Global MDP

The Commission envisioned these individuals taking roles in government; non-governmental organizations; multilateral institutions, such as the United Nations; foundations; and the private sector. #MDP

This cadre of professionals wld complement the role of disciplinary specialists by navigating and forging connections btw d “intellectual and institutional silos of specialized disciplines to develop integrated policy solutions that are scientifically and contextually grounded”

Recommendations: The Commission generated four, specific recommendations to address the general shortcomings identified through its effort. First, it recognized the need to establish a set of core competencies for sustainable development practitioners. #MDP

These competencies would feature universal knowledge and skills essential to the integrative role envisioned and would also provide a sound foundation for the life-long learning that was perceived to be essential to ongoing success and relevance in a complex and dynamic world.

Second, the Commission recommended the creation of the MDP program that would incorporate the core competencies and, notably, the interdisciplinary and integrative approaches that would distinguish program graduates.#MDP

Moreover, it was suggested that MDP programs should be affiliated through the creation of a global network that attended to local contexts but also fostered the exchange of ideas and people for a more holistic cross-learning and professional development experience. #MDP

Third, the Commission advocated for the creation of professional development programs to provide training to graduates of the degree program, as well as to a greater number of professionals who are already in the field and are unlikely to participate in a formal, degree program.

Finally, the Commission recommended the creation of a Secretariat responsible for the oversight and coordination of the network for the MDP degree program. #MDP

The Secretariat would establish curriculum standards, represent the degree at major forums, and facilitate the network’s engagement with academic and professional communities. #MDP

The impact of any particular educational intervention relates not only to content and delivery, but also to timing. #MDP

The decision to develop a masters level degree program focused on sustainable development practice surely factored in the benefits of targeting students who had already completed a university degree with a particular focus. #MDP

That education, augmented with some early career experience, perfectly positioned prospective students for the objectives of the MDP degree. #MDP

The Master of Development Practice (MDP) Program: The Commission provided a template for an MDP degree program designed to “produce highly skilled ‘generalist’ practitioners prepared to confront complex sustainable development challenges” #MDP

The vision for both the degree program and other professional development opportunities was shaped by four, guiding principles. Such training should aspire to prioritize: Integrated knowledge among health sciences, natural sciences, social sciences, and management. #MDP

Lifelong learning fostered and facilitated through ongoing openness and access to professional training; Practical training utilized throughout the program to enhance the curricular experience; Partnerships across boundaries (geographic, cultural, etc.) #MDP

With these principles in mind, the Commission outlined a set of key components that they believed necessary for a master’s program (the MDP) intended to train practitioners to be the “missing link,” of sustainable development practice. #MDP

Of these components, the following four seem essential to realizing the initial vision: #MDP

1) a common and interdisciplinary core curriculum; 2) extended field-based training or apprenticeships; 3) an active global network of programs and partners, and 4) enhanced classroom instruction featuring practical casework. #MDP

A common, interdisciplinary core curriculum is one essential element of the MDP degree program. The core curriculum draws upon the knowledge, skills, and other competencies found across the disciplinary landscape. #MDP

Required coursework across the university helps students to traverse this landscape to build a broad knowledge framework and skills toolkit and is an essential part of the MDP curricular experience. #MDP

Likewise, the MDP core curriculum strives to build student capacity to connect and integrate across disciplines, for this particular competency is the hallmark attribute of the MDP alumnus. #MDP

The ICESDP (2008) report states that “courses and learning activities [will] be anchored in an understanding of the inter-relationships among fields and course content [will] integrate cross-disciplinary approaches for sustainable development” #MDP

The field practicum focuses on the application of learned knowledge and skills and on contextualizing knowledge and skills in situ, through close collaboration with program partners. #MDP

The field practicum is a distinguishing and typically transformative experience in the development of MDP students. It draws heavily on cognitive knowledge and professional skills acquired prior to arrival and throughout the experience. #MDP

It also draws upon and enhances the social-emotional attributes necessary to succeed and thrive as practitioners within complex, adaptive systems (Chan, 2001). #MDP

Though the field practicum varies considerably by institution, most feature some combination of the following four characteristics: #MDP

One or more practical training experiences in collaboration with partner organizations; #MDP