1. Application of Toolbox so far….
How to benefit from ToolBox in education?

2. Experiences from Central Europe universities
• A limited number of specialized programs dealing with water resources
management - none of the course, according participants knowledge, is
focused on IWRM
• Several short-term courses (EU funds) regarding IWRM – these are,
according participants, not sustainable
• An interest of lecturers and students in IWRM research has increased
dramatically, however, study materials are scattered and not consistent
• According participants there is no “real” forum or platform for sharing and
exchanging experiences and information between lecturers (in Central
Europe) - lecturers relay on individual effort (not paid)
• Lecturers in some Central Europe countries are invited to be a part of policy
makers (in the course of legislative development). Again, it depends on
individual contacts, not a systemic approach is applied.
• Students and lecturers have limited English knowledge that limit use of
internet search for IWRM.

3. Other examples – recent initiatives at global level
• UN-Water Virtual Learning Centre (online course but not degree granting
course)
• Some conclusions from participants:
– Each IWRM process differs to a large extent, depending upon local
factors and conditions, and so a "one size fits all" solution will probably
not work.
– "Integration" means different things to different people
– IWRM is not a science – it is a practical process
• HOW THIS COULD BE APPLIED IN EDUCATION MATERIALS??

4. IWRM MSc Programme (German/Arab countries)

5. Africa network on IWRM
Master Program in IWRM in 7
universities of South Africa

6. Lessons learnt from GWP ToolBox courses
• What participants found from ToolBox courses (summary):
– ToolBox is useful, because it is inspirative, provides the incentives for
the additional training. List of tools are structured in a such way that
bring broad picture on the IWRM
– ToolBox case studies might be used as a “template” for a student
research
– ToolBox is a good library to find up-to-date information; a value added is
that a holistic approach is applied
– There is not a risk of correctness, as case studies presented are quality
assured
– Using ToolBox by students might stimulate to take own solutions, own
thoughts

7. Lessons learnt cont.
• A general part of the ToolBox is effective for teachers, less for specialized
experts
• A name “tool” is slightly misleading; tools should be renamed to “topic” or
“guidance”
• Need for more case studies to reach a broader audience
• There might be difficulties to “incorporate” ToolBox into curricula – the
reason is that ToolBox does not have “academic certificate”

8. Lessons learnt from West Africa (2008)
• ToolBox is very appropriate for tailored programs but limited for regular
IWRM curricula, mainly because
– is not academically accredited and
– it gathers practical examples more than theoretical knowledge.
– a low (or none) access to internet for lecturers and students
• What could be used:
– case studies (including template)
– Structure of tools to be transferred into local conditions
• Participants recommended that capacity building programs for government
officials should focus on tools on institutional roles (B category), NGOs and
lecturers should emphasize on tools regarding advocacy strategies,
information sharing and exchange, and social change instruments.