||We plan to maintain vibrant teaching platforms to convey the most up-date knowledge and practices to our course participants with explicit focus on practical aspects of sustainable human development and help answer questions—"What SHD is about?" and "How to mainstream it into practice?" We aim to provide participants with knowledge on possible ways of customizing human development and the Millennium Development Goals to the target regions, sharpening skills to design monitoring frameworks and development indicators, mainstream sustainable human development principles into central, regional and local level policy-making.
||Human development literacy is increasingly popular. Many trainers do that. But very rarely (if at all) they link the teaching to practice. HD trainings and courses – as any deductive activity – has the potential of being an influential tool for changing development thinking. It can sensitize the constituencies making them more responsive to stainability, justice and equalities challenges. Understanding and interpreting the complexity of development issues in a human development context is a major predicament of successful and meaningful influence on the decision-making processes.
|Summary of Project Plan
||Teaching human development (HD) is increasingly popular. HD trainings have the potential of being an influential tool for changing development thinking, making it more responsive to sustainability, justice and equality challenges. Understanding and interpreting the complexity of development issues is a major predicament of successful and meaningful influence on the decision-making processes.
||Youth is a demanding constituency today. They are not satisfied with didactics and want more going in-depth into how our decisions and actions change the life of people in local space. What UN agencies can do together to help countries expand people’s freedoms, choices and capabilities? Which indicators can better signal and capture the true level of happiness and social inclusion. HD courses embrace students across different faculties specializing in social, economic sciences, law, humanities , etc. Vocational trainings and academic courses invite great number of visiting lecturers representing government officials, UN agencies, academia, think tanks, civil society and private sector teach specific dimensions of the course. They are people working on NHDR writings, producing policy papers on development issues, decision-makers, and teachers of the HD course from line-universities, managers of and specialist in development interventions across the UN system.
|Situation at start of project
||view our infograpics on HD vocational trainings and academic courses in the region between 200-2010 - http://prafulla.net/wp-content/sharenreadfiles/2013/06/452287/undp-human-development-courses_infographic.jpg
||HD trainings, vocationalcourses and academic studies in our region took some time to boost. For Europe and CIS region it all commenced some 12 years ago when highly reputable educational establishment - the Moscow State University (MSU) - released its first edition of the HD textbook and integrated HD course into Economic Faculty. It was the first ever teaching compendium in Russian language, language spoken by many people of post-soviet society. It opened up the window for national educational institutions of the CIS region to teach HD approach as part of the university curricula and translate the textbook to national languages. Over the past decade UNDP country offices in Kazakhstan, Armenia, Uzbekistan, Tajikistan, Hungary and Azerbaijan supported public and private international universities in mainstreaming the course into the teaching process.
As you read this, Azerbaijan and Tajikistan work on producing their nationally adopted HD textbooks which will reach classrooms of thousands of students in 2013/2014 academic year.