Africa Centre of Excellence for Water Management (ACEWM)...PhD in Water Management ACEWM Page 6 ABBREVIATIONS AAiT Addis Ababa Institute of Technology AAU Addis Ababa University ACE

PhD in Water Management

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Africa Centre of Excellence for

Water Management (ACEWM)

Addis Ababa University

PhD Program in Water Management

September, 2016


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TABLE OF CONTENTS ABBREVIATIONS ............................................................................................................................................ 6

LIST OF TABLES AND FIGURES ....................................................................................................................... 7

EXCECUTIVE SUMMARY ................................................................................................................................ 8

1. PROGRAM TITLE ........................................................................................................................................ 9

2. INTRODUCTION ......................................................................................................................................... 9

2.1 Background ......................................................................................................................................... 9

2.2 Key Development Challenges ........................................................................................................... 10

2.3 Eastern and Southern Africa (ESA) Higher Education Centers of Excellence Project ....................... 10

2.4. Africa Center of Excellence for Water Management (ACEWM) Program ....................................... 13

2.4.1 Selection Process and Purpose .................................................................................................. 13

2.4.2 Vision of ACEWM ....................................................................................................................... 14

2.4.3 Mission of ACEWM..................................................................................................................... 14

2.4.4 Objectives of ACEWM ................................................................................................................ 14

2.5Approach to Establish ACEWM as Regional Center of Excellence ..................................................... 15

2.5.1 Building Excellence ..................................................................................................................... 15

2.5.2 Alignment with National and Regional Strategies ..................................................................... 17

2.5.3 Building Partnership ................................................................................................................... 19

3. DESCRIPTION AND RATIONALE OF THE PhD PROGRAM IN WATER MANAGEMENT .............................. 21

3.1 Rationale ........................................................................................................................................... 21

3.2 Objectives of the PhD Program ......................................................................................................... 23

4. CREDITS AND EQUIVALENT EUROPEAN CREDIT TRANSFER SYSTEM (ECTS) ........................................... 23

5. PROGRAM DURATION ............................................................................................................................. 23

6. MODE OF DELIVERY ................................................................................................................................ 23

7. COLLEGE/INSTITUTION ........................................................................................................................... 24

8. DEPARTMENT/SCHOOL/CENTER ............................................................................................................. 24

9. ADMISSION REQUIREMENTS .................................................................................................................. 24

9.1 General Requirements ...................................................................................................................... 24

9.2 Academic Requirements ................................................................................................................... 25

9.2.1 Hydrology and Water Resources Management Program .......................................................... 25

9.2.2 Aquatic Ecosystems and Environmental Management Program .............................................. 25

9.2.3 Water Science and Technology .................................................................................................. 25


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11. GRADUATION REQUIREMENTS ............................................................................................................. 25

11. PROGRAM EDUCATIONAL AIMS ........................................................................................................... 26

12. GRADUATE PROFILE/COMPETENCIES ................................................................................................... 27

13. INTENDED LEARNING OUTCOMES OF THE PROGRAM ......................................................................... 27

14. TEACHING AND LEARNING APPROACHES ............................................................................................. 28

15. ASSESSMENT STRATEGIES ..................................................................................................................... 29

15.1 Strategic principles of ACEWM ....................................................................................................... 29

15.2 Module Assessment ........................................................................................................................ 29

15.3 Supervision ...................................................................................................................................... 30

16. PROGRAM CONTENT AND STRUCTURE ................................................................................................ 31

16.1 PhD in Water Management (Hydrology and Water Resources Management) .............................. 31

16.1.1 Program Introduction .............................................................................................................. 31

16.1.2 Rationale of the Program .................................................................................................... 32

16.1.3 Program Objectives .................................................................................................................. 33

16.1.4 Course List ................................................................................................................................ 33

16.2 PhD in Water Management (Aquatic Ecosystems and Environmental Management) ................... 35


16.2.2 Rationale of the Program ......................................................................................................... 36

16.2.3 Module List............................................................................................................................... 36

16.3 PhD in Water Management (Water Science and Technology ....................................................... 38


16.3.2 Rationale of the Program ......................................................................................................... 38

16.3.3 Module List............................................................................................................................... 40

17. AVAILABILITY OF ADEQUATE AND QUALIFIED FACULTY ....................................................................... 41

17.1 Hydrology and Water Resources Management .............................................................................. 41

17.2 Aquatic Ecosystems Management .................................................................................................. 42

17.3 Water Science and Technology ....................................................................................................... 43

18. GOVERNANCE AND MANAGEMENT OF PROGRAMS ............................................................................ 44

19. RESOURCES PROFILE ............................................................................................................................. 49

19.1 Laboratory Facilities ........................................................................................................................ 49

19.2 Library Collection and Journals ....................................................................................................... 51

19.3 Use of Existing Support Staff ........................................................................................................... 51


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19.4 ICT and Computing Infrastructure .................................................................................................. 52

19.5 Teaching Rooms .............................................................................................................................. 52

19.6 Office Space .................................................................................................................................... 52

19.7 Supports to Regional Students ........................................................................................................ 52

19.8 Program Funding ............................................................................................................................. 52

20. INDICATORS OF QUALITY AND STANDARDS; GRADUATION REQUIREMENTS ...................................... 53

21. MECHANISMS TO EVALUATE AND IMPROVE QUALITY AND STANDARDS ............................................ 54

21.1 Academic Programs ........................................................................................................................ 54

21.2 Training of ACEWM Team/Faculty .................................................................................................. 55

21.3 Student/Faculty Exchange Program with Academic Partners ........................................................ 55

21.4 Publications ..................................................................................................................................... 55

21.6 Partnerships .................................................................................................................................... 56

21.7 Research Excellence ........................................................................................................................ 56

22. DEGREE AWARD/NOMENCLATURE ...................................................................................................... 57

ANNEX I MODULE DESCRIPTION ........................................................................................................... 58

23. MODULE DESCRIPTION ......................................................................................................................... 58

23.1 PhD in Water Management (Hydrology and Water Resources Management) ............................... 58

23.1.1 Compulsory Modules for HWRM Track ................................................................................... 58

23.1.2 Elective Modules for HWRM Track .......................................................................................... 59

23.2 PhD in Water Management (Aquatic Ecosystems Management) ................................................... 61

23.2.1 Compulsory Modules for AEM Track ....................................................................................... 61

23.2.2 Elective Modules for AEM Track .............................................................................................. 62

23.3 PhD in Water Management (Water Science and Technology) ....................................................... 63

23.3.1 Compulsory Modules for WST Track ........................................................................................ 63

23.3.2 Elective Modules ...................................................................................................................... 65

ANNEX II JOINT CURRICULUM COMMITTEE MEMBERS ......................................................................... 67

ANNEX III PROFESSORS WHO ASSESSED THE PROPOSED ACEWM CURRICULUM.......................... 68

ANNEX IV PARTICIPANTS OF NATIONAL STAKEHOLDER CURRICULUM ASSESSMENT WORKSHOP ........ 69

ANNEX V MINUTES STAKEHOLDER NATIONAL CURRICULUM ASSESSMENT WORKSHOP ..................... 70

ANNEX VI AGREEMENT OF ACADEMIC PARTNERS WITHIN AAU ON THE ESTABLISHMENT OF ACEWM 74


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ANNEX VII LETTER OF SUPPORT FROM INTERNATIONAL AND NATIONAL PARTNER INSTITUTIONS ON THE ESTABLISHMENT OF ACEWM .............................................................................................................. 75


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ABBREVIATIONS AAiT Addis Ababa Institute of Technology AAU Addis Ababa University ACE Africa Higher Education Centre of Excellence ACE I Western and Central Africa Higher Education Centre of Excellence Project ACE II Eastern and Southern Africa Higher Education Centre of Excellence Project ACEWM African Centre of Excellence for Water Management AEM Aquatic Ecosystems Management AWV Africa Water Vision AU African Union BSc. Bachelor of Science CAC Center Academic Committee CGPA Cumulative Grade Points Average CPA Africa’s Science and Technology Consolidated Plan of Action DLI Disbursement Linked Indicators DRI Desert Research Institute ECTS European Credit Transfer System EIWR Ethiopian Institute of Water resources ELT Enhancing Learning Through Technology ESA Eastern and Southern Africa GTP Growth and Transformation Plan of Ethiopia HERQA Ethiopian Higher Education Relevance and Quality Agency HWR Hydrology and Water Resources ICT Information Communication Technology IDA International Development Association IGAD Intergovernmental Authority on Development ISAB International Scientific Advisory Board ISO International Organization for Standardization IUCEA Inter-University Council for East Africa IWRM Integrated Water Resources Management IWMI International Water Management Institute KMSFRI Kenyan Marine Science and Fisheries Research Institute MDG Millennium Development Goal MoU Memorandum of Understanding MSc. Master of Science NASA National Aeronautics and Space Agency NBI Nile Basin Initiative NEPAD New Partnership for Africa Development PhD Doctor of Philosophy PMSC Project Management Steering Committee RFU Regional Facilitation Unit RGs Research Groups RPC Research and Publications Committee SRAPC Staff Recruitment, Appointment and Promotions Committee STT Short Term Training UK United Kingdom UN United Nations UNESCO United Nations Education, Scientific and Culture Organization UNEP United Nations Environmental Protection UNICEF United Nations Children’s Emergency Fund UoD University of Dare Salam UoM University of Malawi UoN University of Nairobi USEPA United States of America Environmental Protection Agency VPRTT Vice President for Research and Technology Transfer WLRC Water and Land Resources Centre of Ethiopia WM Water Management WQM Water Quality Management WSS Water Supply and Sanitation WWTT Water and Wastewater Technologies


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LIST OF TABLES AND FIGURES

Table 1: Compulsory Modules for HWRM Track......................................................................................... 33 Table 2: Elective Modules for HWRM Track ............................................................................................... 34 Table 3: Compulsory Modules for AESM Track ........................................................................................... 36 Table 4: Elective Modules for AEM Track ................................................................................................... 37 Table 5: Compulsory Modules for WST Track ............................................................................................. 40 Table 6: Elective Modules for WST Track .................................................................................................... 40 Table 7: Available Faculty for HWRM Track ................................................................................................ 41 Table 8: Available Faculty for AEM Track .................................................................................................... 42 Table 9: Available Faculty for WST Track .................................................................................................... 43 Table 10: Available Laboratory Facilities .................................................................................................... 50 Figure 1: Academic Sub Units of ACEWM ................................................................................................... 17 Figure 2: Governance Structure of ACEWM ............................................................................................... 48


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EXCECUTIVE SUMMARY

Almost all major development problems in Ethiopia and other Eastern and Southern (ESA) Countries are water-related: food insecurity, low economic development, recurrent droughts, poor health conditions, and low energy production. The root cause of these problems is not the lack of adequate water resources, but rather the limited development and management of this most important resource. Several African countries have tried to mobilize resources to achieve the Millennium Development Goals (MDGs) by the year 2015. The main challenge is to continue and accelerate the progress made in recent years toward the MDGs and to address the causes of poverty among the population.

The need for critical mass of human resources required is highlighted in the Ethiopia’s Growth and Transformation Plan (GTPII) and Africa’s Science and Technology Consolidated Plan of Action (CPA), and the Africa Water Vision (AWV) for 2025. The AWV calls for a new way of thinking about water and a new form of regional cooperation.

African leaders have identified water scarcity and related insecurity as one of the sources of the continent’s underdevelopment and increasing economic decline. In the framework of NEPAD, the leaders have committed themselves to “ensure sustainable access to safe and adequate clean water supply and sanitation, especially for the poor” and “plan and manage water resources to become a basis for national and regional cooperation and development.”

The Africa Centre of Excellence for Water Management (ACEWM) is a new initiative of the Government of the Federal Democratic Republic of Ethiopia and the World Bank Group through the Eastern and Southern Africa (ESA) regional Center of Excellence Project to be hosted by the Addis Ababa University (AAU). This Regional Center of Excellence is a partnership program which is aiming at developing and establishing a collaborative world-class centre of excellence. The initiative to establish ACEWM is consistent with the institutional, national and regional strategies.

The ACEWM is proposing the creation of a new water management PhD degree program. The name ‘Water Management” highlights an innovative approach to managing complex problems in a holistic, integrative and transformative approach that considers science, technology, and socioeconomic aspects. The water management curriculum trains scientists and engineers to apply their scientific and technical understanding of systems engineering, geology, geography, biology, and chemistry to for sustainable development and use of water resources. Currently there are no PhD programs in Water Management at AAU and other national universities in Ethiopia.

The program builds upon the strengths of AAU by leveraging resources and space from established units such as Chemistry, zoological sciences, Earth Sciences, Civil and Environmental Engineering, Chemical and Bio Engineering at AAU. These AAU science and engineering programs have some connections to water management, thus synergy and collaborations exist with the water management graduate degree program. The proposed water management program is an interdisciplinary program which will concentrate on existing capacity and develop new capacity to facilitate collaboration across disciplines and across organizations on long term programs and projects of direct relevance to Africa’s water sustainability.

The PhD program in Water Management will have the following three specialization tracks: 1. Hydrology and Water Resources Management (HWRM) 2. Aquatic Ecosystems Management (AEM) 3. Water Science and Technology (WST)

The proposed PhD program is a partnership program which has been developed in highly participatory approach within AAU, and by involving national, regional and international partners (sees Annexes II-VII). All concerned academic units of AAU and other national universities were consulted about the establishment of ACEWM and involved in the development of modules and associated syllabus.


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1. PROGRAM TITLE

Doctor of Philosophy in Water Management

የፍልስፍና ዶክትሬት በውሀ ማጅ

2. INTRODUCTION 2.1 Background Almost all major development problems in Ethiopia and other Eastern and Southern African (ESA) Countries are water-related: food insecurity, low economic development, recurrent droughts, poor health conditions, urban development, agro-industrial growth, and low energy production. The cause of these problems is not the lack of adequate water resources, but rather the limited development and management of this most important resource. Several African countries have tried to mobilize resources to achieve the Millennium Development Goals (MDGs) by the year 2015. The main challenge has been to continue and accelerate the progress made in recent years toward the MDGs and to address the causes of poverty among the population. Governments are devoting a very high share of their budget and attracting investments towards poverty alleviation “pro-poor” programs. Large scale donor support provided a vital contribution in the near-term to finance the levels of spending needed to meet these challenges. Over the past two decades, there has been significant progress in key human development indicators. For example, primary school enrollments have increased, child mortality has been reduced, and the number of people with access to improved water supply sources has been increased. These gains, together with more recent moves to strengthen the fight against malaria and HIV/AIDS, paint a picture of improved well-being in many African countries. Notwithstanding the progress in critical aspects of human development, ESA Countries still need considerable investment and improved efforts to achieve some of the MDG targets. Sub-Saharan Africa as a whole still lags behind most regions in the world when it comes to water access, management, and supply. Worldwide, water has also become an increasingly scarce resource, and in Sub-Saharan Africa, a potential threat to regional security. Water in the region is not only scarce but also of exceptionally poor quality. Due to natural contamination, anthropogenic pollution as well as, unreliable water supply and sanitation infrastructure, only a small percentage of the available water resource can be used for human consumption.


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2.2 Key Development Challenges

(a) Inadequate funding for upgrading teaching and research facilities to international standards that will lead to international research collaborations and discourages national and regional collaboration to solve common problems;

(b) Shortage of human capital to address water-related development challenges including: access to safe water and sanitation and energy requirements for water provision, technologies to purify saline/brackish surface/ground water to use them for agricultural applications in arid and semi-arid areas, management of water in agriculture to improve food security, water as a potential source of conflict , municipal and industrial wastewater management, impacts of climatic and environmental changes fresh water quantity and quality, information on water availability in concert with water quality, development, storage and management of water resource, declining trend in the productivity of fish and other aquatic ecosystems,

(c) Lack of funds to initiate multidisciplinary, multi-site (National, Regional) research projects that are demand-driven and problem-solving to stimulate regional and national development;

(d) The problem of attracting foreign students to AAU; (e) Lack of Entrepreneurs in the water sector; (f) Moderate adoption of research findings from African Universities due to low quality of

research approach and seemingly uncoordinated needs assessment; and (g) Low technical and managerial capacity of sector institutions

The project objectives of the ACEWM are too;

(a) strengthen AAU’s teaching and research capacity to train critical mass of human capacity required to address national and regional development needs,

(b) enhance the capacity of faculty and students to conduct state-of-the-art research and scholarly activities in order to help solve regional problems in water management and climate change issues as well as provide trained research scientists and engineers to support national and regional development goals, and

(c) Provide training and support for the development and adoption of best-practices in teaching, research, academic administration, and management through regional and international partnerships, coupled with mobilization of African Diaspora scientists.

2.3 Eastern and Southern Africa (ESA) Higher Education Centers of Excellence Project

To address such critical developmental challenges the World Bank Group in collaboration with the Governments and consultation with other key stakeholders has launched new initiative called the Eastern and Southern Africa (ESA) Higher Education Centers of Excellence Project, or ACE II, follows on ACE I, which was launched in 2014 for Western and Central Africa, with 19 centers of excellence selected across seven countries. The objective of the ACE II project is to strengthen


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selected ESA higher education institutions to deliver quality postgraduate education and build collaborative research capacity in the regional priority areas. Under this initiative, the ACE is expected to encompass the following five elements which are interrelated:

(a) Enhancing capacity to deliver high quality training in the region to produce skilled

personnel needed for addressing a specific development challenge defined in the regional priority areas;

(b) Enhancing capacity to deliver applied research to find solutions for addressing a specific development challenge defined in the regional priority areas;

(c) Building and strengthening academic collaboration both within and outside the ESA region to raise the quality of education and research in the specialized priority discipline;

(d) Building and using industry/sector partnerships to enhance the impact on the chosen priority area through improved relevance of training, research and outreach of the ACE; and

(e) Strengthening monitoring and evaluation (M&E) to improve governance and management of the ACE and its hosting university.

Each of these five elements is elaborated further in the below sections. Enhancing capacity to deliver high quality training in the region to produce skilled personnel needed for addressing a specific development challenge defined in the regional priority areas: Three key indicators for measuring progress towards achieving this goal in each ACE will be used:

i. number of regional (non-national) students enrolled in specialized courses at the Masters and Ph.D. levels;

ii. number of training programs that meet international quality benchmarks; and iii. Externally generated revenue.

This will be achieved by implementing an institutional plan consisting of an institutional-specific mix of these elements:

(a) developing and offering new specialized short-term training programs aimed at industry professionals for their further career development;

(b) developing and offering new specialized Masters- and PhD-level programs with improved quality and relevance of existing programs through revision of curricula and pedagogy based on professional standards of the industry and incentives for good performance of faculty (e.g., awards for top teaching and research);

(c) improving laboratories, classrooms, computer lab, and other teaching facilities; (d) establishing international benchmarking and accreditation of education programs; (e) upgrading teaching capacity for student-centered learning; and (f) Upgrading faculty qualifications. Other activities could be permissible for funding as laid out

by the project’s operational manual. Enhancing capacity to deliver applied research to find solutions for addressing a specific development challenge defined in the regional priority areas: The key indicators for measuring progress towards achieving this goal will be:

i. number of collaborative research initiatives; and ii. Amount of revenue generated.

This will be achieved by carrying out an institutional specific mix of the following activities:


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(a) improving research facilities and material supply; (b) incentivizing research and publications; (c) increasing enrollment of Masters and PhD students by offering scholarships if necessary to

attract young and female talents; (d) assisting grant proposal writing and manuscript translation and editorial support; (e) participating and organizing workshops/seminars and presenting research results at

academic conferences; (f) exchanging faculty with relevant institutions; (g) accessing library and e-journals; and (h) Covering costs associated with research collaboration.

Building and strengthening academic collaboration both within and outside the ESA region to raise the quality of education and research in the specialized priority discipline: Such collaboration can be either on-going or new. The key indicators for measuring progress towards achieving this goal will be:

(i) share of regional (non-national) students enrolled in ACE-offered training programs; and

(ii) Number of partnership agreements signed with the institutions in the region. The ACEs will be encouraged to forge collaboration with national, regional and international institutions in their specialized areas to address the needs for training and research in their chosen development priority areas. Academic collaboration activities could include:

(a) collaboration in delivery of education programs; (b) faculty development and exchange; (c) joint conferences, research and course offerings in specialized areas; (d) sharing access to learning equipment and library resources (i.e., giving students and faculty

exposure to different learning environment); and (e) Assistance to curriculum development.

An academic collaboration agreement will be developed by the ACE in close collaboration with its collaborators, and co-signed by all major parties. Building and using industry/sector partnerships to enhance the impact on the chosen priority area through improved relevance of training, research and outreach of the ACE: The key indicators for measuring progress towards achieving this goal will be:

i. number of partnership agreements signed with institutions and ii. Amount of revenue generated externally.

These partnerships should be regional in nature ideally. Partnerships with key national and regional industry associations or other important players are a strong indication of the potential relevance and impact of the ACE. Industry partnerships could also be with “lower-level” industry/sector-specific training institutions, such as institutions that provide technical training or extension service training for farmers. An action plan of the ACE in this area needs to be tailored to its specific development challenge, its existing industry partnerships, and new opportunities for future growth. Activities could be a combination of:

(a) adjunct lecturers from the industry; (b) Masters/PhD theses based on real problem-solving with companies; (c) advisory boards on curriculum; (d) placement of students and job fairs;


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(e) Liaison office for industry-outreach and research results/technology transfer. The main industry partnerships of the ACEs will be defined in MoUs outlined in the action plan which will be updated at the mid-term review. Strengthening monitoring and evaluation (M&E) to improve governance and management of the ACE and its hosting university: Concrete activities could include:

(a) implementing new or improved grant management, procurement, and monitoring procedures;

(b) hiring or training of existing personnel for fundraising and related M&E; (c) improving internal board procedures including regular meetings, membership review (e.g.,

having private sector representatives and other external members), disclosure of board meeting minutes, etc. for greater transparency;

(d) establishing internal M&E mechanisms towards quality assurance and enhancement; (e) Capturing lessons-learning from the project implementation and sharing with regional

partners and other ACEs. 2.4. Africa Center of Excellence for Water Management (ACEWM) Program 2.4.1 Selection Process and Purpose The ACEWM was selected through an open, objective, transparent and merit-based competitive process based on the following criteria: (a) proposal that addressed a specific challenge in one of the five priority areas in the region –

industry, agriculture, health, education and applied statistics; (b) proposal of the highest quality; (c) hosting institution (Addis Ababa University) had evident capacity; (d) selection that provided for geographical balance; and (e) the hosting country (Ethiopia) had International Development Association (IDA) funding

eligibility and availability. The ACEWM is expected to address specific development challenges facing the region through graduate training in Master’s, PhD, and short-term courses and applied research in the form of partnerships and collaborations with other institutions and the private sector. The ACEWM is expected to perform the following tasks:

(a) build institutional capacity to provide quality post-graduate education with relevance to the labor market in water management;

(b) build institutional capacity to conduct high quality applied research, relevant to addressing a key development challenge/priority;

(c) develop and enhance partnerships with other academic institutions (national, regional and international) to pursue academic excellence;


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(d) develop and enhance partnerships with industry and the private sector to generate greater impact;

(e) improve governance and management of the institution and set up a role model for other higher education institutions; and

(f) Deliver outreach, and create an impact, to society by delivering excellent teaching and producing high quality applied research.

Over the project duration of five years, ACEWM is expected to enroll more than 51 PhD, 100 MSc. graduate students and 100 short term trainees in water management, publish almost 70 journal articles, launch several research collaborations with private sector and other institutions, and generate external revenue to sustain the program as regional center of excellence. The ACEWM is expected to train highly skilled human resource capable of handling more complex water management problems in a holistic, integrative and transformative approach. This includes teaching, innovative research, internships, on job technical training and community outreach programs using broad-based partnership approach. 2.4.2 Vision of ACEWM The Vision of ACEWM is to be a leading teaching and research centre of excellence in facilitating equitable and sustainable development and use of water resources for poverty alleviation, socioeconomic development, regional cooperation and the environment in Africa. 2.4.3 Mission of ACEWM The mission of ACEWM is to enhance the quality of life by ensuring water security for all by providing necessary teaching, research and development inputs, with particular emphasis on the tropical region of Eastern and Southern African Countries. 2.4.4 Objectives of ACEWM This Program is aimed at developing and establishing a collaborative world-class center of excellence to be known as the “African Center of Excellence for Water Management (ACEWM)” in Addis Ababa University (AAU), Ethiopia. The initiative to establish ACEWM is consistent with the strategic goals of AAU, the Growth and Transformation Plan (GTP II) of Ethiopia and Africa’s Science and Technology Consolidated Plan of Action (CPA). The most important rationale for establishing ACEWM is the need for the development of highly skilled human resource capable of handling more complex water management problems in a holistic, integrative and transformative approach. This effort includes teaching, innovative research, internships, on job technical training and community outreach programs using broad-based partnership approach. The objectives of ACEWM are to:


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• Strengthen AAU’s teaching and research capacity in water science and technology to train critical mass of human capacity required to address national and regional development needs,

• Enhance the capacity of faculty and students to conduct state-of-the-art research and scholarly activities in order to help solve regional problems in water management and climate change issues as well as provide trained research scientists and engineers to support national and regional development goals, and

• Provide training and support for the development and adoption of best-practices in teaching, research, academic administration, and management through regional and international partnerships, coupled with the mobilization of African scientist in Diaspora scientists.

2.5Approach to Establish ACEWM as Regional Center of Excellence 2.5.1 Building Excellence There is widespread recognition that skills and human capital have become the backbone of economic prosperity and social well-being in the 21st century. In contemporary knowledge-intensive economies and societies, individual and societal progress is increasingly driven by technological advances. Prosperity requires nations to retain their competitive edge by developing and sustaining a skilled workforce, maintaining a globally competitive research base, and improving the dissemination of knowledge for the benefit of society at large. The ACEWM focuses on essential to establishing and maintaining an outstanding program. The framework ACEWM under the five-year World Bank Project is built around the integration of approaches to assessment, planning and improvement. It draws on elements from management audits, disciplinary reviews and strategic planning to provide a generic model broadly applicable across all functions and levels of the center. ACEWM will develop its five-year strategic plan with focus on the following aspects to define excellence:

Leadership Purposes and plans Beneficiaries and constituencies Programs and services Faculty/staff and workplace Assessment and information use Outcomes and achievements

To effectively contribute towards addressing the development challenges outlined during the program development phase, the ACEWM will focus on eight (8) areas which are described below.

Focus area 1: Improving access to safe drinking water and sanitation Focus area 2: Improving municipal and industrial wastewater management Focus area 3: Enhancing access to fresh water for food security Focus area 4: Adaptation to climate change Focus area 5: Improving water storage and water shade management to maximize resources and minimize conflict Focus area 6: Enhancing the productivity of the water ecosystems Focus area 7: Strengthening water quality monitoring and management Focus area 8: Enhancing water resources development


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Excellence in Water Education and training can be achieved through Master’s and Doctoral degree programs, internship programs, refresher short term technical training, support for students to study abroad and joint ventures in student training (between higher education institutions involved in the Consortium or otherwise). The Center will provide high caliber students with the opportunity to study with ACEWM partners to further their knowledge Although many definitions of excellence in teaching can be found, some common main patterns can be discerned:

• A focus on the student, on student learning and on personal support for students and their development, rather than on formal teaching;

• A macro focus on the wider learning environment and the development of the curriculum or program, rather than a micro focus on teaching;

• An emphasis on efforts to develop teaching, especially through innovation, influencing others, leadership skills and project management;

• An emphasis on the ‘scholarship of teaching’ as a particularly highly valued form of the development of teaching

Excellence in Water Research can be achieved through creation and development of new knowledge and innovative technologies. The Center provides students with the opportunity to participate in research and advance their scientific knowledge in water resources management. The ACEWM strives to establish quality research that is:

world-leading in terms of originality, significance and rigor • internationally excellent in terms of originality, significance • recognized nationally in terms of originality, significance and rigor

Excellence in Water Networking can be achieved through collaboration with locally and internationally based individuals, groups and institutions that are reputable and knowledgeable in the Research Field. The Center will encourage the exchange of ideas on best practice within water-related fields through networking. Excellence in Water Information and knowledge management can be achieved by maintaining contemporary knowledge in suitable data bases and offer to interpret it for the benefit of appropriate users and by promoting knowledge sharing and knowledge transfer activities. Excellence in Community Service can be achieved by providing information, analysis, technology, policy, strategy and other services, including informed and reliable advice, to government, business, and civil society.

The ACEWM is an interdisciplinary program which will concentrate on existing capacity and develop new capacity to facilitate collaboration across disciplines and across organizations on long term programs and projects of direct relevance to Africa’s water sustainability. The ACEWM will have the following five (5) technical units and one core laboratory (Fig. 1):

4. Water Supply and Sanitation (WSS) Unit 5. Water and Wastewater Technologies (WWTT) Unit 6. Water Quality Management (WQM) Unit 7. Hydrology and Water Resources (HWR) Unit 8. Aquatic Ecosystems Management (AEM)Unit 9. Core Laboratory


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Figure 1: Academic Sub Units of ACEWM

2.5.2 Alignment with National and Regional Strategies (i) Strategic Plan of Addis Ababa University Only the strategic themes and results are summarized below. Theme 1: Excellence in Learning-Teaching: Competent graduates with entrepreneurial attitude produced

Core Water Laboratory

Aquatic Ecosystems Unit (Land-water interactions, ecological modeling, wetland, fisheries, aquaphonics, macrphytes, invasive species)

Water and Wastewater Technologies Unit (Wastewater treatment technologies, enhanced energy recovery from wastewater, water efficiency, wastewater reuse, storm water management, constructed wetland engineering, resource oriented wastewater sludge management)

Hydrology and Water ResourcesUnit (Hydrosystems analysis and modeling, climate impacts, GIS, hydroinformatics, water allocation and conflicts at river basin level, hdroclimatology, hydroecology, dam water management)

Water Quality Management Unit(Hydrochemistry, microbiology, water safety plan, water quality criteria, water and wastewater analysis,statistical methods for decision support, chemometrics, water quality modeling, chemodynamics)

Water Supply and Sanitation Unit (Water demand cost and equity,Urban water supply, rural water supply, drinking water purification technologies, resource oriented sanitation, urban sanitation, Rural Sanitation)

Africa Center of Excellence

for Water Management(ACEWM)


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Theme 2: Excellence in Research, Technology Transfer, and Knowledge Management: Cutting-edge and problem solving knowledge and technology is produced, adopted, adapted, managed, and transferred Theme 3: Excellence in Community Services, Strategic Partnership: Society and Partners satisfied, revenue increased and self-reliance ensured Theme 4: Excellence in Good Governance and Diversity Management: Customers satisfied, gender equity, multiculturalism, and fairness realized ii) Growth and Transformation Plan (GTP) of Ethiopia Strategic pillars (i) Rapid and equitable economic growth, (ii) Maintaining agriculture as major source of economic growth, (iii) Creating conditions for the industry to play key role in the economy, (iv) Infrastructure development (v) Social development, (vi) Capacity building and good governance, (vii) Gender and youth. In order to support GTP, the Addis Ababa University has developed 25 research priority areas. Research priority 3 is about water resource management and engineering. The proposed ACEWM will strongly contribute towards addressing the national research and development agenda on water management. (iii) Africa’s Science and Technology Consolidated Plan of Action (CPA) The November 2003 African Ministerial Conference on Science and Technology, organized by the NEPAD Secretariat with the support of Department of Science and Technology (DST) and the United Nations Education, Scientific and Cultural Organization (UNESCO), adopted an ‘Outline of a Plan of Action’ containing twelve flagship program areas and specific policy issues. The plan of action programs are organized in four clusters based on their relationships and potential of establishing inter-related networks of implementing institutions. Program cluster 2 describes energy, water and desertification issues in Africa. African leaders have identified water scarcity and related insecurity as one of the sources of the continent’s underdevelopment and increasing economic decline. Implementation of the CPA is a collective effort starting from country-level through to continental level. Regional networks of centers of excellence have already started yielding benefits. The proposed ACEWM is in line with the African Union Plan of Action on Science and Technology. (iv) Africa Water Vision 2025 One of the major constraints in the development of water resources in Africa has been identified as inadequate human and institutional capacity for Integrated Water Resources Management (IWRM). Unfortunately, Africa does not have an adequate number of highly motivated and highly skilled water professionals who can deal effectively with the complex issues of water scarcity, climate variability and joint management of international waters. It is fortunate that, under the Global Water Partnership, a program of capacity-building has been launched, starting in Southern Africa. Other regions in Africa need to take the initiative to call for the use of the services of this new program for capacity-building at national and international levels. Africa Water Vision Messages include:

Provide safe and adequate water and sanitation for all, urgently. Make equitable and sustainable use of Africa’s water resources.


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Ensure sustainable development and management of water resources for all. Use water resources wisely to promote agricultural development and food security. Develop water resources to stimulate socio-economic development. Treat water as natural asset for all in Africa. Share management of international water basins to stimulate efficient mutual regional economic development. Ensure adequate water for life-supporting ecosystems. Manage watersheds and flood plains to safeguard lives, land and water resources. Price water to promote equity, efficiency and sustainability

ACEWM is in line with the institutional, national and regional development agendas.

2.5.3 Building Partnership I. Ethiopia, Addis Ababa University

(a) Department of Chemistry ( Teaching, Research and Internship) (b) Ethiopian Institute of Water Resources (Teaching, Research and Internship) (c) Department of Zoological Sciences (Teaching, Research and Internship) (d) School of Chemical and Bio Engineering (Teaching, Research and Internship) (e) School of Earth Sciences (Teaching, Research and Internship) (f) Center for Environmental Science (Teaching, Research and Internship) (g) School of Civil and Environmental Engineering (Teaching, Research and Internship) (h) Land and Water Resources Center (Teaching, Research)

II. Ethiopia, National Universities (a) Jimma University, Jimma, Ethiopia (Teaching, Research and Internship) (b) Arbaminch University, Arbaminch, Ethiopia (Partner to EIWR) (Teaching, Research and

Internship) III. Eastern and Southern Africa Regional Partners

(a) Kenyan Marine Science and Fisheries Research Institute, Kenya (Research and Internship) (b) University of Nairobi, Kenya(Teaching, Research and Internship) (c) University of Dare Salam, Tanzania (Teaching, Research and Internship) (d) University of Malawi, Malawi (Teaching, Research and Internship)

IV. International Partners (a) University College of London, Department of Geography, UK (Teaching, Research and

Internship) (b) University of Boku, Austria (Teaching, Research, Internship and Advisory) (c) University of Ghent, Belgium (Teaching, Research, Internship and Advisory) (d) Swiss Federal Institute of Aquatic Science and Technology, Switzerland (Teaching, Research

and Internship) (e) The University of Oklahoma, WaTER Center, USA (Teaching, Research, Internship and

Advisory) (f) Limnological Institute, University of Constance, Germany (g) The University of Johannesburg, South Africa (Teaching, Research and Internship) (h) Colorado State University, USA (Teaching, Research and Internship) (i) International Water Management Institute (IWMI) (j) European Space Agency (ESA) (k) UNESCO-IHE for Water Education (l) The National Aeronautics and Space Administration (NASA)


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V. Sector Organization (a) Ministry of Water, Irrigation and Electricity with all accountable institutions

(Research/Internship) (b) Sebetha Fisheries and Aquatic Living Resources (Research and Internship) (c) Nile Basin Authority of Ethiopia (d) Awash Basin Authority of Ethiopia (e) Rift Valley Basin Authority of Ethiopia (f) Regional Water Bureaus of Ethiopia (g) Ethiopian Water Works Study, Design and Supervision Enterprise (h) Ethiopian Water Works Construction Enterprise (i) Ethiopian Institute of Water Technology

VI. Private Sector/Industry Partners

(a) ALPHASOL Modular Energy, Ethiopia (b) LIFELINK, Kenya (c) MIDROC Ethiopia (d) Women’s Participation in Agricultural Research and Higher Education (AWARD), Kenya

The ACEWM will identify activities and sign partnership agreements with its partners.


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3. DESCRIPTION AND RATIONALE OF THE PhD PROGRAM IN WATER MANAGEMENT

3.1 Rationale Our lives and livelihoods are dependent on the natural and engineered water cycles. Accordingly, research and skills development in water treatment and management is becoming more vital. Water resources are generated by the natural system, which include atmospheric, surface and sub-surface processes. The natural system is impacted on by the social system, which is mainly characterized by human intervention on the environment. The interaction between these two systems determines the quantity and quality of water resources both spatially and temporally. Water sustains all life forms thereby making it a basic requirement for livelihood needs. In the event of diversifying water use to include domestic, agriculture, industrial, energy, transport and recreation among others, the natural system has been overstretched to the extent that it can no longer sustain the water resources potential required to meet the increasing demand without managing it effectively. The effective management of water resources requires understanding of the environmental processes so that their impacts can be mitigated for sustainable use of the resource. This can be made possible through use of modern technologies which have the capability of analyzing these environmental processes in conjunction with the social system. Water resources potential is on a downward trend especially in tropical regions where the per capita fresh water availability is less than the global benchmark of 1000 m3 per year. In view of this fact the water sector in Ethiopia and other Eastern and Southern African Countries has been undergoing reforms in order to adopt cross-sectoral approach. Therefore skills that are compatible with this new paradigm shift in water management need to be disseminated to water resources managers. Such skills require understanding of environmental processes which directly affect water resources potential.

The average rainfall for the continent is about 670 mm per year but the spatial and temporal distribution is very varied. Due to high rates of evaporation, renewable water resources constitute only about 20 percent of total rainfall on average. African water resources are also characterized by the multiplicity of transboundary water basins. They cover 64 percent of the continent’s land area and contain 93 per cent of its total surface water resources. There are about 80 transboundary river and lake basins in Africa and over 38 transboundary aquifers. Groundwater is the main source of drinking water for more than 75 percent of the African population.

The key water resource challenges facing Africa can be summarized as: Ensuring that all have sustainable access to safe and adequate water supply and sanitation services to meet basic needs; Ensuring that water does not become the limiting factor in food and energy security; Ensuring that water for sustaining the environment and life-supporting ecosystems is adequate in quantity and quality; Reforming water-resource institutions to establish good governance and an enabling environment for sustainable management of national and transboundary water basins and for securing regional cooperation on water-quantity and water quality issues;


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Securing and retaining skilled and motivated water professionals; Developing effective systems and capacity for research and development in water and for the collection, assessment, and dissemination of data and information on water resources; Developing effective and reliable strategies for coping with climate variability and change, water scarcity threats, and the disappearance of water bodies; Reversing increases in man-made water-quantity and quality problems, such as overexploitation of renewable and non-renewable water resources and the pollution and degradation of watersheds and ecosystems; Achieving sustainable financing for investments in water supply, sanitation, irrigation, hydropower, and other uses and for the development, protection, and restoration of national and transboundary water resources; Mobilizing political will, creating awareness, and securing commitment among all with regard to water issues, including appropriate gender and youth involvement.

Addressing water management challenges requires that water engineers, scientists and managers apply an integrated and interdisciplinary approach, involving hydrological, biophysical, and chemical, engineering, economic, institutional, legal, policymaking and planning aspects. The water management PhD program will contribute to the institutional, national, regional and global missions and strategies through dissemination of knowledge which prepares graduates to succeed as leaders, professionals, researchers, responsible citizens, and lifelong learners. Primary missions that the Addis Ababa University fulfills for the national and the region are graduate education to prepare people to enter the workforce and research to advance economic prosperity, sustainable water development and use, and social well-being. The proposed water management PhD program is consistent with AAU’s role as a major research university and as one of the nation’s leading teaching and research institution in water science and technology.

The creation of PhD programs in water management will contribute to meeting the strategic goals of the university by providing affordable, accessible, and pedagogically-structured educational and research programs in water science and technology. The program can build upon the strengths of AAU and partners by leveraging resources and space from established units such as Chemistry, Aquatic Science, Ethiopian Institute of Water Resources, Civil and Environmental Engineering, Chemical and Bio Engineering at AAU. Several graduate water-related graduate programs may be considered as being synergistic to the proposed PhD degree program.

The Water Management PhD degree program will serve the national and regional need for water scientists, engineers, and innovators. The primary purpose of the proposed PhD programs is to provide graduate education for addressing national, regional, and international water issues, training the next generation of water educators, researchers, managers, and professionals; and promoting outreach. The structure of the PhD Program is organized as follows:

1. PhD in Water Management with specializations in Hydrology and Water Resources Management


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2. PhD in Water Management with specializations in Aquatic Ecosystems Management 3. PhD in Water Management with specializations in Water Science and Technology

The candidate must choose his/her area of interest at the start of the program, in Year I. Most of the course work is conducted during the first year and research is conducted starting Year II.

3.2 Objectives of the PhD Program

The general objective of the PhD program is to train broadly educated water scientists and engineers for careers in academia, research, government, and industry. The specific objectives of the program include producing graduates:

That could satisfy the national and regional demand and priority; that is, PhD graduates equipped with problem solving skills in relation to issues on water quality, water treatment technology, wastewater treatment and management, water supply and sanitation, management of aquatic resources. That could serve as water management educators at universities; That could formulate and promote research involving multi-disciplinary approach.

4. CREDITS AND EQUIVALENT EUROPEAN CREDIT TRANSFER SYSTEM (ECTS) Students are required to successfully complete 28 ECTS which is equivalent to 12 credits (1 credit is equivalent to 2.33 ECTS). To achieve this, students must successfully complete a minimum of 7 modules and successfully complete and defend a supervised research culminating in PhD thesis.

5. PROGRAM DURATION The PhD programs shall have duration of 3 to 4 years.

6. MODE OF DELIVERY

The program is a full-time study and delivered in modular form. Teaching takes place through lectures, seminars and field based studies. In addition, teaching will also be conducted through video conference and technology enhanced learning approach.


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7. COLLEGE/INSTITUTION

Addis Ababa University has been selected as a host institution for ACEWM which will be centered the College of Natural and Computational Sciences.

8. DEPARTMENT/SCHOOL/CENTER

Africa Center of Excellence for Water Management (ACEWM) is a newly established centre of excellence under the ACEII project of the World Bank Group. The center will serve as regional center of excellence for Eastern and Southern African Countries and beyond.

9. ADMISSION REQUIREMENTS

9.1 General Requirements

In addition to the general requirements for Addis Ababa University, admission to ACEWM graduate degree program is satisfactory completion of Master’s Degree at a college or university of recognized standing with a grade point average of 3.5 or higher on a 4.0 scale or equivalent in ECTS. However, students with grade point averages between 3.0 and 3.5 will be given consideration based on their experience and achievement.

Before a candidate will be considered for admission, an application package for admission must be completed and received by the ACEWM office. In addition to the application form a number of supplementary documents must be submitted.

Applicants must submit a Statement of Purpose essay of approximately 300-500 words stating clearly and succinctly the reason for seeking graduate study in Water Management at Addis Ababa University, the applicant’s career goals, and research interests. The applicant may include information about any unique circumstances, special abilities, awards, achievements, scholarly publications, or professional history that are relevant to the admission decision.

Letters of recommendation from three people who are knowledgeable about the applicant’s academic, professional and scholarly ability and potential must be submitted. Applicants should not request letters from individuals who would have an objective conflict of interest (e.g. friends and family). Additional recommendations may be requested. In addition, applicants to the Ph.D. program should provide evidence of capacity for research. This could include a master's thesis, a professional paper, peer reviewed manuscripts, consulting reports, or other evidence of capacity to conduct research.

A letter of intent or statement of purpose that addresses individual professional and personal goals related to water science and management and discusses how these goals fit within the degree


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programs at ACEWM shall be submitted. It is expected that the candidate will have made contact with prospective advisor(s) at AAU and partner institutions and speak to how he or she would work with said advisor(s) to advance their research and study. A brief resume or curriculum vitae not to exceed five pages that summarize the candidate's background and qualifications shall also be submitted

Official original transcripts from each college or university at which the applicant has completed course work must be on file before an application can be processed. Requirements to specific to each specialization are described below. 9.2 Academic Requirements

9.2.1 Hydrology and Water Resources Management Program Applicants must have MSc degree in hydrology, hydrogeology, water supply, water resources engineering, water resources management or other related areas from a recognized university. Applicants will be required to take and successfully pass an entrance examination. Applicants must meet the general admission policies of the University. An outstanding MSc. candidate if recommended can be admitted to the PhD program

9.2.2 Aquatic Ecosystems and Environmental Management Program Applicants must have MSc degree in aquatic science, aquatic ecosystems, environmental science, liminology or other related areas from a recognized university. Applicants will be required to take and successfully pass an entrance examination. Applicants must meet the general admission policies of the University. An outstanding MSc. candidate if recommended can be admitted to the PhD program

9.2.3 Water Science and Technology Applicants must have MSc degree in environmental engineering, water resources engineering, water supply engineering, water supply and sanitation, wastewater engineering, water quality management, environmental chemistry or other related fields from a recognized university. Applicants will be required to take and successfully pass an entrance examination. Applicants must meet the general admission policies of the University. An outstanding MSc. candidate if recommended can be admitted to the PhD program

11. GRADUATION REQUIREMENTS All PhD candidates will carry out original research in their field of specialization, the results of which will be presented as a doctoral dissertation subject to careful scrutiny by internal and external examiners. All candidates for the PhD in water management program shall be required to present and defend at least two progress reports as well as obtain an approval of CRGC before being eligible to write the doctoral dissertation.


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Students will be expected to spend a substantial amount of time involved in research and demonstrate the ability to design and conduct high-impact research studies. Students will be engaged in research throughout their tenure in the program, and will enroll in research and thesis credit hours after completing the modules. To ensure that each dissertation is interdisciplinary, the Water Management Program requires the following: Committee Requirements Each Committee shall be composed of a minimum of three members. All committee members must approve a) the student’s study plan, b) the interdisciplinary component(s) of the dissertation proposal by signing the Dissertation Proposal Approval Form, and c) the interdisciplinary component(s) of the dissertation at the time of the final defense by signing the Interdisciplinary Thesis/Dissertation Approval Form. Dissertation Requirements Each dissertation shall reflect integration beyond a single discipline. Integration can be achieved throughout the thesis/dissertation, or through a separate interdisciplinary chapter (possibly co-authored) that specifically integrates methods and/or information from at least two distinct disciplines to advance the argument(s) in the dissertation. All chapters shall be integrated into a coherent whole. Each student shall evaluate the interdisciplinarity of their dissertation, at the proposal stage by completing the Interdisciplinary Dissertation Proposal Approval form, and prior to the final defense by completing the Interdisciplinary Dissertation Approval Form. Students must earn a minimum Cumulative Grade Points Average (CGPA) of 3.00, with no ‘F’ or ‘D’ in any module. If a student’s GPA falls below a 3.0 he/she is placed on academic probation during the following semester. If at the end of the probationary semester, the student’s GPA is still below a 3.0, the student will be dismissed from the Ph.D. degree program. The dismissal may be appealed to the Graduate and Research Coordinator and the Centre Head. The degree will be awarded in recognition of scholarly achievement that includes successful completion of courses of advanced study and defense of a dissertation. The dissertation must address a significant need in water management. The program of study requires satisfactory mastery of both subject matter areas as well as the ability to design, implement, analyze, and publish results of research designed to solve stakeholder-identified needs.

11. PROGRAM EDUCATIONAL AIMS The Program is initiated to produce top graduates capable of conducting advanced, independent research which cuts across multiple disciplines. Each PhD graduate should be an in depth researcher in their chosen research field who has made an original contribution to science and should also be able to understand and communicate with specialists in other disciplines. They should have developed critical reasoning skills necessary to innovation and incorporate new experimental evidence. They should be able to approach water resources management problems from various viewpoints in an integrated way. Hence, they should not only know their subject in


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great detail, but also be able to place their research topic in the broader context of understanding and managing water resource systems in an innovative, sustainable manner. Graduates learn that they must compete with, and collaborate with world class in their field of specialization. The Program is regional, and emphasizes to graduates that there is one international research community. An essential element of interdisciplinary research is to understand how different disciplines think. There is great diversity in ways of thinking and mindsets among the multitude of disciplines linked to the water sciences and technology.

The general objective of the PhD programs is to train broadly educated water scientists and engineers for careers in academia, research, government, and industry. The specific objectives of the program include producing graduates:

That could satisfy the demand and priority of the nation and region; that is, highly qualified PhD graduates equipped with problem solving skills in relation to issues on water resources, water management, climate change, etc.; That could serve as water educators at universities capable of using modern scientific instruments other tools in their area, in solving water related problems.; That could formulate and promote research involving multi-disciplinary approach.

12. GRADUATE PROFILE/COMPETENCIES Graduates of ACEWM PhD programs in Water Management will be expected to play leading roles in solving the national and regional problems in aquatic resources and environments, water resources, hydrological processes, and water technology; teach and advise in postgraduate programs; and conduct original and fundamental research and generate scientific and technological knowledge in water management. Graduates of the ACEWM PhD program in Water Management will be expected to compete successfully for positions on the faculty of universities with water programs, government organizations positions in research, extension, or policy arenas, in international and regional organizations, nongovernmental organizations and in the private sector. ACEWM graduates will be expected to demonstrate the ability to design and carry out productive research, have superior communications skills, both verbal and written, and to have superior teaching skills. ACEWM graduates will be expected to be skilled in the application of the latest research and educational technologies and techniques.

13. INTENDED LEARNING OUTCOMES OF THE PROGRAM Content (Knowledge) By the end of the program, students will:

Understand the principles, concepts and tools of water management in the respective specializations;


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Have a broad, multi-disciplinary foundation in water science , technology and management; Understand key interdisciplinary issues in water management; Have formed associations with a substantial number of students in other disciplines.

Skills By the end of the program, students will:

Be able to effectively apply their disciplinary knowledge in a multi- or, inter-disciplinary setting; Effectively communicate project analyses and results to classmates and faculty; Be able to develop new interdisciplinary knowledge.

Values By the end of the collaborative program, students will:

Be able to work cooperatively with experts in water management; Understand the importance of multi-, inter- or trans-disciplinary approaches in the water sector; Be able to identify the role of their discipline expertise in multi- or interdisciplinary problem solving.

14. TEACHING AND LEARNING APPROACHES

The PhD Degree is conferred upon candidates who have demonstrated scholarship and expertise in their field of specialization, and conducted novel independent research. To this end, the doctoral programs are designed to develop the skills needed to conduct and interpret original research and to develop a strong sense for the interdisciplinary nature of water management. As graduate education draws from the vigor of the research programs and activities in the ACERWM through the content of the courses and the organization of the curricula, close mentorship provision is incorporated in the program through the institution of the Supervisory Committee, which also helps to enhance the efforts of the students in original research and professional development. Moreover, in order to help students acquaint themselves with the high level original research required of them, the programs incorporate series of seminars the students are required to deliver. Since water management by nature encompass multidisciplinary fieldtrips and laboratory works that allow students to observe the physical underpinnings of the water system; it is hoped that these will constitute a highly effective educational strategy.

The teaching-learning methods will also include, in addition to class lectures, other collaborative learning activities such as presentation, assignment, seminar, demonstration, etc. They are specific to a given module, and thus they are included in the module syllabus.

The strong linkages with water sector organizations will contribute information on problems facing the sector. Practical components and field-based studies will help graduates to effectively transform knowledge into action to impact development. Approaches such as the International Scientific Advisory Board, student internship in water sector, visiting/invited lectures from water sector practitioners, joint


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research programs aimed at solving identified problems would be exploited extensively. Such demand-driven problems solving is expected to enrich the curricula and enhance the sustainability of the program. Students will work on the basin scale water resources management and assessment, such as on the common issue of the Great African Rift Valley water resources system (Ethiopia, Kenya, Tanzania, and Malawi) and trans-boundary river basin management with main focus the Nile Basin, the Omo-Gibe Basin, the Baro-Akobo Basin, and the Awash Basin.

15. ASSESSMENT STRATEGIES

15.1 Strategic principles of ACEWM Teaching excellence informed by world-class research Varied assessment and delivery to enable student learning and achievement Enabling the development of students as independent, autonomous learners Continual focus on student employability and graduate skills Enhancing Learning through Technology (ELT) Culturally aware, international and relevant curricula Commitment to inclusivity and diversity Embedding education for sustainable development in the curriculum

The Water Management curriculum is designed to enhance the knowledge, skills and values of students. The ACEWM will strictly consider assessment as the systematic collection and analysis of information to improve student learning. Assessment strategy will focus on determining whether students have acquired the skills, knowledge, and competencies associated with their program of study. ACEWM will develop a comprehensive learning, teaching and assessment strategy during the first year of its program implementation.

15.2 Module Assessment Evaluation of course work will normally be based upon written papers, oral presentation, and other forms of examination as determined by the individual instructor. One of these requirements is that graduate students maintain a grade of not less than B in all courses. Failure to do so can result in dismissal from the program. All students are required to complete a thesis as partial fulfillment of the requirements of the degree offered by the programs. The thesis must be defended at an oral examination. Candidates are also expected to respond to questions relating to the specific principles involved in their research and to questions ranging widely over related subjects. In addition, the Supervisory Committee records and keep control of the students’ progress which will be placed in the students’ files. The assessments also involve the preparation of technical reports, field reports, research style


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articles and oral and poster presentations. Practical skills are assessed through coursework assessments in the form of laboratory and field exercises, technical report writing, oral and poster presentations, field based reports and research articles. The research project allows the student to demonstrate practical skills to the highest standard. The program assessment is passed if all designated module assessments of the program curriculum have been successfully completed as stipulated

15.3 Supervision Students will come under the general supervision of a Supervisory Committee (SC), which will be established by the CGRC for a group of students admitted to a given specialization. The Supervisory Committee is responsible for helping the students develop a program of study and for reporting to the CGRC every 6 months on the students’ progress towards completing the degree requirements. A Supervisory Committee will follow up a group of students starting from their admission until their graduation. The SC has four or five members consisting of

Three members with relevant field of specialization and believed to possess sound experience and authority in the PhD specialization; The principal thesis advisor; The co-advisor, where applicable under the recommendation of the Supervisory Committee.

Doctoral Dissertation

a) The doctoral dissertation shall constitute the partial requirement for the fulfilment of

PhD degree. b) The doctoral dissertation shall constitute individual effort in academic pursuits to find

a genuine solution to problems. The conclusions arrived at and/or the methodology employed shall be of such standard as to have been judged original. In as much as possible the areas of study shall be relevant to Ethiopian problems.

c) Candidates shall have their research proposal approved by the CGRC and College of Natural and Computational Science Academic Commission (CNCSFAC). The candidate will be responsible to an advisor who shall be approved by the same CGRC. Whenever there is more than one advisor, one of them shall be designated as the principal advisor.

d) A PhD candidate shall, during his first year of enrolment, consult concerned academic staff about a doctoral dissertation topic and based on mutual agreement between staff and candidate, the CGRC shall approve research advisor(s) for each candidate.

e) Procedures for Examination and Submission of Thesis/Dissertation

i. When a candidate, after conferring with the advisor, gives notice of readiness to submit his thesis, the CGRC shall designate an examining board. The board shall have a minimum of three and a maximum of five members including the advisor. Normally internal members of the examining boards shall be drawn from the advisory committee.


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ii. Dissertation shall be submitted to the department at least two months before the date of defence.

iii. For a dissertation, external examiners must be assigned of which one must be from a reputable university abroad.

iv. Examinations may be conducted through electronic media. The external examiner shall be a full member of the Board.

v. The candidate shall defend his doctoral dissertation in front of the duly appointed Examining Board

16. PROGRAM CONTENT AND STRUCTURE

This PhD program consists of a minimum of 24 ECTS of study, comprising of the following three specializations and a PhD dissertation.

1. Hydrology and Water Resources Management (HWRM) 2. Aquatic Ecosystems and Environmental Management (AEEM) 3. Water Science and Technology (WST)

16.1 PhD in Water Management (Hydrology and Water Resources Management)

16.1.1 Program Introduction Hydrology deals with the understanding, appraisal and exploitation of hydrogeological resources. The Hydrology and Water Resources PhD program focuses on processes that control the transport and distribution of water in the environment and their influence on water supplies, flooding, ecosystems and climate. With its full-fledged Isotope Hydrology, Groundwater Geochemistry and Hydrogeology Laboratories, water quality laboratories at AAU, hydrology is one of the disciplines whose teaching is strongly supported by research undertakings. It has a strong national and international relations and research collaborations. The Isotope Hydrology Laboratory under the School of Earth Sciences with its modern Liquid Water Isotope Analyzer and Tritium Scintillation and Counting machines offers a better opportunity to conduct research in the stated areas. The Isotope Hydrology Laboratory and the Geochemical Laboratories is partly the asset of a National Laboratory established in collaboration with the Ethiopian Geological Survey, the Ministry of Water Irrigation and Electricity, and the Ministry of Sciences and Technology. This specialization will have strong bilateral and multilateral collaboration with the International Atomic Energy Agency, the Ethiopian Ministry of Water, Irrigation and Electricity. The research output from the longstanding research in the stream ranges from modeling, environmental impact analysis, groundwater geochemistry, surface water groundwater interaction, surface water hydrology and global climate


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change impacts on groundwater. The specialization will host a number of international and national trainings and hands on training (e.g., in Isotope Hydrology, Groundwater Modeling, basic hydrology, etc.). The Department of Chemistry and Department of Zoological Sciences have well established laboratory infrastructure which can be used to undertake advanced research in water science and technology, aquatic resources. The program's Ph.D.-level coursework is essential and forward-looking in areas such as aquatic chemistry, transport in natural systems, hydrometeorology, land-atmosphere interactions, eco-hydrology, hydrogeology, vadose zone hydrology, hydrologic applications of stable isotopes, hydrologic modeling, hydrological and water quality effects on aquatic organisms, hydro climatology, hydrologic remote sensing, and watershed hydrology. The program will produce graduates who are competitive at the national and regional levels for top research and education careers.

16.1.2 Rationale of the Program The water resources that Africa has are being degraded due to high demand and untreated waste water entering the environment from industry and domestic sources. Adaptation and planning of water resources is difficult, as many African countries have no established water quality monitoring programs. Most of the rivers and water courses are non-gauged and the rural and periurban water supply is not considered to be an essential part of most water treatment systems. Many of the issues related to the approaches that can be used for hydrological analyses and water resources estimation in sub-Saharan Africa are different to some other parts of the world. This is largely because of the high variability in space and time that occurs across the region coupled with the general scarcity of hydrological observations and data and poorly quantified human impacts in terms of abstractions and land use change. Arguably, this is one of the areas of the world where the concepts of uncertainty analysis need to be fully embraced as part of both hydrological research and water resources management practice. A great deal of uncertainty has always existed in almost all of the hydrological estimates that have been used for designing water resource schemes, or making decisions about allocations for different users and for sustaining the natural ecological functioning of water bodies (rivers, wetlands, estuaries, etc.). However, there do not seem to be very many examples in the region where the concepts have been applied as part of research, and even fewer where decisions have been taken with uncertainty explicitly accounted for. The potential impacts of global change and the expanding population (together with the related water supply and food security concerns) of the region adds further impetus to the necessity of accounting for uncertainties in the future. The efforts to improve drinking water quality and wastewater treatment are not keeping pace with population growth and urbanization. The growing population and rising economy has resulted in increasing consumption of water and discharge of wastewater, which cause heavy pollution. Water pollution not only reduces available freshwater, but also affects human health and ecosystem. Water and wastewater treatment is significant for the realization of the MDGs. For example, goal 1


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(to eradicate extreme poverty and hunger) is related to water treatment because the access to safe drinking water can save the time and cost to collect daily water, thus people may have more time to work and to get food. Goal 2 is to achieve universal primary education. Some kids cannot go to school due to the fact that they have to collect drinking water, or they have to quit schools due to water-borne diseases. Goal 3 (to promote gender equality and empowering women) is related to water treatment because the burden of water collection in Africa falls disproportionately on girls and women. Goal 4 (to reduce child mortality rates) is related to water treatment because improving water quality can reduce child mortality. Goal 5 (to improve maternal health) is closely related to water treatment. Goal 6 is to combat HIV/AIDS, malaria, and other diseases. It was shown that some diseases including malaria are related with water treatment. Goal 7 is to ensure environmental sustainability. One essential part (target 7.C) of this goal is to reduce the proportion of the population without sustainable access to safe drinking water and basic sanitation. Goal 8 is to develop a global partnership for development. The background to the training requirements in sub-Saharan Africa lies in the many water related problems that are experienced within the region coupled with a small pool of qualified scientists and engineers and a relatively small academic community reliant upon a limited number of experienced staff. The first issue that needs to be considered is associated with aligning the training requirements with the needs of the region. There is no doubt that the sustainable management of water in sub-Saharan Africa requires multi- and interdisciplinary approaches.

16.1.3 Program Objectives

The principal objective of this PhD Program is to offer a comprehensive understanding of water resources and hydrological processes, water science and technology, and management of aquatic ecosystems and services. The Program aims to produce graduates with sound knowledge and skill in water management, as well as in leading the scientific endeavor required to understand and model hydrological processes and water resources systems, water quality, water and wastewater treatment processes, and water supply and sanitation system planning and management.

16.1.4 Course List

Table 1: Compulsory Modules for HWRM Track

Year Semester Code Module Credits

1 I WM 7111 Hydrologic Models and Hydrologic Modeling

6

WM 7113 Advances in Water Resources Management

6

II WM 7112 Remote Sensing Hydrology 4 WM 7114 Special Topic II in Hydrology and Water

Resources 4

2 I WM 7115 Seminar I 2


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WM 8110 Dissertation - --------------- Elective 4

II WM 7116 Seminar II 2 WM 8110 Dissertation -

3 I WM 8110 Dissertation - II WM 8110 Dissertation -


Total 28

Table 2: Elective Modules for HWRM Track

No. Code Module ECTS 1 WM 7117 Water Resources Systems Analysis 4 2 WM 7119 East African Climate & Water Resources 4 3 WM 7121 Arid Zone Hydrology 4

4 WM 7123 Hydro geochemistry and Isotope Hydrology 4

5 WM 7125 Water and Urban Metabolism 4


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16.2 PhD in Water Management (Aquatic Ecosystems and Environmental Management)

16.2.1 Program Introduction Couplings of the biogeochemistry of all components of the ecosystem, the drainage basin, land-water interface communities, and the open water communities are critical to both the qualitative and quantitative understanding of lake and river ecosystems. This essential ecosystem perspective is now being widely discussed and gradually incorporated into management of inland waters. However, for a number of reasons, the ecosystem perspective is not being effectively incorporated into the graduate training of students in aquatic ecology.

The most effective and economical management of aquatic ecosystems results from an understanding of the mechanisms governing the integrated hydrology, chemistry, and biology of these ecosystems. The correct diagnoses of freshwater problems and their corrective management are most effective when the dynamics of controlling processes are quantified. Effective management of freshwater resources ultimately must be based on an in-depth understanding of the structure and physical, chemical, and biotic mechanisms governing the biotic development within lake, river, and wetland ecosystems. This critical inquiry must be taught rigorously in sufficient detail to understand both the individualities of the ecosystems, as well as the functional commonalities that prevail among them.

The aquatic ecosystems and environmental management program has the combined objectives of training students (1) with the critical scientific underpinnings required for understanding integrative ecosystem processes and (2) with sufficient understanding of the ecosystem components to allow individuals to solve problems and make effective managerial and regulatory decisions. (3) With sufficient understanding of the basin scale anthropogenic and natural environmental processes that influence aquatic ecosystems and productivity. Because of several complex but coupled reasons, these objectives are rarely accomplished in training programs. The Eastern and Southern African Countries are endowed with ample water resources. More than 85% of Nile River waters originate in Ethiopia and larger rivers such as Dedessa, Beles, Omo, Baro, Awash etc harbor large diversity and stocks of fishes and other living organisms, which are economically and ecologically important. There are a number of lakes in the region including the rift valley lakes, which scientists refer to as “natural laboratories”, crater lakes as well as highland lakes. The economic and ecological importance and the coverage of wetlands are also high.

Though ESA countries are naturally endowed with all these water resources, the country and its people have not benefitted from the resources fully. Rather, the water resources have been misused and highly polluted: water appears to be a common resource without strict regulations in place.

The ecological problems facing water bodies in ESA have been recognized long ago, and graduate programs dealing with aquatic ecology and fisheries are replete in many of the universities. At AAU, there are two masters programs -Fisheries and Aquatic Sciences (FASS) and Aquatic Ecosystems


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and Environmental Management (AEEM); the latter is a joint master program between AAU and Bahir Dar University. The AAU graduate in fisheries and limnology started long ago and was fully established by 1985 through a collaborative Linkage between AAU and the University of Waterloo, Canada.

16.2.2 Rationale of the Program

The rationales to launch the PhD program stems from several pressures and directions. ESA countries are facing major impacts on fresh waters and water use modalities. Some of these direct and immediate impacts are:

New freshwater systems (reservoirs, irrigation channels) are being constructed at a fast rate in the country.

Lake fisheries are depleting without alternative fisheries (aquaculture) in place. Wetland marshes are facing imminent threats of drainage and modification. Emergence of many invasive/alien/ species (e.g. water hyacinth) is observed. Overall low productivity of fisheries and aquatic by-products. Population is increasing with staggering food production systems. Protein malnutrition is becoming a serious issue in big cities such as Addis due to hike in livestock meat price, and hence the need for alternative protein supplements such as fish.

Fish have less impact on production of greenhouse gases and will contribute more to protein diets in order to reduce impacts of climate change.

This PhD study is prompted by the fact that the ACEWM aims to produce high-quality graduates well trained in the science of Aquatic Ecosystems and can serve as leaders and drivers on solving aquatic ecology problems in the water bodies in ESA Countries

16.2.3 Module List Table 3: Compulsory Modules for AESM Track

Year Semester Code Module ECTS 1

I WM 7211 Ecosystem Analysis and Climate Change 6 MW 7213 Wetlands and Watershed Management 4

II

WM 7212 Fish Nutrition and Feed Technology 4 WM 7214 Special Topic I Aquatic Environment Management 6

2

I MW 7215 Seminar I 2 ------------- Elective 4 MW 8110 Dissertation -

II WM 7216 Seminar II 2 WM 8110 Dissertation

3 I MW 8110 Dissertation


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II WM 8110 Dissertation 4 I MW 8110 Dissertation

II WM 8110 Dissertation Total 28

Table 4: Elective Modules for AEM Track

No Code Module ECTS

1 WM 7217 Ecotoxicology 4

2 WM 7219 Watershed Hydrology and Hydrochemistry 4

3 WM 7221 Fish Biotechnology 4


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16.3 PhD in Water Management (Water Science and Technology)

16.3.1 Program Introduction

Water is fundamental for life, is by far the most important food item, and is a commodity that modern societies rely on in many aspects including potable water, agricultural water, industrial water and recreational water. Water is essential and preservation of its safety in quantity and in quality is critical to the sustainable development of any society. In 2002, the UN Committee on Economic, Social and Cultural Rights affirmed that “sufficient, affordable, physically accessible, safe and acceptable water for personal and domestic uses” is a fundamental human right of all people and a prerequisite to the realization of all other human rights. Access to clean drinking water and basic sanitation, including toilets, waste water treatment and recycling, affects a country’s developmental progress in terms of human health, education and gender equality. The provision of sustainable drinking water and sanitation are inadequate across many parts of Africa and, where available, water supply and sanitation services are differentiated according to urban, rural or informal settlements. Provision of potable water varies amongst urban, rural and peri-urban dwellers. The middle- and upper-class urban dwellers receive water from major rivers, dams and deep well sources. Most of Africa’s rural and peri-urban water-needy depend on smaller tributaries and catchments and seasonal rivers. Inadequate access to safe water and improved sanitation is one of the most important preventable causes of disease burden in children living in low-income countries. Although access to safe water and improved sanitation has improved significantly for many countries in recent years, sub-Saharan Africa still lags behind the rest of the world on access to both drinking water and sanitation. Although many financial resources have been directed at improving the situation, this has not always resulted in an increased use of facilities, let alone improvements to public health. There is, therefore, a strong and clear need for good quality teaching and research into the most effective approaches for reducing the disease burden in Africa from unsafe water and inadequate sanitation. To overcome these barriers, having teaching and research in Africa led by African institutions is a first but powerful step. African-based research groups would be better able to identify areas and topics for research that fulfill the needs of local communities through community engagement research and social activities.

16.3.2 Rationale of the Program A strong African-based teaching and research effort would provide the environment to nurture the experts and leaders of tomorrow. Such effort would also give these leaders of tomorrow the skills to lead much needed improvements regarding water, sanitation, and hygiene issues, which will induce real improvements in public health. Research, then, is not just a means to advance the professions in the Water, Sanitation, and Hygiene (WASH) sector; it is also a fundamental part of practicing those professions in low-income communities.


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The creation of centers of excellence in management, with the appropriate level of funding, will be essential to achieve a critical mass of scientifically qualified and technically trained personnel. These centers should also play a role in facilitating networking activities between African and non-African scientists in water research and management, and ensuring that water quality data is shared. Even though Africa has abundant water resources, these are not evenly distributed across the continent, and rainfall patterns are becoming increasingly unpredictable due to climate change. A growing number of African countries are water stressed, with relatively low water resources per capita. Where there is water its quality is often deteriorating. This must be addressed through innovative water management and water treatment technologies, which are appropriate for local needs, coupled with adequate monitoring systems. Breakthrough technological developments in the field of water treatment technology are required to help solve national and regional societal threats and challenges. From ACEWMs’ perspective, water problems and solutions have three aspects that need a combined approach:

a. Societal needs: Immense national and regional water problems and the social and health effects thereof, have a large impact on the everyday life of people:

Environmental and health issues. The water discharge regulations are becoming stringent. Water shortages that will increase due to pollution, population growth, wealth and climate change. This is already influencing several countries in Africa, but also in the rest of the world. Lack of access to safe drinking water, irrigation water and sanitation is causing immense stress (as described in the UN Millennium Development Goals) that can be relieved by new water technology.

b. Business Market Combinations: Water technology for public drinking water production and sewer water treatment is a very large market. Globally, the largest use of fresh water is for irrigation purposes. The industrial water supply and industrial waste water treatment also represent a significant market.

a. Sustainable science and process technology: Multidisciplinary approaches from nano technology, bio-sciences, separation technologies and electro-chemistry are necessary to develop breakthrough solutions for the enormous water problems mankind faces.


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16.3.3 Module List

Table 5: Compulsory Modules for WST Track

Year Semester Code Module ECTS

1 I WM 7311 Advanced Oxidation Processes 6 WM 7313 Advances in Desalination Processes 6

II WM 7312 Biological Wastewater Treatment for Nutrient Control

4

WM 7314 Special Topic II in Geogenic Water Pollution and Control

4

2 I WM 7315 Seminar I 2 Elective 4 WM 8110 Dissertation -

II WM 8110 Dissertation - WM 7316 Seminar II 2



Total 28

Table 6: Elective Modules for WST Track

No. Code Elective Modules ECTS 1 WM 7317 Advances in Urban Water Management 4 2 WM 7221 Watershed Hydrology and Hydrochemistry 4 3 WM7219 Ecotoxicology 4 4 WM 7319 Advances in Rural Water Supply & Sanitation 4

5 WM 7125 Water and Urban Metabolism 4


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17. AVAILABILITY OF ADEQUATE AND QUALIFIED FACULTY

At present ACEWM through its national academic partners at least 48 national, regional and international academic partners at the rank of Assistant Professor and above. Details are given in the table below.

17.1 Hydrology and Water Resources Management

Table 7: Available Faculty for HWRM Track

No.

Faculty Status Area of expertise Role

1 Dr. Seifu Kebede Existing (AAU) Hydrogeology, Geochemistry, Water resources management

Teaching/Research/Team Leader

2 Prof Tenalem Ayenew Existing (AAU) Hydrogeolody, Hydrochemistry, Numerical models for hydrologic and hydrogeological systems

Teaching/Research

3 Dr. Dereje Hailu Existing (AAU) Hydrology, Water resources system and optimization

Teaching/Research

4 Prof. Gizaw Mengistu Existing (AAU) Climate modeling, remote sensing Teaching/Research 5

Dr. Beniam Tesfaw Existing (AAU) GIS and Water Resources Teaching/Research

6 Dr. Dessie Nadew Existing (AAU) Hydrogeology Teaching/Research 7 Dr. Belete Birhanu Existing (AAU) Hydrological system Analysis, Hydro-

informatics, Remote sensing, and GIS Teaching/Research/Outreach

8 Dr. Solomon Gebrehiwot Existing (AAU) Water Resources Management, Water shade Management

Teaching/Research

9 Dr. Gete Zeleke Existing (AAU)

Integrated Water Resources Management Teaching/Research

10 Prof. Yang Hong Visiting (USA) Hydrology and Water Resources, Satellite and Radar Remote Sensing, Weather, Climate and Geoinformatics.

Teaching/Research/Advisory

11 Prof. Richard Taylor Visiting (UK) Groundwater Futures in Sub-Saharan Africa, Groundwater recharge & extreme rainfall, Quantitative maps of groundwater in Africa, Groundwater resilience to climate change in Africa


12 Prof. Willibald Loiskandl Visiting (Austria)

Hydraulics, Irrigation, Soil Science, Interdisciplinary Agriculture and Forestry

Teaching/Research

13 Prof. K.Walraevens Visiting (Belgium)

Hydrogeology, groundwater quality, applied geophysics


14 Prof. Pascal Boeckx Visiting (Belgium)

Isotope biogeochemistry, Isotope ecology, Climate change, integrated nutrient management for tropical agriculture

Teaching/Research


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17.2 Aquatic Ecosystems Management

Table 8: Available Faculty for AEM Track

No. Faculty Status Area of expertise Role

1 Prof. Seyoum Mengistu Existing (AAU)

Liminology Teaching/Research/Team Leader

2 Prof Brook Lema Existing (AAU)

Freshwater Ecology Teaching/Research/Management

3 Prof. Abebe Getahun Existing (AAU)

Fisheries, Aquaculture, Aquaphonics Teaching/Research

4 Dr. Demeke Admassu Fishery Teaching/Research 5 Dr. Demeke Kifle Liminology Teaching/Research 6 Dr.Tadesse Fetahi Aquatic Ecology Teaching/Research 7 Dr. Fassil Assefa Existing

(AAU) Microbiology Teaching/Research

8 Dr. Feleke Zewge Existing (AAU)

Hydro Chemistry, Water Quality Teaching/Research

9 Prof. Nairn Robert Visiting (USA)

Water shade Biogeochemistry, Ecological Engineering, Ecosystem Restoration, Wetland Science


10 Prof. Herwig Waidbacher Visiting (Austria)

Fish ecology; River Ecosystems; Tropical River Ecology; Fisheries and Fish Production; Tropical Aquaculture


11 Dr. Joseph Kamau Visiting (Kenya)

Environmental Chemistry, Environmental Toxicology, Biogeochemistry, Water Quality

Teaching/Research


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17.3 Water Science and Technology

Table 9: Available Faculty for WST Track

Faculty Status Area of expertise Role

Dr. Germew Sahilu Existing (AAU)

Water Supply and Sanitation Team Leader/Teaching/Research

Dr. Feleke Zewge Existing (AAU)

Environmental Engineering, Hydro Chemistry, Environmental Chemistry/Toxicology, Material Science, Water Quality

Teaching/Research

Dr. Birhanu Assefa Existing (AAU)

Wastewater Technology/Chemical Engineering Teaching/Research

Dr. Mebruk Mohammed

Existing (AAU)

Water supply and Environmental Engineering Teaching/Research

Dr. Kinfe Kassa Existing (AMU)

Water and Environmental Management Teaching/Research

Dr. Esayas Alemayehu Existing (JMU)

Water Technology, Water purification Teaching/Research

Dr. Agizew Niguse Existing (AAU)

Wastewater technologies, Water Supply and Sanitation

Teaching/Research

Dr. Seyoum Leta Existing (AAU)

Wastewater microbiology, industrial wastewater treatment

Teaching/Research

Dr. Fassil Assefa Existing (AAU)

Microbiology Teaching/Research

Prof. David Sabatini Visiting (USA)

Environmental Engineering, Chemical Engineering

Teaching/Research

Prof. Nairn Robert Visiting (USA)

Ecological Engineering, Ecosystem Restoration, Wetland Science

Teaching/Research

Prof. Yang Hong Visiting (USA)

Environmental Engineering, Hydrology and Water Resources, Satellite and Radar Remote Sensing, Weather, Climate and Geoinformatics.

Teaching/Research

Prof. Gueten Langergraber

Visiting (Austria)

Modeling and Simulation; Wastewater Treatment; Constructed Wetlands; Resources-Oriented Sanitation

Teaching/Research

Prof. Thomas Ertl Visiting (Austria)

Water and Wastewater purification, water pollution control, GIS

Teaching/Research

Prof. Shem Wondiga Visiting (Kenya)

Water Quality, water treatment Teaching/Research

Prof Catherine Ngila Visiting (SA)

Water chemistry, new materials for water purification, new methods for water analysis

Teaching/Research

Dr. Joseph Kamau Visiting (Kenya)

Environmental Chemistry, Environmental Toxicology, Biogeochemistry, Water Quality

Teaching/Research

Dr. Vincent O. Madadi Visiting Environmental chemistry, Water Purification, Teaching/Research


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(Kenya) Water quality Dr. Kessy F. Kiluya Visiting

Tanzania Environmental Chemistry, Water quality Teaching/Research

Dr. Egid B. Mbofu Visiting Tanzania

Green Chemistry, Water Purification Teaching/Research

Dr. Timothy T. Biswick Visiting (Malawi)

Environmental Catalysis Environmental Remediation

Teaching/Research

The ACEWM is fully committed to facilitating faculty development and in supporting teaching excellence, innovation, and research. The ACEWM will organize specialized specific staff development activities to enhance excellence in teaching, research, and community outreach.

Joint teaching with international faculty allows experience sharing thereby building the capacity of existing staff Staff mobility among partner universities also builds capacity by exposing to new working environments Participation on international conferences will support knowledge sharing Joint supervisions of graduate students will facilitate knowledge exchange to undertake multidisciplinary applied research Joint publications in high-impact journals with international collaborators will enhance research capacity Visit to similar center of excellence institutions in the North and South will help to benchmark best practices and approaches Excursion programs and internship to large scale projects such as hydropower, irrigation, water supply will be arranged which will enhance linkage of theory to practice Specialized training on the state-of-art facilities purchased for the ACEWM will be arranged Provide specialized training on ISO/IEC 17025 General requirements for the competence of testing and calibration laboratories In collaboration with the Ethiopian Higher Education Relevance and Quality Agency (HERQA) the ACEWM will train its faculty and other support staff on the requirements and practices of educational program accreditation The host institution will closely work with the Gender Office at Addis Ababa University and collaborate with the Gender Studies Institute to Foster female staff recruitment.

18. GOVERNANCE AND MANAGEMENT OF PROGRAMS

Addis Ababa University (AAU) stands as the biggest leading center in teaching, research, technology transfer and community services in Ethiopia. The university is governed by the Governing Board and led by a President who is assisted by four Vice Presidents and one Executive Director: Academic Vice President, Vice President for Research and Technology Transfer, Vice President for Administration and Student Services, Vice President for Institutional Development, and Executive Director of College of Health Sciences (with the rank of Vice President).

The Senate of Addis Ababa University is the highest body responsible for assessing and monitoring it’s academic and research programs to ascertain that they operate in accordance with the AAU


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Senate Legislation. The Senate approves research policies, academic and research programmes, and other activities of the University. The structure that takes the AAU to preeminence as a research university is already in place.

ACEWM will function in accordance with the Senate Legislation of AAU and will operate in line with the university policy. ACEWM will work in close collaboration with and guidance by the existing offices of the university. The proposed ACEWM has a clear governance and management structure as presented below to make it more efficient and responsive. ACEWM will be coordinated by Center Leader and Deputy Center Leader. The execution of the program will be organized around:

(a) ACEWM Standing Committees for Graduate and Research Programs (b) ACEWM Standing Committee for ICT and Logistics (c) ACEWM Program Management Steering Committee (d) An International Scientific Advisory Board.

The activities of ACEWM will be controlled by the ACEWM Program Management Steering Committee (PMSC), which will be coordinated by the Leader of ACEWM. The PMSC will include representatives from each of AAU’s seven (7) core departments as well as representatives from national partners. The PMSC will meet on quarterly basis. Their goal will be to evaluate and vote on hiring and programmatic proposals on a quarterly basis. The following will serve as member of the PMSC:

1. Head, Department of Chemistry 2. Head, Department of Zoological Sciences 3. Chair, Environmental Engineering, School of Chemical and Bio Engineering 4. Head, School of Earth Sciences 5. Director, Research and Development, Ministry of Water, Irrigation and Electricity 6. Water Supply and Environmental Engineering, Arba Minch University 7. Deputy Scientific Director, Jima Institute of Technology, Jima University 8. Chairman, Department of Chemistry, University of Nairobi 9. Head, Department of Chemistry, University of Dare Salam 10. Head, Department of Chemistry, University of Malawi

The centre will be semi-autonomous with the support from AAU departments and partners to provide training and supervision of post graduate research. The PMSC will be chaired by the Centre Leader. The ACEWM Program Management Office will include program coordinators, international student/faculty affairs officer, financial management officer, procurement officer and monitoring and evaluation officer (Figure 1). This ACEWM team will be responsible for the day-to-day management and fiduciary responsibilities of the project as well as working closely with the other staff members of the university in implementing the ACEWM proposal. The activities will include: program planning and coordination; scheduling and communications; marketing; monitoring and evaluation; budget forecasting and accounting; procurement, logistics, ICT and protocols; international collaborations; water sector collaborations; study visits/internships and faculty/student exchange programs, education, accreditation of educational programs and outreach activities. The ACEWM will use a range of multimedia (websites, Twitter, Face book, and G+ accounts) and ACEWM newsletter to advertise the activities and successes of ACEWM and other collaborators. The centre will ensure that project funds


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are planned for and disbursed according to the schedule and within the framework agreed upon during the preparation of the project.

The center will have International Scientific Advisory Board (ISAB). The ISAB will provide technical support in guiding the overall strategy of the Centre and consists of representatives from regional partner institutions, international partner institutions and main donor organizations. The membership of ISAB will be extended to include private sector partners. The Board is a primary external advisory body and is charged with providing input and advice related to the scientific and research agenda, management, and funding of the Centre. The Board meets once a year but members are kept abreast of major developments at the Centre on a regular basis. Additionally, ISAB oversees the performance of management. The Board reports to the President of the University.

The Centre Leader is responsible for the management of the collaboration of partners. He will work closely with the Dean of the College of Natural Sciences, Scientific Director of Addis Ababa Institute of Technology, and Director of Ethiopian Institute of Water Resources, Vice President for Academic Affairs of AAU, Vice President for Research and Technology Transfer of AAU, Vice President for Institutional Development, Director of Finance of AAU, Legal Services of AAU, and Director of International Relations of AAU; to administer all partner agreements and activities. An annual partners and stakeholders meeting will be held to solicit ideas from partners in the management of the ACEWM project. The partners also make inputs into the overall management of the ACEWM during ISAB meetings. Such meetings will provide partners the opportunity to assess the programm over a period against set objectives. This will provide a broader consultative platform for the management of the ACEWM.

The Program Coordinator, Executive Secretary, the Deputy Centre Leader, Finance Officer, Procurement Officer, ICT Assistant, Research Assistant and the Four Program Coordinators (Existing Faculty) will assist in the coordination of all activities. These activities will be grouped as follows:

Graduate programs (MSc, PhD training) Research programs Accreditation of educational programs Strengthening national, regional and international partnerships Student/faculty Internships and exchange program with partners Short term training programs Establishment of Core Lab Establishment and maintain ICT and database Centre Enhancing visibility of the Centre Procurement of resources on timely basis Planning and generation of funds from external sources to ensure financial sustainability Financial accounting and reporting Monitoring and evaluation

The ACEWM will have two committees:

Committee for Academic affairs and Research


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Committee for ICT and Logistics

The ACEWM will have the following coordinators which will be appointed from existing Academic Staff:

Coordinator of Graduate and Research Program Coordinator of Short Term Training and Core Lab Coordinator of ICT and Logistics Coordinator of Monitoring and Evaluation

The following guiding principles will be strictly followed and implemented by the ACEWM:

• Equity: decisions will be based on targeting gender (faculty and students), in terms of research distribution (stream-based resource allocation), represented voice on the table to make decisions

• Visibility: Community presence as an institution, being relevant, accessible. Includes issues like good neighbor policy, offer classes of extra teaching in schools, open university, socially responsible and responsive

• Experiential research and training: Applied research and real-time research and training • Being open: share resources, make as much knowledge available as possible, give-back

policy, transparent (private-public partnership); web-sharing • Undertake science that is ethical • Build sustainability in all of our efforts (invest in people and projects) • Accountable and transparent in using funding resources, partnerships • Multi- and inter-disciplinary research and teaching activities • Inter-sectoral and multi-level research and teaching activities

The governance structure of ACEWM is presented in Figure 2. This shows a structure of functioning research and training groups that is managed by the ACEWM secretariat. The ACEWM secretariat will have an Executive Secretary that reports to the Director of ACEWM. The Leader of ACEWM will also be advised by the International Scientific Advisory Board (ISAB). The Deputy Center Leader of ACEWM will report to the Center Leader, who will focus more on national and regional integration. The Center Leader will then report to the President of AAU.


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Figure 2: Governance Structure of ACEWM

Committees

Coordinator for ICT and Data Base

Program

ICT Unit, Database Unit

President Office, AAU

Scientific Advisory Board

Program Management Steering Committee

Deputy Center Head

Center Head

ACEWM Program Officer

Monitoring and Evaluation Officer

Academic and Research Programs

Coordinator for Graduate and Research

Coordinator for Short Term Training &

Outreach

Finance Officer Procurement Officer

Training and Outreach Program, Core Lab


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An ACEWM orientation program will be organized each year to introduce all new ACEWM faculty, staff and students to the ACEWM code of conduct. The ACEWM code of conduct will be essential to provide an honor code that requires every ACEWM team member to ensure that their actions are free of political or special interest. The team members will also be exposed to modules on intellectual freedom and ethics in learning and research environments. Those that complete these modules will be required to sign the ACEWM Code of Conduct. Similarly, ACEWM lab safety modules and teaching modules will be organized at the annual meetings. The modules will present best practices in lab activities and teaching methods that could improve the overall quality of ACEWM‘s training activities. An ACEWM governance document will be produced and circulated to all the team members. Complaints will be handled through ACEWM Complaints subcommittee that will report to the Center Leader of ACEWM.

19. RESOURCES PROFILE

19.1 Laboratory Facilities

ACEWM will be benefited from investment in new equipment by AAU in both the small centre facility, which primarily supports fieldwork, and a larger, more extensively equipped microbiology and chemistry laboratory. The laboratories are equipped with recently acquired state-of-the-art analytical equipment as listed in the Table below.

The following established laboratories located within Addis Ababa University.

Instrumental and wet analysis laboratories in the Department of Chemistry Hydrochemistry laboratory in School of Earth Sciences Isotope Hydrology laboratory in the School of Earth Sciences Limnology laboratory in the Department of Zoological Sciences Limnology laboratory Department of Zoological Sciences Fisheries laboratory Department of Zoological Sciences Environmental Microbiology laboratory in the Department of Microbial and Cellular Biology Environmental Engineering laboratory in the School of Chemical and Bio Engineering


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Table 10: Available Laboratory Facilities

Resource Currently used for and by Proposed Project Use Atomic Absorption Spectrometer (Flame and Graphite Furnace

Water Analysis by Department of Chemistry

Teaching/Research/Training

Atomic Absorption Spectrometer (Flame and Graphite Furnace

Water Analysis (School of Earth Sciences)


Gas (ECD) Chromatograph Water analysis (Department of Chemistry


Gas (FID) Chromatograph “ Teaching/Research/Training GC-MS Spectrometer “ Teaching/Research/Training UV-Vis Spectrometer “ Teaching/Research/Training Fluorescence Spectroscopy “ Teaching/Research/Training X-ray diffraction Material Characterization

(ongoing procurement) Teaching/Research/Training

Ion Chromatograph Water Analysis (School of Earth Sciences)


Isotope Analyser Water Analysis (School of Earth Sciences)


HPLC Chromatograph Water Analysis (Department of Chemistry)


FTIR Spectrometer “ Teaching/Research/Training Fluorescence Spectrometer “ 400 MHz NMR Spectrometer Characterization of organics Teaching/Research/Training HOBO RG3 data logging rain gauge

Rainfall data by EIWR Teaching/Research/Training

HOBO Weather station U30 Weather data by EIWR Teaching/Research/Training Oakton Water proof PCD 650 Multi parameter meter with ion selective electrodes

Physical and chemical parameters by EIWR


Atomic absorption Spectrophotometer

Heavy metal parameters by EIWR Teaching/Research/Training

DR-6000 Spectrophotometer Physical and chemical parameters by EIWR


COD reactor, Model HI 839800 Chemical parameters by EIWR Teaching/Research/Training Paqualab water quality testing kit Microbe, physical and chemical

parameters by EIWR Teaching/Research/Training

MetalyserDelux HM2000 Heavy metals and chemical parameters by EIWR


Residual Chlorine Analyzer Chlorine in different forms by EIWR


Conductivity meter (lab) Chemical parameters by EIWR Teaching/Research/Training pH meter (lab) pH by EIWR Teaching/Research/Training Instruments for complete microbial analysis

Environmental Microbiology Lab Teaching/Research/Training

Instruments for liminological studies

Water quality Teaching/Research/Training

Aside from what ACEWM garners from its own, it also enjoys collaboration from other institutions where PhD students can use facilities and resources at ease. The Ziway Fish Resources Research


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Center, the Sebheta National Fisheries and other Aquatic Resources Research Center, the Bahir Dar Fish Resources Research Center and the EIAR are some notable examples. At regional level, ACEWM is partnering with the University of Nairobi, Kenya Marine and Fisheries Research Institute, University of Dare Salam, and University of Malawi. Regional students coming from these partner institutions will be able to use facilities due to the unique nature of this collaborative program. At international level, ACEWM is collaborating with well known universities in South Africa, Europe, and USA. PhD students will visit these universities to do some advanced research work. The will be able to use facilities in those universities.

The ACEWM will also purchase additional laboratory equipments and will establish a core water lab in collaboration with the involved partners.

19.2 Library Collection and Journals

The University library is currently resourced for books, journals and electronic resources, as the postgraduate programs in water related fields have been well established over the last decade under the different units of AAU. The program draws on science, engineering and other areas of knowledge, and the overall diversity of academic groups within the University ensures that there are library resources to answer most needs. Passwords are available from the library for all other electronic resources.

The AAU is currently subscribing to all journals under American Chemical Society, AGORA, John Wiley and Sons Oxford University Press, Royal Society Publications, and HINARI. The proposed ACEWM will subscribe to high impact journals such as Water Research and Water Resources that are not included in the above list. In addition AAU has well established libraries in all of its main campuses.

19.3 Use of Existing Support Staff

The ACEWM will select key technical staff (senior lab technicians, workshop technicians, electricians) from the participating department and will strengthen their capacity through further training to serve the proposed activities and get some skill on the basic maintenance issues. The ACEWM will also use the existing administration, financial and procurement personnel mainly from the Ethiopian Institute of Water Resources and College of Natural Sciences.


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19.4 ICT and Computing Infrastructure

There are suitable computing facilities available both within the College of Natural and Computational Sciences and Addis Ababa Institute of Technology and through central university facilities. The ACEWM will establish additional ICT infrastructure for its programs.

19.5 Teaching Rooms

Teaching is primarily in flat floor teaching rooms, although there are occasions when formal lecture theatre facilities are used. All of the usual academic support materials and systems are available and pre-printed notes are distributed during every lecture. The ACEWM will renovate teaching rooms with the budget allocated for this purpose.

19.6 Office Space

The office of the ACEWM Management Team and support staff is located in the College of Natural and Computational Sciences. One floor will be allocated in the newly constructed Digital Library Building.

19.7 Supports to Regional Students

The ACEWM in collaboration with AAU will arrange accommodation to regional students. The AAU’s international student dormitories will be renovated to the required level os standard to serve as accommodation for the ACEWM regional students coming from other African Countries.

19.8 Program Funding

The ACEWM is established with 6 Million USD initial budget for five years. The ACEWM will generate additional funding through community services, demand–driven educational programs, tuition fees, government capital budget, and other international sources.

ACEWM sustainability plan will be developed during the first and second years of the proposed program. The plan will then be discussed and modified by the ACEWM team at all levels. After adoption by the ACEWM Management Committee in the second year, the approved plan will be implemented gradually by the ACEWM from the third year of the program.


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20. INDICATORS OF QUALITY AND STANDARDS; GRADUATION REQUIREMENTS

Quality assurance is considered as the most important component of the teaching-learning process. The ACEWM uses the following systems of evaluation and monitoring:

Strictly implementing the admission requirements Preparation of standard module outlines as per the module description Revision of the modules every two years Continuous assessment of educational processes which support training to ensure the learning process’ efficiency Assignment of world-class instructors to teach modules, instruct laboratory works, and supervise student projects Avail teaching materials on ACEWM dedicated website Maintain appropriate advisors to PhD students Provide research and teaching skills improvement program for teaching/research staff Evaluation of student performance through, report, seminars and comprehensive final examination Monitoring of instructors performance through student evaluation Monitoring of instructors performance through colleague and Center Leader evaluation Standardization of exams by Center Graduate and Research Committee (CGRC)) internal quality audits to ensure that requirements are fulfilled (proof of the declared achievements), thus supporting the assessment of human performance Communication of the evaluations to instructors Stakeholders feedback on the relevance of the training program and qualities of graduate

ACEWM is being established to serve as regional center of excellence in teaching, research, and community service. Thus, it will put strong emphasis on the following issues:

Policy and procedures for quality assurance ACEWM will develop a policy and associated procedures for the assurance of the quality and standards of programs and awards. They should also commit themselves explicitly To the development of a culture which recognizes the importance of quality, and quality assurance, in its work. To achieve this, ACEWM develop and implement a strategy for the continuous enhancement of quality

Leadership ACEWM is capable of addressing current organizational needs and possesses the agility and strategic management to prepare successfully for its future organizational and market environment. In this context, the concept of innovation includes both technological and organizational innovation to succeed in the future as a region center of excellence for water management

Education

ACEWM will directly measure the satisfaction of its learners and other stakeholders, for example with regard to the overall image of the center the level of academic qualifications


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and attainments, the matching of qualification profiles to the requirements of regional educational and socioeconomic environment Involvement and participation of international, regional and national academic partners, students and other stakeholders in the learning processes, working and decision-making of the ACEWM will strongly contribute towards improving quality and standards

Quality Enhancement Process ACEWM will further strengthen its:

Formal admission requirements Audition procedures

Information About and ACEWM and its program

ACEWM will post the description of the program/course (brochure/flyer/webpage etc.) ACEWM will provide all relevant information for potential learners

Documentation

ACEWM will maintain its program/course description both in printed and digital form

Diversity: gender and minorities The ACEWM strives for a balanced percentage of men and women among staff and students, which is in accordance with the principles of gender equality. ACEWM will provide special arrangement for minorities and disadvantaged groups without compromising the quality the program

Strategic management

The ACEWM will establish an e-learning strategy that is widely understood and integrated into the overall strategies for institutional development and quality improvement. E-learning policies shall conform to legal and ethical frameworks.

21. MECHANISMS TO EVALUATE AND IMPROVE QUALITY AND STANDARDS

21.1 Academic Programs

Tracking system will be established containing the bio-data, full contact information, course (indicating MSc, PhD, post-grad, and short-term), nationality and gender of all students enrolled in the courses that form part of the ACE Project. Data will be disaggregated by gender. Additionally, the number of national students would also need to be tracked. ACEWM to set up a database of all its programs with details on: title, level, type of accreditation, date of accreditation, expiry of accreditation and accrediting agency/ institution. Action plan showing timing and strategies for ensuring input from private sector and other partners to ensure curricula meet labor market needs for the sector will be prepared.


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The learning outcomes will be evaluated through questionnaires that will be administered at the end of each module activity. The numbers of students trained will also be quantified along with the quality of the learning experiences. The Monitoring and Evaluation Team of ACEWM will also follow up to find out where the MSc recipients end up after their training programs.

Program monitoring and review On an annual basis, the ACEWM will review the performance of its program based on the University’s program performance data and any additional strategic measures from time to time The annual review of performance may identify amendments to ensure the ongoing success of the program Programs whose performance is consistently below the targets and benchmarks will be further strengthened

Course evaluation ACEWM will develop, review and monitor the course and teacher evaluation survey, for the evaluation of courses and teaching. The University will evaluate each course each time it is offered, or if offered more than once in an academic year, at least annually, using the approved course and teacher evaluation survey.

21.2 Training of ACEWM Team/Faculty There will be faculty training in areas relevant to the ACE-Program, through training carried out by or organized through the ACEWM. ACEWM is to ensure that it puts in place a record system or database to record: names and positions of staff trained; titles/content of training programs; training organizer; and names and institutions of training facilitators. ACEWM would have to provide additional disaggregated data for (a) faculty from ACEs trained, (b) faculty from Partner Institutions, (c) faculty from the region trained.

21.3 Student/Faculty Exchange Program with Academic Partners

The staff in the centre management office will facilitate and coordinate placement, accommodation and logistics for the student/faculty exchange program with academic partners. Records will be kept on all exchange activities for reporting.

21.4 Publications

The centre will keep records of publications arising out of the work to track progress on targets for the publication indicator. ACEWM will provide special incentive for Faculty who published on high impact journals. The Incentive will come in the form of travel grant to conferences and exchange visit to international and regional partner institution for a maximum of 3 months.


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21.6 Partnerships

A Tracking system is to be set up to ensure all partnership agreements are available on file at any time for review by the Addis Ababa University, the World Bank, the Inter University Council for Eastern Africa, Data Verification Consultant, etc. A database or record system is to be put in place noting the titles, partners, and signature dates of all partnership agreements. Partnership Agreements will follow the guidelines on "Partnership Agreements" outlined in the ACE-Program´s Operational Manual. More details on relevance, quality and significance of each agreement and related joint projects will be provided in the narrative progress reports.

21.7 Research Excellence

In an effort to ensure an equitable distribution of teaching and learning and research efforts among the partner institutions, each of the participating departments will be able to nominate at least two qualified scientists and engineers to work within each of the Research Groups (RGs). Continuous engagement of faculty and students in regular seminars and research reporting will help to generate innovative ideas. The RGs will develop research proposals in various priority areas in close consultation with stakeholders and in line with the overall objectives of the program for possible funding by the ACEWM and other funding organizations. Additional support to RGs to field test technologies and to conduct field based studies will be arranged.

To ensure that ACEWM does not remain an ivory-tower network, workshops and regional conference will be open to representatives from other universities, government agencies and industry.

To ensure quality world class research, the RGs will be partnered with world class research groups at our partner universities in USA, Europe and South Africa. These are universities in which ACEWM scientists have close working relationships with world class internationally recognized professors. At each of these universities, the quality of ACEWM’s research will be enhanced through the organization of research visits for ACEWM faculty. In this way, the participating faculty will be exposed to world class researchers and environments that will greatly enhance their research quality. The outcomes of these interactions will be measured in terms of research publications and presentations, as well as intellectual property outcomes. Thematic research programs will be 56designed considering various aspects of 56water science and technology. The research programs will be discussed with partners and will be jointly submitted for external funding opportunities in collaborative manner. Potential research focus areas will be carefully developed and evaluated for their scientific, technological and developmental impacts considering the challenges of Africa.


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22. DEGREE AWARD/NOMENCLATURE

1. The Degree of Doctor of Philosophy in Water Management (Hydrology and Water Resources Management)

የፍልስፍና ዶክትሬት ዲግሪ በውሀ ማጅ (በሀይድሮሎጂና ውሀ ሀብት ማጅ)

2. The Degree of Doctor of Philosophy in Water Management (Aquatic Ecosystems Management)

የፍልስፍናዶክትሬት ዲግሪ በውሀ ማጅ (በውሀ ሳይንስና ቴክኖሎጂ)

3. The Degree of Doctor of Philosophy in Water Management (Water Science and Technology)

የፍልስፍና ዶክትሬት ዲግሪ በውሀ ማጅ (በውሀ ሥነ-ምህዳር ማጅ)

THE PROPOSED DATE: SIGNATURE


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ANNEX I MODULE DESCRIPTION

23. MODULE DESCRIPTION

23.1 PhD in Water Management (Hydrology and Water Resources Management)

23.1.1 Compulsory Modules for HWRM Track WM 7111 Hydrologic Models and Hydrologic Modeling (6 ECTS) The course is designed to emphasize in providing full-fledged skills in using well-know hydrological models in simulating hydrological, water quality and watershed processes; modeling concepts and application of the models shall be discussed as summary; hydrological models; model classifications, probability and probability distributions; discrete and continuous distributions. hydrologic data series; frequency analysis; data generation; hydrologic time series; auto correlation and spectral analysis, autoregressive (AR), auto-regressive moving average (ARMA); autoregressive integrated moving average (ARIMA), Markov chain process, Markov chain models; Queuing theory, Periodic auto regression models (PAR);Model selection and parameter estimation; Few selected Hydrologic simulation models. The models that shall be discussed and practiced include but not limited to: Rainfall-Runoff models such as PRMS, SWAT, HBV, HECHMS and HECRAS; Water allocation models such as WEAP; Groundwater modeling such as MODFLOW; Application of process-based hydrological and river models for simulating catchment processes, river flow and water quality using Mike-SHE, Mile-11 and Mike-ECO. WM 7113 Advances in Water Resources management (6 ECTS) This module is designed to increase critical thinking of students around the concepts and applications of water resources management theory and practices. The application of water resources management approaches with regard to specific socio-economic, socio-political setting shall be evaluated. The following water resources management approach shall be thoroughly discussed: Integrated Water Resources Management, Adaptive Water resources Management, the Ecosystem Approach; The three i approach (institutions, information, infrastructure), valuation of ecosystem and water, the water-food- energy nexus. WM 7112 Remote Sensing Hydrology (4 ECTS) The module will cover a wide range of areas of applications of remote sensing in understanding the hydrology and water fluxes at different scales. It is designed to expose students to the principles of remotes sensing data acquisitions, processing, correction, calibration, classification, interpretation and model input parameterization. Various air and space-borne sensors, their characteristics and application in the water resources studies will be covered. The processing and model parameter generation of data acquired from active and passive sensors of different radiometric, spectral and spatial resolutions for understanding the major components of the hydrologic cycle will be


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presented using lectures, exercises, home works and project. The use of remotely-sensed data of various sensors in different electromagnetic spectra for directly or indirectly quantification of evapotranspiration, precipitation, runoff, soil moisture, water quality, water productivity and mapping and delineation of wetlands, floodplains, drainage areas and land cover will be presented. WM 7114 Special Topic in Hydrology and Water Resources (4 ECTS) This module involves a literature survey of recent and ground-breaking research findings in the field of aquatic hydrology and water resources management. The review could involve library and internet searches and compilation of findings and research procedures for investigating theories and hypothesis. Topics will be selected which will enhance ongoing research in Hydrology and Water Resources. WM 7315 Seminar I (2 ECTS) and WM 7316 Seminar II (2 ECTS) All PhD students joining the Hydrology and Water Resources Management (HWRM) program are expected to take two Doctoral Seminars designated as Seminar I, Seminar II. Both are compulsory modules. There are no class lectures but there are contact hours which should be scheduled by the student and the adviser. The student has the right and responsibility to approach and select appropriate adviser from the faculty members. Each seminar is guided by a professor and the student is allowed to choose from topics of his/her interest. The main objective of seminars is to engage the student in deep scientific review, so that the student develops the ability to read, understand, analyze, synthesize ideas and present his findings in a supportive environment. The seminar paper is submitted to the advisor multiple times for revision of clarity of ideas, errors and the final copy will be submitted to the Department in three copies. The student is then allowed to present his/her seminar in front of his/her peers and reviewer (s). All PhD students from the Program are expected to attend the seminar. The presentation lasts for 30 minutes after which students and staff alike can ask questions. The maximum time allotted will be 1 hour. The course is evaluated by an examiner and the adviser. WM 8110 Doctoral Dissertation (12ECTS) Research for PhD dissertation: Candidates are expected to present progress reports on their research work. The research must be a contribution to scientific knowledge in the major field of study. It should demonstrate a mastery of research techniques, ability to do original and independent research and must show skill in formulating conclusions that in some way enlarged upon, or modified accepted ideas. Upon completion of the research work, candidates will submit a written document and defend the dissertation orally in public.

23.1.2 Elective Modules for HWRM Track WM 7117 Water Resources System Analysis (4 ECTS) The nature of water resources systems: Systems analysis; Linear programming concepts and application to hydro systems; Transportation problem concepts and application to hydro systems; Multi-objective Goal Programming concepts and application to hydro systems; Non-linear programming - Techniques and their application to hydro systems; Dynamic Programming - multi stage decision process, computational procedure and application to Hydro systems; Risk and Uncertainty analysis for hydro systems. Case Studies


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WM 7119 East African Climate & Water Resources (4 ECTS) Weather and climate in relation to the physical structure of the atmosphere, radiation in the atmosphere, radiation laws, cloud micro-physics and precipitation processes; factors of climate and climatic classification; regional distribution of climate around the world; seasons and weather in Eastern Africa; introduction to the analytical methods of climatology; nature and extent of the major surface-water and groundwater basins in Eastern Africa; introduction to cross-border water resources issues in the region; East Africa's water sources and their quality and availability, including rainwater as a resource WM 1721 Arid Zone Hydrology(4 ECTS) Introduction, the arid and semi-arid zone environment and hydrological measurements, traditional forms of water use in arid zones. Rainfall characterized by convective storms, Intensity characteristics of storm rainfall, variability of annual rainfall, long term trends in annual rainfall, statistical analysis of annual point rainfall, spatial variability of annual rainfall, seasonal rainfall. Rain gauge networks, the distribution of recording, rainfall intensity analysis, estimation of mean areal rainfall, rainfall depth-duration-frequency relationships, probability of daily rainfall occurrences, double mass analysis with limited and scarce data; Climatic elements affecting evapotranspiration, temporal and spatial variability of potential evapotranspiration, estimation of evaporation and evapotranspiration in arid zones; Characteristics of surface runoff, flood events, annual and seasonal runoff amounts in arid zones, Stream gauging network requirements, data processing and analysis. The effects of climate on sedimentation, the sedimentation process in arid lands; Characteristics of Groundwater in Arid Zones; Special techniques useful in arid zone hydrology; Resource Assessment Methods: Surface water estimation and use, groundwater recharge estimation, artificial groundwater recharge. WM 7123 Hydro geochemistry and Isotope Hydrology (4 ECTS) The first part of this module will introduce and survey the use of naturally occurring isotope tracers in environmental research, with strong focus on 2H and 18O in water, climate studies, and environmental isotopes in groundwater. The second part is devoted to student seminars, which range throughout the realm of isotope science. One is encouraged to be on something distant from own research, while the second is encouraged to be of immediate interest to own ongoing research WM 7125 Water and Urban Metabolism (4 ECTS) As more than half of the global population now calls the urban environment home, ensuring the sustainability of water dependent services including water supply, food and energy generation to urban areas is crucial. There is a need to reduce the linear flow of water, material resources and energy, through promoting technologies and practices which achieve recovery, re-use and demand reduction. Viewing urban areas as systems that ‘metabolize’ resource inputs, ultimately releasing them back to the environment as wastes, this module challenges current patterns of water, energy and nutrient use in cities as inefficient and unsustainable. Emphasis is placed on water, with coverage of technologies and management approaches to manipulate water flow in urban systems so as to improve ‘metabolism’ by reducing raw water intake and recovering and using the resources that wastewater carries, particularly energy, nitrogen and phosphorous. In doing so the module covers theories of urban metabolism and more broadly resource efficiency and how they relate to sustainability, cities and water; mass balance modeling; Life Cycle Assessment and Input /Output modeling; water recycling and reuse; energy and nutrient recovery technologies; water-energy interactions in cities; issues surrounding the best scale for the recovery and re-use of water, energy


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and nutrients; urban agriculture, permaculture and alternative production and consumption models as ways of improving the urban metabolism and consequently sustainability. The aim of this module is to equip students to be able to critically assess the resource efficiency and sustainability of urban systems from household through development to whole city scales; to be able to systematically quantify physical flows in complex urban systems; to construct and use urban metabolism models to characterize and evaluate options for improving urban sustainability. This module comprises key skills that are important for a rigorous understanding of integrated water management problems. Key topics include: resource efficiency, urban metabolism and sustainability; defining systems and subsystems; mass balance modeling; life cycle assessment; water recycling; energy recovery; nutrient recovery; urban agriculture; water-energy nexus; decentralization.

23.2 PhD in Water Management (Aquatic Ecosystems Management)

23.2.1 Compulsory Modules for AEM Track WM 7211 Ecosystem Analysis and Climate Change (6 ECTS) Review of holistic models (Ecopath I, II, ICLARM software, MAXIMS, etc.,); practical use of model simulations for lake management; energy flow and material cycle in ecosystems; practical implications of ecosystem interventions; some examples of lake ecosystem analysis from Africa and Ethiopia; holistic use of own or historical data for functional analysis of lakes; The issue of climate change and impacts on aquatic ecosystems, including different functional groups. Literature review on impacts of climate in different aquatic ecosystems; Ways of mitigating climate change impacts on the aquatic ecosystem. WM 7212 Fish Nutrition and Feed technology (4 ECTS) Feed nutrition, feed biochemistry, feed formulation and feed biotechnology; nutritional energetic; nutritional requirements; feed ingredients and additives, digestive physiology; Protein, Carbohydrate and lipid nutrition; Identification of common feed ingredients; proximate analysis ; moisture, crude protein, crude lipid, ash, acid insoluble ash, nitrogen free extract of feed fish tissue, fatty acid analysis, calcium, phosphorus content of feed ; feed formulation exercise; Processing of the ingredients; binders and hydro stability tests; preparation of mineral and vitamin premix; estimation of gross and digestive energy of feed and feed ingredients; fatty acid analysis of fish lipids; measures of protein quality.

MW 7213 Special Topic I Advances in Aquatic Environment Management (4 ECTS) This module involves a literature survey of recent and ground-breaking research findings in the field of aquatic ecosystem management. The review could involve library and internet searches and compilation of findings and research procedures for investigating theories and hypothesis in aquatic ecosystem ecology, both from the autecological and synecolgical perspectives.

WM 7214 Wetlands and Watershed Management (6 ECTS) Wetlands as elements of the landscape; biological adaptations to wetlands (fauna, flora and habitats, including plankton, microscopic and macro-invertebrates of sediments);


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Wetlands/watershed management (valuation, stakeholder analysis and prioritization, human impacts in agriculture, industry, urbanization, effluents, water and other resources abstraction, health, etc.); natural areas, land use patterns, changes and mapping, hydrologic cycles, urbanization, population changes, sustainable watershed management plan and modeling. The module involves hands-on training on some watershed models such as SWAT and GIS models such as ArcGIS. Topics in LU and LC are also included in the module contents.

WM 7217 Seminar I (2 ECTS) WM 7218 Seminar II (2 ECTS) All PhD students joining the Aquatic Ecosystems Management (AEM) program are expected to take two Doctoral Seminars designated as Seminar I, Seminar II. Both are compulsory modules. There are no class lectures but there are contact hours which should be scheduled by the student and the adviser. The student has the right and responsibility to approach and select appropriate adviser from the faculty members. Each seminar is guided by a professor and the student is allowed to choose from topics of his/her interest. The main objective of seminars is to engage the student in deep scientific review, so that the student develops the ability to read, understand, analyze, synthesize ideas and present his findings in a supportive environment. The seminar paper is submitted to the advisor multiple times for revision of clarity of ideas, errors and the final copy will be submitted to the Department in three copies. The student is then allowed to present his/her seminar in front of his/her peers and reviewer (s). All PhD students from the Program are expected to attend the seminar. The presentation lasts for 30 minutes after which students and staff alike can ask questions. The maximum time allotted will be 1 hour. The course is evaluated by an examiner and the adviser.

WM 8110 Doctoral Dissertation (12 ECTS) Research for PhD dissertation: Candidates are expected to present progress reports on their research work. The research must be a contribution to scientific knowledge in the major field of study. It should demonstrate a mastery of research techniques, ability to do original and independent research and must show skill in formulating conclusions that in some way enlarged upon, or modified accepted ideas. Upon completion of the research work, candidates will submit a written document and defend the dissertation orally in public.

23.2.2 Elective Modules for AEM Track

WM 7219 Ecotoxicology (4 ECTS) Eco-toxicology definition and the study of the production, transformation and impact of toxins in the natural environment, particularly in fresh waters; Principles of eco-toxicology: Classification, toxic agents, characteristics of exposure, spectrum of undesired effects, Interaction of chemicals, tolerance, dose response; mechanisms of toxicity: delivery, reaction, repair or disrepair, risk Assessment, risk perception, hazard identification, characterization of risk, Disposition of Toxicants: absorption, distribution and excretion of toxicants, biotransformation of xenobiotics, toxicokinetics, toxic Agents: toxic effects of pesticides, toxic effects of metals, solvents and vapors, radiation, radioactive materials, toxic effects of animal toxins, plants, Environmental toxicology: air-borne toxicants, indoor versus outdoor, epidemiological evidence of health effects ,modeling: Ecological risk assessment, good laboratory practice in ecotoxicology.


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WM 7221 Watershed Hydrology and Hydrochemistry (4 ECTS) Watershed hydrology and implications for watershed management (valuation, stakeholder analysis and prioritization, human impacts in agriculture, industry, urbanization, effluents, water and other resources abstraction, health, etc.); natural areas, land use patterns, changes and mapping, hydrologic cycles, urbanization, population changes, sustainable watershed management plan and modeling; influence of water chemistry on functional values of watersheds. Nutrient and sediment loading and retention in watersheds; Impact of land use patterns on watershed hydrology and water chemistry; The role of hydrology in the exports of solutes and chemicals from watersheds; Linkages and feedbacks between hydrologic and biogeochemical processes. Mechanistic conceptual models for solute transport will be emphasized. Innovative methods to characterize and quantify solutes in watersheds will be discussed. WM 7223 Fish Biotechnology (4 ECTS) Fundamentals of molecular biology and immunogenetics; gene structure and regulation of expression; genetic engineering and its application in fisheries; fish genetics and breeding; aquaculture biotechnology ; transgenesis, cryopreservation, vaccines, algal biotechnology, post harvest biotechnology; application of nanotechnology in aquaculture; nucleic acid isolation; agarose gel electrophoresis; nucleic acid quantification; cloning strategies; southern hybridization; DNA sequencing and analysis Induced breeding of carps; Spirulina culture; cryopreservation of gametes; chromosomal manipulation

23.3 PhD in Water Management (Water Science and Technology)

23.3.1 Compulsory Modules for WST Track WM 7311 Advanced Oxidation Processes for Water Treatment (6 ECTS) Fundamentals and background of advanced oxidation processes (AOPs); The role of hydroxyl radicals and their generation; Reaction kinetics and degradation mechanisms of organic pollutants by hydroxyl radicals; The effects of process parameters and scavenging media on degradation efficiency; Removal of specific pollutants in aqueous media; biodegradability enhancement and toxicity reduction; Practical application of AOPs for water and wastewater treatment; opportunities and limitations. Modeling approaches for AOPs simulation; Fundamentals of UV irradiation; Absorption and bond dissociation energy; UV sources and their characteristics; UV photolysis background; Actinometry. Molar absorption coefficient and quantum yield; Direct photolysis; UV light based (photochemical and photocatalytic) AOPs for water treatment; common oxidants and catalysts and their alternatives; Fenton reaction. Alternative catalysts for Fenton reaction; Types of homogeneous and heterogeneous Fenton and photo-Fenton processes; influencing parameters, reaction kinetics and mechanisms; the role of ligands in modified photo-Fenton processes; Iron catalysts in heterogeneous Fenton processes; sources and supports. Ozonation; background and fundamentals, reaction kinetics and mechanisms; Application of homogeneous and heterogeneous catalytic ozonation in water treatment; Ultrasound processes; principles of sonochemistry and acoustic cavitation; Homogeneous (liquid-phase) and heterogeneous (solid surface-liquid, particle liquid and liquid-liquid) reactions; Reactor configurations; batch and flow systems; Combined application of ultrasound with ozone and/or UV light; synergistic and antagonistic effects. Electrical


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discharge based processes; potentials and limitations; Types of electrical fields and their influence on process efficiency; High voltage electrical discharge (“Corona”) processes; reactor configurations influencing process chemistry; Water radiolysis; principles, formation of reactive species and limitations.

WM 7313 Advances in Desalination Processes (6 ECTS) Introduces the fundamental science and technology of desalinating saline water to overcome water scarcity and ensure sustainable water supplies. The course covers: i- Water scarcity and desalination, ii- Saline water properties, iii- Fundamentals of desalination, iv- Thermal desalination processes (Multi Stage Flash-MSF, Multi Effect Distillation-MED- and Vapor Compression- VC) , v- Membrane desalination processes (Reverse Osmosis-RO-, Electro Dialysis-ED), vi- Introduction to alternative driving energies (solar and nuclear) and Future Technologies (H-DH, MD, FO, CDI, NF), vii- Introduction to desalination problems (scaling, fouling, corrosion), and their mitigation, and viii- Process Calculations and performance parameters of the main desalination processes WM 7312 Biological Wastewater Treatment for Nutrient Control (4 ECTS) Overview of nitrogen removal, microorganisms, their metabolism, nutrient requirements, substrate requirements, environmental conditions for growth and control, and other interactions that are important in nutrient removal processes, key factors, governing treatment kinetics and their applications to the analysis of the biological processes, stripping of ammonia, selective ion exchange, breakpoint chlorination, nitrification, nitrification design, denitrification, denitrification design, modeling biological nitrogen removal, biological and chemical phosphate removal processes, modeling biological phosphate removal, water reuse WM 7314 Special Topic in Geogenic-water Pollution and Control (4 ECTS) Topics will be selected which will enhance ongoing research in geogenic contamination of water resources and mitigation options.

WM 7315 Seminar I (2 ECTS) WM 7316 Seminar II (2 ECTS) All PhD students joining the Water Science and Technology (WST) program are expected to take two Doctoral Seminars designated as Seminar I, Seminar II. Both are compulsory modules. There are no class lectures but there are contact hours which should be scheduled by the student and the adviser. The student has the right and responsibility to approach and select appropriate adviser from the faculty members. Each seminar is guided by a professor and the student is allowed to choose from topics of his/her interest. The main objective of seminars is to engage the student in deep scientific review, so that the student develops the ability to read, understand, analyze, synthesize ideas and present his findings in a supportive environment. The seminar paper is submitted to the advisor multiple times for revision of clarity of ideas, errors and the final copy will be submitted to the Department in three copies. The student is then allowed to present his/her seminar in front of his/her peers and reviewer (s). All PhD students from the Program are expected to attend the seminar. The presentation lasts for 30 minutes after which students and staff alike can ask questions. The maximum time allotted will be 1 hour. The course is evaluated by an examiner and the adviser.


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WM 8110 Doctoral Dissertation (12ECTS) Research for PhD dissertation: Candidates are expected to present progress reports on their research work. The research must be a contribution to scientific knowledge in the major field of study. It should demonstrate a mastery of research techniques, ability to do original and independent research and must show skill in formulating conclusions that in some way enlarged upon, or modified accepted ideas. Upon completion of the research work, candidates will submit a written document and defend the dissertation orally in public.

23.3.2 Elective Modules

WM 7317 Advances in Urban Water Management (4 ECTS) History and paradigm shifts of urban water management, Convention storm water management and low impact development philosophy, storm water hydrology (Rational and Curve number methods, WIN TR-20 and SWMM), Storm water quantity management and regulations, Hydraulics in urban storm water management, non-point source pollution and storm water pollutant; storm water quality management; storm water quality regulation, structural storm water BMPs, storage types-detention and retention ponds, wetlands, rain barrels, and other storage devices, structural storm water BMPs, conveyance types – grass channels and swales, infiltration and filtering types- infiltration trenches, infiltration basins, bioretention, sand and filters, grass roofs and proprietary devices, low impact development philosophy and green engineering principles, bmp performance metrics and technical uncertainty, urban storm water management challenges and outlooks, climate change adaptations, land development practices, retrofitting existing drainage with green storm water infrastructure, eco-cities of the future

WM 7221 Watershed Hydrology and Hydrochemistry (4 ECTS) Watershed hydrology and implications for watershed management (valuation, stakeholder analysis and prioritization, human impacts in agriculture, industry, urbanization, effluents, water and other resources abstraction, health, etc.); natural areas, land use patterns, changes and mapping, hydrologic cycles, urbanization, population changes, sustainable watershed management plan and modeling; influence of water chemistry on functional values of watersheds. Nutrient and sediment loading and retention in watersheds; Impact of land use patterns on watershed hydrology and water chemistry; the role of hydrology in the exports of solutes and chemicals from watersheds; Linkages and feedbacks between hydrologic and biogeochemical processes; Mechanistic conceptual models for solute transport will be emphasized. Innovative methods to characterize and quantify solutes in watersheds will be discussed.

WM 7219 Ecotoxicology (4 ECTS) Eco-toxicology definition and the study of the production, transformation and impact of toxins in the natural environment, particularly in fresh waters; Principles of eco-toxicology: Classification, toxic agents, characteristics of exposure, spectrum of undesired effects, Interaction of chemicals, tolerance, dose response; mechanisms of toxicity: delivery, reaction, repair or disrepair, risk Assessment, risk perception, hazard identification, characterization of risk, Disposition of


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Toxicants: absorption, distribution and excretion of toxicants, biotransformation of xenobiotics, toxicokinetics, toxic Agents: toxic effects of pesticides, toxic effects of metals, solvents and vapors, radiation, radioactive materials, toxic effects of animal toxins, plants, Environmental toxicology: air-borne toxicants, indoor versus outdoor, epidemiological evidence of health effects ,modeling: Ecological risk assessment, good laboratory practice in ecotoxicology. WM 7319 Advances in Rural Water Supply & Sanitation This module introduces students to the principles of infrastructure planning in developing countries, with a focus on appropriate and sustainable technologies for water and sanitation. Microbial contamination is still considered to be the most critical risk factor in drinking water quality worldwide. However, chemical contamination, from natural and anthropogenic sources, for example arsenic, fluoride, pesticides, petrochemicals, or salinity contamination, is also affecting millions of people. Mega-cities in the developing world are typically overwhelmed by millions of gallons of untreated municipal and industrial wastewater. Rural areas typically lack even the most basic sanitation facilities. The module will tackle the clean water problem from a multi-disciplinary perspective incorporating planning, engineering, environmental, cultural, public health, human rights, institutional and economic perspectives and considering factors such as technical efficacy, appropriateness (simple design, low cost, using local, easily available materials), social acceptability, economic sustainability, institutional viability, and political will. Particular emphasis is placed on the role of users and communities as collaborators in infrastructure planning and project implementation.

WM 7125 Water and Urban Metabolism (4 ECTS) more than half of the global population now calls the urban environment home, ensuring the

sustainability of water dependent services including water supply, food and energy generation to urban areas is crucial. There is a need to reduce the linear flow of water, material resources and energy, through promoting technologies and practices which achieve recovery, re-use and demand reduction. Viewing urban areas as systems that ‘metabolize’ resource inputs, ultimately releasing them back to the environment as wastes, this module challenges current patterns of water, energy and nutrient use in cities as inefficient and unsustainable. Emphasis is placed on water, with coverage of technologies and management approaches to manipulate water flow in urban systems so as to improve ‘metabolism’ by reducing raw water intake and recovering and using the resources that wastewater carries, particularly energy, nitrogen and phosphorous. In doing so the module covers theories of urban metabolism and more broadly resource efficiency and how they relate to sustainability, cities and water; mass balance modeling; Life Cycle Assessment and Input /Output modeling; water recycling and reuse; energy and nutrient recovery technologies; water-energy interactions in cities; issues surrounding the best scale for the recovery and re-use of water, energy and nutrients; urban agriculture, permaculture and alternative production and consumption models as ways of improving the urban metabolism and consequently sustainability. The aim of this module is to equip students to be able to critically assess the resource efficiency and sustainability of urban systems from household through development to whole city scales; to be able to systematically quantify physical flows in complex urban systems; to construct and use urban metabolism models to characterize and evaluate options for improving urban sustainability. This module comprises key skills that are important for a rigorous understanding of integrated water management problems. Key topics include: resource efficiency, urban metabolism and sustainability; defining systems and subsystems; mass balance modeling; life cycle assessment; water recycling; energy recovery; nutrient recovery; urban agriculture; water-energy nexus; decentralization.


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ANNEX II JOINT CURRICULUM COMMITTEE MEMBERS Name Expertise Institution Responsibility

Dr. Feleke Zewge (Chairman)

Environmental Chemistry/Engineering

Department of Chemistry, CNCS

Water Quality Management (MSc/PhD)

Dr. Geremew Sahilu Water Supply Ethiopian Institute of Water Resources, EIWR

Water Supply and Sanitation (MSc./PhD)

Dr. Berhanu Assefa Waste Water Engineering Addis Ababa institute of Technology

Water & Wastewater Technology (MSc./PhD)

Prof. Seyoum Mengistu Aquatic Ecology Department of Zoological Science, CNCS

Aquatic Ecosystems Management (MSc/PhD)

Dr. Seifu Kebede Hydrogeology and water Resources

School of Earth Science, CNCS

Water Resources and Hydrology (MSc./PhD)

Dr. Kinfe Kassa Water Supply and Sanitation

Arbaminch University

Water Supply and Sanitation

Dr. Esayas Alemayehu Environmental Engineering

Jimma University Water and Wastewater Technology


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ANNEX III PROFESSORS WHO ASSESSED THE PROPOSED ACEWM CURRICULUM

No. Faculty Institution Specialization Track Revised

1 Prof Brook Lema Department of Zoological Sciences, AAU Aquatic Ecosystems Management

2 Prof Tenalem Ayenew

School of Earth Sciences, AAU Hydrology and Water Resources

3 Dr. Dessie Nadew School of Earth Sciences, AAU Hydrology and Water Resources 4 Dr. Abebe Getahun Department of Zoological Sciences, AAU Aquatic Ecosystems

Management 5 Dr. Yonas Chebude Department of Chemistry, AAU Editorial 6 Prof. David Sabatini The University of Oklahoma, USA Water and Wastewater

Technology 7 Dr. Endalkachew

Sahle-Demissie US Environmental Protection Agency Water and Wastewater

Technology 8 Prof. Nosa O.

Egiebor University of Mississippi, USA Water and Wastewater

Technology 9 Prof. Guenten

Langergraber Boku University Water Supply and Sanitation,

Water and Wastewater Technology

10 Dr. Joseph Kamau University of Nairobi Water Quality Management 11 Dr. Vincent O.

Madadi Kenyan Marine Sciences and Fisheries Research Centre

Water Quality Management

12 Dr. Kinfe Kassa Arba Minch University Water Supply and Sanitation 13 Dr. Esayas

Alemayehu Jimma University Water and Wastewater

Technology 14 Dr. Seyoum Leta Center for Environmental Science, AAU Water and Wastewater

Technology 15 Dr. Yohannes

Abera School of Development Studies, AAU Hydrology and Water Resources

16 Prof. Shem Wangiga

University of Nairobi, Kanya Water Quality Management

17 Prof. Nacy Love Michigan State University, USA Water and Wastewater Technology

18 Prof. Glen Purdue University, USA Water and Wastewater Technology

19 Dr. Beniyam Tesfaw

School of Earth Sciences Hydrology and Water Resources

20 Dr. Taddese Fetahi Department of Zoological Sciences, AAU Aquatic Ecosystems Management

21 Dr. Tena Alamerew Center for Land and Water Resources, AAU

Water resources


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ANNEX IV PARTICIPANTS OF NATIONAL STAKEHOLDER CURRICULUM ASSESSMENT WORKSHOP


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ANNEX V MINUTES STAKEHOLDER NATIONAL CURRICULUM ASSESSMENT WORKSHOP

Date: September 15, 2016 Time: 9:00 AM Venue: Desalegn Hotel The workshop started after self-introduction of the participants which was modulated by Dr Feleke Zewge, Head of the ACEWM. In a session led by Dr Yonas Chebude, opening remarks about African Centre of Excellence II (ACE II) project was made by Dr. Shibiru, Dean of CNCS. The Dean emphasized the active participation of the participants to improve and enrich the curriculum, and concluded his remarks by wishing success to African Centre of Excellence of Water Management (ACEWM). Professor Brook Lema highlighted the process gone towards the formation of the ACEWM. He explained that the Ministry of Education, the office of the president, the World Bank and African and non-African educational institutions were involved for the establishment of the Centre. It was noted that three out of five proposals of the Addis Ababa University were accepted by the World Bank at the first screening. One of them was the proposal to establish the ACEWM. The professor emphasized that the Centre signifies Ethiopia’s place in Africa. He added that as a regional centre, we need to stand together and live up to the expectation of the donor. The next session was led by Dr Feleke Zewge. He presented an overview of the ACEWM and why it is important for the region. Dr Feleke reasoned that the World Bank´s ACEII project is needed to produce African graduates who can address the development challenges of the African continent. The project´s objective is to strengthen selected Eastern and Southern African institutions to provide high quality Post-Graduate education. Hence, the centre is expected to deliver high quality education and applied research and build educational collaboration, among others. It is envisaged to train 51 PhD and 100 MSc students and will conduct 200 short term training programs, which holds a considerable importance in Africa where 54% of the population lacks access to safe drinking water. ACE uses the existing facilities and resources at AAU to have greater impact at regional level. ACEWM is organized in five academic units and one core laboratory serving all the units. This increases the efficient utilization of resources (human and material). The program will internationally accredit 3 programs. A participant mentioned the importance of establishing a platform to discuss water issue across multi-disciplinary, facilitate communication and management and Dr. Feleke accepted the suggestion. Regarding staff planning, Dr. Feleke explained the house that there are qualified staff in AAU and several partners which are not properly and efficiently utilized. So, the program focuses on utilizing the existing staff efficiently and effectively. The program envisages providing grant for different projects and we are discussing on how to support staff outside AAU such as Arbaminch, Jimma and Nairobi. Expatriate staff could be employed; however, we focused primarily on the existing staff. We learn and if necessary rectify things along the course. A suggestion was raised by a participant regarding formal agreement with the staff engaged in the program. The idea was accepted by Dr. Feleke and explains that ACEWM will sign Memorandum of Understanding with partners and commitment with the staff as World Bank criteria requires.


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Discussion followed the presentation of the Overview. A number of questions were raised to which answer was given. Q1: What is the prospect of the functioning (enrolment, continuity etc…) of the centre after five years? He is concerned about facilities, supervisors etc for such relatively large number. (Professor Nigussie) Ans 1: Dr. Feleke responded that at the end of 5 years there will be 100 MSc and 51 PhD students; Enrolment and other activities will continue because the Centre runs not as a project. Of course we need to generate funds for the continuation of the Centre’s activities. He added that ACEWM uses existing facilities and human resources not only in AAU but also from partner institutes. For example, first year PhD enrolment is only 10 and our partner are larger than the PhD numbers. What is necessary is to have efficient coordination and for that we will employ a qualified coordinator and facilitators to run the program. Q1 (ctd..): In the face of a growing number of PhD and MSc students what strategy has been devised to provide enough resources? ( Prof. Nigussie) Ans 1 (ctd..): The number of students and other activities will depend on the availability of funds. The Centre aims to attract funds from various Institutions, which can provide scholarships. The ACEWM will also strive to generate its own funds through collecting tuition fees etc… Q2: Why was Irrigation Water Management not included in the Curriculum, given the fact that irrigation has a prior importance in the country? (Ato Getachew Alem) Ans 2: We have discussed it. So we have developed the module “Irrigation Water Management “but not a Specialization in Irrigation Water Management. The fourth session was led by Dr Seifu Kebede, who presented an overview of the MSc curriculum. Dr Seifu explained the term Excellence as meaning building a leadership in water management. He highlighted the aim of the curriculum to provide knowledge, develops skills and influence attitudes. This fourth session was followed by discussion. The following points and questions were raised in the discussion.

Cross-sectoral relations should be established by means of a common platform to bridge the gap among sectors. Therefore, the formation of a common platform should be included in the program. Also partnership must be established on strong ties ,not only on Memorandum of Understanding( Ato Tesfaye Alemseged) Explore the possibility of connecting with other international institutions such as the African Union.( AtoTesfaye Alemseged). Assigning students to other foreign universities is also a kind of partnership (Prof Yakob Arsano) In discussing the ACEWM, we should consider the needs and interests of the other African countries because the centre belongs not only to Ethiopia but to the other African members of the centre. Moreover, the would be PhD students may be mostly foreigners, and the working environment could be out of Ethiopia. So we should envisage a research in Africa and our comments must be in reference to this situation and not only with regard to the curriculum (Dr. Tena Alamerew) Scoping should be given high importance in developing a curriculum ( Prof Yakob Arsano) A professional forum should be established, for example a website. Water science and technology PhD course does not include all the necessary components. Also rural water supply and sanitation is not enough as an elective course.

Q1: How is the sustainability of the ACEWM? Is it autonomous? What is the staffing plan? Q2: Is there any means that welcomes foreigners to come and study and work here? That means the bureaucracy etc…..? Q3: Do we have enough Infrastructures to accommodate the centre? Is it possible to build more? Q4: Is there any framework for the research output? Q5: How much is this program is ready for field studies? Q6: Why are more important courses placed under elective?


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Responses We will have two international conferences. Moreover we will try to form a common platform in a better way. So far we have contacted the AU. Moreover, we will discuss the issue and establish a partnership program with other institutions. Scoping has been given due attention. We have tried to develop a curriculum, which is socially and politically acceptable and sustainable. PhD elective courses are only supplementary. The elective courses are taken on top of courses taken at an MSc level. The main task of a PhD is research.

Ans 1: If the centre goes as planned it contributes to the delivery of quality education. The quality education will help the development agenda. Currently more focus is on science, but the centre includes broader aspects in the future. With regard to the staffing, we will start with the existing staff. We apply for grants and provide funding to different research groups. Whenever there is a gap we will hire new staff. Ans 2: As far as the working condition in reference to the foreigners is concerned, the World Bank is more bureaucratic than the AAU. In any case we will have two accounts (Foreign/Local) managed by the centre. Moreover, dormitories are available for foreign students. Ans 3: The World Bank fund cannot be used for building infrastructure but we can purchase some laboratory instruments and form core laboratories.

Ans 4: Linking research output to industry is a big challenge. Hence, we need to create persons who can link and we should make consultation. Ans 5: Land and Water research centre´s sites and study sites of other research programs will be used as field study sites for our programs. To relieve the logistics problem we will buy two field vehicles, ask for collaboration of other government offices and we can also rent vehicles. Ans 6: We will discuss further the elective courses. Group discussions were conducted .The groups were:

Aquatic ecosystems Water science and technology Hydrology and water resources.

With the exception of the first group the groups have presented the results. The comments and the two groups are available in a Power Point presentation and short notes. Some responses were given to the comments by the groups. Comments from the subgroup on Hydrology and Water Resources

Water law, economics and governance WM6011 has been discussed thoroughly The main concern was the volume of material to be covered and the allocated ECTS Finally it has been agreed to suggest if possible to raise the ECTS otherwise for the time being it could be taken as enough

WM6017 Hydrology course is suggested to include in the description the social hydrology aspect

WM6110 change title Water resource assessment, evaluation and allocation

A new course is suggested with a title of River Basin Planning (Dr. Yohannes volunteered to prepare the outline)

WM6130 The groundwater management is missing in the description Suggested if the management aspect is considered in other courses the course is suggested to be entitled Groundwater exploration and development WM6122 renamed as Hydrogeochmistry and isotope hydrology Remote sensing hydrology has been suggested to be combined with hydroinformatics and moved to the elective list. Groundwater hydrology and groundwater river basin is suggested to be changed to Groundwater hydrology in river basins WM6128 is changed to Water shade management rather than Watershed hydrology, soil and water conservation WM6130 The groundwater management is missing in the description Suggested if the management aspect is considered in other courses the course is suggested to be entitled Groundwater exploration and development


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WM6122 renamed as Hydrogeochmistry and isotope hydrology Hydro-economics and governance is suggested as an elective course The thesis researches has been suggested to be integrated rather than fragmented decided by individual students and researchers

Comments from Sub Group on Water Science and Technology

Under title of ‘Graduate profile for water quality management’ (page 10), subtitle of ‘knowledge and theory’, first bulletin; the terminology which says ‘’describe “shall be changed as “understand” or as “acquire knowledge”. Under ‘Module Descriptions’

Common Courses Remote Sensing and GIS

o The course needs to be intensively supported by computer lab. Research Methods

o Basic principle of paper, thesis writing as well as presentation should be given emphasis.

Seminar o Modular approach by itself incorporates student based activities

including course seminars and our group suggested not including seminar as a separate course for MSc students.

Core courses For water Quality management specialization

o The group suggested “Drinking water treatment” to be removed as it is covered under ‘water and wastewater treatment’

Water supply and sanitation o There is a course named “water quality management” and also a field of

specialization with similar title. Hence, the group recommended if any modification can be made in either of the two.

For the course “water supply and sanitation system planning”, the group suggested the course description to include sanitation and health The course code given for“water purification and desalination” (page 39), should be corrected as ‘6428’

The one which was discussed the longest was the comment by the second group to eliminate the seminar module, on the basis of plagiarism. Finally a consensus was reached not to eliminate it but to improve it because, free from plagiarism, it can strengthen the students’ ability for independent research and self-expression in front of audience. Some members suggested conducting seminar in the third semester. At the end of the discussion it was announced by Dr Feleke that there will be an activity implementation workshop followed by the launching of the teaching activity. Closing remark was made by Ato Abiti Getahun at the conclusion of the workshop. He expressed happiness at the success of the formation of the ACEWM and praised Dr Feleke and his team for the success.


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ANNEX VI AGREEMENT OF ACADEMIC PARTNERS WITHIN AAU ON THE ESTABLISHMENT OF ACEWM


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ANNEX VII LETTER OF SUPPORT FROM INTERNATIONAL AND NATIONAL PARTNER INSTITUTIONS ON THE ESTABLISHMENT OF ACEWM


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Documents

Africa Centre of Excellence for Water Management (ACEWM)...PhD in Water Management ACEWM Page 6 ABBREVIATIONS AAiT Addis Ababa Institute of Technology AAU Addis Ababa University ACE