Global Development Professional Masters Projects

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https://hdl.handle.net/1813/55169

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An Agricultural Training Manual for the GROWING Project: A Collaborative Approach for Development of Adult Learning Resources
Hanson, Gretchen (2023)
Climate change poses challenges to local food systems worldwide, leading to greater food insecurity, disrupting rural livelihoods, and exacerbating existing gender inequities. Smallholder farmers are disproportionately affected by these challenges. Integrating nutritious, climate resilient crops into smallholder farming and food systems has potential for addressing food insecurity (especially among children and women of child-bearing age), vulnerability to the negative impacts of climate change, and rural household livelihood concerns. However, this approach requires new knowledge and extensive training related to nutrition, agronomic practices associated with new crops, and food marketing. This paper describes the processes, actors, key decisions, and outputs associated surrounding a new training manual for the Generating Revenues & Opportunities for Women to Improve Nutrition in Ghana (GROWING) project. It intended to serve as an instructive case study of the benefits and challenges associated with collaborative design and development of training programs and related learning resources. The paper explores the role of participatory and facilitative approaches in adult education and extension programs and emphasizes the importance of community-based extension agents (CBEAs) in facilitating learning, generating and disseminating knowledge, promoting self-reliance, and empowering fellow smallholder farmers. It examines the process for developing learning resources using a team- oriented and collaborative approach, addressing diverse needs of smallholder farmers and gender inequities.
Water for Small & Very Small Communities in Puerto Rico: Background and Framework for Thoughtful Implementation of Resilient Treatment Technology
Everhart Gearing, Alexandra (2023)
Small towns and communities in under-resourced areas often struggle to build, maintain, fund, and operate resilient drinking water treatment infrastructure that meets their needs. Development practitioners often supply technology and infrastructure without addressing the need for community engagement and education, workforce training, secure funding sources, and long-term operation and maintenance plans. Often the infrastructure does not provide the level of service a community needs by not adequately treating the source water and having a short time between component failures. The AguaClara Cornell project team comprised of Cornell University’s (CU) School of Civil and Environmental Engineering (CEE) and AguaClara Reach (ACR), a non-profit organization focused on bringing safe drinking water “on tap” to developing areas, are looking to implement their water treatment technology in Puerto Rico (PR) while keeping this holistic mindset for what true implementation of new technology looks like. This report provides context for working in Puerto Rico, a summary of Puerto Rico relevant work conducted thus far by the Cornell AguaClara Program, and a prospective roadmap of next steps for implementation of ACR technology in Puerto Rico. The summary includes the author’s work on the application for a National Science Foundation (NSF) Convergence Accelerator grant that supports the development of a convergence framework to expedite the deployment of equitable water systems, especially for those most impacted by climate change. The grant application proposes a three-pronged approach for developing this framework that includes Governance & Finance, Resilient Treatment Technology, and Community Education & Workforce Training. ACR and its partners plan to follow this approach when implementing water treatment technology alongside a community.
Interdisplinary and Engaged Learning For Preparation of Sustainable Development Professionals
Faki, Martin (2023)
In the 21st century, the pursuit of sustainable development has become an urgent global mandate given the pressing issues of climate change, decreasing resources, social disparities, poverty, and environmental degradation. Meeting these complex challenges necessitates a new variety of professionals prepared with the knowledge, competencies, and mindset to drive sustainable transformation (Acosta Castellanos et al., 2021). This paper introduces the concept of interdisciplinary and engaged learning as a transformative strategy for preparing sustainable development practitioners. Interdisciplinary education transcends conventional boundaries, fostering a comprehensive grasp of complicated issues. Sustainable development inherently demands the amalgamation of diverse domains like environmental science, economics, sociology, policy analysis, and ethics. Interdisciplinary learning environments enable students to bridge the gaps between disciplines, enabling a holistic perspective on sustainability. Engaged learning goes beyond theory and encourages active participation in addressing real-world difficulties (Liu et al.,2002). Sustainable development professionals must excel at translating knowledge into action, collaborating with diverse stakeholders, and enacting change on the ground. Engaged learning practices, including internships, fieldwork, community partnerships, and problem-based projects, equip students with practical skills and a sense of agency to contribute meaningfully to sustainability objectives. This paper explores the symbiotic relationship between interdisciplinary and engaged learning as preparation for development practice. Interdisciplinary approaches furnish the intellectual framework for comprehending development challenges, while engaged learning opportunities provide platforms for applying this knowledge in real-world contexts. This interaction promotes critical thinking, creativity, adaptability, and empathy—vital activities and traits for professionals navigating the complex, ever-evolving scene of sustainable development. This paper uses document review and interviews to gain insights into history, mission and program design rationale of the Cornell University Masters of Professional Studies (MPS) in Global Development program. This paper underscores the positive outcomes of interdisciplinary and engaged learning in preparing sustainable development professionals. It emphasizes the significance of promoting a culture of curiosity, continuous learning, and open discourse among students, faculty, and practitioners. In conclusion, the paper underscores the pivotal role of interdisciplinary and engaged learning in shaping the future generation of sustainable development experts. By embracing these approaches, higher education institutions can empower students to become catalysts for change, equipped to tackle the multifaceted challenges of sustainability with competence, creativity, and compassion, thereby becoming fervent advocates for positive transformation.
A Tale Of Two Decades: A Study Of Changing Underweight And Overweight Factors in Indian Women (15-49) Between 1999 And 2019
Kanthi, Rashmi (2023)
This study examines underweight and overweight factors among Indian women aged 15 to 49, using 1999 and 2019 Demographic and Health Survey data. Univariate summary stats, visualizations, and logistic regressions analyze changing dynamics. Education's influence shifts from protective in 1999 to complex associations in 2019. Age consistently impacts both conditions. Physical work correlates with lower overweight odds. Rural residency's impact changes, reflecting healthcare improvements. Access to amenities consistently affects health outcomes. Findings inform adaptable policies for India's evolving health landscape.
The U.S. Embargo Against Cuba and Cuban Education: Technology's Role in Global Development
Fowler, Jesse (2023)
The U.S. embargo against Cuba is an economic sanctions regime. Through multiple policies passed since the Eisenhower administration, the U.S. has unreasonably prohibited Cuba from equitable opportunity to grow and perform with other sovereign nations in the global economy. However, while the U.S. now intervenes in and interferes with Cuban affairs via the economic sanctions regime, before the embargo, the U.S. did so via education policy and a U.S.-backed Cuban dictator. This research explores this unique Cuban situation rife with U.S. interventionist strategy. Chapter 1 explores the economic sanctions regime’s impact on Cuba’s unique situation, while Chapter 2 explores that of the education policy and U.S.-backed Cuban dictator. Since I cannot lift the embargo myself, Chapter 3 concludes with discussion of an alternative resolution to lifting the embargo, so that Cuba might become more educationally and economically developed, despite the embargo. The alternative resolution emphasizes international collaboration and technological change.
Climate Variability and Child Undernutrition in Ethiopia
Ayalew, Addis Abera (2023)
Extreme climate events are increasing the susceptibility of children's health and nutrition. This study focuses on the link between varying levels of precipitation and temperature and the occurrence of child undernutrition in Ethiopia. By combining data from nationwide demographic and health surveys with hourly weather observations of a high-resolution geographic scale, the study reveals that experiencing dry weather is linked to an 8 percent rise in stunting levels. Additionally, exposure to higher temperatures is associated with a 13 percent increase in wasting levels. Furthermore, the study offers suggestive evidence that highlights agriculture and infectious diseases as the primary pathways connecting different weather exposures to child undernutrition.
Financing for the Implementation of Sustainable Development Goals for Mongolia
Biniye, Mend-Amar (2023)
This research aims to explore the financing challenges associated with the implementation of Sustainable Development Goals (SDGs) in Mongolia. Specifically, it focuses on how the Government of Mongolia incorporates the SDGs into its long-term development policy and allocates budget resources accordingly. The study recognizes the significance of effectively utilizing budget investments within the country's long-term development framework and emphasizes the need for reforms and policy changes. To achieve these objectives, the research analyzes Mongolia's priority areas, including industry, social, and economic aspects, within the framework of the SDGs. It also examines the country's budget expenditure in accordance with the Integrated National Financial Framework, developed by the United Nations Development Program. Key areas of analysis include Assessments and Diagnostics, Financing Strategy, Monitoring and Review Systems, and Governance and Coordination Mechanisms. Furthermore, this study investigates the implementation and outcomes of the National Air Pollution Reduction Program, which serves as a related case study reflecting the effectiveness of Mongolia's long-term development policy. By examining this program, the research intends to provide policy insights to decision-makers, offering recommendations for effectively financing the SDGs through the state budget in alignment with the national long-term development policy. Through a comprehensive analysis of budget allocation, policy implementation, and case study evaluations, this research contributes to the identification of key challenges and opportunities in financing the SDGs in Mongolia.
A Transitioning Maine Dairy Industry: Farmer Perspectives on Change, Challenge, and Choices for a Sustainable Future
Benson, Kristin (2023)
The dairy industry is an integral part of Maine's social and economic history. Today dairy has a total impact of $2.71 billion in Maine, directly and indirectly, employing 14,000 people in rural communities, and supporting other agricultural production. As economic and climate conditions have fluctuated, the Maine dairy industry has struggled. To prevent further decreases in dairyfarmer population in the state, dairy farmers must be supported with programming tailored to meet their unique needs. This paper covers sustainability challenges and solutions for farmers and identifies vailable and necessary supports as they adapt. Business mentors, marketing help, sustainability consultants, and financial incentives will push the industry toward environmental sustainability and ongevity. Listening to farmers ask for policy changes surrounding milk pricing, immigration, and financial incentives is important at federal and state levels. Dairy farming has the potential to reduce HGs and sequester carbon while producing a nutrient-dense product necessary for regional nutrition.
Afghan Women's Education for Climate Resilience: "Educated Women Build Strong Communities."
Amini, Maryam (2023)
As climate change threatens all living things around the world, research suggests that societies with higher levels of education have higher adaptive capacity and resilience to climate change. Considering Afghanistan’s adult literacy rates of 37.27% (combined men and women) male literacy rate of 52.06%, for females at 22.6% (Afghanistan - Literacy rate, 2023), puts the country at a higher risk and makes it one of the most vulnerable countries to climate change along other political and economic issues. In other words, if higher education translates to higher adaptive capacity during the climate change era, then Afghanistan is at a higher risk compared to many countries in the region. While the rest of the world is seeking to increase literacy rates and fight climate disasters at their full capacity, Afghanistan’s current government does not allow half of its citizens to get an education which could be a force to survival. Afghan women are forbidden to attend secondary school and higher education institutions. Activists from across the world have called upon the Taliban to end their education ban for women and girls, stating that education is a basic human right. This paper draws upon desk research and selected international evidence to show a connection between women’s education and a society's capacity for adapting to climate change and coping with climate crises.
Understanding the Gender Dynamics in the Finger Millet and Cowpea Seed Value Chains: A Case Study of Senegal
Akibode, Afiavi Caca (2023)
Access to quality seed and gender equality are key components to sustainable food systems, employment, food security and nutrition. Women make up the largest agriculture labor workforce, yet few are involved within the seed value chains. This study adopted a recently introduced village-based advisor (VBA) model to examine the gender issues that influence women and men’s participation within the existing finger millet and cowpea seed systems in Senegal. Qualitative data collection methods such as key informant interviews and group interviews were used to collect information from project staff, traders, producers, and ‘Yombalkaat’ (community facilitators/ intermediary). The overall findings suggest that women continue to play a minor position in the seed system due to; existing policies and institutions; limited access to production assets; social beliefs and perceptions; presumed gender roles and participation in agricultural production.

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