middle east water and livelihoods initiative report on ... east water and livelihoods initiative...

Middle East Water and Livelihoods Initiative

Report on Educators’ Workshop

June 28 – 30, 2010

The American University in Cairo, Egypt

July 2010

Contact: Dr. Fadi Karam, Project Coordinator

ICARDA, P.O. Box 5466, Aleppo, Syria

Tel: +963-21 2213433

Fax: +963-21 2213490

Email: [email protected]

Table of Contents Background ................................................................................................................................................... 3

Executive Summary ...................................................................................................................................... 4

Welcome and Opening Remarks................................................................................................................... 6

Workshop Purpose and Objectives ............................................................................................................... 7

Introduction to Distance Education: U.S. and Middle Eastern Perspectives (Session 1) ............................. 8

Linking Middle Eastern Universities’ Graduate Education to the WLI (Session 2) ..................................... 9

Overview of Graduate Education Programs in WLI partner US Universities (Session 3) ......................... 10

Discussion of Middle East Graduate Education Needs as relates to WLI (Session 4) ............................... 11

Development of Solutions for Middle East Graduate Education Needs (Session 5) .................................. 12

Graduate Student Education Programs and Linkages to the WLI Benchmark Sites (Session 6) ............... 14

Short Courses for Academic Education and Extension (Session 7) ........................................................... 18

Annex A: Agenda ....................................................................................................................................... 19

Annex B: Participant List ............................................................................................................................ 22

Annex C: Summary Results from Survey on Distance Education .............................................................. 26

Annex D: Short course training priority and preference requests for action by U.S. universities .............. 27

Background

The goal of the Middle East Water and Livelihoods Initiative1 (WLI) is to improve the

livelihoods of rural households and communities in areas where water scarcity, land degradation,

and water quality deterioration are prevalent in seven participating Middle Eastern countries2. It

seeks to achieve this goal by developing and pilot-testing integrated water and land-use

management strategies in one or two benchmark watersheds per country to reverse current trends

of overusing scarce water resources, land degradation, and water quality deterioration, bringing

about more sustainable ecosystems, and improving rural livelihoods. Increased economic, social

and educational capital will be generated by new income-generating crop and livestock strategies

introduced in the context of sustainable and appropriate production technologies, market chain

development and strong farmer-based organizations.

Training is the lynchpin of the WLI3. Training is to be tailored to and informed by the specific

needs of researchers, extensionists, farmers, and students working at the benchmark sites. The

2008 Inception Workshop and 2009 agroecosystems workshops were used to prioritize both

research and training needs at the benchmark sites. The objective of the Educators’ Workshop

was to focus on the capacity building needs, especially as regards graduate student training.

Additional training priorities in distance education and short courses will also be finalized

through the continued participatory process.

The emphasis on capacity building in the WLI is based on partnerships between national,

regional and US universities in conjunction with ICARDA as a main regional training center. It

was earlier agreed that three PhDs and five MS degrees will be allocated to each country when

bilateral grants are available. The PhDs will be allocated to the priority technical topics decided

by the participating countries while the MS degrees will be used to further research into and

produce distinct outputs for the identified cross-cutting issues or specific issues arising from each

of the three agroecosystems research. Opportunities for post-doctoral study and exchange will

also be promoted as an important facet of promoting the sustainability of the project. However,

none of the bilateral proposals have been awarded as yet.

Key points of the training approach as laid out in the original proposal include: case study

materials made available as part of the expanding e-learning knowledge base; making available

accrued knowledge, tools and approaches as public goods to agricultural research and extension

institutions; making available as a priority, the materials to all levels of personnel at the

benchmark who do not speak English; and the furthering of access to women through online

materials. Key national universities in each of the participating countries will link to regional hub

universities in the WLI while developing their own regional capacities through the initiative.

Although each country will have key regional hub universities due to location and agro-

ecological expertise, linkages between the hub universities themselves will mean that countries

will have access to their capability across the region.

1 Background materials on the WLI and some of the benchmark sites can be found on the program’s webpage,

http://www.icarda.org/WLI/ 2 Egypt, Jordan, Lebanon, Palestine, Syria, Iraq, and Yemen 3 Please refer to the original proposal for a full exposition of training in the WLI.

One of the proposed ways to build capacity in the region through the

existing distance learning and e-learning

Determining how to do this, in addition to finalizin

objectives of the Educators’ Workshop.

Executive Summary A three-day WLI Educators’ Workshop too

American University in Cairo, Egypt, 27

agricultural graduate training needs within the seven participating Middle Eastern countries of

the WLI (Egypt, Iraq, Jordan, Lebanon, Palestine, Syria, and Yemen) and to link those needs

with participating U.S. universities (University of Florida, University of California, University of

Illinois, Texas A&M University, and Utah State University).

unique opportunity for U.S. and regional universities to discuss areas of collaboration for both

short and long-term activities in the areas of distance/e

research linked to the WLI benchmark sites in the region

The workshop was opened by Dr. Mahmoud Solh, ICARDA Director General, Dr. Lisa

Anderson, Provost of American University Cairo (AUC), and Dr. Majed El

Ministry of Higher Education and President of the National Academy of Sciences.

A brief introduction to the workshop was given by Dr. Fadi Karam, ICARDA Project

Coordinator for the WLI and Dr. Sandra Russo, University of Florida. They provided

information about the WLI program, overall objectives and goals, and explained the strategies

that would be used to achieve each goal.

The first session of the workshop was devoted to Distance Education (DE). The objective of the

session was to share information and lessons on the use of DE for the purposes of improving

local understanding of DE as well as exploring the extent to which DE

WLI’s educational goals. Dr. Samira Daroub, Associate Professor in Soil and Water Sciences,

One of the proposed ways to build capacity in the region through the WLI is to make

learning capabilities of the US and regional universities

his, in addition to finalizing a short course training plan,

of the Educators’ Workshop.

day WLI Educators’ Workshop took place at the Desert Development Center of the

American University in Cairo, Egypt, 27-30 June, 2010, to develop an understanding of


Jordan, Lebanon, Palestine, Syria, and Yemen) and to link those needs


Illinois, Texas A&M University, and Utah State University). Moreover, the workshop pr


term activities in the areas of distance/e-learning, faculty development, and

research linked to the WLI benchmark sites in the region.


Anderson, Provost of American University Cairo (AUC), and Dr. Majed El-Shribeny, Egyptian


brief introduction to the workshop was given by Dr. Fadi Karam, ICARDA Project



that would be used to achieve each goal.



local understanding of DE as well as exploring the extent to which DE can be used to achieve the


make available

universities.

g a short course training plan, were primary

k place at the Desert Development Center of the

develop an understanding of


Jordan, Lebanon, Palestine, Syria, and Yemen) and to link those needs


he workshop provided a


learning, faculty development, and


Shribeny, Egyptian


brief introduction to the workshop was given by Dr. Fadi Karam, ICARDA Project





can be used to achieve the


University of Florida, provided an introductory review of current approaches to DE and she

discussed three types of models. Dr. Nadim Farajalla, Faculty of Agricultural and Food Science,

American University of Beirut, presented a regional example of the use of distance and e-

learning at AUB. At the end of the session, Middle Eastern university representatives responded

to a circulated survey expressing that the major constraint to using DE is related to budgetary as

well as challenges related to technology.

Session two (Linking Middle Eastern Universities Graduate Education to the WLI) constituted

an opportunity for the representatives of the Middle Eastern universities to present information

about their programs. The purpose of this was to familiarize other regional and U.S. universities

with participating institutions.

The second day of the workshop opened with session three, which was intended to highlight

relevant graduate programs at the U.S. partner universities. Presentations were made by U.S.

university representatives in regards to their programs, degrees, and specializations. The purpose

of this was to highlight potential collaboration in the areas of training and research for Middle

East professionals and students in the WLI partner countries.

Session four focused on the material presented in the workshop to build upon the research and

technical regional priority areas and issues identified during the 2009 agroecosystem inception

workshops. The session identified key issues to address in order to recruit and enable Master’s

and PhD students from participating WLI countries to access graduate and post-graduate

opportunities with the U.S. universities. Four possible issue areas were discussed in this session:

(i) identification of students, (ii) the recruitment of students (iii) delivery, considerations and

approaches to education, and (iv) linking students to benchmark site research.

In session five, participants began identifying solutions to address the issues and needs raised in

session four. In addition, roles and responsibilities were assigned to relevant partners to address

these issues as a first step in developing a plan.

Session six focused on graduate student education programs and linkages to the WLI benchmark

sites. Dr. Scott Christiansen, Senior Agricultural Development Advisor, USAID/Washington,

made a few remarks in regards to WLI activities, funding, and putting together a communication

strategy. Also, Dr. Fawzi Karajeh, Regional Coordinator for the Nile Valley and Sub-Saharan

Africa Regional Program presented the status of research in three of the WLI benchmark sites.

Dr. Hassan Machlab, ICARDA Country Representative for Lebanon, presented the main

challenges and research needs related to training and education at the Lebanese benchmark site.

He also made comments about the connections between benchmark site research and the WLI.

Dr. Nasri Haddad, Regional Coordinator for the West Asia Regional Program (WARP),

presented graduate student education programs and linkages using the Jordan Badia benchmark

site as an example. For the second part of the session, participants returned to breakout group,

organized by agroecosystem (rainfed, irrigated, rangelands). The purpose was to discuss scaling-

up and additional research activities at the WLI benchmark sites.

Short course training served as the final session of the workshop. Dr. Kirby Barrick, University

of Florida, presented a lecture on how to conduct a basic needs assessment so that short course

content can be modified to fit priority needs and decisions made on appropriate means of

delivery. Two presentations followed by Dr. Mohammad Babadoost of the University of Illinois

at Urbana-Champaign and Dr. Khaled M. Bali from the University of California, Davis

describing short course and extension programs. Finally, presentations participants from the

Middle East were given a priority list of short course trainings, organized by country, and asked

if these still remained priorities, to add new short course training topics sought, and to possibly

identify which U.S. universities they prefer to provide the training.

Dr. Jaskolski of AUC and Dr. Karam of ICARDA-WLI closed the workshop.

The major results of the workshop included prioritization of key areas of academic-related

training that could fall under the umbrella of the WLI. Of the areas that were identified, the U.S.

and regional universities also identified the specific areas that they could lead in order to begin

implementing some of these activities using funds from the current grant from USAID. These

are summarized in the tables contained in this report.

Welcome and Opening Remarks4

Dr. Fawzi Karajeh, ICARDA/Egypt and Regional Coordinator for the Nile Valley and Sub-

Saharan Africa Program, welcomed the participants5 from all seven of the Middle East Water

and Livelihoods Initiative (WLI) countries – Egypt, Iraq, Jordan, Lebanon, Palestine, Syria and

Yemen. The representatives from five U.S. University partners to the WLI – University of

California at Davis, University of Florida, University of Illinois at Urbana-Champaign, Texas

A&M University, and Utah State University – were also welcomed to the workshop.

Dr. Lisa Anderson, Provost of American University Cairo (AUC) welcomed all participants to

the new campus of AUC, and recognized, in particular, the efforts of Dr. Tina Jaskolski and the

Desert Development Centre (DDC) in hosting the workshop. Dr. Anderson highlighted that the

new AUC facilities represent a turning point in high quality education in the region. These

facilities plus the collaborative opportunities provided by technology use in education and

research have opened the way for local and international university networks. Indeed AUC has

positioned itself to be a hub university for local university network on irrigation research.

Dr. Mahmoud Solh, Director General, ICARDA, in his remarks reminded the participants, as

they develop understanding and a strategy or roadmap for linking U.S. universities with

education and research needs in the Middle East, benchmark sites provide the platform for

graduate students to do essential research on key topics valuable to national and regional

objectives. Dr. Solh referred to water as a major initiative in US development cooperation in the

Middle East region, and that the global response to the 2007-08 food security crisis is an

opportunity to renew efforts in agricultural and water research in the region.

4 The full workshop agenda can be found in Annex A.

5 A complete list of workshop participants and their contact information can be found in Annex B.

Dr. Maged El-Shrbieny, Egyptian

Ministry of Higher Education and

President of National Academy of

Science, also reinforced the need for

research and education to support

the necessary innovations for

addressing the growing water

scarcity crisis in Egypt and the

region.

Final remarks were given by Dr.

Saad Nassar, Egyptian Council of

Universities, who reminded

participants to keep focus on the vast

sources of challenges to the problems of water and agriculture to meet the

Development Goals when undertaking the work to lay out a roadmap for collaborative research

and education partnerships.

Workshop Purpose and ObjectiveDr. Fadi Karam, ICARDA and Project Manager for WLI, provided some brief introductory

remarks about the WLI program. The main goal of the WLI is to improve the livelihoods of rural

household and communities in areas where water scarcity, land degradation, water quality

deterioration, food security and health issues are prevalent in the seven parti

focusing on economic, social and educational opportunities. The WLI approach is to build upon

existing relationships, promote a knowledge

learning from integrated benchmark sites. This

components: benchmark site characterization and up

building; and learning and education. Different outputs benefit different target groups, for

example, integrated water and land use strategies assist policymakers in decision

enhanced knowledge benefits key stakeholders; and farmers obtain improved rural livelihoods.

Dr. Sandra Russo, University of Florida,

objectives is meant to be achieved through a process of training Middle Eastern Master’

Doctoral students along with current researchers, extensionists and policymakers. As such, the

Educator’s Workshop was to focus on the

together Deans from all of the partner universities, sharing thoughts and information from senior

administrators on next steps to accomplish this objective.

Dr. Russo identified the main purpose of the Educator’s Workshop as to finalize and take ac

on priority knowledge-sharing recommendations on graduate student training, short course

training needs, and post-doctoral study and exchange

workshops in 2009. This was to be achieved by accomplishing two main ob

Educator’s Workshop. One was to

planning and designing educational programs for students and professionals. Two was to provide

6 See February 2010 WLI Report, including Table 7 (p.19), for mor

Shrbieny, Egyptian

Ministry of Higher Education and

President of National Academy of

Science, also reinforced the need for

research and education to support

Final remarks were given by Dr.

Saad Nassar, Egyptian Council of

participants to keep focus on the vast

sources of challenges to the problems of water and agriculture to meet the Millennium


Objectives Dr. Fadi Karam, ICARDA and Project Manager for WLI, provided some brief introductory

about the WLI program. The main goal of the WLI is to improve the livelihoods of rural


deterioration, food security and health issues are prevalent in the seven participating countries by


existing relationships, promote a knowledge-sharing strategy, and focus on scaling up and out

from integrated benchmark sites. This approach is achieved through three main

components: benchmark site characterization and up-scaling of research technologies; capacity


d land use strategies assist policymakers in decision


Dr. Sandra Russo, University of Florida, highlighted that implementation of overall WLI

is meant to be achieved through a process of training Middle Eastern Master’

ral students along with current researchers, extensionists and policymakers. As such, the

Educator’s Workshop was to focus on the capacity-building outcome of WLI by bri


administrators on next steps to accomplish this objective.

identified the main purpose of the Educator’s Workshop as to finalize and take ac

sharing recommendations on graduate student training, short course

doctoral study and exchange, made during the three agro

workshops in 2009. This was to be achieved by accomplishing two main objectives for the

Educator’s Workshop. One was to complete the education matrix6 begun in 2009 by

educational programs for students and professionals. Two was to provide

including Table 7 (p.19), for more detailed description.

Millennium


Dr. Fadi Karam, ICARDA and Project Manager for WLI, provided some brief introductory

about the WLI program. The main goal of the WLI is to improve the livelihoods of rural


cipating countries by


on scaling up and out

approach is achieved through three main

scaling of research technologies; capacity-


d land use strategies assist policymakers in decision-making;


highlighted that implementation of overall WLI

is meant to be achieved through a process of training Middle Eastern Master’s and

ral students along with current researchers, extensionists and policymakers. As such, the

building outcome of WLI by bringing


identified the main purpose of the Educator’s Workshop as to finalize and take action

sharing recommendations on graduate student training, short course

made during the three agro-ecosystem

jectives for the

begun in 2009 by identifying,

educational programs for students and professionals. Two was to provide

an opportunity for Middle East regional and U.S. un

long and short term training activities. T

a Distance Education (DE) needs assessment, a graduate student academic training plan,

including a recruitment strategy and how to link it to benchmark site research, a short course

training needs assessment building on priority areas identified in 2009, and a specific work

for activities to be completed by the end of 2010.

Introduction to Distance Educatio

(Session 1)7

The workshop opened with a session devoted to the topic of Distance Education

possible mode of delivery from the U.S. to the Middle East

key technical areas. The objective of the session was to share i

of DE in graduate education for the purpose

exploring to what extent DE might be

educational goals. Specific information was shared about the resource requirements

necessary conditions for implementing

institutional challenges.

Dr. Samira Daroub, Associate Professor in Soil and Water Science, University of Florida

provided an introductory overview of current approaches to DE

Teaching. Three models were discussed: (1) online delivery of

content between computer and student, and (3) interpersonal interaction between instructor and

student. This interaction can be either asynchronous or synchronous (that is, in real

more interactive or hybridized the process of computer

learning and critical thinking that is developed. Some of the key challenges to using DE include

open versus closed access, tuition levels, faculty attitudes, student discipline required, and

resources (e.g., money, machinery,

also presented how DE is

used at UF.

Dr. Nadim Farajalla,

Faculty of Agricultural and

Food Science, American

University of Beirut

(AUB), presented a

regional example of the

use of distance and e-

learning at AUB. Dr.

Farajalla reported that a

strong Academic

Computing Center and

technological resources

have enabled rapid growth

in the use of learning management systems (LMS) by instructors, increasing to over 2000 course

7 All PowerPoint presentations can be found as PDF files on the WLI website,

an opportunity for Middle East regional and U.S. universities to discuss areas of collaboration for

long and short term training activities. The expected outputs from the workshop were to include


strategy and how to link it to benchmark site research, a short course

training needs assessment building on priority areas identified in 2009, and a specific work

for activities to be completed by the end of 2010.

Introduction to Distance Education: U.S. and Middle Eastern Perspectives

The workshop opened with a session devoted to the topic of Distance Education

from the U.S. to the Middle East of graduate education

The objective of the session was to share information and lessons on the use

of DE in graduate education for the purposes of (1) improving local understanding of DE and

DE might be one mechanism used for partially achieving WLI’s

educational goals. Specific information was shared about the resource requirements

for implementing successful DE, plus some of the main organizational and

Professor in Soil and Water Science, University of Florida

provided an introductory overview of current approaches to DE or Computer-aided Learning and

iscussed: (1) online delivery of content, (2) interaction with

nt between computer and student, and (3) interpersonal interaction between instructor and

student. This interaction can be either asynchronous or synchronous (that is, in real

the process of computer-aided learning is, the higher the order of



resources (e.g., money, machinery, technical expertise, and faculty and staff time).


All PowerPoint presentations can be found as PDF files on the WLI website, http://www.icarda

iversities to discuss areas of collaboration for

he expected outputs from the workshop were to include


strategy and how to link it to benchmark site research, a short course

training needs assessment building on priority areas identified in 2009, and a specific work plan

: U.S. and Middle Eastern Perspectives

(DE) as one

education and training on

and lessons on the use

improving local understanding of DE and (2)

ing WLI’s

educational goals. Specific information was shared about the resource requirements and other

, plus some of the main organizational and

Professor in Soil and Water Science, University of Florida (UF),

aided Learning and

content, (2) interaction with

nt between computer and student, and (3) interpersonal interaction between instructor and

student. This interaction can be either asynchronous or synchronous (that is, in real-time). The

is, the higher the order of



technical expertise, and faculty and staff time). Dr. Daroub


www.icarda.org/WLI/

sections and over 68 percent of faculty using web-enhanced course delivery since commencing

in 2001-02. AUB has established on online portal, teaching plan, and digital repository to

increase capacity, promote collaboration and communication and foster innovation for distance

learning at AUB.

Dr. Jagath Kaluarachchi, Associate Dean, College of Engineering, Utah State University (USU),

presented information on the synchronous, internet-based videoconferencing delivery network

and portable hard drive-based video courses developed and used by USU, including its

International Irrigation Center. Dr. Kaluarachchi encouraged workshop participants to think that

DE is simply a blend of delivery technology and content, and that often the biggest challenge is

selecting appropriate technology based on local conditions. He stressed that effectiveness of DE

programs is linked to the purpose of the program, the skills and knowledge of the trainees, plus

the technology conditions. As such, Dr. Kaluarachchi made a strong recommendation to WLI

partners for the use of hybrid delivery methods (e.g., combination of online courses and face-to-

face approaches) to ensure critical field experience is obtained. Most challenges can be addressed

through strong institutional support, boosting information technology resources, and objective-

driven program design.

From all the presentations, experience with DE as a delivery mechanism has shown the

following advantages: lower costs, the potential to scale-up education opportunities, and better

information absorption. There are also several common challenges, however, regarding

infrastructure, human resources (e.g., technical expertise, faculty time and effort), financial

resources, students’ motivation, and state and institutional policies. Indeed, many participants

articulated that policy, regulatory, infrastructural and/or attitudinal challenges in home countries

such as Jordan, Palestine and Iraq made use of DE approaches unlikely. Clear preferences were

expressed for more traditional delivery options, such as short course training for professionals or

sandwich programs for students.

A needs assessment survey was circulated to Middle Eastern university representatives at the

conclusion of the session. Only two universities noted that they use DE regularly. The major

constraint to using DE, aside from national policies, is budgetary. Many courses were seen as

appropriate for DE delivery but numerous challenges were mentioned, mostly related to

technology issues (e.g., hardware, software, and knowledge of how to use,). A summary of

results from the survey can be found in Annex C.

Linking Middle Eastern Universities’ Graduate Education to the WLI

(Session 2) Session 2 was an opportunity for the representatives attending from Middle Eastern universities

to present information about their graduate education programs, degrees, diplomas, and

specializations offered, research facilities and capacity available for partnering in the

achievement of WLI objectives. The main purpose of this information-sharing session was to

familiarize other regional and U.S. universities with all participating institutions and to inspire

possible research linking opportunities. Presentations, which can be found on the WLI website,

were made by the following with the exception of invited representatives from Iraq who were

unable to attend.

Table 1: List of presenters from Middle East Universities

Country School Presenter Position

Egypt Ain Shams

Zagazig University

Banha University

American University

Cairo

Dr. Essmat Bakri Abdalla

Dr. Hassan Siliha

Dr. Maher Khalil

Dr. Tina Jaskolski

Prof. of Animal Physiology

Dean, Faculty of Agriculture

Vice Dean, Faculty of

Agriculture

Desert Development Center

Jordan University of Jordan,

Jordan University of

Science &

Technology

Dr. Omar M. Kafawin

(representing both

universities)


Lebanon American University

Beirut

Dr. Musa Nimah Faculty of Agricultural &

Food Sciences

Palestine Hebron University Dr. Rezq Basheer-Salimia Dean, Faculty of Agriculture

Syria University of

Damascus

University of Aleppo

Dr. Hamza Belal

Dr. Sobhi Mona


Vice Dean, Scientific Affairs

Yemen University of Aden Dr. Abbas Ahmed Bawazir Dean, Nasser’s Faculty of

Agricultural Sciences

Overview of Graduate Education Programs in WLI partner US Universities

(Session 3) Day 2 of the workshop began with another short information session. It followed the same

format as Session 2, giving the U.S. universities in the WLI an opportunity to present

information on their graduate education programs, degrees, diplomas, and specializations

offered, research facilities and capacity available for partnering in the achievement of WLI

objectives. Information was being shared for the purpose of building knowledge of potential

collaboration or provision of education, training and research opportunities to Middle Eastern

professionals and students. Presentations, which can be found on the WLI website, were made by

the following:

Table 2: List of presenters from U.S. Universities

School Presenter Position

University of

California, Davis

Dr. Jan W. Hopmans Associate Dean, College of Agricultural &

Environmental Sciences

University of Florida Dr. Kirby Barrick Dean, Institute of Food and Agricultural

Sciences

University of Illinois

at Urbana-Champaign

Dr. Schuyler S. Korban Director, Office of International Programs,

College of Agricultural, Consumer, and

Environmental Sciences

Texas A&M

University

Dr. Steve Whisenant Professor & Department Head, Ecosystem

Science & Management

Utah State University Dr. Mac McKee Director, Utah Water Research Laboratory

Discussion of Middle East Graduate Education Needs as relates to WLI

(Session 4) The objective of this breakout session was to use the material presented at the workshop thus far

to build upon the research and technical regional priority areas and cross-cutting issues identified

during the 2009 agroecosystem workshops (Table 3) to produce a roadmap and work plan for

implementing the WLI graduate education objectives. In particular, the session was to identify

key issues that must be overcome to recruit and enable Middle Eastern Master’s and doctoral

students to access educational opportunities with the U.S. universities and with ICARDA.

Table 3: Priority research and technical training areas for WLI participating countries as

identified during 2009 agroecosystem workshops

Research and Technical Areas Cross-cutting Issues

• Irrigation management

• Surface & ground water management

• Saline soil management

• Cropping systems/agronomy

• Livestock management

• Climate variability/climate change

• Social sciences

• Integration of crop & livestock

management

• Community empowerment

• Gender

• Extension

• Technology transfer

• Policy

• Decision support

• Communication

• Social & poverty issues

The organizing framework provided to participants for the discussion proposed four possible

issue areas: (1) identification of students, (2) the recruitment of students (issues of student

retention were added by the breakout groups), (3) delivery, considerations and approaches to

education, and (4) linking students to benchmark site research. Each group was to identify the

main challenges they saw regarding these topics as the basis for outlining a possible WLI model

or mechanism for graduate education and training. Participants were asked to develop or provide

some definitions and procedures the WLI university consortium should adopt to facilitate

achieving its education goals. Assignment to groups was randomized in order to encourage

creative thinking about integrating an education model for the whole WLI rather than its

biophysical parts.

Table 4 is a synthesis of the reporting outputs from the three breakout groups, where many

common key issues, principles and questions were raised.

Table 4: Synthesis of Reporting Outputs on Key Issues for Consideration in the

Operationalization of the WLI Education Matrix

Identification Recruitment

• What are the student

qualifications

required to obtain

WLI funding?

• What strategies are

needed to attract high

quality students?

• What are the WLI’s

expectations for

graduate students?

• What fields of study

or area specializations

are being sought by

WLI?

• What levels of study

are sought (MS, PhD,

technical)?

• Should NARES staff

be given priority in

education

opportunities?

• How many students

are to be trained?

• How are regional

universities & faculty

to be identified for

housing/supervising

students?

•

• Ensure f

trainee/student

selection

• Maintain o

in terms of eligibility

• Selection

competitive basis

• Gender balanced

selection

• Ensure high l

student commitment to

return to benchmark

for research

• Who is to cover cost of

preparing student for

entry into U

universitie

language training

• Who will do and

where is this

preparation to occur?

• Capacity

ability

universitie

• Strategies

student i

into US

Development of Solutions for

Middle East Graduate Education

Needs (Session 5) After each group reported in plenary the

outputs from their discussion in Session

4, participants returned to their breakout

groups to begin identifying possible

solutions, either approaches or concrete

activities to be taken to address the

issues or needs raised. Further, roles an

responsibilities were to be assigned to


Operationalization of the WLI Education Matrix

Recruitment/Retention Education Approaches Benchmark Research

Ensure fairness in

trainee/student

selection

Maintain open access

in terms of eligibility

Selection to be on a

competitive basis

Gender balanced

selection

Ensure high level of

student commitment to

return to benchmark

research

Who is to cover cost of

preparing student for

entry into U.S.

universities, especially

language training?

will do and

where is this

preparation to occur?

Capacity & regulatory

ability of ME

universities to recruit

Strategies to smooth

student integration

into US universities?

• Are needs &

objectives so broad &

varied across sites &

countries that hybrid

approach (combining

short-term training,

online education,

sandwich programs,

degree programs, &

post-doctoral

positions) should be

pursued?

• Should WLI

education mechanism

not have one model

but many?

• How many levels of

study to be targeted?

• How will national

program constraints

be addressed?

• Issues of

compatibility or

equivalency?

• Who prepares

cooperation

agreements (MOUs)

to settle logistics

issues of students and

define

responsibilities?

• What is NARES role

in education &

training process?

• Who establishes

priority research

objectives &

questions?

• What role does US

faculty play?

• Do targeted or

specific programs

have

integrate with

benchmark sites

• Will p

on national, regional

results

achieve

priorities

• Will

feedback & change

priorities in

subsequent education

cycles?

• Strategy for

wide sharing of

learning

scaling

objectives?

Development of Solutions for

Middle East Graduate Education

in plenary the

outputs from their discussion in Session

4, participants returned to their breakout

groups to begin identifying possible

solutions, either approaches or concrete

activities to be taken to address the

issues or needs raised. Further, roles and

responsibilities were to be assigned to


Benchmark Research

What is NARES role

in education &

training process?

Who establishes

priority research

objectives &

questions?

What role does US

faculty play?

Do targeted or

specific programs

have to be tailored to

integrate with

benchmark sites?

Will progress reports

on national, regional

results &

hievements against

priorities be issued?

Will any progress

feedback & change

priorities in

subsequent education

cycles?

Strategy for region-

wide sharing of

learning to support

scaling-up and –out

objectives?

relevant partners to address these issues as a first step in developing a work plan for moving

forward with graduate program implementation.

The same framework as above was provided to help organize the discussion. Table 5 is a

synthesis of the reporting outputs from the three breakout groups. The key issues or questions

raised in the previous session are represented in the left-hand column. Corresponding

recommendations or suggestions for activities to address these issues by each group in the WLI

partner network (WLI/ICARDA, Middle Eastern Universities (MEUs), and U.S. universities

(USUs)) are listed for consideration. An agreed workplan for activities to be completed by the

end of 2010 was not produced as expected, but several potential action items were identified.

Table 5: Synthesis of Reporting Outputs on Recommended Solutions and Responsibilities

for Operationalization of the WLI Education Matrix

Common Issues

Identified in Session 4 WLI

MEUs* (* maybe in cooperation

with NARES)

USUs

Identification &

Recruitment of Students:

• Communication about

research & education

opportunities with WLI

• Levels of study required

• Logistical issues re

student travel &

integration in U.S.

• U.S. admission

requirements &

application deadlines

• Availability of secured

funding

• Local policies &

regulations

• Common expectations for

WLI-funded students

• Students return to home

country

• Prepare WLI advertizing

material

• Publish a list of needed

research areas per

benchmark sites

• Publish a request for concept

notes with amount of

funding available

• Establish minimum selection

criteria for WLI scholars

• Decide of level of study

(MS, PhD, non-degree

training)

• Student selection committee

based on WLI criteria

• Formal contract with

students to ensure return as

condition of funding (or

recovery mechanism in case

they do not)

• Establish expectations for

WLI-funded students

• Graduate student/

trainee selection

committees

established

• Collaborate on

student selection

criteria

• Review or set entry

requirements

• Credential review &

applicant interviews

• Forward results to

WLI selection

committee

• NARES to recruit or

nominate existing

professionals as

students

• Formal contract with

students to ensure

return as condition

of funding

• Publish &

advertize

information on

WLI

• Collaborate on

student selection

criteria

• Review or set

entry

requirements

• Credential review

& applicant

interviews

• Forward results

to WLI selection

committee

Education & Training:

• Who are parties to

cooperative agreements

(e.g., MOUs) for (1)

education delivery and

(2) education and/or

research funding?

• Can two-way exchanges

of professors (ME –US)

be part of MOUs?

• Assign coordinator to

facilitate MOUs with MEUs

and USUs

• Assume a central

administrative role to

facilitate logistics &

coordination to minimize

redundancy & optimize

outcomes

• Disbursement of funds

• Finalize needs and

priorities for short

course training

• Identify which U.S.

universities they

wish to have MOUs

with

• Prepare concept

notes for benchmark

research

• Determine if U.S.

coordinator is

required & what

their tasks would

be

• Recruit faculty

for research &

student

placement

• WLI website

• To what extent may short

courses be sufficient?

• How to manage trade-offs

between training a few

students in the U.S.

versus many students

through DE delivery?

• Are all education

programs to be the same

or university specific?

• Can WLI fund central

laboratory facilities &

equipment?

• Publish list of training

courses offered by MEUs

• Coordinate the design &

delivery of immediate

trainings

• Communicate training

schedule & application

process to NARES

• Offer postdoctoral positions

• Provide laboratory facilities

• Centralize teaching &

research activities & online

library to enable sharing of

information & capacity

• Offer sandwich &

postdoctoral

positions

• Design of new

programs of study or

curricula to meet

WLI students’ needs

(WIKI) used to

communicate

information on

training courses

being designed &

offered

• Offer sandwich

& postdoctoral

positions

• Design of new

programs of

study or curricula

to meet WLI

students’ needs

Benchmark Research:

• What is the role of U.S.

faculty in benchmark

research?

• Can postdoctoral

positions be used for

research & teaching in

MEUs?

• Establish research vision,

plan & objectives

• Provide field support

• Disseminate results &

coordinate data-sharing

• Review & update progress

against priorities

• Establish research

objectives

• Collaborate on

preparation of

concept notes &

research proposals

• Establish

research

objectives

• Collaborate on

preparation of

concept notes &

research

proposals

Graduate Student Education Programs and Linkages to the WLI Benchmark

Sites (Session 6) Before the commencement of the formal part of the session, Dr. Scott Christiansen,

USAID/Washington, offered his appreciation for the hard work of the conference participants at

this and previous WLI workshops. Dr. Christiansen also made a few remarks to address any

possible frustration about the pace of implementation of WLI activities, in particular the funding,

design and delivery of education and training programs. Dr. Christiansen reminded participants

that the design of the WLI is the opposite of the usual funding approach of USAID projects,

which presents challenges for securing financial support. Dr. Christiansen guided the participants

to improve the communication strategy of the WLI to help build awareness and support within

local governments, institutions and USAID missions.

Also, having tangible outputs from the program over the balance of 2010 (e.g., development of

about five short course trainings, completion of benchmark characterization research, and

research proposals integrated with graduate education) will show that the program is producing

results and is valuable, assisting in attracting future funding to the WLI. The WLI partners need

to focus on answering common donor questions such as, What will be produced in five years

time?, and What are the expected outputs from the investment? The recent publication produced

by Yemen (available on the WLI website), was cited as a good example and template for other

WLI countries to follow when preparing their proposals.

USAID monitoring and evaluation (M&E) indicators would be distributed to ICARDA and WLI-

partners to help align research efforts and increase project appeal. Dr. Christiansen expressed his

optimism about the future of WLI based on recent changes within USAID, namely, recent

initiatives such as Feed the Future and the formation of a Water Center. Dr. Schuyler Korban,

University of Illinois at Urbana-Champaign was identified as the WLI contact on issues related

to pursuing Fulbright Fellowships for student and professor exchanges.

In part one of the formal session, ICARDA researchers presented the status of research in three

of the WLI benchmark sites. Dr. Fawzi Karajeh, ICARDA/Egypt, presented on the range of

research-for-development activities being carried out in three separate benchmark sites in Egypt:

old lands, new lands and salt-affected lands. Using the old lands benchmark site as an illustrative

example, several research topics were identified on which graduate students could conduct

valuable research. In response to questions, Dr. Karajeh identified the contributions from the

WLI program to the ongoing benchmark site research activities as improved technical and

modeling capabilities. Draft benchmark reports have already been produced to assist in the

process of writing collaborative research proposals to support pursuing funding and recruiting

graduate students.

Dr. Hassan Machlab, ICARDA/Lebanon, presented the main challenges and research needs

related to training and education for the Lebanese benchmark site. The biophysical and social

conditions of the benchmark site create the need for a wide variety of technical research and

training programs, including strategies for conservation agriculture, crop productivity and water

management. Lebanon offers several agricultural research centers, which can play a supporting

role in hosting graduate students conducting benchmark research. Four Lebanese Faculties of

Agriculture produce annually many Bachelors’ of Science graduates for possible recruitment into

graduate programs.

Dr. Machlab also fielded questions from the plenary on what the connections have been between

benchmark site research completed to date and the WLI. According to Dr. Machlab, because

WLI funding became available two months ago, outputs which are directly attributable to WLI

are still few and the communication and decision-making process is uncertain. He highlighted

that completion of the characterization research is important in order to show funding agencies

what the potential value of sponsoring benchmark site research proposals is. Reference was made

again to the Yemen proposal as a positive example and possible template for other sites to

follow, emphasizing that the WLI is a vehicle to build education capital and research capacity.

Dr. Nasri Haddad, Regional Coordinator, ICARDA/Jordan WARP Program, presented on

graduate student education programs and linkages using the Jordan Badia benchmark site as an

example. Mr. Haddad reported on several research outputs and achievements, which have been

adopted by other Badia projects. As the project enters Phase II several research needs emerge,

for example, regarding policy reform and out-scaling strategies. Training priorities and

preferences to be achieved in cooperation with U.S. universities were presented also as needed to

achieve Phase II objectives in the benchmark site. Similar to questions raised in response to

Lebanon benchmark presentation, Dr. Haddad was asked what new work has WLI produced on

Badia benchmarks in the last year. He responded that a workplan on linking the project to the

program had been completed, but that funding and research permits had been issues against

starting any new work. He reported that a new proposal had been developed for USAID/Jordan,

which would be made available on the WLI website.

For part two of the session, instead of the planned-for open plenary discussion of linking

graduate education to benchmark research, participants returned to breakout groups, this time

organized by agroecosystem type: irrigated, Badia or rainfed. The purpose of returning to the

breakout group format was to discuss scaling-up and –out research activities to other WLI

benchmark sites; to discuss what, when, how and by whom outputs can be achieved; and the

relationship of this need for building on concluded benchmark research to any graduate

education and training mechanism. Again, encouragement was given to participants to develop a

workplan with clearly defined activities and planning targets for the balance of 2010. Table 6

synthesizes the main points of discussion in each of the groups, categorized according to whether

the issues are organizational, relate to implementation, or represent imperatives or milestones to

be achieved.

Table 6: Main discussion points on linking benchmark research to the education and

training activities of WLI

Issue Areas

Raised

Irrigated Agroecosystem

(Egypt, Iraq & Yemen)

Badia Agroecosystem

(Palestine & Jordan)

Rainfed Agroecosystem

(Syria & Lebanon)

Organizational:

• Who role does

ICARDA play?

• What formal

contracts need

to be written,

and between

whom?

• Who has

primary

responsibility

over

characterization

research?

• WLI is regional funding,

which has to be used

prudently across many

partner countries

• Focus should be on

common regional

research problems

• Individual universities

should be responsible for

developing bilateral

working arrangements

• Staff from Palestinian

research institutes to

receive technical

training in Jordan (e.g.,

GIS & socioeconomic

studies)

• NARES to be

responsible for research

& data collection

• Project manager to

recruit researchers for

characterization

• Training to begin before

Ramadan (Aug 2010)

• Confirmation of

benchmark site

boundaries and

leadership, institutions

involved in site research

• TOR has been

developed

• MOU for dispersal of

funds from ICARDA

• Methodology for

benchmark

characterization has

already been developed

Implementation:

• Funding of

graduate

students?

• Preparation of

graduate

students for

entry into US

universities?

• Completion of

benchmark

research?

• Funding for MS & PhD

students still needs to be

secured

• Need timeline to prepare

ME students for

admission to US schools

(e.g. English proficiency)

• Can WLI provide for

English language

training?

• Develop creative,

stepwise approaches to

preparation of students

(short, medium and long-

term)

• Develop socioeconomic

questionnaire based on

Jordan’s template

• Sharing of indicators

from Jordan, ICARDA,

USAID

• Characterization to be

completed in November

2010

• Establishing stakeholder

& technical site

advisory committees

• Seed money for

characterization has

already been allocated

by ICARDA

• Possible MOU between

AUB & ICARDA to

assist

• Unknown whether

graduate students are

ready/available to work

on characterizations

• Characterization

research to be done by

either local NARS or

ICARDA

Imperatives &

Milestones • Communicate with ME

research faculty about

program to aid in

preparation of students

• Develop integration

strategy for ME studying

in US

• Proposal for Egyptian

partners to meet to

develop education model

and short courses for

irrigated sties to be

shared with Iraq &

Yemen

• Recommendation to

begin preparing ME

students & familiarize

them with WLI research

sites while funding for

overseas tuition is being

sought

• Communication

between regional &

U.S. researchers

• Work out bilateral

cooperative agreements

• Secure funding

• Identify & recruit

students & research

topics

• First task: US

universities lead process

on preparation &

delivery of short term

technical training

courses

• US universities to

follow up by leading

process for linking with

and delivering

knowledge & graduate

student opportunities to

the ME

• Development of long-

term research vision,

objectives, & plan in

collaboration with U.S.

universities

• Graduate student

publications (incentive

for USUs)

• Completion &

dissemination of

findings on benchmark

characterizations by end

December 2010

• Research proposals on

priority issues started by

January 2011

• Identification of

interested faculty

• Secure future research

funding, providing

incentives for MEUs

• Focus on task

assignments more than

developing new

working relationships

• Align goal to have

students enrolled by

Fall 2011 with funding

& application deadlines

• Language & testing

qualifications to be

distributed

• Communication needs

& process to be

implemented

• How much do concept

notes for proposed

research need to reflect

USAID requirements?

The discussion points raised in the breakout groups showed that badia benchmark

characterization research will proceed in Fall 2010 through knowledge sharing and cooperation

between Jordan and Palestine. Characterization research on rainfed benchmark sites in Syria is

still in the coordination phase, identifying who will constitute research teams. Egypt, as one of

the irrigated agroecosystem countries, expressed no organizational issues over the completion of

benchmark characterization research. The situations in Iraq and Yemen were not well articulated

or captured in the session.

The comments, issues and questions presented above as “imperatives and milestones” needed for

the achievement of WLI education objectives were broadly similar to those raised during

Sessions 4 and 5. This indicates that these issues are common at the agroecosystem and country

levels. Critical issues include developing and implementing a WLI communications strategy plus

aligning the timelines for completion of benchmark research data collection and analysis,

dissemination of findings, and research proposal preparation for grant-funding and intake of

students. The action items identified by each breakout group can be found divided among the

three actor groups in the WLI partner network (WLI/ICARDA, MEU/NARES, and USUs) as per

Table 5 above.

Short Courses for Academic Education and Extension (Session 7) The final session of the workshop was devoted to short course training. Dr. Kirby Barrick,

University of Florida, opened with a presentation on how to conduct a basic needs assessment, a

process for identifying where gaps exist and prioritization. Short course content can then be

tailored to fit priority needs and decisions made on the appropriate means of delivery: face-to-

face, synchronous or asynchronous distance delivery, or train-the trainer approaches. Making the

determination on most effective approaches parallels the process for deciding on when and how

to use distance education: a combination of content to be delivered, learning objectives, and

delivery technology options and constraints.

Two presentations by U.S. universities followed, describing their short course and extension

programs: Dr. Mohammad Babadoost, Plant Pathologist and Extension Specialist, University of

Illinois at Urbana-Champaign and Dr. Khaled M. Bali, Irrigation/Water Management Advisor,

University of California, Davis. Both presentations are available on the WLI website.

Upon conclusion of these presentations participants from the Middle East were given a priority

list of short course trainings, organized by country, and asked to indicate if these remained

priorities, to write-in any new short course training topics sought, and if possible to identify

which U.S. universities are their preferred provider of these trainings. Results from this survey

can be found in Annex D. Each U.S. partner university has been provided with a list of training

requests to begin the process of designing and scheduling the requested trainings.

The workshop was closed by Dr. Jaskolski of AUC and Dr. Karam, WLI.

Annex A: Agenda

Educators’ Workshop, The American University in Cairo (AUC)

June 28- 30, 2010

AUC New Campus Conference Center

Workshop Agenda

Monday, June 28

7:30 - 8:45 Buses depart from Shepheard Hotel to AUC

9:00 – 10:00 Opening Ceremony

Statement by Dr. Fawzi Karajeh, ICARDA/Egypt and Regional Coordinator,

NVSSAP

Statement by Dr. Lisa Anderson, Provost, AUC

Statement by Dr. Mahmoud Solh, Director General, ICARDA

Statement by Dr. Maged El-Shrbieny, Egyptian Ministry of Higher Education

and President of National Academy of Science

Statement by Dr. Saad Nassar, Higher Council of Universities, Egyptian Ministry

of Higher Education

10:00 – 11:00 Introductions and purpose of the workshop

Dr. Fadi Karam, Project Coordinator, WLI, ICARDA

Dr. Sandra Russo, University of Florida (UF)

11:00 – 11:30 Coffee break

11:30 – 13:30 Session I: Introduction to Distance Education

Chair: Dr. Samira Daroub, UF

11:30 - 11:50 Overview of Distance Education - Dr. Samira Daroub, UF

11:50 - 12:30 Distance education programs in the U.S. – Dr. Samira Daroub (UF) Dr. Jagath

Kaluarachchi (Utah State University)

12:30 – 13:00 Distance education at American University Beirut – Dr. Nadim Farajallah (AUB)

13:00 – 13:30 Questions and Discussion

13:30 – 14:30 Lunch at AUC

14:30 – 17:30 Session II: Linking Middle Eastern Universities Graduate Education to the WLI

Chair: Dr. Mac McKee, USU

14:30-16:00 Middle East university partners present their graduate training programs as these

relate to the WLI objectives

1. Egypt (Cairo University, Benha University, Ain Shams University, Zagazig

University, and AUC)

2. Palestine (Hebron University)

3. Jordan (University of Jordan and Jordan University of Science and

Technology)


16:30 - 17:30 Middle East university partners present their graduate training issues (continued)

4. Iraq (University of Baghdad and University of Mosul)

5. Lebanon (AUB)

6. Syria (University of Damascus and University of Aleppo)

7. Yemen (University of Aden)

18:00 Buses depart to Shepheard Hotel

20:00 Nile River Cruise and Dinner

Tuesday, June 29


9:00 – 10:00 Session III: Overview of Graduate Programs in U.S. universities

Chair: Dr. Samira Daroub, UF

9:00 – 9:10 Summary of previous day

9:10-10:00 Presentations from Texas A&M, University of Illinois at Urbana-Champagne,

University of Florida, Utah State University, University of California, Davis

10:00- 13:00 Session IV: Discussion of Middle East Graduate Education Needs as relates to WLI

Chair: Dr. Fadi Karam, ICARDA

10:00 – 11:00 Participants will be divided into three groups for breakout sessions to discuss

linking Middle East graduate education needs with the WLI project


11:30 – 1:00 Small group breakout sessions to discuss Middle East graduate education needs

(Continued)

13:00 – 14:00 Lunch

14:00 –17:30 Session V: Development of Solutions for Middle East Graduate Education Needs

Chair: Dr. Sandra Russo, UF

14:00 – 15:00 Plenary: Summarize Middle East graduate education needs

Each group to give a 10 min presentation summarizing the issues identified in

morning breakout session

15:00 – 16:00 Breakout sessions into the same three groups to work on solutions to the specific

issues identified earlier on Middle East graduate education needs


16:30 – 17:30 Report on solutions and summaries

Each group to give 10 min report/presentation on proposed solutions from

breakout session

18:00 Buses depart

Dinner on your own.

Wednesday, June 30


9:00 – 13:30 Session VI: Graduate Student Education Programs & Linkages to the Benchmark sites

Chair: Dr. Kamel Shideed, ICARDA

9:00 – 9:10 Summary of previous day

9:10-10:30 Benchmark sites’ research status and what needs could be done

Jordan Benchmark site as an example – Dr. Nasri Haddad, ICARDA

Egypt Benchmark site as an example – Dr. Fawzi Karajeh, ICARDA

Lebanon Benchmark site as an example – Dr. Hassan Machlab, ICARDA


11:00-13:00 WLI Benchmark characterization and beyond – What’s next?

Open discussion on linking graduate education to research

Funding for graduate students – Dr. Scott Christiansen, USAID

13:00 – 13:50 Lunch

13:50 – 14:00 Workshop Participants Group Photo

14:00 – 17:30 Session VII: Short Courses for Academic Education and Extension

Chair: Dr. Fawzi Karajeh, ICARDA

14:00 – 15:00 Plenary on using short courses for different purposes – research, academic,

extension –Dr Kirby Barrick, UF


15:30 – 17:00 Panel (ICARDA, UC-Davis, Utah State) and facilitated discussion: use of short

courses – Facilitated by Dr. Kirby Barrick

17:00 – 17:30 Summary of discussion

17:30 – 18:00 Workshop summary and closing

Representative from AUC – Dr. Tina Jaskolski

Representative from ICARDA – Dr. Fadi Karam

18:00 – 19:00 Optional Tour of AUC Campus

19:00 Dinner at AUC

Annex B: Participant List

Name Title Email

Universities

Palestine

Hebron University Dr. Rezq Basheer-Salimia Dean, Faculty of Agriculture

[email protected] /

[email protected]

Jordan

University of

Jordan Dr. Omar Kafawin Dean, Faculty of Agriculture [email protected]

JUST Dr. Rami Kridli Dean, Faculty of Agriculture [email protected]

Iraq

University of

Baghdad Dr. Hamzah Kazem Al Zubaidi Dean, College of Agriculture [email protected]

University of

Mosul Prof. Dr. Nahil Mohammed Ali Dean, College of Agriculture and Forestry

Lebanon

AUB Dr. Musa Nimah Professor of Irrigation & Water Resources Management

[email protected] /

[email protected]

AUB Dr. Nadim Farajalla Assistant Professor [email protected]

Syria

University of

Damascus Dr. Hamzeh Bilal Dean of Faculty of Agriculture

University of

Aleppo Dr. Subhi Muna Vice-Dean for Scientific Affairs [email protected]

Egypt

Ministry of Higher

Education Prof. Dr. Maged El-Shrbieny President, Academy of Sciences and Technology [email protected] / [email protected]

Ministry of Higher

Education

Prof. Dr. Abdel-Ghany El-

Gendy

Secretary General, Agricultural Education Sector,

Higher Council of Universities

[email protected] /

[email protected]

Ministry of Higher

Education Prof. Dr. Saad Nassar

Head, Agricultural Education Sector, Higher Councail

of Universities

Cairo University

Prof. Dr. Ezz El-Din Abou-

Steit Dean, Faculty of Agriculture [email protected]

Cairo University Prof. Dr. Mohamad Yousri Vice Dean, Postgraduate and Research Affiars [email protected]

Benha University Prof. Dr. Maher H. Khalil Vice Dean, Graduate and Research Affiars [email protected]

University of Ain

Shams Prof. Dr. Essam Fayed Dean, Faculty of Agriculture [email protected]

University of Ain

Shams

Prof. Dr. Mamdouh Madboly

Nasr Vice Dean, Postgraduate and Research Affiars [email protected]

University of

Zagazig

Prof. Dr. Mohamad Bassem

Ashour Vice President

[email protected],

[email protected]

University of

Zagazig Prof. Dr. Hassan Siliha Dean, Faculty of Agriculture [email protected]

University of

Zagazig

Prof. Dr. Mohamad Ragab

Abdel-Majed Vice Dean, Postgraduate and Research Affiars [email protected]

AUC Dr. Tina Jaskolski

AUC Dr. Lisa Anderson Provost

AUC Ms. Hagar Rakha Program Coordinator [email protected]

Yemen

University of Aden Dr. Abbas Ahmad Bawazir Dean, Faculty of Agriculture [email protected]

University of Aden Dr. Fatima Mohamed Al Fakeh Assistant Professor

USA

Texas A&M Dr. Steve Whisenant

Head of the Department of Ecosystem Science and

Management [email protected]

UIUC Dr. Prasanta Kalita Professor, Soil and Water Resources Engineering [email protected]

UIUC Dr. Schuyler Korban Director, Office of International Programs, ACES [email protected]

UIUC Dr. Mohammad Babadoost Associate Professor, Crop Sciences [email protected]

University of

Florida Dr. Sandra Russo Director, International Center, UF [email protected]

University of

Florida Dr. Samira Daroub Associate Professor [email protected]

University of

Florida Dr. Kirby Barrick

Dean for Academic Programs of the Institute for Food

and and Agricultural Sciences (IFAS) [email protected]

University of

Florida Dr. Jillian Jensen Center for Environmental Policy [email protected]

University of

Florida Hashem Zanaty

Utah State

University Dr. Mac McKee Director, Utah Water Research Lab [email protected]

Utah State

University Dr. Jagath Kaluarachchi Associate Dean, College of Engineering [email protected]

UCD Dr. Khaled Bali Irrigation/Water Management Advisor [email protected]

UCD Dr. Jan Hopmans

Associate Dean, College of Agricultural and

Environmental Sciences [email protected]

NARES

Iraq Dr. Ahmad AlFalahi

Senior Researcher in Soil Science/Soil Chemistry &

Salinity [email protected]

Lebanon Eng. Randa Massad Department of Irrigation and Agro-meteorology [email protected]

Palestine Dr. Aziz Salameh National Agricultural Research Center (NARC) [email protected]

Jordan Dr. Esmat Al Karadsheh

Researcher, National Center for Agricultural Research

and Extension (NCARE) [email protected]

Yemen Dr. Khader Atroosh

Director General, Agricultural Research & Extension

Authority (AREA) [email protected]

Egypt Dr. Nahla Zaki

Director, Water Management Research Institute,

National Water Research Center (NWRC) [email protected]

Egypt Dr. Hamdy Khalifa

Director, Soil, Water and Environment Research

Institute (SWERI) [email protected]

Egypt Dr. Ayman Abou Hadid

President, Agricultural Research Center (ARC),

Ministry of Agriculture and Land Reclamation

[email protected] /

[email protected]

ARIJ - Palestine Mr. Nader Hrimat Deputy Director General [email protected]

USAID

USAID -

Washington Dr. Scott Christiansen Senior Agricutural Advisor [email protected]

USAID -

Washington Mr. Matt Polizzotto AAAS Fellow, Water Quality Advisor [email protected]

Donors

FAO Dr. Saad El Otaibi

Assistant Director General, Regional Representative for

the Near East [email protected]

IDRC Dr. Hammo El-Omorani Water Management Specialist [email protected]

ICARDA

Aleppo Dr. Mahmoud Solh Director General [email protected]

Aleppo Dr. Kamel Shideed

Assistant Director General - International Cooperation

and Communication [email protected]

Aleppo Dr. Theib Oweis

Director, Integrated Water and Land Management

Program (IWLMP) [email protected]

Aleppo Dr. Fadi Karam Irrigation and Water Management Specialist [email protected]

Aleppo Mr. Tareq Bremer Project Consultant [email protected]

Aleppo Dr. Mohammed Karrou Water and Drought Management Specialist [email protected]

Aleppo Dr. Aden Aw-Hassan Director, Social, Economic & Policy Research Program [email protected]

(SEPRP)

Beirut Dr. Hassan Machlab Terbol Station Manager and Resident Researcher [email protected]

Amman Dr. Nasri Haddad

Regional Coordinator, West Asia Regional Program

(WARP) [email protected]

Dubai Dr. Ahmed Moustafa

Regional Coordinator, Arabian Peninsula Regional

Program (APRP) [email protected]

Cairo Dr. Iman El Kaffass Head, Capacity Development Unit [email protected]

Cairo Dr. Fawzi Karajeh

Regional Coordinator, Nile Valley and Sub-Saharan

Africa Regional Program (NVSSARP) [email protected]

Cairo Dr. Atef Swelam

NPO,Water Management, Nile Valley and Sub-Saharan

Africa Regional Program (NVSSARP) [email protected]

Annex C: Summary Results from Survey on Distance Education

Number of institutions using DE? • 2

Main challenges for using DE • Budgetary

• Government policy

• Technical

Topics for which DE could be

used as teaching delivery method • All courses in agriculture

• Irrigation management

• English language

• Irrigation technology

Main technical challenges for

using DE • Lack of appropriate hardware and software

• Lack of DE infrastructure

• Lack of specialized training for teachers to be able

to use DE

• Shortage of IT technicians trained in DE

Main internal institutional

challenges to using DE • Ownership of teaching curriculum

• Possible high cost

• DE trained IT department/staff

Main policy challenges to using

DE • Policy makers do not accredit DE coursese

Main pedagogical challenges to

using DE • Quality of educational institution

• Lack of motivation to use

• Perceived difficulty of DE course development

Requested training or capacity-

building activities from WLI for

use of DE

• Water-use efficiency

• English language

• Salinity management

• Soil and water management

• All courses in agriculture

• Land use management

• Water harvesting systems

Annex D: Short course training priority and preference requests for action by

U.S. universities

Most requested short courses Agroecosystems Requested U.S.

universities to offer

short courses Irrigated Rain-fed Badia

Gender and working with women

farmers.

UIUC; UCD; UF;

TAMU

Gender studies, market chains,

capacity development, redesigning

extension services and policy change.

X X

Working with women farmers.

Similar to above. UF

Community empowerment and gender

among the Badia population. X

Community development.

Modeling. UIUC; TAMU; USU

Modeling of water allocation. X

Drought monitoring and modeling of

watershed hydrological improvements

over time created through

implementation of project activities.

X

Modeling linked to economic

consequences. X

Similar to above

GIS/RS X TAMU

High value crops including

horticultural, medicinal & herbs. UCD; TAMU

HV low water use corps, e.g. herbal,

medicinal & aromatic plants & low

water use. Value addition, processing

and marketing.

X X

Crops for dry areas. UCD; UIUC; TAMU

Forage and shrub crops X X

Breeding crops for water efficiency

use, drought and saline tolerance. X X

Saline soils and salinity management. USU

Investigation of irrigation in the range

lands using saline water and treated

waste water applied to saline soils.

X

Use of saline water in agriculture. X X

Researchers/extension skills. ??

Technical writing including proposal

writing. X

TAMU, Texas A&M University; UCD, University of California at Davis; UF, University of

Florida; UIUC, University of Illinois at Urbana-Champaign; USU, Utah State University.

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