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E NHANCING A TTRACTIVENESS OF E NVIRONMENTAL A SSESSMENT AND M ANAGEMENT HIGHER EDUCATION

E NHANCING A TTRACTIVENESS OF E NVIRONMENTAL A SSESSMENT AND M ANAGEMENT HIGHER EDUCATION. European EAM related higher education in Europe: An overview of project findings Urmila Jha -Thakur Concluding Seminar in Graz Graz University, 23.09.-24.09.2010. Outline of today’s presentation.

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E NHANCING A TTRACTIVENESS OF E NVIRONMENTAL A SSESSMENT AND M ANAGEMENT HIGHER EDUCATION

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  1. ENHANCING ATTRACTIVENESS OF ENVIRONMENTAL ASSESSMENT AND MANAGEMENT HIGHER EDUCATION European EAM related higher education in Europe: An overview of project findingsUrmila Jha-Thakur Concluding Seminar in Graz Graz University, 23.09.-24.09.2010

  2. Outline of today’s presentation • Methodology • Overview of Findings • Conclusions Highlights EU EAM courses Audience Response System

  3. Internationalisation of curriculum EAM education in the EU Internationalisation of EAM education EAM education in S.E Asia

  4. Methodology PENTA

  5. Methodology • Based on the success of PENTA, the data collection for the TwoEA-M guidebook is mainly based on an internet-survey • Initially, a total of 21 EU member states were surveyed and • these include the UK, Ireland, Spain, Italy, France, Sweden Denmark, Netherlands, Austria, Belgium, Finland, Germany, Slovakia, Poland, Bulgaria, Latvia, Czech Republic, Estonia, Hungary, Lithuania, and Slovenia. Later all EU member states included... • Key phrases and words were chosen, including “Masters Environmental Assessment and Management” (country name) and “Masters Environmental Assessment” (country name).

  6. Methodology • Some degrees may be ‘combined degrees’-Joint-Multiple • The main search engine used was Google and the searches made were across the web, as well as through country specific pages. • Use of Templates to standardise the information collected • Only 1 programme from each University has been included (Remarks) • Information collected further complemented by country-specific contacts....

  7. Methodology

  8. Findings

  9. Overview of FindingsEU & S.E Asian Survey • A total of 121 EAM related Master programmes were identified across the 27 (23....) EU countries covered in the survey. • 109 programmes have been included in this guidebook. • Professional degrees in Italy and Germany • As a result of the Bologna process countries’ are experiencing a transitional phase with their educational structuring. All such degrees which have not yet incorporated the 2nd tier may be left out in this survey of Master level degrees • Quite a few programmes initially identified had to be deleted as they ceased to exist.

  10. Country-wise distribution of EAM related Master programmes

  11. Main Focus of programmes Surveyed

  12. Subject areas-within which EAM related Degree Programmes are offered

  13. Country-wise distribution of Streams within which EAM related degrees are offered

  14. Subject-wise distribution of EAM related Master level Degree Programmes

  15. Duration-wise distribution of EAM related programmes across Europe

  16. Survey Results...

  17. Country-wise participants of interactive presentation

  18. Participants role within EAM higher education

  19. Emphasis of the higher education EAM related degree programme

  20. Disciplinary preference of EAM related degrees

  21. Duration of EAM related programs

  22. Required adaptation of EAM to regional specific needs

  23. Completeness of EAM literature with relation to regional needs

  24. Shortcomings of EAM teaching materials

  25. Urgent needs for EAM education

  26. Sources of Information for students aspiring to obtain international degrees

  27. Relevance of European EAM education to S. East Asian context

  28. Conclusions... • No degree programmes have been identified in Cyprus, Luxembourg, Portugal and Romania. • EAM education is clearly dominated within science faculty (EU & S E Asia) however, a more interdisciplinary approach is aspired to. • Both in EU and S E Asia EA and EM are frequently taught together. • Source of information used by students dominated by internet and published material and TwoEA-M contributes accordingly. • Co-operative approach is needed to truly internationalise EAM curriculum with more inputs from S E Asian experts.

  29. THANK YOU! Seoul Workshop 30th Nov-1st December 2009 Johor Workshop 23rd-24th March 2010 Tianjin Workshop 20th -21st March 2010

  30. Conclusion and Limitations... • Only one programme per university has been included; • Information has been collected by several researchers and information was presented in different languages; • Each country and sometimes even university emphasises different aspects of their programmes which was not always comparable; • The heavy dominance of some countries over other may be due to the transition phase initiated by the Bologna process; • Only key findings have been presented here, more information is available on further request.

  31. PENTA

  32. Handbook Survey • Part 1: EA related master programmes: experiences, current practice and prospects • Part 2: Designing a common curriculum for EA related master programmes • Part 3: Key sources for some key EA issues

  33. Part 1: EA related master programmes: experiences, current practice and prospects Chapter 2: Internationalisation of master degree programmes - reflecting on the European Bologna process (Urmila Jha-Thakur) Chapter 3: Reassessing the direction of postgraduate environmental assessment education: The Manchester experience 1996 - present (Adam Barker and Carys Jones) Chapter 4: Teaching environmental assessment in the context of postgraduate environmental courses – challenges for environmental postgraduate education and five mindsets for sustainability (Aleh Cherp) Chapter 5: Existing EA-related master degree programmes in the EU: an analysis –concepts, Principles and key modules (Paola Gazzola)

  34. Part 2: Designing a common curriculum for EA related master programmes • Chapter 6: Core Module 1 - Environmental Assessment (Paola Gazzola and Thomas Fischer) • Chapter 7: Core Module 2 - Principles for Environmental Integration (Paola Gazzola) • Chapter 8: Core Module 3 - Environmental Management Systems (Urmila Jha-Thakur) • Chapter 9: Core Module 4 – Ecological and Environmental Economics (Urmila Jha-Thakur) • Chapter 10: Core Module 5 - Organisational behaviour and public decision making in the EA context (Paula Posas and Thomas Fischer)

  35. Part 3: Key sources for some key EA issues • Chapter 11: The importance of considering the specific cultural and social context when designing environmental assessment systems (Chiara Rosnati) • Chapter 12: Environmental assessment effectiveness – What does it mean? (Francois Retief) • Chapter 13: Scoping in environmental assessment (Thomas Fischer and John Phylip-Jones) • Chapter 14: Relevant baseline data for use in SEA – examples from Germany (Alfred Herberg) • Chapter 15: Environmental assessment as a participatory decision-making support tool – rationale and methods of participation in EA (Ralf Aschemann) • Chapter 16: Report preparation and impact assessment methods and techniques (Ingrid Belcakova) • Chapter 17: Mitigation and compensation in environmental assessment (Asha Rajvanshi) • Chapter 18: The importance of EIA follow-up (Jos Arts)

  36. For the EA lecturers’ handbook, a total of 41 responses were collected through the questionnaire survey, out of which 6 were from the Seoul workshop, 19 from the Chinese workshop and 16 from the Malaysian workshop. The questionnaire consisted of 7 questions related to the handbook .

  37. Questionnaire Feedback from Seoul Workshop Rating of Relevance by the S. Korean workshop participants of the chapters in the EA Lecturers’ handbook

  38. Rating of the EA Lecturers’ Handbook Chapters by Chinese Delegates

  39. Rating of the EA Lecturers’ Handbook Chapters by Johor Workshop Participants

  40. From a your country specific higher education perspective. What do you think are a) the main problems with the handbook... • Differences in the contextual background in terms of the planning systems, public participation and judicial systems need to be considered; • Language is a barrier and hence the handbooks need translation; it was also highlighted that due to contextual differences, misinterpretation may occur during book translations; • Lack of National case studies • A more technical and scientific approach was also recommended. It was pointed out that the focus of the book was mainly on EIA and SEA and other tools like Social Impact Assessment (SIA) and Health Impact Assessment (HIA) were not adequately represented.

  41. From a your country specific higher education perspective. What do you think are a) the main benefits with the handbook... • Comprehensive and holistic approach to EA. • The interdisciplinary approach to EA was especially appreciated. • One respondent said that the book does not fall into the trap of taking the more conventional route of discussing the subject matter of EA through its different stages. • Examples and references, including the reading list have been viewed as very useful material for teachers as well as students. • The book is also said to have merit in providing guidance for curriculum development and research in the field of EA. • Useful background to EA practice and education in Europe • provides for a good balance between social and technical aspects of EA

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