Instructor: TA: Mark Radin - UNC Gillings School of Global Public Health

ENVR 685, PLAN 685 ¨C Spring 2017

Instructor: Dale Whittington (Dale_Whittington@unc.edu)

TA: Mark Radin (radinmark@)

Fridays, 9:05 am-11:45 am

(Office hours by appointment)

New East Building, Room 204

Water & Sanitation Planning and Policy in Developing Countries: Course Syllabus

LEARNING OBJECTIVES

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Course Learning Objective

To develop the knowledge basis and

understanding of status quo (baseline)

conditions in the water and sanitation

sector in less developed countries; and

how ¡°problems are defined

To understand current trends in water

and sanitation conditions and where

current programs, economic growth,

population growth, and demographic

changes are headed (dynamic baseline)

To understand and think critically about

the different types of policy interventions

(instruments) that can be used to improve

water and sanitation conditions in

developing countries

To understand the policy objectives

(criteria) that governments and donors

use to assess the outcomes of policy

interventions in the water and sanitation

sector

To understand the causal links between

policy interventions and outcomes; to

critically assess the available evidence

about how effective different policy

instruments are in improving conditions

in the water and sanitation sector

To think critically about implementation

issues and the lessons learned about

implementation, monitoring and

evaluation

To develop critical writing and

communication skills in order to better

explain policy recommendations in the

water and sanitation sector to decisionmakers

Related Departmental Competency

- ¡°Identify environmental engineering problems

¡­¡±

- ¡°Develop a depth of knowledge in one area

within environmental sciences & engineering

- ¡°Identify environmental engineering problems

¡­¡±

- ¡°Develop a depth of knowledge in one area

within environmental sciences & engineering

- ¡°Develop and design appropriate controls and

facilities to solve environmental engineering

problems.¡±

- ¡°Specify approaches for assessing, preventing,

and controlling environmental hazards that

pose risks to human health and safety.¡±

¡°Identify environmental engineering needs and

objectives ¡­¡±

¡°Demonstrate awareness of and sensitivity to

the varied perspectives, norms, and values of

others based on individual and ethnic/cultural

differences¡±

- ¡°Explain the relationships between scientific

knowledge, exposure, risk assessment,

environmental management, and environmental

policy.¡±

- ¡°Apply evidence-based concepts in public

health decision-making¡±

- ¡°Show familiarity with public health practice¡±

- ¡°Demonstrate written and oral communication

skills related to environmental engineering¡±

- ¡°Analyze, interpret, and explain the results of

original research

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To learn how to read and synthesize

professional and scientific literature on a

policy issue in the water and sanitation

sector

- ¡°Review and synthesize a body of research

GRADING POLICY:

Grades for the course will be based on the following weights and are described further below:

Graded Components

Due Dates

ASSIGNMENTS (60%)

Performance Indicators (20%)

Term Project ¨C Systematic Literature Review (40%)

FINAL EXAM (40%)

Feb 24

April 28 (on last day of

class)

May 9 at 4:00-7:00 pm

Assignments (60%):

? No. 1 ¨C 15% - Performance Indicators (due Feb. 24)

? Term Project: Systematic Literature Review ¨C 40% (due on the last day of class, April 28)

Participation in Class Debates, Student-led Discussions and In-Class Discussion (required):

? Debates: Everyone will participate in 1 of the 3 debates, on either the pro or con side, based

on random assignment. Prompts and details for the debates will be distributed on Sakai.

? Student-led Discussions: Students (alone or in pairs depending on class enrollment) will

present a summary and lead a student discussion for an assigned reading. The length of the

presentation will vary between 20-30 minutes, according to the syllabus. Students who are

not presenting are expected to participate in the discussion.

? Teaching Cases: There are six teaching cases during the semester. Students are expected to

read the teaching case before class and come prepared for discussion (and/or presentation,

if described in the teaching case assignment).

? In-Class Discussion: I encourage you to ask questions in class and to submit questions to me

by email after a lecture.

Final Exam (40%):

? Date: May 9, 4:00-7:00 pm

? Description: The final written exam will consist of multiple short answer questions and one

essay question based on the lecture material and required readings. You will be given a

selection of questions from which to choose.

? Bring: You are required to bring your own blue book(s) (1 to 2) on which to write the exam.

These may be purchased at the student store.

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Overall Grade:

Pass/Fail grades (graduate students):

? A grade of H indicates superior performance, over and above the mastery of basic concepts.

? A grade of P indicates satisfactory performance.

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A grade of L indicates a low pass and that the student has a poor understanding of

numerous concepts covered in the course.

A grade of F indicates a failure to understand the basic concepts covered in the course.

Other grades (undergraduate students and non-UNC graduate students):

? Grades will be converted to an A/B/C etc. scale for undergraduates and graduate students

from non-UNC institutions that do not use a pass/fail grading system.

All students are bound by the UNC honor code: ¡°It shall be the responsibility of every student at

the University of North Carolina at Chapel Hill to obey and to support the enforcement of the honor

code, which prohibits lying, cheating, or stealing when these actions involve academic processes or

University, student or academic personnel acting in an official capacity.¡±

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SCHEDULE AND READINGS

Part 1- Understanding Status Quo Conditions

Session 1 (Jan. 13) ¨C Introduction, Conceptual framework, Ancient instincts, Systematic

literature review assignment

In-class activities

- Introduction, Course Organization

- Discussion of Systematic Literature Review

Readings

Whittington, D. (2016). Ancient Instincts: Implications for Water Policy in the 21st

Century". Water Economics and Policy, 2(2). DOI: 10.1142/S2382624X16710028.

Priscoli, J. D. (2000) Water and civilization: Using history to reframe water policy debates

and to build a new ecological realism. Water Policy, 1 (6), 623-636.

Session 2 (Jan. 20) - Infrastructure Coverage, Dynamic Baseline, Water & Climate Change

In-class activities

- Student questions on MOOC videos

- Student-led discussion of Bates et al (2008)

- Student WASH experiences

MOOC Videos

1.0 Facts About Water

1.1 Global Water and Sanitation Coverage

1.2 Infrastructure Coverage (Electricity, Sewerage, Water, Telephone)



1.3 Forecasts of Coverage

1.4 Conversation with Clarissa Brocklehurst

Effects of Climate Change on Water Utilities

Conversation with Clive Agnew

Other Videos to watch before class

- Hans Rosling: 2006 TED Conference in Monterey



- Hans Rosling: A Slum Insight



Readings

Komives, K., Whittington, D., and Wu, X. (2003). Infrastructure coverage and the poor: A

global perspective. In P. Brook and T. Irwin (Eds.), Infrastructure for poor people: Public

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policy for private provision (pp. 77¨C124). Washington, D.C.: The World Bank Public¨CPrivate

Infrastructure Advisory Facility.

Jeuland, M., S. Ozdemir, D. Fuente, M. Allaire, D. Whittington. (2013). ¡°The long-term

dynamics of morality benefits from improved water and sanitation in less developed

countries.¡± PLOS One. October, Volume 8, Issue 10, e74804.

Milly , P; Betancourt, J; Falkenmark, M; Hirsch, R; Kundzewicz, Z.; Lettenmaier, D; Stouffer,

R. (2008) Stationarity Is Dead: Whither Water Management? Science 319 (5863): 573-574.

Bates, B.C., Z.W. Kundzewicz, S. Wu and J.P. Palutikof, Eds., 2008: Climate Change and Water.

Technical Paper of the Intergovernmental Panel on Climate Change, IPCC Secretariat,

Geneva, 210 pp. Chapters 1-4 only (Pp. 5-76).

Session 3 (Jan. 27) ¨C Water Vending, Corruption

In-class activities

- David Fuente - Presentation on the dynamic baseline: Forecasts of Coverage

- Student questions on MOOC videos

- Teaching Case No. 1: ¡°USAID Mission to Haiti.¡±

MOOC Videos

2.1 Outrage Versus Strategy?

2.2 Types of Vendors and Vendor Prices

2.3 Money and Water Flows, Onitsha, Nigeria

2.4 An Introduction to Corruption

2.5 Corruption in South Asia

Other Videos to watch before class

- PBS Frontline ¨C ¡°Battle for Haiti¡± - for students to watch before the class in preparation

of case discussion. []

- Water and Sanitation for the Poor: Independent Providers (18 min.)

Readings

Fass, Simon. (1988). Chapter 4: ¡°Water,¡± in Political Economy in Haiti: The Drama of Survival.

Transaction Publishers: New Brunswick, New Jersey.

Davis, Jennifer A. (2004). ¡°Corruption in Public Services Delivery: Experience from South

Asia¡¯s Water and Sanitation Sector.¡± World Development. Vol. 32, No. 1. pp. 53-71.

Zuin, V., Ortolano, L., Davis J. (2014). ¡°The entrepreneurship myth of small-scale service

provision: water resale in Maputo, Mozambique.¡± Journal of Water, Sanitation and Hygiene

for Development. Vol. 4, No 2, pp. 281¨C292.

Whittington, Dale, Donald T. Lauria and Xinming Mu. (1991). "A Study of Water Vending

and Willingness to Pay for Water in Onitsha, Nigeria." World Development. Vol. 19, No. 2/3,

pp. 179-198.

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