1. European EAM related higher education in Europe: An overview Thomas Fischer & Urmila Jha-Thakur Presented in Seminar on Experiences in S Korea, Japan and the EU Yonsei University, Seoul, 30.11.-01.12.2009

2. Outline of todays presentation Rationale- Why? Methodology-How? EAM related courses-What? EU Countries offering course-Where? Conclusions

3. Rationale- Why? Based on PENTAs findings EA theory and EM were the only two modules that were commonly taught in all countries surveyed (within EU). Integration of EA and EM are necessary for tackling environmental problems across the globe. EU is acknowledged as a global leader in EU education and practice The demand for environmental management professionals is rising globally, owing to the environmental challenges faced across the globe. In this sense both, EA and EM are essentially complementary disciplines.

4. Methodology- How? Based on the success of PENTA, the data collection for the T wo EA-M guidebook is mainly based on an internet-survey Initially, a total of 21 EU member states were surveyed and these include the UK, Ireland, Spain, Italy, France, Sweden Denmark, Netherlands, Austria, Belgium, Finland, Germany, Slovakia, Poland, Bulgaria, Latvia, Czech Republic, Estonia, Hungary, Lithuania, and Slovenia. A separate category of combined degrees was set up for programmes which are offered by more than one university and involving at least 2 countries

5. Methodology- How? Key phrases and words were chosen, including Masters Environmental Assessment and Management (country name) andMasters Environmental Assessment (country name). The main search engine used was Google and the searches made were across the web, as well as through country specific pages. Use of Templates to standardise the information collected Only 1 programme from each University has been included (Remarks) In this initial search, programmes from six EU member states had not been identified. These include Romania, Portugal, Cyprus, Malta, Luxembourg and Greece

6. Methodology- How? Sl No. Country Name Template No. HeadingsSub-categories 1Academic Context Name of University Weblink Degree Title Emphasis (EA or EM) Faculty/ School/Department 2 3 4 5 6Programme Implementation Duration Programme Structure Delivery language Delivery method & techniques Assessment method Focus (teaching/research) 7 8 9 10 11 12Programme requirements & Scope Geographical specialism Entry requirements Fees (euros) Credit Structure Career opportunities 13 14 15 16 17 Remarks

7. Overview of Findings (Highlights) A total of 112 EAM related Master programmes were identified across the 21 countries covered in the survey. 99 programmes have been included in this guidebook. Professional degrees in Italy and Germany As a result of the Bologna process countries are experiencing a transitional phase with their educational structuring. Therefore, it is possible that all such degrees which have not yet incorporated the 2 nd tier may be left out in this survey of Master level degrees Quite a few programmes initially identified had to be deleted as they ceased to exist.

8. Country-wise distribution of EAM related Master programmes

9. Main Focus of programmes Surveyed

10. Subject areas-within which EAM related Degree Programmes are offered

11. Subject-wise distribution of EAM related Master level Degree Programmes Inspired by the parameters of sustainability...

12. Country-wise distribution of Streams within which EAM related degrees are offered

13. Duration-wise distribution of EAM related programmes across Europe

14. Language-wise distribution of EAM related Master Programmes

15. Fees distribution of EAM related Master Programmes across countries

16. Conclusion and Limitations... The finds presented here will be further substituted by information from the additional 6 countries...(Malta, Cyprus, Luxembourg); It was not always possible to find all relevant data in the same detail for each programme. Institutions which do not use the internet for advertising their programmes are left out. However, this should only apply to a very small percentage of programmes. The information collected and presented here was true at the time of the survey, it is subject to changes.

17. Conclusion and Limitations... Only one programme per university has been included; Information has been collected by several researchers and information was presented in different languages; Each country and sometimes even university emphasises different aspects of their programmes which was not always comparable; The heavy dominance of some countries over other may be due to the transition phase initiated by the Bologna process; Only key findings have been presented here, more information is available on further request.

18. Thank you!