Outline

Overview

This unit exposes students to the role and limits of law in addressing acute problems of socio-economic development and human rights in developing countries, through an interactive field school conducted over two weeks in Nepal, one of the world's poorest countries. The themes to be explored are likely to include: The transition from armed conflict to peace in the aftermath of a Maoist insurgency and the end of the monarchy in Nepal (including issues of transitional criminal justice, the drafting of a new constitution, and building a new legal and political system in light of Nepalese legal traditions and foreign legal influences); The protection of socio-economic rights (including rights to food, water, housing, and livelihoods), minority rights (of 'tribals', and 'dalits' in the caste system), and the 'right to development' under constitutional and international law; The interaction between local disputes over natural resources, human displacement caused by development projects, environmental protection and climate change in the context of fragile Himalayan ecologies; The legal protection of refugees (Tibetan or Bhutanese) in camp or mass influx situations, in the context of the limited resources of a developing country and the causes of, and solutions to, human displacement; and The experience of women in development and human rights processes. The issues will be drawn together by reflection upon the influence of, and resistance to, human rights and international law in developmental processes.

Unit details and rules

Academic unit	Law
Credit points	12
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	David Kinley, david.kinley@sydney.edu.au

Assessment

The census date for this unit availability is 22 January 2027

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Reflective Journal (20%) Reflective Journal	20%	Week 05 Due date: 08 Feb 2027 at 23:59 Closing date: 15 Feb 2027	3,000 words / 3 weeks	AI allowed
Outcomes assessed:
Written work	Research Essay (80%) Research Essay	80%	Week 12 Due date: 30 Mar 2027 at 23:59 Closing date: 13 Apr 2027	12,000 words / 8 weeks	AI allowed
Outcomes assessed:

Assessment summary

Reflective Journal (20%): maximum 3,000 words
The purpose of this assignment task is to encourage and assess critical thinking of what you have experienced and learnt throughout the 2 weeks of the HFS. It is neither a ‘simple’ personal diary, nor a full-blown research endeavour. Rather, it requires you to reflect on what struck you most about the unit as a whole, as well as specific events, lectures, site visits or encounters that you found to be especially telling. You are expected to explain how and why these experiences were significant in terms of your personal and/or professional development, knowledge and world views. It is expected that you compile notes and/or write the journal throughout the course of the two weeks (to which end times are specifically allotted in the daily schedule), such that most/all of the groundwork for the assignment is completed by the time the unit ends. Accordingly, the due date Monday 8 February 2027 by 11:59pm, (Sydney, Australia time) is set for just over a week after the unit concludes. No footnotes, citations or bibliography are to be included in the Reflective Journal. Submission via Canvas.

Research Essay (80%): maximum 12,000 words
An essay of no more than 12,000 words addressing an essay topic (released at the conclusion of the unit) to be submitted by 11:59pm on Tuesday 30 March 2027 (Sydney, Australia time) via Canvas.

Word limit penalty: A piece of assessment which exceeds the prescribed word limit will attract a penalty of 10% of the total marks available for the piece of assessment for every 100 words, or part thereof. The total word count for essay and other written assessments will include all footnotes and any bibliography (if required), and exclude acknowledgements of assistance from editors, automated writing tools or generative AI (where use is permitted).

Referencing: The Sydney Law School expects you to use the Australian Guide to Legal Citation (4th edition, 2018) for your footnoting style, although you should confirm this with your lecturer. A link to the library website where this is set out comprehensively is available at Referencing and Citation Styles: AGLC4.

Special consideration: Successful grants of Special Consideration may involve alternative tasks, as appropriate.

Disability Academic Plans: The Sydney Law School has inherent requirements for its Bachelor of Laws, Juris Doctor and Master of Laws courses: Inherent requirements. For students with Disability Academic Plans, adjustments must be reasonable and cannot compromise the academic integrity of a course or professional obligations. Reasonable adjustments are provided to assist students to achieve the inherent requirements, not as a substitute for them.

Assessment requirements to pass a unit of study: A student must make a genuine attempt at all assessment tasks set out in this Unit of Study in order to obtain a Pass mark and grade (or above); otherwise an Absent Fail grade will be recorded as the student’s result for this Unit of Study.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2021 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Completely answers the question. Contains striking originality of approach or analysis. Demonstrates exhaustive or innovative research (where independent research required). Exceptionally well written, structured and expressed. Is otherwise exceptional in some way.
Distinction	75 - 84	Completely answers the question. Achieves a critical and evaluative approach to the issues. Content and structure is well organised in support of the argument. Demonstrates extensive research and analysis to support a well-documented argument. Generally well expressed and free from errors. Has a clear structure and is well articulated.
Credit	65 - 74	Covers main issues fairly well in answering the question. Contains no significant errors. Demonstrates an attempted critical approach to the issues. Demonstrates reasonably sound research and analysis in addressing the key issues. Has a clear structure and reasonably clear expression.
Pass	50 - 64	Identifies the key issues, but does not follow through with a reasoned argument. Contains some significant errors. Displays satisfactory engagement with the key issues. Offers descriptive summary of material relevant to the question. Superficial use of material, and may display a tendency to paraphrase. Demonstrates little evidence of in-depth research or analysis. Adequate expression. Demonstrates the minimum level of competence and satisfies the requirements to proceed to higher-level studies.
Fail	0 - 49	Does not answer the question. Contains significant or numerous errors. Few or no identifiable arguments. Content that is inappropriate or irrelevant. Lack of research or analysis. Difficult or impossible to understand through poor grammar, expression or structure. Overall, does not demonstrate the minimum level of competence in the assessment.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

The late submission of a piece of assessment, without an approved extension, will attract a penalty of 10% of the total marks available for the piece of assessment per 24 hours or part thereof, after the due time on the due date. Penalties for late submission will be applied strictly, subject to a 5 minute grace period.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 02	1. Governance in Federal Nepal; 2. Introduction to the Nepalese Legal System from Historical Perspective; 3. Introduction to Law, Development & Human Rights	Seminar (5 hr)
	1. Poverty, Human Rights, and the Global Economy: the case of Nepal; 2. Site Visit 1: Shakti Samuha; 3. Site Visit 2: Lumanti Support Group for Shelter	Seminar (1.5 hr)
	1. Issues relating to the Indigenous and Minorities in Nepal; 2. Human Rights and International Treaties Division; 3. Rule of Law, Good Governance, Aid and Development; 4. Site Visit 3: UN Women; 5. Site Visit 4: UN Development Program	Seminar (4 hr)
	1. Human Rights Implications of Private Sector Development; 2. Visit to Narayanhiti Royal Palace; 3. Site Visit 5: Brick Kiln - Child Development Society	Seminar (1 hr)
	1. Site Visit 6: Melamchi Municipality Office; 2. Meetings/Interview's report back and review session	Seminar (5.5 hr)
Week 03	1. KSL as a 'development model' - Experiences of last 25 years; 2. Criminal Justice System and Civic Advocacy; 3. Roundtable discussion with NGOs on current issues in human rights and access to justice in Nepal; 4. TWAIL & Changes in Int'l Institutions - A Case Study of World Bank Inspection Panel Cases; 5. Site Visit 7: Walk to 'School'; 6. Site Visit 8:Courtsey Visit Janakalyan School in Kavre (optional)	Seminar (4.5 hr)
	1. Financing Development - Problems and Possibilities; 2. Understanding the Geopolitics of the Region - Nepal between India and China; 3. Development and HRs Convergence? The Right to Development and Rights-Based Approaches to Development; 4. Meeting and Discussion with Mayor of Namobuddha and local community leaders; 5. Gender and Socio-Economic Rights under Nepalese Law	Seminar (6.5 hr)
	1. Modern Slavery; 2. Business, Development, and Human Rights (A Nepalese Perspective); 3. Protection of Socio-Economics Rights under Nepalese Law	Seminar (4 hr)
	1. Trekking to Namobuddha Monastery; 2. Site Visit 9: Community Forest Proiject; 3. Nepal's Response to Climate Change Adaptation and Environmental Protection; 4. Litigating Human Rights and Sustainable Development	Seminar (2 hr)
	1. The law and politics of governance and sustainable development in Nepal; 2. Site Visit 10: National Human Rights Commission; 3. Site Visit 11: Asian Development Bank	Seminar (1.5 hr)
	1. Transitional Justice and Impunity after the Maoist Conflict; 2. Perspectives on the future of Development and Human Rights; 3. Closing Ceremony/End of Field School; 4. Completion of the student feedback survey for this unit of study	Seminar (3.5 hr)

Attendance and class requirements

Attendance: All students are required to attend 70% of classes to satisfy the pass requirements for this unit. Failure to meet this requirement will result in an Absent Fail grade being recorded as the student’s result for this unit (see The University of Sydney Law School Resolutions: Coursework Awards cl 11).

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 12 credit point unit, this equates to roughly 240-300 hours of student effort in total.

Required readings

All readings are set out in the Daily Schedule and available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Appreciate and understand first hand, the breadth and depth of human rights and legal problems as well as possibilities facing developing countries.
LO2. Gain practical experience of how government agencies, international organisations and civil society operate in developing countries.
LO3. Formulate, articulate and substantiate written and oral arguments using key features of the interaction between development and human rights laws and principles, in relation to a range of scenarios and issues.
LO4. Develop and deploy an independent, strategic sense of the potential and pitfalls of how human rights laws and principles intersect with the machinations of the global economy generally and its impact on development specifically, by reference to contemporary literature, policies and practices in this field.
LO5. Listen to, comprehend and respond constructively to legal and policy arguments formulated by others, including fellow USyd and KSL students and KSL lecturers, and to be able, accordingly, to communicate effectively your considered opinions and views.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes have been made since this unit was last offered.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

LAWS6974: Development, Law and Human Rights

Intensive January - February, 2027 [Block mode] - Nepal

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links