MODEL MASTER CURRICULUM DEVELOPMENT ON ...Prof. Dr. A. Haarstrick, 12.12.2013 1 MODEL MASTER...
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Prof. Dr. A. Haarstrick, 12.12.2013 1 MODEL MASTER CURRICULUM DEVELOPMENT ON SUSTAINABLE WATER MANAGEMENT An EXCEED project outcome under the participation of 35 EXCEED partner universities Preface It has become an inevitable fact that global problems centering on water resources are pervasive and moreover represents an existential problem for more than 1.5 billion people. Water related problems affect political relations, public health, agriculture, development, and environment. Particularly important examples (Colwell, 2002) 1 can be related to transboundary rivers, overuse of water resources, lack of access to safe water, lack of adequate sanitary facilities, insufficient water management to reuse and to recycle industrial and municipal wastewater or increasing water needs in settings of inadequate water supply. Long‐term climate change and population growth will further stress water resources in many regions worldwide. In view of this context and to meet the 21 st century’s problems of academic education and skills in sustainable water management the indispensible demand is to conceptualise an integrated master curriculum across the disciplines to meet the complexity of water issues. In 2000, the World Commission on Water stated that a holistic, systemic approach, relying on sustainable water resources management had to replace the fragmentation in managing water issues. To reach this goal, a new paradigm for interdisciplinary graduate education is urgently needed. 1. Introduction The founding principle of a SWM graduate programme should be also to include all disciplinary perspectives relevant to water management. Water management is recognized as socio‐economic, institutional, and ethical challenges as much as it is a biological, chemical, and engineering one. Thus SWM graduate programmes should be open to all relevant disciplines and be dedicated to educating people skilled in one discipline who can use multiple disciplinary perspectives and tools at the outset of the analysis of water problems. Graduate programmes must also emphasize the need for teamwork to develop solutions jointly using the rigorous methods and tools that come from the array of disciplines needed to solve such problems. While a solid grounding in one discipline is needed to participate effectively in SWM, students must also have rigorous exposure to the range of methodological tools used by different specialities. In 2009 the Exceed project started developing an Exceed partnership network, which is currently consisting of 35 partner universities and research centers on 4 continents. Within the frame of capacity building one main focus was set on the formulation of a model master curriculum on sustainable water management. The model curriculum is used to serve as an orientation guide to adapt or refine current or future master curricula at partner universities. Though, the pre‐condition was to initially develop a curriculum database (Figure 1) providing Exceed partner universities the opportunity to upload and to store detailed information about the existing master courses. Meanwhile, the database contains more than 400 master courses and is now serving as the basis for (i) providing master students with useful information, before having decided or applied for 1 Colwell, R. (2002). ‘‘A global thirst for safe water: The case of cholera.’’ Abel Wolman Lecture, National Academy of Sciences, Washington, D.C., January 24.
Transcript of MODEL MASTER CURRICULUM DEVELOPMENT ON ...Prof. Dr. A. Haarstrick, 12.12.2013 1 MODEL MASTER...
Prof.Dr.A.Haarstrick,12.12.2013 1
MODELMASTERCURRICULUMDEVELOPMENTONSUSTAINABLEWATERMANAGEMENT
AnEXCEEDprojectoutcomeundertheparticipationof35EXCEEDpartneruniversitiesPreface
Ithasbecomeaninevitablefactthatglobalproblemscenteringonwaterresourcesarepervasive and moreover represents an existential problem for more than 1.5 billionpeople. Water related problems affect political relations, public health, agriculture,development,andenvironment.Particularlyimportantexamples(Colwell,2002)1canberelatedtotransboundaryrivers,overuseofwaterresources,lackofaccesstosafewater,lackofadequatesanitaryfacilities,insufficientwatermanagementtoreuseandtorecycleindustrialandmunicipalwastewaterorincreasingwaterneedsinsettingsofinadequatewatersupply.
Long‐termclimatechangeandpopulationgrowthwillfurtherstresswaterresourcesinmanyregionsworldwide.Inviewofthiscontextandtomeetthe21stcentury’sproblemsof academic education and skills in sustainable water management the indispensibledemand is to conceptualise an integratedmaster curriculum across the disciplines tomeetthecomplexityofwaterissues.
In2000,theWorldCommissiononWaterstatedthataholistic,systemicapproach,relyingon sustainable water resources management had to replace the fragmentation inmanagingwaterissues.Toreachthisgoal,anewparadigmforinterdisciplinarygraduateeducationisurgentlyneeded.
1.Introduction
The founding principle of a SWM graduate programme should be also to include alldisciplinary perspectives relevant to water management. Water management isrecognized as socio‐economic, institutional, and ethical challenges as much as it is abiological, chemical, andengineeringone.ThusSWMgraduateprogrammesshouldbeopen to all relevant disciplines and be dedicated to educating people skilled in onedisciplinewhocanusemultipledisciplinaryperspectivesandtoolsattheoutsetoftheanalysis ofwater problems. Graduate programmesmust also emphasize the need forteamworktodevelopsolutionsjointlyusingtherigorousmethodsandtoolsthatcomefromthearrayofdisciplinesneededtosolvesuchproblems.Whileasolidgroundinginone discipline is needed to participate effectively in SWM, students must also haverigorousexposuretotherangeofmethodologicaltoolsusedbydifferentspecialities.
In2009theExceedprojectstarteddevelopinganExceedpartnershipnetwork,whichiscurrently consisting of 35 partner universities and research centers on 4 continents.Within the frameof capacitybuildingonemain focuswas seton the formulationof amodelmastercurriculumonsustainablewatermanagement.Themodel curriculum isusedtoserveasanorientationguidetoadaptorrefinecurrentorfuturemastercurriculaatpartneruniversities.Though,thepre‐conditionwastoinitiallydevelopacurriculumdatabase(Figure1)providingExceedpartneruniversitiestheopportunitytouploadandtostoredetailedinformationabouttheexistingmastercourses.Meanwhile,thedatabasecontainsmorethan400mastercoursesandisnowservingasthebasisfor(i)providingmaster students with useful information, before having decided or applied for1Colwell,R.(2002).‘‘Aglobalthirstforsafewater:Thecaseofcholera.’’AbelWolmanLecture,NationalAcademyofSciences,Washington,D.C.,January24.
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scholarship,andmovingtoanotherExceedpartneruniversityand(ii)servingasdatapoolused to carry out analyses and to develop a model master curriculum structure onsustainablewatermanagementatpartneruniversities.
Figure1.EXCEEDcurriculumdatabase
2.Challenges
‐Challengetobalancetechnicalspecializationanddevelopmentofmanagementskills
ThereisalargeareaofconsistencyincurriculumdevelopmentofIWRMorSWMalthoughachieving the right balance between technical specialization and development ofmanagement skills is challenging. Several different implementation modalities exist,however, it seems that themost successful approaches involve collaborationbetweeninstitutionsanddisciplines.Further,teachingstaffisaskedtobecomemorefamiliarwithmanagementskillsbesidesscientificeducation.Relevanceofmanagementissuescouldbeimproved by increased attention to research and better engagement between theuniversitiesandwatermanagersinadministrationandindustry.Thecurrentobservationis that capacity builders are challenging practitioners, water users, and managers toconverge,learnandmanagewaterresourcestogether.Academicsinturnarepromptedtocarryoutresearchtosupportsustainablewatermanagementwithamovementawayfromthetraditionalun‐sustainablemanagementpractices.The„newwatermanager“hastohaveacombinationofsocial/societalandtechnicalknowledge,skills,andexperiences.The remaining question is (it concerns developed and developing countries likewise)whether the system is ready to recruit these people andwhat the local, regional, andnationaldemandsofrespectivelyeducatedacademicsare.
‐Controversialpoint„Specializationversusgeneralization”
MergingspecialistskillsandknowledgewithSWMasopposedtoamoregeneralfocusonthe broadmanagement principles is an issue to be clarified (potentially on individuallevel)inthecontextofSWMcurriculumdevelopment.Itisbeyondcontroversythatthereisanurgentneedformorepeoplewithtraditionaltechnicalskillsindevelopingcountrieswhichinturnmayhaveanegativeimpactonthesupportformoregeneralistprograms.Therearestillconflictingopinionswhetherthereisaneedforgeneralistwatermanagerorthesectorwouldpreferthatengineersare„upgraded“withmanagementskills.
‐Challengetofillthegapsineducation
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Totacklefuturechallengesofwaterrelatedissuestheneedofinterdisciplinarygraduateprogramscannotbedenied.Hence,veryoftentheproblemturnsouttobeevidentthatuniversitiesareusuallylimitedtothemeldingofseveralscientificand/ortechnicalareas.Attemptstobroadenthecurriculumtosocialsciencesoftenresultinsetsofelectivesthatareunrelatedwithnoorminimaloverlappingthemes,andperhapsonlymarginallylinkedtothebroaderissuesofSWM.3.ModelMasterCurriculumonSWM
3.1PreliminaryAnalysisoftheCurriculumDatabase
After the technicaldatabase frameworkwassetupand the respectivemastercourseswereuploadedtheanalysesofsinglecoursecontentswerecarriedoutaccordingtothefollowingprocedure:Thecoursecontentswereanalyzedtoidentifysub‐categoriesandkeywordsrelatedtosustainablewatermanagement.Further, thesesub‐categoriesandkeywordsfoundinthecoursecontentswerecountedbynumbersandfinallyassignedto4maincategories.ThedetailedresultsarerepresentedintablesintheAnnex.Thetablesshowbynumbersandforeverypartneruniversitythedistributionofthesub‐categoriesmentionedmostfrequently(darkandlightblue‐shadednumbers)inthecoursecontents.Related to this tabular collocation and analysis the most frequently mentioned sub‐categorieswereidentifiedandassignedtothefollowing4maincategories:
1.WaterScience&Engineering:Hydrology,HydraulicEngineering,Hydrogeology,Erosion&Sedimentation,Floods&Drought,CoastalEngineering,River&CoastalMorphology
2.BiologicalAspectsofWater,Health&Nutrition:EcosystemDegradation&Resilience,Water&Health,Ecology&EcosystemDynamics,Eco‐hydrology,Eco‐hydraulics,EcosystemValuation,Microbiological&BiochemicalAspects,Ecotoxicology.
3.ChemicalAspectsofWater,Environment&AnthropogenicAspects:RuralUrbanandIndustrialIssues,PollutionAnalysis,Wastewatertreatment,PlanningDesignandConstruction,WaterQuality&WaterChemistry,Remediation,ChemicalandAnalyticalMethods.
4.WaterManagement,Social,Political&LegalAspects:WaterManagement&EconomicAspects,DevelopmentStudies,InternationalWaterPolicybetweenConflictandDevelopment.
Based on this database analysis and on group discussions during the Exceed PlenaryMeeting(October7–12,2013)inBalitheExceednetworkpartnerscameuptoafinalagreementaboutthestructureofamodelmaster.Basically,theagreementincludestheconsolidationofthe4maincategoriesfinallyresultingin3maincategoriesor“pillars”.Additionally,acoherentallocationofthesub‐categorieswascarriedout.Incaseofthefourthmaincategory“WaterManagement,SocialandPoliticalAspects”asacompletelynew“pillar”wasdefined.Therespectiveresultsarepresentedinthenextchapter.ParalleltothedebateonthemodelmastercurriculumtheestablishmentoftheUNESCOWaterChairatMekeleUniversity(Ethiopia)wasalsomadeasubject.Allpanelmembersfinallyconcluded that this could be the unique opportunity to take the SWM curriculumstructure as a template. However, it was also pointed out that the implementationstrongly depends on the university capacities and available teaching staff. Butnevertheless, thecurriculummaygenerallyserveasastartingororientationpoint forimproving,revisingoridentifyinggapsrelatedtothemastereducationinSWM.
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3.2AgreementontheModelMasterCurriculum
Withinthescopeoftheagreementthepanelmembersrevisedthepreliminaryanalysisandemphasizedthatthelocal,national,andglobalcomplexityofwaterissuesrequiresaninterdisciplinaryandholisticapproach ingraduateeducationandshould focusonandcombine engineering, natural, and social sciences. Against this background the finalconceptualapproachandoutcomeresultedinthebelowlisted3maincategoriesorpillarsof SWM graduate education. It was further highlighted that course contents shall betaught applying traditional methods as well as new pedagogic approaches includinginternship,seminars,casestudiesor jointgroupwork(projectorientededucationandlearning).
ThethreepillarsoftheSWMcurriculumare:
I. Engineering–Thispillarconsistsofthefollowingcoreareasofeducationrepresentinghardandsemi‐hardtechnicalskills:
HydrologyHydraulicEngineeringHydrogeologyEcohydraulicsEcohydrologySanitaryEngineering(Water/sewagesludgetreatment,planninganddesign)River&CoastalEngineering(Erosionandsedimentation)RiskAnalysis
II. NaturalSciences–Thispillarincludesthefollowingcoreareasofeducationrepresentingsemi‐hardscientificskills:
Ecology&EcosystemDynamicsEcosystemDegradation&ResilienceWater&HealthEcotoxicology&LimnologyEnvironmentalBiotechnology(Treatment,remediation)WaterQuality&ChemistryBasicAnalyticalMethodsPollutionSourcesPollutionAnalysis(Monitoring,control)Fate&BahaviourofPollutantsinEcosystems
III. SocialSciences&Socio‐Economics–Thispillarincludesthefollowingcoreareasprovidingskillsinwatermanagementandsocio‐economics:
WaterGovernance(Policy,institutionsandregimes,strategies,empowermentandstakeholderpartici‐pation,organizations(GOand(I)NGO),privatization,inter‐agencycoordination)
WaterEconomics(Principlesofwatereconomics‐supplyanddemand‐andfinance,pricingofwaterservicesandcostrecovery,economicinstruments,economicanalysis,fishing,deepseamining,transport,waterpower)
SustainableWaterManagementandtools(Mathematicalmodeling(fore.g.waterallocation),pricing,waterfootprint(green,
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blue,grey,brown)andvirtualwater,lifecycleassessment,dynamicanalysis)
ManagementofTransboundaryWaterlikeLakes,Rivers,Aquifers,andGlaciers(internationalwaterlawsandtreaties,conflictandcooperation,negotiationandmediation)
LegalAspectsofWaterManagement(Waterlaws,waterrightsandownership,conventions)
Socio‐CulturalAspectsofWaterManagement(Genderandwater,religiousaspectsofwater(e.g.reuseofwastewater),displacementandcompensation,environmentalawarenessandeducation
InFigure2, theoverallpercentagedproportionofadvancedand introductorycourses,andjointgroupworkofthemodelmasterisgiven.Thepercentageddistributionofferstheopportunitytoeasilyadapttheworkloadandextentofcoursestobeallocatedtotherespectivecourselevelandgroupwork.Thisstructurealsoallowseasyadaptiontotheavailablesupplyandpotentialsof thepartneruniversities in theExceednetwork.Thewholestructurefollowsthefinaloutcomeofthediscussionduringtheplenarymeeting.In accordance with this, the so‐called “triple solution” was favoured, which allowsundergraduatestojointhemasterwhilecomingfromengineering,naturalscience,andsocio‐economic disciplines. For example, an undergraduate student educated inengineeringdisciplineshastopassintroductorycoursesinsciencesandsocio‐economicdisciplines besides the mandatory advanced courses of engineering. Furtheraccompanyingqualification tools are joint interdisciplinary groupwork and seminars.The primary objective of the joint interdisciplinary group work is to integrateengineering,naturalscienceandsocialscienceaspectsbybringingtogetherthestudentsfromthethreespecializationtracks.Accompanyingseminarsshouldfocusonstructuringandintegratingmethodologies,toolsandtechniquesappliedtoSWM–likelybyinvitedlecturersorexpertsfromExceedpartneruniversities.Figure2.Percentageofcourses´distributionwithinthecategories“advanced”and“introductory”courses,jointgroupwork,andmasterthesisaccordingtotheeducationalfocusofenteringundergraduatestudents.
ThefollowingFigures3a‐drepresentthedetailedelaborationofaproposalforamodelmasteronsustainablewatermanagement.Thedetailsoftheproposalhavebeenworkedout on the basis of the Bologna agreement, which is related to the European‐wideharmonization of courses for studies and degrees. Therefore the distribution of ECTSpointson thebasisof theBolognaagreementdoesnot followexactly thepercentagesproposedinFigure2.
Undergraduate in Engineering Socio-Economics Science
Advanced Courses 50 - 70%
Introductory Courses 15 - 20% 15 - 20% 15 - 20%
Joint Group Work 5 - 10% 5 - 10% 5 - 10%
2nd Year Thesis in own disciplin in own disciplin in own disciplin
50 - 70% 50 - 70%
Introductory Courses 15 - 20% 15 - 20% 15 - 20%
1st Year
Undergraduate in Engineering Socio-Economics Science
Advanced Courses 50 - 70%
Introductory Courses 15 - 20% 15 - 20% 15 - 20%
Joint Group Work 5 - 10% 5 - 10% 5 - 10%
2nd Year Thesis in own disciplin in own disciplin in own disciplin
50 - 70% 50 - 70%
Introductory Courses 15 - 20% 15 - 20% 15 - 20%
1st Year Lectures
Undergraduate in Engineering Socio-Economics Science
Advanced Courses 50 - 70%
Introductory Courses 15 - 20% 15 - 20% 15 - 20%
Joint Group Work 5 - 10% 5 - 10% 5 - 10%
2nd Year Thesis in own disciplin in own disciplin in own disciplin
50 - 70% 50 - 70%
Introductory Courses 15 - 20% 15 - 20% 15 - 20%
1st Year
Undergraduate in Engineering Socio-Economics Science
Advanced Courses 50 - 70%
Introductory Courses 15 - 20% 15 - 20% 15 - 20%
Joint Group Work 5 - 10% 5 - 10% 5 - 10%
2nd Year Thesis in own disciplin in own disciplin in own disciplin
50 - 70% 50 - 70%
Introductory Courses 15 - 20% 15 - 20% 15 - 20%
1st Year Lectures
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The Bologna agreement fixes and guarantees the comparability of workloads andacademic degrees. Therefore, the EuropeanCredit Transfer andAccumulation System(ECTS) has been introduced. Related to this system the workload for master studiescomprehendsamaximumnumberof120ECTSwhereupon1ECTSstandsfor30hoursworkload(includingattendancetimeatuniversityandtimeforhomeandpreparatorywork). Based on the ECTS system a specific example of themodelmaster curriculum(Figure 3a) has been elaborated. Here, 60 ECTS are attributed to advanced andintroductorycourses,30ECTStointerdisciplinarygroupwork,and30ECTStothemasterthesis.Asstatedpreviously, thecurriculumproposal is toserveas template.Thus, thebelowgivenstructure isopentobetailoredtospecificdemandsandcapacitiesmetatExceedpartneruniversities. Incaseothercredit systemsareapplied, theweightingofadvanced / introductory courses and joint group work can be based on the schemepresented inFigure2.However, it shouldbenoted that the “triple” structure and thecontent‐related concept of the master curriculum on sustainable water management(Figure2;Figure3a‐d)shouldberetained.Figure3a.DetailedexampleofamodelmastercurriculumonSWM;generalstructureanddistributionofECTS.
Figure3b.DetailedexampleofamodelmastercurriculumonSWM;curriculumstructureincaseanundergraduatestudenteducatedinengineeringsciencesisjoiningthemaster.
∑ 120 ECTS
Advanced Introductory
Engineering; Natural Sciences; Social Sciences
Engineering; Natural Sciences; Social Sciences
1st Semester 20 ECTS 5 ECTS 5 ECTS
2nd Semester 20 ECTS 5 ECTS 5 ECTS
3rd SemesterJoint group work
15 ECTS 15 ECTS
4th Semester Thesis (30 ECTS)
∑ 120 ECTS
Advanced Introductory
Engineering; Natural Sciences; Social Sciences
Engineering; Natural Sciences; Social Sciences
1st Semester 20 ECTS 5 ECTS 5 ECTS
2nd Semester 20 ECTS 5 ECTS 5 ECTS
3rd SemesterJoint group work
15 ECTS 15 ECTS
4th Semester Thesis (30 ECTS)
Advanced Introductory
Engineering Natural Sciences; Social Sciences
1st & 2nd
Semester
HydrologyHydraulic Engineering
Hydrogeology EcohydraulicsEcohydrology
Sanitary Engineering(water / sewage sludge treatment,
planning and design)River & Coastal Engineering(erosion and sedimentation)
Risk Analysis
Introduction to Water
Natural Science 1
Introduction toWater
Social Science 1
Introduction to Water
Natural Science 2
Introduction toWater
Social Science 2
3rd SemesterJoint group work
15 ECTS ‐ ICS 1 15 ECTS ‐ ICS 2
4th Semester Thesis (30 ECTS)
Advanced Introductory
Engineering Natural Sciences; Social Sciences
1st & 2nd
Semester
HydrologyHydraulic Engineering
Hydrogeology EcohydraulicsEcohydrology
Sanitary Engineering(water / sewage sludge treatment,
planning and design)River & Coastal Engineering(erosion and sedimentation)
Risk Analysis
Introduction to Water
Natural Science 1
Introduction toWater
Social Science 1
Introduction to Water
Natural Science 2
Introduction toWater
Social Science 2
3rd SemesterJoint group work
15 ECTS ‐ ICS 1 15 ECTS ‐ ICS 2
4th Semester Thesis (30 ECTS)
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Figure3c.DetailedexampleofamodelmastercurriculumonSWM;curriculumstructureincaseanundergraduatestudenteducatedinsocialsciencesisjoiningthemaster.
Figure3d.DetailedexampleofamodelmastercurriculumonSWM;curriculumstructureincaseanundergraduatestudenteducatednaturalsciencesisjoiningthemaster.
Finalremarks
Future water professionals are expected to be actively involved in sustainable watermanagement integrating the technical/scientific expertise with socio‐economic andenvironmentalconcerns.
Principleaccesstoknowledgeontheconceptandimplementationofsustainablewatermanagement skills inpractice isgenerally requiredat four levels: (1) thepolicy level,wheredecisionsaremadeonoverallplanninganddevelopmentofthecountry’swaterresource, (2) themanagement level, wherewatermanagement personnel require in‐depthknowledgeofinteractionsofthecomponentsofwaterresourcestoperformtheirworkeffectively,(3)theacademiclevel,wherefuturewaterprofessionalsneedtolearnandacquireskillstoaddressissuesandchallengesinsustainablewatermanagement,and(4) the engineering level, where engineers are trained and skilled tomeet the futuretechnologicalchallengesofwaterrelatedproblems.Inallfourlevels,trainingcourseson
Advanced Introductory
Social SciencesNatural Sciences; Engineering
Aspects
1st & 2nd
Semester
Water GovernanceWater Economics
Sustainable Water ManagementManagement of Transboundary WatersLegal Aspects of Water Management
Socio‐Cultural Aspects of Water Management
Introduction to Water
Natural Science 1
Introduction toWater
Engineering 1
Introduction to Water
Natural Science 2
Introduction toWater
Engineering 2
3rd SemesterJoint group work
15 ECTS ‐ ICS 1 15 ECTS ‐ ICS 2
4th Semester Thesis (30 ECTS)
Advanced Introductory
Social SciencesNatural Sciences; Engineering
Aspects
1st & 2nd
Semester
Water GovernanceWater Economics
Sustainable Water ManagementManagement of Transboundary WatersLegal Aspects of Water Management
Socio‐Cultural Aspects of Water Management
Introduction to Water
Natural Science 1
Introduction toWater
Engineering 1
Introduction to Water
Natural Science 2
Introduction toWater
Engineering 2
3rd SemesterJoint group work
15 ECTS ‐ ICS 1 15 ECTS ‐ ICS 2
4th Semester Thesis (30 ECTS)
Advanced Introductory
Natural Sciences Engineering and Social Aspects
1st & 2nd
Semester
Ecology & Ecosystem DynamicsEcosystem Degradation & Resilience
Water & HealthEcotoxicology & Limnology
Environmental Biotechnology(treatment, remediation)Water Quality & ChemistryBasic Analytical Methods
Pollution SourcesPollution Analysis
(monitoring, control)Fate & Bahaviour of Pollutants in
Ecosystems
Introduction to Water
Engineering 1
Introduction toWater
Social Science 1
Introduction to Water
Engineering 2
Introduction toWater
Social Science 2
3rd SemesterJoint group work
15 ECTS ‐ ICS 1 15 ECTS ‐ ICS 2
4th Semester Thesis (30 ECTS)
Advanced Introductory
Natural Sciences Engineering and Social Aspects
1st & 2nd
Semester
Ecology & Ecosystem DynamicsEcosystem Degradation & Resilience
Water & HealthEcotoxicology & Limnology
Environmental Biotechnology(treatment, remediation)Water Quality & ChemistryBasic Analytical Methods
Pollution SourcesPollution Analysis
(monitoring, control)Fate & Bahaviour of Pollutants in
Ecosystems
Introduction to Water
Engineering 1
Introduction toWater
Social Science 1
Introduction to Water
Engineering 2
Introduction toWater
Social Science 2
3rd SemesterJoint group work
15 ECTS ‐ ICS 1 15 ECTS ‐ ICS 2
4th Semester Thesis (30 ECTS)
Prof.Dr.A.Haarstrick,12.12.2013 8
concept,principlesandexposuretointegratedplanningandpracticescanalsoprovideaneffectivemeansof requiredprofessional enhancement.Especially the trainingand theacademic curriculum needs to be framed with interdisciplinary emphasis andmethodologicalstrategiesthatthefutureprofessionalsacquireperceptionandrequiredskillsneededforsustainablewatermanagement.
TherepresentedmodelmastercurriculumconcepthasbeendevelopedclosetostoredcurriculumdatabaseinformationfromExceedpartneruniversitiesandisthusreflectingthecurrenteducationalstandardandmastercourseofferswhichcoverdifferentwaterrelatedscientificdisciplines.
Effectively, the model master concept could help establishing a respective mastercurriculumonSWMinthecourseoftheplanningandimplementationofanewUNESCOWater Chair at theMekele University (Ethiopia). A successful implementation in thisrespect can definitely be considered as one major outcome of the Exceed networkcooperation.
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ANNEXThefollowingtablespresentthepreliminaryanalysisofmastercourseinformationstoredinthedatabase.Theanalysiswasupgradedwithmastercurriculumdataavailablefromotheruniversities(seetable),whichoffermulti‐disciplinaryeducationinwaterscienceandmanagement.Insomecases,thefrequencyofsub‐categoriesisalmostcongruentwiththefrequencythatcanbefoundincurriculumdataofExceedpartneruniversities.
At the time of data acquisition and data analysis the required data from Aleppo,Alexandria,Botswana,andMalawiwerenotavailable.Frequencyofsub‐categoriesI‐Xcoveredwithincoursesbelongingtothe1stmaincategory“WaterScience&Engineering”
University I II III IV V VI VII VIII IX X
FU Sao CarlosPCU Rio de Janeiro 2 2 2 1UG Guadalajara 6 3 4 4 2 3 1 3 1UNAM 2 5 4 3UN San Juan 3 1 1 1UF Pernambuco 1 1UF Santa Maria 6 5 3 2 5USP Sao PauloAin Shams 7 8 6 6 2 4 3 1 1Akdeniz 4 4 3 2 3 4 4AlexandriaKonya / SelcukMU MansouraMU Mutha 3 6 1 1 1 1UA AleppoUJ Jordan 3 1YTU YildizUCAE Bahir Dar 6 2 3 1MU Maseno 1 1 1 1MU / EIT Mekelle 1 3 1UdeO Ouagadougou 1 1 2 2UdeK KaraUdeL Lomé 1 1 2 2 1 2UB BotswanaUM MalawiAIT 7 7 3 1 4 3 2 3 1 1BAU Bogor 5 2 2 4 3 1GMU Gadjah MadaMCMC Ho Chi Minh 1 1 1 1TU Tongji 1 1WRU Hanoi 3 1 1 1 1 1 1TUBS 5 6 3 1 1 1 3 3 1 1
Subcategory in total 67 55 33 17 25 20 31 24 5 4
Tufts University, USA 4 14 3 2University of Dresden, Germany 1 6 2 3 1 1 1
ProWater TUBS, Germany 1 5 1 1
Kristianstad University, Sweden
2
Main category: Water Science & Engineering I
IIIIIIVVVIVIIVIIIIXX
Coastal EngineeringErosion & SedimentationRiver & Coastal MorphologySalinationDesalination
Hydraulic EngineeringHydrogeologyMeteorology & OceanographyFloods & Drought
Hydrology
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Frequencyofsub‐categoriesI‐XIcoveredwithincoursesbelongingtothe2ndmaincategory“BiologicalAspectsofWater,Health&Nutrition”
University I II III IV V VI VII VIII IX X XI
FU Sao Carlos 1 2PCU Rio de Janeiro 1UG Guadalajara 3 2 1 2 2 1 1 1 6UNAM 1 2 1 1 2UN San Juan 1 1 1 2 2 1UFP Pernambuco 1UFSM Santa Maria 1 1 1 2 1USP Sao Paulo 2 1 2 1Ain Shams 2 1 1 2 1 3 1Akdeniz 1 1 2 1 1AlexandriaKonya / Selcuk 1 1 1MU Mansoura 1 1 1MU Mutha 1 1 1 3 2 4 1 4 4UA AleppoUJ Jordan 2 1YTU YildizUCAE Bahir Dar 1 1 2 2 1MU Maseno 1 1MU / EIT MekelleUdeO Ouagadougou 1 1 1 1 1 1 1UdeK KaraUdeL Lomé 1 1 2 1 1 2 2UB BotswanaUM MalawiAIT 4 3 4 1 2 6 3 2BAU Bogor 4 4 3 6 6 2 1 2 2 1 4GMU Gadjah Mada 1 1 2 1 4MCMC Ho Chi Minh 1 1 1 2 6 2 3 2TU Tongji 2 1 1 3 2 2 1 1 2WRU Hanoi 2 1TUBS 2 3 2 2 3 2 4
Subcategories in total 28 26 17 30 29 35 10 11 6 27 28
Tufts University, USA 9 2 1 2 3 1 1University of Dresden, Germany 1 1 2ProWater TUBS, Germany 2 2 1 2
Kristianstad University, Sweden
3 1 3
Main category: Biological Aspects of Water, Health & Nutrition I
IIIIIIVVVIVII Water Diseases & EpidemiologyVIIIIX Biochemical analytical methodsX Microbiological & biochemical aspectsXI
Eco-hydraulicsEco-hydrology
Ecology & Ecosystem Dynamics
Ecotoxicology
Food & Nutrition
Water & Health Ecosystem ValuationEcosystem Degradation & Resilience
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Frequencyofsub‐categoriesI‐XIIcoveredwithincoursesbelongingtothe3rdmaincategory“ChemicalAspectsofWater,Environmental&AnthropogenicAspects”
University I II III IV V VI VII VIII IX X XI XII
FU Sao Carlos 2 6 1 5 1 5PCU Rio de Janeiro 1 2 2 2UG Guadalajara 2 2 1 1 2 6 3 2 3UNAM 3 3 3 3 1 3UN San Juan 1 1 2 1 1 4 2UFP Pernambuco 3 5 1 1 1 2UFSM Santa Maria 2 1 2 1 1 9 7 1 7 1 6USP Sao Paulo 1 2 2 1 6 3Ain Shams 1 1 4 1 2 5 1 8 6Akdeniz 3 2 2 7AlexandriaKonya / Selcuk 1 3 1 1 3 2 2MU MansouraMU Mutha 6 1 7 3 1 4 4 4 1 8UA AleppoUJ Jordan 1 2 1 1 1 1 1 5 1 1 4YTU YildizUCAE Bahir Dar 1 3MU Maseno 1 1 2 1 2 1 1 1MU / EIT MekelleUdeO Ouagadougou 1 1 1 1 1 1 2 2UdeK KaraUdeL Lomé 1 3 1 1 1 3 1UB BotswanaUM MalawiAIT 2 6 2 1 5 5 2 9 6BAU Bogor 1 2 1 6 2 13 6GMU Gadjah Mada 2 3 3 4 1 2 1 2MCMC Ho Chi Minh 1 8 7 1 1 2 7 1 1 7 6TU Tongji 4 3 2 1 6 2 4WRU Hanoi 1 3 2TUBS 5 4 6 2 2 3 5 1 2 1 3 6
Subcategories in total 38 41 61 15 17 37 77 23 27 2 64 87
Tufts University, USA 1 2 2 3 6University of Dresden, Germany 3 1 3 1 5ProWater TUBS, Germany 1 1 3 2 1 4Kristianstad University, Sweden 5 1 1 1 1 3
Chemical Aspects of Water, Environmental & Anthropogenic Aspects I
IIIIIIVVVIVIIVIIIIXXXIXII
Influence of micropollutants
Wastewater treatmentRemediationChemical analytical methods
Soil sciences
Planning, design and constructionWater Quality & Water Chemistry
Origin and processes of water pollution
Rural, urban and industry issuesPollution analyses Fate and behaviour of xenobiotica
Irrigation & Agriculture
Prof.Dr.A.Haarstrick,12.12.2013 12
Frequencyofsub‐categoriesI‐VIcoveredwithincoursesbelongingtothe4thmaincategory“WaterManagement,Social,Political&LegalAspects”
University I II III IV V VI
FU Sao Carlos 1 1PCU Rio de Janeiro 1UG GuadalajaraUNAM 1UN San Juan 1 2 1 1 4UFP Pernambuco 1 1UFSM Santa Maria 2USP Sao PauloAin Shams 1 2 2 1 8Akdeniz 1 1 1AlexandriaKonya / SelcukMU MansouraMU Mutha 1 1UA AleppoUJ Jordan 1 2 2YTU YildizUCAE Bahir Dar 2 1 1 4MU Maseno 1MU / EIT MekelleUdeO Ouagadougou 2 1 2UdeK KaraUdeL Lomé 3 3 2 6UB BotswanaUM MalawiAIT 9 1 4 9BAU Bogor 1 2 3 13GMU Gadjah Mada 1MCMC Ho Chi Minh 8 7TU Tongji 4 1 1 2 1WRU Hanoi 1 4 1 5TUBS 1 1 1 4
Subcategories in total 33 9 17 14 8 73
Tufts University, USA 3 1 11University of Dresden, Germany 1 1 7
ProWater TUBS, Germany 1 1 5
Kristianstad University, Sweden 2
Social, Political & Legal Aspects / Water Management I
IIIIIIVVVI Water Management & economic aspects
Development studies
Peace and Conflict Research International Water Policy between conflict and developmentInternational Water and Climate Protection PolicyLegal aspects of water
