Course validation : The assessment will be based on three criteria : Class participation (15 %) ; Health systems and governance analysis of a given country (powerpoint and presentation (20% and 20%) ; Policy brieﬁng for country delegation to World Health Assembly (paper) (45%). The ﬁrst deliverable will be due mid-way through the class (date to be determined) and the student will be required to present their ﬁndings to the group. The second deliverable will be due after the last class (the date is to be determined). Workload : Students will be expected to have read the required readings and to participate in class discussions. Supplemental, non-required readings will be provided so students can explore areas of interest in greater depth. Pedagogical method : Interactive seminars. Course Description : Historically, the main driving force behind international cooperation in health was the control of infectious diseases. Most experts concur that formalized international cooperation in health dates back to the 1851 International Sanitary Conference. It can be argued that the 2015 Sustainable Development Goals are proof of the continued global commitment to international cooperation in health. In recent years, international cooperation in health has been justiﬁed and explained by referring to different rationales : charity (the donor/recipient paradigm), health security, economic, and cosmopolitan values (the right to health paradigm). Each of these motives can be used to explain or legitimize global health diplomacy efforts, but they do not necessarily lead to the same impact of the health systems in countries where global health programs are implemented. The 2014-2015 Ebola crisis in West Africa is one of many recent epidemics and has highlighted the continuing importance of international cooperation in health. It also highlighted the many failings of current cooperation and the ﬂaws in global health governance structures even more in current times when humanitarian needs and fragile contexts increase are abound. In this course, we will examine the impact of these different rationales for international cooperation in health on three essential 'building blocks' of health systems : ﬁnancial resources, human resources, and medicines. At
the end of the course, participants are expected to be able to use the different rationales for engaging in international cooperation in health to brief a country delegation on how to advance its interests at the next World Health Assembly. Required reading : to be deﬁned.
INTERNATIONAL HUMAN RIGHTS LAW
Semester : Autumn Number of hours : 24 Language of tuition : English
Teachers : Pauline BRUCKER (Doctorante à Sciences Po), William SCHABAS (Professor of International Law). Prerequisite : There is no pre-requisite. However, students who have not previously studied public international law are strongly encouraged to familiarize themselves with the subject prior to the course by studying one of the principal textbooks, by Brownlie, Shaw or Cassese. Pedagogical format : Lecture alone Course validation : Students will be required to submit, as a writing and research exercise, an encyclopedia entry on a major theme in international human rights in which they identify and classify the relevant issues and sources (50%). At the end of the course, there will be a take-home examination to be completed in a 24-hour period on a date ﬁxed by agreement (50%). Pedagogical method : Classes will consist of lecture presentations, with questions and discussion by students strongly encouraged. Course Description : The course will be organised thematically. Major issues in international human rights law (the right to life and the prohibition of capital punishment, freedom of expression, equality, economic and social rights, minorities, accountability and criminal justice) will be examined in detail, exploring at the same time the structures and mechanisms of the United Nations and of regional bodies such as the Council of Europe. In this way, by the end of t