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INTERMEDIATE REPORT No. 2 - Technical Part Contract reference no: ASI/B7-301/98/679-015 Project Title: New Educational Tools for sustainable Management of Peatlands in the Humid Tropics/
”PEATWISE” Name of Beneficiary: Wageningen University, c/o Alterra-ILRI, P.O. Box 47, 6700 AA Wageningen, The
Netherlands Period covered by this Interim Report: 24 April 2004 - 22 April 2005 Due date of this Interim Report: 23 April 2005
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PEATWISE is a joint project of:
• Wageningen University and Research Centre, Wageningen, The Netherlands • University of Leicester, Leicester, United Kingdom • University of Malaysia Sarawak, Sarawak, Malaysia • University of Palangka Raya, Palangka Raya, Central Kalimantan, Indonesia.
PEATWISE project is co-sponsored by the EU Asia-link programme, the Department of Science and Knowledge Transfer of the Netherlands’ Ministry for Agriculture, Nature and Food Quality and the participating universities.
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Contents Executive Summary .......................................................................................................................................... v I. Introduction ................................................................................................................................................ 1
I.1 Project Outline...................................................................................................................................... 1 I.2 Main achievements and constraints..................................................................................................... 4
II. Description of Activities Conducted in the 2nd Year ............................................................................ 5 II.1 Scientific integration and curriculum accreditation............................................................................... 5
II.1.1 UNPAR ........................................................................................................................................ 5 II.1.2 UNIMAS....................................................................................................................................... 5
II.2 Support and development of ICT facilities ........................................................................................... 6 II.3 Curriculum development ...................................................................................................................... 6
II.3.1 Ecology and natural sciences...................................................................................................... 7 II.3.2 Water Resources and Hydrology................................................................................................. 8 II.3.3 Soils and Land Use ..................................................................................................................... 9 II.3.4 Human Dimensions and Resource Economics ......................................................................... 10 II.3.5 GIS and Remote Sensing.......................................................................................................... 11 II.3.6 Experimental Module activities .................................................................................................. 11
II.4 Distance learning................................................................................................................................ 12 II.5 Workshop at UNIMAS, Sarawak in April 2005................................................................................... 13 II.6 Try-out of Modules at UNPAR, Palangka Raya ................................................................................. 16 II.7 Promoting project activities ................................................................................................................ 17 II.8 Reporting and article writing............................................................................................................... 17
III. Activities 3rd year: Implementation .................................................................................................... 18 III.1 Curriculum development ................................................................................................................ 18 III.2 Marketing of the curriculum............................................................................................................ 18 III.3 Training of lecturers and trainers ................................................................................................... 19 III.4 Test and evaluation........................................................................................................................ 19 III.5 Quality assurance .......................................................................................................................... 19 III.6 Symposium .................................................................................................................................... 20 III.7 Reporting and article writing .......................................................................................................... 20 III.8 Curriculum maintenance................................................................................................................ 20 III.9 Follow-up activities......................................................................................................................... 20
IV. Links with other projects/programmes ............................................................................................... 21 V. Assessment of the project.................................................................................................................. 23 Annex A Project team............................................................................................................................... 25 Annex B UNIMAS - Post-graduate diploma in peatland management .................................................... 27
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Executive Summary This is the Technical Part of Intermediate Report No. 2 of the PEATWISE project, covering the period April 2004 - April 2005. The Financial Part will be reported separately. The PEATWISE project addresses issues of sustainable land management, with particular reference to tropical peatlands, through the development of a new university curriculum by a multilateral network of south-east Asian and European Universities. The PEATWISE project is a is a joint undertaking of the University of Leicester, UK, University of Malaysia Sarawak, Malaysia, University of Palangka Raya, Indonesia and Wageningen University and Research Centre, The Netherlands. The overall objective of the PEATWISE project is to develop a curriculum on the sustainable development of peatlands by the introduction of innovative educational methods and tools, in order to promote the wise use of the resource and to enhance sustainable economic development, particularly in the areas of Sarawak, Malaysia and Central Kalimantan, Indonesia. The PEATWISE project started in April 2003 and originally ran for 3 years. As the implementation phase was delayed, an extension of the project till December 2006 has been requested. The project is divided in three phases:
• Inception (May - September 2003); • Development (November 2003 - December 2005); • Implementation (January - December 2006).
This report describes the activities undertaken during the second year of the project implementation (April 2004 - April 2005), covering the second phase: development of curriculum. The main achievements during this reporting period were:
• Curriculum development of the six training modules, including the collaborative research programmes, i.e.
Module 1 Ecology, Natural Resources and Environment Module 2 Water Resources and Hydrology Module 3 Land Use and soil Resources Module 4 Human Dimensions and Resources Economics Module 5 GIS and Remote Sensing Module 6 Project and field
• Mid-term review workshop on distance learning • Assistance to UNIMAS and UNPAR with project implementation • Workshops at UNIMAS and UNPAR to present curriculum development to local stakeholders • Project presentation at 12th International Peat Congress in Tampere, Finland in June 2004.
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I. Introduction
I.1 Project Outline This report presents the Technical Part of Intermediate Report No. 2 of the project “New Educational Tools for Sustainable Management of Peatlands in the Humid Tropics/ PEATWISE”, covering the period April 2004 - April 2005. The PEATWISE project addresses issues of sustainable land management, with particular reference to tropical peatlands, through the development of a new university curriculum by a multilateral network of south-east Asian and European Universities. The PEATWISE project is a joint undertaking of the University of Leicester, UK, University of Malaysia Sarawak, Malaysia, University of Palangka Raya, Palangka Raya, Indonesia and Wageningen University and Research Centre, The Netherlands. The PEATWISE project is co-sponsored by the EU Asia-link programme, the Department of Science and Knowledge Transfer of the Netherlands’ Ministry for Agriculture, Nature and Food Quality and the 4 participating universities. The overall objective of the PEATWISE project is to develop a curriculum on the sustainable development of peatlands by the introduction of innovative educational methods and tools, in order to promote the wise use of the resource and to enhance sustainable economic development, particularly in the areas of Sarawak, Malaysia and Central Kalimantan, Indonesia. The overall objective is translated in seven project objectives:
• Upgrading of skills and expertise of students and university staff at the University of Malaysia Sarawak and the University of Palangka Raya;
• Promotion of regional scientific co-operation, by the development of a common curriculum, the pooling of specific expertise from the contributing institutions of higher education, the mutual recognition of study programmes and diplomas and the possible exchange of study credits;
• Promotion of networking between (two) European universities, i.e. Wageningen University and Research Centre, The Netherlands and the University of Leicester, U.K., and two South East Asian universities, i.e. University of Malaysia Sarawak and the University of Palangka Raya, Kalimantan, Indonesia;
• Development of innovative educational methods and tools, such as distance education and digital education support systems, and the introduction of innovative knowledge and experience exchange facilities, such as video-conferencing and Internet-based seminars and workshops;
• Reduction of the barriers to Malaysian and Indonesian students, enabling them to follow (part of their) study programs abroad, either in the region or in Europe;
• Strengthening of the country's institutional capacity to identify and implement "wise use” strategies for tropical peatlands;
• Sustainable agricultural and forestry development and the simultaneous conservation of ecosystems.
In the overall logical framework of the PEATWISE project, the project objectives have been translated in the expected outputs and corresponding activities (Table 1).
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Table 1 Overall logical framework of the PEATWISE Project
Intervention Logic
Objectively verifiable indicators of achievement
Sources and means of Verification
Assumptions
Overall objectives
Strengthening of the country's institutional capacity to identify and implement wise use” strategies for tropical peatlands
More comprehensive legislation and development plans for sustainable development and management of peatlands
• Surveys and research • Independent local and
international soil and water scientists(advisory work and scientific publications)
• Agricultural and Forestry organisations (through feedback to stakeholders)
Ongoing commitment of the Malaysian and Indonesian governments to enhance sustainable land development and protection of biodiversity and ecosystems
Project purpose
Development of curriculum on the sustainable development of peatlands by the introduction of innovative education methods and tools
• Detailed and int. acknowledged curriculum
• Students numbers • University staff
numbers • Study material,
Distance Learning modules
• Infrastructure for internet-based
• communication / conferencing
• Int. Universities (acknowledgement of curriculum and student exchange)
• University's students administration
• University's annual programmes, individual work plans of staff, task descriptions
• Inventory (written and digital material)
• Inventory of infrastructure
• The market needs do not dramatically Student's access to higher education does not deteriorate
• Work conditions for university staff do not deteriorate
• Financial situation of universities does not deteriorate
Expected results
• Improved skills and expertise of students and university staff
• Regional scientific co-operation
• Networking European-SE Asian universities
• Lower barriers SE Asian students to follow study programs
• study programs abroad
• Innovative educational methods and tools
• Internet-based communication / conferencing
• International reputation of staff, students
• (scientific publications)
• Common curriculum, pooling of expertise,
• mutual recognition of study programmes
• and diplomas, exchange of study credits
• Number of staff and information exchange
• Ratio of foreign students
• Study material, including Distance Learning modules
• Infrastructure for internet-based communication / conferencing
• Number of scholarships offered
• Number of invitations for guest lecturing, workshops, conferences, etc.
• Scientific journals and conference papers
• Institutionalised (official) protocols
• MoU, number of expert missions, number of documents exchanged, etc.
• University's students administration
• Inventory of written and digital material
• Inventory of infrastructure
• International scholarship programmes continue
• University's attitude towards regional co-orporation does not change, regional
• Political situation does not deteriorate
• Universities in Europe and Asia will continue to promote networking
• International political relations do not deteriorate, scholarships programmes will continue
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Activities Means: Phase 1 - Inception
1(b)
Assessment of market needs, required expertise profiles, required volume of expertise
(Local) personnel, telecommunication, transport, specialists able to give "best professional guesses"
Questionnaires, inception report
Willingness of stakeholders to co-operate
1(c)
Inventory existing curricula and courses
(Local) personnel, educational institutes
University guides, annual reports, etc.
Willingness of ext. institutions to co-operate
1(d)
Inv. existing educational infrastructure, etc.
Personnel, telecommunication facilities
University annual reports, Inception report
Adequate university administration
1(e) Synthesis Personnel, reproduction facilities, telecom. Inception report
1(f)
Workshop, set-up of detailed work plans for Phase 2, detailed logical framework
Personnel, admin. and communication facilities, workshop rooms.
Phase 2 - Development 2(a)
Establishment Working groups
Personnel, telecommunication / video-conferencing
2(b) Curriculum Accreditation
Working group (personnel), telecom.
2(b)
Mutual recognition of study programmes
Working group (personnel), telecom.
2(c, f)
Information & Communication Technology
Working group, computer hardware and software, training
2(d) Ecology Staff, research facilities (study/training) 2(d) Hydrology Staff, research facilities (study/training) 2(d) Agriculture and Forestry Staff, research facilities (study/training) 2(d) GIS and Remote Sensing Staff, research facilities study/training)
2(e) Experiental /field course Staff, training material, transport 2(f)
Distance Learning
Working group (personnel), study, training, equipment, supplies, and telecom. facilities
2(g) Financial compensations. Working group (personnel), telecom.
Mid-term review
Personnel (external), admin. and communication facilities, rooms
Phase 3 – Implementation 3(a)
Marketing of the curriculum
(Local) personnel, telecom. facilities, transport
3(b)
Training of lecturers and trainers
Personnel, training facilities
3(c)
Tests and evaluations
Personnel, administrative and communication facilities
3(e) Symposium, reporting and article writing
Personnel, admin. and communication facilities, workshop rooms
3(f) Curriculum maintenance Advisory Committees, ICT facilities
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The PEATWISE project started in April 2003 and will run for 3 years. The project is divided in three phases: • Inception (May - September 2003) • Development (November 2003 - December 2005) • Implementation (April 2005 - April 2006).
I.2 Main achievements and constraints This report describes the activities undertaken during the second year of the project’s implementation (April 2004 - April 2005). The main achievements during this reporting period were:
• Curriculum development, including the collaborative research programme • Mid-term review workshop on distance learning • Assistance to UNPAR and UNIMAS with the development of training modules • Organisation of workshops and participation in symposia to promote international and regional
cooperation and networking. These activities are discussed in detail in Chapter II. Request for extension The reporting of the project activities in the second project year have been delayed, mainly because Mr. Henk Ritzema, the project coordinator, was on sick leave for a considerable period (May - November 2005). Because of these delays, the completion of implementation phase has been delayed and it is foreseen that the project activities can be completed before the formal end date of the project (23 April 2006). Therefore the project has asked for an extension of the project with 8 months till 23 December 2006 under Article 12 of the General Conditions the Commission. In Chapter III, the activities that will be undertaken during this extension period are presented.
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II. Description of Activities Conducted in the 2nd Year
II.1 Scientific integration and curriculum accredit ation
II.1.1 UNPAR
Presently, the University of Palangka Raya does not provide an MSc programme by itself, but they run several MSc programmes in collaboration with the University of Brawijaya, Malang (East Java). All MSc programmes are given in Indonesian. At several Indonesian universities subjects are lectured at MSc level, which are related with the curriculum to be developed under the PEATWISE-project. However, there is no formal co-operation between these universities and UNPAR. Such co-operation is also not considered to be feasible at this stage. The plans to develop a master programme on “Management of Natural Resources and Sustainable Development” at UNPAR date back to 1995. Various short courses have already been developed that should eventually fit in this programme. The envisaged MSc programme will be lectured in English. The development of the master programme is supported by the British Council. The programme is now under (Indonesian) accreditation. The National Accreditation Board (BAN) has now assigned the “Level C” to this programme, which means that the programme is still not accredited. It is expected that the “Level B” can be achieved in the coming year. This level will allow for providing masters courses that are acknowledged within Indonesia. However, the “Level A” is required for an international programme. The curriculum development activities of PEATWISE fit within the development of the MSc programme “Management of Natural Resources and Sustainable Development” and that the project results will enhance the accreditation procedure. Anticipating the MSc programme, UNPAR intends to continue with the short courses at post-graduate level. These short courses should eventually evolve in the MSc programme. The results of PEATWISE are first incorporated in these short courses and later in the MSc programme. In April 2005, a three-day workshop was organised in Palangka Raya to discuss the module curriculum with University Staff and to try-out the course content. This is further discussed in Chapter II.6.
II.1.2 UNIMAS
The Post-graduate diploma course in peatland management (Appendix B) has received endorsement by the University Senate as a Post-graduate Diploma program. During the development some obstacles were encountered and appropriate measures were taken to overcome the obstacles, in particular Expectation of Stakeholders During the stakeholders’ workshop (organised to seek for their feedback on the drafted course outline, see Chapter II.5), there were comments from the group of practitioners that the course contents were too heavy on the theory and generic issues. This group asserted the need for more specifics, e.g. on the water management aspects of peatland such as drainage in peat areas as the hydrological features in peat is very different from mineral soil environment. Other issues identified for the hydrology course were the need appropriate modelling tools for surface water, groundwater and river basin. Also important are suitable case studies for students to have hands-on experience in modelling and simulation.
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In this regard it was decided that an additional learning unit specifically addressing peatland water management be included in the course content. It was also decided that DUFLOW model for be used for surface water modelling, MODFLOW model for the groundwater and MIKE Basin be adopted for the river basin management. A training-the-trainer workshop is to be held for this purpose and some real case studies be developed for use in the course based on local studies/scenarios
II.2 Support and development of ICT facilities In June, 2004, Ir. Herco Jansen of WUR visited UNIMAS and UNPAR to assist the project teams with addressing critical aspects of Distance Learning and the use of ICT. ICT activities are undertaken in the framework of the curriculum development (see the following sections).
II.3 Curriculum development The module development is an activity that is jointly undertaken by the four partners: for each module one partner has taken the lead, but all partners contribute to the development (Table 2). For the development of the modules on “Water Resources and Hydrology” and “GIS and Remote Sensing” collaborative research programmes were organised at Wageningen (Table 3). Report of these collaborative research programmes were prepared and are available as reference material. During the implementation phase these reports will be digitized and made available to a wider audience through the PEATWISE website. Table 2 Working groups for the module development
Activity Leading UNIMAS UNIPAR UNILEI WUR 1. Curriculum accreditation and pr Ted Suwido David Ron 2. Module 1 - Ecology UNILEI/Susan Page Siti Rubiah Sehat David Henk R.
3. Module 2 -Water WUR/Herco Jansen Lau Adi, Sulmin David
4. Module 3 Land use UNPAR/Yustinus Wan Sulaiman Sue Henk W.
5. Module 4 Human dimension UNIMAS/Gabriel Tonga Ted
Suwido, Kumpiady
Sue H.
Henk H
6. Module 5 GIS WUR/Ron van Lammeren Norhadi Komang Andy M.
7. Module 6 Project and field UNIMAS/Murtedza Jagau Sue
Henk R.
8. ICT WUR/Ron van Lammeren
Fitri
Tampung
Richard
9. Distance learning UNILEI/Susan Page
Fitri
Tampung
Ron, Herco
10 Project management WUR/Henk Ritzema SCAB Table 3 Collaborative Research Programmes conducted at Wageningen University
Name University Subject Period 1 Dr. Lau Seng UNIMAS Water Resources & hydrology 25 Oct – 26 Nov, 2004 2 Mr. Adi Jaya UNPAR Water Resources & hydrology 9 Aug – 3 Sep & 29 Nov – 17 Dec, 2004 3 Dr. Harwat Singh UNIMAS GIs & Remote Sensing 6 Sep – 29 Oct, 2004 4 Dr. Sehat Jaya Tuah UNPAR GIs & Remote sensing 6 Sep – 29 Oct, 2004
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Resource Persons In UNIMAS, there is an obvious need to further develop the resource person’s capability in two specific areas:
• Peat hydrology processes and modelling • Remote Sensing/Geographical Information System
Despite their one-month collaborative research programme at Wageningen, the two resource persons identified for these modules would still require further assistance in terms of commands and coherence in the delivery of these two courses. For this reason, it has been decided that co-teaching with experts from Wageningen be planned for the first cohort of students. During the lectures, the local staff would sit in the class, observe and benefiting from the external experts in the training-the-trainer way of skill transfer. Optimisation of Curriculum/Course Content The question of breath and depth cropped up during the development of contents for all the courses. There was always the tendency (among the resource persons involved in the curriculum development) to include as much material as possible for the sake of “’completeness”. Such tendency would inevitably compromise the depth and would result in a superficial and less useful teaching-learning process vis--vis the expected learning outcomes. For the optimisation of course content development (for face-to-face presentations), it was decided that content prioritisation be based on the following considerations:
• Theoretical basis and framework • Addressing specific issues relevant to tropical peat environment • Focussing on observations and case studies (research findings) relevant for practical interventions
useful for solving real life problems locally. In terms of volume, materials for lectures should be strictly based on the time frame (credit hours) allocated for each course. Additional contents should be separated/compiled into on-line files identified as “additional reading materials”.
II.3.1 Ecology and natural sciences
Module 1 – Ecology comprises 6 Learning Units (each the equivalent of 10 UK higher education credits = 18 credits under the European Credit Transfer System (ECTS). The learning units and progress towards completion are outlined below:
Unit 1 Introduction to Ecology & Biodiversity - Content: Definitions; what is biodiversity; community dynamics; ecosystem dynamics & nutrient
cycling; principles of ecohydrology; restoration of biodiversity. - Progress: Most of this material has been written.
Unit 2 Historical and Geological Contexts - Content: Evolution of the biosphere; Cambrian radiation of life; continental drift; climatic
fluctuations, cycles, events; extinctions and radiations; patterns of biodiversity. - Progress: Half of this material has been written, remainder to be completed in 3 months.
Unit 3 Measurement of Biodiversity - Content: Estimating population size; practical sampling concepts; species richness; measures of
heterogeneity & evenness; comparing niche breadth and overlap. - Progress: All of this material has been written.
Unit 4 Scales - Content: Within-species; between-species; gradients – latitude and other scales; habitat
fragmentation as a threat to biodiversity. - Progress: All of this material has been written.
Units 5 & 6 Case Studies in Biodiversity Conservation
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- Content: Theories in conservation biology; international laws & treaties; case studies: species response to climate change; populations endangered by trade, over-exploitation, conflict with man; impact of alien species; re-introduction of formerly extinct species; impact of wildlife diseases; species constrained by space.
- Progress: Most materials written, but case studies still being developed. Several case studies will be illustrated using short films specifically commissioned for this project.
In addition, we are developing a unit entitled Environmental Risk Assessment and Management. It was originally envisaged that this would form a unit in the Ecology module, but as the module developed, it became clear that ERA would be best presented as a separate module, carrying a minimum of 18 ECTS (final credit weighting still to be determined).
- Content: Unit 1 - Introduction; Unit 2 – Scientific foundations of ERA; Unit 3 – Contaminant fate in ecosystems; Unit 4 – Human risk assessment; Unit 5 – Preliminary problem formulation; Unit 6 – Implementing risk analysis.
- Progress: About two thirds of the materials for this module have been written.
II.3.2 Water Resources and Hydrology
Introduction The curriculum framework for the PEATWISE-project consists of six clusters of sub-disciplines, which includes the module "Water Resources and Hydrology". At start of the project a working group was appointed to implement this module. As follow-up of the setting-up of the draft curriculum outline and other preparatory work in the regions, a collaborative research was organized in Wageningen, involving:
• Dr. Lau Seng of the Institute of Biodiversity and Environmental Conservation (University of Malaysia Sarawak);
• Mr. Adi Jaya, MSc. of the Faculty of Agriculture, University of Palanka Raya; • Ir. H.C. Jansen of Alterra-ILRI, Wageningen University and Research Centre.
Timing Dr. Lau Seng visited Wageningen from 25 October to 26 November 2004. Mr. Adi Jaya was in Wageningen between 9 August and 17 December 2004, during which period he dedicated the periods from 9 August to 3 September and from 29 November to 17 December to the collaborative research. In between Mr. Jaya participated in the “International Course on Land Drainage”, for which he had obtained a fellowship from NUFFIC. During this course there was ample time for discussions and feed-back, so the collaborative research programmes overlapped in practice. Both scientists also participated in the PEATWISE mid-term review workshop in Leicester, U.K. that was organized in the same period. Activities The Terms of Reference of the collaborative research programme were drafted together with the project coordinators of UNIMAS and UNPAR, during a visit of Ir. H.C. Jansen to both institutions from 14 to 25 June 2004. Prior to the collaborative research programme the preliminary contents of the module, as agreed upon during the inception workshop, had been worked out in more detail and (general) course contents sheets were drafted, including the envisaged didactical methods. It was found that the existing course materials at UNPAR and UNIMAS were not adequate or incomplete and additional materials were, therefore, acquired in The Netherlands.
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During the collaborative research programme, the course content sheets were revised and a detailed course description, based on the course content sheets was established. These course content sheets state for each subject the topics to be addressed and didactical method. The collaborative research was largely used to collect information and materials and to structure all information into a suitable didactical framework. During their stay in Wageningen, Dr. Lau Seng and Mr. Adi Jaya also spent time to acquire specific skills, for example on groundwater modelling. The activities conducted during the collaborative research thus included:
• Collection, assessment and review of existing study material on the subject (including additional library and internet search);
• Review of the course content sheet for the module and set-up of detailed course description; • Start of the elaboration of study materials and didactical methods (lecture notes, working books,
assignments, e-learning, PowerPoint presentations, practicals, case-studies, etc.); • Identify knowledge and material deficiencies; • Start of elaboration of specific study material (specifically on "peat hydrology"); • Acquisition of skills in groundwater modelling by Dr. Lau Seng. Mr. Jaya participated in the
“International Course on Lands Drainage”, which was not part of the collaborative research programme, yet highly complementary.
• Liaison with partners of the working group to ensure support to the resulting module contents and reference materials. This was mostly done by participating in the PEATWISE mid-term review workshop at Leicester, U.K.
Results and follow-up At the end of the collaborative research, an extensive set of (draft) study / lecturing materials was composed. A large variety of materials was developed, covering general subjects such as the hydrological cycle and water balances, the (characterisation of) catchment areas, climatic concepts and the relation between weather and hydrology, precipitation (global atmospheric circulation, the physical process, types of precipitation, spatial variability, measurement of precipitation and data analysis, including area rainfall and the analysis of extreme events), evapotranspiration, infiltration, groundwater, surface water (focussed on theories and exercises on rainfall - discharge relationships). In addition information on typical water management issues in peatlands were collected, but this information was not further processed during the collaborative research. Follow-up In the follow-up phase the acquired knowledge and materials will be compiled into a draft module. Further attention will be paid to the interdisciplinarity of the module subjects. Also the envisaged incorporation of recent research results requires adequate communication with other working groups.
II.3.3 Soils and Land Use
The curriculum of the moduel3 “Integrated Land Evaluation” (Soil and Land Use) addresses 6 subjects: • Mapping: formation, distribution and classification) • Characteristics: physical, chemical and biological • Land Evaluation and Soil Quality Assessment • Sectoral Use: agriculture, forestry, plantations, energy, nature, infrastructure and the conditions
required to allow wise sectoral land use
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• Land Use Change: spatial and temporal monitoring changes and the impact on ecological aspect • Land Degradation, Erosion and Subsidence
II.3.4 Human Dimensions and Resource Economics
For the development of the training module on Human Dimensions and Resources Economics, the UNPAR team is assisted by Drs. Kumpiady Widen, M.A., Anthropologist at the University of Palangka Raya. The outline of the module is as follows: Human Dimensions Teaching Materials in Central Kalimantan The traditional belief of Dayak (indigenous peoples) of Central Kalimantan contains social and cultural values which have important role in managing the circle of their lives. These social and cultural values manage three principle relationships, namely the relationship between human beings and God, human beings and other people, and the relationship between human beings and their surrounding environment. All these values and relationships should be learned deeply in our effort to understand how the Dayak use their traditional knowledge in managing their surrounding environment well. In relation with the above idea the teaching materials for Human Dimensions should cover at least three related and important aspects of the indigenous people’s lives, i.e.:
• Traditional Views on Human Relationship with nature • Traditional land Use and Management, and • Destruction of Land: Its Cultural Impacts on Local Communities.
The module will be concluded with • Human Beings and Nature : Anthropological Discussion and Analysis
Traditional Views on Human Relationship with Nature This material is designed in order to understand the concept of land and why land is so important for the Dayak (indigenous peoples). In relation with this material, the following sub topics will be discussed:
• The Dayak, who they are • Traditional Belief • Traditional life and habitat • The Concept of Adat and Customary Law • The Meaning of “Petak Ayungku” (My Land) • Myths and Legends
Traditional land Use and Management This material is designed in order to understand how the Dayak use their traditional knowledge in using and managing their surrounding land and environment. This material is closely related the following sub topics :
• The Dayak’s economic subsistence • The status of land, and land use and management • The ownership of land • The role of adat in managing the surrounding environment • Ecology Resilience Among The Dayak
Destruction of Land: Its Cultural Impacts on Local Communities This material is designed in our effort to analyze the cultural impacts of the destruction of land (Environment) on local communities. To understand this material deeply, deep analysis on a number of land destruction will be related with the following cases:
• Cultural impact of forest and peat land fires • Cultural impact of gold and coal mining
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• Cultural impact of logging
II.3.5 GIS and Remote Sensing
The development of the module on GIS and Remote Sensing included the following activities: • In June, 2004, Ir. Herco Jansen of WUR visited UNIMAS and UNPAR to assist with the preparatory
activities for the collaborative research programmes of this module. • An 8-week collaborative research programme at Wageningen University and Research Centre was
conducted by Dr. Harwat Singh (UNIMAS) and Dr. Dr. Sehat Jaya Tuah (UNPAR). The following activities were undertaken: (1) Collect, assess and review existing study material on the subject (2) Review and finalise the standard form for the module; (3) Identify and select appropriate didactical methods (e.g. lecture notes, working books, assignments, e-learning, PowerPoint presentations, practices, case-studies, etc.); (4) Identify knowledge and material deficiencies; (5) Elaborate specific research topics and develop new study material (e.g. "peat hydrology", numerical modelling of peat swamps, etc.); (6) Participate in selected lectures at Wageningen UR and/or Alterra-ILRI; (7) Liaison with partners of the working group to ensure support to the resulting module contents and materials.
• Based on these activities the module was further developed at UNIMAS and UNPAR. • In the autumn of 2005 a student from The Netherlands will, in the framework of his MSc in geo-
information science, have his final internship at UNIMAS to support the PEATWISE project. He will support the set up and development of modules (including the use of GIS software packages like Arcview, Arinfo and Arcgis) and course units or more dedicated project work.
II.3.6 Experimental Module activities
At the Inception Stage, the Curriculum Structure for PEATWISE academic programme specifies the need for exposing students to practical skills relevant to the peatland management. For this purpose, a set of learning units, collectively termed as Experiential Module, has been included in the curriculum. The components of this module include:
• Interdisciplinary Research Methodology • Technical Writing • Group Formation • Field Course • Preparation of Project Proposal • Fieldwork at pre-designated location • Reporting
The credit worth of this module was 20 ECTS. However, during the curriculum development and evaluation stage (Phase 2), comments and input on the content and implementation of this module have been obtained from the stakeholders; these include:
• Difficulty in identifying appropriate and enough number of field locations, separately for field course and research projects. The field sites should represent both undeveloped and developed peatland areas, fairly acceptable in terms logistic access, and with specific research problems to address.
• Module 6 is to be slotted towards the end of the programme. Given these possible implementation difficulties, the subsequent discussion between UNIMAS and UNPAR agreed that the scope/content of this module be trimmed down by removing the Field Course component, and the credit value for the module be reduced to 15 ECTS.
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To date, about 70% of the content for Interdisciplinary Research Methodology (in the form of PowerPoint slides) has been completed and 20 possible research topics (possible research projects) have been identified by partners at UNIMAS. A co-ordination meeting with other partners, especially with UNPAR, shall be held for the purpose of, among others, to streamline the course content, identify more suitable research projects for students, and perhaps plan for joint field activities between the students of these two institutions. Module 6 is scheduled to be offered in August 2006. As such, an extension period for PEATWISE project is deemed necessary in order to allow for the completion of the first cycle; only then a completion report for the PEATWISE project can be prepared and concluded.
II.4 Distance learning Workshop Distance Learning For November 1 to 4, 2004, the PEATWISE mid-term Workshop was organised at Leicester University in the UK. The main objective of the workshop (beside the discussion on the progress of project activities and planning of the activities in 2005) was to discuss educational methodologies for distance learning PEATWISE partners participating in the workshop
• Suwido Limin, UNPAR • Adi Jaya, UNPAR • Lau Seng, UNIMAS • Mrs. Fitri Suraya Mohamad, UNIMAS • Susan Page, UNILEI • David Harper, UNILEI • Henk Ritzema, WUR, Alterra-ILRI • Herco Jansen, WUR, Alterra-ILRI
Programme
• Session 1A: Progress with module development • Session 1B: Educational issues arising from module development • Session 2: The Intermediate report: EU reactions on the technical part and the financial part • Session 3: Progress with embedding modules into existing/planned academic programmes - partner
reports • Session 4A: Educational methodologies: Distance Learning and ICT - the University of Leicester
experience with E-learning • Session 4B: Educational methodologies: Discussion of applications and opportunities within the
PEATWISE programme • Session 4B: Educational methodologies: Discussion of applications and opportunities within the
PEATWISE programme • Session 5: Reports on collaborative research programmes and discussion of future plans for
collaboration • Session 6: Project planning: from mid-term to completion • Session 7: Beyond PEATWISE: additional funding opportunities: EU Marie Curie programme, EU
Erasmus Mundus and others • Session 8: Educational methodologies: Distance Learning and ICT - the University of Leicester
experience: Distance Learning Field Trip On Wednesday 3 November a field trip was organised to familiarize the PEATWISE partners with the on-going peatland restoration project in eastern England. The following sites were visited:
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• Holme Post, NNR, Conversion of former wetlands for agricultural use: Wittlesea Mere & around • Woodwalton Fen, NNR: The Great Fen Project • Wicken Fen, NNR
Progress
• Module 1 Ecology: Materials written for Module 1 have been/are being utilized in various pedagogic modes, including Distance Learning: - Introductory materials have been incorporated into a distance learning certificate programme on
Global Ecology. This takes the form of written materials, with examples and study questions that are mailed direct to the student for study at home.
- More advanced level materials have been used to produce e-learning lectures that form part of two postgraduate level modules taught as part of the MSc programme in Sustainable Management of Natural Resources. The delivery mode is via Blackboard. This is a Virtual Learning Environment (VLE) that supports online learning and teaching. It can be accessed by registered users from anywhere in the world using the Internet and web browsers. These materials are currently undergoing trials.
- The biodiversity conservation case studies will be illustrated with short films which are being specially commissioned for this project. They will incorporate appropriate examples from the tropical zone.
• Module 2 Water Resources and Hydrology: Two e-learning modules are being developed, the first one dealing with water management in tropical peatlands and the second one with the hydrology.
• The creation of on-line teaching-learning materials for distance learning for the other modules is not expected to be completed until all the course contents are ready/available.
II.5 Workshop at UNIMAS, Sarawak in April 2005 April 1st, 2005, a one-day curriculum development workshop for post-graduate diploma in peatland management was organized by UNIMAS. The objective was to obtain the stakeholders’ preview and input. Background The PEATWISE project in Malaysia has at this stage completed the final draft of the post-graduate curriculum on peatland management. The curriculum has also been approved in principle by the academic authority of Universiti Malaysia Sarawak (UNIMAS), allowing the post-graduate diploma programme to commence during the fall semester of 2005. Prior to launching of the academic programme, it was considered necessary to do final verification of the appropriateness and level of the course contents and mode of delivery, and identify infrastructural and logistical requisites. For this purpose a special workshop was held on April 1, 2005 in Kuching, with the involvement of PEATWISE resource persons from UNIMAS, University of Leicester and Universitas Palangka Raya and prospective students and/or their employers. Objectives of Workshop The specific objectives of the workshop were to:
• Brief stakeholders and potential candidates on the program specifications (structure and course outlines)
• Test run certain portions of the course modules • Provide an opportunity for potential candidates to preview the course; • Obtain feedback on the level, adequacy and appropriateness of the course content and modules;
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• Obtain indication on the preferred mode of offering e.g. full-time, flexi-time (weekends or alternate weeks/weekends)
PEATWISE partners participating in the workshop
• Prof Murtedza Mohamed, UNIMAS • Prof Wan Sulaiman Wan Harun, UNIMAS • Assoc Prof Dr Gabriel Tonga Noweg, UNIMAS • Assoc Prof Dr Lau Seng, UNIMAS • Dr Harwant Singh, UNIMAS • Dr Rubiah Zainuddin, UNIMAS • Dr Henk Wosten, Wageningen University • Dr Susan Page, University of Leicester • Dr Bostang Radjaguguk, Universitas Gadjah Mada • Mr Bambang Kartonegori, Universitas Palangka Raya
Participants The workshop was intended to be very focus whereby the curriculum contents would be critically studied, analysed and discussed by a small group of specially selected stakeholder participants. Although the invited participants were small in number, they represent a broad spectrum of experienced professionals and decision makers from various sectors, both public and private. It was indeed encouraging to note that ALL the agencies invited were represented in the workshop. The complete list of participants and their respective agencies were:
1. Teo Song Cheok, Public Works Department 2. Lau Chong Choon, Public Works Department 3. Bernard Chong , Public Works Department 4. David Lim, Public Works Department 5. Chen Wing Leong, Drainage & Irrigation Department 6. Alan Tan, Drainage & Irrigation Department 7. Woon Yea Yuan, KTA (Sarawak) Sdn Bhd 8. Roland Yong Chiew Ming, CRAUN Research Sdn Bhd 9. Jopen akAbut, Agriculture Department 10. Jaman Hj Osman, Agriculture Department 11. John Sabang, Sarawak Forestry Corporation 12. Sia Puon Chiew, Sarawak Forestry Corporation 13. Justine Jok Jau, Natural Resources & Environment Board 14. Michael Tingang, Natural Resources & Environment Board 15. Tom Chong, PS Konsultant Sdn Bhd
Summary of Discussion The following are summaries of comments and discussion made on the various various aspects of the curriculum: 1. Ecology, Natural Resource and the Environment
• The learning units (LU) are too numerous and the listing of LU did not tally with those in the synopsis.
• The synopsis was also heavy on the text. It was suggested that certain learning units be merged and the number of hours for each LU be specified.
• There was a need to further edit/proof read the text. • Introduction to the concept of Strategic Environmental Assessment would be useful.
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• There is a need to allocate more time to addressing issues pertinent to peatland, e.g. issues pertaining to the definition of catchment boundaries of coastal peatland.
2. Water Resources and Hydrology • Too heavy on the generic issues; need to be more specific on hydrological aspects of peatland such
as drainage in peat areas as the hydrological features in peat is very different from mineral soil environment.
• Specific references to case studies (e.g. subsidence rate of peat in Balingian under different water table regimes) would be very useful.
• Water pollution aspects be trimmed down as it would have already been addressed. 3. Human Dimension and Resource Economics
• The number of learning units were too numerous (need to trim down) 4. PEATWISE Research Methodologies
• Should be changed to “Interdiciplinary Research Methodologies” • USLE irrelevant • Methodology for soils should emphasise aspects related to subsidence, water table, hydraulic
conductivity, bulk density, pH and other parameters more relevant to peat soils. • There is a need to identify the field location for this exercise.
5. Field Course • LU2 would require some revisions; the assignments should be tailored more towards addressing
issues and problems in peat environment. • There is also a need to identify suitable field course locations in Sarawak. • There were suggestions that the Field Course be slotted towards the end of the programme.
6. Admission of Non-Science Graduates • The possibility of enrolling non-science graduates into the programme was considered. In view of
the highly scientific nature of certain learning units (prompting the need to offer alternative courses in lieu of hard core hydrology and engineering discussion), enrolment of social science graduates would not be considered for now.
Follow up Actions 1. All the earlier mentioned points highlighted and discussed during the workshop were noted by the respective course facilitators. Necessary amendments and revisions will be made to the curriculum and additions and/or adjustments would be made to the courseware (lecture materials) accordingly. 2. A Course Facilitators Workshop shall be organized in mid-May 2005 to:
• finalise the curriculum and course materials • assign the resource persons for each modules • schedule the enrolment of students and lectures • identify all other ?infrastructure? and logistic needs of the programme. • appoint a short term Programme Coordinator to manage the day-to-day operation of the
programme. Conclusion The workshop was successful in achieving the intended objectives. The various agencies and prospective candidates participating in the workshop had interactively involved in previewing the academic curriculum and had provided extremely useful feedback that would further consolidate and render the curriculum more relevant to the needs of these stakeholders. The workshop had also provided an extremely important and meaningful opportunity for the resource persons themselves to re-examine the curriculum in a broader perspective while benefiting the person-to-person contacts and discourse with the prospective students and their employers.
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II.6 Try-out of Modules at UNPAR, Palangka Raya From 7 to 9 April 2005, a workshop to try out the modules was organised at Palangka Raya University. The objective of the workshop was to present the contents of the modules, including try-out lectures, to support the planning for the establishment off the international master programme. 25 Staff members of Palangka University and other Government Departments participated in the Workshop. PEATWISE partners participating in the workshop
• Ir. Suwido Limin, UNPAR • Dr.Ir. Sehat Jaya, UNPAR, • Ir. Adi Jaya, UNPAR, • Dr.Ir. Yustinus Sulistiyanto, UNPAR • Dr.Ir. Aswim Dj. Usup, UNPAR • Prof Murtedza Mohamed, UNIMAS • Prof Wan Sulaiman Wan Harun, UNIMAS • Assoc Prof Dr Gabriel Tonga Noweg, UNIMAS • Assoc Prof Dr Lau Seng, UNIMAS • Dr Henk Wosten, Wageningen University • Dr Susan Page, University of Leicester • Ir. Henk Ritzema, WUR
The following partners of the RESTORPEAT Project, a research project (see Chapter IV) in which all PEATWISE partners participate, were also participating in the workshop:
• Prof. Jack Rieley, Nottingham University • Dr. Takahashi, Hokkaido University • Prof. Florian Siegert, Munich University • Dr. Hari Vasander, Helsinki University • Dr. Jyrki J. Jauhianen, Helsinki University • Dr Bostang Radjaguguk, Universitas Gadjah Mada • Dr. Victor Blom
Course material and lectures reviewed during the workshop
• Introduction to the Workshop and the International Class Master Programme at UNPAR by Suwido Limin, UNPAR
• Introduction of the PEATWISE Project by Henk Ritzema, WUR • Introduction to Hydrology and Water Resources by Adi Jaya, UNPAR • Existing conditions of water resources in Central Kalimantan by Dr. Sulmin Cumiri, Lecturer
Department of Aquatic Resources Management, UNPAR • Water Management in Tropical Peatlands by Henk Ritzema, WUR • Water balance in plant community by Dr. Hidenori Takahashi, Hokkaido Institute of Hydro-climate,
Japan • Carbon Balance in Tropical Peat by Jyrki Jauhiainen, University of Helsinki, Finland • Peat fire characteristics of tropical peatland in Central Kalimantan, Indonesia by Aswin Usup,
UNPAR • Fire danger warning system for tropical peatland of Central Kalimantan, Indonesia by Aswin Usup,
UNPAR • MEGA RICE PROJECT: It failed. Why? By Jack Rieley, Nothingham University, UK
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• GIS and Remote Sensing: Fire risk assessment and fire management by Florian Siegert, University of Munich
• Ecology and Natural Sciences by Susan Page, UNLEI • Soils and Land Ube by Henk Wsten, WUR • Field Reconnaissance by Faridz Yazi, Fahmi Riady, Try Yuliana, Betrixia, Adhyaksa, Fitria H.,
Santosa Y., UNPAR All these PowerPoint presentations will be made available on the PEATWISE website. Field day The workshop was concluded by a one-day field trip in which the participants undertook a field measuring programme to make a first assessment of the problems related to peatland restoration and rehabilitation.
II.7 Promoting project activities The PEATWISE partners attended the 12th International Peat Congress “Wise Use of Peatlands”, held in Tampere, Finland , 6 - 11 June 2004 and prepared a paper for the session “Tropical peats and peatlands”: New educational tools for sustainable management of peatlands in the humid tropics: the PEATWISE project by Henk Ritzema, Ted Murtedza, Suwido Limin and Susan Page (Proceedings of the 12th Int. Peat Congress, Vol 2, pp1331-1335). In the implementation phase this paper and all other forthcoming papers and reports will be made available through the PEATWISE website.
II.8 Reporting and article writing In Table 4 the reports and papers prepared by the PEATWISE project partners are presented. Table 4 Reports and papers prepared by the PEATWISe Project
• PEATWISE Inception Report, 2003 • PEATWISE Intermediate Report No. 1 – Technical Part, April 2004 • PEATWISE Intermediate Report No. 1 – Financial Part, April 2004 • PEATWISE New Educational Tools for Sustainable Management of Peatlands in the Humid Tropics, H.C. Jansen,
Report of Short Mission, 14-25 June 2004 • Report Collaborative Research Programme on Water Resources & hydrology, 25 Oct – 26 Nov, 2004, Dr. Lau
Seng, UNIMAS, 2004 • Report Collaborative Research Programme on Water Resources & hydrology, 9 Aug – 3 Sep & 29 Nov – 17 Dec,
2004, Mr. Adi Jaya, UNPAR, 2004 • Report Collaborative Research Programme on GIs & Remote Sensing, 6 Sep – 29 Oct, 2004, Dr. Harwat Singh,
UNIMAS, 2004 • Report Collaborative Research Programme on GIs & Remote Sensing, 6 Sep – 29 Oct, 2004, Dr. Sehat Jaya Tuah,
UNPAR, 2004 • Post-graduate Diploma in Peatland Management – Academic Programme Handbook, Faculty of Resource Science
and Technology, University of Sarawak, 2005
• New educational tools for sustainable management of peatlands in the humid tropics: the PEATWISE project by Henk Ritzema, Ted Murtedza, Suwido Limin and Susan Page (Proceedings of the 12th Int. Peat Congress, Vol 2, pp1331-1335), 2004
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III. Activities 3rd year: Implementation PEATWISE Project – Activities Year 3: Year & month
Activity number Activity Location (city) Leading partner
2006 Jan – Dec 2 (d) Curriculum development Kuching and
Palangka Raya All
Jan 3 Start of Phase 3: Implementation Jan – Dec 3 (a) Marketing of the curriculum
South East Asia UNIMAS, UNPAR
March – June
3 (b) Training of lecturers and trainers Kuching and Palangka Raya
UNIMAS, UNPAR, WUR, UNILEI
Jan – Dec 3 (c) Tests and evaluations Kuching and Palangka Raya UNIMAS, UNPAR
Jan – Dec 3 (d) Quality assurance Kuching and Palangka Raya
UNIMAS, UNPAR, WUR, UNILEI
Sep 3 (e) Symposium Kuching or Palangka Raya
UNIMAS, UNPAR, WUR, UNILEI
Sep – Dec 3 (e) Reporting and article writing
Kuching, Palangka Raya, Wageningen, Leicester
UNIMAS, UNPAR, WUR, UNILEI
Cont 3 (f) Curriculum maintenance Kuching and Palangka Raya UNIMAS, UNPAR
III.1 Curriculum development The initial versions of the course modules will be in the form of PowerPoint presentations (Table 5, which will be further developed into a full fledge course material for both class room and distance learning. Module development will continue and modified based on the experiences obtained during the on-going test programme. Table 5 Progress with the module development
Module Achieved per 31/12/2005 1. Ecology, Natural Resources and Environment 80% PowerPoint materials completed 2. Water Resources and Hydrology 85% PowerPoint materials completed 3. Soil Resources and Land Use 60% PowerPoint materials completed 4. Human Dimensions and Resource Economics 90% PowerPoint materials completed 5. GIS & Remote Sensing 85% PowerPoint materials completed
III.2 Marketing of the curriculum The PEATWISE academic programme has been officially launched at UNIMAS on 15 January 2006. The programme (6 modules) is scheduled to complete in a maximum period of 12 months (including 3 months allocated for research exercise). The website (http://www.peatwise.alterra.nl/) will be further developed so that is can be used to advertise the course modules, both for classroom programmes at UNPAR and UNIMAS as well as distance learning. Distance learning and e-learning tools will be further developed based on the materials (& experiences)
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provided by WUR and UNLEI. For this purpose WUR & UNLEI project Staff will visit both Palangka Raya and Kuching. The website will also provide a forum for discussion and feedback on issues related to educational and research needs by stakeholders. The project will prepare a paper and presentation for the IPTRID/ICID International Workshop “Monitoring and Evaluation of Capacity Development Programmes” to be held during the 57th International Executive Council meeting of the International commission on Irrigation and Drainage (ICID) on 14 September 2006 in Kuala Lumpur, Malaysia. Finally a symposium will be organised In September 2006, a symposium will be organised in Kuching and/or Palangka Raya to present the finding of the project, including the test and evaluation of the try-out programme currently organised at UNIMAS and UNPAR (see Chapter III.5).
III.3 Training of lecturers and trainers The introduction of new, innovative educational methods and tools, such as distance learning modules and/or internet-based education support systems, requires also new, additional didactical and technical skills for lecturers and university support staff. Tailor-made courses will be organised for lecturers and trainers of the universities of the Malaysia Sarawak University and the Palangka Raya University ("train-the-trainers"). University support staff will also be trained to assist them with the introduction of specific technical infrastructure, required for distance learning, video-conferencing, internet-based meetings and seminars, etc. The train-the-trainers courses will be a joint effort of the University of Leicester and the Wageningen University and Research Centre: Guest lecturers from WUR and UNLEI will visit UNIMAS and UNPAR to (i) assist with the finalization of the curriculum development; (ii) present lectures and (iii) train local staff members.
III.4 Test and evaluation Workshops to test the draft curricula were already organised in 2005 and currently the complete one-year programme is conducted at UNIMAS and other try-out will be organised at UNPAR. ‘Developmental testing’ not only involves students but the courses are open and have attracted post-graduate students already working in peatland management and development. The ongoing training activities are evaluated and the results will be presented in the final symposium and other workshops, e.g. the IPTRID/ICID International Workshop “Monitoring and Evaluation of Capacity Development Programmes” (see Chapter III.2).
III.5 Quality assurance To ensure that the PEATWISE academic programme can be efficiently implemented, the following measures are essential:
• Appointment of a Technical Manager to operate/manage the Programme • Development of Programme Management Guidelines, addressing issues such as programme
marketing, academic committee, resource persons, academic infrastructure, fee schedule, etc.
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III.6 Symposium In September 2006, a symposium will be organised in Kuching and/or Palangka Raya to present the finding of the project, including the test and evaluation of the try-out programme currently organised at UNIMAS and UNPAR. The main objective of the symposium is to exchange experiences in education capacity-building between the four PEATWISE partners and other involved in similar activities.
III.7 Reporting and article writing Already during the development phase various reports, papers and posters were prepared and presented both at the local scene in Sarawak and Palangka Raya as well as to an international audience, e.g. to the other partners of the STRAPEAT and RESTORPEAT project, the international peat society (see Chapter II.7). Other papers and presentations are foreseen for this year, i.e. at the final symposium (Chapter III.5) and the IPRID/ICID Workshop in Kuala Lumpur (Chapter III.1)
III.8 Curriculum maintenance The curriculum accreditation process is rather lengthy, having to go through various institutional and ministerial authorities/committees. At UNIMAS, the process has been initiated; this could not have started earlier as the process required the outcome of the market survey and thus this indicative structure of the course content. UNIMAS expects to obtain a decision/approval by the Ministry of Education before the project ends in December 2006. A similar process has been initiated at UNPAR.
III.9 Follow-up activities Marketing and updating the curriculum especially for distance learning activities is a lengthy process that requires a lot of attention and skills. These activities, among others, will continue after the project ends in December 2006. As it is foreseen that this required additional inputs and support, the project partners are currently exploring the options to prepare a proposal for a follow-up project under the EU Asia-link – 2006 -Call for Proposals.
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IV. Links with other projects/programmes The PEATWISE partners are participating in a number of projects on research and knowledge dissemination on tropical peatland in Southeast Asia (Table 6. The knowledge generated in these projects is used to develop the six PEATWISE learning modules. In particular, the cooperation with the RESTROPEAT (the follow-up/continuation of the Strapeat) project is important, as the PEATWISE project is an initiative of four of Restorpeat partners to disseminate the knowledge and experiences obtained in the Restorpeat/Strapeat Projects. Table 6 Projects on tropical peatlands in which the PEATWISE partners are participating.
Project Strategies for implementing sustainable management of peatlands in Borneo / STRAPEAT Country Indonesia & Malaysia Location Borneo Period 2001-2004 Client/donor EU, INCO-DEV Executing Agency Alterra-ILRI (NL), University of Leicester (UK), University of Palangka Raya (Ind.), UNIMAS
(Mal) and 8 research organizations from UK, Germany, Indonesia and Malaysia Type of project/work Formulation of strategies for implementing improved sustainable management of tropical
peatlands and strengthen developing country research and institutional capability Website www.strapeat.alterra.nl
Project Restoration of tropical peatlands / RESTORPEAT Country Indonesia, Malaysia and Vietnam Location South east Asia Period 2004-2007 Client/donor EU, INCO-DEV Executing Agency Alterra-ILRI (NL), University of Leicester (UK), University of Palangka Raya (Ind.), UNIMAS
(Mal), Can Tho University, Vietnam, 8 research organizations from UK, Germany, Indonesia and Malaysia and the private company VAPO Oy, Finland.
Type of project/work The RESTORPEAT project is a continuation of the STRAPEAT project. The RESTORPEAT aim is to promote sustainable use of renewable natural resources.
Website www.restorpeat.alterra.wur.nl
Project Asia-Europe Collaboration in knowledge and research on integrated water resources management (IWRM)” / AIRCO
Country Indonesia, Malaysia and UK Location Sumatra and East Kalimantan Period 2005-2008 Client/donor EU, Asia-Link Executing Agency Alterra-ILRI (NL), University of Leicester (UK), University of Jambi, Sumatra (Ind.),
Mulawarman University, East Kalimantan (Ind.). Type of project/work To promote and support the technical proficiency of Indonesian University staff on integrated
water resources management (IWRM) at the river basin scale, with particular emphasis on coastal peat land and mangrove conservation with their important functional roles in the regulation of river basin hydrology..
Website www.air-co.org
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Project Promoting the river basin and ecosystem approach for sustainable management of SE Asian lowland peatswamp forest: case study Air Hitam Laut River Basin, Jambi Province
Country Indonesia Location Berak National Park, Sumatra Period 2003-2004 Client/donor Partners for Water, Government of The Netherlands Executing Agency Alterra, Wetlands International, Delft Hydraulics, LEI, Arcadis, IAC, local Ministries and
Universities Type of project/work Development of an enhanced baseline for policy and decision-making for integrated
management of peat swamp river basins in the tropics, in particular the Berak National Park. Website www.waterfoodecosystems.nl
Project Water, nutrient and biodiversity dynamics in the coastal zone of East Kalimantan Country Indonesia Location Berau Delta, East Kalimantan Period NWO-WOTRO Client/donor NWO-WOTRO, The Netherlands Executing Agency Alterra and Mulawarman University Type of project/work Development of a co-operative research programme between Indonesia and The Netherlands
for collection and evaluation of biotic and a-biotic information in order to eventually formulate and implement strategies for wise use of coastal zones in Asia, in particular the Berau Delta.
Website www.nwo.nl
Project Research into Drainage and Water Management Guidelines for Agricultural Development in Coastal Peat Swamps of Sarawak/CPSS
Country Malaysia Location Central Sarawak Period 2001-2002 Client/donor Government of Sarawak Executing Agency PS Konsultant, Kuching, Sarawak and Alterra-ILRI, WUR Type of project/work Development of water management guidelines for the agricultural development in the coastal
lowlands of Sarawak, Malaysia Website www.ilri.nl/projects
Project Keys for securing carbon in tropical peat/KEYTROP Country Indonesia Location Central Kalimantan Period 2004-2005 Client/donor Government of Finland Executing Agency University of Helsinki (Fin), University of Palangka Raya (Ind), Ministry of Science and
Technology (Ind), Alterra (NL), University of Nottingham (UK) Type of project/work Role of tropical peat allocated carbon in the global carbon balance, formulation of tools for
implementing sustainable management and strengthening of local research capacity Website http://www.helsinki.fi
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V. Assessment of the project The initial impacts of the project so far are in line with the expected results as formulated in the Logical Framework (Table 1) and included:
• Partners have informed each other of their mutual ambitions and cooperation between the partners has frequently taken place during the implementation phase, i.e. workshops were organised at UNIMAS, UNPAR and UNLEI (Chapter II.5, II.6 & II.7) and a collaborate research programme was conducted at WUR in which project staff from both UNPAR and UNIMAS participated (Chapter II.3). Next to the PEATWISE project, the partners have started various actions for new activities, i.e. project proposals for other Asia-Link projects: RESTORPEAT, Air-CO (Chapter IV) and specific support actions for the sixth framework programme. All these activities are enhancing the partner’s knowledge and role in sustainable management of tropical peatlands.
• Stakeholders in both Sarawak and Central Kalimantan have been actively involved in the curriculum development (Chapter II.6 & II.7). Their response was so good that UNIMAS started their post-graduate diploma peatland management programme in January 2006.
• At various occasions, the Peatwise partners participated in Conferences and Workshops in Sarawak, Kalimantan but also internationally (Chapter II.7) to promote international and regional co-operation and networking.
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Annex A Project team
Project Partners Co-ordinator Wageningen University and Research Centre (WUR) Alterra-ILRI P.O. Box 47 6700 AA Wageningen The Netherlands
Ir. H.P. Ritzema Tel: + 31 317 495 583 Fax: + 31 317 495 590 E-mail: [email protected]
University of Leicester (UNILEI) Department of Geography Bennett Building University Road Leicester LEI 7 RH United Kingdom
Dr. Susan Page Tel: + 44 116 252 5493 Fax: + 44 116 252 5408 E-mail: [email protected]
University Malaysia Sarawak (UNIMAS) Faculty of Resource Science & Technology 94300 Kota Samarahan Sarawak Malaysia
Prof. Dr. Murtedza Mohamed Tel: + 60 82 671 000 Fax: + 60 82 672 303 E-mail: [email protected]
University of Palangka Raya (UNPAR) Centre for International Co-operation in Sustainable Management of Tropical Peat Jalan Yos Sudarso Palangka Raya 73112 Indonesia
Ir. Suwido H. Limin MS Tel: + 62 536 36 880 Fax: + 62 536 21 002 E-mail: [email protected]
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PeatWise - Project Team Name Function/Activity E-mail University of Sarawak, Kota Samarahan, Sarawak, Mal aysia: • Prof. Dr. Murtedza
Mohamed
Co-ordinator, Curr. Acc., Module 4
• Mrs. Fitri Suraya Mohamad Distance learning & ICT [email protected]
• Prof. Wan Sulaiman Wan Harun
Module 3 [email protected]
• Dr. Gabriel Tonga Module 4 [email protected]
• Siti Rubiah Module 2
University of Palangka Raya, Central Kalimantan, In donesia: • Ir. Suwido H. Limin MS Co-ordinator [email protected]
• Adi Jaya Module 2, 3 [email protected]
• Yusurum Jagau [email protected]
• Kumpiady Widen Module 4 [email protected] & [email protected]
• Komang Gde Suastika Module 5 [email protected]
• Sehat Jaya Module 1 [email protected]
• Sulmin Gumiri Module 2, 3 [email protected]
• Yustinus Sulistiyanto Module 3 [email protected]
University of Leicester, Leicester, UK: • Dr. Susan Page Co-ordinator, Module 3, 4
& 6, ICT [email protected]
• Dr. David Harper Curr. Acc., Module 1 & 2 [email protected]
• Dr. Andrew Millington Module 5
• Dr. Richard Mobbs Distance learning
• Rupert Simms Module 1 [email protected]
Wageningen University and Research Centre, Wagening en, The Netherlands: • ir. H.P. Ritzema Project co-ordinator [email protected]
• ir. H.C. Jansen Module 2 [email protected]
• dr. ir. J.H. Wösten Module 3 [email protected]
• dr.ir. R.J.A. van Lammeren Curr. Acc., Module 5 and ICT
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Annex B UNIMAS - Post-graduate diploma in peatland management
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