ENCORA Thematic Network 10


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ENCORA Thematic Network 10

  1. 1. SPICOSA Virtual Workshop – January 2008 ENCORA Thematic Network 10 Capacity Building, Training and Education for ICZM
  2. 2. Structure of the presentation 1. Context: ENCORA aims and structure 2. Thematic Network 10: aim, objectives and main activities 3. Survey on ICZM related courses in Europe: aim, outputs, methodology (data collection, questionnaire) 4. Preliminary results on training courses (characteristics and contents) 5. Initial conclusions 6. The next steps -some suggestions
  3. 3. 1. ENCORA: European Network for Coastal Research / Practice / Policy  FP6 Coordination Action (2006-2008)  Objectives:  Overcome existing fragmentation of coastal expertise  Better use and application of scientific knowledge in ICZM practice  ENCORA net structure: Network of networks Actual situation of ICZM efforts across Europe ENCORA situation T H E M E S COUNTRIES T H E M E S COUNTRIES •18 National Networks + •10 Thematic Networks + •12 Affiliated Networks: EEA TCTE, EUROCOAST, COREPOINT, CoPraNet, EuroGOOS, COASTWATCH, LOICZ, CoastNET, GISIG, ICOOPS, LaguNet, MarBEF
  4. 4. 2. Aim, objectives and activities of Theme 10 To enhance both ‘human’ and ‘institutional’ capacity building efforts across Europe, in support of current or future implementation of ICZM processes Main objectives: To establish the State of the Art (SoA) on Capacity Building, Training and Education for ICZM in Europe; and To develop a European Plan of Action (PoA) to face and resolve the major capacity building deficiencies in implementing ICZM initiatives across Europe Overview & comparative assessment of existing ICZM training and education courses on ICZM in Europe Activities Survey of ICZM training and education courses on ICZM in Europe Outputs Valencia Workshop Paris Workshop SoA Report (using the WIKI platform) Action Plan on Capacity Building (5 years) Overview & comparative assessment of existing ICZM training and education courses on ICZM in Europe Activities Survey of ICZM training and education courses on ICZM in Europe Outputs Valencia Workshop – November 06 Paris Workshop – December 07 SoA Report (using the WIKI platform) Action Plan on Capacity Building (5 years)
  5. 5. 3. Survey on ICZM related courses in Europe MAIN OUTPUT: European catalogue of ICZM related courses in Europe educational materials AIM: to deliver an overview and a comparative assessment of existing ICZM related education and training courses in Europe (mainly within the university system)
  6. 6. 3. Methodology –data collection / analysis  Questionnaire development (based on experts’ input)  Identification of main ICZM related courses through:  Internet searching  Services of ENCORA network  Review of other studies, reports, etc.  Criteria for the selection of courses: Both education and training courses on coastal management or closely related subjects at all level  On-line distribution to course coordinators (pdf. format) + several phone calls were always needed to ensure responses - during 2007  Data analysis – still in progress (deadline –February 2008) Scope: mainly within the university system –academic in origin
  7. 7. 3. Methodology -questionnaire CHARACTERISTICS EDUCATIONAL MATERIAL CONTENTS 3 Main Components * Establishement of course orientation: A list of possible disciplines/tools/practices (not exhaustive) was given. The interviewee had to assign the importance given to each of them within the course (1 being the lowest possible and 5 the highest) Textbooks, academic papers, grey literature, good and bad practices, case studies, Websites, etc. Description of the course: General characteristics Admission and evaluation process Institutional arrangements Financial aspects Orientation of the course * -2 main blocks: A) Theoretical knowledge B) Practical Knowledge
  8. 8. Response Rate = 48.78%. 4. Preliminary results –response rate There is unbalance among the 9 surveyed countries regarding the number of identified courses, which are largely centred in the UK with 24 courses Identified Courses vs. Number of Responses 0 5 10 15 20 25 30 Portugal Belgium France International Sweden Italy Germany The Netherlands Spain UK number of courses Number of responses Number of courses identified
  9. 9. 4. Preliminary results on training courses 81 surveys were sent out to the ICZM related courses found according to the pre- established criteria (in 9 countries + International organizations in Europe) 40 survey were returned filled out Only 8 courses out of 40 courses responding the questionnaire are purely TRAINING courses (only 20% of total responses). Only 4 are found within the University system (despite the extensive search performed) 4 out 8 courses are offered by international organizations NOT EXTRAPOLABLE TO ALL training courses-just university based!
  10. 10. List of training courses responding the questionnaire: NOTE: Remember that comments offered in the following slides are based only on the answers provided by the training courses responding the questionnaire Name of Training Course/Programme Name of Institution Country Coordinator CoastLearn -distance training package on ICZM EUCC The Coastal Union international association Irene Lucius and Carolina Pérez Sustainable Use of Coastal and Marine Resources inWent -Capacity Building International Germany Martin Foth Training Programme on Regional Ocean Governance for Mediterranean and Eastern European Countries International Ocean Institute (IOI) Malta Aldo Drago Application of Remote Sensing and Geographic Information Systems for Coastal and Ocean Management IOI in cooperation with IOC- UNESCO IODE Project Belgium Charles Galdies Valuation Methodologies for Marine Environments Algarve University -marbef programme Portugal Tomaz P. Dentinho Shore Protection Strategies Florence University Italy Enzo Pranzini Policy Making and Management of Coast and Seas Groningen University The Netherlands Victor N. de Jonge Advanced seminars on ICZM -Azahar Programme Cantabria University Spain Raúl Medina
  11. 11. Certification -no certificates are offered for training courses; even within the academia, only participation certificates Education level -training courses are usually found at postgraduate level Teaching method -training courses are usually taught as face to face courses, except for CoastLearn (e-learning) Course frequency –usually ad-hoc basis, only once; annual for well-established training programmes. CoastLearn is accessible at any time Official language –English is the official language for training courses, except for CoastLearn (multilingual tool). Seminars at Azahar Programme were given also in French (simultaneous translation) Number of graduates per year –around 10 to 30 trainees per class seems to result on 10 to 20 graduates per year (although there was a high level of no responses in this regard) Type of candidate -training is usually related to public and private professionals already working in a certain field Level and type of previous studies –candidates for training courses are usually graduates from a diverse range of disciplinary backgrounds (from the natural, social and applied sciences) Characteristics of training courses
  12. 12. Disciplines covered (i.e. physical sciences, ecological sciences, social sciences, economics, territorial planning, law, public administration, political sciences, comunication sciences, engineering, applied geography) In training there is an emphasis on the ecological and physical sciences (as in education). Disciplines dealing with the socio-economic and judicial-administrative subsystems are not even covered in most training courses, with the significant exception of law. Applied sciences (engineering and applied geography) are fairly well considered; and even if communication sciences are not covered by many courses, they are given a strong consideration when covered. Tools covered (i.e. technological, predictive, monitoring, assesment, economic, social, administrative tools) Monitoring and assessment tools are the most strongly considered. Administrative tools followed by technological tools are also strongly considered. Economic tools are not even covered in most cases. Level of management tackled (from local to international) The local level is very strongly considered in general followed by the regional/EU level (which is the only level covered by all 7 courses), the national and international levels. The sub-national level is not covered in many of the courses but well considered by those that do cover it. Space to be managed Most training courses give the marine space a stronger consideration than the one given to the coastal space. Contents of training courses – theoretical knowledge
  13. 13. Experience (i.e. educational exchange, conference attendance, professional input, simulation exercises, case studies, software application, workshops, presentations, temporary positions, teamwork, fieldwork, research practice) Case studies are by far the most frequently used practice in most courses. Professional input is also very commoly used followed by simulation exercises, fieldwork, teamwork and giving presentations. Skills (i.e. ethical considerations, awareness raising, human resources, business management, information management, analysis/syntesis, inter-communication, consensus search, group dynamics, negotiation, conflict mediation) Consensus search skills is taught in all courses to some degree; it is followed by information management, awareness raising and inter-communication skills that are also considered . The rest of the skills are not consider by almost half of the courses; business management skills being the least considered. Contents of training courses –practical knowledge
  14. 14. 5. Some initial conclusions  Lack of updated records of training courses (also for education courses) – making it difficult to find existing resources  Lack of continuity of training courses along with lack of specific learning material may result in waste of efforts; preparing learning materials for further use will benefit future participants  Considering that an extensive survey within the academia was conducted, we assume that the mayority of training courses are mainly non-academic in origin (remember that a high percentage of courses responding the questionnaire are university-based with 82% against 18% of non-academic courses -only 3 out the 36 academic- based courses are training courses)  The results of the survey suggest that the training efforts are very theoretical, as the consideration given to the theoretical aspects of the courses outweighs that of the practical aspects (experience and skills)
  15. 15. 6. The next steps –some suggestions  Do not reinvent the wheel!!!  Main issues are the same everywhere –what changes are the local conditions the design of training courses should be based on local needs (through training need assessments)  Develop a catalogue/centralized online dataset of training courses in Europe  To avoid language barriers the catalogue should have course summaries at least in English and native language  Need to identify existing non-academic training in Europe by searching courses delivered by training companies (such as inWent in Germany) and ICZM related projects  Consider potential adaptation of modules offered by educational courses for training purposes  One of the main deliverables of each training course should be the development of educational material, manuals, etc. to ensure continuity and transfer of training experience and know-how (such as Train-Sea-Coast)
  16. 16. SPICOSA Virtual Workshop – January 2008 Contact information: Thematic Coordination Office Hispacosta Email: hispacosta@unican.es Phone: +34 942 20 18 10 Fax: +34 942 20 18 60 Coordinator: Iñigo J. Losada