Presentation on theme: "ENHANCING ATTRACTIVENESS OF ENVIRONMENTAL ASSESSMENT AND MANAGEMENT HIGHER EDUCATION Seminar on Experiences in China and the EU Nankai University, Tianjin,"— Presentation transcript:
ENHANCING ATTRACTIVENESS OF ENVIRONMENTAL ASSESSMENT AND MANAGEMENT HIGHER EDUCATION Seminar on Experiences in China and the EU Nankai University, Tianjin, European EAM related higher education in Europe: An overview European EAM related higher education in Europe: An overview Urmila Jha-Thakur
2 Outline of todays presentation Rationale- Why? Methodology-How? EAM related courses-What? EU Countries offering course-Where? Conclusions
3 EAM EA encapsulates a number of evaluation tools that may be applied in different forms to individual projects or to policies, plans and programmes. EM is a set of activities and tools which are set out to achieve environment relates objectives in an orgaisation.
4 Rationale- Why? Taking a step further from EA to EAM 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 however understanding of other world regions is required. 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.
5 EAM education in the EU EAM education in China Internationalisation of EAM education
6 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. Later all EU member states included... Key phrases and words were chosen, including Masters Environmental Assessment and Management (country name) and Masters Environmental Assessment (country name). Methodology- How?
7 Some degrees may be combined degrees 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) Methodology- How?
8 No. Country Name Template No. HeadingsSub-categories 1Academic Context Name of University Weblink Degree Title Emphasis (EA or EM) Faculty/ School/Department Programme Implementation Duration Programme Structure Delivery language Delivery method & techniques Assessment method Focus (teaching/research) Programme requirements & Scope Geographical specialism Entry requirements Fees (Euro) Credit Structure Career opportunities Remarks Methodology- How?
9 A total of 115 EAM related Master programmes were identified across the 27 EU countries covered in the survey. 105 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. Overview of Findings (Highlights)
10 Country-wise distribution of EAM related Master programmes
11 Main Focus of programmes Surveyed
12 Subject areas-within which EAM related Degree Programmes are offered
13 Subject-wise distribution of EAM related Master level Degree Programmes
14 Country-wise distribution of Streams within which EAM related degrees are offered
15 Duration-wise distribution of EAM related programmes across Europe
16 Language-wise distribution of EAM related Master Programmes
17 Fees distribution of EAM related Master Programmes across countries
18 Conclusion and Limitations... Since our last workshop in Seoul, the findings presented here have been further substituted by information from the additional 6 countries...(Malta, Cyprus, Luxembourg, Greece, Portugal, Romania); No degree programmes have been identified in Cyprus, Luxembourg, Portugal and Romania. It was not always possible to find all relevant data in the same detail for each programme and information presented true at the time of the survey. 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.
19 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. Conclusion and Limitations...