Le Grand Syllabus 2016/2017
Objective of the course : building upon extensive ﬁeldwork, this class aims to examine the reality of migratory ﬂows associated with environmental disruptions – those induced by climate change, of course, but also those induced by other causes such as industrial accidents. A second part of the class addresses the policy responses that have been implemented so far, as well as those that are envisioned for the future. Required reading : Foresight. 2011. Migration and Global Environmental Change. Final Project Report. London : The Government Ofﬁce for Science ; Gemenne, François. 2011. Why the numbers don't add up : A review of estimates and predictions of people displaced by environmental changes. Global Environmental Change 21 (S1) : 41-49 ; Gemenne F., Ionesco D., Brücker P., Barthélemy P. 2012. The State of Environmental Migration 2011 ; Asian Development Bank. 2012. Addressing Climate Change and Migration in Asia and the Paciﬁc. Manila : ADB.
- Debates with guests' lecturers - 5% of total class grade. Workload : Reasonable workload. Pedagogical method : The seminar will be held across 12 sessions including : - Systematically presentations by the teachers, and class materials provided by the teachers ; - Systematically, two individual oral presentations (ﬁve-minutes) by two students ; - Occasionally, presentations by guests lecturers ; - The presentation of group works on the practical case studies by students (last class). Course Description : Evaluation is an approach that aims at systematically collecting information about public policies and programmes and notably their results, in order to help policymakers make informed judgments, so as to improve their effectiveness and inform decisions about future programming. The practice of evaluation requests speciﬁc competences, notably to analyse the outcomes of public action and to take into account the diverse and often conﬂicting expectations of stakeholders and society in general. Some countries can be considered "pioneers" in the use of evaluation, having implemented this practice since the end of the 1960s (the U.S., Canada, Germany and Sweden). A second "wave" of countries have institutionalised evaluation in the 1970s and 1980s (the U.K., Denmark, the Netherlands). Essential factors were the overall growth in public expenditures and social demands for both an increase in public services and an enhancement of their efﬁcacy. Then, the obligation to evaluate all programmes co-ﬁnanced by European funds has inﬂuenced a third wave of national evaluation systems, in the 1990s in Europe, particularly in those countries receiving the greatest amounts of these funds. Evaluation has now permeated nearly all European Union policies. The aim of this course is to impart a methodological knowledge base, largely supplemented by practical experiences drawn from the teachers' experience as well as from guests' practitioners and experts. The course will train students to the practice of evaluation within EU institutions and beyond, providing them with a knowledge-base for understanding how evaluations of European policies, programmes, or agencies, are conducted, as well as how they are commissioned. Classes will
EVALUATING PUBLIC POLICIES
Semester : Spring Number of hours : 24 Language of tuition : English
Teachers : Mathieu CAPDEVILA, Gabriel PIERARD (Senior Manager). Prerequisite : Knowledge of European Union institutions, history, key policies and major programmes. Ability to work in English (including drafting). Pedagogical format : Seminar Course validation : - One ﬁve-minutes individual oral presentation on an EU policy topic (one per student during the semester, over 10 classes – i.e. all classes except the 1st and the 12th) - 15% of total class grade ; - One written group case study : putting together an evaluation proposal in response to an EU Commission call for tender (groups of 3 to 5 students) - 40% of total class grade ; - One group presentation of works on the evaluation proposal case study (s