Ateneo de Manila University

Economics 177: Theory and Practice of Social Development

Course Syllabus and Reading List
Second Semester, SY 2016- 17
Lecturers: Joselito Sescon and Philip Tuao, Economics Department
e-mail address: jsescon@gmail.com (Sescon); ptuano@ateneo.edu (Tuao)
Consultation hours: TTh, 3:30 5:00 pm (Sescon), TTh, 3:30- 5: 30 p. m. (Tuao), or by appt.
OSCI Formators: Natalie Ting, Granni Granados, Mike Marsan, Tina Pasion, Marlon Pia, Abi
Victoria, Nono Ordonez, Zee Diaquenio; Office for Social Concern and Involvement
(OSCI), Room 104 Manuel Pangilinan Hall, campus lines 5090, 5091
I. Description of the Course
Economics 177 aims to acquaint senior year economics students on the context of poverty and social
development work in the Philippines. As the notion of development goes beyond economics, non-economic
concepts and methodologies will be dealt in the course, although lectures and workshops will highlight the
use of economic analysis and assessment.
The course will be oriented towards the application of the theories and tools learned in class through
individual and group assignments and exercises; the highlight of the course will be the writing of a group
paper that aims to address specific community needs, such as the development of a socio-economic profile,
feasibility design of a project, or the assessment of an existing project. In this aspect, students will form
groups for immersion and area involvement undertaken in conjunction with partner courses, the Theology of
Catholic Social Vision (Theology 141), and Politics and Governance (Political Science 100).
The first part of the course (modules 1 to 3) will include an introductory lecture on the course and
lectures on the different paradigms of poverty and development, and the causes and consequences of
poverty, including issues related to poverty and underdevelopment; the lectures will be interspersed with
class discussions/ workshops for fieldwork preparation (social integration and field research), development
of community poverty profiles and maps, and problem and solution tree analysis.
The second part of the course (modules 4 to 6) will deal with the discussion on anti-poverty policy
interventions, the roles of institutions in poverty reduction, modeling and predicting community social
outcomes, and project planning frameworks and economic assessment techniques. Several anti-poverty
interventions and models will be reviewed. The workshops will cover logical frame development, feasibility
analysis or project implementation issues, institutional analysis, cost-benefit analysis and impact assessment.
These tools may be useful in the development of the report and the assistance to be provided to the
communities of exposure. It is expected that the student groups would be able to plan and/ or evaluate social
development projects or policies on behalf of their partner communities.
II. Course Objectives and Expected Learning Outcomes
The main objective of the course is to enhance (senior economics major) students knowledge in
economics through the application of tools of analyses in understanding poverty and marginalized
communities including the experience of contributing solutions in the form of program and project designs,
feasibility studies, community economic profiles, program/project evaluation assessments, and gestation of
community social enterprises, among others. A corollary objective is for senior economics major students to
undertake a (economics) discipline-based contribution in service to marginalized communities.
The expected learning outcome is for Ateneo senior year management economic students would be
able to analyze the social development issues and problems in the country through the lens of different
approaches and methodologies in assessment. They would also be able to use economic and social tools of
analysis to engage effectively in helping and contributing in the uplift of marginalized communities. The
following are specific learning outcomes ideal by the end of the course, students would have:

Internalized and grasped the use of the sustainable livelihood approach (SLA) as a broad framework in
the analysis of the problems and issues of marginalized communities. S/he would be able to utilize his/
her knowledge and skills to utilize the SLA in developing a community economic profile by gathering
primary and secondary data and interpreting and analyzing data to developed well-planned interventions.
S/he can augment this with knowledge on the different causes and effects of poverty, and the
interventions necessary to reduce poverty, as applied in the Philippine context.
Gained economic intuition in modeling behavioral analysis of economic incentives, interests and
strategies of community institutions, groups, households and individual members in relation to socioeconomic welfare outcomes. S/he can employ this skill into deeper understanding of community groups
and members motives with help of similarly skilled and like-minded professionals for effective design
of policy and specifically designed interventions.
Utilized tools for project development and assessment, and apply these tools to assist in the socioeconomic amelioration of specific communities. More specifically, has acquired skills in the design of
logical framework (logframe) of program/project interventions in tandem with skills in the conduct of
economic cost-benefit analysis and evaluation assessments.

III. Course Schedule and Assessment

The course shall run for 14 weeks; the course will be undertaken through a combination of class
lectures, which will cover the basic concepts that would be discussed in class, and workshops/ exercises,
which will provide applications of the concepts discussed and the tools to be used in project papers. The
course will be supplemented through film shows and guest lecturer sessions. The Office for Social Concern
and Involvement (OSCI) will primarily help assist in the fieldwork of students. It is expected that by endFebruary, initial contact between the student groups and area of assignment should have been made.
The grading system will be as follows:
Field Report and Presentation
(20% from lecturer, 10% each from OSCI and community)
Long Examinations- one after module 4, another after module 8
Group Exercises and Presentations (at least five exercises)
Individual Essays (two or three essays), class participation

40%
30%
20%
10%

The final marks and their numerical equivalents are as follows: A, 92 and above; B+, 87- 91; B, 8286; C+, 77- 81; C, 70- 76, and D, 60- 69. The lecturers may give surprise quizzes and additional assignments
for bonus marks; but this will not exceed three percentage points of the final grade. The exercises and
presentations will involve student understanding of the lectures and readings and the application of the
different tools and methodologies discussed in class.
The lecturer grade of the integrated field report and presentation, which will serve as the course final
exam, will be adjusted according to the marks given by the student and the members of the students group.
The OSCI practicum advisers and community representatives will also participate (see above) in providing
the students final grade. The group paper presentation for the course will be held jointly with partner
subjects.
IV. Prerequisites, Outline and Reading List
Students should have some familiarity with economic development concepts (i.e., in Todaro and Smith)
and with the mathematical/ statistical functions of the spreadsheet programs (i.e., Microsoft Excel). The
readings below would be made available at the Reserve Section/ Rizal Library or will be posted in the
website of the e-group; enrolment in the e-group
https://groups.google.com/forum/?hl=en#!forum/economics-177 is important as the lecturers will provide
announcements and other materials related to the course. A course website
https://sites.google.com/a/ateneo.edu/eco177/ will also be opened. An asterisk (*) denotes especially
required articles for the section/ module; a circumflex (^) denotes reading is available in the class website
while percentage sign (%) denotes reading is available in Reserve Section.

Course Introduction: The introduction to the course will consist of one or two sessions that introduce the
students to the course contents and learning process. This covers the course history, objectives and
outcomes, contents and modules, in partnership with courses on Theology, Political Science, and Leadership
and Strategy. Students are also oriented by OSCI on the communities of their assignments for the semester
introducing the students on the social sector of their community, the general guidelines on the conduct and
attitude during immersion and field research, and the calendar of activities in the field.
There will be six other modules in the class as follows:
Module 1: Introduction to Poverty and Poverty Reduction in the Philippines: Poverty is one widespread
social outcome in basic sectors and communities. Its significance necessitates this module to provide a short
overview of basic poverty concepts and approaches in understanding deprivation and marginalized
communities. It will also discuss a brief review of approaches in reducing poverty and inequity in the
country. The basis for exposure and practicum in the social development setting will also be discussed in the
meeting with the OSCI staff.
Introduction and concepts:
Laderchi, Caterina, Ruhi Saith and Frances Stewart (2003). Does It Matter That We Do Not Agree on the
Definition of Poverty? A Comparison of Four Approaches, Oxford Development Studies 31 (3), pp. 243- 274.
http://www3.qeh.ox.ac.uk/pdf/qehwp/qehwps107.pdf *^
Sen, Amartya (1999). Development as Freedom, New York: Alfred Knopf. Chapters 2 and 4.%
Saith, Ruhi (2001), Social Exclusion: The Concept and Application to Developing Countries, Queen
Elizabeth House Working Paper Series No. 72 http://www3.qeh.ox.ac.uk/pdf/qehwp/qehwps72.pdf^
Sumner, Andy (2010). Meaning Versus Measurement: Why Do Economic Indicators of Poverty still
Predominate? Development in Practice 17 (1), pp. 4- 13.^
Clarke, Gerard and Marites Sison (2003) Voices from the Top of the Pile: Elite Perceptions of Poverty and
the Poor in the Philippines Development and Change 34 (2), pp. 215-242.^
Philippine Poverty Situation:
Asian Development Bank (2009). Poverty in the Philippines: Causes, Constraints and Opportunities.
http://www.adb.org/sites/default/files/publication/27529/poverty-philippines-causes-constraints-opportunities.pdf .
[Part 3 only]*^
World Bank (2009). Philippine Development Report: Creating More and Better Jobs. World Bank Manila
Office http://www.worldbank.org/content/dam/Worldbank/document/EAP/Philippines/PDRFullReport.pdf [Chapter 3
only]*
Aldaba, Fernando T (2016). Walang Mahirap kung Walang Corrupt: The Political Economy of Poverty
Reduction. In Carmela D. Ortigas and Mary Racelis (eds.) Overcoming Poverty: Multi-disciplinary Perspectives,
Principles and Practices. Manila: CE Publishing for Ateneo de Zamboanga. %

Module 2. Poverty Measurement and the Sustainable Livelihoods Framework: This module will deal with
the basic review of the Philippine poverty situation and the different types of methodologies of measures of
poverty. The module will be taught primarily through workshops on sustainable livelihoods framework and
community profile data-gathering and analysis, including discussions on survey and participatory methods,
which is designed to provide students a framework in assessing economic and social situation at the
community level. We will also try to develop qualitative and quantitative survey forms and utilize
spreadsheet software for the calculation of income and capabilities poverty indices.
Data analysis (Monetary and Capabilities Approaches) :
Haughton, Jonathan (2009). Handbook on Poverty and Inequality. Washington, DC: World Bank Institute.
Chapters 2- 4. *^
https://openknowledge.worldbank.org/bitstream/handle/10986/11985/9780821376133.pdf?sequence=1
Alkire, Sabrina and others (2014). Chapter 1- Introduction and Chapter 3 in Alkire, Sabrina and others
(eds). Multdimensional Poverty Measurement and Analysis. Oxford: Oxford Poverty and Human Development
Initiative. http://www.ophi.org.uk/multidimensional-poverty-measurement-and-analysis-chapter-1-introduction/
Balisacan, Arsenio (2011). What Has Really Happened to Poverty: New Measures, Evidence and Policy
Implications, University of the Philippines School of Economics Discussion Paper 2011-14.
http://www.econ.upd.edu.ph/dp/index.php/dp/article/view/682/148

Data analysis (Social exclusion and Participatory Approaches):

Rietbergen- McCracken, Jennifer and Deepa Narayan (1998).Participation and Social Assessment: Tools
and Techniques. Washington, D. C.: World Bank. Modules 1 to 3.* http://www.cgiar-ilac.org/files/RietbergenMcCracken_Participation.pdf
Department of Foreign and International Development (2002). Tools for Development: A Handbook for
Those Engaged in Development Activity, Chapter 2: Stakeholder Analysis.*^
Sustainable Livelihood Framework/Approach (SLA)
Maiser, Norman and Philip Townsley (2003)."Local institutions and livelihoods: Guidelines for analysis",
Rural Development Division, Food and Agriculture Organization of the United Nations, Rome. Modules 1 to 4.
Available in http://www.fao.org/docrep/006/y5084e/y5084e00.htm *^
Robson, Colin (2000). Real World Research.Mulden, MA: Blackwell. Chapters 8, 9, 11, 13.*%
Department of Foreign and International Development (2001). Sustainable Livelihoods Guidance Sheets,
Section 1: Introduction and Section 2: Framework. Available in http://www.odi.org/publications/2339-overview-keysheets-sustainable-livelihoods *^

Module 3: Causes and Determinants of Poverty and Inequality. This module will deal with the analysis of
the causes and determinants of poverty in the Philippines, and some of the analytical reviews of povertyrelated problems in the country and regionally/ globally. It will also deal with the different sub-issues and
problems of poverty. This is the broadest area of discussion among all modules in the course, thus, it is the
lecturers decision to determine specific topics that are closely related to the social sectors of communities
assigned to students in the semester. The demographic and sectoral characteristics of poverty will be
discussed. Students are expected to utilize the problem and solution tree framework as a tool for assessing
the causes of underdevelopment in poor communities; this will be discussed in the module workshop.
Macroeconomic and Institutional Aspects of Poverty:
Pernia, Ernesto, Anil Deolalikar, Mary Racelis et. al. (2001). Poverty Reduction and the Role of Institutions
in Developing Asia.Asian Development Bank ERD Paper Series no. 10.chapters 2- 4.
http://adb.org/sites/default/files/pub/2002/wp010.pdf *^
Balisacan, Arsenio and Ernesto Pernia (2002). Probing Beneath Cross-National Averages: Poverty,
Inequality and Growth in the Philippines, Asian Development Bank Economics and Research Development Working
Paper No. 7. http://adb.org/sites/default/files/pub/2002/wp007.pdf *^
Asian Development Bank (2007). Philippines: Critical Development Constraints. ADB: Mandaluyong.
http://www.adb.org/sites/default/files/publication/29274/cdc-philippines.pdf Chapters 3 and 4. ^
Micro determinants and Dynamics of Poverty:
Aldaba, Fernando, Maria Maricosa Paderon and Marilou Perez (2004). Poverty in the Philippines, Peace and
Equity Foundation and the Ateneo Center for Economic Research and Development.*%
Banerjee, Abhijit and Esther Duflo (2007). Economic Lives of the Poor, Journal of Economic Perspectives
21 (1), pp. 141-168.^ http://www.cepr.org/active/publications/discussion_papers/dp.php?dpno=5968
Estudillo, Jonna, Yasuyuki Sawada and Keijiru Otsuka (2008). Poverty and Income Dynamics in Philippine
Villages: 1985- 2004, Review of Development Economics 12 (4), pp.877-890. http://www.blackwellsynergy.com/doi/abs/10.1111/j.1467-9361.2008.00458.x
Echavez, Chona, ErlindaMontillo-Burton, Scott McNiven and Agnes Quisumbing (2007). Moving Out of
Poverty in Bukidnon, Philippines, World Bank Moving Out of Poverty Seminar
http://siteresources.worldbank.org/INTMOVOUTPOV/Resources/2104215-1187710751691/PhilippinesBukidnon_synthesis.pdf
Benneth, Drake. The Sting of Poverty,. Boston Globe. March 30, 2008.
http://www.boston.com/bostonglobe/ideas/articles/2008/03/30/the_sting_of_poverty/?page=1
Problem and Objective Tree Analysis:
DFID (2002). Tools for Development, Chapter 3: Problem and Situational Analysis. *^

Module 4: Policies and Institutions for Poverty Reduction. This module will deal with the roles of different
anti-poverty stakeholders, such as national and local governments, Church, non-government organizations/
peoples organizations and corporate sector in contributing to the improvement of standards of living both at
the macro and the micro levels. The workshop in this module will deal with institutional analysis and
project implementation issues, especially in the provision of development services to the poor.
Institutions and Roles in Poverty Reduction:
Capuno, Joseph (2005). The Quality of Local Governance and Development under Decentralization in the

Philippines, in Balisacan, Arsenio and Hal Hill (eds.) The Dynamics of Regional Development: The Philippines in
East Asia. Quezon City: Ateneo de Manila University Press.%
Tuao, Philip (2011). Philippine Non-Government Organizations: Contributions, Capacities, Challenges in
Lydia Jose (ed.) Civil Society Organizations in the Philippines. Quezon City: Civil Society Resource Institute. %
Velasco, Gisela (undated). Corporate Philanthropy in Asia: The Philippine Case, paper written for the Asian
Institute of Management.http://www.philanthropy.org/publications/online_publications/asia.pdf%
Intersect, Small Change, April-May 2006 issue.%
Project Implementation and Institutional Analysis:
Maiser, Norman and Philip Townsley (2003). "Local institutions and livelihoods: Guidelines for analysis",
Modules 5 and 6.*^
Potts, David (2002). Project Planning and Analysis for Development. Boulder, CO: Lynne-Reider, Chapters
2- 4.%

Module 5: Poverty Interventions and the Logical Framework. In this module, the different types of poverty
interventions will be discussed as a program/project having the same goals of poverty reduction but with
different specific objectives and input activities. These include programs and projects on asset reforms,
universally-provided social protection and services, targeted interventions of socially vulnerable sectors,
private initiatives on microfinance and social enterprises, among a milieu that are currently utilized by
different actors and institutions. The rationale, problems and issues of programs such as agrarian reform,
education and health projects, employment, credit and livelihood projects will be explained, with a focus on
community models. The workshop for this module will deal with project cycle and project development,
including logframe development and outcome mapping.
Anti-Poverty Programs and Policies:
Aldaba, Fernando (2009) Poverty in the Philippines: Causes, Constraints and Opportunities, Part VI.^
PHILDHRRA (2008). The Philippine Asset Reform Report Card, typescript. %
Grosh, Margaret (1993). Five Criteria for Choosing among Poverty Programs, World Bank Policy Research
Working Papers WPS 1201, typescript.*^ http://wwwwds.worldbank.org/servlet/WDSContentServer/WDSP/IB/1993/10/01/000009265_3961005101424/Rendered/PDF/mul
ti0page.pdf
Banerjee, Abhijit and Esther Duflo (2011).Poor Economics. New York: Public Affairs (see also the
associated website at pooreconomics.com)
Project Cycle and the Logical Framework:
Cusworth, John and Tom Franks (1993).Managing Projects in Developing Countries. Harlow, Essex:
Longman. Chapters 1 and 2.*%
Australian Aid Agency (2003).AusAid Guidelines on Project Development, typescript; Campbell, Jock
(2001).Logical Frameworks: An Introduction for the GRCM Project, Powerpoint slides, Innovation Center,
University of Exeter, typescript. %
Amerasinghe, Nihal (2015). Design, Appraisal, and Management of Sustainable Development Projects.
Makati: Asian Institute of Management, Makati, Philippines. Chapters 2, 4, 6.

Module 6: Social and Economic Assessment Techniques: This module is designed to provide students with
the tools necessary for economic evaluation and assessment of the social impact of projects. Tools for
analyzing the advantage and disadvantages of projects in an economic manner will be reviewed through the
discussion of cost-benefit and cost-effective analyses, while impact assessment will be dealt by the
discussion of experimental and quasi-experimental techniques.
Cost-Benefit Analysis:
Boardman, Anthony, David Greenberg, Aidan Vining and David Weimer (2006). Cost-Benefit Analysis: An
Introduction. Chapters 1, 2, 11 and 18. %
Currey, Steve and John Weiss (2000).Project Analysis in Developing Countries (Second Edition). London:
Macmillan Press. Chapters 1, 2, 3, 4 and 8.*%
Nihal Amerasinghe (2015). Design, Appraisal, and Management of Sustainable Development Projects.
Chapters 10, 11, 12.
Impact Assessment:
Paul Gertler (2011). Impact Evaluation in Practice. Washington, DC: World Bank
http://siteresources.worldbank.org/EXTHDOFFICE/Resources/5485726-

1295455628620/Impact_Evaluation_in_Practice.pdf . Chapters 1and 2 only *^

Haughton, Jonathan (2007). Manual of Poverty Analysis, Chapters 13 (Poverty Monitoring and Evaluation)
and 15 (The Effects of Public Policy on Inequality and Poverty).
Rogers, Patricia (2012). Introduction to Impact Evaluation, Impact Evaluation Notes No. 1, Interaction and
the Rockefeller Foundation. http://www.interaction.org/sites/default/files/1%20%20Introduction%20to%20Impact%20Evaluation.pdf %

Other useful materials and articles can be found in the World Bank Poverty site
www.worldbank.org/poverty, and the Electronic Dissemination of Development Materials website,
www.eldis.org/poverty. Another useful resource is David Gordon and Paul Spicker (eds.). The
International Glossary on Poverty. London: Zed Books.
IV. Guidelines and Timelines on Integrated Papers
The major output of the class will be the development of an
integrated paper for the praxis classes (Economics, Theology, and Political
Science). The economics part of the paper will be based on the development
of an evaluation report of an existing anti-poverty development intervention
utilizing community data.
In undertaking the research in partner communities, please be aware of the Guidance Note on
Student Research and Other Course-Related Activities That Involve Interactions with Other Individuals
that the University Research Ethics Office produced last June 30
https://aifis.ateneo.edu/AIFIS/system/application/assets/files/Guidance_Note_on_Student_Research_Activiti
es_30July2016.pdf. This will provide specific guidelines on conducting research in communities.
The general format of the group papers will be finalized with the praxis class lecturers, with inputs
from the OSCI formator and the group, using the pastoral cycle framework (immersion- analysis- reflectionaction) as a guide to completing the paper; the specific format will be agreed upon between the students. the
teachers, and the OSCI formator. The online platform Edmodo http://www.edmodo.com will be utilized for
uploading and revision of papers. Please note that groups need to ensure the completion of the following
requirements related to the group paper in the following timelines:
1. Two weeks after immersion (around end-February to early March): a paper outline and
proposed timetable for data-gathering will be agreed upon by the lecturers and OSCI formator;
it is suggested that the groups meet their respective lecturer immediately after their immersion
and complete a project fieldwork form to be distributed to students before their actual fieldwork
activities.
2. A month before reporting (to be determined by the OSCI; around mid-March): a report of
activities undertaken would be provided to the lecturer, and the OSCI formator;
3. One week (mid-April) before reporting date: a copy of the first draft had been provided to the
lecturer, OSCI formator and the community representative in either electronic or hard copy
format;
4. Last dayof the final exam week (May 4): A final draft would have been provided to the lecturer,
OSCI formator and community representative in either electronic or hard copy format. A note
from the OSCI of receipt of two copies will be necessary to get the final grade.
A penalty of one class standing point per day will be charged against each member of the group that
do not meet the deadlines. The specific dates of these requirements will be discussed between the respective
groups, the Economics 177 lecturer and the OSCI formator/ practicum adviser. Failure to gather the
required data for the group paper as approved by the lecturer will be given a failing grade in the paper.
Attendance of non-group members during reporting is not obligatory, but will greatly assist in enhancing the
final draft of the formers own report.
JS/RT/011117/economics177-2016-secondsem