Climate Change University Curriculum Development Meeting Entebbe, Uganda

Transcription

1 Climate Change University Curriculum Development Meeting Entebbe, Uganda Friday 25 th / Saturday 26 th November 2011 Host: The Rockefeller Foundation supported project under the Climate Smart for Rural Development Initiative Strengthening East African Resilience and Climate Change Adaptation Capacity through Training, Research and Policy Intervention. College of Agricultural and Environmental Sciences Makerere University. Principal Investigator: Prof. Samuel Kyamanywa Venue: Imperial Resort Beach Hotel, Entebbe Coordinators: Prof Elly Sabiiti / Prof. Majaliwa Mwajalolo (Makerere University) Facilitator: Dr John Gathenya, Rockefeller Research Fellow (University of Reading) Summary of the meeting Background The Rockefeller Foundation, under their Climate Smart for Rural Development Initiative is funding 8 climate change units based in universities and agricultural research institutes. The universities being funded are Mekelle University, Makerere University, Egerton University, University of Dar es Salaam and Sokoine University of Agriculture. In Rwanda the National University of Rwanda is collaborating with Rwanda Agricultural Board in a RF funded project. As one of their objectives, these universities are expected to mainstream climate change into their teaching and research agenda and to develop new programmes that would produce experts to work in the climate change arena as researchers, trainers, managers, policy makers and practitioners in the public and private sector. The University of Reading s Walker Institute of Climate System Research, which has a vast expertise in training and research, has been funded by RF to support these eight CCUs. In the RF grantees meeting held in Nairobi in February 2011, the grantees agreed to work together to meet these objectives and Makerere University agreed to take the lead to bring representatives from these universities together for a meeting. This meeting is the follow-on from that agreement to discuss ways of incorporating climate change into the region s universities curricula. Outcome Participants agreed the following: The development of a high quality core common module/unit on climate change for universities in the region is needed. Separate modules are needed at undergraduate, masters and PhD levels. For each of these modules, approximately ¾ of the module could be common and then ¼ tailored to the particular discipline of the degree e.g. agriculture, environmental management, etc where the module would be inserted. The development of a short course for professional development and capacity building of university staff is required. These modules will be made available to all participating universities. Each university will decide how to use the module either as a whole module within current programmes, or parts of the module mainstreamed into existing programmes. 1

2 Academic staff training on the new material would be needed with the following two strands identified: o In-depth training for the experts that will be in charge of teaching the new modules. o Refresher courses for the majority of the staff that will be involved with mainstreaming climate change within their existing modules/units. At the end of the meeting an action plan was developed by the participants in order to achieve the above. This included the plans for a submission of a proposal to the Rockefeller Foundation for support under phase II to be coordinated by the University of Reading. Day 1: Friday 25 th November :30-9:00 Registration 9:00-9:10 Introduction and welcoming remarks - Prof. Samuel Kyamanywa, Makerere University 9:10-9:15 Goal setting - Dr. John M. Gathenya, University of Reading 9:15-10:00 Presentations by University representatives (including a summary of the programmes that each university offer that need climate change incorporated in the programme) Makerere University Egerton University Sokoine University University of Dar es Salaam National University of Rwanda RUFORUM University of Reading / Walker Institute 10:00-10:30 Tea break 10:30 12:00 Session 1: Skills needed by professionals Chair: Prof Elly Sabiiti, Makerere University Questions to be addressed: 1. What skills and competencies are needed by current and future professionals in terms of climate change? 2. What are the jobs that the next generation will be asked to perform? 3. How do we identify and involve stakeholders including students? 12:00 13:30 Lunch 13:30 15:30 Session 2: Assessment of existent programmes and the need for climate change modules Chair: Prof. Bebe, Egerton University Setting the scene Climate change related programmes in other parts of the world (UoR) Questions to be addressed: 1. What modules should be offered to students of agriculture / environmental science / social science at the following levels and what should the modules cover: a) Undergraduate; b)masters; c) PhD; d)professional - CPD 2. How would the modules be offered to allow flexibility and effectiveness? 3. What are the challenges in the implementation of these modules? 15:30 15:45 Tea break 15:45 to 16:15 Synthesis of discussions of first day: Prof Majaliwa 2

3 Day 2: Saturday 26 th November :30 9:30 Session 3: Staff training needs and collaboration Chair: Prof A Tarimo, Sokoine University Questions to be addressed: 1. What are the training needs of academic staff in East African universities? 2. How can the needs be met and what collaborative activities between East African universities and other international universities can enhance capacity of academics in East Africa? 9:30 10:00 Synthesis students needs, integration of programmes to match those needs, staff training needs to deliver the new programmes 10:00-10:30 Tea break 10:30 13:00 Session 4: Proposal and next steps Chair: Prof Elly Sabiiti, Makerere University 1. What opportunities exist to develop and harmonise the provision of core modules in climate change in East Africa? - Presentation of ideas (UoR) 2. Discussion and feedback 3. Action plan 13:00 14:00 Lunch 14:00 Departure Participants: 3

4 Background The Rockefeller Foundation Initiative on Climate Smart Rural Development (CSRD) for Africa seeks to improve the wellbeing of rural communities and individuals by employing climate change adaptation and mitigation strategies to enhance the productivity, profitability and resilience of small scale farming, forestry and natural resources management. To address this challenge, CSRD has provided collaborative research and training grants to eight climate change units in five countries of East Africa (Ethiopia, Uganda, Kenya, Tanzania, Rwanda) to contribute to climate smart rural development by: Generating new knowledge on how to help small scale farmers increase the stability, productivity, profitability and sustainability of their farming systems, even under more variable and extreme climate conditions and Building institutional capacity to incorporate climate change resilience strategies as integral components of rural development programs and Harnessing opportunities to make it possible for small scale farmers to employ land management practices that build climate change resilience while simultaneously sequestering additional carbon, enhancing ecosystem services and accelerating rural development. These climate change units are based in universities and agricultural research institutes. The universities being funded by Rockefeller Foundation are Mekelle University, Makerere University, Egerton University, University of Dar es Salaam and Sokoine University of Agriculture. In Rwanda the National University of Rwanda is collaborating with Rwanda Agricultural Board in a RF funded project. As one of their objectives, these universities are expected to mainstream climate change into their teaching and research agenda and to develop new programmes that would produce experts to work in the climate change arena as researchers, trainers, managers, policy makers and practitioners in the public and private sector. The University of Reading s Walker Institute of Climate System Research, which has a vast expertise in training and research, has been funded by RF to support these eight CCUs. In the RF grantees meeting held in Nairobi in February 2011, the grantees agreed to work together to meet these objectives and Makerere University agreed to take the lead to bring representatives from these universities together for a meeting on curriculum development. We thank Makerere University for organizing this meeting to discuss ways of incorporating climate change into the region s universities curriculum. Objectives of the meeting: Dr John Gathenya, the Rockefeller Fellow from the University of Reading, set the goals for the meeting: Identify skills and competencies needed by climate change professionals Assessment of existing modules, the need for new ones and a review of what is already out there in other international universities Identify training needs of academic staff and how to bridge the capacity gap Opportunities to develop and harmonise the development of core modules/units in the region. Introductions by universities representatives Each university gave a short presentation covering the following aspects (summary in Annex A): Activities so far on curriculum development regarding climate change incorporated into it Existing programmes that might need climate change Future plans Challenges 4

5 Session 1 - Skills needed by professionals Participants worked in groups to identify skills that graduates and postgraduates need to obtain and that they will use as professionals. Participants noted that questions on skills and competencies required would need to be addressed by stakeholders (employers, students, etc ) before developing the modules. This may be best achieved through a workshop at each university, using a common set of agreed questions. Q1 - What skills and competencies are needed by current and future professionals in terms of climate change? Summary of points from groups The knowledge needed was based on the four climate change science pillars: science, impacts and adaptation, mitigation, and financing (policy). It was also agreed that it would be useful to divide the knowledge and skills according to the different levels (BSc, MSc or PhD) and according to focus (agriculture, water, meteorology, environmental, forestry and socio-economic). During the meeting we did not have time to address the different levels and focus, so we captured the knowledge and skills in general in the following table: Knowledge Basics of climate science (basic meteorology) Physical processes that govern the climate system-ocean and atmospheric processes Other drivers of change besides climate change Implications of climate change and variability - impacts Analysis of adaptation options, vulnerability Analysis of risk (insurance, indexing) Crop / livestock modelling Traditional environmental knowledge by indigenous communities Ecosystem services Mitigation Carbon sequestration concepts Technologies Financing /policies International treaties and legislation on climate change Climate change development policies Skills To analyze, articulate and communicate climate information, risk, trends and forecasts (past, present, and future) To be able to perform a critical synthesis and review of climate related issues To be able to interpret and use climate model results to inform stakeholders To be able to perform assessment of impacts, adaptation options, risk, vulnerability, ecosystem services, social impact To be able to interpret models results e.g. Crop / livestock modeling Research methods Assessment of mitigation options Carbon footprint assessments To be able to advise and develop policy decision based on robust scientific evidence 5

6 Q2 - What are the jobs that the next generation of climate scientists will be asked to perform? Consultancies on climate change issues Agricultural extension workers Graduates with a broad spectrum and technical knowledge on environmental issues including climate change, agriculture, water, etc. (those that understand cross-cutting issues e.g. gender, climate change, etc) Public and private service sectors ministries of water, livestock, agriculture, environment, etc. Insurance NGOs Research Teaching Financial institutions Agronomist Farm managers Q3 - How do we identify the stakeholders including students? Invite all potential employers, alumni, curriculum development bodies, professional bodies, students, staff/faculty, and local communities. Session 2: Assessment of existing programmes and the need for climate change modules This session started with a presentation from the University of Reading on the provision of climate related modules internationally. They have conducted: i) a literature review on education and capacity building with respect to climate change, and ii) a review of modules and programmes from universities around the world. This has been summarised in a Report, which has been distributed to all participants. This is a good resource and the group expressed desire to make it available to others across the region. It could be made available through the CENA platform but it will need some work to set it as a web interactive document. The aim of the review was to: Indentify any literature on what needs to be covered and why (at the BSc, MSc, PhD and CPD levels) Identify modules at specific universities to inform us on topic and content 6

7 The resource produced consists of a list of modules grouped under the key headings, plus the content for each module. The headings are: Introduction to climate science Climate change development framework Policy relations Situation analysis Coping and adaption mechanisms Research methods Professional and scientific skills The needs identified for all levels included: Sound understanding of key aspects regarding climate science and its impacts; Additional details of focus specific to subject area; Generic skills and competencies for each level. The core needs identified in the literature were: Confidence in dealing with complexity Problem solving skills and attitudes Ability to aid decision making (eg, policy & farm level) Understanding the context of climate change Know how to access and use climate data and apply findings (at local, national and international levels) Ability to apply knowledge and skills Following the presentation participants considered the following questions in groups. Q1 - What modules should be offered to students of agriculture / environmental science / social science at the following levels and what should the modules cover: a) Undergraduate; b) Masters; c) PhD; d)professional CPD Participants agreed that the following provision was needed: At each of undergraduate, masters and PhD levels, a separate core module on climate change that can be taught within different programmes (perhaps 70% of the module common and 30% targeted according to the programme to be taught in - This would give ownership and relevance) Integration of some aspects of climate change into existing programs (particularly case studies on climate change) The contents of such core modules should include: Science of climate change: 1. Introduction to climate Definitions (climate change, climate variability, ), IPCC process 7

8 2. Global environmental changes putting climate into context of other drivers of global change (population, market, soil degradation, air and water pollution, water, carbon, P, and N cycles) 3. Climate system components of the climate system (atmosphere, lithosphere, biosphere, hydrosphere, chriosphere the earth s energy balance forcings and feedback mechanisms interrelation between weather and climate 4. Past climate climate proxies or paleoclimatology geological evidence 5. Recent climate change (19 and 20 th centuries) evidence for climate change greenhouse gases (CO 2, CH 4, N 2 O) monitoring climate change common datasets - evaluation observed climate change at the local, regional and global levels analysis of historical data - evaluation indigenous knowledge perceptions of climate change 6. Future climate climate change models (global circulation models, simple climate models, chemistry, ) greenhouse gases emission scenarios projections of climate change uncertainties (due to natural causes) 7. Climate change impacts climate impacts at different scales sectors to be considered - (biodiversity, water, human health, food security/agriculture, built environment, energy sector; soils and forestry); vulnerability, resilience, evidence, interpretation 8. Climate change adaptations and mitigations coping strategies/mechanisms adaptation/planned response disaster/risk management mitigation measures carbon capture, new technologies, Economics of climate change estimation of losses due to climate change cost of adaptation and mitigation carbon Financing 10. Climate change policies (climate related treaties e.g. UNFCCC, IPCC, Kyoto Protocol, Montreal Protocol) Q2 - How would the modules be offered to allow flexibility and effectiveness? The course will be handled through: lectures, seminars (from invited guest speakers from institutions dealing with climate issues), case studies (drawn from the local, regional and global arena), 8

9 lab/field experiments. The students will be assessed by assignments, tests, and reports. Q3 - What are the challenges in the implementation of these modules/course units? Human resource capacity to handle the course training/retooling Resources (funding, teaching, research equipment) Climate monitoring minimum dataset that can be collected evidence of change Session 3: Staff Training Needs and Collaboration Participants worked in groups and produced the following points for each of the questions considered. Q1 - What are the training needs of academic staff in the East African Universities? Most academic staff will need refresher courses to retool - in the form of short courses, seminars, workshops on aspects of climate change (e.g climate science, climate modelling ICPAC, vulnerability, risk and impact assessments, social science for natural scientists sustainable livelihoods). These refresher courses should also address pedagogy. Academic staff that will be teaching the specific climate change module will need training on climate change at the graduate level to teach the unit effectively. These qualified staff can act as a resource to train other members of the faculty. Some staff will need training on the handling and use of weather equipment (links between the meteorology departments and the universities need to be strengthen) Q2 - How can these needs be met and what collaborative activities between East African universities and other international universities can enhance capacity of academics in East Africa? Collaborative links between countries meteorological departments and universities is essential to make the most of the data collected by the Met departments. Universities could include members of the Met dept in their research projects and they could also be invited to give seminars on weather and climate change issues. Make the most of the network of institutions (universities and research centres) working on climate change aspects through the Rockefeller Foundation and other funding agencies. Sharing of climate data between faculty and researchers in the East African countries. Harmonization of universities curriculum to include climate change aspects in the East African region (Inter-universities Council for East Africa). Practically, to meet the needs of most academics that need a short course, the following possibilities could be pursued: Training at home university bringing in the experts 9

10 A one-week training at a central location in the region would need funding for this? Develop an e-learning course (variable course duration) with a 3-day face-to-face consultation. At PhD level, we could: Identify institutions that do suitable PhD programmes (including split-site programmes); identify supervisors - partner programmes (external supervisor and local supervisor, with the students spending some time at the international university) Collaboration to identify a set of PhD topics, staff and institutions approach funder with proposal. Session 4 - Proposal and Next Steps On the final morning of the workshop the following points were presented for discussion and agreement, and an agreed Action Plan jointly developed. Q1- What opportunities exist to develop and harmonise the provision of core modules in climate change in East Africa? Presentation of ideas and discussion The participants wished to pursue the following key aims: Develop and use a core module/unit (eg 45 hours contact) for each of BSc, MSc and PhD programmes. Offer short courses for CPD Make these available to all participating universities Each university to decide whether to use the whole of each module/unit or parts of them Building capacity (retooling) of staff on climate change (eg 1 week course) for staff who are not necessarily involved in new Unit, but who can bring in climate change Questions for each of us: Need 1. Is there a need in my University for this? 2. Which degrees (BSc, MSc, PhD, diplomas and short courses) would be likely to use the modules and how many students are there normally on each of them? Feasibility 3. How much do I need buy-in of other staff and is there likely to be the will to introduce the modules? 4. What is needed to obtain approval for new the new modules (or parts of them) and how long would this take? ACTION POINT: Feedback from each University on the above by 9 December 2011 Other issues: Generic modules for several subjects (eg agriculture, environment, water) or specific for each one? Note: to meet employers and student needs for more applied skills and competencies, need content that is specific for subject areas (eg agricultural extension) Option of developing a core part of a module that students from all subject areas take (say 70%) and also a tailored part for specific to each subject area (30%) Different universities are at different stages of development Need for expert input to develop some sections of curricula and teaching materials 10

11 Funding to develop courses The following set of actions were developed and agreed at the final session of the workshop: Activity Who By when Establish feasibility Each university End of December 2011 If it is feasible, then develop proposal by the end of January2012 including the following: 1. Stakeholder consultation to establish Each university April to June (2 months) requirements of employers, students etc 2. Design curricula including materials and approaches to teaching and learning (possibly include e-learning materials?) Options for how to do this include: experts develop, then deliver to staff OR joint develop but with expert input for specific topics 3. Meeting of participating universities to discuss curriculum 4. Start the process of obtaining approval in universities (lengthy process might take 6-12 months) 5. Sensitising key stakeholders - update with curricula 6. Develop staff skills for those who will deliver modules (including e-learning?) set up network for communication between staff at different universities and to help with updating of material in future years) 2 months experts prepare background material 2012 June July,2012 All September 2012 Each university Start in September 2012 Approval by September 2013 Each university February 2013 UoR June Pilot module (eg in one or more universities) UoR lead? June 2013 Deliver to staff and pilot at the same time?) 8. Make adjustments accordingly Experts July August Delivery of module Each University September Establish mechanisms for updating material Each University Review cycle every3 years Suggested responsibilities It was agreed by participants that the University of Reading will take the lead to include this proposal to the Rockefeller Foundation through their Phase II proposal to continue our support and capacity building to the climate change units. The meeting was adjourn by Prof Elli Sabiiti with very encouraging words for the work ahead and for the work accomplished during these two days. 11

12 Annex A Summary of the presentations by the participating Univesities Makerere University Makerere University has set up a committee to: review curricular to include climate change science (identify courses into which to integrate climate science/change) develop new short courses and dregree programmes in climate change science develop capacity of the staff to handle climate change training Progress and achievements: Stakeholders identified - Stakeholder workshop for sensitization and ownership of the suggested changes to the curricular Review of programmes started Drafted two climate unite to cover climate science, climate adaptation and climate mitigation Recommended to draft a Degree programme on Dry Land Agriculture and Forestry Star the compilation of changes and harmonization of contents across all programmes Project plans: Complete review Develop climate change degree programme at MSc level Develop short courses together with the Continuing Agriculture Education Centre (CAEC) to train futre practitioners and policy makers Submit to the University for approval and implementation Egerton University The Egerton University s RF funded project aims to build adaptation capacities for climate change in Kenya through participatory research, training and outreach actions. One of the objectives within their grant is to build capacity on climate change adaptation strategies among extension providers, agrodealers and farmers. They have identified some challenges to mainstreaming climate change into graduate programmes: Long process of curriculum review and development Variations among the different faculties Lack of common core course in postgraduate programmes Varying interest of focus in climate change science They are keen to see a common platform for developing a climate change science programme. Sokoine University of Agriculture They have the following programmes: Undergraduates: Global Climate Change and disaster management; Climatology Masters: Climate change and development; Drylands and climate change PhD level: Climate change mitigation through agriculture 12

13 Challenges: How to develop good curricula, produce relevant learning resources and capacitate the teaching staff Need for a better understanding of the climate change phenomenon Need to build capacity of staff Changes required to the pedagogical approaches to ensure that scarce resources and expertise on climate change are leveraged to the best effect Climate change issue cut across disciplines and some lectures are not comfortable dealing with issues beyond their disciplines Perception that climate change is a global problem and is not related to local issues Skepticism about climate change (among students and staff) due to the lack of solid evidence about its effect. University of Dar es Salaam (Institute of Resource Management) They have the following programmes : MSc Natural resources assessment and management Climate Change and Biodiversity conservation, which has the tow following courses: o Climate change risks to ecosystems and biodiversity o Biodiversity conservation strategies in a changing climate What they have done so far: Baseline assessment in the Albertine Rif t (Uganda, Rwanda, Burundi, Tanzania) Scientific and Technical capacity needs assessment The findings indicated that very few institutions provided courses that address climate change and biodiversity issues, most address the issue separately. Develop a draft curriculum for climate change and biodiversity conservation that address the identified gaps and training needs. Challenges: Understanding climate science and its impacts on specific sectors National University of Rwanda They don t have a climate change module as such, but different aspects of climate science are introduced in the following programmes: Agriculture: Environmental pollution management; Applied soil fertility; Ecology Geography: Regional ecology and degradation; Introduction to physical geography Biology: Ecology and evolution processes; Natural and human systems RUFORUM The February 2011 Rockefeller grantees meeting in Nairobi identified: The weak capacity of regional meteorological centres. Limited focus to respond to natural risks Inadequate link between meteorology and agriculture 13

14 Most of the current projects are focused on climate change studies RUFORUM and partners submitted a proposal to Rockefeller to respond to these issues in including the development of an MSc programme in Agro-Meteorology and Natural Risk Management. The curriculum is to be developed through consultation and implemented by individual partner Universities (Partners: Makerere U, Haramay U, U of Gezira, U of the Free State; Associates partners: RUFORUM, ICPAC, WAC, U of Nairobi and Pamoja Media) Progress to date: Individual partners universities have held stakeholders consultations (Aug-Nov 2011) Consultation with ICPAC, WAC and UoN they are running a related programme Regional meeting held (14-18 Nov 2011) to design and draft curriculum University of Reading The University of Reading is ranked within the world s top 200 universities and has about 20,000 students. The University has a long term, institutional commitment to Africa and enghancing our collaborative work with Africa is one of our priorities. The Walker Institute for Climate System Research is an interdisciplinary research centre that brings together a broad range of disciplines crucial for understanding climate and its impacts. The Institute has over 150 associates from across the University with the following leading capabilities: Understanding the climate system Improving the prediction of future climate Estimating impacts and consequences The Institute is having a real impact on policy and practice within government, business and society. The School of Agriculture, Policy and Development Reading is the top UK University for scientific impact in Agriculture Sciences. The research focus on the following main areas: Food production and quality Economic and social sciences Biodiversity, crops and agro-ecosystems Climate Change is incorporated within the following programmes: Undergraduates : Agriculture; Biological sciences; Environmental and countryside management; Environmental Science; Physical Geography; Meteorology and Climate; Mathematics and Meteorology, Statistics; Applied Statistics Postgraduates (masters): Applied meteorology; Atmosphere, Ocean and Climate; Mathematical and numerical modeling of the atmosphere and oceans; Climate change and development; Agriculture and development. 14