Can we make development training developmental?

This article questions whether the requirements demanded for effective perf ormance in the field of development are sufficiently addressed through trai ning that traditionally emphasizes acquisition of intellectual competence f rom knowledge articulated in instruction-led teaching. Casting the task in development training as the strengthening of the capacity of practise, the author asks what kind of purpose, approach and focus in learning best respo nds to the demands of practitioners working in the difficult circumstances of the unknown. Three core concepts are introduced as underpinning an empha sis in development training that makes learning developmental: meta goals, experience-based problem solving and tacit knowledge. The conceptual interr elationship of all three concepts bridges the gulf in practitioner developm ent of the conflicting thought worlds between the tacit practice of develop ment and the explicit understanding of that practice. Copyright (C) 1999 Jo hn Wiley & Sons, Ltd.