This course introduces students to fundamental themes and issues in development studies. The course allows students to explore a range of critical debates and discussions connected to poverty in less prosperous parts of the world, and is divided into three parts. The first part of the course focuses on theories and approaches by examining how the understanding of development has evolved from the colonial period up to contemporary theories of what constitutes a developed society. Part two looks at key actors in the field of development including the state, national development agencies, global financial institutions and civil society organisations. The third part of the course explores a number of key themes in international development, looking at questions around how debt, health and conflict impact on development. In addition to the acquisition of content knowledge, students will develop their academic English skills in the following areas: listening comprehension; notetaking skills; critical thinking, discussion, intensive and extensive reading, summary writing, research, and presentation.

This course introduces students to fundamental themes and issues in development studies. The course allows students to explore a range of critical debates and discussions connected to poverty in less prosperous parts of the world, and is divided into three parts. The first part of the course focuses on theories and approaches by examining how the understanding of development has evolved from the colonial period up to contemporary theories of what constitutes a developed society. Part two looks at key actors in the field of development including the state, national development agencies, global financial institutions and civil society organisations. The third part of the course explores a number of key themes in international development, looking at questions around how debt, health and conflict impact on development. In addition to the acquisition of content knowledge, students will develop their academic English skills in the following areas: listening comprehension; notetaking skills; critical thinking, discussion, intensive and extensive reading, summary writing, research, and presentation.

Where would you like to go for your next holiday? Wherever you choose as your destination, you are entitled to visit there because everyone has the right to sightseeing. However, you may be unable to exercise this right due to harmful events such as pandemics, economic depressions, political turmoil, and natural disasters. We must also bear in mind that tourism may have detrimental impacts on our world. A dire consequence of mass tourism is overtourism, a situation in which excessive tourists negatively affect the environment, culture, and society. How can we make tourism more sustainable? This is the question we address during this course. The objective of this course is to explore the interrelationship between tourism and economic, environmental, and sociocultural conditions. The content of the course includes definitions of sustainable tourism, some cases of unsustainable tourism development, causes of unsustainable tourism, and strategies for sustainable tourism. Students who have never learned about tourism are welcome because this course covers topics fundamental to the tourism discourse. One of the expected learning outcomes is to propose a novel strategy to make tourism sustainable and resilient. Sustainable Development Goals: Targets of SDG 8 (Decent work and economic growth), SDG 12 (Responsible consumption and production), and SDG 14 (Life below water) explicitly mention their relevance to tourism. Target 8.9: “By 2030, devise and implement policies to promote sustainable tourism that creates jobs and promotes local culture and products”. Target 12.b: “Develop and implement tools to monitor sustainable development impacts for sustainable tourism which creates jobs, promotes local culture and products”. Target 14.7: “By 2030 increase the economic benefits to SIDS and LDCs from the sustainable use of marine resources, including through sustainable management of fisheries, aquaculture, and tourism”. However, many other SDGs are relevant to tourism. For example, tourism is a contributing factor in climate change (SDG 13).

Where would you like to go for your next holiday? Wherever you choose as your destination, you are entitled to visit there because everyone has the right to sightseeing. However, you may be unable to exercise this right due to harmful events such as pandemics, economic depressions, political turmoil, and natural disasters. We must also bear in mind that tourism may have detrimental impacts on our world. A dire consequence of mass tourism is overtourism, a situation in which excessive tourists negatively affect the environment, culture, and society. How can we make tourism more sustainable? This is the question we address during this course. The objective of this course is to explore the interrelationship between tourism and economic, environmental, and sociocultural conditions. The content of the course includes definitions of sustainable tourism, some cases of unsustainable tourism development, causes of unsustainable tourism, and strategies for sustainable tourism. Students who have never learned about tourism are welcome because this course covers topics fundamental to the tourism discourse. One of the expected learning outcomes is to propose a novel strategy to make tourism sustainable and resilient. Sustainable Development Goals: Targets of SDG 8 (Decent work and economic growth), SDG 12 (Responsible consumption and production), and SDG 14 (Life below water) explicitly mention their relevance to tourism. Target 8.9: “By 2030, devise and implement policies to promote sustainable tourism that creates jobs and promotes local culture and products”. Target 12.b: “Develop and implement tools to monitor sustainable development impacts for sustainable tourism which creates jobs, promotes local culture and products”. Target 14.7: “By 2030 increase the economic benefits to SIDS and LDCs from the sustainable use of marine resources, including through sustainable management of fisheries, aquaculture, and tourism”. However, many other SDGs are relevant to tourism. For example, tourism is a contributing factor in climate change (SDG 13).

授業の目標：平和プロセスと国際協力を「人間の安全保障」の視点から、俯瞰し、検討する。 概要：平和プロセスと国際協力という営みには、推進する主体と阻害する主体とが存在しよう。それらのアクターの目的は何か。推進しようとする主体にとって、平和プロセスと国際協力は誰のためのものか。現地の人々のためのものであるなら、「現地の人々」とは一体誰を指すのか。平和プロセスと国際協力における、外部と現地の主体との関係はいかなるものか。外部者と現地をつなぐ「翻訳」は何を伝え、何を伝えないのか。多様な目的をもった多様なアクターが関与する、平和プロセスと国際協力に「人間の安全保障」の視点を加えることにどのような意味と意義があるのか。 このような問いに答えるべく、第１～第9回の講義では人間の安全保障と関係概念の検討をしたのちに、人間の安全保障の３つの要素およびUNDPの2022報告書で提起された地球環境問題から平和プロセスと国際協力を検討する。第10～第12回では、受講生がそれぞれの関心領域を主題として、人間の安全保障の視点を入れた、平和プロセスと国際協力について報告する。最終回第13回で講義全体を総括する。

授業の目標：平和プロセスと国際協力を「人間の安全保障」の視点から、俯瞰し、検討する。 概要：平和プロセスと国際協力という営みには、推進する主体と阻害する主体とが存在しよう。それらのアクターの目的は何か。推進しようとする主体にとって、平和プロセスと国際協力は誰のためのものか。現地の人々のためのものであるなら、「現地の人々」とは一体誰を指すのか。平和プロセスと国際協力における、外部と現地の主体との関係はいかなるものか。外部者と現地をつなぐ「翻訳」は何を伝え、何を伝えないのか。多様な目的をもった多様なアクターが関与する、平和プロセスと国際協力に「人間の安全保障」の視点を加えることにどのような意味と意義があるのか。 このような問いに答えるべく、第１～第9回の講義では人間の安全保障と関係概念の検討をしたのちに、人間の安全保障の３つの要素およびUNDPの2022報告書で提起された地球環境問題から平和プロセスと国際協力を検討する。第10～第12回では、受講生がそれぞれの関心領域を主題として、人間の安全保障の視点を入れた、平和プロセスと国際協力について報告する。最終回第13回で講義全体を総括する。

In this course, we will first analyze in depth the structure and functioning of international organizations and understand how they contribute to global efforts for sustainable development. Then, students will learn from the firsthand experience of invited expertsfrom several international organizations. In the latter part of the course, students will practice the lessons for the analysis of complex sustainable challenges (involving more than a single SDG). Finally, students are expected to be able to elaborate a proposal for an action plan for an international organization, including their own contribution if there would be to follow a career in such an organization. This year's topic is will be announced in summer 2025.

Students study through this course i) how economic policies have evolved since the demise of the Bretton Woods system in the 1970s, ii) what were impacts of Asian financial crisis in the late 1990s and the global financial crisis in 2008/09, iii) how Asian countries have achieved high growth and poverty reduction, and iv) what are new and emerging challenges for Asia and the World. Lecture is both theoretical and empirical, and based on the lecturer’s experiences. He is Chairman, Center for International Economy & Strategy. He was President of Asian Development Bank (ADB) (2013-2020), Vice-minister of Finance for International Affairs dealing with G7, G20, and IMF issues (2011-2013). He was engaged in many policy issues regarding tax, budget, and financial sector policy since he joined the Ministry of Finance in 1978. He was also an advisor in IMF’s Policy Development and Review Department (1994-97) and Minister at the Embassy of Japan in Washington DC (2005-2007).

The world is now facing serious problems such as conflict, food crisis, poverty and inequality, discrimination and prejudice based on class, gender, race, disability etc. In order to resolve these issues and realize a sustainable, diverse and inclusive society, the Sustainable Development Goals (SDGs)" were adopted at the United Nations Summit in September 2015. Education, in particular, is envisioned as a key to achieve the SDGs. Within this context, this course aims to examine the role and challenge of education in achieving the SDGs through exploring the initiatives taken by various actors (government, schools, corporates, NGOs, etc.) in Global North as well as Global South. This course will first introduce students to new opportunities and emerging issues seen from education in Global North and Global South (particularly, South Asia). Students will have the opportunity to interact with experts working in education through a field visit and a guest lecture in the middle of the course. At the end of the course, students will make a recommendation for a policy, system or practice for education in Global North/ Global South to achieve SDGs. ＜Objectives＞ By taking this course, students will acquire/develop the following new knowledge/ skills/attitudes ・understand how various actors in Global North/Global South engage with SDGs through education by exploring the new opportunities and emerging issues of education around the world ・enhance a sense of ownership towards global issues by gaining a deeper understanding of the interdependence and interconnectedness between Global North and Global South ・make a recommendation for policy, system or practice for education in Global North/Global South to achieve SDGs with a convincing argument ・recognize diverse values and perspectives through cross-border and interdisciplinary dialogues with peers of different cultural backgrounds and disciplines.

The world is now facing serious problems such as conflict, food crisis, poverty and inequality, discrimination and prejudice based on class, gender, race, disability etc. In order to resolve these issues and realize a sustainable, diverse and inclusive society, the Sustainable Development Goals (SDGs)" were adopted at the United Nations Summit in September 2015. Education, in particular, is envisioned as a key to achieve the SDGs. Within this context, this course aims to examine the role and challenge of education in achieving the SDGs through exploring the initiatives taken by various actors (government, schools, corporates, NGOs, etc.) in Global North as well as Global South. This course will first introduce students to new opportunities and emerging issues seen from education in Global North and Global South (particularly, South Asia). Students will have the opportunity to interact with experts working in education through a field visit and a guest lecture in the middle of the course. At the end of the course, students will make a recommendation for a policy, system or practice for education in Global North/ Global South to achieve SDGs. ＜Objectives＞ By taking this course, students will acquire/develop the following new knowledge/ skills/attitudes ・understand how various actors in Global North/Global South engage with SDGs through education by exploring the new opportunities and emerging issues of education around the world ・enhance a sense of ownership towards global issues by gaining a deeper understanding of the interdependence and interconnectedness between Global North and Global South ・make a recommendation for policy, system or practice for education in Global North/Global South to achieve SDGs with a convincing argument ・recognize diverse values and perspectives through cross-border and interdisciplinary dialogues with peers of different cultural backgrounds and disciplines.