Knowledge Transfer & Capacity Building of Water Resources Professionals D S Chaskar, Director, National Water Academy, Pune
UN definition for Capacity Development The process whereby people, organizations, and society as a whole unleash, strengthen, create, adapt and maintain their ability to manage their affairs successfully over time.
Capacity Building • Policy & Legal framework • Organizational Structure/ Institutional Mechanism • Infrastructure Capability • Information, Awareness, Education & Training o Knowledge Transfer o Skill development
Water Professionals • Officials from Government departments, PSUs, local bodies, municipal corporations, • Faculty/officials from water related Institutions • Private organizations • Industry personnel concerned with water use and management • NGO’s, consultants, etc • Professionals in sectors where water plays a central role
CB for Demand Management • The focus for Water Resources professionals was largely on Supply Management • There are increasing limitations on Supply side Management initiatives • Focus is shifting to Demand Management • The Organisations & Professionals needs to build their capacity in Demand Management
Water Service Provider • Most Organisations tend to function as authorities • Society now looks towards water organizations as service providers • Need to orient the WR professionals from the mindset of authorities to service providers • Awareness about policy, governance issues • Focus on better service delivery
Networking of Institutions
• NWA, RGNGTRI, WALMIS, State WR institutes, ATIs, IMTIs, WALAMTARIs, NIRD, NIDM etc. • At present there are little linkages between Institutions working in CB & Training in Water Sector • Synerzisation of efforts of all institutions are needed o For effective capacity building o To share resources & expertise o To avoid duplicity of efforts
• Need to develop a common platform
Incentivizing Trainings • Encouraging WR Professional for Training is important by way of : o Incentivizing trainings & higher studies o Making it Mandatory : Number of days/annum o Pre-requisites for career progression o Cadre Training Programs
Total Number of Officers Trained at NWA during 2011-14 450 400 350 300 250 200 150 100 50 0 Andhra Preadesh
Delhi(NCT) Himachal Pradesh
Kerala
Punjab
Uttaranchal Nort Earth Region
Sensitization at Decision Making Level • About o Latest technologies & tools o Organizational change o Attitudinal & behavioral change o Need for Training Needs Assessment o Long term planning for CB
Training Needs Assessment (TNA) • The present practice of training the professionals is adhoc. • No proper TNA • Each organization must have TNA for Identification of: o competencies & gaps for each level o Areas for Trainings, duration, etc. o Institutions o Budget requirements
• Training Plan based on TNA
Experience of NWA with TNA • Questionnaire for TNA was developed with the objective of o In-house TNA for the respective organization o Inputs for NWA to get a bigger picture of training needs in the sector
• Questionnaire was shared with o All central, state & PSU organizations, institutions working in Water sector
• Response from very few organizations
Experience of NWA with TNA • Broad conclusions are : o Sensitization of authorities at highest levels about TNA o Inadequate in-house expertise to conduct TNA o Need to get it done from experts o There is emphasis on Training of middle level officers o Need for MDP for Executives o Increasing awareness on non-technical topics like o Water law, Water policy o Ecological, Socio-economic issues o Areas for Training in Water sector o IT tools : Modelling & simulation o Application of RS-GIS
Training Impact Assessment • One of the most neglected aspect. • No system of evaluation of impact of training & subsequent interventions required. • The trainings are open ended instead of a closed loop cycle. • Sensitization of authorities at higher levels about TIA • NWA did try for few programs but faced challenges.
Pedagogy Approaches • Knowledge transfer as well as imparting skills. • Typical classroom approach is not sufficient • Need for Use of different Pedagogical Approaches & Tools o Classroom Training o Distance Learning o Blended Program o Use of communication technology tools( mobile devices) for higher reach
Distance Learning (DL)Training • Use of Online Course Management Systems (CMS) like MOODLE to reach large number of professionals. • Self paced Learning. • Online and offline content : o Webinars o Subject Modules o Discussion Forums o Quizzes
Distance Learning
• Less Cost. • Virtually no limit in number, no constraint of location at participants .
Blended Learning • Best of both worlds • Offers benefits of classroom as well as DL. • Distance Learning for Knowledge Transfer. • Face to face program for imparting Skill • Cost effective
Bloom’s Taxonomy
Knowledge Sharing Portals • Public domain modules • Contribution from all specialized organizations • Self Learning modules /Tools • Self Evaluation • Collection of : o Best practices o Case studies o Assignments & Quizzes
Media Professionals • Journalists Reporting on Water Issues. • Play important role in forming public opinion. • Lack of technical knowledge. • Little awareness about water sector. • Incentives for Media Professionals in getting training in water sector • Fellowships
CB for Industrial Professionals • For Executive working in energy, water related industry or water intensive industry on : o Water Auditing o Recycling and Reuse of Waste Water o Water Treatment and Reuse o Water Recharging o Rain Water Harvesting o Replacing obsolete technology & processes o Water Quality Management o Awareness about Environment Protection Law & Water Quality regulations
FICCI, CII, industrial houses can have collaborative tie ups with National/State Ievel Institutes
Training of Trainers (ToT) •
We have experts but few TRAINERS.
•
Need for creating a pool of Trainers.
•
Certification of trainers in Water Sector.
•
ToT program on large scale by leading Institutes.
•
A structured approached in creating Trainers Pool at National, State, Regional & organisational level.
•
ToT for Classroom, DL & Blended Delivery.
•
Faculty Development Program.
Investment in Human Resources Development • Expenditure in CB & Training should be treated as investment. • Increased outlay • Annual provisions as per the Training plan. • Minimum % of total budget allocation • Central Plan scheme for funding of CB at central, state, Regional & Local levels based on needs of WR sector as a whole. • Training Related Research • Infrastructure Development for exiting and for new institutions .
Conclusions • Incentivizing Trainings • Training Need Assessment & Training Impact Assessment • Orientation for Policy, Governance & Service Delivery issues • Capacity building for Demand Management • Creating pool of Certified Trainers • Effective use of Classroom, DL & Blended learning • Creating an Nationwide Institutional Network. • Knowledge Sharing Portal • Specialized training for Media & Industry Professionals • Increased investment in Capacity Building.
Thank you !
IT tools : Modelling & simulation • IT tools will be playing important role due to o increasing complexities o interaction of multiple factors o Multi-objective analysis & optimization requirements
• Modelling & Simulation for o IRBPM o Integrated operation of reservoirs o Water quality
• Decision support systems
Application of RS-GIS • River Basin Management • Crop Water Requirement & Scheduling • Irrigation Water Management • Ground Water Investigations • Watershed Management • Soil Erosion Modelling • Land Use Change Detection • Flood Management • Environmental Modeling • Sedimentation Studies Etc.
Trainings for professionals •Field level : Junior and middle level officials in govt. PSU & pvt organisations • ToT : Middle & Senior level • Regular and advanced technology trainings • Training on policy, legal & governance issues
Training of professionals Recipient Group Junior and middle level engineers in State WR Dept. Middle and senior level engineers in State and Central WR related Dept. Faculty of NWA, RGI,WALMI
Areas
Provider Institutions
WRD&M Technology topics like investigations, hydrology, O&M of WR structure, designs, flood and drought management, hydro-power, irrigation, construction, mathematical modeling, simulations, system engineering, application of GIS/RS, etc.
NWA, RGI, CWPRS, WALMIs, State WR training Institutes. NWA, RGI, WALMIs, State WR training Institutes, Foreign Institutes
Training of professionals Recipient Group Middle and senior level officers in State and Central WR related Dept. Faculty of training Institutes, Decision makers at Union/State/District level
Areas Socio-economic aspects of WR projects, Policy issues at higher level – water entitlements, water rights, ownership of water, water markets, PPP, etc.
NGOs, Ext Dte. On-farm water management, Panchayati functionaries , Improved irrigation Block level officials techniques; Efficient use of water; RWH; improving productivity in rain-fed agriculture; Participatory Irrigation Management (PIM) in ToT mode
Provider Institutions NWA, RGI, Institutes like IIM, LBSNAA, IIPA, NIRD, ASCI etc.
NGOs Ext. Dte., CWC, CGWB field offices, WALMIs RGI, NWA
Training of professionals Recipient Group
Areas
Provider Institutions
Industry & Energy sector professionals
Water Auditing, Recycling and Reuse of Waste Water, Replacing obsolete technology & processes , Water Quality Management, Awareness about Environment Protection Laws & WQ regulations, etc
NWA, RGI, Institutes like IIM, LBSNAA, IIPA, NIRD, ASCI etc.
Media, Teachers, NGOs, etc
Overview of Water sector, Demand, Supply management initiatives, water infrastructure, Technical & non-technical issues
NWA, RGI, State institutes, etc.
T- Shaped Water Professional • A concept by Brian S. McIntosh and André Taylor from International Water Centre, Australia • The concept provides a response to two basic questions – o what skills and knowledge do water professionals need to stimulate and lead change, and; o How can we develop them?
Knowledge or Capacity Building Integrated Knowledge Competency
Thematic / sectoral knowledge competency
T Shaped knowledge or capacity building. The vertical represents sector or specific knowledge. The horizontal leg represents the ability to apply this knowledge in a broader context
Disciplinary knowledge in scientific field.
Integrative requirements for the new WR professionals Bridges to WR professionals to other disciplines.