Master (M.Sc.) in Engineering Sciences for Sustainable Aquatic Ecosystem Management (ESSAEM)

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1 Master (M.Sc.) in Engineering Sciences for Sustainable Aquatic Ecosystem Management (ESSAEM) TOURS UNIVERSITY Master in Sciences and Technologies Field: Water and Environment International Programme: Planning and Sustainability An international programme at the University of Tours, France Beginning in January 2014 Programme description > Introduction: This academic international programme is organised by the Department of Engineering and Management of Aquatic Environments and River Corridors (IMACOF), University of Tours, which has trained hundreds of graduates working in France and other European countries, Latin America, Asia and Africa over the past 20 years. This one-year programme seeks to promote information-sharing and training on sustainable management of aquatic ecosystems and leads to the granting of a Master of Sciences degree in the European Union system. While regular students are eligible and welcome to apply, the programme is primarily intended for early to mid-career professionals who already work in a regional or national institution dealing with environmental planning and conservation (water agencies, international or national river basin authorities, regional or urban planning agencies, consultancy firms, associations, etc) in their country of origin.

2 The contents of the course are tailored to strengthen the professional expertise practical experience of the participants in the following key areas: WATER MANAGEMENT, BIO-ENGINEERING AND RESTORATION, INFRASTRUCTURE AND SANITATION. This employment-oriented training programme culminates in an individual project-based comprehensive report written by each student on one or several of the abovementioned topics, following a professional internship with a relevant institution (see Part C, below). Courses are due to start in January of each year from 2014 onwards and will be given in English. The Programme is open to students holding a Bachelor 1 or professionals wishing to upgrade their skills. Academic equivalence can be granted by the Programme s Admission Committee based on the professional experience of the applicant. The Programme Curriculum is divided in three main parts: A) Introduction and study trip, B) Specialisation and C) individual project (2 months internship in an institution of one of the participating countries) and MSc. Thesis. Some of the introductory courses will be jointly taught to the Programme s international students as well as to a selected number of regular students of the Department s Master of Science in Restoration and Sustainable Management of Water Courses (IMACOF). International students in urban and regional planning from the Polytechnic School of Tours University will take part in the study trip to take place at the end of Month 2. The Programme s students will be taught in small groups, allowing close interaction. The Programme has cooperation agreements with several universities worldwide such as with the University of Antilles-Guyane, French Guyana, the Federal University of Mato Grosso, Brazil - while further international co-operation exchanges are currently being discussed. N.B.: In this syllabus, teaching modules and courses are designated by the acronym UE (which refers to the French term for Teaching Unit ) followed by a number. For instance, the term UE 1 refers to a teaching module, while UE 1-1 refers to a course. CONTACT Université TOURS - UFR Sciences & Techniques Département IMACOF Parc Grandmont TOURS - FRANCE b r imacof@univ-tours.fr Part A Introduction January and February: 180 hours Courses belonging to the introductory teaching modules UE 1 and UE 2 will be shared with regular students of the Department s Master of Science in Restoration and Sustainable Management of Water Courses (IMACOF) (except courses UE 1-1 and UE 1-2). During the first courses, each student will be requested to present a powerpoint approximately 10 slides in length describing: > main characteristics of the student s country of origin or interest in terms of rivers and wetlands management, > current work or studies in relation to the Programme s main topics and, when relevant for professionals, the institution employing her/him, > specific environmental issues which s/he wish to address during her/his internship (cf. Part C of the Programme Curriculum). This will be useful to the Programme s lecturers and tutors to fine-tune their presentations to the students precise professional and/or academic needs. UE 1 Introductory course Categorisation and functioning of inland water bodies; landscape management (50 hours) Content: General understanding of fundamental aspects in the functioning of aquatic and humid ecosystems, based on: hydrology, hydro-morphology, hydraulics, physical-chemical qualities, climate, ecology and social sciences. UE 1.1 How aquatic and humid ecosystems function and why and how they are disturbed (N.B.: this introductory course is not available to other IMACOF students) Content: Linkages between the abiotic conditions and the biotic processes in different types of aquatic and humid environments. Ecosystem-specific types of human uses and impacts. > Running water ecosystems: their categorisation and ecological functions Basic knowledge in aquatic ecology. Physical ecosystem structure and process domains. Categorisation of habitats and of their animal communities. Comparing running water bodies and lakes/ponds. Major biogeochemical cycles, pathways of energy and matter fluxes. Longitudinal, lateral, vertical and temporal gradients. Ecological successions. Human impacts on running waters in relation to societal development > Categorisation of stagnant water ecosystems and wetlands and their ecological functions Biotic and abiotic factors. Typology of lakes and wetlands. Habitats and their plant communities. Interactions between alluvial flora and the hydrology of rivers (invasive plant species ) > The physics of hydrosystems Hydrological and sedimentological dynamics and resulting geomorphologic patterns. Categorisation of river catchment areas and hydrological regimes. Impacts on physical dynamics of catchment and channel modifications 1 Regular student will enroll during their 9th semester of university studies according to the standard French and European academic systems 2 3

3 UE 1.2 Temperate Zone (focus on Europe): river basins and specific environmental and management-related problems (N.B.: this course is available to other IMACOF 2 nd year M.Sc. students) (UE 1-2 introduces UE 5) Content: Linkages between geomorphology, societal development and resulting conflicts of interest and environmental problems. National and international institutions involved in the monitoring of environmental quality and in river management. Students are expected to learn from both positive and negative lessons in river management. > Case studies from the Rhine River (Netherlands, Germany, France and Switzerland) Problems stemming from the channelling of rivers for navigation purposes (impact on flood management, habitat loss ). The role of the International Rhine River Commission > Case studies from the Loire River (France): Migratory fish species, sediment dynamics, dams and dikes; riverbed incision The role of the Loire River Authority in relation to public works, monitoring and preservation of species, river landscape management > Case studies drawn from the Danube River (Germany, Austria and numerous Central and Eastern European countries): Trans-national river management, usages and actors... The role of the International Danube Commission (this course is linked to UE 5) UE 1.3 River basin areas in the Inter-tropical zones (Asia, Africa, Latin America); specific environmental problems (N.B.: this course is available to other IMACOF 2 nd year M.Sc. students) (UE 2 introduces UE 5 and UE 7) Content: Eco-geographical zones of the Tropics and hydro-systems categorisation. Climatic processes and hydrological regimes. Large inter-tropical and subtropical river systems and specific elements of their biological communities. Types of human settlements along river corridors in rural and urban settings. Ecological, cultural and economic importance and values of river-bound resources, types of uses and of resource-, water- and land-use conflicts taking place in river corridors. Environmental impacts of uses. Geographical focus: Asia (South and Southeast), Africa (Mediterranean and inter-tropical areas and Sahel), tropical and temperate Latin America. > Cases in Latin America: Amazon, Rio de la Plata (Brazil, Paraguay, Argentina), Pantanal in Brazil > Cases in Asia: Geography of deltas and of their human settlements: environmental impacts and adaptation (1): Delta of the Ganges and Brahmaputra in Bangladesh. Mekong sub-region: Thailand, Vietnam, Lao PDR, Cambodia > Cases in Africa: Chad Lake, Congo and Niger Rivers UE 2 Typology of problems and possible solutions (40 hours) (N.B.: this course is available to other IMACOF 2 nd year M.Sc. students) Content and skills to be acquired: formulate an environmental impact assessment for aquatic/humid environments, differentiate between the natural and man-induced dynamics of change impacting on ecosystem structures and processes, understand the causal relation between changes in ecosystem functions and their consequences for the environment and human society, analyse impacts from an ecological (resistance and resilience), societal (potential adaptations to disturbances) and economic point of view (e.g. over-utilisation of resources), develop multi-criteria decisions for mitigation strategies. UE 2.1 Pollution affecting rivers and wetlands due to agricultural and industrial activities and domestic wastes (N.B.: this course is available to other IMACOF 2 nd year M.Sc. students) Content: Use-form specific typology of environmental impacts. Regional examples will be given. > Agricultural impacts: pesticides, eutrophication due to the excessive use of fertilisers, changes in soil structure and subsequent erosion and siltation processes. Case studies from the Cerrado region in Brazil > Industrial impacts: mining, agro-industrial wastes (by-products of the processing of cacao, sugarcane, and cotton), paper mills, breweries, slaughterhouses, crafts (dying, tanning). Examples from French Guyana (mines), Mali (tanneries), Morocco (tanneries), Burkina Faso, Cameroon (cotton), Brazil (sugarcane, ) > Impacts of energy production : Large and small hydropower plants; examples from the Niger, Mekong, Nil and Senegal rivers as well as from Brazil > Urban impacts: Urban hydrology, rainwater and surface water management, urban waste water, solid waste and hydrological problems, specific waste types (e.g. hospitals), case studies from Mopti and Djenné, Mali (wastewater), Lao PDR (wastewater), Dakar, Senegal (rainwater and surface water) UE 2.2 Public healthcare and water-borne diseases (N.B.: this course is available to other IMACOF 2 nd year M.Sc. students) Content: Categorisation of common water-borne diseases and their causes. Parasitology. Epidemiology (statistics, prevailing risk zones and risk populations). Anthropology of water and health. Prevention and mitigation of sanitary risks. > Geography of health and epidemiology: categorisation of the common water-borne diseases and their causes. Prevention and mitigation of sanitary risks. Examples from Africa and Madagascar; Pest control (Lao PDR) 4 5

4 UE 2.3 Urban planning and cultural heritage (N.B.: this course is available to other IMACOF 2 nd year M.Sc. students and to students of another international programme of Tours University called Urban and Regional Planning for Sustainability ) Content: Introduction to general issues of management and conservation in urban and rural environments in Europe, Asia, Africa and Latin America. Specific questions linked to human settlements including the environmental impact of urban sprawl and the related encroachment on wetlands. > Introduction to specific Asian and African issues and general tropical urban planning. Case study of a Sahel river port city: Mopti, Mali The notion of cultural landscape. The impact of urban sprawl on cultural landscape. Balancing economic development and conservation Green and blue belts (to ensure ecological continuity) in a tropical urban context: the example of Yaoundé, Cameroon UE 3 Study trip: Natural and cultural heritage in France (40 hours) (N.B.: this course is available to other IMACOF 2 nd year M.Sc. students and to students of another international programme of Tours University called Urban and Regional Planning for Sustainability ) Content: A one-week study trip to the central part of France in the extended Tours region will be organised with a focus on urban management during which positive and negative examples of river management will be presented and discussed. This study trip will also constitute an opening to broader urban development issues since urban development topics addressed will not be all related to the management of aquatic ecosystems as participants from another course in Urban and Regional Planning for Sustainability organised by the University of Tours will also take part and share their experiences in and approaches to territorial management. UE 4 Technical terminology (40 hours) Content: Concurrently with the one-week study trip (see UE 3), an introductory course on water-related engineering and management terms (English and French, and depending on the participants nationality: Spanish and Portuguese ) will be organised. Specifically, students will be requested to name processes and objects seen in the field and relevant concepts and processes in using the relevant technical terms which will be further discussed. This will lead to the compilation of a glossary which will be subsequently refined throughout the course of the Programme. Part B Specialisation courses March to May: 133 hours UE 5 Policy of water, environment and management (29 hours) Content: Be able to design technical solutions which are adapted to the local conditions (environmental, political, legal, administrative and economic) as well as socio-cultural contexts. UE 5.1 Integrated water resource management, usages, actors and regulatory frameworks in river basins Content: Information about the different types of actors and organisms that manage aquatic resources (examples from Europe and tropical countries). Roles and strategies of institutions and stakeholders at the international, national and local levels. Broader challenges and interests at stake. The policy of integrated water resource management in developing/emerging countries. Basic elements of trans-national river basins management: sharing the use of water, the question of migratory fish species... Water resource management in small rural communities ( participatory rural appraisal ). The valuation and appraisal of ecosystem services (cf. Millenium Ecosystem Assessment approach ). > Principles of integrated river management : case studies from Europe > The Niger River Authority (ABN, Niamey): trans-national dimension, projects examples > The Paraguay River: trans-national dimension, projects examples > Case studies from Vietnam UE 5.2 Natural and cultural heritage related to water bodies: categorisation and management Content: Categorisation and evaluation of natural and cultural heritage related to water bodies (natural heritage, built/ man-made structures, immaterial heritage and cultural landscapes). Tools and policies to conserve and preserve of this heritage; knowledge of relevant institutions. > Categorisation and evaluation of cultural landscapes and fluvial heritages. International actors of natural heritage (WWF, UNESCO-WHC, etc). Policies and tools to protect and manage cultural landscapes and the built heritage in river corridors at the international (UNESCO, etc) and national (French case studies) levels. > The principles of international conventions to protect natural heritage in Europe (NATURA 2000 ) and tropical countries (RAMSAR convention, Man and Biosphere reserves, etc). The role of national/regional natural parks and reserves > Sustainable tourism that respects and acknowledges local cultures and that creates additional economic revenues (e.g., fluvial transport with traditional ships on the Loire River) 6 7

5 UE 6 Bio-monitoring and ecological engineering of watercourses (42 hours) Content: This teaching module occupies a central position in the Curriculum. Over its 20 year-long history, IMACOF has developed a considerable expertise in river restoration, monitoring of environmental quality, and environmental conservation. This module focuses on currently available techniques ranging from civil engineering solutions to green technologies. UE 6.1 Bio-monitoring techniques UE 7 Water usages, related infrastructure facilities and sanitation (36 hours) Content: A high percentage of clean surface water is lost due to inadequate technologies, such as leaking pipelines and bad irrigation techniques. Acknowledging this, this teaching module focuses on the identification of various management errors and related corrective measures. Case studies from France, Asia, the Niger basin in Western Africa Content: Selection of parameters to register water quality (physical, chemical, biological and habitat quality parameters). The use of aquatic invertebrates for bio-monitoring. Technical devices (data-logging stations). Interpretation of results (algorithms, statistical tools). Case studies from Asia (Lao PDR), South America (Brazil and French Guyana) and Africa (Mali and Republic of Congo). > Quality measurement. Water quality parameters. Data-processing and interpretation. Existing norms. How to establish a survey or monitoring system in a developing country (general context, technologies, cost assessment, human resources, data management) > Comparison of temperate and tropical indicator systems: bio-monitoring with benthic invertebrates and artificial substrates. Tropical/Temperate zones comparisons in the interpretation of BOD, COD («biological, chemical oxygen demand»), and physical-chemical characteristics (ph, K, O2, T, P and N-compounds). Harmonisation of existing systems UE 7.1 Water use for aquaculture and agriculture Content: Diversion of water courses and production of food in sensitive wetland and riparian areas increase the multiple use conflicts on water as a resource. In this course, the most common types of uses are presented alongside the viewpoints of stakeholders. Available technologies making it possible to minimise the water demands from the different types of uses are also presented. > Agricultural use of wetlands and riparian corridors. > Aquaculture : regional types; fish species; principles; specific technical aspects: water demand, pollution types and management options > Agricultural dams for irrigation and other purposes; types of irrigation technologies and impacts: pros and cons UE 6.2 Bio-engineering for species management UE 7.2 Prevention and treatment of water pollution Content: Water course management often hits weak points in the life cycle of target species (e.g. migratory fish) but it also may favour the invasion by exotic/unwanted species. The course addresses the important issue of how to integrate ecological requirements into management practice. > Monitoring and protection of target species for conservation and control of invasive species fauna > Monitoring and protection of target species for conservation and control of invasive species flora > Ecology of migratory and other sensitive vertebrate species UE 6.3 Engineering for the restoration of rivers and of their habitat Content: Knowledge of main engineering options. Optimal combinations between hard and eco- engineering. Planning and implementation of restoration projects (identification of problems and selection of adequate solutions, decision-making processes, implementation agenda, follow-up and quality control). Avoidance strategies as an alternative for treatments. > Hydraulics of floodplain vegetation, calculation of flood retention areas in urban and rural space, combined use of hard and eco engineering approaches > Green engineering technologies for erosion control and river bank stabilisation with willow-like plants (including practical on-site demonstration) Content: Use of ecological processes (trapping of nutrients and particles, de-nitrification) for de-polluting water; examples of technologies in use, and of implementation strategies. > Phyto-sanitation in fixed systems (river banks, floodplains). Principles of the UNESCO eco-hydrology concept > Artificial wetlands to trap contaminants and reduce agricultural impacts > Artificial wetlands to reduce impacts of urban, industrial (e.g. pharmaceutical) pollution > Sewage treatment plants and reuse of water. Reed bed systems. Stakeholder including water polluters and concerned public institutions. Typology of water pollution by liquid substances, e.g. hydro-carbonates, dissolved heavy metals, substances released by tanneries and dying industries. Types of existing water treatment and collection technologies for domestic and industrial effluents and stormwaters > Hydrosystem dynamics: Dam / barrier removal and discharge management of dammed rivers to re-establish ecological continuity / longitudinal connectivity (sediment dynamics, migratory pathways) Water quality measurement > Urban river restoration technical aspects; Specific technical problems and practical solutions 8 9

6 UE 8 Project design and management (26 hours) (N.B.: this course is available to students of the Urban and Regional Planning for Sustainability programme) Content: Capitalising on the technical knowledge gained through the previous teaching units, the aim of UE 8 is to train students to design and implement/monitor an actual development project/programme throughout its lifecycle in using the relevant state-of-the-art management tools. This teaching unit introduces to the practical aspects of the development of a restauration/management project of aquatic ecosystems in an rural/urban context. In a step-by-step approach, all developmental stages and the relevant social groups will be analyzed and illustrated with numerous examples and case-studies related to the conservation of wetland areas and river corridor areas from actual projects. Students will be also invited to propose examples drawn from their own professional experience and/or in relation to their individual project (see Part C, below) to be used during the practical exercises. > General principles of project development. European Commission Project/programme cycle. Selection of partners and their individual activities. Overview on international funding agencies, their strategies and objectives. Ex-ante evaluation: definition of the targeted problems and methods to tackle them. > Understanding stakeholders involvement. Designing work packages and deliverables. Constructing a logical framework and developing objectively verifiable indicators. Planning (using Gantt-charts ). > Analysis of potential risks and risk avoidance strategies. Practical examples from actual river and wetland restoration and management projects > Principles and objectives, techniques and methods of Evaluation & Monitoring: in-itinere et ex-post evaluations, etc. Why a sound Evaluation & Monitoring system if of a tantamount importance? How to implement it? The European Commission system of Evaluation & Monitoring Focus on waterfront areas in urban contexts. > Introduction to the processes of urban development in water front areas French case studies. > Presentation of policies and tools for the conservation of the built heritage in urban waterfront areas case studies from Africa and Asia. Field visit to historic areas in the Loire Valley. Debates on on-going challenges; Case studies from the Loire Valley: navigation and tourism project; management plan for the World Heritage (UNESCO site) Part C Individual Project: June to September of each year The whole Programme s Curriculum is meant to upgrade professional skills and culminates in an individual project-based comprehensive report written by each student following a professional internship implemented in a relevant institution, on one or several of the following topics covered by the Programme Curriculum: WATER MANAGEMENT policies and techniques, BIO-ENGINEERING of water courses, INFRASTRUCTURE AND SANITATION including issues relating to waterborne diseases. From an academic point of view, the subject of the internship and of the comprehensive report will have to closely relate to a topic covered by the Programme, and will be discussed with the Programme s teaching staff, including the student s designated tutor, from the inception of the Curriculum. Students must choose the topic(s) of their internship and report in their area of professional and academic expertise. The institutions hosting the students for their internship will have to be preferably situated in the country of origin of the student. Professional students having already a job are suggested to implement their internship with their current employer in their country of origin. The MSc. thesis will be written on the basis of the results of this internship. Generally, the internship will have to be implemented outside France and students will be allowed to defend their MSc. thesis through a video conference to be arranged, and will therefore not be obliged to return to France after completion of their internship. A specifically equipped video conference room is available at Tours University. Exceptionally, the internship can be implemented in France or in a non-tropical country if the host institution can provide specific technologies or skills which are not available in the country of origin of the student, which bring a clear added-value (e.g. a consultancy firm specialised in bio-engineering for riverbanks restoration ). Research topics may be accepted (in Europe or elsewhere) if the proposed internships are expected help to improve the management or technologies linked to river corridors and aquatic habitats in the country of origin of the participant. Such research topics may include a comparative dimension and focus on the transfer of approaches or techniques. Applicants will have to mention the subject of their intended internship, and possibly (when they know it) the name of the institution where the internship will take place, in their application letter. Apart from the individual project, the Programme Curriculum also includes the following specific courses aimed at helping students in career development

7 UE 9 Professional and vocational support courses (37 hours) UE 9.1 Communication and career development Content: Even the best technical projects are liable to fail due to inadequate communication. Good communication is therefore a prerequisite for making development projects successful. > Communication and interpretation tools to communicate on river heritage towards a larger public. > Communication techniques and strategies to foster Participative Management of aquatic resources in tropical countries; related NGOs experiences effective communication technique to reduce conflicts; specific techniques for awareness raising on River corridor heritage. > Identifying potential careers and employers, preparing a CV, writing a cover letter, answering interview questions UE 9.2 Geographic Information Systems (GIS) and data-processing Content: Basic principles and practice to operate commonly used GIS and data-processing application systems for environmental management purposes. > GIS: introduction to commonly used application software tools; pros and cons; practical work > Statistics: introduction to commonly used application software tools; pros and cons; practical work UE 10 Internship and individual project-based comprehensive report Content: A 4-month internship during which each student will realise a practical project and write a report (normally in English) on the work thus implemented. The successful completion of the internship and acceptance of the report by the Programme s Jury are mandatory for the granting of the Master s degree (students will also have to pass written coursesrelated examinations). 12 Création : UFR Médecine, A. Louault Crédits photos : K. M. Wantzen - V. Rotgé - M. Bacchi

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