International commission on irrigation and drainage
Knowledge Transfer and Capacity Building of Water Resources Professionals BS2: India Water Week 2016 5th April 2016, New Delhi
Just because you are a CEO, don’t think you have landed. You must continually increase your learning, the way you think, and the way you approach the organization… Indira Nooyi, CEO, PepsiCo
World is changing fast and the natural resources are depleting ďƒ˜
Fast changing development scenario o Demographics changes o Climate change o
ďƒ˜
Limiting natural resources
UN adopted Sustainable Development Agenda 2030 stresses on o access to environmentally sound technologies by all countries o new knowledge, know-how and expertise o the importance of co-operative action on technology innovation, research and development.
Development activities in different economic facets are closely interlinked: Water Food Energy Nexus
Professional competence
Skills and abilities
Attitude and Behavior
Knowledge
We will limit ourselves to Skills and Knowledge
Training and capacity building are identified as key elements in developing the skills and knowledge
Knowledge Transfer 1. Work place peer to peer 2. Formal training by experienced staff in the departments (such as induction training) 3. Formalized knowledge acquisition (inter-disciplinary, or higher education qualification ) 4. Intra and Inter-state level exchange of experiences (National Seminars etc) 5. International level knowledge exchange (International Conferences etc)
IWRM requires knowledge of hard and soft sciences which are not provided through the educational system that the water resources professionals pass through Disciplines
Education
Departments
Hard Sciences
Bachelor of
meteorology, hydrology; hydraulics; hydro-geology, fluvial morphology; civil engineering; agronomy; limnology, hydro-biology, hydro-ecology; process engineering; Geo-spatial engineering chemistry;
Civil Engineering, Mechanical Engineering Geography or Geohydrology, Agriculture Engineering
Soft Sciences
Masters in Structures, Geo-technology, Hydrology, Water Resources, Public Health Engg
APPLICATIONs Water planning Water supply Wastewater collection and treatment Irrigation Flood control and management Industrial water treatment
IWRM
Scientific disciplines Hard Sciences meteorology, hydrology; hydraulics; hydro-geology, fluvial morphology; civil engineering; agronomy; limnology, hydro-biology, hydroecology; process engineering; Geo-spatial engineering chemistry;
Soft Sciences sociology; political sciences; economy; law and regulation; communication; Management human resources accounts administration
Educational qualifications
Bachelor of
Civil Engineering, Mechanical Engineering Geography or Geohydrology, Agriculture Engineering
Masters in
Structures, Geo-technology, Hydrology, Water Resources, Public Health Engineering
Application areas
Water planning Water supply Wastewater collection and treatment Urban development Industrial water treatment Irrigation and Drainage Rural development Flood control and management …….
Some observations on entry level skills (not statistics)
There are a few universities/ institutions conducting Master of Water Resources
The course syllabus are outdated and do not incorporate the skills in latest technologies
There is lack of flexibility in choosing courses even at post graduate level to enable acquisition of multi-disciplinary skills
Very few in-service engineers undertake masters courses, (the existing institutions, such as WRDT of IIT Roorkee, are struggling to get in-service engineers)
Some observations on in-service training (not statistics)
Only few states have regular orientation program for fresh recruit graduate engineers
No state has a regular quality improvement program for inservice water resources professionals
WALMIS have largely failed to discharge their designated functions in the irrigation sector to bring inter-disciplinarity
States are unable to depute staff for medium term trainings; even the short term trainings also go a begging
Some observations (not statistics)
State engineers do not get opportunities to attend any technical seminars (some not even once in lifetime) accept as organizers,
State engineers are unable to attend out of state regional workshops or seminars,
There is lack of platform for the exchange of experiences within the country,
Indian water experts are conspicuous by their absence in international water conferences
Existing model for learning
Classroom learning
Traditional teaching Face to face Teacher - students Large group – small group
Not so New Model for learning
E-learning
Learning using computer technologies Online tutorials
Simulations
Games
Online testing
Audience response systems
Digital Learning Environments
Online presence, not in classroom
New Model for learning
Mobile learning
Learning using mobile devices Laptop
Smart phones
iPad
Focus on communication Synchronous
A-synchronous
Required Model for learning
Blended Learning
Combination of face to face learning, E-learning and mobile learning Delivery formats
Different forms of communication
Didactic models
Implementing Blended Learning 1.
Target group?
2.
Learning goals of the module?
3.
What is the content?
4.
Knowledge or skills needed?
5.
Which test method to use?
6.
Which instructional activities?
7.
Plan the activities and the tests
8.
Design the ‘perfect’ mix