Development and International Cooperation Studies

Educational objectives

The course aims to analyze the geopolitical, economic, social, and cultural dynamics of the North Africa and Middle East countries, exploring in detail some contemporary case studies, and providing students with guidelines towards an understanding of the complex security crisis currently affecting the region. However, for an understanding of present events, it is essential to start from a historical perspective that accurately situates contemporary events. After reviewing the colonization process, the course will focus on the process of decolonization, the state-building and nation-building processes of post-colonial modern Arab state. Subsequently, the course will address the progressive fragmentation of the regional system after the peace signed between Egypt and Israel (1979) and the development of new regional conflicts (Lebanon, Iran, Iraq); the (failed) attempt to construct a "new Middle East" after the end of the Cold War; the failure of political-economic liberalizations which led to the so-called Arab Springs; the ongoing security crisis within the Wider Mediterranean and its political and energy centrality in the current multipolar system.

Educational objectives

The course delves into two main teaching objectives: the first is to provide fundamental terminology of the discipline, as well as an overview of the key stages in the formation of modern diplomacy, and the conceptual changes that have occurred in international relations over the past few centuries. The second objective focuses on specific events of the twentieth century, particularly the two world wars, exploring their origins and aftermath.

Educational objectives

The course delves into two main teaching objectives: the first is to provide fundamental terminology of the discipline, as well as an overview of the key stages in the formation of modern diplomacy, and the conceptual changes that have occurred in international relations over the past few centuries. The second objective focuses on specific events of the twentieth century, particularly the two world wars, exploring their origins and aftermath.

Educational objectives

The objective is to provide students with a lab-based exploration of the historical and cultural dynamics of Central Asia, given the strategic relevance of this region for global development and the European Union’s international cooperation efforts.

Educational objectives

The course aims to analyze the geopolitical, economic, social, and cultural dynamics of the North Africa and Middle East countries, exploring in detail some contemporary case studies, and providing students with guidelines towards an understanding of the complex security crisis currently affecting the region. However, for an understanding of present events, it is essential to start from a historical perspective that accurately situates contemporary events. After reviewing the colonization process, the course will focus on the process of decolonization, the state-building and nation-building processes of post-colonial modern Arab state. Subsequently, the course will address the progressive fragmentation of the regional system after the peace signed between Egypt and Israel (1979) and the development of new regional conflicts (Lebanon, Iran, Iraq); the (failed) attempt to construct a "new Middle East" after the end of the Cold War; the failure of political-economic liberalizations which led to the so-called Arab Springs; the ongoing security crisis within the Wider Mediterranean and its political and energy centrality in the current multipolar system.

Educational objectives

The aim of the course is to provide the basic knowledge for the analysis and understanding of the evolution of the international political system since the 1840s, focusing on colonialism, decolonization, and globalization. Through the study of these topics students will be able to acquire the knowledge and the interpretative skills necessary to understand the main dynamics of history of international relations and the globalization process. The inclusion of on-going audits in the form of short presentations and discussions by the students will also provide the necessary critical elements and a concrete capacity for analysis.

Educational objectives

General goals
Learning capacity to analyze European and Western history of political culture, focussing on the idea of progress, civilization and colonialism, and its racist roots, and also the relationship with “otherness” as the necessary elements to understand contemporary world, its global relations, the principles underlying contact between people and human beings, and the forms of international cooperation.

Specific goals
In detail, according to the Dublin descriptors, the student will acquire the following knowledge and skills:

A) Knowledge and understanding
The student will be able to acquire knowledge and understanding of the historical role of colonization, and the different ways of building relationships with the ‘other', in the past as in the present.

B) Ability to apply knowledge and understanding
The student will be able to question and understand - in particular in social relations and in the activity of cooperation - the different forms to relate to 'other' and to propose solutions in work contexts.

C) Autonomy of judgment
The student will be able to manage the complexity of the processes as well as to formulate judgments and possible sustainable solutions, even in the presence of limited or incomplete information. Another element acquired will concern the ability to reflect on individual and collective responsibilities as well as ethics linked to the application of certain knowledge and judgments.

D) Communication skills
He will learn to communicate knowledge related to the understanding of the human and social contexts where he will act.

E) Learning skills
The student will be able to autonomously understand the state-of-the-art of problems. He will also be able to design and develop projects, starting from theoretical and historical skills acquired.

Educational objectives

The course will provide a wide and multidisciplinary vision of the relationships between international institutions and States in the contemporary age. During a first phase, particular attention will be devoted to the impact of the Enlightenment and the development of the idea of the nation, which would soon lead to the gradual decline of multinational empires and the consolidation of national states. In a second section, the course will focus on East-Central Europe analyzing the international dimension of the relationships between States and minorities, with the aim of understanding how the inter-ethnic complexity of this region has influenced the system of international relations during the twentieth century. The East/West division, in fact, could contribute to describe an interesting unified framework within which each country and each area, while following the path of the entire continent, expresses its own particular identity. The goal is to provide the basic knowledge in order to continue and deepen the study of history of international relations and of the multilevel governance dynamics among international and sovranational institutions, States and local and regional dimensions.

Educational objectives

The course will provide a wide and multidisciplinary vision of the relationships between international institutions and States in the contemporary age. During a first phase, particular attention will be devoted to the impact of the Enlightenment and the development of the idea of the nation, which would soon lead to the gradual decline of multinational empires and the consolidation of national states. In a second section, the course will focus on East-Central Europe analyzing the international dimension of the relationships between States and minorities, with the aim of understanding how the inter-ethnic complexity of this region has influenced the system of international relations during the twentieth century. The East/West division, in fact, could contribute to describe an interesting unified framework within which each country and each area, while following the path of the entire continent, expresses its own particular identity. The goal is to provide the basic knowledge in order to continue and deepen the study of history of international relations and of the multilevel governance dynamics among international and sovranational institutions, States and local and regional dimensions.

Educational objectives

This Lab aims to: 1) analyze the main discourses that characterized the self-narration that Europeans (and, since XIX century, also “Americans”) built on their hegemonic world-action after 1492; 2) deepen postcolonial and decolonial discourses, focusing on the use of concepts such as civilization, colonization, sovereignty, hegemony, nationalism, barbarism, identity, etc.; 3) teach students to recognize “colonial”, “post-colonial” and “de-colonial” narrations as products of specific context(s) marked by peculiar conflicts and 4) introduce critically students to “geopolitics of knowledge”, analyzing concepts such as The East, the West, Europe, Asia, America, Latin-America, ecc.

Educational objectives

General objectives
The Course aims to set and analyse the theoretical models and the methodological tools for the comprehension and the application of the social policies to the international cooperation politics for the development.

Specific objectives
Some specific analysis will pertain the evolution and the dynamic processes of the social policies for their application to the similar settings of the cooperation politics. In order to analyse the social policies through the main goals of the cooperation will be supplied multidisciplinary cognitive tools (sociological, economical historical political etc.) to allow students to develop specific skills for their application.

The first goal of the Course (Dublin Descriptor 1) is to train students to keep active roles and responsibilities in the field of the cooperation. They can acquire basic and advanced knowledges and strategical competencies for operating in international contexts, especially for the protection of the rights and social planning policies.
For the second goal (Dublin Descriptor 2), attention will be paid for the development of skills in the application of the social policies objectives in different social and cultural contexts, in projects and arrangements thanks to the knowledge of concepts and methods to analyse the cultural diversity.
To achieve the third goal (Dublin Descriptor 3), the written, practical and oral tests will allow to verify the level of theoretical and methodological knowledge of the students and their skill to apply them in decision making and planning roles for the social policies in the cooperation.
The practical and oral tests – made during the classes in favor of the mates, will allow also to verify the ability to communicate what the students know about the previous object of the Course, as the fourth goal sets (Dublin Descriptor 4).
For the fifth last goal (Dublin Descriptor 5), the supply of a wide range of document sources and the knowledge of analytical and applicative methodologies permit students to lead detailed and up-to-date studies autonomously after the end of the training.

Educational objectives

Goals
The main objective of the course is to provide an advanced competence of the political processes. The course will dedicate a specific part to the relationship between systems of expertise and politics, in a comparative perspective.
Knowledge and abilities
Students will be able to understand the functioning of different political systems, with particular attention to the functioning of parties, institutions, and interest groups.
Ability to apply knowledge and understanding
The student will be enabled to understand the provision of the various political regimes: democratic, authoritarian, totalitarian. Political dynamics related to processes and contemporary politics.
Autonomy of judgment
The student must possess the fundamental skills that allow him/her to analyze, in an autonomous and critical way, the decision-making process and the functioning of the institutions.
Communication skills
The essential objective is to build specialized communication skills in the field of political science, which facilitate the professionalization of the student's skills.
Learning ability
Learning skills will be developed and tested on different levels: through interaction with the class and the teacher, experts in the field, construction of reports and presentations in the classroom.
Expected results
The goal is to create the first knowledge that can be spent at institutions, political parties and interest groups.

Educational objectives

1) The aim of the course is providing the students with a good knowledge of social democracy as an
international actor and factor in the XX century, especially concerning how it tried to render its model
of society (a socialist but gradual and democratic reform of capitalism) consistent with international
Cooperation. The chronological focus will be the second half of the XX century and the present postcold war transformations. Especially Willy Brandt (Germany) Olof Palme (Sweden) and Bruno Kreisky
(Austria) will be highlighted as the main leaders of social democratic internationalism. Thereby the
students will become acquainted with the following strategies of cooperation between the
developed north and the global south
A) Neutrality as a platform of internationalism and namely Swedish active neutrality as opposed to
isolationist neutrality
B) The transformation of the Socialist International from European or “western” forum for historical
socialist parties to platform for global internationalist action under Brandt’s presidency
C) Global economic and social reform as a precondition of international stability as opposed to
mere Cold War balance of military and nuclear power
D) National Social models and Welfare state reform as a means of Social democratic nation branding
E) Post colonial multilateralism and north south Cooperation in the Un through New International
Economic Order and Like Minded countries
2) Besides, students will become acquainted with the normative concepts of equality, human rights,
opportunity, minimum standards and the transformation of the way they were conceived in the New Deal era
(comprising the decades of social democracy in Europe, with equality as desired outcome) and in the more
recent decades (with global free trade as the key problem solver, and internationalism mainly aimed at
providing minimum enabling conditions for individuals in order for them to fruitfully interact with markets).
3) The methodological approach will be that of economic history (dealing with the fundamental structural
factors leading from laissez faire to social democratic reform internationalism) and conceptual history (how
different key concepts and basic values have been transformed and adapted in the different historical phases
taken into account above).
4) Within this framework, a direct knowledge of specific projects, problems and innovations in the field of international Cooperation will also be provided, especially through contacts with international institutions,
experts and scholars. Thus, students will be incentivized to contextualise and interpret international
cooperation projects in different historical phases, conceptual patterns and geostrategic global scenarios.
Thereby, the students will be enabled to detect and analyse the theoretical premises of any given
cooperation project, and at the same time to evaluate their expected aims and impact on factual social
conditions.

Educational objectives

MODELLI DI FEDERALISMO E COSTITUZIONALISMO MULTILIVELLO
The course aims to provide tools for understanding through the categories of public law phenomena of growing supranational interdependence. The various models of federalism that are being developed and deepened in the context of the more general phenomenon of economic globalization will therefore be analyzed.

It is also proposed to address the question of the role of constitutionalism in the face of these phenomena.

Students will be able to understand Comparative Public and European Union Law also from a multilevel perspective.

Students will be able to read and understand a regulatory text or a judicial ruling, as well as to resolve the legal issues underlying these acts in their essential elements.

Students will develop independent judgment skills, from a historical, theoretical, critical, comparative and practical perspective on Comparative Public and European Union Law.

Students will develop the aptitude for legal reasoning and the ability to argue about Comparative Public and European Union Law.

Students will be able to continue their studies and professional life thanks to the knowledge of Comparative Public and European Union Law.

DIRITTO DELL'IMMIGRAZIONE
Students will be able to understand Italian immigration law also from a multilevel perspective.
Students will be able to read and understand a regulatory text, a judicial ruling or an administrative provision in the field of immigration law, as well as to resolve the legal issues underlying these acts in their essential elements.
Students will develop independent judgment skills, from a historical, theoretical, critical, comparative and practical perspective on Italian immigration law.
Students will develop the aptitude for legal reasoning and the ability to argue about Italian immigration law.
Students will be able to continue their studies and professional life thanks to the knowledge of Italian immigration law.

Educational objectives

The course aims at providing students with the knowledge that is necessary to comprehend the structure of the European Union and the functioning of its institutions, scope and effects of the EU legal sources with particular regard to the protection of fundamental rights in the external dimension of the Union’s action in the perspective of sustainable development. The course is based on the method of legal analysis of institutions, normative acts and procedures.
Students will acquire the skills necessary to read and comprehend EU legal acts and European Court of Justice judgments and opinions, as well as national legislative and judiciary acts. Moreover, they will be able to apply the acquired skills in the context of future legal research as well as in the context of professional activities.
The acquired skills will enable students to critically analyze the EU policies and reach conclusions in autonomy on the basis of a rigorous application of the scientific method of legal analysis.
The constant involvement of students during classes, including through the possibility to present individual or group researches on specific topics and the participation in discussions will develop the students’ communication skills.
The course aims at supporting students in developing a proper study method, which will enable them to address, analyze and learn complex matters.

Educational objectives

To study and advance the understanding and protection of the new generation of human rights stemming from the emergence of new technologies. Students who successfully complete the exam must have acquired the knowledge and skills required to discern the most suitable legal solutions for addressing the challenges arising from the bioethical, bioeconomic, and biopolitical discourse. Additionally, they should possess the capability to propose operational and organizational strategies aligned with the identified solutions

Educational objectives

The course aims to provide fundamental elements for designing and implementing a sampling survey. Consequently, it will critically present commonly used sampling techniques in applications. Furthermore, practical insights will be offered using the software R throughout the course.

Educational objectives

The aim of the course is to provide the student with a set of basic descriptive statistics tools for the quantitative analysis of development phenomena. These tools include measures of central tendency, variability and shape of univariate distributions of data, as well as measures of association and correlation for bivariate distributions of data, and models for the study of the statistical relationships between phenomena.

Educational objectives

Knowledge and understanding: Students will be able to understand the relationships between population dynamics and economic development and of the differences in demographic behavior between advanced and developing countries; to this end they will have knowledge of policies adopted and statistical data, local, national and international related to population structure and movement; mortality and health; fertility and reproductive health; and migration.
Applying knowledge and understanding: students will be able to use the theories and methods that explain the relationships between population dynamics and economic development and the differences in demographic behavior between advanced and developing countries.
students will be able to use statistical methods and data at local, national and international level, for
Making judgement: students will develop an autonomous judgment capability on a theoretical and practical perspective, on the population dynamics.
Communication skills: students will develop an attitude for demographic reasoning and the capacity for argumentation on the population dynamics.
Learning skills: students will be able to deal with other subjects of the statistic and demographic field thanks to the basic notions of population dynamics.

Educational objectives

The main aim of the course is to overwiev the causes and consequences of population change in historical and comparative perspective and to gain an understanding of their interrelation with the main underlying economic and social dynamics.

Educational objectives

The course provides advanced knowledge on the theoretical and applied links between international economic policy and living conditions in developing countries. This includes an applied understanding of the models and tools of international economic policy, notions of impact evaluation of development policies and programs, and a deep understanding of the most relevant contemporary debates in the fields of sustainable development, food and nutrition security and international economic cooperation.

Educational objectives

The course addresses issues related to the labor market and health, both from the perspective of economic theory and empirical data analysis. Special attention is given to matters concerning the formation of human capital, considering the currently widespread problems in both developing and industrialized countries, such as poverty and inequalities. The course's approach is based on a comparative perspective, allowing for the comparison of different experiences across various countries to define public policies aimed at effectively addressing existing issues.

Educational objectives

The course provides advanced knowledge on the theoretical and applied links between international economic policy and living conditions in developing countries. This includes an applied understanding of the models and tools of international economic policy, notions of impact evaluation of development policies and programs, and a deep understanding of the most relevant contemporary debates in the fields of sustainable development, food and nutrition security and international economic cooperation.

Educational objectives

The learning goals of the comprehensive course involve:

1. The achievement of knowledge and understanding skills--through the categories of the main sociological theories--of the following topics: 1) fundamental assumptions underlying the dominant mode of social organization in terms of development and implications for sustainability; 2) socio-historical factors underlying the way social agents define and delimit what is risky, such as what is “acceptable,” and what is “optimal,” in terms of development, progress, modernization, sustainability. 3) main visions of the future. 4) logics of constructing otherness and social classification and stratification. 4) the use of Visual Sociology for the analysis of social issues posed, in terms of “glocal” social science. 5) social sustainability, inequalities and bottom-up participation processes aimed at improving lifestyles.

2. Skills to apply acquired knowledge. Skill to apply theories and concepts of contemporary sociology to the topic of development and sustainability; Ability to read the link between social sustainability and inequality from a sociological perspective. Utilizing the visual and qualitative approach to the study of social sustainability; Qualitative analysis (applied to the study of the practices of social groups, community lifestyles, practices of creativity from below, in close relationship with the territory). Combine the iconic dimension with the techniques of qualitative methodology (observation, interviews, use of documents produce visual data ad hoc for the investigation (sociology with images) or select a portfolio of pre-existing images (photos/videos), which are relevant with the theoretical concepts of reference (sociology on images).

3. Critical and judgment skills
Ability to express personal and original, but scientifically grounded, views on the social dimension of development and sustainability.

4. Communication skills
Ability to:
- Write abstracts
- Present papers or book chapters
- Take part in classroom discussions
- Draft and present a research project

5. Ability to pursue study independently
Ability to use tools to:
- conduct a literature search
- write a literature review

Educational objectives

The learning goals of the specific theoretical unit are related to:

1. Knowledge and understanding skills - through the categories of major sociological theories - with respect to the following topics: 1) fundamental assumptions underlying the dominant mode of social organization in terms of development and implications for sustainability; 2) socio-historical factors underlying how social agents define and delimit what is risky, such as what is “acceptable,” and what is “optimal,” in terms of development, progress, modernization, sustainability 3) main visions of the future. 4) logics of constructing otherness and social classification and stratification.

2. Ability to apply acquired knowledge
Ability to apply theories and concepts of contemporary sociology to the topic of sustainability;
Ability to read the link between social sustainability and inequality from a sociological perspective.

3. Critical and judgmental skills
Ability to express personal and original, but scientifically grounded, views on the social dimension of sustainability.

4. Communication skills
Ability to:
- Write abstracts
- Present articles or book chapters
- Take part in classroom discussions
- Draft and present a research project

5. Ability to pursue study independently
Ability to use the tools to:
- conduct a literature search
- write a literature review

Educational objectives

INGLESE
After successfully taking the examination the student will have acquired the following.

1. Knowledge and understanding skills with respect to the following topics
Visual Sociology; Social sustainability, inequalities and bottom-up participation processes aimed at improving lifestyles (with respect to environmental conditions;
policies for sustainable development on an urban scale;
relationship between cultural innovation and sustainable development.

2. Ability to apply acquired knowledge.
Use the visual and qualitative approach to the study of social sustainability;
Qualitative analysis (applied to the study of the practices of social groups, community lifestyles, practices of creativity from below, in close relationship with the urban territory)
combine the iconic dimension with the techniques of qualitative methodology (observation, interviews, use of documents
produce ad hoc visual data for investigation (sociology with images) or select a portfolio of pre-existing images (photos/videos) that are relevant to the theoretical concepts of reference (sociology on images.

3. Critical and judgmental skills
Ability to express personal and original, but scientifically grounded, views on the social dimension of sustainability.

4. Communication skills
Ability to:
- Write abstracts
- Present articles or book chapters
- Take part in classroom discussions
- Draft and present a research project

5. Ability to pursue study independently Ability to use the tools to:
conduct a literature search
write a literature review

Educational objectives

The course aims to provide students with the tools that allow them to understand in a historical, theoretical and critical perspective the institutional processes related to the constitutional organization of the economy of the State and the EU. Students who pass the exam will acquire the knowledge to understand the relationship and the dynamics between constitutional law and political and monetary economy in the evolution of the form of the State. Moreover, students will be able to recognize and evaluate integration policies based on monetary policies and those implemented through rights.
At the end of the course students will have acquired the necessary skills to understand and develop, also in a critical sense, judgments and evaluations on the choices of the public policies concerning political economy, monetary policy and social policy. These skills will be developed through exercises during which students will report on judgments, legislative texts and programmatic documents. At the end of the course the students will have also acquired the ability to find autonomous jurisprudential, normative and bibliographic sources for their thesis work.

Educational objectives

The course aims to introduce the student to the study of "Biotechnology", a subject that includes methodologies and technologies that allow to work on a project plan of "Sustainable Development". The aim is to analyse and deepen the research of an analysis methodology that highlights the results of the assessment of global sustainability, understood as environmental, economic and social sustainability through Life Cycle Thinking (LCT).

Educational objectives

The course has the main objective of highlighting the importance of the role of agriculture in the dynamics of development and, therefore, of the strategic relevance of the problems (economic, social and political) of agriculture and food at a global level.

Knowledge and understanding. At the end of the course, the student will have to demonstrate to have acquired the necessary knowledge to understand the role of agriculture, for the purposes of environmental, economic and social sustainability of current development models, especially in the view to the Agenda 2030 objectives.

Applying knowledge and understanding. At the end of the course, the student will be able, both to devise and support arguments, and to solve problems and propose solutions regarding the economic and social environmental sustainability of agricultural and agri-food activities

Making judgment. At the end of the course, the student must be able to analyze and interpret the data useful for defining the role of agriculture for sustainable development.

Communication skills. At the end of the course, the student will have to demonstrate to be able to present the acquired knowledge.

Learning skills. At the end of the course, the student will have to demonstrate his ability to find the sources of information and data to undertake subsequent studies independently.

Educational objectives

The course aims to provide students with an advanced understanding of the role of cultures in shaping and transforming the social world, with particular focus on contemporary dynamics within the fields of development and international cooperation. It is designed to equip students with theoretical and methodological tools for the critical analysis of culture as symbolic systems, social practices, and spaces of identity negotiation.

By the end of the course, students will be able to:
Critically analyze the concept of culture in its various definitions and dimensions through a mapping of major sociological approaches from both diachronic and synchronic perspectives;
Understand and compare key sociological theories of culture, including classical traditions and those that interpret cultural transformations in the context of globalization;
Apply interpretative models to analyze cultural practices as expressions of social tensions, processes of subjectivation, and identity construction;
Analyze concrete cultural practices, with particular attention to their role in inclusion/exclusion processes, meaning-making, and the redefinition of symbolic boundaries between social groups;
Design and conduct a small-scale empirical research project—individually or in small groups—focused on the analysis of specific cultural practices, including those in development and cooperation contexts, using qualitative methods (observation, interviews, discourse analysis, urban ethnography).

This course provides a solid foundation for deepening cultural issues in international contexts, contributing to the development of analytical and project-based skills essential for work in sustainable development, international cooperation, and social intervention.

Educational objectives

1. Knowledge / understanding:
The student will study the main theories of evaluative research.

2. Ability to apply it:
The student will acquire the tools to better understand the context of development cooperation in its application aspects.

3. Critical and judgment skills:
The student will be able to develop critical and judgment skills by organizing discussion forums in the classroom, with cooperation scholars and assessment experts.

4. Ability to communicate knowledge:
Communication skills will be expressed in the organization of study groups for the preparation of papers that will be presented in the classroom and will be the subject of debates among students.

5. Ability to continue the study independently:
At the end of the course, the student will be able to study in depth the topics analyzed, being able to apply them in the operational contexts of development cooperation.

Educational objectives

Credits must be earned through an internship carried out at institutions that have an agreement with Sapienza or, alternatively, at partner organizations involved in international development cooperation activities that align with the educational objectives of the programme.

Educational objectives

The recognition of university credits within the degree programme is permitted for academic activities (other than degree programmes) and non-academic activities, within the maximum limits established by current regulations.
Such recognition applies to professionally certified knowledge and skills, in accordance with applicable legislation, and is subject to evaluation by the designated academic committee for credit recognition. The committee will assess the content of the activities undertaken, the corresponding number of credits and hours, and their consistency with the learning objectives of the degree programme.

Educational objectives

The course delves into two main teaching objectives: the first is to provide fundamental terminology of the discipline, as well as an overview of the key stages in the formation of modern diplomacy, and the conceptual changes that have occurred in international relations over the past few centuries. The second objective focuses on specific events of the twentieth century, particularly the two world wars, exploring their origins and aftermath.

Educational objectives

The course delves into two main teaching objectives: the first is to provide fundamental terminology of the discipline, as well as an overview of the key stages in the formation of modern diplomacy, and the conceptual changes that have occurred in international relations over the past few centuries. The second objective focuses on specific events of the twentieth century, particularly the two world wars, exploring their origins and aftermath.

Educational objectives

The objective is to provide students with a lab-based exploration of the historical and cultural dynamics of Central Asia, given the strategic relevance of this region for global development and the European Union’s international cooperation efforts.

Educational objectives

The course aims to analyze the geopolitical, economic, social, and cultural dynamics of the North Africa and Middle East countries, exploring in detail some contemporary case studies, and providing students with guidelines towards an understanding of the complex security crisis currently affecting the region. However, for an understanding of present events, it is essential to start from a historical perspective that accurately situates contemporary events. After reviewing the colonization process, the course will focus on the process of decolonization, the state-building and nation-building processes of post-colonial modern Arab state. Subsequently, the course will address the progressive fragmentation of the regional system after the peace signed between Egypt and Israel (1979) and the development of new regional conflicts (Lebanon, Iran, Iraq); the (failed) attempt to construct a "new Middle East" after the end of the Cold War; the failure of political-economic liberalizations which led to the so-called Arab Springs; the ongoing security crisis within the Wider Mediterranean and its political and energy centrality in the current multipolar system.

Educational objectives

The aim of the course is to provide the basic knowledge for the analysis and understanding of the evolution of the international political system since the 1840s, focusing on colonialism, decolonization, and globalization. Through the study of these topics students will be able to acquire the knowledge and the interpretative skills necessary to understand the main dynamics of history of international relations and the globalization process. The inclusion of on-going audits in the form of short presentations and discussions by the students will also provide the necessary critical elements and a concrete capacity for analysis.

Educational objectives

The course will provide a wide and multidisciplinary vision of the relationships between international institutions and States in the contemporary age. During a first phase, particular attention will be devoted to the impact of the Enlightenment and the development of the idea of the nation, which would soon lead to the gradual decline of multinational empires and the consolidation of national states. In a second section, the course will focus on East-Central Europe analyzing the international dimension of the relationships between States and minorities, with the aim of understanding how the inter-ethnic complexity of this region has influenced the system of international relations during the twentieth century. The East/West division, in fact, could contribute to describe an interesting unified framework within which each country and each area, while following the path of the entire continent, expresses its own particular identity. The goal is to provide the basic knowledge in order to continue and deepen the study of history of international relations and of the multilevel governance dynamics among international and sovranational institutions, States and local and regional dimensions.

Educational objectives

The course will provide a wide and multidisciplinary vision of the relationships between international institutions and States in the contemporary age. During a first phase, particular attention will be devoted to the impact of the Enlightenment and the development of the idea of the nation, which would soon lead to the gradual decline of multinational empires and the consolidation of national states. In a second section, the course will focus on East-Central Europe analyzing the international dimension of the relationships between States and minorities, with the aim of understanding how the inter-ethnic complexity of this region has influenced the system of international relations during the twentieth century. The East/West division, in fact, could contribute to describe an interesting unified framework within which each country and each area, while following the path of the entire continent, expresses its own particular identity. The goal is to provide the basic knowledge in order to continue and deepen the study of history of international relations and of the multilevel governance dynamics among international and sovranational institutions, States and local and regional dimensions.

Educational objectives

This Lab aims to: 1) analyze the main discourses that characterized the self-narration that Europeans (and, since XIX century, also “Americans”) built on their hegemonic world-action after 1492; 2) deepen postcolonial and decolonial discourses, focusing on the use of concepts such as civilization, colonization, sovereignty, hegemony, nationalism, barbarism, identity, etc.; 3) teach students to recognize “colonial”, “post-colonial” and “de-colonial” narrations as products of specific context(s) marked by peculiar conflicts and 4) introduce critically students to “geopolitics of knowledge”, analyzing concepts such as The East, the West, Europe, Asia, America, Latin-America, ecc.

Educational objectives

The course aims at providing students with the knowledge that is necessary to comprehend the structure of the European Union and the functioning of its institutions, scope and effects of the EU legal sources with particular regard to the protection of fundamental rights in the external dimension of the Union’s action in the perspective of sustainable development. The course is based on the method of legal analysis of institutions, normative acts and procedures.
Students will acquire the skills necessary to read and comprehend EU legal acts and European Court of Justice judgments and opinions, as well as national legislative and judiciary acts. Moreover, they will be able to apply the acquired skills in the context of future legal research as well as in the context of professional activities.
The acquired skills will enable students to critically analyze the EU policies and reach conclusions in autonomy on the basis of a rigorous application of the scientific method of legal analysis.
The constant involvement of students during classes, including through the possibility to present individual or group researches on specific topics and the participation in discussions will develop the students’ communication skills.
The course aims at supporting students in developing a proper study method, which will enable them to address, analyze and learn complex matters.

Educational objectives

To study and advance the understanding and protection of the new generation of human rights stemming from the emergence of new technologies. Students who successfully complete the exam must have acquired the knowledge and skills required to discern the most suitable legal solutions for addressing the challenges arising from the bioethical, bioeconomic, and biopolitical discourse. Additionally, they should possess the capability to propose operational and organizational strategies aligned with the identified solutions

Educational objectives

The laboratory has the objective of training future operators of international cooperation on the use of the form of cooperative enterprise as a tool for sustainable development, in response to the growing attention of international donors to the articulation of initiatives that support the private sector in developing countries.

Dublin Descriptors:
• Knowledge and understanding:
Students acquire knowledge and understanding of the role of the private sector in international development cooperation, developing a critical spirit and original ideas regarding the interrelationships between the cooperative world and the different dimensions of development studied in the other courses attended.

• Applying knowledge and understanding
Students are able to apply their knowledge, understanding and skills on proposed case studies in terms of problem solving and representation of development opportunities for disadvantaged groups in developing countries, examining the possible use of the cooperative model in the context of multidimensionality. of the development problems present.

• Ability to draw conclusions (making judgments)
Students have the ability to integrate knowledge and manage complexity, drawing their own conclusions based on the analysis of the information available with respect to the performance of the cooperative enterprises analyzed in developing countries or the opportunities for their development, in terms of their contribution to sustainable development.

• Communication skills
Students master the specific terminology relating to the world of cooperative enterprises, and are able to communicate the existing dynamics and opportunities in a clear and unambiguous way even to non-specialist subjects.

• Ability to learn (learning skills).
Students have developed the basic skills and the analysis methodology necessary to independently access insights on the subject of the cooperative model as a development tool, and are able to independently examine individual case studies for research development.

Educational objectives

This Laboratory aims to integrate the knowledge acquired with an in-depth exploration of the existing interconnections between international demographic, social, and economic development dynamics and mobility dynamics.
• Knowledge and understanding:
Students acquire the tools to interpret the existing interconnections between demography, statistics, economic development, mobility, and their respective data sources.
• Application of knowledge and understanding:
Students are able to understand the main push and pull factors of international mobility.
• Drawing conclusions:
Students have the ability to manage the complexity of the analyzed phenomena.
• Communication skills:
Students acquire the tools to participate in the contemporary debate on international migration.
• Learning skills:
Students have developed the basic skills and analytical methodology necessary to independently access further insights into the subject of study.

Educational objectives

Goals
The main objective of the course is to provide an advanced competence of the political processes. The course will dedicate a specific part to the relationship between systems of expertise and politics, in a comparative perspective.
Knowledge and abilities
Students will be able to understand the functioning of different political systems, with particular attention to the functioning of parties, institutions, and interest groups.
Ability to apply knowledge and understanding
The student will be enabled to understand the provision of the various political regimes: democratic, authoritarian, totalitarian. Political dynamics related to processes and contemporary politics.
Autonomy of judgment
The student must possess the fundamental skills that allow him/her to analyze, in an autonomous and critical way, the decision-making process and the functioning of the institutions.
Communication skills
The essential objective is to build specialized communication skills in the field of political science, which facilitate the professionalization of the student's skills.
Learning ability
Learning skills will be developed and tested on different levels: through interaction with the class and the teacher, experts in the field, construction of reports and presentations in the classroom.
Expected results
The goal is to create the first knowledge that can be spent at institutions, political parties and interest groups.

Educational objectives

1) The aim of the course is providing the students with a good knowledge of social democracy as an
international actor and factor in the XX century, especially concerning how it tried to render its model
of society (a socialist but gradual and democratic reform of capitalism) consistent with international
Cooperation. The chronological focus will be the second half of the XX century and the present postcold war transformations. Especially Willy Brandt (Germany) Olof Palme (Sweden) and Bruno Kreisky
(Austria) will be highlighted as the main leaders of social democratic internationalism. Thereby the
students will become acquainted with the following strategies of cooperation between the
developed north and the global south
A) Neutrality as a platform of internationalism and namely Swedish active neutrality as opposed to
isolationist neutrality
B) The transformation of the Socialist International from European or “western” forum for historical
socialist parties to platform for global internationalist action under Brandt’s presidency
C) Global economic and social reform as a precondition of international stability as opposed to
mere Cold War balance of military and nuclear power
D) National Social models and Welfare state reform as a means of Social democratic nation branding
E) Post colonial multilateralism and north south Cooperation in the Un through New International
Economic Order and Like Minded countries
2) Besides, students will become acquainted with the normative concepts of equality, human rights,
opportunity, minimum standards and the transformation of the way they were conceived in the New Deal era
(comprising the decades of social democracy in Europe, with equality as desired outcome) and in the more
recent decades (with global free trade as the key problem solver, and internationalism mainly aimed at
providing minimum enabling conditions for individuals in order for them to fruitfully interact with markets).
3) The methodological approach will be that of economic history (dealing with the fundamental structural
factors leading from laissez faire to social democratic reform internationalism) and conceptual history (how
different key concepts and basic values have been transformed and adapted in the different historical phases
taken into account above).
4) Within this framework, a direct knowledge of specific projects, problems and innovations in the field of international Cooperation will also be provided, especially through contacts with international institutions,
experts and scholars. Thus, students will be incentivized to contextualise and interpret international
cooperation projects in different historical phases, conceptual patterns and geostrategic global scenarios.
Thereby, the students will be enabled to detect and analyse the theoretical premises of any given
cooperation project, and at the same time to evaluate their expected aims and impact on factual social
conditions.

Educational objectives

The course provides advanced knowledge on the theoretical and applied links between international economic policy and living conditions in developing countries. This includes an applied understanding of the models and tools of international economic policy, notions of impact evaluation of development policies and programs, and a deep understanding of the most relevant contemporary debates in the fields of sustainable development, food and nutrition security and international economic cooperation.

Educational objectives

The course addresses issues related to the labor market and health, both from the perspective of economic theory and empirical data analysis. Special attention is given to matters concerning the formation of human capital, considering the currently widespread problems in both developing and industrialized countries, such as poverty and inequalities. The course's approach is based on a comparative perspective, allowing for the comparison of different experiences across various countries to define public policies aimed at effectively addressing existing issues.

Educational objectives

The course provides the theoretical underpinnings and conceptual tools necessary for understanding the macro- and micro-economic processes of growth and development. It covers various prominent topics in the development debate, including long-run growth from a comparative development perspective, unified growth theory, foundations and techniques in modern impact evaluation, development policy in the post-Washington Consensus era, sustainability, green growth, and bottom-up poverty reduction. Throughout the course, there will be a strong emphasis on promoting and developing students’ critical thinking skills related to prominent issues in the international development debate. These issues include the long-run determinants of growth and development, the relationship between economic development and climate change policy, and policy interventions to prevent intergenerational, behavioral, and asset-based poverty traps.

Educational objectives

Understanding development and change with particular regard to contemporary socio-economic phenomena analyzed by means of quantitative models.

Educational objectives

The objective of the course is make known the characteristics of the agricultural sector and its role in the economic and social system, to understand the reasons of the related policies that are developed at different levels and areas.
Students who have passed the examination will have the knowledge necessary to understand the role of agriculture in the economy and society, the reasons for the existence of public intervention in support of agriculture itself, the objectives and instruments of agricultural policy developed at several levels and areas.

Knowledge and understanding: students will acquire the elements useful for the knowledge of the characteristics of the agri-food sector and of its role within the socio-economic system.
Applying knowledge and understanding : students will be able to understand the policies that regulate the functioning of the agri-food sector, knowing its fundamental elements and interpreting its reasons.
Making judgments: students will develop independent judgment regarding the possibilities of development of the agri-food sector in relation to the application of various measures of agricultural policy.

Educational objectives

General objectives
At the end of the course the student will have acquired a knowledge of the main threats to the conservation of biodiversity at the level of species, habitats and ecosystems. The knowledge will be acquired of methods and strategies adopted at local, national and international levels to combat the loss of biodiversity through the analysis of case studies. Theoretical principles and practical ways to apply the ecosystem approach to biodiversity conservation will be learnt.

Specific objectives
Knowledge and understanding
The student will acquire the skills to apply the theoretical principles of the ecosystem approach to the conservation of biodiversity at the level of species, habitats and ecosystems, as well as the critical tools for selecting the most appropriate methods for the various case studies.

Ability to apply knowledge and understanding
The student will acquire the ability to apply the theoretical principles of the ecosystem approach to the conservation of biodiversity at the level of species, habitats and ecosystems, as well as that for selecting the most appropriate methods for the various case studies.

Critical and judgmental capacities
The student will develop critical and judgmental skills by analyzing case studies and defining appropriate biodiversity conservation strategies. These skills will be developed through interaction with the lecturer during the course and through the preparation of a review.

Communication skills
The student will be asked to interact in the analysis of the case studies and during the excursion in the field for the identification of the causes of loss of biodiversity and the definition of appropriate conservation strategies.

Learning skills
The student will acquire the theoretical and practical ability to apply the ecosystem approach to the conservation of biodiversity so as to be able to replicate it to real case studies and for the formulation of project proposals.

Educational objectives

Credits must be earned through an internship carried out at institutions that have an agreement with Sapienza or, alternatively, at partner organizations involved in international development cooperation activities that align with the educational objectives of the programme.

Educational objectives

The recognition of university credits within the degree programme is permitted for academic activities (other than degree programmes) and non-academic activities, within the maximum limits established by current regulations.
Such recognition applies to professionally certified knowledge and skills, in accordance with applicable legislation, and is subject to evaluation by the designated academic committee for credit recognition. The committee will assess the content of the activities undertaken, the corresponding number of credits and hours, and their consistency with the learning objectives of the degree programme.