Agricultural Economics, Rural Appraisal and Agricultural Policy

Module Agricultural Policy

The course aims to provide basic theoretical knowledge to understand the role of agriculture in economic systems and public intervention for agriculture.

1) Knowledge and understanding

The student will be able to know the theoretical, methodological and applicative tools for analysing the agricultural production context, sector policies and the entire agro-food chain

2) Ability to apply knowledge and understanding

The student will be able to know the main tools for the definition of business and territorial development projects

3) Autonomy of judgement

The student will acquire the ability to assess and choose the most useful policy tools for improving business economic performance

4) Communication skills

The student will have the ability to explain and motivate the choices made in the context of the evolution of the agri-food system

5) Learning skills

The student will have the ability to learn the tools to support the retrieval and management of economic aid from public institutions

Lectures, exercises, practical applications

The course is structured in 42 hours of which 14 hours of lectures and 28 hours of exercises. The exercises consist of individual and group work and/or in-depth seminars.

Tools to support teaching
Blackboard, videoprojector, computer, internet access. All lessons are held with the help of presentations in ppt

If teaching is given in a mixed formula or remotely, necessary changes may be introduced to what was previously stated in order to comply with the provided and reported  syllabus.

Learning assessment may be done remotely if necessary.

As a guarantee of equal opportunities and in compliance with current laws, interested students can ask for a personal interview in order to plan any compensatory and/or dispensatory measures, based on their specific needs and on teaching objectives of the discipline. 

It is also possible to ask the departmental contacts of CInAP (Center for Active and Participatory Integration - Services for Disabilities and/or DSAs), in the persons of professors Giovanna Tropea Garzia and Anna De Angelis.

Contribution of education to the goals of the 2030 Agenda for Sustainable Development

Eradication of poverty and hunger (SDGs 1 and 2) and Promotion of sustainable agriculture (SDGs 12 and 13):  Students can learn methods to promote sustainable agriculture that can reduce poverty in rural areas.

Target:

·         Target 1.1: By 2030, eliminate extreme poverty for all people in the world, currently measured as people living on less than $1.25 per day.

·         Target 1.4: Ensure that all men and women, particularly the poor and vulnerable, have equal rights to economic resources, as well as access to basic services, land ownership and control, and other forms of tenure.

·         Target 2.1: By 2030, eliminate hunger and ensure that all people, particularly the poor and vulnerable, have access to safe, nutritious and sufficient food year-round.

·         Target 2.3: By 2030, double the agricultural productivity and income of small-scale food producers, especially women, indigenous peoples, subsistence farmers and fishers, through access to productive and financial resources, knowledge and markets.

·         Target 12.2: By 2030, achieve sustainable management and efficient use of natural resources.

·         Target 12.3: By 2030, halve global per capita food waste at retail and consumer levels, and reduce food losses along production and supply chains.

·         Target 13.1: Strengthen resilience and adaptive capacity to climate-related risks and natural disasters in all countries.

·         Target 13.2: Integrate climate change measures into national policies, strategies and planning.

Equity and social inclusion (SDGs 5 and 10): Agricultural policies also address the equitable distribution of land and access to resources for women and marginalised groups. Studying these issues can help develop policies that promote gender equality and reduce social and economic inequalities.

Target:

·         Target 5.a: Reform laws to give women equal rights to economic resources, including access to ownership and control over land and other forms of property, financial services, inheritance and natural resources.

·         Target 10.1: By 2030, progressively increase and sustain the income of the poorest 40% of the population at a rate above the national average.

·         Target 10.2: Strengthen and promote the social, economic and political inclusion of all, regardless of age, gender, disability, race, ethnicity, origin, religion or economic status.

Global partnership (SDG 17): Through international research and collaboration, universities can facilitate the development of global agricultural policies that address global challenges such as climate change, biodiversity loss and food security.

Target:

·         Target 17.6: Enhance North-South, South-South and regional and international triangular cooperation on and access to science, technology and innovation, and improve coordination in areas such as information and communication technology.

·         Target 17.9: Increase international support for building capacity in developing countries to support national plans to implement the SDGs.

Modality:

Lecture

Dedicated seminar

1. Iacoponi L., Romiti R., Economia e Politica Agraria, Edagricole Bologna.

2. Santeramo F.G., Di Gioia L., La gestione del rischio in agricoltura, Edagricole Bologna.

3. Publications distributed during the course

The examination will be carried out by means of:

- written in itinere test (S)

- final oral examination with possible presentation of a case study (O)

The learning assessment may also be conducted electronically, should the conditions require it.

The learning assessment is conducted by means of an oral interview. The assessment of the student's preparation will be based on the following criteria: the student's ability to learn and the level of in-depth study of the topics covered, the student's ability to summarise and expound, and the student's reasoning ability.

The grading follows the following scheme:

Unsuitable 

Knowledge and understanding of topic: Significant deficiencies. Significant inaccuracies 

Ability to analyse and synthesise: Irrelevant. Frequent generalisations. Inability to summarise

Use of references: Completely inappropriate

18-20

Subject knowledge and understanding: At threshold level. Obvious imperfections 

Capacity for analysis and synthesis: Barely sufficient capacity 

Use of references: Barely appropriate

21-23

Knowledge and understanding of the subject matter: Routine Knowledge Ability to analyse and synthesise: Is able to analyse and synthesise correctly. Argues logically and coherently 

Use of references: Uses standard references

24-26

Knowledge and understanding of subject matter: Good knowledge 

Analysis and synthesis abilities: Has good analysis and synthesis abilities. Arguments are expressed coherently 

Use of references: Uses standard references

27-29

Knowledge and understanding of the subject: Knowledge more than good

Capacity for analysis and synthesis: Has considerable capacity for analysis and synthesis

Use of references: Has deepened the arguments

30-30L

Knowledge and understanding of the subject: Very good knowledge

Capacity for analysis and synthesis: Has considerable capacity for analysis and synthesis.

Use of references: Has significant in-depth knowledge.

1 The candidate illustrates the goals of agricultural policy using some explanatory examples

2 The candidate illustrates the ISTAT Census of Agriculture and its main fields of application

3 The candidate illustrates the role of agriculture in the economic system

4 The candidate illustrates the main risk management tools in agriculture