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Presented at UK-Ireland Planning Research Conference Newcastle University 1-3 April, 2009

Urmila Jha-Thakur, Thomas Fischer, Ingrid Belcakova, Ralf Aschemann

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•Setting the Context (PENTA)

• Rationale for Two EA-M

• Project Objectives

• Methodology

• Initial Indications2

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Promotion of European Education on Environmental Assessment for ThirdCountry Audience

http://www.penta-eu.net/index.php?page=pentaworksh

Bologna: Process of Standardisation and Internationalisation

• Erasmus Mundus Action 4 project (October 2005-September 2007)

• Environmental Assessment lecture’s handbook

• SEA Textbook

• Range of Workshops

• International Conference in Dehradun (India)

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Project Partners

• The Department of Civic Design, University of Liverpool

• Spectra Centre- Centre of Excellence of the Faculty of Architecture at the Slovak University of Technology

• Austrian Institute for the Development of Environmental Assessment (An!dea)

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• Educational materials appreciated however the extent to which they are in line with higher education EAM requirements and interests of the Indian sub-continent remains somewhat unclear.

• The importance of Context was highlighted as the representatives of the Indian sub-continent showed their concerns about the relevance and transposition of European educational themes on their own professional work.

• The notion of ‘partnership’ was preferred while ‘Promotion of EU Education’ was seen with some suspicion.

• There is a need for exploring the different approaches, strands and streams of European EAM education.

Conclusions drawn from PENTA

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• EU being seen as global leader in the field of EAM.

• Obtaining better understanding of EU education institutions can help to achieve a competitive edge.

• Focus on practice in Europe and East Asia (Japan, South Korea, China).

• Base created by PENTA- materials produced will be used in this project.

• It will help in understanding and appreciating the regional specific. interest and educational requirements

• Emphasis on the notion of partnerships.

• Making PG EAM curriculum cater to international requirements.

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• To establish a European And East Asian EAM network

• Produce Handbook of major types of EAM programmes in EU

• Test the usefulness of the educational materials produced during PENTA

• Organise Three East Asian Two EA-M Conferences

• Organise European Conference on European and East Asian EAM interests to enable European higher education institutions to better cater for East Asian (possibly other international) students.

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Deliverables

• Networking: Setting up a TwoEA-M webpage http://www.twoeam-eu.net/

• Handbook: Developing Templates

• Reporting on EAM interests and Educational requirements: Reviewing, questionnaire and conferences

• Three TwoEA-M network conferences in East Asia

• European Conference

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Developing Templates Sl No. COUNTRY NAME

1 Name of University Full name

2 Weblink/source Internet site/handbook/ other source?

3 Degree Title MSc in Environmental studies etc?

4 Emphasis on EA EA taught as postgraduate curriculum or as a part within PG curriculum?

5 Faculty (Sc,SSc, Eco)/Department Science (Sc), Social Science (SSc), Economics (Eco), others...

6 Duration In months full time/part time

7 Fees (euros) Please maintain the home currency where applicable.

8 Delivery language English/French/combination/others...

9 Delivery method On-line or onsite?

10 Focus (teaching/research) Taught programme or research led...

11 Geographical specialism International/European/Local ?

12 Entry requirements IELTS/TOEFEL/Qualifications/grades as in 2:1/others

13 Programme Structure Number of modules, core modules and optional modules, what these are...

14 Credit Structure Credit distribution in the programme.

15 Career opportunities’ Consultancy/ any particular sector/ not mentioned/ mentioned somewhere else?

16 Any other Remarks?

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Questionnaires

• Relevance to readership

• Suitability for respective Higher Education Systems

• Problems and Benefits

• Scoring of Chapters

• Suggestions

• Case Studies

• Additional Comments

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Questionnaire

Ch Highly Relevant

Relevant Somewhat relevant Not relevant Reasons Recommendations for changing the chapter to make it more relevant

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... ... ... ... ... ...  

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Indications…

• Based on Gazzola (2008) 26.6% of the total number of identified modules included in their titles the words ‘environmental assessment’.

• Gazzola & Jha-Thakur (forthcoming) explores the case for India through PENTA

• 20 UK Universities, 3 Irish Universities and French Universities list ongoing

• Overlapping programmes

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Thank you

Questions and Suggestions?