Application of toolbox so far… how to benefit from tool box in education
Application of Toolbox so far….How to benefit from ToolBox in education?
Experiences from Central Europe universities• A limited number of specialized programs dealing with water resourcesmanagement - none of the course, according participants knowledge, isfocused on IWRM• Several short-term courses (EU funds) regarding IWRM – these are,according participants, not sustainable• An interest of lecturers and students in IWRM research has increaseddramatically, however, study materials are scattered and not consistent• According participants there is no “real” forum or platform for sharing andexchanging experiences and information between lecturers (in CentralEurope) - lecturers relay on individual effort (not paid)• Lecturers in some Central Europe countries are invited to be a part of policymakers (in the course of legislative development). Again, it depends onindividual contacts, not a systemic approach is applied.• Students and lecturers have limited English knowledge that limit use ofinternet search for IWRM.
Other examples – recent initiatives at global level• UN-Water Virtual Learning Centre (online course but not degree grantingcourse)• Some conclusions from participants:– Each IWRM process differs to a large extent, depending upon localfactors and conditions, and so a "one size fits all" solution will probablynot work.– "Integration" means different things to different people– IWRM is not a science – it is a practical process• HOW THIS COULD BE APPLIED IN EDUCATION MATERIALS??
Africa network on IWRMMaster Program in IWRM in 7universities of South Africa
Lessons learnt from GWP ToolBox courses• What participants found from ToolBox courses (summary):– ToolBox is useful, because it is inspirative, provides the incentives forthe additional training. List of tools are structured in a such way thatbring broad picture on the IWRM– ToolBox case studies might be used as a “template” for a studentresearch– ToolBox is a good library to find up-to-date information; a value added isthat a holistic approach is applied– There is not a risk of correctness, as case studies presented are qualityassured– Using ToolBox by students might stimulate to take own solutions, ownthoughts
Lessons learnt cont.• A general part of the ToolBox is effective for teachers, less for specializedexperts• A name “tool” is slightly misleading; tools should be renamed to “topic” or“guidance”• Need for more case studies to reach a broader audience• There might be difficulties to “incorporate” ToolBox into curricula – thereason is that ToolBox does not have “academic certificate”
Lessons learnt from West Africa (2008)• ToolBox is very appropriate for tailored programs but limited for regularIWRM 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 used:– case studies (including template)– Structure of tools to be transferred into local conditions• Participants recommended that capacity building programs for governmentofficials should focus on tools on institutional roles (B category), NGOs andlecturers should emphasize on tools regarding advocacy strategies,information sharing and exchange, and social change instruments.