Curriculum innovation in higher education institutions (HEIs)
Teaching
Systematic Approach to Problem Solving Interdisciplinary Learning Integrating ESD Aspects into Curriculum Practical Project Cooperation with Local National and Asian Organizations
Document Actions
Special Course on Environmental Rehabilitation in Asia
The “Special Course on Environmental Rehabilitation in Asia” at The Graduate School of Environmental Science fosters environmental experts and leaders capable of working towards the realization of a sustainable society. The interdisciplinary curriculum enables students to deal with global environmental issues in a practical way. This is accomplished via real-life participation in projects and research activities which take place on campus, community and international levels. With a strong focus on Asia, the program provides students with many valuable firsthand experiences to demonstrate leadership. Enrollments consisted of 13 graduate students in 2009 and 22 as of 2010.
In many developing countries in Asia the ongoing rapid economic development has brought about many environmental problems that are expected to worsen in the near future. In order to overcome these issues it is more urgent than ever that Asian countries break away from the 20th century social model of “mass production, consumption and disposal” and move towards establishing a sustainable society. In light of this situation Japan has suggested the creation of a “sound material-cycle society” and is currently cooperating and collaborating with other Asian countries struggling with environmental problems.
Okayama University aims to create a new paradigm for sustainable development. It established the faculty of Environmental Science and Technology in 1994 and Graduate School of Environmental Science in April 2005 in order to promote research and education in environmental issues. The graduate school aims to create a new discipline of environmental science through the fusion of the various environmental studies being conducted in the fields of natural, social, cultural, and medical science. This graduate school has conducted some innovative programs in the bid for a sound material cycle society such as Strategic Solid Waste Management for Sustainable Society (FY2003-FY2007), Environmental Ethics-Health and Environment (FY2005-FY2006) and UNESCO Chair Program in Research and Education for Sustainable Development” (FY2007-2009). Based on these experiences “Human Resources Development for Environmental Rehabilitation in Asia” was launched in 2008. This program also includes a special course enabling students to improve their understanding of environmental issues and gain the practical skills required in order to become an expert leader in the field of sustainability. Some examples of areas covered include urban and rural environmental management, environmental ecology, human ecology and waste management. The programme is receiving support from the Ministry of Education, Culture, Sports, Science and Technology of Japan.
This course aims to foster environmental experts capable of bringing about the changes needed for the creation of a sound material cycle society, especially in Asia. The curriculum assists students not only in acquiring key knowledge and skills concerning resources, energy cycle and solid waste management, but also to develop practical competencies such as the ability to understand complex systems and issues, seek alternative and optimal solutions in collaboration with others and also the practical competences needed to realise concepts and projects.
The “Special Course on Environmental Rehabilitation in Asia” has been offered to graduate students of the Graduate School of Environmental Science, to those satisfying certain credit requirements. To foster environmental specialists with knowledge, skills and leadership competencies, innovative didactical approaches are incorporated in the curriculum. Interdisciplinary and systematic inputs of environmental theories, practical theories about Education for Sustainable Development (ESD) and the practical projects are the characteristics of this course as also mentioned under the 'innovative aspects' field.
The practical project consists of three phases. In the first step, students prepare projects on campus, which are then implemented in local and/or international fields. The outputs are documented and published in a report in the end of the course. The students have also the opportunity to presenting their outcomes at “International Colloquium on Human Resources Development for Environmental Rehabilitation in Asia” which is organised annually by the Graduate School of Environmental Science. Experts of partner universities in Asian countries are invited, allowing students to exchange their knowledge and opinions. Students work on a diverse range of projects and themes, but two examples are as follows: One example of a project at local level is “School for the Future of Okayama- Towards 2050” (July 2008-February 2009). This project aimed to encourage high school students—the citizens of tomorrow—to contribute to the creation of a society in the future. The graduate students planned, developed, implemented and then carried out the project in cooperation with professors, a private company as well as various high schools and local NGOs. The program consisted of 4 courses, with approximately 15 high school students participating on average. Each course consisted of studying global and local environmental issues, participating in a local ecological event and finally, developing a vision for the year 2050. The students utilised various learning settings and a variety of didactical methods. This included lectures, workshops, group discussions and practical work. Another example, this time on an international scale, consisted of projects and field research on city planning, geo-environmental and groundwater engineering, atmospheric environments, agro-ecosystems in China and solid waste management in Sri Lanka and Malaysia. The research project about solid waste management in Malaysia in 2008, for instance, aimed to analyse current waste problems and seek optimal solutions. For that sake a questionnaire was prepared that was later carried to and implemented in Malaysia where it was used to investigate recyclable waste and public awareness concerning waste collection systems. In addition to this, the students also had the opportunity to visit a waste treatment facility on Malaysia.
Enrolments for the special course of FY2009 consisted of 11 master students and 2 doctoral students (exchange students from Vietnam). In 2010 this increased to a total of 22 students. In terms of overall feedback from the students involved, it was found that the practical projects were highly valued by all participants. Those that participated in the “School for the Future of Okayama- Towards 2050” commented that the experience of organising a project in collaboration with numerous people from various backgrounds raised their awareness concerning the importance of human relations. The outcomes of a questionnaire also showed that high school students are now interested in contemporary and future societal issues. A participant from the international project wrote: “After completing the projects, what we learned the most is that the practical is as important as theory. Theory alone could not be sole factor in decision-making. It was a golden opportunity to have had the firsthand experience of seeing the real world of waste management in Malaysia”. A more detailed analysis will be conducted in the near future which will obtain feedback from the participants of the program in FY2009.
The curriculum enables students to deal with global environmental issues in a holistic, interdisciplinary manner with a focus on problem solving. This process may be summarized as introduction to resource circulation, problem identification, cycle analysis, technology, planning and policies. The practical components of the program give the students opportunities to gain firsthand experiences on a campus, local or global level. The course also promotes field research in Asia by taking advantage of partnerships with other institutions. Lastly, an academic counselling system also encourages the students to be aware their own learning process and take measures to improve this.
guninetwork.org | Ph: +34 93 401 70 08 | Fx: +34 93 401 08 55 | C. Jordi Girona, 31. Edifici TG(S1). E-08755 Barcelona
