Pathway towards Improved Water

Education Curricula

Proceedings

27-28 November 2017, Malaysia

JAK/2018/PI/H/2

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These working abstracts compiled in these proceedings were received from participants of the workshop “Pathway towards Improved Water Education Curricula”, which took place on 27-28 November 2017 in Malaysia. The abstracts are not peer-reviewed. While minor changes have been made to the format of the papers for the sake of uniformity, only a minimum of modifications have been made to the papers.

Disclaimer: The designations employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or of its authorities, or concerning the delimitation of its frontiers or boundaries.

Compiled by: UNESCO Office Jakarta

2018

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Pathway towards Improved Water Education Curricula

27-28 November 2017, Penang Malaysia

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Acknowledgement UNESCO Office, Jakarta would like to acknowledge the generous support provided by the Malaysian Funds-In-Trust towards the workshop “Pathway towards Improved Water Education Curricula”, which took place on 27-28 November 2017 in Penang, Malaysia, organized in collaboration with River Engineering and Urban Drainage Research Centre (REDAC) of Universiti Sains Malaysia (USM). The workshop brought together policy makers, UNESCO Natural Sciences Category 2 centres and institutes in Asia and the Pacific and Africa, UNESCO Chairs, authorities in HELP river basins in Asia and the Pacific and Africa, local partners from the networks of IHP Malaysia as well as experts, universities, non-governmental organisations, and other stakeholders. Furthermore, UNESCO Office, Jakarta is grateful to all participants for their active contributions towards the workshop and these proceedings. UNESCO Office, Jakarta would like in particular to express its sincere gratitude to REDAC USM, under the leadership of Prof Dr Nor Azazi Zakaria, for the successful organization of the productive and fruitful workshop, and also to the Regional Humid Tropics Hydrology and Water Resources Centre for Southeast Asia and The Pacific (HTC KL), a Category 2 Centre under the auspices of UNESCO, for their coordination in developing the two publications launched and presented during the workshop.

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Table of Content

Acknowledgement .......................................................................................................... 3

Table of Content ............................................................................................................. 4

Background .................................................................................................................... 5

Workshop Summary ....................................................................................................... 7

Session 1 – Water Management Curricula using Ecohydrology and IWRM ...................... 8

Freshwater Ecosystem, River Ecosystem, Lake Ecosystem ............................................... 8

Understanding Lake Environmental Management and Expert System Monitoring ........ 11

Phytoremediation technique in water quality improvement ................................................ 17

Highland Drainage, Debris and Mudflow, Sediment Erosion and Landslide Control...... 20

Erosion and its effects: The Malaysian Experience ............................................................. 31

Water Management Curricula using Ecohydrology and Integrated Water Resources Management - Volume 3 Topics 8-13 .................................................................................... 33

Session 2 - IWRM Customization and IWRM integration into education curricula .. 35

Customising IWRM at the river basin level ............................................................................ 35

Integrating IWRM into water education curricula in Cambodia .......................................... 38

Session 3 - Implementation of water education throughout the region: lessons

learned and recommendations .................................................................................... 44

Integrating Ecohydrology into Syllabus in East Nusa Tenggara: A Lesson Learned Of Water Security Program in Semi Arid Land .......................................................................... 44

Water Education in Timor Leste .............................................................................................. 47

Co-learning methodology applied to water governance: Exploring its application in the

Asia Pacific and Africa IWM context and needs ................................................................... 48

Current Ecohydrology Initiatives at the Putrajaya Lake and Wetland towards a Global Reference Site ........................................................................................................................... 52

Session 4 - Promoting Ecohydrology and Integration into Education Curricula in

the Region ..................................................................................................................... 53

Synthesis Report and Recommendations for Strengthening Collaboration Between Asian and African Category-2 Water Centres and Chairs for Upscaling Water Security to Meet Local, Regional and Global Challenges .................................................................. 53

Indigenous Knowledge and Nexus Approaches in Water Education ................................ 58

Annex - Programme Agenda ....................................................................................... 64

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Background Sustainable water solutions, whether at the local, regional and global levels, require creativity, new advances in scientific knowledge, discoveries and innovations through strong scientific cooperation. Innovation geared towards sustainable development has the potential to lift economic growth, create green jobs, and boost inclusive social development while at the same time contributing to water protection and conservation. Providing solutions to the current global water challenges require upscaling of existing local approaches and knowledge of the interrelations between environmental conditions and the state of water resources as well as instruments and techniques for water management at local, national and regional levels. The UNESCO Jakarta Regional Sciences Bureau for Asia and the Pacific implements the project “Upscaling water security to meet local, regional, and global challenges” financially assisted by Malaysia Funds-in-Trust, as a significant contribution towards UNESCO-IHP’s phase 8 and its Strategic Plan for 2014-2021: “Water Security Responses to local, regional and global challenges”, as well as the 2030 Agenda and Sustainable Development Goal six: “Ensure availability and sustainable management of water and sanitation for all”. Under this project, a Water Management Curriculum using Ecohydrology principles and Integrated Water Resources Management (IWRM) has been published by the Regional Humid Tropics Hydrology and Water Resources Centre for Southeast Asia and The Pacific (HTC KL), a Category 2 Centre under the auspices of UNESCO. The curriculum focuses on watershed management especially for river basins and includes recommendations on innovative stormwater and water quality management technologies, best management practices and policy options to address negative impacts of urbanization. This curriculum provides the necessary background for understanding ecohydrology and IWRM practices in Malaysia in order to improve watershed management from various angles – through technical, management and policy coordination and integration processes. The experiences of countries in Asia and the Pacific and Africa in implementing tools, technologies and technical assistance programmes - as well as their collective needs and challenges in adaptation and application of Ecohydrology and IWRM - were addressed during the Workshop on Comparative Studies of Applying Ecohydrology and IWRM for Upscaling Water Security in Asia and Africa held from 7-9 March 2016 in Kuala Lumpur. The outcomes of this event provide a basis for further discussion to identify gaps towards establishing pathways towards water education curriculum. To promote broader application of the recommended approaches, there is now a need to understand the water education practices of other countries in Asia and the Pacific and Africa with regard to Ecohydrology and IWRM for upscaling water security. Education curricula and modules differ from country to country, as approaches and technologies related to Ecohydrology and IWRM assessments are context-specific. Understanding the different approaches, as well as their range and variation, will enable the strengthening of regional collaboration and the establishment of a pathway towards new and improved water education curricula. To realize this pathway, UNESCO Jakarta Regional Sciences Bureau for Asia and the Pacific, in partnership with River Engineering and Urban Drainage Research Centre (REDAC) Universiti Sains Malaysia, organized a workshop “Pathway towards Improved Water Education Curricula” as part of the project “Upscaling water security to meet local, regional, and global challenges” supported by the Government of Malaysia through Malaysia Funds-in-Trust.

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Workshop details

Held during 27 to 28 November 2017 in Penang, Malaysia, the workshop brought together a total of 34 participants (15 female participants) from Australia, Cambodia, Indonesia, Japan, Malaysia, Nigeria, Portugal, and Timor Leste, comprising of UNESCO category 2 water-related centres, IHP Committees, universities and other water stakeholders. Scope of the workshop

The objectives of the workshop were: - to share and discuss Water Management Curriculum developed by HTC-KL; - to share experience and practices on water education among countries in Asia and the

Pacific and Africa, in particular water management curricula; - to establish pathways towards improved water education curricula; - to create a platform for collaboration among category 2 water centres in Asia Pacific

and Africa to promote and progress pathways towards improved water education curricula and strengthen cooperation on IWRM.

The expected outcomes of the workshop were: - Best practices on water education curricula from Malaysia and other countries

compiled and shared; - Gaps identified in establishing pathways towards improved water education curricula; - Recommendations for regional and/or inter-regional collaboration developed. Workshop program - Presentation on the Water Management Curriculum by HTC-KL - Presentation by universities, UNESCO Category 2 Centres and Chairs and other

stakeholders on experiences of water education, challenges and lessons learned - Discussions and recommendations Organizing Committee

Advisors Prof. Shahbaz Khan, Director and Representative, UNESCO Regional Science Bureau for Asia and the Pacific / UNESCO Office Jakarta Dr Hans D Thulstrup, Senior Programme Specialist, UNESCO Regional Science Bureau for Asia and the Pacific / UNESCO Office Jakarta Prof. Dr. Nor Azazi Zakaria, Director of River Engineering and Urban Drainage Research Centre/REDAC Coordinator Trita Katriana, National Project Officer, UNESCO Office Jakarta Dr. Foo Keng Yuen, Senior Lecturer, River Engineering and Urban Drainage Research Centre (REDAC), Universiti Sains Malaysia (USM) Secretariat Ms. Dinanti Erawati, Administrative Assistant, UNESCO Office Jakarta Dr. Lee Lai Kuan, Senior Lecturer, School of Industrial Technology, Universiti Sains Malaysia (USM) Ms. Lim Kah Yee, postgraduate student, REDAC, USM Ms. Chow Yuh Nien, postgraduate student, REDAC, USM Ms. Siti Fairos binti Abdul Shattar, postgraduate student, REDAC, USM

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Workshop Summary

The workshop witnessed the formal launching of two publications: 1) Water Management Curricula using Ecohydrology and Integrated Water Resources Management (in three volumes); and 2) Customising IWRM at the River Basin Level, both published by HTCKL with support and coordination by UNESCO Office Jakarta. The publications were officially handed over to representatives of Cambodia and Timor-Leste – both Least Developed Countries, as well as Indonesia and the participating UNESCO Category 2 Centres.

Several key messages emerged from the workshop discussions. These included identification of challenges relating to the introduction of new research and publications – such as the just-launched education curricula themselves - into public education and management systems to ensure widespread application. Causes underlying these challenges may in some cases include bureaucratic procedures and the lack of institutional memory within the relevant government departments. The workshop concluded by reaffirming the commitment of all participating UNESCO Category 2 centres, universities and IHP Committee representatives to promote the education curricula across the public sector as well as beyond, in accordance with their respective professional capacities and affiliations.

Responding to this call for strengthened cooperation, the workshop also saw the signing of a Memorandum of Understanding (MoU) on Ecohydrology and Integrated Water Resources Management (IWRM) between the Executive Director of Asia Pacific Centre for Ecohydrology (APCE) and the Director of Regional Centre for Integrated River Basin Management (RC-IRBM) Nigeria - both UNESCO Category 2 Centres. The Ceremony was witnessed by UNESCO Office Jakarta, the Humid Tropics Centre Kuala Lumpur (HTC-KL), and REDAC USM. The entry into force of this document will further strengthen data and information exchange, research partnerships and capacity building programmes between the two parties.

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Session 1 – Water Management Curricula using Ecohydrology and IWRM

Freshwater Ecosystem, River Ecosystem, Lake Ecosystem

Dr Nur Asmaliza Mohd Noor1; Prof Ir Dr Lariyah Mohd Sidek2

1Faculty of Civil Engineering, Universiti Teknologi MARA Pahang 26400 Jengka Pahang (Email: asmalizamn@gmail.com)

2Center for sustainable technology and environment (CSTEN), Institute of Energy Infrastructure (IEI), Universiti Tenaga Nasional, Jalan IKRAM-UNITEN 43000 Kajang Selangor

Abstract: Rapid development in an urban area can drastically change the land use and deteriorate the quality of freshwater, river and lake ecosystem. It is important to understand the behavior and related issues to the freshwater, river and lake ecosystem. Therefore, this paper covered the elements involved in freshwater, lake and river ecosystem such as hydrological cycles and the evolution and function of freshwater, lake and river ecosystem. Furthermore, the diversity of freshwater, lake, river and organism, the invertebrate consumers in lakes and heterotrophic microorganisms in lake and streams has been discussed as well. Meanwhile, under the integration of the organism and functioning ,the discussion more on tracing energy and the carbon, nitrogen cycle and methods of identifying the contaminant source. Human impact, climate change, habitat destruction and urbanization are main contribution to the changing of freshwater, river and lake ecosystem behavior thus these factors has been elaborate together with the restoration of freshwater water, lake and river ecosystem in term of the stakeholder participation.

Keywords: Climate change; hydrological cycle; water quality

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Introduction

The urbanization process has changed the land use pattern and the urban structure. Urban development adds impervious surfaces, increases runoff, decreases infiltration, ground water recharge and has negative effects on the local water quality and quantity balance. A large portion of former forest and agricultural areas have been cleared and replaced by concrete buildings, roads and drainage systems which are impermeable. The rivers flowing along the urban area are choked up with sediment from mining, housing and other development areas. (Yong and Mohd Noh, 2004). The causes of the problems are complex and cannot be solved overnight, while the traditional way of addressing the problems in a fragmented manner has proven to be insufficient. In addition, roles, responsibilities and authority are not clearly defined.

Therefore, deeper understanding on the freshwater ecosystem, river ecosystem and lake ecosystem among the involved parties are very important for better management practices. This module is come out with the purpose to provide knowledge on the concept of freshwater, lake and river ecosystem in terms of hydrological cycles and the evolution and function of freshwater, lake and river ecosystem. Then, the information on the diversity of freshwater, lake, river and organism, the invertebrate consumers and heterotrophic microorganisms in lake and streams also provided to deepen the knowledge on the discussed topic. Moreover, the information on the tracing energy and the carbon, nitrogen cycle and methods of identifying the contaminant sources are also has been discussed in order to provide understanding on the process. Most important thing, the information on the human impact such as climate change, habitat destruction and urbanization towards the ecosystem has been discussed as well since these are the factors that contributed to the destruction of fresh, river and lake ecosystem. Stakeholder participation and updated information on laws and policies on the water management is an important element in order to make sure the successful plan for freshwater, lake and river ecosystem. In order to make everything clear, the examples according to the Malaysia condition are included under this module based on the previous study ( Putrajaya Wetland and Pergau Lake) which covered lake and river ecosystem. These case studies will expand some knowledge on the elements that have been discussed previously.

Conclusion The approach seeks to focus on implementing IWRM principles on the basis of better coordination amongst operating and water management entities within a river basin, with a focus on allocating and delivering reliable water-dependent services in an equitable manner. It is a holistic approach that seeks to integrate the management of the physical environment within that of the broader socioeconomic and political framework. Since the challenge is involved with the jurisdiction issues, it is hope that this module can contribute good information to the water practitioner to shift from traditional thinking to more comprehensive approach in managing water management in Malaysia.

Acknowledgement The authors would like to express gratitude towards Humid Tropic Center, TNB Research Malaysia, Perbadanan Putrajaya and Drainage Irrigation Department who involved in this module. References Makjizat A., Johan Ariffin. (2000).Wetlands For Controlling Urban Pollution In Putrajaya;

Seminar “Urban Hydrology Study – Taman Mayang”., 21st ~ 23rd January 2000; Jointly Organised by: Malaysian International Hydrological Programme (MIHP), Jabatan Pengairan Malaysia, Melaka

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McAllister, D.E., Hamilton, A.L., and Harvey, B. (1997). Global freshwater biodiversity: Striving for the integrity of freshwater ecosystems. Sea Wind 11:1-140.

Selamat, Z. (2001). Putrajaya Wetlands Performance and Management. National Conference on Hydraulics, Hydrology and Sustainable Water Resources Management “Advances in Research and Management”, Hotel Equatorial Bangi Selangor, 24-26 September 2001

Shuter, B.J., and Meisner, J.D. (1992). Tools for assessing the impact of climate change on freshwater fish populations. Journal 28 (1): 7-20.

Young, R. and Md Noh, M.N. (2004). Stormwater Management: Manual Saliran Mesra Alam. Buletin Inginieur, 48-52. Available at: www.bem.org.my/publication/dec04-feb05.

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Understanding Lake Environmental Management and Expert System Monitoring

Arien Heryansyah1 and Sobri Harun2

1Ibnu Khaldun University (UIKA Bogor), (Email: arien@uika-bogor.ac.id) 2Universiti Teknologi Malaysia (UTM Johor), (Email: sobriharun@utm.my)

Abstract: Lake environmental management, especially which close to urban area, has a lot of un-ideal condition, due to less awareness among the stake holder. Therefore, the courses emphasizes on ecohydrology and its application in the field of public education, awareness and ethics those related to lake environmental management. Interdisciplinary aspects of lake management that will be introduced and discussed are the understanding of the hydrological processes of lake management (evaporation, transpiration, surface runoff, groundwater flow, infiltration, and interception), a part of IWRM (Integrated Water Resource Management), simple and suitable technology for environmental monitoring, and responses using expert system. An introduction to eco-hydrology lake environmental management will be highlighted together with the basic analysis and concept in accordance with local wisdom or urban storm water management manual. Also, a brief introduction of the hydrologic modelling processes and their interpretation will be introduced as a basic requirement for the understanding of expert system for responding the condition changes. Gamification will be employed to increase the public participation on these activities. In short, this curriculum has two important fields: participatory based environmental monitoring and expert system. Upon completion of the modular curriculum, the public are expected to be able to describe, and assess all the physical processes of ecohydrologic cycle on lake management together with the consequences.

Keywords: Ecohydrology cycle, lake environmental management, participatory based environmental monitoring, expert system

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Knowledge

Database

Environmental

Monitoring Expert

Participatory

Monitoring Lake

Authority

1. INTRODUCTION

A “City in a Garden” with urban catchment as its focal point requires a good lake and effective wetland management. That lake has multi-functional uses such as boating, fishing, recreational and water sports, therefore acceptable water quality level are required. However, considering that a wetland will be the last treatment for water purification, expert system and real time monitoring of certain main indicators on ecological succession are important in order to keep the upstream water quality enhancement features are still effective. Therefore, environmental practitioners of local community were assumed to be the key for successful environmental program.

1.1. Lake Environmental Management

Human activities are considered to have major impacts on the movement of water, water quality, and the quality of the natural habitat. Nutrients, water, and chemicals are circulated throughout the lake's system including its catchments area as a result of interaction between activities within the system and hydrologic cycle. High population pressure and recent economic growth can cause water pollution as well as increment on the need for water resources in all aspects of human life. Furthermore, recent developments in the catchments have had a negative impact on lake functions such as water storage and purification.

To reduce the impact, Hydrological model have been developed to quantify the relationship among the sub system. These kinds of simulations are necessary to determine the best management practise (BMP) and solve specific environmental problems. The problem may differ, however one thing is common, namely in order to obtain useful outcome of the modelling exercise, variation of state-variables over space and time need to be considered and internal flow processes have to be computed. However, this approach highly depends of modelling performance and sensitivity. It means all the simulation result should be interpreted as what its model gave consideration.

Hydrological model alone can’t produce effective BMP. It needs good environmental monitoring and a kind of Decision Support System. Learning from several systems, from simple to complicated system, a proposed lake management system that include the expert system and public monitoring were developed, as presented on Fig.1.

Figure 1. Proposed lake management system 1.2. Eco-hydrology Cycle

Eco-hydrologists study both terrestrial and aquatic systems. In terrestrial ecosystems (such as forests, deserts, and savannas), the interactions among vegetation, the land surface, the vadose zone, and the groundwater are the main focus. In aquatic

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Lake

Evapotranspiration

Rainfall

Catchment

Inflow : Runoff

Outflow

Groundwater

PercolationStakeholder

ecosystems (such as rivers, streams, lakes, and wetlands), emphasis is placed on how water chemistry, geomorphology, and hydrology affect their structure and function. In other words, eco-hydrology is the balancing between preservation of the natural processes and application of human interference. Fig 2 shows that stakeholders impact the quality of lake system, including groundwater and the catchment area. The lake itself has specific function such as water storage, water purification, and temperature control.

Figure 2. Ecohydrology cycle of lake system

1.3. Environmental Monitoring

Environmental indicators are simple measures that tell us what is happening in the environment. It needs a kind of sensors to convert the magnitude into electricity signals. In case of far monitoring point on real time monitoring, a data transmission system is required. It means, a microcontroller, computer and power sources are necessary. Therefore the environmental monitoring systems are very expensive. For participatory base environmental monitoring, an alternative system was proposed, as presented Fig.3.

Figure 3. Proposed environmental monitoring system 1.4. Expert system

Expert system is a kind of Artificial Intelligent. The most common disadvantage cited for expert systems in the academic literature is the knowledge acquisition problem. Obtaining the time of domain experts for any software application is always difficult but for expert systems it was especially difficult because the experts were by definition highly valued and in constant demand by the organization. As a result of this problem a great deal of research in the later years of expert systems was focused on tools for knowledge acquisition, to help automate the process of designing, debugging, and maintaining rules defined by experts.

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Program Outcome MO-1 MO-2 MO-3 MO-4

To describe the basic concepts and function of Lake Environment C2, A2 - - -

To identify the related physical hydrological processes - C1, A1 - -

To understand the related lake management activity - - C2, A2 -

To recognize the importance of Environmental Monitoring and its interface

for ecohydrology based lake management - - - C1, A1

To expose the Collective Knowledge and Expert System of ecohydrology

based lake management - - -

C2, A2,

P2

Note: C2 is Cognitive level 2 of bloom taxonomy; A2 is Affective level 2 of bloom taxonomy; and P2 is Phycomotoric level 2 of

bloom taxonomy

Therefore in this module, a participant were directed to interprets the data and then ask the expert opinion.

2. Module Activities

In Lake Environment, anyone with an interest or deriving value from the lake's resources, or everyone who lives in its catchment area/watershed are a stakeholder. For lake with urban catchments the stake holder may consist of local, state or federal government agencies, elected officials, agricultural producers, recreational users and environmental enthusiasts. There are several locations that are necessary for the participants to visit. The participants are grouped into 4-5 persons, and each group has special focus for group presentation. Participants also need to fill up the activity forms. There are some kinds of “Easter eggs” for some information. The participants, who posed questions or find this clue, will be rewarded with ‘star pin’ or badges.

2.1. Module Objectives

The report explains the proposed public teaching about Lake Environmental Management and related aspecs. This information is important for sustainable and participatory lake environmental management. The specific objectives for this work are: (1) to expose the simplified eco-hydrological processes, and (2) to increase eco-hydrology management awareness among the stake holder

2.2. Module outcomes

The curriculum outcome can be described as follows: (1) ability to acquire knowledge from science principles and other relevant information (MO-1); (2) ability to analyse, interpret, and understand the processes (MO-2); (3) ability to function effectively as an individual in a team to achieve conservation goals (MO-3); and (4) ability to apply high ethical standards in social interactions for sustainable development (MO-4). Then, the Learning Outcome (LO) was set for water and environmental practitioner of local community. Accordingly, the LO are presented on Table 1.

Table 1. Module Learning Outcome

2.3. Module Procedures

The module procedures of the lake awareness, the environmental monitoring awareness, the expert system awareness among the stake holder, are necessary to keep the message(s) clear and simple, and then obtain feedback from a sample of different audiences (stakeholders and the public) to ensure the document resonates with the target audience. Several activities for lake awareness, environmental monitoring awareness, and expert system awareness among the stake holder are presented in Table 2 to Table 4, respectively.

Table 2. Lake awareness activity

Title Objective Method

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The hydrological processes of the lake

To list the processes Go around the lake, and identify the water source of the lake

The Stake Holder List and explain the stake holders of the lake

Go to the authority of the lake, and then identify the stake holder with their role on the lake system

The Lake Purpose To contrast the different recreational activity within the lake

Go to the library, and then write down all possible recreational activity in the lake system

The preservation To point out the environmental problems within the lake

Go to the library, and then list all health indicators of the lake system. Go around the lake then compare it with the real lake condition.

The Water Quality Treatment

To demonstrate the local wisdom of water quality treatment.

Go to the Lake Inlet and outlet, and then take water sample. Analyze the water sample, and then explain the different.

The Vegetation and Algae control

To identify the lake surface condition

Go to authority office, and then study the maintenance schedule of the lake.

The Aquatic Harvesting

To identify the possible aquatic life of the lake.

Go to library, and then differentiate the local and alien aquatic life.

The Construction To list the Construction plan of the lake

Go to authority office, and then identify the cause of the construction plan

Table 3. Environmental monitoring awareness activity

Title Objective Method

The Indicator To collect the information about environmental indicator

Go to library, and then list the type and measurement procedure of important environmental indicator

The data transmission To survey the communication coverage of the lake system.

Go to lake system, and then survey the communication network and the power source within the lake system.

The Monitoring location To identify the best location for monitor the environmental indicator

Go to library, and then study the hydrological cycle and ecological function of the lake system. After that plot suitable location on the lake system map.

The Water Quality Standard

To categorize the water quality data based on standard

Go to authority office, and then collect water quality data. Compare the value with the standard

The User Interface To select the simple and suitable user interface for publishing the data

Show the analyzed data using simple user interface

The Monitoring Station To assembly the monitoring equipment

Select and connect the sensor into Arduino and Raspberry Pi, and then test it

Table 4. Expert system awareness activity

Title Objective Method

The Automatic Environment Status

To write the flow chart to categorize the monitoring data

Collect the environmental indicators, the build the flow chart to interpret the status.

The Response To connect the historical action with the environmental data / status

List the possible action to reduce the impact of environmental indicators based on the historical data

3. Closing Remarks and Recommendations

Understanding such surrounding lake environmental condition and interaction among the eco-hydrology component is potential approach to enhance the awareness of the stake holder, and also to simplify the monitoring station network. Also, the public public/stake holder awareness to evaluate the lake environmental management activity is expected to be stimulated if there are open public expert systems.

Acknowledgements

This document is produced through funding support from the Government of Malaysia via the Malaysia Funds-in-Trust (MFIT) under the Malaysia - UNESCO Cooperation Programme (MUCP), UNESCO JAKARTA OFFICE, and River Engineering and Urban Drainage Research Centre (REDAC) Universiti Sains Malaysia.

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References

Bo, K.W., and John, A.M. (1995). Expert system applications in business: a review and analysis of the literature.

Churches, A. (2008). Bloom's Taxonomy Blooms Digitally. Retrieved February 26, 2009 from http://www.techlearning.com/article/8670 .

Clark, Don (2007). Learning Domains or Bloom's Taxonomy. Retrieved February 18, 2009 from http://www.nwlink.com/~donclark/hrd/bloom.html.

D. Chin (2000). Water Resources Engineering. Prentice-Hall Publishers. Department of Irrigation and Drainage Malaysia, DID (2000), Urban Stormwater

Management Manual For Malaysia, (Manual Saliran Mesra Alam, MaSMA). E. M. Shaw (1994), Hydrology In Practice, Chapman & Hall. Kendal, S.L., and Creen, M. (2007). An introduction to knowledge engineering, London:

Springer, ISBN 978-1-84628-475-5 R. A. Wurb, W.P. James (2001). Water Resources Engineering, Prentice Hall. R. H. McCuen. (1989), Hydrologic Analysis And Design, 2nd Edition, Prentice Hall. V.T. Chow, D.R. Maidment, L. W. Mays, (1988) Applied Hydrology. McGraw Hill

Publication. W. Viessman, G.L. Lewis, (2003) Introduction To Hydrology, Pearson Education.

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Phytoremediation technique in water quality improvement

Dr. Norlida Mohd Dom1

1 The Regional Humid Tropics Hydrology and Water Resources Centre for Southeast Asia and the Pacific (Humid Tropics Centre Kuala Lumpur, HTC KL)

(Email: norlidamd@water.gov.my)

Abstract: Phytoremediation Technique in River Water Quality Improvement is one of the methods or solutions for passive river water quality treatment and it is a cheaper non-structural measure in building up a water treatment styste. The plant attached to float structure or pontoon is more environmental friendly as well as providing natural environment landscape to the river corridor. The phytoremediation technique applied in the river can reduce the amount of pollutant diluted in the river water by a concept of phytoremediation. The pollutant removal illustrated in this Topic 5 is designed as the conceptual ideas on ecohydrology to further apply as one of the solution in any Integrated Water Resources Management (IWRM) project. The controlled environment experiment found that the river showed decreasing trends of heavy metal concentration and pollutant removal efficiency has increased for Fe(iron: 68% to 91%), Pb(lead: 49% to 59%), Mn(manganese: 24% to 29%) and Zn(zinc: 14% to 25%) within five to ten days (DID, 2015).

Keywords: Phytoremediation, ecohydrology, IWRM, water management curricula

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INTRODUCTION

Phytoremediation Technique in River Water Quality Improvement as in Topic 5 of the Water Management Curricula is part of the Water Management Curricula Using Ecohydrology and Integrated Water Resources Management (IWRM). The project is part of the Comparative Studies of Applying Ecohydrology and IWRM for Upscaling Water Security in Asia and Africa programme through UNESCO Category 2 Water Centre. The project is funded by Malaysia Fund-in Trust (MFIT) and initiated by UNESCO Jakarta based on the Regional Humid Tropics Hydrology and Water Resources Centre for Southeast Asia and the Pacific, Kuala Lumpur (HTC KL) proposal. The Topic 5 is developed by the HTC KL.

ELEMENT OF ECOHYDROLOGY

Ecohydrology approach is one of the current practices in combining hydrology and biological elements for an Integrated River Basin Management (IRBM). The focus of the curricula will be on understanding the philosophy ecohydrology in applying phytoremediation technique using hydroponic plants. The selected plants will absorb the pollutant in the water and indirectly protect the environment from water pollutant as in line with sustainable development goals and IWRM Phase VII. The curricula chapters shall be able to give better understanding and to provide a guide to professionals and non-professionals on the element of ecohydrology and phytoremediation technique into a better concept for their own water pollution areas.

Phytoremediation Technique

Topic 5 of Volume 2 consists of few chapters that illustrate the module of the curricula into the design of ecohydrology as a tool in stormwater management. The plant named Vetiver Grass (VG) act as a media in the process of phytoremediation shall compliment the efforts of the professionals and non-professionals in managing the pollution load of river systems instead of structural solutions. Phytoremediation technique created by HTC KL provides a demonstration sites at HTC KL pond/wetland and Mineral and Geoscience Department Training Centre, lpoh is a shown in Figure 1. Both the VG system is a hydroponic floating plant in the pontoon structures. The VG attached to a floating structure or a pontoon is more environmental friendly and also provides a natural environmental landscape to the river or wetland/pond corridors.

Figure 1 : A Demonstration Site of the Phytoremediation Technique in HTC KL

pond/wetland (left) and Mineral and Geoscience Department Training Centre, lpoh (right)

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THE CHAPTERS

Other than phytoremediation technique illustrated in the Topic 5, the curricula, other chapters such as the objectives and scope also has been introduced. Learning outcome as a final destination of the impact is basically to further enhance the scientific knowledge in the use of VG plant by professional and non-professionals. Plant handling is also be a major procedure at initial stage of the successful of the plant grow due to its sensitivity during soil removal attached to the plant roots and shoot before it is taken to an actual pot of the experiment.

While technical component is established in the curricula content, some reaction by the participants shall be created. This chapter provides some questions and answers to initiate the participant’s knowledge wheather they understand technically or not. It derives the conclusion based on some answers to whom who understand the phytoremediation concepts. Methodology is the most important chapter in this topic as it carries the procedure correctly. Finally, the field experiment and an installation guide have been illustrated in this chapter in providing clear procedures.

CONCLUSION

Phytoremediation technique is a proved measure in pollutant reduction and can improve the water quality. It provides a cheaper solution at an optimum cost and can be applied when there is a limited source of funds available other than to construct an expensive water treatment plant. This phytoremediation topic in pollutant reduction in river water shall facilitate professional and non-professional knowledge in water education as well as escalation all individual knowledge in scientific and non-scientific measures towards the IWRM. Acknowledgement

This publication is produced through funding support from the Government of Malaysia via the Malaysia Funds-in-Trust (MFIT) under the Malaysia - UNESCO Cooperation Programme (MUCP).The authors would like to acknowledge UNESCO-Jakarta for the successful collaboration and the platform and strong support from Department of Irrigation and Drainage (DID Malaysia).

Reference

HTCKL (2017). Water Management Curricula using Ecohydrology and Integrated Water Resources Management, Vol.2. The Regional Humid Tropics Hydrology and Water Resources Centre for Southeast Asia and the Pacific.

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Highland Drainage, Debris and Mudflow, Sediment Erosion and Landslide Control

Sidek L.M1, Noor, N.A.M2, and Haron, S.H 3

1, 3 Sustainable Technology & Environment Group, Institute for Energy Infrastructure, Universiti Tenaga Nasional, Selangor, Malaysia (Email: lariyah@uniten.edu.my)

2Faculty of Civil Engineering Universiti Teknologi MARA Jengka Malaysia

Abstract: This study are divided into three categories which are for first one on highland drainage, debris and mudflow, the second one on sediment erosion control and the final one on landslide. As of first part, the paper will discuss on the concept and overview, the current practices and recommendation practices for the highland drainage, mudflow and debris. Meanwhile for second part it will involve with the process, planning, design stage, implementation and maintenance of erosion sediment control plan. The last part discuss further on landslide control and prediction of the landslide condition in the future. In the end of every part, the discussion based on related case studies is also included.

Keywords: Highland drainage, debris and mudflow, sediment erosion control, landslide.

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1. Introduction

Highland development has been rapid in the last two decades in Malaysia and has resulted in acute environmental problems in many locations such as Penang, Klang Valley and other strong growth areas. Apart from urban expansion, development has also occurred in inland hilly areas as well as near coastlines and on islands for resort purposes. Planning and achieving sustainable development in such environment is particularly important in such environment is particular important in regard to drainage, flash flood, erosion and sediment and slope stability management.

Therefore, deeper understanding on the highland drainage, debris and mudflow, sediment erosion and landslide control among the involved parties is very important for the better management. This study is suitable for the teaching material for undergraduate students and water practitioners. It is come out with the purpose to provide knowledge on the overview of highland drainage, mudflow and debris. Then, the explanation on the current practices and recommendation practices for highland drainage, mudflow and debris in Malaysia also included in this study. In lieu of that, for sediment erosion control, the information on regulatory overview which involved with submission requirements for construction activity and generic guideline for ESCP are well explained in this study. Then, the information on plan preparation stages, inspection, maintenance and the erosion and sediment control facilities has been explained based on condition in Malaysia. For the landslide control, the information on the basic principle of landslide, mechanics of landslide movement, the factor affecting the slope stability and the control measures for the management and landslide hazard are included in this study. The case study comprises the examples based on the previous study which covered current situation in local construction site for sediment erosion control and example from the previous landslide tragedy occurred in Malaysia are included in this study.

1.1. Challenges and Opportunities

Housing and resort related developments are common activities on hillsides and their components include buildings roads, car parks and open space. Local standard practice often fails to take into account the natural features of the landscape. Hillside land offers greater opportunities than flat land for imaginative design and landscape planning. Thus, these activities contribute to the various environmental problems. Although there are a lot of policies and legislation for that kind of developments, still there is lacking in term of enforcement.

Since only a few numbers of tools for sediment erosion and landslide control available in market, therefore there is an opportunity to explore and develop the interactive software which covers the selection and prediction of sediment erosion and landslide control. These tools are important because it can save time and money.

2. Highland Drainage, Mudflow and Debris

Highland development has been rapid in the last two decades in Malaysia and has resulted in acute environmental problems in many locations such as Penang, Klang Valley and other strong growth areas. Apart from urban expansion, development has also occurred in inland hilly areas as well as near coastlines and on islands for resort purposes. Planning and achieving sustainable development in such environment is particularly important in such environment is particular important in regard to drainage, flash flood, erosion and sediment and slope stability management.

2.1. Current Practices

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Housing and resort related developments are common activities on hillsides and their components include buildings roads, car parks and open space. Local standard practice often fails to take into account the natural features of the landscape. Hillside land offers greater opportunities than flat land for imaginative design and landscape planning.

i. Increased surface runoff and impact For the same imperviousness area and rainstorm magnitude a hillside zone normally generates higher food peaks than a flat area due to its shorter time of concentration. Thus development over hill sides usually causes more severe flash flooding impacts to downstream settlements and receiving waters. The increased runoff rates can lead to increased flooding, erosion and soil loss. The residents of the river lowlands are affected by flooding and water quality problems caused by development in upstream areas.

ii. Increased runoff infiltration and impacts Of all the techniques considered for the correction or prevention of slope instability on hillside development, proper drainage is recognized as the most important element. Proper drainage reduces soil moisture content and the destabilizing hydrostatic and seepage forces on a slope as well as the risk of surface erosion and piping. As a long term solution it has not always been effective because the drains must be properly designed and maintained if they are to continue to function.

2.2. Recommended Practices

The standards set out in this section are mandatory for the development of all land that has a natural slope of 20% or greater. However if the geological climatic or other conditions justify the application, local authorities will apply the provisions for land that has a flatter natural slope such as 15%. Design standards; design rainfall intensities- The designer is alerted to the possibility that design rainfall intensities in hillside areas, particularly those at the foot of mountain ranges, could be higher than an adjacent flat land. Roof and property drainage; Building in which roof gutters are omitted, shall not be permitted in hillside areas. This type of roof drainage would have unacceptable consequences in term of erosion impact and infiltration of rainfall on potentially unstable hill slopes. Public Drainage system; cut-off drains shall be installed on the uphill side of all developments on land where the total uphill catchment is greater than 0.4 ha. The purpose of these drains is to ensure that runoff from the surrounding hillsides does not flow into the development. Site planning; less amount of earthworks on hillside land the lesser problems will be. Consider whether a cut and filled platform is really necessary or whether a better result can be achieved by terracing or other means.

2.3. Case Study: Landslide Case Bukit Antarabangsa (2008)

On 6th December 2008, a landslide was occurred at Taman Bukit Mewah, Bukit Antarabangsa, Hulu Kelang Selangor. The landslide took place around 3.30 a.m., having 109 m in width at the crest, 120 m in the length, 15 m in depth and the angle of the scarp of the crown ranges from 450 to 500. It was observed that 101, 500 m3 of earth had translated and the maximum run out distance of the failure debris was 210 m from the toe of the slope. .

2.4. Case Study 2: Dam Failure Hydro Hazard and Impact Assessments

In order to mitigate the hydro hazard due to dam break, UNITEN has developed a new software known as INSPIRE (Interactive Dam Safety Decision Support System). INSPIRE as an intelligent Dam Safety is developed to address emergency situations which demand fast, decision making and effective multi-agency collaboration due to dam break event. The

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fundamental role of Intelligent Dam Safety is to provide an integrated system that may be used by dam operators as an interactive emergency response plan to mitigate the risk of dam failure (Figure 1). Therefore, INSPIRE is a decision support tools aimed to support the decision processes regarding dam safety event (Figure 2).

Figure 1. The Catastrophic Effect to Lives, Property and Environment due to Dam Break

Figure 2. INSPIRE concepts

3. Sediment Erosion Control

There are a few compliance requirements with respect to erosion and sediment control in Malaysia can be found in various pieces of legislation. ESCP must be submitted to Local Authorities for development which involved an area more than 1 ha (DID, 2010). However, ESCP can be requested by the local authority for any development sites as empowered by street, Drainage and Building Act (1974). ESCP for construction activity should be submitted by the general contractor in charge of day-to- day supervision of site operation, specifically those that include ground disturbing activity.

3.1. Generic Guideline for ESCP

Generic Guideline for ESCP comprises several steps with include; a) Minimizing soil Erosion, b) Preserving Topsoil and other Assets, c)Access Routes, d) Drainage control at development sites, e) Earthworks and Erosion control, f) Sediment prevention and control, g) Slope stabilization, h) Maintenance.

3.2. Plan Preparation Stages

The ESCP must be prepared before construction begins, ideally during the project planning and design phases. It may be completed at the end of the design phases or early in the construction phase. Implementation of the ESCP begins when construction begins typically before the initial clearing, grubbing and grading operations since these activities usually increase erosion potential on the site. During construction, the ESCP should be referred to frequently and refined by the owner and contractor as changes

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occur in construction operations which have significant effects on the potential for discharge of pollutants. The stages include; i) Planning Phase, ii) Design phase, iii) Construction phases, iv) Construction phases, v) Construction operation., vi)Complete construction.

3.3. Sediment Erosion Control: the Erosion and Sediment Control

Facilities

No. Types Description Picture 1 Seeding and

planting Seeding of grasses and planting of trees, shrubs, and ground covers provides long-term stabilization of soil. Grasses may also be planted for temporary stabilization

2 Mulching Mulching is a temporary ground

covering that protects the soil from rainfall impacts, increases infiltration, conserves moisture around trees, shrubs, and seeding’s, prevents compaction and cracking of soil, and aids the growth of seeding’s and plantings by holding the seeds, fertilizers, and topsoil in place until growth occurs

3 Geotextile and mats

Mattings made of natural or synthetic material which is used to temporarily or permanently stabilize soil. Mattings reduce erosion from rainfall impact, hold soil in place, and absorb and hold moisture near the soil surface. Additionally, mattings may be used alone or with a mulch during the establishment of protective cover on critical slopes.

3.4. Runoff Management Facilities

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No. Types Description Picture 1 Earth Bank A temporary earth bank is a

temporary berm or ridge of compacted soil used to divert runoff or channel water to a desired location, thereby reducing the potential for erosion and off-site sedimentation. Earth banks may also be used to divert runoff from off-site and from undisturbed areas away from disturbed areas, and to divert sheet flow s away from unprotected slopes.

2 Diversion Channel

Temporary diversion channels may be used to divert offsite runoff around the construction site, divert runoff from stabilized areas around disturbed areas, and direct runoff into sediment traps or basins. Diversion channels should be installed when the site is initially graded and remain in place until permanent BMPs are installed and/or slopes are stabilized.

3 Drainage Outlet Protection

Drainage outlet protection is a physical device composed of rock, grouted riprap, or concrete rubble which is placed at the outlet of a culvert, conduit, or channel to prevent scour of the soil caused by high flow velocities, and to absorb flow energy to produce non-erosive velocities

4 Temporary Waterway Crossing

A temporary access waterway crossing is a temporary culvert, ford, or bridge placed across a waterway to provide access for construction purposes for a period of less than one year. The purpose of a temporary crossing is to provide a safe, erosion-free access point across a waterway for construction equipment. An engineer should establish minimum standards and specifications

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No. Types Description Picture for the design, construction, maintenance, and removal of the structure.

3.5. Sediment Control Facilities

No. Types Description Picture Check Dam A check dam is a small temporary

dam constructed across a diversion channel or swale. Check dams reduce the velocity of concentrated stormwater flows, thereby reducing erosion of the diversion channel or swale and promoting sedimentation behind the dam

Silt Fence A silt fence is a temporary sediment

barrier consisting of filter fabric stretched across and attached to supporting posts, entrenched, and, depending upon the strength of the fabric used, backed by a wire fence for support. This measure does NOT filter runoff, but acts as a linear barrier creating upstream ponding which allows soil particles to settle out thereby reducing the amount of soil leaving a disturbed area.

Sediment Traps

A sediment trap is a small temporary ponding area, usually with a gravel outlet, formed by excavation and/or construction of an earthen embankment. Its purpose is to collect and store sediment from sites cleared and/or graded during construction. It is intended for use on small catchment areas. With usual drainage features, where construction will be completed in a reasonably short period of time

Sediment Basin

A sediment basin is a structure formed by excavation and/or construction of an embankment across a waterway or other suitable location. Its purpose is to collect and store sediment from sites cleared and/or graded during construction or for extended periods of time before reestablishment of permanent vegetation and/or construction of permanent drainage structures. It is intended to trap sediment before it leaves the construction site.

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3.6. Case Study: Best Management Practices

Best management practices (BMPs) for controlling stormwater runoff in construction sites can offer secondary benefits for water quality and amenity/ecology improvements in addition to flow control and pollution removal. The application of BMPs facilities involves a variety of stakeholders in both public and private arenas and therefore their development and design can be subject to differing degrees of uncertainty with regard to the relevance of influencing political, technical and environmental factors. In addition to being effective in terms of long term efficiency, they also need to be cost-effective when compared with conventional systems. BMPs are schedules of activities, prohibitions of practices, maintenance procedures, and structural and/or managerial practices, that when used slightly or in combination, prevent or reduce the release of pollutants to waters. Figure 5.16 shows the methods of erosion sediment control which implemented in Malaysia.

Figure 3. ESCP in Malaysia

In order to determine the best control measure for ESCP, interactive software known as Erosion and Sediment control Expert System.( ESCES) has been developed which suitable with Malaysia condition. A software targeted to minimise erosion and sedimentation due to stormwater in Malaysian construction sites (Figure 3).

ESCES is user friendly, interactive software for enabling engineers, contractors, and decision makers to identify the control measures that are necessary to be installed in the construction site for the purpose of minimsing stormwater polluted effluent based on MSMA standard design manual (2000), Erosion & sediment control manual (DID 2010) besides other national and international guidelines.

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Figure 3. ESCES main interface

4. Landslide Control

Landslides are downslope movements of relatively large landmasses, either as nearly intact bedrock blocks, or as jumbled mixes of bedrock blocks, fragments, debris, and soil. Landslides are a type of “mass wasting” which denotes any down slope movement of soil and rock under the direct influence of gravity. The term “landslide” encompasses events such as rock falls, topples, slides, spreads, and flows, and in general, landslides can be broken down into two categories: 1) rapidly moving (mud or debris flows, rock falls, and rock topples), and 2) slow moving (earth flows and slumps). Movement of larger landmasses can range from rapid to very slow. Rapidly moving landslides or debris flows pose the greatest risk to human life, and people living in or traveling through areas prone to rapidly moving landslides are at increased risk of serious injury or worse. Slow moving landslides can cause significant property damage, but are less likely to result in serious human injuries.

4.1. Case study: Landslides in the Hulu Kelang; Current Practice

The first tragic landslides tragedy happened in Hulu Kelang area are the Highland Tower landslide. It was happen on 11 December 1993 and caused 48 deaths, toppled one block 16 stories condominium. Another tragic landslide disaster, occur just a few meters away from the highland tower landslides on 20th November 2002. It caused death of 8 people and ruined a two stories bungalow. While on 31st October 2006, one more tragic landslides disaster also happened in Hulu Klang which caused death of 4 people and damaged 3 blocks long house, the zoo view-Kampung Pasir landslides occurred in 31st October 2006 (Figure 4).

According to the tragedies, landslides were occurred due to unsuitable design approached adopted and site construction method. Cut and fill method has been used in the hill tower and zoo view development. In this construction technique, it needs retaining wall to support the land form. In all three cases, the retaining wall failed to withstand the lateral load caused from the land movement underground. In the highland tower, retrogressive slides occur due to the unsettlement of landfill on the development area. In the Hill View and Zoo View development, debris flow slides were occurred due to

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construction or development activity at the above level of the site, debris were flow and hit the building at the lower level.

Figure 4. Highland Tower and Taman Zoo View tragedy

5. Conclusions and Recommendations

It is hope that the study can contribute to the knowledge on the highland drainage, debris and mudflow, sediment erosion and landslide control among water practitioners. By applying the knowledge from this study, they can impose some benefit actions on the highland drainage, debris and mudflow, sediment erosion and landslide control thus improving the water management in Malaysia.

Acknowledgments

This document is produced through funding support from the Government of Malaysia via the Malaysia Funds-in-Trust (MFIT) under the Malaysia - UNESCO Cooperation Programme (MUCP).UNESCO JAKARTA OFFICE and River Engineering and Urban Drainage Research Centre (REDAC) Universiti Sains Malaysia.

References

Alexander E.D. (2005) Vulnerability to landslides, in Landslide Hazard and Risk (eds T.) Climate and development Knowledge Network (2012). ManaGING Climate Extremes andDisasters

for Ecosystems: Lessons from IPCC SREX Drainage and Irrigation Department Malaysia (DID). (2000). Stormwater Managemet Manual for

Malaysia. Percetakan Nasional Berhad: Kuala Lumpur. Esteves, A.M, Franks D & Vanclay F.(2012). “Social Impact Assessment: the state of the art” Impact

Assess Proj Appraisal:30 (1): 35 -44. Glade, M. Anderson and M. J. Crozier), John Wiley & Sons, 2005 Hossein Mahmoudi et al .(2013). “A framework for combining social impact assessment and risk

assessment” Environmental impact Assessment Review 43 , 1-8 Jabatan Kerja Raya “National Slope Master Plan Report ” published by Jabatan Kerja Raya M.G. Anderson et al (2011).“ Reducing landslide risk in communities: Evidence from Eastern

Carribean”, Applied Geography 31, 590 – 599 Orely Ashenfelter. (2005). “ Measuring the value of a statistical Life: problems and prospects”

working paper, Princeton university. Safety Guidelines for Hillsite Development .(2012). published by Penang state Rural and Urban

Planning Department 2012 Varnes D.J (2012). Landslide hazard zonation: A review of principles and practice. Commission on

landslides of the IAEG Natural Hazard 3. UNESCO Paris Yvonne Anderson-Skold et al (2013).“Landslide risk management – a brief overview and example

from Sweden of current situation and climate change” International journal of disaster risk reduction 3 ,44 – 61

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Erosion and its effects: The Malaysian Experience

Mohd Sofiyan Sulaimana, Roslan Zainal Abidinb and Naimah Yusoffc

aLecturer, School of Ocean Engineering, Universiti Malaysia Terengganu, 21300 Kuala Terengganu, Terengganu, Malaysia. (Email: sofiyan@umt.edu.my)

bProfessor, Infrastructure University Kuala Lumpur, 43000 Kajang, Selangor, Malaysia. cLecturer, Infrastructure University Kuala Lumpur, 43000 Kajang, Selangor, Malayisa.

Abstract: This module emphasized three (3) key elements namely mechanics of erosion, governing equation for soil erosion and solution for erosion control. These subject matters are explained by elaborating the fundamental concepts of erosion, the phenomenon of erosion induced landslide in Malaysia, prediction scheme of erosion induced landslide susceptibility and proposed solution for erosion control by related agency. The soil detachment started from rainfall drops where these drops dislodging soil interlocking bonding, sealing the land surface and thus promoting the surface runoff. Soil detachment lead to the formation of sheet, rill and gully erosion on the land surface. Unattended soil erosion may cause numerous catastrophe events in Malaysia such as river bank erosion, landslide and many more. Dealing with tropical rainforest climate, it can be identified that Malaysia is prone to soil erosion due to hot and humid condition throughout the year. Average annual rainfall exceeding 2,000 mm in Malaysia is above the global average. Heavy rainfall can have adverse effect on soil particles because it heightens the ability of raindrops to detach particles. Universal Soil Loss Equation (USLE) is widely used to estimate amount of soil loss on land surface. This governing equation consists of two main parameters; soil erodibility, K and rainfall erosivity, R. USLE is a ‘continuous outcome-based’ formula where the amount of soil loss is proportionate to the increasing soil erodibility, K and rainfall erosivity, R values. Roslan and Mazidah (2002) made the effort of creating ‘categorical outcome-based’ scale by converting the soil erodibility values into the rating of erosion induced landslide susceptibility. This ROM scale (named after Roslan and Mazidah, 2002) was developed by incorporating the percentage of sand, silt and clay from the soil composition. The ROM scale can be inferred in Table 1. Apart from soil properties factor, effect of rainfall energy towards soil loss is crucial and play important role in estimating soil loss computation. Rainfall erosivity is an erosive power of rainfall to cause soil loss. Knowing the great influence of erositivity towards erosion induced landslide, Roslan and Ezanee (2001) created ROSE index (named after Roslan and Ezanee, 2001) to categorize landslide susceptibility based on ‘categorical outcome-based’ rating. This index can be inferred in Table 2.

Table 1: ROM Scale (named after Roslan and Mazidah, 2002)

Table 2: ROSE index (named after Roslan and Ezanee, 2001)

ROSE Index (MJ.mm/ha.hr) Category

<500 Low 500-1000 Moderate

1000-1500 High 1500-2000 Very High

>2000 Critical

‘ROM’ Scale Soil Erodibility Category < 1.5 Low

1.5 ~ 4.0 Moderate 4.0 ~ 8.0 High 8.0 ~ 12.0 Very High

> 12.0 Critical

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Combining these two innovative gives level of risk for erosion induced landslide. Rainfall-Soil Chart (“RS” Chart) was developed to forecast the erosion induced landslide risk level with regards to rainfall erosivity as well as soil erodibility relationship. Examining cross correlation between degree of soil erodibility and degree of rainfall erositivity gives risk assessment for the respective area as shown in Figure 1.

Figure 1: Rainfall Soil Chart (R-S) with regards to rainfall erosivity, soil erodibility and degree of landslide risks (Roslan, 2009)

**L=Low, ML=Moderate Level (1-3), HL=High Level (1-5), VHL=Very High Level (1-7), CL=Critical Level (1-9)

It is hoped that the formulation of risk level via the implementation of ROM scale and ROSE index will help practitioners and policy makers to make decision pertaining to potential landslide, mass wasting or any erosion induced catastrophes in Malaysia.

Keywords: Soil erosion, erosion induced landslide, soil erodibility, rainfall erosivity, risk assessment

References

Roslan Z.A., & Farid Ezanee, M.G. (2001). Relationship between rainfall erosivity and landslide events. Shah Alam, Selangor: Bureau Research and Consultancy (BRC).

Roslan, Z.A & Mazidah, M. (2002). Establishment of Soil Erosion Scale With Regards to Soil Grading Characteristic. 2nd World Engineering Congress, Sarawak, Malaysia.

Roslan, Z.A. (2009). Forecasting Erosion Induced landslide: Professional Lecture, University Publication Centre: Shah Alam, pp. 76.

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Water Management Curricula using Ecohydrology and Integrated Water Resources Management - Volume 3 Topics 8-13

Prof. (Adj.) Dr. Hj. Mohamed Roseli bin Zainal Abidin1

1Former Director UNESCO-HTCKL (email: hjdrroseli@gmail.com)

Abstract: Society has become more conscious of preserving and enhancement the natural environment, to safeguard the world water resources for human-being, flora and fauna. They have strongly petitioned, that we turn watershed and rivers into that are rich in nature, and which can co-exist in harmony with human society. We need to create a more natural watershed and river in whatever projects involved surface fresh water resources ecosystem management.

UNESCO-Jakarta under the South-South Cooperation has come-up with Special Science-Environment Project “Upscaling Water Security to Meet Local, Regional, and Global Challenges” programme which comprises of three (3) components namely: (1) Research Component; (2) Education Component: HELP and Ecohydrology Curricula for Implementing IWRM (3) Water Management Component. This part of the Water Education Curricula for Water Security, IWRM and Ecohydrology falls under component 2. Volume 3 is focus on learning natural channel (river) behavior, its ecosystem, its biodiversity, morphology, compound channel, overbanks hydraulics, sediment transport, erosion and riverbank protection, stream stability, example of rainfall distribution profiles, flood control, flow routing, etc.

The politicians/stakeholders/participants/students/NGOs/communities and those involve in water education; in preparing policies; action plans; acts, enactment, laws related to water environment; in planning, design and projects implementation related to water resources management such as Integrated Water Resources Management (IWRM), Stormwater Management, Ecohydrology, River Restoration Works, River of Life Project, Flood Alleviation Scheme; will find the materials presented here, useful. It is an added technical and science knowledge in hydrology, hydraulics and water resources management related to surface water (not including groundwater), care for nature and its environment ecosystem enhancement.

It is intended for the best interest as a teaching material for sub-professional and professional; academia and students in higher institute of education, and universities; in the planning, design and project implementation by the implementers (government, private), consultants, and NGOs. The materials, either as written or with some modifications should be useful in conducting courses in Asia-Pacific and Africa region for the various stakeholders and communities.

Volume 3 consist of 6 topics from Topics 8 to 13: Topic 8 Introduction to Natural Channel (River) Hydraulics and Behavior; Topic 9 Hydraulic Principles Governing Flow and Regulation of River Flows; Topic 10 Stream Stability, Riverbank Erosion, Failure and Approaches for Riverbank Protection; Topic 11 Flood Control, Flow Routing and Channelization; Topic 12 Morphometric Analysis of River System; and Topic 13 Sensitivity of Flood Hydrographs to Different Rainfall Distributions Profile based on a Case Study.

Examples of the contents are shown in the following Slides below:

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The Learning Outcomes are as follows:

• Understanding the natural river behavior ecosystem and its geomorphology will enhanced water resources management, stormwater management ecohydrology, river restoration works, river of life project, water pollution control, flood alleviation scheme and many other projects/programmes related to water.

• Practical knowledge; science, technology and innovation; and others such as river hydraulics geomorphology and sediment transport are required in the making of a more natural watershed and river for efficient water resources management.

• In flood alleviation scheme, knowledge of attenuation (the differences between peak inflow and peak outflow discharges), change of storage with respect to time, forces acting on the river channel, compound channel, inflow-outflow relationship are among others deem necessary.

• Various profile of rainfall distributions such as uniform temporal; horn temporal; skew horn left temporal; single or multi-burst rainfall distributions can be shown to be sensitive for flood hydrographs and effect flood routing.

• Use more natural approach enhancing with environment, rather than focus in using hard structures in river water resources management, river restoration works, river of life project, river protection works, flood alleviation scheme, etc.

• Introducing Riparian Zone in River Management to enhance river biodiversity, flood alleviation.

• Adopt the principles and techniques of Water Security, IWRM and Ecohydrology key for success, including stakeholders’ engagement in water resources management.

Keywords: Water resources, natural river behavior ecosystem, river hydraulics, ecohydrology, morphology, rainfall pattern, flood alleviation.

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Session 2 - IWRM Customization and IWRM integration into education curricula

Customising IWRM at the river basin level

Dr. Norlida Mohd Dom1 and Dr. Adnan A Hezri2

1The Regional Humid Tropics Hydrology and Water Resources Centre for Southeast Asia and the Pacific (Humid Tropics Centre Kuala Lumpur, HTC KL) (Email: norlidamd@water.gov.my )

2Fellow of the Academy of Sciences Malaysia

Abstract: The path towards water security involves resolving trade-offs between conflicting notions of development and sustainability and maintaining a proper balance between meeting human and environmental needs at various scales. In recent years, the term hydrosocial cycle, instead of hydrological cycle has been used to refer to the inseparable social and physical dimensions of water. A river basin approach in the implementation of Integrated Water Resources Management (IWRM) is being recognised as a method for managing water resources within the catchment more sustainably. Instead of the traditional fragmented approach to managing water, which is no longer viable, IWRM provides a more holistic approach for ensuring water security. A customise basin-level perspective enables integration of quantity and quality, surface water and groundwater, and land use and water resources in a practical manner.

The challenge of managing water in a river basin has become increasingly more difficult as populations increase, demand escalates, and the climate system changes. The implementation of IWRM in the humid tropics will likely differ in some ways from other regions because of the unique challenges of the tropics. The hydrological processes in this region involve greater energy inputs, intense precipitation, rapid weathering of materials, and larger volumes of water and sediment. These challenges are a reminder of two facts. First, there are a variety of pathways to IWRM implementation. Second, there are no silver bullets in moving IWRM from concept to action, and therefore, barriers to implementation should always be expected. For a collective learning across the humid tropics, there is a pressing need to take stock of recent experiences and identify good practices that promote customising of the sustainable water development towards the IWRM.

Keywords: IWRM, customising IWRM, ecohydrology

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1. Introduction

The publication Customising IWRM at the River Basin Level documents selected experiments in using ecohydrology approaches as a tool for IWRM. The project is supported by the Malaysia Fund in Trust (MFIT) under the theme Upscaling IWRM and Ecohydrology as Tools for Achieving Water Security. The case studies show integrated management will not be achieved quickly or easily in a single step. In addition to technical requirements for managing river basins, two key areas of integration are governance and objectives. By releasing this publication, the HTC KL is delivering its role as a catalyst in carrying out international collaboration in water management towards achieving the 2030 Agenda for Sustainable Development.

2. Customising IWRM

This paper presents selected experiences of IWRM implementation at the river basin level in Davao City in the Philippines, Medan City in Indonesia, as well as in countries such as Nigeria, Turkey and Sudan. The varying conditions in these countries require a customised approach whereby significant local knowledge and practices are used in the implementation of IWRM philosophy and principles. These case studies demonstrate that each country and river basin must chart its own vision and plan based on its unique situation, but this must be informed by sound scientific and socio-economic analysis. The lessons of customisation are further explored by highlighting the Malaysian efforts in mainstreaming the principles of IWRM and piloting the emerging ecohydrology projects. Development pressures, water management challenges, and climate change have changed the water supply situation in Malaysia from one of relative abundance to one of relative scarcity. Hence, just like other countries, Malaysia has already been through the process of putting in place elements of the IWRM in its development policy as envisaged by the international community. It has made use of the ToolBox promoted by the Global Water Partnership under the categories of Enabling Environment, Institutional Roles and Management Instruments. Inter alia, Malaysia has put in place policy tools such as water resources policy and legislation, created a water management apex body, and established a number of river basin authorities. Malaysia is also utilising two rather unique management instruments - a low-impact development guideline and community participation. The latter is widely considered as a soft-path management instrument, which is a critical component of managing water resources. 2.1. Lessons Learnt

This publication deduces five lessons of IWRM customisation from the case studies presented such as The uptake of IWRM is uneven across countries; Implementation is case specific; Policy change needs optimal governance; Partnerships are key for knowledge-building and problem-solving; and Ecohydrology is a promising customisation tool.

3. Emerging Ecohydrology Development

Recent years have also seen a wide range of ecohydrology applications, from molecular to basin scale, aimed at the sustainable use of water and nutrient cycles. This approach also signifies yet another customisation strategy. For countries in the humid tropics, there are many ways in which ecohydrology can capture the emerging opportunities for sustainable water use, despite the huge environmental challenges posed by rapid development in these nations. Malaysia, for instance, is seeing the emergence of a number of ecohydrology projects and water management initiatives. One such initiative is the application of ecohydrology for purification of the constructed wetlands in Putrajaya from various kinds of pollution in the catchment. The HTC KL is experimenting with the use of phytoremediation technique for improving water quality in a few localities of Malaysia. It is also leading the

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way with a demonstration project in its own compound that involves combining storm water management with the ecohydrology approach, constructing what is known as the Urban Storm Water Management & Integrated Stormwater Management Ecohydrology (MSMA ISME). Based on International Hydrological Program (IHP-VII), these initiatives use ecosystem components and properties as a management tool to achieve IWRM objectives. Malaysia has undertaken river restoration efforts to reverse the unhealthy state of rivers across the country. There is a realisation that when rivers are degraded, many of the ecosystem services that are so important to society are finally lost. Malaysia has embarked on restoration projects such as the Malacca Waterfront and the River of Life (Rol) projects in an attempt to recoup some of these losses, and to do so in more aesthetically-pleasing ways.

4. Conclusions

The Customising IWRM at The River Basin Level is in line with UNESCO’s mandate through framework of the IHP Phase VIII (2014-2021) to deeper understanding of the interfaces and interconnections between regional and local river basins, which aims to further improve IWRM and to deeper understanding the Sustainable Development Goals (SDG). Other than contributing to South-South cooperation, it is also responds to priority of beneficiary countries. This publication facilitates continuous networking for sharing knowledge in customising IWRM at the river basin level education as well as empowering the regional scientific collaboration in Ecohydrology and IWRM in Asia and Africa through Category 2 Water Centres such as HTC KL and Asia Pacific Centre (APCE) for Ecohydrology in Asia Pacific and Regional Centre for Integrated River Basin Management (RC-IRBM) in Africa focusing on LDCs and/or SIDS (ASPAC/Africa), contributing at least to 5 LDCs in Asia and Africa’s water resources management development. This project as well will contribute to UCPD Programme 4: IHP, and the developing a long-term strategy for water resource management to achieve water security.

Acknowledgments

This publication is produced through funding support from the Government of Malaysia via the Malaysia Funds-in-Trust (MFIT) under the Malaysia - UNESCO Cooperation Programme (MUCP).The authors would like to acknowledge UNESCO-Jakarta for the successful collaboration and the platform and strong support from Department of Irrigation and Drainage (DID Malaysia).

References

Hezri, A.A and N.M Dom (2017). Customising IWRM at The River Basin Level. Humid Tropics Centre Kuala Lumpur.

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Integrating IWRM into water education curricula in Cambodia

S Ly1

1Faculty of Hydrology and Water Resources Engineering, Institute of Technology of Cambodia (Email: ly.sarann@itc.edu.kh)

Abstract: The Institute of Technology of Cambodia (ITC) is a Cambodian Higher Education Institution, which was founded in 1964. More than 5,000 executive members have been graduated from ITC. They are currently working intensely on the economic and social infrastructure development of Cambodia. Faculty of Hydrology and Water Resources Engineering is one amongst five active faculties of ITC, currently provide a high quality education in the fields of water resources engineering and rural infrastructure. The Faculty was created in 1964 known as Hydrotechnique, assures the higher education in the field of Water Resources and Rural Infrastructure including the study of water resources on and underground, Hydraulic Construction, Irrigation- Drainage, Construction of Rural Infrastructure. We offer three main programs: Associate’s Degree in Rural Engineering (2 years), Degree of Engineer (5 years) which two specializations and Master of Water Resources Engineering (2 years). The main program is degree of engineer that last for five years. So far, this program is to train students in field of water resources engineering and rural infrastructure. This year, we open a new program called Water and Ecological Engineering. The IWRM courses was integrated into the curriculum few years ago while we revised our program. The Faculty is advancing and excellent in the field of water resources and rural infrastructures engineering. These include hydrological analysis, hydraulics and river morphology, GIS & Remote sensing, Surveying, earth dam design, hydraulic structures irrigation management and development, groundwater management and evaluation, climate change adaptation, IWRM and environmental management.

Keywords: Hydrology, water resources, IWRM, water research, Cambodia

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1. INTRODUCTION

1.1. Introduction of ITC

The Institute of Technology of Cambodia (ITC) is a Cambodian Higher Education Institution, which was founded in 1964 and supported by cooperation between the Cambodia and the former Soviet Union. More than 5,000 executive members have been graduated from ITC. They are currently working intensely on the economic and social infrastructure development of Cambodia. In the current context of globalization and fast transformations of new technologies, ITC’s main concerns are to play an efficient role in the Cambodian society and to be at the cutting edge of development to improve our educational system. Our goal is to provide students with a high quality education in the fields of engineering, sciences and technologies. Students are provided with technical know-how and skills of analysis which allow integration and evolution in the labour market. Furthermore, ITC has implemented several research activities with international, regional and local partners, on Food Technology and Chemical Engineering, Civil Engineering, Electrical and Energy Engineering, Information and Communication Engineering, Industrial and Mechanical Engineering and Water Resources Engineering.

1.2. Faculty of Hydrology and Water Resources Engineering

Humanity is confronted with a fast growing threat of water insecurity because of a changing climate, increasing population pressure and related growths in industrial productivity and food production. Mainly developing countries with very low levels of resilience are challenged with severe direct or indirect consequences of human-caused climate and land use change as well as increasing water demand and a growing exposure of humans and their property to floods and other hydro-meteorological extremes. Adequate water education is needed to address these questions.

Faculty of Hydrology and Water Resources Engineering is one amongst five active faculties of ITC, currently provide a high quality education in the fields of water resources, ecological and environmental engineering and rural infrastructure.

The Faculty of Hydrology and Water Resources Engineering, created in 1964 known as Hydrotechnique, assures the higher education in the field of Water Resources and Rural Infrastructure including the study of water resources on and underground, Hydraulic Construction, Irrigation- Drainage, Construction of Rural Infrastructure.

The vision of the faculty is to develop human resource with a potential quality in the fields of Rural Infrastructures, Water Resources and environmental Engineering. The faculty will become an outstanding place in training young Cambodian students with high quality and capability with recognition from national and international communities.

The faculty makes endeavor to offer best education quality (at PhD, MSc, Engineer, and Technician level) in Rural Infrastructures Water Resources and environmental Engineering in Cambodia. The mission of the faculty is also realised by providing professional training (short courses) as well as executing research and development in water resources and related environmental issues for sustainable development. To accomplish this mission, we are committed to improving our education program and enhancing the research capacities and technological know-how as a leading research institution in the field of Rural Infrastructures and Water Resources Engineering.

The aim of the faculty is to offer Technical and Engineering Education Program with certain quality, virtue and high capability so that the students are able to gain knowledge, practical

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skills and capacity to fill the labor market requirement in rural infrastructures and water resources development sector and participate in research and development.

We offer three main programs:

Associate’s Degree in Rural Engineering (2 years) Degree of Engineer (5 years) which two specializations Master of Water Resources Engineering (2 years)

The contents of the program articulate all-around of the following terms:

- a general scientific training, reserving the main part for the water and soil sciences,

- catch in hand of the modern tools of the topographic surveying and the systems of geographical information,

- the learning of the specific techniques in the construction of infrastructures, earth dams, irrigation channels, and hydraulic constructions,

- the management and the operation of the drinking water networks and water purification, and pumping plants including IWRM.

Beyond the lectures, the training requires students an active participation through practical work in laboratory and in the field, the projects, and the training courses in the related NGO, companies and government agencies.

Furthermore, Cambodia possesses an important potential in the field of water resources development, particularly irrigation system to boost agriculture production and hydropower to enhance energy supply in the country as well as the region.

In addition, the engineering education will allow students to intervene not only in management and exploitation of water resources by integrating the environmental problems and sustainable development, but also in research activities in both public and private sectors.

2. Water Education Curricula 2.1. Degree of Engineer

The main program is degree of engineer that last for five years. So far, this program is to train students in field of water resources engineering and rural infrastructure. IWRM course was introduced into the curriculum while we revised it.

In response to the urgent needs of human resources in the fields of water and environmental engineering and in the context of ASEAN integration, Cambodia must have human resources in this sector in order to promote more market opportunities and reduce the free flow of foreign environmental and ecological engineers to Cambodia. In this perspective, the faculty propose to establish a new program for Water and Ecological Engineering (WEE) within the faculty starting from this year (2017).

The structure of the program is shown in the figure 1

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Figure 1. Structure of the Program Engineer

2.2. Master of Water Resources Engineering

Water is an essential environmental resource and one that needs to be properly managed. As the world places more emphasis on sustainable water supplies for agriculture, industries and urban use, the demand for expertise in water engineering and management continues to increase. For sustainable development of water resources, there will be a major increase in the demand for professionals in this field. This Master programme provides multi-disciplinary and qualitative professional higher education in the field of water engineering and management with the aim to equip future professionals and scientists with the technical and managerial knowledge and skills.

This master program is completed in two years with four modules. For the first module, students are expected to complete the coursework requirement. The second and third modules are reserved for advanced coursework followed by the last module in which students carry out a research topic and complete a Master thesis. The program is completed with a thesis in which students carry out experimental work, modelling, or case studies. It starts with a period to develop an individual research proposal, combined with self-selected topics. The research takes place over a period of about six months. Participants undertake research that fits best to their personal and professional preference.

The candidate for this program is eligible for all nationalities from all over the world. Undergraduate degree in Rural, Civil, Agricultural or Environmental Engineering and Science; other relevant engineering fields and applied sciences are considered on case-to-case basis. Undergraduate student from the Faculty of Hydrology and Water Resources Engineering of ITC will only take from module II in condition of the good GPA during undergraduate program. This master program will use English language as medium of instruction; therefore, good language competency is a must.

Modules and courses Module I: Fundamental Science Hydrology Fluid Mechanics Hydraulic - Hydraulic Structures Topographic Surveying Irrigation - Drainage Geographic Information System (GIS) Module II: Fundamental Technology Research Methodology Applied Hydrology Applied Hydrogeology Applied soil mechanics GIS applied to Water Resources Project Management

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Module III: Specialized Courses Watershed Management Complementary Hydraulic and Hydraulic Structures Complementary Irrigation Integrated Water Resources Management (IWRM) Wastewater and Drinking Water Management Module IV: Thesis

3. Research related to water

Faculty of Hydrology and Water Resources Engineering is advancing and excellent in the field of water resources and rural infrastructures engineering. These include hydrological analysis, hydraulics and river morphology, GIS & Remote sensing, Surveying, earth dam design, hydraulic structures irrigation management and development, groundwater management and evaluation, climate change adaptation, and environmental management.

3.1. Research interest

Our Research interest is very close to the Research Unit "Water & Environment" of ITC

Hydrological analysis: water balance, modeling, soil-plant-water relation Remote sensing and GIS application to water resources development and river morphology Sediment transport and erosion Irrigation management and development Groundwater management and evaluation Climate change: trends of change and projection Environmental impact assessment caused by human activities and climate change Waste management: solid waste and waste water Integrated Water Resources Management (IWRM)

3.2. Research project

We have done a number of water related research project list below:

1. Establishment of environment conservation platform of Tonle Sap Lake, SATREPS Project 2. Urban Water Project with TIT, supported Japan Society for the Promotion of Science (JSPS) 3. Improved surface-groundwater irrigation for crop diversification in Tonle Sap Lake Basin:

Case study in Chreybak Catchment 4. Using the remote sensing technique for the inventory of the river network and the water

resources in the basin of the Tonle Sap Great Lake 5. Hydrological study to mitigate flood/drought disaster in Tonle Sap Lake, Kingdom of

Cambodia 6. Application of Drip Irrigation on Garden Farm at Sleng Village, Kampong Chhnang Province 7. Integrated Water Resources and Environmental Management for Asian and African Mega

deltas under climate change 8. Water Governance and Climate Change in Cambodia 9. Spatial interpolation of meteorological data, Tonle Sap Great Lake, Cambodia. A case study

of the Chrey Bak Watershed 10. Application of the TANK Model to a Tropical Monsoon catchment of the Tonle Sap Lake,

Cambodia 11. Simulation of the rainfall-runoff process by using HEC-HMS Hydrological Model applied to

the Stung Chrey Bak Catchment, Cambodia 12. Sediment dynamics in a tributary of Tonle Sap Lake Basin: The case of Chrey Bak River

catchment in Kampong Chhnang Province 13. Study of river bank stability, mechanism of erosion and earth stability

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14. Hydropedological charactestics of the Chrey Bak Watershed in Kampong Chhnang Province

15. Improvement and monitoring of the irrigation system efficiency in the basin of the Tonle Sap Great Lake

16. Improved irrigation water management to increase rice productivity in Cambodia 17. Estimating the discharge of the tributaries of the Tonle Sap Lake using Artificial Neural

Networks 18. Optimizing cascades of hydropower in 3S Rivers Basin (Sekong, Sesan and Srepok) 19. Exploring Tonle Sap Future - Exploring Mekong Region Future

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Session 3 - Implementation of water education throughout the region: lessons learned and recommendations

Integrating Ecohydrology into Syllabus in East Nusa Tenggara: A Lesson Learned Of Water Security Program in Semi Arid Land

Maria Yustiningsih1, Finsensius Oetpah, Vinsensia Sila, Ludgardis Ledheng,

Paulus Dwi Kuntoro2

1Biology Study Program, University Of Timor (Email: yyustiningsih@gmail.com)

2 SMAN Taekas, East Miomafo, East Nusa Tenggara

Introduction

Water scarcity is common problems in the East Nusa Tenggara Province. Most of 22 districts in East Nusa Tenggara experiencing drought and lack of clean water due to the short rainy season. Although hidrology condition in East Nusa Tenggara meet for minimal water supply, but many policies and community activities not support good water management. Based on studies conducted by Local Environment Agency and University of Timor, some issues relating water scarcity beside short rainy season are ecosystem damage in buffer zone and in the catchment area. This condition intensify with behaviour community that unconcerned with water resources and environment management. Based on the above issues, it is necessary to integrated and interlinking water security program into formal education in middle school therefore the students can realize their role and their contribution to manage water security in their environment. Ecohydrology known as new approach to regulate ecology and hydrology component to support water security and sustainability. This paper aims to (1) describe how the ecohydrology concept can be integrated into the syllabus in schools level and (2) identify the impact of this integration to school and student perceptual change.

Metodhology and Process

The project uses an iterative approach and the implementation uses participatory method through serial workshop. The first workshop was an introduction of ecohydrology concept among high school teacher and the second workshop focused on the development of the syllabus. Integration process conducted through 5 steps : (1) identify of participants and their background; (2) design workshop materials adapted to semi-arid land (3) transfers ecohydrology concept to teachers through serial workshops (4) identify school subject to integrate the ecohydrology concept and (5) develops draft syllabus adapted to the level of students' comprehension at the middle school. All steps done thoroughly whereas syllabus implementation monitoring regularly during 3 months. Achievement indicator and impact measured using teacher observation sheets, quote test and quisioner.

Result and Discussion

The integration process of ecohydrology concept into syllabus at the school level has succeeded developing 13 variations of draft syllabus. Most of syllabus define ecohidrology as ecosystem and hydrological interactions. It adjusted with biodiversity in semi-arid land and focus on human whose important role protecting ecosystem and the environment. Teachers has innovation to simplify the concept of dual regulation into interaction between biotic and abiotic ecosystem component. Based on aggrement among workshop participants integration ecohydrology applicable in 2 schools model. The terminology of blended curriculum is used since the ecohydrology concept integrate into existing school subjects and unsubtitute new subjects instead. These innovations decisions become eminence and initiate teachers interest since they should not develop new school subjects which require time and budget.

Ecohydrology Blended Curriculum (EBC) contains learning method and plan, basic competencies, indicators and type of student assessment adjusted with middle school level comprehension. These step is succeed after teacher translate ecohidrology concept into 4 basic principles of teaching : teaching principle, psychology principle, logical and consistency, and conformity between the teaching purpose and valuing (Anderson, 2001). Teaching principle refer to

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systematic teaching methode, psychology principle and consistency refer to student capacity to absorb local phenomenon which induces respon. Student living in semi arid area will easier understand if they give relevant example of these ecosystem than aquatic ecosystem. The relevant example also will facilitate teaching purpose and assessment. The next crucial step is determining dual regulation concept into comprehension category which refers to Bloom taxonomy. Teacher designed a syllabus that depicts the level of students' comprehension in absorbing the dual regulation theory : cognitive domain (receiving, responding, valuing, analysis and evaluating); and affective domain (duplicate, articulate and characterization). Comprehension initiate analisis and valuing, duplace initiate articulating and develop their caracter (Samsudin, 2012)

Based on the integration process discovered that student comprehension has improved from simply receiving and responding to being articulate and encouraging. The improvement of knowledge transfer from cognitive level to affective and psychomotor indicated that students have absorbed and be able to articulate their knowledge (Widodo et al, 2009). Result from the quisonaire show that in the affective domain, students want to contribute actively conserving water in their environment, using water efficiently, and will transfer this knowledge to their environment. In addition, their knowledge of water and the hydrological cycle has improved to contribute actively conserve hidrologycal component. According to Hendriyan (2013), the knowledge of water conservation require alteration of response and behavioral. Innovation could improve student curiosity so they will eager to learn and will push their contribution. The other significant impact on teacher and schools model indicate that school has developed waterways used to hold humus to make green school environment while regulating hydrology components

The integration of ecohydrologi concepts requires support and collaboration. Some key factors of the program are (1) involving Local Education Department. Consultations are conducted intensively to convey the purpose of the program likewise asking for permission since teachers and highschools under the coordination of this department. Workshop invitation issued by the departement has indicated that the program supported by local goverment and further strengthens the program. (2) consultation with National Curriculum Center. Second workshop invite the head of the National Curriculum Center to deliver enlightenment about flexibility to develop curriculum diversification by appending local important materials. The term blended curiculum was developed then. (3) Give opportunities and flexibility for teachers to be creative in developing syllabus and learning materials adjusted with school environment. This process gives opportunity for teachers to innovate and sharpen the ecohydrology concept. (4) determine the level of cognitive-psychomotor student comprehension. Ecohydrology concept might easily understood by practitioners and university students. But at student level, it needs to be translated using appropriate cognitive-psychomotor concepts; even should not imposed of expert level. However, this downgrade process should not reduce and cutting concepts indiscriminately. (5) adjustments concept ecohidrology into local phenomenon and context. Important issue in semi-arid land is providing water resources and prolong water cycle at surface level. Providing examples of aquatic ecosystem where water resource easily access incompatible with conditions and unpropriated for the beneficiaries.

Conclusion and Recommendation

Ecohydrology concept can be integrated into school subjects, provided that it translated equally with student level comprehension and local contex. These concept can be taught at the formal level in high school. However to support EBC development it is necessary to strengthen teachers and schools who implemented this program. Modul development can be used to strenghten the program.

Keywords: blended curryculum, ecohydrology, integration, inovations, syllabus Acknowledgment

The Ecohydrology Blended Curyculum is project under Integrated Environment and Water Sustainability Program, a program fully supported by Unesco Office Jakarta and Biology Study Program University of Timor, Asia Pasific for Ecohidrology (APCE). We would like to thank to Local Environment Agency of TTU district, Local Goverment of TTU. all team in Biology and the high school teacher in TTU district for their support.

References

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Hendriyan. 2013. Analisis Kemampuan Psikomotor Siswa Pada Pembelajaran Hand On Teknik Challenge Exploration Activities. Jurusan Ilmu Pengetahuan Alam.Universitas Islam Negeri Syarif Hidayatulah Jakarta Hidayat Pawitan. 2011. Konsep Ekohidrologi Sebagai Paradigm Baru Pengelolaan Sumber Daya Air Berkelanjutan. Makalah. Disajikan Pada KIPNAS X. Insititut Pertanian Bogor.

Samsudin. 2012. Aspek-Aspek Penilaian Ranah Kognitif, Afektif, & Psikomotor. Jurusan Fisika FMIPA.Universitas Pendidikan Indonesia Wahono Widodo, Suryanti, Mintorhari. 2009. Dimensi Afektif dan Psikomotorik: Suplemen Pengembangan Pembelajaran IPA. Universitas Negeri Surabaya

Yuni Triningsih. 2006. Pengembangan Model Inquiry Learning Sebagai Upaya meningkatkan Hasil Belajar Fisika Pokok Bahasan Hukum Newton Tentang Gerak Siswa Kelas X Semester I SMA Negeri 8 Semarang. Fakultas Ilmu Pengetahuan Alam.Universitas Negeri Semarang.

Leslie Owen Wilson:. A Succinct Discussion Of The Revisions To Bloom's Classic Cognitive Taxonomy By Lorin Anderson And David Krathwohl And How To Use Them Effectively. Access on October 26, 2017

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Water Education in Timor Leste

Zulmira Ximenes da Costa1

1Researcher in Water and Environment Resources and Lecturer at the Department of Informatics Engineering, Faculty of Engineering, Science and Technology, UNTL Timor-Leste,

(Email: zxcosta@gmail.com),

Abstract: This paper wants to present the water education issues and challenges in Timor-Leste and the way forward to introduce the water education into school curriculums. There is a lack of properly integrated water subject into education curriculum in all education levels from Primary Schools to Universities. The water subjects are not yet integrated as discipline within the school learning process, but only as part of other disciplines, like biology, environment, geographic and natural sciences including geology. The last part discusses the water subject at university levels such as in Biology, Civil Engineering, Agriculture and Geology.

Water education in Timor-Leste is still a crucial subject, which needs a high consideration by the all parties, like government, communities and stakeholders. After independence Timor-Leste has still various problems about water, like the lack of integrated water management, protection, conservation and water supply for domestic and agriculture use in both, urban and rural areas. Therefore, Timor-Leste had introduced a water resource conservation education program, conducted by the Ministry of Public Works, Permaculture NGO’s for the students and community, and Timor Geoscience Development society. It provided seminars for teaching communities how to protect and conserve Timor-Leste’s water resources and environment. On the other hand, WASH Learning Network also realized a workshop consist of seminars, discussions, videos on water pollution, water management, and sanitation for decision makers, students and community leaders. International experts had the possibility to share, educate and raising awareness of the community on water Dialogue to improve water Education in Timor by UNESCO.

Improving education service delivery is a part of pillar of country strategic plan, so Timor-Leste is needed to integrate the water education into school’s curriculums as the core discipline with the main purpose to teach and educate students and the communities including the young generation on how to manage, protect, conserve and use the water for our life being with sustainability. The challenges facing efforts to manage community, schools, decision makers water sustainability are abundant, making the need for community conservation programs and the implementation of integrated water education in Timor-Leste as the vital ways to reduce the water problems, will secure water resources and ensure sustainable water use for all communities.

Keywords: Water, Education, integrating water subjects.

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Co-learning methodology applied to water governance Exploring its application in the Asia Pacific and Africa IWM context and needs

Susana Netoabc

aUniversity of Lisbon, Research Member of CERIS | Centre of Engineering for Innovation and Sustainability

bUniversity of Western Australia, Adjunct Professor in the Faculty of Engineering, Computing and Mathematics

c UNESCO IHP_ HELP Program, Delegate for the Guadiana River (Portugal) (Email: susana.neto@netcabo.pt)

Abstract: This paper presents and discusses the results of an approach based on co-learning processes, where a new methodology centered in the experience of participants, inspired by and adapting the pedagogic approach developed by Paulo Freire to the context of integrated water management (IWM) educational needs, is described. This innovative approach has been applied in the last 7 years as part of the IWC Master Course of Integrated Water Management, in the Module ‘Water and Agricultural Landscapes’, and was also applied in other short courses, namely in the Erasmus Mundus Master in Ecohydrology (between 2010 and 2014), University of Algarve, in the Course (Pakistani) in 2014, and recently in the Master of Tropical Ecohydrology in the Technical University of Darmstadt (2016, 2017). Overall this methodology has been applied and tested with highly successful results in 16 master and trade certificate courses to 200 students from 60 countries.

By applying this methodology of co-learning, it is expected that the participants contribute substantially to discussions and workshops, proactively bringing in their own experiences to support peer learning and absorbing the experiences of others. Lectures and workshops are used to introduce fundamental information, tools and methodologies, however the emphasis is clearly on active learning by drawing on the full range of knowledge, skills and experiences provided by peers, guest presenters and course coordinators. Students are encouraged to share relevant materials and present their case studies.

The methodology consists in building a learning process that departs from the experience and expectations of the participants. These expectations are usually a mix of anticipated professional achievements when returning to the workplace, enhanced understanding of scientific/technical/ disciplines political processes regarding the management of water and agricultural landscapes, better results in other with broader incorporation of knowledge across the courses, and through improved capacity to elaborate in reports and other work, as illustrated in the Learning Diagram (Annex 1).

The main objective is to support the participants in ‘back-casting’ from their individual targets/objectives and to build a learning process that will support them to understand, filter and incorporate each session (inputs from lessons, class discussions or other improved knowledge originated by exposure to the sessions) into his/her own learning objectives. From these personal interests and learning objectives, the collective needs of the group also emerge. Through a process of ‘filtering’ through the different learning activities (lectures, class work, field trips etc.) and by using an individual register of what is more relevant from his/her own perspective and future objectives, each student is invited to participate daily in some kind of group daily reflective exercise and to pursue this further through individual consolidation. This process aims to effectively support progress along the course sessions with a critical personal view that will reinforce the capacity of each participant to improve their knowledge towards their personal learning objective and future professional / career development. The need for new ways of knowledge building in relation to water management, and water governance, keeps updated and increasingly relevant.

The contents of these modules include the identification of major water challenges at the global level, under the umbrella of international principles and agreements for ‘good water governance’. Considering the evolution of the trends since Mar del Plata, Dublin or the latest Sustainable Development Goals, participants will discuss the current and future challenges caused by global change processes (demographic, climate and economic), in the context of their home countries.

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Integrated water management and water governance are the umbrella themes of this module. Within these, we will present ‘packages’ of relevant information regarding: water and food security, agriculture use of water, urban water challenges, and sustainable solutions to water use and demand. A range of matters regarding the institutional dimensions of water

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governance and management framework will also be considered, presented and discussed. These include integrated planning tools, and legal and regulatory frameworks in different countries, with examples such as the European Water framework Directive (WFD). The interdisciplinary study of water problems and trans-sectoral approach for solutions is promoted. Other transversal and multi-dimensional views and approaches may also be discussed, such as the ecosystem-based approach, the water-energy-food nexus, or the green economy, among other relevant examples brought from participants interests. A catchment based and a territorial integration view as a baseline for analysing the water problems is adopted, including the societal perspective of action to address water challenges.

The inclusion of non-formal knowledge and views in the formal planning processes is far from reasonably achieved in most countries. An effective empowerment of the communities including adoption of bottom- up actions for identification of water problems and solutions keeps undermined and competing with the specialized world of disciplinary and formally recognized knowledge. The core innovation of this methodology is to build a ‘learning cycle’ departing form the participants’ expectations, and supporting their leaning path through the course by creating / enhancing a critical lens through which they maximize their educational outcomes. The tools that are used to support this process are explained, and results presented. Besides using their academic and professional expectations to maximize their achievements across the leaning process, the participants are encouraged to think ´outside the water box´, and draw lessons to build upon towards their role of water leadership thinking and practitioners in delivering society’s broader water policy objectives.

Keywords: Co-learning methodologies, Paulo Freire pedagogy, IWM, water education

Acknowledgements: The co-learning methodology used was developed and applied with Jeff Camkin in all the courses designed and developed in Europe, and Australia. The information presented in this communication reports to 7 years of experience in delivering courses in Water Governance and IWRM to more than 200 participants from more than 50 countries, in Australia and Europe, including a special course from Pakistan.

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ANNEX I

Example: Lea·rning Diagram of the I WC WATR780 Module 'Water Managemerrt and Agricultural Landscapes'

The Learning Diagram shows the flow of/earning and its relationship to course and personallea.rning objectives,learning activities and course outputs and outcomes..

lEARNING DIAGRAM - Af,gnrn nt of CoursondP rsonol ObJ ct v <. Act1viti< &

Output>

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Current Ecohydrology Initiatives at the Putrajaya Lake and Wetland towards a Global Reference Site

Ahmad Zubir Sapian1

1Director (Environment, Lake and Wetland), Perbadanan Putrajaya (Email: zubir@ppj.gov.my)

Abstract: Putrajaya, the new Federal Government Administrative Centre of Malaysia. The development involves an area of up to 4,932 hectares. The critical component of Putrajaya is the lake and wetland. Applying the concept of Ecohydrology, Putrajaya has successfully implemented the construction of 600 hectares of lake and wetland. The development started in 1996 and the lake was fully inundated in 2002. The application of Ecohydrology concept of ‘ecosystem exploitation’ to achieve the targeted ‘hydrological quantity and quality’ of water in its urban drainage system is a very successful innovative, creative and a challenging project. It has become a new experience to Malaysian, where nature and technology comes together to benefit the communities in an urban ecosystem. The success can be observed from many ecosystem services of the lake and wetland function. It has not only produced the quantity but also a high quality of water, it also creates amazingly a lot of benefit and healthy lifestyle to the communities and bringing back the nature. In addition, the lake and wetland has now become a renowned venue to community, national and international water sports events. The constructed wetland of 200 hectares in size, acts as breeding grounds, nurseries and homes to numerous flora and fauna. Putrajaya Wetland is now best known as habitats for fish and water birds. The number of species for phytoplankton, zooplankton, macro benthos, insects, amphibians and birds, that has been monitored by the management (Perbadanan Putrajaya) since 2001. The man-made lake which is 400 hectares in size, has become more self-sustaining and boasts a balanced ecosystem too. 15 species of indigenous fish were spotted in most of the sampling exercise and most of them are special species that demand very high quality of water and healthy habitat in order to survive. Witnessing the rapid enhancement of the fragile 600 hectares urban man-made ecosystem will be a much satisfaction to communities and the city management. This is only possible through the strategic planning exercise in implementing the continuous ecohydrology management of lake and wetland in Putrajaya urban ecosystem in which considerations were given to the possible source of all pollutant in the catchment areas (watershed). Observations were also made into the catchment’s stakeholders, activities as well as the possible source of pollutant. It is understood that the health of the city’s ecosystem can be sustained by its residents and communities. Thus, the stakeholders, communities and public participation in carrying out the care and love activities of the ‘built-up nature’ of Putrajaya has become its major challenge and priority. Continuous events and programs have been carried out by the Perbadanan Putrajaya for this purpose. With continuous management effort, way forward, we hope the Putrajaya Lake and Wetland remains to showcase itself as the best lake and wetland model on which Malaysians’ expertise in creating and maintaining an urban ecosystem suitable for modern living and benefiting its communities is used. This innovative project that can support ecosystem-friendly city which eventually can be a global city is hoped to achieve recognition as a Global Reference Site of UNESCO-IHP Ecohydrology Program in the near future. Keywords: Ecohydrology, lake. wetland, urban ecosystem, public participation.

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Session 4 - Promoting Ecohydrology and Integration into Education Curricula in the Region

Synthesis Report and Recommendations for Strengthening Collaboration Between

Asian and African Category-2 Water Centres and Chairs for Upscaling Water Security

to Meet Local, Regional and Global Challenges

Adj. Prof. Jeff Camkin

University of Western Australia (Email: jeff.camkin@uwa.edu.au)

From July 2014 to December 2017 the UNESCO Jakarta Regional Sciences Bureau for Asia and the Pacific implemented the project “Upscaling water security to meet local, regional, and

global challenges”, financially assisted by Malaysia Funds-in-Trust. The Project aimed to provide solutions to current global water challenges that require the upscaling of existing local approaches, and knowledge of the interrelations between environmental conditions and the state of waters. A synthesis report was prepared in order to link all activities and outputs in one document. The report synthesised 11 key project outputs across three components: research; education; and water management to: (i) capture how Ecohydrology and HELP approaches had been demonstrated, showcased and upscaled in water management in Asia and the Pacific, as well as Africa; (ii) show how collaborations have been strengthened to support, design and implement Ecohydrology and HELP strategies and policies; and (iii) make recommendations for further strengthening of collaborative efforts.

The activities, findings and conclusions from eleven project outputs (two technical research reports, one book, three volumes of curricula and six workshop proceedings and reports), were synthesized. It was found that the outputs covered a wide spectrum, including: learnings about the state of the art of economic assessments of ecosystem services for lakes and wetlands; establishment of new curricula suitable for higher secondary and tertiary education; training on application of the water footprint concept; practical understanding of the application of Ecohydrology and IWRM for upscaling water security in a range of contexts in Asia-Pacific and Africa; a deeper understanding of important opportunities for enhancing South-South cooperation; and Ecohydrology and IWRM approaches for building resilience to climate change risk and vulnerability to meet water security challenges. The activities, findings and conclusions provided a solid base for the recommendations coming out of the project.

Recommendations from the Research Component

1. Capacity Building and Training - Two training programs: A Lake Management Training Series and an Ecosystem Services Economic Assessment Training Series.

2. Standardising Research Approaches – There is a need to develop a standardized way of undertaking economic evaluations of ecosystems services to support decision making.

3. Investing in Regional Cooperation - To address current limitations in lake management a Regional Lake Network was proposed. It was suggested that UNESCO provide funds for collaboration meetings and visits to selected lakes in the future to promote common understanding and stronger relationships for better information/knowledge exchange.

4. Information Dissemination – Information should be widely disseminated to all stakeholders, be readily accessible, easily understood by target audiences, consistent and encompassing all relevant issues.

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5. Maintaining ecosystem services of lakes and wetlands – Lakes and wetlands should receive continuous management efforts to address existing and new challenges that threaten the value of the ecosystem services they provide.

6. Payment for Ecosystem Services - Further development of a PES management plan was recommended for Putrajaya Lake and Wetland.

Recommendations from the Education Component

1. Water Management Curricula – The workshop Comparative Studies of Applying Ecohydrology and IWRM for Upscaling Water Security in Asia-Pacific and Africa recommended that further improvement of the curricula books needs to be guided by curricula practitioners and comply with the existing contract between Department of Irrigation and Drainage, Malaysia and UNESCO Office Jakarta.

2. HTC KL as a main UNESCO water champion – The Comparative Studies workshop recommended that HTC KL move towards becoming a Water Education Hub to provide training, database sources and education linkages between universities and private sectors in water education.

Recommendations from the Water Management Component

1. Customising IWRM at the River Basin Level recommended a framework for mainstreaming IWRM and Ecohydrology - The recommended framework covers four focus areas: (i) Reduce pollution at source to prevent its entry into water bodies and degrading their quality; (ii) Remedy the degraded water after it has been used by collecting it and treating it to remove harmful materials; (iii) Re-use the water that has been cleaned to suitable standards for other purposes and recover the beneficial content such as nitrogen, phosphorus. organic matter, and energy so that it is not wasted; and (iv) Regulate the usage of water by putting in place the mechanisms to allow effective monitoring and implementation.

2. The Inter-regional Workshop on South-South Cooperation for Upscaling IWRM and Ecohydrology as Tools for Achieving Water Security in Africa (2017) proposed a New Africa Water Approach be developed to address these problems and to stimulate a shift in thinking toward a more equitable and sustainable use and management of Africa’s water resources for poverty alleviation, socio-economic development, regional cooperation and the environment. An associated framework for action towards the attainment of better livelihood should be defined, along with milestones, and Africa should learn from the experiences of other continents such as Asia in the field of IWRM.

3. Upscaling Water Security to Meet Local, Region and Global Challenges w.r.t Africa identified two key areas in which UNESCO can play a major role in upscaling water security in Africa and recommended a suite of actions: 3.1. Promoting an integrated system of research, training, information and documentation

services in fields related to water resources by: Proposing areas of research through announcements on UNESCO web site.

Researches may be totally or partially funded by UNESCO or it may facilitate fund through different means (extra-budgetary)

Encouraging and promoting research projects between countries that are sharing surface and underground water resources (trans-boundary water)

Conducting training courses on different topics of IWRM and Ecohydrology. The courses may be attended by trainees from different countries in Africa to share knowledge and experience

Providing information and documents about IWRM and Ecohydrology in Africa for free on UNESCO website, besides other means of dissemination

Sponsoring seminars, workshops and conferences for exchange of concepts, ideas, new tools and success stories

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Promoting establishment of an African Ministerial Commission for Water Resources Management; Help Africa Ministers Council of Water (AMCOW) to set out an African Water Policy and Strategy.

3.2. Providing study programs (Master and PhD degrees) in the field of water resources: Developing M.Sc. and PhD curriculums for IWRM and Ecohydrology as tools

leading to upscaling African water security Providing scholarships for students from most poor countries in Africa Encouraging and partially sponsoring programs that provide curriculums of IWRM

in African Universities Establishing networks for the different institutions working in fields of IWRM in

Africa to encourage their cooperation and strengthen join research and training programs.

4. The Inter-regional Workshop on South-South Cooperation proposed a Framework for Action for Upscaling IWRM and Ecohydrology in Africa. The framework identifies activities, deliverables, outputs/results, budgets, timeframes and partners necessary to deliver nine key objectives for Upscaling IWRM and Ecohydrology at Country and River Basin Levels to Achieve Water Security in Africa: (i) Capacity Building; (ii) Partnership and Networking; (iii) Resource Mobilisation; (iv) Data Acquisition and Management; (v) Sensitization and Advocacy; (vi) Policies and Legislation; (vii) Transboundary Programmes, Cooperation and Security; (viii) Mainstreaming IWRM and Ecohydrology in Water Education Curricula, Training of Trainers on Monitoring and Evaluation, Development of advocacy materials in local languages, promoting staff and students development and knowledge exchange; and (ix) Gender involvement.

5. The workshop Building Resilience to Climate Change Risk and Vulnerability to Meet Water Security Challenges recommended: 5.1. Multi-level IWRM implementation starting from the community level leading to IRBM

can provide paradigm shift in sustainable water management 5.2. Accountable water allocation and use, closed water system, and tariffs could be

explored as possible demand management and sustainability drivers 5.3. Energy efficient, cost-effective, environmentally friendly, and socially acceptable

technologies for water supply and waste water management should be promoted 5.4. Water knowledge centres, universities and chairs are recommended, to gather and

synthesis data and information from various stakeholders, advise policy makers, disseminate to communities and engage the media

5.5. Water knowledge centres and chairs should form strategic partnerships 5.6. Enhance public awareness, improve water education and participation to address

climate-induced water security problems.

The recommendations derived from the “Upscaling water security to meet local, regional, and

global challenges” project range from wide-ranging proposals (for example, the suggested New Africa Water Approach) to specific proposals (for example the establishment of a Regional Lake Network). One of the strongest messages flowing through the project activities is the importance of engaging a wide-ranging set of skills and focusing on the problems, and solutions, to tackling the complexity of both current and future water management challenges. Another strong message is the importance of collaboration: between scientific disciplines, between scientists, policy-makers and stakeholders; and between regions.

Additional Recommendations for Strengthening Collaboration

Upscaling Water Security to Meet Local, Regional and Global Challenges created a temporary platform for collaboration between UNESCO Water Chairs and Water-related Centres,

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universities and research centres, businesses and NGOs for exchanging scientific, technical and policy relevant information. In order to meet current and future challenges, there is a clear need and opportunity for longer term mechanisms to provide ongoing support for efforts to upscale water security. Consequently, 11 further recommendations were made in relation to: (i) A Collaboration Framework for Upscaling Water Security in Asia-Pacific and Africa; (ii) Supporting South-South Collaboration for Upscaling Water Security; (iii) Understanding Climate-induced Water Insecurity in Asia-Pacific and Africa; (iv) Capacity building for upscaling water security; and (v) Education for Water Security.

1. Strengthening the Collaboration Framework

This work has both demonstrated the benefits of collaboration between UNESCO Water Chairs and Water-related Centres and highlighted the opportunity to gain greater benefit from the existence of this network. Two Category 2 Water-related Centres and one UNESCO Water Chair were partners in the project, and a further three Water-related Centres and two Water Chairs were contributing stakeholders. However, with 11 UNESCO Water-related centres and 13 Water Chairs in the Asia-Pacific and Africa, there appears to be a significant opportunity to increase the role of Water Chairs and Centres in developing a coordinated response to water insecurity in Asia-Pacific and Africa, in partnership with a wide range of other organisations.

1.1. Establish a Council of Asia-Pacific and Africa Water Centres and Chairs (CWCC) to provide an overarching framework for collaboration on upscaling water security in Asia-Pacific and Africa.

1.2. The CWCC to prepare a Strategic Plan for Collaboration Amongst UNESCO Water Chairs and Centres to Support Upscaling of Water Security in Asia-Pacific and Africa. The strategic plan should focus on the roles of each UNESCO Water Chairs and Water-related Centre, propose actions and timelines, and suggest funding strategies to support the network’s collaborative efforts to upscale water security.

1.3. The CWCC to be co-chaired by the Director of the Regional Science Bureau for Asia and the Pacific, and the Director of the Regional Bureau for Sciences in Africa, or similar, and meet annually to review achievements and update the Strategic Plan.

2. Supporting South-South Collaboration for Upscaling Water Security

This project highlighted the important contribution that South-South Cooperation can make to upscaling water security in Asia-Pacific and Africa.

2.1. UNESCO Water Chairs and Centres in Asia-Pacific and Africa to operate as a network of knowledge hubs for dissemination of information and collaboration with policy makers, scientists, universities and other research institutions, business, NGOs and others around water security in these regions. This should involve the establishment of strategic partnerships between UNESCO Water Chairs and Centres to address areas of common focus. A web-based Upscaling Water Security in Asia-Pacific and Africa Knowledge Platform should be established to support the ongoing function of UNESCO Water Chairs and Centres as hubs of knowledge and collaboration on water security in Asia-Pacific and Africa, and potentially globally. This platform could be developed by UNESCO Office Jakarta in its role as the Regional Science Bureau for Asia and the Pacific.

3. Understanding Climate-induced Water Insecurity in Asia-Pacific and Africa

This work found that practical experiences of a variety of case studies in Asia-Pacific and Africa have great potential to generate shared learning and better understanding.

3.1. A collection of case studies should be developed and maintained to facilitate shared learning about experiences in upscaling water security in Asia-Pacific and Africa. All

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UNESCO Water Chairs and Centres in Asia-Pacific and Africa, and programmes such as Ecohydrology and HELP, could contribute examples.

3.2. The proposed Upscaling Water Security in Asia-Pacific and Africa Knowledge Platform should be a primary mechanism to increase awareness and availability of the case studies, which may be incorporated into various water education curricula.

4. Building Capacity for Upscaling Water Securityy

Several areas in which capacity is currently insufficient to address water security issues in the Asia-Pacific and Africa, were identified, for example the lack of capacity to undertake economic assessment of ecosystem services and the limited opportunities for knowledge sharing among lake managers.

4.1. A comprehensive assessment should be undertaken to enable a complete understanding of capacity building needs for upscaling water security in Asia-Pacific and Africa, with a particular focus on implementing Ecohydrology and IWRM approaches. The study should address the three key needs for Africa identified through this project: (i) institutional reform; (ii) information generation and management; and (iii) meeting urgent water needs. It should identify gaps in capacity to 2030, propose actions and timelines to address the gaps, and identify potential funding strategies.

4.2. Responsibility for the review should be allocated to an individual organization and the review done in collaboration with all UNESCO Water Centres and Chairs in Asia-Pacific and Africa.

5. Education for Water Security

A shortage of water experts among educators was noted. To build capacity in this area, it was proposed to move towards the HTC KL becoming a Water Education Hub.

5.1. HTC KL should be developed as a Water Education Hub to provide training, database sources and education linkages between universities and private sectors in water education for the Humid Tropics in Asia-Pacific and Africa.

5.2. HTC KL should be requested by the CWCC to make a comprehensive assessment of education needs for the Humid Tropics, in collaboration with all UNESCO Water Chairs and Centres in Asia-Pacific and Africa.

Final Conclusions

“Upscaling water security to meet local, regional, and global challenges” aimed to provide solutions to current global water challenges that require the upscaling of existing local approaches, and knowledge of the interrelations between environmental conditions and the state of waters. The synthesis report shows that the project activities, findings, conclusions and recommendations addressed and improved understanding of a wide-range of matters relating to research, education and water resource management. The project created a temporary platform for exchanging scientific, technical and policy-relevant information between UNESCO Water Chairs, UNESCO Water-related Centres and other organisations. Establishing longer-term mechanisms to support and enhance that collaboration is an important need and an opportunity to help address the challenges of water security in Asia-Pacific and Africa.

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Indigenous Knowledge and Nexus Approaches in Water Education

Hashem Asgharnejad, Mohammad-Hossein Sarrafzadeh*

*UNESCO Chair on Water Reuse, School of Chemical Engineering, College of Eng., University of Tehran, Tehran, Iran

(Email: sarrafzdh@ut.ac.ir)

Abstract: Education is the core element which connects 17 Sustainable Development Goals (SDGs) altogether and the first basic step in achieving each goal. Considering current water crisis all around the world, SDG 6 which focuses on clean water and sanitation has attracted more attention. The most important and fundamental element in achieving this goal is conducting effective educational programs in order to raise the knowledge and awareness about water crisis not only among public sector of the societies but also among experts, scientists and all the people who are in this field. Reuse is a sustainable solution which can effectively be applicable to overcome water crisis. When we talk about reuse, the concentration is not only limited to water reuse but also is on resource recovery as a general concept as well, which is the subject of SDG 12. This paper focuses on merging SDGs 4, 6, 7 and 12 to set-up a sustainable and effective educational system towards water-related issues with the nexus approach in different spheres and incorporation of indigenous knowledge of countries and an integrated view to the water education in academic and public levels is proposed.

Keywords: Water, Education, Indigenous Knowledge, Resource Recovery, Sustainable Development

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1. Introduction

One of the biggest challenges of human being in modern era is water quantity and quality crisis (Watkins 2006). The challenge is not limited to healthy water providing, but it can cause some other environmental problems such as global warming, climate change and living species extinction (Hanjra and Qureshi 2010). Therefore, finding a sustainable solution to overcome this critical challenge has become a global concern and that is why United Nations (UN) decided to set “Clean Water and Sanitation” as one the goals that the nations must plan to achieve in the road to reaching to sustainable development (Griggs, Stafford-Smith et al. 2013). The key element in reaching to a sustainable solution to this challenge is to raise the knowledge and awareness about current situation and the future regarding water area in both public and academic sectors of the society which can be possible only through education (Nieswiadomy 1992).

Considering critical situation the world is facing to at this time in water-related issues, water education, public awareness and capacity building seem necessary. The general issues in water section are mainly the problems which are caused as a result to modernization (Bakker 2010), therefore they need the solutions which consider the necessities of modern world. However, it is impossible to totally neglect geographical, historical and cultural parameters in proposing a sustainable solution for this challenge because the water is the factor which in close bound with every aspects of life (Brack 1993). Therefore, the first step to propose a sustainable solution to overcome the water crisis, is to arrange an integrated educational system with modern approach and based upon the indigenous knowledge of each habitat which is rooted in its culture (Gadgil, Berkes et al. 1993).

Focusing on unconventional water resources such as saline water or wastewater as new water resources as well as new methods of water resource and consumption management are the modern approaches of dealing with water problem all over the world (Gleick 2000). Nexus is a sustainable approach in which the focus is on reusing all the resources including water, energy and materials which is the subject of SDG 12. In connection with environmental resources management, the term nexus was introduced for the first time during the 1980s. The resources management circles throughout the world have used the nexus concept to explain the interdependencies between different resources ever since (Rasul and Sharma 2016). The Nexus Approach to environmental resources’ management examines the inter-relatedness and interdependencies of environmental resources and their transitions and fluxes across spatial scales and between compartments. Instead of just looking at individual components, the functioning, productivity, and management of a complex system is taken into consideration (Scott, Kurian et al. 2015). The first step is to teach these new approach based on indigenous knowledge of each habitat in two levels of public and academic sectors and develop sustainable effective knowledge and technologies to overcome the challenge.

Indigenous knowledge of each nation is the heritage of their fathers for the next generation. This knowledge is the result of observation, research and experiences for numerous generations of a nation which were generated based on geographical, cultural and social aspects of that nation (Briggs 2008). The history shows that the solution proposed by the indigenous knowledge of a nation is usually the most effective and sustainable solution to the challenges of that nation (Gorjestani 2004). Due to the unbreakable links that indigenous knowledge of a nation has with their culture, its education is usually easier and more productive. So, educating new approaches towards global modern issues (esp. water-related issues) in the context of indigenous knowledge of that nation seems to be the sustainable solution in the road to make a sustainable water education system.

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2. Modern approach in water supply management

Changing to unconventional water resources instead of surface and underground water resources for supplying the requirements of agricultural, industrial and urban sectors is the modern approach in water resource management (Gleick 2000). Unconventional water resources include saline and brackish water, wastewater and rainwater. Possibility of utilizing these resources are highly dependent to the geographical and even cultural aspects of the habitat. The importance of indigenous knowledge is more highlighted in this field.

Using seawater (saline water) for daily consumptions has a long history among the residents of cities and villages near to the oceans or the seas. There are some ingenious common techniques of water desalination between these people which are the results of trials and errors during hundreds of years to find the most sustainable and effective solution. Educating modern approaches of water desalination considering the environmental and social necessities of modern era to develop these indigenous techniques is the most sustainable method in integrating indigenous knowledge of water desalination with modern science and technologies.

The same rule is applied for rainwater harvesting in the countries near the equator which have high annual average rainfall. Due to the geographical conditions, these nations have developed numerous effective techniques for rainwater harvesting and utilizing it in their daily life. Integrating modern technologies with this traditional indigenous knowledge can be the key to solve the water supply problem in these countries. Focusing on new rainwater harvesting technologies based the indigenous knowledge of rainwater harvesting must be the first research priorities among water researchers of these countries. Therefore, the academic syllabus must be changed in a way that meet the necessities of developing these new sustainable methods.

Water recycle or treatment and reuse of used water – which is mainly known as wastewater- has a long background as well. Using nature (earth, rivers, lake bed, etc.) to remove contaminants from used waters is the very primary signs of water reuse and wastewater treatment during the history. One of the most ancient sewage networks has been discovered in Persepolis (Mohammadkhani et al. 2016), Iran (Fig. 1).

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Figure 1- An example of ancient sewage canals in Persepolis, Iran

Qantas are one of the other engineering masterpieces of habitants of arid and semi-arid areas for water provision and treatment (Fig. 2). Qanat is one the prominent inventions of the Persians during history which is made of a gently sloping gallery with a plenty of wells by which underground water is transferred from an aquifer in a foothill to appearance (Mazhar) in the plain. The pattern of Qanat can be a very good basis for designing new water distribution and treatment systems based on modern science and technology.

Figure 2- Schematic diagram showing the construction of underground section of a Qanat

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3. Modern Approach in Water Consumption Management

Modern approach in water consumption management is based on reduce, reuse and recycle –which is known as 3Rs- in different sectors of consumption. In reduce approach, the inherent needs of the consumer to the water will be reduced. For example, in agricultural sector replacing highly water consuming products with less water consuming one according to indigenous knowledge of o farming can be a sustainable solution. Education and developing new methods and technologies play the key role in this part (Asgharnejad and Sarrafzadeh 2016).

Reuse approach is not limited only to wastewater treatment as a technique of water recovery, but according to SDG 12, it is a very sustainable way of resource recovery which include energy and material as well as water. The basic step is to develop new educational system based of integration of SDGs 6 and 12 and with the experiences resulted from indigenous knowledge of each nation. Development of the water education system based on the integration of the indigenous knowledge and modern sciences and technology is the key proposal.

4. Conclusion

Reaching to a sustainable solution for water crisis in a habitat is not possible unless historical, cultural, geographical and social aspects of that habitat be taken under consideration. Indigenous knowledge of each nation is the results of experiences and trials and errors of that nations during many years and generation for finding sustainable solutions. Water is one of the most critical elements of daily life and providing healthy water for human activities is a concern that has a history as old as the human being. Leaning on indigenous knowledge for developing modern technologies in water-related areas is the key proposal which is suggested in this paper and the first step of this integrated approach is education in all level of the society. Nexus approach is the sustainable method which connects several SDGs. In nexus approach, the focus is on reuse technique as a sustainable method of resource recovery instead of focusing on a special item. Integration of some SDGs with SDG 6 is the effective solution to resource recovery and the key linking element in water education. References

Asgharnejad, M.H. Sarrafzadeh (2016). DIVERSITY OF THE EDUCATIONAL APPROACHES IN DIFFERENT SCHOOLS AND DISCIPLINES FOR WATER AND WASTEWATER TREATMENT. WENM 2016. Tehran, Iran.

Bakker, K. (2010). Privatizing water: governance failure and the world's urban water crisis, Cornell University Press. Brack, A. (1993). "Liquid water and the origin of life." Origins of Life and Evolution of the Biosphere 23(1): 3-10. Briggs, J. (2008). "Indigenous knowledge and development." The companion to development studies: 107-111. Gadgil, M., F. Berkes and C. Folke (1993). "Indigenous knowledge for biodiversity conservation." Ambio: 151-156. Gleick, P. H. (2000). "A look at twenty-first century water resources development." Water International 25(1): 127-138. Gorjestani, N. (2004). "Indigenous knowledge for development." Protecting AND Promoting Traditional Knowledge: Systems, National Experiences AND International Dimensions: 265. Griggs, D., M. Stafford-Smith, O. Gaffney, J. Rockström, M. C. Öhman, P. Shyamsundar, W. Steffen, G. Glaser, N. Kanie and I. Noble (2013). "Policy: Sustainable development goals for people and planet." Nature 495(7441): 305-307.

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Hanjra, M. A. and M. E. Qureshi (2010). "Global water crisis and future food security in an era of climate change." Food Policy 35(5): 365-377. Mohammadkhani, M., N. Tabrizi, M.H. Sarrafzadeh (2016). Lessons from Sustainable Water Cycle Managemeny in Past Iran to Integrate into Today Water Educational System. WENM 2016. Tehran, Iran. Nieswiadomy, M. L. (1992). "Estimating urban residential water demand: effects of price structure, conservation, and education." Water Resources Research 28(3): 609-615. Rasul, G. and B. Sharma (2016). "The nexus approach to water–energy–food security: an option for adaptation to climate change." Climate Policy 16(6): 682-702. Scott, C. A., M. Kurian and J. L. Wescoat Jr (2015). The water-energy-food nexus: Enhancing adaptive capacity to complex global challenges. Governing the nexus, Springer: 15-38. Watkins, K. (2006). "Human Development Report 2006-Beyond scarcity: Power, poverty and the global water crisis."

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Annex - Programme Agenda

Day 1 – 27 November 2017

Time Activity

08:30-09:00 Registration Day 1 09:00-09:30 Opening session

Prof. Dr. Shahbaz Khan, Director, Regional Bureau for Science, Asia and the Pacific Region, UNESCO Office Jakarta

Prof. Dr. Nor Azazi Zakaria, Director of River Engineering and Urban Drainage Research Centre (REDAC), Universiti Sains Malaysia

Dato' Ir. Hj. Nor Hisham bin Mohd Ghazali, UNESCO-IHP Malaysia 09:30-10:00 Setting the scene:

- by Hans Dencker Thulstrup, UNESCO Office Jakarta Keynote presentations: Water Management Curricula and Pathway towards Improved Water Education Curricula – Asian perspective Ir. Rohani Ahmad, HTCKL

Pathway towards Improved Water Education Curricula – African perspective Yohannes Zerihun Negussie, Ministry of Water and Energy of the Republic of Ethiopia/African Ecohydrology Centre

10:00 - 10:30 Coffee Break & Photo Session for the launching of “Water Management

Curricula using Ecohydrology and IWRM” and “Customizing IWRM at the

River Basin Level” by Prof Shahbaz Khan 10:30 – 13:00 Session 1 - Water Management Curricula using Ecohydrology and

IWRM

Volume 1 topic: “Freshwater Ecosystem, River Ecosystem, Lake Eco System” Dr Nur Asmaliza Mohd Nor, Fakulti Kejuruteraan Awam, Universiti Teknologi MARA Pahang

Volume 2 topics: “Understanding Lake Environmental Management and Expert System Monitoring” Dr Arien Heryansyah, Faculty of Engineering, Universitas Ibn Khaldun Bogor (UIKA Bogor), Indonesia

“Phytoremediation Technique in Water Quality Improvement” Dr Norlida Mohd Dom, Deputy Director, HTCKL

“Highland Drainage, Debris and Mudflow, Sediment Erosion and Landslide Control” Dr Nur Asmaliza Mohd Nor, Fakulti Kejuruteraan Awam, Universiti Teknologi MARA Pahang

“Erosion and its Effect” Dr Mohd Sofiyan Sulaiman, School of Ocean Engineering, Universiti Malaysia Terengganu

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Co-author: Prof Roslan Zainal Abidin, President, Infrastructure University of Kuala Lumpur

Volume 3 topics : Water Management Curricula using Ecohydrology and Integrated Water Resources Management- Volume 3 Topics: 8-13 Prof Adj. Dr. Mohd Roseli Zainal Abidin, Former Director of HTC KL

“Sustainable Science for Secondary School Teacher” Prof Dr. Munirah Ghazali, Coordinator, RCE ESD Penang, USM

Q&A Reviewers: Associate Professor Dr Nabsiah Abdul Wahid, Universiti Sains Malaysia Prof Ismail Abustan, Universiti Sains Malaysia Prof Dr. Junaidah Ariffin, University Technology Mara (UiTM)

13:00 – 14:30 Lunch 14:30 – 16:00 Session 2 – IWRM Customization and IWRM integration into

education curricula “Customising IWRM at the River Basin level” Dr. Norlida Mohd Dom, HTCKL, Malaysia “IWRM Guidelines at river basin level: an appropriate and applicable approach” Tadashige Kawasaki, NARBO Secretariat (skype)

“Integrating IWRM into education curricula in Myanmar” Mr. Myo Tun Oo, Department of Meteorology and Hydrology, Myanmar

“Integrating IWRM into education curricula in Cambodia” Dr. Ly Sarann, Dean of the Faculty of Hydrology and Water Resources

Engineering, Institute of Technology of Cambodia

Q&A 16:00 – 16:15 Coffee break 16:15 – 17:45 Session 3 – Implementation of water education throughout the

region: lessons learned and recommendations

“Integrating ecohydrology into syllabus in East Nusa Tenggara, Indonesia: lessons learned, impacts and recommendations” by Maria Yustiningsih, Universitas Timor, Indonesia

“Water education in Timor Leste” by Ms. Zulmira Ximenes da Costa, Universidade Nacional Timor Lorosa'e, Timor Leste

“Co-learning methodology applied to water governance” by Susana Neto, Research Member, Civil Engineering, Research and Innovation

for Sustainability, University of Lisbon

“Current ecohydrology initiatives at the Putrajaya lake and wetland towards a global reference site” by Ahmad Zubir Sapian, Director (Environment, Lake and Wetland), Perbadanan Putrajaya

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“Community education for Langat River Basin and Langkawi Geopark” By Dr Rahmah Elfithri, LESTARI UKM, Malaysia

Q&A

17:45 – 18:00 Conclusion

Day 2 – 28 November 2017

Time Activity

08:30-09:00 Registration Day 2 09:00-10.30 Session 4 – Promoting Ecohydrology and Integration into Education

Curricula In the Region Keynote presentation: “Synthesis Report and Guideline for Strengthening Collaboration between Asian and African Category-2 Water Centres and Chairs for Upscaling Water Security to Meet Local, Regional, and Global Challenges” by Adj./Prof Jeffrey Keith Camkin, University of Western Australia

Panel discussion: “The strategic role of regional centres, institutes and chairs in promoting ecohydrology and integration into education curricula in the region” Humid Tropics Centre Kuala Lumpur, Malaysia Asia-Pacific Centre for Ecohydrology, Indonesia Regional Centre for Integrated River Basin, Nigeria African Regional Centre for Ecohydrology, Ethiopia UNESCO Chair on Water Reuse, Iran

10.30-10.45 Coffee break 10.45–11.45 Session 5 – Pulling it all together: way forward for integrating IWRM into

curriculum Chaired by: Hans Dencker Thulstrup All participants: Universities, Category 2 Centres and Chairs and other stakeholders - Ethiopia, Indonesia, Iran, Malaysia, Nigeria, Timor Leste

11.45-12.00 Closing Remarks Ir. Rohani Ahmad, Director, HTCKL Prof. Dr. Nor Azazi Zakaria, Director, REDAC Prof. Dr. Shahbaz Khan, Director, Regional Bureau for Science, Asia

and the Pacific Region, UNESCO Office Jakarta 12:00–13:00 Lunch 13:30–17:00 Optional site visit to UNESCO World Heritage George Town

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Photo credit: REDAC USM (2017)

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