Global Development Professional Masters Projects

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

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Analysis Of Publicly Funded Intellectual Property Management To Support Agricultural Development And Food Security In Low- And Middle-income Countries
Wei, Ziqing (2024)
Technological breakthroughs in agriculture, including agronomy machinery, high-yield disease-resistant crop varieties and relevant smart informational systems, are crucial to consistently enhance food production and quality. The booming of agriculture-related cultivation techniques, large-scale application of machinery, fertilizers, and genetic engineering technologies contributed to the drastic increases in both crop yields and world population. However, the advancement of agricultural technologies remains imbalanced worldwide, leading to food insecurity in v low- and middle-income countries. The existence of patent barriers and licensing systems can hinder the transfer of imperative technologies to assist agriculture growth in developing countries. With support from The United States Agency for International Development (USAID) Innovation Labs, a comprehensive advisory framework on the management and regulation of the US federally funded agriculture technology projects will be created to guide the organization of these intellectual properties and transferal or dissemination of the intellectual properties (IP) to target users from low- and middle-income countries, seeking to improve food and nutritional security. Using literature review, in-person interviews and online survey, this research paper analyzes diverse categories of IP management and modes of patent transfer to provide insights for regulatory and policy reforms. Finally, this research project hopes that our summary finding, and recommendations can address the vital needs of the low- and middle-income countries and maximize the public benefit.
Dragon Fruit Farming in Kenya: Exploring Growers' Insights, Challenges, and Opportunities
Orozco Ramirez, Maria De Lourdes (2024)
Recently there has been a growing interest in diversifying Kenya's cropping systems to enhance agricultural sustainability and profitability. Dragon fruit, otherwise known as pitahaya, has gained interest from new and beginning smallholder growers in this country. The introduction of dragon fruit into Kenya's cropping systems holds the promise of socio-cultural and economic empowerment for farmers, increased agricultural resilience, and access to new export markets. However, dragon fruit is a new specialty crop to Kenyan growers, and limited research has been conducted to address their knowledge and communication gaps. Thus, a systemic detailed analysis of introducing the crop is required before scaling up at the programmatic and policy levels. Using qualitative methods, this Capstone Project explores grower and farm characteristics, needs and challenges, and the impacts and outcomes of Kenyan growers cultivating dragon fruit. Further, this research contributes to the literature on the process of dragon fruit cultivation and production, adding education and extension strategies for sustainable farming and entrepreneurial systems. It is important to note that this initial dragon fruit research will not only propel growers but other universities and institutions to continue research and education for capacity strengthening in Kenya.
Engaged Learning and Critical Reflection Program Evaluation Portfolio: Evaluation of the 2023 LeadNY Study Trip and Related Engaged Learning Preparatory Work Overview
Durmiaki, Andrea (2024)
LeadNY is a two-year leadership program for professionals in the food, agriculture, and natural resource sectors across New York State. It is a competitive program that will be celebrating its 40th year in 2025. With over 500 alumni, LeadNY is an established program across New York State’s agricultural industry. Fellows meet in person once monthly for a multi-day seminar throughout the programming year (typically seven months out of each year). Professionals that take part in the program are delegated as LeadNY “fellows”. Year One focuses on self-awareness and skill building, with site agricultural and leadership site visits held across New York State. Year Two focuses on leadership fundamentals, where site visits expand beyond NYS, including the premier programming event: a 10-day study trip to a developing region of the world designed for fellows to experience culture, policy, food systems, and agriculture beyond New York State. Program fees are typically covered by the fellows’ employers and LeadNY donors. Some fellows are self-funded.
Promotion of Vocational and Experiential Education in China
Niu, Ling (2024)
"Since the 13th Five-Year Plan, 40.88 million people have graduated from colleges and universities nationwide, and the initial employment rate has remained above 77% for many years, with an unemployment rate of nearly 23%." (Government of the People's Republic of China website 2020). According to a report by the China Development Institute (Government network of the People's Republic of China 2022), China needs more skilled workers in various industries, including manufacturing, technology, and services. The report estimates that the shortage of skilled workers could reach 16 million by 2030 if the current trend continues. This shortage is due to factors such as an aging population, rapid technological advancements, and a mismatch between the skills of job seekers and the needs of employers. The high unemployment rate contradicts the massive shortage of skilled workers. In 2023, China officially promoted the "vocational education diversion" policy, which resulted in 50 percent of middle school students not having the opportunity to continue high school. Due to economic and geographical factors, most of the students who lose the opportunity to study in high school come from remote areas and rural areas, and these students typically have few options other than low-wage labor. The employment choices of this group of young people will directly determine the future changes in the gap between rich and poor in China. Suppose we need to solve the employment and career arrangement of this group of young people. In that case, it will directly affect their income and quality of life, contrary to China's policy of shared prosperity. It also violates the United Nations human rights principles of sustainable development and equal rights to education. The primary purpose of this paper is to analyze the inevitability and necessity of promoting vocational education in China through the introduction of China's education policy and system, the current employment situation of China's undergraduate graduates, and the data on the shortage of technical talents in the industrial manufacturing industry. This paper examines the work and future plans for ETCF, an organization that provides vocational education to young people through technical training and planning. It uses experiential learning methods to let young people participate more in understanding vocational education and formulate suitable vocational plans for young people. The organization seeks to reduce the rate of out-of-school and unemployment and the shortage of technical personnel in China. Through continuous improvement of the strategic design, management and operations, Education and Technology Change for the Future (ETCF) hopes to extend to the nation's vocational and technical colleges and young people’s opportunities. With government support, ETCF has the potential for expanding its impact to rural youth across China.
Planning Adaptation to Climate Change: Practices and Perspectives of Farmers and Development Agencies in Northern Nigeria
Abutsa, Mercy Awazi (2024)
Climate adaptation is key to safeguarding the livelihoods of local communities dependent on agriculture. The blend of knowledge of local populations and programs by development agencies is an essential pathway to developing long-term adaption plans for local communities. Top-down approaches to climate adaptation have frequently excluded local knowledge derived from direct experiences and interactions between local farmers and their environment, creating a gap in ensuring the inclusivity and effectiveness of adaptation programs tailored to local conditions. Therefore, this project explores how local knowledge systems possessed by rural farmers offer practical solutions for adaptation in Northern Nigeria, a region highly vulnerable to climate change impacts. The project employs Participatory Action Research (PAR) to ensure continuous and meaningful involvement of farmers and development agencies, incorporating local knowledge, priorities, and concerns into adaptation programs. Data collection methods include field observations, interviews, and surveys to recommend co-designed adaptation measures using local practices. The project finds that local farmers are not unaware of climate change but possess a unique perspective shaped by firsthand impacts and cultural contexts. Findings reinforce a few classic lessons learned in past development studies, including the need to recognize the gradual, non-linear nature of the development process and to insist on participatory approaches built on trust. In addition, they highlight the vast reservoir of traditional adaptation practices that can be leveraged in this region’s effort to promote climate-resilient agriculture. The project recommends adopting a bottom-up approach to foster trust, empowerment, and resilience in local communities, encouraging development agencies to conduct needs assessments and engage in dialogues with local farmers to ensure cultural relevance and adoption of adaptation measures.
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.

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