DRAFT June 8, 2012

DRAFT
June 8, 2012
Contemporary South Asia:
A Survey of Intractable Problems and Innovative Solutions
Tarun Khanna
Harvard Business School, Morgan Hall 221
This Version: DRAFT June 8, 2012
Course Lecture Location: Sever Hall 113
Meeting Time: M., W., 3:305 pm
Course Numbers:
General Education (FAS): SW-47
Harvard Kennedy School: PED 338
Harvard School of Public Health: GHP-568
Harvard Graduate School of Education: A-819
Harvard Business School: 1266
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June 8, 2012
OVERVIEW
This survey course focuses on several categories of social and economic problems faced by the countries
of South Asia, specifically, in the realms of Education, Health, and Financial Inclusion. Each problem
category will be dealt with through a survey lecture, supplemented by assigned readings, and an in-depth
look at one or more organizations, companies, non-profits, or regulatory interventions that have attempted
to address some of the problems within that category. (Supplemental readings will be recommended for
those wishing to explore the topic further.) The primary objective of the course is to immerse students in
an inter-disciplinary and university-wide setting to the problems of our generation in South Asia, and
also to a range of entrepreneurial attempts to solve these, warts and all.
The course is designed for advanced undergraduates as well as graduate students from all parts of the
University. The course will be listed in FAS, HBS, HKS, GSE, HSPH, and SEAS (other students will be
able to cross-register, and the grading protocols worked out before the start of term). The mixture of
student backgrounds is important for its success. The lectures and deep-dive case studies are the core of
the course, a must for all attendees; the course requirements are tailored separately to the needs of
undergraduate and graduate students, with plenty of opportunities for cross-fertilization of ideas and
experiences.
There will be an introductory and concluding module, interspersed with a module on each of the three
problem categories, each lasting about three weeks.
Lectures will review the available evidence on the incidence, causes and consequences of the problem in
question. Case studies of each solution will examine whether and why it worked, and how it could have
been improved, as well as compare the effort to other ambient successes and failures. Some overview
lectures might be delivered by visitors; the case studies will be discussed interactively and might feature
the protagonists wherever feasible. These lectures and case discussions are mandatory for all students.
In addition there will be a weekly section, mandatory for undergraduates, optional for graduate students,
for a more in-depth exploration of selected readings and, perhaps, discussions of additional interesting
cases of success or failure. Graduate Teaching Fellows (TF), with relevant knowledge of the material and
geography, will run the small sections.
The lectures and sections will draw on experiences from multiple South Asian countries, featuring
Bangladesh, India, and Pakistan particularly heavily. From the optional materials, students might choose
to focus their attention on a particular country, however, and these might additionally include some of the
other countries form South Asia (Bhutan, Maldives, Nepal, Sri Lanka, as well as Afghanistan and
Myanmar, if one were to push the boundaries to the west and east respectively).
Thus, through the weekly lectures and sections, students will develop an appreciation for the nearhistorical causes of the problem; the qualitative and quantitative evidence regarding the problem
especially in comparison to various counterfactuals; its various interpretations; commonalities and
differences across South Asian countries; and the respective roles of the state, civil society and private
enterprise in helping resolve the problems.
PROJECT COMPONENT:
Graduate students will be required to develop a project report. As described below, undergraduates might
chose the project report in lieu of a term paper, though this will likely require them to exert incremental
effort. The idea of the project is to present a candidate solution this may take the form of a business
plan, a plan to build a non-profit, a plan to create a regulatory intervention, all of which are equally
admissible that solves a crisply stated, and significant, problem in a particular setting in South Asia.
As examples, a project might develop a plan to:
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Deliver heat-sensitive vaccines to places that need them but cant currently access them;
Help education non-profits pursue their interventions with some scale, rather than with wellmeaning but small one-off efforts;
Work on waste-recycling options in the many urban slums all across South Asia with a view to
enhancing public health;
Find concrete ways to encourage good human capital to gravitate more to the public sectors of
these countries;
Create a program to incentivize public service officials in order to have an impact their work ethic
and reduce corruption;
Propose ways of increasing transparency in the public sector.
Initiate and nurture a blog that brings together diverse constituencies needed to solve some
candidate problem
By way of motivating example, an appendix contains very brief descriptions of three organizations, one in
Bangladesh and two in India, each of which was initiated by students from the Boston area. The idea is
that the projects for this course will seek to create organizations that can have similar, or greater, impact
on South Asias intractable problems. A list of successful student projects from the 2011 course are also
listed there.
Graduate students must self-assemble into project teams that include students from more than one
Harvard Faculty (e.g. An acceptable team could include students from FAS, HBS, HSPH). See the
section below on iLab facilitation for further information.
The spirit of the exercise is that entrepreneurial action can be more effectively harnessed than has
historically been the case in South Asia. After the course, but not as a part of it, teams that reach a
threshold level of excellence in their project reports will be eligible for funding to travel to South Asia in the
January term (2012) for exploratory work on their project.
We also anticipate that many of the best projects could subsequently be entered into a local (South Asia)
and then a global competition for solving contemporary social problems in developing countries. There
will be significant cash prizes for the best local and global projects. These cash prizes will be sufficient to
develop such ideas into business plans that can be funded by early stage venture capitalists.
Note that the travel grants and prizes will be announced by Harvards South Asia Initiative,
http://southasiainitiative.harvard.edu/, more widely than the course, so that it is not a
requirement to be in the course to participate in this competition.
ILAB as Facilitator & Resource
The iLab will serve as valuable resource to the class throughout the semester. iLab staff will host a series
of short programs (outside of lecture) to introduce students to the basics of writing a business plan, assist
in team formation, and facilitate project mentoring. For teams that are interested, the iLab can provide
space for teams to work on their projects. Finally, for teams that submit business plans to the Omidyar
grant competition and are selected, the iLab will provide long term space for them to continue work on
their projects if they wish.
Session 1: Introduction to Business Plan
At the end of the second week/beginning of third week, iLab staff will deliver a short seminar on the
fundamental concepts of a business plan, review its essential components, and be available to answer
questions. Some form of take home material will also be available for guidance and reference throughout
the semester. In addition to getting a primer on writing a business plan, this will be a good opportunity to
mix with other students and get familiar with all of the resources available through the iLab.
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June 8, 2012
Session 2: Project Team Speed Dating

Graduate students must self-assemble into project teams. These teams must include a mix of students
from different Harvard faculties. (For example, a team of lawyers will not do, but mixing them with doctors
or public health or public policy students will.)
The iLab will host a session in the 3rd or 4th week to help facilitate this process. Prior to the event, the
Teaching Fellows will publish a list of students' self-declared interest ares, so that individuals are
somewhat informed before the event. This event will allow students to meet informally, explore shared
interests, and assemble teams of an appropriate discipline mix. (These teams must be approved wellbefore the mid point of the class.)
Additionally, teams, once assembled, must make an effort to include undergraduates who would like to
participate as full-fledged team members in lieu of their (undergraduate) final report.
Session 3: Project Mid-review
The iLab will host a review and mentoring session after midterms where teams can present their work
thus far to practitioners and entrepreneurs in the field (Boston area consulting partners or possibly others
from abroad) who can offer comments and advice on a range of issues. This session was very useful to
teams last year.
Project Team Work Space
The iLab will be able to offer project space to teams if requested. GET DETAILS ON WHAT THIS
MEANS FROM GORDON have sent him an email (6/7)
Material Outside Scope of Course

In the interest of greater depth, there are several areas that are not covered by the course. Topical areas
of great importance e.g. urbanization, water, environmental change have been forsaken, with regret,
in this version. Even more broadly, there are plenty of problems with roots in macroeconomic
mismanagement that are left out. A broad swathe of problems related to border disputes and diplomatic
mishaps also fall outside the course purview. In general, students paper and project work for the course
should stay within the broad problem areas identified.
The lectures and sections will draw on a set of inter-disciplinary required readings, and a host of
recommended readings will be available for deep-dives. While there is no course text, we will recommend
a few broadly relevant ones. Additionally, we will draw extensively on video and film materials when
relevant. Finally, the South Asia Initiative at Harvard, sponsors a slew of events squarely related to this
course, and students will be encouraged to participate in these and draw on them as relevant in their
course-work.
REQUIREMENTS FOR GRADUATE STUDENTS:
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The two main requirements for graduate students will be

lecture attendance and participation, 30%
a final project with an interim team-level report on the project. (30% interim report; 40% final report)
Section attendance is not mandatory for graduate students. As regards grading, section participation can
help the students grade if she/he is on the margin between grades, but section non-attendance will have
no negative impact. Graduate students may work with the appropriate TF to design an appropriate role
for themselves within the sections, and, if they intend to attend section, should select into one at the
beginning of the course.
REQUIREMENTS FOR UNDERGRADUATE STUDENTS:
As a Societies of the World Gen. Ed. course, this course is designed in part to [acquaint undergraduates]
with values, customs, and institutions that differ from their own, and help students to understand how
different beliefs, behaviors, and ways of organizing society come into being. In addition, this course is
also designed to provide students with the knowledge and the opportunity to grapple with complex social
and economic problems. The work expected from undergraduates is fashioned so as to meet these two
goals.
Section and Lecture attendance and participation, 30% of total grade
Two papers, 5-7 pages each, total of 30% of total grade which are meant to explore and extend
one or more of the focus areas of the course. This is intended to build upon the first lecture that
introduces the particular focus area for the field. Ways of exploring the focus area can include
investigating the historical evolution of the problem category within South Asia, or investigating
the particular issues of this problem category that have manifested in a country or region within
South Asia that was not explored in the lecture. The objective of this assignment will be to
encourage students to learn more about particular problem category in the part of South Asia in
which they develop a specific interest. It can also act as a stepping stone towards defining and
investigating their final paper or project.
One final paper, approximately 20 pages long, 40% of grade. This long paper offers students the
opportunity to synthesize and organize all the material they have learnt during the course into a
single, concrete assignment. Its nature is therefore best left open-ended, but there are two
possible forms that this paper can take which will be especially suited to satisfying the
pedagogical objectives of this course.
The first would be a detailed investigation of a particular attempt by a person or institution to tackle a
specific complex social problem in South Asia. This can be modeled around one of the many case studies
that will be discussed in class.
The second would be an analysis of one of the social, economic, and legal phenomena that cut across
the various focus areas, as it impinges upon a particular situation. For example, issues such as gender,
social hierarchy, legal institutions, and political structures impact every problem category and will
inevitably affect any proposed solution.
In both cases, what matter the most are specificity of detail, sensitivity to context, and feasibility of
solution, if one is proposed. There are no particular methodological preferences for how these issues are
to be tackled in the paper.
Additionally, undergraduates will be encouraged to submit a 12 page proposal of their final paper in
advance, summarizing their main argument(s). This is in order to allow the TFs to assist them with the
formulation and analysis of the problem, and with the writing should they desire or need it.
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June 8, 2012
In lieu of the final paper, undergraduates may choose to join one of the graduate-student teams working
on a concrete project. Graduate students will be strongly encouraged to accept those undergraduates
who are sufficiently motivated to take on such a challenge. The higher difficulty of such an assignment for
undergraduates vis-a-vis a final paper will be taken into account during grading.
Examples of Organizations Launched in Recent years, initiated by students in the Cambridge Area.
1) PRS Legislative Research (http://www.prsindia.org)
PRS Legislative Research was established by a graduate student at the Harvard Kennedy School (then
Harvard KSG) in India in 2005 aiming to deepen and broaden the legislative debate by providing nonpartisan analysis to all Members of Parliament across Party lines. Incubated by the Centre for Policy
Research, a New Delhi-based autonomous policy think-tank, PRS runs a number of programs designed
to fulfill its core mission of making Indias legislative process better informed, more transparent and
participatory. Some of these include:
Legislative briefs, 46 pages long, analyzing upcoming legislation and distributed among Members of
Parliament, the media, and NGOs
State Laws Project: a searchable electronic database of all state laws at www.lawsofindia.org
LAMP Programme: training young graduates to work as legislative assistants to MPs
Press support: regularly updating the media on the status of legislation
The overall goal is to connect three groups of peoplethe Members of Parliament who craft and vote on
legislation, domain-specific experts in various fields, and stakeholders in the issues being legislated (from
NGOs to the public at large)in a non-partisan way, with the goal being to create more meaningful
legislative debate.
2) ClickDiagnostics (http://www.clickdiagnostics.com)
Founded by alumni of Harvard and MIT, ClickDiagnostics is a global mobile health (mHealth) social
enterprise who specialize in using the widespread coverage of cellular phone networks throughout the
developing world to connect patients with healthcare providers for diagnosis and for collection of health
data. ClickDiagnostics runs operations in South Asia, Africa, and the Americas.
In Bangladesh, the NGO BRAC and ClickDiagnostics have worked to combine their respective patient
management system and mobile healthcare modules to create a project wherein community-based
health workers collect and store patient data, which helps to assess the risk level of the patients and to
provide automatic medical advice.
In partnership with SAJIDA Foundation, Bangladesh's largest micro-health insurance program, Click
workers collect information on the insurance clients using Click-enabled mobile phones, allowing
SAJIDAs doctors to remotely monitor patient data and offer real-time diagnostic advice.
In Botswana, Click has partnered with the Ministry of Health, the Botswana UPenn Partnership, and
Orange (Botswana) Telecommunications to develop phone-based screening for cervical cancer,
tuberculosis, tele-pre/post oral surgery, and for mobile tele-dermatology and mobile tele-radiology.
3) Aspiring Minds (http://aspiringminds.in)
Aspiring Minds was dreamt up by a graduate of MIT (and his brother at IIT, New Delhi) in conjunction with
professors at Harvard and MIT to bridge the divide between the under-employed in India and several
organizations professing to be starved of talent. The goal of Aspiring Minds is to offer credible and
genuine assessment to various aspects of education, training and employment. Given the vast size of
Indias job-seeking population and the scale at which Indian companies must identify candidates for
recruitment, Aspiring Minds uses modern assessment methods tailored to the Indian cultural and social
context to identify the appropriate candidates. These include:
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a nation-wide computer adaptive test taken by thousands which can then be used by companies to
identify job candidates
specialized testing modules for English skills, logical and quantitative skills, computer literacy,
knowledge of financial services, and the like.
establishment of corporate talent benchmarks, in order to re-use them for large-scale recruitment
performance assessment of employees to identify skill gaps, to offer input for employee training and for
promotions
* Readings in the syllabus that are starred are optional and not required.
Introductory Module
The region we call South Asia today encompasses a very staggeringly diverse range of natural and
human environments. Snow-clad mountains, lush tropical jungles, arid wastelands, fertile alluvial plains
all these climatic and topographical settings play host to people who differ on language, attire, cuisine,
faith, political persuasion, even choice of sport. How do we make sense of such variation? On what basis
do we classify countries as South Asian, and where do we draw lines separating countries or cultures or
regions? How do we remain cognizant of the tremendous diversity that exists even within each of the
different countries? And finally, what measures do we utilize to understand the means by which and the
extent to which governments and the people of the region have established the conditions necessary for
human flourishing?
<we need a transition from the statement of diversity to how we can create a unified framework. The
answer is that if we understand the institutional underpinnings of daily life, it can help us make sense of
the variation. That institutional undeprining in turn is a function of what entreprneuers do in business,
politics and society writ large (all sorts of entreprneuers that is) and it takes time to emerge. It requires
us to understand the economics and politics as they stand today, but also the historical and cultural
underpinings ,the historical endowments if you will, of the canvas atop which todays entrperenuers must
paint.
<something like this>
Then transition to .. corruption affords us one result fo the context, and we start by trying to understand
the institutional solutions to this problem. and we focus on india, since its largest countryin south asia, and
also because its taken center stagte in last few years.
We begin in contemporary India, the dense geographic center of the region, to examine a phenomenon
that touches almost every one of the nation's citizens at some time or anotheroften with troubling
frequencyregardless of ethnicity, creed, region or economic status: Corruption. The phenomenon is
hardly unique to India (in terms of the region or the globe), but its seriousness and the place that has
earned it within recent national discourse make it a compelling point of entry into the region.
by examining the boundaries of South Asia and the case to be made for studying it as a unit.
We then shift to the underpinnings of the social and economic structures that facilitate, or hinder, different
aspects of contemporary life throughout the region, examine a series of specific political tensions in the
region that have or do threaten political fragmentation, consider some major historic drivers of economic
development in India, followed by a major effort of innovation in India that may facilitate economic
development for some of the nation's poorest. Finally, we set the stage for the remainder of the course by
examining different ways to think of the effect of these structures, such as the Human Development Index.
After the Introduction, we move sequentially through three modules, each investigating one of the
development-enabling factors of Education, Health, and Finance. In the absence of any one of these
factors, human beings cannot truly fulfill their potential. In the Conclusion, we return to the big picture,
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so to speak, looking at the cultural and religious elements that have shaped the emergence of the modern
South Asian countries and that are central to achieving a fuller, context-sensitive understanding of society.
<this is a good idea>

Pre-read to Course:
<Id phrase this as, for those who are interested ..>
D.E. Bloom, 7 Billion and Counting, Science 333, 562 (2011), DOI: 10.1126/science.1209290.
Marja-Leena Heikkil-Horn (2009): Imagining Burma: a historical overview, Asian Ethnicity, 10:2, 145154.
Anatol Lieven, Introduction: Understanding Pakistan, Pakistan: A Hard Country, PublicAffairs (New York,
NY), 2011. pp. 340.
National Identity and Homeland in Bangladesh. Tinaz Pavri CPER 20(1):107 - 112 (2008).
Something more on India (?) - See National Geographic
Natl geographic is a good solution for many of the countries though preferred reading would be
something thst talks about geographic an dhuman linkages across south Asian coutnries
On india, there is argumentative indian by sen, which gets a lot of attention perhaps there is an
intro chapter? Unless weve assigned it somewhere else.
[1] Introduction (1) Overview of South Asia, Corruption & Institutional Failure in India (I-1)
Perhaps Id call this institutional underpinings
REQUIRED READING:
Bertrand, M., Djankov, S., Hanna, R., & Mullainathan, S. (2007). Obtaining a drivers license in India: An
experimental approach to studying corruption. The Quarterly Journal of Economics, 122(4), 16391676.
Pranab Mukherjee, Finance Minister, Black Money White Paper, May 2012
(Ministry of Finance, Department of Revenue, Central Board of Direct Taxes, New Delhi)
Amelia Gentleman, Thin ray of light shines on dark ocean of graft, The International Herald Tribune.
January 18, 2008. <maybe lets avoid putting op eds as main reading? Perhaps better to put this in
supplementary reading if its particular good or wrtiten by a seroius scholar>
Ranjani Iyer Mohanty, Why the Arab Spring Hasn't Spread to Indiabut Should, The Atlantic, May 2011.
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Arundhati Roy, Id Rather Not be Anna,
http://www.thehindu.com/opinion/lead/article2379704.ece
Discussion Questions:
1. What are the various forms that corruption takes in the Indian context, as described in the
readings?
2. In the article Obtaining a Drivers License in India: An Experimental Approach to
Understanding Corruption the authors find no evidence of direct bribes, but instead
system of intermediary agents who work with bureaucrats and are able to bend
some rules more frequently and reliably than others. What kinds of rules are these
agents able to get bent on behalf of clients? What might this suggest about potential
strategies for reducing corruption of this kind?
The authors list a number questions to which they would like to devote further study. These
include:
How do agents manage to develop their contacts with the bureaucrats? How do
bureaucrats maintain their relationship with agents? Why is the provision of
agents apparently so plentiful, rather than their numbers being restricted? What
are your thoughts on these questions?
1. Consider the relationship between income inequality and corruption. What is the
interplay between the two? How do they influence each other?
SUPPLEMENTAL READING
Madhu Purnima Kishwar, Lokpal Bill - Need to Look Beyond Magic Wands Exaggerated Expectations
Might Boomerang, http://www.manushi.in/articles.php?articleId=1530
Amitabha Pande, Counterpoint: Jan Lokpal: A Quacks Prescription,
http://www.manushi.in/articles.php?articleId=1527
<one thought think aabout practical solutons to corruption. One is disclosure like
ipaidabribe.com , anothers I s transparency in general idea is to et students to think of practical
solutions to the problem, and it might be good to set the tone up front>
[2] Introduction (2) Social Cohesion Across the Region (Session 2)(I-2)
REQUIRED READING:
Eck, Diana. India: A Sacred Geography. Harmony (March 27, 2012). (pp. 1-55).
Ashutosh Varshney, Contested Meanings: India's National Identity, Hindu Nationalism, and the
Politics of Anxiety, Daedalus, Vol. 122, No. 3, Reconstructing Nations and States (Summer, 1993), pp.
227-261.
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June 8, 2012
Christophe Jaffrelot, Sanskritization vs. Ethnicization in India: Changing Indentities and Caste
Politics before Mandal, Asian Survey, Vol. 40, No. 5, Modernizing Tradition in India (Sep. - Oct., 2000),
pp. 756-766.
Sen, Secularism and its Discontents, from The Argumentative Indian: Writings on Indian History,
Culture, and Identity, Picador USA (2006). <what hcpater is this?>
Discussion Questions
1. Eck writes about imaginative mapping in Hindu traditions. What is involved in this process?
How does it differ from a technical cartographic (as undertaken by British Imperialistslets avoid
terms like imperialists )?
2. In the beginning of Chapter Two Eck writes about India's practical everyday pluralism, and what
Jawaharlal Nehru called country's tremendous impress of oneness (Eck 45). How do these
characterizations reconcile with the kind of Hindu Nationalism Varshney writes about?
3. According to Varshney, Nehru tried to make modernization and economic development the basis
for national identity (Varshney 239). What challenges does this pose for a place like India? Can
such a project compete with so rich a cultural heritage?
4. What are your thoughts on the idea that in modern India, Secularism is a victim of its official
success (Varshney 245)?
5. In his article Sanskritization vs. Ethnicization, what exactly does Jaffrelot mean by the
statement: the ethnicization of the low castes (Jaffrelot 758). Where does the caste system fit
into the discussion of plurality and national identity? Would the caste system have been so ably
attacked without the British policy of positive discrimination?
<the main thing about ecks introduction , that makes it useful addition, is that many others have
said that the first time there as unity across indian subcontinent was when british came along and
forced it eck says thats nonsense, some sort of idea of india has lasted 5000 years I want
students to reach this conclusion and at least one question should nudge them in that direction>
Ashukosh Varney, Are the states too strong, Indian Express, May 24, 2012.
http://www.indianexpress.com/news/are-the-states-toostrong/953004/0
[3] Introduction (3) - Political Fragmentation Across the Region (Session I-3)
REQUIRED READING:
Sri Lanka
Neil DeVotta (2009): The Liberation Tigers of Tamil Eelam and the Lost Quest for Separatism in Sri
Lanka, Asian Survey, Vol. 49, No. 6 (November/December 2009), pp. 1021-1051Published
Robert D. Kaplan (2009): Buddha's Savage Peace, The Atlantic, September.
Burma / Myanmar
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Lawrence E. Cline (2009): Insurgency in amber: ethnic opposition groups in

Myanmar, Small Wars & Insurgencies, 20:3-4, 574-591
Sebastian Strangio (2012): Hope, Anxiety, and Life in a Changing Burma, The Atlantic.
The Naxalites in India
Dipak K. Gupta (2007): The Naxalites and the Maoist Movement in India: Birth,
Demise, and Reincarnation, Democracy and Security, 3:2, 157-188
<lets not adopt convention of breaking down readings by geogrpahy in each session. Rather, just
list them, and use the assigment questions to point out that there is merit to comparison across
countries>
1. Describe the dynamics of the tension that developed in Sri Lanka after independence between
Tamils and Sinhalese? How did those tensions evolve over the decades?
2. Both religious nationalists, Sri Lankas active Sinhalese Buddhists share similar levels of minoritydirected animosity with Indias Hindu nationalists (see Ashutosh Varneys article from session 2).
<excellent to draw links to rpevious days> However, Devotta argues that the main impetus for
Sri Lankas civil war is linguistic nationalism, not religious differences (Devotta 1025). How is the
Sri Lankan context different and did this distinction play a role in the duration and extreme nature
of the conflict?
3. Modern Burma is incredibly diverse, with eight major ethnic groupings and somewhere between
108 and 135 languages and major dialects spoken (Cline 576). Ethnically-based conflict has
been ongoing since independence in 1948. Are there ways this conflict could have been
avoided?
4. What drives the Naxalite movement? How different is it from some of the other regional
tensions?
SUPPLEMENTAL READING:
<if we have one burma reading perhaps enough? .. one other thing I might suggest is a reding an afpak
border, which has never been a real border , ditto the area between southwest china/ northeast india/
bangladesh/ burma>
Matthew J. Walton (2008): Ethnicity, Conflict, and History in Burma: The Myths of Panglong. Asian
Survey, Vol. 48, No. 6 (November/December 2008), pp. 889-910.
[4] Introduction (4) Emergence of Physical Infrastructure (Session I-4)
REQUIRED READING:
Case Study: Aldo Musacchio, Tarun Khanna and Rachna Tahilyani, Indian Railways: Building a
Permanent Legacy? Harvard Business School, No 9-709-035, 2009.
Video: National Geographic, The Great Indian Railway
(Part 1 of 5) http://www.youtube.com/watch?v=eoPmVEXoAEc (9:59)
A. C. Bayly, State and Economy in India over Seven Hundred Years, The Economic History Review,
New Series, Vol. 38, No. 4 (Nov., 1985), pp. 583-596.
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<since this class will be our first case study per se, we should move bayly etc to supplementary
readings>
Indian Railways: Building a Permanent Legacy?
What was wrong within Indian Railways in 2004?

If Indian Railways were a private company and you were hired as a consultant to revamp
the company in 2004, what would you recommend?
What are the main political constraints for change in Indian Railways?
How would your recommendations differ from the reform plan adopted by Minister Lalu
Prasad and the Officer in Special Duty, Sudhir Kumar?
Will the reforms of Minister Prasad and Sudhir Kumar be long lasting?
<add , what general lessons about infrastructural development can one learn
from the saga of indian railways>
OPTIONAL * William Andrew, Preface in Extracts from Indian Railways as Connected with the British
Empire in the East, London: W.H. Allen, 1884
OPTIONAL * Gregory Clark and Susan Wolcott, One Polity, Many Countries: Economic Growth in India,
1873-2000, in In Search of Prosperity: Analytical Narratives of Growth, ed. D. Rodrik, 2007.
<this clark reading isnt relevant here .. it might be a good reading for pre course read or general
supplement, but has nothing to do with hard infrastructure etc.>
[5] Introduction (5) - Aadhar & the Emergence of Soft Infrastructure (Session I-5)
,sessoin title should be about soft infrastrucutre, aadhaar is too hard to interpret
for lay reader. Thats just name of the paricular cas study
REQUIRED READING:
Aadhar and Unique ID HBS case-study forthcoming from Tarun Khanna and Anjali Raina. Harvard
Business School, No 9-712-412. http://uidai.gov.in/
Khanna, Tarun. Billions of Entrepreneurs: How China and India Are Reshaping Their Futuresand
Yours, Harvard Business School Publishing (Boston, MA), 2007. CHAPTERS 3 and 4 (p.53-90). [Ch. 3
Bias and Noise: Information Accessibility in China and India; Ch.4 Fiat and Fairness: Why China Can
Build Cities Overnight and India Cannot]
For questions 1 and 2, students completed an online poll and were asked to choose one option from each
set of selected answers
1. In what area will Aadhar/UniqueID have the biggest beneficial effect?
istribution of public sector goods (e.g. low price foodgrains)
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DRAFT
June 1, 2012
elivery of government services (pensions, financial disbursements, getting a driving

license, etc.)
acilitation of non-government ventures, commercial or otherwise
eneralized societal transparency
o significant benefits will be realized
1. Where will opposition, explicit or inadvertent, or other obstacles, come from in the next one to two
years in the Aadhar/UniqueID effort?
Advocates of privacy laws mounting credible opposition

Government bureaucrats undercutting particular initiatives
Difficulty of maintaining internal momentum and excitement of startup effort
Technological barriers to developing scale
No meaningful opposition or obstacles will manifest themselves
1. What could Nandan Nilekanis team have done differently in the past? What should they be
thinking about (differently) for the near future (one to two years)?SUPPLEMENTAL READING
<again some sort of general lessons about development of soft infrastructure will be helpful>
[6] Introduction (6) Theorizing Human Development for South Asia (Session I-6)
REQUIRED READING:
The Human Development Index (HDI) http://hdr.undp.org/en/statistics/hdi/
Human Development Report 201020th Anniversary Edition:
http://hdr.undp.org/en/reports/global/hdr2010/chapters/en/
Martha Nussbaum, Creating Capabilities: The Human Development Approach, Belknap Press (2011).
CHAPTER 3
Video: Millennium Development Goals for 2015
http://www.youtube.com/watch?
v=v3p2VLTowAA
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DRAFT
June 8, 2012
Jason Burke, More of world's poor live in India than in all sub-Saharan Africa, says study: New UN index
replaces simpler method of calculation. The Guardian, July 14, 2010.
<is this needed for a main reaading? Perhaps suplement ..>
On Martha Nussbaum, Creating Capabilities: The Human Development Approach
1. The concept of adaptive preferences, coined by Amartya Sen and Jon Elster, refers to the
social malleability of [individual] preferences and satisfactions. (Nussbaum 54). In other
words, peoples change their ' preferences can change aaccording to the life context in which they
find themselves According to Nussbaum, utilitarianisms failure to account for this phenomenon
renders it an inadequate, and this concept becomes very important to Nussbaum's approach to
ward developing a more sophisticated assessingment societal well being (Nussbaum 54)..
a.
How do issues raised by adaptive preferences inform Nussbaums
constructionconcept of the capabilities approach?
b.
What kinds of challenges, if any, dDo notions of subjectivity and cultural
plurality pose any challenges or issues for the capabilities approach?
2. TheIn the context of the capabilities approach, Nussbaum insists that all entitlements involve
an affirmative task for government: it that government must actively support peoples
capabilities, not just fail to set up obstacles (Nussbaum 65).
a.
How does this statement inform your previous assessment of the
Government of Indias efforts to launch Aadhar?
b.
What policy implications does the capabilities approach have for the option
of privatization of traditional government services in the face of institutional
failures, such as corruption?
SUPPLEMENTARY READING:
<the thing thats missing hhere is that normally when people think of railways and IT infrasturucre and so
on, they think about what it costs to make it happen, and what sort of economic outcomes are made
possible, and then do a cost benefit analysis.
Thats probably what world bank and others do Im guessing .. can you find something there aobut how
they decide on projects ?
Capabilities appraoch says that there ar eother things that matter in life. And further, that gdp doesnt
capture it, more gneerally pure economic measureables dont capture freedom of choice. And that
freedom of choice is enabled by educaiton and so on and it matters per se, not purely instrumentally
because it enables earning a living , avoiding getting sick etc. . It matters, just because, were human.
The quetsions and readings have t ogtet this out
Ther eis a bit too much jargon in these particular questions
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DRAFT
June 1, 2012
Module I: Education
<could you pl take a look at intro paragraphs for each of the modules below, and make sure they are
consisntet in format, tone and length?>
There are major differences in primary and tertiary education achievements both within and across the
countries of South Asia. Smaller countries like Sri Lanka have achieved high standards of literacy,
whereas the larger countries like India show such vast regional and social disparity in educational
outcomes that it is difficult to speak of an "average" level of educational development. Some of the seeds
of the current inequities of education in South Asia were laid in pre-colonial times, while others were
established or furthered by British administrative policies. Still other problems are the consequences of
the particular developmental paths that each country has chosen since achieving independence. Given
the central importance of education in developing the human capital of the region, no development path
for South Asia can afford to ignore the many problems associated with education. <need a line or two on
the technology experimetns in education that well be looking at this time around >
[7] Education Module (1) Historical Antecedents (Session 1-71)

Radha Kumud Mookerji, Ancient Indian Education: Brahmanical and Buddhist, Ch. XXIV, Universities,
pp. 557 585.
George Yeo, "Nalanda and the Asian Renaissance," New Perspectives Quarterly,
Spring2011, Vol. 28 Issue 2, p73-76, 4p
<the george yeo article is ok, but too small to be a centerpiece. Id really like to find at least a chapter in a
book that is more substantive. I found these two on amazon, no idea if they are any good, so not
particularly advocating them. One is from 1916 and one from 1970s both out of print I hink .. probalby in
widener .. Ive also emailed one or two people who might know if there are any good books >
A history of education in ancient India [ca. 1916] [Paperback]

Nogendra Nath Mazumder (Author)
The University of Nalanda, [Paperback]

Hasmukhlal Dhirajlal. Sankalia (Author)
J. Prabhu, Educational Institutions and Philosophies, Traditional and Modern, Encyclopaedia of India,
ed. Stanley Wolpert.
15
DRAFT
June 8, 2012
M. Qasim Zaman, Religious Education and the Rhetoric of Reform: The Madrasa in British India and
Pakistan, Comparative Studies in Society and History (April 1999), 41(2):294323.
C. King, The Development of Differentiation (pp. 2228); Government Language Policy(pp. 5359, 75
79); and Language, Education and Employment (pp. 8894, 108118), from One Language, Two
Scripts, Oxford University Press, 1994.
1. Tensions between proponents of traditional and religious knowledge and those in favor of an
emphasis on practical skills and knowledge have permeated debates around education in South
Asia since the early 19th centuryfirst in the context of Madrasas after the 1830s, between
Orientalists and Anglicists, and in the early years of the 20th century, between Mahatma
GhandiGandhi and Rabindranath Tagore.
Think about the varying shapes and dynamics of these debates. What are some of the key
distinctions between these historical debates? Where do similarities existpersist?
2. Despite the modern Indian educational systems emphasis on economic growth and material
advancement rather than the acquisition of timeless spiritual knowledge after independence,
author Joseph Prabhu asserts that the Indian schools suffer from increasing religious
polarization, especially in the form of Hindu-Muslim tensions (Prabhu 26).
Though we are just beginning study of education in India, based on discussions during the
Introductory module, can you imagine specific program initiatives or structural changes to the
educational system to mitigate these tensions? '
3. What role(s)
4. has education in India contributed to ideas of social cohesion? <I like this question since it
harkens back to earlier module>
[8] Education Module (2) K-12 Education (Session 81-2)
REQUIRED READINGS
M. Kremer, K. Muralidharan, N. Chaudhury, J. Hammer, F. H. Rogers, Teacher Absence in India: A
Snapshot, Journal of the European Economic Association 3 (2-3): 658-667, 2005.
K. Muralidharan and V. Sundararaman, Teacher Performance Pay: Experimental Evidence from
India, The Journal of Political Economy 119(1), pp. 39-77, 2011.
<see my comment below on one of the khwaja aritcles, perhaps its better to move up here isnce its not
about technology and misplaced below>
Video: Education in Rural Bangladesh A Visionary Journey (10 min)
Video: "Andhra Pradesh" (PART A)LINK TO VIDEO
Video "Andhra Pradesh" (PART B) LINK TO VIDEO
LINK TO VIDEO
1. What characteristics of the Indian education milieu make increased performance pay effective, as
tested and measured by Muralidharan and Sundararaman in Andhra Pradesh, without the
associated undesired outcomes often associated with the practice in other contexts?
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DRAFT
June 1, 2012
2. In a study on teacher absence in India, Kremer et al. reported one in four government primary
school teachers is absent on a given day, and found that
a. higher teacher salaries are not associated with lower teacher absence,
b. more frequent inspections of schools are not significantly responsible for lower teacher
absence rates, but that
c.
teacher absence is considerably lower in schools with better infrastructure.
Given Muralidharan and Sundararamans conclusion that the incentive program...did not change
the teachers cost-benefit calculations on the attendance margin during the school year but that it
probably made them exert more effort when present (p.69), what are some possible explanatory
factors for this widespread absence?
<Id elaborate this question since idea of course is to focus on individula agency, that is, what
can tehse students do to actually suggest chagnes?>
What ideas do you have for changing this problem?
SUPPLEMENTAL READINGS
*OPTIONAL: Naomi Hossain and Naila Kabeer, Achieving Universal Primary Education and Eliminating
Gender Disparity, Economic and Political Weekly, Vol. 39, No. 36 (Sep. 4-10, 2004), pp. 40934095+4097-4100.
*OPTIONAL: Gretchen Rhines Cheney, Betsy Brown Ruzzi, and Karthik Muralidharan, A Profile of the
Indian Education System, National Center on Education and the Economy, 2006.
OPTIONAL:* Jacob Bregman and Nadeem Mohammad, Primary and Secondary EducationStructural
Issues (pp. 68101), Education and the State: Fifty Years of Pakistan, ed. Pervez Hoodbhoy
Amy Yee, In India, a Small Pill, With Positive Side Effects, The New York Times, April 4, 2012.
http://opinionator.blogs.nytimes.com/2012/04/04/in-india-a-small-pill-with-positive-side-effects/
* Sugata Mitra, Ritu Dangwal, and Leher Thadani, Effects of remoteness on the quality of education: A
case study from North Indian schools, Australasian Journal of Educational Technology, 2008, 24(2), 168180.
[9] Education Module (3) Tertiary Education (Session (1-39)

Video: Screening of Bollywood film, Three Idiots, (180 minutes) <clarify that there will be two screenings
before class, and students must attend one>
Kaushik Basu, Indias faltering education system, BBC Online, 2006.
Pervez Hoodbhoy, Pakistani UniversitiesWhich Way Out?, pp. 25128, from Education and the
State: Fifty Years of Pakistan, ed. Pervez Hoodbhoy
<it would be nice to have something bemoaning the demise of the humanities. So that students have
something to grasp on to. I am going to email some folks to try to find something as well>
17
DRAFT
June 8, 2012
<first, there has to be a concrete question on 3idiots. Then we can move to in addition>
In addition to watching Three Idiots, think about how one would create an institution of tertiary learning in
a South Asian country of your choosing that addresses some of the problem areas identified in the movie.
Three institutions that have emerged recently are: Asian Institute for Women in Chittagong, Bangladesh;
LUMS, Lahore University of Management Studies in Lahore, Pakistan (despite its name, a full-fledged
university); and ISB, Indian School of Business, Hyderabad.
There is a variety of material about each of these institutions on the web. Do some research on the
successes and challenges faced by each to help to inform your thinking.
<how about replacing do some research with critique one of these efforts, based on your web research,
and email it to the TF or instructor ahead of class >
<here you should point to the websites of these insitutions in the discussion quesitons>
* Note on School Education (pp. 4658) and Note on Higher Education (pp. 6677), Report to the
Nation 20062009, National Knowledge Commission, Government of India.
[10] Education Module (4) Case Study -Privatization of Education, Pratham (Session 111-4)
REQUIRED READINGS
Srikant M. Datar, Stacey Childress, Rachna Tahilyani, and Anjali Raina, PrathamEvery Child in
School and Learning Well, Harvard Business Review Case Study, 2010.
<hmmm not sure why this is here..
In general the whole idea for creating entreprenurial ventures that forms the deliverable in the ocurse is
based on conceptual framework in this book. So Id actually assign these chapters, take a look at them
first, in the introductory module somewhere, and perhaps even in pre read, perhaps in advance of their
sessions with the ilabon how to create a business module. We should discuss this whenever we meet in
person as its an important foundational part of the ocurse. It certianly shoulndt appears this late.. though
the reference to the table 4.1 might well be appropriate in the context of a particular entrepreneurial
attempt like Pratham . and it might be worth mentioing in discussion question as a way of forcing students
to go back to that part of concpetual thinking>
Khanna, Tarun. Palepu, Krishna, G. (2010) Winning in Emerging Markets: A RoadMap for Strategy
and Execution. Please read Chapter 2 and the first part of Chapter 4 (through discussion of Table
4.1).
Please read the Pratham case study carefully. If possible, try to get together with some other class
students to discuss these questions before class.
Evaluate Prathams strategy given its limited budget. Is it doing the right things? Is it doing too
many things? Too few things?
Which of Prathams various initiatives do you think will have the most lasting impact?
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DRAFT
June 1, 2012
How does Pratham implement its programs? In particular, how does it manage tension, if any,
between quality and scale?
What should Madhav Chavan and the Pratham team do next? What should be the future of
Pratham? In particular, how should Pratham interface with the state if at all?
<at this point, it occurs to me that these supplemental readings are too much, and will intimidate and/or
confuse people parachuting into the syllabus. Perhaps there should be an appendix that lists, by
session ,the supplementary readings for that session, or that lists, by module, all the readings for that
module? >
* OPTIONAL Abhijit Banerjee, Shawn Cole, Esther Duo and Leigh Linden, Remedying Education:
Evidence from Two Randomized Experiments in India, Quarterly Journal of Economics 122(3): 12351264.
[11] Education Module (5) Experiments in Technology & Education (Session 101-5)
REQUIRED READING
<this khwaja/das reading is not a technology and education reading, I dont thikn? But its important
reading its about limitations to what public sector can do, the private sectors atetmp to step in, and the
limits to this effort, so ti needs t ogo somewhere. If its about primary education, which I think its what it is,
perhaps it has to find a home in k-12 section>
T. Andrabi, J. Das, A. I. Khwaja, A dime a day: The possibilities and limits of private schooling in
Pakistan, World Bank Policy Research Working Paper 4066, 2006.
<I dot know these next two articles, have you read them, are they boh useful >
Sugata Mitra, Ritu Dangwal, Shiffon Chatterjee, Swati Jha, Ravinder S. Bisht and Preeti Kapur,
Acquisition of computing literacy on shared public computers: Children and the 'hole in the wall,'
Australasian Journal of Educational Technology, 2005, 21(3), 407-426.
Arora, Payal, Hope-in-the-Wall? A digital promise for free learning, British Journal of Educational
Technology, 10 May 2010. DOI: 10.1111/j.1467-8535.2010.01078.x (ORDER)
<if this is good enough video perhaps it should be highlighted as first reading? >
Sugata Mitra: The child-driven education TED Talk (17 minutes)
http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html
<the packet is a good idea. But ask emily which of these projcts got a very good grade, other than
mobilize! and whether we got permission last year from students to make thse projects avaialble.
Lastly Id imagine that wed make this avaialble as background and I doubt there will be time to discuss in
class. if mobilize! does an amazing job in the summer, I might invite them into class, but well know later
19
DRAFT
June 8, 2012
on. for now, the description and assignment needs to reflect the need for that flexibility and be worded a
bit ambiguosly as a result>
Packet on 2011 student Projects Updates on further development/implementation of these projects (if
applicable)
MOBILIZE! (FAS, GSAS)
Problem: Lack of public libraries in poor, rural areas of India.
Operational Mission: To increase access and equalize educational opportunities for free
education by creating a digital, mobile library system in India, implementing services throughout
rural India to support education and technology training.
Teacher Training Project (FAS, HKS, HGSE)
Problem: the lack of training opportunities available for teachers in India couples with increasing
number of students attending school.
Operational Mission: To catalyze the next generation of critical thinkers in India through
professional development. Providing preservice and in-service training to teachers modeled on
student-centered teaching methods.
Tertiary and Vocational Education Information (HBS, FAS)
Problem: India's youth has very limited information abnout education and vocational
opportunities; no structured guidance.
Operational Mission: Provide an accessible platform where India's youth can retrieve information
to make the best choices about their educational future; allowing them to make an informed
decision based on factors such as interest, eligibility, financial aid and career prospects.
TBD
SUPPLEMENTAL READINGOPTIONAL
OPTIONAL * J. Das, P. Pandey, T. Zajonc, Learning Levels and Gaps in Pakistan,, World Bank Policy
Research Working Paper 4067, November 2006.
[12] Education Module (6) Experiments in Technology & Education (Session 121-6)
K.L. Kraemer, J. Dedrick, and P. Sharma, One Laptop Per Child: Vision versus Reality, Communications
of the ACM (2009) 52(6): 6673. http://pcic.merage.uci.edu/papers/2009/OneLaptop.pdf
<for this session I think khan academy has to be the focus>
Bill Sahlman and Liz Kind Khan Academy, HBS Case No. N9-812-074, 2012
Thompson, Clive, How Khan Academy Is Changing the Rules of Education, Wired, July 15, 2011.
http://www.wired.com/magazine/2011/07/ff_khan/all/1
University 2.0 VIDEO:
http://www.youtube.com/watch?v=SkneoNrfadk&feature=youtube_gdata_player
20
DRAFT
June 1, 2012
http://www.youtube.com/watch?v=SkneoNrfadk&feature=youtube_gdata_player
Explore Web-site Udacity
http://www.udacity.com/
In some ways the Khan Academy model of self-directed learning has so much to offer regions in India
where student interest may be high, but resources and teacher accountability can be astonishingly low.
Readily available hardware, software, and internet connectivity could do much to allow individual students
to take charge of their educations, through Khan Academy, and unlock their own potential. How would
you begin to tackle such a proposition? Do you think such efforts could have the impact without teacher
support (as was available in LSAD)?
<one idea for reframing this session is to make it about leapfrogging. That is, there is lots of
evidence that universities, like anyinstitution, only last so long, before they are supplanted by a
newer version. Is there an aopportunity for the developing coutnries to rethink what future
university looks like? Thats organizing question.
And as inputs into that, have students read the khan academy stuff, perhaps a short piece on one
laptop per child, a short piece on apple university see below, perhaps something on university 2.0,
and then craft an assignemtn of how this all applies to south asain contenxt.>
<I like ida of handing out something like this on futre of university but is this the best one?
there must be something written by google guys ? or someone from apple university which is run
by an ex colleague I think joel podolny?>
John Unsworth, University 2.0
John Markoff, Virtual and artificial, but 58,000 want course, New York Times, August 15, 2011.
http://www.nytimes.com/2011/08/16/science/16stanford.html
Module II: Health

South Asia faces unique health challenges stemming from a variety of risk factors such as disease
outbreaks, lack of access to immunization, child malnutrition, poor maternal health, and rapidly
deteriorating environmental conditions because of the population explosion. To complicate the situation
further, inequalities in growth have recently led to the spread of so-called rich-country diseases. These
problems are being addressed not just by governments, but by community organizations and the private
sector. India occupies a particularly important position with regard to health, since its extreme disparities
in wealth and development have given rise to a thriving medical tourism sector and a burgeoning
pharmaceutical sector, both of which have the potential to address health concerns throughout the Third
World, but at significant financial, legal, and possibly moral cost. What is certainly true, regardless, is that
current health outcomes in the region are significantly constraining possibilities for further development.
[13] Health Module (1) - Public Health Concerns (Session 132-1)

21
DRAFT
June 8, 2012
REQUIRED READINGS
Dispatch from India Atul Gawande, M.D., M.P.H.N Engl J Med 2003; 349:2383-2386
December 18, 2003 http://www.nejm.org/doi/full/10.1056/NEJMp038180

The Determinants of Mortality. Journal of Economic Perspectives. Vol. 20, No. 3, Summer 2006. David
Culter, Angus Deaton and Adriana Llera-Muney
http://www.aeaweb.org/articles.php?doi=10.1257/jep.20.3.97
Urbanization An Emerging Humanitarian Disaster. Ronak B. Patel, M.D., M.P.H., and Thomas F. Burke,
M.D. N Engl J Med 2009; 361:741-743
August 20, 2009 http://www.nejm.org/doi/full/10.1056/NEJMp0810878

Mohan Rao, Human resources for health in India, Lancet 2011; 377, pp. 58798.
Location, Location, Location; Residence, Wealth, And The Quality of Medical Care in Delhi India. Health
Affairs, 26, no 3 (2007) Das and Hammer
http://content.healthaffairs.org/content/26/3/w338.abstract
Assignment/Discussion Questions:
2. Given what you know of
1. the history of health improvements in the West (from Cutler et al),
2. current conditions in South Asia (from Das & Hammer and from the Gawande articles), and
3. predictions for future transformations in material conditions around the world (from Patel et
al),
How would you advise a South Asian government on the optimal allocation of their limited
resources in order to prepare for anticipated future health challenges?
3. What concrete intervention would you implement to improve outcomes at the Nanded hospital
described by Gawande? Remember that it is a public hospital and that it is serving a resourcepoor population.
Video: Global Health Challenges in BangladeshUrban Slums. Global Health Bridge, 2011. (5:22)
Video: Improving Health Services in Rural Sri Lanka. World Bank, 2009. (2:36)
Medical Dispatch. The Mop-Up by Atul
Gawande New Yorker January 12, 2004
http://www.newyorker.com/archive/2004/01/12/040112fa_fact_gawande
Y. Balarajan, S. Selvaraj and S. V. Subramanian, Health care and equity in India, Lancet 2011:
377, pp. 50515.
[14] Health Module (2) - Public Health Delivery through Community Intervention (Session 142-2)
22
DRAFT
June 1, 2012
REQUIRED READING
Grameen Health Initiative, Achieving Sustainable and Affordable Community Healthcare
A Mushtaque R Chowdhury, Development knowledge and experience from Bangladesh to Afghanistan
and beyond, Bull World Health Organ, Vol. 84 no. 8, Aug. 2006 [Afghanistan]
R. Amin, et. al., Socioeconomic factors differentiating maternal and child health-seeking behavior in rural
Bangladesh: A cross-sectional analysis, Journal for Equity in Health, 2010, Vol. 9, No. 22, pp. 1-12.
Tarun Khanna, Billions of Entrepreneurs, Boston: HBS Press, Chapter 10: Barefoot Doctors and Medical
Tourists (pp. 213-236)
1. R. Amin et al. show that microcredit participation by rural women in Bangladesh was positively
associated with the use of trained providers. The Grameen Health Initiative model builds on this
phenomenon, integrating a micro-health insurance scheme into a health care delivery system that
relies on a network of household health promoters (HHP) at the ground level.
How optimistic are you in the viability of the mechanisms the Initiative envisions for ensuring the
financial sustainability of this critical first tier (see p.11)? If you are optimistic, why? If not, can
you imagine other business models that might supplement or supplant either of these models?
2. As of 2006 BRAC (formerly Bangladesh Rural Advancement Committee) had had remarkable
success transferring its skills and programs from the context of rural Bangladesh to Afghanistan.
What strategies and/or decisions seem to have contributed to this success?
What, if anything, would you differently as director of BRAC's Afghanistan branch?
What other services or programs would do you imagine could be useful in the context of
Afghanistan?
[15] Health Module (3) Technological Innovations in Addressing Public Health Needs, a guest
lecture by Conor Walsh, Ph.D. (Session 152-3)
Conor Walsh, Ph.D directs the Harvard Biodesign Lab which is focused on the design and evaluation of
smart medical devices to improve the minimally invasive diagnosis and treatment of disease through
collaboration with practicing clinicians.
Recently, in collaboration with the Harvard South Asian Initiative, he started a new program whose
purpose is to interact with local stakeholders (physicians and hospital administrators) in India with the
goal of identifying opportunities for innovation (by finding unmet medical needs) that can lead to new
affordable medical technologies. Four Harvard students will visit the Narayana Hrudayalaya hospitals in
Bangalore for 10 weeks this summer where the students will seek to interview patients, shadow
physicians and spend time observing surgical procedures. At the end of the summer, the team will share
their findings and will seek to build a long-term relationship whereby Harvard students continue to work on
their project when they return.
http://wyss.harvard.edu/viewpage/322/
23
DRAFT
June 8, 2012
<Caitlin can you extract one or two examples of things conor does from this rather long winded
bio and put it her ein a cpule of sentences instead of this link please?>
<here we can definitely get aprogress report form the team in Bangalore and something for us to
work on>
REQUIRED READINGS
TBD
TBD
[16] Health Module (4) Pharmaceuticals and Intellectual Property Rights (Session 162-4)
REQUIRED READING
<actuallyt youre missing the Cipla case, which is the main reading. Emily can get you reference. Im not
sure what this video is/ perhaps a supplement to case? Can you find out? >
Rohit Desphande, Sandra J. Sucher and Laura Winig, Cipla 2011, HBS Case No. 511-050
Video: Patents and Patients India. Journeyman Pictures, 2002. (21:44)
Swathi Padmanabhan, Intellectual property, technology transfer and manufacture of low-cost HPV
vaccines in India, Nature Biotechnology, Vol. 28, No. 7, July 2010.
Pinelopi Koujianou Goldberg, Intellectual property rights protection in developing countries: the case of
pharmaceuticals, December 2009.
Case Discussion Questions:
We will focus on the Cipla case as a way to discuss intellectual property rights issues related to
healthcare in South Asia and other developing countries. As additional background to inform the case
study, please skim the Genzyme case study as well, which focuses on treatment of orphan diseases. The
Padmanabhan and Goldberg papers also provide background reading.
1. What do you learn about the nature of Hamied the entpreneur in the way he has positioned
Cipla?
2. Cipla is working hard to change the way we interpret global intellectual property rights in
pharmaceutical sector. Is he right to do so? Has he succeeded? Will he succeed?
3. Will Cipla survive in the long run? Will it thrive? With or without partnership of global
pharmaceutical majors?
<this is a good reminder, that we need some polls inserted throughout syllabus and this is first instance of
a poll Im seeing. Can we add some in ? Im not sure a poll makes sense here, since cipla case is all
consuming. The poll should tie in to the cipla case somehow, then its usable and doable. All the better if ,
to answer the poll, they have to skim some part of one of the other articles. For that wed have to direct
attention to some part of goldberg or others rather than have them read it all>
24
DRAFT
June 1, 2012
Further Discussion Questions (Poll?)

1. How does the demand structure for pharmaceuticals in India differ from that in the European
Union or North America?
2. According to Goldberg, in what ways does global reference pricing drive multinational
pharmaceutical behavior regarding sales and distribution activity in developing countries, such as
India?
To what extent, if any, do you see global reference pricing hindering potential partnerships
between multinationals pharmaceutical companies and the Indian pharmaceutical companies?
3. Goldberg compares world sales of Bayers patented antibiotic Ciprofloxacin in 2000 ($1.6 B) and
associated profit ($640 M) with total sales of all antibiotics in India for the same year ($630 M) to
emphasize the point that revenues in the developed and developing world are several orders of
magnitude apart (Goldberg 30).
From this perspective, why was passage of the TRIPS agreement by the WTO so important to
multinational pharmaceutical companies in 1995?
[17] Health Module (5) Medical Tourism in India (Session 12-75)

REQUIRED READING
Regina E. Herzlinger, "MedVal
Ventures." Harvard Business School Case 308-087.
Indrajit Hazarika, Medical tourism: its potential impact on the health workforce and health systems in
India, Health Policy Plan, 2010, Vol. 25, No. 3, pp. 248-251.
Cohen, Glenn CIRCUMVENTION TOURISM 97 CORNELL L. REV. _ (2012)
Cohen, Glenn. Harvard Law School. Public Law & Legal Theory Working Paper Series. Paper No. 10-34
"Medical Tourism: The View from Ten Thousand Feet"
Cohen, Glenn. Iowa Law Review. "Protecting Patients with Passports: Medical Tourism and the PatientProtective Argument"
<is the tone of the question consistnet with the rest of syllabus, theuse of I will etc if so fine, otherwise
lets make it consistnet please>
We will use the MedVal case study as an anchor for our class discussion. Please read it carefully and
discuss it with proximate others in class ahead of time if possible. Also I will refer to the Hazarika article
during the case discussion, and Glenn Cohens work on the legal aspects of medical tourism, e.g.
summary description in Medical Tourism: The View from Ten Thousand Feet. Also please draw on pages
1471-1504 of Cohens article in the Iowa Law Review Protecting Patients with Passports and on pages
1-7 of his draft article in the Cornell Law Review Circumvention Tourism.
Assignment/Discussion Questions:
25
DRAFT
June 8, 2012
As the founding team for the potential MedVal ventures, if you were to go ahead, on what
customer segment would you focus? (Think about medical tourism from the US/UK/Canada to
India, for concreteness)
Where are the greatest pockets of resistance likely to come from, and what can you do to
circumvent these, or counter these?
What effect will your venture have on the destination market (India)? To what extent should this
be part of your business plan, if at all?
[18] Health Module (6) Tertiary Medicine (Session 182-6)

REQUIRED READING
Tarun Khanna, Kasturi Rangan and Merlina Manocaran, Narayana Hrudayalaya Heart Hospital: Cardiac
Care for the Poor, Harvard Business School Case Study N9-505-078.
Video: Narayana Heart Hospital PART ONE (Pre-class viewing)
Video: Narayana Heart Hospital PART TWO (In-class viewing)
Video: India's Healthcare Challenge. Kiran Mazumdar-Shaws interview with Dr. Devi Shetty, 2011.
(10:23)
Would you describe this heart hospital as successful? Explain why.

If successful, what were the elements that made it successful? If not yet successful, what else
should NH be doing?
Is the insurance scheme successful? Explain why. What are the challenges going forward?
How would you advise Dr. Shetty regarding the three lines of business - the heart hospital, the
Health City, and the insurance scheme for the poor? Which should he pursue? Which, if any,
should he drop? Is there anything else he should be doing?
<since this is the wrapup case in the health module, perhaps asking them to reflect on the boiundaries
and limits of private enteprrise here. As shettys model expands, what areas should he leave to the state,
versus ocntiue to embrace everything .. draw on your insights from prior disucsisonof the role of
community health, role of state etc.?>
<not best place for this supplementary reading .. perhaps this should go to the place above where there
was a discussion of BRAC and insurance they are doing? somewhere earlier in this module?>
Tina Rosenberg, The Microinsurance Revolution, The New York Times, June 6, 2012.
http://opinionator.blogs.nytimes.com/2012/06/06/the-microinsurance-revolution/
26
DRAFT
June 1, 2012
Module III: Financial Inclusion

South Asia has long been deeply enmeshed in regional and international trading networks, and South
Asian mercantile communities have established themselves over many generations in many parts of the
world. This entrepreneurial spirit can only function, however, given the existence of a stable, accessible
financial system that can extend credit to the deserving and appropriately distribute risks and returns. The
exclusion of vast numbers of South Asians from the financial system has had serious knock-down effects
on virtually every aspect of economic life. Measures to improve financial inclusion are thus critical for
development in the region. Complicating this issue are the interconnections among finance, business, and
politics in South Asia.
[19] Financial Module (1) - Antecedents of Financial Networks (3-1Session 19)

REQUIRED MATERIAL:
Movie Screening: Guru (2007)
<did you find this? it should be screened twice the days before calss again, and a note to that effect
attached here>
Claude Markovits, South Asian Merchant Networks, The Global World of Indian Merchants, 17501947:
Traders of Sind from Bukhara to Panama, Cambridge Studies in Indian History and Society, Cambridge
University Press, 2000. pp. 1031.
Sugata Bose, Flows of Capitalists, Laborers, and Commodities, A Hundred Horizons: The Indian Ocean
in the Age of Global Empire, Harvard University Press, 2009. pp. 72121.
Dwijendra Tripathi, The Beginnings of Modern Business Instrumentalities (pp. 139147) and
Technology Choices in Colonial India (pp. 247258), The Oxford History of Indian Business, Oxford
University
Give these an entrepreneurial orientation!
1.
In South Asian Merchant Networks Markovits discusses the various ways Indian mercantile
groups found to thrive commercially under British Colonial rule -- either in cooperation with British
actors or in spite of them. What were these different models? How did they differ? How
successful do you think they were?
2. Indian entrepreneurs were successful in building cotton textile mills and launching the region's
first phase of industrialization in the mid 19th century. In Tripathi's assessment, what mix of
factors account for the lack of technical innovation in the textile industry by Indian mill owners,
and later by Indian industrialists?
27
DRAFT
June 8, 2012
3. Connect this last question to Guru in some way. (Possibly revise these questions)
Press, 2004.<this last question needs reframing. As I recal, in Guru, the entrpenreuer is a working class
man who goes to the middle east, builds a business, and gradually makes it an empire. So there is a
network that sprouts up. One can relate that to the readings. Also I cant remember the back end of the
movie, but it might be that we can ask about how networks lay the seeds of their own destruction and
whetehr there is anything in guru that makes it seem like it is compromised inlong run>
Tansen Sen, Buddhims, Diplomacy, and Trade: The Realignment of Sino-Indian Relations, 600-1400.
2003, Association for Asian Studies and University of Hawai'i Press. Introduction: China's Encounter and
Predicament with the Indic World
<this is sort of related to the bose reading except the network here is sino-indian, rather than afroindian or indian/southeastasian. .id pair with that reading if this isnt to olong a chapter?
And /or assign my chapter on Buddhism and software from billions of entrepreneurs>
[20] Financial Module (2) - Modern Mainstream Financial Institutions (3-2Session 20)
Broadening Access to Finance and Leveling the Playing Field, A Hundred Small Steps: Report of the
Committee on Financial Sector Reforms, Planning Commission, Government of India 2009. pp. 49102.
http://planningcommission.gov.in/reports/genrep/rep_fr/ch3_fr.pdf
http://planningcommission.gov.in/reports/genrep/rep_fr/ch4_fr.pdf
Banks Video: An interview with former Deputy Governor of the Reserve Bank of India, Usha Thorat, on,
among other things, financial inclusion and microfinance, November 2010 (24 min)
http://www.dailymotion.com/video/xfky9p_exclusive-interview-with-ushathorat_news
Barriers to Household Risk Management: Evidence from India. Shawn Cole et al. September 2011
A.I. Khwaja and A. Mian, Do Lenders Favor Politically Connected Firms? Rent Provision in an Emerging
Market, The Quarterly Journal of Economics 120(4): 13721411. [Credit in Pakistan]
Stock Markets
Tarun Khanna, Manna and Miasma: Meanderings Through the Chinese and Indian Financial
Firmaments, Billions of Entrepreneurs: How China and India Are Reshaping Their Futuresand Yours,
Harvard Business School Publishing (Boston, MA), 2007. pp. 91118.
1. Many countries struggle with the proper role of government in conducting or promoting
manufacturing and service sectors. Is there something special about finance, or should it
be thought of like any other service or industry?
2. In what ways might innovation (technological or financial) be important in overcoming
some problems highlighted by the readings? Does financial engineering represented by
rainfall insurance seem to be a useful way to facilitate inclusive finance, or does
technology hold more promise?
28
DRAFT
June 1, 2012
3. Currently government-owned banks account for approximately 75% of credit lent in India.
Should the government privatize these banks? If so, how?
* A.I. Khwaja and A. Mian, Unchecked intermediaries: Price manipulation in an emerging stock market,
Journal of Financial Economics (2005) 78(1): 203241. [On Pakistans stock market]
[21] Financial Module (3) - Microfinance (3-3Session 21)

REQUIRED READING
Microfinance in India: A Crisis at the Bottom of the Pyramid, Legatum Ventures, May 2011.
Muhammad Yunus, Grameen Bank, 2006 Nobel Peace Prize Acceptance Speech
http://nobelprize.org/nobel_prizes/peace/laureates/2006/yunus-lecture-en.html
Is it fair to do business with the poor? [A transcript of the debate between Muhammad Yunus
and Michael Chu organized by the World Microfinance Forum Geneva, 12 October 2008.]
http://www.othercanon.org/uploads/Is%20it%20Fair%20to%20do%20business
%20with%20the%20Poor.pdf
Help Microfinance, Dont Kill It, A.V. Banerjee, P. Bardhan, E. Duflo, E. Field, D. Karlan, A.I.
Khwaja, D. Mookherjee, R. Pande, and R. Rajan. Indian Express, November 26, 2010.
http://www.indianexpress.com/news/help-microfinance-dont-kill-it/716105/0
Discussion Questions: (Poll 3)
2. Do you feel that most of the efforts of the microfinance industry should be focused on the
not-for-profit variety or on the commercial variety? Use a scale to respond, from 1-5, with 1
indicating the bulk of microfinance should be not-for-profit, and 5 indicating that the bulk
should be on commercial microfinance (like Banco Compartamos in Mexico or SKS in
India).
3.
Consider the microfinance crisis in the Indian state of Andhra Pradesh that still hasnt
been resolved. To which groups actions do you attribute most of the reasons for the
current problems? Pick one:
Microfinance companies State organized self-help lending groups Financial regulators,
Other civil society actors (e.g. press) Borrowers, Other (please specify)
4.
On which group would you focus your primary efforts to find a way out of the crisis for
the poor of Andhra Pradesh. Pick one:
Microfinance companies, State organized self help lending groups, Financial regulators,
Other civil society actors (eg press), Borrowers, Other (please specify)
29
DRAFT
June 8, 2012
*Beatrice Armendriz de Aghion and Jonathan Morduch, Rethinking Banking, The Economics of
Microfinance, MIT Press, 2007. pp. 124.
Conclusion
In spite of the tremendous economic growth that South Asia has witnessed, long-standing social and
cultural problems continue to plague the region. As Pavan Varma notes, Illiteracy rates are high.
Communal violence is widespread; corruption endemic. Brides are still tortured and burnt for dowry; the
caste system has lost little of its power and none of its brutality. And yet, the same resilience of cultural
and religious tradition has allowed many South Asians to adopt modernity, often with unbridled
enthusiasm, without suffering from sociocultural rupture to the same extent that other societies have
endured elsewhere. We conclude this course by exploring these big questions from different
perspectives.
[22] Conclusion - Session 1: Community, Culture and Commerce in Modern South Asia (Session
224-1)
Tarun Khanna, Dennis Yao and Hilary Green, HBS Case on Jaipur Literary Festival [Forthcoming]
Video: Jaipur Literature Film Festival http://www.youtube.com/watch?v=P7UaUZisXv8
Amartya Sen, "India: Large and Small," The Argumentative Indian: Writings on Indian History, Culture,
and Identity, New York: Macmillan, 2006, pp. 45-72.
Ramachandra Guha, Epilogue: Why India Survives, India After Gandhi: The History of the Worlds
Largest Democracy, HarperCollins Publishers (New York, NY), 2007. pp. 733759.
We will focus on the Jaipur Literary Festival (JLF) case, and our discussion will be informed by the
background readings on India and Pakistan.
1.
How did JLF come to be dubbed the greatest literary show on earth? What were the
key decisions in its less-than-a-decade history?
2. Think about why there is such a deep emphasis on the democratic ethos at JLF?
Commitment to the democratic principle has been partly responsible for a huge influx of
festival attendees, which has created challenges, security, logistical and financial. To
ensure sustainability in the future, would you
a. Move away from the democratic principle (eg start charging money in different ways)
b. Slow down the growth while JLF found its financial footing but remain democratic
30
DRAFT
c.
June 1, 2012
Other _________________
3.
Pick either the Sen or the Guha reading on India. What would each of these authors
advise the JLF?
GENERAL READING LIST IN PROGRESS

Mobile Technology
Herman Leonard and Qahir Dhanani, Roshan: Light at the end of the tunnel in Afghanistan, Harvard
Business School Case Study 9-310-041, July 2010.
Video of CEO of Roshan speaking at MIT: http://techtv.mit.edu/videos/3560-legatum-lectures-karimkhoja-ceo-roshan-afghanistan
Demography
Jacques Vron, The Demography of South Asia from the 1950s to the 2000s: A Summary of
Changes and a Statistical Assessment, Population (English Edition, 2002), Vol. 63, No. 1 (Jan.
Mar., 2008), pp. 9-89.
Pakistan / Political Economy
W. Easterly, The Political Economy of Growth Without Development: A Case Study of Pakistan, in In
Search of Prosperity: Analytical Narratives of Growth, edited by Dani Rodrik, Princeton University
Press 2007.
Urban Infrastructure
Brazil's Largest Rubbish dump closes in Rio di Janiero BBC
http://www.bbc.co.uk/news/world-latin-america-18318714
31
DRAFT
June 8, 2012
SECTION ASSIGNMENTS AND DISCUSSION TOPICS

TO BE REVISED / COORDINATED
Session 1- Wednesday , September 12

Social Institutions and Social Entrepreneurship.
What is the significance of social institutions such as caste and tribal affiliation in present-day South Asia?
Does the existence of caste act as barrier for social entrepreneurship or can it be harnessed to bring
about positive change?
Please bring to section examples from current news or history to shed light on this question. Each student
will introduce himself or herself to the group by making a two-minute presentation.
Section 2: Wednesday, September 19
This section will explore the weakness in governance by the state when it comes to addressing communal
conflict and bringing perpetrators of violence to justice.
Assigned Reading:
Christophe Jafferlot, Communal Riots in Gujarat: The State at Risk?
Please respond to the following questions in your class presentations:
2. What led to the pogrom against Muslims in Gujarat?
3. What was the specific role of the state in making the pogrom possible? In what ways were
Hindus impacted by violence?
4. What has been done in the last decade to bring the perpetrators of violence, especially the highranking political leaders, to justice? Since the perpetrators belonged to the BJP and the
Congress has been in power at the national level, what prevents an opposing party to seek
justice?
5. What percentage of Muslims have been rehabilitated and how many are still in refugee camps?
6. What do you make of the economic progress of Gujarat under Modi in the light of the states
draconian measures against Muslims?
32
DRAFT
June 1, 2012
Other resources on Gujarat conflict:

3. http://www.countercurrents.org/gujarat.htm
4. http://www.hrw.org/reports/2002/india/
Session 3 - Wednesday, September 26
Trading Network of Sindh
What factors influenced the transformation of trading networks in Sindh? What role did political conquest,
religious identity and social institutions pay in the fortunes of Sindh?
Assigned reading (both available online on Hollis): Claude Markovits, Chapter 2, The Global World of
Indian Merchants, 17501947: Traders of Sind from Bukhara to Panama, Cambridge Studies in Indian
History and Society, Cambridge University Press, 2000. Cambridge Economic History of India, Book 2,
Chapter 8.
Session 4: Wednesday, October 5
Education and Teachers in South Asia.
What are the fundamental problems that impact delivery of education in South Asia? If you were the head
of Ministry of Higher Education Development of India or Ministry of Education in Pakistan, how would you
fix the education system? Please come to class with an awareness of specific set of problems that exist
and how you propose to fix them.
Section 5: Wednesday, October 12
Assigned reading: Sheldon Pollock, Crisis in the Classics, Social Research, vol. 78, No. 1, Spring 2011:
http://www.academicroom.com/article/crisis-classics
Assigned Video: http://www.academicroom.com/video/crisis-classics (first 20 minutes)
What are the consequences of neglecting the study of classics and classical languages, whether Sanskrit
or other regional ones? Is the neglect that we see because of globalization? Is this neglect more
pronounced in counties that were colonized? For your assignment, please research what, if anything,
China and other non-South Asian countries are doing to promote the study of classical languages and the
humanities. Can South Asian nations learn any lessons from them? Is this discussion even relevant to
"development" and the objectives of this course? Is so, how?
Please read Sanjay Joshi's article, "Contesting histories and nationalist geographies: a comparison of
school textbooks in India and Pakistan," which can be downloaded here: http://tinyurl.com/historytexts
Our discussion will center around these questions:
Comparing the history textbooks used in India and Pakistan, what are the differences in interpretation?
Who are the different actors who have influenced the content of historical texts that are taught in
schools? Pick one major historical event and discuss how Indian and Pakistani texts might describe it
differently? How do nationalist ideologies inform the narration of events in both India and Pakistan?
Please bring to class information from contemporary news stories to shed light on some of these
questions.
Assignment 1 as departure for discussion?
Readings TBD
Section 8: Wednesday, November 7
33
DRAFT
June 8, 2012
This section will focus on public health and health care issues in South Asia. Each student will make a
short presentation on critical issues that may not have been discussed in lecture. As usual, please bring
to class current news articles and use them as a basis for your presentation.
Assignment 2 as departure for discussion?
Readings TBD
There are no assignments for this section, but representatives of each project team should come
prepared to share their progress with the class. The idea is to use the section time to give you feedback
on your projects. Please feel free to invite your graduate cohorts to the section. This will be the last
section for the semester.
34

DRAFT June 8, 2012

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DRAFT

Session 2: Project Team Speed Dating

Material Outside Scope of Course

REQUIREMENTS FOR GRADUATE STUDENTS:

The two main requirements for graduate students will be

Section and Lecture attendance and participation, 30% of total grade

<this is a good idea>

Arundhati Roy, Id Rather Not be Anna,

Lawrence E. Cline (2009): Insurgency in amber: ethnic opposition groups in

What was wrong within Indian Railways in 2004?

istribution of public sector goods (e.g. low price foodgrains)

elivery of government services (pensions, financial disbursements, getting a driving

acilitation of non-government ventures, commercial or otherwise

eneralized societal transparency

o significant benefits will be realized

Advocates of privacy laws mounting credible opposition

[7] Education Module (1) Historical Antecedents (Session 1-71)

A history of education in ancient India [ca. 1916] [Paperback]

The University of Nalanda, [Paperback]

teacher absence is considerably lower in schools with better infrastructure.

[9] Education Module (3) Tertiary Education (Session (1-39)

Module II: Health

[13] Health Module (1) - Public Health Concerns (Session 132-1)

December 18, 2003 http://www.nejm.org/doi/full/10.1056/NEJMp038180

August 20, 2009 http://www.nejm.org/doi/full/10.1056/NEJMp0810878

Gawande New Yorker January 12, 2004

What strategies and/or decisions seem to have contributed to this success?

What, if anything, would you differently as director of BRAC's Afghanistan branch?

Further Discussion Questions (Poll?)

[17] Health Module (5) Medical Tourism in India (Session 12-75)

Ventures." Harvard Business School Case 308-087.

[18] Health Module (6) Tertiary Medicine (Session 182-6)

Would you describe this heart hospital as successful? Explain why.

Module III: Financial Inclusion

[19] Financial Module (1) - Antecedents of Financial Networks (3-1Session 19)

[21] Financial Module (3) - Microfinance (3-3Session 21)

GENERAL READING LIST IN PROGRESS

SECTION ASSIGNMENTS AND DISCUSSION TOPICS

Session 1- Wednesday , September 12

Other resources on Gujarat conflict:

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