UNIVERSITY OF LAGOS

FACULTY OF SOCIAL SCIENCES

DEPARTMENT OF ECONOMICS

DEVELOPMENT STUDIES PROGRAMME

DEPARTMENT OF ECONOMICS

UNDERGRADUATE
PROSPECTUS
2024 - 2027
 UNIVERSITY OF LAGOS
FACULTY OF SOCIAL SCIENCES
DEPARTMENT OF ECONOMICS
DEVELOPMENT STUDIES PROGRAMME

UNDERGRADUATE
2024 - 2027

PROSPECTUS
DEVELOPMENT STUDIES
PROGRAMME
DEPARTMENT OF ECONOMICS
TABLE OF CONTENTS
Page

01 PRINCIPAL OFFICERS OF THE UNIVERSITY

02 ACADEMIC STAFF

03 ADMINISTRATIVE STAFF

04 PROGRAMME OVERVIEW

06 ADMISSION REQUIREMENTS AND DURATION

OF THE PROGRAMME

07 GRADUATION REQUIREMENTS

07 COURSE SYSTEM

08 GRADING OF COURSES

09 DEGREE CLASSIFICATION

10 MODES OF STUDENT ASSESSMENT

11 STUDENTS’ EVALUATION OF COURSES

12 GLOBAL COURSE STRUCTURE

17 COURSE CONTENTS AND LEARNING OUTCOMES

66 RECOMMENDED TEXTS

83 ACADEMIC STAFF LIST

 01

UNIVERSITY MANAGEMENT
PRINCIPAL OFFICERS OF THE UNIVERSITY

The Vice Chancellor

PROF. FOLASADE TOLULOPE OGUNSOLA
MBChB, FMCPath, FWACP, FRCPath (UK), Ph.D.(Cardiff),
FNSMed, FAMEds, FAS, OON

The Deputy Vice Chancellor The Deputy Vice Chancellor The Deputy Vice Chancellor
Development Services Management Services Academics and Research
PROF. AYODELE ATSENUWA PROF. LUCIAN OBINNA CHUKWU PROF. BOLANLE OBOH
LL.B, (Ife) B.L., LL.M. (Lond.) LL.M.(Warwick) B.Sc. M.Phil., Ph.D. (Lagos) B.Sc. M.Sc., Ph.D. (Ife)

The Acting Registrar The Bursar

The University Librarian
MRS OLAKUNLE ESTHER MAKINDE MRS OLUFUNMILOLA YETUNDE
PROF. YETUNDE ABOSEDE ZAID
B.Sc., M.Sc. (Ile –Ife), PGDPA (ASCON, Badagry), ADEKUNLE B.A. (Ago-Iwoye), MLS (U.I), CLN
Advanced Diploma, HRM (Lagos) B.Sc., M.Sc. (Lagos), FCA
 02

DEVELOPMENT STUDIES PROGRAMME

ACADEMIC STAFF

Akinleye, Simeon Oludiran Subilu, Muibi Olufemi Nwakeze, Ngozi Mary Egunjobi, Titilayo Adenike
Professor & Head Professor Associate Professor Associate Professor

Odeleye, Anthonia Taye Ajunwon, Oluseye Samuel Adegboye, Abdimi Cornelius Osobase, Anthony Onogiese
Associate Professor Lecturer I Lecturer I Lecturer I
 03

ADMINISTRATIVE STAFF

Akinyemi, Olubukola Oluyinka Okoh, Agakebi, Faith Florence Ajibola Bashiru Bakare
Chief Executive Officer Senior Executive Officer Personal Assistant Senior Transport Supervisor

Ibiyemi Mary A. Adepetun, Olusola A.

Executive Officer I Executive Officer I
 04

PROGRAMME OVERVIEW
Development Studies deals with changes in how society works and the way in
which these changes support or limit the greater realization of human
potential. Although the programme concentrates mainly on issues that are
particularly relevant to developing countries with emphasis on how economic,
environmental, social and political processes interact, it has recently expanded
its frontiers to cover diverse south-north relations in our rapidly globalizing
world. The interdependence between economics and different facets of human
society requires a holistic approach to ameliorate the undesirable effects of
economic decision making and training the needed manpower to improve
socioeconomic outcomes. The programme specifically draws on the scientific
traditions from four different disciplines i.e., Sociology, Economics, Political
Science and Human geography. The programme offers a rich and coherent
basis for understanding the processes and solutions to the problems of
development. The programme is generally a multidisciplinary field of study
concerned with the issues, problems and policy options facing the developing
world such as inequality, poverty, hunger and wellbeing. Areas within the
profession of Development Studies encompass poverty and development,
industrial development, trade and globalization, population and development,
and environment and development.

PHILOSOPHY OF PROGRAMME
The philosophy underlying BSc. Development Studies programme is to
produce a crop of graduates equipped with appropriate knowledge to make
their contribution to the development of Nigeria, Africa and the global
community in the field of Social Sciences in general and in the various sub-
fields of Development Studies in particular.

OBJECTIVES OF THE PROGRAMME

The overall aim of Development Studies degree programme is to impart relevant
knowledge and skills needed to enable candidates to analyse and engineer
development both as a concept and in practice within the socio-economic, political
and resource contexts of a given society. The Development Studies Programme is
aimed at developing skills to enable its graduates to:
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lacquire a wide array of relevant theories and methods in development

studies;
lcultivate the ability to apply their knowledge and skills in development
studies to the understanding and solution of societal problems in Nigeria
and elsewhere;
linternalize the relevant knowledge and skills base from which they can
proceed to further studies in special areas of development studies;
lrecognise the importance of development studies in contemporary
national and global affairs;
ldeploy a range of useful competencies for employment, whether public,
private or self-employment;
lhave a sound knowledge of development terminology and develop their
understanding of the interrelationship of development at local, national,
regional and international levels;
llearn techniques for effective political interaction and community
participation necessary for planning and technological development
process; and
identify short- and long-term policies for sustainable development.

UNIQUE FEATURES OF THE PROGRAMME

The unique features of the programme are:
project design and management;
better negotiators, capable of understanding complex issues;
strong management and communication skills;
advocacy;
decision making;
interpersonal communication;
guiding public and private sector on issues relating to social, economic and
political change and reform, empowerment, sender main streaming, and
development communication among other fields;
the qualification equips students with skills and understanding of different
theories, practice and activities which are useful to facilitate holistic and
integrated focused development;
development facilitation;
environmental planning; and
development communication.
 06

EMPLOYABILITY SKILLS
Employability skills to be acquired from the programme include:
skills in development planning including ability to produce a draft Development
Plan;
skills to work as development consultant after period of internship;
possesses skills as officer/manager of development projects;
possesses the ability to work as socio-economic and marketing researcher;
skills as monitoring and impact evaluation expert;
team up with others in community development engagement; and
acquired skills to partner in municipal planning assignment.

UNIQUE FEATURES OF THE PROGRAMME

The 21st century skills of the programme are:
team work relevant in technical programmes job like Agriculture, ICTs,
Engineering, Medicine, Business, Mining and Climate change and many others;
research skills and practices learnt in the Bachelor of Development Studies are
highly sought after by a broad range of employers including international aid
organizations, consulting firms, and local, state and federal government
departments; and
global awareness acquired for development advocacy for local and international
NGOs.

ADMISSION REQUIREMENTS AND DURATION OF THE

PROGRAMME
UTME Entry Mode: Admission is through University Tertiary Matriculations Examination
(UTME) conducted by the Joint Admissions and Matriculation Board (JAMB) for candidates
that possess Senior Secondary School Certificate (SSCE). The expected mandatory five O’
Level subjects at one sitting should be inclusive of English Language, Mathematics and
Economics. The UTME subjects are English Language, Economics and/or Mathematics and
any other one/two subjects from the sciences or humanities. UTME entry students undergo a
four-year programme.

Direct Entry (DE) Mode: For direct entry candidates, credit passes in Economics and/or
Mathematics, and any one/two subjects from the sciences of humanities at the advanced
level of WAEC, JUPEB or any other recognized body. A candidate must also satisfy the O’ level
requirement as listed above. Direct entry students undergo a three-year programme,
commencing at the 200 level entry point of the four-year programme.
 07

Programme Duration – Senate Approved Duration: The minimum duration of the B.Sc.
Development Studies programme is four academic sessions for candidates who enter
through the UTME mode. Direct Entry candidates admitted to the 200 level of the
programmes will spend a minimum of three academic sessions. The maximum length of
time allowed to obtain an honours degree in the Department shall be twelve semesters for
the 4-year degree programme and ten semesters for students admitted directly into the 200
level.

GRADUATION REQUIREMENTS
UTME Students
To be eligible for the award of a degree, a student must obtain a minimum total of 144 units
including all compulsory courses, inclusive of other university course requirements, in a four-
year programme.
Direct Entry Students
To be eligible for the award of a degree, a student must obtain a minimum total of 108 units
including all compulsory courses, inclusive of other university course requirements, in a three-
year programme.
Minimum and Maximum Units Per Semester
A full-time student is expected to register for at least 18 units and at most 24 units per
semester. The minimum may be waived for students who have spent more than four
academic sessions and have less than 12 units to complete the degree programme. The
maximum may be waived in exceptional circumstances on the merit of each case by the
Chief Examiner (Head of Department) or Panel of Examiners on behalf of Senate and hence
subject to Senate ratification.

COURSE SYSTEM
This should be understood to mean a quantitative system of organization of the curriculum in
which subject areas are broken down into unit courses which are examinable and for which
students earn credit(s) if passed. The courses are arranged in progressive order of complexity
or in levels of academic progress. Level 1 courses are for example 100 and 101; Level II courses
are for example 200 and 202. The second aspect of the system is that courses are assigned
weights allied to units.Credits are weights attached to a course. One credit is equivalent to
one hour per week per semester of 15 weeks of lectures or three hours of
laboratory/studio/workshop work per week per semester of 15 weeks.
 08

UNITS
This consists of specified number of student-teacher contact hours per week per semester.
Units are used in two complementary ways: one, as a measure of course weighting, and the
other, as an indicator of student workload. As a measure of course weighting for each Unit
course (e.g. DES101, DES202, DES313), the credit unit to be earned for satisfactorily completing
the course is specified; e.g. a 2-credit unit course may mean two 1-hour lecture per week per
semester or one 1-hour lecture plus 3-hour practical per week per semester.
As a measure of workload, “One Credit Unit” means one hour of lecture or one hour of tutorial
per week per semester. For other forms of teaching requiring student teacher contact, the
following equivalents may apply: two hours of seminar, three hours of laboratory or field work,
Clinical practice/practicum, studio practice or stadium sporting activity, six hours of teaching
practice; four weeks of industrial attachment where applicable. Normally, in Course Credit
System, courses are mounted all year round, thus enabling students to participate in
examinations in which they are unsuccessful or unable to participate on account of ill health
or for other genuine reasons. In such a system, no special provisions are made for re-sit
examinations.
The minimum number of credit units for the award of a degree is 144 units, subject to the
usual Department and Faculty requirements. A student shall therefore qualify for the award
of a degree when he has met the conditions. The minimum credit load per semester is 12
credit units. For the purpose of calculating a student’s cumulative GPA(CGPA) in order to
determine the class of Degree to be awarded, grades obtained in all the courses whether
compulsory or optional and whether passed or failed must be included in the computation.
Even when a student repeats the same course once or more before passing it or substitutes
another course for a failed optional course, grades scored at each and all attempts shall be
included in the computation of the GPA. Pre-requisite courses must be taken and passed
before a particular course at a higher level.

GRADING OF COURSES
Grading of courses shall be done by a combination of percentage marks and letter
grades translated into a graduated system of Grade Point as shown in Table 1.

Table 1 Grade Point System

 09

GRADE POINT AVERAGE AND CUMULATIVE GRADE

POINT AVERAGE
For the purpose of determining a student’s standing at the end of every semester, the
Grade Point Average (GPA) system shall be used. The GPA is computed by dividing
the total number of Units × Grade Point (TUGP) by the total number of units (TNU) for
all the courses taken in the semester as illustrated in Table 2. The Cumulative Grade
Point Average (CGPA) over a period of semesters is calculated in the same manner as
the GPA by using the grade points of all the courses taken during the period.

Table 2: Calculation of GPA or CGPA

DEGREE CLASSIFICATION
Classes of degree are to be awarded depending on the cumulative GPA obtained. The
classes of degrees that may be awarded are First Class Honours, Second Class
Honours (Upper Division), Second Class Honours (Lower Division), Third Class
Honours, and Pass (see Table 3).
 10

Students who transfer from other universities shall be credited with only those
courses deemed relevant to the programmes, which they have already passed prior
to their transfer. Such students shall however be required to pass the minimum
number of units specified for graduation for the number of sessions he/she has spent
in the Faculty; provided that no student shall spend less than two sessions (4
semesters) in order to earn a degree. Students who transfer from another programme
in the Faculty or other faculties for any approved reason shall be credited with those
units passed that are within the curriculum of the programme to which he/she has
transferred. Appropriate decisions on transfer cases shall be subjected to the approval
of Senate on the recommendation of the Faculty.

PROBATION
Probation is a status granted to a student whose academic performance falls below
an acceptable standard. A student whose Cumulative Grade Point Average is below
1.00 at the end of a particular year of study, earns a period of probation for one
academic session. A student on probation is allowed to register for courses at the next
higher level in addition to his/her probation level courses provided that:
1. the regulation in respect of student work-load is complied with; and
2. the pre-requisite courses for the higher level courses have been passed.

WITHDRAWAL
A candidate whose Cumulative Grade Point Average is below 1.00 at the end of a
particular period of probation should be required to withdraw from the University.
Where possible, consideration may be given to a student withdrawn from a
programme of study for transfer to any other programme within the same university.
Subject to the conditions for withdrawal and probation, a student may be allowed to
repeat the failed course Unit(s) at the next available opportunity, provided that the
total number of credit units carried during that semester does not exceed 24, and the
Grade Points earned at all attempts shall count towards the CGPA.

MODES OF STUDENT ASSESSMENT

All courses taken must be evaluated and a final grade given at the end of the
semester. To arrive at the final grade, the evaluation must be a continuous process
consisting of some or all of the following where applicable:
1. Continuous Assessment
2. Examinations

CONTINUOUS ASSESSMENT
Continuous assessment shall be done through essays and tests. Scores from
continuous assessment shall normally constitute 30-40 per cent of the full marks for
courses which are primarily theoretical.
 11

EXAMINATIONS
In addition to continuous assessment, final examinations should normally be given for
every course at the end of each semester. All courses shall be graded out of a
maximum of 100 marks comprising:
Final Examination: 60% - 70%
Continuous assessment (Quizzes, Homework, Tests and Practical): 30% - 40%

EXTERNAL EXAMINER SYSTEM

The involvement of external examiners from other universities is a crucial quality
assurance requirement for all courses in Nigerian University System. In this regard,
external examiner should go beyond mere moderation of examination questions to
examining of examination papers to scope and depth of examination questions vis-a-
vis the curricular expectation.

STUDENTS’ EVALUATION OF COURSES

There should be an established mechanism to enable students to evaluate courses
delivered to them at the end of each semester. This should be an integral component
of the course credit system to serve as an opportunity for feedback on the
effectiveness of course delivery. Such an evaluation which should be undertaken by
students at the end of each course, should capture, among others:
improvement in the effectiveness of course delivery;
continual update of lecture materials to incorporate emerging new concepts;
effective usage of teaching aids and tools to maximize impact of knowledge on
students;
improvement in students’ performance through effective delivery of tutorials,
timely in; and
presentation of continuous assessment and high-quality examination.
it is very important that students’ evaluation of courses be administered fairly and
transparently through the use of well-designed questionnaires. The completed
questionnaires should be professionally analyzed and results discussed with the
course lecturer(s) towards improvement in course delivery in all its ramifications.
 12

GLOBAL COURSE STRUCTURE

List of Courses and Number of Units by Semester

100 Level First Semester

100 Level Second Semester

Note: C = Compulsory Course;

E = Elective Course;
LH = Lecture Hour;
PH = Practical Hour
 13

200 Level First Semester

200 Level Second Semester

Note: C = Compulsory Course;

E = Elective Course;
LH = Lecture Hour;
PH = Practical Hour
 14

300 Level First Semester

300 Level Second Semester

Note: C = Compulsory Course;

E = Elective Course;
LH = Lecture Hour;
PH = Practical Hour
 15

400 Level First Semester

400 Level Second Semester

Note: C = Compulsory Course;

E = Elective Course;
LH = Lecture Hour;
PH = Practical Hour
 16

SEMESTER SUMMARY OF COMPULSORY

AND ELECTIVE COURSES

GRAND TOTAL UNITS OF COMPULSORY

AND ELECTIVE COURSES

Minimum approved number of units for graduation

UTME 144
DE 108
 17

COURSE CONTENTS AND LEARNING

OUTCOMES
100 Level First Semester
GST 111: Communication in English (2 Unit C: LH 15; PH 45)
Learning Outcomes
At the end of this course, students should be able to:
1. identify possible sound patterns in English Language;
2. list notable Language skills;
3. classify word formation processes;
4. construct simple and fairly complex sentences in English;
5. apply logical and critical reasoning skills for meaningful presentations;
6. demonstrate an appreciable level of the art of public speaking and listening; and
7. write simple and technical reports.
Course Contents
Sound patterns in English Language (vowels and consonants, phonetics and
phonology). English word classes (lexical and grammatical words, definitions, forms,
functions, usages, collocations). Sentence in English (types: structural and functional,
simple and complex). Grammar and Usage (tense, mood, modality and concord,
aspects of language use in everyday life). Logical and Critical Thinking and Reasoning
Methods (Logic and Syllogism, Inductive and Deductive Argument and Reasoning
Methods, Analogy, Generalisation and Explanations). Ethical considerations, Copyright
Rules and Infringements. Writing Activities: (Pre-writing , Writing, Post writing,
Editing and Proofreading; Brainstorming, outlining, Paragraphing, Types of writing,
Summary, Essays, Letter, Curriculum Vitae, Report writing, Note making etc.
Mechanics of writing). Comprehension Strategies: (Reading and types of Reading,
Comprehension Skills, 3RsQ). Information and Communication Technology in modern
Language Learning. Language skills for effective communication. Major word
formation processes. Writing and reading comprehension strategies. Logical and
critical reasoning for meaningful presentations. Art of public speaking and listening.

DES 101: Introduction to Development Studies (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1.apprise the challenges facing the developing world and also the relevant strategies
required to address them;
2.identify the current political landscape and its importance in addressing socio-
economic problems;
 18

3.explain the characteristics and nature of development;

4.discuss the historical overview of the term development studies;
5.analyse some development and growth theories;
6.examine the applicability of these development and growth theory to the African
nations, especially Nigeria;
7.explain the linkages between colonization and industrialization; and
8.proffer solution to problem of industrialization in Nigeria.
Course Contents
Meaning and importance of Development Studies, colonization industrialization and
Development, Gender issues in Development, overview of Development theories.
Introduction to planned change. National development planning. Types of
development planning. Development planning and implementation in Nigeria.
Challenges of development planning in Nigeria. Development plans and
performance. Development planning and state priorities. Development and economy.

DES 103: Economics for Development Studies (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1. define what is economics and the basic economic problems;
2. distinguish between microeconomics and macroeconomics;
3. explain how choice end up determining what, how and for whom goods and
services get produced;
4. describe demand and supply as economic and practical concepts
5. explain the characteristics and determinants of supply and demand in the market
6. explain how prices and output in an industry are determined, and why firm enter
and leave industry; and
7. describe and explain how microeconomic models can be used to consider
fundamental economic choices of households and firms.
Course Contents
Scope and method of Economics, consumer and producer theories and market
equilibrium. household behaviour; firm behaviour and market; production profit
maximising firms. Cost and revenue function cost minimising equilibrium condition.
Types and characteristics of markets. Public goods and externalities introduction to
macroeconomics, the role of government in the economy. The key sectors of the
economy, national income accounting concepts of GDP, GNP and national income.
Approaches to GDP calculation. Money in the modern economy. Inflation, the
international economy, terms of trade, exchange rates, trade barriers, balance of
payments.
 19

POL 101: Introduction to Political Science (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1. identify the key conception political science such as politics, power, authority,
influence, state, nation and many others);
2. assess the nature, form and character of politics;
3. list the contributions of the founding/leading scholars of political science;
4. differentiate between political science as a field of study and politics as an art or
practise;
5. explain the relationship among the various concepts in political science and many
others; and
6. discuss the relationship between political science and other fields of study (other
social sciences, humanities and the natural sciences).
Course Contents
The nature of politics. Issues of political discourse and practice.Language and basic
concepts of Politics.Methods of Political Science. Approaches to the study of politics;
the ‘science’ or ‘art’ of the discipline; nation, state and society; power, authority and
influence, constitution and constitutionalism, political culture and political
socialisation and many others.

SOC 101: Introduction to Sociology (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1.distinguish between the two revolutions of the 18th century;
2.discuss the founding fathers and the emergence of sociology as a discipline;
3.identify the basic analysis and description of social structure and dynamics of
human society;
4.explain the relationships between sociology and other social sciences;
5.define the basic terms and concepts of sociology, culture and the process of
socialisation; and
6.define key concepts in sociological discourse.
Course Contents
Analysis of the connection between the Industrial and Political revolutions which
occurred in the 18th century, the attempts by the founding fathers of Sociology to
produce a science of society and emergence of Sociology. The difference between
sociology and other social science subjects; Introduction to basic concepts of
Sociological analysis such as roles, status, society, culture, culture contact and many
others: The social structure and its dynamics: The process of socialisation and use of
its products to channel behaviour towards certain directions while barring others
simultaneously.
 20

MGS 101: Elements of Management (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1. describe the primary functions of management and the roles of managers;
2. identify the work of major contributions to the field of management;
3. explain the components and considerations for strategic management;
4. enumerate the process and techniques of individual and group decision – making;
5. identify common organisational structures and the advantages and disadvantages
of each;
6. describe current trends and challenges in human resource management;
7. appraise the importance of employee motivation and how to promote it; and
8. describe current trends and challenges in global business management.
Course Contents
Basic concepts in management. Management principles, functions of the manager.
Planning, nature and purpose the organizing function. Selecting of employees and
managers. Appraisal of managers, management development. Nature of directing,
motivation, leadership, controlling. The control process, control technique. The
Nigerian environment. Management problems in Nigeria, challenges of
indigenization. Transferability of management system.

*ECO 131: Introductory Statistical Methods (3 Units C: LH 45)

Learning Outcomes
At the end of the course, the students should be able to:
1. understand the role of statistics in social sciences;
2. understand the basic concepts of variable types such as the discrete and
continuous variables; and
3. understand how to read a graph and appropriately present an economic
information using a graph.
Course Contents
Nature and scope of statistics and its role in social science research; basic concepts-
discrete and continuous variables, constants, number accuracy and approximation,
population and samples; types of sampling; collection of data; tabular and
diagrammatic presentation of data; location and variation and measures of central
tendency.

ECO 103: Introductory Mathematics I (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1. discuss the roles of mathematics in social sciences, particularly in economics and
basic mathematics concepts in relation to modern mathematics such as set theory,
factors and logarithms; and
 21

2.explain the basic concepts in advanced level mathematics with reference to algebra
and trigonometric functions which are useful tools in investigating economic issues.
Course Contents
The course begins with mathematical concepts in the social sciences. Gradual focus
on Set theory. Factors and exponents. Logarithms. Trigonometry. Different types of
equations as well as functions and progressions. Other topics include: Co-ordinate
geometry, Trigonometric functions and their inverse. Inequalities, Matrix algebra, and
differentiation.

ESM 111: Introduction to Estate Management I (2 Units C: LH30)

Learning Outcomes:
On completion of this course, students should be able to:
1. understand the role and functions of the Estate Surveying and Valuation
professional in the public, corporate and the organized private sector;
2. understand the basic industrial processes where the Estate Surveyors and Valuers'
skills may be required;
3. develop mastery of the fundamental principles of Estate Management;
4. develop clear understanding of the history of the Estate Surveying and Valuation
profession in Nigeria; and
5. recognize the career opportunities in Estate Management that are available upon
graduation.
Course Contents
The estate management profession in Nigeria. Doctrines of tenure and of estate as
known in English law; types of estate and interest in land. Types of land use. Overview
of the scope/broad vista of estate management discipline. Definition and philosophy
of estate management. Estate management and general/business management
compared and contrasted. Basic appreciation of the concepts of property
management, valuation, land taxation, real estate brokerage, and many others. The
inter- and multi-disciplinary nature of estate management and hence its associated
wide range of courses of instruction. This course is an introduction to management
principles and theories, especially as it relates to properties.

EHR 101: Introduction to Human Resource Management (2 Units C: LH 30)

Learning Outcomes
At the end of the course students should be able to:
1. define the concept of human resource management;
2. recall the five historical phases of human resource management;
3. identify the functions of HR department in organization; and
4. compare and contrast between traditional personnel management and
contemporary human resource management.
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Course Contents
Elementary concepts, values and philosophy of the discipline of human resource
management. Evolution of the discipline of HRM. Differences between contemporary
Human resource management and traditional personnel management. HR functions:
staffing, selection, training and development, employee relations, staff welfare, etc. HR
as a strategic element in the organization and its importance for the achievement of
the organization’s corporate goals. Contemporary issues in human resource
management: Casualization, contract staff, outsourcing, etc.

100 Level Second Semester

GST 112: Nigerian Peoples and Culture (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1.analyse the historical foundation of the Nigerian culture and arts in pre-colonial
times;
2.list and identify the major linguistic groups in Nigeria;
3.explain the gradual evolution of Nigeria as a political unit;
4.analyse the concepts of trade, economic and self-reliance status of the Nigerian
peoples towards national development;
5.enumerate the challenges of the Nigerian state towards nation building;
6.analyse the role of the judiciary in upholding people’s fundamental rights;
7.identify acceptable norms and values of the major ethnic groups in Nigeria; and
8.list and suggest possible solutions to identifiable Nigerian environmental, moral and
value problems.
Course Contents
Nigerian history, culture and art up to 1800 (Yoruba, Hausa and Igbo peoples and
culture; peoples and culture of the ethnic minority groups). Nigeria under colonial rule
(advent of colonial rule in Nigeria; Colonial administration of Nigeria). Evolution of
Nigeria as a political unit (amalgamation of Nigeria in 1914; formation of political
parties in Nigeria; Nationalist movement and struggle for independence). Nigeria and
challenges of nation building (military intervention in Nigerian politics; Nigerian Civil
War). Concept of trade and economics of self-reliance (indigenous trade and market
system; indigenous apprenticeship system among Nigeria people; trade, skill
acquisition and self-reliance). Social justices and national development (law definition
and classification. Judiciary and fundamental rights. Individual, norms and values
(basic Nigeria norms and values, patterns of citizenship acquisition; citizenship and
civic responsibilities; indigenous languages, usage and development; negative
attitudes and conducts. Cultism, kidnapping and other related social vices). Re-
orientation, moral and national values (The 3R’s – Reconstruction, Rehabilitation and
 23

Re-orientation; Re-orientation Strategies: Operation Feed the Nation (OFN), Green

Revolution, Austerity Measures, War Against Indiscipline (WAI), War Against
Indiscipline and Corruption(WAIC), Mass Mobilization for Self-Reliance, Social Justice
and Economic Recovery (MAMSER), National Orientation Agency (NOA). Current
socio-political and cultural developments in Nigeria.

DES 104: Psychological Perspectives on Development (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1.define human behaviour theoretically and operationally;
2.explain how human behaviour is influencing the process of development across the
globe;
3.develop an insight on how psychological theories impact sustainable human
development; and
4.identify the psychological barriers to development.
Course Contents
The concept of human behaviour and development. Theories of human development.
Biological, psychodynamic, behavioural, social learning, humanistic, interaction of
human behaviour and development. Application of theories to health, education,
social care and early year’s settings. Social - psychological perspectives of
development. Psychological barriers to development.

DES 102*: Economics for Development Studies II (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1.distinguish between microeconomics and macroeconomics;
2.explain how macroeconomic models can be used to analyse the economy as a
whole;
3.explore the goals and mechanisms of macroeconomics both in theory and policy;
4.interpret and use economic models, diagrams, and tables and use them to analyse
economic situations;
5.Analyse the sectors of the economy and how they relate in achieving
macroeconomic stability; and
6.Evaluate the major problems of inflation and unemployment in economics.
Course Contents
Scope and method of Economics. Economic Models and Theories. The key sectors of
the economy, national income accounting concepts of GDP, GNP and national
income. Approaches to GDP calculation. Money in the modern economy. Inflation, the
international economy, terms of trade, exchange rates, trade barriers, balance of
payments. The labour market and unemployment.
 24

ECO 104: Introductory Mathematics ll (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1.identify the roles and importance of mathematics in economics;
2.translate economic statements to mathematical formulation and explain
mathematical formulation in economic terms; and
3.discuss the roles of matrices and algebra in representation of economic statements
and solving simple economic concepts in the range of introductory economics.
Course Contents
The derivatives of trigonometric functions, sequences and series, and expansions.
Partial and total derivatives. Maxima and minima. Linear algebra. Matrix algebra.
Simultaneous linear equations. Treatment of mathematical relationships and analysis
with respect to basic theories of economics. The use of simple algebra and graphical
tools in explaining economic statements and concepts.

DES106*: Development Institutions & Agencies (2 Units C: LH30)

Learning outcomes
At the end of the Course, students should be able to:
1.Explain the primary purposes of development institutions and agencies
2.Identify three (3) forms of development institutions and agencies.
3.Identify six (6) functions of development institutions and agencies
4.Carryoutcriticalevaluationofdifferenttypesofdevelopmentinstitutionsandagencies
5.Demonstrate the four (4) roles of development institutions and agencies in modern
economic development
6.Demonstrate the four (4) roles of development institutions and agencies in social
development.
Course Content
Introduction to Development Institutions. Concept of Institutions. Foundations and
Building Blocks of Institutions. Systems of Government. Theoretical Views on the Role
of Government in Resource Allocation. The Washington Consensus. State-owned
Enterprises and Privatization. Capitalism and the Role of State. Resource Allocation in
a Marxist System. Socialism and Resource Allocation. Development agencies, features
and types, roles and function. Limitations and relevance. Governance, economic
development and social change. The Role of Non-Governmental Agencies in
Development. Measures of Institutional Quality. Multilateral Development Institutions.
Microfinance Institutions. Public-Private Partnerships.

DES108*: Growth & Development Goals: (2 Units C: LH 30)

Measurement and Indicators
Learning Outcomes
At the end of the Course, students should be able to:
 25

1.Demonstrate an in-depth understanding of the seventeen SDGs, their inter-linkages

and their relevance to sustainable development.
2. Analyze the indicators and methods used to measure progress towards achieving
the SDGs, including the Human Development Index, the Multidimensional Poverty
Index, and other relevant econometric models.
3. Assess the major challenges facing developing countries in achieving the SDGs,
including poverty, inequality, environmental degradation, and political instability.
4. Evaluate the effectiveness of development policies and programmes in achieving
the SDGs, and identify best practices and successful case studies in achieving
sustainable development goals.
5. Develop element case studies on specific SDG, with emphasis on identifying
challenges and proposing recommendations for future policies and programmes.
Course Content
Introduction. Macroeconomic Objectives. Economic Growth Versus Development.
Meaning, Measures, and Practical Examples of Basic Indicators of Development (Real
Income, Per Capita Income, Purchasing Power Parity, Physical Quality Life Index,
Human Development Index, New Human Development Index, Inequality Adjusted
Human Development Index, Gender Inequality Index, Gini Coefficient, Multi-
Dimensional Poverty Index). Limitations of the Basic Indicators of Development.
Sustainable Development Goals and Targets: No Poverty. Zero Hunger. Good Health
and Well-being. Quality Education. Gender Equality. Clean Water and Sanitation.
Affordable and Clean Energy. Decent Work and Economic Growth. Industry,
Innovation, and Infrastructure. Reduced Inequalities. Sustainable Cities and
Communities. Responsible Consumption and Production. Environmental
Sustainability. Globalization has a Development Goal. Governance as a Development
Goal.

(2 Units C: LH 30)
DES110*: Development Trends in Africa
Learning outcomes
At the end of the Course, students should be able to:
1.Identify up to four (4) issues that underlying Africa’s economic development
2.List at least eight (8) characteristics of African economies
3.Carry out comparative analysis of African and other regional economies
4.AnalysehowdifferentaspectsofAfricancountriescontributetounderdevelopment.
5.Identify at least five (5) areas of optimism for Africa’s development.
Course Content
Introduction to Development Trends in Africa. Characteristics of African Economies.
Causes of Underdevelopment in Africa. Governance and Development in Africa.
Agriculture and Food Crises. Sustainable Development in Africa. Economic
Stabilization Policies. Globalization and Development. Financial Development in
 26

Africa. Human Capital and Problem of Brain Drain. Capital Formation and Investment.
Innovation and Development in Africa. Economic Integration and its Consequences in
Africa. Debt Crises in Africa. Environmental Pollution and Green Growth. Gender
Issues across Africa. Infrastructure in Africa. Conflict in Africa.

GEO 102: Introduction to Human Geography (2 Units C: LH 30)

Learning Outcomes:
This course introduces the students to the links between the physical and human
world. At the end of the course, the students should be able to:
1. compare world population;
2. identify effects of world populations on physical/environmental resources; and
3. analyze ways to sustainably manage the population and resources.
Course Contents
Scope of human geography and its relation to physical geography. World population:
its distribution and patterns of growth/demographic characteristics of selected
populations. Human settlements: evolution patterns and functions. Inter-relationships
between urban and rural settlements. Environmental resources; the concept of
resources: types of resources and their global distribution; relationship between
resources and tertiary activities; impact of human activities on the environment at
varying levels of technology and population densities; sustainable management of
the resources; The roles of movement and flows of people, goods, energy and ideas.

SWK 112: Introduction to Indigenous Social Welfare (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1.identify the institutional structure of indigenous social work;
2.separate modern social work from indigenous social welfare;
3.distinguish the level of practice between modern day social work and the traditional
practice;
4.discuss the level of cooperation then and now in relation to social work;
5.explain the influence of modernization on indigenous social welfare; and
6.appreciate the impact of socialization on indigenous social welfare.
Course Contents
This pre-colonial concept of social welfare and indigenous practices that worked to
reduce the social problems of that era. The articulation of the mode of social welfare
in colonial and post-colonial or neo-colonial societies alongside western forms of
social welfare. The individual, the family and other social categories that catered for
the vulnerable such as the age grade.
 27

POL 102: Introduction to African Politics (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1. examine systems of political organization before the advent of colonialism in Africa;
2. discuss contending arguments for the colonial invasion of Africa;
3. explain the manifestation, form and character of colonialism in Africa;
4. appreciate the impact/consequences of colonialism on state, economy and society
in
Africa;
5. evaluate nationalist agitations and liberation movement in Africa;
6. explain the nature and forms of African states after independence; and
7. discuss some major theories to the study of African politics.
Course Contents
The nature of African society before colonialism. Establishment of colonial rule in
Africa. As well as different systems of colonial administration and economic policies.
The problem of neo-colonialism and dependency. Contemporary problems in Africa-
Political crises, poverty, illicit financial flows, structural adjustment and debt crisis in
Africa.

200 Level First Semester

ENT 211: Entrepreneurship and Innovation (2 Units C: LH 15; PH 45)
Learning Outcomes
At the end of this course, students should be able to:
1.explain the concepts and theories of entrepreneurship, intrapreneurship,
opportunity seeking, new value creation, and risk taking;
2.state the characteristics of an entrepreneur;
3.analyse the importance of micro and small businesses in wealth creation,
employment, and financial independence;
4.engage in entrepreneurial thinking;
5.identify key elements in innovation;
6.describe stages in enterprise formation, partnership and networking including
business planning;
7.describe contemporary entrepreneurial issues in Nigeria, Africa and the rest of the
world; and
8.state the basic principles of e-commerce.
Course Contents
Concept of Entrepreneurship (Entrepreneurship, Intrapreneurship/ Corporate
Entrepreneurship). Theories, Rationale and relevance of Entrepreneurship
 28

(Schumpeterian and other perspectives, Risk-Taking, Necessity and opportunity-

based entrepreneurship and Creative destruction). Characteristics of Entrepreneurs
(Opportunity seeker, Risk taker, Natural and Nurtured, Problem solver and change
agent, Innovator and creative thinker).Entrepreneurial thinking (Critical thinking,
Reflective thinking, and Creative thinking).Innovation (Concept of innovation,
Dimensions of innovation, Change and innovation, Knowledge and
innovation).Enterprise formation, partnership and networking (Basics of Business
Plan, Forms of business ownership, Business registration and Forming alliances and
join ventures).Contemporary Entrepreneurship Issues (Knowledge, Skills and
Technology, Intellectual property, Virtual office, Networking). Entrepreneurship in
Nigeria (Biography of inspirational Entrepreneurs, Youth and women
entrepreneurship, Entrepreneurship support institutions, Youth enterprise networks
and Environmental and cultural barriers to entrepreneurship). Basic principles of e-
commerce.

DES 201: Development Theories and Practice (2 units C: LH 15; PH 45)

Learning Outcomes
At the end of the course, the students should be able to:
1.discuss the main features of developing countries;
2.explain strategies for development based on balanced and unbalanced growth;
3.evaluate the contested meaning of the term 'development';
4.identify the distinct implications for policy, academic work and social activism that
different theories of development imply; and
5.appraise the power relations - local, national and global that shape the creation and
propagation of different theories of development.
Course Contents
Theories and models of development; several broad areas of development theory i.e.
classical political economy modernization theory, dependency theory, neoclassicism,
Marxism, post colonialism, feminist theories and theories of sustainable development.

POL 203: Nigerian Government and Politics (2 units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1.describe the evolution of federal system in Nigeria; intergovernmental relations,
politics of resources control, revenue allocation and restructuring; and
2.appraise the general politics and other frameworks governing the operation of
Nigerian politics and institutions.
Course Contents
Factors that have shaped Nigerian government since independence. Colonial rule
and relations with traditional institutions. Politics of decolonization, constitutional
 29

development. The civil war, military rule, and democracy and its challenges. Issues of
national integration. Federal arrangement and division of powers. Critical issues in
Nigerian politics i.e, colonialism, nationalism and independence General politics,
economic and social frameworks within which Nigerian politics and the
governmental institutions develop and function.

DES 207: Non-Governmental Organizations, (2 Units C: LH 30)

Development and Change
Learning Outcomes
At the end of the course, the students should be able to:
1.explain different definitions and typologies for the NGOs sector;
2.critically evaluate the different roles NGOs play in promoting civil society;
3.and the private sector, in service provision, in post-emergency rehabilitation and
advocacy work;
4.identify major challenges facing NGOs in terms of their multiple relationships with
other NGOs, donors and communities and critically analyse the implications of these
challenges; and
5.discuss and evaluate possible future directions for NGOs development.
Course Contents
Definitions and typologies for the NGO sector. The roles of NGO in civil society and the
private sector. In service provision. In post emergency rehabilitation and in advocacy
work. Relationships amongst NGOs and between NGOs and donors and
communities. Capacity building for NGOs and of other development organisations;
future direction for NGO development.

ACC 201: Basic Accounting (2 units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1.explain the nature and basis of government accounting;
2.describe the five basic components of accounting system, components of balance
(2 units C: LH 30)
sheet, the 3 golden rules of accounting; the 2 main accounting system; elements of
accounting and financial reporting; and
3.gain skills in the classification and interpretation of ledger accounts and two column
three column cash books.
Course Contents
Definition and Principles of accounting. Its history, basic types, uses of accounting
statements, ledger entry, ability to prepare financial statements. Major branches of
accounting; principle of double-entry. Journals. Cash book, classification and
interpretation of ledger accounts. Balancing of accounts. Scope of accounting. Nature
 30

of business transactions. Preparation of cash book and two column and three column
cash book. Posting to the ledger accounts and extraction of simple trial balance.
Trading, profit and loss account and balance sheet. Double entry principles. The trial
balance. Identification and correction of errors in the ledgers.Prepayment and
accruals. Joint venture accounts.

DES 203*: Microeconomics for Development (3 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1.discuss the division of economics into microeconomics and macroeconomics;
2.define the laws of individual and market demand and supply and their elasticities;
and
3.explain the basic elements in microeconomics in terms of foundation subject
matter of household consumer behaviour using indifference curves, elementary
production and costs with isoquant and Isocost, treated in graphical form and simple
mathematical capsules.
4.appreciate the basic concepts and the working of market mechanism within the
context of theories of demand, supply, consumer behaviour, production in the short
and long run;
5.identify distribution of incomes to factors of production, and
6.discuss the structure of markets within the context of perfect and imperfect
markets.
Course Contents
Introduction to microeconomics. The partial equilibrium analysis with respect to basic
microeconomic variables like individual and market demand, individual and market
supply. Shapes of the demand and supply curves. Price elasticity of demand. Arc and
point elasticity of demand. Income and cross elasticities. Consumer behaviour:
Cardinalist, Ordinalist using indifference curves, their graphical and mathematical
presentation and Partial derivative. Consumer surplus. Income and substitution
effects in consumption. Cobweb analysis. Government price control. The production
functions. Introductory theories of production and cost: Short- and Long-run
production with laws of diminishing returns or variable proportion, marginal rate of
technical substitution, Isocost, returns to scale, expansion path and factor
substitution. Graphical and mathematical treatments of these. The short-run and
long-run cost curves. Fixed costs, variable costs, average costs and marginal costs.
Cobb Douglass production function. Technical progress and production. Market
structure: Axioms and determination of prices and output in perfect markets and
imperfect markets, such as perfect competitive market, monopoly and price
discrimination, monopolistic competition, oligopoly and different types, duopoly.
Pricing of factors of production such as, wages, rent, interest and profit. Elementary
price theory and its applications.
 31

DES 205*: Foundation of Development Policy (2 Units C: LH 30)

Learning Outcomes
At the end of the Course, students should be able to:
1.Explain the different perspectives of development and their implications for
development policy.
2.Compare and contrast the strengths and weaknesses of different development
perspectives and use them to guide the foundation of development policy.
3.Apply different theories of economic development to analyze development
challenges in different country contexts.
4.Evaluate the effectiveness of social policies in addressing poverty and inequality and
promoting human development.
5.Analyze policies aimed at promoting sustainable development, such as renewable
energy investments, sustainable agriculture, and waste management.
6.Evaluate the effectiveness of policies aimed at promoting good governance,
institutional reform, and public sector capacity building in promoting development.
7.Critically evaluate the role of governance and institutions in shaping development
outcomes.
Course Content
Key actors and institutions in development policy formulation and implementation.
Theories and Approaches to Development Policy: Neoclassical versus structuralist
approaches to development, market-oriented versus state-led development
strategies, participatory approaches and community-driven development. Policy
instruments and tools: fiscal policy, monetary policy, trade policy; social protection
programmes and poverty alleviation strategies; environmental policy and sustainable
development initiatives. Methods and approaches for evaluating development
policies and programmes. Private Sector Development: Entrepreneurship, innovation
and technology; Microfinance; and Corporate Social Responsibility. International Trade
and Development: Global Value Chains, Industrial Policy, and Trade Agreements.
Governance and Institutions: Concepts, Indicators, and Measurements. Good
Governance and Institutional Reform: Anti-Corruption, Decentralization, and Public
Sector Capacity Building. Aid and Development: Concepts, History, and Critiques.
Evaluation of Development Policies and Strategies: Impact Evaluation, Cost-Benefit
Analysis, and Qualitative Methods.

DES 209*: Introduction to Population and (2 Units E: LH 30)

Demographic Economics
Learning Outcomes
At the end of the course, the students should be able to:
1. Demonstrate the relationship between population and quality of life
2. Apply the population vital statistics for Nigeria
 32

3. Appraise the population debate in relation to Nigeria

4. List at least five Causes of high fertility in developing countries
5. Identify the most relevant policies for addressing population in Nigeria.
Course content
Introduction to population and demographic economics. Basic demographic
measures (birth, death, migration rates, etc.). Population growth and its implications.
Demographic transition theory. Economic consequences of population growth.
Malthusian theory and its relevance today. Population aging and its implications.
Dependency ratios and their impact on the economy. Demographic dividend and its
potential benefits. Population policies and their effectiveness. Labor force
participation rates and their determinants. Human capital formation and its
relationship with demographic changes. Fertility rates and their determinants. Family
planning policies and their effectiveness. Gender, fertility, and economic
development. Health and mortality rates and their relationship with economic
development. Migration patterns and their impact on the economy. The role of
population and demographic factors in economic development.

DES 211*: Environment & Development (2 Units E: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1.Demonstrate basic understanding of the theoretical and practical concepts related
to environment and development.
2.Analyze the impacts of economic growth on environmental sustainability.
3.Evaluate policy options to address the impacts of economic growth on
environmental sustainability.
4.Evaluate the effectiveness of environmental policies and regulations in promoting
sustainable development.
5.Assess the ecological footprint of human activities and the associated impact on
ecosystems and biodiversity.
6.Evaluate the impacts of climate change on development and design adaptation
strategies.
7.Apply ethical and social justice principles to evaluate environmental policies.
8.Assess the role of global environmental governance in promoting sustainable
development.
Course content
Introduction to Environment and Development. Historical and Theoretical
Perspectives on Environment and Development. Sustainable Development Goals and
their relevance to the environment. Economic Growth and Environmental
Sustainability. Environmental Degradation and Poverty Alleviation. Environmental
 33

Policies and Regulations. Green Accounting and Valuation. Ecological Footprint and
Environmental Impact Assessment. Climate Change and Adaptation Strategies.
Renewable Energy and its potential for sustainable development. Biodiversity
Conservation and Ecosystem Services. Sustainable Agriculture and Food Security.
Water Resources Management and Conservation. Forest Management and
Conservation. Urbanization and Sustainable Cities. Environmental Ethics and Values.
Environmental Justice and Equity. Global Environmental Governance and
Cooperation.

FIN 209: Elements of Banking (3 Units E: LH 45)

Learning Outcomes
After studying this course, the student should be able to:
1.describe the concepts of banking and the financial system;
2.explain the principles of banking;
3.elucidate the broad functions of banks;
4.analyze and explain the basic raison d'etre for banks;
5.describe the components of the balance sheets of banks;
6.elucidate the liability and asset portfolio management "problem" of banks; and
7.discuss the roles of the Chartered Institute of Bankers and the CBN.
Course Contents
The business of banking. The development of money. Historical development of
banking. The Central Bank of Nigeria. The Nigeria banking structure, savings and
investment. The Nigerian money market. Bank’s balance sheet. Organisational
structure of clearing banks, Bills of exchange. Cheques. Methods of payment through
the banking system. Bank customers. Bank accounts services for the exporters and
importers. Bank lending. Interpreting the accounts of customers. The Banker’s
Institute (The Chartered Institute of Bankers of Nigeria) (CIBN).

200 Level Second Semester

GST 212: Philosophy, Logic and Human Existence (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1.discuss the basic features of philosophy as an academic discipline;
2.identify the main branches of philosophy & the centrality of logic in philosophical
discourse;
3.explain the elementary rules of reasoning;
4.distinguish between valid and invalid arguments;
5.think critically and assess arguments in texts, conversations and day-to-day
discussions;
 34

6.critically asses the rationality or otherwise of human conduct under different

existential conditions;
7.develop the capacity to extrapolate and deploy expertise in logic to other areas
ofknowledge; and
8.guide his or her actions, using the knowledge and expertise acquired in philosophy
and logic.
Course Contents
Scope of philosophy; notions, meanings, branches and problems of philosophy. Logic
as an indispensable tool of philosophy. Elements of syllogism, symbolic logic— the
first nine rules of inference. Informal fallacies, laws of thought, nature of arguments.
Valid and invalid arguments, logic of form and logic of content — deduction,
induction and inferences. Creative and critical thinking. Impact of philosophy on
human existence. Philosophy and politics, philosophy and human conduct,
philosophy and religion, philosophy and human values, philosophy and character
moulding and many others.

SSC 202: Introduction to Computer and its Application (3 Units C: LH 45)

Learning Outcomes
At the end of the course, the students should be able to:
1.explain the history of computing sciences;
2.discuss in detail the different computing programmes and their characteristics;
3.evaluate different computer applications; and
4.apply search engines to source on-line resources.
Course Contents
Historical perspectives of computing sciences that gave birth to the different
programmes.Characteristics of each programme in computing sciences. Hardware,
Software; and human resources; Integration and application in business and other
segments of society. Information processing and its roles in society. laboratory
assignments using the PC’s operating system, and several commonly used
application software, such as word processors, spreadsheets, presentations, graphics
and other applications. Internet and online resources, browsers, and search engines.

ACC 202:Development Budget and Financing (2 units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1. explain the concept of development budget;
2. mention and explain the 5 steps to budget process;
3. describe the importance of budgeting in development process; financial budget
and its rudiments;
4. identify and explain financing budget plan template to govern expenditure; and
 35

5. explain the basic concepts in budgeting procedures and funds control in public
sector institutions.
Course Contents
Various sectors of development, sectorial allocations of funds, sources of funds.
Government budget financing. Historical perspective of budget performance in
Nigeria. Sources of funds for development, issues in development budgeting and
financing. Organization of government for financial management; the functions and
responsibilities of chief executive and accounting officers'. Nature and basis of
government accounting. Structure of government accounting in Nigeria. The treasury
and audit departments. Consolidation revenue fund. Capital and development fund.
Treasury accounting system planning and control of public funds. Budgeting
procedures. Application of costing methods.

DES 202: Applied Statistics for Development (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1.make effective utilization of the relevant statistical tools in conducting empirical
researches in the area;
2.recognize discrete probability distribution functions generally;
3.calculate and interpret expected values;
4.create and interpret frequency table;
5.appreciate the importance and scope of statistics; application and limitations of
social statistics, the use of statistics in social sciences;
6.apply various types of sampling methods to data collection;
7.recognize, describe and calculate the measures of the centre of data; mean, median
and mode;
8.recognize central limit theorem problems;
9.differentiate between type i and type ii errors; and 10. describe hypothesis testing in
general and in practice.
Course Contents
Introduction to statistics, use of statistics in everyday life, distributions and
comparison types and techniques of data presentation percentages, ratio. Measures
of central tendency. Graphic presentations, measures of association. The mean, mode
and other measures central tendency. The standard deviation and other measures of
dispersion.

ECO 206: History and Structure of Nigerian Economy (2 units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1. outline the essential features and profile the Nigerian economy before and after
independence, explain the basic concepts of economic structure and concepts;
 36

2. discuss the evolution, structure and contribution of agricultural and industrial

sectors to economic development before and after independence in Nigeria;
3. appraise the challenges and prospects of the agricultural and industrial sectors in
Nigeria; and
4. evaluate the effectiveness of some Nigerian government plans, policies and
programmes to economic structure and development.
Course Contents
Analysis of development in the pre-colonial and postcolonial periods with regards to
development of economic and social organization, role of agriculture, industry.
Banking and international trade in Nigeria economic development, Structural
Adjustment Programme (SAP), National Economic Empowerment and Development
Strategies (NEEDs). Growth of income, employment, wages and prices. Contributions
of sectors of the economy to national output and relationship among these sectors.
Roles of multinational corporations in the development of the economy.

DES 204*: Macroeconomics for Development (3 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1. distinguish elements of microeconomics which deal individual households, firms
and market from elements of macroeconomics that is concerned with aggregates in
terms of nature and scope;
2. discuss economic models, general equilibrium and disequilibrium
3. identify the goals of macroeconomics; gross domestic product measurement and
components; and
4. explain the basic theories of consumption, savings and investments in economic
science as well as their determinants.
5. discuss issues on the aggregate economy in relation to the functions and role of
government with its policies;
6. identify the types of inflation and its positive and negative effects;
7. explain the types of unemployment and the Philips curve; and
8. discuss the external sector activities, particularly the international trade and role of
exchange rate in payment system.
Course Contents
Distinction between Microeconomics and Macroeconomics in the context of partial
and general equilibrium. The goals of macroeconomics. Nature and Scope of
Macroeconomics. Concept of National Income Accounting, Gross Domestic Product
(GDP) and its components, its calculation and derivatives. Gross (2 units C:Product,
National LH 30)
GDP deflator and its uses, cost of living; consumer price index and National Income
with its derivatives. Consumption and Savings theories and their determinants.
 37

The Multiplier and the relations between APC, APS, MPC, MPS. Also, the theories of
investment and its determinants, as well as introduction to government roles within
the context of a 3- Sector model. Introduction to government: government spending,
taxes, transfers, subsidy and output. Government sector multipliers; multiplier for
model with income taxes. Money and its functions, the banking system and functions.
Income and Trade policy measures. The External sector: International trade, exchange
rate regimes, international reserves and balance of payments.

SWK 224: Communication Skills in Social Work (2 Units C: LH 30)

Learning outcomes
At the end of the course, the students should be able to:
1. interact with others taking into consideration their thoughts and feelings;
2. provide clearly, orally and in writing the kind of information others need;
3. interpret complex situations accurately; and
4. negotiate, mediate and intervene sensitively, authoritatively and appropriately.
Course Contents
Principles and processes of communication, types of communication skills needed to
understand human nature in social work transactional analysis. Various non-verbal
forms of communication would also be presented and discussed alongside barriers to
effective communication. The study of skills and techniques of various forms of
recording; adaptation of interviewing skills in various contexts of practice will also be
covered. Social work recording in various settings such as health and family welfare
agencies.

ECO 240*: Urban and Regional Economics (2 Units E: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
enumerate the factors affecting cities and policies that can help in enhancing the
sustainability of cities;
list the role of local government and local government revenue;
state the land use patterns and characteristics;
identify consumer’s preference to neighbourhood choices; and
clarify policies in relations to housing and community development and urban
renewal.

Course Contents
Introduction to urban and regional economics. Axioms of urban economics. Market
forces in the development of cities. Reasons why do firms cluster. City size: utility and
city size. System of cities urbanization. The different size distribution of cities.
Urbanization and the growth of urban cities. Urban land rent theory. Land use
 38

patterns and Land use in Nigeria. Neighbourhood choice Theory. Zoning and growth
controls. Housing policy in urban centres: public housing and community
development and urban renewal. The role of local government and local government
revenue in Urbanization Issues. Theory and model of rural urban migration. Strategies
of reducing rural-urban migration. Cities, Characteristics and its environment. City
Planning Policy.

DES 210*: Sustainable Development I (2 Units E: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1. Define sustainable development
2. Demonstrate the historical roots of sustainable development
3. Explain the basic economic foundations of sustainable development
4. List at least 10 of the SDGs and their implications
5. Identify the place of sustainable development in global conflicts.
Course content
Introduction to Sustainable Development: Definitions and Concepts. Historical
Perspectives on Sustainability. Ecological Footprint and Sustainability Indicators.
Sustainability and Economic Development. Sustainable Consumption and
Production. Climate Change and Sustainable Development. Biodiversity and
Ecosystem Services. Social Equity and Sustainable Development. Gender and
Sustainable Development. Sustainable Agriculture and Food Systems. Water and
Sanitation for Sustainable Development. Energy and Sustainable Development.
Urbanization and Sustainable Development. Sustainable Tourism. Sustainable
Transportation and Mobility. Sustainable Waste Management. Corporate Social
Responsibility and Sustainable Development. Global Governance for Sustainable
Development.
(2 Units C: LH 30)

300 Level First Semester

SSC 301: Innovation in the Social Sciences
Learning Outcomes
At the end of the course, the students should be able to:
1.enumerate innovative ideas that borders on societal problems;
2.apply social science knowledge to research on public and private sectors;
3.design techniques for proposal writing;
4.appreciate social and human welfare services; and
5.analyse models for establishing family and community development.
Course Contents
Identifying Innovative ideas in dealing with Societal Problems and Environmental
 39

Issues. Establishing and mobilising resources for establishing enterprises through

which social science knowledge can be applied to social research for public and
private sectors; social and human welfare services such as care for children and the
elderly, training consulting services; Proposal writing techniques for grants, Managing
grants. Models for establishing Family Social Health Centres, Community Gender
Balancing Units, and Community Development Management Units. Social Sciences
and innovation in technology and Patenting new ideas.

DES 303: Development Policy and Planning (2 units C: LH 30) (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1. discuss Nigeria's planning experience under various national development plans
and major obstacles to plan implementation in the country;
2. explain the current transformation agendas of the government for sustainable
development;
3. appraise the workings of basic decision models use in development planning; and
4. identify the basic types of development planning and their applicability to the
existing realities of most developing countries.
Course Contents
Concept and principles of development planning. Models of development planning.
National development planning. The planning process. History of Nigeria's
development planning. Planning implementation. Transformation agenda. Types of
development planning. Development planning in Nigeria. Development plans and
performance. Development planning and state priorities. Planning and overall
development. Factors which aid/inhibit development planning decision models.

DES 305: Development Economics (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1. discuss the basic functions of resource management and basic economic theories
on economic growth and development;
2. demonstrate the ability to apply the tools of economic analysis to the problems and
challenges facing less-developed countries;
3. explain why some countries have been able to go through a process of economic
and human development while others were not;
4. discuss the role that international trade, foreign investment and foreign aid plays in
development processes; and
5. appraise strategies for developing the key sectors of the Nigerian economy; relevant
development issues pertaining to sourcing investment, capital formation and global
best practices on international trade will be learnt by the students.
 40

Course Contents
Meaning, measurement, characteristics of developing countries. Human
development index. Theories of Economic Development. Harrod-Domar, Lewis,
Todaro and Solow models. Approaches to Economic development. Dualism and
circular causation theories. Capital formation, strategies for developing agriculture,
industry and trade, optimal industrial development strategies. Theories of
development. Characteristics of developed, and developing countries. Dualism and
unbalanced growth. International trade and trade deficits. Role of international
organizations in fostering development of developing economies. Policy issues in
developing nations such as technology adoption, climate change, environment,
health, water, sanitation, governance, and entrepreneurship and innovation. Case
studies. Group work.

DES 307: Supervised Field Attachment (2 Units C: PH 90)

Learning Outcomes
At the end of the course, the students will be prepared for the tasks they are expected
to perform on completion of their training.
Course Contents
Students are required to undergo supervised field attachment where they will apply
approaches and methods learnt. A period of one semester is suggested. On
completion, they would be required to bring back written report from their primary
supervisor in the organization where they were placed.

DES 309*: Human Capital Development (2 Units C: LH 30)

Learning Outcomes
At the end of the Course, students should be able to:
1.Explain the concept of human capital and its relevance to economic development.
2.Analyze the different dimensions of human capital, including education, health, and
skills, and their impact on economic growth and development.
3.Evaluate the various theories and models of economic development and their
relationship to human capital development.
4.Assess the importance of investing in education, health, and skills to promote
economic development, and the role of institutions, governance, and policy in
fostering human capital development.
5.Apply economic and human capital development theories to real-world problems
and evaluate policies and strategies aimed at promoting human capital and
economic development.
6.Identify the challenges and opportunities of promoting human capital development
and economic growth in a developing country such as Nigeria, and
7.Develop critical perspectives on the potential of entrepreneurship, technology, and
innovation in promoting human capital development and economic growth.
 41

Course Content
Introduction to Human Capital and Economic Development. Theories and Models of
Economic Development. The Central Role of Education in Human Capital
Development. Nigeria’s Education System - Challenges and Opportunities. The
Central Role of Health and Nutrition in Human Capital Development. Nigeria’s
Healthcare System - Challenges and Opportunities. The Central Role of Skills and
Training in Human Capital Development. Human Capital and Inclusive Economic
Growth. Sustainable Economic Development - Definitions and Measurement.
Nigeria’s Economic Development. Government Policies and Human Capital
Development in Nigeria. The Role of Entrepreneurship in Human Capital
Development. Technology, Innovation, and Economic Development in Nigeria. Social
Entrepreneurship and Community Engagement for Human Capital Development
and Economic Growth in Nigeria. The Role of Gender Equality in Human Capital
Development and Economic Growth. The Impact of Globalization on Human Capital
Development and Economic Growth. The Role of Environmental Sustainability in
Human Capital Development and Economic Growth.

DES 311*: Strategies of Development (2 Units C: LH 30)

Learning Outcomes
At the end of the Course, students should be able to:
1.Demonstrate a thorough understanding of the main theories of economic growth
and development, including the differences between them and their strengths and
weaknesses.
2.Evaluate the effectiveness of different development strategies, including import
substitution, export-oriented growth, and neoliberalism, by analyzing their impact on
economic growth, income distribution, and other key development indicators.
3.Analyze the role of institutions and governance in development, including the
impact of political and economic institutions on development outcomes.
4.Evaluate the impact of globalization and international trade on development
outcomes, including the impact of trade liberalization on developing countries.
5.Apply critical thinking skills to evaluate development models and strategies in
different contexts, considering their suitability and effectiveness based on factors
such as political, economic, and social conditions.
6.Conduct independent research on a topic related to development models and
strategies, using appropriate research methods and presenting findings in a clear and
coherent manner. Overall, students should be able to apply their learning to real-
world development challenges, and be able to contribute to discussions and debates
on development policy and practice.
Course Content
Fundamental economic development perspectives: Classical, Neoclassical, and
Keynesian perspectives. Fundamental economic growth theories: the Harrod-Domar
 42

Model, the Lewis Model, the Rostow Model, the Dependency Theory, and the Human
Development Approach. Human development and the Human Development Index
(HDI). Import substitution industrialization (ISI) and its impact on economic
development. Export-oriented growth and its impact on economic development.
Neoliberalism and structural adjustment programmes (SAPs) in developing countries.
The New Institutional Economics (NIE) approach to Development. The Participatory
Development Models. The Sustainable Development Model: The Millennium
Development Goals (MDGs) and the Sustainable Development Goals (SDGs). The
impact of COVID-19 on economic development in developing countries. Case studies
of successful and unsuccessful development strategies and policies in different
countries and regions.

DES 313*: Public Polices and Governance (2 Units E: LH 30)

Learning Outcomes
At the end of the Course, students should be able to:
1.Describe the policy-making process in government and identify the key actors,
institutions, and factors that shape policy outcomes.
2.Evaluate the effectiveness of existing policies in promoting economic development
and social welfare, using a range of quantitative and qualitative methods.
3.Develop proposals for new policies that address emerging issues and challenges,
taking into account the perspectives of different stakeholders and the potential trade-
offs and constraints involved.
4.Analyze the role of institutions and governance in shaping policy outcomes,
including the importance of transparency, accountability, and citizen participation.
5.Discuss the ethical dimensions of public policy and governance, including issues
related to distributive justice, human rights, and environmental sustainability.
6.Communicate effectively and collaborate with others in the policy-making process,
including the ability to write clear and concise policy briefs, make persuasive
presentations, and engage in constructive dialogue with diverse stakeholders.
Course Content
Introduction to public policy and governance: definitions, concepts, and key debates.
The policy cycle: stages and key actors in the policy-making process. Policy
instruments: types, effectiveness, and trade-offs. Policy evaluation: methods and
techniques for assessing policy outcomes. Stakeholder analysis: identifying and
engaging with key stakeholders in policy-making. Education policy: current issues
and debates in education policy, such as access, quality, and equity. Health policy:
challenges and opportunities in promoting health and well-being, including universal
health coverage. Social welfare policy: debates around social safety nets, poverty
reduction, and social protection. Economic development policy: strategies for
promoting economic growth, job creation, and innovation. Environmental policy:
 43

challenges and opportunities in addressing climate change, biodiversity loss, and

resource depletion. Institutions and governance: the role of institutions and
governance in shaping policy outcomes, including the importance of transparency,
accountability, and citizen participation. Ethics in public policy: ethical issues in policy-
making, such as distributive justice, human rights, and environmental sustainability.
Policy implementation: challenges and strategies for effective policy implementation
and monitoring. Communication in policy-making: effective communication
strategies for engaging with stakeholders and promoting policy change. Collaborative
policy-making: strategies for working collaboratively with diverse stakeholders to
develop and implement effective policies. These topics provide a broad overview of
key issues and debates in public policy and governance, with opportunities for
students to explore specific policy areas and develop skills in critical analysis, policy
evaluation, and policy proposal development. Digital Governance: including the use of
digital tools for citizen engagement, e-government services, and data-driven
decision-making. Global Governance: including issues such as international trade,
climate change, and global health governance. Public-Private Partnerships: including
case studies of successful partnerships and the potential risks and challenges
associated with these arrangements.

DES 315*: Financial Institutions and Development (2 Units E: LH 30)

Learning Outcomes
At the end of the Course, students should be able to:
1. Evaluate the role and importance of financial institutions in economic development.
2. Analyze the functions and operations of different types of financial institutions.
3. Evaluate the challenges and opportunities facing financial institutions in
developing countries.
4. Explore the role of technology and innovation in financial inclusion.
5. Assess the impact of financial institutions on poverty reduction and income
distribution.
6. Examine the regulatory and policy frameworks that govern financial institutions.
7. Identify strategies for promoting inclusive and sustainable financial systems.
Course Content
Introduction to Financial Institutions and Development - Defining financial
institutions, the link between financial systems and economic development; The
financial system's role in fostering financial stability. Types and Functions of Financial
Institutions - Commercial banks and their functions, Microfinance institutions and
their role in financial inclusion, Development banks and their impact on development,
Insurance companies and risk management. Financial Inclusion and Access to
Finance - The importance of financial inclusion, Barriers to access to financial services,
Digital financial services and fintech innovations, Mobile banking and payments.
 44

Financial Regulation and Supervision - Prudential regulation and risk management,

Consumer protection and financial literacy, Regulatory challenges in developing
countries, international standards and best practices. Financial Institutions and
Poverty Reduction, The role of microfinance in poverty alleviation, Impact investing
and social finance, financial inclusion and rural development. Financial Institutions
and Economic Development - Financing entrepreneurship and SMEs, Infrastructure
financing and economic development, Investment climate and access to finance,
international finance and development. Case studies on successful poverty reduction
programmes.

DES 317*: Technology, Innovation and Development. (2 Units E: LH 30)

Learning Outcomes
At the end of the Course, students should be able to:
1.Explain the key concepts and theories related to technology, innovation, and
economic development.
2.Analyze the relationship between technology, innovation, and economic growth,
and evaluate their impacts on social and environmental outcomes.
3.Identify different types of innovation and evaluate their effects on economic
development.
4.Analyze the role of intellectual property rights in promoting innovation and
economic development, and evaluate the challenges associated with their
implementation.
5.Evaluate the innovation ecosystem, including the various actors involved and their
roles.
6.Critically evaluate innovation policies and strategies, including technology transfer,
research and development, and entrepreneurship, and recommend appropriate
policies for different contexts.
7.Evaluate the implications of innovation for sustainability, including the trade-offs
between economic growth and environmental protection.
8.Apply the concepts and theories learned in the course to real-world situations and
problems related to technology, innovation, and economic development.
9.Communicate effectively both orally and in writing, presenting clear and well-
supported analyses and recommendations related to technology, innovation, and
economic development.
Course Content
Introduction to Technology, Innovation & Development. Theories of Technological
Change and Innovation. Historical perspectives on technological change and
development. Innovation and Economic Growth: Concepts and Measures. Innovation
and its impact on Productivity and Competitiveness. The Role of Intellectual Property
Rights in Innovation and Development. Innovation Ecosystem and its key Actors.
 45

Research and Development (R&D) and Innovation Policy. Entrepreneurship and

Innovation. Open Innovation and Collaborative Innovation. Innovation in Services and
Business Model Innovation. Innovation and Environmental Sustainability. Innovation
and Social Sustainability. Innovation and Inclusive Development. Innovation and
Globalization. Digital Transformation and its Impact on Innovation. User-centered
Innovation and its role of users in the innovation process. Disruptive Innovation:
Concept of disruptive innovation, popularized by Clayton Christensen, and its impact
on established businesses and industries.

DES 319*: Regional Organizations and Development. (2 Units E: LH 30)

Learning Outcomes
At the end of the Course, students should be able to:
1.Identify the key regional organizations in West Africa, their structures, mandates,
and functions.
2.Describe the key economic and social development roles of regional organizations
in West Africa.
3.Evaluate the strengths and weaknesses of regional integration and cooperation
initiatives across Africa, including trade agreements, monetary unions, and political
alliances, and assess their impacts on member states and non-member countries.
4.Critically assess the historical and contemporary factors that have shaped
regionalism and regional development in West Africa, including geopolitical,
economic, cultural, and environmental factors, and the role of globalization in shaping
regionalization.
5.Demonstrate an understanding of and compare the development trajectories of
different countries in West Africa, including their levels of economic growth,
inequality, and poverty, and the challenges and opportunities they face in achieving
sustainable development.
6.Develop basic critical thinking and analytical skills to evaluate the effectiveness of
regional policies and strategies in addressing regional challenges in West Africa,
including migration, security, climate change, and pandemics.
7.Develop basic research, writing, and presentation skills through individual and
group assignments, including research papers, case studies, and oral presentations
on regional organizations, regional development, and related issues in West Africa.
Course Content
Overview of regional organizations in West Africa: Economic Community of West
African States (ECOWAS), West African Economic and Monetary Union (UEMOA),
CEN-SAD, etc. Historical and contemporary factors influencing regionalism in West
Africa. Economic integration initiatives in West Africa: challenges and opportunities.
Political integration initiatives in West Africa: challenges and opportunities. Regional
trade agreements in West Africa: impacts on member states and non-member
 46

countries. Monetary unions in West Africa: benefits and challenges. Regional

cooperation in agriculture, infrastructure, and energy sectors in West Africa. Social
and cultural integration initiatives in West Africa: challenges and opportunities.
Regional challenges in West Africa: migration, security, climate change, and
pandemics. Analysis of economic development trajectories of selected West African
countries. Analysis of social development trajectories of selected West African
countries. Regional approaches to poverty reduction in West Africa. Regional
approaches to conflict resolution and peacebuilding in West Africa. The role of
globalization in shaping regionalism in West Africa. Prospects and challenges of
regional integration and cooperation in West Africa. Gender equality and women's
empowerment in West Africa. Environmental degradation in West Africa: Regional
initiatives for sustainable development and environmental protection. Education in
West Africa: State of education, challenges, and regional approaches to improve
access, quality, and relevance of education.

300 Level Second Semester

GST 312: Peace and Conflict Resolution (2 Units C: LH 30)
Learning Outcomes
At the end of the course, the students should be able to:
1.analyse the concepts of peace, conflict and security;
2.list major forms, types and root causes of conflict and violence;
3.differentiate between conflict and terrorism;
4.enumerate security and peace building strategies; and
5.describe roles of international organisations, media and traditional institutions in
peace building.
Course Contents
Concepts of Peace, Conflict and Security in a multi-ethnic nation. Types and Theories
of Conflicts: Ethnic, Religious, Economic, Geo-political Conflicts; Structural Conflict
Theory, Realist Theory of Conflict, Frustration-Aggression Conflict Theory. Root causes
of Conflict and Violence in Africa: Indigene and settlers Phenomenon;
Boundaries/boarder disputes; Political disputes; Ethnic disputes and rivalries;
Economic Inequalities; Social disputes; Nationalist Movements and Agitations;
Selected Conflict Case Studies – Tiv-Junkun; Zango Kartaf, Chieftaincy and Land
disputes and many others. Peace Building, Management of Conflicts and Security:
Peace & Human Development. Approaches to Peace & Conflict Management ---
(Religious, Government, Community Leaders and many others). Elements of Peace
Studies and Conflict Resolution: Conflict dynamics assessment Scales: Constructive &
 47

Destructive. Justice and Legal framework: Concepts of Social Justice; The Nigeria
Legal System. Insurgency and Terrorism. Peace Mediation and Peace Keeping. Peace
& Security Council (International, National and Local levels) Agents of Conflict
resolution – Conventions, Treaties Community Policing: Evolution and Imperatives.
Alternative Dispute Resolution, ADR. Dialogue b). Arbitration, c). Negotiation d).
Collaboration and others. Roles of International Organizations in Conflict Resolution.
(a). The United Nations, UN and its Conflict Resolution Organs. (b) The African Union &
Peace Security Council (c). ECOWAS in Peace Keeping. Media and Traditional
Institutions in Peace Building. Managing Post-Conflict Situations/Crisis: Refugees.
Internally Displaced Persons, IDPs. The role of NGOs in Post Conflict Situations/Crisis

ENT 312: Venture Creation. (2 Units C: LH 15; PH 45)

Learning Outcomes
At the end of this course, students, through case study and practical approaches,
should be able to:
1.describe the key steps in venture creation;
2.spot opportunities in problems and in high potential sectors regardless of
geographical location;
3.state how original products, ideas, and concepts are developed;
4.develop business concept for further incubation or pitching for funding;
5.identify key sources of entrepreneurial finance;
6.implement the requirements for establishing and managing micro and small
enterprises;
7.conduct entrepreneurial marketing and e-commerce;
8.apply a wide variety of emerging technological solutions to entrepreneurship; and 9.
appreciate why ventures fail due to lack of planning and poor implementation.
Course Contents
Opportunity Identification (Sources of business opportunities in Nigeria,
Environmental scanning, Demand and supply gap/unmet needs/market gaps/Market
Research, Unutilised resources, Social and climate conditions and Technology
adoption gap). New business development (business planning, market
research).Entrepreneurial Finance (Venture capital, Equity finance, Micro finance,
Personal savings, Small business investment organizations and Business plan
competition).Entrepreneurial marketing and e-commerce (Principles of marketing,
Customer Acquisition & Retention, B2B, C2C and B2C models of e-commerce, First
Mover Advantage, E-commerce business models and Successful E-Commerce
Companies,).Small Business Management/Family Business: Leadership &
Management, Basic book keeping, Nature of family business and Family Business
Growth Model. Negotiation and Business communication (Strategy and tactics of
negotiation/bargaining, Traditional and modern business communication methods).
 48

Opportunity Discovery Demonstrations (Business idea generation presentations,

Business idea Contest, Brainstorming sessions, Idea pitching). Technological Solutions
(The Concept of Market/Customer Solution, Customer Solution and Emerging
Technologies, Business Applications of New Technologies - Artificial Intelligence (AI),
Virtual/Mixed Reality (VR), Internet of Things (IoTs), Blockchain, Cloud Computing,
Renewable Energy. Digital Business and E-Commerce Strategies).

SSC 302: Research Method I (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1.explain the concept and scope of research methods;
2.itemise in detail procedures for conducting a research;
3.discuss the principles guiding research; and
4.identify types of research – experimental non-experimental and quasi-experimental
research.
Course Contents
Introduction to Social Science research protocol with particular emphasis on proposal
development; literature review (conceptual, empirical and theoretical framework),
ethnography of the study area statement of the research problem, sampling
procedures and methods of data collection and instruments.

BUS 326: Business Communication (2 units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1. explain various aspects of organisational communication;
2. acquire the necessary skills essential for successful communication in day-to-day
interactions;
3. improve their vocabulary and technical English writing skills; and
4. discuss the intricacies of organisational communication.
Course Contents
Introduction to Business environment and communication. Verbal and non-verbal
communication. Formal and informal communication in organisation, corporate
communication. Legal and ethical issues in communication. Communication across
cultures. Working and communicating in terms. Essentials of grammar. Tricky
grammatical choices. Effective pronunciation. Loan words. Foreign words. Word
formation. Neologisms. Vocabulary building exercises. Varieties of English. English
idioms and idiomatic expressions. The job process, focus of job interviews. Guidelines
for preparing writing. Improving writing skills.
 49

DES 302: Research Methods (2 units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1. identify and explain methods of value free enquiry;
2. discuss appropriate theoretical framework specific research topic; and
3. explain the instrument of gathering information, processing the information and
hypotheses testing.
Course Contents
Introduction to research methods, operationalization and measurement, hypothesis
testing, questionnaires and instrument design, field work and data collection, data
analysis, statistical applications, presentation of findings. Report writing for different
types of research.

DES 304: Project Management, Monitoring and Evaluation. (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1. identify the main components of project management, monitoring and evaluation
with a view to developing sound indicators for better results and efficiency in resource
utilization;
2. manage projects effectively including the management of scope, time, costs and
quality, ensuring satisfying the needs for which the project was undertaken;
3. apply processes required to manage the procurement of a project including
acquiring goods and services outside the organization;
4. manage project risk, including identifying, analysing and responding to risk;
5. apply project management practices in a variety of organisational and international
setups; and
6. practice interpersonal skills to manage the human resources of a project including
organizing, managing and leading the project team, using effective strategies to
influence others, manage conflict and leads teams to successful project completion.
Course Contents
Definition of project and relations to programme. Types of projects. Approaches to
project management. Issues of leadership and supervision. Monitoring and
evaluation, types of monitoring. Indicators of performance. Issues of funding and
timelines. Projects and funders.

DES 306: Community and Rural Development (2 units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1. explain the importance of community development as an instrument of rural
development, the theory and practice of community development, and problems of
 50

development at the community level;

2. define and state the principle of community development;
3. define and name some perceived goals of community development; 4. mention the
salient character treats of a community leader; and 5. discuss the principle of felt-
need in community development.
4. define the term integrated rural development and explain its implication on
employment and welfare in rural areas;
5. explain how social change contribute to socio-economic in the rural areas; and
6. discuss the concept of self-help and how the concept help in addressing youth
unemployment in the rural areas.
Course Contents
Principles and approaches to community development. Community mobilization and
self-help. Defined needs and resource mobilization theories of community
development. Community development and external assistance. Areas beyond the
needs of the community. Community development in rural and urban areas. Issues
and challenges. Micro approaches to social change. Models of Rural/Agricultural
development and their relevance to Nigerian situation. Problems of institutions and
infrastructural community. The future of rural communities in Nigeria.

DES 308: Development Economics. (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to;
1. understand the key concepts and definitions in development economics
2. recognize the role of institutions, governance, and political economy in shaping
development outcomes.
3. evaluate the effectiveness of different development policies and interventions,
including foreign aid and trade agreements.
4. examine the impact of globalization on economic growth and inequality in
developing countries.
5. apply economic principles to real-world development issues and case studies.
Course Contents
Overview of development economics. Key concepts and definitions. Importance of
development economics. Classical theories (Adam Smith, David Ricardo). Neoclassical
theories (Solow growth model). Heterodox theories (Marxist, institutionalist).
Comparative analysis of theories. Measurement of economic growth and
development. Determinants of economic growth (capital, labor, technology).Role of
institutions and governance in economic growth. Definitions and measurement of
poverty and inequality. Causes and consequences of poverty and inequality. Policies
to reduce poverty and inequality. Role of human capital in economic development.
Importance of education in economic development. Policies to improve education
 51

and human capital. Gains from trade and comparative advantage. Impact of trade on
economic development. Foreign aid and foreign investment. Role of institutions in
economic development. Importance of good governance. Policies to improve
institutions and governance. Country case studies (e.g. China, India, Brazil). Sectoral
case studies (e.g. agriculture, industry, services). Overview of development policy and
practice. Role of international organizations (e.g. World Bank, IMF). Challenges and
opportunities in development policy and practice

ECO 306: Introductory Econometrics. (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1. explain the various concepts used in econometrics;
2. derive simple ordinary least squares estimates and the statistical relationship of
data set like the goodness-of-fit, the t-statistics and making inferences from results of
simple/multiple regression and interpret estimated models; and
3. carry out data formatting, data mining, data processing and interpretation of
estimated models.
Course Contents
Beginning with extensions of the two–variable linear model. The course should cover
introduction to matrix algebra and algebra of econometrics. The General linear model
and generalized lease square procedure, violations of linear model assumptions and
the correction of serial correlation (autocorrelation) of the errors, intercorrelation
(Multicollinearity) of the variables, stochastic regressions and errors in variables are
also discussed. Other topics are identification of problems, meaning, detection and
correction of simultaneous models and estimations, K-class estimators and the choice
of estimators. Students will be engaged in practical assignments and familiarity with
software computer applications for econometrics such as E-views, Stata, SPSS and
many others.

DES 310*: Poverty, Inequality & Development (2 Units E: LH 30)

Learning Outcomes
At the end of the Course, students should be able to:
1.Define and explain the concepts of poverty and inequality, and critically evaluate the
various measures and indicators used to assess these phenomena.
2.Identify the causes and consequences of poverty and inequality, including
economic, social, and political factors, and assess the effectiveness of different policies
and interventions aimed at addressing these issues.
3.Analyze the role of public policies and institutions in poverty reduction and social
justice, and propose alternative strategies and solutions for promoting social welfare.
4.Understand the linkages between poverty, inequality, and economic development,
and evaluate the effectiveness of different strategies used to promote economic
growth and development.
 52

5.Evaluate case studies and real-world examples related to poverty, inequality, and
development, and apply theoretical concepts to practical situations.
6.Develop effective communication skills, including the ability to present and defend
ideas, participate in group discussions, and write clear and concise essays and reports.

Course Content
The Concept of Poverty. Measurement of Poverty. Global Trends of Poverty. Theories
of Poverty: Absolute Vs. Relative Poverty, Capability Approach, and Social Exclusion.
Causes of Poverty: Economic, Social, Political, and Environmental Factors.
Consequences of Poverty: Health, Education, and Social Welfare. Inequality: Definition,
Measurement, and Types. Theories of Inequality: Human Capital Theory, Structuralist
Theory, and Institutional Theory. Causes of Inequality: Education, Income, Gender, and
Ethnicity. Consequences of Inequality: Social Mobility, Political Participation, and
Social Cohesion. Public Policies and Institutions for Poverty Reduction: Cash Transfers,
Food Subsidies and Social Services. Public Policies and Institutions for Inequality
Reduction: Progressive Taxation, Affirmative Action, and Labor Market Regulations.
International Development: Foreign Aid, Trade, and Foreign Investment. Sustainable
Development: Environment, Poverty, and Inequality. Human Development:
Education, Health, and Social Welfare. Social Justice: Equality, Fairness, and Human
Rights. Poverty Reduction and Economic Growth: The Linkages and the Trade-Offs.

DES 312*: Sustainable Development II (2 Units E: LH 30)

Learning Outcomes
At the end of the Course, students should be able to:
1. Critically assess the core principles and dimensions of sustainable development.
2. Analyze and evaluate the sustainability performance of organizations, communities,
and projects.
3. Identify and implement sustainability strategies in different contexts.
4. Recognize emerging trends and innovations in sustainable development.
5. Develop practical skills for sustainable project planning and management.
6. Collaborate effectively in multidisciplinary teams to achieve sustainability goals.
Course Content
Introduction to Sustainable Development – Definition and historical context and
evolution. The three pillars of sustainability: environmental, social, and economic.
Sustainability Assessment and Reporting - Sustainability frameworks and standards,
Key performance indicators (KPIs) for sustainability, Sustainability reporting and
transparency, Integrated reporting and the triple bottom line. Sustainable Business
Practices - Corporate social responsibility (CSR), Sustainable supply chain
management, Green product design and life cycle assessment, Sustainable
procurement and sourcing. Sustainable Communities and Cities - Sustainable
urbanization and planning, Smart cities and sustainable infrastructure, Community
 53

engagement and development, Sustainable transportation solutions. Environmental

Sustainability - Renewable energy and energy efficiency, Water resource
management, Waste reduction and recycling, Sustainable land use and conservation.
Social Sustainability - Social equity and justice, Gender equality and diversity,
Stakeholder engagement and empowerment, Human rights and ethical
considerations. Sustainable Agriculture and Food Systems. Emerging Trends and
Innovations - Circular economy and the sharing economy, Green technology and
innovation, Sustainable finance and impact investing, Sustainable development in a
post-pandemic world.
Case Studies and Practical Applications - Analyzing real-world sustainability projects
and initiatives; Group discussions and presentations.

400 Level First Semester

SSC 401: Research Method (2 Units C: LH 30)
Learning Outcomes
At the end of the course, the students should be able to:
1.prepare and present a research proposal;
2.collect and organise meaningful data;
3.conduct pilot study and write research report; and
4.apply appropriate statistics in data analysis.

Course Contents
Data collection and coding procedures. Analysis of data and relate these to the
research objectives. Writing and discussing the research report.

DES 401: Research Project (6 Units C: PH 270)

Learning Outcomes
At the end of the course, the students should be able to:
1. identify and explain the nature, importance and essential features of social
development and its role in nation building;
2. explain the indicators of human development and the close nexus between
economic development and human development, and
3. discuss about sustainable development and its role in economic development.
Course Contents
The student is required to choose a researchable topic and apply theories/concepts
and methods learnt to undertake the research under the supervision of an academic
staff. It is expected that the study will include field work and original data which will
be collected, analysed and presented in a way as to respond and answer the research
question and achieve the study objectives. Presentation of research report.
 54

DES 403: Globalization and Development Issues (2units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1.analyse the growing international flows, the expansion of global market economy;
2.explain the globalization of culture and politics and the relationship between local,
national and trans-national processes;
3.discuss current research issues concerning development and globalization;
4.apply basic sociological concepts and theories to analysing issues related to
globalization process;
5.evaluate the effects of globalization on various groups, including families, women,
children and religious groups;
6.identify the main reasons that have caused globalization coupled with its attendant
impact on development among different countries of the world; and
7.appraise the relationship between development and globalization.
Course Contents
The concept of globalization, its origins and dimension in various regions.
Globalization in Nigeria. Regional integration in Africa. ECOWAS. Impact of
globalization on the market for commodities and manufactured goods. Globalization
and labour migration. International agencies and development. Specific focus on the
International Monetary Fund, World Bank and World Trade Organization (WTO).
Major political, economic, social and environmental issues. Confronting the global
community. Evaluation of demographic economic and ethnonational dimensions of
the development. Millennium Development Goals, climate change, demographic
transition and health policies.

DES 405: Ecology and Sustainable Development. (2 units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1.provide an insight on emerging issues on environmental management in light of
climate change;
2.discuss issues relating to disaster and displacement and rehabilitation mechanism;
and
3.identify and apply various methodological approaches through the practical
knowledge acquired.
Course Contents
Concepts of ecology, sustainability, NRM, livelihood, culture and sustainable
development. Cultural ecology and ethno-ecology, theoretical and methodological
approaches in NRM. Climate change, national calamity and social adaptation; disaster
issues; indigenous knowledge and natural resource management. Depletion of
natural resources and livelihood. Policy and natural resource management. Water,
forest, mining and land; gender and livelihood displacement and rehabilitation.
 55

SOC 407: Sociology of Development. (3 Units C: LH 45)

Learning Outcomes
At the end of the course, the students should be able to:
1.differentiate the concept and theories of development - Modernization, Dependency
Mode of Production and many others;
2.identify the socio-economic analysis of development and its relation to growth;
3.analyse the sociological implications of development and its effect on society and
family structure;
4.appreciate the definition of sociology of development, i.e., an understating of its
focus;
5.account for the difference between factors in focus in the study of economic
development as opposed to sociology of development;
6.identify the contribution of Max Weber to the rise of sociology of development;
7.explain how economic factors like value-system, norms profit, or other cultural
imperatives are key determinants of economic development; and
8.discuss role of non-economic factors in socio-economic in the rapid development of
Nigeria.
Course Contents
Theories of development. Socioeconomic analysis of the concept of development, and
of its relation to growth. Sociological implications of development. Its effect on society
and family structure.The impact of colonial policies, and post-independence
international conditions. differentiate the concept and theories of development -
Modernization, Dependency Mode of Production and many others Socio-economic
analysis of development and its relation to growth. Difference between factors in
focus in the study of economic development as opposed to sociology of development.
The contribution of Max Weber to the rise of sociology of development. Non-
economic factors like value-system, norms profit, or other cultural imperatives are key
determinants of economic development. Role of non-economic factors in socio-
economic in the rapid development of Nigeria. This module teaches elements of
impact evaluation methods of welfare programmes in developing countries. It is
designed for an audience of social scientists and is presented at a low-medium level
of technical difficulty. Statistical and econometric methods of impact evaluation are
presented together with sessions on theory-based evaluation and practical issues of
management and design. The module is not only designed for researchers interested
in conducting impact evaluations, but also for those interested in overseeing,
commissioning or studying impact evaluations conducted by other researchers. The
module offers a balanced combination of substantive content and application of that
content in various ways. After an introductory lecture, you will form small groups with
other students taking the module and will identify a policy relevant issue and a
specific public intervention to evaluate. Lectures will be followed by group-work
 56

sessions in which participants will learn how to build the components of a full
evaluation design. Each group work session will conclude with one or two short
presentations. Two of the group work sessions will be structured as computer labs
where you will learn how to use specialised software. In a concluding session, groups
will present their evaluation design to the other participants and the presentations
will be collectively discussed.

DES 407: Informal Sector in Nigeria. (2 units C: LH 45)

Learning Outcomes
At the end of the course, the students should be able to:
1.Define and understand the concept of the informal sector.
2.Identify and analyze the key features and drivers of Nigeria's informal economy.
3.Assess the economic, social, and political significance of the informal sector.
4.Examine the challenges and opportunities faced by informal sector participants.
5.Explore policy options for promoting the formalization and inclusion of informal
businesses.
6.Understand the linkages between the informal sector and broader development
goals.
7.Analyze case studies and best practices in the Nigerian context.
Course Contents
Introduction to the Informal Sector - Defining informality, informal vs. formal sector,
global and regional perspectives on informality, historical context of informality in
Nigeria. Characteristics and Composition of the Nigerian Informal Sector - key sectors
within the informal economy, informal labour market and employment patterns,
informal enterprises and entrepreneurship, gender dynamics in the informal sector.
Economic Significance of the Informal Sector in Nigeria - Contribution to GDP and
national income, informal sector financing and access to credit, informal trade and
market dynamics, informal sector and poverty alleviation. Challenges and
Vulnerabilities in the Informal Sector - lack of legal recognition and protection,
income instability and social insecurity, health and safety risks, exploitative practices
and vulnerabilities. Policies and Strategies for Informal Sector Development in Nigeria
- government interventions and support programmes, promotion of formalization
and business registration, financial inclusion and access to formal financial services,
skill development and training for informal workers. Legal Framework and Regulatory
Environment - informal sector regulation in Nigeria, business registration and
taxation, labour laws and informal workers' rights. Informal Sector and Urbanization -
informal settlements and housing challenges, urban planning and informal markets,
infrastructure development and service delivery, informal transport and mobility. Case
studies of successful legal reforms of the informal sector in Nigeria. Analyzing
successful initiatives and interventions in the Nigerian informal sector
 57

POL 401: Development Administration. (2 units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1.explain the nature, scope and importance of development administration;
2.discuss elements of Development Administration; and
3.explain issue of developmental and non-developmental dichotomy of development
administration.
Course Contents
Historical background of development administration; classical and neoclassical
approaches to development administration; the meaning and machinery of
development administration in terms of scope, and objectives as reflected in types of
development planning rural and community development; strategies for
administrative restructuring and policy adjustments; structural adjustment and
problems of developing countries; finance and problems of resource administration;
public enterprise management; the concepts of privatization and commercialisation.

UNILAG–DES 411: Health and Development. (2 Units E: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
explain the various concepts in health economics and models in explaining the
demand for healthcare;
analyse the economics of the supply of healthcare services and healthcare
insurance;
identify the regulations surrounding the healthcare market;
estimate the cost of delivering health care services; and
analyse the basic market models for health products.
Course Contents
Introduction to Health Economics. Importance of health and healthcare. Basic
concepts in health economics. How markets interrelate in medical care and health
insurance. Utility and health- the production of health. Health through life cycle. A
model of consumption and health. The transformation of medical care to health.
Demand for medical care- conceptual framework. Empirical studies of medical care
demand and applications. The physician and physician firm. Physician in the market
place-location. Decision and consumer search and market equilibrium. The hospital
as a supplier of medical care. Hospitals in the market place. The demand for health
insurance. Health insurance supply and managed care. Government provision of
health insurance. Externalities in health and medical care. Managing the market:
regulation, quality certification and technical change. Universal insurance issues.
International comparisons of health care systems.
 58

ECO 458: Advanced International Economics (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
use various international trade models to explain the gains from trade relations.

Course Contents
The overall view of the international economy; The theory of comparative advantage;
The gains from trade; Production function in international trade; The Heckscher-Ohlin
Trade Model; The Leontief Paradox; The welfares effects of international trade; Growth
and development dynamic factors in international trade; Growth and development
theory of trade and policy.

400 Level Second Semester

DES 402: Issues in Social Development (3 units C: LH 45)
Learning Outcomes
At the end of the course, the students should be able to:
1.carry out a substantial research - based project;
2.demonstrate capacity to improve student achievement, engagement and retention;
3.demonstrate capacity to lead and manage change through collaboration with
others;
4.analyse data, and synthesize research findings;
5.report research findings in written and verbal forms;
6.use research findings to advance development theory and practice;
7.undertake research independently; and
8.demonstrate a capacity to communicate research results clearly and
comprehensively.
Course Contents
Infrastructure in urban and rural areas. Agriculture and issues of inputs, marketing of
produce and preservation. External trade relations between Nigeria and other
countries. Natural resources and development. Communal conflict; the role of the
state in development process. Exploring how human interactions are influenced by
individual, collective and structural forces such mental health, education, economic
conditions, issues of social policy and social action. Social work and diversity and
equity.

DES 404: International Relations and Development (2 units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
1.discuss the historical development of international relations;
2.appraise the connection between international relations and development;
 59

3.identify comprehensive paradigm of multi-disciplinary nature of international

relations;
4.demonstrate adequate knowledge to proceed with the studies at the postgraduate
level;
5.communicate effectively and fluently on development issues pertaining to
international relations; and
6.explain the intricate relationships among politics, economics and law and how do
that affect the development processes.
Course Contents
Interconnections among politics, economics and law and their influence on global
development. Analysing foreign policies of countries. Challenges facing developing
and developed countries in the fight against global poverty. The relations between
the global north and south. How colonialism and capitalism have shaped the
contemporary world. Global poverty and inequality. Impact of globalization on
different parts of the world. International distribution of power at the global, regional
and national levels.

DES 406*: Advanced Statistical Analysis for Development (2 Units C: LH 30)

Learning Outcomes
At the end of the Course, students should be able to:
1.Understand the fundamental concepts of statistics and their relevance in
development studies;
2.Collect, clean, and manage data for research and analysis;
3.Perform descriptive and inferential statistical analyses;
4.Interpret and communicate statistical results effectively;
5.Apply statistical methods to address development-related research questions;
6.Evaluate the ethical considerations and limitations of statistical research in
development studies; and
7.Utilize statistical software (e.g., R, Python, or statistical packages) for data analysis.
8.Process and analyse data with excel.
Course Content
Introduction to Statistics in Development Studies - Importance of statistics in
development studies, types of data and measurement scales; basic statistical
terminology and concepts, ethical considerations in data collection. Data Collection
and Sampling Techniques - data sources and collection methods, sampling methods
and sample size determination, questionnaire design and survey planning, data
quality and validation. Data Cleaning and Preprocessing - data cleaning and
validation procedures, missing data handling, data transformation and variable
coding, outlier detection and treatment. Descriptive Statistics - measures of central
 60

tendency and dispersion, frequency distributions and histograms, data visualization

techniques, summary statistics and data summarization. Probability and Probability
Distributions - probability concepts, common probability distributions (e.g., normal,
binomial, and Poisson), probability density and cumulative distribution functions.
Statistical Inference - hypothesis testing and significance levels, confidence intervals,
parametric vs. nonparametric tests, Type I and Type II errors. Bivariate Analysis -
correlation and covariance, Pearson's correlation coefficient, cross-tabulations and
chi-square tests, scatterplots and correlation visualization. Multivariate Analysis -
multiple regression analysis, logistic regression, analysis of variance (ANOVA), factor
analysis and principal component analysis. Applied Statistics in Development Studies
- poverty analysis and measurement, health and education data analysis, economic
development indicators, environmental and sustainability statistics. Data
Interpretation and Reporting - presenting statistical results effectively, interpreting
regression coefficients and odds ratios, communicating findings to diverse audiences,
ethical considerations in data reporting. Statistical Software and Tools - Introduction
to statistical software (STATA and R), data analysis using software, data visualization
with software, hands-on exercises with statistical software.
Case Studies and Practical Applications: Students would analyse and evaluate
development datasets like the World Development Indicators, General Household
Surveys, Demographic and Health Surveys.

DES 408*: Development Impact Evaluation (2 Units C: LH 30)

Learning Outcomes
At the end of the Course, students should be able to:
1.Articulate the concept of impact evaluation and its importance in development;
2.Design impact evaluation studies that align with development goals and objectives;
3.Select appropriate data collection methods and tools for impact evaluation;
4.Analyse and interpret impact evaluation data using statistical and econometric
techniques;
5.Evaluate the strengths and weaknesses of various impact evaluation approaches;
6.Use impact evaluation findings to inform programme and policy decisions; and
7.Apply ethical considerations and best practices in impact evaluation research.
Course Content
Introduction to Development Impact Evaluation - understanding development goals
and objectives, why impact evaluation matters, types of impact evaluation studies,
ethical considerations in impact evaluation. Designing Impact Evaluation Studies -
defining research questions and hypotheses, choosing the right study design:
randomized control trials (RCTs), quasi-experiments, and non-experimental methods,
sampling techniques and sample size determination, data collection planning and
instrument development. Data Collection and Management - Surveys, interviews,
 61

focus groups, and other data collection methods. Quantitative Analysis for Impact
Evaluation - basic statistical concepts, preparing and cleaning data, causal inference
and the counterfactual, regression analysis and difference-in-differences (DiD)
estimation. Qualitative Methods in Impact Evaluation - qualitative data collection
techniques, content analysis and thematic coding, using qualitative data to
complement quantitative findings. Reporting and Communicating Impact Evaluation
Results - writing impact evaluation reports, data visualization and presentation,
communicating findings to stakeholders. Using Impact Evaluation for Decision-
Making -incorporating impact evaluation into programme design and planning;
policy implications of impact evaluation findings, scaling up successful interventions.
Case Studies and Practical Exercises: Participants will design and conduct their own
impact evaluation studies and present their findings to the class.

DES 410*: Development Financing (2 Units C: LH 30)

Learning Outcomes
At the end of the Course, students should be able to:
1.Explore the fundamental principles and concepts of finance and development;
2.Analyze the different sources of development financing, including public, private,
and international;
3.Analyze the role of public finance in fostering economic development;
4.Evaluate the impact of financing strategies on development outcomes;
5.Explore financial inclusion strategies and their relevance in poverty reduction; and
6.Explore innovative financing mechanisms and their potential in addressing
development challenges.
Course Content
Introduction to Development Financing - The relationship between finance and
development, historical perspective on development finance, key challenges and
opportunities in finance for development, ethical considerations in development
finance. Public Finance and Fiscal Policy - government revenue and expenditure,
budgeting and fiscal policy tools, taxation and its impact on development, debt
management and fiscal sustainability. Private Sector Finance for Development - role
of the private sector in development, business finance and investment, venture
capital and private equity, public-private partnerships (PPPs). International Finance
and Development - Foreign direct investment (FDI), official development assistance
(ODA), multilateral and bilateral financing, international trade and finance. Financial
Inclusion and Microfinance - Access to financial services, microfinance institutions and
their impact, Fintech innovations and digital finance, inclusive financial systems,
promoting financial literacy and inclusion. Banking and Financial Intermediation -
Role of banks in development, Central banking and monetary policy. Innovative
Financing Mechanisms - Social impact bonds, Green bonds and climate finance,
 62

Crowdfunding and peer-to-peer lending. Sustainable Finance and Impact Investing -

Sustainable finance principles, environmental, social, and governance (ESG) criteria,
impact investing and responsible finance. Development Finance Institutions (DFIs) -
Role and functions of DFIs, financing for infrastructure development.

UNILAG–DES 409: Energy and Development (2 Units E: LH 30)

Learning Outcomes
At the end of the Course, students should be able to:
1.Explain the major concepts, theories, and definitions of energy economics, and apply
them to analyze and evaluate energy-related issues and policies.
2.Analyze the structure, organization, and dynamics of energy markets, and
demonstrate a comprehensive understanding of the factors that shape supply,
demand, and pricing in energy markets.
3.Critically evaluate the determinants, patterns, and trends of energy consumption
and demand, and propose and justify strategies to promote energy efficiency and
conservation.
4.Evaluate the sources, technologies, and costs of energy supply and production, and
demonstrate an understanding of the trade-offs and externalities associated with
different energy sources and systems.
5.Assess the objectives, instruments, and outcomes of energy policy, and propose and
evaluate alternative policy options that address multiple goals and stakeholders.
6.Communicate complex energy economics concepts and solutions effectively to
diverse audiences, using appropriate media and formats, and demonstrate the ability
to collaborate with others and work ethically and professionally in team projects.
Course Content
Introduction to Energy Economics: Concepts, theories, and definitions. Energy
Markets: Structure, organization, and dynamics. Energy Demand and Consumption:
Determinants, patterns, and trends. Energy Supply and Production: Sources,
technologies, and costs. Energy Pricing: Mechanisms, factors, and impacts. Energy
Policy: Objectives, instruments, and outcomes. Energy and the Environment: Impacts,
externalities, and sustainability. Energy Security: Risks, vulnerabilities, and strategies.
Energy Transitions: Challenges, opportunities, and pathways. Energy and
Development: Relationships, trade-offs, and synergies. Renewable Energy:
Technologies, potentials, and challenges. Fossil Fuels: Reserves, extraction, and
markets. Nuclear Energy: Safety, security, and proliferation. Energy Efficiency:
Practices, policies, and benefits. Smart Grids: Technologies, applications, and
implications. Energy Storage: Technologies, costs, and uses. Energy and Society:
Culture, behavior, and values. Energy and Innovation: Entrepreneurship, R&D, and
diffusion.
 63

DES 412*: Economics of Microfinance. (2 Units E: LH 30)

Learning Outcomes
At the end of the Course, students should be able to:
1.Explain the key concepts, theories, and models that underpin the economics of
microfinance and apply them to the Nigerian context.
2.Evaluate the performance, governance, and regulation of microfinance institutions
in Nigeria, and compare them with global best practices.
3.Analyze the demand, supply, and market failure in the microfinance market in
Nigeria, and identify the opportunities and challenges for growth and innovation.
4.Evaluate the impact of microfinance on poverty reduction, women's empowerment,
SME development, and other development outcomes in Nigeria, using rigorous
impact evaluation methods.
5.Design and implement microfinance projects that are tailored to the needs and
constraints of specific target groups and contexts in Nigeria, and assess their
effectiveness and sustainability.
6.Assess the role of microfinance in achieving financial inclusion, sustainable
development goals, and poverty reduction policy in Nigeria, and contribute to the
national policy debate on microfinance and financial inclusion.
Course Content
Overview of Microfinance in Nigeria: Growth, Regulation, and Challenges.
Microfinance Institutions in Nigeria: Types, Governance, and Performance.
Microfinance Products in Nigeria: Savings, Credit, and Insurance. Microfinance Clients
in Nigeria: Profile, Needs, and Behaviors. The Economics of Microfinance in Nigeria:
Cost-Benefit Analysis and Impact Evaluation. The Microfinance Market in Nigeria:
Supply, Demand, and Market Failure. Financial Inclusion in Nigeria: Progress, Gaps,
and Opportunities. Microfinance and Poverty Reduction in Nigeria: Evidence from the
Field. Microfinance and Women's Empowerment in Nigeria: Gender-Sensitive
Approaches. Microfinance and Agriculture in Nigeria: Lessons from Rural Finance.
Microfinance and SME Development in Nigeria: Entrepreneurship and Innovation.
Microfinance and Community-Based Finance in Nigeria: Trust, Networks, and Social
Capital. Microfinance and Mobile Money in Nigeria: Digital Financial Services and
Fintech Innovation. Microfinance and Islamic Finance in Nigeria: Sharia-Compliant
Microfinance Models. Microfinance and Microinsurance in Nigeria: Risk Management
and Safety Nets for the Poor. Microfinance and Impact Investing in Nigeria: Blended
Finance and Social Performance. Microfinance and Sustainable Development Goals
(SDGs) in Nigeria: Linkages and Synergies. Microfinance and Financial Inclusion Policy
in Nigeria: Lessons from Global Best Practices.
 64

EDS 414: Climate Change and Development (2 Units E: LH 30)

Learning Outcomes
At the end of the Course, students should be able to:
1.Demonstrate an understanding of the social, economic, and environmental impacts
of climate change on smallholder farmers in developing countries, and apply
knowledge of adaptation and mitigation strategies to enhance their resilience to
climate change.
2.Evaluate the effectiveness of climate-resilient infrastructure and development in
reducing vulnerability to climate change impacts, and develop recommendations for
enhancing their effectiveness.
3.Analyze the challenges and opportunities for sustainable forest management in the
context of climate change, and develop strategies for promoting sustainable forest
management practices that enhance climate change mitigation and adaptation.
4.Analyze the policies and practices that can enhance the resilience of vulnerable
populations to climate change impacts, and develop recommendations for improving
the effectiveness of these policies and practices.
5.Evaluate the policies and practices that can promote resilient and sustainable food
systems in the face of climate change, and develop recommendations for enhancing
their effectiveness.
6.Analyze the policy options for achieving greenhouse gas emissions reduction
targets while promoting sustainable development, and develop recommendations
for policy-makers and practitioners for achieving these goals.
Course Content
The Impact of Climate Change on Smallholder Farmers in Developing Countries.
Climate-Resilient Infrastructure and Development. The Role of Forests in Climate
Change Mitigation and Adaptation. Climate Change and Migration: Impacts and
Responses. Climate Change and Food Systems: From Production to Consumption.
Climate Change and Marine Ecosystems: Impacts and Adaptation Strategies. Climate
Change and Indigenous Knowledge: Adaptation and Mitigation Strategies. Climate
Change and Greenhouse Gas Emissions Reduction Targets. The Economics of Climate
Change: Costs and Benefits of Mitigation and Adaptation. Climate Change and
Circular Economy: Strategies for Sustainability. Climate Change and Water-Energy-
Food Nexus: Interactions and Trade-offs. Climate Change and Environmental Justice:
Internationalization and Equity. Climate Change and Land Use Change: Impacts and
Policies. Climate Change and Health Systems Resilience: Vulnerability and
Adaptation. Climate Change and Biodiversity: Impacts and Conservation Strategies.
Climate Change and Agriculture Value Chains: Impacts and Opportunities. Climate
Change and Global Governance: Multilateralism and Negotiations. Climate Change
and Technological Innovation: Opportunities and Challenges.
 65

*ECO 468: Political Economics. (2 Units C: LH 30)

Learning Outcomes
At the end of the course, the students should be able to:
understand fiscal devolution as it relates to the dynamism of fiscal policies; and
understand ways by which economic disasters, ideas about prosperity, and
institutions shape the big struggles for power and wealth.
Course Contents
Introduction: tools of political economics; dynamic policy problems, capital taxation,
public debt and growth; Issues in fiscal federalism; monetary politics and its
credibility; institutions and incentives; international policy coordination. How the
struggles for power and for wealth affect one another and the development of
politics. We will compare and contrast evolving ideas about the way political and
market solutions address societal problems. Ways by which economic disasters, ideas
about prosperity, and institutions shape the big struggles for power and wealth and
the less obvious struggles to craft a national budget.
 66

RECOMMENDED TEXTS

100 Level First Semester

DES 101: Introduction to Development Studies
Todaro, M. P., & Smith, S. C. (2020). Economic development (13th ed.). Washington: Pearson.
Willis, K. (2011). Theories and practices of development (2nd ed.). Routledge.
Thomas, A. (2000). Poverty and development into the 21st century. Oxford University Press.
Sen, A. (1999). Development as Freedom. Anchor Books.
Sachs, J. D. (2015). The Age of Sustainable Development. Columbia University Press.
Thirlwall, A.P. & Pacheco-Lopez, P. (2017). Economic of development: Theory and evidence
(10th ed.). London: Bloomsbury Publishing.
Cypher, J.M. (2020). The process of economics development (5th ed.). London: Routledge.
Tylor, J.E.& Lybbert, T.J. (2020). Essentials of development economics (3rd ed.). Berkeley:
University of California.
Willis, K. (2021). Theories and practices of development (3rd ed.). London: Routledge.
Khan, S.R. (2019). Development Economics: A critical introduction (1st ed.). Routledge Press.

DES 103: Economics for Development Studies I

Ray, D. (1998). Development economics. Princeton University Press.
Banerjee, A. V., & Duflo, E. (2011). Poor economics: a radical rethinking of the way to fight
global poverty. PublicAffairs.
Perkins, D. H., Radelet, S., & Lindauer, D. L. (2013). Economics of development (7th ed.).
W.W. Norton & Company.
Sachs, J. D. (2005). The end of poverty: economic possibilities for our time. Penguin Books.
Mankiw, N. G. (2020). Principles of economics (9th ed.). Cengage Learning.
Thirlwall, A.P. & Pacheco-Lopez, P. (2017). Economic of development: Theory and evidence
(10th ed.). London: Bloomsbury Publishing.
Cypher, J.M. (2020). The process of economics development (5th ed.). London: Routledge.
Tylor, J.E.& Lybbert, T.J. (2020). Essentials of development economics (3rd ed.). Berkeley:
University of California.
Willis, K. (2021). Theories and practices of development (3rd ed.). London: Routledge.
Khan, S.R. (2019). Development Economics: A critical introduction (1st ed.). Routledge Press.
 67

100 Level Second Semester

DES 104: Psychological Perspectives on Development
Myers, D. G., & DeWall, C. N. (2019). Psychology (12th ed.). Worth Publishers.
Erikson, E. H. (1963). Childhood and Society (2nd ed.). Norton.
Santrock, J. W. (2021). A Topical Approach to Life-Span Development (10th ed.). McGraw-
Hill Education.
Schunk, D. H. (2012). Learning Theories: An Educational Perspective (6th ed.). Pearson.
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature
and Design. Harvard University Press.
Riegel, K.F. (1976). Psychology of development and history (1st ed.). Plenum Press.

LAG-DES 102: Economics for Development Studies II

Blanchard, O., & Johnson, D. R. (2017). Macroeconomics (7th ed.). Pearson.
Barro, R. J., & Sala-i-Martin, X. (2004). Economic growth (2nd ed.). MIT Press.
Ray, D. (1998). Development economics. Princeton University Press.
Acemoglu, D., & Robinson, J. A. (2012). Why nations fail: the origins of power, prosperity, and
poverty. Crown Business.
Todaro, M. P., & Smith, S. C. (2020). Economic development (13th ed.). Washington: Pearson.
Thirlwall, A.P. & Pacheco-Lopez, P. (2017). Economic of development: Theory and evidence
(10th ed.). London: Bloomsbury Publishing.
Cypher, J.M. (2020). The process of economics development (5th ed.). London: Routledge.
Tylor, J.E.& Lybbert, T.J. (2020). Essentials of development economics (3rd ed.). Berkeley:
University of California.
Willis, K. (2021). Theories and practices of development (3rd ed.). London: Routledge.
Khan, S.R. (2019). Development Economics: A critical introduction (1st ed.). Routledge Press.

LAG-DES 106: Development Institutions & Agencies

Stiglitz, J. E. (2002). Globalization and its discontents. W.W. Norton & Company.
Weiss, T. G., & Wilkinson, R. (2013). International organization and global governance.
Routledge.
Peet, R., & Hartwick, E. (2015). Theories of development: contentions, arguments,
alternatives (3rd ed.). Guilford Press.
Reinert, E. S. (2007). How rich countries got rich and why poor countries stay poor.
PublicAffairs.
 68

Barnett, M., & Finnemore, M. (2004). Rules for the World: International Organizations in
Global Politics. Cornell University Press.
Shirley, M. 2010. Institution and development: advance in new institutional analysis series.
Edward Elggr publishing

LAG-DES 108: Growth & Development Goals: Measurement and Indicators

United Nations Development Programme. (2020). Human development report 2020: The
Next Frontier – Human Development and the Anthropocene. UNDP.
Stiglitz, J. E., Sen, A., & Fitoussi, J.-P. (2010). Mismeasuring our lives: why GDP doesn’t add
up. The New Press.
Sachs, J. D. (2015). The Age of Sustainable Development. Columbia University Press.
Alkire, S., & Foster, J. (2011). Counting and Multidimensional Poverty Measurement. Oxford
University Press.
Ravallion, M. (2016). The Economics of Poverty: History, Measurement, and Policy. Oxford
University Press.
Taylor, J.E., & Lybbert, T.J. (2020). Essentials of Development Economics (3rd ed.). Berkeley:
University of California Press.
Todaro, M.P., & Smith, S.C. (2020). Economic Development (13th ed.). Washington: Pearson
Wesley.
Sachs, J.D., Lafortune, G., & Fuller, G. (2024). The SDGs and the UN Summit of the Future.
Sustainable Development Report 2024. Paris: SDSN, Dublin: Dublin University Press.
doi:10.25546/108572.
Schmidt-Traub, G., Katerina Teksoz, C., Durand-Delacre, D., & Sachs, J. (2017). National
baselines for the Sustainable Development Goals assessed in the SDG Index and
Dashboards. Nature Geoscience 10 (8): 547‑55. https://doi.org/10.1038/ngeo2985.
Lafortune, G., Fuller, G., Moreno, J., Schmidt-Traub, G., & Kroll C. (2018). SDG Index and
Dashboards. Detailed Methodological paper. Bertelsmann Stiftung and Sustainable
Development Solutions Network, Paris

LAG-DES 110: Development Trends in Africa

Ayittey, G. B. N. (2010). Africa Unchained: The blueprint for Africa's future. Palgrave
Macmillan.
Ncube, M., & Shimeles, A. (2014). The oxford companion to the economics of africa. Oxford
University Press.
Meredith, M. (2011). The state of Africa: a history of the continent since independence.
Simon & Schuster.
 69

Collier, P. (2007). The bottom billion: why the poorest countries are failing and what can be
done about it. Oxford University Press.
Acemoglu, D., & Robinson, J. A. (2019). The narrow corridor: states, societies, and the fate of
liberty. Penguin Press.
Rodney, W. (1972). How Europe Underdeveloped Africa. Abuja: Panaf Publishers.
Rostow, W. W. (1960). The Stages of Economic Growth: A Non -Communist Manifesto.
Cambridge University Press, Cambridge.
Sandbrook, R. (1985). The Politics of Africa's Economic Stagnation. Cambridge: Cambridge
University Press.
Easterly, W (2006). The Whiteman’s Burden: why the West efforts to aid the rest have done
so much ill and so little good. New York: The Penguin Press.
Herbst, J (2000). States and Power in Africa: comparative lessons in authority and control.
Princeton/New Jersey: Princeton University Press.

200 Level First Semester

DES 201: Development Theories and Practices
Todaro, M. P., & Smith, S. C. (2020). Economic Development (13th ed.). Pearson Education.
Peet, R., & Hartwick, E. (2015). Theories of Development: Contentions, Arguments,
Alternatives (3rd ed.). Guilford Press.
Willis, K. (2021). Theories and Practices of Development (3rd ed.). Routledge.
Leys, C. (1996). The Rise and Fall of Development Theory. Indiana University Press.
Sachs, J. D. (2015). The Age of Sustainable Development. Columbia University Press.
Thirlwall, A.P. & Pacheco-Lopez, P. (2017). Economic of development: Theory and evidence
(10th ed.). London: Bloomsbury Publishing.
Cypher, J.M. (2020). The process of economics development (5th ed.). London: Routledge.
Tylor, J.E.& Lybbert, T.J. (2020). Essentials of development economics (3rd ed.). Berkeley:
University of California.
Willis, K. (2021). Theories and practices of development (3rd ed.). London: Routledge.
Khan, S.R. (2019). Development Economics: A critical introduction (1st ed.). Routledge Press.

DES 207: Non-Governmental organizations, Development and Change

Lewis, D., & Kanji, N. (2014). Non-Governmental Organizations and Development (3rd ed.).
Routledge.
 70

Hulme, D., & Edwards, M. (1997). NGOs, states, and donors: too close for comfort? Palgrave
Macmillan.
Fowler, A. (2013). The Civil Society: NGOs and development (3rd ed.). Routledge.
Smillie, I. (2009). Freedom from want: the remarkable success story of brac, the global
grassroots organization that’s winning the fight against poverty. Kumarian Press.
Fisher, J. (1998). Non Governments: NGOs and the political development of the third world.
Kumarian Press.
Ebrahim, A. (2009). NGOs and organizational change: discourse, reporting, and learning.
Cambridge University Press.

LAG-DES 203: Microeconomics for Development

Varian, H. R. (2019). Intermediate microeconomics: a modern approach (9th ed.). W.W.
Norton & Company.
Nicholson, W., & Snyder, C. (2021). Microeconomic theory: basic principles and extensions
(13th ed.). Cengage Learning.
Perloff, J. M. (2018). Microeconomics (8th ed.). Pearson Education.
Kreps, D. M. (1990). A course in microeconomic theory. Princeton University Press.
Besanko, D., & Braeutigam, R. R. (2020). Microeconomics (6th ed.). Wiley.
Bardhan, P., & Udry, C. (1999). Development microeconomics. Oxford University Press.
Basley, T., & Jayaraman, R. (2010). Institutional microeconomics of development. The MIT
Press.

LAG-DES 205: Foundation of Development Policy

Stiglitz, J. E. (2012). The Price of Inequality: How today’s divided society endangers our
future. W.W. Norton & Company.
Bardhan, P. (1997). The role of governance in economic development: a political economy
approach. OECD.
Banerjee, A. V., & Duflo, E. (2019). Good economics for hard times: better answers to our
biggest problems. PublicAffairs.
Rodrik, D. (2011). The Globalization paradox: democracy and the future of the world
economy. W.W. Norton & Company.
Acemoglu, D., & Robinson, J. A. (2012). Why nations fail: the origins of power, prosperity, and
poverty. Crown Business.
Zafarullah, H., & Huque, S. (2021). Handbook of development policy: Elgar handbooks in
development. Edward Elgar Publishing.
Martin, K., Lee Jr., K.E., & Hall, J.P. (2021). Public policy: origins, practice, and analysis.
University of North Georgia Press.
 71

LAG-DES 209: Introduction to Population and Demographic Economics

Lee, R. (2011). Population Aging and the Macroeconomy. Science.
Bloom, D. E., Canning, D., & Sevilla, J. (2003). The demographic dividend: a new perspective
on the economic consequences of population change. Rand Corporation.
Bongaarts, J., & Sinding, S. (2011). Population policy in transition in the developing world.
Science.
Livi-Bacci, M. (2017). A Concise History of world population (7th ed.). Wiley-Blackwell.
Dyson, T. (2011). Population and Development: The Demographic Transition. Zed Books.
Dasgupta, P. (1995). The population problem: theory and evidence. Journal of Economic
Literature, 33, 1879-1902.

LAG-DES 211: Environment & Development

Sachs, J. D. (2015). The Age of sustainable development. Columbia University Press.
Barbier, E. B. (2005). Natural resources and economic development. Cambridge University
Press.
Pearce, D. W., & Barbier, E. B. (2000). Blueprint for a sustainable economy. Earthscan.
Daly, H. E. (1996). Beyond Growth: The Economics of Sustainable Development. Beacon
Press.
Adams, W. M. (2009). Green development: environment and sustainability in a developing
world (3rd ed.). Routledge.
Jhingan,M.L., & Sharma, C.K. (2008). Environmental economics: theory, management &
policy (2nd ed.). Delhi: Vrinda Publication.
Jakob, M., & Steckel, J.C. (2023). The political economy of coal: obstacles to clean energy
transitions. Routledge.
Berck, C.S. Berck, P., & Di Falco, S. (2021). Agricultural adaptation to climate change in
Africa: food security in a changing environment. Routl edge.
Poulopoulos, S., & Inglezakis, V. (2016). Environment and development: basic principles,
human activities, and environmental implications. Routledge

200 Level Second Semester

DES 202: Applied Statistics for Development
Levin, R. I., & Rubin, D. S. (2013). Statistics for management (7th ed.). Pearson Education.
Agresti, A., & Franklin, C. (2017). Statistics: the art and science of learning from data (4th
ed.). Pearson.
Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Sage publications.
 72

Wooldridge, J. M. (2020). Introductory econometrics: a modern approach (7th ed.).

Cengage Learning.
Mendenhall, W., Beaver, R. J., & Beaver, B. M. (2019). Introduction to probability and
statistics (15th ed.). Cengage Learning.

LAG-DES 204: Macroeconomics for Development

Blanchard, O. (2017). Macroeconomics (7th ed.). Pearson.
Dornbusch, R., Fischer, S., & Startz, R. (2014). Macroeconomics (12th ed.). McGraw-Hill
Education.
Barro, R. J. (1997). Determinants of economic growth: a cross-country empirical study. MIT
Press.
Romer, D. (2019). Advanced macroeconomics (5th ed.). McGraw-Hill Education.
Mankiw, N. G. (2020). Principles of macroeconomics (9th ed.). Cengage Learning.
Raghbendra, J. (2023). Macroeconomics for development: prognosis and prospects.
Edward Elgar Publishing.
Agenor, P-R., & Montiel, P. (2015). Development macroeconomics (4th ed.). Princeton
LAG-ECO 240: Urban and Regional Economics
O’Sullivan, A. (2018). Urban economics (9th ed.). McGraw-Hill Education.
Fujita, M. (1989). Urban economic theory: land use and city size. Cambridge University
Press.
Glaeser, E. L. (2011). Triumph of the city: how our greatest invention makes us richer,
smarter, greener, healthier, and happier. Penguin Press.
Henderson, J. V. (2005). Urban development: theory, fact, and illusion (2nd ed.). Oxford
University Press.
McCann, P. (2013). Modern urban and regional economics (2nd ed.). Oxford University
Press.
McCann, P. (2011). Modern Urban and regional economics (1st ed.). Routledge.

LAG-DES 210: Sustainable Development I

Sachs, J. D. (2015). The age of sustainable development. Columbia University Press.
UNDP. (2020). Human development report 2020: the next frontier – Human Development
and the Anthropocene. United Nations Development Programme.
Elliott, J. A. (2012). An introduction to sustainable development (4th ed.). Routledge.
Adams, W. M. (2009). Green development: environment and sustainability in a developing
world (3rd ed.). Routledge.
 73

Daly, H. E., & Farley, J. (2010). Ecological economics: principles and applications (2nd ed.).
Island Press.
Benton-Short, L. (2023). Sustainability and sustainable development: an introduction.
Rowman & Littlefield.
Theis, T., & Tomkin, J. (2015). Sustainability: a comprehensive foundation. OpenStax CNX.
Rogers, P., Jalal, K., & Boyd, J. (2012). An introduction to sustainable development.
Earthscan.

300 Level First Semester

DES 303: Development Policy and Planning
Todaro, M. P., & Smith, S. C. (2020). Economic development (13th ed.). Pearson Education.
Clemens, M. A., & Moss, T. J. (2005). What’s wrong with the millennium development goals?
CGD Brief.
Thomas, A. (2000). Poverty and development into the 21st century. Oxford University Press.
Sen, A. (1999). Development as freedom. Anchor Books.
Grindle, M. S. (2017). Politics and policy implementation in the third world. Princeton
University Press.
Blodyk, G. (2021). Personal development planning: a complete guide. SSTARCooks

DES 305: Gender and Development

Chant, S. (2010). The international handbook of gender and poverty: concepts, research,
policy. Edward Elgar Publishing.
Momsen, J. H. (2019). Gender and Development (2nd ed.). Routledge.
Cornwall, A., & Rivas, A. M. (2015). from ‘gender equality and women’s empowerment’ to
global justice: reclaiming a transformative agenda for gender and development. Third
World Quarterly.
Kabeer, N. (1999). resources, agency, achievements: reflections on the measurement of
women’s empowerment. Development and Change.
Sweetman, C. (2013). Gender Equality and Development: Policy and Practice. Oxfam.

DES 307: Supervised Field Attachment

Kolb, D. A. (2015). Experiential learning: experience as the source of learning and
development (2nd ed.). Pearson Education.
Moon, J. A. (2004). A handbook of reflective and experiential learning: theory and practice.
Routledge.
 74

Schön, D. A. (1983). The reflective practitioner: how professionals think in action. Basic
Books.
Boud, D., Keogh, R., & Walker, D. (1985). Reflection: turning experience into learning.
Routledge.
McLeod, J. (2010). The Counsellor's Workbook: Developing a Personal Approach (2nd ed.).
Open University Press.

LAG-DES 309: Human Capital Development

Becker, G. S. (1993). Human capital: a theoretical and empirical analysis, with special
reference to education (3rd ed.). University of Chicago Press.
Schultz, T. W. (1981). Investing in people: the economics of population quality. University of
California Press.
Psacharopoulos, G., & Patrinos, H. A. (2018). Returns to investment in education: a
decennial review of the global literature. Education Economics.
Barro, R. J., & Lee, J. W. (2013). A new data set of educational attainment in the world, 1950–
2010. Journal of Development Economics, 104, 184-198.
Hanushek, E. A., & Woessmann, L. (2015). The knowledge capital of nations: education and
the economics of growth. MIT Press.
Todaro, M. P., & Smith, S. C. (2020). Economic development (13th ed.). Washington: Pearson.
Thirlwall, A.P. & Pacheco-Lopez, P. (2017). Economic of development: Theory and evidence
(10th ed.). London: Bloomsbury Publishing.
Cypher, J.M. (2020). The process of economics development (5th ed.). London: Routledge.
Tylor, J.E.& Lybbert, T.J. (2020). Essentials of development economics (3rd ed.). Berkeley:
University of California.
Willis, K. (2021). Theories and practices of development (3rd ed.). London: Routledge.

LAG-DES 311: Strategies of Development

Todaro, M. P., & Smith, S. C. (2020). Economic development (13th ed.). Pearson Education.
Perkins, D. H., Radelet, S., Lindauer, D. L., & Block, S. A. (2012). Economics of development
(7th ed.). W.W. Norton & Company.
Stiglitz, J. E., & Greenwald, B. (2014). Creating a learning society: a new approach to growth,
development, and social progress. Columbia University Press.
Easterly, W. (2006). The white man’s burden: why the west’s efforts to aid the rest have
done so much ill and so little Good. Penguin Press.
Rodrik, D. (2007). One economics, many recipes: globalization, institutions, and economic
growth. Princeton University Press.
 75

Thirlwall, A.P. & Pacheco-Lopez, P. (2017). Economic of development: Theory and evidence
(10th ed.). London: Bloomsbury Publishing.
Cypher, J.M. (2020). The process of economics development (5th ed.). London: Routledge.
Tylor, J.E.& Lybbert, T.J. (2020). Essentials of development economics (3rd ed.). Berkeley:
University of California.
Willis, K. (2021). Theories and practices of development (3rd ed.). London: Routledge.

LAG-DES 313: Public Policies and Governance

Grindle, M. S. (2017). Politics and policy implementation in the third world. Princeton
University Press.
Fukuyama, F. (2013). What is governance? Governance.
Ostrom, E. (1990). Governing the Commons: The evolution of institutions for collective
action. Cambridge University Press.
Acemoglu, D., & Robinson, J. A. (2019). The narrow corridor: states, societies, and the fate of
liberty. Penguin Press.
Kaufmann, D., Kraay, A., & Mastruzzi, M. (2010). The worldwide governance indicators:
methodology and analytical issues. World Bank.
Bubak, O. (2024). The structure of policy evolution: painting an integrated picture of
change in policy and institutional system. Routledge.
Bartl, W., Suter, A., & Veira-Ramos, A. (2024). The global politics of census taking:
quantifying populations, institutional autonomy, innovation. Routledge.

300 Level Second Semester

DES 302: Research Methods
Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed
methods approaches (5th ed.). SAGE Publications.
Yin, R. K. (2018). Case study research and applications: design and methods (6th ed.). SAGE
Publications.
Babbie, E. (2020). The practice of social research (15th ed.). Cengage Learning.
Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.
Kothari, C. R. (2004). Research methodology: methods and techniques (2nd ed.). New Age
International.
Creswell, J. & Creswell, D, (2022). Research design: qualitative, quantitative, and mixed
methods approaches (6th ed.). Sage Publications.
 76

Burkholder, G., Cox, K., Crawford, L., & Hitchcock, J. (2019). Research design and methods:
an applied guide for the scholar-practitioner (1st ed.). Sage Publications

DES 304: Project Management, Monitoring and Evaluation

Kerzner, H. (2017). Project management: a systems approach to planning, scheduling, and
controlling (12th ed.). Wiley.
Bamberger, M., Rugh, J., & Mabry, L. (2019). Realworld evaluation: working under budget,
time, data, and political constraints (3rd ed.). SAGE Publications.
PMI. (2021). A guide to the project management body of knowledge (pmbok guide) (7th
ed.). Project Management Institute.
Patton, M. Q. (2011). Developmental Evaluation: Applying Complexity Concepts to Enhance
Innovation and Use. Guilford Press.
Bakewell, O., & Garbutt, A. (2005). The Use and Abuse of the Logical Framework Approach.
Sida.

DES 306: Community and Rural Development

Chambers, R. (1997). Whose reality counts? putting the first last. Intermediate Technology
Publications.
Ellis, F., & Biggs, S. (2001). Evolving themes in rural development 1950s–2000s.
Development Policy Review, 19(4), 437-448.
Parnwell, M. J. G. (2002). Rural poverty, development and the environment in Southeast
Asia. Routledge.
Uphoff, N. (1998). Learning from Gal Oya: possibilities for participatory development and
post-newtonian social science. Intermediate Technology Publications.
Oakley, P. (1991). Projects with people: the practice of participation in rural development.
International Labour Office.

DES 308: Development Economics

Todaro, M. P., & Smith, S. C. (2020). Economic development (13th ed.). Pearson Education.
Ray, D. (1998). Development economics. Princeton University Press.
Banerjee, A. V., & Duflo, E. (2011). Poor economics: a radical rethinking of the way to fight
global poverty. PublicAffairs.
Perkins, D. H., Radelet, S., Lindauer, D. L., & Block, S. A. (2012). Economics of development
(7th ed.). W.W. Norton & Company.
Sen, A. (1999). Development as freedom. Anchor Books.
 77

Thirlwall, A.P. & Pacheco-Lopez, P. (2017). Economic of development: Theory and evidence
(10th ed.). London: Bloomsbury Publishing.
Cypher, J.M. (2020). The process of economics development (5th ed.). London: Routledge.
Tylor, J.E.& Lybbert, T.J. (2020). Essentials of development economics (3rd ed.). Berkeley:
University of California.
Willis, K. (2021). Theories and practices of development (3rd ed.). London: Routledge.
Khan, S.R. (2019). Development Economics: A critical introduction (1st ed.). Routledge Press.

LAG-DES 310: Poverty, Inequality & Development

Ravallion, M. (2016). the economics of poverty: history, measurement, and policy. Oxford
University Press.
Stiglitz, J. E. (2012). The price of inequality: how today’s divided society endangers our
future. W.W. Norton & Company.
Deaton, A. (2013). The great escape: health, wealth, and the origins of inequality. Princeton
University Press.
Kanbur, R., & Spence, M. (2010). Equity and growth in a globalizing world. World Bank
Publications.
Bourguignon, F. (2015). The globalization of inequality. Princeton University Press.
Collier, P. (2007). The bottom billion: why the poorest countries are failing and what can be
done about it. Oxford University Press.
Todaro, M. P., & Smith, S. C. (2020). Economic development (13th ed.). Washington: Pearson.
Cypher, J.M. (2020). The process of economics development (5th ed.). London: Routledge.
Tylor, J.E.& Lybbert, T.J. (2020). Essentials of development economics (3rd ed.). Berkeley:
University of California.
Willis, K. (2021). Theories and practices of development (3rd ed.). London: Routledge.

LAG-DES 312: Sustainable Development II

Sachs, J. D. (2015). The age of sustainable development. Columbia University Press.
Daly, H. E., & Farley, J. (2010). Ecological Economics: principles and applications (2nd ed.).
Island Press.
United Nations. (2015). transforming our world: the 2030 agenda for sustainable
development. United Nations Publications.
Elliott, J. A. (2012). An introduction to sustainable development (4th ed.). Routledge.
Redclift, M. (2005). Sustainable development: exploring the contradictions. Routledge.
Sachs, J.D., Lafortune, G., & Fuller, G. (2024). The SDGs and the UN Summit of the Future.
Sustainable Development Report 2024. Paris: SDSN, Dublin: Dublin University Press.
doi:10.25546/108572.
 78

400 Level First Semester

DES 401: Research Project
Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed
methods approaches (5th ed.). SAGE Publications.
Yin, R. K. (2018). Case study research and applications: design and methods (6th ed.). SAGE
Publications.
Babbie, E. (2020). The Practice of social research (15th ed.). Cengage Learning.
Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.
Kothari, C. R. (2004). Research methodology: methods and techniques (2nd ed.). New Age
International.
Robson, C. (2021). Undergraduate research project guide (2nd edition). Wiley.

DES 403: Globalization and Development

Stiglitz, J. E. (2002). Globalization and its discontents. W.W. Norton & Company.
Held, D., & McGrew, A. (2007). Globalization/anti-globalization: beyond the great divide
(2nd ed.). Polity Press.
Rodrik, D. (2011). The globalization paradox: democracy and the future of the world
economy. W.W. Norton & Company.
Chang, H.-J. (2008). Bad Samaritans: the myth of free trade and the secret history of
capitalism. Bloomsbury Press.
Sen, A. (2002). How to judge globalism. The American Prospect.
Faghih, N. (2019). Globalization and development: economic and socio-cultural perspective
from emerging markets. Springer.

DES 405: Ecology and Sustainable Development

Adams, W. M. (2009). Green development: environment and sustainability in a developing
world (3rd ed.). Routledge.
Daly, H. E., & Farley, J. (2010). Ecological Economics: principles and applications (2nd ed.).
Island Press.
Barbier, E. B. (2005). Natural resources and economic development. Cambridge University
Press.
Pearce, D. W., & Turner, R. K. (1990). Economics of natural resources and the environment.
Johns Hopkins University Press.
Redclift, M. (1987). Sustainable Development: Exploring the Contradictions. Routledge.
Jhingan,M.L., & Sharma, C.K. (2008). Environmental economics: theory, management &
policy (2nd ed.). Delhi: Vrinda Publication.
 79

DES 407: Informal Sector in Nigeria

Itimi, S. (2017). The informal sector in Nigeria and its impact on development. LAP Lambert.
Chen, M. A. (2012). The Informal economy: definitions, theories and policies. WIEGO
Working Paper No 1.
Meagher, K. (2010). Identity economics: social networks and the informal economy in
Nigeria. Boydell & Brewer, James Currey.
Becker, K. F. (2004). The Informal Economy. SIDA Publications.
Portes, A., Castells, M., & Benton, L. A. (1989). The informal economy: studies in advanced
and less developed countries. Johns Hopkins, University Press.
Abumere, S. (1998). The informal sector in Nigeria’s development process. Development
policy Centre, Indiana University.
Benanav, A. (2019). The origins of informality: the ILO at the limit of the concept of
unemployment. Journal of Global History, 14, 107–125. doi:10.1017/S1740022818000372.
Chaudhuri, S. & Mukhopadhyay, U. (2010).Revisiting the informal sector: a general
equilibrium approach. Available at: www.springer.com. DOI 10.1007/978-1-4419-1194-0
Chen, M.A.(2012) The informal economy: definitions,. theories and policies. Working Paper
No 1. https://www.wiego.org
Hopkins, A G. (1973). An economic history of West Africa. Essex, Longman Group.
LAG-DES 411: Health and Development
Bloom, D. E., & Canning, D. (2000). The health and wealth of nations. Science.
Marmot, M. (2015). The health gap: the challenge of an unequal world. Bloomsbury
Publishing.
Deaton, A. (2013). The great escape: health, wealth, and the origins of inequality. Princeton
University Press.
World Health Organization. (2008). Closing the gap in a generation: health equity through
action on the social determinants of health. WHO.
Fogel, R. W. (2004). The escape from hunger and premature death, 1700–2100: Europe,
America, and the third world. Cambridge University Press.
Leifer, G. (2022). Growth and development: across the lifespan (3rd ed.). Saunders.

400 Level Second Semester

DES 402: Issues in Social Development
Midgley, J. (2013). Social development: theory and practice. Sage Publications.
Patel, L. (2015). Social welfare and social development in South Africa. Oxford University
Press.
 80

Hall, A., & Midgley, J. (2004). Social policy for development. SAGE Publications.
Moser, C. O. N. (1996). Confronting crisis: a comparative study of household responses to
poverty and vulnerability in four poor urban communities. World Bank.
Sen, A. (1999). Development as freedom. Anchor Books.

DES 404: International Relations and Development

Baylis, J., Smith, S., & Owens, P. (2017). The globalization of world politics: an introduction to
international relations (7th ed.). Oxford University Press.
Pease, K. S. (2015). International organizations: perspectives on global governance (5th ed.).
Routledge.
Brown, C., & Ainley, K. (2018). Understanding international relations (5th ed.). Palgrave
Macmillan.
Stiglitz, J. E. (2006). Making globalization work. W.W. Norton & Company.
Goldstein, J. S., & Pevehouse, J. C. (2019). International relations (12th ed.). Pearson.

LAG-DES 406: Advanced Statistical Analysis

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate Data analysis (8th
ed.). Cengage Learning.
Tabachnick, B. G., & Fidell, L. S. (2018). Using multivariate statistics (7th ed.). Pearson.
Field, A. (2018). Discovering statistics using ibm spss statistics (5th ed.). SAGE Publications.
Wooldridge, J. M. (2020). Introductory econometrics: a modern approach (7th ed.).
Cengage Learning.
Agresti, A. (2018). Statistical methods for the social sciences (5th ed.). Pearson.

LAG-DES 408: Development Impact Evaluation

Gertler, P. J., Martinez, S., Premand, P., Rawlings, L. B., & Vermeersch, C. M. (2016). Impact
evaluation in practice (2nd ed.). World Bank Group.
Khandker, S. R., Koolwal, G. B., & Samad, H. A. (2010). Handbook on impact evaluation:
quantitative methods and practices. World Bank Publications.
White, H. (2009). Theory-based impact evaluation: principles and practice. Journal of
Development Effectiveness, 1(3), 271-284
Ravallion, M. (2008). Evaluating anti-poverty programmes. In T. P. Schultz & J. Strauss
(Eds.), Handbook of Development Economics (Vol. 4, pp. 3787-3846). Elsevier.
Bamberger, M., Rugh, J., & Mabry, L. (2019). Realworld evaluation: working under budget,
time, data, and political constraints (3rd ed.). SAGE Publications.
 81

LAG-DES 410: Development Financing

Easterly, W. (2002). The Elusive quest for growth: economists’ adventures and
misadventures in the tropics. MIT Press.
Stiglitz, J. E., & Uy, M. (1996). Financial markets, public policy, and the East Asian miracle.
The World Bank Research Observer, 11(2), 249-276.
Todaro, M. P., & Smith, S. C. (2020). Economic development (13th ed.). Pearson Education.
Mavrotas, G. (2009). Foreign aid for development: issues, challenges, and the new agenda.
Oxford University Press.
Lensink, R. (1998). Aid and the uncertainty of development. Routledge.
Al-Shaikhly, S. (2014). Development financing: a framework for international financial co-
operation. Bloomsbury Academic.

LAG-DES 409: Energy and Development

Goldemberg, J. (2004). The promise of clean energy. Energy Policy.
Sovacool, B. K. (2014). Energy Security, Equality, and Justice. Routledge.
Bazilian, M., & Pielke, R. (2013). Making energy access meaningful. Issues in Science and
Technology.
Smil, V. (2017). Energy and civilization: a history. MIT Press.
Cherp, A., & Jewell, J. (2014). The concept of energy security: beyond the four As. Energy
Policy, 75(C), 415-421.

LAG-DES 412: Economics of Microfinance

Armendáriz, B., & Morduch, J. (2010). The economics of microfinance (2nd ed.). MIT Press.
Ledgerwood, J. (2013). The new microfinance handbook: a financial market system
perspective. World Bank Publications.
Yunus, M. (2007). Creating a world without poverty: social business and the future of
capitalism. PublicAffairs.
Cull, R., Demirgüç-Kunt, A., & Morduch, J. (2009). Microfinance meets the market. Journal
of Economic Perspectives, 23(1), 167-192.
Dowla, A., & Barua, D. (2006). The poor always pay back: the grameen ii story. Kumarian
Press.

LAG-DES 414: Climate Change and Development

Stern, N. (2007). The economics of climate change: the stern review. Cambridge University
Press.
Klein, N. (2014). This changes everything: capitalism vs. the climate. Simon & Schuster.
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Pachauri, R. K., & Meyer, L. A. (2014). Climate change 2014: synthesis report. IPCC.
Kolbert, E. (2015). The sixth extinction: an unnatural history. Henry Holt and Co.
Lomborg, B. (2020). False Alarm: How climate change panic costs us trillions, hurts the
poor, and fails to fix the planet. Basic Books.
Tanner, T., & Hor-Phathanothal, L. (2014). Climatic change and development. Routledge.
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ACADEMIC STAFF LIST

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ADMINISTRATIVE STAFF LIST

Development Studies Programme
Department of Economics
Faculty of Social Sciences
University of Lagos
Akoka, Lagos State.