TenCompetenceUNESCOIHE implications and challenges

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TenCompetence_at_UNESCO-IHE implications and
challenges
Erick de Jong Carel Keuls
TENCompetence Lifelong Learning workshop,
Utrecht, 23 April 2009
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Global Developments

• We live in a rapid changing world
• People have to learn and to adapt in order to
  cope with changed jobs, tasks and technologies
• Massification of higher education
• Grow of knowledge based economies
• Expansion of information technology

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Life Long Learning

• Is needed
• to be kept up to date, or
• to attain a new set of competences, or
• to upgrade current competences to a higher level,
  or
• to match competences on other job profiles, 
  because current job is not in demand any more.
• Is needed for Continuous Professional Development
  (CPD)
• The Personal Competence Manager is a tool to
  assist the learner

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Implications of LLL for knowledge providers
Flexibility of choice Modern didactic approaches
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Life long learning
Problem based approach professionals who have
knowledge more clearly linked to their specific
areas of application the ability to continue to
learn throughout their career the ability to
work in multidisciplinary teams the ability to
effectively articulate and communicate their ideas
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Current Master programmes UNESCO-IHE
Water Management
Environmental Science
Environmental Science and Technology Environmental
Planning and Management Limnology and Wetland
Ecosystems Water Quality Management
Water Resources Management Water Services
Management Water Conflict Management Water
Quality Management
Municipal Water Infrastructure
Water Science Engineering
Hydraulic Engineering- Coastal Eng. and Port
Develop. Hydraulic Engineering- Land and Water
Development Hydraulic Engineering and River Basin
Development Hydroinformatics Hydrology and Water
Resources
Water Supply Engineering Sanitary
Engineering Integrated Urban Management
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(No Transcript)
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Regular and Tailor-made Short Courses - Examples

• Project Management
• Operations Management
• Strategic Management and PPPs
• Change Management
• Urban Drainage in Developing Countries
• Solid Waste Management
• Water Transport and Distribution
• Environmental Planning
• Water Law and Institutions
• Applied Modelling MWR
• Integrated Coastal Zone Management

Tailored Specialized Strategic Managerial
Operational Multidisciplinary Cross-boundary Stat
e-of-the-art
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Online courses

• Wetland Management
• Wetlands for Water Quality
• Public and Private Partnerships
• Flood Modelling for Management
• Water Transport Distribution
• Integrated River Basin Management

• Water Environmental Law and Policy
• Integrated Coastal Zone Management
• Cleaner Production the Water Cycle
• Eco-sanitation
• SOMIS

www.unesco-ihe.org/education
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Working in Partnership

• MSc Education in Delft shifts towards joint MSc
  and research programs with capable partner
  institutions worldwide
• Increasing development and use of e-learning
• Research and capacity building intensifies with
  partner institutions
• Involvement with international and
  intergovernmental water sector policy forums
  (NS, SS, SN)
• Greater involvement with the private sector
• Immediate challenge - fellowships

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Joint specialisations
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Professional Competence model from Graham
Cheetham and Geoff Chivers.
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Staff training

• BTQ programme
• E-learning support

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Infrastructure for Innovative delivery
E-learning environment Electronic learning
platform Modern fully equipped classrooms Laptops
for students
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Without sufficient qualified professionals to
manage water resources and to address water
challenges any other investment is at risk
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UNESCO-IHE specifics

• Learners from developing countries
• Certification is crucial diploma is ticket to a
  better future
• Teacher oriented they are, we are, but they are
  and will be changing
• Self reflection and self development planning are
  not universal values (yet)
• We mainly provide formal education
• MSc, PhD programs and degrees
• Diversity in (short) Courses

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TenCompetences triggers (1)
Professional domain
formal learning
Competences/ Digital Support
informal learning
Life Long Learner I want to learn!
CoPs, webcom munities
Professional associations
WATER SECTOR
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TenCompetences triggers (2)
(water) professional
(water) professional education
How to match learning need and demand?

• Topic based
• Grade requirements
• Unclear mix of Cognitive/Skills/Attitude

My Development Plan
1. Who is the water professional what kind of
jobs tasks, responsibilities, skills, competence
profile, competences, etc.
2. What competence profile(s) and competences are
needed (in positions that UNESCO-IHE educates
for)?
3. Can we deliver all competences? At all levels?
If not, what competences do we build and support?
5. We work with learning goals . How are they
related to the competence concept and what
specific competence and level?
4. How are our educational offerings related to
these competences? What competence does each
educational unit work towards?
6. When accepting learner orientedness of your
education, what does that mean for the
flexibility that you offer? How far can and
should you go?
Competence as base for the bridging
My e-Portfolio
Sector Educational learning opportunities
7. If UNESCO-IHE is only part of the
life-long-learning track of a water professional,
how can we optimise life-long-learning offerings
with other service providers?
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TenCompetences triggers (3)

• Questions
• Who is the water professional what kind of
  jobs tasks, responsibilities, skills, etc.
• What competences are needed (in positions that
  UNESCO-IHE educates for)
• Can we deliver all competences? At all levels? If
  not, what competences do we build and support?
• How are our educational offerings related to
  these competences? What competence does each
  educational unit work towards?
• We work with learning goals . How are they
  related to the competence concept and what
  specific competence and level?
• When accepting learner orientedness of your
  education, what does that mean for the
  flexibility that you offer? How far can and
  should you go?
• If UNESCO-IHE is only part of the
  life-long-learning track of a water professional,
  how can we optimise life-long-learning offerings
  with other service providers?

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TenCompetences triggers (4)

• Two pilots at UNESCO-IHE
• Flood Modelling for Management
• and
• Decision Support for River Basin management
• Teacher vs learner centered learning path
• Topic -gt competence based UOL
• Enabling sharing of resources by participants
• Community support tools
• Unfortunately only partly use and testing of
  tools

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TenCompetence Infra/Tools
Water Professional Community
Goal orientation/ goal selection
Formal courses, trainings, etc
Competence profiles
WebPDP My Development Plan
Assessments - QTI
Competence X..N
LearnWeb Share my experience
Activities Learning actions
Informal expert support communities, learner
communities, experience cases, etc
ReCourse
Informal Learning material repository
Formal Learning material repository
My e-Portfolio
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Conclusions

• The TenCompetence concepts and model of LLL fits
  with a future vision on diminishing water
  illiteracy
• The TenCompetence infrastructure confronts you
  with basic educational, organisational and
  strategic business questions
• TenCompetence needs an application domain ..
  otherwise it is an empty container
• It provides new opportunities to develop and
  deliver learning services to LL Learners
• It could be an idea to team up with other
  providers of (water) professional learning
  services (e.g. associations, update course
  providers, etc.)
• What appears most difficult is the change of
  mindset in your own organisation, not the use of
  the tools TenCompetence triggers that change!

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Thank you!