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SPATE IRRIGATION FOR RURAL ECONOMIC GROWTH AND POVERTY ALLEVIATION
Draft Progress Report
Prepared by:
Spate Irrigation Network
May 28, 2011
International Fund for Agricultural Development
Rome, Italy
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TABLE OF CONTENTS
Contents
1. Introduction
2. Project rationale and relevance
3. Project Programme
4. Expected outputs and achievements
5. Activities underatken and achievements realized
Annexes:
1. Overall project work plan and budget 2011
2. Country specific work plans and budget for 2011
3. Business plan for Pakistan project programme
4. Spate irrigation workshop in Pakistan: draft final report
5. Spate irrigation training workshop in Ethiopia: draft final report
6. Practical notes and overview papers
7. Hand book on double degree Msc programme
8. IFAD and Spate Irrigation network joint activities programme in Ethiopia
.
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1. INTRODUCTION
The Grant for the Project: Spate Irrigation for Rural Economic Growth and Poverty Alleviation was approved by IFAD in November 2010. The Spate Irrigation Network (SpN), strongly supported by the Project Task Managers at IFAD (Rudolph and Laura) decided not to wait for all the administrative arrangements and contract paper works and immediately embarked on implementing a number of capacity building activities and organized its inception workshop and steering committee meeting in January, 2011 in Addis Abeba, Ethiopia. All administrative issues were eventually completed by the end of March 2011 with the transfer of 400,000 USD to UNESCO-IHE, the main contracting party on behalf of SpN and its co-convener, MetaMeta. This budget is earmarked to finance the project activities in 2011. This progress report first presents the rationale and relevance, main goals and objectives and the expected outputs of the project. It then outlines the main activities undertaken and the major achievements realized in the period November 2010 to May 2011.
2. RATIONALE AND RELEVANCE TO IFAD
The project rationale is the scope for improved productivity and livelihoods in spate irrigation areas through applied research, knowledge management, network development and policy advocacy. This will be achieved by the activities of the project and by making use of the Spate Irrigation Network (SpN) - that exists since 2002 and is convened by UNESCO-IHE and MetaMeta.
In the past few years good practices have been documented and training material has been prepared - a process that is still continuing. By documenting and sharing experiences within and between countries a compendium of improved practices is evolving on organization and governance, on water diversion and engineering, on improving agronomy, on moisture management and non-agricultural activities.
The rationale of the project is that spate irrigation in general and the large menu of improvements requires much more attention and should be promoted at country policy level as well as at operational level. The combined effect of improved spate irrigation system management can vastly increase economic productivity and improve livelihood situations considerably. The spate irrigated areas in most countries constitute poverty pockets hence making use of the potential for improvements effectively contributes to poverty alleviation.
IFAD has been the single-largest development organization that has supported spate irrigation. IFAD has supported spate irrigation activities among others in Tunisia, Sudan, Yemen and Eritrea.
3. THE PROJECT PROGRAMME
Overall goal The overall goal of the programme is to develop spate irrigation policies and capacity building programmes based on solutions-oriented action research and documented practical experiences that in an evidence based manner contribute to rural poverty alleviation and accelerated growth in marginal areas in four countries: Ethiopia, Yemen, Pakistan and Sudan.
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Main objectives: Strengthened spate irrigation network in four countries: Ethiopia, Pakistan, Sudan, Yemen; Country policy notes with budget, area identification and programmes; Capacity building programs in spate irrigation developed with key implementers in four
countries; Two innovative, up-scalable action research activities per country implemented; Continued knowledge development (in local language & based on practitioners experiences); Six international MSc students trained; Promote open source sharing of knowledge; Process of incorporating spate irrigation in curricula of universities and agricultural colleges
started in four countries; Global inventory of spate irrigation and flood based farming systems;
Provide technical backstopping to IFAD project and country programmes.
Target group
The target group is: smallholder farmers in spate irrigated areas, farmers’ organizations and current and potential support organizations in spate irrigation - in particular key implementing organizations, educational institutes and local organizations that are associated with the country chapters of the Spate Irrigation Network (SpN). Special care is taken to connect to relevant IFAD-funded investment projects and country programmes as well as the activities of UNESCO-IHE in the four targeted countries.
Programme duration and packages
The programme will be of four-year duration (2011 to 2015) and will comprise of five main components or Work Packages (WP):
WP 1: Project Management WP 2: Strengthening the SpN; WP 3: Innovative action research projects; WP 4: Capacity building, continuous knowledge development & dissemination; WP 5: Expert pool support to IFAD projects and country programmes.
4. EXPECTED OUTPUTS AND BENEFITS
The expected outputs are the following:
Output 1: Strengthened SpN: 1) Country chapters of SpN respectively in Ethiopia, Pakistan, Sudan and Yemen operational with at least 60 relevant members and a feasible country network plan; 2) engagement with at least three key organizations in each country and supporting spate irrigation components in their programmes through training and program assistance; and 3) country spate irrigation policy notes prepared in each country that are officially endorsed and set priorities and budget estimates for spate irrigation;
Output 2: Innovative action research activities implemented: 1) In each of the four countries at least two innovative action research activities implemented - covering a wide range of possible good practices - with help of South-South exchange; and 2) each action research activities evaluated and documented and scaling up pathways identified;
Output 3: Capacity built and knowledge documented and disseminated: 1) Six MSc complete studies (based on action research activities) and serving as major resource to country
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chapters of the network; 2) sixteen practical notes printed and translated;3) four instructional videos prepared; 4) capacity building material (four modules) updated; 5) in each of the target country at least one university/college ready to incorporate spate irrigation in each curriculum; and 6) spate irrigation practices in five ‘unknown’ countries documented;
Output 4: Support pool: 1) Spate irrigation support activities widely announced and basic source material spread through IFAD programmes; and 2) on demand support provided to country programmes as budget allows.
4. MAIN ACTIVITES UNDERTAKEN AND MAJOR ACHIEVEMENTS
This section presents the main activities completed and the major achievements realized in the period November, 2010 to May 2011 within each of the 5 Work Pakages (WP). WP 1: Project Management
Main project contract between IFAD and UNESCO-IHE on behalf of the SpN and MetaMeta was finalized in January, 2011-05
Inception workshop was successfully held in Addis Abeba, Ethiopia in January-February, 2011 attended by all the steering committee members (IFAD Grant Manager, Rudolph Cleveringa, country project team leaders in the four target countries, project leaders from SpN (UNESCO-IHE and MetaMeta). The main output of the workshop was a detailed 2011 Work plan along with a results-based budget (annex 1).
The country work plans for 2011 were finalized in March, 2011. This is presented along with the project contracts in annex 2.
WP 2: Strengthening the SpN:
New website designed, being filled now New members enlisted - 40 in Yemen and 30 in Ethiopia Three network meetings in Balochistan, Pakistan and one meeting in Ethiopia Prepared business plan/additional funding proposal to World Bank for Pakistan program (Annnex
3) WP3: Innovations/ action research:
Preparatory discusion on rephrasing spate water rights in Di khan (Pakistan) following conversion of large part of the command area
preparatory discussion on command area developmnet activities d/s of large new spate diversion projects (sanghar), dg khan
Preparatory discussion on command area development and improved water management pilot project in Dodota, Ethiopia
Preparatory discussion for introducing on a pilot scale to lowlands of Ethiopia, the concept of earthen guide bunds that has been extensively used in Pakistan to some good effect.
WP 4: Capacity building, continuous knowledge development & dissemination; Experiences sharing workshop in Pakistan:
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o 40 participants exchanged experience in spate irrigation development and management in various parts of Pakistan
o Developed difference spate irrigation curriculum for consideration to be introduced in Higher Education Institutues.
Annex 4 has detailed report.
A training workshop was conducted in Ethiopia with three main objectives:
o To introduce the Spate Irrigation Project to several water professionals from the different water sectors and related organizations
o Develop a draft syllabus for mainstreaming spate irrigation in higher education institutions o To identify some relevant action research topics
Annex 5 presents the final draft report on the Workshop
Preparation of Overview Papers and Practical Notes:
o prepared three overview papers on (1) spate irrigation in horn of Africa (2) spate irrigation in Ethiopia (3) flood based farming systems in Ethiopia
o prepared four practical notes (1) acacia plantation (2) soil moisture improvements - in Tigrinya , (3) mushrooms (4) indigenous trees (in Arabic)
o Translated three existing practical notes in Arabic o Translated two existing practical notes in Amharic
Annex 6 gives a complete list of the overview papers and practical notes.
Developed a Double Degree MSc Programme on Agricultural Water Management under semi arid and arid climates to be jointly given by UNESCO-IHE and Haramaya University. Spate irrigation is mainstreamed in this MSc Programme that will start with three students in October, 2011. This IFAD project was vital for getting the approval of the MSc programme by the Academic Board of UNESCO-IHE as it provided the crucial financial support for 3 MSc Students – the minimum number of fellowship that must be secured for the first year of any new programme. Annex 6 provides the detailed Hand Book of the Programme.
WP 5: Expert pool support to IFAD projects and country programmes
Sudan: discussions finalized on training and coaching support to the WUAs in the gash livelihoods project - but visa pending for Karim Nawaz, a member of the SpN with extensive knowledge on spate irrigation and local farmer community organizations
Ethiopia: joint activity programme developed between IFAD and the SpN on hands-on training on the design of spate irrigation systems and knowledge sharing in the establishment and strengthening of WUAs (annex 7). The content of the programmes have been agreed upon, discussion on the budget is still to be finalized.
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ANNEX 1: WORKPLAN 2011 FOR THE PROJECT: SPATE IRRIGATION FOR RURAL ECONOMIC GROWTH AND POVERTY ALLEVIATION
Work Packages (WP)
Outline of planned activities
Key deliverables 2011 Total 4 years
Balance Estimated time of delivery
Who is responsible
Budget in USD
IFAD UNESCO-IHE
MetaMeta
Total
(0) Project management
1) A Spate Irrigation Working session at IFAD HQ, Rome.
1) Better understanding of spate irrigation and of the activities of the Spate Irrigation Network (SpN) among the IFAD country programme directors in Ethiopia, Sudan, Yemen, Pakistan and Somali-Land
May, 2011 UNESCO-IHE/MetaMeta
2000 1000 1000 2000
2) Preliminary joint work plan proposal with IMAWESA
2) Selection of project partner organization and core team
1) Detailed contact details of core team and partner organizations in the four target countries: Yemen, Pakistan, Sudan and Ethiopia.
January, 2011
UNESCO-IHE/MetaMeta
2000 2000 2000
3) Project Steering Committee (PSC) meetings at the beginning and end of 2011
1) Project implementation document detailing technical, organizational and management issues
February, 2011
All 40000 40000 40000
2) Detailed work plan 2011 February, 2011
UNESCO-IHE/MetaMeta
4000 4000 4000
3) Annual progress report – including detailed work plan for 2012
November, 2011
all
4) Administration tasks 1) contract agreements among IFAD / UNESCO-IHE and implementing organizations
February, 2011
UNESCO-IHE 4000 4000 4000
2) financial reporting procedures
February, 2011
3) Financial audit report November, 2011
4)Administration of organizing meetings and workshops
November, 2011
5) Country spate network Office, running and secretarial works
1) Effective and timely communication of project activities
February -December, 2011
Country partners
20000 20000 20000
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2) Proper archiving and dissemination of project outputs
6) Outreach to Selected egional and global fora (e.g. WordlWaterForum 2012, Arab Water Week ICID congress)
1) Prepare suitable materials UNESCO-IHE/MetaMeta
To be determined
2) Mobilize national and inernational resource persons from SpN
3) Participate in selected fora activities
Arab Water Council, Africa
WaterWeek, ICID
UNESCO-IHE/MetaMeta
to be determined
(1) Strengthening the Spate Irrigation Network
1) Developing country database of spate irrigation professionals and practitioners
Inventory of key players and documentation
to be determined
2) Preparation of Spate Irrigation Network governance requirements
1) Four draft SpN governance charters for Pakistan, Sudan, Ethiopia, Yemen.
November, 2011
All 10000 10000 10000
1) Spate Irrigation Network established with 40 to 60 members in each of the four countries:
All
Pakistan February, 2011
2500 2500 2500
Yemen February, 2011
2500 2500 2500
Ethiopia July, 2011 2500 2500 2500
Sudan July, 2011 2500 2500 2500
3) Improving the look, design, content and organizational set-up of the SpN website
1) Papers categorised along core themes: Socio-Economic, Hydrology and Sediment Transport, Soil and Water Management, Agricultural Practices and Extension Services, Engineering, Spate within the River Basin Context
March, 2011
10000 5000 2000 3000 10000
2) Separate category for practical notes/overview papers
March, 2011
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3) Spate country (Sudan, Ethiopia, Yemen, Pakistan) chapters in front page
March, 2011
4) New sections added: * News and events * Partnership and networking – link to important partners organizations including IFAD * Project activities
March, 2011
5) The current number of members (400) increased by 50% to 600
July, 2011
6) Criteria developed and 3 best papers selected – authors provided with a small research grant of up to 1,000 USD to document spate irrigation and related practices
3 12 9 November, 2011
7) A website design expert hired on a two-day per week basis for 3 months
February to May, 2011
(2) Innovative adaptive action research projects
1. Start-up of two action research activity in each target country: - selections to be made in consultation with country team leaders.
1) Two action research activities selected from a menu with clear criteria and priorities verified by stakeholders.
8 8 0 April, 2011 Country partners support from HQ
80000 80000 80000
2) Pilot sites identified June, 2011
3) Detailed action research proposal/document - rationale, objectives, methodology and expected outputs - developed and preliminary results delivered.
June, 2011
3) Capacity building, continuous knowledge development and dissemination
1. Preparing thematic video that introduces spate irrigation in a format and language understandable by policy makers, water professionals and practitioners alike.
1) A 15-20 minutes video that addresses the questions: What is spate irrigation? Why is it important source of livelihood for the rural poor in marginal areas? What need to be done differently (as compared to conventional systems) for effective development and management of spate irrigation systems?
1 4 3 August, 2011
UNESCO-IHE/MetaMeta
7500 6000 1500 7500
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2. Preparing Spate Notes -useful for various stakeholders - policy makers, water professionals and technicians in English and local languages - drawing from field research outputs extensively elaborated with photos and figures
8 Spate Notes (indicative list) Practical Notes * Agro-forestry: Commercial plantation of Acacia Ehrebergiana in Yemen *Crop productivity: Improved measures for enhancing crop productivity in spate irrigated agriculture in Eritrea (new) * Design: Novel spate flow diversion and distribution structures (new) * Spate flow and aquifer recharge (new) * Potential of truffles under spate (in preparation) Overview papers: * Spate irrigation in Ethiopia (in preparation) * Spate irrigation in the Horn of Africa – status and potential (completed in English) * Role of spate irrigation in basin-wide water resources management (new)
January to Dec, 2011
All 40000 30000 10000 40000
3. Conducting National Training Workshops aimed at mainstreaming spate irrigation in Higher Education Institutions
1) A training package prepared in CD – 20 to 30 water professionals in each target country trained on practical development and management of spate irrigation systems – incl video recording of lectures during Delft Course
1 4 3 October 2011
Country partners support from HQ
60000 48000 12000 60000
2) Four draft spate irrigation modules prepared based on UNESCO-IHE support and incorporated in the curriculum of a University or any other Higher Educational Institution in:
June, 2011
Ethiopia 1 4 3 March, 2011
Pakistan 1 4 3 March, 2011
Yemen 1 4 3 June, 2011
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Sudan 1 4 3 June, 2011
4) On trial basis start funding for small research activities by BSc/ MSc students and practioners at local universities
1) Four research grants (1 per country) at least will be provided to BSc/MSc students to conduct complementary field work on relevant spate irrigation and related topics – these will be documented and be part of the Practical Note Series .
4 20 16 March to October, 2011
All 3000 1500 1500 3000
5) Funding the participation of 4 young versatile professionals in the annual short course on Spate Irrigation, which is jointly given by UNESCO-IHE, MetaMeta and the Spate Irrigation Network in Delft, the Netherlands.
1) four carefully selected professionals will complete the course on Spate Irrigation and become part of the SpN pool of experts
4 16 12 October 2011
UNESCO-IHE 12000 9000 3000 12000
6) Funding the participation of 3 Young versatile BSc holding students to attend a Joint MSc programme at IHE and Haramaya University, Ethiopia. Thus securing sustainability of joint programs through NUFFIC support.
1) Initiate quality verification process of interested universities for joint national UNESCO-IHE Msc in Sudan, Pakistan, and Yemen.
3 5 2 October 2011
UNESCO-IHE plus Ethiopia
to be determined
2) Three carefully selected students will start the Joint MSc Programme offered by Haramaya University and IHE – their MSc research will be on spate irrigation issues
October 2011
135000 90,000 45,000 60000
3) Involve visiting south south spate lecturers, preferably from SpN in delivery of joint Bsc/Msc training
to be determined
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7) Start inventory of spate irrigation/ flood based farming systems potential status and potential in some countries/regions (Afghanistan, Somaliland, Latin America, Tanzania, China) - desktop
1) UNESCO-IHE to explore cooperation with ITC / Twente University and land an water networks to verify status of spate in selected regions.
Mar Sep., 2011
UNESCO-IHE/MetaMeta
10000 10000 10000
4) Expert pool support to IFAD projects and country programmes
1) Start collaboration with IFAD projects and country programmes in the four target countries
1) On demand, the SpN will provide technical support services from expert pool to be developed under the grant.
Mar to Sep. 2011
UNESCO-IHE/MetaMeta
10000 10000 10000
2) Inform policy dialogue to incorporate spate irrigation rules and regulations / specifics into pertinent national water legislation
1) Prepare policy briefs and inform selected policy dialogue events on spate irrigation.
4 drafts 4 4 35000 21000 14000 35000
2) Participate in lobby events
Total Budget 494500 398500 80500 15500 494500
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ANNEX 2: COUNTRY SPECIFIC WORKPLANS AND BUDGET FOR 2011
Annex 2.1: Deliverables, time schedule and results-based budget for 2011 activities in Sudan
Item Description/Activity Key deliverables Budget contribution by the HRS
Key responsible person(s)
Estimated time of delivery
1 Strengthening the Spate Irrigation Network
1.1 Develop country NetWork plan 2011-2014
Country network plan stating vision, mision,mandates and major activities (2011-2014) 2000
Team Leader (T.L) /Assistant July,2011
1.2 Develop country Database of spate specialists
A spread sheet of names, titles, specialization of 5-10 SPN members 2000 T.L July,2012
1.3 Identification key Implementing Organization
Meetings/lectuers/training of key implementing org. 9000 T.L,Yasir March-Oct.,2011
Sub total 13000
2 Innovative Action Research Projects
2.1 Selection of field assistant(s) for the research activities
A field assistant (F.A.) is selected T.L Feb.,2011
2.2 Collection of existing relevent Information Documentation of existing data 3000 T.L& Assistants Feb-Dec.,2011
2.3 Field assistant management
documentation and writing regular process reports
3000
F.A March-Dec. 2011
2.4
Prepare preliminary criteria & identify amenu of action research topics
Criteria and a menu of action research topics listing T.L March,2011
2.5 Stakeholder meetings to Identfy relevent action research topics
Meetings with stakeholders 9000
T.L & Assistants April or May 2011
2.6 Identification of two action Research topics & pilot area
Two research action topics identified
T.L June, 2011
2.7 Preparing concept notes & sharing with fellow project
Two concept note for the action research prepared & shared
T.L July,2011
2.8 Develop full action research proposals Two full action research proposals developed 500 T.L Oct,2011
2.9 Support to two small research / documentation activities
Two small research holder proposed 3000
T.L July,2011
Sub total 18500
3 Capacity Building, Continuos Knowledge Development & Dissemination
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3.1 Selection of one participent for spate short course attendence & MSc at IHE*
One participant will complete short course in spate irrigation and another will start MSc in Land and Water Development at IHE.
UNESCO-IHE July,2011
3.2 Identification of land and water policies and owners of policies
a document of collection of existing land and water policies & policy owners
2500
T.L Feb-Dec, 2011
3.3 Preparation of one practical notes one practical notes published 1500 T.L Sep.,2011
3.4
Purchasing one laptop, one video camera or projector, one digital camera
laptop, digital camera, video camera or projector purchased
2000
T.L June,2011
Sub total 6000
4 Project management
4.1
Project supervisory committee: Access to institutions database& a bank account open for the project
3000
Yasir, Adam Feb-Dec.,2011
Facilitating access to higher level relevant government institutions*
Will be funded by Ministry of Irrigation & Water Resources
5000 Adam Feb-Dec.,2012
In kind support: provision of offices, telephones, equipments, guest house*
Will be funded by Ministry of Irrigation & Water Resources
5000 Adam Feb-Dec.,2013
Direct support* Will be funded by Ministry of Irrigation & Water Resources
5000 Adam Feb-Dec.,2014
4.2 Project country team leader activities 7000
Detailed work plan for 2011 A draft work plan with budget and time of delivery
T.L Feb.,2011
organize meetings & workshops meetings and \ or workshop conducted T.L Feb-Dec.,2013
Financial statement preparation and facilitating auditing
Annual financial statement report
T.L Nov., 2011
Develop draft\detailed work plan for 2012 A draft work plan with budget and time of delivery
T.L April, 2011
Progress and final report writing A progress or final report describing the progress of project activities
T.L Nov.,2011
4.3
Running Secretariat office archiving project documents, dissemination of project output
2000
T.L Feb-Dec.2011
Local Travel And Accommodation - visit
project sites 500
T.L Feb-Dec.2012
Sub total 12500
TOTAL 50000
* The cost of these items is not included in the budget as it will not be paid by IFAD fund, technical assistance will be provided by Dr. Yasir from HRS
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Annex 2.2: Deliverables, time schedule and results-based budget for 2011 activities in Ethiopia
Item
Description/Activity Key deliverables Key responsible Person (s)
Budget from the Project
Estimated time of delivery
1 Strengthening the Spate Irrigation Network
1.1 Develop country net work plan 2011-2014 Country network plan stating vision, mission, mandates and major activities for the period 2011 to 2014
Team leader (TL)
2500 May, 2011
1.2 Develop country database of spate specialists A spread sheet with contact details (full names, date and place of birth, titles, field of specializations, organizations affiliated to, positions in the organizations, postal and e-mail adresses as well as telephone numbers) of 20 to 30 spate irrigation network members. ID cards with photos for each member
All country project team (Dr. Tena, Yohannes and Abebe)
1,500 April, 2011
1.3 Identification of four organizations key to implementing spate irrigation activities in the country - at least one educational institution, one farmers' organization, one research institution and one private investing company; tailor made support is given to two of the four organizations
At least four key impelenting organions are identified - full details of the staff relevant to this spate project is prepared; Spate irrigation knowledge sharing meeting, trainining or lectures are conducted with the selected staff members of two of the four organizations
All country project team
8000 March-Sep., 2011
Sub total 12000
2 Innovative Action Research Projects
2..1 Reconnaissance survey to spate irrrigation schemes document background information and collect field data on the limitations and stregthes of the schemes
All country project team
2,000 March, 2011
2.2 Prepare preliminary criteria & identify a menu of action research topics
Criteria developed and a menu of action research topics identified
All country project team
1,000 April, 2011
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2.3 Organize meeting with key stakeholders aimed at indentifying two action research topics
A report summarizing the key dicussions held during the stakeholder meeting, brief description of the two action researches and justifcations for why the research topics have been selected
All country project team
3,000 April,2011
2.4 Preparing concept notes for the two action researches & share these with fellow project leaders for possible feedback
Two concept notes prepared and finalized incorporating comments from fellow project leaders
TL 2,000 June,2011
2.5 Develop full proposals for the two action researches and share this with fellow project leaders
Two full action research proposals developed and finalized incorporating comments from fellow project leaders
TL 3000 Sep., 2011
2.6 Support to four small research/documentation activities Four small research/documentation activities identified and undertaken by BSc/MSc students
All country project team
2,250 Sep., 2011
Subtotal 13,250
3, Capacity Building, Continuous Knowledge Development & Dissemination
3.1 Organize a training workshop on spate irrigation tailored at mainstreaming spate irrigation in higher education systems
1) A training workshop conducted with particpants from Universities and other higher education instituions, government organizations and relevant private companies; 2) a workshop report detailing the recruitement and selction of participants, implemetation, organization and evaluation of the workshop and its key outcomes including a syllabus of pate irrigation course/module; 3) committment by at least one insituion to incorporate the spate course into its curriculum
All country project team
0 Already done advace 12,000 Euros was trasferred as part of the Steering Committee meeting budget
3.2 Translation, preparation, adaptation of practical notes preparation of one practical note and translation of two practical notes
All country project team
2,250 Sep., 2011
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3.3 Preparation of spate program development charter as annex to the Country policy on land and water management and development
Prepare a draft spate irrigation charter that outlines experiences of spate irrigation in Ethiopia, details alternative programmes for spate irrigation development in the country and the relevant suportive land and water policy required
All country project team
4,000 Sep., 2011
3.4 Prepare a handbook for a Joint Haramaya University - UNESCO-IHE MSc programme on Agricultural Water Management in collabroation with UNESCO-IHE staff
A handbook detaling among others the sylabbus of the Joint MSc Programme is prepared
TL in close collaboration with Project Team Leader from UNESCO-IHE
1,000 March, 2011
3.5 Selection of three particpants for the Joint MSc Programme Three particpants start their studies within the framework of the Join MSc Programme. This depends on whether the Programme gets approval from the UNESCO-IHE Academic Board by June, 2011
TL UNESCO-IHE Project fund
Oct. 2011
3.5 Selection of one participant for spate short course One participant will complete short course in spate irrigation at UNESCO-IHE
TL UNESCO-IHE Project fund
Sep., 2011
3.6 Purchasing one laptop, one video camera, one combined printer and scanner or projector,
Laptop, video camera, combined printer/scanner or projector purchased
TL 2000
March,2011
Sub total 9,250
4 Project management
4.1 Project support director activities - facilitating opening of bank account, access relevant government database, international project staff travel
Project bank account opened, relevant governmetnt data base accessed and internation travel of project staff facilitated
Haramaya University top management – TL will be the contact person
3000
Feb-Oct.,2011
4.2 Project country team leader activities
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4.2.1 Preparing detailed workplan for 2011 A draft 2011 work plan with budget and time of delivery prepared
TL+ support from project team
750 Feb., 2011
4.2.2 Develop draft\detailed work plan for 2012 A draft 2012 work plan with budget and time of delivery prepared
TL+support from project team
750 Dec., 2011
4.2.3 Prepare annual project report A report detailing the project activities and achievements as well as challenges and limitation is prepared
TL+support from project team
3000 Oct.., 2011
4..2..4 Preparing project financial statement and facilitating auditing
Project financial statement with all supporting documents is prepared and its auditing is facilitated
TL +Haramaya financial department
750 Feb.,2011
4.2.5 Organized organize meetings & workshops Meetings and \ or workshop properly organized
TL+support from project team
250 Feb-Oct., 2011
4.3 Secretarial activities Project documents properly archived, project outputs disseminated in an ordely and timely manner
All project team, mainly Yohnnes
2000 Feb. –Oct, 2011
4.4 Local travel and accommodation - visit project sites Four project related travels conducted – a report is prepared on objectives, activities of the travels
All project team, organization by Yohnnes
2000 Feb. –Oct, 2011
4.5 Internaltional travels one internation travel to Sudan to attend and present in the annual project meeting
TL – any of the other project team can replace them
3000 Oct-Nov., 2011
15,500
Grand total budget 50,000
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Annex 2.3: Deliverables, time schedule and results-based budget for 2011 activities in Yemen
Item
Description/Activity Key deliverables Budget Estimated time of Delivery
1 Strengthening the Spate Irrigation Network
1.1 Develop country net work plan 2011-2014 Country network plan stating vision, mission, mandates and major activities for the period 2011 to 2014
2,000 April - June, 2011
1.2 Develop country database of spate specialists A spread sheet with contact details (full names, date and place of birth, titles, field of specializations, organizations affiliated to, positions in the organizations, postal and e-mail adresses as well as telephone numbers) of 30 to 60 spate irrigation network members. ID cards with photos for each member
1,000 Febraury - May, 2011
1.3 Identification of four organizations key to implementing spate irrigation activities in the country - at least one educational institution, one farmers' organization, one research institution and one private investing company; tailor made support is given to two of the four organizations
At least four key impelenting organions are identified - full details of the staff relevant to this spate project is prepared; Spate irrigation knowledge sharing meeting, trainining or lectures are conducted with the selected staff members of two of the four organizations
6,000 April-Novemeber., 2011
Sub total 9000
2 Innovative Action Research Projects
2..1 Reconnaissance survey to spate irrrigation schemes document background information and collect field data on the limitations and stregthes of the schemes and determentiontion of the schemes deficulties and problems
1,500 March - April, 2011
2.2 Prepare preliminary criteria & identify a menu of action research topics Criteria developed and a menu of action research topics identified some of the schemes and spate areas defficulties and probems
1,000 May, 2011
2.3 Organize meeting with key stakeholders WUAs to indentify two action research topics which share to solve some of their defficulties
A report summarizing the key dicussions held during the stakeholder and WUAs meeting, brief description of the two action researches and justifcations for why the research topics have been selected
2,000 May,2011
2.4 Selecting the action research team Selecting the action research team making contract and meeting and guidance for action research team , prapering Team workplane
1,500 May, 2011
2.5 Preparing concept notes for the two action researches & share these with fellow project leaders for possible feedback
Two concept notes prepared and finalized incorporating comments from fellow project leaders
2,000 June,2011
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2.6 Develop full proposals for the two action researches and share this with fellow project leaders
Two full action research proposals developed and finalized incorporating comments from fellow project leaders
1,000 October. , 2011
2.7 Support to three small research/documentation activities Three small research/documentation activities identified and undertaken by BSc/MSc students
1,500 Dec., 2011
Subtotal 10,500
3, Capacity Building, Continuous Knowledge Development & Dissemination
3.1 Organize a training workshop on spate irrigation tailored at mainstreaming spate irrigation in higher education systems
1) A training workshop conducted with particpants from Universities and other higher education instituions, government organizations and relevant private companies; 2) a workshop report detailing the recruitement and selction of participants, implemetation, organization and evaluation of the workshop and its key outcomes including a syllabus of pate irrigation course/module; 3) committment by at least one insituion to incorporate the spate course into its curriculum
12,000 June, 2011
3.2 Translation, preparation, adaptation of practical notes preparation of one practical note and translation of two practical notes
2,000 Feb - Dec., 2011
3.3 Preparation of spate program development charter as annex to the Country policy on land and water management and development
Prepare a draft spate irrigation charter that outlines experiences of spate irrigation in Yemen, details alternative programmes for spate irrigation development in the country and the relevant suportive land and water policy required
1,000 Sep - Oct., 2011
3.4 BSc/MSc field research / documentation activities: 1) one two group from Bsc students to collect the data and make their Bsc research. 2) two Msc thieses research or doploma research will be conducted in the same field of action report
1) shoosing field research field and area ( in the action research field) 2) collection the data by two group from Bsc students and make their Bsc research in spate irrigation fields. 3) three Msc thieses research or doploma research will be conducted in the spate irrigation field of action report if possible
1,000 Sep - Dec, 2011
3.6 Purchasing one laptop, one video camera, one Camera, one combined printer and scanner
Laptop, video camera, camera, combined printer/scanner
2000
March,2011
Sub total 18,000
4 Project management
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4.1 Project support director activities - facilitating opening of bank account, access relevant government database, international project staff travel
Project bank account opened, relevant governmetnt data base accessed and internation travel of project staff facilitated
2,000
Feb-Oct.,2011
4.2 Project country team leader activities
4.2.1 Preparing detailed workplan for 2011 A draft 2011 work plan with budget and time of delivery prepared
1,000 Feb., 2011
4.2.2 Develop draft\detailed work plan for 2012 A draft 2012 work plan with budget and time of delivery prepared
1,000 Dec., 2011
4.2.3 Prepare annual project report A report detailing the project activities and achievements as well as challenges and limitation is prepared
2,000 Oct.., 2011
4..2..4 Preparing project financial statement and facilitating auditing Project financial statement with all supporting documents is prepared and its auditing is facilitated
1,000 March.,2011
4.2.5 Organized organize meetings & workshops Meetings and \ or workshop properly organized 500 Feb-Oct., 2011
4.3 Secretarial activities Project documents properly archived, project outputs disseminated in an ordely and timely manner
1,500 Feb. -Oct, 2011
4.4 Local travel and accommodation - visit project sites three main spate region in Yemen (Al-Hodeidah, Tuban/ Abyan, and Hadramout) Vist related travels conducted - a report is prepared on objectives, activities of the travels
1,500 Feb. -Oct, 2011
4.5 Internaltional travels one internation travel to Sudan to attend and present in the annual project meeting
2,000 Oct-Nov., 2011
12,500
Grand total budget 50,000
ANNEX 3: PAKISTAN SPATE IRRIGATION NETWORK BUSINESS PLAN 2011-2012
1. Introduction This business plan discusses the proposed working of the Pakistan Spate Irrigation Network – which is a chapter of the international Spate Irrigation Network. The international Spate Irrigation Network is a partnership operated by MetaMeta and UNESCO-IHE. It currently has 450 members, is supporting the implementation of spate irrigation projects, is organizing regional and international training, documents and disseminates experiences, approaches and good practices and promoting country to country pilots. Guidelines for Spate Irrigation were issued August 2010 by FAO. A program of mainstreaming spate irrigation in higher education has started with the help of UNW-DPC. The Spate Irrigation Network is supporting and setting up country chapters in countries where spate irrigation is an important resource system – Yemen, Pakistan Ethiopia, Sudan. In the future the same is planned for Eritrea and Morocco. Pakistan has the world’s largest area under spate irrigation. Estimates vary – but the area under cultivation from spate irrigated areas annually varies from 0.34 to 1.28 M Ha. The total bunded command area is estimated at 2.02 M ha but the potential area is estimated much more than that. The potential for improvements within the current systems moreover is large – through new diversions, through improved moisture conservation and field water management, better agronomy and livestock programmes. The areas have been underinvested and are the scene of higher poverty and instability. The spate irrigated areas are among the most neglected and least priviliged in the country. They moreover were also among the main affected areas in the July/ August 2010 floods. In fact the spate irrigated areas are caught between floods and droughts. The flood-affected areas in spate ecologies were neglected because of their location outside the Indus basin irrigation system and away from the large towns. The communities in the spate are poorest-of-the-poor and very much neglected. In the past months several activities have been undertaken in support of the Pakistan Spate Irrigation Network in line with the first phase of the support under the World Bank/ EKN:
One-to-one discussion with key organizations on scope for the Pakistan Spate Irrigation Network – a summary of opportunities is given in annex 1.
Develop membership of the network – with currently 123 members, see annex 2
Preparation of nine Practical Notes on different aspects of improved spate irrigation (list is given in annex 3) – as well as resource CD with training and reference material and also development of sub-page on www.spate-irrigation.org
Organize workshop on Spate Irrigation and the scope for the Pakistan Spate Irrigation Network on 23 and 24 August 2010. The workshop report is appendixed as annex 4.
In addition to what was agreed under World Bank/ EKN support a number of additional activities were started up:
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- With the help of UNW-DPC work started on the curriculum development: integrating spate irrigation in the curriculum of institutes of higher learning in each of the four provinces. An orientation workshop in DG Khan campus of the Faisalabad Agricultural University was organized. Staff of three universities attended a workshop on mainstreaming spate irrigation in higher education in Delft. Annex 5 describes the plans for curriculum development.
- Practical Notes are being translated in Urdu. One new Practical Note is under preparation – on
truffle mushrooms in spate irrigation. This is done with help of research grant of IFAD.
- An orientation workshop was organized for senior and mid level field staff of NRSP – working in DG Khan and Rajanpur. This was undertaken in support of the preparation of a new project of productive infrastructure under Poverty Alleviation Fund which can include schemes related to spate irrigation.
2. Objective This note discusses (as an output of the first phase of the project) the functioning and output of the Pakistan chapter of the Spate Irrigation Network. The objective of the Pakistan Spate Irrigation Network (PSpN) is to make a significant and tangible contribution to improved and sustainable livelihoods in the spate irrigated areas of the country. This will be done by:
Working with partners who implement or fund field level activities by providing back stopping services, capacity building and technical inputs based on the evidence of good practices
Initiate new and innovative activities in spate irrigation areas with partners
Structure the exchange and documentation of experiences, linking these to comparable international experiences and disseminating these among other through educational programs
Contribute to a conducive policy environment for spate irrigation management and development.
3. Structure 3.1 Operating principles Given the objectives of the PSpN the thrust of the network is to be stimulating, pragmatic and effective. The point of departure is that legitimacy comes from actions and impact on the ground – more so than from formal internal governance. The following operating principles will apply for the PSpN:
The focus is on action
The network will work with other organizations – in implementing activities and in encouraging those other organizations to implement activities in the spate irrigation areas
The network will try to create a movement and have many concerned people involved and give due recognition to the efforts of different members
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Knowledge and experience comes to a large extent from people working on the ground people and this needs to be captured and stimulated. In line with the Intenational Spate Irrigation Network, the PSpN will profess a open source philosophy for it information. It will make intensive use of effective modern media (local television channels, desk top publishing, internet)
Special efforts will be made to work in local languages
3.2 Organizational set-up The PSpN will be operated as a partnership of Pakistan Agricultural Research Council.(PARC) and Strengthening Participatory Organisation (SPO) and the International Spate Irrigation Network. The activities will be stimulated from the field offices of PARC (DI Khan and DG Khan) and SPO (most relevant are: Turbat, Quetta, DI Khan, Mardan, Hyderabad, Sukkur, Multan, and Muzaffar Garh). The organization of the PSpN will consist of a Convenor and a Secretary – whereas use will be made of administrative and financial services within the convening organizations as far as reasonable. The tasks of the Convenor and Secretary are given in the table. For implementation of activities that require more time and efforts the PSpN may expand its core and/or engage project teams. Financial administration will be brought in line with the requirement of the organizations funding it. As there are three partners in the partnership the route of external funding will be decided jointly, keeping the pragmatics of the administrative arrangements in mind: in this respect all three parties have certain advantages. Where possible however implementation of activities will be with partners and the PSpN is to serve as catalyst and support and not competitor of its partners and members.
Convenor Bring different parties in spate irrigation together
Convene meeting Keep the discussion/ development of appropriate approaches lively – at network and at policy level Identify partner programmes and funding sources Media contacts Policy/ thematic contacts with SpN
Secretary Ensure membership stay informed and active Identify partner programmes and help in their formulation Oversee implementation of partnership programmes Media contacts Management of information exchange Operational contacts with SpN Reporting and administration
Members of PSpN will be both individuals and organizations. They are expected to actively support and contribute to meaningful activities of the network. There will at this stage not be membership fees, as this may exclude some (students) and will involve small amounts that are difficult to administer. PSpN funding instead will be sought from donors, funds and programmes – nationally and internationally, whose objectives are in line with those of PSpN. At this stage for instance promising discussions have started with IFAD and UNE-DPC to fund some additional activities.
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The PSpN will have access to experts – to ask for ideas on the possible programmes and reflect on the quality of implementation of ongoing programmes. Every two years the PSpN will do a review of the program – by inviting an oversight committee to look at the activities and outputs. The oversight committees will always include national and international persons. The positions of the convenor and the secretary will also be reconsidered every two years – unless personal circumstances or organizational requirements require this to done earlier.
3.3 Link to global Spate Irrigation Network. The PSpN is a chapter of the international Spate Irrigation Network. All parts of the international Spate Irrigation Network form a single global community of practioners and professionals aiming to improve livelihoods and productivity in these resource systems. The cooperation between PSpN and SpN is
Joint promotion of effective programmes and policies in spate irrigation areas
Jointly developing the knowledge base – among other maintaining and improving the website, producing and sharing practical notes and other means of dissemination
Effectively managing innovations across the international network
Support to implementation of joint programs – for instance the mainstreaming of spate irrigation in higher education
Identifying joint funding opportunities
4. Activities 4.1 Core activities The core activities of the PSpN are:
Identify opportunities for partnership programmes
Initiate new activities in support of development in the spate irrigated areas
Pick up ideas and encourage sharing and documentation, good examples
Contribute to policy development and agenda setting These core activities are all in support of programmes on the ground. In line with the discussion and outcome of the first phase of the project, the emphasis of the Spate Irrigation Network in the second phase1 will be on a direct engagement in operational activities – both in
1 The second phase of the program was originally supposed to consist of the launch of Pakistan Spate Irrigation
Network in line with the finalized strategy for membership, staff, fundraising and sustainability of the Network; development of training material and curricula on Spate Irrigation for various universities and colleges; documentation of good-practices in Spate Irrigation and practical improvement information sheets and relevant audio/visual materials; development of national Spate Irrigation Network website and contribution to international Spate Irrigation Network
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(1) catalyzing new activities (2) introducing innovations and (3) engaging with development programs and policies. A fourth activity will be to introduce spate irrigation in educational curricula. In addition a number of activities are required to strengthen the Spate Irrigation Network
4.2 Programmes 2011-2012 The work programme, based on the consultations and planning, for the 2011-2012 period is described below – in five work streams. Stream 1: Strengthening the partnership
Small secretariat
Digitizing revenue records
Translation of documents and preparation of popular book Stream 2: Catalyzing new activities
Making start with water management and CAD in Sanghar Command Area
Preparing for replenishment of bulldozer stock
Prepare small intervention programmes with NGO networks Stream 3: Introducing innovations
Preparing for innovative bank reinforcement
Model for improved drinking water ponds
Integrated farming pilot Stream 4: Engage with policies
Prepare national and provincial spate irrigation policy note
Develop and promote alternative concepts for dam development on ephemeral rivers Stream 5: Capacity building
Curriculum development
New practical notes
The different activities are described in more detail below.
Stream 1 General strengthening of network
Small part time secretariat Website costs, secretariat, regional unit Meeting to strengthen network and expand membership basis especially to farmers and farmer leaders and to engineers (now underrepresented)
Translation of documents Translation of 10 practical notes into Urdu/ local lanaguage
Digital library of land records
Digitizing D.G. Khan and D.I. Khan land records – before they are lost
and a series of experience sharing workshops at national and provincial levels in collaboration with PARC and Ministry of Water and Power
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Preparation of popular book VANGUARD has indicated interest in the publication of a popular book on spate irrigation. Text for these were prepared in draft and need to be updated and corrected.
Stream 2 Catalyzing initiatives
Making start with water management and command area development planning in Sanghar
Substantial investment is made in Sanghar Rud (USD 27 M) – consisting of a low weir and two open gates. This investment is technically an excellent practice for flood water diversion from such wide river. There is however no command area development foreseen. The risk is that the scheme will be left unutilized and that are large opportunities at livelihood improvement and economic security are missed. Activities Support is to be given to initiate the process of command area development – aligning among other the Revenue Department. , the command area works involved in it Introductory meetings, organizing stakeholders, detailed diagnostic surveys, analysis and formulation of a plan in consultation with all relevant stakeholders
Preparing plan for bulldozer replenishment
More than 30 years large number of bulldozer were put at the disposal of the Agricultural Engineering Department – under a grant in kind by JICA. Over the years these bulldozers have provided very useful services in the construction of diversion and guide bunds. embankments as well as in repairing breaches and gullies – essential for the operation of spate irrigation systems particularly in the sandy lowlands. By now most bulldozers – having far outlived their economic life – are out of order. In fact it is testimony of their usefulness that they have continued operations – often with farmers informally paying for the repairs and operations. With the present flood damage the need for earthmoving equipment has increased tremendously. Activities There is a need to replenish the stock of bulldozers and at the same time to rethink the management of the earthmoving equipment – particularly with a larger degree of local control and ability to undertake repairs. There are examples from Eritrea and Yemen where farmers have taken larger responsibility in managing bulldozers and lessons can be drawn from this. A plan with JICA, the concerned parties could be investigated developed to replenish the stock of bulldozers and introduce effective management arrangements. Selection of cost-effective and energy efficient machinery have to be done. The specific activities will be the development of discussion note – with emphasis on private sector operation of bulldozer (smart subsidy system) – to be jointly developed with JICA based on the partnership of the Spate Farmers Organization and the private
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sector for provision of bulldozers. Other options will be considered too like Cooperative-Corporate culture run by the Board of Spate Farmers Organization to operate the Service for earth-moving machinery including large horse power tractors and crawlers.
Develop special spate irrigation projects with large NGO programmes
Several NGO in Pakistan support wide-spread networks of local organizations that work to improve productivity and create better livelihoods in spate irrigated areas – such as field water management structures, grain storage and drinking water ponds. There is also scope to make improvements in the water distribution. This also requires engagement with local communities in the spate areas. SPO for instance has a large number of field offices – covering many of the spate irrigation areas. In all these areas SPO works with three types of local networks (a) community based organizations (b) civil society organizations (c) members of political parties. One of the objectives is improved livelihoods. SPO is also feeding into local television channels. Similarly NRSP operates from many field stations in spate irrigation areas, strengthening and serving Village Organisations. The Pakistan Poverty Alleviation Fund is undertaking several activities to reduce poverty and is working in 80 districts. Through local partner organizations it provides micro-credit and small funds for community infrastructure. Activities A program of introducing local improvements can be developed with these organizations and with other NGO networks (in particular Taraquee in Balochistan and the Kohistan network of NGOs in Sindh). This could start with a training and discussion with field offices and partner organisations to introduce spate irrigation and highlight improvements both in terms of local/ community infrastructure and local management. The networks as they exists in different WUA would be a powerful mechanism to do this. From these discussion the incorporation of investments and interventions specially appropriate to these areas can be discussed as well as the support in terms of training, standard designs, presentations and experience sharing or proposal writing. The activities will also consist of training of key staff of Spate Cooperative-Corporate Body through SPO, other NGOs and public-sector institutions for joint formulation of activities (in agriculture, livestock, water management). The ultimate objective will be to improve the capacity of NGOs in developing and implement project
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proposals which are cost-effective and sustainable – and help prepare for funding from various sources.
Stream 3 Introducing innovations
Pilot on improved soil bund diversions (strengthening embankments)
Issue The spate systems in Pakistan are largely dependent on soil bunds. There is sometime reluctance to breach these – even when required – as the surge created by a breached bunds also damages river soil embankments and upper sections of the guidebunds. Activities After proper discussion and design, a pilot with innovative design should be developed consisting over reinforced embankment just d/s of current location so that a breach does not cause the same level of damage. This can be implemented through field offices of PARC and/or through NGOs such as VEER. The activities will consist of the development of design, proposal to investment program, documentation of performance once implemented.
Developing model for improved drinking water ponds
In many spate irrigated areas drinking water pinds (and pools in the river) still remain a major source of water for humans and livestock – for lack of alternatives. Over the time several organizations in side the spate areas of Pakistan (and outside of the country) have worked on improving the ponds. It is time to put all these experiences together, evaluate them and come to a new standard to be shared with Public Health Engineering and NGOs and most important Spate Farmer Organizations. Activities Assessment of different drinking water ponds by team of farmers, sociologist and engineers. Documentation and development of standard budget format, workshop with Cooperative and Corporate Body of Spate Farmers and other stakeholders i.e. Public Health Engineering. Prepare cost effective design for water ponds for multiple purposes through maintaining quantity and quality of stored water and handpump based filtration system for domestic, stockwater and washing clothes. . Guidelines will be prepared for the NGOs and Farmers’ Organizations to follow standards operating procedures.
Promoting integrated land use – livestock, crops, range grass, fruits, bio-gas – and link to marketing
Agricultural extension services have often more or less vanished after the demise of the T&V system. This applies not only to Pakistan but is a global phenomena. On the other hand the impact of agricultural practices is enormous in terms of economic development and food security Activities: SDC-Intercooperation is working on a model for agricultural service centres – that will bring together different service providers. As a
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first pilot an agricultural service centre can be introduced in DI Khan, where SDC-Intercooperation is already active. Activities Collaboration of Spate Cooperative-Corporate Body with Integrated Service Centre of SDC – which they plan in D.I. Khan. Funding to the Service Centre . The Cooperative Corporate Body of Spate irrigation area will get the full benefit of the integrated service centre. However, Spate Cooperative-Corporate Body will be organized so that it can sustain itself on the pattern of Idara-a-Kissan Patoki where the Cooperative-Corporate Body of farmers managing the Halla Milk Plant and provide integrated services to the women members (around 25,000).
Stream 3 Engaging with policies
Prepare national and provincial spate irrigation policy note
Spate irrigation has largely been invisible in Pakistan and there has been no policy to describe the approach to agricultural development and livelihoods improvement. Activities Preparation of policy note by the core group of PSpN having experience in policy review and analysis – based on local ecologies and economic potential with suggestion for location specific programs in each of the provinces – and preferabky endorsed in the Provinces too. Having note endorsed by MINFA, a number of roundtables will be organized to support this action. Two to three Policy Notes will be developed for each province, Tribal Areas and AJK.
Develop and promote alternative concepts for dam development on ephemeral rivers using innovative ideas of managing floodwater and sediments to maintain hydrological equilibrium.
At present several dam projects are under consideration on ephemeral rivers from the Suleiman and Kirther ranges – including the Gai Nai Dam and several small dams in the Dadu District. The development of these dams is undertaken without a longer term perspective and without looking at the value and potential of spate irrigation systems. Activities Discussion should start based on the review of several proposed project – taking a medium term and long term perspective – looking among others at long term sedimentation management, effect on groundwater, effect of flood management and changes to local river morphology, present and potential benefits of current uses (agriculture, livestock, others). Make a joint steering team with main organizations in dam development. Overview of ongoing activities, compare with international practices (Yemen) and national best practices (i.e. Shabo Headworks in Balochistan; Tanda dam in Kohat, etc.), and propose cost-effective alternatives. The innovative options of underground geo-synthetic barriers will be investigated in a cascade system to enhance recharge and reduce the peak and prolong the duration of the flood.
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Case studies will be conducted for the small dams constructed during last 2 decades and based on the SWOT analysis a strategy will be developed for integrated watershed management, reservoir operation, command area development and Spate irrigation.
Stream 5 Capacity development
Curriculum development With the engagement of the Higher Educational Council and staff of some universities as well as the International Spate Irrigation Network, the FAO and United Nations University development of multi disciplinary course at Gomal University, D. I. Khan, Sindh Agriculture University, TandoJam, University of Water, Agriculture and Marine Sciences at Lasbela, Agricultural College, D. G. Khan. Curriculum will be designed for BSc and MSc level education – to be adopted. The curriculum developed for IWRM under the ADB TA-4560 (Pak) will be the drawn upon for developing curriculum for Spate irrigation.
New practical notes Practical note on “Natural Mushrooms and Native Natural Resources (i.e. Herbs and vegetables) for value addition for food, beverages, pharmaceuticals, perfumes, etc. The other topics will include integrated land use systems to reduce the impacts of droughts and floods, biogas for pumping water and power generation. Generated power for value addition of agricultural commodities. Small-scale cottage industry, etc.
4.3 Budget estimate The budget estimate is given in annex 6. The total budget for the next two years is USD 272800. Of this amount USD 178,000 is requested from the World Bank Trust Fund. Additional funding will come from IFAD under the Grant to the Spate Irrigation Network/ UNESCO IHE. This grant has been approved and concens activities in strengthening the spate irrigation network in four countries and several global activities. For some activities such as curriculum improvement support will be sought from other sources – in particular the UNW-DPC (United Nations Water – Decade Program on Capacity Development.
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Annex 3.1: Summary of opportunities to cooperate with main stakeholders
Discussion with Main points
Muhamed Tahir Anwar, DG Federal Water Management Celll Dr Zahid Hussain, Project Director MINFAL
Strong interest
PC-1 RWP (100 M USD) now with Economic Affairs Division – Spate Irrigation part of it
Encouraging local organizations to take lead
Jim Franckiewicz and Mohammed Ghani (USAID)
USAID is preparing plan for supporting water sector in Pakistan
Spate irrigation could be very much part of it
Spate irrigation is a part of the Agency Area Development Plans for the Tribal Areas by USAID
Rina Saeed Khan Vanguard interested to publish popular book on Spate Irrigation (arrangements made)
Raza Farrukh (ADB) ADB has proposal for water sector in Balochistan with have spate component however this has been cancelled
Spate irrigation may be included in project for NWFP under preparation
Spate irrigation maybe included in project for Sindh. Need to send note
ADB water pilot facility may be used
Arjumand Nizami (Intercooperation) IC is implementing Livelihoods Project in NWFP – inclusing follow up to PLI. Spate irrigation is part of it
Agricultural Service Centre concept can be applied in spate areas
Interest to partner in SpN-P, will share with concerned persons in IC
IC will share information and experience Kamran Akbar, Mohammed Nadeem (PPAF)
PPAF works throughout country with 82 partner organizations on broad range of activities
Single investments in order of 6-7000 USD
Spate irrigation to be added to water investment programme. Strong belief in local technology
Discuss possibility of giving training to selected partner organizations
In future discuss with Water Management Cell
Amir Bukhari (JICA) JICA in past supported Mithawan and bulldozer programme
JICA works on basis of request from GoP
Pilots can be considered
Local management of earth moving equipment
Downstream development in Mithawan, Sanghar, Vihoa
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ANNEX 4: PAKISTAN SPATE IRRIGATION NETWORK WORKSHOP
Pakistan Spate irrigation Network Pakistan Agriculture Research Council, Islamabad
Strengthening Participatory Organization, Islamabad
Table of Contents
Sr. No. Topic Page
1 2 3 4 4.1 4.2 5 6 7
Program/Proceedings Preface Inaugural Address Presentations Spate Irrigation Pakistan Spate Irrigation Network Recommendations List of Practical Notes List of Participants
Proceedings of Workshop Inaugural Session
Section 1: Thematics
Importance of spate irrigation and need for network in Pakistan
Spate irrigation in Pakistan: Issues and Options
Section 2: Experiences of Spate Irrigation in Pakistan by PARC
Spate irrigation experiences in D.G. Khan, Punjab
Spate irrigation experiences in Thana Bula Khan, Sindh
Spate irrigation experiences in D.I. Khan, KP
Spate irrigation experiences in Barkhan, Balochistan
Section 3: Curriculum Development of Spate Irrigation
Curriculum development for Spate Irrigation for degree programs in universities of Pakistan
Section 4: Recent Floods Situation and Strategy
Recent spate floodwater impacts
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Proposed Strategy for quick practice in the flood areas
Section 4: Discussion and Recommendation
Discussion and recommendation for program of work for Spate Irrigation Network in Pakistan
Preface
The two days workshop was organised as to share the work of Pakistan Spate Irrigation network among
stakeholders in Pakistan. Pakistan Spate irrigation Network is a part of international spate irrigation
network working in Pakistan since last one year. Its membership is more than 120 individuals and few
organizations interested and engaged directly with spate irrigation in the country. These include civil
society groups (non government organizations), professionals form academic intuitions, students of
agriculture universities, engineers from line ministries, research organizations, professionals from
different development projects and farmers. In Pakistan spate irrigation network has partnership with
Pakistan Agriculture Research Council (PARC) and Strengthening Participatory organization (SPO).
The workshop aim was to share the knowledge of spate irrigation from projects worked successfully in
the country (Pakistan Agriculture research council/Water resources Institute, Swiss Development
Corporation, different NGOs and donor funded projects), indigenous knowledge and share practical
notes prepared by the Pakistan Spate irrigation network under this project. At the same time some
relevant international experience of spate irrigation was shared with participants. Since Pakistan has
suffered by recent extra ordinary floods of history therefore it was very relevant to discuss the spate
irrigation in this context too in order to see the possibilities of harnessing these foods and how to
convert the negative aspects of floods into positive as is being practiced by indigenous communities of
spate irrigation since unknown times. The workshop included the potential and possibilities and further
scope of spate irrigation in the country and especially in marginal areas in terms of poverty and
negligence. It was also discussed in detail about further practical activities to be undertaken in this filed,
combined natural resources management with spate irrigation development, preparation of further
practical notes and last but the not the least to include spate irrigation network in the curricula at
university level.
More than 40 participants from all over Pakistan (Punjab, Sindh, Balochistn and Khyber Pakhtunkhwa)
participated in this workshop. Workshop was ended with recommendation for further work and future
strategy of spate irrigation network in the country.
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Inaugural Address
By: Dr. Zafar Altaf, Chairman, Pakistan Agricultural research Council, Islamabad
Welcome
Water is a blessing. It has to be received not be obstructed. You have to receive water and manage it in a
way that you can have the best of it. Start flowing with water. As for as Spate Irrigation is concerned,
things which matters are two:
i) Culture of water
ii) Culture of community and space
One has to understand the culture and nature (hydrology) of water. Water contains variability in nature.
It do not behave in the same way everywhere. To have the best you have to consider spatial variability
specifically. Things on one place cannot be applied as it is on the other place. If you talk on spate
irrigation, only water engineering is not concerned but agronomic practices and whole land use of the
area is to be considered. Not only the conveyance, application and efficiency of water is important but
soil profile and depth of water applied are also critical. Indigenous knowledge is very important in this
regard. Instead of viewing the things happening elsewhere, you have to look at the local
technologies/practices first and taking it along you will be moving forward.
Decency of the level of interaction with community and farmer is imperative. You take any technology to
any community, take the farmer on board and prove it worthwhile. Just take the example of Mirani dam
where after spending a lot of money, it is only able to irrigate 30,000 acres.
Talking more specifically, interventions are supposed to be spoken out in this workshop for existing flood
situation. Just talking the potential of spate irrigation in Pakistan is not sufficient but what is to deal with
current situation? It cannot be the business as usual. PARC has started taking initiatives on spate
irrigation since 1996. It will be wastage of 14 years if we are not successful to handle the current
situation of flood. Time is irreversible resource and there is problem if you do not respect the time. I
want better from you. I want you to answer and address the paradoxical situations. Look at the gaps and
find ways to fill them up. Approach should be to move from normative to positive.
Spate irrigation Curricula at University Level
Scheme of Study for BSc. Civil engineering Degree Course
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Hydrology and water Management SEMESTER-I SEMESTER-II
1 Computer Programming 7 Engineering Surveying
2 Social Science 8 Engineering Geology
3 Engineering Mechanics 9 Basic Electro- Mechanical Engineering
4 English Language Skills I0 Engineering Drawing
5 Applied Calculus / Maths-I 11 Differential Equations / Maths-II
6 Pakistan Studies
SEMESTER-III SEMESTER-IV
12 Materials & Construction Engineering 17 Quantity Surveying & Estimation
13 Civil Engg Drawing & Graphics 18 Structural Analysis
14 Advanced Engineering Surveying 19 Soil Mechanics Engineering
15 Mechanics of Solids Engineering 20 Islamic Studies Humanities Culture
16 Fluid Mechanics Engineering 21 Numerical Analysis / Maths- \
SEMESTER-V SEMESTER-VI
22 Probability Methods in Engineering/Math IV 27 Plain & Reinforced Concrete-I
23 Advanced Fluid Mechanics 28 Environmental Engineering- I
24 Communication Skills 29 Transportation Planning & Engg
25 Social Sciences – II * 30 Hydrology & Water Management
26 Geo Informatics Natural Science
SEMESTER-VII SEMESTER-VIII
31 Technical Writing & Presentation Skills 36 Elective-II, III, IV, V.
32 Construction Management 35 Project Senior Design Project
33 Architecture & Town Planning
34 Elective-I
35 Project Senior Design Project
Introduction: Hydrology, hydrologic cycle and the hydrologic equation, practical uses of hydrology, importance of hydrology. Meteorology: The atmosphere and its composition, relative humidity, dew point and their measurement devices. Saturation deficit. The general circulation of wind system, the monsoons and western disturbances. Measurement of air temperature, relative humidity, radiation, sunshine , atmospheric pressure and wind velocity & direction. Precipitation: Types of precipitation, factors necessary for the formation of precipitation, measurement of precipitation, interpretation of precipitation data, computation of average rainfall over a basin. Evaporation and Transpiration: Factors affecting evaporation, measurement of evaporation, evapo-transpiration. Stream Flow: Water Stage and its measurement, selection of site for stage recorder, selection of control and Metering section, methods of measurement of stream flow, interpretation of stream flow data. Runoff & Hydrographs: Factors affecting runoff, estimating the volume of storm runoff. Characteristic of Hydrograph, components of a hydrograph, hydrograph separation, estimating the volume of direct
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runoff, introduction to unit Hydrograph concept, S-curve, Application of probability in determining maxima/minima of discharge. Types of histogram and distribution. Stream Flow Routing: Introduction to floods and its causes, frequency and duration analysis. Reservoir routing, channel routing. Flood Control. Groundwater: Introduction, sources and discharge of ground water. Water table and artesian aquifer, ground hydraulics, pumping test. Water Management: Water management practices at basin level, canal level and farm level. Scheme of Study for BSc. Agricultural Engineering Degree Program
• SEMESTER – 1st SEMESTER – 2nd
• Engineering Graphics Engineering Materials
• Surveying and Levelling Engineering Materials
• Engineering Static Hydraulic Machinery
• Fluid Mechanics Manufacturing Engineering
• Metallurgy and Workshop Practices Engineering Thermodynamics
• Applied Mathematics Soil Science
• Basic Agriculture Applied Physics
• SEMESTER – 3rd SEMESTER – 4th
• Computer Aided Drawing Theory and Design of Structures
• Engineering Dynamics Environmental Engineering
• Surface Water Hydrology Soil Dynamics
• Soil Mechanics Open Channel Hydraulics
• Instrumentation and Mechatronics Boiler Engineering and Power Plants
• Advanced Mathematics for Engineers Processes Engineering
• Industrial Chemistry Computer Programming and Application
• Technical Writing
•
• SEMESTER – 5th SEMESTER – 6th
• Ground Water Hydrology Environmental Management system in Industry
• Soil and Water Conservation Engineering Irrigation Engineering
• Water Quality Management Pumps and Tube-wells
• Energy resources and Management Computational Engineering
• I-C. Engines and Tractors Farm Power
• Farm Machinery Machine Design
• Islamic Studies OR Ethics (For Non Muslims)
• Pakistan Studies Economics for Engineers
• SEMESTER – 7th SEMESTER – 8th
• Bio-solids Management Farm Structures
• Principles & Application of Remote Sensing Farm Irrigation Systems
• Drainage Engineering Water Management Engineering
• Farm Machinery Management Design of Agricultural Machinery
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• Applied Engineering Statistics Post Harvest Engineering
• Communication Skills Industrial Engineering and Management
Project & Report
Numerical Analysis Soil and Water Conservation Engineering
• Introduction: Land and water resources of Pakistan, soil and water conservation problems and its
importance, soil and water conservation practices in Pakistan.
• Water Conservation: Definition of drought, effects of drought. Water stored in soil. Decreasing
runoff. Reducing evaporation. Reducing deep percolation. Preventing losses from storage.
• Rainfall and Runoff Relationship: Factors affecting runoff, rainfall characteristics related to
erosion. Analysis of precipitation data and effective precipitation.
• Water Erosion and Control Practices: Factors affecting erosion by water, types of water erosion,
mechanics of erosion, forms of water erosion, universal soil loss equation and its components,
soil loss estimation and erosion control practices.
• Wind Erosion and Control Practices: The mechanics of detachment, transport and deposition of
soil particles, estimation of soil loss by wind erosion and control practices.
• Conservation Techniques: Terracing; Functions, classifications, design, location and maintenance.
Contour farming; Water Harvesting; Principles and techniques, short and long term methods.
• Vegetated Waterways: Use, design and maintenance of vegetated waterways.
• Conservation Structures: Functional requirements of structures, limitations and design of drop
spillways, culverts and pipe spillways.
• Watershed: Definition, watershed characteristics, importance of watershed management in
water resources.
• Embankments and Farm Ponds: Types, foundation requirements and design of earth
embankments, mechanical spillways, flood or emergency spillways, types, requirements, site
selection and design of farm ponds
Irrigation Engineering
• Introduction: Definition of irrigation, need for irrigation, sources of irrigation water, (surface
water, groundwater and rainfall), utilization of water for agricultural purposes.
• Indus Basin Irrigation System: Components, operation and maintenance of Indus basin irrigation
system, conveyance and distribution of irrigation water.
• Irrigation Structures: Dams, barrages, headworks, diversion structures, types and functions of
outlets, desirable features/characteristics of outlets, design and construction of outlets, water
measurement structures, energy dissipater, transition and erosion protection.
• Canal Design and Maintenance: Layout of canals, design of canals, Kennedy's and Lacy's theories,
silt factor and friction factors, canal lining and its advantages, maintenance of canals.
• Water Losses: Water losses in canals and watercourses, measurement of water losses and
methods to alleviate water losses.
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• Sediments Transport: Types of sediments in irrigation water, sampling and measurements of
sediments, sampling equipment, effect of sediments on flow regimes and field topography,
methods to check sedimentation.
• Discharge Gauging: Methods of measuring flow in canals, depth-discharge relationships, water
measuring devices and structures.
• Flood Protection: Importance of floods in irrigation system operation, types of floods, damages
caused by floods, methods of flood control and cost of flood protection
Irrigation and Drainage Engineering Water Resources: Planning and development of water resources projects.Domestic, Industrial, Agricultural and other water usages, Water resources in Pakistan. Irrigation: Definition and types of irrigation. Merits and demerits of irrigation, Indus Basin Irrigation System (IBIS). Canal Irrigation: Elementary concept about canal head works, selection of their site and layout, weirs and barrages, various components and functions. Measures adopted to control silt entry into canals, silt ejectors and excluders. Design of weirs on permeable foundations, sheet piles and cut off walls. Design of irrigation channels, Kennedy’s and Lacey’s Theories. Rational methods for design of irrigation channels. Comparison of various methods. Computer Aided design of irrigation channels. Barrages and Headworks: Canal head regulators, falls, flumes, canal outlets. Cross drainage works: types and functions. Canal lining: advantages and types. Maintenance of irrigation canals. Monitoring of flows-telemetry system. Irrigated Agriculture: Soil-water-plant relationship. Water requirements of crops, duty of irrigation water. Delta of crops, consumptive use, estimation of consumptive use, methods used for assessment of irrigation water. Irrigation methods and practices. Irrigation scheduling. Management of irrigation systems, participatory irrigation management. Water logging and salinity: Causes and effects of water logging, reclamation of water logged soils. Drains and tube wells. Causes and effects of salinity and alkalinity of lands in Pakistan. Reclamation methods. Drainage network in irrigated areas. Drainage: Definition, Land reclamation, Surface Drainage, Subsurface Drainage, Estimation of discharge capacity of Cross-drainage structures, Disposal of drainage effluents. Water Management Engineering
• Introduction: Concept of water management and its developments in Pakistan, components of
water management.
• Water distribution: Irrigation system management, warbandi-types, rotation system advantages
and disadvantages, constraints of warabandi.
• Soil-water plant Relationship: Soil moisture and its types, soil moisture characteristics, field
capacity, wilting point, total available water, management allowed deficit, infiltration rate,
hydraulic conductivity.
• Efficiencies: Definition, conveyance, application and storage efficiencies, irrigation efficiency,
irrigation system efficiency.
• Land Leveling: Importance of land leveling in water management, topographic survey, system
layout, determining cuts and fills, land leveling equipment, laser land leveling and use of total
station.
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• Discharge Measurement: Units of measurement, equipment and methods of measurement,
interpretation of discharge data, water losses.
• Watercourse Design and Maintenance: Hydraulics of open channel flow, flow profiles, design of
watercourse for a command, watercourse structures, cleaning and maintenance of
watercourses.
• Watercourse Construction: Construction requirements and procedure, materials for
construction, construction machinery, cost of watercourse lining and improvement.
• Lining of Watercourse: Materials of lining, lining techniques, cost estimate of lining
Scheme of Study for 4 Years BSc. (Hons) Agriculture Mathematics / Biology; Statistics 1 & 2; Computers / IT; Pak Studies Islamiat; Communications Skills; English; Basic Agriculture. Agriculture Extension; Forestry & Range Management; Animal Science Marketing & Agri Business; Rural Development; Human Nutrition; Agriculture Chemistry; Agriculture Engineering; Water Management Agron-301 Introduction to Agriculture Agron-302* Principles of Agronomy Agron-303* Dry Land Farming Agron-401 Field Crop Production-I Agron-402 Field Crop Production-II Agron-501 Arid Zone Agriculture Agron-502 Farming Systems and Farm Records Agron-503 Agro-Technology of Major Field Crops Agron-611 Internship Agron-504 Fundamentals of Weed Science Agron-505** Field Crop Physiology-I Agron-506** Field Crop Physiology-II Agron-507** Introductory Crop Physiology Agron-508** Crop Nutrients and Growth Regulators Agron-509 Water Management in Rainfed area Agron-510 Biological Nitrogen Fixation Agron-601 Seed Production and Technology Agron-602 Agronomic Research and Scientific Writing Arong-603 Biological Crop Potential Agron-604 Computer Application in Agronomic Research Agron-605 Conservation Agronomy Agron-606 Field Crop Ecology Agron-607 Stress Physiology Agron-608 Irrigation Agronomy Agron-609 Environment and Crop Production Agron-610*** Project Studies Water Management in Rainfed Areas Concept of water management. Sources of water. Soil as a water reservoir. Available water, water holding capacity, intake rates and movement. Effective rainfall, atmospheric variables affecting soil moisture. Measurement of rainfall. Appropriate cropping patterns and water budgeting. Water requirement and water use efficiency of crops. Water harvesting and run-off farming. Irrigation systems. Rodhkohi system
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Irrigation Agronomy Concept of irrigation agronomy and water management. Sources of irrigation water and their efficient use in crop production. Introduction to different irrigation methods, their feasibility in various regions. Irrigation scheduling and water use efficiency in field crops. Current agro-technology for efficient use of irrigation water in crops. Irrigation water losses and their control through on-farm water management practices. Irrigation water pollution and measures to minimize it. Recommendations The workshop concluded that following activities need priority to be addressed by Pakistan Spate irrigation Network, its partners and members in the country:
Curriculum development
Pilot Activities
Knowledge documentation (practical notes) and training
Discuss programs of implementation with civil society network
Continue develop the network
It needs to undertake pilot activities like improved bund construction based on previous successful experiences of different projects particularly PARC filed models. Spate irrigation work must take into consideration the associated and important sectors such as improvement of water ponds in these areas – both for human and livestock consumption. It needs to initiate supporting new projects such as Sanghar project in DG Khan where issues of surplus water are emerging with introduction of mega projects of spate irrigation. Coupled with this is to help irrigation and other relevant department in redefining the water rights in the context of Kachhi canal and Chashma Right Bank Command (CRBC). The introduction of perennial irrigation schemes in spate areas leaves surplus spate water and its use to new land must be formulated at policy level. Since heavy earth moving machinery plays an important role in the development of spate irrigation therefore bulldozer/heavy earth moving machinery replenishment need to be redefined at institutional level in the country. Government program to build dams on Spate Rivers need further studies so that community rights are not disturbed, area ecology remains in contact and alternatives are kept open. There is a need and scope to develop more practical notes covering different important topics of spate irrigation and particular emphasis should be given to gender aspects. Spate irrigation covers about 10% of total irrigated area in the country and there is a need to include this subject as under graduate and graduate level in agriculture and engineering universities and other academic institutions dealing with spate irrigation. For this purpose faculty members can be oriented through short sessions about the subject. Higher education commission should be consulted for this purpose too. Gomal university will take the lead and links will be developed through PARC with Lasbela university and Balochistan agriculture College, Mehran engineering university, Tando Jam Agriculture university, DG Kahn Agriculture University College, Peshawar agriculture university. Spate irrigation could be part of other discipline too, i.e. environment, heritage, livestock, rural development etc.
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Spate irrigation is environment friendly system and thus its activities can be easily linked to projects of environment such as SLMP of UNDP and ministry of environment. There are various successful precedents of spate irrigation projects/activities in the country and this need to be well documented and disseminated among policy makers, practitioners and professionals. Land tenure, water rights and water users associations are other important aspects of spate irrigation which needs to be carefully studied and lessons learnt can be replicated for various other related aspects. Civil society groups can be supported to develop new projects of spate irrigation and with their help advocacy programs can be launched affectively. NGO sector and media groups (journalists) should be focused for awareness raising on a wider scale in the country. In the absence of any formal training in this field Pakistan spate irrigation network can play an important role to train professionals and field staff and farmers in spate irrigation aspects. The support includes technical backstopping, specific field research and proposal development etc. Pakistan spate irrigation network pilot activities can include small scale and low cost drinking water schemes, social forestry, women development programs, support integrated land use planning, human settlements, small scale enterprises and similar activities. Pakistan spate irrigation network needs to work with different partners for direct impact in the country. Network needs to initiate new and innovative activities in the field of spate irrigation. The international and regional experience needs to be documented and shared at country level. Pakistan spate irrigation network needs to contribute for conducive policy environment in the country. Possible action research activities for the PSpN
New water sharing arrangements in DI Khan spate rivers
Issue With the development of the Chasma Right Bank Canal the tail end commands of twelve rod kohi systems were converted into perennial commands. As result there is excess water in some of the rod kohi systems and also the river morphology changes – as less water is diverted in the lower section of the rivers. Activities There is scope to use this water – in other commands. This requires (1) start of the discussion as follow up to the ADB commissioned study ‘Pakistan: Additional Works for the Preparation of Hill Torrent Management Plan’ (2007) (2) assessment of the technical feasibility and institutional changes required. With the current state of water crisis catalyzing and starting this process is very important
New water sharing arrangement in Kachhi canal command areas
The challenge here is similar to the challenge with CRBC. A process of discussion and feasibility assessment has to start.
Value chain: guar Issue: Guar is an important minor crop, particularly suitable for the more marginal areas. It has many high value international applications, but the national and international marketing of the product is lagging
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behind and in fact deteriorating. This adds up to considerable lost opportunity – particularly for very poor farmers. Possible activities: There are now several specialist programmes that work on improving value chains – and these need to be approached to seek their engagement in the value chain of guar or other crops in spate areas.
List of Participants, National Workshop 22-23 Aug 2010
1. Dr. Zafar Altaf Chairman PARC
2. Mr. Zarar Aslam, Chairman, Federal Flood Commission, Federal Flood Commission, Plot No. 6,
Sector G-5/1, Islamabad
3. Mr. Muhammad Tahir Anwar, Director General, Federal Water Management Cell- MINFA, 3rd
Floor, REDCO Plaza, Blue Area, Islamabad
4. Dr. Shahid Ahmad, Member Natural Resources, PARC
5. Dr. Mohammad Munir, Member, Plant Sciences, PARC
6. Dr. Arifa naqvi, Member, Animal Sciences, PARC
7. Dr. Mohammad Azam, Member Social Sciences, PARC
8. Mr. Abdul Khaliq, Member Finance, PARC
9. Dr. Bashir Ahmad, Director, Small Dams and Environment, NRD, PARC
10. Mr. Zakir Hussain, Director, Energy, NRD, PARC
11. Mr. Qurban Hussain, Director, Water, NRD, PARC
12. Mr. Imtiaz Ahmad, Director, Range and Forestry, NRD, PARC
13. Mr. Mohammd Aslam, Director, Land, NRD, PARC
14. Mr. Irfan Ali, Deputy Director, Water, NRD, PARC
15. Ms. Sidra Majeed, Resource Economist, PARC
16. Ms. Sumia Bint Zaman, Resource Economist, NRD, PARC
17. Mr. Zaheer-ul-Ikram, PSO, WRRI, NRD, PARC
18. Mr. Arshad Ashraf, SSO, GIS, WRRI, NARC
19. Mr. P. M. Moshabir, Head GIS, WRRI, NARC
20. Mr. M. Saleem Poomee, Incharge Rawal Watershed, WRRI, NARC
21. Mr. Naoman Latif, Head Spate Irrigation, House No. 6, Streat No. 6, Gilani Town, D.I. Khan.
22. Mr. Abdul Ghani Soomro, Head Spate Irrigation, Banglow No. 43-B, Samanabad, Bhitai Town,
Qasimabad, Hyderabad.
23. Mr. Naseer Memon and others Professionals from Strengthening Participation Organization
(SPO)
24. Mr. Fahim Ahmad Khan, VERR NGO, D. I. Khan
25. Dr. Muhammad Azam Khan, Professor, Faculty of Agriculture, Gomal University, D.I. Khan
26. Mr. Qurban Gharsheen, Chief Exertive BEEJ, Quetta, Balochistan
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27. Mr. Imdad Ali , Area In-Charge SPO, Quetta
28. Mr. Khadim In-charge SPO office, Hyderabad, Sindh
29. Dr. Fateh M. Marri, Assistant Professor, Faculty of Agricultural Social Sciences, Sindh Agriculture
University, Tando Jam
30. Engr. Saeed Kundi, Kundi Construction Company, Tank, Khyber Pakhtunkhwa
31. Dr. Alalh Nawaz Qaisrani, National University of Science and Technology, Rawal Pindi
32. Dr. Muhammad Amjad Virk, SLMP, Ministry of Environment, H. No. 7, Street 62, G-6/4,
Islamabad
33. Major Aminulla Gandapur, Ex. Minister Revenue, D. I. Khan
34. Mr. Akbar Hayat Khan, Fazaia Colony, Islamabad
35. Mr. Robert Wilson, Mission Director, USAID, American Embassy, Diplomatic Enclave, Ramna 5, Islamabad.
36. Dr. D. Craig Anderson, Sr. Agricultural Advisor, American Embassy, Diplomatic Enclave, Ramna 5, Islamabad.
37. Mr. Barry Primm, Director Office of Agriculture, American Embassy, Diplomatic Enclave, Ramna 5, Islamabad.
38. Mr. Ghani Marwat, American Embassy, Diplomatic Enclave, Ramna 5, Islamabad.
39. Ms. Yasmin, Sr. Program Officer, Dutch Embassy, Diplomatic Enclave, Islamabad 40. Dr. Zahid Hussain, PD, National Project on PRB,
41. Karim Nawaz, Convener Pakistan Spate Irrigation Network, Quetta
42. Dr. Frank Van Steenbergen, Spate irrigation Network, MetaMeta, The Netherlands
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ANNEX 5: DRAFT REPORT ON NATIONAL SPATE IRRIGATION TRAINING WORKSHOP
ADAMA, ETHIOPIA, FEBRUARY 8 TO 14, 2011
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Table of Contents Basic data on the Refresher Course ........................................................................................................................... 88 Recruitment and selection of participants ................................................................................................................. 89 Implementation of the Refresher Course elements .................................................................................................. 89 Organization and logistics of the Refresher Course ................................................................................................... 90 Evaluation of the course ............................................................................................................................................. 90 Conclusions and recommendations ........................................................................................................................... 91 Annex I Participants Annex II Course schedule Annex III Evaluation by participants Annex IV Course syllabus on Spate Irrigation
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Basic data on the Refresher Course
Name Spate Irrigation and Flood based farming as part of river basin water management, unlocking the potential for food security and environmental integrity in Ethiopia Ethiopian institutions (Oromia Water, Mine and Energy Bureau, Haramaya and Arba Minch Universities) along with Dutch institutions (UNESCO-IHE and METAMETA) take part in this national workshop. Partner institutions: 1: Haramaya University Contact person Dr. Tena Alamirew Address: P.O Box 138, Dire Dawa Tel: + 251 025 5530319/20/23 Fax: + 251 025 5530325/31 Email: [email protected] 2. Oromia Water Resources Bureau Contact person Yohannes Geleta Address: Tel: + 251 025 5530319/20/23 Fax: + 251 025 5530325/31 Email: [email protected], [email protected] 3. Arba Minch University Contact person: Abebe Demissie Address: P.Box 21, Arba Minch University Tel: + 251 046 8814990 Fax: + 251 046 8810279 Email: [email protected]; [email protected] 4. Name: UNESCO-IHE Institute for Water Education Acronym: UNESCO-IHE Name of coordinator: Dr. A. Mehari Haile Address: Westvest 7, Postbus 3015, 2601 DA Delft, The Netherlands Tel. +31 (0)15 2151824 Fax +31 (0)15 2122921 E-mail: [email protected] 5. Name: Spate Irrigation Network Contact person Frank van Steenbergen Address: Tel: +31 (0) 644995010 Email: [email protected] Location of the Refresher Course Adama University, Ethiopia
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Start and duration of the course
Start date: Tuesday February 8, 2011
End date: Monday February 14, 2011
Course participants Total number of participants = 22 Number of female Participants = 2 Course facilitators Dr Tena Alamirew Mr Ethiopia Main
coordinator/Lecturer Haramaya University
Dr Abraham Mehari Haile
Mr Netherlands Senior Lecturer UNESCO-IHE
Dr Suryadi Mr Netherlands Senior Lecturer UNESCO-IHE Dr Adane Abebe Mr Ethiopia Facilitator/Lecturer Arba Minch University Tesfa-alem G/egiziabher
Mr Ethiopia Facilitator/Lecturer Tigray water resources bureau
Yohannes Geleta Mr Ethiopia Coordinator/Lecturer Oromia water resource bureau
Abebe Demisiie Mr Ethiopia Coordinator/Lecturer Arba Minch University
Recruitment and selection of participants
Thirty participants were invited from different institutions (regional and zone water bureaus, Universities and Non-governmental organization (NGO)). The Invitation letter that states the numbers of allocated participants along with their selection criteria were sent to each organization. The criteria were: – the participants have to preferably be experienced and currently involved in the planning, design and supervision work of spate irrigation, preference need to be given for qualified female participants; and as it was the media for instruction and discussion, a participant need to understand and communicate with English language. In addition, one organization asked to take part on the training with self sponsor base. Including the self sponsored one, 22 participants among whom two females were participated in the workshop. Eventually, almost all participants showed their interest to be members of the Ethiopian Spate Network.
Implementation of the Refresher Course elements
Preparation Phase Four weeks before the course commenced an invitation letter that requests the name and contact detail of the participants were sent to each organization. Till the commencement of the training only five participants were able to communicate with the organizers through mobile and/or e-mail. This is due to: 1) poor internet connection in most of Regional, Zones water bureaus and some of the universities; 2) from the invited institutions side delay in appointing the participant/s also contributed for absence of communication between the organizers and the participants before the commencement of the training. However brief introduction at the beginning of the workshop and frequent discussions afterwards helped the organizers to optimally fill the gap and met the demands of the participants.
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Refresher Course execution The one week face-to-face course consisted of:
Lectures from Dr. Abraham Mehari Haile and Dr. Suryadi from UNESCO-IHE;
Lectures from Dr. Tena Alamirew from Haramaya University, Dr. Adane Abebe from Arba MInch University, Mr. Yohannes Geleta from Oromia Water Resources Mine and Energy Bureau, Mr. Tesfa-alem G/egiziabher from Tigray Water Resources Bureau, Mr. Abebe Demissie from Arba Minch University;
Field visit to Boru Dodota spate irrigation system;
Reports from participants on field visit;
Detailed discussion and wrap-up to reach about the same consensus on design consideration and implementation of newly intervene and modernization of spate system;
Evaluation of the course;
Ethiopia Spate network membership registration, including taking photo of each member. Refresher course follow- up A CD was prepared during the course with all the course materials, which was distributed to the participants. All participants are now also part of the national spate irrigation network and will be updated regularly of ongoing activities. The spate irrigation guidelines, which were used as a guideline for the course, have been published by FAO2, and distributed to the participants. Several initiatives have come out of the meeting to make follow-up activities, including regional training workshop, Spate irrigation seminar in universities, introducing spate irrigation as integral parts of the irrigation and water management course (Annex V provides details). Participants that have been designing spate System shared their experience and promised to incorporate the gained knowledge from the training in their future design. In addition Universities staffs also showed their initiation to discuss and give typical example of spate irrigation for their students and work their best to incorporate it in the ongoing curriculum development – with this regard Bahir Dar University showed high initiation. The training was also a platform where the participants who have been designing spate irrigation discussed their challenges and others participants consider those challenges as research ideas.
Organization and logistics of the Refresher Course
Haramaya University invited lecturers as backstopping from UNESCO-IHE and settled the financial issues, Arba Minch University invited the participants, Oromia Water Mine and Energy Bureau arranged field visit to Boru Dodota Spate Irrigation Scheme and UNESCO-IHE take the lead to prepare the participants certificates. Adama University, located about 100 Km from Addis Abeba, was selected to conduct the training due to its proximity and centre to the regions, universities and site to be visited. Sharing activities and responsibilities between the organizing institutions, the workshop met its intended target.
Evaluation of the course
By participants See annex IV for the consolidated evaluation form. In summary, the evaluation of the course was very positive. However, there were some critical comments about the shortenings of the workshop duration, communication before the workshop(as the invitation is done through the institutions -it takes time till
2 FAO, 2010. Guidelines on spate irrigation. FAO Irrigation and Drainage paper 65, Rome
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the participants were notified and poor internet and mobile network coverage at some areas), also the possibilities of transportation (participants have to wait till a taxi that comes at random pick them from the town to the university and vice versa, there is long walking distance from university main gate to the conference room). All things considered, the refresher course was a success. By Organisers The organisers were very happy with the way the course turned out. The workshop was an excellent way of strengthening the relationship between UNESCO-IHE and Haramaya University, Arba Minch University and Oromia Water Resources Bureau. In addition, the participants all had relevant backgrounds and participated actively in the programme. In particular the workshop became a platform where designers from Water Bureaus shared their challenges in designing, implementing and operating spate irrigation and where others took lessons and initiated to consider it as research agenda.
Conclusions and recommendations
Among the participants few have partially designed spate irrigation system - they expressed as they have still a number of gaps, some of the participants introduced themselves as they are not familiar with spate and flood based farming - they expressed their high expectation from the workshop. The one-week duration (without any free day in between) of the refresher course enabled to include a one-day field trip, presentations and discussion by participants in three groups on Boru Dodota Spate Irrigation Scheme, wrap up discussion to reach the same consensus on design considerations of spate system - this was very much appreciated. The mix of participants from universities and participants from different water bureaus, worked very well. Discussion was very interesting with participants bringing in a large range of knowledge (from practical, to theoretical knowledge). The workshop became a platform where an alternative design options and practical experience (from Tigray and Oromia region, other countries) were gained and issues to be researched were identified. The fieldtrip added insight into the practical application of spate irrigation compared to conventional irrigation. Though spate irrigation is a potential for the country but it was not part of the universities syllabus. Participants from the universities will consider spate irrigation course in their ongoing module development and they also transfer the gained knowledge through the existing related courses. In addition, all participants are now a member of the national spate irrigation network and they will have access to all the material developed on spate irrigation. Three concrete follow-up activities have been done: 1) initiatives for a regional training workshop on flood-based farming 2) spate irrigation course syllabus was drafted and 3) Ethiopia Spate Irrigation Network data base (name, photo, contact details and field of specialization of each member) comprising 30 members were established.
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Annex I Participants
No Name Mr/Mss Organizations Role
1 HABTAMU TSEGAYE Mr Arba Minch University Participants
2 GEBEYANESH WORKU Ms Jimma University Participants
3 FEYISA GUYE Mr Oromia Water Mine and Energy Bureau, Bale Branch Participants
4 HABTOM MULUGETA Mr Arba Minch University Participants
5 SAMSON BERHANE Mr Tigray Water Resources Bureau Participants
6 TADESSE SHIMLES Mr Arba Minch University Participants
7 MENELIK HAILU Mr Haramaya University Participants
8 HAILE AREFAYNE Mr Haramaya University Participants
9 SEAD AHMED Mr Haramaya University Participants
10 KEDER MEHAMMED Mr Tigray Water Resources Bureau Participants
11 BIRHANU KEBEDE Mr Bahirdar University Participants
12 DAGNENET SULTAN Mr Bahirdar University Participants
13 YONAS GIRMA Mr Hawasa University Participants
14 BORECHA DINSA Mr Participants
15 SEWENETU ESHETU Mr Bahirdar Water Resources Bureau Participants
16 ISRAEL ASSEFA Mr Bahirdar Water Resources Bureau Participants
17 ABEBEB MENGISTE Mr Msc student at Haramaya University Participants
18 BELAYE HAILE Mr Hawassa Water Resources Bureau Participants
19 BOGALE DEGAMO Mr Hawassa Water Resources Bureau Participants
20 DEREJE SEBEHAT Mr Ministry of Agriculture, MERET Project Participants
21 ZELALEM BIRU Mr Adama University Participants
22 MARTA GETACHEW Ms Msc student at Arba Minch University Participants
23 Dr. ABRHAM MEHARI HAILE Mr UNESCO-IHE Senior Lecturer
23 Dr. SURYADI Mr UNESCO-IHE Senior Lecturer
24 Dr. TENA ALAMIREW Mr Haramaya University Coordinator/Lecturer
25 Dr. ADANE ABEBE Mr Arba Minch University Coordinator/Lecturer
26 ATO YOHANNES GELETA Mr Oromia Water Mine and Energy Bureau Coordinator/Lecturer
27 ATO TESFA-ALEM G/EGIZIABHER Mr Tigray Water Resources Bureau Coordinator/Lecturer
28 ATO ABEBE DEMISSIE Mr Arba Minch University Coordinator/Lecturer
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Annex II Course schedule
Time Topic Lecturer/ Facilitator
Tuesday/Feb 08 Introduction
08:30-10:00 Registration Ato Yohannes/ Ato Abebe
10:00-10:15 Welcome address, AU, HU, AMU Dr Tena
10:15-10:30 Welcome address, Oromia Water Resource Mine and Energy Bureau
Ato Yohannes
10:30-10:45 Welcome address, UNESCO-IHE & MetaMeta Dr Abraham
10:45-11:00 Introduction to each other Ato Yohannes
11:00-11:30 Coffee break
11:30-12:30 Introduction to course objective and procedures Ato Abebe
12:30-14:00 Lunch break
14:00-15:30 Overview of Spate Irrigation in Ethiopia and world Dr Abraham
15:30-16:00 Tea break
16:00-17:30 Spate irrigation and River basin water management Mr. Tesfa
Wednesday/ Feb 09
Flood diversion
09:00-10:30 Flood diversion structures Ato Abebe
10:30-11:00 Tea break
11:00-12:30 Flood diversion structures and SSISP model Ato Abebe
12:30-14:00 Lunch
14:00-15:30 Field water distribution structures in BDSIS Ato Yohannes
15:30-16:00 Tea break
16:00-17:30 BDSIS: Introduction to field trip assignment Ato Yohannes
Thursday/ Feb 10
Field trip to Tibila & Boru Dodota Ato Yohannes
Friday/ Feb 11 Spate Hydrology
09:00-10:30 Presentation by participants Ato Abebe
10:30-11:00 Tea break
11:00-12:30 Presentation by participants Ato Abebe
12:30-14:00 Lunch
14:00-15:00 BDSIS: Key lesson learnt Ato Yohannes
15:00-15:30 Tea break
15:30-16:30 Hydrological process in ephemeral river Dr. Adane
16:30-17:30 Data requirements and analyses methods for designing spate system
DR. Adane
Saturday/ Feb 12 Field water management and soil moisture conservation
09:00-10:30 Water management practices and principles Dr. Tena
10:30-11:00 Tea break
11:00-12:30 Field water management: Experiences from others countries Dr. Abraham
12:30-14:00 Lunch
14:00-15:30 Exercise on flood management Yohannes
15:30-16:00 Tea break
16:00-17:30 Soil Water Accounting Modelling Dr. Abraham
Sunday/ Feb 13
Free day
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Monday/ Feb 14 Sediment management
09:00-10:30 GIS application on flood water management Dr. Suryadi
10:30-11:00 Tea break
11:00-12:30 GIS application on flood water management Dr. Suryadi
12:30-14:00 Lunch
14:00-15:30 Sediment in Spate Ato Tesfa-alem
15:30-16:00 Tea break
16:00-17:30 Exercise on sediment Ato Tesfa-alem
Tuesday/ Feb 15 Wrap-up session
09:00-10:30 Wrap-up session: high lights and discussion of key issues Dr. Abraham/Abebe
10:30-11:00 Tea break
11:00-12:30 Course evaluation Ato Yohannes
12:30-14:00 Lunch
14:00-15:30 Closing ceremony Dr Tena/ Dr Adane
Annex III Evaluation by participants Evaluation form National Training Workshop on Spate Irrigation 8 to 14 February, 2011, Adama University Ethiopia Objectives of the refresher course
• Introduce spate irrigation and identify the key differences between spate and conventional irrigation systems;
• Share experiences in design, field water management, sedimentation, hydrology in ephemeral rivers, spate and climate change and variability as well as basic understanding of Duflow and GIS
• On site (Dodota spate irrigation system) discussion about design and field water management issues. 1. Did you find the training interesting and useful
Yes, I learned as flood can be used as an asset
Yes, it introduced me to how spate irrigation system can be designed and its considerations
Yes, it showed me the solution for the low land communities of the country
Yes, I have leant an adaptation option for climate variability
Yes, I have got many new knowledge in spate irrigation
Yes, the training and the field visit gave me lessons which I can apply it in the new projects to be designed
It initiates me to work more to alleviate water related problems of the country
I learned the key differences and the considerations I have to make in the design and implementation of conventional and spate irrigation
Yes, I learned concepts and knowledge from different professionals
I learned as Spate irrigation gets its water source from upper catchment’s during rainy season
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I found the training to be detail that impart a concept to design the spate and the conventional irrigation
Yes, the workshop was a platform to share experiences among different expertise, organizations
Yes, the targets were met and especially I learned what to conceder in new spate system design after the field visit
I learned as spate requires special design criteria and operational practice than that of conventional irrigation The training was very interesting but somewhat shorter in time to see some soft wares such as DUFLOW and GIS
2. Organisation and set up of the course
Rate out of 5 where 5 is maximum and 1 minimum
Do you think the course enabled you to achieve learning objectives as stated above
4.71/19
Please mark the overall course content 4.83/18
Please mark the educational quality 4.79/19
The total available time (one week) is sufficient to cover the different topics envisioned
3.68/19
Please mark the relevance to your work 4.79/19
Please mark the quality of presentations 4.58/19
The balance between theory and practice (lecturer/discussion/field trip) is right 4.50/18
Please mark your overall assessment of the quality of this course 4.66/19
Comments:
Any specific comments?
the workshop was interesting in particular as it brings participants from Universities who have more of theoretical knowledge and participants from water Bureaus who have practical knowledge
additional work has to be done on field water application
training has to be given for the development agents who are actively working at spate irrigation areas
while designing the extension agent and the farmers have to be considered – from the field visit I have noticed as less attention were given to the extension agents and farmers didn’t utilize the existing resources optimally
there are theoretical ideas presented and discussed by both the lecturers and participants – their costs need to be considered and presented in parallel for their practicability
to expand the knowledge of spate in the country, such workshops has to reached for more and more
time efficiency need to be adjusted
larger time need to given for site visit and participants have also be invited from out side Ethiopia so that the knowledge and experience sharing can be more
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crop and field water management with respect to spate need to be incorporated more in the next workshop
the videos at the training need to incorporate descriptive audios
to have an idea to follow up the lectures, it would be better if the material of the course were distributed in advance
arrangement before the workshop should be modified in away that the trainees come with some awareness
the training time need to be shortened. Through condensing the activities and lectures, it can be looked into to finish the training in less than 7 days
the time is short and it was not enough to cover the raised topics
3. Lecturers
Questions: 1. The lecturer gives a clear presentation and is straightforward to follow 2. The materials (power points, notes, hand-outs, etc.) are clear and well-structured 3. There is sufficient possibility for questions and discussion 4. The subject is relevant for me as a professional
Please, grade the four statements bellow by using the following numbers indicating your opinion: 5: I strongly agree, 4: I agree, 3: neutral, 2: I disagree, 1: I strongly disagree
Subject Lecturer Q1 Q2 Q3 Q4
Introduction – distinguishing spate from conventional irrigation systems
Abraham 5/16 4.88/16 4.88/16 5/17
Water management Dr. Tena 4/16 3.88/16 3.69/16 5/17
Field water management and SWAM model Abraham 4.94/16 4.88/16 4.81/16 4.94/17
Spate and climate variability Abraham 5.00/17 5.00/17 4.94/17 4.94/18
Hydrology Adane 4.76/17 4.71/17 4.53/17 4.94/17
Flood diversion structures Abebe 4.81/16 4.88/16 4.81/16 4.94/17
SSISP model Abebe 4.69/16 4.88/16 4.56/16 4.82/17
GIS and Duflow Suryadi 4.41/17 4.59/17 4.59/17 4.76/17
Sediment Tesfa-alem 4.65/17 4.76/17 4.76/17 4.88/17
Spate and river basin management Tesfa-alem 4.53/17 4.71/17 4.76/17 4.94/17
Comments
Any specific comments?
The time for soft wares lecture was very short
Very nice
The presenters give clear presentation and I gained good knowledge about spate
Either desktop has to arranged or the participants have to be informed to bring their lab tops so that the soft wares lecture can be run through practice
the hydrology need to be discussed more, - hydrological models that are specific to the low lands of the country might have to be developed
Field trip to Dodota spate irrigation system – organized by Ato Yohannes
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Rate out 5 where 5 is the maximum and 1 is the minimum
1 The fieldtrip was useful 4.95/20
2 The fieldtrip was well organised 4.65/20
3 What could be improved with respect to the fieldtrip?
enough time has to be provided to visit most of the structures especially those in the command area
including unsuccessful spate areas among the field visited site may help us to experience failure too
the programme arrangement was good except some delay at morning
transportation should be improved
after the field visit I have seen the strong and weak side of Boru Dodota Spate irrigation scheme
try to improve the foot paths to access farm structures
time punctually has to be improved and the field site need to be checked before taking the participants to the field visit
during field visit, different specialist need to be arranged
the design for each hydraulic structures has to be provided so that to trace and learn the design approaches and criteria
to observe diverse ideas, challenges and opportunities in spate irrigation, other spate sites have to be included
the time was too short
5. Organisational issues
Rate out of 5 where 5 is the highest and 1 is the minimum
Communication before workshop 4.50/20
Logistics of the workshop 4.70/20
Facilities at campus 4.75/20
Facilities during fieldtrip 4.79/19
Comments
reception room must be in one Hotel
there was transportation/taxi problem to the university
better to conduct the workshop out side the Adama campus – long trip from main gate, - we were restricted to eat lounge food in the campus
the workshop is excellent, keep it up
I appreciate the Adama University administration bodies
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It would have been better, if the topics of the training were forwarded to us before the commencement of the workshop
6. Additional Questions: What did you like the most about this refresher course?
Knowledge and experience sharing from the participants and lecturers in particular from those who have experience of other countries too
the workshop brought new ideas from the practice that have been exercised for centuries
all the courses, the soft wares in particular are interesting
it clicks us to think more about spate
our future linkage through the national spate network
we got the opportunity to get a lot of materials and to get introduced with various resource persons
it introduces us spate irrigation to have different features from conventional irrigation
the concept and the presenters
I like most of the refresher course because the spate science is new for me
Sharing knowledge from lecturers and participants, - getting new ideas for research and livelihood improvement
I liked the way of trying to relate the theories with practice
I liked the way that Spate Irrigation was well defined, discussed and it was emphasized as spate irrigation should be seen differently from conventional irrigation
What did you like the least about this refresher course?
the communication and participation of individuals
the duration was too short
time allocated specially for the software’s (DUFLOW, SWAM …), it would be better if we practice it during the workshop
the hydrology part was not exhaustive
Was there anything you found missing in this refresher course which you believe should have been included?
impact of the spate irrigation intervention, if it was studied
water management needs more consideration and researches on spate has to be presented even from other countries experience
practical design to be exercised individually or in a group is missing
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other scholars and practitioners outside from Ethiopia has to invited
a bit about spate irrigation/ livestock management
Any other comments or suggestions to improve the refresher course
it will be good if we keep in touch
it is well organized and interesting workshop, thanks
the time allocated to some course, specially for the modelling (Soft wares’) was not sufficient
implementers who are working with farmers for example graduates and instructors from TVET (Technical and Vocational Education and Training) need to participate in such workshop
extend the workshop duration for more discussion and field visit
to enhance my knowledge, I like to get additional assistant
it would have been better if suitable accommodation was reserved, - most of us are uncomfortable with the Hotel that we found as they were expensive and very noisy
Annex IV pate Irrigation Course Syllabus
Name of the specialization Name of the program, XXX University
Course code Eg: WRE 21172
Course Title Spate Irrigation
Degree Program Eg. MSc in Irrigation/ Water and Soil/Agricultural Engineering …..
Module Water management/ Irrigation and Drainage Engineering / Flood management
Module Coordinator
Lecturer
ECTS Credits 5
Credit hours (Per Week)
Lecture Tutorial Laboratory/ Practice Home study
2 0 3 5
Course Objectives & Competences to be Acquired
At the end of the course the students are expected to know the following:
understand the uniqueness of flood based farming in general and spate irrigation in particular as compared to conventional irrigation;
comprehend the different design approaches and techniques that need to be adopted for sustainable development of flood-based farming and spate irrigation systems;
grasp the hydrological processes of spate flows as well as sediment management and control structures and systems;
understand the design features of field water management structures, water sharing mechanisms and best agronomic practices under flood-based farming and spate irrigation
analyze the socio-economic and institutional setting and gender issues
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and mainstream this in the design and management of flood-based farming and spate irrigation
Course Description/ Course Contents
This course will have the following content
I. Introduction The course introduces flood based farming and spate irrigation, conventional versus spate irrigation, traditional versus modern spate irrigation, and flood based farming and spate irrigation in the world and Ethiopia context will be discussed.
II. Engineering of flood based farming Engineering interventions involved in spate scheme improvement can be clustered in to three groups: diversion structures (headwork), canals and water control/dividing structures and wadi training structures, including bank protection and embankments. A clear step-plan on how to design spate irrigation systems that also highlights the key differences with conventional design practices will be discussed.
III. On-farm water management, soil moisture conservation and spate agronomy
Spate irrigation water is scarce and unreliable and could be destructive in nature. This Topic III will focus on economically feasible on-farm structures and water distribution systems that reduce the destructive nature of the spate flow, create a perception of fairness in water sharing and reduce evaporation, percolation and operational water losses. Further, the science of soil-water-plant relationship and practical experience in soil moisture management and spate agronomy from Ethiopia and other countries will be covered.
IV. Hydrology and sediment management Within this Topic the participants will be provided with the technical and practical know-how on how to obtain, process, analyze and use the hydrological and sediment transport data that are needed to design improved diversion and distribution structures and canals in spate schemes and to estimate the cropped area that can be potentially reached by spate. These data include the annual volumes of water available at the diversion point(s); the probable distribution of spate runoff events; the distribution of flows during runoff events; the proportion of the annual hydrograph that occurs in different flow ranges; wadi bed seepage rates; the magnitude and return periods of extreme discharges for the design and protection of the permanent works; the concentrations and size range of the sediments transported by spate events and their relationship with wadi discharges; and the sediment-transporting capacity of existing canals.
V. Socio-economic and institutional aspects: This Topic will discuss socio-economic backgrounds of spate farmers in Ethiopia and other countries, best examples of livelihood coping strategies
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adopted by spate farmers and how they could be enhanced, land tenure system, micro-credit facilities and gender considerations. The unique characteristics of successful and less successful formal and informal spate irrigation managing institutions will also be discussed based on real case studies.
VI. Spate irrigation and River basin water management This Topic will outline and discuss the linkages between spate irrigation and natural resource management in the river basins - the effects that river basin management have on spate irrigation and the impacts of spate irrigation on river basin management. The specific issues will be: Biodiversity and local agro-forestry, Catchment degradation, groundwater recharge, upstream and downstream water use. Field visit and report In addition students will visit conventional and spate irrigation schemes. Then they will be in groups to discuss and present their understanding about the two irrigation systems.
Pre-requisites Soil-water-plant relationship, Open channel hydraulics, basic hydrology, irrigation methods, hydraulic structure
Year III
semester II
Evaluation & grading system
Mini spate design projects 20% Assignments and Practical reports 15% Midterm examination 25% Final term examination 40%
Attendance requirement
Minimum of 75% attendance during lecture hours; and 100% attendance during practical work
Reference(s)
Guidelines on spate irrigation. FAO Irrigation and Drainage paper 65, 2010
Van Steenbergen, F., Mehari, A.H., Alemehayu, T., Almirew, T. and Geleta, Y., 2009a. Status and Potential of Spate Irrigation in Ethiopia.
Spate Irrigation in the Horn of Africa: status and potential, Overview Paper Spate Irrigation, Spate Irrigation Network, 2011
Van Steenbergen, F., Verheijen, O., Van, S. and Mehari, A.H., 2009b. IFAD: Spate irrigation, livelihood Improvement and Adaptation to Climate Variability and Change.
Mehari, A.H., 2007. A Tradition in Transition: Water Management Reforms and Indigenous Spate Irrigation Systems in Eritrea. Dissertation Thesis, Wageningen University, Netherlands.
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ANNEX 6: RACTICAL NOTES AND OVERVIEW PAPERS
No Title Translations * all in urdu/ sindhi through Karim/ Yameen
Publishing support
1 Spate Irrigation, Livelihood improvement, and Adaptation to Climate Variability and Change Abraham Haile Mehari and others
En/ to be reformatted IFAD
2 New Engineering Concepts in Spate irrigation Frank van Steenbergen and others
arabic/ Amharic/ En WB/ IFAD
3 Constructing Effective Soil Diversion and Guide Bunds Allah Bux Qaisrani and others
arabic/ Amharic/ En WB/ IFAD
4 Command Area Improvement and Moisture Conservation Abraham Haile Mehari Frank van Steenbergen
arabic/ Amharic/ En WB/ IFAD
5 Oilseed Crops for Spate Irrigated Farming in Pakistan Dr. Shahid Ahmad
En WB
6 Food Legumes (Pulses) for Spate Irrigated Farming in Pakistan Dr. Shahid Ahmad
En WB
7 Coarse grains (sorghum, millets, etc.) in Spate Irrigated Areas To be done
To be done WB
8 Minor Crops/ Trees in Spate Irrigation Karim Nawaz
En WB
9 Drinking Water Ponds in Spate Irrigation Areas Karim Nawaz Frank van Steenbergen
Amharic/ En WB/ IFAD
10 Improving local grain storage (Pakistan) En: done WB
11 Indigenous Trees (Arabic) Abraham Mehari Haile Jaafar Hasan Alawi Al-jeffri
Ar: done Eng: to do
ILEIA/ IFAD
12 Tigrinya Indigenous Spate Irrigation Abraham Mehari Haile
Ar: done En: to do
ILEIA/ IFAD
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13 Setting Up Acacia Ehrenbergiana (Salam) Plantations In the Tihama Region of Yemen Jaafar Hasan Alawi Al-jeffri and Abraham Mehari Haile
En: done ILEIA/ IFAD
14 Desert mushrooms and truffles (Pakistan) Karim Nawaz
IFAD
15 Groundwater and Spate irrigation To be done
16 Innovative diversion structures in hadramawt (Yemen)
To be done
Overview papers
No Title Translations Published
1 Spate iIrigation in Pakistan: Status and Potential Frank van Steenbergen Shahid Ahmad
En WB
2 Spate Irrigation in the Horn of Africa: Status and Potential Frank van Steenbergen, Abraham Mehari and Ian
En IFAD/ IWMI
3 Spate Irrigation in Ethiopia: Status and Potential Abraham Mehari haile with others
En IFAD
4 Flood Recession in Africa; Status and Potential To be done
5 Flood Recession Farming in Ethiopia: Status and Potential Sander Nederveen with others
En IFAD
Layout
Overview papers as separate series in one colour setting
Spate notes continuous numbers but colour setting depends on country. (Colours of flag are used)
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ANNEX 7: DOUBLE DEGREE MSC PROGRAMME ON
AGRICULTURAL WATER MANAGEMENT FOR ARID AND SEMI-ARID CLIMATES (DD-AWMASC)
Final DRAFT 25 May 2011
Handbook 2011 – 2013
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Haramaya University Institute of Technology
School of Natural Resource and Environmental Engineering Dire Dawa, Oromia Regional State, Ethiopia
April 2011
and
UNESCO-IHE, Delft, the Netherlands
Water Science and Engineering Hydraulic Engineering - Land and Water Development
Delft, the Netherlands April 2011
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FOREWORD
In the coming decades population growth will take place, in particular, in the emerging and the least developed countries. This implies that these countries will be confronted with the need to increase their food supply by a larger production in their own territory, may be in combination with increased imports. From the point of view of food production there is a common feeling that in the coming decades 80-90% of the required increase will have to be realised on existing cultivated land and 10-20% on newly reclaimed land. From the point of view of sustainable rural development, socio economic and environmental aspects play in particular, crucial roles. With respect to this it is also of importance that the least developed countries in Africa show the largest population growth and have generally developed their available land and water resources to a limited extent.
Another important aspect with respect to agriculture is the increased vulnerability to flooding. This is partly caused by the impacts of climate change, and the increase of value per unit area, due to the requirement of higher yields per ha. Therefore in such areas agricultural water management has to be integrated with flood management and flood protection provisions.
In light of the above the Haramaya University, Oromia Regional National State, Ethiopia and UNESCO-IHE, Delft, the Netherlands, have developed a two years Double Degree Master programme on Agricultural Water Management for Arid and Semi-arid Climates (DD-AWMASC). The target group of the DD-AWMASC programme are young professionals from: Ministries/ Departments/ Authorities in the fields of Water Resources, Agriculture, Environment, Public Works, Planning, River Basin Organisations, Water Users Associations, Universities and Research Institutes that have programmes in the sector, Civil Society Organisations (CSO) and Consultants.
This proposal presents the details of the programme. The programme will start at Haramaya University in September 2011 where they will follow certain courses until early February 2012. In February the students will travel to UNESCO-IHE where they will stay until mid October to follow the modules 5 till 14. In addition to lectures, exercises, laboratory work, fieldwork and fieldtrips these modules include a two weeks European Fieldtrip and a groupwork. In October 2012 the students return to Haramaya University to do data collection and fieldwork for the MSc thesis research. Early Febraury 2013 they return to UNESCO-IHE to complete the MSc thesis research and to defend their thesis in June 2013.
In addition attention is paid to the aspects of quality control, academic facilities, profile of participants, admission criteria, and possibilities of funding.
The annexes give background information on Haramaya University and UNESCO-IHE, the announcement of the programme, the bar chart of implementation and the schedule and content of semesters and modules in Ethiopia and in the Netherlands.
Haramaya, Oromia, Ethiopia
Delft, the Netherlands
April, 2011 ---------------------------- ------------------------------ Prof. Dr. Bart Schultz Prof. Belay Kassa UNESCO-IHE Haramaya University
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Agricultural water management for arid and semi-arid climates (DD-AWMASC)
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Table of Contents Page
Foreword 1 Table of Contents 3
1. GENERAL INFORMATION 1 1.1 Haramaya University 1
1.1.1 Introduction 1
1.1.2 Students, Lecturers, and Alumni 2
1.1.3 The Graduate Programme 2
1.1.4 Administration
1.1.5 Post Graduate Programme 3
1.2 The UNESCO-IHE Institute for Water Education 4
1.2.1 Introduction 4 1.2.2 MSc Degree Programmes 5 1.2.3 Research and PhD Programmes 5 1.2.4 Organisation 5 1.2.5 Board of Governors 6 1.2.6 Honorary Fellows 6 1.2.7 Services and Facilities for Students 7 1.2.8 Framework of the Programmes 9 1.2.9 Organization of the Programmes 12 1.2.10 Examination Procedures 14
2. THE DOUBLE DEGREE MSC PROGRAMME ON AGRICULTURAL WATER MANAGEMENT FOR ARID AND SEMI-ARID CLIMATES (DD-AWMASC) 19 2.1 Introduction 19 2.2 Vision, Mission, Goals and Objectives of DD-AWMASC 21 2.3 Description of the DD-AWMASC Programme 22 2.4 Quality Control 25 2.5 Academic Facilities 25 2.6 Profile of Participants and Admission Criteria 25 2.7 Selection Procedure 26 2.8 Fellowships 28
ANNEXES I. Study Programme 2011 - 2013 29 II. Schedule Content of Semesters and Modules 31 III. List of the DD-AWMASC Course Work at Haramaya and UNESCO-IHE 33
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1. GENERAL INFORMATION
1.1 Haramaya University
1.1.1 Introduction
History Haramaya University was founded in 1952 by the Emperor Haile Selasi, who was born in this area, as the Imperial Ethiopian College of Agriculture and Mechanical Arts with 14 students. The founding was based on the US and Ethiopia Technical agreement. The contact of establishing and running the college was awarded to Oklahama State University (OSU). The contract ended in 1968 and College’s entire budget and management rest on Ethiopian government. Graduate (MSc) program in agriculture was launched in 1978/79 mainly for own staff development. The University was upgraded to Alemaya University of Agriculture on May 27, 1985. It started to be a comprehensive University in 1996 by opening Health Sciences and Education Faculties. It was re-established and renamed as Alemaya University in 1998. It was renamed as Haramaya University in 2006. At the moment Haramaya University offers training in wide range of disciplines and at different levels. There are 11 colleges, 50 Departments, 12 PhD, 46 MSc and 80 degree programs (Table 1.1). The student population has risen to over 30000 in all programs, 953 fulltime teaching staff and over 1100 permanent administrative staff are on duty. Table I.1. Colleges and study programmes
No. Colleges Study programmes
1 Agriculture and Environmental Sciences
Plant Sciences, Animal Sciences, Agricultural Economics, Rural Development and Agricultural Extension
2 Education and Behavioural Sciences
Pedagogy, Educational Planning and mgmt, Special Needs
3 Health Sciences Public Health, Nursing, psychiatry, midwifery
4 Business and Economics Accounting, Management, Economics, Cooperatives
5 Law Law
6 Veterinary Medicine Veterinary Medicine
7 Technology Civil and Urban Engineering, Electrical and Computer Engineering, Water Resources and Environmental Engineering, Soil and Water Engineering, Agricultural and Biological Engineering.
8 Computing and Informatics Computer Sciences, Information Technology, Information Systems, Software Engineering, and Statistics
9 Medical Sciences Medicine, Pharmacy, Laboratory Technology
10 Natural and Computation Sciences
Biology, Chemistry, physics, Mathematics, Sport Sciences
11 Social Sciences and Humanities Sociology, Geography, History, Gender and Development, Foreign Languages, Afan Ormo
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Vision Haramaya University (HU) strives to be among the leading universities recognized nationally and internationally for excellence in teaching, research and outreach service. Mission The mission of Haramaya University is to produce competent graduates in wide spectrum of academic disciplines through quality education; undertake academically rigorous and socially meaningful cutting-edge research; disseminate knowledge and technologies; and provide consultancy services to the public. The Campuses Haramaya University runs three campuses: Haramaya campus (main); Harar Campus where the College of Health Sciences, the College of Medical Sciences, and Continuing Education Programs are hosted; and Chiro Campus where the College of Agro-technology and Forestry is recently established. The Education Programme Apart from its undergraduate programme, Haramaya holds professional education programmes as presented in Table I.1. Students, Lecturers, and Alumni The total number of students enrolled in different programs of the University is 29,896. This is disaggregated as 3,823 regular, 2,334 evening, 7,953 Summer In Service, and 5,786. The profile of the Regular Program Student Population looks like as shown in Table 1.2. Table 1.2. Total number of fully residential students
EDUCATIONAL LEVEL MALE FEMALE TOTAL
Bachelor 9,994 2,768 12,762
Masters 858 84 942
Doctorate 114 8 122
Total 10,966 2,860 13,826
The national staff profile of the University is shown in Table 1.3. In addition to this, close to 70 senior expatriate staff members (mainly from India) are on duty employed on a two year contract. The Graduate Programme The University currently runs 46 Masters and 11 PhD programs. Much of the Programs as shown in Table 1.4 are in Agriculture as the University has a long and strong agricultural heritage. The objective of Master’s Degree at the graduate programme of Haramaya University is to strengthen knowledge of basic education of graduates in order to be independent in doing research, solving problems and being able to be cooperative with other disciplines efficiently and integrated. Master’s Degree programme is also aimed to be the fist step to take Doctoral Degree programme as far as the requirements are fulfilled.
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Administration
Administration Board (Minsters, State Minsters appointed by the Government in consultation with the University, Senior Scientists, Entrepreneurs, One Local Government Representative)
President
Senate (Academic Council)
Management Council
Administrative Council
Vice Presidents (Academics, Research, Administration and Student Affairs, Institutional Development and Community Engagement)
Deans/Directors
School or Department Heads Table I.4. Specialization, Master, and PhD programmes
Post Graduate Programme The School of Gradate Studies, organised with a college status, is tasked in coordinating all post graduate programs in consultation with respective departments and program Owners (for interdisciplinary Programs). It sets and follows programs opening procedures, administers student enrolments, organises open defences for both MSc and PhD programs, approves graduation, etc. The School works through the Council for Graduate Studies which is one the Standing Committee of the Senate. 1.2 The UNESCO-IHE Institute for Water Education
1.2.1 Introduction
UNESCO-IHE continues the work that was started in 1957 when IHE first offered a postgraduate
Colleges Specialization
Masters Degree Programmes(46)
Technology
Irrigation Engineering; Soil and Water Conservation Engineering
Agriculture Soils, Agronomy, Protection, Plant Breeding, Horticulture, Animal Breeding, Animal Production, etc
Natural Sciences Biology, Chemistry, Physics, Mathematics, Sport Sciences
Social Sciences Sociology, English, Geography, History, Afan Oromo
Education Educational Planning Management, Vocational Education Leadership and Management
Health Sciences Emergency Surgery, Public Health, Epidemiology, Reproductive Health
DOCTORAL
DEGREE
PROGRAMMES
(11)
Soil and Water Engineering
Soil Sciences
Plant Breeding
Plant protection
Agronomy
Agric. Economics
Animal Nutrition
Tropical Animal Production
Horticulture
Animal Genetics and Breeding
Public Health
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diploma course in hydraulic engineering to practicing professionals from developing countries. Over the years, IHE has developed into an international education institute providing a host of postgraduate courses and tailor-made training programmes in the fields of water, environment and infrastructure; conducting applied research, implementing institutional capacity building and human resources development programmes, participating in policy development, and offering advisory services world-wide.
The Institute has gradually expanded its academic base to include disciplines such as sociology, economics, and environmental and management sciences. The range of activities has broadened accordingly, from identifying solutions to engineering problems to designing holistic and integrated approaches in the development and management of water and environmental resources, and urban infrastructure systems. The services of the Institute now also include integrated water resources management, effective service delivery and institutional reform, all of which aim to enhance full stakeholder involvement, equity, accountability and efficiency in water sector development and management.
In November 2001, UNESCO’s 31st General Conference decided to make IHE an integral part of the Organisation. By March 2003, the necessary treaties and agreements between the IHE Delft Foundation, UNESCO and the Netherlands Government were signed, allowing for the entry into operation of the new UNESCO-IHE Institute for Water Education. UNESCO-IHE is governed by a 13 member Governing Board appointed by the Director General, and is managed by a Director and Deputy Director. The IHE Delft Foundation provides all other staff and facilities to UNESCO-IHE.
The mission of the Institute is to contribute to the education and training of professionals and to build the capacity of sector organisations, knowledge centres and other institutions active in the fields of water, the environment and infrastructure, in developing countries and countries in transition.
UNESCO-IHE is located in Delft, an internationally renowned centre of excellence in civil engineering
and in water related sciences. The Delft University of Technology, the laboratories of WL Delft Hydraulics, GeoDelft, and The Netherlands Organisation for Applied Scientific Research are situated nearby. UNESCO-IHE maintains intensive relations with national and international institutions to ensure a continuous exchange of knowledge and experience.
1.2.2 MSc Degree Programmes
The backbone of the Institute is the postgraduate programmes in the fields of:
Environmental Science;
Municipal Water and Infrastructure;
Water Management;
Water Science and Engineering.
Each year, these programmes are attended by hundreds of engineers, chemists, biologists, earth scientists, and other professionals from all over the world. The graduates are awarded a Master of Science degree. The programmes are subject to accreditation under Dutch law.
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1.2.3 Research and PhD Programmes
UNESCO-IHE carries out scientific research, often in co-operation with universities and research institutes in developing countries. A number of positions are available for PhD research. The PhD programme has a nominal duration of 4 years and can be carried out either in Delft or in a sandwich construction. The PhD degrees are awarded by UNESCO-IHE together with a Dutch university. Candidates should preferably hold a UNESCO-IHE MSc degree, but an equivalent degree from another reputed university may also be acceptable.
1.2.4 Organisation
The Rectorate of the Institute consists of a Director and a Deputy Director. The organisation is structured into nine departments, which are further subdivided into various sections. Within the organisation structure, five academic departments are distinguished:
Water Engineering;
Environmental Resources;
Municipal Infrastructure;
Management and Institutions;
Hydro informatics and Knowledge Management.
These departments have one or more academic cores in the major fields, each with a leading professor, who is assisted by academic staff and research fellows. Two supporting departments provide administrative support. The computer service group, the laboratory and the library provide technical and material support to education and research.
Besides the academic staff of UNESCO-IHE, education is provided by selected guest lecturers, who are experts, employed by universities, research institutes, government agencies, consulting firms, international organisations, etc. in the Netherlands and abroad.
1.2.5 Board of Governors Members Governing Board UNESCO-IHE
Chair: M. (Margreeth) de Boer Former Minister of Housing, Spatial Planning and the Environment of the Netherlands and former member of the Lower House of the national parliament; responsible for Energy, City policy and chair of the Commission for Foreign Affairs
W. A. (Walid) Abderrahman King Fahd University of Petroleum & Minerals, Centre for Environment and Water – Research Institute
Prof. F. J. (Fransisco Javier) Aparicio Mijares Instituto Mexicano de Tecnologia de Agua
J.L. (Jean-Louis) Blanc Senior Vice-President Water Resources of Suez
L.M.R.A. (Lidia) Brito, PhD Former Minister of Higher Education, Research and Technology of Mozambique
J.G. (Jan) Janssens
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Programme Manager, BNWP Water Supply and Sanitation, Energy and Water Department, The World Bank
L.H. (Bert) Keijts, MSc Director General RWS, Netherlands Ministry of Transport, Public Works and Water Management, and member of the Board of the IHE Foundation
Dr. K.H. (Kyol-Ho) Kwak President of K-Water and alumnus of IHE
R.A. (Bob) Pietrowsky US Army Corps of Engineers, Institute for Water Research
P. (Paul) Reiter International Water Association
Prof. I.A. (Igor) Shiklomanov Director of State Hydrological Institute (SHI)
(IAN) White Australian National University, Centre for Resource and Environmental Studies, Institute for Advanced Studies
On behalf of UNESCO: Prof. A. Szollosi-Nagy
1.2.6 Honorary Fellows
Prof. L.J. Mostertman, MSc
Prof. J.C.I. Dooge
M.F. Strong, PhD
Prof. J.W.M. la Rivière, PhD, MSc
Prof. W.A. Segeren, MSc
Prof. M.A. Abu Zeid, PhD
W.J. Cosgrove
1.2.7 Services and Facilities for Students
Location
The UNESCO-IHE buildings and facilities are located on a single compound at the Westvest 7 in the centre of Delft. The buildings provide a pleasant and efficient atmosphere for optimal learning and creativity, direct communication with lecturers and other staff, as well as meeting with fellow students.
Student and Educational Affairs
The Student and Educational Affairs office (SEA) provides non-academic support to students. The SEA office takes care of student applications and student registration. The new students are also assisted with formalities such as residence permits, insurance, bank accounts, and fellowship issues. Housing arrangements in one of the hostels are being made immediately upon arrival. Other activities include planning and scheduling of education activities, providing supplemental English language classes and delivery of lecture materials. Throughout their study period, students can contact the SEA staff during office hours for information or questions related to health, religion or other issues related to the student’s well being. Personal matters will be dealt with strictly confidential.
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During the entire academic year, SEA organizes a number of social and cultural programmes including the weekly movie night, social evenings, the English language theatre night and the annual Christmas dinner. Other activities include cultural excursions to interesting cities and places in the Netherlands and other countries in Europe.
Furthermore, the students are given opportunity to actively practice sports on a regular basis. From May to November, the Institute arranges accommodation in Delft for such sports as indoor soccer, volleyball, basketball and badminton. The SEA office organizes sports events and tournaments, in which the teams can compete internally, but also against players from other international institutes.
Student Association Board
The Student Association Board (SAB) is composed of class representatives who are elected by the students in annual elections that take place some four weeks after the opening of the academic year. The SAB provides a forum through which students can share their experiences, problems and general issues on study-related matters. If necessary, the SAB will bring these matters forward in discussions with the executive levels of the Institute. The SAB closely co-operates with the Student and Educational Affairs office in organizing social and sporting events. The board also publishes its own magazine Reflections, in which the rich variety of contributions are entirely derived from, and produced by, the student community.
Computers in the Hostels
The living units and rooms in the hostels can be equipped with a personal computer and standard Windows software. The service includes free access to the Internet. The e-mail server at the Institute can be accessed from the hostel computers at any time of the day using the web-based e-mail system.
For specific applications during the thesis study, it may be possible to use specialist software packages on the hostel computers. This is dependent on the particular type of licence agreement that the Institute has with the supplier. Enquiries for specific software should be made at the computer helpdesk.
General Facilities in the Building
The building houses a number of fully-equipped lecture rooms and theatres, which can accommodate groups of all sizes from 15 to 300 persons. Rooms for facilitating computer classes and workshops are present and can be used freely by students outside class hours. Furthermore, the Institute has its own printing and reproduction facilities and also contains an in-house distance learning and video conferencing centre. The library, computer facilities and laboratory are described in detail below.
UNESCO-IHE Library
The Institute has its own dedicated library, containing some 23,000 bound volumes and subscriptions
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to some 150 technical and scientific journals. The library also maintains a rapidly growing database of electronic text materials and includes a collection of lecture notes and MSc theses. Dictionaries, atlases and other reference works are available for use in the reading room. Otherwise, most books can be borrowed for a period of two weeks.
Students can carry out computer searches for available literature in the library catalogue (Bibis), search on-line for references at other libraries in the Netherlands, or consult bibliographic databases. Through inter-library loan, copies of books and journal articles can be obtained from other academic libraries within a few working days. Access to the Bibis catalogue and on-line access to a number of scientific and technical journals are provided via the Intranet library pages.
The library can be contacted via the e-mail address [email protected]. This address can also be used to make reservations for books that are currently borrowed. When placing a reservation, students should not forget to specify their student registration number.
Delft University of Technology Library
The Library of the Delft University of Technology contains a large scientific and technical literature collection, as well as numerous works of general interest. Students can register for the services of the DUT library using their UNESCO-IHE student card.
Computer Network Facilities
UNESCO-IHE has a high-speed local network connecting a large number of Windows-based computers. Through the network all computers have direct access to the Intranet and the Internet. A variety of peripherals such as printers, scanners, etc. are also accessible through the network. The educational computer facilities are housed in several lecture/study rooms, which are available to students during the opening hours of the UNESCO-IHE building. All students receive a personal network account and e-mail address at the beginning of the academic year.
Besides the standard office software packages, there is a wide range of software available for application and analysis in the specialist fields of the Institute. Programming and software development tools are also available.
A computer assistant is present in the help desk area during the opening hours of the building. The computer helpdesk is located on the first floor near the computer classrooms. The computer section also maintains the Intranet service, which can be consulted for the latest news, question about computer and software facilities, and other issues such as opening hours, telephone numbers, e-mail addresses, etc.
Laboratories
Modern educational and research laboratories are available in the fields of chemistry, process technology, microbiology, aquatic ecology and soil science. A wide range of standard analytical tests
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can be performed for chemical, physical and microbiological water, air and soil quality analyses.
Elemental analyses, various kinds of microscopy and analytical techniques such as spectrophotometry, gas- and ion chromatography, and atomic absorption can be carried out. A wide range of laboratory and bench-scale reactors, temperature and light controlled growth chambers, and various constant temperature rooms are available for research in one of the departmental research programmes, including waste water management using aquatic macrophytes and wetlands, the adsorption and/or (an-)aerobic degradation of micro pollutants, self-purification in drains and filtration. Through close co-operation with the Delft University of Technology and other educational and research institutions, research possibilities are quite extensive.
In addition to the in-house facilities, the laboratory has a range of instrumentation and equipment available for field instruction and for conducting hydrological or environmental field experiments and measurements.
Study Materials
Study materials such as textbooks, lecture notes and hand-outs are provided by the Institute. Students receive the lecture notes in their personal locker before the start of the involved lecture series. The lecturers in the form of handouts can provide additional material. Reference works are available from the Institute library or the library of the Delft University of Technology (see above). A number of supporting materials, such as for example PowerPoint presentations or exercise materials used by the lecturers can be accessed or downloaded from the electronic repository.
1.2.8 Framework of the programmes
The Master of Science Degree programmes The Institute provides the following Master of Science degree programmes:
The master programme in Environmental Science;
The master programme in Municipal Water and Infrastructure;
The master programme in Water Management; and
The master programme in Water Science and Engineering
These programmes have a nominal duration of 18 months and are leading towards a Master of Science (MSc) degree in the respective field upon successful completion. Each programme has several distinct specialisations, in which students follow a programme curriculum best suited to their preference.
The study load of the programmes is 106 credit points, expressed in units defined by the European Credit Transfer and Accumulation System (ECTS).
Academic Regulations
The Education and Examination Regulations provide the basic data of the programme, including the major rules around the examinations and the rights of students to inspect the results of the
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examination assessment.
The Examination Rules and Guidelines describe the precise details of how examinations are assessed and marked, the procedures and rules for re-examinations, procedures for appeal, and which results are required for awarding the MSc degree.
Structure of the Programmes
The programmes are conducted over a period of 18 months during two academic years. The general planning structure is shown in the Academic Calendar.
In the first year, the calendar is divided into 14 periods of three weeks, in which the components of the curriculum are presented as modules. After each second module, a separate week is reserved during which the examinations for the two modules take place. The first six months of the second year are reserved for completion of the MSc thesis research work.
Within each programme, the following generic components are distinguished:
Ten taught modules of 5 credit points each;
Fieldtrips and groupwork, total 10 credit points;
A special/research topics module of 4 credit points;
The thesis proposal preparation of 6 credit points;
The thesis research and examination, 36 credit points. Curriculum Information
All components of the programme curriculum are described by a syllabus (summary) providing the following information:
Name and code of the subject;
Learning objectives;
Pre-requisite knowledge or skills;
Study load hours and credit points;
Lecture, exercise and examination contact hours;
Nature and weights of the examination parts;
Responsible lecturers/examiners;
A concise description of the contents and working methods;
Required and recommended literature, and other materials.
Learning Objectives
Each programme specialisation has a set of learning objectives that state the knowledge, insight and skills achieved by students who successfully complete the programme. A distinction is made between discipline-specific learning objectives, which are required by the field of study, and general academic skills, which are expected from university education graduates.
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Similarly, each component of the curriculum has a set of learning objectives, which detail the specific outcomes if the student completes that part of the programme. The individual subjects usually aim to achieve a further detailed subset of the overall learning objectives.
Working Methods
The programmes are conducted using a combination of lectures, exercises, assignments and examinations.
Lectures serve one or more of the following functions:
To impart information;
To introduce and explore a topic;
To build-up complex structures step-by-step;
To clarify and illustrate concepts and ideas detailed in the literature or lecture notes; and
To provide a framework for further independent study and reading.
An exercise takes one of the following forms:
A design or practical exercise;
A computer or other workshop;
A laboratory session;
A fieldwork or fieldtrip; and
A groupwork discussion. Assignments are carried out independently by the students and consist of all required activity to:
Study or practice the lecture material;
Prepare a report, thesis or presentation;
Work out the results of an exercise;
Conduct an experiment or test;
Prepare for an examination;
Conduct a research or other study. Examinations
Examinations serve to test if students have achieved the learning objectives for a specific component of the programme, and ultimately those of the programme itself. The examination for a component may be composed of multiple parts. For example, a combination of a written or oral test and one or more assignments to handed in separately. Examination work can also be produced by (small) groups of students working together on an assignment, e.g. the groupwork report.
Assessment of examination material is carried out by appropriate examiners, which are usually the involved lecturers. Students who successfully complete a component of the programme will be granted the credit points for that component. Fieldtrips may require active participation instead of an examination in order to receive the credit points.
For each examination, students are informed about the assessment results via e-mail. When all examinations have been passed, the student has successfully completed the so-called programme
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examination and will be awarded the degree.
Study Load
All scheduled education activity taking place in the presence of a lecturer or an assistant is designated as contact time. All other time spent by students in relation to the study programme is designated as independent study time.
The study load for (a part of) a programme is the cumulative contact time and independent study time that is nominally required to successfully complete that (part of the) programme. Study load is expressed in whole ECTS credit points, where one ECTS credit point is equivalent to 28 working hours.
The study load credits for a curricular activity indicate the notional time spent by an average learner to achieve the required outcomes for that activity, as specified by the learning objectives. The nominal time expenditure for a 5 ECTS credit points module is therefore 140 hours.
Where study load involves scheduled class-based activity, one lecture period is taken equal to two hours of contact time. The (minimum) study load determination criteria for the various education activities are shown in Table I.5.
Planning and Scheduling
Lectures and exercises taking place inside the Institute are, in principle, scheduled into ‘periods’ of two hours each.
Table I.5. (Minimum) study load determination criteria for the various education activities
Activity Study load / contact time
Lecture, with assignment 3 hours / hour
Seminar or capita selecta, without assignment 1 hour / hour
Fieldtrip or fieldwork 8 hours / day
Workshop or exercise, without assignment 1 hour / hour
Workshop or exercise, with assignment 2 hours / hour
Laboratory session without report 1 hour / hour
Laboratory session with small report 1.5 hours / hour
Laboratory session with large report 2 hours / hour
Examination-, individual discussion-, presentation- time 1 hour / hour
Throughout the academic year, the student will receive the following information and materials:
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Schedules of the educational activities;
Required lecture notes, textbooks and other course-related material;
Announcements of examination planning details;
Statements on examination results and study progress. Participation
Active participation and attendance by students is required for all curricular activities on the schedule. Students have to inform their programme coordinator as early as possible when they are not able to attend a scheduled programme activity.
Evaluation of the Programme by Students
As part of the quality assurance procedures of the Institute the programmes are routinely evaluated in order to obtain feedback from the students regarding the quality of the content and the performance of the lecturers. The evaluations are based on a module questionnaire, which the students complete in separate class sessions.
The questionnaire asks the students to provide a rating for achievement of the learning objectives, the study load feasibility, the contents of the subject matter, the balance between the various working and examination methods, the quality of the lecture materials, and the presentation by the lecturers. Furthermore, additional written comments and an overall rating for the module may be provided.
The module evaluations are carried after the examination, but before the results have been announced. Students can also request to address specific programme related issues in a group or individual discussion with the involved coordinator or lecturers.
1.2.9 Organisation of the Programmes
The Academic Board
The master programmes at UNESCO-IHE are carried out on behalf of the Institute under the supervision of the Academic Board. The membership of the Academic Board consists of the Rectorate and the professors of the Institute. The Director of the Institute chairs the Academic Board.
Programme Committee
A programme committee is installed for each master programme. The responsibility of the programme committee is:
To define the level and the learning objectives of the programme;
To develop the composition and content of the programme;
To implement the programme;
To monitor, evaluate and maintain the quality of the programme;
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To advise on the Education and Examination Regulations.
The programme committee is composed of staff members from the academic cores providing input to the programme and is chaired by a professor. A professor is responsible for one or more concerned specialisations in the programme. The other members, at least one per specialisation, function as programme coordinator or specialisation mentors.
Programme Coordinator
The programme coordinator is in charge of the daily activities of the programme, in particular:
To supervise the planning and scheduling;
To supervise the examinations and assessments:
To conduct the programme evaluations;
To monitor the progress of the students.
These activities are carried out in close co-operation with the module coordinators, the lecturers and examiners, and the staff of the educational affairs section. The programme coordinator is involved with students on a regular, almost daily basis, and is usually the first point of contact for students with questions or seeking advice in issues directly related to the programme.
Lecturers and Examiners
The lecturers are the persons who are responsible for the execution of the programme. They also serve as examiner for their subject, unless suitable arrangements have been made for substitution. The criteria for assessment of the examinations are laid down in the Examination Rules and Guidelines.
The thesis examinations are carried out and assessed by an examination committee, which is composed out of at least three members:
A professor of the relevant academic core, acting as chair person of the committee;
A knowledgeable academic staff member, who is normally the mentor responsible for the guidance of the candidate during the thesis research work. In case of the proposed DD-AWMASC this will be a representative of Haramaya;
An external examiner, who is an independent expert in the field related to the study.
An external examiner with the position of university professor may be invited to chair the thesis examination committee.
Examination Board
The examination board is installed for all programmes. The examination board is responsible for the organisation and assessment of the examinations and appointment of the examiners for the programmes. The examination board meets each month to evaluate study progress of the students and to establish which students have completed the programme and should therefore receive the
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Master of Science degree.
The evaluation criteria for the examination board are laid down in the Examination Rules and Guidelines. The examination board consists of four members of the academic staff, one for each programme, and the head of student and educational affairs as administrative secretary.
The Educational Affairs Section
The educational affairs section administers and records the study results of all students and provides administrative support to the committees involved. In collaboration with the programme coordinator the educational affairs section also conducts the actual planning and scheduling of the programme and informs the students about any unforeseen changes.
Study Supervision and Study Advice
Students can, whenever possible, directly contact the lecturer outside the class hours with questions related to the teaching subject. Guest lecturers can often be reached directly via e-mail.
The programme coordinator or specialisation mentor are the direct contact persons for students with questions or problems related to the programme in general, the programme schedule, their study in general, or their study progress. All personal communication with the programme coordinator or the specialisation mentor is treated strictly confidential.
The programme coordinator or specialisation mentor, or in some cases a module coordinator, will usually closely monitor the students. If the students experience particular difficulty with a part of the programme, they can request to hold a class session with the coordinator or mentor in order to discuss the problems.
Students working on their thesis proposal and subsequently their thesis research are assigned a mentor, who is usually one of the academic staff members from the academic core connected to the programme specialisation of the student. The mentor will regularly meet with the student in order to discuss the progress and give advice for continuation. They can usually be contacted at any time when they are available for specific issues related to the study subject.
1.2.10 Examination Procedures Master Programme in Water Science and Engineering Approved by the Academic Board of UNESCO-IHE, 31 July 2008 Article 1 Scope of the regulations 1.1 The present regulations apply to the education and examinations within the master
programme in Water Science and Engineering referred to hereafter as ‘the programme’. The programme is executed by the UNESCO-IHE Institute for Water Education, Delft, the Netherlands, referred to hereafter as ‘the Institute’.
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Article 2 Definition of terms 2.1 The following terms are defined in the context of these regulations:
a. the Act: the Higher Education and Scientific Research Act (Wet op Hoger Onderwijs en Wetenschappelijk Onderzoek).
b. component: a self-contained programme unit with specified learning objectives, as stipulated in article 7.3 of the Act.
c. the Rector: the director of the Institute. d. ECTS: the European Credit Transfer and Accumulation System. e. examination: an interim study performance assessment for a component of the
programme (in the Act: tentamen). f. examination board: the committee as stipulated in article 7.12 of the Act. g. practical: a practical educational activity as stipulated in article 7.13, paragraph 2,
clause d of the Act, taking one of the following forms:
the writing of a report or thesis;
producing a report, study assignment or design;
conducting a test or experiment;
performing an oral presentation;
participating in groupwork, fieldwork or a fieldtrip;
conducting a research assignment; or
participation in other educational activities that aim to develop specific skills.
h. programme examination: the formal evaluation of the student performance before graduation (in the Act: examen).
i. student: a person who is registered in a study programme and sits examinations. Article 3 Programme and specialisations The programme is characterised as a post-initial master programme, as stipulated in article 7.3b of the Act. 3.2 The following specialisations are distinguished within the programme: a. Hydrology and Water Resources; b. Hydroinformatics; c. Hydraulic Engineering and River Basin Development; d. Hydraulic Engineering – Coastal Engineering and Port Development; e. Hydraulic Engineering – Land and Water Development. Article 4 Aim of the programme 4.1 The aim of the programme is to convey to the students the knowledge, insight and skills that
are required to function as independent professionals within their field of study and to be appropriate candidates for further study towards a research career.
4.2 The qualifications of the programme graduates are listed in Appendix A. Article 5 Full-time/part-time 5.1 The programme is executed on a full-time basis. Article 6 Study load of the programme 6.1 The study load of the programme is 106 ECTS credit points, with reference to article 7.4a,
paragraph 7 of the Act. Article 7 Programme examination 7.1 Students in the programme are eligible to sit the programme examination leading to the
degree of Master of Science in Water Science and Engineering. 7.2 The programme examination is passed if all designated examinations in the programme
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curriculum have been successfully completed, as stipulated in article 7.10, paragraph 2 of the Act.
Academic Admission Requirements Article 8 Admission to the programme 8.1 Academic admission to the programme may be granted to applicants who provide evidence
of having: a. a university level Bachelor’s degree in an appropriate field for the specialisation, as listed in Appendix B, and which has been awarded by a university of recognised standing. b. some working experience in an environment related to the specialisation. At least three years experience is normally preferred. c. a good command of the English language, if this is not the first language. This is measured by a minimum IELTS score of 6.0, a minimum paper-based TOEFL score of 550, or a minimum computer-based TOEFL score of 213. For other tests, the results will be interpreted to show alignment with the Council of Europe’s Common European Framework (CEF) levels C1 or C2.
8.2 UNESCO-IHE Master of Engineering degree graduates who hold the certificate of admission to the Master of Science programme, may be registered on the programme during a period of maximum four years, starting from September in the academic year following that of the graduation. The student will receive allowance for the credit points accumulated until the start of the individual study in the former Master of Engineering programme.
8.3 Academic admission to the programme will be granted on the basis of a decision taken to that effect by the Director, after consultation with the appropriate members of staff.
Content of the Programme Article 9 Composition of the specialisations 9.1 The composition of each programme specialisation is stated in Appendix C. Article 10 Practicals and participation 10.1 The attendance and active participation of students is required for all scheduled curricular
activities and the practicals of the programme specialisation in which they are registered. Examinations Article 11 Sequence of the examinations 11.1 Students can sit the thesis examination only if all other examinations of the programme
specialisation curriculum have been successfully completed. 11.2 Notwithstanding the stipulations in article 10 and paragraph 1 of this article, successful
completion of examinations is not required for sitting subsequent examinations. Article 12 Periods and frequency of examinations 12.1 Students can sit each examination only two times per academic year, except where indicated
in subsequent paragraphs. The date and time allocations for the first sitting are announced in the programme schedules. The date and time allocation of the second sitting (the “re-sit”) will be set by the programme co-ordinator.
12.2 The opportunity to take part in groupwork, fieldwork and fieldtrips is offered only once per academic year.
12.3 Students are not allowed to re-sit examinations for which a successful result has been obtained.
12.4 The re-examinations take place during the examination periods indicated in the academic
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calendar. The students involved are notified sufficiently in advance in writing about the date and time allocation for re-examinations. All students will take the re-sit at the same time.
12.5 Students will not be allowed to sit further re-examinations if they have failed more than three re-examinations during the first year of the programme.
12.6 The maximum recorded module mark after a successful re-sit is limited to 6.0. Article 13 The nature of the examinations 13.1 A programme component (module) has an examination session with a maximum duration of
180 minutes. An examination may further include assignments and presentations. 13.2 The nature of the examinations in the programme is indicated in Appendix C, and is
described separately in the syllabus for each component of the curriculum. 13.3 The nature of a repeat examination may deviate from that of the first examination for the
same programme component. 13.4 The credits for successful completion of fieldwork and fieldtrips are granted on the basis of
active participation, unless stated otherwise in the curriculum syllabi. 13.5 Students who suffer a physical or sensory impairment are offered the opportunity to take
part in an examination such that, as much as possible, account is taken of their disability. If required, an expert will be consulted for advice.
Article 14 Oral examinations 14.1 Oral examinations involve only one student at a time. During oral examinations, a second
examiner is present as independent observer. 14.2 The examination of the thesis research is open to public attendance and discussion. All other
oral examinations are non-public, unless stated otherwise in the syllabi. Article 15 Exemptions and transfer of credit points 15.1 Exemptions to sit examinations are generally not granted. In specific cases, the examination
board may evaluate a request and conclude a decision on transfer of credit points, after receiving a favorable recommendation from the programme committee.
Results of Examinations Article 16 Assessment and notice of examination results 16.1 The examiner shall assess a written examination or practical paper within a period of 14 days
after the date of the examination. 16.2 The examiner shall determine the result of an oral examination shortly after the examination
has been conducted. 16.3 The examination committee for the thesis examination shall determine the result after the
defence. The mark shall be communicated to the student before the diploma awarding. 16.4 Examination results shall be collected, processed, recorded and notified to the students
within a period of 21 days after submission of the examination work by the student. 16.5 For each examination, the student receives a written statement of the examination result
obtained for the component and, if successful, the associated credit points granted for that component.
Article 17 Period of validity 17.1 The result of an examination, when successful, is valid for an unlimited period of time. 17.2 Notwithstanding paragraph 1 of this article, the period of validity for which the examination
board takes examination results into account for the programme examination is four years. 17.3 Paragraph 2 of this article does not apply to students admitted to the programme on the
grounds of article 8, paragraph 2.
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Article 18 Right to inspection of assessments 18.1 Students may, upon their own request, peruse their assessed written examination work
within ten working days after they were notified of the examination result. 18.2 Where a practical forms part of an examination, the work for that part may be returned to
the students after the full assessment of the examination is completed. Thesis Examinations Article 19 Periods and frequency of thesis examinations 19.1 The opportunity to sit the thesis examination is offered once every calendar month. 19.2 Students have to submit the examination version of the thesis report on the same date, i.e.
the second Thursday of the month of the thesis examination. 19.3 Admission to the thesis examination is granted when the supervisor, upon recommendation
of the mentor, has approved the draft thesis; in other words, the draft thesis needs to be approved as ‘ready for the MSc defence’.
19.4 In exceptional cases, when the outcome of the thesis examination, including the defence, was negative, the examination can be repeated once. The supervisor and mentor will detail the reasons for the failure in writing and clarify what is required to pass the exam. The re-sit shall be taken within three months of the first attempt.
19.5 The maximum mark for a re-sit of the thesis examination is 6.0. Quality Control Article 20 Study progress and study advice 20.1 All study results that are required for evaluating the performance of the students, and the
evaluation results are recorded on behalf of the Academic Board. 20.2 Upon request, students will be provided with a written summary of the study results
obtained in the programme to date. Article 21 Evaluation of the programme 21.1 All taught components of the programme are routinely evaluated via a standardised
questionnaire, which is completed by the students during a class session. 21.2 The evaluation class session for a programme component is held after students have
submitted all examination material, and before the examination results are being notified to the students.
21.3 Upon explicit request by the students or a student representative, an oral evaluation discussion may be organised at any time. The purpose of such a discussion is entirely to obtain specific information or suggestions for improvement of a programme component.
Article 22 Conduct of examinations 22.1 The examinations and assessment of examinations shall be executed in accordance with the
Examination Procedures and the Examination Rules and Guidelines, as approved by the Academic Board.
Final Articles Article 23 Amendments 23.1 Amendments to these regulations are made by separate decision of the Academic Board. 23.2 No amendments shall be made in relation to the current academic year, unless there is
reasonable expectation that the amendment will not work to the disadvantage of the students.
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Article 24 Unforeseen situations 24.1 Situations which are not foreseen by the present regulations, will be decided on by the
Academic Board, where necessary after consultation with programme staff. Article 25 Publication 25.1 The Academic Board is responsible for the timely publication of the Education and
Examination Regulations, and any amendments thereof. Article 26 Period of application 26.1 These regulations take effect for the academic year 2008 – 2009. Approved by the Academic
Board of UNESCO-IHE on 31 July 2008. General Rules Students taking part in an examination are expected to have taken notice of these procedures and are expected to understand the implied meaning of these procedures.
Written examinations have a maximum duration of 3 hours, oral examinations have a maximum duration of 1 hour. Details about the nature of the examinations are found in the Education and Examination Regulations and the programme syllabi.
Written Examinations
The invigilators (examination supervisors) ensure proper conduct of the examination and maintain order in the examination room.
Students provide the answers in clearly readable English, with proper indication of the question label. All answer papers must carry the name and locker number of the student. Unreadable answers or unidentified answer papers may be discarded for assessment by the examiner.
Students are required to bring the necessary writing and drawing tools. The use of a printed language dictionary without any additional written annotations is allowed.
The use of a pocket calculator and an electronic language dictionary is allowed, provided that these devices are battery operated, that any audio functions are switched off, and that these devices are exclusively built for calculation and language translation purposes only.
Oral Examinations and Presentations
During oral examinations, only one student at a time is examined in the presence of a second lecturer who acts as independent observer.
For certain subjects, an oral presentation by the student can be part of the examination. Such a presentation may be conducted as a class-activity.
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Assignment Reports and Individual Discussions
For designated subjects students have to submit an assignment report, which will be assessed as part of the examination. The examiner may discuss the report with the student as part of the assessment.
The examiner will set a deadline for submitting assignment reports. The deadline cannot be set at a date after the examination period for the subject, as indicated in the academic calendar. Students submit assignments to either the lecturer or the responsible coordinator.
Thesis Proposal and Research Examinations
The thesis proposal is to be submitted for assessment to the responsible professor and the mentor, who will evaluate the proposal and assign a ‘satisfactory’ judgement if the evaluation is passed. Additionally, a presentation by the student may be part of the evaluation.
The examination of the thesis research consists of a maximum 30 minutes presentation of the thesis work by the candidate, followed by a maximum 30 minutes examination discussion with the examination committee and, possibly, the audience.
The assessment result shall reflect consensus of opinion of the examination committee, considering the following issues: the content and quality of the written thesis; the performance of the candidate in the presentation and defence of the thesis; and the performance of the candidate during the study period with regard to initiative, planning and execution of the study.
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Agricultural Water Management for Arid and Semiarid Climates (DD-AWMASC) 2.1 Introduction In the coming decades population growth will take place, in particular, in the emerging and the least developed countries. This implies that these countries will be confronted with the need to increase their food supply by a larger production in their own territory, may be in combination with increased imports. From the point of view of food production there is a common feeling that in the coming decades 80-90% of the required increase will have to be realised on existing cultivated land and 10-20% on newly reclaimed land. From the point of view of sustainable rural development, socio economic and environmental aspects play in particular, crucial roles. With respect to this it is also of importance that the least developed countries in Africa show the largest population growth and have generally developed their available land and water resources to a limited extent.
Another important aspect with respect to agriculture is the increased vulnerability to flooding. This is partly caused by the impacts of climate change, and the increase of value per unit area, due to the requirement of higher yields per ha. Therefore in such areas agricultural water management has to be integrated with flood management and flood protection provisions. In light of the above the Haramaya University, Dire Dawa, Oromia, Ethiopia and UNESCO-IHE, Delft, the Netherlands, have developed a two years Double Degree Master programme on Agricultural water management for arid and semi-arid climates (DD-AWMASC).
The target group of the DD-AWMASC programme are young professionals from: Ministries/Departments/Authorities in the fields of Water Resources, Agriculture, Environment, Public Works, Planning, River Basin Organisations, Water Users Associations, Universities and Research Institutes that have programmes in the sector, Civil Society Organisations (CSO) and Consultants.
This proposal presents the details of the programme. The programme will start at Haramaya University in September 2011 where they will follow certain courses in the until Early February 2012. In February the students will travel to UNESCO-IHE where they will stay until mid October to follow the modules 5 till 14. In addition to lectures, exercises, laboratory work, fieldwork and fieldtrips these modules include a two weeks European Fieldtrip and a groupwork. In October 2012 the students return to Haramaya University to do data collection and fieldwork for the MSc thesis research. Early Febraury 2013 they return to UNESCO-IHE to complete the MSc thesis research and to defend their thesis in June 2013.
In addition attention is paid to the aspects of quality control, academic facilities, profile of participants, admission criteria, and possibilities of funding.
The annexes give background information on Haramaya University and UNESCO-IHE, the announcement of the programme, the bar chart of implementation and the schedule and content of semesters and modules in Ethiopia and in the Netherlands.
2.2 Vision, Mission, Goals and Objectives of DD-AWMASC The proposed Double Degree MSc programme on Agricultural water management for arid and semi-arid climates (DD-AWMASC) is based on the considerations as explained underneath. Vision To be a competent and excellent post-graduate programme on agricultural water management for arid and semi-arid climates with well-established university-industry-government-social linkages, and
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state-of-the art facilities for research and development. Mission
to assess and assure a programme strengthened under the DD-AWMASC that runs in line with the accreditation requirements for Haramaya in the Ethiopian university system and for UNESCO-IHE in the Dutch university system;
to establish an academic education programme based on a teaching, exercises and research (desk, field and laboratory) approach;
to contribute to the development of the local economy through university, local government, industry and social linkages.
Goals The goals for the DD-AWMASC programme are the following:
to become an established post-graduate programme on Agricultural water management for arid and semi-arid climates in order to fulfil the needs of government institutions and the private sector by education of qualified MSc graduates in this field. These graduates will have to be able to fulfil the needs of the market (government, business, industry);
to prepare well-established university-business-government linkages for undertaking collaborative research;
to improve the capacity and performance of laboratory units;
to implement a professional and vocational graduate programme. Objectives The objectives for the DD-AWMASC programme are the following:
to establish and support the education of a Master programme on Agricultural water management for arid and semi-arid climates (DD-AWMASC);
to educate qualified MSc graduates with the following characteristics: duration of the study 2 years; able to compete at the global markets;
to expand the cooperation between Haramaya University, Ethiopia and UNESCO-IHE, the Netherlands and to link both institutions in order to provide a platform for alumni, staff, students, and other researchers to exchange information through seminars, workshop, ICT, etc.;
to improve the English capability of the participants up to a professional level. The agricultural water management for arid and semi-arid climates specialist is concerned with the development, adaptation and management of water management and flood protection provisions. This implies:
ecosystems and water resources aspects of sustainable water management and flood protection;
development of integrated land use development and management plans;
development, operation and maintenance of water management and flood protection schemes;
preparation and implementation of land reclamation and land consolidation programmes.
Water management and flood protection plans and designs can be based on the management capacity and development constraints. Therefore it is of major importance that prior to the
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preparation of technical designs, concepts are formulated for the system management, based on which the development of regional development and land use plans, the selection of water management methods, flood protection, development of infrastructure, as well as organisation and financing systems can be determined.
2.3 Description of the DD-AWMASC programme
Aim of the Course
The DD-AWMASC programme deals with post-graduate education in agricultural water management for arid and semi-arid climates within a hydraulic engineering environment. Given the broad field, the programme aims at conveying the knowledge that is required to fulfil the needs and requirements of users and/or users groups of water management schemes within its physical and non-physical environment. The curriculum of the programme concentrates on the development as well as on the management and adaptation of land and water resources in for the different types of land use, with a main focus on the land use for agriculture. The DD-AWMASC programme aims at civil, agricultural and environmental engineers or equivalent, who are already specialised in water management (irrigation, drainage) and/or flood protection. The programme will also be used to transfer knowledge to the counterpart in Ethiopia.
Approach to the Programme
Given the importance of both technical and non-technical aspects in agricultural water management for arid and semi-arid climates, the DD-AWMASC programme aims at presenting the knowledge and skills following an integrated approach through integration of:
technology and environment, including social, economic, legal and other aspects;
technology and management capability, stressing the importance of management in system performance and development;
agricultural, civil engineering and environmental aspects of integrated lowland development and management.
This approach will be introduced gradually, culminating in the groupwork, in which all aspects of water management and/or flood protection, as presented in the technical and non-technical subjects, will be considered in drafting a concept with alternatives for a specific integrated land development and management plan. The groupwork is followed by individual MSc research in the field of agricultural water management for arid and semi-arid climates, which will have to result in a thesis that has to be presented and defended.
Structure of the Programme
The DD-AWMASC programme offers a 24-month double degree of Master of Science and Master of Science (MSc) to be completed at Haramaya in predominantly the first year and at UNESCO-IHE predominantly in the second year. The first MSc programme will start in September 2011 and be completed in June 2013. This programme will be repeated on an annual basis. Preceding to the programmes a selection procedure has been developed, including administrative and academic
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screening, a TOEFL test. The academic screening will be jointly done by Haramaya and UNESCO-IHE and be based on their standard admission criteria. Graduates will obtain an MSc-degree in Irrigation Engineering of Haramaya and in Water Science and Engineering, Specialisation Agricultural water management for arid and semi-arid climates of UNESCO-IHE. These degrees are awarded to participants who have successfully completed both course works and the research-based MSc thesis. Courses will be offered under various topics concerning the related issues of agricultural water management for arid and semi-arid climates. Users’ inputs as suggested during the preparations, courses availability in Haramaya and at UNESCO-IHE have been taken into account. In line with the latest developments in the field integrated agricultural water management for arid and semi-arid climates the DD-AWMASC programme is designed to meet the specific issues, where an interaction between design and management is the prerequisite for sustainable development of suitable areas. The lectures, exercises, field and laboratory work at Haramaya University are organised in Semesters. At UNESCO-IHE there will be time blocks of two times three weeks (‘Modules’) followed by one week examination period (altogether 7 weeks), while a development from generalist to specialist subjects goes together with increased emphasis on individual activities, culminating in the MSc Research thesis at the end of the programme.
Annex I presents the overview of the scheduling of the semesters and modules in time for the academic year 2010-2012. The corresponding topics (subjects) and their study load hours (SLH) within the semesters and modules are presented in the detailed descriptions. All semesters and modules will be evaluated. Evaluation can take place in the form of exercises, tests and/or examinations (written or oral), and are all compulsory. In the semester system at Haramaya, evaluation takes place during the whole period of each semester, in line with the lecture, in the form of the following components: attendances, assignments, quizzes, laboratory and/or fieldwork reports, papers, midterm exams, and final exams. The final mark of each course will be weighted according to such components and to the number of credit hours of the course. At UNESCO-IHE tests and examinations are scheduled at the end of each ‘two module time blocks’ (6 weeks) on the 7th, examination week. Every module will finally result in one weighted so called ‘module mark’. How a subject is evaluated and the weight that the subject has in the ‘module mark’ is described in the detailed descriptions that will be explained to the participants in the handbook. During the programme a number of fieldtrips will be organised. In addition there will be an extended fieldtrip through a lowland area that will be example area for the groupwork as well. Other fieldtrips are scheduled during the programme and are organised in the frame of different subjects. For all fieldtrips the participants obtain credit points.
Learning Objectives The DD-AWMASC programme takes full account of the multi-disciplinary character of human activities dealing with land and water. It also recognises the modern role of professionals involved in the manifold tasks from assessment to implementation and to operation and maintenance in identified areas. In order to operate within an increasing complex kaleidoscope of existing specialities, these professionals are expected to take up the added duty of developing a broader understanding of the social, economic and environmental implications of water and environment related activities.
The general objectives of the DD-AWMASC programme concern the presentation of different
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scenarios (alternatives) for integrated land development and management including irrigation and drainage infrastructure and flood protection for clearly defined service levels. The objectives also concern the evaluation of the various alternatives on technical, social, financial and economic, managerial and environmental aspects and the skills to develop and conduct research in the field of the specialisation.
Upon completion of the DD-AWMASC programme, the graduates should (Table II.2):
a. Have in-depth understanding and specific knowledge of:
the current concepts and theories of irrigation, drainage, and land reclamation and land consolidation technology to support a sustainable development of identified lands with different types of land use;
the multi-disciplinary involvement in the water sector linkages with the wider aspects of society, economy and the environment;
b. Master the major hydraulic and environmental engineering aspects and hydrological methodologies, as well as applications for irrigation, drainage and flood protection schemes, including techniques for data collection, processing and analysis, and modelling techniques;
c. Be able to contribute to the planning, design, development and implementation (action plan for the realisation) of the hydraulic infrastructure for land development and management schemes;
d. Be able to advise developers, system managers and water users on the operation and maintenance aspects of the water management schemes;
e. Have knowledge of contemporary research questions and the relevant literature in the field of integrated land development;
f. Be able to formulate and conduct hydraulic and environmental engineering research, plan development and designs in the field of integrated lowland development, experiments and tests for both practical and scientific purposes, either independently or within a team-based framework;
g. Be able to critically judge and evaluate their own work and results, as well as the information of prior research or investigations, plans and design.
h. Be able to adequately communicate methodology, research results, plans, designs, evaluations, conclusions and recommendations in written, oral and graphical form to a wide variety of audience;
i. Be able to formulate and evaluate a concept with its alternatives for integrated land development for areas with different type of land use and assess the technical and economic feasibility, as well as the environmental sustainability of the proposed integrated land development and/or management plans;
j. Have adopted the academic attitude and learning skills to enhance and broaden the acquired
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knowledge and application skills in a largely independent manner.
Table II.2 Relationship between the DD-AWMASC programme components and learning objectives
a b c D e f g h i J
Ethiopia
Semester 1
1. Soil Plant water Relations
2. Applied Hydrology
3. Experimental Design and Analysis
4. Design of Surface Irrigation Systems
Semester 2
5. Design of Pressurised Irrigation Systems
6. Design of Dams and Hydraulic structures
7. Drainage Engineering and Salinity Control
8. Watershed Management
Netherlands
9. Water Management Systems & Agronomy II
10. Aspects of Irrigation and Drainage Systems
11. Service Oriented Management of Irrigation Systems
12. Conveyance Systems
13. Fieldwork
14. Group-work
15. MSc research proposal
Ethiopia
12. Data Collection and Fieldwork for MSc Research
Netherlands
13. Completion of MSc Research, Thesis writing
Key: Black-objectives of primary focus; Grey -objectives of secondary focus.
2.4 Quality control The quality control systems as prevailing for the programmes in both institutes will be applicable to this programme as well. Programme Committees Responsibility for the up to standard implementation of the DD-AWMASC programme rests within UNESCO-IHE with the programme committee of the Water Science and Engineering Programme. The final responsibility rests with the Academic Board of UNESCO-IHE. Lecturers One of the concerns of this DD-AWMASC programme as mentioned in the objectives is to improve the English capability of the participants upon completion of this programme to deal with global market. In order to achieve such objective, during this programme, not only the students will be taught by qualified lecturers but also such lectures be conveyed in English.
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2.5 Academic facilities Facilities provided by Haramaya University for the DD-AWMASC programme to support international classes, will include:
New libraries with international corners;
Laboratories;
Experimental stations (at lowland areas);
Classes equipped with audio-visual aids;
Books, software and other references;
ICT facilities (to support tele-conferences and distance learning activities);
Hotspots internet connections;
E-learning facilities;
Language labs, etc. Within UNESCO-IHE participants will have free access to:
The library and the library of Delft University of Technology;
Hydraulic laboratory facilities;
Fieldwork facilities;
Classes equipped with audio-visual aids;
Books, software and other references;
ICT facilities (including distant learning and tele-conference facilities);
Internet connections;
I-learning facilities 2.6 Profile of Participants and Admission Criteria Participants for this proposed DD-AWMASC programme are:
Officials of ministries, provincial, district or city governments working favourably at planning units;
Hold a bachelor degree of relevant fields that may contribute to the integrated lowlands development and management, e.g. civil, agricultural, or environmental engineering, or an equivalent degree;
Aged 38 years or younger;
Have experience in practice for at least 2 years;
Proposed officially by his/her superior;
Have a TOEFL score of at least 550 during or after EAP training;
Willing to work at fields relevant to his/her degree upon completion of the programme. 2.7 Selection procedure Academic screening will be jointly done by Haramaya University and UNESCO-IHE. Pre-selection will be done by Haramaya University and final selection by Haramaya University and UNESCO-IHE. 2.8 Fellowships For the academic year 2011-2013, there will be three full MSc fellowships from the IFAD project: Spate Irrigation for Rural Economic Growth and Poverty Alleviation. Thereafter the course will be eligible for NFP fellowships.
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Annex 7.1. Study Programme 2011 – 2013 Credit
points Year 2011 2012 2013
Activity Month 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6
Start of MSc programme Period in Ethiopia
Course work Semester I
1. Soil Plant Water Relations 2 Haramaya
2. Applied Hydrology 3 Haramaya
3. Design of Surface Irrigation Systems 3 Haramaya
4. Experimental Design and Analysis 2 Haramaya
Course work Semester II:
1. Pressurized Irrigation Systems Design 3 Haramaya
2. Watershed Management 3 Haramaya
3. Dams and Hydraulic Structures 3 Haramaya
4. Drainage and Salinity Control 3 Haramaya
Period in the Netherlands
Water Management Systems and Agronomy II 5 UNESCO-IHE
Aspects of Irrigation and Drainage 5 UNESCO-IHE
Service Oriented Management of Irrigation Systems 5 UNESCO-IHE
Conveyance Systems 5 UNESCO-IHE
Field Work and Field Trip in the Netherlands 5 UNESCO-IHE
Irrigation and Drainage Structures 5 UNESCO-IHE
Advanced Methods 5 UNESCO-IHE
Group Work 5 UNESCO-IHE
MSc Research Methodology Course/Summer Courses 5 UNESCO-IHE
MSc Thesis Proposal Development 7 Haramaya & UNESCO-IHE
Period in Ethiopia
Field trip 2 Haramaya
MSc Research, inception phase and data collection 12 Haramaya & UNESCO-IHE
Period in the Netherlands
MSc thesis writing period 24 Haramaya & UNESCO-IHE
Diploma awarding 112 Haramaya & UNESCO-IHE
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Annex 7.2. Schedule of Semesters and Modules DD-AWMASC 2011-2013 Course Period
Contact Hours Credit Points
Course Course Coordinator
ETHIOPIA
Sept 15 - Nov. 15, 2011
Course work Semester I
36 2 SWEN 621 Soil Plant Water Relations
Tena
48 3 SWEN 631 Applied Hydrology
Quarashi/Megersa
48 3 SWEN 641 Surface Irrigation Systems Design
Desalegn/Megersa
36 2 SWEN 611 Experimental Design and Analysis
Tena
Nov 15, 2011 to Feb. 3. 2012
Course work Semester II
48 3 SWEN 612 Design of Pressurised Irrigation Systems
Megersa
48 3 SWEN 622 Dams Hydraulic Structures
Quarashi
48 3 SWEN 632 Drainage Engineering and Salinity Control
Tena
48 3 SWEN 642 Watershed Management
Bobe/Kibebew
February 6 to 9 (week 6), 2012 travel to NETHERLANDS
Module No. Year
Week No Credit Points
Module Module Coordinator
5
2012 7-9
5 WSE-HELWD05
Water Management Systems and Agronomy II
Mehari Haile
6 10 -12 5 WSE-HELWD06
Aspects of Irrigation and Drainage Suryadi
13 Examination period
14 Easter Recess
7 15-17 5 WSE-HELWD07 & Short Course
Service Oriented Management of Irrigation Systems
Prasad
8 18-20 5 WSE-HELWD08
Conveyance Systems Suryadi
21 Examination period
9 22-24 5 WSE09
Field trip/Fieldwork Mehari Haile/Hayde
10 25 -27 5 WSE-HELWD 10
Irrigation and Drainage Structures Laszlo
11 28-30 5 WSE-HELWD 11
Advanced Methods and Equipment Suryadi
31 Examination period
12 32 -34 5 WSE-WSE 12 Group work
Core Staff
13 35-37 5 WSE-WSE 13
MSc Research Methodology Course/Summer Courses
Erik de Jong
14 38-40 7 WSE-14
MSc Thesis Proposal Development Core Staff
41 Travel to Ethiopia (October 8 to 12)
Course Period
Contact Hours Credit Points
Course Course Coordinator
Oct.15, 2012 (Week 42) to Jan. 31, 2013
(Week 5)
36 2 Field trip Haramaya and Core Staff
192 12 MSc Research, Inception Phase and Data
Collection in Ethiopia
Travel to the Netherlands in week 6, February 6 to 10, 2013
Module No. Year
Week No Credit Points
Module Module Coordinator
15 2013 7-26
24 WSE15
MSc Research, Thesis Writing Period and Defence
Core Staff and Haramaya
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ANNEX 7.3. List of the DD-AWMASC Course Work at Haramaya and UNESCO-IHE
List of the DD-AWMASC Semesters and lectures at Haramaya
Academic Year: 2011/2013 Specialization: Irrigation Engineering
Coordinator: Tena Alamirew(PhD)
Course Name: Soil Plant Water Relations
Module Code: SWEN 621 Credit Hour 3 Or 5 ECTs
Contact Hour (per week) Lectures
Tutorial & Seminar
Laboratory & Workshop
Practice
Home Study
1 0 5
Target Group: SWEN Prerequisite: Soil Plant Water Relations
Learning Objectives At the end of the course, students will be
able to describe the soil – plant - atmosphere continuum and explain the functions of of water in plants
during the process,
able to explain and measure soil physical properties that affect retention and movement of soil
moisture,
able to solve the soil water dynamics equations and problems,
able to predict estimate crop water requirement, predict water production function, and effect of
moisture stress on yield.
Syllabus Physical properties of soil: texture, structure, bulk density, porosity , Chemical properties of soil affecting water retention (Clay minerals and their properties; Properties of water affecting the retention and movement of water in soil: hydrogen bond, adhesion, cohesion, surface tension, capillarity; soil moisture retention, movement and measurement, water flow equations, field water regimes such as infiltration and evaporation, evapotranspiration, and crop water requirement, water production and effect of moisture stress on yield.
Didactics Formal lectures, Laboratory session and report submission, computer exercises (Cropwat or aquacrop)
Lecturing Materials
Kirkham, M. B., 2005. Principles of Soil Plant Water Relations. Elsevier Academic Press
Reddy, S. R., 2007. Irrigation Agronomy. Kayyani Publishers, Delhi, India
Iwata, S., T. Tabuchi, and B. P. Warkentin, 1994. Soil-Water Interactions: Mechanisms and Applications
Kramer, P J, 1983. Water Relations of Plants. Academic Press. NY
Carter, M. R.& EG Gregorich, 2008. Soil sampling and Methods of Analysis. CRS Press LLC,
Assessments
Laboratory Reports - 30%
Final examination – 70%.
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Academic Year: 2011/2013 Specialization: Irrigation Engineering
Coordinator: Tena Alamirew(PhD)
Course Name: Experimental Design and Analysis
Module Code: SWEN 611 Credit Hour 2 Or 5 ECTs
Contact Hour (per week) Lectures
Tutorial & Seminar
Laboratory & Workshop
Practice
Home Study
2 0 0 5
Target Group: SWEN Prerequisite: None
Learning Objectives At the end of the course, students will be
able apply basic principles of the scientific method and the principles of experimental design
(randomization, replication and error control)
review the basic principles of statistics applied for research (common probability distributions,
estimation and hypothesis testing)
able to design and analyze experiments
able to differentiate the concept and application of Covariance, Correlation and Regression.
able to select and use software relevant for the design and analysis of experiments
able to apply geo-statistics tool in soil and water research
Syllabus Research and the Scientific Method; Probability distribution - sampling distribution, common probability distribution, F-test, t-test, chi-square test; Estimation and Hypothesis Testing – point and interval estimates of the mean, setting research hypothesis, hypothesis test; Principles of experimental Design – Randomization, Replication and Error Control; Design and Analysis of Experiments: CRD, RCBD, Latin Square, Factorial and Split Plot Designs; Covariance, Correlation, Regression, Multivariate Analysis; Introduction to the concept of geostatistics, variogram analysis and the Kriging techniques.
Didactics Formal lectures, individual assignments, and Presentations
Lecturing Material
Ryan, P. T. 2007. Modern Experimental Design. John Wiley & Sons
Montgomery, D. C., 2001. Design and Analysis of Experiments. 5th Edition. Arizona State University. John Wiley & Sons,
Ott, R. L. 1993. An Introduction to Statistical Methods and Data Analysis. 4th edit Wadsworth, Inc, USA
Armstrong, M. 1998. Basic Linear Geostatistics. Springer-Verlag Berlin Heiderg.
Hudson, N.W., 1993. Field Measurement of Soil Erosion and Runoff. FAO Soils Bulletin 68. FAO, Rome.
Mettrick, H. 1993. Development Oriented Research in Agriculture. CTA, Wagningen, the Netherlands.
Assessments
Assignments including softwares outputs – 20%
Presentation (20%)
Final examination – 60%.
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Academic Year: 2011/2013 Specialization: Irrigation Engineering
Coordinator: Tena Alamirew(PhD)
Course name: Drainage Engineering and Salinity Control
Module Code: SWEN 612 Credit Hour 3 Or 7.5 ECTs
Contact Hour (per week) Lectures
Tutorial & Seminar
Laboratory & Workshop
Practice
Home Study
2 1 6
Target Group: SWEN Prerequisite: Soil Plant Water Relations
Learning Objectives At the end of the course, students will be
able to explain the challenges associated to drainage and salinity control in Ethiopian context,
review the concept of water flow in a porous media,
able to design subsurface drainage systems,
able to design surface water removal systems, and
able to predict, manage and control irrigation induced soil salinisation problems in irrigated areas.
Syllabus Status of drainage related problems in the world and in Ethiopia. Principles of water flow in a porous media – steady and non-steady state solutions, design of subsurface drainage system (selection of drain pipes, envelopes and installation methods), design and construction of surface drainage systems :estimating peak discharges following the ERA procedures, design of canals and grassed waterways; salinity control: sources of irrigation induced soil salinization, predicting capillary salinisation, salt balance, salinity management options; Experiences in thiopia
Didactics Formal lectures, individual design reports, written reports and field visit
Lecturing Materials
Smedema, L. K., Vlotman, W. and Rycroft, D. W., 2004. Modern Land Drainage – Planning, Design and Agricultural Drainage Systems. Batsford Academic and Educational limited.
Ritzema, H.P. (eds), 1994. Drainage Principles and Applications. ILRI Publications 16. International Institute for Land Reclamation and Improvement, Wageningen.
Bhattacharay, A. K. and Michael, A. M. 2003. Land Drainage Principles, Methods and Application. Konark Publisher Pvt Ltd., India.
Skaggs, R. W. and van Schilfgaarde, J (eds), 1999. Agricultural Drainage. Agronomy 38. ASA, CSSA and SSCA, Madison, WI.
Lal, C. 2004. Horizontal Subsurface Drainage Theories for Agricultural Lands. International Book Distributing Co. UP, India
Assessments
Two Design Projects - 40%
Final examination – 60%.
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Academic Year: 2011/2012 Specialization: Irrigation Engineering Co-ordinator: Prof. Shoeb Quraishi
Module Name Watershed Management
Module Code SWEN 612
Credit Hour 3 or 5 ECTs
Contact Hour (per week) Lectures
Tutorial & Seminar
Laboratory & Workshop
Practice
Home Study
3 0 3 4
Target Group SWEM
Prerequisites
Soil and Water Conservation Engineering.
Learning Objectives
Students will be able to estimate runoff and soil loss from a watershed by using common models in
practice
Students should be able to design different soil conservation structures in arable as well as non-arable
lands and gullied lands.
They shall also acquire knowledge about making alignment, mode of construction and computation of
earth work and area lost for contour bunds and terraces.
Furthermore, the students will be in a position to go for hydraulic and structural designs of different
spillways required in soil conservation and gully plugging.
Students shall be made aware about the techniques for building of different erosion models used in
decision making for soil conservation planning works.
Students shall be well versed about the sedimentation of reservoir, its ill effects on the life of reservoir
and the storage capacities and to adopt the preventive measures to combat the problems of
sedimentation in the reservoir.
Syllabus INTRODUCTION: Concept of watershed development, objectives of watershed development, need for watershed development in India, Integrated and multidisciplinary approach for watershed management. CHARACTERISTICS OF WATERSHED: size, shape, physiography, slope, climate, drainage, land use, vegetation, geology and soils, hydrology and hydrogeology, socio-economic characteristics, basic data on watersheds. PRINCIPLES OF EROSION: Types of erosion, factors affecting erosion, effects of erosion on land fertility and land capability, estimation of soil loss due to erosion, Universal soil loss equation. MEASURES TO CONTROL EROSION: Contour techniques, ploughing, furrowing, trenching, bunding, terracing, gully control, rockfill dams, brushwood dam, Gabion. WATER HARVESTING: Rainwater Harvesting, catchment harvesting, harvesting structures, soil moisture conservation, check dams, artificial recharge, farm ponds, percolation tanks. LAND MANAGEMENT: Land use and Land capability classification, management of forest, agricultural, grassland and wild land. Reclamation of saline and alkaline soils. ECOSYSTEM MANAGEMENT: Role of Ecosystem, crop husbandry, soil enrichment, inter, mixed and strip cropping, cropping pattern, sustainable agriculture, bio-mass management, dry land agriculture, Silvi pasture, horticulture, social forestry and afforestation. Planning of watershed management activities, people’s participation, preparation of action plan, administrative requirements.
Project Assignments Everyone will be assigned to watershed project teams of 3-4 students this semester. These groups will function independently during outside of class. Mid Term Project - Development of a Watershed Plan Each group will prepare a draft, preliminary watershed plan for a real or hypothetical watershed.
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For Project #1, each team will prepare a one-page summary sheet suitable for duplication as a class handout. All written work for the projects must be word-processed (typed, spell-checked, etc. Each team is responsible for a 30 -minute presentation of one project to the class. Students will delineate the watershed on maps using Arc View GIS. Each group will define the problem, i.e. water quality, flooding, etc., and the goals and objectives for addressing the problem. The group will characterize the watershed and provide recommended actions such as best management practices to address the defined problem. The report should be no longer than 10 pages single-spaced with tables and graphs and include at least 2 GIS watershed maps. Final Term Paper - The Origins of Watershed Management Students will prepare a 15 - page, double-spaced, term paper researching the origins of watershed management. The paper should be in two parts. The first part should focus on the history and evolution of watershed management. The second part should present a specific watershed demonstrating an application of approaches that you have learned in class. The focus may be on tenets and trends in watershed management in the United States or internationally. The watershed that you choose may be sub-state, state, interstate, or regional.
Didactics Formal lectures, tutorials and home study
Lecturing Materials
Hudson, N. W. 1971. Soil Conservation. B. T. Batsford Ltd. London
Michael, A. M. and Ojha, T. P. Principles of Agricultural Engineering, Vol.II. Jain Brothers, New Delhi, India.
Ministry of Agriculture, Ethiopia. Soil Conservation in Ethiopia.
Murty, V. V. N. 1985. Land and Water Management Engineering. Kalyani Publishers. Delhi, India.
Suresh, R. 2000. Soil and Water Conservation Engineering, Standard Publishers Distributors, Delhi, India.
Taffa Tulu. Soil and Water Conservation for Sustainable Agriculture. Mega Publishing Enterprise, Addis Ababa, Ethiopia.
Tripathi, R. P. and Singh, H. P. Soil Erosion and Conservation. New Age International Publishers, New Delhi, India.
USDA Soil Conservation Service. Spillways. USDA Engineering Hand Book, sections 11 & 14.
Assessments
Mid examination – 20%;
Assignments - 40%;
Final examination – 40%
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Academic Year: 2011/2013 Specialization: Irrigation Engineering Co-ordinator: Prof. Shoeb Quraishi
Module Name Applied Hydrology
Module Code SWEN 631
Credit Hour: 3
Contact Hour (per week) Lectures
Tutorial & Seminar
Laboratory & Workshop
Practice
Home Study
2 0 3 6
Target Group SWEM
Prerequisites
Calculus
Statistics
Fluid Mechanics
Open channel Flow
Learning Objectives
Students will obtain an understanding of hydrologic processes, particularly the processes of
precipitation, evaporation, infiltration, and surface water.
Students will learn about methods of hydrologic analysis, including unit hydrograph, flow routing,
statistical methods and frequency analysis in hydrology.
Students will learn about methods of hydrologic design, including the development of design storms
and design flows.
Students can apply current software to the hydrologic design of small-scale rural or urban
watersheds.
Syllabus Definition of Hydrologic Cycle. Precipitation: Types of precipitation, Measurement of rainfall, Analysis and interpretation of precipitation data. Evaporation and Transpiration: Factors controlling evaporation & transpiration process, Measurement of evaporation and estimation of potential evaporation. Infiltration: Factors affecting infiltration, Measurement of infiltration, Infiltration indices. Stream flow: Hydrographs, Computation of excess rainfall and runoff using infiltration indices, Stage-discharge relationship, extension of stage-discharge relationship. Introduction to Hydrologic Models. Catchment Characteristics: Catchment area, catchment shape, catchment relief, linear measurement. Rainfall-runoff Relationship: Rational method (for small catchment), Runoff curve number, Unit Hydrograph, Synthetic Unit Hydrograph, Flood routing, reservoir routing, Channel routing. Statistics in Hydrologic Analysis: Fitting a probability distribution, Frequency analysis: rainfall, low flow, floods and drought. Reservoir: Determination of reservoir capacity, Reservoir operation, Reservoir sedimentation.
Projects/Major Assignments
The course includes about four extended assignments based on realistic data sets supplied by the
instructor.
Typical extended assignments include the estimation of watershed characteristics, hydrograph
synthesis, flood frequency analysis, and channel routing.
Professional Softwares
Visual HEC-1
Hydrologic Modeling System, HEC-HMS
Water Surface Profile Modeling (HEC-RAS)
StormCAD
Didactics Formal lectures, individual and group assignments, written reports
Lecturing Materials
Osman Akan and Robert J. Houghtalen, 2003. Urban Hydrology, Hydraulics and Stormwater Quality.
John Wiley & Sons, Inc.
Ned H.C. Hwang and Robert J. Houghtalen, 1996. Fundamentals of Hydraulic Engineering Systems,
3rd Edition. Prentice Hall.
Linsley, RK; Kohler, MA and Paulhus, JLH, 1988. Hydrology for Engineers. McGraw-Hill.
Chow, VT; Maidment, DR; Mays, LW, 1988. Applied Hydrology. McGraw-Hill.
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Linsley, RK; Franzini, JB; Freyberg, DL; Tchobanoglous, G., 1992. Water Resources
Engineering, 4th edition. McGraw-Hill.
P.B. Bedient, W.C. Huber and B.E. Vieux, 2008. Hydrology and Floodplain Analysis, 4th edition.
Prentice-Hall, Upper Saddle River, NJ, ISBN 978-0-13-174589-6.
Richard H McCuen, 1998. Hydrologic Analysis and Design, 2nd Edition, Prentice Hall.
Assessments
Assignments: 20%
Project: 40%
Written Exam (2): 40%
Academic Year: 2011/2013 Specialization: Irrigation Engineering Co-ordinator: Prof. Shoeb Quraishi
Module Name Dams and Hydraulic Structures
Module Code SWEN
Credit Hour 4 Or 6 ECTs
Contact Hour (per week) Lectures
Tutorial & Seminar
Laboratory & Workshop
Practice
Home Study
3 3 0 6
Target Group SWEM
Prerequisites
Hydraulics I
Hydraulics II
Learning Objectives
The purpose of this course is to give knowledge to the students the various kinds of barriers that
can be built across streams at convenient locations to impound water by which regulated use of
water can be achieved effectively.
The course will make the students know about design of Over-flow structures, Diversion weirs,
Diversion channels etc.
Students may be able to design small dams for water storage and other hydraulic structures.
Students should be confident enough to tackle problems pertaining to Hydraulic structures.
Students will gather the knowledge about the methods to mitigate floods.
Syllabus Classification of Dams; Theory, Principles of Design, Types of Dams: Earthen dams, Rock fill dams, Buttress Dams, Gravity Dams, and Arch Dams. Safety and Selection of Dams: Analysis for safety of dams, Selection of appropriate type of dam. Foundation: Foundation investigation, Geological features of foundation. Design Principles of: Spillways, Stilling basin and Intake structures, River diversion works, Weirs on permeable foundation and Head works, Locks and Gates. Flood Protection Measures: Problems and consequences of floods, Flood control measures and Moderation of floods.
Didactics Formal lectures, individual assignments, written reports and field visit
Lecturing Materials
Punmia, B. C. and Pandey, B. B. L. 1992. Irrigation and Water Power Engineering. Laxmi
Publications, Pvt. Ltd. New Delhi, India.
Suresh, R. 2000. Soil and Water Conservation Engineering. Standard Publishers Distributors. Delhi,
India
Garg, S. K. 1998. Hydrology and Water Resources Engineering. Khanna Publishers, Delhi, India.
Bhattacharya, P. K. 2003. Water Power Engineering. Khanna Publishers, Delhi, India.
Murthy, V. V. N. 1998. Land and Water Management Engineering. Kal;yani Publishers, New Delhi,
India
Assessments
Mid examination – 30%
Assignments – 20%
Final examination – 50%.
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List of the DD-AWMASC Modules at UNESCO-IHE
Academic year: 2011/2013 Specialisation(s): WSE-HELWD, WSE-HELWD Sriwijaya, WSE-HELWD Haramaya Co-ordinator: A. Mehari Haile, PhD, MSc
Module Name Water Management Systems & Agronomy II
Module Code WSE/HELWD/05/s
Credit Points 5
Target Group HE-LWD participants
Prerequisites Irrigation and drainage system design, preliminary teriary unit layout and design, plant water relationships
Learning Objectives Analyse and evaluate and to apply the hydraulic principles for pipe flow in irrigation and drainage
engineering. Present, process and interpret results of hydraulic laboratory measurements in a technical report. Explain the principles of the hydrological cycle, the basic characteristics of precipitation and
evaporation, the principles of reservoir operation. Apply some statistical tools used in hydrology, rainfall-runoff relations and design floods. Have an understanding of water-crop yield relationships, management options under land or water
scarcity and water saving techniques, and be able to determine crop water requirements.
Syllabus Applied Hydraulics of Irrigation Systems II, L.G.Hayde (UNESCO-IHE) Pipe flow: main dimensionless numbers, theory and application of the momentum principle in pipes, the Moody diagram. Pipe flow equations; Colebrook-White, Chézy, Hazen and Williams. Minor losses in pipes, pipe bends and other components. PROFILE to calculate the basic flow parameters (water depth, discharge, shear stress) in an open channel, namely irrigation and/or drainage canals. CANDES to design the dimensions of irrigation canals in view of erosion and sedimentation. FLOP to calculate gradually varied flow profiles in open (semi) prismatic channels based on either Manning or Chézy. Checking of the design of irrigation and drainage canals under (semi) steady flow conditions. Hydraulics Laboratory 2, L.G. Hayde (UNESCO-IHE) Various types of measuring equipment. Various flow types: over a broad crested weir, through a contraction, underneath a gate. Gradually varied flow profiles. Forces due to flowing water. Pipe flow: velocity distribution and friction losses. Discharge-depth relationship. Irrigation and Drainage - Tertiary Unit Design II, A. Mehari Haile (UNESCO-IHE) and F. Jaspers (Wageningen University and Research) Detailed layout of basin and furrow tertiary units: Alternative canal, drainage and road networks that result in short canals and drains, compact field blocks with easily accessible roads, convenient irrigation delivery schedules; requires less water distribution, drainage and road structures, allow furrow length and basin size that deliver good water distribution uniformity (>80%) and good tertiary system efficiency (65 to 75%). The distribution uniformity and efficiency for furrow and basin irrigation systems are evaluated using Furdev and Basdev programmes respectively. Longitudinal profile of tertiary canals and drains as well as typical cross-sections of these canals. Agronomy, A. Mehari Haile (UNESCO-IHE) Functions of water in the plant, development of root systems, transpiration, plant factors affecting transpiration, measurement of transpiration, water deficit and plant growth, water yield curves, crop-production functions, determination of optima under land or water scarcity conditions, calculate crop water requirements, select suitable planting dates, calculate yield decreases due to water stress, assess the effects of staggering on irrigation requirements, establish acceptable levels of water stress to reduce irrigation requirements, case studies on deficit irrigation, water use efficiency modification in different irrigation
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systems, agricultural practices to improve water use efficiency. Exercise CROPWAT.
Didactics Formal lectures, class exercises, individual and group assignments and discussions, written reports, laboratory works
Lecturing Materials Hayde, L.G., 2008. Applied Hydraulics; Synopsis, LN 0378/08/1 Hayde, L.G., 2007. Applied Hydraulics; Manual Flop, Gradually Varried Flow Profiles, LN0333/07/1 Hayde, L.G., 2010. Applied Hydraulics; Pipe flow Hayde, L.G., 2010. Applied Hydraulics; Manual Hydraulics Laboratory Exercises 2, LN0422/10/3, Jaspers and Mehari Haile, 2010. Agronomy and Water deficit in Irrigation, An Agricultural Approach.
Assessments: Applied Hydraulics of Irrigation Systems II - written test (37%) Hydraulics Laboratory II - assignment (11%), Irrigation and Drainage: Tertiary Unit Design II - assignment and oral discussion (29%) Agronomy - assignment (23%)
Module WSE/HELWD/05/s: Water Management Systems & Agronomy II
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1 Applied Hydraulics of Irrigation Systems II 12 12 0 0 0 0 24 50 L.G. Hayde, PhD, MSc
2 Hydraulics Laboratory 2 0 8 0 0 0 0 8 16 L.G. Hayde, PhD, MSc
3 Irrigation and Drainage - Tertiary Unit Design II
8 8 0 0 0 0 16 40 A. Mehari Haile, PhD, MSc
4 Agronomy 8 5 0 0 0 0 13 34 A. Mehari Haile, PhD, MSc
Totals 28 33 0 0 0 0 32 140
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Academic year: 2011/2013 Specialisation(s): WSE-HELWD, WSE-HELWD Sriwijaya, WSE-HELWD Haramaya Co-ordinator: F.X. Suryadi, PhD, MSc
Module Name Aspects of Irrigation and Drainage Systems
Module Code WSE/HELWD/06/s
Credit Points 5
Target Group HE-LWD participants
Prerequisites Main and tertiary irrigation system design, agronomy, soil plant water relationship
Learning Objectives Select a suitable flow control system, the appurtenant flow control structures and to specify the
operation rules of the structures and social implications of applied irrigation techniques for different users.
Discuss the importance of all environmental and social aspects that complete the determination of the feasibility of any land development project.
Describe the economic feasibility of land development projects and have a first understanding of financial reporting.
Syllabus Economic and Financial Analyses, R. Namara (IWMI-Ghana) Capital, interest and time. Costs and benefits. B/C ratios and the internal rate of return. Unit prices. Evaluation of alternatives. An introduction to financial reporting; balance sheets, profit and loss account, cash flow statements. Sociological Aspects, L.Ch. Schenk-Sandbergen (Retired from University of Amsterdam) Interpretation of social effects of irrigation, organisation of irrigation projects. Case studies on central aspects of irrigation schemes, such as governmental or private control; function of irrigation groups (membership and maintenance); applied technology, distribution and control. Case studies based on the participants’ experience. Topics: function of sociologists, use requirements and distribution of water. Flow Control Systems, F.X. Suryadi (UNESCO-IHE) Introduction on flow control systems: purpose, classification, selection criteria, performance parameters. Proportional control: sensitivity of structures, application. Upstream control: principle, hydraulics, design of system, application. Downstream control: principle, hydraulics, design of system, application. Combined control: upstream and proportional control, mixed control, down- to upstream control, up- to downstream control, night reservoirs, head works. Water level regulators; discharge regulators; discharge measurement structures. Electronic control systems: Bival control, El-flow control, Card control, Dynamic control, step controllers, PID controller. Application of different flow systems: case studies. Main Drainage Systems and Salinity Control in Field Level, H. P. Ritzema (Alterra) and P. H. J. Hollanders (Principal Waterboard of Delfland) The need for drainage: water ponding, water logging and salinisation. Components of a surface drainage system. Factors related to drainage: agricultural objectives, environmental aspects, and soil and hydrological conditions. Drainage design criteria and layout. Drainage design equations: principles and applications Field Trip to North -West Netherlands Get acquainted with some hydraulic engineering and water management aspects in North West Netherlands. Locks, pumping stations, navigation systems, flood protection.
Didactics Formal lectures, exercises, individual and group assignments, field visits
Lecturing Materials
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Namara, 2009. Economic and financial analyses. Ritzema, 2009. Main drainage systems. Schenk-Sandbergen, 2009. Reader sociological aspects of water and land projects. Suryadi, 2010. Flow control systems.
Assessments Economics and Financial Analysis - assignment (26%) Sociological Aspects - assignment (20%) Flow Control Systems – assignment (28%) Main Drainage Systems and Salinity Control in Field Level – assignment (26%)
Module WSE/HELWD/06/s: Aspects of Irrigation and Drainage
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1 Economic and Financial Analysis 8 8 0 0 0 0 16 36 Dr R.E. Namara
2 Sociological Aspects 6 8 0 0 0 0 14 28 Dr. L. Schenk-Sandbergen
3 Flow Control Systems 8 8 0 0 0 0 16 40 F.X. Suryadi, PhD, MSc
4 Main Drainage Systems and Salinity Control in Field Level
8 0 0 0 0 0 8 36 Dr Ir H.P. Ritzema
5 Main Drainage Systems and Salinity Control in Field Level
0 8 0 0 0 0 8 0 Ir P.H.J. Hollanders
6 Field Trip to North-West Netherlands 0 0 0 0 0 8 8 0 -
Totals 30 32 0 0 0 8 70 140
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Academic year: 2011/2013 Specialisation(s): WSE-HELWD, WSE-HELWD Sriwijaya, WSE-HELWD Haramaya Co-ordinator: K.C. Prasad, PhD, MSc
Module Name Service Oriented Management of Irrigation Systems
Module Code WSE/HELWD/07/s
Credit Points 5
Target Group Prospective Water Science and Engineering experts, particularly those specializing in Land and Water Development
Prerequisites Agronomy, irrigation methods, management and socio-economic aspects of irrigation systems, irrigation flow control and conveyance systems
Learning Objectives Upon completion of the course, the participants will be able to: Formulate policy objectives for irrigation development and management; Have a basic insight in the need and format of laws pertaining to the development and use of water
resources and have a general understanding of law, legislation, common law and traditions; Identify water delivery arrangements including suitable flow control amenable to objectives; Comprehend different levels of water delivery service and associated costs; Conceptualize legislative, organisational and financial attributes of service oriented management of
irrigation systems; Draw up service agreements considering cost recovery and accountability; Design asset management programs and action plans for implementation; and Devise monitoring & evaluation and benchmarking systems for assessing system performance.
Syllabus Management of Irrigation Systems, K. Prasad (UNESCO-IHE) and H. Malano (University of Melbourne) Terminology and definitions, management cycle, objectives in irrigation, interest groups, conflicting objectives. Activities in irrigation management. Water delivery policies: entitlement to water, operational objectives (adequacy, equity, reliability), cropping policies. Water delivery systems: arranged, on request, on-demand supplies, irrigation scheduling. Monitoring & Evaluation and benchmarking for performance assessment, related parameters, targets, standards. Concept of service oriented management, typology of goods and services, clients and stakeholders, service determining factors, levels of service, infrastructure, flow control and service potential, cost of service, maintenance, financial arrangements, service agreements, specification and conditions of service, organisational structures, cost recovery, farmers' participation, role of other institutions and accountability mechanisms in water management institutions. Water Law, J. Gupta (UNESCO-IHE) Origin, evolution, sources, elements and history of national water law and the later influence of environmental law including elaboration of irrigation law. Influence of local, regional, national laws and regulations on irrigation and drainage plans. Asset Management, M. Kok (UNESCO-IHE) Defining asset management; Asset management concepts: types of assets, life cycle, economic life, useful life, residual life; Asset register; Asset management functions, asset planning strategies, asset creation/acquisition, asset O&M, performance monitoring, rehabilitation, modernisation, replacement, disposal, rationalisation; Asset economics, investment profiles, service cost; Asset audit and renewal, risk assessment and renewal decision making, value engineering; Development and implementation of asset management programmes, related organisational aspects, Management Information System. Field Trip, K. Prasad (UNESCO-IHE) Visit to the Association of Water boards (Unie van Waterschappen); Kinderdijk and its; and Greenhouse for pepper/paprika production.
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Didactics Formal lectures, case studies, group assignments, individual and group exercises, written reports
Lecturing Materials Malano and van Hofwegen, 2006. Management of Irrigation and Drainage Systems - A Service
Approach, IHE Monograph 3. Kok, 2000. Asset Management. Gupta, 2005. Water and Environmental Law and Institutions. Van Hofwegen and Jaspers, 2005. Analytical Framework for Integrated Water Resources Management
- Guidelines for Assessment of Institutional Frameworks, IHE Monograph 2. (Optional)
Assessments: Management of Irrigation Systems - assignment and oral discussion (70%) Asset Management - assignment (30%)
Module WSE/HELWD/07/s: Service Oriented Management of Irrigation Systems
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1 Management of Irrigation Systems 10 14 0 0 0 0 16 88 K.C. Prasad, PhD, MSc Prof. H. Malano
3 Water Law 4 0 0 0 0 0 4 8 Prof. J. Gupta, PhD
4 Asset Management 10 8 0 0 0 0 18 36 Dr.Ir. M. Kok
5 Fieldtrip 0 0 0 0 0 8 8 8 K.C. Prasad, PhD, MSc
Totals 24 22 0 0 0 8 46 140
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Academic year: 2011/2013 Specialisation(s): WSE-HELWD, WSE-HELWD Sriwijaya, WSE-HELWD Haramaya, WSE- HECEPD, WSE-HERBD, WSE-HWR, WSE-HI, WSE-HECEPD Hohai, WSE-HELWD AIT, WSE-HI Ain Shams, WSE-HI Cali,WSE-HWR Hohai Co-ordinator: F.X. Suryadi, PhD, MSc
Module Name Conveyance Systems
Module Code WSE/HELWD/08/e
Credit Points 5
Target Group
Prerequisites For Fieldwork: A general knowledge about irrigation and drainage systems and , flow measurements
Learning Objectives Make simple unsteady flow computations for open channels and closed conduits. Apply Duflow for non-steady flow phenomena in open irrigation and drainage networks; to evaluate
the results and to assess the advantages and disadvantages of the model for solving surface flow problems.
Assess the advantages and disadvantages of various numerical schemes for solving sets of equations in surface flow modelling and to select the appropriate models for stationary and non-stationary flow in open channels and in pipes and to evaluate the results.
Determine the requirements for water table and salinity control in irrigated areas; Understand the factors that influence the functioning of a surface drainage system; Design a surface drainage system.
Explain the use of modern tools as RS and GIS in combination with the use of computer models. Have a basic insight in the need and format of laws pertaining to the development and use of water
resources and have a general understanding of law, legislation, common law and traditions.
Syllabus Unsteady flow / DUFLOW, F.X. Suryadi (UNESCO-IHE) Basic equations of unsteady flow and their numerical treatment; development of the St.Venant equations; solutions to these equations; applications to rectangular channels; simple wave theory; surge formation; rapidly varied unsteady flow; method of characteristics in open channels, flood waves in rivers. Introduction on hydrodynamic models and the general structure of the DUFLOW model; application of Duflow for water quantity analysis in irrigation and drainage networks; a/o. propagation of waves through canals, effect of response time on operation, effect of maintenance on water levels and operation of off takes; exercises on the operation of an irrigation network with control structures. Sediment Transport in Irrigation Canals, N. Mendez (Retired from Universidad Centro Occidental Lisandro Alvarado, Venezuela) Properties of transported material and of water; initiation of particle motion; transportation mechanics, bed forms, alluvial roughness; examples of computation of sediment transport in irrigation canals. Water Management System Modelling and GIS, F.X. Suryadi (UNESCO-IHE) Water management system of land and water development, modelling, related to design, operation and maintenance (including hydraulic control structures, pumping stations, etc.); calibration, verification and sensitivity analysis, and hydraulic performance of the water management system. With the application of GIS, land suitability, drainability and irrigability of an area will be modelled analysed and evaluated. Groundwater Flow, C. van den Akker (Retired from Delft University of Technology) Characteristics of subsurface flow systems; Physical properties of porous media, homogeneity, isotropy; Fundamental equation of flow, 1–3D Darcy equation; Continuity, 1–3D mass and volume balances; Steady state confined/unconfined aquifer and radial flow; Unsteady state confined/unconfined aquifer and radial flow; Seepage flow.
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Didactics Formal lectures, exercise, individual and group discussions, modelling, written reports
Lecturing Materials Reference Manual DUFLOW, 2002. Suryadi, 2010. Modelling of water management systems. Suryadi, 2010. GIS and computer modelling of Water Management Systems. DUFLOW, 2003. User's guide Van den Akker, 1994. Groundwater flow. (Abraham, please take care that next year we have an
update of this lecture note)
Assessments Unsteady Flow / Duflow (32%) Sediment Transport in Irrigation Canals (17%) Water Management System Modelling and GIS (30%) Groundwater Flow (21%)
Module WSE/HELWD/08/e: Conveyance Systems
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1 Unsteady Flow / Duflow 10 12 0 0 0 0 22 50 F.X. Suryadi, PhD, MSc
2 Sediment Transport in Irrigation Canals 6 6 0 0 0 0 12 24 Dr. N.V. Mendez
3 Water Management System Modelling and GIS 8 12 0 0 0 0 20 36 F.X. Suryadi, PhD, MSc
4 Groundwater Flow 8 4 0 0 0 0 12 30 Prof. C. van den Akker, PhD, MSc
Totals 32 34 0 0 0 0 66 140
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Academic year: 2011/2013 Specialisation(s): WSE-HELWD, WSE-HELWD Sriwijaya, WSE-HELWD Haramaya, WSE-HWR, WSE-HECEPD,
WSE-HERBD, WSE-HI, WSE-HECEPD Hohai, WSE-HELWD AIT, WSE-HI Ain Shams, WSE-HI Cali, WSE-HWR Hohai
Co-ordinator: A. Mehari Haile, PhD, MSc/L.Hayde, PhD, MSc.
Module Name Fieldtrip and Fieldwork WSE
Module Code WSE/09/c
Credit Points 5
Target Group All WSE Participants
Prerequisites A general knowledge about water management, hydraulic engineering, hydrology and water and environment
Learning Objectives Have a multidisciplinary overview of actual technical, research and organizational activities in the field
of water management, hydraulic engineering, hydrology and the aquatic environment. To be able to report detailed technical information received succinctly. To be able to select and apply different, appropriate field instrumentation and measurement
methods in practice and organise the measurement. To be able to critically analyse field results, and identify/recognise possible areas of error or
uncertainty. To be able to integrate quantitative measurements with qualitative terrain observations and prior
information to evaluate and analyse the relevant predominant processes in a study area. Be able to apply this assimilation of data to engineering considerations. To be capable of presenting, reporting and discussing an overview of the results, findings and
recommendations.
Syllabus Fieldtrip (Various staff UNESCO-IHE) One or two week study tour in Europe(specializations HWR, HERBD, HECEPD, HELWD) Visits to organizations and institutions active in hydraulic engineering and/or hydrology, for instance contractors, consultancy offices, governmental institutions, research laboratories, water resources and hydraulic engineering projects in development and operation. The students take part in the compilation of a full report presenting an account of each visit. After completion, each student receives a printed copy of the report. Depending on the number of participants of the specializations within the Water Engineering Department, the fieldtrip will be multidisciplinary with the aim of integrating specializations within the department and enabling a holistic view of Water Engineering. In general countries in the “Schengen”agreement will be visited for easy trans-border travel. Travel is by coach and the accommodation is hotel (shared rooms) with breakfast. Two week study tour in Florida, USA (B. Bhattacharya) (specialisation HI) Exposure tour with "on site" explanations of hydrological, hydraulic and environmental projects, particularly the Everglades Comprehensive Restoration project. Specific supplements to the taught part of the programme are the visits to projects with implemented Hydroinformatics components, or various centres involved in Hydroinformatics research. Fieldwork (Various staff UNESCO-IHE): HWR specialization: (J.W. Foppen, J.C. Nonner, J. Wenninger) Two week fieldwork in southeast France focuses on integrating field observations of geology, geomorphology and physiography with surface and subsurface water data collection. Training in field instruments and measurement techniques is an integral part of the activities. ICT facilities for field data processing are provided. Small groups of students work partly under supervision but also carry out independent field
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assignments. At the end, each group will prepare a fieldwork report HERBD specialization: (L. Brandimarte, M. Werner) The course focuses on developing field observation/measurement skills and integrating this with engineering knowledge. Measurements, observation, assimilation and critical analysis will be of key importance. Training in field instruments and techniques will be an integral part of the activities, followed by a period of group work where students will study a stretch of river in more depth with the purpose of gathering information to input into engineering designs. HECEPD specialization: (D. Roelvink, M van der Wegen) Field measurements will be focusing on getting hands-on experience with the execution of measurements in a coastal environment: flow velocity, bottom profiles, sediment transport, drifter measurements. Introduction to combined use of field data and modelling. HELWD specialization: Field Experiments in Irrigation (L.G. Hayde) Various types of measuring equipment. Hydraulic characteristics of field channels. Soil characteristics. Various irrigation methods. Water balance measurements. Discharge-depth relationship for measuring structures. Measurement of pump characteristics and of head losses in pipe systems. Hydrometric measurements, current metering, salt dilution method and slope-area method. Discharge calculations by various methods; mean and mid-section method.
Didactics Field visits and measurements, and in-situ lectures/explanations and discussions, individual and group exercises, written reports
Lecturing Materials Fieldtrip Information and Documentation, (handout) HWR and HERBD: Foppen, Nonner, Beevers : Hydro(geo)logical Fieldwork Dignes-les-Bains Field
manual A variety of existing data, thematic maps and aerial photographs of the fieldwork area. HELWD: Hayde, 2008. Manual Field Experiments in Irrigation.
Assessments: Written report (100%)
Module WSE/09/c: Fieldtrip and Fieldwork WSE
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1 Fieldtrip and fieldwork (WE) 0 0 0 0 0 0 120 140 H.J.M., MSc
2 Fieldtrip (HI) 0 0 0 0 0 0 80 112 B. Bhattacharya, PhD, MSc
Totals 0 0 0 0 0 0 200 252
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Academic year: 2011/2013 Specialisation(s): WSE-HELWD, WSE-HELWD Haramaya, WSE-HECEPD, WSE-HI, WSE-HERBD, WSE-HWR,
WSE-HECEPD Hohai, WSE-HELWD AIT, WSE-HI Ain Shams,WSE-HI Cali,WSE-HWR Hohai Co-ordinator: L.G. Hayde, PhD, MSc
Module Name Irrigation and Drainage Structures
Module Code WSE/HELWD/10/e
Credit Points 5
Target Group All WSE participants
Prerequisites A basic understanding of irrigation and drainage systems design as well as general knowledge about different types of pumps used for irrigation purposes
Learning Objectives Select the appropriate type of structure for irrigation and drainage networks, to establish the
boundary conditions and to prepare a preliminary hydraulic design; Understand and analyse environmental aspects of land and water development projects, identify
environmental impacts, and to identify measures to alleviate or mitigate the negative impacts; Identify the suitability of various types of pumps in specific situations, to define the boundary
conditions for the application of pumps and lifting devices, to assess the requirements for operation and maintenance
Syllabus Irrigation Structures, A. J. Clemmens (US Department of Agriculture-Agricultural Research Service) and L.G. Hayde (UNESCO-IHE) Overview of the boundary conditions for design. Hydraulic background: sub-critical and critical flow over a weir. Calculation methods. Construction related aspects. Hydraulic characteristics of conveyance structures under various flow conditions: culverts, drop structures, aqueducts, siphons and inverted siphons, cross regulators and drainage structures, transitions, canal lining. Spatially varied non-uniform flow. Basic equations and their application to side channel spillways, side weirs and bottom withdrawal. Design of spillways, stilling basins, and weirs in irrigation and drainage canals. FLUME is a computer programme to design long-throated (measuring) flumes and to evaluate the water flow through them. Case studies on structure/controller design. Modern irrigation systems. Automated control systems: aspects of design, operation and maintenance. Environmental Impact Assessment of Irrigation and Drainage, W. Buydens (Royal Haskoning, Belgium) Environment as a system; environmental impacts. Examples; Environmental impact assessment (EIA); social process; legal requirements and the environmental impact statement (EIS); assessment methodologies and procedures. Description of the irrigation environment. Sustainable water resources management: definitions, integrating environment and development, case study Uzbekistan, environment and integrated water resources planning. Selected environmental issues: irrigation induced salinity, impact on water quality and quantity of receiving waters, moisture management in semi-arid temperate regions, irrigation and health hazards, equity and sustainability. Environment and project appraisal: the ICID environmental checklist, a simulation-optimisation model, economic appraisal of environmental impacts, case study wetlands in Nigeria. Pumps and Lifting Devices, M. Kay (RTSC Ltd. United Kingdom) Introduction, classification of pumps, pumps with a free water surface, positive displacement pumps, injection pumps, roto-dynamic pumps. Elaboration of roto-dynamic pumps, pump characteristics, efficiency, static, manometric and suction head, cavitation. Impeller design. Performance of pumps running alone or in combination with other pumps. Design of pumping stations; situation, mechanical and electrical installations, driving devices, transmissions. Civil engineering aspects. Inflow conditions. Pressure mains. Tube wells and low-lift pumps. Costs of installations, calculation of annual costs.
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Didactics Formal lecturers, indivdual and group assignments, written reports
Lecturing Materials Hayde, 2010. Irrigation Structures; Hydraulic Aspects. Manual Flume. Clemmens, 2009. Irrigation Structures Clemmens, 2008. Irrigation Structures, References Buydens, 2008. Environmental Aspects of Irrigation and Drainage. Buydens, 2006. Environmental Aspects of Irrigation and Drainage, selected readings. Buydens, 2001. Environmental Effects of Irrigation and Drainage: the Upper Penganga Project. International Commission on Irrigation and Drainage, 1993. ICID checklist of possible environmental
effects. Kay, 2010. Pumps and Lifting Devices (Hand-out)
Assessments: Irrigation Structures (43%) EIA of Irrigation and Drainage (31%) Pumps and Lifting Devices (26%)
Module WSE/HELWD/10/e: Irrigation and Drainage Structures
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1 Irrigation Structures 0 20 0 0 0 0 18 60 A.J. Clemmens, PhD, MSc
2 Irrigation Structures 8 0 0 0 0 0 0 0 L.G. Hayde, PhD, MSc
3 Environmental Impact Assessment of Irrigation and Drainage
10 8 0 0 0 0 18 44 Ir W.J.R. Buydens, PhD
4 Pumps and Lifting Devices 8 6 0 0 0 0 8 36 M. Kay
Totals 26 34 0 0 0 0 44 140
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Academic year: 2011/2013 Specialisation(s): WSE-HELWD, WSE-HELWD Haramaya, WSE-HECEPD, WSE-HI, WSE-HERBD, WSE-HWR,
WSE-HECEPD Hohai, WSE-HELWD AIT, WSE-HI Ain Shams,WSE-HI Cali,WSE-HWR Hohai Co-ordinator: F.X. Suryadi, PhD, MSc
Module Name Advanced Methods and Equipment
Module Code WSE/HELWD/11/e
Credit Points 5
Target Group All WSE
Prerequisites General knowledge about drip and sprinkler irrigation systems as well as GIS and remote sensing.
Learning Objectives Determine the requirements for water table and salinity control in irrigated areas; Understand the
factors that influence the functioning of a drainage system; Design a subsurface drainage system; Design surface and overhead pressure irrigation systems and understand the need for drainage in
irrigated areas; Explain the use of modern tools as RS and GIS in combination with the use of computer models; Predict effects of different water qualities on agricultural crops, and stock farming and human health; Determine the effects and related water management and land use zoning that are involved when
living in flood prone areas; Discuss the interactions between land use, water management and flood control in flood prone areas
Syllabus Sprinkler and Drip, F. Reinders (ARC, South Africa) Introduction: historical background, modern irrigation, definition, decision variables. Sprinkle irrigation: The sprinkler: classification of types; hydraulics, theoretical and empirical equations, water patterns; The lateral: distribution, length, diameter, spacing between the sprinklers, uniformity; The set: decision variables, uniformity and coefficients, winds, efficiency, automation, fertigation, control; Design procedures and considerations, analysis of factors affecting uniformity, optimal design of networks using Linear Programming. Planning: data, objectives, constraints, and optimisation. Economic evaluation. Drip irrigation: The emitter: types, hydraulics, theoretical and empirical equations; the lateral: hydraulics, length; The set: decision variables, uniformity, automation, control, fertigation. Sub-surface Drainage, H.P. Ritzema (Wageningen University and Research) The need for drainage: water ponding, waterlogging and salinisation. Drainage systems: components of a drainage system, surface and subsurface drainage systems. Factors related to drainage: agricultural objectives, environmental aspects, and soil and hydrological conditions. Design considerations: drainage design criteria and layout. Drainage design equations: principles and applications. Introduction, background information, and preparing the layout and design of a subsurface drainage system. Remote Sensing for Irrigation and Drainage, Z. Vekerdy (ITC) Introduction to the principles of remote sensing and their applications in the field of irrigation and drainage. Reuse of Low Water Quality, P. van der Steen (UNESCO-IHE) Sources of pollution: domestic, industrial and agricultural pollution. Types of pollution: chemical, mechanical and biological pollution. Parameters used to describe the degree of pollution: Salinity, BOD, COD, Dissolved oxygen, TSS, faecal coli, heavy metals. Reuse of water: criteria for reuse for agriculture, cattle watering and water supply. Measures for improvement of water quality: water treatment. Land Use and Water in Flood Prone Areas, B. Schultz (UNESCO-IHE) Historical and recent developments of land use and flood prone areas. The importance of land use zoning. Interactions between land use, water management and flood control. Future outlook.
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Didactics Formal lecturers, indivdual assignments, written reports, oral discussion
Lecturing Materials Reinders, 2010. Determining pipe sizes (hand-out). Reinders, 2009. Sprinkler and drip (hand-out). Ritzema, 2007. Subsurface drainage. Ritzema, 2007. Exercise Sub-surface Drainage: Case Study Pan de Azúcar. Schultz, 2006. Opportunities and threats for lowland development. Concept for water management,
flood protection and multifunctional land-use. In: Proceedings of the 9th
Inter-Regional Conference on Environment-Water. EnviroWater 2006. Concepts for Watermanagement and Multifunctional Land-Uses in Lowlands, Delft, the Netherlands, 17 - 19 May, 2006.
Schultz, 2008. Extreme weather conditions, drainage, flood management and land use. In: Proceedings of the 10th International Drainage Workshop, Helsinki, Finland and Tallinn, Estonia, 6 – 11 July 2008, Helsinki University of Technology, Helsinki, Finland.
Schultz, 2010. Land use and water in flood prone areas.
Assessments: Sprinkler and Drip - assignment (40%) Subsurface Drainage - assignment/oral discussion (60%)
Module WSE/HELWD/11/e: Advanced Methods and Equipment
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1 Sprinkler and Drip 8 12 0 0 0 0 20 38 Prof. F.B. Reinders
2 Subsurface Drainage 12 10 0 0 0 0 22 56 Dr Ir H.P. Ritzema
3 Remote Sensing for Irrigation and Drainage 6 6 0 0 0 0 12 18 Dr. Z. Vekerdy
4 Reuse of Low Water Quality 8 0 0 0 0 0 8 16 N.P. van der Steen, PhD, MSc
5 Land Use and Water in Flood Prone Areas 6 0 0 0 0 0 6 12 Prof. E. Schultz, PhD, MSc
Totals 40 28 0 0 0 0 68 140
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Academic year: 2011/2013 Specialisation(s): WSE-HELWD, WSE-HELWD Haramaya, WSE-HECEPD, WSE-HI, WSE-HERBD, WSE-HWR,
WSE-HECEPD Hohai, WSE-HELWD AIT, WSE-HI Ain Shams,WSE-HI Cali,WSE-HWR Hohai Co-ordinator: Core Staff
Module Name Groupwork WSE
Module Code WSE/12/c
Credit Points 5
Target Group All WSE Participants
Prerequisites All relevant topics of previous modules
Learning Objectives Training the participants in multi-disciplinary development of a Master Plan for Water Resources
Management. Training the participants in working out a research or design study in their own discipline as a part of
the pre-feasibility study for the proposed Master Plan. Train the participants in using an engineering approach based on suitable technical considerations. Acquiring working experience in the development of multi-disciplinary project activities in integrated
teams.
Syllabus Group work (J. Nonner, Y. Xuan, B. Schultz, D. Roelvink, L. Brandimarte, A. Mehari Haile, J. Wenninger, A. Dastgheib, A. Sanchez Torres) The group work project consists of the multidisciplinary preparation of (alternatives for) a rough Master Plan for Water Resources Management in (parts of) a river basin, taking into account given and imaginable threats and opportunities. In multidisciplinary or monodisciplinary subgroups the group members will work out a technical research or design study to support the proposed Master Plan. Based on the results of the various technical supporting studies, the feasibility of the Master Plan will be reviewed. The project involves: data collection and analysis; proposals to develop the water resources potential in the area; proposals to decrease water-related risks like flooding, pollution or erosion; development of engineering components in the areas of rivers and river basin development, coasts and ports and land and water development, including economic considerations. The group work will be carried out within the framework of a team effort and includes: showing a clear engineering approach within the frame work of a multidisciplinary project; organizing the work flow efficiently an keeping to the time planning; preparing readable well-structured reports of the required quality; presentation of the results of a study or design work orally in a short period for a technical audience, making adequate use of presentation tools.
Didactics Field work, presentations, group and individual assignments, written reports
Lecturing Materials Handouts group work, information and data
Assessments: Report, Presentation, Individual Contribution (100%)
Module WSE/12/c: Groupwork WSE
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1 Groupwork 2 0 30 0 0 0 32 140 -
Totals 2 0 30 0 0 0 32 140
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Academic year: 2011/2013 Specialisation(s): WSE-HELWD, WSE-HELWD Haramaya, WSE-HECEPD, WSE-HI, WSE-HERBD, WSE-HWR,
WSE-HECEPD Hohai, WSE-HELWD AIT, WSE-HI Ain Shams,WSE-HI Cali,WSE-HWR Hohai Co-ordinator: E.A. de Jong, MA
Module Name Research Methodology and Summer Courses for WSE
Module Code WSE/13/c
Credit Points 3
Target Group This module is available to all participants of the Institute.
Prerequisites The successful completion of at least 7 of the first 12 modules For research methodology: Introduction to library and referencing, report (assignment) writing skills
Learning Objectives Upon completion of the research methodology course, the participant will:
Understand the main thrusts, knowledge themes and key drivers of research agendas of UNESCO-IHE; Have a good knowledge of various research types and research methodologies applied in water
science and engineering; Comprehend suitable ways for doing integrated research as well as reporting and communicating
research results; Formulate clear and scientifically testable MSc-level research questions that can potentially lead to
new insights in advancing the frontier within Water Science and Engineering and addressing some practical and societal problems;
Demonstrate his/her expertise and competency through the formulation of well structured and content rich literature review, problem statement as well as logical and analytical research methodology;
Acquire some skills to critically judge and evaluate the relevance of certain findings in the selected scientific topics;
Develop search strategies using Boolean operators (e.g., nesting, proximity, truncation, NOT, AND NOT, OR, adjacency, wildcard); distinguish among various categories of information resources (e.g., scholarly, primary sources, technical reports);
Distinguish between catalogs, databases, indexes, and the internet as examples of the complex nature of the information environment; and
Identify controlled vocabulary when appropriate; conduct a refined search appropriate for the data bases selected and advanced search on the WWW.
Syllabus Research Methodologies: Conceptual and Theoretical Aspects (S. Uhlenbrook) Definition and characterisation of various types of research; the role of scientific and engineering related research in advancing the knowledge and skill horizons within the field of Water Science Engineering; approaches and techniques for data acquisition, processing, analyses and synthesis; research cycles; reporting, different ways of communication and dissemination of research results. Thematic thrusts, knowledge themes and main drivers of research agendas at UNESCO-IHE. Overview of UNESCO-IHE past research achievements, current and future research activities. The UNESCO-IHE standards and key evaluation criteria for high quality MSc and PhD research as well as other types of research activities. Research Methodology: A Practical Guide (A. Mehari Haile) Discussion, with illustrative examples, on how to select an interesting, attractive and at the same time a content-relevant title; articulate the approaches to arrive at challenging yet answerable research questions that lay the foundation for excellent MSc thesis. Discussion with regard to the level of content and analyses required in a ‘problem description’, ‘literature review’, and ‘research methodology’ for a thesis to
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demonstrate high level of ‘competency’ and ‘expertise’ of the respective participant. With illustrative examples, keys steps are discussed focusing on how to avoid generalities and aggregation in analyses and hence arrive at concrete conclusions and recommendations. Research and Information Literacy Skills (L.P. Darvis) The Research Skills and Information Literacy lectures incorporate various teaching strategies such as research and referencing exercises, individual or in group form. The purpose of the lectures is to assist participants with developing information-seeking abilities appropriate for their individual levels of scholarship and to support their research. The key skills on which the lectures will focus include: Identifying key concepts and terms that describe the information need, understanding how information is designed, stored, and organized; select the most appropriate investigative methods or information retrieval systems and accordingly locate and retrieve information. Research Methodology: Group Exercise (guided by one staff from each specialization) The main objective of this group exercise is to give the participants the opportunity to collectively discuss and use some of the knowledge they acquired from the lectures. The core activities are: participants will first critically read recent three to four journal articles within the broader field of their respective specializations. From the articles, they will identify research and knowledge gabs and accordingly formulate specific research questions. Using the research questions as the basis, the participants will retrieve additional relevant information and prepare well articulated and content rich (half to one page) introductory, problem description as well as research methodology notes. Summer Courses (various staff) The summer courses are open to all programmes at UNESCO-IHE. The actually offered summer courses depend on the availability of the lecturer and the economy of numbers of participants for a subject. During the course-year the final subjects to be selected will be announced. The participants need to choose a number of topics (at least 2) that accumulate to 4 credit points. These topics are not subject to examination. Course work reports will be required for earning the credits.
Didactics Presentations by and debate between staff, guest lecturers and participants on issues of research methods, epistemology, contemporary issues etc
Lecturing Materials Douben, N. Uhlenbrook, S. and Abraham Mehari, 2010. Theoretical and practical guide for preparing a
good MSc research proposal L.P. Darvis, 2010. Research and Information Literacy Skills Holtom, D. & E. Fisher, 1999. Enjoy Writing Your Science Thesis; A Step by Step Guide to Planning and
Writing Dissertations and Theses for Undergraduate and Graduate Science Students. Imperial College Press. ISBN 1-86094-207-5. London, UK.
Sturrock, W.J., 2007. MSc Thesis Writing; Guidelines and Advise. UNESCOIHE
Assessments: Written assignment (100%)
Module WSE/13/c: Research Methodology and Summer Courses for WSE
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1 Research Methodologies 8 6 0 0 0 0 14 44 E.A. de Jong, MA
2 Summer Courses 0 0 0 0 0 0 0 68 E.A. de Jong, MA
3 Fieldtrip 0 0 0 0 0 8 0 8 -
Totals 8 6 0 0 0 8 14 120
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Academic year: 2011/2013 Specialisation(s): WSE-HELWD, WSE-HELWD Sriwijaya, WSE-HELWD Haramaya, WSE-HWR, WSE-HECEPD,
WSE-HERBD, WSE-HI, WSE-HECEPD Hohai, WSE-HELWD AIT, WSE-HI Ain Shams, WSE-HI Cali, WSE-HWR Hohai
Co-ordinator: Core Staff
Module Name MSc Research Proposal Development for WSE
Module Code WSE/14/c
Credit Points 7
Target Group This module is available to all participants of the Institute.
Prerequisites The successful completion of the relevant course work/mdules
Learning Objectives At the end of the module, the participant will be able to:
Concisely define the intended research topic, state precise aims and objectives, describe the research methodology, argue expected relevance and justification, and identify boundary conditions and self- or externally imposed limitations
List available literature and replicate main arguments expounded in the literature on the specified research topic
Demonstrate analytical problem-analysis skills and the ability to distil the strategic issues to be addressed in the research phase
Plan the research process in weekly time-steps and indicate essential milestones, targets and indicators, required human, financial and other resources, deliverables and perceived threats and constraints at each stage of the research project
Develop and formulate the research proposal in a clearly written, well argued and convincing report, submitted within a set deadline
Successfully present and defend individual work, cross-reference it to and critically evaluate contemporary thinking in a specific field of study
Syllabus: See didactics
Didactics The initial research topic of study will be selected in a consultative process with a mentor, the MSc coordinator and a professor. Research is likely to be based primarily on a review of selected literature, to a limited extent other methods of data gathering and analysis may also be applied (e.g. interviews, laboratory and field work, computer modelling, expert consultations, etc). One hour weekly meetings with the tutor form the main stay of the proposal development process. It is however expected that the MSc candidate will be self-motivated and pro-active, taking all necessary initiatives to reach the set target in a timely fashion. The resulting proposal will be presented in written form and orally defended before an audience of critical peers and a panel of staff members.
Lecturing Materials Douben, N. Uhlenbrook, S. and Abraham Mehari, 2010. Theoretical and practical guide for preparing a
good MSc research proposal L.P. Darvis, 2010. Research and Information Literacy Skills Sturrock, W.J., 2007. MSc Thesis Writing; Guidelines and Advise. UNESCOIHE
Assessments: MSc Research Proposal Document (70%), Presentation and discussion of the Proposal (30%)
Module WSE/14/c: MSc Research Proposal Development for WSE
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1 Preparation MSc proposal 0 0 0 0 0 0 0 139 -
2 Presentation 0 0 0 0 0 0 0 1 -
Totals 0 0 0 0 0 0 0 140
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Academic year: 2011/2013 Specialisation(s): WSE-HELWD, WSE-HELWD Sriwijaya, WSE-HELWD Haramaya, WSE-HWR, WSE-HECEPD,
WSE-HERBD, WSE-HI, WSE-HECEPD Hohai, WSE-HELWD AIT, WSE-HI Ain Shams, WSE-HI Cali, WSE-HWR HohaiAll WSE specializations
Co-ordinator: Core staff
Module Name MSc Research, MSc Thesis Writing Period
Module Code WSE/15/c
Credit Points 5
Target Group Prospective Water Science Engineering experts
Prerequisites Modules 1 to 14 or comparative modules from other institutes and universities
Upon completion of the thesis the participants should be able to Carry out a comparative literature review on the selected research problem Carry out independent research, using the relevant knowledge, methodologies and techniques, and
other skills achieved in the study programme; Make a critical assessment of prior research findings by others on similar or related problems; Make a critical assessment of the results obtained in this research, and to derive appropriate
conclusions and recommendations; Successfully present and defend individual research work and cross-reference it to contemporary
thinking in a specific field of study.
Syllabus The thesis research, which takes place over a period of six months, is based on the proposal formulated in module WSE14 and is carried out by the student mostly independently, under direct supervision of a staff member. During the entire thesis research period the student is expected to meet with the supervisor regularly, approximately once per week, to discuss progress, results and directions for further work.
The problem, approach, results and findings of the study are described in a thesis report, which is presented by the student and discussed with an examination panel during the examination. The oral presentation and discussion are open to public attendance and take approximately one hour total time. The public, which is usually composed of fellow students and possibly interested staff and outside persons, is also invited to take part in the discussion.
Assessment of the examination is carried out by the examination panel, which is composed of the core professor (chairman), a core staff member (usually the supervisor) and an (external) expert in the field of study. The assessment is based on both the content and quality of the thesis report and the performance of the candidate during the presentation and discussion.
Lecturing Materials: As per the research need
Didactics: individual work and presentation; one-to-one discussion with Supervisors
Assessments Thesis report writing, presentation (Evaluation by the Examination committee composed of the supervisors and an external examiner
Module WSE/15/c: MSc Research, MSc Thesis Writing Period for WSE
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1 MSc Research, MSc Thesis Writing Period 0 0 0 0 0 0 0 1008 Core staff
Totals 0 0 0 0 0 0 0 1008
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ANNEX 8: PROPOSED JOINT ACTIVITIES BETWEEN IFAD (ETHIOPIA) AND THE SPATE IRRIGATION NETWORK
Annex 7.1: Hands-on training on design of spate irrigation systems
Approach and key components of training:
Providing designs of existing and planned spate irrigation schemes (IFAD);
Analysing the design and preparing feedback - Spate Irrigation Network (SpN);
Field visit to discuss the design documents on site - IFAD and SpN;
3 day training session – this training will predominantly be exercise-based - not driven by theoretical power point presentation - SpN to lead and coordinate with the support of IFAD;
Preparation of tailored practical design guideline handbook - SpN with inputs from IFAD.
Human Resources
SpN will identify and make available the following experts:
Regional experts (two) - one from each Yemen and Pakistan who have hands-on experience and have designed spate irrigation systems
International expert (one): o provide overall guidance and ensure that the design is not merely technically driven,
but also accommodates traditional water sharing arrangements and local agricultural practices;
o spearhead the preparation of the design guideline handbook;
National (Ethiopia) Spate Irrigation Network staff (3): o assist during the training and ensure that the design course embeds local
(Ethiopian) conditions; o acquire some knowledge from the experienced designers.
Target group: IFAD to identify relevant trainees - SpN can assist if requested
Maximum number of trainees: 20
Training period: first week of July, 2011
Training place: To be fixed before end of March, 2011
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Draft Budget breakdown
Items Descriptions Unit Unit cost in
USD Number Total cost in
USD
1. Regional/International experts
Preparing training materials - design guidelines handbook Expert *day 600 7 4,200
Conducting the training Expert *day 600 21 12,600
Total travel expenses Ticket 1,200 3 3,600
DSA including accommodation overnight 130 30 3,900
Subtotal 24,300
2. National experts
Conducting the training Experts*day 100 21 2,100
Total travel expenses Ticket 100 3 300
DSA including accommodation overnight 130 21 2,730
Subtotal 5,130
3. Support staff from IFAD Financial officers staff *day 100 30 3,000
Admins staff *day 100 30 3,000
Subtotal 6,000
4. Participant related costs
Total travel costs Participant 25 20 500
DSA including accommodation participant * day 30 200 6,000
Field trip - hiring 4 cars + fuel day *number 2000 8 16000
Subtotal 22,500
4. Facilities and Logistics
Training hall Day 40 5 200
Stationery Participant 20 20 400
Refreshments - coffee and soft drinks Participant*day 5 200 1,000
Subtotal 1,600
5. Miscellaneous Audit & contingencies Lumpsum 1,000
Grand total 60,530
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Annex 7.2: Knowledge Sharing In Establishing and Strengthening WUAs
Approach and key components of training:
Prepare background training material documenting experiences from Yemen, Pakistan and other Spate Irrigated area (SpN); key components of the material:
o Tested step-by-step alternative methods for establishing WUAs; o Effective alternative organizational structures and approaches for managing WUAs; o Tested strategies for ensuring technical and financial sustainability of WUAs;
Three-day knowledge sharing workshop (SpN and IFAD): o Present and discuss the background training material; o Enrich the training material and tailor it to local (Ethiopian) conditions;
“Learning by doing” - put into practice the knowledge shared through action research (SpN and IFAD) in one of the IFAD project sites.
Human Resources
SpN will identify and make available the following experts:
Regional expert (two) from Yemen and Sudan – who have hands on experience and have gone through the whole process of establishing and strengthening WUAs;
International expert (one): who has guided the process of establishing and strengthening of WUAs in several spate irrigated areas;
National (Ethiopia) SpN staff (3): o to assist during the training by mainly ensuring that the Social fabric of the spate
irrigation farming communities in Ethiopia is properly taken into account; o acquire some knowledge from the experienced WUA experts.
Target group: IFAD to identify relevant trainee - SpN can assist if required
Maximum number of Trainees: 20
Training period: Second week of July, 2011
Training place: To be fixed before end of March, 2011
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Draft Budget breakdown (does not include the “learning by doing” component)
Items Descriptions Unit Unit cost
in USD Number Total cost
in USD
1. Regional/International experts
Preparing training materials - design guidelines hand book Expert *day 600 7 4,200
Conducting the training Expert *day 600 9 5,400
Total travel expenses ticket 1,200 3 3,600
DSA including accommodation overnight 130 15 1,950
Subtotal 15,150
2. National experts
Conducting the training Experts*day 100 15 1,500
Total travel expenses ticket 100 3 300
DSA including accommodation overnight 130 15 1,950
Subtotal 3,750
3. Support staff from IFAD Financial officers staff *day 100 15 1,500
Admins staff *day 100 15 1,500
Subtotal 3,000
4. Participant related costs
Total travel costs participant 25 20 500
DSA including accommodation
participant * day 30 100 3,000
Subtotal 3,500
4. Facilities and Logistics
Training hall day 40 3 120
Stationery Participant 20 20 400
Refreshments - coffee and soft drinks Participant*day 5 100 500
Subtotal 1,020
5. Miscellaneous Audit & contingencies lumpsum 1,000
Grand total 27,420