1. Knowledge Transfer and Capacity Building of Water Resources Professionals BS2: India Water Week 2016 5 th April 2016, New Delhi

2. Just because you are a CEO, don’t think you have landed. You must continually increase your learning, the way you think, and the way you approach the organization… Indira Nooyi, CEO, PepsiCo

3.  Fast changing development scenario o Demographics changes o Climate change o Limiting natural resources  UN adopted Sustainable Development Agenda 2030 stresses on o access to environmentally sound technologies by all countries o new knowledge, know-how and expertise o the importance of co-operative action on technology innovation, research and development. World is changing fast and the natural resources are depleting

5. Attitude and Behavior Skills and abilities Knowledge We will limit ourselves to Skills and Knowledge Training and capacity building are identified as key elements in developing the skills and knowledge

6. 1. Work place peer to peer 2. Formal training by experienced staff in the departments (such as induction training) 3. Formalized knowledge acquisition (inter-disciplinary, or higher education qualification ) 4. Intra and Inter-state level exchange of experiences (National Seminars etc) 5. International level knowledge exchange (International Conferences etc)

7. APPLICATION s Water planning Water supply Wastewater collection and treatment Irrigation Flood control and management Industrial water treatment Masters in Structures, Geo-technology, Hydrology, Water Resources, Public Health Engg Bachelor of Civil Engineering, Mechanical Engineering Geography or Geohydrology, Agriculture Engineering Hard Sciences meteorology, hydrology; hydraulics; hydro-geology, fluvial morphology; civil engineering; agronomy; limnology, hydro-biology, hydro-ecology; process engineering; Geo-spatial engineering chemistry; Soft Sciences IWRM Disciplines Education Departments

8. Hard Sciences  meteorology, hydrology;  hydraulics;  hydro-geology, fluvial morphology;  civil engineering;  agronomy;  limnology, hydro-biology, hydro- ecology;  process engineering;  Geo-spatial engineering  chemistry; Soft Sciences  sociology;  political sciences;  economy;  law and regulation;  communication; Management  human resources  accounts  administration

9.  Bachelor of  Civil Engineering,  Mechanical Engineering  Geography or Geohydrology,  Agriculture Engineering  Masters in  Structures,  Geo-technology,  Hydrology,  Water Resources,  Public Health Engineering

10.  Water planning  Water supply  Wastewater collection and treatment  Urban development  Industrial water treatment  Irrigation and Drainage  Rural development  Flood control and management  …….

11.  There are a few universities/ institutions conducting Master of Water Resources  The course syllabus are outdated and do not incorporate the skills in latest technologies  There is lack of flexibility in choosing courses even at post graduate level to enable acquisition of multi-disciplinary skills  Very few in-service engineers undertake masters courses, (the existing institutions, such as WRDT of IIT Roorkee, are struggling to get in-service engineers)

12.  Only few states have regular orientation program for fresh recruit graduate engineers  No state has a regular quality improvement program for in- service water resources professionals  WALMIS have largely failed to discharge their designated functions in the irrigation sector to bring inter-disciplinarity  States are unable to depute staff for medium term trainings; even the short term trainings also go a begging

13.  State engineers do not get opportunities to attend any technical seminars (some not even once in lifetime) accept as organizers,  State engineers are unable to attend out of state regional workshops or seminars,  There is lack of platform for the exchange of experiences within the country,  Indian water experts are conspicuous by their absence in international water conferences

14.  Classroom learning  Traditional teaching  Face to face  Teacher - students  Large group – small group

15.  E-learning  Learning using computer technologies  Online tutorials  Simulations  Games  Online testing  Audience response systems  Digital Learning Environments  Online presence, not in classroom

16.  Mobile learning  Learning using mobile devices  Laptop  Smart phones  iPad  Focus on communication  Synchronous  A-synchronous

17.  Blended Learning  Combination of face to face learning, E-learning and mobile learning  Delivery formats  Different forms of communication  Didactic models

18. 1. Target group? 2. Learning goals of the module? 3. What is the content? 4. Knowledge or skills needed? 5. Which test method to use? 6. Which instructional activities? 7. Plan the activities and the tests 8. Design the ‘perfect’ mix