, excluding references.

Assessment Task 4

Participation Grade

A participation mark will be awarded based on attendance and active contribution to discussion.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students