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The role of short courses in capacity building

Photo: ` Gerard Kuster. Photo:  Gerard Kuster. The role of short courses in capacity building. “From Rural Energy to Carbon Credits” 25 th anniversary of ICREP, April 10 th , 2008 Dr. Paul M. van Dijk Director, Graduate Programme. ITC courses:. Degree programmes in Enschede

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The role of short courses in capacity building

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  1. Photo: `Gerard Kuster Photo:  Gerard Kuster The role of short courses in capacity building “From Rural Energy to Carbon Credits” 25th anniversary of ICREP, April 10th, 2008 Dr. Paul M. van Dijk Director, Graduate Programme

  2. ITC courses: • Degree programmes in Enschede • Joint courses with partners in: • The Netherlands (GIMA) • Europe (Erasmus Mundus) • Joint courses with partners throughout the world (17 in 2007) • Distance Education courses (8 in 2007) • Short courses, refresher courses, tailor-made courses (on request) • With partners, for example: ICREP (UT/ITC)

  3. Photo:  Gerard Kuster ITC target groups: • Geo-information and Earth Observation • Postgraduate education and research • Primarily mid-career professionals and (young) scientists from developing and emerging countries. • Increasingly professionals and students from industrialised countries, with an interest in development.

  4. The World according to ITC 19.000+course participants 1950 - present171countries

  5. Joint Education Partnerships

  6. Course levels LevelDurationECTS PhD degree 3.5 years MSc degree 18 months 118 Master degree 12 months 77 Postgraduate Diploma 9 months 62 Diploma 4-9 months Short courses 1 week- 3 months Module = basic unit 3 weeks (144 hr) 5

  7. Courses in the degree programmes (MSc/M*) and postgraduate diploma Geo-information Science and Earth Observation for: • Applied Earth Sciences • Geoinformatics * • Governance and Spatial Information Management • Land Administration • Natural Resources Management * • Urban Planning and Management • Water Resources and Environmental Management

  8. Developments in education at ITC: • More student-oriented: • From teaching to tutoring • MSc: Bridge between taught modules and individual research period: • Choice, Research Skills, Tools, MSc proposal • Revision of Master degree (professional educ.) • Review of Core Curriculum • Distance Education: • Courseware development in support of networks and for flexible delivery

  9. ITC Graduate Programme Geoinformation Science and Earth Observation > 100 PhD’s enrolled 7 MSc Degree Courses 15 Research Themes > 150 MSc graduates/year Output: PhD and MSc graduates Publications (65 ISI papers in 2007) Affiliation: UT, WUR, UU, TU-Delft United Nations University Overseas Research Partnerships (41 in 2007) Joint Education Programme (17 courses in 2007)

  10. Short courses: modalities.. • Regular short courses (at ITC, < 3 months) • Short courses (overseas, usually 1-3 weeks) • Refresher courses (upgrade, state-of-art) • Tailor made short courses (on-demand) • Distance Education Courses

  11. Short courses: some figures.. • Regular short courses (at ITC): (planning)

  12. Short courses: some figures.. • Refresher courses (overseas):

  13. Short courses: some figures.. • Tailor made short courses: i = in ITC e = abroad

  14. Short courses: some figures.. • Distance Education (length 1-2 months):

  15. 2004 2005 2006 2007 2008 2009 ITC Short courses from 2004 onwards

  16. 2004 2005 2006 2007 ITC Short courses from 2004 onwards

  17. Short courses:  +  • Less time away from employer (and family) • Less “status” and more “content” oriented • Dedicated (courses closer related to target group) • Focused (emphasis can be on local/regional situation and/or on particular topic(s)) • Flexible: Just-in-time delivery, basics or upgrade • Up-to-date material • Part of long (degree) course not optimal as short course • Difficult to adopt study rhythm / attitude • No or limited “immersion” in international learning community • Large groups of nationals will stick together • No degree issued (important from student perspective)

  18. Specific  for Refresher courses Positive points (derived from 11 reports): • Very well received by participants • State-of-art content, critical problem analysis • Interactive teaching and group assignments • Participatory, multidisciplinary approach • Comparison of professional practice, networking • Global perspective: e.g. MDG’s • Regional context (involvement of local partners)

  19. Specific  for Refresher courses Negative points (derived from 11 reports): • Refresher courses are very erratic • Too thinly spread to have lasting impact • No (or limited) after course care • Local logistics not always perfect • Language barrier (in some regions) • Limited resources in own job (soft/hard/wwware) • Time too short

  20. ITC Distance Education courses: • Principles of Remote Sensing • Principles of Geo-Information Systems (GIS) • Principles of Databases • Geostatistics and Open-Source Statistical Computing • Hyperspectal Remote Sensing • Environmental Impact Assessment (EIA) • Spatial Decision Support Systems (SDSS) • Principles of Spatial Data Quality • Digital Terrain Model Extraction, Processing and Parameterisation for Hydrology • Visualisation

  21. Specific / for Distance Education • Time independent: own rhythm • Level variable: multi-level assignments • Low budget (no travel and allowance) • Direct multiplier in workplace • No exposure to peer group or F2F tutoring • No travel / international experience • Work (and environment) pressure goes on • No degree issued

  22. Why is E-learning not flying high? * • Both in Distance Education and on-site E-learning has far more capability than presently exploited • Inertia of teachers/teaching material: no podcasting, blogging, gaming etc. in the lecture theatre ? • No (or limited) credits for electronic products versus paper prints (journals, textbooks): publishers, citation indices (ISI) ? • Benefits could esp. favor higher education in developing countries (large groups, few staff, pre-selection) * Times Higher Education supplement, 13 March 2008, p. 24 (Of mice and mentors)

  23. Short courses: conclusions • Short courses are particularly suited to cater for follow-up of students that have already completed an (international) degree course (alumni courses) • Hybrid forms can be developed: Distance education with F2F final • Distance education can also be developed in connection with foreign education partners (suited to local situation) • Distance education could develop into a primer for prospective international students (pre-selection)

  24. Innovative application of Remote Sensing & Geo-information Sciences for Female Professionals in the Earth Sciences (Cairo, 16 – 29 October 2006) Thank you !

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