Certificate and diploma courses have been the very fundamental building block in the inception of IDSP. To assess the possibility of such an institute a pilot course was launched in 1998. This course was basically comprised on testing the concept of theory and practice with development workers, which has been proved to materialize. Second development course was much more different which oriented IDSP towards a unique and decisive stage. Similarly third development course was launched. Second and third development courses were much more identical in this methodological or conceptual perspectives, yet the practice aspect of faculty remained more sharpened in the third course. IDSP’s first development course in 1998 engaged twenty six civic society representatives for a six months residential theory and practice course.
The second course in 1999 engaged around twenty five community workers from government and non government for six months residential theory and practice course.
The third course in 2000 engaged twenty six community workers in six months theory and practice based residential course.
In 2001 three concurrent courses were launched in Hyderabad (Sind), Khuzdar and Loralai (Balochistan). Forty five community workers were given three months theory and practice based training.
In 2002 the courses were reviewed. The contents, delivery mechanisms, impact were the major focus areas. The methodology adopted was consultations and discussions, engaging external reviewers to broaden the scope of review and to set comprehensive insights about the new course development.

In this regard five levels of external review were finalized:
Internal Review Process within IDSP Faculty
Conduction of a review workshop with selected learners of all courses
Consultative meetings with different theoreticians / practitioners of civil society
Engaging the academicians regarding themes review Consultations/contacts with different national, regional and international intellectuals/institutions for their inputs in course contents

The year 2003 thus marked a significant change in the approach, methodology and content of the courses. The first to come this way was the Gender Mainstreaming and Development Program. The main concept of the program is to create meaningful learning and developing spaces for young women and men in Balochistan and NWFP. These youth went through a process of self development, interacted and understand the gender relationship and as they understood and grow, they practice their leanings on each other. Thus create a leaning process starting from self awareness, creating a circle of reflective learning, that spins off leadership in community development and creates institutional strengthening essential for developing and growth of the leadership energies among the young learners. The program will produce one hundred trained female professionals for six districts (Sibi, Khuzdar, Lasbela, Killa Saifullah, Pishin and Quetta) and few members of NWFP The year 2003 thus marked a significant change in the approach, methodology and content of the courses. The first to come this way was the Gender Mainstreaming and Development Program. The main concept of the program is to create meaningful learning and developing spaces for young women and men in Balochistan and NWFP. These youth went through a process of self development, interacted and understand the gender relationship and as they understood and grow, they practice their leanings on each other. Thus create a leaning process starting from self awareness, creating a circle of reflective learning, that spins off leadership in community development and creates institutional strengthening essential for developing and growth of the leadership energies among the young learners. The program will produce one hundred trained female professionals for six districts (Sibi, Khuzdar, Lasbela, Killa Saifullah, Pishin and Quetta) and few members of NWFP as well.

The sixth development course is one of the ongoing programs of IDSP. The program will develop twenty five community workers from all parts of Pakistan including FATA. The program is aimed to develop synergies with
Local government systems for conducting Researches,

initiating rights based advocacy campaigns.
IDSP’s central program is the training and capacity building at the community levels. Education as a social development sector has always been on the cards. The Education Policy and Planning Program aims to develop twenty four Policy professional in the eight districts of Balochistan to understand the dynamics of policy making and gain feedback from the communities on impacts of policies on their lives. The goal of the project is “To develop a process and enabling environment for the formulation and execution of people centered and need based policies to strengthen education development programs and increased meaningful participation of all stake-holders in policy making at all levels”.
IDSP has more then 150 learners through its development courses across the country working in civil society organizations, government departments and academic institutions. More then eighty learners are in all corners of Balochistan. They are serving as catalyst in district development plans and their implementation. Numerous learners have passed through IDSP’s short courses through its different interventions in the sector