|
授業科目名
|
年度
|
学期
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開講曜日・時限
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学部・研究科
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全担当教員
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単位数
|
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50589:Sustainable Urban Policy Ⅲ(P) |
2025 |
春セメスター |
水2 |
政策科学部 |
水野 啓 |
2 |
キャンパス
OIC
授業施設
C371ラーニング・スタジオ
授業で利用する言語
English
授業の概要と方法
The course, although its title reads "urban policy", mainly sets focus on rural communities and their sustainable development approaches. Case studies in southeast Asia, Africa, and Japan from the lecturer's reseach and management experience in the past and ongoing projects are introduced and discussed from various pespecitives, through which students are expected to learn the core idea of participatory development approach and its application to actual project design for specific rural or urban communities.
Keywords: Community development, sustainable development, urban/rural community, southeast Asia, Africa, fair trade, project design
受講生の到達目標
Studetns will learn the basics of community development approaches through case studies, and attain knowledge and understanding for policy formulation for particular situations in the real world including current issues in their own countries.
事前に履修しておくことが望まれる科目
授業スケジュール
授業回数/
担当教員（複数担当の場合）
|
テーマ |
| キーワード・文献・補足事項等 |
|
1 |
Course guidance |
【+R-Jugyo】Information for “+R-Jugyo” will be posted on manaba+R. |
|
2-5 |
Case studies on community development in Asia |
(1) Vietnam
A case of integrated community development project focusing on the enhancement of disaster resilience in central Vietnam is introduced and discussed in terms of development approach and the role of international cooperation.
(2) Indonesia
Peat fires have been a truly hot issue in Indonesia over the last few decades. Its causal mechanism, impacts on people and environment, and possible solutions are discussed through studying a mitigation project in Sumatra. |
|
6-9 |
Case studies on community development in Africa |
(3) Tanzania
Let's get rid of our "poor eyes" on Africa and discover their richness. Physical, temporal, and social dynamics of indigenous farming systems in northwestern Tanzania are examined from the perspective of sustainability in food production and income generation, and the significance of fair trade in community development is discussed.
(4) Guinea
Fonio - an indigenous grain and one of the "lost crops" in West Africa will be introduced by unveilling it's unique properties as a superfood in terms of health benefit, environmental sustainability, and socioeconomic impacts. Be the first ambassador of this promised crop to your country! |
|
10-11 |
Sustainability of shrinking societies |
The demographic figure by the mid 21st century in Japan is disastrous. How and why is this happening? What would it affect the people and society? Are there any solutions? And don't forget it's already or will be happening in your country. |
|
12-14 |
Excersize on project design |
Group works are conducted to design a community-based project focusing on actual social, cultural, or environmental issues in students' own countries, employing the approaches and methods learned through case studies. |
授業実施形態
14 classes on Face to Face basis, may include a few classes on Media basis (live-streamed interactive class).
授業外学習の指示
On most weeks students are requested to review the lecture contents after the class and write a short essay on their understanding or finding. Students are also occasinally given individual/group project topics that require off-class studies including research, discussion, and writing.
成績評価方法
| 種別 |
割合(%) |
評価基準等 |
| 定期試験（筆記） |
|
|
レポート試験
（統一締切日を締切とするレポート） |
|
|
上記以外の試験・レポート、平常点評価
（日常的な授業における取組状況の評価） |
100 |
Class attendance and understanding of contents/discussions evaluated by weekly essays (50%)
Reports and presentations on individual/group projects, participation in discussions (50%) |
成績評価方法(備考)
受講および研究に関するアドバイス
教科書
教科書(使用頻度、その他補足)
参考書
参考書(使用頻度、その他補足)
参考になるwwwページ
授業内外における学生・教員間のコミュニケーションの方法
manaba+R,学生との直接対話,その他(教員より別途指示）
備考
