Multifunctioneel onderdeel

Master Humanistiek 2007/2008 ED/KOIS: THE POLITICS OF CHANGE: International Organizations, Education and North-South Relations in a ‘Global’ Age

Multifunctioneel onderdeel Coördinator:

dr. Fernando Suárez

Werkboek

Auteur:

dr. M.I. Franklin / dr. F. Suárez

3e druk, april 2008

¤ 59

WAARSCHUWING Door combinatie van lang achtereen in dezelfde houding werken, een hoge werkdruk en een minder goed ingerichte werkplek kunnen gezondheidsklachten zoals RSI ontstaan. Preventieve maatregelen kunnen veel leed besparen; zie bijlage 4 van Vormgeving van werkstukken (UvH-werkboek, 8e dr., augustus 2004).

Title auteur vormgeving/ opmaak druk uitgave

reeks code

ED/KOIS: THE POLITICS OF CHANGE: International Organizations, Education and North-South Relations in a ‘Global’ Age M.I. Franklin / F. Suárez (met medewerking van C. Suransky & H. Manschot) N. de Vries 3e druk, april 2008 Universiteit voor Humanistiek Drift 6 3512 BS UTRECHT werkboeken Master Humanistiek 2007/2008 07/MaMF ED-KOIS/wb © UvH 2008 2

CONTENTS

OVERVIEW OF PARTICIPATING DEPARTMENTS ................................................. 1 INTRODUCTION ............................................................................................................ 3 AIMS AND OBJECTIVES .............................................................................................. 4 COURSE CONTENT....................................................................................................... 5 1. General Information ..................................................................................................... 5 2. Goals............................................................................................................................. 5 3. Format and Weekly Study Load................................................................................... 6 4. Grading and Assessment Criteria ................................................................................. 7 5. Breakdown of Grades and Criteria ............................................................................... 7 6. Further Points to note ................................................................................................... 8 7. Mandatory Literature.................................................................................................... 9 Politics of Change: Overview 2008 (weekly details below) .......................................... 10 LITERATUUR ............................................................................................................... 17 EVALUATIE EN DE KWALITEIT VAN HET ONDERWIJS.................................... 18

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OVERVIEW OF PARTICIPATING DEPARTMENTS: Education and Critical Organization and Intervention Studies (ED/KOIS)

Educatie (ED) De variant Educatie bereidt studenten voor op het werken in educatieve praktijken. De opleiding is gericht op een breed scala van mogelijkheden. Een gezamenlijk kenmerk is dat mensen, veelal middels groepsprocessen ondersteund worden in hun identiteitsontwikkeling. Processen van zingeving en humanisering zijn daarbij gericht op empowerment, human development, persoonlijke verantwoordelijkheid en kritisch-democratisch burgerschap. Binnen de variant bestaat de mogelijkheid dat studenten een eerstegraads bevoegdheid halen voor het vak levensbeschouwing/humanistisch vormingsonderwijs. Studenten kunnen zich richten op het voortgezet onderwijs, maar ook op allerlei andere educatiepraktijken zoals het geven van ethiek of maatschappelijke oriëntatie in het hoger onderwijs, trainingen aan volwassenen, begeleiding van professionals, educatieve activiteiten in humanistische organisaties, etc. Ook kunnen studenten zich meer richten op educatie ondersteunende activiteiten als leerplanontwikkeling en advisering. Een deel van de modulen wordt gevolgd met studenten die via het HVO een eerste graadslesbevoegdheid halen. Dit biedt tevens de mogelijkheden om parallelmodulen aan te bieden.

Kritische organisatie -en interventie studies (KOIS) Deze mastervariant richt zich op vragen rond humanisering en zingeving op het snijvlak van organisatie en beleid. Die vragen krijgen daar steeds meer aandacht, bijvoorbeeld in het kader van actuele discussies rond de maatschappelijke verantwoordelijkheid van organisaties en de leiding daarvan, en vragen rond integriteit en machtsmisbruik en ethiek binnen organisaties. Vragen rond humanisering en zingeving zijn ook nadrukkelijk aan de orde in actuele discussies over de voor- en nadelen van marktwerking en de eigen verantwoordelijkheid van overheden voor democratische waarden en voor het welzijn en de veiligheid van burgers. Dergelijke vragen hangen nauw samen met mogelijkheden van werknemers om zin te ervaren in hun werk en alle daarmee verbonden organisatievragen rond persoonlijke ontwikkeling, (de-) motivatie en burn out, maar ook met de kwaliteit die klanten en cliënten ervaren, bijvoorbeeld in de zorg en in het onderwijs. Op de achtergrond spelen mondiale vragen mee rond noord-zuidverhoudingen, duurzaamheid en mensenrechten en de mogelijkheid van een minder gewelddadige, meer rechtvaardige wereldorde. Dit complex van vragen wordt zowel op macro- als op microniveau aan de orde gesteld. Hierbij vormen organisatie- en interventievragen het middenniveau waarop macro- en micro-vragen samenkomen en spanningsvolle verbindingen aangaan. Je krijgt als student zowel gedegen conceptuele analyses aangereikt als allerlei praktische vaardigheden, waarmee je concreet aan de slag kunt in functies als adviseur, trainer/coach, 1

beleidsmedewerker of onderzoeker. Tevens zijn de onderwijsonderdelen in deze variant zeer geschikt als verdieping bij Geestelijke begeleiding en Educatie. Vanuit KOIS worden actieve banden onderhouden met een flink aantal werkvelden, zowel met marktgerichte organisaties als met organisaties in de zorg, het welzijnswerk, het ouderen- en gehandicaptenbeleid en met onderzoeksinstellingen en opleidings- en trainingsinstituten op deze gebieden. De samenwerkingsverbanden die de UvH onderhoudt met het Landelijke Expertise Centrum Sociale Interventie en met Governance and Integrity op het gebied van integriteitsopleidingen, worden vanuit KOIS verzorgd. Tevens zijn bij KOIS drie bijzondere leerstoelen ondergebracht op het gebied van zingeving in organisaties, welzijnsvragen en humanisering van de ouderenzorg.

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INTRODUCTION

Over the past several decades, as colonial regimes were overthrown and … the Soviet barriers to the capitalist world market finally collapsed, we have witnessed an irresistible and irreversible globalization of economic and cultural exchanges. Along with the global market and global circuits of production has emerged a global order, a new logic and structure of rule--in short, a new form of sovereignty. Empire is the political subject that effectively regulates these global exchanges, the sovereign power that governs the world. … Some celebrate this new era as the liberation of the capitalist economy from the restrictions and distortions that political forces have imposed on it; others lament it as the closing of the institutional channels through which workers and citizens can influence or contest the cold logic of capitalist profit.. … The decline in sovereignty of nation-states, however, does not mean that sovereignty as such has declined.1 In the meantime, it may have been useful to find the origin, and to contemplate the forms, of those new movements which pretend to have discovered the solution to our problems, and whose fantastic claims to having founded thousand-year empires and Messianic ages are believed, despite all evidence to the contrary, because they respond, albeit in a radically destructive way, to the terrible challenge of the century. This, certainly, cannot establish a new law on earth, but it is one way toward a new form of universal solidarity. For those who are expelled from humanity and from human history and thereby deprived of their human condition need the solidarity of all mankind [sic] to assure them of their rightful place in “mankind’s enduring chronicle. 2

Neoliberal Globalization, Global Poverty, Global Warming, Good Governance, Network Power; these are some of the expressions currently used for recent 'global shifts'. Changes that are 'prequelled' in Hannah Arendt’s sombre prognosis sixty-odd years ago for the post-WWII world order; and echoed by Michael Hardt and Antonio Negri in their book, Empire (2000) Whilst there is consensus amongst scholars and practitioners about the urgent need to address ever-increasing divisions between rich and poor, haves and have-nots, there are sharp differences in level/s of analysis, conceptual vocabularies, and action plans. Politicians, economists, NGOs, and multilateral institutions like the UN, International Monetary Fund, World Bank, and World Trade Organization also have particular takes on these matters. At the same time, other sorts of actors, forces, and geo-political powers are making their presence felt: the "new" economies of India, China, and Brazil, regional trade blocs (EU, NAFTA, APEC, MERCUSOR), 'anti-globalization' governments in Latin/South America (Brazil, Venezuela, Chile, Peru), transnational social movements, and forecasts about the socioeconomic effects of climate change. These are all affecting the terms of reference and preconditions for North-South relations. Any critical and theoretically grounded study of (inter)national organization/s, North-South relations, and education in this so-called global age has to be able to apprehend and locate the politics of change. 1 2

M. Hardt & A. Negri, Empire, 2000: i, original emphasis H. Arendt, The Origins of Totalitarianism, 1951: 439 3

AIMS AND OBJECTIVES

This course is a research seminar organized around three overlapping domains: International organization/s - multilateral institutions, North-South relations, and Education. The politics of 'global' change are studied along three axes: 1. Through the study, critique and/or application of Michael Hardt & Antonio Negri's controversial and influential book, Empire (2000). The connecting of these themes and their practical implications to: 2. Relevant cases and themes from the volume edited by Morten Bøås & Desmond O'Neill entitled Global Institutions and Development: Framing The World? (2004) and other selected texts in succeeding weeks. 3. A personal research trajectory in which students develop a) their theoretical framework and vocabulary and b) relate this in some way to their choice of (inter)national/local organizations or (comparative) case-study. The assignments and evaluation are designed to support and encourage students to take a proactive approach to developing their own - and each other’s - research interests, learning curves, scholarly and professional skill-sets, initiative and intellectual curiosity.

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COURSE CONTENT

1. General Information Title: Academic Year: Block: Credits: SBU: Part of: Level: Prerequisites:

The Politics of Change: International Organization, Education, and North-South Relations in a ‘Global’ Age 2007-2008 IV 7,5 EC 210 uur Master in Humanistics; joint program – EDUCATIE en KOIS Master 1. This course will be in Dutch; lectures, presentations, written assignments, and class discussions; 100% immersion. Students may however write their papers in English. For more information, please contact the coordinator. 2. Reasonable knowledge and interest in local and world current Events. 3. Previous courses in Social and/or Political Theory, Education, International Relations, History are recommended. Successful completion of Social and Political Theory (GD4) is strongly recommended. 4. Masters-level/graduate students (with Bachelor diploma) only.

Coördinator/docent: dr. Fernando Suárez

e-mail: spreekuur:

[email protected] by appointment

Docente: tel./ e-mail:

dr. Caroline Suransky 122 / [email protected]

Docent: tel./ e-mail:

professor Henk Manschot 121 / [email protected]

2. Goals Specific a) Increased depth and breadth of knowledge of current debates in Social and Political Theory, International Development Studies, and Education. Specifically in: ¾ recent theories on structural power, change, and resistance ¾ past and present of international organizations and multilateral institutions ¾ intercultural communication for development and education in the field 5

¾ debates about the role and organization of the United Nations ¾ pertinent socio-political and economic events; local, regional and international b) Increase ability in active reading and engagement with mandatory texts, in their own right and with respect to other literatures of choice. Learning to apply and/or critique their content with respect to a personal topic. c) Further analytical, research, communication and language skills (spoken and written) relevant to pursuing: ¾ further study; study or work abroad; Master’s thesis ¾ work in international organizations and/or development scenarios ¾ experience in intercultural and multilateral settings General a) Scholarly skills: Competency in academic language and other relevant stiles (written and spoken, English or Dutch); knowledge of required literature based on first-hand reading and reflection; more complex debating and discussion skills ; competency with multimedia and conventional forms of presentation; furthering ability to absorb and apply complex themes and make use of a range of viewpoints and sources of information. b) Professional competencies: punctuality, reliability, setting short-term and longerterm goals, and knowing the difference; reading comprehension and listening skills, pedagogical and teamwork skills. c) Personal Skills: learning to deal with different opinions and presentation skills; independent study and time-management; deadline-keeping; defining and attaining learning needs and goals. d) Long-term personal development: deeper awareness of cross-cultural communication's demands and benefits; confidence-building for unfamiliar intellectual undertakings; self-awareness about personal and societal cultural assumptions, navigating (limits to) existing and new knowledge horizons.

3. Format and Weekly Study Load Mixed-format: lectures, student participation (formal and informal; individual-group tasks, student pedagogical input, self-study). This course is an intensive workshop which is based on students coming to class prepared and ready to start work on time. Total Study Load (SBU) = (210): Average of 21 hours per week Breakdown of Weekly Average a) 17.5 hours per week reserved for reading, assignment preparation and scheduled tasks. b) 3.5 hours in class (13.45 – 17.15): part lecture, part other activities.

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The calculations here are based on weekly hours averaged over 10 weeks. As students differ widely in the time they need per week, please note that you need to allot time for preparation before and after each class: required reading, assignments (due in at the start of each class) and/or participatory task when scheduled. There will be weekly assignments and there is one main deadline for the final Paper - week 10.

4. Grading and Assessment Criteria A clear timeframe for delivery over the 10-week period is designed to encourage timemanagement, responsibility for output, and extend confidence. The 'knowledge-sharing' and discussant components work hand-in-hand with room for pursuing personal interests; designed to enhance creative study-skills, personal goal-setting and attainment of objectives.

5. Breakdown of Grades and Criteria 1. Attendance and Participation (10 %) a: Mandatory Attendance (5%): Be there. On time and ready to work. More than one absence means forfeiting this grade. b: Participation (5%): See comments above. Willingness to participate and (actively) listen in class discussions. Assessed on ability to respond to specific questions about the weekly reading that indicate the student has actually read the literature. Habitual lateness will be reflected in this grade. 2. Weekly Questions

(20%) Unless otherwise stipulated, students compose (2-3) questions in which they query implicit/explicit issues arising from the reading. These questions can be handed in at the start of the lesson. They can also be mailed to the lecturer before the lesson. More details in the first session. See the weekly schedule for specific details.

3. Student Input a: Knowledge-Sharing

(30%: 20%+10%) (20%) Using the SWP and/or the web, students will take it in turn to research a point of their choice in which they need/want to know more about and in the class share that knowledge. Task is linked to terms and historical points from Empire. Each student will give a presentation of 20 minutes about this 7

point. The students are encouraged to give this presentation in a non-academic stile. Newspaper stile or speech stile are preferred. More information will be given in the first session. (10%) Each student takes on the discussant role; The aim is that the discussant/s focus on an aspect of the weekly reading, providing reasons and reference to back-up their discussion question or point of critique.

b: Discussant role

4. Final Exam

(40%) Will comprise just one component: a paper which must be completed in the respective timeframes i.e. presentation/oral exam cannot be completed without handing in the paper. Part One is a conceptual-theoretical paper; a reflection upon or critical response to (aspects of) Hardt and Negri. The paper (approx. 2000 words) is to be handed in on Week 5 (option 1) or Week 6 (Option 2). The papers will be graded and returned to students in Weeks 8-9.

(a) Paper

Exam Deadlines 4 (a)

1 July 2008

Re-sit (4a)

26 August 2008 This second date is only possible if the paper has been handed in on 1 July 2008. Non-compliance with either the exam or re-sit date means that the student has opted to redo the whole course the following year or, if not, then forfeit the course.

Feedback

By appointment

6. Further Points to note Politics of Change is a hands-on course in which students provide their own input in both the teaching and learning process. Simulation of on-the-job requirements such as keeping to deadline, negotiating workloads and time-limits are underscored in the following ways: ¾ Attendance and participation are mandatory, as are weekly assignments. ¾ The two assigned texts must be attained by WEEK ONE as there is reading assigned for this first session. Any additional reading will be made available (online links or otherwise) in due course. ¾ Signing up for this class means signing up for this approach, ready to start in the first week. 8

7. Mandatory Literature Bøås, Morton & McNeill Desmond (eds.), 2004, Global Institutions and Development: Framing the World? RIPE Series in Global Political Economy, London/New York: Routledge, ISBN 0415312906 (Pb): +/- €30.00 Hardt, Michael & Negri, Antonio, 2000, Empire, Boston MA: Harvard University Press, ISBN 0-674-00671-2 (Pb): +/- €18.50 Suransky, C., Dubel I. & Manschot,H. (eds), 2005, Global Civil Society, World Citizenship, and Education, Amsterdam: SWP Publishers ISBN 90 6665 696 4 / NUR 740 (available from the UvH) +/- €10.00 An important note on availability: It can take weeks to get books ordered from Utrecht outlets so don't wait too long to order books; unavailability is not an excuse. Library copies and sales outlets in Amsterdam, publishers' online catalogues, and online outlets like Amazon (http://www.amazon.com/) are other options. The third title is for sale at the UvH.

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Politics of Change: Overview 2008 (weekly details below) 1: 29-0408

2: 6-05

3: 13-05

4: 20-05

5: 27-05

6: 3-06

7: 10-06

8: 17-06

FS

FS

FS

FS

FS

C. Suransky

FS

Assignment

Literature

Topic

FS Reflecting sovereignty:

Political constitution of the present

Passages of Sovereignty

Foucault

Hardt & Negri

Deleuze

Part I

Hardt & Negri Part II

Hardt & Negri

Reflecting alternatives and Changing Patterns of (Re)production

Underground Circuits in post-Cold War Europe

-Hardt & Negri Intermezzo; Part III

-Hardt & Negri Part IV

The United Nations in the Field: A Practitioner’s View

Human Development, Global Change, and Education

Ecological perspectives on the Politics of Change

- from Bøås & McNeill: 4, 5, 13, 14

- from Bøås & McNeill: 9, 10, 11

-from Bøås & McNeill: 6-8, 12, 15

- UN MDG

-Suarez

-from Bøås & McNeill 1-3

Preface

10: 1-07 FS, students

Henk Manschot Theorising Historical Change:

Introduction to the book of Hardt and Negri

9: 24-06

paper

paper

research

writing

And Human rights

- Nussbaum

re-read set texts and/or further reading

- Unterhalter

Scheduling

Questions

Questions

Questions

Questions

Questions

Questions

Questions

Presentations

Presentations

Presentations

Presentations

Presentations

Presentations

Presentations

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Paper

Paper

WEEK 1

Tuesday April 29 13.45 – 17.15 F. Suarez Introduction After general introductory points, overview of the course, and scheduling decisions, the second part of this session gets right down to business by looking at the power theory of Michel Foucault and Gilles Deleuze and having a close reading and discussion of the preface of Empire.

Reading

READING IS ASSIGNED FOR THE FIRST LECTURE Hardt & Negri: - Preface pp xi-xii

Student Input

Scheduling

Assignment

Reading of the preface

WEEK 2

Tuesday May 6 13.45 – 17.15 F. Suarez The Political Constitution of the Present Part One of Hardt & Negri. What is the gist of their argument? Key terms and historical points will be provided in order to locate our initial responses to the claims and “grand narrative” put forward; whether this squares – or not – with actor-centred, micro-level and discursive approaches to the issues at hand.

Reading

Hardt & Negri: - Part I

Student Input

Knowledge-Sharing/Discussant as scheduled

Assignment (for Weeks 2-4) Questions (open-ended queries) addressing authors or issues from the reading. Presentations as scheduled.

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WEEK 3

Tuesday May 13 13.45 – 17.15 F. Suarez Passages of Sovereignty In this session, we look at the second part of Hardt & Negri; take stock of how it bears up against their opening claims, articulate our own positions. We also take note of terms or references that evade us, and any implicit tensions to their narrative vis-à-vis previous accepted wisdoms in western (Anglo-American and Continental) Social and Political Theory. Information on the theoretic-political context in which, and to which Hardt & Negri are writing will be addressed.

Reading

Hardt & Negri: - Part II

Student Input

As above

Assignment

As above

WEEK 4

Tuesday May 20 13.45 – 17.15 F. Suarez Reflecting alternatives. Changing Patterns of (Re)Production By now students should have formed a clearer position as to their standpoint on “Empire”. In Part Three, Hardt & Negri trace a path through the highly contested terrain of material and symbolic – ideational change, based on their analysis of changes in the mode/relations of production, from a Fordist mode to a post-Fordist one. Related sociopolitical shifts - in the form and nature of sovereignty - come under their particular take on “postmodernization”. In this part, the authors also sketch their notion of supraterritorial actors as new forms of agency counter-empire.

Reading

Hardt & Negri: - Part III

Student Input

As above

Assignment

As above 12

WEEK 5

Wednesday May 27 13.45 – 17.15 F. Suarez Underground Circuits in post-Cold War Europe: A Case in Point From this week on, students start moving from the dizzy heights of hightheory into the relatively ground-level realms of case-studies, discourse analysis, organizational, and actor-centred approaches. We will finish reading Hardt and Negri (more information to follow). The preface of the sequel, Multitude (2003), is also assigned as it develops Hardt & Negri's early idea about political agency that emerges from - and despite - the new imperial world order. We will read the three first chapters of Boas and McNeil.

Reading

Hardt & Negri: - Part IV Bøås & McNeill (Chapters 1-3): - Bøås & McNeill, “Chapter 1: Introduction: Power and Ideas in Multilateral Institutions – Towards and Interpretative Framework” - Nustad, K. G., “Chapter 2: The Development Discourse in the Multilateral System” - Long, N., “Chapter 3: Contesting Policy Ideas from Below”

Student Input Assignment

As above As above

WEEK 6

Tuesday June 3 13.45 – 17.15 F. Suarez The United Nations in the Field: A Practitioner's View This week, further reading of chapters 4,5, 13, 14 of Boas and McNeil which focus on the work of the UN. Can the UN be seen as a counterempire? Are changes of the UN organization necessary to that end? These practical and other theoretical problems will be discussed in this session.

Reading

Bøås & McNeill (three/four chapters - preferably all four) - McNeill, D., "Chapter 4: The Informal Sector: Biography of an Idea"

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Jacob, O., “Chapter 5: Policy Stories and Knowledge-based Regimes: The Case of International Population Policy” St. Clair, A. L., “Chapter 13: The Role of Ideas in the United Nations Development Programme” Hentz, J. J., “Chapter 14: The Power of Ideas: Across the Constructivist-Realist Divide”

Student Input

As above.

Assignment

As above.

WEEK 7

Tuesday June 10 13.45 – 17.15 Caroline Suransky with Henk Manschot Globalization, Human Development, and Education Our point of departure is the idea that institutions can play a large role in promoting human development and human capabilities in a world of inequalities. The Millennium Development Goals, and international institutions which advance them, will be examined as an example of an initiative that promotes the role of education in global development. Education is seen not as merely a provider of useful knowledge and skills in terms of economic advancement but also plays a role in the people's empowerment through “information, critical thinking and imagination” (Nussbaum, 2006) in a world in which international cooperation is crucial.

Reading

Bøås & McNeill: - Taylor, I., “Chapter 9: Hegemony, Neo-Liberal ‘Good Governance’ and the International Monetary Fund” - Jokinen, J., “Chapter 10: Balancing Between East and West: The Asian Development Bank Policy on Good Governance” - Masujima, K., “Chapter 11: ‘Good Governance’ and the Development Assistance Committee (DAC) – Ideas and Organizational Constraints” United Nations General Assembly (2000) Millennium Development Goals. Available at the UN’s MDG Portal at http://www.un.org/millenniumgoals/. For more information, see also the UNDP’s MDG Site at http://www.undp.org/mdg/ Suransky, Dubel, & Manschot (2005)

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E. Unterhalter, 2005, "The challenge of the Millennium Development Goals": 52-8 M. C. Nussbaum, 2006, "Chapter 5: Frontiers of Justice", Capabilities Across National Boundaries: 273-324 [copies for personal use available in good time] Student Input

As above.

Assignment

As above

WEEK 8

Tuesday June 17 F. Suarez 13.45 – 17.15 Ecological perspectives on the Politics of Change If we could compare today’s Google Earth image of our planet with the image of a century ago, we would immediately spot enormous changes. People have radically changed the face of the earth, both in qualitative and quantitative respects. It is becoming increasingly clear that the primary natural sources of our human existence such as water, clean air and energy which availability was earlier taken for granted, now seem to become sources of global and local disputes. This looming crisis does not only result from economic, technological and social-political developments. At the heart of this crisis there are fundamental philosophical and ethical questions about the relationship between human beings and the earth on which they live. In this session we will discuss humanist – and other ecological perspectives on the politics of change.

Reading

Bøås & McNeill (At least TWO of the four chapters listed, preferably all): - Wade, R., “Chapter 6: The World Bank and the Environment” - Bøås, M. & Vevatne, J., “Chapter 7: Sustainable Development and the World Trade Organization” - McNeill D., “Chapter 8: Social Capital and the World Bank” - Sindzingre, A., “Chapter 12: The Evolution of the Concept of Poverty in Multilateral Financial Institutions: The Case of the World Bank” - Bøås M. & McNeill D., “Chapter 15: Ideas and Institutions: Who is Framing What?” F. Suarez, 2008, “De plaats van de mens”, submitted to Tijdschrift voor Humansitiek. 15

Student Input

As above

Assignment

As above

WEEK 9

June 24 Study week - preparations - feedback by appointment

WEEK 10

Tuesday July 1

13.45-17.30

Papers

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LITERATUUR

Bøås, Morton & McNeill Desmond (eds.), 2004, Global Institutions and Development: Framing the World? RIPE Series in Global Political Economy, London/New York: Routledge, ISBN 0415312906 (Pb) +/- €30.00 Hardt, Michael & Negri, Antonio, 2000, Empire, Boston MA: Harvard University Press, ISBN 0-674-00671-2 (Pb) +/- €18.50 Suransky, C., Dubel I. & Manschot,H. (eds), 2005, Global Civil Society, World Citizenship, and Education, Amsterdam: SWP Publishers ISBN 90 6665 696 4 / NUR 740 (available from the UvH) +/- €10.00 An important note on availability: It can take weeks to get books ordered from Utrecht outlets so don't wait too long to order books; unavailability is not an excuse. Library copies and sales outlets in Amsterdam, publishers' online catalogues, and online outlets like Amazon (http://www.amazon.com/) are other options. The third title is for sale at the UvH.

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EVALUATIE EN DE KWALITEIT VAN HET ONDERWIJS

Het evalueren van het onderwijs is een onderdeel van ons kwaliteitszorgsysteem. Ons kwaliteitszorgsysteem houdt in dat we vastleggen wat we gaan doen (doelstellingen), dat we dat zorgvuldig uitvoeren, dat we controleren of onze doelstellingen haalbaar waren en of de uitvoering naar wens is verlopen. Daar waar nodig stellen wij onze doelstellingen bij of verbeteren wij de uitvoering van ons onderwijs. Elk onderwijsonderdeel wordt minimaal één keer per twee jaar geëvalueerd en heeft een signalerende functie. Op basis van informatie van docenten en/of studenten of naar aanleiding van de uitkomsten van de evaluaties kunnen we nader kwalitatief onderzoek doen. Welk onderdeel op welke wijze wordt geëvalueerd kun je vinden op het studentenweb: http://studentenweb.uvh.nl. Ook zul je hier de resultaten van de evaluaties en de eventuele (planning van de) verbetermaatregelen vinden. Voor vragen en informatie kun je je wenden tot de verschillende studentafgevaardigden (StuF, Studentenraad, Opleidingscommissie) of tot de beleidsmedewerker kwaliteitszorg Dineke Smit: [email protected]

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