Presentation on theme: "Integrated Coastal management Curriculum at RSHU (EU-COMET2 Project) : results and lessons Nikolay Plink ICM Department Russian State Hydrometeorological."— Presentation transcript:
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: 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, modules 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 Fundamental Disciplines (FD) Block of Special professional Disciplines (SPD) FD Federal component FD Regional component FD University component SPD Regional component SPD University component 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 Management Form of Education: Full-time Study Program Degree: Master of Management Total : 4068 hours (120 credits) Duration - 2 years
Hours (approximately) Class hours per week ECTS INDEX Disciplines TotalGuided activity Indivi- dual LecturesSemi- Lab. nars Semesters 1234 Weeks in semester 181618 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 314136 24 32 178 39 31 30 102 18 24 34 6 8 44 15 3
Index Disciplines Total Guided activity Indivi- dual Lectu- res Semi- nars Lab. 1 23 4 ECTS FD.02 History and methodology of science 6432 2662 3 FD.03Mathematical 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 - 16 - 16 33 12 6
Fundamental Disciplines of Regional and University Components 43416 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 72 136 72 32 116 36 40 68 36 16 68 36 16 3 2 10 4 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 64 118 32 4 6666
Index Disciplines Total Guided activity Indivi -dual Lectu- res Semi- nars Lab. 1 2 34 ECTS PD.00 Professional Disciplines Regional/University Components 90035 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 540 150 180 60 204 54 64 32 336 96 116 28 120 36 32 16 84 18 32 16 4242 3333 21 6 7 2
Special Professional Disciplines University component (selected by students)* 1. Natural sciences** Meteorology Hydrology and water resourses management Water and coastal pollution Coastal ecosystems Fishery oceanography Coastal erosian Operational oceanography Marine 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 ---- 21414 14 6 8 14
Scientific WorkTotal Guided activity Indivi -dual Lectu- res Semi- nars Lab 1 2 34 ECTS SW.00 Students Research in total 203439 SW.01 Students 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 Practice324 + 5 SW.04 Preparation of Masters Thesis 540 + 22
Sort of educationHoursECTS Academic education in total203481 Students Research in total203439 Total education4068120 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 RSHU 60 ECTS 60 ECTS at partner University Diplomas of RSHU and Partner University
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, modules 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 Bachelors and Masters 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 considered as positive moment of curriculum transformation. However estimation of intensiveness of teaching staff work becomes less clear that can be a source of future problems with norm-setting of teaching work and employment of teaching staff.