A major challenge to developing sustainable civil societies in transitioning countries is the limited number of local social development specialists. Community development workers, NGO consultants and social advocates who can work with organizations, communities and social alliances at the local level are critically needed. However, in order to control quality and establish acceptable standards, these specialists require recognized qualifications that verify their skills and promote the institutionalization of the field.

The Development School was founded by Jenny Hyatt and the program started with students from Bulgaria, Hungary, Romania and Slovakia in response to this need, in order to build a local tradition for social development practice. In contrast to traditional curricula that teach “formulas” for ready-made solutions, the Development School cultivates practitioners who can work creatively in designing new approaches to development needs. With the financial support of the Charles Stewart Mott Foundation and Rockefeller Brothers Fund, and the organizational support of Partners-Slovakia, the School is now accredited by the University of North London and has reached several transitioning countries in Central/Eastern Europe. Its objectives include:

• To provide a developmental learning framework for practitioners that is intellectually and personally challenging, as well as professionally relevant and recognized
• To promote access to the study and practice of social development
• To enhance the use of effective social development practice in situations of critical change, particularly within transitioning civil societies
• To develop a cadre of practitioners who will promote effective social development practice at national and international levels

The School’s program of study lasted two years and included the completion of a dissertation. The program utilized five core modules, each involving a minimum of 35 hours of teaching, 75 hours of study (including mentoring and other activities), and 40 hours of assessed work. Teaching and learning methodologies were based on models of reflective practice and developmental learning, and included small group discussions, analysis of case studies, lectures, student presentations of development experiences, mentoring sessions, journal writing, individual readings, and experiential exercises. The School’s teachers were all development practitioners with extensive experience with consultation practice, professional writing and publishing for the field, academic instruction, directing an organization, and research and evaluation of development projects. Dusan Ondrusek from Partners-Slovakia and former director of Partners-Hungary Kinga Goncz together with Jenny Hyatt and David Harding from Great Britain are creating the core tutors team, drawing from their experiences at the forefront of civil society and professional training and service provision.

The initial class of the School, in attendance from September 2001 through August 2003, included 21 students from Bulgaria, Hungary, Romania and Slovakia that represent a range of socio-economic and professional backgrounds, including non-governmental organizations, academia, and the private sector. Students all entered the School with prior experience in social development, in order to ensure their ability to apply their skills in facilitating community, organizational and advocacy development. Further, students were mixed according to their backgrounds to facilitate trans-national and cross-cultural exchange and cooperation.

As a result of their studies, majority of the students received diplomas and successfully led long-term consultancy processes in their respective, as well as neighboring, countries. The Development School has thus created a cadre of accredited, in-country social development practitioners across the Central/Eastern European region, all of whom are qualified to implement organizational, community and advocacy development projects.

Additional Resources
Photograph from the Development School Program