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The continuous expansion of international development as a discipline can promulgate gaps in knowledge, training, praxis, and pedagogy. This viewpoint offers a critical reflection of training literature for both research and evaluation projects that international development practitioners undertake. In exploring the intersection of international development’s growth and its training resources, one key question emerges: where do practitioners go to obtain up-to-date information on training pedagogy and methods for international development projects? This viewpoint proposes increasing accessibility of literature on methodological practices and training. Concluding thoughts discuss suggestions for achieving a succinct training literature for both practitioners and enumerators.

Teaching international development: a proposal for consolidating practitioner and academic training resources