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GWP ToolBox Workshops with universities

How to benefit from ToolBox in education?

Danka J.ThalmeinerovaGlobal Water Partnership

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Results of Users Survey: education and training dominates

Suggestions to use ToolBox; education dominates

Knowledge Managment and ToolBox Workplan:

- Enhance use of ToolBox in GWP partner universities- Contribute to capacity building of GWP partners

AIMS:- to explore educational needs and how ToolBox can benefit the

education process

- to promote the use of ToolBox in universities for knowledge exchange and capacity development on priority water needs

- to share information on existing and planned courses/ programs that relate to water

• Regional knowledge management workshops with GWP partners universities on IWRM education and using ToolBox

• Liaison with Knowledge partners such as McGill University, International Water Center (Australia), UNESCO-IHE, Dundee University (Scotland)

Implementation of KM&ToolBox Workplan

Example: Knowledge Management regional workshops with unviersities (2013)

GWP West Africa, Cheikh Anta Diop University, Dakar, Senegal

GWP Caribbean, University of West Indies, Barbados

GWP Eastern Africa, Makerere University

GWP Indonesia, Universitas Jakarta

GWP South Africa (August)

GWP China (September)

GWP Central America (October)

Knowledge Management regional workshops with unviersities (2014)

Date Place Leading organization # universities

# participants(male/female)

22-23.3. 2013 Bishkek, Kyrgyzstan

CWP KYR and Kyrgyz- Russian Slavic University and Agriculture University

3 15 (5/10)

14-15.2013 Dakar, Senegal

RWP WAF and Cheikh Anta Diop University

15 39 (25/14)

5-6.6.2013 Bridgetown, Barbados

RWP CAR and University of West Indies

8 29 (18/11)

5-6.12.2013 Kampala, Uganda

RWP EAF and Makerere University 15 40 (24/16)

20-22.3.2014 Yogyakarta Indonesia

CWP Indonesia and Universitas Jakarta

18 26 (15/11)

August 2014 Durban, South Africa

RWP SAF (University of KwaZulu-Natal (UKZN)) + University of Zimbabwe)

September 2014

Nanjing, China

GWP China and Hohai University

October 2014 Panama

Summary (2013):109 lecturers + 40 juniors from 59 universities

Lessons learnt from West Africa

ToolBox is very appropriate for tailored programs but limited for regular IWRM curricula, mainly because• is not academically accredited and • it gathers practical examples more than theoretical knowledge • a low (or none) access to internet for lecturers and students

What could be picked up by universities• case studies (including template)• structure of tools to be transferred into local conditions

Lessons learnt from Caribbean• There are not enough training courses directly on IWRM, although most of

water related courses offered a comprehensive education and information regarding IWRM

• Most IWRM-oriented topics are a subject of research rather than education, lecturers need training on how to structure the courses

• Most of universities in Caribbean region do not know about each other

• The lack of proper channels on how research and science is communicated to the ministers, city mayors, town clerks, and waste water managers is still an obstacle for evidence based policies.

Findings so far.....(about lecturers)

• Most of lecturers are involved in donor-driven development program with IWRM aspects, however, their role is limited to scattered assignments rather than an overall processes applied at national, basin levels.

• Many lecturers are able to attend international conferences but there is almost no opportunity to make an exchange of lecturers among different universities within a single country or at regional levels.

Findings so far.....(about case studies)

• Making IWRM a part of education requires the application of IWRM in concrete case studies.

• Many IWRM case studies searched at free access databases are made for a specific purpose – to capture the findings of individual projects with a limited follow up after the project is completed.

• There was a strong request from universities that GWP should devote resources to develop case studies that would be peer reviewed to be qualified for university education.

Findings so far.....(about IWRM at universities)

• Some universities have introduced IWRM in education programs. Without waiting for the first graduates and practitioners in IWRM studies, current attention is shifting to green economy and the water-food-energy nexus thinking. There is a little understanding that these new jargons can reinforce efforts to continue to introduce IWRM aspects in education, both in universities or other capacity building programs.

• It was concluded after each workshop that existing strengths of universities within specific disciplines such as hydrology, chemistry, engineering, and geography, can be expanded to include key elements of IWRM such as economics, ecology, public health, and policy planning. IWRM ToolBox has the potential to add value, as it comprises an arsenal of tools complemented by supporting materials to do so.