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Integrated Coastal management Curriculum at RSHU (EU-COMET2 Project) : results and lessons. Nikolay Plink ICM Department Russian State Hydrometeorological University November, 27-29 Cadiz. Tasks of presentation:. - PowerPoint PPT Presentation
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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.
Lessons obtained during the project
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.
Lessons obtained during the project
implementation
There are some problems that are causing difficulties in transforming of education system into two-level model.
Lessons obtained during the project
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.
Lessons obtained during the project
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.
Lessons obtained during the project
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.
Lessons obtained during the project
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