Download ppt - Integrated Coastal management Curriculum at RSHU (EU-COMET2 Project) : results and lessons

Integrated Coastal management Curriculum at RSHU (EU-COMET2

Project) : results and lessons

Nikolay PlinkICM Department

Russian State Hydrometeorological University

November, 27-29Cadiz

Tasks of presentation:

To present content of developed curriculum of the Master course on ICM at RSHU

To discuss the lessons obtained during the project implementation

Objective of ICM Master program

To provide possibility for obtaining knowledge and necessary level of competence in the field of Integrated Coastal Management

To provide possibility of mutual academic recognizing of ICM MS course it is necessary to satisfy the following requirements:

To introduce Bologna principles (credit system, module’s construction, competence approach) for integration of RSHU MS course into common educational space

To consider specificity of partner University for formation of conditions for future student and staff mobility on the base of common requirements to educational process

To consider the Russian formal requirements for national legislation of MS program

Structure of methodic submission

Blocks

Disciplines

Modules

Didactic Units

Necessary minimum of content

Structure of blocks (according to RF educational standard)

Block of FundamentalDisciplines

(FD)

Block ofSpecial professional

Disciplines(SPD)

FD Federal component

FD Regional component

FD Universitycomponent

SPD Regional component

SPD Universitycomponent

Obligatory

Proposed by University

Selected by Student

Proposed by University

Selected by Student

Structure of ICM modules, that

are selected by students

BLOCK of ICM modules related to natural sciences

BLOCK of modules related to

ICM tools

BLOCK of modules related to

Coastal Activities

CASE STUDIES

Case study as a tool for improvement of professional

skills

Case study describes real experience and practice of ICM project implementation;

This experience can be widely adopted in other coastal regions;

Analysis of case study assist to development of cross-disciplinarity vision that is important for ICM professional skills;

Case study provides for possibility to integration of different academic blocks (fundamental disciplines, coastal activities. ICM tools);

Case study supplies with links between different disciplines; Case study demonstrates real results, that have bean

achieved at testing coastal areas;

Curriculum of Master Course on Integrated Coastal Management

at the Russian State Hydrometeorological University elaborated within framework of Tempus/ Erasmus- Mundus “EU-COMET 2”

Project

RF Ministry of Education and Sciences Russian State Hydrometeorological University

Field of Education : 521500 Management Title of Master Course: Integrated Coastal

ManagementForm of Education: Full-time Study Program Degree: Master of ManagementTotal : 4068 hours (120 credits) Duration - 2 years

Hours(approximately)

Class hours per week

ECTS

INDEX Disciplines Total Guided activity

Indivi-dual

Lectures Semi- Lab. nars Semesters

1 2 3 4

Weeks in semester

18 16 18 16

FD.00 Fundamental Disciplines

1134 46

Fundamental Disciplines of Federal Component

700 30

FD.01 Modern problems in science of management Innovation

management Strategic

management methods Economics of

Rational Natural Use Logistical principle of

Integrated Coastal Management Problems of state

maritime management

314 136

24

24

24

32

32

178

39

39

39

31

30

102

18

18

18

24

24

34

6

6

6

8

8

4 4 15

3

3

3

3

3

Index Disciplines Total Guided activity

Indivi-dual

Lectu-res

Semi- nars

Lab.

1 2 3 4 ECTS

FD.02 History and methodology of science

64 32 32 26 6 2 3

FD.03 Mathematical methods and Information technologies in Economic Sciences and Education

Mathematical methods in sciences, education and management

Informational resources and computer technology in economic sciences and coastal management

322

168

154

102

54

48

220

114

106

68

36

32

18

18

-

16

-

16

3 3 12

6

6

Fundamental Disciplines of Regional and University

Components

434 16

FD.04

FD.05

FD.06

Region Component(proposed by University)

1.Economics of coastal zone

2.Ocean governance, Maritime policy and Coastal laws

3. Ecological management

252

108

72

72

136

72

32

32

116

36

40

40

68

36

16

16

68

36

16

16

3

2

2

10

4

3

3

FD.07 University Component(selected by students)*

Coastal Activities** Exploitation of living coastal

resources Coastal tourism and recreation Maritime transport Exploitation of non-living

coastal resources: renewable and non-renewable Marine and coastal engineering

* It is recommended 3 modules **Each module is two credits

182

182

64

64

118

118

32

32

32

32 4

6

6

Index Disciplines Total Guided activity

Indivi-dual

Lectu-res

Semi- nars

Lab. 1

2 3 4 ECTS

PD.00 Professional Disciplines Regional/University

Components

900 35

PD.01

PD.02

PD.03

PD.04

Special Professional Disciplines of

Regional component( proposed by

University)

1. Coastal policy

2. Integrated coastal management planning strategies

3.Coastal Oceanography

4. Morphology and coastal dynamics

540

150

150

180

60

204

54

54

64

32

336

96

96

116

28

120

36

36

32

16

84

18

18

32

16

4

2

3

3

21

6

6

7

2

Special Professional DisciplinesUniversity component

(selected by students)*1. Natural sciences** Meteorology Hydrology and water resourses

management Water and coastal pollution Coastal ecosystems Fishery oceanography Coastal erosian Operational oceanographyMarine Chemistry and Toxicology

*It is recommended 3 modules

2. Practical tools of ICM** Environment Assessment in Coastal

Area Sustainable Development Indicators and

Coastal monitoring Hazard Risk Management in coastal

zone Landscape and Spatial Planning in

Coastal Zone Remediation, Methods and Techniques

in Coastal zone Coastal Conflict Management Leaderships, coastal communications

and group dynamics Environmental rents and taxies

* It is necessary to select at least 4 modules ** Each module is two credits

360

150

210

122

50

72

238

100

138

61

25

36

61

25

36

-

-

2 1

4

14

6

8

14

Scientific Work Total Guided activity

Indivi-dual

Lectu-res

Semi- nars

Lab

1 2 3 4 ECTS

SW.00 Student’s Research in total

2034 39

SW.01 Student’s Research during the period of education(term papers, reports,

reviews, etc)

846 + +

+ 7

SW.02 Field work research(practical job)

324 + 5

SW.03 Pedagogical Practice 324 + 5

SW.04 Preparation of Master’s Thesis

540 + 22

Sort of education Hours ECTS

Academic education in total 2034 81

Student’s Research in total 2034 39

Total education 4068 120

Summary table

Example of methodical support of a educational module

Discipline FD.07 Module 1. Exploitation of living coastal resources

Didactic Unit 1. Introduction to exploitation of living coastal resources: historical development and geographic distribution

History of development exploitation of living coastal resources. The historical survey of aquiculture evolution. Allocation of biological resources on various coastal regions and on commercial species. Living resources catch in various coastal regions of the World ocean. A fish fleet of the coastal countries. Geography of aquiculture.

Didactic Unit 2. Classifications of living coastal resources A biological efficiency and biological resources of the World ocean. Structure and functions of

the World ocean living resources. Modern state of exploitation of living coastal resources, perspectives and problems. Aquiculture productions and its human use.

Didactic Unit 3. Main exploitation techniques of living coastal resources Field equipment, introduction to technical requirements. Concept and determination of process

of the marine catching. Overall review of fishery instruments and their basic performances. Classification of the basic industrial implements of fishery. Fishery instrumentation and monitoring methods for the fishing instruments. Tools of underwater (visual) observation by operation of fishing instruments. Technique and instruments of aquiculture.

Didactic Unit 4. Socio-economical significance of living coastal resources exploitation

The need for living resources management. Management data and information requirements and use. Management measures and approaches, the management process. Aspects of trade forecasts, application of statistic-thermodynamic model, matrix model of self-regulating fishing population, continuous models of populations dynamic to fish populations forecasts. Formulating management plans to reflect selected objectives and constraints.

Didactic Unit 5. Impacts of living coastal resources exploitation Biological and environmental concepts and constraints. social and economic dimensions,

institutional concepts and functions. Effect of separate abiotic factors on allocation and behavior of trade facilities (temperature of water, salinity of water, ocean currents, effect of light, wind waves, etc.). Approaches to description of the partial dynamics of fishing populations. Technological, economical, legal and scientific problems of the modern living resources use. Identifying and agreeing on objectives for the living resources.

Possible paths of student educational moving

ICM MS course at RSHU

120 ECTS (4068 hours) Diploma RSHU

ICM MS Course at RSHU60 ECTS

60 ECTS at partner University

Diplomas of RSHU and

PartnerUniversity

Lessons obtained during the project

implementation Due to ICM is relatively new approach of education in Europe, discussions of structure and content of Master course at RSHU have been useful for all project partners.

Project implementation assisted to development of international collaboration and forming of common vision in the ICM sphere.

Project implementation assisted to more deep understanding of new possibilities for improving of education in the field of Integrated coastal management.


implementation

At RSHU project implementation assisted to acquaintance with the Bologna principles not only direct project participants but University students and staff in general.

For RSHU also, participation in the project

gave an opportunity to obtained practical experience in use of tools of the Bologna process such as credit system, module’s construction, competence approach for modernization of teaching process.


implementation

There are some problems that are causing difficulties in transforming of education system into two-level model.


implementation

The first problem is the lag of the Russian legislation in the sphere of education. It is supposed that the Educational standard of new (third) generation included credit system and competence approach will be introduce only in 2009. There are some unclear positions related to management of educational process. Two examples:

- existing now requirements related to limitation of number of academic hours per week (no more that 14 hours for Master) conflicts with possibility of self-dependent choice of educational path through module selection mechanism.

- every module have to de finalized by some kind of assessment. The number of examinations and tests in semester are limited now.


implementation

The second problem is related to existing practice of creation and licencing of new Master program. Transforming education system into two-level model requires synchronous elaboration of both Bachelor’s and Master’s curriculums. Existing practice of licencing assumes creation of Master program only in the end of period of Bachelor program i.e. after 4 years from the start of transformation process. For our opinion creation of Master program have to be defined first of all by national requirements in specific competences and possibility of University to provide necessary

knowledge and skills.


implementation

Transforming educational system into two level model at RSHU can require some changing of University management in the direction of decentralization in planning of educational process. Using of module structure gives possibility to involve into educational process external teachers (experts). Therefore University departments must be involved into teaching process more deeply.


implementation

Proposed credit system more clearly defines labour-intensiveness of student work and it could be consideredas positive moment of curriculum transformation.

However estimation of intensiveness of teaching staff work becomes less clear that can be a source of futureproblems with norm-setting of teaching work and employment of teaching staff.

Thank you for collaboration