Africa Centre of Excellence for Water Management (ACEWM)

MSc. Program in Water Management

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Africa Centre of Excellence for Water Management (ACEWM)

Addis Ababa University


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 ........................................................................................................................ 9

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

2.5 Approach to Establish ACEWM as Regional Center of Excellence .............................................................. 14

2.5.1 Building Excellence ............................................................................................................................... 14

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

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

3. DESCRIPTION AND RATIONALE OF THE MASTERS OF SCIENCE PROGRAM FOR WATER MANAGEMENT ........ 20

4. CREDITS AND EQUIVALENT EUROPEAN CREDIT TRANSFER SYSTEM (ECTS) ..................................................... 21

5. PROGRAM DURATION ....................................................................................................................................... 21

6. MODE OF DELIVERY ........................................................................................................................................... 21

7. COLLEGE/INSTITUTION ...................................................................................................................................... 21

8. DEPARTMENT/SCHOOL/CENTER ....................................................................................................................... 21

9. ADMISSION REQUIREMENTS ............................................................................................................................. 21

9.1 General Requirements ................................................................................................................................ 21

9.2 Hydrology and Water Resources Program .................................................................................................. 22

9.3Water Quality Management Program ......................................................................................................... 22

9.4 Aquatic Ecosystems Program ...................................................................................................................... 22

9.5 Water Supply and Sanitation Program ........................................................................................................ 23

9.6 Water and Wastewater Technology Program............................................................................................. 23

10. PROGRAM EDUCATIONAL AIMS ...................................................................................................................... 23


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11. GRADUATE PROFILE/COMPETENCIES ............................................................................................................. 24

11.1 Hydrology and Water Resources (HWR) ................................................................................................... 24

11.2. Water Quality Management (WQM) ....................................................................................................... 25

11.3 Aquatic Ecosystems Management (AEM) ................................................................................................. 26

11.4 Water Supply and Sanitation (WSS) .......................................................................................................... 27

11.5 Water and Wastewater Treatment Technology (WWTT) ......................................................................... 27

12. INTENDED LEARNING OUTCOMES OF THE PROGRAM ................................................................................... 29

12. 1 Hydrology and Water Resources Specialization ....................................................................................... 29

12.2 Water Quality Management Specialization .............................................................................................. 29

12.3 Aquatic Ecosystems Management Specialization ..................................................................................... 30

12.4 Water Supply and Sanitation Specialization ............................................................................................. 30

12.5 Water and Wastewater Technology Specialization .................................................................................. 31

13. TEACHING AND LEARNING APPROACHES ....................................................................................................... 32

14. ASSESSMENT STRATEGIES ............................................................................................................................... 32

14.1 Strategic principles of ACEWM ................................................................................................................. 32

14.2 Module Assessment .................................................................................................................................. 34

15. PROGRAM CONTENT AND STRUCTURE .......................................................................................................... 34

16. MODULE DESCRIPTORS INCLUDING PREREQUISITES ...................................................................................... 35

16.1 Modules Common to All Specializations ............................................................................................... 35

16.2 Hydrology and Water Resources (HWR) Specialization ............................................................................ 36

16.2.1 Core Modules ..................................................................................................................................... 36

16.2.2 Elective Modules ................................................................................................................................ 36

16.3 Water Quality Management (WQM) Specialization ................................................................................. 37

16.3.1 Core Modules ..................................................................................................................................... 37


16.4 Aquatic Ecosystems Management (AEM) Specialization .......................................................................... 38

16.4.1 Core Modules ..................................................................................................................................... 38


16.5 Water Supply and Sanitation (WSS) Specialization ................................................................................... 39

16.5.1 Core Modules ..................................................................................................................................... 39


16.6 Water and Wastewater Technology (WWT) Specialization ...................................................................... 40


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16.6.1 Core Modules ..................................................................................................................................... 40


16.7 Module Schedule................................................................................................................................... 41

16.7.1 Common to All Specializations ........................................................................................................... 41

16.7.2 Hydrology and Water Resources (HWR) ............................................................................................ 42

16.7.3 Water Quality Management (WQM) ................................................................................................. 43

16.7.4 Aquatic Ecosystems Management (AEM) .......................................................................................... 44

16.7.5 Water Supply and Sanitation (WSS) ................................................................................................... 45

16.8 Water and Wastewater Technology (WWT) ............................................................................................. 46

17. AVAILABILITY OF ADEQUATE AND QUALIFIED FACULTY ................................................................................. 47

18. GOVERNANCE AND MANAGEMENT OF PROGRAMS ...................................................................................... 50

19. RESOURCES PROFILE ....................................................................................................................................... 54

19.1 Laboratory Facilities .................................................................................................................................. 54

19.2 Library Collection and Journals ................................................................................................................. 55

19.3 Use of Existing Support Staff ..................................................................................................................... 56

19.4 ICT and Computing Infrastructure............................................................................................................. 56

19.5 Teaching Rooms ........................................................................................................................................ 56

19.6 Office ......................................................................................................................................................... 56

19.7 Supports to Regional Students .................................................................................................................. 56

19.8 Funding ...................................................................................................................................................... 56

20. INDICATORS OF QUALITY AND STANDARDS; GRADUATION REQUIREMENTS ................................................ 57

21. MECHANISMS TO EVALUATE AND IMPROVE QUALITY AND STANDARDS ...................................................... 58

21.1 Academic Programs ................................................................................................................................... 58

21.2 Training of ACEWM Team/Faculty ............................................................................................................ 59

21.3 Student/Faculty Exchange Program with Academic Partners .................................................................. 59

21.4 Publications ............................................................................................................................................... 60

21.6 Partnerships .............................................................................................................................................. 60

21.7 Research Excellence .................................................................................................................................. 60

22. DEGREE AWARD/NOMENCLATURE ................................................................................................................. 61

23. THE PROPOSED DATE: SIGNATURE ......................................................................... 61

ANNEX I SYLLABI OF MODULES ....................................................................................................................... 62

24. MODULE SYLLABUS ......................................................................................................................................... 62


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24.1 Core Modules ............................................................................................................................................ 62

24.2 Hydrology and Water Resources Specialization........................................................................................ 86

24.3 Water Quality Management Specialization ............................................................................................ 116

24.4 Aquatic Ecosystems Specialization .......................................................................................................... 139

24.5 Water Supply and Sanitation Specialization ........................................................................................... 169

24.6 Water and Wastewater Technology Specialization ................................................................................ 203

ANNEX II JOINT CURRICULUM COMMITTEE MEMBERS ................................................................................. 226

ANNEX III CONTRIBUTORS TO CURRICULUM DEVELOPMENT......................................................................... 227

ANNEX IV PARTICIPANTS OF NATIONAL STAKEHOLDER CURRICULUM REVIEW WORKSHOP ........................ 229

ANNEX V MINUTES STAKEHOLDER NATIONAL CURRICULUM REVIEW WORKSHOP ...................................... 230

ANNEX VI AGREEMENT OF ACADEMIC PARTNERS WITHIN AAU ON THE ESTABLISHMENT OF ACEWM ....... 234

ANNEX VII LETTER OF SUPPORT FROM INTERNATIONAL AND NATIONAL PARTNER INSTITUTIONS ON THE ESTABLISHMENT OF ACEWM .............................................................................................................................. 235


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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 African Countries 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

http://www.worldbank.org/projects/P126974/strengthening-tertiary-education-africa-through-africa-centers-excellence?lang=en


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LIST OF TABLES AND FIGURES

Table 1: Common Compulsory Modules ............................................................................................................... 35 Table 2: Compulsory Modules for HWR Track ...................................................................................................... 36 Table 3: Elective Modules for HWR Track ............................................................................................................. 36 Table 4: Compulsory Modules for WQM Track ..................................................................................................... 37 Table 5: Elective Modules for WQM Track............................................................................................................ 37 Table 6: Compulsory Modules for AEM Track ....................................................................................................... 38 Table 7: Elective Modules for AEM Track ............................................................................................................. 38 Table 8: Compulsory Modules for WSS Track ....................................................................................................... 39 Table 9: Elective Modules for WSS Track .............................................................................................................. 39 Table 10: Compulsory Modules for WWT Track ................................................................................................... 40 Table 11: Elective Modules for WWT Track .......................................................................................................... 40 Table 12: Schedule for Core Compulsory Modules to All Tracks .......................................................................... 41 Table 13: Schedule for HWR Track ........................................................................................................................ 42 Table 14: Schedule for WQM Track ...................................................................................................................... 43 Table 15: Schedule for AEM Track ........................................................................................................................ 44 Table 16: Schedule for WSS Track ......................................................................................................................... 45 Table 17: Schedule for WWT Track ....................................................................................................................... 46 Table 18: National and International Faculty ........................................................................................................ 47 Table 19: Available Laboratory Facilities ............................................................................................................... 54

Figure 1: Academic Sub Units of ACEWM ............................................................................................................. 17 Figure 2: Governance Structure of ACEWM .......................................................................................................... 53


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EXCECUTIVE SUMMARY

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, 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 graduate 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 graduate degree 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 Master’s program in Water Management will have the following five specialization tracks: 1. Hydrology and Water Resources (HWR) 2. Water Quality Management (WQM) 3. Aquatic Ecosystems Management (AEM) 4. Water Supply and Sanitation (WSS) 5. Water and Wastewater Technology (WWT)

The proposed 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

Master of Science in Water Management

የሳይንስ ማስተር 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. 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:


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• 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 were selected across seven countries. The objective of the ACE II project is to strengthen 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;

http://www.worldbank.org/projects/P126974/strengthening-tertiary-education-africa-through-africa-centers-excellence?lang=en


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(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:

(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.


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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; (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;


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(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;

(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,


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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:

• 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 Diaspora scientists.

2.5 Approach 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


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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

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


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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):

1. Water Supply and Sanitation (WSS) Unit 2. Water and Wastewater Technologies (WWTT) Unit 3. Water Quality Management (WQM) Unit 4. Hydrology and Water Resources (HWR) Unit 5. Aquatic Ecosystems Management (AEM)Unit 6. 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 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

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 waterpurification technologies, resource oriented sanitation, urban sanitation, Rural Sanitation)

Africa Center of Excellence

for Water Management(ACEWM)


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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) of African Union 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. • 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.


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• 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)

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


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(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.

3. DESCRIPTION AND RATIONALE OF THE MASTERS OF SCIENCE PROGRAM

FOR WATER MANAGEMENT Our lives and livelihoods are dependent on the natural and engineered water cycles. Accordingly, research and skills development in water treatment and management has never been 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. The scope of the program is outlined in the objectives, which focus the course towards achieving sustainable water resources management. 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 ESA 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.

Addressing water 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 Program provides such an approach.


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4. CREDITS AND EQUIVALENT EUROPEAN CREDIT TRANSFER SYSTEM (ECTS) Students are required to successfully complete 100 ECTS which corresponds to 43 credits (1 credit is equivalent to 2.333 ECTS). To achieve this, students must successfully complete a minimum of 14 modules and successfully complete and defend a supervised research culminating in MSc thesis. Students must earn a minimum Cumulative Grade Points Average (CGPA) of 3.00, with no ‘F’ or ‘D’ in any module.

5. PROGRAM DURATION Duration of Study is four semesters (2 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 visits, including a week long field trip to selected sites. In addition, teaching will also be conducted through video conference and technology enhanced learning approach.

7. COLLEGE/INSTITUTION

Addis Ababa University has been selected as a host institution for ACEWM.

8. DEPARTMENT/SCHOOL/CENTER

Africa Center of Excellence for Water Management (ACEWM) is a newly established center 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 a baccalaureate degree at a college or university of recognized standing. 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.


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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. 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. Upon successful completion of the MSc degree, a student may wish to continue towards a Ph.D. degree within ACEWM. A formal request must be filed in the ACEWM Graduate Program Office prior to the completion of the MS candidate semester. Continuation into the Ph.D. degree program is not automatic and the request will be evaluated by the Graduate and Research Committee with input from the PhD advisor. Requirements to specific to each specialization are described hereunder. 9.2 Hydrology and Water Resources Program

• Applicants must have BSc. degree in any of the following: water resources, hydrogeology, geology, geography, civil engineering, hydraulic engineering and environmental engineering 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.

9.3Water Quality Management Program

• Applicants must have BSc. degree in in any of the following: chemistry, biology, geology, chemical engineering, civil engineering, environmental Science and environmental engineering from a recognized university.


9.4 Aquatic Ecosystems Program

• Applicants must have BSc degree in any of the following: fisheries, Biology, Animal Sciences or other related areas from a recognized university.



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9.5 Water Supply and Sanitation Program

• Applicants must have BSc. degree in any of the following: civil engineering, environmental engineering, water resources engineering, and water supply engineering or other related areas of engineering from a recognized university.


9.6 Water and Wastewater Technology Program

• Applicants must have BSc degree in any of the following: civil engineering, environmental engineering, water resources engineering, and water supply engineering or other related areas of engineering 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

10. PROGRAM EDUCATIONAL AIMS The program aims to equip students to with skills to operate as applied water management professionals and more generally to:

• Provide a challenging, stimulating and self-rewarding study environment • To provide an advanced education experience that develops intellectual and practical experience • Develop a range of key skills by means of opportunities provided in the specializations • Accommodate student needs in relation to maximizing their career potential by enabling them to

develop key knowledge, understanding and skills in their chosen specialist area • To provide students with opportunity to develop key professional and research skills.

More specifically, the aim of the program is to:

• Develop the intellectual and practical skills of the student in the techniques, requirements, modalities, constraints, alternatives, etc. for scientific and optimum use of available water resources.

• Develop the intellectual and practical skills of the student to design and operate water, wastewater and sanitation systems

• Develop the intellectual and practical skills of the student in analysis, interpretation, planning and understanding of water requirements, water availability, water quality, water use policies, water regulations under various demand-availability scenarios, on-site water utilization, formulation of project plans for development/use of water resources, and socio-environmental aspects of the water uses

• Train students to develop and use computer programs for evaluation of water uses including remote sensing and GIS tools, computational techniques, and statistical tools.

The wide variety of specialized modules and electives enable students to create a program of study that meets their individual needs.


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11. GRADUATE PROFILE/COMPETENCIES

11.1 Hydrology and Water Resources (HWR) Graduates will be equipped with the competencies to: Knowledge and theory

• Have in-depth understanding of the current theories and concepts in both surface and subsurface hydrology, the relevant physical, chemical and biological process interactions between the hydrosphere, the lithosphere, the biosphere and the atmosphere, and have a thorough awareness of the natural and human-induced variability in space and time of hydrological systems;

• Apply and integrate the relevant physical, chemical, applied mathematical, computational and earth-scientific principles and concepts, and to use information and communication technology within a hydrological context;

Methods, techniques and tools • Master the major hydrological methodologies and applications with regard to both water quantity

and water quality, including techniques for data collection, processing and analysis, and the application of catchment hydrological modeling and aquifer modeling techniques and GIS

Analysis, synthesis and integration • Analyze the complex inter linkages between water resources, water resources planning,

development and management • Use models in river basin water resources evaluation, water resources allocation, water resources

management approaches, • Critically evaluate the pros and cons of different water resources management strategies

including the IWRM, Adaptive water resources management, the ecosystem approach etc • Have an overall understanding of the economic, legal and institutional aspects of water resources

development and management • Evaluate and analyze hydrological systems and processes at a wide range of scales in both space

and time for the purpose of water resources assessment, natural hazards assessment and mitigation, and environmental planning and management;

Research • Have a good knowledge of the relevant literature and the contemporary research questions in the

field of hydrology; • Design and conduct hydrological research and experiments for both application and scientific

purposes, either independently or within a team-based framework; • Critically judge and evaluate their own work and results, as well as prior research or

investigations carried out by others; General academic skills

• Adequately communicate methodologies, results, evaluations, conclusions and • Recommendations in oral, written and graphical form to a wide variety of audience;


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• Be aware of the importance of hydrology to society, the relationship of hydrology with related disciplines such as ecology, meteorology and climatology, and be able to co-operate within a multidisciplinary and interdisciplinary framework with due consideration of ethical and social aspects related to the application of their knowledge and skills; and

• Have adopted the academic attitude and learning skills to enhance and broaden the acquired knowledge and application skills in a largely independent manner.

11.2. Water Quality Management (WQM) Graduates will be equipped with the competencies to: Knowledge and theory

• Understand and predict for given water resources system the main hydrological, chemical and biological processes and how these processes are dynamically linked with aquatic ecosystems as well as with human activities such as land and water use and pollution.

• Understand and explain the main concepts and instruments for analyzing and influencing formal and informal arrangements for water quality management, including policies, laws and institutions, and by adopting a historical perspective.

• Explain the key concepts for integrated, multi-disciplinary and interdisciplinary analyses of aquatic ecosystems and describe the challenges of such approaches.

• Understand concepts to determine the value of water for various uses and users in (amongst others) economic and ecological terms and explain how these concepts can be used in water resources planning at various spatial and temporal scales.

Methods, techniques and tools • Interpret, design and optimize water quality assessment and monitoring programs by • Applying experimental, statistical and modeling tools. • Formulate and critically evaluate governance frameworks related to water quality management • Apply tools for policy analysis with the emphasis on social inclusion and sustainability. • Combine different types of method and through a process of triangulation synthesize outcomes in

a coherent manner. Analysis, synthesis and integration

• Define a given water resources system, and compose the water and pollution flows across time and space, including the various water uses, and describe the interdependencies these create between the various water users.

• Critically evaluate technical and/or institutional interventions focused on water quality (projects/programs/ policies/ agreements) through analysis of implications for the water resources system, its users and their interrelations at various spatial and temporal scales.

Research • Conduct, independently or in a multidisciplinary team, research including the formulation of

research questions and hypotheses, the selection and application of adequate research methodologies and techniques and the formulation of well-founded conclusions, recommendations and limitations.

General academic skills • Clearly and systematically communicate, argue and defend findings in oral and written

presentations to a variety of audiences. • Think in multidisciplinary and integrated dimensions and be able to distinguish main issues from

side issues. • Have the academic attitude and learning skills to enhance and keep up-to-date the acquired

knowledge and application skills in a largely independent manner


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11.3 Aquatic Ecosystems Management (AEM) Graduates will be equipped with the competencies to: Knowledge and Theory

• Understand how hydrology, morphology and aquatic organisms relate to biochemical processes and ecological functions of inland aquatic ecosystems;

• Summarize provisioning and regulating ecosystem services provided by inland surface waters and wetlands;

• Evaluate how catchment land use, climate variability, invasive species and fisheries exploitation might impact on the ecology of lakes, rivers and wetlands;

• Understand the relationship between pressures from catchment land use, invasive species and fisheries exploitation, and the ecology of lakes, rivers and wetlands;

Methods, Techniques and Tools • Design sampling strategies for the cost-effective monitoring of aquatic ecosystems, that can

support and inform policy objectives; • Conduct laboratory techniques used for basic limnological studies. Specifically, students will be

able to measure physical-chemical properties, chlorophyll a concentration in seston and periphyton; measure and calculate primary production and community respiration, measure nutrient concentration and turbidity, calculate and measure ash free dry mass, and perform zooplankton counts.

Analysis, Synthesis and Integration

• Evaluate anthropogenic impacts on rivers, lakes and rivers; • Think critically in evaluation of results, information derived from the literature and other sources,

and for problem-solving of complex issues related to aquatic ecosystems; • Integrate potentially conflicting stakeholder objectives for the sustainable use of lakes, rivers and

wetlands.

Research • Conduct independent research, including formulation of hypotheses, selection and application of

research methodologies, and the formulation of conclusions and recommendations; • Effectively plan, organize and conduct a research project that has clear aims and objectives; • Write a thesis and reports, and present seminars to a professional standard;

General Academic Skills

• Posses the learning skills to acquire continual knowledge in an independent manner; • Communicate effectively in oral and written presentations to technical and non-technical

audiences; • Collate stakeholder views and integrate potentially conflicting objectives for the efficient and

sustainable use of lakes, rivers and wetlands using concepts of an environmental management system, including management objectives for realistic action plans;

• Work effectively in an interdisciplinary team; and • Provide effective, rational and evidence-based arguments, and be able to present these to a

variety of audiences.


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11.4 Water Supply and Sanitation (WSS) Graduates will be equipped with the competencies to: Knowledge and Theory

• Understand the structure of drinking water supply systems, including water transport, treatment and distribution;

• Understand water quality criteria and standards, and their relation to public health, environment and urban water cycle;

• Understand physical, chemical and biological phenomena and their mutual relationships, within water supply systems;

• Understand water quality concepts and their effect on treatment process selection; • Understand the interaction of water quality and materials applied; • Understand hydraulic concepts and their relationship to water transport in treatment plants,

pipelines and distribution networks; and • Understand Flow through hydraulic structures and unit process

Methods, Techniques and Tools • Design and to rehabilitate raw water abstraction, transport, treatment and distribution processes

and systems; • Understand the importance and methods for operation and maintenance of water supply systems; • Understand options for centralized and urban systems versus decentralized and rural systems;


• Define and evaluate project alternatives on basis of chosen selection criteria; • Use statistical and modeling tools for simulating, prediction of performance and operation of

water supply system components; • Understand water supply engineering within a watershed context

Research

• Conduct independent research, including formulation of hypotheses, selection and application of research methodologies, and the formulation of conclusions and recommendations;

General Academic Skills


audiences.

11.5 Water and Wastewater Treatment Technology (WWTT) Graduates will be equipped with the competencies to: Knowledge and Theory

• Understand the nature of impurities in waters and wastewaters, their concentrations and significance;

• Understand the fundamental physical phenomena governing solid-liquid separation processes;


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• Understand the factors affecting the selection, design and operation of conventional and innovative physical separation processes;

• Understand the underlying chemical principles on which the processes are based, and be able to apply these principles to unit process design and operation;

• Understand the underlying biological principles on which the processes are based, and be able to apply these principles to unit process design and operation;

• Understand how unit processes are selected based on incoming water quality; • Identify the range of conventional and advanced treatment processes for the treatment of bulk

organics, nutrients and micro-pollutants; • Identify the range of conventional and advanced water and wastewater treatment processes for

the removal of dissolved impurities (including toxic metals and trace organics) and the inactivation of pathogenic organisms;

• Acquire knowledge of the theoretical aspects of water reuse and resource recovery in the context of sustainable water management; and

• Acquire knowledge of the socio-political context for water reuse and resource recovery, including the relevant policy environment and issues of public perception

Methods, Techniques and Tools

• Calculate approximate dimensions for specific wastewater treatment units; • Design and specify appropriate operating conditions for unit processes for physical separation as

applied to water and wastewater treatment; and • Execute and assess laboratory work for wastewater quality analysis.


• Select appropriate processes for specific applications, and have knowledge of practical design considerations;

• Identify and evaluate opportunities for water reuse and resource recovery in wastewater treatment systems;

• Identify, summarize and evaluate technological options for water reuse and resource recovery; and

• Devise a complete water reuse and/or resource recovery scheme, and summarize its key components, including significant costs, key associated risks, and potential risk mitigation measures.

Research • Conduct independent research, including formulation of hypotheses, selection and application of

research methodologies, and the formulation of conclusions and recommendations General Academic Skills


audiences; • Be self-reliant; • Manage time and produce work to meet deadlines; • Work with limited data.


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12. INTENDED LEARNING OUTCOMES OF THE PROGRAM 12. 1 Hydrology and Water Resources Specialization Graduates who have undertaken the Hydrology and Water Resources specialization will be equipped with:

• An in-depth understanding of theories and concepts in surface and subsurface hydrology, the physical, chemical and biological interactions between the hydrosphere, the lithosphere, the biosphere and the atmosphere;

• A thorough awareness of natural and human-induced variations of hydrological systems; • Good knowledge of the literature and contemporary research questions in hydrology and water

resources management.

Graduates will be able to: • Apply and integrate relevant physical, chemical, applied mathematical, computational and earth-

scientific principles and concepts; • Use information and communication technology within a hydrological context; • Master the major hydrological methodologies and applications with regard to water quantity and

quality, including techniques for data collection, processing and analysis, and the application of catchment hydrological modeling and aquifer modeling techniques;

• Evaluate and analyze hydrological systems and processes at a wide range of scales in both space and time for the purpose of water resources assessment, natural hazard assessment and mitigation, and environmental planning and management;

• Design and conduct hydrological research and experiments for applied or scientific purposes, independently or within a team;

• Be aware of the importance of hydrology to society, the relationship of hydrology and other disciplines such as ecology, meteorology and climatology;

• Co-operate within a multidisciplinary and interdisciplinary framework with due consideration of ethical and social aspects related to the application of their knowledge and skills.

12.2 Water Quality Management Specialization

After completing this specialization, graduates will be able to:

• Understand and predict for a given water resources system the main hydrological, chemical and biological processes and how these processes are dynamically linked with aquatic ecosystems as well as with human activities such as land and water use and pollution;

• Understand and explain the main concepts and instruments for analyzing and influencing formal and informal arrangements for water quality management, including policies, laws and institutions, and by adopting a historical perspective;

• Understand the key concepts for integrated, multidisciplinary and interdisciplinary analyses of aquatic ecosystems and describe the challenges of such approaches;


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• Understand concepts to determine the value of water for various uses and users in (amongst others) economic and ecological terms and explain how these concepts can be used in water resources planning at various spatial and temporal scales.

12.3 Aquatic Ecosystems Management Specialization After successfully completing this specialization, graduates will be able to:

• Demonstrate and apply an understanding of the physical, chemical and biological structure and associated processes of inland aquatic ecosystems;

• analyze the physiology, ecology and management of aquatic organisms and marine ecosystems; • analyze critically the social dynamics of the utilization of aquatic resources, and the conservation

and restoration of aquatic ecosystems; • Design sampling strategies for cost-effective effective monitoring of aquatic ecosystems, and to

support clearly stated policy objectives; • Understand the relationship between pressures from catchment land use, invasive species and

fisheries exploitation, and the ecology of lakes, rivers and wetlands; • Integrate potentially conflicting stakeholder objectives for the sustainable use of lakes, rivers and

wetlands including the role of the expert and reflect upon cross-disciplinary views on aquatic ecosystem and aquatic production issues;

• Design a research plan in which the problem definition, hypothesis, research objectives and research questions are described in relation to relevant literature;

• Apply appropriate research methods and techniques, including gathering new information and integrating this in existing theories in order to test the scientific hypotheses by gathering new information and by integrating this in existing theories;

• Co-operate in an interdisciplinary and international team to perform project-based work; • Communicate clearly (verbally and in writing) about the results of project and research work with

specialists and non-specialists considering the nature of the target group; • Reflect upon personal knowledge, skills, attitudes and functioning, both individually and in

discussions with others and design and plan their own study path.

12.4 Water Supply and Sanitation Specialization After successfully completing this specialization, graduates will be able to:

• Understand the structure of drinking water supply systems, including water transport, treatment and distribution;

• Understand water quality criteria and standards, and their relation to public health, environment and urban water cycle;

• Understand physical, chemical and biological phenomena, and their mutual relationships, occurring within water supply systems;

• Understand water quality concepts and their effect on treatment process selection; • Understand the interaction of water quality and the materials being used; • Understand Hydraulic concepts and their relationship to water transport in treatment plants,

pipelines and distribution networks; • Understand the importance and methods of operation and maintenance of water supply systems; • Identify options for centralized and urban systems versus decentralized and rural systems; • Define and evaluate project alternatives on basis of chosen selection criteria; • Understand Water supply engineering within a watershed context; • Design and rehabilitate raw water abstraction, transport, treatment and distribution processes

and systems;


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• Use modeling tools for simulation, prediction of performance and operation of water supply system components;

• Communicate effectively in oral and written presentations to technical and non-technical audiences.

12.5 Water and Wastewater Technology Specialization

On successful completion of this study the student should be able to: • Understand the nature of impurities in waters and wastewaters, their concentrations and

significance; • Complete a flow-sheet selection assignment showing how unit processes are selected based on

incoming water quality; • Identify the range of conventional and advanced biological treatment processes for the treatment

of bulk organics, nutrients and micro-pollutants; • Understand the fundamental physical phenomena governing solid-liquid separation processes; • Understand the factors affecting the selection, design and operation of conventional and

innovative physical separation processes; • Design and specify appropriate operating conditions for unit processes for physical separation as

applied to water and wastewater treatment; • Understand the underlying chemical principles on which the processes are based, and be able to

apply these principles to unit process design and operation; • Identify the range of conventional and advanced water and wastewater treatment processes for

the removal of dissolved impurities (including toxic metals and trace organics) and the inactivation of pathogenic organisms;

• Understand the underlying biological principles on which the processes are based, and be able to apply these principles to unit process design and operation;

• Execute and asses laboratory work for wastewater quality analysis (FT and PT); • Select appropriate processes for specific applications, and have some knowledge of practical

design considerations; • Describe their understanding of the theoretical aspects of water reuse and resource recovery in

the context of sustainable water management; • Describe their understanding of the socio-political context for water reuse and resource recovery,

including the relevant policy environment and issues of public perception; • Identify and evaluate opportunities for water reuse and resource recovery in wastewater

treatment systems; • Identify, summarize and evaluate technological options for water reuse and resource recovery; • Devise a complete water reuse and/or resource recovery scheme, and summarize its key

components, including significant costs, key associated risks, and potential risk mitigation measures.


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13. TEACHING AND LEARNING APPROACHES

The teaching-learning methods will include, in addition to class lectures, other collaborative learning activities such as presentation, tutorial, assignment, seminar, demonstration, etc. They are specific to a given module, and thus they are included in the module syllabus. Practical and professional skills are promoted through the taught lecture program and practical work including fieldwork and group class activities.. Laboratory practical classes enhance the learning experience and introduce a wide variety of testing and analysis techniques. Group workshops and practical sessions develop skills in the development of numerical and computational modeling strategies for different processes. ACEWM Modules will use structured and unstructured problem solving approaches. Structured problem solving will be taught through classes that use structured problems to ask questions that enable a student to learn through the logical processes involved in the answering of the questions. These will be answered in tutorial sessions and home works that are guided by professors and PhD students that will also serve as Teaching Assistants in the courses. In this way, the students and future professors will be introduced to the principles of structured problem solving by the world class professors that will be invited to teach at AAU. Following their graduation, MSc and PhD students will be equipped to take back the problem solving pedagogical approach to their universities across Eastern and Southern Africa. Similarly, they will be introduced to the solving of unstructured problems through interdisciplinary systems-based interdisciplinary research that address African water-related problems from multiple perspectives. The strong linkages with water sector organizations will contribute information on contemporary 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 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 transboudary 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.

14. ASSESSMENT STRATEGIES

14.1 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


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• 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. The assessment of the proposed program will be based on: Student Learning

• Knowledge of the discipline • Skills • Values

Student Attitudes and Perceptions about: • Advising • Curriculum • Campus climate • Campus facilities • Mentoring • Co-curricular activities • Course scheduling • Teaching • Student services • Preparation for work or graduate school

Processes and services • Advising • Counseling • Graduation checks • Library assistance • Ombudsman services • Tutoring • Computer assistance • Financial Aid • Health care • New student orientations • Transcripts

ACEWM will develop la comprehensive learning, teaching and Assessment strategy during the first year of its program implementation.


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14.2 Module Assessment ACEWM will ensure that each module will have formal written examination for a module at the end of each semester and in-class tests. Students in the master programs are eligible to sit the program examination leading to the degree of Master of Science in the program they are registered for. The assessments also involve the preparation of technical reports, field and lab reports, research style 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. These have been selected to enhance the employability skills of the students through the use of reporting mechanisms that are standard in the work place and research world, presentation skills through the presentation of complex water related problems or conceptual models in written or oral forms to a technical audience. Standard university rules apply.

The program assessment is passed if all designated module assessments of the program curriculum have been successfully completed as stipulated The level of achievement for mastering learning outcomes becomes greater as students advance through the Master’s degree. The level of achievement continues to grow through professional practice. In order to assess whether students master learning outcomes appropriate for their degree, module content will be mapped to the program learning outcomes. An advisory committee composed of the Graduate Faculty will review the Plan of Study of each student to ensure that program learning outcomes are achieved at the appropriate level. Each student must obtain approval for a Plan of Study from their Graduate Advisory Committee. The ACEWM regards the Plan of Study as an individualized curriculum designed by the advisory committee to assist a student in achieving career objectives and programmatic educational outcomes. 15. PROGRAM CONTENT AND STRUCTURE The 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. This MSc program consists of 100 ECTS of study, comprising of the following five specializations (each 70 ECTS) and a research project (30 ECTS).

1. Hydrology and Water Resources (HWR) 2. Water Quality Management (WQM) 3. Water Supply and Sanitation (WSS) 4. Water and Wastewater Technologies (WWT) 5. Aquatic Ecosystems Management (AEM)

Each specialization consists of 14 modules covering a total of 10 months; this is followed by a 10-month thesis module. Graduates of the program will be awarded 100 ECTS (European Credit Transfer and Accumulation System) credits.


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16. MODULE DESCRIPTORS INCLUDING PREREQUISITES

16.1 Modules Common to All Specializations

Table 1: Common Compulsory Modules

No. Code Module ECTS

1 WM 6011 Water Law, Economics and Governance 6 2 WM 6013 Aquatic Chemistry and Water Pollution 6 3 WM 6015 Water Resources Management Approaches 6 4 WM 6017 Hydrology 6 5 WM 6019 Computational Methods 4 6 WM 6021 Remote Sensing and GIS 5 7 WM 6118 Research Methods 5 8 WM 6023 Seminar 2 9 WM 6610 Thesis 30


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16.2 Hydrology and Water Resources (HWR) Specialization

16.2.1 Core Modules Table 2: Compulsory Modules for HWR Track

No. Code Module ECTS 1 WM 6110 Water Resources Assessment, Evaluation and

Allocation 6

2 WM 6112 Groundwater Hydrology in River Basins 6 3 WM 6114 Hydrologic Hazards and River Basin Processes 6 4 WM 6116 Hydrologic Modeling and Remote Sensing Hydrology 6 5 Elective 6 6 WM 6610 Thesis 30

16.2.2 Elective Modules Table 3: Elective Modules for HWR Track

No. Code Module ECTS 1 WM 6310 Ecohydrology 6 2 WM 6122 Hydro Geochemistry and Isotope Hydrology 6 3 WM 6124 Irrigation Water Management 6 4 WM 6126 Hydro Informatics 6 5 WM 6128 Watershed Hydrology, Soil and water conservation 6 6 WM 6130 Groundwater Exploration & Management 6


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16.3 Water Quality Management (WQM) Specialization

16.3.1 Core Modules Table 4: Compulsory Modules for WQM Track

No. Code Module ECTS 1 WM 6210 Water Quality Analysis and Monitoring 6 2 WM 6212 Water Quality Modeling 6 3 WM 6214 Water and Wastewater Treatment 6 4 WM 6216 Applied Environmental Microbiology 6 5 Elective 6 6 WM 6610 Thesis 30

16.3.2 Elective Modules Table 5: Elective Modules for WQM Track

No. Code Module ECTS 1 WM 6218 Environmental Toxicology 6 2 WM 6220 Hydro Geochemistry and Isotope Hydrology 6 3 WM 6224 Drinking Water Treatment 6 4 WM 6228 Contaminant Fate and Transport in Hydrologic

System 6

5 WM 6230 Applied Multivariate Statistics 6 6 WM 6130 Entrepreneurship and Supply Chain Management 6


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16.4 Aquatic Ecosystems Management (AEM) Specialization

16.4.1 Core Modules Table 6: Compulsory Modules for AEM Track

No. Code Module ECTS 1 WM 6310 Ecohydrology 6 2 WM 6312 Aquatic Ecology and Food Webs 6 3 WM 6314 Wetland Ecology 6 4 WM 6316 Aquaculture and Fisheries 6 5 Elective 6 6 WM 6610 Thesis 30

16.4.2 Elective Modules Table 7: Elective Modules for AEM Track

No. Code Module ECTS 1 WM 6318 Ecological Modeling 6 2 WM 6320 Applied Multivariate Statistics 6 3 WM 6322 Fisheries Management and Conservation 6 4 WM 6324 Environmental Toxicology 6 5 WM 6326 Socio-Economics of Aquatic Resources 6 6 WM 6130 Entrepreneurship and Supply Chain Management 6


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16.5 Water Supply and Sanitation (WSS) Specialization

16.5.1 Core Modules Table 8: Compulsory Modules for WSS Track

No.

Code Module ECTS

1 WM 6410 Water and Sanitation Systems Planning 6 2 WM 6412 Water Supply Systems Engineering and Management 6 3 WM 6414 Wastewater and Storm Water Systems Engineering

and Management 6

4 WM 6416 Water Quality Control 6 5 Elective 6 6 WM 6610 Thesis 30

16.5.2 Elective Modules Table 9: Elective Modules for WSS Track

No. Code Module ECTS 1 WM 6418 Resource Oriented Sanitation Systems 6 2 WM 6420 Water Utilities Managements 6 3 WM 6422 Municipal Solid Waste Management 6 4 WM 6424 Decentralized Water Supply and Sanitation Systems 6 5 WM 6426 Urban Water Management 6 6 WM 6428 Desalination 6 7 WM 6130 Entrepreneurship and Supply Chain Management 6


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16.6 Water and Wastewater Technology (WWT) Specialization

16.6.1 Core Modules Table 10: Compulsory Modules for WWT Track

No. Code Module ECTS 1 WM 6510 Physical & Chemical Water and Wastewater

Treatment Processes 6

2 WM 6512 Biological Wastewater Treatment Processes 6 3 WM 6514 Wastewater Reuse and Resource Recovery 6 4 WM 6516 Water and Wastewater Treatment Plant Design and

Economics 6

5 Elective 6 6 WM 6610 Thesis 30

16.6.2 Elective Modules Table 11: Elective Modules for WWT Track

No. Code Module ECTS 1 WM 6518 Industrial Wastewater Management 6 2 WM 6216 Applied Environmental Microbiology 6 3 WM 6520 Modeling Wastewater Treatment Processes 6 4 WM 6130 Entrepreneurship and Supply Chain Management 6 5 WM 6210 Water Quality Analysis and Monitoring 6 6 WM 6428 Desalination 6


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16.7 Module Schedule

16.7.1 Common to All Specializations Table 12: Schedule for Core Compulsory Modules to All Tracks

Year 1, Semester I No. Code Module ECTS

1 WM 6011 Water Law, Economics and Governance 6 2 WM 6013 Aquatic Chemistry and Water Pollution 6 3 WM 6015 Water Resources Management Approaches 6 4 WM 6017 Hydrology 6 5 WM 6019 Computational Methods 4 6 WM 6021 Remote Sensing and GIS 5 Semester Total 33


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16.7.2 Hydrology and Water Resources (HWR) Table 13: Schedule for HWR Track

Year 1, Semester II No. Code Module ECTS 1 WM 6110 Water Resources Assessment, Evaluation and

Allocation 6

2 WM 6112 Groundwater Hydrology in River Basins 6 3 WM 6114 Hydrologic Hazards and River Basin Processes 6 4 WM 6116 Hydrologic Modeling and Remote Sensing Hydrology 6 5 WM 6118 Research Methods 5 6 Elective 6 Semester Total 35 Year 2, Semester III No. Code Module ECTS 1 WM 6023 Seminar 2 2 WM 6610 Thesis 30 Semester Total 32 Year 2, Semester IV No. Code Module ECTS 1 WM 6610 Thesis 30 Semester Total 30


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16.7.3 Water Quality Management (WQM) Table 14: Schedule for WQM Track

Year 1, Semester II No. Code Module ECTS 1 WM 6210 Water Quality Analysis and Monitoring 6 2 WM 6212 Surface Water Quality Modeling 6 3 WM 6214 Water and Wastewater Treatment 6 4 WM 6216 Applied Environmental Microbiology 6 5 WM 6118 Research Methods 5 6 Elective 6 Semester Total 35 Year 2, Semester III No. Code Module ECTS 1 WM 6023 Seminar 2 2 WM 6610 Thesis 30 Semester Total 32 Year 2, Semester IV No. Code Module ECTS 1 WM 6610 Thesis 30 Semester Total 30


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16.7.4 Aquatic Ecosystems Management (AEM) Table 15: Schedule for AEM Track

Year 1, Semester II No. Code Module ECTS 1 WM 6310 Ecohydrology 6 2 WM 6312 Aquatic Ecology and Food Webs 6 3 WM 6314 Wetland Ecology 6 4 WM 6316 Aquaculture and Fisheries 6 5 WM 6118 Research Methods 5 6 Elective 6 Semester Total 35 Year 2, Semester III No. Code Module ECTS 1 WM 6023 Seminar 2 2 WM 6610 Thesis 30 Semester Total 32 Year 2, Semester IV No. Code Module ECTS 1 WM 6610 Thesis 30 Semester Total 30


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16.7.5 Water Supply and Sanitation (WSS) Table 16: Schedule for WSS Track

Year 1, Semester II No. Code Module ECTS 1 WM 6410 Water and Sanitation Systems Planning 6 2 WM 6412 Water Supply Systems Engineering and Management 6 3 WM 6414 Wastewater and Storm Water Systems Engineering

and Management 6

4 WM 6416 Water Quality Control 6 5 WM 6118 Research Methods 5 6 Elective 6 Semester Total 35 Year 2, Semester III No. Code Module ECTS 1 WM 6023 Seminar 2 2 WM 6610 Thesis 30 Semester Total 32 Year 2, Semester IV No. Code Module ECTS 1 WM 6610 Thesis 30 Semester Total 30


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16.8 Water and Wastewater Technology (WWT) Table 17: Schedule for WWT Track

Year 1, Semester II No. Code Module ECTS 1 WM 6510 Physical & Chemical Water Wastewater Treatment

Processes 6

2 WM 6512 Biological Wastewater Treatment Processes 6 3 WM 6514 Wastewater Reuse and Resource Recovery 6 4 WM 6516 Water and Wastewater Treatment Plant Design and

Economics 6

5 WM 6118 Research Methods 5 6 Elective 6 Semester Total 35 Year 2, Semester III No. Code Module ECTS 1 WM 6023 Seminar 2 2 WM 6610 Thesis 30 Semester Total 32 Year 2, Semester IV No. Code Module ECTS 1 WM 6610 Thesis 30 Semester Total 30


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17. AVAILABILITY OF ADEQUATE AND QUALIFIED FACULTY

At present ACEWM through its national academic partners at least 47 national, regional and international academic partners at the rank of Assistant Professor and above. Details are given in the table below.

Table 18: National and International Faculty

No. Faculty Status Area of expertise Role

1 Dr. Feleke Zewge Existing (AAU)

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

Teaching/Research/Program Management

2 Prof Brook Lema Existing (AAU)

Liminology, Freshwater Ecology Teaching/Research/Management

3 Prof Tenalem Ayenew

Existing (AAU)

Hydrogeolody, Hydrochemistry, Numerical models for hydrologic and hydrogeological systems

Teaching/Research

4 Dr. Dereje Hailu Existing (AAU)

Hydrology, Water resources system and optimization

Teaching/Research

5 Prof. Gizaw Mengistu

Existing (AAU)

Climate modeling, remote sensing Teaching/Research

6 Dr. Samuel Abegaz Existing (AAU/USA)

Environmental Analytical Chemistry, Speciation of trace element, environmental sampling, 47imple preparation, development of analytical methods

Teaching/Research

7 Prof. Seyoum Mengistu

Existing (AAU)

Aquatic Ecology Teaching/Research

8 Dr. Abebe Getahun Existing (AAU)

Fisheries, Aquaculture, Aquaphonics Teaching/Research/PMSC

9 Dr. Yonas Chebude Existing (AAU)

Instrumental Techniques Teaching/Research/Management

10 Dr. Seifu Kebede Existing (AAU)

Hydrogeology, Geochemistry, Water resources management

Teaching/Research/Management

11 Dr. Birhanu Assefa Existing (AAU)

Wastewater Technology Teaching/Research/Management

12 Prof. David Sabatini Visiting (USA)

Environmental Engineering, Chemical Engineering, Contaminant Hydrology

Teaching/Research/Adivsory

13 Prof. Nairn Robert Visiting (USA)

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

Teaching/Research/Advisory

14 Prof. Yang Hong Visiting (USA)

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


15 Dr. Endalkachew Visiting Nano Materials, Risk Assessment, Teaching/Research


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Sahle-Demissie (USA) Biodesalination, Water Quality /Advisory 16 Dr. Demeke Bayou Visiting

(USA) Water Governance Teaching/Research

/Advisory 17 Prof. Nosa O.

Egiebor Visiting (USA Wastewater Technologies, Global

Engagement Teaching/outreach

18 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


19 Prof. Guenten Langergraber

Visiting (Austria)

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


20 Prof. Herwig Waidbacher

Visiting (Austria)

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


21 Prof. Thomas Ertl Visiting (Austria)

Water and Wastewater purification, water pollution control, GIS


22 Prof. Willibald Loiskandl

Visiting (Austria)

Hydraulics, Irrigation, Soil Science, Interdisciplinary Agriculture and Forestry

Teaching/Research

23 Prof. K.Walraevens Visiting (Belgium)

Hydrogeology, groundwater quality, applied geophysics


24 Prof. Pascal Boeckx Visiting (Belgium)

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

Teaching/Research

25 Prof Catherine Ngila Visiting (SA) Water chemistry, new materials for water purification, new methods for water analysis

Teaching/Research/advisory

26 Dr. Joseph Kamau Visiting (Kenya)

Environmental chemistry, Environmental toxicology, Water quality

Teaching/Research

27 Dr. Vincent O. Madadi

Visiting (Kenya)

Environmental chemistry, Water Purification, Water quality

Teaching/Research

28 Dr. Kessy F. Kiluya Visiting Tanzania

Environmental Chemistry, Water quality Teaching/Research

29 Dr. Egid B. Mbofu Visiting Tanzania

Green Chemistry, Water Purification Teaching/Research

30 Dr. Timothy T. Biswick

Visiting (Malawi)

Inorganic layered materials. Environmental Catalysis Environmental Remediation

Teaching/Research

31 Dr. Alemayehu Mekonen

Existing (MoWIE)

Water Supply and Sanitation Teaching/Outreach

32 Dr. Mebruk Mohammed

Existing (AAU)

Water supply and Environmental Engineering

Teaching/Research/Outreach

33 Dr. Germew Sahlu Existing (AAU)

Water Supply and Sanitation Teaching/Research/Management

34 Dr. Solomon Gebrehiwot

Existing (AAU)

Water Resources Management, Water shade Management

Teaching/Research

35 Dr. Kinfe Kassa Existing (AMU)

Water and Environmental Management Teaching/Research/PMSC

http://www.geog.ucl.ac.uk/about-the-department/people/academic-staff/richard-taylor/research/grofutures-groundwater-futures-in-sub-saharan-africa

http://www.nature.com/nclimate/journal/v3/n4/full/nclimate1731.html

http://iopscience.iop.org/1748-9326/7/2/024009/article

http://www.bgs.ac.uk/GWResilience/

http://www.bgs.ac.uk/GWResilience/


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36 Dr. Esayas Alemayehu

Existing (JMU)

Water Technology, Water purification Teaching/Research/PMSC

37 Dr. Agizew Niguse Existing (AAU)

Wastewater technologies, Water Supply and Sanitation

Teaching/Research

38 Dr. Seyoum Leta Existing (AAU)

Wastewater microbiology, industrial wastewater treatment

Teaching/Research

39 Dr. Fassil Assefa Existing (AAU)

Microbiology Teaching/Research

40 Dr. Yakob Arsano Existing (AAU)

Water Governance and Policy Teaching/Research

41 Dr. Tassew Woldehanna

Existing (AAU)

Economics Teaching/Research

42 Dr. Dereje Zeleke Existing (AAU)

International Law and Policy Teaching/Research

43 Dr. Yohannes Abera Existing (AAU)

Integrated Water Resources Management Teaching/Research

44 Prof. Shem Wangiga Visiting (Kenya)

Water Quality Teaching/Research

45 Prof. Nacy Love Visiting (USA)

Biological Wastewater Treatment Teaching/Research

46 Prof. Glen Visiting (USA)

Water and Wastewater Treatment System Design

Teaching/Research

47 Dr. Teshome Immana

Existing (AAU)

Socioeconomics Teaching/Research

The implementation of the teaching program will also benefit from AAU’s strong team in the teaching of fundamental and applied courses in water science and engineering and related fields. The courses will be taught by resident and visiting faculty, as well as “Professors of Practice” from the water sector. The professors will be selected initially from AAU’s academic units. However, new faculty and visiting professors will also be recruited through a transparent recruitment process. The professors will be selected based on terms of reference developed by the AAU/ACEWM Management Committees. They will be selected to build a pipeline of Assistant, Associate and Full Professors that can train the next generation of Africans within the ACEWM network. 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. The activities include:

• 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;


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• 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; • 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; and

• 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, Executive Director of College of Health Sciences (with the rank of Vice President), Executive Director of Addis Ababa Institute of Technology (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 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


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6. Water Supply and Environmental Engineering, Arbaminch 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 Dar es 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 are planned for and disbursed according to the schedule and within the framework agreed upon during the preparation of the project. The centre 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 program 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


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• 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 • Committee for ICT and Logistics

The ACEWM will have will have the following coordinators which will be appointed form 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 Leader

Center Leader

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

Table 19: 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 Chromatograph with Electron Capture Detector

Water analysis (Department of Chemistry


Gas Chromatograph Flame Ionization Detector

“ 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 Teaching/Research/Training


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Sciences) Isotope Analyser Water Analysis (School of Earth

Sciences) Teaching/Research/Training

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

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.


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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.

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 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 of standard to serve as accommodation for the ACEWM regional students coming from other African Countries.

19.8 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, • Identification of standard textbooks for each module, • Avail teaching materials on ACEWM dedicated website, • Maintain appropriate student/teacher ratio, • Provide research and teaching skills improvement program for teaching/research staff, • Provide proper advice to students, • Evaluation of student performance through, reports, tests, mid semester examinations, seminars

and comprehensive final examination, • Preparation of relevant teaching materials and laboratory manuals, • Monitoring of instructors performance through student evaluation, • Monitoring of instructors performance through colleague and Center Leader evaluation, • Standardization of exams by Centre Academic Committee (CAC), • internal quality audits to ensure that requirements are fulfilled (proof of the declared

achievements), thus supporting the assessment of human performance, • Implement quality management system based on ISO, • 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


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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 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/


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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. 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. To improve quality and standards, ACEWM will undertake the following tasks: Program Accreditation

• The Water Management Sub-Specializations will be accredited for a maximum period of 6 years, inclusive of the evaluation/reaccreditation year. Information will be provided on the type of international accreditation undertaken; Gap assessment certified /undertaken by an external accreditation agency; Self-evaluation undertaken following a satisfactory international standards (agreed as part of the performance agreement); Details on National Accreditation or ISO to be specified.

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.


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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. 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 designed considering various aspects of water 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 Master of Science in Water Management (Hydrology and Water

Resources)

የሳይንስ ማስተር ዲግሪ በውሀ ማጅ (በሀይድሮሎጂና ውሀ ሀብት)

2. The Degree of Master of Science in Water Management (Water Quality

Management)

የሳይንስ ማስተር ዲግሪ በውሀ ማጅ (በውሀ ጥራት ማጅ)

3. The Degree of Master of Science in Water Management (Water Supply and

Sanitation)

የሳይንስ ማስተር ዲግሪ በውሀ ማጅ (በመጠጥ ውሀ አቅርቦትና ሳኒቴሽን)

4. The Degree of Master of Science in Water Management (Water and Wastewater

Technologies)

የሳይንስ ማስተር ዲግሪ በውሀ ማጅ (በውሀ ማጣራት ቴክኖሎጂ)

5. The Degree of Master of Science in Water Management (Aquatic Ecosystems

Management)

የሳይንስ ማስተር ዲግሪ በውሀ ማጅ (በውሀ ሥነ-ምህዳር ማጅ)

23. THE PROPOSED DATE: SIGNATURE


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ANNEX I SYLLABI OF MODULES 24. MODULE SYLLABUS

24.1 Core Modules Module: Water Law, Economics and Governance Code: WM 6011 Credit: 6 ECTS Year: 1 Semester: II

Module Description:

Water Law: study how society allocates and protects its most crucial natural resource — water. Complex rules govern the distribution and management of surface water, groundwater and public water supplies. Many aspects of water law have old origins in historic social needs and conditions, yet many aspects of water law have undergone substantial change to adapt to new social conditions and needs. In this module, the emphasis will be on current legal and policy debates, although we will also examine the history of water development and politics. Although the module will focus on Africa, insights from the course are applicable to water regimes throughout the world, law and policy elsewhere in the world will also be included for comparison. The most important issues to be discussed in this module are: the international principles of shared water resources; the protection of threatened groundwater resources; environmental limits on water development; constitutional issues in water governance; water rights; protection of water quality; challenges to substantively reforming existing water law; and national and regional disputes over water resources.

Water Economics: The topic will provide students with economics concepts and methods applied to water governance, management and valuation. Firstly, it aims to introduce participants to some of the goals, objectives and principles of water planning and second, to water resource economics and economic concepts pertinent to water management and planning. It explores principles of water planning and current issues. Students are introduced to economic and social impact analyses which are key aspects of water planning and management. Thus participants are encouraged to develop awareness of the need to integrate economic, social, legal and environmental perspectives in planning against a background of uncertainty and change.


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Water Governance: In this part, students are introduced to frameworks, principles and assessment of water governance at the global/international, national, regional/basin, trans-boundary and local levels. They will unpack core concepts of governance in general and water governance in particular in various socio-political and economic contexts of Africa. Participants will familiarize themselves with one of the major components of water governance, i.e. water security, which is the critical foundation for human, economic and environmental securities. Students will develop critical awareness of the cross-cutting nature of water security, as the cornerstone upon which investment for economic development in Africa relies. Some of the vital elements of water governance, e.g. efficient, equitable, and sustainable sharing of the resources, increased levels of regional co-operation and co-ordination will be discussed. Participants will be armed with the skills of prevention, resolution, management and transformation of resource-related conflicts.Current themes influencing water governance and policy including that of sustainable development, collaborative management, water rights and access, and equity for marginal groups will be covered. Water planning as a key governance mechanism at regional and basin levels form one of the components, with comparisons drawn between Africa and other countries.

Learning outcomes: Upun successful completion of this module, students will be able to:

• Demonstrate their understanding of the role of law in water resource management and the provision of water services in different group as well as individual tasks to be assigned;

• understand the nature of conflict over water resources, including competing human demands for various types of water uses;

• Explain the structures, institutions and essential elements of international and national water law and the regulation of water services to each other and to the whole class during their presentations;

• Illustrate the concepts, which underpin water governance initiatives at different scales i.e. global/international, national, regional/catchment, and local levels using various case studies in groups as well as individualactivities;

• Show how water planning as a key governance mechanism in developed and developing country contexts work by using different examples

• discuss, critique and evaluate trans-boundary governance arrangements, particularly how they implement international norms for sharing water and their methods of resolving conflict

• Apply acquired knowledge and competences of the main economic concepts and terms to the water sector in mini-projects,

• Demonstrate using tools such as Cost Benefit Analysis, valuation techniques, economic instruments for water policy, and conflict resolution methods and processes for water management in different projects assigned individually as well in groups.

• Deliberate on the importance of participatory water management and the role of private-public partnership in class debates and writing assignments;

• Play roles of negotiation and mediation so as to prevent potential resource conflicts in groups; • Link water law, economics and governance for effective and efficientmanagement of water in

African context

Module Content


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Subject/topic

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WATER LAW International Water Law: The principles and rules of water use under the existing international legal regimes; the legal framework of water management of transboundary water resources, and conflict resolution over water uses.

4 1 1 5 15

Comparative National Water Law: the basics of water law in the context of their historical development, including water rights, regulation of water, water quality regulations in the African context

4 2 1 6 16.5

WATER ECONOMICS

The nature, concepts, the subject matter and Principles of Microeconomics and Macroeconomics, methods in microeconomics and macroeconomics. Principles of supply and demand, markets and market structure (perfectly competitive, oligopoly and Monopoly), normal and public goods, equilibrium conditions. Development economics. Pareto optimality conditions The first and second theorems of welfare economics. water and development in Africa, water as an economic good, water demand and supply, social attitudes towards water economic criteria for water allocation

4 1 1 8 16.5

Water valuation: elements of welfare economics, concepts for water economic valuation, case studies in African contexts, intra and inter-allocations of water resources.

3 2 1 4

12

Cost-Benefit, rate of Return and Present Value Analysis: concepts, procedure and methods, examples and case studies

3 2 1 6

13.5

Externalities: positive and negative externalities, formalization, internalization of externalities, elements of water policies

3 1 4 10.5


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Policies for pollution control and water quality improvement: formalization (Modeling) of a simple economic system with pollution, externality control policy instruments (taxes, subsidies, standards, penalties, etc.), examples

3 1 1 5 12

Water pricing and allocation : water pricing for various water uses, water tariffs, water affordability (supply and Demand) and social aspects of water pricing, case studies ( Cash flow analysis of water projects)

3 1 1 5 12

WATER GOVERNANCE

Water governance and institutions: principles, policies and rules of water governance, traditional and formal institutions of water, participatory governance

3 1 1 5 12

Water governance mechanisms: mechanisms and processes of water governance , upstream – downstream perspectives of water governance, national and trans-boundary water governance, decentralization, local water governance, up scaling and out scaling of water governance, hydro-political perspective of water governance, geopolitical context of water governance, resource-related conflict prevention, management, resolution and conflict transformation, case studies

3 1 1 5 12

Water Service Provisions and Equity: looking at drinking water and sanitation in both the public and private sector and focusing on good governance. Equity, fairness, efficiency and sustainability of sharing water resources;

3 1 1 5 12

Total 150 ECTS 6

Group assignment • Assignment will be given to a group of 3 students

Individual assignment • Students will be given individual assignment at the end of each chapter and will be required the

report Practical

• None Field studies

• None Evaluation Exams 50% Group assignment 25% Individual assignment 25% _____________


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100% Role of instructors and students: Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions

Give oral presentation using latest techniques

Guide collaborative assignments Introduce practical Guide field studies √

Participate in laboratory and field exercises

Evaluate students continuously Teaching support and input:

i. Classroom teaching/ learning

• White board, markers and erasers

• Video Conference • Transparency projector • Transparency papers • LCD • Flip charts

ii. Practical • None (simulation

exercises of negotiation and mediation)

iii. Field trips • None (may be

visiting relevant offices in Addis…visiting water bodies in Addis e.g. Kebena river and its surrounding areas to assess how the water is being used

Pre-requisite: None Co-requisite: None Module requirements The module assumes that students will

• Attend lectures with enthusiasm and purpose • Actively participate in self and collaborative learning • Ask questions and provide stimulating ideas for discussion • Return all written assignments on time • Be prompt and enthusiastic for oral presentations • Sit for all quizzes, tests and exams • Suggest innovative ways of delivering the module in future • (Visit selected case study sites)

Reading materials:

• Dante A. Caponera, Principles of Water Law and Administration: National and International, 2nd edition (2007)

• Joseph W. Dellapenna and Joyetta Gupta (editors), The evolution of the law and Politics of Water, Springer (2008)


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• Patricia Wouters, International law: Facilitating Transboundary Water Cooperation (Global Water Partnership Technical Committee (The Background Paper No. 17) [ 2013]

• Convention on the Law of the Non-navigational Uses of International Watercourses (1997) • Salmnan M. A. Salman, The Helsinki Rules, the UN Watercourses Convention and the Berlin Rules:

Perspectives on International Water Law (2007) • Agreement on the Nile River Basin Cooperative Framework (English & French) (2010) • Water Law in a Nutshell5th Edition, David Getches, Sandi Zellmer, Adell Amos • Water Resource Economics: The Analysis of Scarcity, Policies, and Projects ,Ronald C. Griffin • Managing Water under Uncertainty and Risk, The United Nations World Water Development

Report 4 (2012), Volume 1, Chapter 1, pp 22-42. • Water, a Shared Responsibility, the United Nations World Water Development Report 2 (2006),

Chapter 2, (The Challenges of Water Governance). Part 2, pp 54 – 60. • Abera Dalelo (2007 EC), YewuhaGuday: YesinaWuhaTibeb ha-huBeEtiopia …np. (Chapters: 15, 16

& 17) • Kilot, Nurit, Deborah Shmuel, Uri Shamir (1997) Institutional Framework for the Management of

Transboundary Water Resources, Vol. I, Institutional Framework as reflected in Thirteen river Basins, Water Research Institute, npp,

• Luzi, Samuel (2007) Double-Edged Hydropolitics on the Nile: Linkages between domestic Water Policy Making and Transboundary Conflict and Cooperation, Swiss Federal Institute of Technology-Zurich

• Mason, Simon A (2004) From Conflict to Cooperation in the Nile Basin, Swiss federal Institute of Technology-Zurich

• Tvedt, Terje, ed (2010) The river Nile in the Post-Colonial Age: Conflict and Cooperation among the Nile Basin Countries, I.B.Tauris, London

• Waterbury, John (2002), The Nile Basin: National Determinants of Collection Action, Yale University Press New Haven

• YacobArsano “Institutional Development and Water Management in the Ethiopian Nile Basin” in Tvedt, Terje, ed (2010) The River Nile in the Post-Colonial Age: Conflict and Cooperation among the Nile Basin Countries, I.B.Tauris, London

• YacobArsano (2007), Ethiopia and the Nile: Dilemmas of National and Regional Hydro-politics, Swiss Federal Institute of Technology-ETH, Zurich

• Additional latest materials are forthcoming. Responsible staff:

• Dr. Yacob Arsano/Dr. Yonas A./TBA

https://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=David+Getches&search-alias=books&field-author=David+Getches&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Sandi+Zellmer&search-alias=books&field-author=Sandi+Zellmer&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_3?ie=UTF8&text=Adell+Amos&search-alias=books&field-author=Adell+Amos&sort=relevancerank

https://mitpress.mit.edu/authors/ronald-c-griffin


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Module: Aquatic Chemistry and Water Pollution Code: WM 6013 Credit: 6 ECTS Year: 1 Semester: II

Description: The goal of this module is to introduce students to the concepts and models used in aquatic chemistry while providing a foundation in the basic principles used in the chemical aspects of water quality. The module content is centered on the chemical equilibrium and kinetic analysis of the speciation, transformation and partitioning of inorganic and organic chemical species in aqueous systems; including the aqueous components of surface and groundwater systems, soils, and the atmosphere. Emphasis is on the study of acid-base chemistry, complexation, precipitation-dissolution and reduction oxidation reactions, tableau method for solving equilibrium numerical calculations; titration concepts as applied to natural systems; buffer intensity; minerals and their role in controlling natural water chemistry. The module develops an understanding of the role played by physicochemical parameters in the speciation of a pollutant or nutrient element between the water and sediment phase, reactivity, effects and fate of pollutants in natural water, mechanisms and kinetics, mobility, transformation and translocation of pollutants in water and sediments.

Learning outcomes: Upon successful completion of this module, students will be able to:

• understand the thermodynamic principles to solve practical problems to determine the composition of natural water (rivers, groundwater, ocean, or wastewater treatment plant),

• understand the role that the carbonate system and other weak acid/base pairs have on determining important natural water properties such as pH and alkalinity,

• quantitatively determine the solubility of solids in natural waters, • quantitatively determine the speciation of metals in natural waters and understand how metals

interact with organic ligands, • understand the role of redox chemistry in the water environment, including biologically mediated

reactions, • quantitatively determine the redox status of natural waters and evaluate the free energies

involved in maintaining or exploiting existing equlibria, • identify, analyze and provide insight on the fate of pollutants in an aquatic system, • able to analyze key water pollutants


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Module Content: Subject/topic

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Introduction to Aquatic Chemistry: overview, biogeochemical cycles, hydrologic cycles, unique properties water, applications; notation, symbols, units

2 2 1 5 10.5

Equilibrium, Energetic and Kinetics: review of thermodynamics, solving equilibrium problems, graphical approach, non-ideal effects, Tableau Method conservation principles, chemical accounting, components

3 1 1 4 12

Acids and Bases: acidity Alkalinity, weak and strong acids, ionization fractions, buffer capacity, acid –base equilibria, applications, pC /pH diagrams

2 1 1 4 9

Solid Dissolution and Precipitation: chemical weathering, solubility, stability diagrams, applications

3 1 1 5 12

Complexation: ion pairs, metal speciation , ligands, organic complexation, applications

3 1 1 5 12

Oxidation-Reduction: overview, redox reactions, Eh-pH diagrams, applications

3 1 1 5 12

Heterogeneous chemistry: Environmental interfaces of aquatic systems with soil and air, and adsorption reactions.

3 1 1 5 12

Point and non-point sources of water pollution 2 1 1 4 9

Transport, reactivity and fate of water pollutants in surface water and groundwater

2 1 1 4 9

Dissolved Oxygen, BOD and COD 2 2 1 5 10.5 Eutrophication of water resources 2 2 1 5 10.5 Sediment: water transfer of pollutants 2 1 1 4 9 Acidification of water bodies 1 1 1 3 6 Emerging pollutants 2 2 1 5 10.5 Water pollution control and prevention approaches

2 1 1 4 9

Total 150 ECTS 6 Group assignment

• Students will be given problems for closed and open aquatic systems in a group of 3 Individual assignment

• Each student will be given selected problems from each chapter Practical


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• Students will collect water samples from lakes, rivers and wastewater effluents and carryout lab analysis for selected parameters

Field studies • One field trip will be organized to selected site to collect samples and evaluate water chemistry

and pollution status Evaluation Exams 50% Group assignment 10% Individual assignment 10% Laboratory report 15% Field report 15% ________________ 100% Learning-teaching strategy/methods

• Class room lecture, discussion, group assignment, field work and laboratory work • Students will learn structured and unstructured problem-solving approaches.

Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions


Guide collaborative assignments Introduce practicals Guide field studies


Evaluate students continuously Teaching support and input i. Classroom teaching/ learning • White board, markers and erasers • Video Conference • Transparency projector • Transparency papers • LCD • Flip charts

ii. Practical Laboratory equipments and chemical reagents

iii. Field trips • Field vehicle, boats and

outboard engine • Funds for DSA, fuel, etc • Preservatives • field water quality test kits

Pre-requisite: None Co-requisite: None Barred combination modules: None Module requirements The module assumes that students will

• Attend lectures with enthusiasm and purpose • Actively participate in self and collaborative learning • Ask questions and provide stimulating ideas for discussion • Participate in laboratory and field studies • Return all written assignments on time • Be prompt and enthusiastic for oral presentations • Sit for all exams • Suggest innovative ways of delivering the module in future


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Reading Materials

• Stumm, Werner, and James J. Morgan, Aquatic Chemistry.. New York, NY: Wiley-Interscience, 1996. ISBN: 0471511854.

• C.N. Sawyer, P. L. McCarty, G.E Parkin, Chemistry for Environmental Engineering, 4th edition, McGraw-Hill, Inc. New York

• Morel, F.M.M and J.G. Hering, Principles and Applications of Aquatic Chemistry, Wiley, 1993 New York. ISBN 0 471 54896 0

• Mark M Benjamin, Water Chemistry, MacGraw Hill, 2002

Journals • Environmental Science and Technology • Biogeochemistry • Science of the Total Environment • Journal of Hazardous Materials • Environmental Toxicology and Chemistry • Environmental Toxicology and Chemistry • Environmental Toxicology and Chemistry • Environmental Chemistry Letters • Environmental Toxicology and Chemistry • Chemosphere

Responsible staff:

• Dr. Feleke Zewge , Dr. Vincent Madadi

http://www.scimagojr.com/journalsearch.php?q=21537&tip=sid&clean=0









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Module: Water Resources Management Approaches Code: WM 6015 Credit: 6 ECTS Year: 1 Semester: I

Description: The World’s freshwater is very limited; but the demand for it is increasing as a result of rapid population growth, the expansion of irrigated agriculture to feed the growing population, for household consumption, as well as industrial uses. The imbalance between availability of the resource and its extraction is resulting in the depletion of freshwater resources and the consequent massive deaths and health problems in many regions of the world, particularly in sub-Sahara Africa. The solution to the problems is managing water in such a way that there is a balance between extraction and replenishment of water resources. The focus of this module is on the basic principles of surface and ground water resources management in the context of water scarcity and hydrologic uncertainty. Topics include reservoir, river basin, and aquifer management, conjunctive use of surface and ground water, wastewater reuse, and demand management. Series of water resources management approaches will be critically discussed- including IWRM, Adaptive Water resources management, socio-hydrology, the Ecosystem Approach, sequencing Investment, Institutions and Information (3i). The module also introduces the technical, economic, social, and political elements of water management.


• understand the basic principles of water resources management, • understand the concepts and applications of integrated water resources management, • understand the merits of the various approaches of water management, • understand the new trends of water management in the face of new threats like pollution and

climate change, • collect and process statistics to compare the water resource situation in different world regions,

especially for Africa from library/web search, • observe and analyze water management systems in selected field sites in Ethiopia, • understand the importance of legal and institutional framework of water management


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Module content: Subject/Topic

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Basic Principles and Concepts • Water resources management principles; • the hydrologic cycle; surface & groundwater resources; the

non uniform distribution of water resources in space and time; water budgets

• hydrologic uncertainty • water scarcity; use of indicators; the severity of water

scarcity in different countries in Africa • uncertainty associated with climate change

3 2 5 12

water resources management: • IWRM Principles: Modern principles for water management

and planning, definition, components, and critique of IWRM. • IWRM Implementation: Socio-scientific, economic, political and

ecological factors affecting the implementation of IWRM principles Salient examples of river basin management, lessons from best practices in river-basin management

5 2 4 2 13

27

Lakes and Reservoir: • reservoir operation studies; operation rules (flood control,

municipal and industrial water supply, irrigation, hydroelectric power); simulation of reservoir operation

• resource reliability assessment; reservoir yield concepts; the relationship between target draft and yield; factors affecting the estimated yield

• deterministic resource assessment • probabilistic resource assessment • optimization of reservoir operation • water quality management; water quality parameters of

concern; inflows control; in-reservoir improvements; control of releases

3 2 2 7 15

River Basins as Management Units: • management of small river basins • managing river basins serving large water transfer schemes • interstate water allocation and management issues; example:

the awash river basin • transnational issues in river basin management; example: the

Nile river • the Concepts of Socio-hydrology

4 2 6 15


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• other examples from African countries Water Resources Management Approaches • Adaptive water resources management • The Ecosystem approach • Water-Food- Energy Nexus • Sequencing Investment-Institutions-Information Valuation of water • Sociohydrology in river basin management

5 4 2 11

24

Non-Conventional Sources of Water: • desalination of saline water bodies current trends in the

desalination industry • water reuse; urban reuse; industrial reuse; agricultural reuse • rainwater management and rainwater harvesting

3 2 2 7 6

Water Use: • urban water use; overview and factors affecting urban use;

examples of urban water use around the world • irrigation; overview of present irrigation use; parameters

affecting irrigation requirements; water quality impacts of irrigation return flows

• industrial water use • ecological demand

5 2 7 18

Demand Management: • supply, demand, soft-path approaches • economic management options; water as an economic good;

water demand curve and the economic value of water; water supply curve and the economic cost of water use; opportunity costs

• demand management in urban water supply; cost recovery and pricing of urban water supply; water metering

• demand management in irrigation from surface water; cost recovery in surface water irrigation; pricing practices in different countries

• demand management in irrigation from groundwater • water markets; examples in Africa and other countries • the concept of virtual water and the water footprint • technical tools and options for demand management;

improving the efficiency of urban distribution systems; agricultural water use efficiency;

• administrative management tools and options; water use restrictions; public awareness campaigns; data collection and keeping

• water auditing of large systems and facilities

4 2 2 8 18

Total 150

ECTS 6

Role of Instructors and Students:


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Instructor Students Lecture on major topics Attend lectures attentively and ask questions Guide individual and group assignments Submit/present assignments on time Supervise group discussions Participate actively in group discussions Guide self-learning Engage in self-learning Evaluate students continuously Perform well in continuous evaluations Guide field reports and evaluate reports Participate in field studies and report

Teaching Support and Inputs:

Classroom teaching-learning Field studies White board, markers, eraser Vehicle Flip charts Funds for fuel and repair Video conference LCD projector Stickers (different sizes and color)

Module Evaluation:

• Exam 50% • Group Assignment 20% • Individual Assignment 15% • Field report 15%

______________________ 100% Reading materials:

• IPCC 2007 Working Group II: Impacts, Adaptation and Vulnerability: Water Management Option. • Gleick, P. H. 2003 Global Freshwater Resources: Soft-Path Solutions for the 21st Century • Mckenzie, RS, Chunda, C, Rademeyer, JI and Wegelin, W.2007 Integration of Demand Side

Management and Supply Side Management • Economic Commission for Africa 2006 Water in Africa: Management Options to Enhance Survival

and Growth • African Union 2012 Water Resources Management in Africa. • World Bank 2005 Primer on Demand-Side Management • Global Water Partnership 2000 Integrated Water Resources Management • Global Water Partnership 2009 A Handbook for Integrated Water Resources Management in

Basins • Pahl-Wostl, C., J. Sendzimir, P. Jeffrey, J. Aerts, G. Berkamp, and K. Cross. 2007 Managing change

toward adaptive water management through social learning. Ecology and Society12(2): 30. • Mosello, B., R.Calow, J. Tucker, H. Parker, TenaAlamirew, SeifuKebede, TesfayAlemseged,

AssefaGudina 2015 Building adaptive water resources management in Ethiopia • Lankford, B.A.2007 Integrated, adaptive and domanial water resources management.

Responsible Staff:

• Dr. Yohannes Abera/Dr Seifu Kebede


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Module: Hydrology Code: WM 6017 Credit: 6 ECTS Year: 1 Semester: I

Description: This module is intended to give a clear presentation of the relationship between hydro-climatology, surface hydrology and groundwater to students of water management. Topics include the different hydrometeorological elements and their inter-relationship, method of estimation, rainfall runoff relationships, application of water balance to estimate unknown element with other components of water balance being known, Integrated Water Resource Management. Finally different models including PRMS, SWAT, WETSPASS, HEC RES will be introduced Learning outcomes: Upon successful completion of this module, students will be able to:

• develop the skill required to quantify the different hydro – meteorological elements • assess surface water potential of a given area • analyze rainfall, runoff and land use relationships • understand the fundamental principles of groundwater hydrology and use them to solve

problems related to groundwater flow Module Content:

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Introduction: hydrologic cycle, global water distribution, atmospheric subsystem, drainage basin

3 1 4 10.5

Precipitation: precipitation mechanism, precipitation measurement, mean basin rainfall, depth area analysis, depth area duration, rainfall frequency, intensity-duration-frequency analysis

6 2 1 9 22.5

Evaporation and Evapotranspiration: factors controlling evaporation, evaporation from free water surface, evapotranspiration, estimation of evaporation and evapotranspiration

5 3 1 9 21


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Runoff and stream flow: sources and components of runoff, hydrograph separation, stream flow estimation, peak discharge, flow frequency, flood frequency, draughts and frequency of low flow, rainfall runoff relationship; introducing hydrologic models- rainfall runoff models- PRMS, SWAT, WETSPASS, HEC RAS; water balance of river basins at multiple scale (local, regional, aquifer etc)

6 2 4 1 13 28.5

Infiltration, soil water processes and groundwater recharge: significance of infiltration, process of infiltration, controls of infiltration, methods of measuring infiltration, soil water relationship, soil moisture, groundwater recharge estimation technique

6 2 2 1 11

25.5

Hillslope hydrology: Hydrology of slopes, Types of rivers and drainage patterns, Experimental basins, Transport and sediment balance

4 2 2 1 9 19.5

Groundwater Hydrology: origin of groundwater, role of ground water in hydrological cycle, ground water bearing formations, classification of aquifers, types of aquifers, flow and storage characteristics of aquifers, Darcy’s law, anisotropy and heterogeneity, coefficient of permeability, groundwater flow rates, permeability formulae, laboratory and field measurement of permeability, groundwater movement

5 2 2 1 10 22.5

Total 150 ECTS 6

Group assignment

• Delineating and characterizing watersheds • Estimating groundwater recharge using SWAT, WETSPASS

Individual assignment • Depth area Duration Analysis

Practical Field studies

• Field visit to the rift valley lakes basin and selected river basins • stream gauging

Evaluation Exams 50% Group assignment 15% Individual assignment 15% Field report 20% ________________ 100%


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Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions


Guide collaborative assignments Guide field studies



ii. Practical

iii. Field trips • Field vehicle • Funds for DSA, fuel, etc • Field measurement

instruments


• Attend lectures with enthusiasm and purpose • Actively participate in self and collaborative learning • Ask questions and provide stimulating ideas for discussion • Participate in laboratory and field studies • Return all written assignments on time • Be prompt and enthusiastic for oral presentations • Sit for all quiz, tests and exams • Suggest innovative ways of delivering the module in future

Reading Materials

• R.C. Word and M. Robinson, 1990, Principles of hydrology, 3rd edition • V.T. Chow, 1998, Applied hydrology • Elizabeth M.S. 1994, Hydrology in practice, 3rd edition • Dingman, S. L., 1994. Physical Hydrology. Prentice Hall, GB 661.2 D56 • Chow, V. T., Maidment, D. R., and Mays, L. W., 1988, Applied Hydrology, McGraw-Hill, GB 661.2C43 • Brutsaert, W., Hydrology an Introduction, Cambridge University Press, 200 • C.W. Fetter, 1988, Applied hydrogeology, 3rd edition • Shewab G.O, Fangmeier D.D, Elliot W.J. and Frevert R.K. 1993, Soils and water conservation

engineering 4th edition • Clive Agnew and Ewan Anderson, 1992, Water resources in the Arid realm

Journals

• Journal of hydrology, Elsevier


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• Hydrogeology Journal, Springer • Water resource management

Responsible staff:

• Dr. Dessie Nadew

Module: Computational Methods Module WM 6019 Credit: 4 ECTS Year: 1 Semester: I

Description: This module introduces the basic concepts of computational method and will emphasize applications to surface and subsurface water flows. The class assumes no prior background with numerical methods, but will move through the basics quickly. After learning some general numerical methods for solving differential equations, the module will focus on variations and modifications necessary for numerical simulations of water flow and associated environmental applications. There will be hands-on learning through computer modeling assignments using Matlab, where students will learn to develop own simple programs to solve equations governing flow and transport in the water environment. Students will gain understanding of both the numerical techniques needed to predict water flows and the underlying physical processes described by the mathematical equations.

Learning outcomes: Upon successful completion of this module, students will be able to

• understand a number of mathematical formulations in fluid flow problems, • know basic numerical techniques for solving fluid flow problems, • distinguish between an ‘exact’ solution and a numerical approximation, • derive and apply the basic numerical methods used in 1D, 2D, and 3D numerical models, • estimate the errors and stability of numerical schemes, • program one- or two-dimensional numerical solutions in Matlab, • select and apply appropriate turbulence models for flow simulations, • explain the properties and setup of common numerical codes used for environmental fluid

mechanics, • use a 3D model of your choice to investigate an environmental flow problem


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Module content:

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Governing equations for fluid flow and scalar transport: Diffusion equation, advection equation, advection-diffusion equation, source/sink terms, Burger’s equation, shallow-water equations, Navier-Stokes equations

2 1 1 4 9

Mathematical theory of fluid mechanics: Vectors and Cartesian tensors, Stress tensors and tensor notations; Algebra of vectors and operations on tensors, Calculus of scalar/vector fields, tensor calculus and Reynold’s transport theorem, Classification of fluid flow equations, Eulerian and Lagrangian descriptions of fluid motion, material derivatives, stream function and velocity potential, streamlines and vortex, Equation of continuity and conservation equations, conservative/non conservative form of governing equations, Euler’s equations of motion, Navier-Stokes equation of motion, Coordinate systems and transformation rules, Jacobian and Hessian matrices.

5 2 1 8 19.5

Differential equations for describing fluid dynamics: Integral Transforms; Laplace Transform, Fourier Transform; Characteristics and classification of differential equations; Properties of first order differential equations; solutions of kinematic wave equations and advection equation, Properties of 2nd order elliptic partial differential equations; Laplace and Poisson equations related to stationary flow problems; Properties of 2nd order parabolic partial differential equations; diffusion problems, advection dispersion equations.

5 2 1 8 19.5

Numerical techniques: Stokes and Gauss integral theorems, Characteristics and classification of differential equations; Properties of first order differential equations, solutions of kinematic wave equations and advection equation, Properties of 2nd order elliptic partial differential equations, Laplace and Poisson equations related to stationary flow problems, Properties of 2nd order parabolic partial differential equations, diffusion problems, advection dispersion equations.

4 2 1 7 16.5


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Numerical solution of partial differential equations: time advancement schemes, numerical stability analysis, modified equation analysis, Runge-Kutta formulas, implicit methods, accuracy, systems of equations, initial and boundary value problems, direct and iterative solution methods for systems of equations

6 2 3 1 12 27

Finite difference methods: construction of finite-difference schemes, order of accuracy, modified wave number, Padé approximation, non-uniform grids

4 3 1 8 18

Finite volume methods: Interpolation, conservative formulations, grid staggering

4 3 1 8 18

Total 55 125 ECTS 5 Group assignment

• Hands-on learning through computer modeling assignments using Matlab, where students will learn to develop own simple programs to solve equations governing flow and transport in the water environment

Individual assignment

• Exercises on functions and vector fields; calculation of potential functions and velocity fields, verification of conservation and rotation properties;

• Calculation of path lines and streamlines for simple fluid flow problems; • Transformation of coordinate systems; • Explicit and implicit numerical solutions for the advection-diffusion equation; • Explicit and implicit numerical solutions for the momentum and continuity equations in 1

dimension; • Solution of a kinematic wave equation problem, determination of wave velocities and mass

transport velocities; Practical

• Computer exercises on solutions of nonlinear problems; • Computer exercises on interpolation, differentiation and integration of discrete data sets; and • Computer exercises on curve fitting techniques. • Computer exercises on MATLAB

Field studies

• None Evaluation Exams 50% Group assignment 15% Individual assignment 15% Practical 20% ________________ 100% Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions


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Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions





ii. Practical Computers MATLAB

iii. Field trips • None

Pre-requisite: None Co-requisite: None Module requirements The module assumes that students will:


Reading materials

• Fundamentals of engineering numerical analysis. Author: Moin, Parviz. Published: Cambridge, U.K.; • New York: Cambridge University Press, 2001. • Computational methods for fluid dynamics. Authors: Ferziger, Joel H. and Peric, Milovan. • Published: Berlin; New York: Springer, 3rd edition, 2002. • Numerical methods for engineering application. Author: Ferziger, Joel H. Published: New York:

Wiley,2nd edition, 1998. Responsible staff:

• Dr. Mengistu Goa/Dr. Taddese Abdi


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Module: Remote Sensing and GIS Code: WM 6021 Credit: 5 ECTS Year: 1 Semester: I Description: Remote Sensing is a science of studying natural and manmade earth features by analyzing the digital satellite data which are used in applications in water resources, land use/land cover, forest resources, environmental monitoring etc. In this module students will study electromagnetic radiation of sun, its interaction with the atmosphere and main earth surface features like vegetation, soil, and water and their spectral reflectance characteristics. The module covers different satellites, platforms, sensors and orbital characteristics and their role in getting the remote sensing data. The second part will discuss about Geographical Information Systems (GIS), a powerful tool in which we can model the behavior of certain aspects of the earth surface. This part includes an overview and general principles of GIS, data types, data handling and projections. Basic spatial data analysis will be covered. In the third part students will learn about the practical component that involves the use of desktop software for image processing and analysis using ERDAS Imagine, ENVI, and GIS software ArcGIS. The theoretical and practical components that are covered include basic principles and applications of Remote Sensing and Geographic Information Systems, overview of the satellite image data, how it is acquired and processed for a certain application, acquisition of individual experience in the use of GIS data and remote sensing data through execution of a term projects. Learning outcomes: Upon successful completion of this module, students will be able to:

• understand remote sensing and its associated technologies for different applications, • apply basic image processing and GIS techniques to solve problems, • understand the various attributes of spatial information, • understand the characteristics and differences between raster and vector data models, • understand the difference between a spatial and non-spatial database, • know the advantage of remote sensing and GIS techniques for water resources management, • explore the existing and new software

Module content:

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Remote Sensing Definitions and applications 2 1 3 7.5

Electromagnetic Radiation (EMR) 2 1 3 7.5

Sensors and platforms 3 1 4 10.5


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Image pre-processing 3 1 3 10 15 Digital Image enhancement 3 2 1 3 10 18

Image Classification 3 1 3 9 15 Geographic Information System (GIS) 5 1 3 12 21 Coordinate Systems 3 1 3 8 15 Geospatial data handling and processing 3 2 1 6 13 22.5 Total 72 125 ECTS 5

Role of Instructors and Students: Instructor Students Lecture on major topics Attend lectures attentively and ask questions Guide individual and group assignments Submit/present assignments on time Supervise group discussions Participate actively in group discussions Guide practical sessions Engage in practical sessions Evaluate students continuously Perform well in continuous evaluations Guide field reports and evaluate reports Participate in field studies and report Teaching Support and Inputs: Classroom teaching-learning Field studies White board, markers, eraser GPS devices Well equipped Computer lab with latest software

Funds for fuel and repair

LCD projector Module Evaluation:

• Exam 50% • Practical Assignment 20% • Individual Assignment 20% • Paper review and presentation 10%

______________ 100%

Reading materials:

• Remote Sensing and Image Interpretation by Lillisand, T.M. and Kiefer T.W., Jhon Wiley. 1999. • Principles of Remote Sensing by Paul J. Curran, Longman Scientific & Technical, England, 1985. • Remote Sensing: Principles and Interpretation by Sabins Floyd F. Jhon Wiley and Sons. 1994. • Fundamentals of Remote Sensing, Canada Center for Remote Sensing Tutorials (Internet) • Geographic Information Systems: A management perspective. By Stan Arnoff 1993. • Geographic Information System, an introduction. By Bernhardsen, T. 1999. • Concepts and Techniques of GIS by C.P. Lo and Albert K. Yeung.

Journals: • Remote Sensing of Environment • IEEE Transactions on Geoscience and Remote Sensing • Geoscience and Remote Sensing Transactions • Sensors • Canadian Journal of Remote Sensing • International Journal of Remote Sensing • Photogrammetric Engineering and Remote Sensing


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• Cartographica • Cartography and Geographic Information Systems • Geographic Information Sciences • International Journal of Geographical Information Systems

Responsible Staff:

• Dr. Binyam Tesfaw/TBA

Module: Seminar Code: WM: 6023 Credit: 3 ECTS Year: 2 Semester: I

Description: Students will give seminar on selected current topics in their field of specializations based on critical review of existing literature. The seminar will be defended by the students and examined by at least evaluators other than the seminar advisor. It should not be a progress report of the research project of the student.

Learning Outcomes: Upon successful completion of this module, students will be able to:

• articulate the philosophical bases of quantitative and qualitative research, • critically analyze the characteristics of different methodological approaches and methods of

research, • critically appraise available literature in order to justify a research question, • undertake critical review published literature in their field of specialization, • demonstrate competent IT, bibliographic skills and utilization of web resources, • develop skills in technical writing, • communicate effectively

Module Content: • Identification of seminar topic in consultation with seminar advisor • Critical review literature relevant to the seminar topic • Submission of the seminar document to the seminar advisor • Presentation of the seminar


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24.2 Hydrology and Water Resources Specialization Module: Water Resources Assessment, Evaluation and Allocation Code: WM 6110 Credit: 6 ECTS Year: 1 Semester: II Description: This module will describe how river basin water resources can be managed by calculating the demands and using a systems approach to water resources planning and management. This module describes introduction to water resources planning, identification and evaluation of water management plans: water resources planning objectives, cost-benefit objectives, multi-objectives, plan formation, planning models and solution procedures, objective functions and constraint equation, optimizations methods, water resources planning under uncertainty: probability concepts and their use in water resources planning, application of systems analysis to water resources: deterministic river basin modeling: stream flow estimation, estimation of reservoir storage requirement for water supply, flood control aspects, HP production, withdrawals and diversions; synthetic stream flow generation: statistical stream flow generation models, ARMA models and their application in water resources management. Introduction to River basin modeling and management: river basins models, decision support system (DSS), and concepts of sustainability, environmental impacts and their assessment. Water Resources allocation modeling [hydrological models, WEAP] Learning Outcomes: Upon successful completion of this module, students will be able to:

• construct and operate of river basin models e.g. WEAP , • quantify water demands for urban, agriculture and industry, • understand fundamentals of water quality models, • understand selected techniques of optimization, • identify available water resources and how these vary in time, • build simple optimization models using Linear Programming, • simulate changes in water quality and relate these to regulations, • evaluate risk in planning for floods and droughts, • plan future demand scenarios based on climate change, • evaluate system management options to optimize water availability, • use simulation software such as WEAP for river basin modeling, • exercise report writing, group work, independent judgment and time management


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Module content: Subject/Topic

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Introduction to water resources planning

2 1 1 4 9

Identification and evaluation of water management plans: water resources planning objectives, cost-benefit objectives, multi-objectives, plan formation, planning models and solution procedures, objective functions and constraint equation, optimizations methods.

2 1 3 7.5

Water resources planning under uncertainty: Probability concepts and their use in water resources planning.

3 1 3 1 8

16.5

Application of systems analysis to water resources: deterministic river basin modeling: stream flow estimation, estimation reservoir storage requirement for water supply, flood control aspects, HP production, withdrawals and diversions;

4 2 3 1 10 21

Synthetic Stream flow Generation: statistical stream flow generation models, ARMA models and their application in water resources management.

5 2 3 10 22.5

Introduction to River basin modeling and management: river basins models, decision support system (DSS), and concepts of sustainability, environmental Climate change and impacts on water resources, use of WEAP software

4 2 3 1 10 21

Demand estimation Estimating agricultural demands from irrigation systems

4 2 1 7 16.5

Water Availability versus Quality: water availability and water quality modeling, statistics, probability and stochastic modeling, water quality modeling

4 2 3 1 10 21

Optimization and performance monitoring: Optimization of water allocation, Performance monitoring and asset management

4 1 1 6 15

Total 68 150 ECTS 6


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Role of Instructors and Students: Instructor Students Lecture on major topics Attend lectures attentively and ask questions Guide individual and group assignments Submit/present assignments on time Supervise group discussions Participate actively in group discussions Guide practical sessions Engage in practical sessions Evaluate students continuously Perform well in continuous evaluations Guide field reports and evaluate reports Participate in field studies and report Teaching Support and Inputs: Classroom teaching-learning Field studies White board, markers, eraser Some Hydrological parameters measurement

devices Well equipped Computer lab with latest software

GPS devices



100% Reading materials:

• Loucks D.P. and Beek E.V. (2005) Water Resources Systems Planning and Management. UNESCO • Karmouz M., Szidarovszky F., and Zahraie B. (2003) “Water Resources System Analysis”, CRC

Press • Vedula S., and Mujumdar P.P. “Water Resources Systems”, McGraw Hill • Software requirements

o WEAP, WEAP, CROPWAT, CROPWAT, MATLAB

Journals: • Journal of Water Resources Planning and Management • Journal of the American Water Resources Association • International Journal of Water Resources Development • Advances in Water Resources • Journal of Water Resource and Protection • Journal of Water Resources Planning and Management - ASCE • Ground Water • Ground Water Monitoring and Remediation

Responsible Staff:

• TBA


ACEWM Page 89

Module: Groundwater Hydrology in River Basins Code: WM 6112 Credit: 6 ECTS Year: 1 Semester: II

Description: The module will cover the role of groundwater in river basins, groundwater as resource (irrigation, industry water supply; groundwater in engineering and mining; groundwater dependent ecosystems; social and economic aspect; global distribution of groundwater; definitions of basic terms in groundwater hydrology (by origin: connate, juvenile, metamorphic and meteoric; by discipline: engineering, agriculture, geology; ) aquifers, aquicludes, aquitards, aquifuges; porosity, permeability, hydraulic conductivity, transmissivity, storage coefficients; structure of aquifers: vertical zonation of the subsurface; confined, unconfined, leaky and perched aquifers; water table condition, artesian condition; hydro-meteorology and hydrology (hydrology cycle, precipitation , pet and eat, runoff, surface water models); occurrence of groundwater (geologic framework of groundwater storage and circulation: origin of rocks and structures, groundwater occurrence in volcanic rocks, groundwater occurrence in consolidated sedimentary rocks, groundwater occurrence in metamorphic rocks, groundwater occurrence in loose sediments); groundwater survey ; groundwater recharge and discharge groundwater hydraulics; groundwater hydraulics and mass transport; well mechanics; pumping tests and estimation of aquifer parameters; evaluation of groundwater resources groundwater development, operational, and capacity expansion optimization models; groundwater quality prediction and management; aquifer reclamation; parameter estimation in groundwater systems; MODFLOW applications Learning Outcomes: Upon successful completion of this module students will be able to:

• understand the major reservoirs and fluxes in the hydrologic cycle, • quantify groundwater flows in natural formations and approaching wells, • derive the differential equations for water balance, groundwater head, and contaminant transport

from differential control volumes, and then apply these relationships, • understand well hydraulics and pump testing, • evaluate of groundwater resources, • locate, design, construction and testing of water wells and groundwater development

Module content:

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Introduction: zone of aeration, zone of saturation, storage coefficients, groundwater table, fluctuation of groundwater table, recharge and discharge areas, definition of aquifer, aquifuge, aquitard and aquiclude, confined and unconfined aquifers

2 2 1 5

9

Aquifer Properties: aquifer parameters – specific yield, specific retention, porosity, storage coefficient,

2 1 3

6


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derivation of the expression. determination of specific yield, land subsidence due to ground water withdrawals Groundwater Flow I: Introduction. Darcy’s law, hydraulic conductivity, coefficient of permeability and intrinsic permeability, transmissibility, permeability in isotropic, unisotropic layered soils, steady one dimensional flow, different cases with recharge. laws of groundwater movement, use of tracer techniques in groundwater hydrology, groundwater flow in ditches & galleries tapping different types of aquifers

4 1 3 1 3 13 22.5

Groundwater Flow II: regional flow and geologic controls on flow, transient flow, aquifer storage and compressibility, unconfined flow, groundwater interaction with streams and lakes, numerical methods, flow in fractured rock

5 2 3 1 3 13 27

Well Hydraulics: steady radial flow in confined and unconfined aquifers. introduction, general equation, Theis method, Cooper and Jacob method, Chow’s method, solution of unsteady flow equations (derivation not required), analytical groundwater optimization models

4 2 3 3 12 24

Ground Water Exploration: geologic and hydrologic methods, seismic method, electrical resistivity method, bore hole geo-physical techniques; electrical logging, radioactive logging, induction logging, sonic logging and fluid logging. Magnetic & gravity methods in groundwater targeting.

4 2 3 1 10 19.5

Vadose Zone Hydrology: unsaturated flow, retention curves and Richard’s equation, infiltration and, evapotranspiration

5 2 3 1 10 22.5

Ground Water Recharge, Discharge and Balance: parameters of groundwater balance, estimation of recharge components, groundwater assessment & Balancing, artificial recharge, methods of artificial groundwater recharge, spreading methods, induced recharge, sub surface dams, case histories, groundwater management by conjunctive use

4 2 3 1 10 19.5

Total 76 150 ECTS 6 Role of Instructors and Students:

Instructor Students Lecture on major topics Attend lectures attentively and ask questions Guide individual and group assignments Submit/present assignments on time Supervise group discussions Participate actively in group discussions Guide practical sessions Engage in practical sessions Evaluate students continuously Perform well in continuous evaluations Guide field reports and evaluate reports Participate in field studies and report

Teaching Support and Inputs:


ACEWM Page 91

Classroom teaching-learning Field studies White board, markers, eraser Some Hydrological parameters measurement


GPS devices

LCD projector Reading materials:

• Willis, R. and W. W-G. Yeh. Groundwater Systems Planning and Management, Prentice- • Hall, Inc., Englewood Cliffs, New Jersey, 1987. • Bear, Jacob. Dynamics of Fluids in Porous Media. New York, NY: Dover Publications, 1988. ISBN:

0486656756. • Bear, J. Hydraulics of Groundwater, Dover Publications, 2007 • Todd, D.K. Groundwater Hydrology, John Wiley and Sons, New York, 1980. • Ahlfeld, D. P. and A. E. Mulligan. Optimal Management of Flow in Groundwater Systems,Academic

Press, New York, 2000. • Istok, J. Groundwater Modeling by the Finite Element Method, Water Resources Monograph 13,

American Geophysical Union, Washington, D.C., 1989. • Davis, S. and R.J.M. DeWiest. Hydrogeology, John Wiley & Sons, New York, 1967. • Remson, I., Hornberger, G.M., and F.J. Molz. Numerical Methods in Subsurface Hydrology, Wiley-

Interscience, New York, 1971. • Pinder, G.F. and W.G. Gray. Finite Element Simulation in Surface and Subsurface Hydrology,

Academic Press, New York, 1977. • Freeze, R.A. and J.A. Cherry. Groundwater, Prentice-Hall, Englewood Cliffs, New Jersey,1977. • McWhorter, D. B. and D. K. Sunada. Groundwater Hydrology and Hydraulics, Water Resources

Publications, Fort Collins, Colorado, 1977. • Batu, V. Aquifer Hydraulics—A Comprehensive Guide to Hydrogeologic Data Analysis, John Wiley &

Sons, New York, 1998. • Domenico, Patrick A., and Franklin W. Schwartz. Physical and Chemical Hydrogeology. New York,

NY: John Wiley & Sons Inc., 1998. ISBN: 0471597627. • Freeze, Alan R., and John A. Cherry. Groundwater. Englewood Cliffs, NJ: Prentice Hall, 1979. ISBN:

0133653129. • Hydraulics of Groundwater. New York, NY: McGraw-Hill College, 1980. ISBN: 0070041709. • Todd, David Keith. Groundwater Hydrology. New York, NY: John Wiley & Sons Inc., 1980. ISBN:

047187616X. Journals:

• Journal of Hydrogeology & Hydrologic Engineering • Journal of Groundwater Hydrology • Contaminant Hydrology • Hydrology: Current Research • Nature Climate Change

Responsible Staff:

• Prof. Tenalem Ayenew/TBA

http://www.omicsonline.org/earth-science-climatic-change.php


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Module: Hydrologic Hazards and River Basin Processes Code: WM 6114 Credit: 6 ECTS Year: 1 Semester: II Description: The course introduces a range of hydrologic hazards and associate impacts in river basin. The module presents an overview of some of the most serious hazards, together with an assessment of the environmental and socioeconomic factor which turn such hazards into risks. Factors which have the potential to change the magnitude and frequency of hazards, such as the role of climate change and land use change are considered as well as an assessment of the usefulness of a number of strategies for mitigating the effects of hydrologic hazards. Learning outcomes: Upon successful completion of this module, students will be able to:

• explain the difference between hazard, risk and disaster, • identify the physical processes which give rise to hazards in the environment, • discuss the physical and sociological factors which influence the global distribution of hydrologic

hazards and associated disasters, • evaluate management strategies which are used to deal with hydrologic risks and disasters, • integrate the various scientific and social factors contributing to hazard assessment and

management Module content: Subject/Topic

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Introduction: hydrologic event that is capable of inflicting damage or causing danger to human and animal life and/or property

2 1 1 4 9

Types of Hydrologic Hazards: Floods, Droughts, Change of Hydroclimatic Regime, Erosion/Sediment Movement, Mud/Debris Flows, Landslides, Environmental Pollutants (Nutrients, Pesticides, Salts, other chemicals)

2 1 3 7.5

Mitigation and Resilience and Disaster Response: mitigation against a range of hydrological hazards and improves their resilience if disaster occurs. Short-term Hazard Forecasting and Warning, Long-term Hazard Forecasting and Warning

3 1 3 1 8

16.5


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Hydro meteorological/Climatologically hazards: atmospheric, hydrological and marine hazards, their nature, geographic distribution, frequencies and how they impact on communities

4 2 3 1 10 21

Slope Instability: background principles, the stability of hill slopes in respect both of landslides and of chronic soil erosion, the range and distribution of this hazard and how it can be measured, management of land-use activities on hill slopes, management practices that can minimize landslip and erosion problems

5 2 3 10 22.5

Drought Prediction Using A Hydro climatic Model: Sources of hydrologic variability, variability results in a distribution of hydrologic system response, a simplified hydro climate model (SHM), ensemble forecasting by means of the (SHM),

4 2 3 1 10 21

Flooding: flood magnitude and frequency be measurement

4 2 1 7 16.5

Tools For Risk Assessment and Forecasting of Hydrologic Hazards: frequency analysis, stochastic models, conceptual models, physically-based models, forecasting of floods by coupled atmospheric (MM5) and hydrologic (WEHY) models,

4 2 3 1 10 21

Environmental Pollution Hazards: broad spectrum of pollutants, explore the nature of pollution and the reasons why it occurs, and using case studies discuss the ways in which individuals and communities are exposed to it, fundamentals of risk assessment in relation to pollutants, and the ways in which the risk posed by pollution can be managed and reduced, the issues of pollution linked specifically to waste disposal and then consider the disproportionate risks posed by a certain class of pollutants, those that bioaccumulate

4 1 1 6 15

Total 68 150 ECTS 6 Role of Instructors and Students: Instructor Students Lecture on major topics Attend lectures attentively and ask questions Guide individual and group assignments Submit/present assignments on time Supervise group discussions Participate actively in group discussions


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Guide practical sessions Engage in practical sessions Evaluate students continuously Perform well in continuous evaluations Guide field reports and evaluate reports Participate in field studies and report Teaching Support and Inputs: Classroom teaching-learning Field studies White board, markers, eraser Some Hydrological parameters measurement


GPS devices



100 Reading materials:

• Wisner, B., Gaillard, J.C. and Kelman, I (2012) The Routledge Handbook of Hazards and Disaster Risk Reduction. Routledge, London.

• George M. Hornberger, Patricia L. Wiberg, Jeffrey P. Raffensperger, and Paolo D'Odorico Elements of Physical Hydrology, second edition, Hardback ISBN: 9781421413730, October 2014

• Anderson, Malcolm G.; McDonnell, Jeffrey J., eds. (2005). Encyclopedia of hydrological sciences. Hoboken, NJ: Wiley. ISBN 0-471-49103-9.

• Hendriks, Martin R. (2010). Introduction to physical hydrology. Oxford: Oxford University Press. ISBN 978-0-19-929684-2.

• Maidment, David R., ed. (1993). Handbook of hydrology. New York: McGraw-Hill. ISBN 0-07-039732-5.

• Viessman, Jr., Warren; Gary L. Lewis (2003). Introduction to hydrology (5th ed.). Upper Saddle River, N.J.: Pearson Education. ISBN 0-673-99337-X.

Journals: • Hydrological Processes, ISSN 1099-1085 (electronic) 0885-6087 (paper), John Wiley & Sons • Hydrology Research, ISSN 0029-1277, IWA Publishing (formerly Nordic Hydrology) • Journal of Hydroinformatics, ISSN 1464-7141, IWA Publishing • Journal of Hydrologic Engineering, ISSN 0733-9496, ASCE Publication • Journal of Hydrology • Water Resources Research • Hydrological Sciences Journal - Journal of the International Association of Hydrological Sciences

(IAHS) ISSN 0262-6667 (Print), ISSN 2150-3435 (Online)

Responsible Staff:

• Prof. Tenalem Ayenew/TBA

https://en.wikipedia.org/wiki/International_Standard_Book_Number

https://en.wikipedia.org/wiki/Special:BookSources/0-471-49103-9


https://en.wikipedia.org/wiki/Special:BookSources/978-0-19-929684-2





https://en.wikipedia.org/wiki/Special:BookSources/0-673-99337-X

https://en.wikipedia.org/wiki/International_Standard_Serial_Number

https://www.worldcat.org/search?fq=x0:jrnl&q=n2:1099-1085

https://en.wikipedia.org/wiki/John_Wiley_%26_Sons





https://en.wikipedia.org/wiki/Journal_of_Hydrologic_Engineering



https://en.wikipedia.org/wiki/American_Society_of_Civil_Engineers

https://en.wikipedia.org/wiki/Journal_of_Hydrology

https://en.wikipedia.org/wiki/Water_Resources_Research






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Module: Hydrological Modeling and Remote Sensing Hydrology Code: WM 6116 Credit: 6 ECTS Year: 1 Semester: II Pre-requisites: Computational Methods (WM 6019) and Remote Sensing and GIS (WM 6021) Description: 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 application of remotes sensing data acquisitions, processing, correction, calibration, classification, interpretation and model input parameterization for hydrology. 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 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. Hydrological modeling tools that rely on satellite remote sensing shall be presented including PRMS, SWAT, HEC RAS. Learning outcomes: Upon successful completion of this module, students will be able to:

• understand the basic principles and application on remote sensing in hydrological modeling, land-use and catchment characteristics, remote sensing of surface and ground water, remote sensing for water quality

• understand the basics of remote sensing, data acquisition and processing • perform various corrections to images, classify and interpret • generate various input parameters for hydrological modeling • integrate remote sensing and GIS to hydrological modeling • validate remotely sensed precipitation with measured values


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Module content:

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Review of Remote sensing concepts and principles: energy source, electromagnetic radiation, radiation and atmospheric interaction, radiometry, resolutions

3 1 4 10.5

Remote sensing principles as applied to water resources management

4 1 5 13.5

Image classification and accuracy assessment: classification algorithms : minimum distance classifier, maximum likelihood classifier

4 2 1 7 16.5

Remote Sensing in Hydrological Modeling 4 2 1 7 16.5 Terrain mapping: DEM, NASA Shuttle Radar Topography Mission (SRTM) and Hydro SHEDS, Global 30-m DEM

5 1 3 9 21

Remote Sensing of Surface Water and groundwater: Groundwater/surface water level, Altimeter, Groundwater-GRACE (Theory, Data and Applications)

5 2 1 3 11 24

Soil Moisture: AMSR-E, TMI, Radar SAT, Microwave (Principle, products, application and limitation)

3 2 1 2 8 16.5

Evapotranspiration: Landsat, MODIS, ASTER sensors, surface energy balance, application and limitation

3 1 1 3 8 16.5

Water quality mapping and modeling using remote sensing

3 2 2 7 15

Total 66 150 ECTS 6

Role of Instructors and Students: Instructor Students Lecture on major topics Attend lectures attentively and ask questions Guide individual and group assignments Submit/present assignments on time Supervise group discussions Participate actively in group discussions Guide practical sessions Engage in practical sessions Evaluate students continuously Perform well in continuous evaluations Guide field reports and evaluate reports Participate in field studies and report Teaching Support and Inputs: Classroom teaching-learning Field studies • White board, markers, eraser • Some Hydrological parameters measurement

devices • Well equipped Computer lab with latest • GPS devices


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software • LCD projector Module Evaluation:

• Exam 50% • Practical Assignment 20% • Individual Assignment 20% • Paper review and presentation 10% 100%

Reading materials:

• Hobbs, R.J., and H.A. Mooney. 1989. Remote Sensing of Biosphere Functioning. Springer-Verlag, New York

• Remote Sensing in Hydrology and Water Management Gert A. Schultz· Edwin T. Engman (Eds.) • Remote Sensing and Image Interpretation by Lillisand, T.M. and Kiefer T.W., Jhon Wiley. 1999.

Major Remote Sensing Journals

• Remote Sensing of Environment • IEEE Transactions on Geoscience and Remote Sensing • Journal of Geophysical Research • Geoscience and Remote Sensing Transactions • Sensors • Canadian Journal of Remote Sensing • International Journal of Remote Sensing • Photogrammetric Engineering and Remote Sensing • Cartographica • Cartography and Geographic Information Systems • Geographic Information Sciences • International Journal of Geographical Information Systems

Responsible Staff:

• Dr. Beniyam Tesfaw/TBA


ACEWM Page 98

Module: Research Methods Code: WM 6118 Credit: 5 ECTS Year: 1 Semester: I Description: The aim of this module is to provide the student with an understanding of research principles, a range of quantitative and qualitative research methodologies and appropriate analysis for these. This will enable the student to develop the research skills and knowledge necessary to undertake an independent research project. It addresses principles and philosophy of scientific inquiry, experimental design and statistical analysis of experimental data. Major topics to be covered include: principles of scientific method, general structure of research, ethics and professionalism in science; developing a hypothesis, a research problem and related questions, Framing the problem with the correct research methodology, collecting data that accurately addresses the research problem, measuring the effectiveness of a program, Using data to make decisions, evaluating feasibility of research proposals academic writing-proposal, thesis/dissertation, and articles; experimental design–principles, sampling design, analysis, interpretation, presentation of comparative and factorial experiments; and linear regression with one and multiple predictor variable. Learning outcomes: Upon successful completion of this module, students will able to:

• articulate the philosophical bases of quantitative and qualitative research, • critically analyze the characteristics of different methodological approaches and methods of

research, • evaluate the applicability of different research methods within their own area of specialization, • critically appraise available literature in order to justify a research question, • formulate a feasible small scale study or systematic literature review relating to the students own

field of study, which utilizes a research methodology appropriate for the question, • justify the selection of appropriate data analysis methods in order to fulfill the student’s research

aims, • demonstrate competent IT, bibliographic skills and utilization of web resources • write research proposals, thesis and journal articles, • design experiments including the required sampling framework

Module Content:


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Introduction to The Process of Conducting Research

2 1 1 4 9

Research Design : steps in the process of research, identifying a hypothesis and/or research problem, specifying a purpose, creating research questions, reviewing literature, ethics of research and informed consent

2 1 1 4 9

Introduction to Qualitative Research: essence of qualitative data, sampling, collection techniques (biography, phenomenology, grounded theory, ethnography, case study)

2 1 1 5 9

Interpreting Qualitative Data: qualitative data analysis procedures, coding, thematic development

2 1 1 4 9

Introduction to Quantitative Research: essence of quantitative data, collection and analysis techniques

3 2 1 6 13.5

Sampling Concepts: defining the target population, representative sample, potential consequences of unrepresentative sampling (gaming the system), over representative subgroups / weighting, design effect, sampling methods (cluster, stratified, simple random)

2 1 1 4 9

Experimental Design 3 2 2 7 15 Quantitative Data Collection Instruments: choosing a good instrument, interval and ratio scales introduction to applied statistics, identifying the dependent and independent variables, confidence levels

2 2 1 5 10.5

Descriptive Statistics: summarizing and describing a collection of data, univariate and bivariate analysis, mean, mode and standard deviation, percentages and ratios, histograms, identifying randomness and uncertainty in data

2 2 1 5

10.5

Inferential Statistics: drawing inference from data, modeling assumptions, identifying patterns, regression analysis, t-test, analysis of variance, correlations, chi-square

3 2 1 6 13.5

Introduction to Mixed Methods Research: advantages, design components, explanatory mixed methods framework, exploratory mixed methods framework

2 2 1 5 10.5


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Interpreting and Writing About Quantitative and Qualitative Findings

3 2 1 6 13.5

Critically Critiquing Research Reports 3 1 1 5 12

Total 135 ECTS 5.4 Group assignment

• Review of research articles • Statistical data analysis with computer programs (SAS and SPSS)

Individual assignment • Proposal • Experimental data analysis

Field studies: Not available Evaluation

Exams 50% Group assignment 20% Individual assignment 30 %

________________ 100% Reading materials: • J. Hartley, 2008. Academic writing and publishing: A practical handbook • R. J. Freund, W. J. Wilson; D. L. Mohr. 2010. Statistical Methods. 3rd Ed. • John Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, SAGE

Publications, Inc; Fourth Edition (March 14, 2013) Responsible staff:

• Prof. Seyoum Mengisu/Dr. Tena Alamerew


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Module: Geochemistry and Isotope Hydrology Code: WM 6122 Credit: 6 ECTS Year: 1 Semester: II Description: Fundamental concepts of Chemical thermodynamics (energy, entropy, enthalpy, equations of state, thermodynamic laws, heat capacity, Gibbs free energy); Geochemical Reactions and Aquatic Geochemistry (acid base reactions, redox reactions; complexation, hydrolysis dissolution and precipitation reactions, clays and their properties, Mineral surfaces and their interaction with solutions); Natural composition of groundwater; the hydrogeochemical facies concepts; Geochemical tracers of groundwater flow and reactive transport; Process time scales in groundwater systems; Obtaining representative groundwater information (sampling, preservation, analyses); Numerical Modeling of groundwater processes(Inverse and Forward modeling); Lumped Parameter Modeling, reactive transport modeling, Geochemical Investigations; Environmental Isotopes systematic and groundwater (O, H, C, N, S, Cl isotopes); Isotope fractionation in hydrologic systems; Isotope effects, Isotopes in Arid zone hydrology, Isotopic tracers of groundwater time scale and flow, Isotopes in paleo hydrology, Isotopes in lake studies, Dating groundwater, isotopes in meteorology.

Learning Outcomes:

Upon successful completion of this module, students will be able to: • understand the fundamental geochemical concepts and principles and comprehend reactions

responsible for imparting groundwater geochemistry, • understand how stable isotopes can be applied in hydrology, • apply simple isotopic mass balance models to water-rock interactions, • gain skills in conducing geochemical modeling and acquaint themselves with geochemical

modeling tools, • appreciate the diverse application of groundwater geochemistry and isotope systematic in water

resources investigation and management, • use groundwater geochemistry and environmental isotopes to decipher practical hydrogeological

problems


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Module Content:

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Fundamentals of Law T Geochemistry • Thermodynamics • Geochemical reactions [acid-base, re ox,

precipitation, dissolution, hydrolysis, etc]

• Equilibrium calculations/speciation

3 1 1 5 12

Composition of Natural Waters and their control of River, Lakes, Groundwaters, and Ocean

2 1 1 4 9

Obtaining representative groundwater information: Sampling, sample preservation, analysis and presenting geochemical data; QQ in geochemical data: geochemical diagrams;

3 6 3 6 18 22.5

Numerical Modeling of groundwater processes(Inverse and Forward modeling); reactive transport modeling,

2 6 8 15

Isotope systematic in hydrology Basic principles [ isotope definition, isotope abundance, isotope ratios, the delta notation, isotope fractionation, radioactivity, the meteoric water line, evaporation line; isotope effects] Stable isotopes [18O, 13C, 15N, 2H, 34S] Radioactive Isotopes [3H, 14C, 81-Kr, 85Kr, chloride-36, 222Rn]

8 2 6 1 17 37.5

Isotopes and Geochemistry in Arid zone hydrology: isotopes in recharge processes investigation, recharge mechanism, recharge rates, 3H and Cl profiles; groundwater dating in arid zones

3 1 2 6 7.5

Dating groundwater: 3H, 14C and other isotopes (CFCs, SF6), in groundwater dating, lamped parameter modeling, residence time concepts, residence time computations and modeling; Nobel gas applications in hydrology

4 6 2 12 24

Applications of Isotope and geochemistry in water resources management in Africa [case studies]

5 5 10 12.5


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Isotopes in surface water studies: Base flow separation, lake water balance, groundwater flux around lakes wetlands and rivers; coupling isotope hydrology with hydrological models; isotopes in GCMs and meteorology

2 2 1 5

10.5

Total 150 ECTS 6

Role of Instructors and Students: Instructor Students Lecture on major topics Attend lectures attentively and ask questions Guide individual and group assignments Submit/present assignments on time Supervise group discussions Participate actively in group discussions Guide practical sessions Engage in practical sessions Evaluate students continuously Perform well in continuous evaluations Guide field reports and evaluate reports Participate in field studies and report Teaching Support and Inputs: Classroom teaching-learning Field studies White board, markers, eraser Some Hydrological parameters measurement


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100%

Reading materials:

• Glynn D., and Plummer N., 2005 Geochemistry and the understanding of ground-water systems, Journal of Hydrogeology, 13:263–287

• White MW, 1997. Geochemistry MC GrawHill • Kehew (2001) Applied Chemical Hydrogeology • Appelo & Postma (2005) Geochemistry, Groundwater and Pollution • Langmuir (1997) Aqueous Environmental Geochemistry • Gat Joel R, Isotope Hydrology (2005-03-15) Hardcover – 1835 • Cook, P. G., and A. L. Herczeg (2000), Environmental tracers in subsurface hydrology, xiv, 529 pp.,

Kluwer Academic Publishers, Boston. • Clark, I. D., and P. Fritz (1997), Environmental isotopes in hydrogeology, 328 pp., CRC Press/Lewis

Publishers, Boca Raton, FL.

https://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Gat+Joel+R&search-alias=books&field-author=Gat+Joel+R&sort=relevancerank


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• Michener, R. H., and K. Lajtha (2007), Stable isotopes in ecology and environmental science, 2nd ed., xxvi, 566 p. pp., Blackwell Pub., Malden, MA.

• Käss, W., (1998), Tracing Technique in Geohydrology:: Balkema, Rotterdam, The Netherlands, 581 p. • Mazor, I. E. (1997), Chemical and isotopic groundwater hydrology : the applied approach, 2nd , rev.

and expand ed., xii, 413 pp., M. Dekker, New York. • Aggarwal, P. K., et al. (2005), Isotopes in the water cycle : past, present and future of a developing

science, xv, 381 p. pp., Springer, Dordrecht, The Netherlands. • Hornberger, G. M. (1998), Elements of physical hydrology, viii, 302 p. pp., Johns Hopkins University

Press, Baltimore • Fetter, C. W. (2001), Applied hydrogeology, 4th ed., xvii, 598 p. pp., Prentice Hall, Upper Saddle River,

N.J. • Freeze, R. A., Cherry, J.A. (1979) Groundwater. Prentice-Hall, Englewood Cliffs, N.J., 604 p. • Domenico, P.A., and Schwartz, F.W. (1990) Physical and chemical hydrogeology. Wiley, New York,

824p.

Responsible Staff:

• Dr. Seifu Kebede/Dr. Asfawossen Asrat

Module: Irrigation Water Management Code: WM 6124 Credit: 6 ECTS Year: 1 Semester: II Description: This module prepares the student to apply basic soil, plant, water, and atmospheric principles for the purpose of determining the crop water need (use), both in time and amounts, to sustain agricultural production while protecting the environment. The module covers a range of methods to determine crop water use or evapotranspiration (water requirements), irrigation scheduling, and effective water use. Topics covered include basic soil physical properties, soil-water-plant relationships, irrigation water requirements, irrigation efficiencies and different methods of irrigation, planning, design and management of an irrigation system, impact of irrigation on soil and water quality. Learning Outcomes: Upon successful completion of this module, students will be able to:

• build on fundamental soil, plant, water, and atmospheric principles, • determine the required data, apply adequate methods and find efficient solutions in regards to

soil water and land surface energy balances, crop water needs, and irrigation systems evaluation, • select particular methods and instrumentation to properly design an irrigation scheduling

mechanism based on specific field conditions, • Use spreadsheets (EXCELTM) to process instrumentation field data, perform calculations, and

produce graphs


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Module Content: Subject/Topic

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Introduction: African water resources scenario and water management issues related to irrigated agriculture, Irrigation relevance for agricultural production

2 1 3 7.5

Irrigation management concepts and system elements: Relevance of Water Productivity on a general and global scale. Introduction to the problem of water availability and agronomic use; to water footprints; to the concept of ‘more crop per drop’

2 1 3 7.5

Irrigation in arid and semiarid tropical climate 3 2 1 6 13.5

Water for Irrigation: irrigation hydrologic balance, small scale irrigation, large scale irrigation, irrigation with ground water, irrigation with surface water

3 1 7 15

Soil Physical Properties:Definitions and units, Basic soil water physics, Soil bulk density, soil porosity, soil particle density, Soil texture and structure, Soil types, Ethiopian Soils

3 1 1 5 12

Soil Water Content: Measuring soil water content, Measurement methods, e.g., gravimetric, volumetric (capacitance probes, time domain, reflectometry and other techniques), Field application of soil water content, Field capacity, wilting point and available water concepts, Water infiltration in soils

3 1 1 3

5 12

Soil Plant Water Relationship: Principles of crop water use Evaporation and Evapotranspiration, Potential and crop evapotranspiration, Measurement of evaporation and calculation of evapotranspiration, Crop water requirements, Crop coefficients, Crop growth stages and crop coefficients, crop rooting system, Potential and actual evapotranspiration

3 2 1 6 13.5

Irrigation and Water Management: Irrigation Methods, Performance assessment of Irrigation Systems, Internal and external performance indicators; Irrigation efficiency, Uniformity of application, Application efficiency, Irrigation adequacy, Conveyance efficiency; Irrigation ins

3 1 1 5 12


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Surface Irrigation Systems: Basin irrigation, Border irrigation, Furrow irrigation, Advantages and disadvantages

3 1 2

1 7 15

Sprinkler irrigation system: System component, Advantages / disadvantages, Application efficiency, System uniformity

3 2 3 1 2 11

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Drip irrigation system: System component, Advantages and disadvantages, Application efficiency, System uniformity

2 1 1 4 9

Irrigation System Selection and Institution development Definition, Methods, Advantages, Water Quality, Salinity Problems, Economic consideration, Irrigation Estimation Models (IWREDSS)

2 2 2 6 12


• Review of research articles • Assignments will be given to a group of 3 students on selected topics

Individual assignment • Proposal • Experimental data analysis

Field studies:

• Field measurement of infiltration rates • Double ring infiltrometer • Tension infiltrometer

• Installing a Drip Irrigation System • Determine irrigation application rate using catch can method • Determine the amount of irrigation applied

Lab work:

• Determination of soil water content and physical properties including bulk density, total porosity, particle density, and water content

• Use of an Irrigation Estimation Model (IWREDSS) to determine water budget components especially

o crop irrigation water requirements for different crops and Hawaii soils Evaluation


________________ 100% Role of Instructors and Students:


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Instructor Students Lecture on major topics Attend lectures attentively and ask questions Guide individual and group assignments Submit/present assignments on time Supervise group discussions Participate actively in group discussions Guide practical sessions Engage in practical sessions Evaluate students continuously Perform well in continuous evaluations Guide field reports and evaluate reports Participate in field studies and report Teaching Support and Inputs: Classroom teaching-learning Field studies White board, markers, eraser Measurement devices Well equipped Computer lab with latest software

GPS devices

LCD projector Reading materials: Hoffman, G.J., R.G. Evans, M.E. Jensen, D.L. Martin, and R.L. Elliott. (2007). Design and Operation of Farm Irrigation Systems Adrian Laycock (2007). Irrigation Systems Design, Planning and Construction

Journals:

• Journal of Irrigation & Drainage Engineering • Agricultural Water Management • Water Resources Research

Responsible staff:

• Dr. Tena Alamerew/TBA


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Module: Hydro Informatics Code: WM 6126 Credit: 6ECTS Year: 1 Semester: II Pre-requisites: Computational Methods (WM 6019) and Remote Sensing and GIS (WM 6021) Description: Hydroinformatics is the study, design, development, and deployment of hardware and software systems for hydrologic data collection, distribution, interpretation, and analysis to aid in the understanding and management of water in the natural and built environment. This module introduces students to fundamental and advanced hydroinformatics concepts and procedures including automated data collection networks, relational databases and data management software, metadata and semantics, data storage file formats and standards, data transformations and automation of data manipulation tasks to support modeling and analysis, web based data distribution and access using web services, and integrated networks of hydro-climate data.

Projects may include designing appropriate data models and automating data loading, manipulation, and transformations in support of data intensive analyses or modeling. Class time will include lectures focused on learning and developing data management, transformation, and task automation skills, class discussions, code writing exercises to solve data manipulation tasks, demonstration of software and data systems, and student presentations of their project work. The course will better prepare students to work in data-intensive research and project work environments and emphasize development of reproducible processes for managing and transforming data in ways that others can easily and completely reproduce on their own to support analyses and modeling. Additionally, this course will better prepare students to work across multiple software platforms and

Learning outcomes: Upon successfully completing this course, students will be able to:

• describe the data life cycle, • determine the dimensionality of a dataset, including the scale triplet of support, spacing extent for

both space and time, • generate metadata and describe datasets to support data sharing, • discover and access data from major data sources, • store, retrieve, and use data from important data models used in Hydrology such as ArcHydro,

NetCDF, and the Observations Data Model (ODM), • watershed analysis Filled DEM –Flow direction- Flow accumulation-stream network and stream

link, • develop data models to represent, organize, and store data, • design and use relational databases to organize, store, and manipulate data, • query, aggregate, and pivot data using Structured Query Language (SQL), Excel, R, and other

software systems, • create reproducible data visualizations, • write and execute computer code to automate difficult and repetitive data related tasks, • manipulate data and transform it across file systems, flat files, databases, programming languages,

etc., • retrieve and use data from Web services, • organize data in a variety of platforms and systems common in hydrology and engineering, • prepare data to support hydrologic, water resources, and/or water quality modeling, • project work


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Module content:

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Basic principles and application hydroinformatics in water management.

2 1 3 7.5

Water Data Opportunities in the Information Age 2 1 3 7.5 Data Management and the Data Life Cycle 3 2 1 6 13.5 Input geospatial and statistical data and models in water management

3 1 3 7 15

Metadata 3 1 1 5 12 Data Models 3 1 1 5 12 Database Implementation 3 1 2 6 13.5 Hydrologic and Water Management Modeling 3 1 1 5 12 Analysis of watershed from geospatial data and hydro-informatics

3 1 1 2 7 15

Watershed analysis Filled DEM –Flow direction- Flow accumulation-stream network and stream link.

3 2 3 1 2 11

21

Surface Analysis- Slope, Aspect and contouring 2 2 4 9 Database and Climate Projection Data Analysis 2 2 2 6 12 150 6

Role of Instructors and Students: Instructor Students • Lecture on major topics • Attend lectures attentively and ask questions • Guide individual and group assignments • Submit/present assignments on time • Supervise group discussions • Participate actively in group discussions • Guide practical sessions • Engage in practical sessions • Evaluate students continuously • Perform well in continuous evaluations • Guide field reports and evaluate reports • Participate in field studies and report Teaching Support and Inputs: Classroom teaching-learning Field studies • White board, markers, eraser • Some Hydrological parameters measurement

devices • Well equipped Computer lab with latest

software • GPS devices

• LCD projector Software, own laptop


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Module Evaluation:

• Exam 50% • Practical Assignment 15% • Individual Assignment 10% • Project work 25%

100% Reading materials: • J. Abrahart · Linda M. See Dimitri P. Solomatine (Eds.), Practical Hydro-informatics: Computational

Intelligence and Technological Developments in Water Applications. Robert • Praveen Kumar, Jay Alameda, Peter Bajcsy, Mike Folk, and Momcilo Markus, Hydro-informatics: Data

integrative approaches in Computation, analysis, and modeling. • Kumar, P., (2005), Hydroinformatics: Data Integrative Approaches in Computation, Analysis, and

Modeling, CRC Press, 552 p. • Grayson, R. and G. Blöschl, ed. (2000), Spatial Patterns in Catchment Hydrology: Observations and

Modelling, Cambridge University Press, Cambridge, 432 p, full PDF text available at http://www.catchment.crc.org.au/special_publications1.html (Links to an external site.).

• Tomer, S.K. (2012), Python in Hydrology, Grean Tea Press, Indian Institute of Science, 147 p. Full pdf texts available at http://www.greenteapress.com/pythonhydro/pythonhydro.html (Links to an external site.).

Journals:

• Remote Sensing of Environment • Journal of Hydroinformatics

Responsible Staff:

• TBA

Module: Watershed Management

Code: WM 6128

Credit: 6 ECTS

Year: 1

Semester: I

Description: This module aims to provide students with (1) the knowledge of the hydrological process involved at watershed scale and human impact on water resource management, and (2) the skill to designing watershed specific management strategy. The following major topics will be covered: hydrological process in watershed-focusing on the rainfall-runoff generation process, runoff and flood routing, hydrological analysis; soil erosion process and impact- process and mechanics of soil erosion, erosion hazard assessment and measurement, modeling soil erosion; soil and water conservation-physical soil and water conservation measures, flood control and land drainage, water harvesting; integrated

http://www.catchment.crc.org.au/special_publications1.html

http://www.greenteapress.com/pythonhydro/pythonhydro.html

http://www.greenteapress.com/pythonhydro/pythonhydro.html


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watershed management principles and practices; the sustainable land management movement in Ethiopia – intents and achievements. Learning outcomes: Upon successful completion of this module, students will be able to: • explain the physical process involved how runoff is generated in watershed and the contribution of

watershed intervention for enhanced water resource management, • identify soil erosion hotspots affecting hydrologic systems in a watershed, and design conservation

measures, • design watershed development strategies and plans for enhanced water resource development and

management, • appraise national/regional sustainable land management effort and its contribution to the water

resource development and management Module Content: Subject/topic

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Hydrologic systems in a watershed: the hydrologic cycle 3 1 4 10.5

Hydrologic process in a watershed: rainfall runoff generation process, runoff gauging and flood routing; frequency and time series analysis

4 2 1 7 16.5

Soils: Characterization, genesis and classification of soils. Study of soils in the laboratory.

4 3 2 1 10

21

Soil erosion: modeling soil erosion process and mechanics of soil erosion; erosion hazard assessment; estimation of soil erosion; and soil loss and sediment yield models

5 2 1 8 19.5

Soil and water conservation methods and practices: physical and biological measures, water harvesting, earth embankments and farm ponds, management of bad lands.

4 2 1 7 16.5

Watershed management: rationale for watershed approach, identifying watershed threats and impairments, approaches to integrated watershed management.

5 2 1 8 19.5

Lessons from sustainable land management practices in Ethiopia

4 1 1 6 15

Modernization of irrigation, supply and communication systems: Case studies. Uniformity in the distribution of irrigation water and its evaluation. Evaluation of the efficiency of irrigation and drainage systems. Visits to irrigate polygons.

5 2 1 8 19.5

Water and Irrigation Systems in Semiarid Environments: enhancing water storage in Africa

4 1 5 13.5

Total 150


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ECTS 6 Group assignment

• Hydrological data analysis using a hydrological model • Critical evaluation of sustainable Land management intervention in Ethiopia

Individual assignment • Analysis of rainfall runoff relation from one of hydro-sedimentology observatories • Review of hydrologic models - presentations • Development of watershed development plan

Field studies: • Field visit into one integrated watershed management site

Evaluation


________________ 100%

. Pre-requisite: None Co-requisite: None Module requirements • Module assumes that students have background in natural resource management, basic skill in GIS

and hydrological modeling. Reading materials • S. L. Dingman, 2002.Physical Hydrology, 2nd edt. • V. T. Chow, D. R. Maidment, L. W. Mays. 2006. Applied Hydrology. • K. J. Beven, 2006. Rainfall-runoff modelling • R. P. C. Morgan 2005. Soil Erosion and Conservation Journals:

• Water Resources Research • Journal of Hydrology • Advances in Water Resources • Agricultural Water Management

Regulated Rivers – Research & Management • Ground Water • Hydrological Processes

Responsible Staff:

• Dr. Tena Alamerew/TBA


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Module: Groundwater Exploration & Management Code: WM 6130 Credit: 6 ECTS Year: 1 Semester: II

Description:

This course is designed to provide the basic techniques and approaches of groundwater exploration and monitoring. Introduction; Need for data collection and monitoring, Management and planning of surveys and networks, Available data and basic surveys; How to handle available data? Hydrogeological interpretation of remote sensing data, Hydrogeological mapping and well inventories, Remote Sensing and GIS application in Hydrogeology, Conventional and nonconventional methods in exploring groundwater, Surface geophysical methods; Principles of geo-electrical surveying, Variable electrode distance techniques, Horizontal profiling, Hydrogeological interpretations.

Concepts of basin management: quantity and quality aspects; Alternative basin yield; Evaluation of perennial yield; Modeling tools and techniques for management; Integrated use of surface water and groundwater; Artificial recharge and artificial retention, institutional policy and legal issues in groundwater management, stages of groundwater management, climate change impact on groundwater resources availability and management practice, coping with climate change, working with incomplete knowledge, groundwater technology, the basin concepts, the wet buffer concepts, sustainable yield concepts, adaptive management, tools in management, water quality management, water resources administration, international and national policies and regulations on groundwater, groundwater administration, integrated water resources management concepts.

Learning Outcomes:

Upon successful completion of this module, students will be able to: • understand the fundamental principles of groundwater hydrology and use them to solve

problems related to groundwater flow, • describe and explain the most important aspects of how the hydrological process in subsurface

environment functions, • explain some of the principal characteristics of hydrological processes, • Develop hydrogeological map


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Module Content [need complete modification]:

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Groundwater exploration: Groundwater monitoring; geophysical methods; Remote Sensing methods; fracture trace analysis; Pumping test; water point inventory; space geophysics;

20 10 5 35 82.5

Groundwater Management: Concepts of basin management: quantity and quality aspects; Alternative basin yield; Evaluation of perennial yield; Modeling tools and techniques for management; Integrated use of surface water and groundwater; Artificial recharge and artificial retention, institutional policy and legal issues in groundwater management, stages of groundwater management, climate change impact on groundwater resources availability and management practice, coping with climate change, working with incomplete knowledge, groundwater technology, the basin concepts, the wet buffer concepts, sustainable yield concepts, adaptive management, tools in management, water quality management, water resources administration, international and national policies and regulations on groundwater, groundwater administration, integrated water resources management concepts

15 3 12 30 67.5

Total 62 150 ECTS 6

Group assignment

• Assignment will be given to a group of 3 students on selected topics Individual assignment

• Individual assignment will be given at the end of each chapter Field studies

• None


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Evaluation Exams 60% Group assignment 20 % Individual assignment 20% 100% Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions




Evaluate students continuously Teaching support and input i. Classroom teaching/ learning


• Video Conference • Transparency

projector • Transparency papers • LCD • Flip charts

ii. Practical • Modeling practice

iii. Field trips None



Reading materials: Responsible staff:

• Prof. Tenalem Ayenew/Dr Dessie Nedaw


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24.3 Water Quality Management Specialization Module: Water Quality Analysis and Monitoring Code: WM 6210 Credit: 6 ECTS Year: 1 Semester: II Description: Water quality analysis: This module begins the historical perspectives, unique features, and scopes of this discipline. The importance of representative sampling, the approaches to select cost-effective sampling design schemes, as well as classical grab / active sampling vs. passive diffusion-based sampling techniques are delineated, followed by the discussions of water sample preservation and preparation goals, various procedures for inorganic metals, and various extraction and partition based methods for volatile and semi-volatile compounds. Traditional chemical instrumental methods and their corresponding applications for water analysis are briefly described with respect to spectroscopic, chromatographic, mass spectrometric, electrochemical, thermal, and radiological methods. Complementary bioanalytical methods currently used in water analysis such as immunoassays and those with promise in future development such as biosensors are introduced. This module concludes microbiological aspects of water quality Water Quality Monitoring: water quality standards and guidelines for intended use, water quality indicators, preparation of monitoring plan, development of surface water and groundwater monitoring framework, nd the ever changing requirements for regulatory compliance in monitor drinking water, wastewater, ambient recreational water, and water for agriculture. Learning outcomes: Upon successful completion of this module, students will be able to:

• acquire basic skills of instrumental water analysis, namely physico-chemical and bacteriological analyses, and emerging trace organic and inorganic species,

• understand the significance of different types of water quality monitoring activities, • understand water quality standards (drinking , agricultural and environmental waters), • acquire the necessary theoretical knowledge to establish standard operating procedures in water

and sediment sampling and analysis, • gain experience with the selection of appropriate analytical methods for conventional and

emerging trace analysis on certain concentration levels, • understand quality control and quality assurance in water laboratory and field analysis, • identify all types of uncertainties in water analysis; demonstrate their knowledge by establishing

the specific analytical data, • develop skills in data interpretation and management, • know the importance of establishing national water quality monitoring framework


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Module Content

Subject/topic

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Africa's Water quality: available fresh water bodies, composition of natural water, water contamination from natural and anthropogenic sources, trends in water quality status, strengthening capacity for water analysis and monitoring in Africa

2 1 3 7.5

Characteristics of the Water Environment: unique features of water, the water pollutants, the hydrosphere and contamination of water bodies, water-sediment interactions, the biosphere and contaminants in biological systems, introduction to chemical movement in the water systems

4 2 1 7

16.5

Quality assurance for water analysis: overview of quality assurance principles, statistical control, comparison with results of other methods, use of certified reference materials, inter-laboratory studies, potential sources of errors

4 2 1 7 16.5

Water Sampling: purpose, design strategy and techniques, sampling design and strategy, surface water and wastewater sampling, groundwater sampling, sediment sampling, sampling techniques for biological materials, field quality assurance and quality control

4 2 1 7 16.5

Sample Preparation for Water Analysis: purposes of water sample preparations, sample transport and storage, water sample preparation techniques, sample preparation for metal analysis, extraction for SVOV and non-VOCs from water or sediment samples, post-extraction clean-up of organic compounds

3 3 1 7

15

Analytical Quality Assurance/Quality Control: quality control procedures for sample preparation, quality control procedures during analysis

4 1 5

13.5

Common Operations and Wet Chemical Methods in Water Laboratories: basic operations in water laboratories, wet chemical methods and common techniques in water analysis, analytical principles for common wet chemical methods

3 2 1 6

13.5


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Standard Methods for the Analysis of Water and Wastewater: selection of standard methods, methods for physical, biological, and general, chemical parameters, methods for volatile organic compounds, methods for semi-volatile organic compounds, methods for other pollutants and compounds of emerging concerns, microbiological methods

4 1 5

13.5

Instrumental Methods for Water Analysis: classical methods vs. instrumental methods in water analysis, molecular spectroscopy in water analysis, atomic spectroscopy in water analysis, chromatography in water analysis, mass spectrometry in water analysis, electroanalytical methods in water analysis, radiochemical methods in water analysis

4 2 4 1 11

22.5

Water Quality Monitoring: drinking water quality standards and guidelines, environmental water quality standards, discharge limits from point sources, water quality indicators, preparation of water quality monitoring plan, development of surface water and groundwater monitoring framework, water quality data interpretation and management

4 1 1 6

15


• assignment will be given to a group of 3 students and will be presented Individual assignment

• Assignment will be given on selected problems Practical

• Practical laboratory sessions on instrumentation Field studies

• Visit to national and regional water quality laboratories and produce report Evaluation Exams 50% Group assignment 10% Individual assignment 10% Laboratory report 15% Field report 15% ________________ 100% Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions




Evaluate students continuously


ACEWM Page 119

Teaching support and input i. Classroom teaching/ learning


• Video Conference • Transparency


ii. Practical • Students will carry out

water sampling and analysis for conventional and emerging water and sediment contaminants


outboard engine • Funds for DSA, fuel, etc • Preservatives • Field kits


• Attend lectures with enthusiasm and purpose • Actively participate in self and collaborative learning • Ask questions and provide stimulating ideas for discussion • Return all written assignments on time • Be prompt and enthusiastic for oral presentations • Sit for all quiz, tests and exams • Suggest innovative ways of delivering the module in future

Reading materials:

• Chunlong Zhang Fundamentals of Environmental Sampling and Analysis, John Wiley & Sons, 2007 • John R. Dean, Extraction Methods for Environmental Analysis, John Wiley & Sons Ltd, 1998 • Pradyot Patnaik, Handbook of Environmental Analysis Chemical Pollutants in Air, Water, Soil,

and Solid Wastes, Taylor and Francis Group, 2010 • Frank M. Dunnivant, Environmental Laboratory Exercises for Instrumental Analysis and

Environmental chemistry, John Wiley & Sons, Hoboken, New Jersey, 2004 • Ligia Maria Moretto Kurt Kalcher Editors, Environmental Analysis by Electrochemical Sensors

and Biosensors: Fundamentals, Springer, New York, 2014 • Alfred R.Conklin, Jr Field, Sampling: Principles and Practices in Environmental Analysis,

Marcel Dekker, Inc., 270 Madison Avenue, New York, NY 10016, U.S.A. (2005) • Randy D. Down and Jay H. Lehr, Environmental Instrumentation And Analysis Handbook , John

Wiley & Sons, Hoboken, New Jersey , 2005

Journals • Water Research • Environmental Monitoring and Assessment • Environmental Science and Pollution Research • Environmental Toxicology and Water Quality • Ground Water Monitoring and Remediation • International Journal of Environment and Pollution • Journal of Contaminant Hydrology • Journal of Water and Health • Water Air and Soil Pollution

Responsible staff:

• Dr. Feleke Zewge/Dr. Vincent Madadi, Kenya


ACEWM Page 120

Module: Surface Water Quality Modeling Code: WM 6212 Credit: 6 ECTS Year: 1 Semester: II

Description: This course will provide an introduction to surface water quality modeling. Topics covered include fundamental quantities, historical development of water quality models, reaction kinetics, mass balance, completely mixed systems, computer methods for well-mixed systems, incompletely mixed systems, steady state solutions, time-variable solutions, applications to rivers, streams, lakes, impoundments, sediments. Specific water quality modeling problems that may be covered include dissolved oxygen, eutrophication, temperature, pH, coupling equilibrium chemistry and mass balance, mass-transfer mechanisms, toxicant modeling, and toxicant food chain interactions.


• understand the context of water quality management and engineering, • apply mass balance principles to develop and solve simple water quality models, • incorporate in models the processes of pollutant decay and sedimentation, sorption and

desorption, oxygenation, respiration and photosynthesis, • understand eutrophication, the principal biochemical and physical factors affecting algae growth,

management problems and solutions, and modeling approaches and their limitations, • apply and evaluate the results of water-quality models, • learn the basics of modeling in rivers, stratified lakes and reservoirs, • apply the concepts of physical and chemical processes to model the transport, distribution and

fate of toxic and emerging pollutants in surface water bodies, • apply and evaluate sensitivity analysis of models


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Introduction to Modeling: water bodies of Africa (rivers, lakes, reservoirs), fundamental quantities, basics of model formulation, the importance of water quality modeling

2 1 1 4 9

Chemical Reactions In Natural Water Bodies: reaction kinetics and equilibrium: reaction fundamentals, analysis of rate data, stochiometry, temperature effects

3 2 1 6 13.5


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Mass balance: completely mixed systems, incompletely mixed systems

4 2 1 7 16.5

Steady state solutions 3 2 1 6 13.5 Computer methods for completely mixed systems 3 2 1 6 13.5

Incompletely mixed systems: diffusion, distributed systems, steady –state solutions, simple time-variable solutions

4 2 1 7 16.5

Water Quality Environment: rivers and streams, estuaries, lakes and reservoirs, sediments, the modeling environment

4 2 3 1 10 21

Dissolved oxygen and pathogen modeling: BOD and oxygen saturation, gas transfer and oxygen reparation, streeter-phelps medel, nitrogen, phytosynthesis/respiration, sediment oxygen demand, phatogens

4 2 1 7 16.5

Eutrophication and temperature modeling: phosphorus loading concept, heat budget, thermal stratification, microbe/substrate modeling food-chain interactions

4 2 1 7 16.5

Chemistry: Coupling equilibrium chemistry and mass balance, pH modeling, toxic substance modeling, toxicant food-chain interactions

3 2 1 6 13.5


• Students will collect secondary and primary data for selected surface water body and carryout preliminary modeling in a group of 3 members.

Individual assignment • Students will be given assignment at the end of each chapter

Field studies • primary and secondary water quality data will be collected for modeling exercises

Evaluation Exams 50% Group assignment 10% Individual assignment 10% Laboratory report 15% Field report 15% ________________ 100% Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and Give oral presentation using latest techniques


ACEWM Page 122

interactions Guide collaborative assignments Introduce practicals Guide field studies


Evaluate students continuously Teaching support and input i. Classroom teaching/ learning • White board, markers and

erasers • Video Conference • Transparency projector • Transparency papers • LCD • Flip charts

ii. Practical • Modeling practice


outboard engine • Funds for DSA, fuel, etc • Field test kit



Reading materials

• Steven C. Chapra, Surface Water –Quality Modeling, McGRAW-HILL International Edition, 1997 • Zhen-Gang Ji, Hydrodynamics and Water Quality: Modeling Rivers, Lakes, and Estuaries, 2008

Responsible staff:

• TBA

http://eu.wiley.com/WileyCDA/Section/id-302479.html?query=Zhen-Gang+Ji


ACEWM Page 123

Module: Water and Wastewater Treatment Code: WM 6214 Credit: 6 ECTS Year: 1 Semester: II

Description: The module is divided into two parts. One part looks at the types of process that are used to purify water to a standard acceptable for distribution. The subject material is taught so as to give a fundamental understanding of the physical, chemical and biological mechanisms involved in these operations. These include: coagulation and precipitation, sedimentation, filtration and disinfection. Water quality standards relevant to water use are reviewed, along with the rationale for the adoption of such standards from the perspective of protection of public health. The other part of the module looks at the sources and types of wastewater. These are considered from the viewpoint of how treatment is carried out so as to prevent environmental damage upon discharge. The taught element of the course covers the various unit operations concerned with the preliminary, primary and secondary treatment of municipal wastewaters: treatment of industrial wastewaters is also briefly mentioned as similar technologies are used, and any differences from municipal wastewater are highlighted. The treatment of the biosolids generated as a result of wastewater treatment is critically analyzed in relation to the final disposal options.

Learning outcomes: Upon successful completed this module, students will be able to:

• understand how the nature of source waters and raw wastewaters, and treatment objectives influence the type, number and sequence of unit processes,

• understand the fundamental, scientific basis governing the design and performance of the treatment technologies reviewed in the module,

• understand the role of each unit process within typical treatment process trains, their interaction and the context of when they are applied,

• define an appropriate process stream for the treatment of a typical raw/source water and a wastewater, and the main secondary flows from the treatment,

• apply their knowledge of the principles of water and wastewater treatment to the design of each unit process covered in the module,

• Become familiar with the terminology applied to water and wastewater treatment processes and the key design parameters, units and common figures of merit.


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Introduction: overview of water resources and sources of water, water quality standards, raw water characteristics and quality criteria

4 1 5 13.5


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Unit processes in physicochemical water treatment: planning for potable water supply identifying and selecting sources sedimentation mixing, coagulation and flocculation, slow sand filtration, rapid filtration, Softening and precipitation, adsorption, desalination, ion exchange, gas transfer and stripping, advanced oxidation/reduction processes); solids handling, disinfection in potable water supply, adsorption and

8 2 3 3 1 17 37.5

Wastewater generation and collection: collection, handling and disposal systems; classification and types of wastewater, wastewater flows

6 2 1 9 22.5

Unit processes in biological wastewater treatment screening, grit chambers, kinetics of biological reactions, suspended and attached growth processes, complete mix reactors, plug flow reactors activated sludge process, trickling filters, biological phosphate removal; biowaste to biofuel, waste stabilization, tertiary treatment and polishing: metal removal, odour removal, effluent polishing, recycling options, anaerobic digesters, disinfection of wastewater Constructed wetlands

8 2 3 1 14

33

Sludge handling and disposal: sludge dewatering and disposal, practical considerations for the design of biological wastewater treatment systems.

5 2 2 1 10 22.5

Introduction to Nanotechnology and Water Treatment: applications and emerging opportunities; current molecular and emerging nan biotechnology approaches for the detection of microbial pathogens, the potential of nano fibers and nanobiocides in water purification; nanozymes in biofilm, nanofiltration for water and wastewater treatment; reverse osmosis: membranes, materials, applications and nanotechnology; electrospinning nanofibers for water treatment applications, potential risks of using; nanotechnology in water treatment on human health

6 1 1 8 21

63 150 6 Group assignment

• Assignments will be given to a group of 3 students on selected problems Individual assignment

• Assignment will be given at the end of each chapter Practical

• Laboratory experiments will be carried out on coagulation, flocculation, settling, adsorption etc. Field studies

• Selected water and wastewater treatment plant will be visited with specific tasks and report will be submitted and presented

Evaluation Exams - 50%

Group assignment 10%

Individual assignment 10%


ACEWM Page 125

Laboratory report 15%

Field report 15% ________________ 100%

Learning-teaching strategy/methods

• Most of the module items will be covered through a series of lectures. Students will be given individual study questions on each chapter, which will require reporting and presentation. As part of the course, students will be involved in laboratory practical analyses and field based activities.

Role of instructors and students

Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions


Guide collaborative assignments Introduce practical Guide field studies



Teaching support and input

i. Classroom teaching/ learning • White board, markers

and erasers • Video Conference • Transparency


ii. Practical Laboratory facility and reagents

iii. Field trips • Field vehicle • Funds for DSA, fuel, etc • Preservatives

Pre-requisite: None

Co-requisite: None

Module requirements

The module assumes that students will:


Reading materials


ACEWM Page 126

Reading materials: • Basic water treatment. Binnie C, Kimber M. and Smethhurst, G., Thomas Telford Publishing, 2002 • Fundamentals of Water Treatment Unit Processes. Hendricks D., CRC Press / IWA Publishing,

2011 • Wastewater Engineering - Treatment and Reuse. Metcalf & Eddy, 4th edition, McGraw-Hill, 2003 • Cloete, TE and Muyima, NYO (1997). Microbial Community analysis: the Key to the Design of

Biological Wastewater Treatment Systems, IWAQ, England. • Cooper,P.F., and B.C. Findlater. (1990). Constructed wetlands in water pollution control, Pergamon

press Oxford. • Eckenfelder Jr. (1989). Industrial water pollution control, McGraw-Hill, International edition, Civil

Engineering series. • G. Bitton (1999). Wastewater Microbiology, 2nd edn, Wiley series in ecological and applied

microbiology. • Hammer, D.A. (eds.) (1990). Constructed wetlands for wastewater treatment: Municipal, industrial,

and agricultural.CRC Press. • Metcalf & Eddy (2004). Wastewater Engineering, Treatment and Reuse.McGraw Hill. • Mogens Henze, Poul Harremoes, Jes la Cour Jansen and Erik Arvin (1995). Wastewater Treatment,

Springer-Verlag, Heidelberg, Germany. • Ronald L Droste (1996). Theory And Practice Of Water And Wastewater Treatment. John Wiley And

Sons Ltd. • Udo Wiesmann, In Su Choi, Eva-Maria Dombrowski (2006). Fundamentals Of Biological

Wastewater Treatment. John Wiley And Sons Ltd. Sweden. • Walter J. Weber and Fracis A. DiGiano (1996).Process Dynamics in Environmental Systems, Wiley

intersciences, Environmental Science and Technology series, John wiley and sons, Inc. New York. • Eugene Cloete. T, Michele de Kwaadsteniet, Marelize Botes and Manuel López-Romero. J. (2010)

Nanotechnology in Water Treatment Applications - Caister Academic Press.

Journals • Journal of American Water Works Association • Journal of Environmental Engineering • Water Research • International Journal of Waste Resources • Water Utility Management International • Water Quality Research Journal of Canada • Journal of Applied Research in Water and Wastewater • Journal of Water Chemistry and Technology • Frontiers in Environmental Science- Waste water management • Water and Waste Water International

Laboratory manual

• Hurst, C.J. et al. (eds) (2002). Manual of Environmental Microbiology, 2ndedn.American Society for Microbiology, ASM Press, W.DC.

• APHA/AWAA: Standard Methods for Water and Wastewater Examination Responsible staff:

• Dr. Seyoum Leta/Prof. Nacy Love

http://www.omicsonline.com/open-access/international-journal-waste-resources.php


http://www.omicsonline.org/hydrology-current-research.php






ACEWM Page 127

Module: Applied Environmental Microbiology Code: WM 6216 Credit: 6 ECTS Year: 1 Semester: II Description: This module is designed to provide fundamental knowledge of microbiology, roles and relations of microorganisms to the environment, and practical applications of microbiology to environmental concerns including the application of microbiology in water treatment systems, biodegradation of environmental pollutants, and control of drug-resistant organisms. Learning Outcomes Upon successful completion of this module, students will be able to:

• understand basic principles of microbiology (morphology, physiology, and genetics), • understand roles and relations of microorganisms to the water environment, • develop skills to use different methods for the detection and characterization of microorganisms

and their activities in the environment, • apply fundamental knowledge of microbiology to solve water quality problems, • understand the role of microorganisms in biodegradation of natural and anthropogenic chemical

species in the water environment, • understand epidemiology and how they are used during the investigation of waterborne

outbreaks, • identify the cause of a waterborne disease and the risk factors that contribute to the challenge,

and the way of transmission in a population, • understand molecular methods for detection of public health interest microorganisms in water, • understand microbial system to detoxify and degrade xenobiotics in the water environment,

Module Content:

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Introduction to environmental microbiology: roles and relations of microorganism to the environments

2 1 3 7.5

Microbial physiology: Fundamentals of cell biochemistry 2 1 1 4 9 Microbial metabolism and growth: Identify the thermodynamic underpinnings of metabolic processes mediated by microbial organisms; assess the favorability of microbial growth on an organic substrate (pollutant) within a selected water environmental medium.

2 2 1 5 10.5

Microbial diversity & phylogeny, genetics 2 2 1 5 10.5


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Microbial Cellular Component: critical cellular components and functionalities that enable microbes to survive and thrive in various environments, suitability of specific molecular methods/biotechnological techniques to characterize a microbial population

3 2 1 6 13.5

Microorganisms in the environment 3 1 1 5 12

Microbial ecology: microbial activities and interactions with the water environment

3 1 4 10.5

Microbiology and water quality: microbiology in natural and engineered water systems

3 1 1 5 12

Drinking Water: origin of microorganisms of public health significance, characteristics, types, metabolism, multiplication, survival, and health problems caused by polluted drinking water, epidemiology of drinking water infections, risk assessment methods and applications, Water Safety Plans – examples.

3 2 1 6 13.5

Wastewater Microbiology: microorganisms in sewage treatment, pathogens in sewage, effect of sewage treatment stages on pathogen survival, disinfection of effluent

3 1 1 5 12

Biodegradation of environmental pollutants: sequence of microbially-mediated transformation reactions following release of an organic material into an environmental system, feasibility of bioremediation strategies to mitigate adverse ecological/health impacts of organic pollutants in environmental media, engineer appropriate controls to prevent undesired microbial infestation

2 1 3 7.5

Practical: Detection and characterization of microorganisms and their activities in water, culture techniques for the detection of microorganisms, molecular techniques for the detection of microorganisms such E. coli, Enterococci, Pseudomonas, TVC

2 6 8 15

Epidemiology of water borne diseases: introduction to epidemiology, epidemiological studies, descriptive and analytical epidemiology, waterborne epidemics-study, examples of water-borne epidemics, case studies in Ethiopia

4 2 1 7 16.5


• Homework will be assigned roughly every week and completed in self-selected groups of two. Each pair will submit only one assignment; however, individual grades will be adjusted using weighting factors derived from midterm and end-of-semester peer evaluations.

Individual assignment • Students will be given individual assignment on a specific topic

Practical • Students will conduct laboratory work on the detection and characterization of microorganisms

and their activities in water, culture techniques for the detection of microorganisms, molecular techniques for the detection of microorganisms such E. coli, Enterococci, Pseudomonas, TVC


ACEWM Page 129

Evaluation Exams 50% Group assignment 15% Individual assignment 20% Laboratory report 15% ________________ 100% Role of instructors and students: Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions






ii. Practical • Laboratory facilities for

microbiological examination of water and wastewater

• culture media and reagents • incubator

iii. Field trips


• Attend lectures with enthusiasm and purpose • Actively participate in self and collaborative learning • Ask questions and provide stimulating ideas for discussion • Participate in laboratory and field studies • Return all written assignments on time • Be prompt and enthusiastic for oral presentations • Sit for all tests and exams • Suggest innovative ways of delivering the module in future

Reading materials: • IL Pepper, CP Gerba, and TJ Gentry. (2014) Environmental Microbiology (3rd edition). Academic

Press: New York. • MT Madigan, JM Martinko, and J Parker. (2006) Brock Biology of Microorganisms (8th Edition).

Prentice Hall, Inc: Upper Saddle River, NJ. Journals

• Journal of Applied & Environmental Microbiology • Environmental Microbiology (EMI)

Responsible Staff:

• Dr. Fassil Assefa/TBA


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Module: Environmental Toxicology Code: WM 6218 Credit: 6 ECTS Year: 1 Semester: II

Description: The goal of this module is to introduce the student to the field of Environmental Toxicology where the basic principles of toxicology are applied to understand human health problems associated with water quality. Basic concepts will be covered including chemical and physical disease causing agents, fate and transport of toxic substances in water, mechanisms by which toxic substances interact with the biosphere, dose-response relationships, toxicity testing, pharmacokinetics and metabolism of xenobiotics, adverse effects associated with exposures and risk assessment. This course will include case studies and some of the most common methods of remediation used to clean-up contaminated sites in New Jersey.


• understand the basic principles of environmental toxicology, • apply the knowledge to evaluating exposure and solving problems associated with water

contaminants, • use the skills, techniques and tools necessary for a successful career in the field of water quality

management, • conduct assessments of the environment, analyze data and evaluate health impacts from exposure

to toxic contamination, • understand contemporary water contamination issues and the impact of environmental

toxicology in a global and societal context, • understand the need, and have the ability, to engage in lifelong learning and to participate in

professional organizations, • prepare reports on the basis of experimental results and draw critical conclusions, • apply risk based decision making approaches in water quality management

Module Content Module Subject/topic

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Introduction: chemical properties/effects from toxic substances, major toxicants, both organic and inorganic, emerging toxic pollutants in Africa

3 2 1 6 13.5


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Chemo dynamics of environmental chemicals: sources, pathways and fate of major toxicants, environmental transport, chemical speciation of dissolved species: relation between chemical speciation and bioaccumulation and toxicology

5 2 1 8 19.5

Toxicology and Review of Pharmacological Concepts

4 2 1 7 16.5

Pharmacokinetics and Metabolism of Xenobiotics: absorption of toxicants, distribution and storage of toxicants, biotransformation and elimination of toxicant

4 2 1 7 16.5

Toxicity of Chemicals: target organ toxicity, teratogenesis, mutagenesis, and carcinogenesis, endocrine disruption, specific effects on organisms (including humans); physiological & biochemical

6 2 1 9 22.5

Risk Assessment: Dose-response, risk identification, risk characterization, exposure assessment

4 2 1 7 16.5

Experimental toxicology studies: conventional bioassays. Dose-response studies. cell culture studies. in vitro studies. toxicology mechanisms; LD50 & NOEC; risk assessment of water; water quality standards setting and toxicity quotients

4 2 6 12 24

Risk Management: Regulating Chemicals in the Environment, risk-based decision making

4 1 4 1 10 21


• Students will be given assignment in a group of 3 and will present Individual assignment

• Students will be given assignment at the end of each chapter and will submit Practical

• students will practice simple toxicological tests in the lab using established protocols Field studies

• None Evaluation Exams 50% Group assignment 10% Individual assignment 10% Laboratory report 15% Field report 15% ________________ 100% Role of instructors and students: Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time


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Supervise group discussions and interactions






ii. Practical • Test aquatic organisms • Chemicals • Standards


outboard engine • Funds for DSA, fuel, etc • Field tents, sleeping bags,

etc • Preservatives



Reading materials: • "Principles and Practice of Toxicology in Public Health,” by Ira S. Richards, 2008, Jones and

Bartlett Publishers, Inc. • "Casarett and Doull's Toxicology, 4th Edition"; Pergamon Press, Inc., 1991. • "Principles of Environmental Toxicology"; Sigmund F. Zakrzewksi; American Chemical Society,

1991. . • "Basic Environmental Toxicology," Edited by Lorris G. Cockerham and Barbara S. Shane; CRC

Press; 1994. • Newman, M. C.; Unger, M. A. Fundametals of ecotoxicology, 2nd ed.; Lewis Publishers: Boca Raton,

FL, 2003; pp 53, 76, 95. Journals:

• Archives of Environmental Contamination and Toxicology • Bulletin of Environmental Contamination and Toxicology • Ecotoxicology • Critical Reviews in Toxicology • Environmental Toxicology • Environmental Toxicology and Water Quality • International Journal of Environment and Pollution • Journal of Water and Health • Journal of Environmental & Analytical Toxicology

Responsible staff:

• Dr. Joseph Kamau/TBA

http://www.springer.com/environment/environmental+toxicology/journal/244/PSE

http://www.springer.com/environment/pollution+and+remediation/journal/128/PSE

http://www.springer.com/environment/journal/10646/PSE

http://www.omicsonline.org/environmental-analytical-toxicology.php


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Module: Drinking Water Treatment Technologies Code: WM 6224 Credit: 6 ECTS Year: 1 Semester: II

Description: Increasing human population and demand for domestic and industrial requirements has exerted more pressure on limited resources for surface and ground water. Contamination of water with municipal, agricultural, and industrial wastes has led to a deterioration of water quality. At the same time, water quality regulations have become more rigorous, analytical capabilities for detecting contaminants have become more sensitive, and the public has become more discriminating about water quality. Today most sources of water require some form of treatment before application for domestic or industrial use. Water treatment is therefore a necessary process to achieve a water quality that meets specified goals or standards set by the end user or regulatory agencies. This module is designed to equip the students with fundamental principles of chemical and physical processes involved in drinking water treatment as well as the practical skills on the major processes in water treatment. Emphasis is centered on characteristics of drinking water sources, chemical and physical processes in drinking water treatment, conventional and advanced drinking water treatment processes and emerging research areas in drinking water treatment. Learning outcomes: Upon successful completion of this module, students will be able to:

• understand the chemical and physical concepts in drinking water treatment, • understand the major conventional and advanced water treatment processes, • describe the major challenges in water treatment processes and emerging areas of research, • gain practical skills in drinking water processes and water quality tests


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Sources of drinking water sources in different parts of Africa: physical, chemical, and microbiological characteristics; drinking water quality standards, water quality indicators

2 1 1 4 9.75

Fundamental reactions in drinking water treatment processes: acid-base and solubility equilibrium; carbonate system, oxidation-reduction.

4 2 1 7 18

Conventional drinking water treatment processes: coagulation-flocculation; sedimentation, flotation; filtration processes; disinfection /chlorination; chemical stabilization.

4 2 3 3 1 13 27


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Advanced drinking water treatment processes I: activated carbon adsorption; ozone and ultra-violet disinfection; enhanced coagulation; membrane processes; softening; iron and manganese removal.

4 2 3 2 1 12 25.5

Advanced drinking water treatment processes II: chemical precipitation; neutralization; oxidation-reduction; desalination processes; ion exchange.

4 1 2 1 8 18.75

Special topics drinking water treatment technologies: Solar disinfection; Defluoridation; Arsenic removal, iron and manganese removal

4 2 2 3 1 12 25.5

Emerging technologies in water treatment: disinfection by-product formation and control; drinking water distribution systems and corrosion control.

4 2 2 3 1 12 25.5


• Students will be given assignments on selected topics in group of 3 members Individual assignment

• Students will be given assignment at the end of each chapter and submit in writing Practical

• Students will carry our laboratory experiments on selected water treatment processes Field studies

• Students will visit water treatment plants, evaluate performance and present their findings in class

Evaluation Exams 50% Group assignment 10% Individual assignment 10% Laboratory report 15% Field report 15% ________________ 100% Role of instructors and students: Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on

time Supervise group discussions and interactions Give oral presentation using latest techniques Guide collaborative assignments Introduce practicals Guide field studies



erasers

ii. Practical • Water treatment/water

quality tests reagents and


outboard engine


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• Video Conference • Transparency projector • Transparency papers • LCD • Flip charts

apparatus

• Funds for DSA, fuel, etc • Field tents, sleeping bags,




Reading materials:

• MWH, Water Treatment: Principles and Design, 3rd edition, John Wiley and Sons, Inc. • Benjamin, M.M and Lawler, D.F., Water Quality Engineering: Physical/Chemical Treatment

Processes, John Wiley and Sons, Inc. Journals:

Water Resources Management Journal of Water Resources Planning and Management Journal of the American Water Resources Association (JAWRA) Water and Environment Journal International Journal of Water Resources Development Journal of Water Resource and Protection Environmental Science and Technology Water Research Water Science and Technology Journal of the American Water Resources Association Journal of Water Resources Planning and Management - ASCE Journal of the American Water Works Association Journal of Water and Health Journal of Water Supply: Research and Technology - AQUA Urban Water Water Quality Research Journal of Canada Water International Water Science and Technology: Water Supply Desalination and Water Treatment Water Management Drinking Water Engineering and Science European Water Pollution Control

Responsible staff:

• Dr. Kinfe Kassa/Dr. Vincent Madadi/Dr. Feleke Zewge







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Module: Contaminant Fate and Transport in Hydrologic System Code: WM 6228 Credit: 6 ECTS Year: 1 Semester: II Description: This module is designed to give students an understanding of processes that govern the behavior of both anthropogenic and naturally-occurring substances in surface and groundwater. The subject includes aspects of porous media transport, surface and groundwater hydrology, degradation processes, human exposure pathways, and monitoring. Learning Outcomes: Upon successful completion of the module, students will be able to:

• understand physical transport processes that govern contaminant movement and mixing in, groundwater, and surface waters,

• mathematically describe physical and chemical processes contributing to the overall transport and fate of solutes in hydrologic systems (e.g., mechanical-mixing phenomena, diffusive solute flux, and solute retardation),

• understand factors contributing to solute transport through porous media, • estimate the relative degree of dispersion of contaminants through porous media, • describe the processes contributing to dispersion at various scales of interest (i.e., microscale,

macroscale, and megascale) for transport studies, • understand sorption and desorption processes as they contribute to non-ideal transport through

porous media, • apply transport and fate equations to evaluate advection, dispersion, and kinetic interactions of

contaminants discharged into the air, groundwater, and surface water.

Module Content:

Subject/topic

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Hydrologic cycle, land uses, and runoff in a watershed Basics of hydraulics/hydrodynamics in a river system

2 1 3 7.5

Control Volumes and Advective/Dispersive Transport Chemical Equilibria, Mass Action, Electroneutrality, and Mass Conservation

3 2 3 1 9 15

Solute Transport: Physically Heterogeneous Media, Variably-Saturated Media, Advection/Dispersion and Fick's Law

3 2 1 6 13.5

Chemical Kinetics and Partitioning 2 2 1 5 13.5


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Solute Transport: Sorption, Retardation, Nonlinear Sorption, Kinetic Sorption

2 1 3 1 7 13.5

Basic Solute Transport Equation. Advection Spatial and Temporal Data: Lagrangian and Eulerian approaches

3 2 1 6 10.5

Analysis of Solute Transport Distribution Behavior. 3 2 1 6 13.5

River Transport, Lakes and Wetlands and Estuaries, BOD/DO Modeling and Microbial Kinetics

3 2 1 6 13.5

Sediment Transport, Bottom Sediment 3 2 1 6 13.5 Groundwater and Aquifers, Darcy's Law, and Flow Transport and Retardation

3 2 3 1 9 18

Mathematically Representing Solute Transport, Field-scale Transport of Reactive Solutes Unsaturated Zone Flow, Biodegradation and Bioremediation

3 2 3 1 9 18


• Students will be given assignments on selected topics in group of 3 members Individual assignment

• Students will be given assignment at the end of each chapter and submit in writing Practical

• Students will carry our laboratory experiments on selected water treatment processes Field studies

• Students will visit water treatment plants, evaluate performance and present their findings in class

Evaluation Exams 50% Group assignment 10% Individual assignment 10% Laboratory report 15% Field report 15% ________________ 100% Role of instructors and students: Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on

time Supervise group discussions and interactions Give oral presentation using latest techniques Guide collaborative assignments Introduce practicals Guide field studies



erasers • Video Conference • Transparency projector

ii. Practical • Water treatment/water

quality tests reagents and apparatus


outboard engine • Funds for DSA, fuel, etc • Field tents, sleeping bags, etc


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• Transparency papers • LCD • Flip charts

• Preservatives

Pre-requisite: None Co-requisite: None Module requirements: The module assumes that students will


Reading materials:

• Contaminant Hydrogeology, Fetter, ISBN 978-1-57766-583-0 • Ramaswami, A.; Milford, J. B.; Small, M. J., Integrated environmental modeling: pollutant

transport, fate, and risk in the environment, John Wiley and Sons, 2005 • Groundwater Hydraulics and Pollutant Transport, Charbeneau, Prentice Hall, 2000 • Hydrology, Rafael L. Bras, Addison-Wesley Publishing, 1990 • Physical Hydrology, S.L. Dingman, Macmillan College • Publishing, 1994 • Physical and Chemical Hydrogeology, P.A. Domenico and F.W. Schwartz, Wiley, 1990 • Applied Hydrogeology, C.W. Fetter, Macmillan College Publishing, 1994

Journals:

Journal of Contaminant Hydrology Water, Air, and Soil Pollution Journal of Water Resource and Protection Environmental Science and Technology Water Research Water Science and Technology Journal of Water and Health Water Quality Research Journal of Canada European Water Pollution Control Vadose Zone Journal

Responsible staff: • TBA




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24.4 Aquatic Ecosystems Specialization

Module: Ecohydrology Code: WM 6310 Credit: 6 ECTS Year: 1 Semester: II Description: This module builds on perspectives from ecology, hydrology, and ecosystem management to focus on the emerging, interdisciplinary area of ecohydrology. The module introduces the principles and concepts in ecohydrology, ecohydrological approaches, application of ecohydrology in water resource and ecosystem management. This module specifically examines the control of climate, vegetation change, biogeochemical processes and nutrient cycling in aquatic ecosystems. The concepts and principles discussed in the class will have broad applications ranging from site-specific land management to global change responses.

Learning outcomes: After successful completion of this module, students will be able to:

• clearly describe the interaction and feedbacks between ecological, hydrological, and aquatic ecosystems,

• evaluate issues in terrestrial water flux, environmental flow, and ecosystem sustainability under increasing variability of climatic conditions,

• be familiar with experimental approaches in ecohydrological research, • understanding the ecohydrological changes in contemporary Africa and its development desires

that alter ecosystems, • understand the impacts of humans and climate on ecohydrology of an ecosystem, • be familiar with basic modeling approach and remote sensing approach in ecohydrology, • Improve skills in working on research and synthesis in a team context


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Principles, Concepts and Processes: introduction and challenges in ecohydrology, water flux, balance and cycle in terrestrial ecosystem, precipitation - a pulsed water input, vegetation control on soil water, runoff interaction and the paradox of scale

2 1 3 7.5

The Role Hydrologic Cycle and Water Balance Dynamics: interactions of water between plants, soil (soil water budget), and the atmosphere

4 1 1 6 15


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Introduction to Ecohydrology: ecohydrology in watersheds and water systems, key ecohydrologic processes

2 1 3 7.5

Ecohydrologic Connectivity: within terrestrial systems, between terrestrial and aquatic systems

3 2 1 6 7.5

Water Balance Dynamics: water balance approach, temporal and spatial formulations, ecohydrological modeling principles and probabilistic/stochastic concepts

4 2 1 7 13.5

Vegetation, Water Stress And Transpiration: soil water deficit, transpiration and its role on the water balance

3 2 1 6 13.5

Temporal Patterns of Variability In Water and Vegetation: dynamic (time-dependent) formulations for balance of water, nutrients, biomass, species, coexistence and competition models, coupled dynamics of photosynthesis, transpiration and soil moisture: hourly, daily and seasonal dynamics

4 2 1 7 16.5

Spatial Patterns of Variability of Water and Vegetation: spatially explicit formulations of water balance, nutrients, biomass; cell based modeling approaches, spatially---explicit modeling

4 2 1 7 16.5

Ecohydrology and Nutrient Cycling: carbon cycling in watersheds and water systems, nitrogen cycling in watersheds and water systems

4 2 1 7 13.5

Water Use and Water Quality Issues 3 1 4 10.5 Applications and Assessment: global change and water cycle – global perspective, climate change impact on water cycle in the in the African context, invasive and encroaching species and ecohydrology, vegetation control on groundwater recharge, climate mitigation - carbon sequestration and water trade-off, ecohydrological impact of riparian vegetation, upland, riparian and aquatic linkage – environmental flow

4 2 1 7 16.5

Research Frontiers on Ecohydrology: application of remote sensing, hydrologic controls on nutrient cycling by vegetation, hydrologic variability, biodiversity and ecosystem structure; (independent work)

3 2 1 6

13.5

TOTAL 69 150 ECTS 6 Group assignment

• Develop group work titles in consultation with the instructor and organize materials, space and logistics when necessary

Individual assignment • Assignments will be given on selected topics

Practical

• Examining the hydrology of various ecosystems using models and field data to study water and its quality to recommend on possible management options


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Field studies • Visiting contrasting types ecohydrology of African ecosystems

Evaluation No. Assessment tools Weights

1 Interactiveness in lectures 10 2 Presentations: e.g. Current

topics in ecohydrology and ecology and management of ecosystems (independent work)

10

3 Use of field and laboratory record books and facilities

10

Quality of individual reports and models

15

4 Quality of group reports and models

20

5 Tests 15 6 Exams 20

TOTAL 100 Learning-teaching strategy/methods • Introductory points with interactive discussed in class or settings on site of subject matter • Assignment for presentations at each chapter of the subject • Class or discussions always begin with recapitulation questions and answers • Keeping portfolio of student activities all the way and giving feedback on all student activities to allow

innovative improvements • leaning by respecting schedules and consequences of non-compliance

Assessment methods • Attendance at all class, field or laboratory activities • Interactiveness at lectures, in class and field work sessions • Presentations • Field and laboratory reports • tests and examinations

Role of instructors and students Instructor Student Overview on major topics and ideas Take part in interactive overviews of major topics Record student activities at overviews Students stay alert to get their activities recorded Signs students to do desktop work from literature, and visiting sites and relevant institutes

Perform written assignments, reports, tests, and make presentations on to ensure learning

Supervise group discussions and interactions Give presentation in class and at conferences on issues of the course

Assign to perform group field and laboratory work


Conduct continuous assessment of students Students evaluate instructor Teaching support and input i. lecturing space and facilities • Ordinary teaching materials

ii. Practical • Record books and digital



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to digital processors cameras and processors • maps of watersheds,

ecohydrology and models with reasonable scales

• Study and design cases of African ecohydrological ecosystems

• Model hydrological cycles and the changes brought about by humans and climate

outboard engine • Funds for DSA, fuel, etc. • Field gears (hats, boots, tents,

sleeping bags, etc.) • Ice boxes, bottles for water

samples, physico-chemical measuring equipment, sample collection bottles or bags, Preservatives, plant pressers

• Laboratory facilities and chemicals for water quality analysis

Reading materials:

• Ecohydrology of Water-Controlled Ecosystems: Soil Moisture and Plant Dynamics, by Ignacio Rodríguez-Iturbe (Author), Amilcare Porporato (Author), ISBN-10: 0521036747, ISBN-13: 978-0521036740, Cambridge University Press, February 26, 2007.

• Aquatic Habitats in Sustainable Urban Water Management: Urban Water Series - UNESCO-IHP, by Iwona Wagner (Editor), Jiri Marsalek (Editor), Pascal Breil (Editor), ISBN-10: 0415453518, ISBN-13: 978-0415453516, Taylor & Francis, November 10, 2007

Responsible staff:

• Prof. Brook Lema/TBA Module: Aquatic Ecology and Food webs Code: WM 6312 Credit: 6 ECTS Year: 1 Semester: II Description: The module aims to introduce students to the fundamentals of the physical, chemical and biological factors that govern aquatic ecology. First, the students learn how lakes are formed by geological and other events (wind, landslide, meteoric, biogenic, and man-made). The water molecule, its unique characteristics and some of its implications for lake ecology are listed. Light and heat, photosynthesis, stratification and mixing, water movement and lake classification are covered. The chemical environment of aquatic ecosystems is described, including dissolved gases (oxygen, carbon dioxide), nutrients (phosphorous, nitrogen, silica), salts (ions), salinity, alkalinity, pH, redox potential and productivity level of water bodies. Methods of measurement of chemical parameters and their implication in lake ecology will be discussed. The module then describes the biological communities of bacterioplankton, phytoplankton, zooplankton, macrophytes, benthos and fish and their zonation in lakes, rivers and wetlands. Examples will be drawn from Lake Flora and Fauna common in East African lakes. The interactions between the different producers and consumers in lakes, and the flow of energy in the food web with emphasis on the grazer and detrital food chains and the microbial loop will be covered, with


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pertinent examples from published articles on Ethiopian and East African lakes. An integrated approach to understand whole-lake ecosystem at the watershed, community, population and species level will be discussed at the end of the module.


• understand the physical and chemical properties, • understand chemical features of waters such as alkalinity, turbidity, hardness, salinity,

conductivity, and the biogeochemical cycles of carbon, nitrogen and phosphorus, • know how natural lakes were formed and the relations between lake morphometry and ecology, • contrast reservoir formation and functioning in comparison with lakes, • understand the role of energy in stratification, turnover, and productivity, • understand the role of nutrients in productivity of lakes, • compute abundance, biomass, primary and secondary production and energy transfer efficiency

in lakes, • perform basic analytical tests required in the field and lab to determine the characteristics of

lakes, • identify common flora and fauna in lakes, rivers, reservoirs and wetlands, • understand the interaction of producers, consumers, and decomposers in lakes and the flow of

energy in the food web, • construct simple food webs for lakes and be familiar with the Ecopath model

Module Content:

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Physical Limnology: Lake origin and types 2 1 1 4 9 Water properties - implications 1 1 3 Light and heat, turbidity 2 1 3 7.5 Stratification and water movement 2 1 1 4 9 Chemical Limnology Biogeochemical cycles (N, P, Fe) 2 2 6 Dissolves gases (O2, CO2) 2 1 3 7.5 Salinity, alkalinity, ions, redox 2 1 1 4 9 Methods of measurement of chemical parameters 1 1 5 7 12 Major nutrients (Nitrogen, Phosphorus, Silica) 3 1 4 8 16.5 Particles and sedimentation (POC, TSS, detritus) 2 1 1 4 9

Biological Limnology Lake and river zonation 2 1 3 7.5

Phytoplankton, periphyton, macrophytes 2 1 3 7.5


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Primary production measurement 1 1 2 4.5 Zooplankton, zoobenthos, secondary production methods 2 1 3 7.5 Food webs and Ecosystem Ecology Energy flow and food webs 1 1 2 4.5 Lake restoration and management 1 1 2 4.5

Biomanipulation 2 4 1 7 13.5 Self-regulation of limnetic systems 1 1 3 Top-down and bottom-up controls 1 1 3

Ecosystem dynamics in lakes - examples 2 2 6

Total 66 150

ECTS 6

Group assignment • Students will be given group assignments on practical problems screened from the manual

Limnological Analyses by Wetzel and Likens (2000). The assignments will differ from year to year and depend on availability of the materials required to do the practicals. A written report will be submitted.


Individual projects will involve one of these options:

• mini-projects on laboratory culture and estimation of population parameters; • core papers' summary (4-5 articles) • review article on a certain topic • (4) computational exercises

Practical Students will write a short report on methodologies learned in the lab.

• Methodologies include : lake morphometric measurements using planimeter, operation and use of light meter, oxygen meter, pH meter, conductivity meter, echosounder, etc; depth-light, oxygen curves, euphotic depth estimation, phyto- and zooplankon identification and quantification, biomass and bio-volume, primary production by Winkler, dark-light bottle and C14 methods, secondary production growth methods, benthos identification and biomass, construction of simple food webs. The report will include data generated by students on preserved samples or samples they collected from the field.

Field studies • Students will visit a lake, river or wetland and write a short limnological report on their findings

and measurements. Physical, chemical and biological parameters will be measured and analyzed in the lab. Environmental Impact Assessment techniques for lakes and wetlands will be used one lake, river or wetland and the report will be reviewed by external assessors.

Evaluation Exams 50% Group assignment 10% Individual assignment 10% Laboratory report 15% Field report 15% ________________


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100% Learning-teaching strategy/methods

• Lectures, group discussions and assignments, student lectures, student PPT presentations, reports, laboratory and field studies, self-reading assignments, group assignments.

Assessment methods • Continuous assessment of quiz, tests, oral presentation, written reports, weekly exams, final-

program exam, and other evaluations as found necessary. Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quizz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quizz on time Supervise group discussions and interactions





Teaching support and input i. Classroom teaching/ learning


• Transparency projector


ii. Practical • Laboratory manual • Measuring probes (Oxygen,

pH, salinity, conductivity) • Chemical analysis lab • Identification keys and

manuals for algae, zooplankton, macrophytes


outboard engine • Funds for DSA, fuel, etc • Field tents, sleeping

bags, etc • Preservatives


• Attend lectures with enthusiasm and purpose • Actively participate in self and collaborative learning • Ask questions and provide stimulating ideas for discussion • Participate in laboratory and field studies • Return all written assignments on time • Be prompt and enthusiastic for oral presentations • Sit for all quizz, tests and exams • Suggest innovative ways of delivering the module in future

Reading materials

• Wetzel, R.G. (2001) Limnology: Lake and River Ecosystems, 3rd ed. Academic Press • Cole, G.A. (1983) Textbook of Limnology, 3rd ed. • Kalff, (2003) Limnology. Prentice-Hall. • Goldman, R.G. and Horne, A.J. (1983) Limnology. McGraw Hill • Wetzel, R.G. and Likens, G.E. (1979) Limnological Analyses. Saunders. • Dobson, M. and Frid, C. (1998) Ecology of Aquatic Systems. Prentice-Hall. • McComas, S. (2003) Lake and Pond Management. Lewis Publishers.


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• Bronmark, C. and Lars-Anders, H. (1998) Biology of lakes and ponds. Oxford. • Giller, P. and Malmquist, D (1998) Biology of streams and rivers • Dodds, W.K. (1999) Freshwater Ecology: concepts and environmental applications • Cummins, K. (2002) Lotic limnology • Schwoerbel, J. (1987) Handbook of Limnology • Welch, E.B. (1992) Ecological effects of wastewater: Applied Limnology and pollutant effects • Shastree, N.K. (1991) Current trends in Limnology • Schiemer, F.and Boland, B.K.T. (1996) Perspectives in tropical limnology • Hutchinson, E.V. (1993) A treatise of Limnology: The Benthos • Mitsch, W.M. and Gosselink, J.G. (2000) Wetlands, 3rd ed. John Wiley & sons. • O’Sullivan, PE and Reynolds, CS(eds) (2004) The Lakes Handbook. Vol. 1. Limnology and Limnetic

Ecology. Blackwell Scientific.

Journals:

• Hydrobiologia • Freshwater Biology • Limnology and Oceanography • Journal of Plankton Research • Canadian Journal of Fisheries and Aquatic Sciences • Ecological monographs • Aquatic Ecology • Journal of Phycology • Limnologica

Laboratory manual • Wetzel, R.G. and Likens, G. 2000) 3rd ed. Limnological Analyses. Springer. • Handout notes and exercises

Responsible staff

• Prof. Seyoum Mengistou/Prof. Brook Lemma/Dr. Demeke Kifle


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Module: Wetland Ecology Code: WM 6314 Credit: 6 ECTS Year: 1 Semester: II Description: The module deals with a comprehensive presentation of wetland ecology and wetland management in Ethiopia and in Africa with example from other regions of the world. Emphasis is on biological, physical, chemical, and ecological aspects of major wetland ecosystems found in Africa. The Module also deals with valuation, classification, and management of wetlands for biotic resources and water management. Learning outcomes: Upon successful completion of this module, students will be able to:

• Understand and explain the physical, chemical, biological, and ecological processes that occur within, around, and among wetlands,

• Identify and discuss the Variability of structure and function in wetland ecosystems, • Understand how structure and process drive wetland functions, • Provide informed opinions on human interactions (positive and negative) with wetlands. • Identify common wetland plant species, • Strengthen their skills of independent scientific work, including scientific writing, • know comparative perspective of wetlands of Africa

Module Content:

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Definitions and origins of wetlands Wetland Classification

2 1 3 7.5

Wetland Hydrology 2 1 3 7.5 Wetland Biogeochemistry 3 2 1 6 13.5 Wetlands and Climate Change 2 2 1 5 10.5 Wetland plants and animals: adaptations and ecosystem patterns

3 3 1 7 15

Protection creation, conservation of wetlands 3 2 1 6 13.5 Wetlands and Water Quality 3 3 1 7 15 Wetland Ecosystem Services 3 1 4 10.5 Wetland Restoration 3 2 1 6 13.5 Wetland laws, regulations and policies 3 1 1 5 12


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African perspective of wetlands’ management and ecological services: The East African Wetland system

2 2 1 5 10.5

Developing models for wetland 3 3 1 7 15 Wetland Delineation 2 2 6

TOTAL 66 150 6

Group assignment • Develop group work titles in consultation with the instructor and organize materials, space and

logistics when necessary Individual assignment

• Preparations for tests, exams, presentations and analysis of samples in field and laboratory settings

• Compiling reports Practical

• Collection of field samples of various life forms, water, soils, etc. • Identification of the same and biomass estimations • Collecting maps of wetlands and study them in comparison to field settings

Field studies

• Visiting contrasting types of wetlands their watersheds • Visit to institutes operating on water, environmental and water-related issues and hold

discussions • Identifying stakeholders in wetlands and their watershed management and users of the same • Hold discussions with the same in field settings

Evaluation

No. Assessment tools Weights

1 Interactiveness in lectures 10 2 Presentations: e.g. Current topics

in ecology and management of wetlands (independent work)

10

3 Use of field and laboratory record books and facilities

10

Quality of individual reports and models

15

4 Quality of group reports and models

20

5 Tests 15 6 Exams 20

TOTAL 100 Learning-teaching strategy/methods

• Introductory points with interactive discussed in class or settings on site of subject matter • Assignment for presentations at each chapter of the subject • Class or discussions always begin with recapitulation questions and answers


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• Keeping portfolio of student activities all the way and giving feedback on all student activities to allow innovative improvements

• leaning by respecting schedules and consequences of non-compliance

Assessment methods

• Attendance at all class, field or laboratory activities • Instructiveness at lectures, in class and field work sessions • Presentations • Field and laboratory reports • tests and examinations

Role of instructors and students

Instructor Student Overview on major topics and ideas Take part in interactive overviews of major topics Record student activities at overviews Students stay alert to get their activities recorded Signs students to do desktop work from literature, and visiting sites and relevant institutes

Perform written assignments, reports, tests, and make presentations on to ensure learning

Supervise group discussions and interactions Give presentation in class and at conferences on issues of the course

Assign to perform group field and laboratory work Participate in laboratory and field exercises Conduct continuous assessment of students Students evaluate instructor

Teaching support and input

i. lecturing space and facilities • Ordinary teaching materials

to digital processors

ii. Practical • Record books and digital

cameras and processors • maps of watersheds and

wetland and models with reasonable scales

• Study and design wetlands and watershed models

• Model hydrological cycles of African wetlands and their watersheds

• Collect samples of life forms, water, soil, etc. from field and conduct laboratory analysis


outboard engine • Funds for DSA, fuel, etc. • Field gears (hats, boots, tents,

sleeping bags, etc.) • Ice boxes, bottles for water

samples, physico-chemical measuring equipment, sample collection bottles or bags, Preservatives, plant pressers

Pre-requisite: Courses in hydrology, freshwater ecology, GIS

Co-requisite: None

Module requirements

The module assumes that students will

• Attend lectures with enthusiasm and purpose • Actively participate in self and collaborative learning


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• Ask questions and provide stimulating ideas for discussion • Participate in laboratory and field studies • Be prompt and enthusiastic for oral presentations • Sit for all quiz, tests and exams • Suggest innovative ways of delivering the module in future • Work on the review of current developments in the sciences of ecohydrology and wetalnds and their

management

Reading materials:

• Textbooks: Basic and specialized books in ecohydrology and wetlands studies, past and contemporary literature on the sciences contained in the module

• Abebe, Y. and Geheb, K. (2003): Wetlands of Ethiopia. • Davis, T.J. (1993): Towards the wise use of wetlands. Wise Use Project, Ramsar Convention Bureau,

Gland, Switzerland. • Edward, B. B., Mike, A. and Duncan, K. (1997): Economic valuation of wetlands: A Guide for Policy

Makers and Planners, IUCN Publication Unit, Ramsar Convention Bureau Gland, Switzerland. pp 1-46, 81-97 and 110-127.

• Hammer, D.A. (1989): Constructed wetlands for wastewater treatment. UK. • Hammer, D. A. (1997): Creating freshwater wetlands. 2nd Ed. Lewis Publishers, Inc., Boca Raton,

Florida. • Hook, D.D. et al. (1988): The ecology and management of Wetlands. London. • Hughes, R.H. and Hughes, J.S.(1992): A directory of African Wetlands.IUCN, WorldConservation

Union, Gland, Switzerland. • Meltaby, E., Dugan, P.J. and Lefeuvre, J.C.(1992): Conservation and development: the sustainable

use of wetland resources. • Mitsch, W.J. and Gosselink, J.G. (1993): Wetlands. 2nd Ed. New York. • Mitsch, W.J. and Gosselink, J.G. (2006): Wetlands. 3rd Ed. New York.

Journals:

• Reputable journals in ecology, wetlands’ management, climate change, land-water use planning, hydrology and ecological modeling

Laboratory manual

• Manuals of ecological modeling, ecology especially by Wetzel, hydrology and other related ones

Responsible staff

• Prof. Brook Lemma, Prof. Seyoum Mengistu, Prof. Tenalem Ayenew, and others from partner regional universities


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Module: Aquaculture and Fisheries Code: WM 6316 Credit: 6 ECTS Year: 1 Semester: II

Description: This module provides an introduction to and importance of aquaculture in the different parts of the world. It gives overview of the organisms used in aquaculture, the methods of site selection and preparation as well as production of aquatic organisms in a controlled and managed way. As the methods of aquaculture differ for each group of organism, the different groups of invertebrates, algae and fishes are treated separately. The module also discusses the potential positive and negative impacts that aquaculture may cause on the environment. Integrated farming practices where fish are cultured with other plants or animals are discussed. Particular focus is placed on integrated culture practices that Ethiopian farmers can easily adopt. Administrative, policy, governance and management issues are also explained as these are keys to successful implementation of aquaculture in any given country. It also deals with aspects of the applications of fisheries science pertaining to production, exploitation, and management of fisheries resources and the environment towards obtaining sustained societal benefits. It will discuss fish growth, mortality, recruitment, and fish stock assessment models. Learning outcomes:

• Upon successful completion of this module, the student should be able to: • understand the importance and role of aquaculture in food production and improvisation, • know the major groups of invertebrates, algae and fishes that are used in aquaculture and the

criteria for selecting them, • understand the operational details of different methods in aquaculture, • know the major positive and negative effects of aquaculture practices on the environment, • explain the key management and administrative issues in aquaculture, • know common fishing gears and estimate their selectivity and different age and growth • models, • determine population size (N) using estimation methods and associated assumptions, • define fish production and yield, and explain production/stock assessment models with the

principle behind them, • Understand overfishing, fisheries management and management objectives, references and

tools.


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Module Content: Module Subject/topic

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Introduction to aquaculture and global perspective

Introduction to aquaculture: global, regional and national perspectives

1 1 3

Multidisciplinary nature of aquaculture 0.5 0.5 1.5 Reasons for aquaculture and its application 0.5 0.5 1.5 Socio-economic aspects of aquaculture 0.5 0.5 1.5 Aquatic organisms culture systems and their management

Extensive aquaculture production 1 1 3 Semi-intensive intensive aquaculture production 1 1 3 Intensive aquaculture production 1 1 3 Culture systems (integrated, pond, cage, pen, tank, re-circulation systems)

1 2 3 6

Pond dynamics, Water quality of culture systems 1 2 3 6 10.5 Feed and nutrition

Fish Feed types 1 1 3

Proximate analysis of fish feeds & formulation 1 3 4 7.5 Nutritional requirement of commonly cultured fish species: tilapia catfish, common carp, trout

1 1 3

Live feed culturing & management 1 3 4 7.5

Seed production and brood stock management Breeding & genetics 1 1 3

Feed requirement 1 1 3

Breeding requirement 1 1 3

Brood stock selection & conditioning 1 2 3 6 Fingerling feeding, handling & propagation 1 2 3 6 Post-harvest and value addition Fish harvesting & handling techniques 1 2 3 6 Fish processing and preserving methods 1 2 3 6 Packaging, storage and transportation 1 2 3 6 Fish health 0 0


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Diseases and parasites of culture systems 1 3 4 7.5 Prevention and treatment methods 1 3 4 7.5

Protocol for disease and/or parasite free fishes transportation

1 3 4 7.5

Aquaculture and environment 0 0 Contributions to conservations & restoration of biodiversity,

1 1 3

Stock enhancement (restocking) & Enhancing productivity

0.5 0.5 1.5

Methods to minimize the possible environmental impacts of aquaculture (introduction of, alien species, diseases & parasites, water quality deterioration like eutrophication)

1 2 3 6

Business and entrepreneurship in aquaculture Aquaculture economics, Human and livelihood 0.5 0.5 1.5 Investment opportunities (possibility to integrate with other farming systems)

1 1 3

Value-chain & marketing 0.5 0.5 1.5

Introduction to fisheries biology 0 0 Definitions, global, regional & national fish landings, relationship between fish stock and fishing pressure

0.5 0.5 1.5

Age and growth of fishes 0 0 Fish-size measurements, length-weight relation and condition factor, length-frequency, anatomical & empirical methods of age assessment, back-calculation

1 0.5 0.5 2 4.5

Growth & Laird-Gompertz, von Bertalanffy, etc growth models, estimation of growth parameters, growth rates

1 0.5 0.5 2 4.5

Population size & its estimation 0 0 Mark-recapture methods, assumptions, catch-per-unit-effort methods

1 1 2 4.5

Mortality of fish populations/stocks 0 0 Total, natural and fishing mortalities, their estimation methods

1 0.5 1.5 3.75

Assessing the status of a fishery from mortality statistics

1 0.5 1.5 3.75

Fish yield/stock assessment 0 0

Stock & stock assessment defined, empirical, holistic & analytical yield/stock assessment models

1 1 2 4.5


• Supervised group discussions, laboratory practicals & discussion of findings


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• Field-based learning & presentation of results Individual assignment

• Class activities for reflection • Student lectures (presentations), self-learning through reading assignments • A series of assignments/exercises on estimation of fisheries parameters and

discussion/presentation of results Practical

• Feed preparation and formulation • Fishing gears - identification, description, measurements • Lab work on samples from field

Field studies

• Visits and observations of hatchery and pond/cage facilities • Setting and retrieving of fishing gears in actual fish habitats (lake, river) • Fish collection out of fishing nets, identification of the fishes • Observations on the fisheries and related activities in the Ethiopian rift valley lakes and/or Lake

Tana. Evaluation Exams 50% Group assignment 10% Individual assignment 10% Laboratory report 15% Field report 15% ________________ 100% Learning-teaching strategy/methods

• Students will be exposed to the different concepts of the module through audio-visual assisted lectures. Topics will be distributed to students for review, write up, and presentation. Students will come up with presentations in written and oral forms. Discussions will take place on review papers of students in the presence of the instructor and all other students.

Assessment methods • Students will be assessed by the quality of their written review of current topics, oral presentation

of the same and scores of final written examination Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions Give oral presentation using latest techniques Guide collaborative assignments Introduce practicals Guide field studies



erasers • Video Conference • Transparency projector

ii. Practical • Culture ponds (8) • Measuring probes (Oxygen,

pH, salinity, conductivity) • Feeds and seeds to start




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cultures • audiovisuals, and charts




Reading materials:

• Bardach, J.E., Ryther, J.H. and McLarney, W.O. 1972. Aquaculture: The fish farming and husbandry of freshwater and marine organisms. John Wiley and sons, New York,

• Huet, M. 1972. Textbook of Fish Culture: Breeding and Cultivation of Fish. Fising News Books; UK • Pillay, T.V.R. 1993. Aquaculture: Principles and Practices. Fishing News Books, U.K. • Sparre, P., Ursin, E. and Venema, S.C. 1989. Introduction to tropical fish stock assessment. • Bagenal, T.B. (ed.) 1978. Methods for assessment of fish production in freshwaters. IBP hand book

No. 3, Blackwell, Oxford, England. • Bardach, J.E., Magnuson, J.J., May, R.C. and Reinhart, J.M. 1980. Fish behavior and its use in the

capture and culture of fishes. International Center For Living Aquatic Resources Management (ICLARM), Manila, Philippines.

• Brook Lemma 2008. Introduction to Lake Ecology, Aquaculture and Fisheries in Ethiopia. o Publisher: Haramaya University, Addis Ababa University Printing Press, Ethiopia, 416 pp.

(ISBN: 978-99944-819-0-3). • Fulks, W. and Main, K.L. 1991.Rotifera and Microalgae culture systems. The Oceanic Institute,

Honolulu, Hawaii. • Fukusho, K. 1989. Biology and mass production of the rotifer, Brachionus pliciatilis.

Internat. J. Aq. Fish Technol., 1: 232-240. • Geiger, J.G. 1983). A review of pond zooplankton production and fertilization for the culture of

larval and fingerling striped bass. Aquaculture, 35: 353-369. • Gulland, J.A. 1983. Fish stock assessment: A manual of basic methods. John Wiley & Sons, New York,

Brisbane • Hickling, C.F. The farming of fish. Pergamon press, Oxford, London, New York. • Huet, M. 1975. Textbook of fish culture: breeding and cultivation of fish. Fishing news (books) Ltd.

England. • Keating, K.I. 1989. Plankton culture and bioassay: keeping things in perspective. Final

Report.N.J.D.E.P. 84 pages. • Lee, D.O.C. and Wickins, J.F. 1992. Crustacean farming.Fishing new books.ISBN

0632029749.400 pp. • Lubzens, L. 1987. Raising rotifers for use in aquaculture.Hydrobiologia 147: 245-255. • McVey, J.P. 1993. CRC Handbook of mariculture: Crustacean aquaculture. CRC Press, Boca Baton,

ISBN 0-8493-9255-2. 526 pp. • Parker, R. 2002. Aquaculture Science. Second edition. • Ricker, W. E. 1975. Computation and interpretation of biological statistics of fish populations.


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Journals: • Aquaculture • Aquaculture Research • NAGA • FAO Aquaculture Newsletter • Bioscience • Transactions of the American Fisheries Society • Environmental Biology of Fishes • Canadian Journal of Fisheries and Aquatic Sciences

Responsible staff:

• Dr. Abebe Getahun/TBA Module: Ecological Modeling Code: WM 6318 Credit: 6 ECTS Year: 1 Semester: II

Description: Aquatic ecosystems are complex systems that have interdependent webs of relationships between living and nonliving things. The function and structure, and their ecological services are determined by ecosystem processes: physical processes (transport and mixing, sedimentation, gas exchange, detachment and re-suspension), chemical processes (chemical equilibria, sorption), biological processes (primary production, respiration, death, consumption, mineralization, nitrification, hydrolysis, bacterial growth, colonization). Ecological modeling assists in capturing such processes. The course begins with the definition of ecosystems and ecological modeling, and discusses on principles of modeling environmental systems and steps in modeling, formulation of mass balance equations, calibration of parameters needed to construct ecological models, testing models and their application to the use on the ground. The course deals with fish stock assessment and population dynamics, its role in fishery management, exercising with various modern biomass and yield models, why models sometimes fail, and how they can be improved and used in evaluating management decisions. The students learn putting different compartments into one through trophic modeling and holistic approach using Ecopath with Ecosim software model, beginning with the theory behind, input data preparation including using stable isotope analysis, mass balancing, producing outputs and interpretations. History, definitions and fundamental principles of geographic information system (GIS) and global positioning system (GPS) as basic and extremely important tools for environmental management, geo-references and coordinate systems, basic spatial analysis and modeling, GIS implementation and project management, GIS issues and prospects, data modeling and data quality, GIS environmental modeling (hydrological, atmospheric, land surface and subsurface modeling, biological-ecological modeling, etc.), infrastructure development planning and disaster management and risk modeling. Definition and basic principles of remote sensing (RS) and image processing and their many applications, main focus on aerial photography but includes satellite imagery, discussion on basic concepts of the physical principle upon which a variety of photographic and non-photographic sensors operate (i.e., multispectral, thermal, hyper-spectral, microwave and lidar), describes the overview on the existing satellite systems used for remote sensing, and discussions on the principles behind image, processing, interpretation, and use of related computer programs.


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Learning outcomes Upon successful completion of this module, students will be able to:

• understand the merits and limitation of ecosystem models, • identify the underlying assumptions in any model and discuss their implications, • prescribe an appropriate model to address a particular question about a particular ecological

system, • construct ecosystem models from scratch using appropriate modeling software (Ecopath with

Ecosim, and stock assessment, biomass and yield model, GIS), • analyze and assess the performance of simple ecological models applied to freshwater

environment

Module Content:

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Introduction to ecological modeling

General introduction to modeling 1 1 3

Concepts of modeling 2 2 6

GIS and Remote sensing Fundamental principles of GIS 1 1 2 4.5 Vector and raster data handling 2 1 3 6 12 Georeferencing 1 1 2 3

Attribute data editing 2 3 5 7.5

Data capturing using GPS 3 3 3

GIS environmental modeling 2 2 3 7 13.5 Satellites and sensors 1 1 3

Digital image and interpretation 2 2 4 9 Hydrological modeling 1 1 2 4 7.5

Fish stock assessment and population dynamics Introduction 1 1 3

Growth models 2 1 2 5 10.5

Mortality models 2 1 2 5 10.5

Biomass models 2 1 2 5 10.5

Fish yield models 2 1 2 5 10.5

Trophic modeling


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Introduction 1 1 3

Theory behind trophic modeling 2 2 6 Introduction to ecopath 2 1 3 7.5

Identifying functional groups 1 2 3 6 Input data preparation 1 2 3 6

Balancing the model 1 1 3 5 9

Output interpretation 1 3 4 7.5

Total 33

20 3 29

0 75

150

6

Individual assignments and field-laboratory studies • Individuals are given scientific articles on various models including Ecopath with Ecosim, GIS and RS

concepts and applications to critically assess and comment on them (the strengths, weaknesses and would be expected points of the articles).

• Collect images and describe them using the knowledge they gained in the course on the use and abuse of the environments they are taken from.

• Build simple models on different inland ecosystems and interpret outputs. • Other issues of the module students may be interested upon and want to work on. Group assignments and field-laboratory studies • Students and their instructor(s) develop group assignments that take them to nearby urban and

countryside to observe, take GPS readings, etc.and interview stakeholders on land use patterns. Thereby students are expected to collect images and GIS-RS information to process in the laboratory and work on the development of models.

• The group should not be less than three and not more than five. The contribution of each to the group work must be testified in the report to be submitted.

• Each group report is followed by a presentation to the whole class and possibly to students and faculty of the stream.

• Groups will be formed to build different models using real data for various ecosystems. Results will be reported and presented.

• Other issues of the module groups of students may be interested upon and want to work on. Evaluation Percent contribution Test and final examinations 55 Group assignment 15 Individual assignment 15 Presentation 15 Total 100 Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions Give oral presentation using latest techniques





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Teaching support and input i. Classroom teaching/ learning • White board, markers and


ii. Practical






Prerequisites:

• Basic understanding on aquatic ecology Reading materials:

• Lillesand, T.M. Kiefer, R. W. and Chipman, J. W. (2007): Remote Sensing and Image Interpretation, 6th Ed. New York, Wiley, 756pp.

• Aronoff, S. (2005): Remote Sensing and GIS Managers. Redlands. California. ESRI Press. 487pp. • Berlin, G. L.L. and Avery, T. E. (2003): Fundamentals of Remote Sensing and Airphoto

Interpretation, 6th ed. Upper Saddle River, N. J., Prentice Hall, 540pp. • Campbell, J. B. (2002): Introduction to Remote Sensing, 3rd Ed. New York, Guiford publications,

620pp. • Harvey, F. (2008): A primer of GIS : fundamental geographic and cartographic concepts. Guilford

Press, 310 pp • Sinton, D. S., (2007): Understanding place: GIS and mapping across the curriculum ESRI Press,

282pp. • Mesev, V. (editor) : Integration of GIS and \remote Sensing. John Wiley and Sins Ltd. Chichester,

West Sussex, England. • Ågren, G.I. and Bosatta, E. (1997): Theoretical Ecosystem Ecology - Understanding Element

Cycles. Cambridge Univ. Press, 252p., • Aral, M.M. (2010): Environmental Modeling and Health Risk Analysis (Acts/Risk). Springer,

462pp. • Brown, D. and Rothery,P. (1993): Models in Biology: mathematics, statistics and computing.

Wiley, 708 pp. • Jorgensen, SE and Fath, BD (2011). Fundamentals of Ecological Modelling. 4th Edition. Elsevier.

Journals:

• International Journal of Remote Sensing • International Journal of Applied Earth Observation and Geoinformation • Remote Sensing of Environment


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• Photogeometric information and Remote Sensing • Annals of the Association of American Geographers

Responsible staff

• Tadesse Fetahi/TBA Module: Applied Multivariate Statistics Code: WM 6320 Credit: 6 ECTS Year: 1 Semester: II

Description: This module is designed to provide students with a working knowledge of the basic concepts underlying the most important multivariate techniques, with an overview of actual applications in various fields, and with experience in actually using such techniques on a problem of their own choosing. The module will address both the underlying mathematics and problems of applications. As such, a reasonable level of competence in both statistics and mathematics is needed. The module will cover an introduction to fundamentals of multivariate statistics and data mining. Principal components and factor analysis; multidimensional scaling and cluster analysis; MANOVA and discriminant analysis; decision trees; and support vector machines; and use of appropriate software.

Learning Outcomes: Upon Successful completion of this module, students will be able to:

• identify and understand the structure of multivariate data and be able to phrase the appropriate scientific questions in terms of parameters of interest,

• understand the various assumptions needed for the various methodologies covered in the class as well as their implementation,

• implement analyses of these methods in a statistical software package, • Read the scientific literature and comprehend the use (and misuse) of multivariate analysis

methodologies reported by study authors.


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Module Content:

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Review of basic matrix operations and random vectors 3 1 4 10.5 Modeling and inference using the multivariate normal distribution: multivariate data and models, multivariate normal distribution, traditional inference: multivariate regression, MANOVA, etc, links with mixed linear models and hierarchical modeling.

6 2 1 9 22.5

Exploratory techniques based eigenvalue and singular decomposition: SVD of a data matrix; special decomposition, principle component analysis, factor analysis, canonical correlation

5 3 1 9 21

Classification and Clustering: Linear Discrimination, Classification Trees, Hierarchical Clustering, K-means Clustering, Multidimensional Scaling

6 2 4 1 13 28.5

Functional data analysis: functional PCA, functional classification, functional clustering

6 2 2 1 11

25.5

Applications to water quality data analysis 4 2 2 1 9 19.5 Project 5 2 2 1 10 22.5 Total 150 ECTS 6 Presentations Each student is required to present at least one published paper of his/her choice that has utilized one of the multivariate techniques covered in class. A typical presentation includes:

• Research Questions/Hypotheses • Data Collected • Data Analyses and Results - Here the focus is only on the statistical method under concern. • Limitations of the published research. • The presentation should last at most 15 minutes.

Assignments • These assignments involve statistical problems solving and data analysis and interpretation.

Their purpose is to illustrate the material covered in class Reading materials:

• Johnson, R.A., and Wichern, D.W. (2007).Applied Multivariate Statistical Analysis. 6th ed. • Prentice Hall, New York. • Morrison, Multivariate Statistical Methods, McGraw-Hill, 1990

Anderson, T.W. (2003). An Introduction to Multivariate Statistical Analysis, 3rd ed. Wiley. • Hastie, T., Tibshirani, R. and Freedman, J. (2001). The Elements of Statistical Learning: • Data Mining, Inference, and Perdition. Springer. • H¨ardle, W. and Simar, L. (2003). Applied Multivariate Statistical Analysis. Springer. • Mardia, K.V., Kent, J.T. and Bibby, J.M. (1979). Multivariate Analysis. Academic Press.

Responsible Staff:

• TBA


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Module: Fisheries Management and Conservation Code: WM 6322 Credit: 6 ECTS Year: 1 Semester: II

Description: This module deals with the pressing issues of fish conservation and fisheries management. The module provides broad overview of the diversity, distribution, anatomy, physiology, ecology, behavior and conservation of fishes with special emphasis on the African groups. It provides ranges of physiological, ecological and anatomical adaptations by fishes to a wide array of habitats. Feeding, growth and reproduction guilds of fishes will be discussed. Aspects of the applications of fisheries science pertaining to production, exploitation, and management of fisheries resources and the environment will be explored and their contribution towards obtaining sustained societal benefits will be assessed. The module discusses fish stock dynamics including overfishing, and the economics of fisheries management, and the components of fisheries management (objectives, criteria, tools, and regulatory measures). It also deals with fisheries management relative to the impacts of other development sectors (agriculture, industry, etc), and management of fisheries of different habitats (lakes, reservoirs, rivers, etc). The topics are to be delivered through an interactive teaching-learning, self-learning by students and collaborative learning among students. Students will be evaluated based on performances in discussions, quiz, tests, presentations, written reports and in mid and final exams.

Learning outcomes: Upon successful completion of this module, the student will be able to: • know the main groups of fishes inhabiting marine and freshwater habitats of the world waters, • define the major characteristics distinguishing the groups of fishes, • know the distribution of the major groups of fishes, their major habitats and threats posed as well as

conservation measures that need to be taken in order to protect the fishes and their habitats, • understand the biology and special adaptations of some of the fish groups, • define the major conservation problems facing the fish populations and their habitats • understand overfishing, fisheries management and management objectives, references and tools, • know the components of a fishery from a management perspective, • understand the dynamics of exploited and unexploited fish stocks with emphasis on maximum

sustainable yield (MSY) and optimum fishing effort (fMSY), overfishing and types of overfishing, • understand the economics of fisheries management with emphasis on demand, bio-economic supply

model, the maximum economic yield (MEY) and effort at MEY (fMEY), • apply the components of fisheries management (objectives, reference points, criteria, tools &

regulatory process), • explain the positive and/or negative impacts of other development sectors on fisheries management, • understand management of fisheries of different habitat types (lakes, reservoirs, rivers, etc)


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Module Content:

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Introduction to fish conservation and fisheries management

General introduction 1 1 Historical perspectives 1 1 3 Systematic principles with special emphasis on cladistics as applied to fish conservation

0

Cladistic principles as applied to fishes 5 2 7 18 Diversity of fishes in the world 3 3 9 Zoogeography (distribution) of fishes 2 0 6

Forms and functions of fishes External morphology 1 3 4 7.5 Buoyancy and locomotion 1 1 3 Internal anatomy and physiology 6 3 3 12 27 Behavior and ecology of fishes Response to stimuli in fishes 1 1 3 Social behavior in fishes 1 1 3 Special habitats and special adaptations Special Marine habitats 1 1 3 Special Freshwater habitats 1 1 3 Conservation of fishes Conservation problems 2 2 6 Mitigation measures 1 1 3 Components of a fishery: management perspective Aquatic biota, aquatic habitats, the human component 1 1 2 6 Fish stock dynamics & management Unexploited vs exploited stocks, relation among stock size, catch & fishing effort, Maximum sustainable yield (MSY) & optimum effort (fMSY)

1 0.5 1.5 4.5

Beverton & Holt model as a management input, Length/age of first capture and sexual maturity, overfishing and types of overfishing (recruitment, growth, etc overfishing)

1 0.5 1.5 4.5

The economics of fisheries management


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Economic trends, demand, bio-economic supply model, maximum economic yield (MEY) and fishing effort at MEY (fMEY), the optimum sustainable yield (OSY)

1 1 2 6

Components of fisheries management Management objectives, reference points/criteria (biological, economic, social, etc)

2 1 3 9

Management tools - restrictive (license, quota, gear restrictions, etc) & non restrictive (population manipulation, habitat manipulation, etc) tools, monitoring & regulation

2 0.5 2.5 6

Monitoring & regulatory process, participatory management

1 0.5 1 3

Management of fisheries of different habitats Lakes, reservoirs, rivers, etc 2 2 6 Fisheries management & conservation and other development sectors

0

Agriculture, industry, energy (hydropower), construction, etc

2 0.5 2.5 6

Integrated & Ecosystem approach to management 2 0.5 2.5 6 Total 56.5 15

0 ECTS 6 Group assignment

• Supervised group discussions • Field-based learning & presentation of results

Individual assignment • Class activities for reflection • Student lectures (presentations), self-learning through reading assignments

Practical • Lab exercises on cladistics on fish taxonomy and classification • Fish anatomy • Food and feeding habits of some fishes from the field • Some aspects of fish reproduction (sex identification, maturity, fecundity, etc) • Lab work on samples from field • Practice on designing a fisheries management plan

Field studies • Observations on the fisheries and related activities in the Ethiopian rift valley lakes and/or Lake

Tana with emphasis on management and conservation issues Evaluation Exams 50% Group assignment 10% Individual assignment 10% Laboratory report 15% Field report 15% ________________ 100% Learning-teaching strategy/methods


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• Interactive lectures, group discussions, group and individual assignments, reflective activities, student lectures/presentations, field-based learning, learning through self-reading

Assessment methods • Continuous assessment of quiz, tests, oral presentations, written reports, assignments, mid- and

final-exams. Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions






ii. Practical




Pre-requisite: None Co-requisite: Non Module requirements The module assumes that students will:


Reading materials:

• Lackey, R.T. 2005. Fisheries: History, Science and Management. • Panayotou T. 1982. Management concepts for small-scale fisheries: Economic and Social Aspects.

FAO Fish. Tech. Pap. 228. • Sparre, P., Ursin, E. and Venema, S.C. 1989. Introduction to tropical fish stock assessment • Abebe Getahun and Eshete Dejen (2012). Lake Tana fishes: A Guide book; Addis Ababa

University Press, Addis Ababa, Ethiopia • Bond, C.E. 1996. Biology of fishes. Saunders College Publishing. Harcourt Brace College

Publishers.U.S.A, Canada, London, Sydney, Tokyo.750 pages • Helfman, G.S., Collette, B.B. and Facey, D.E. 1997. The diversity of fishes. Blackwell Science, Inc. USA,

England, Australia, Germany and Austria.528 pages • Lagler, K.F., Bardach, J.E. and Miller, R.R. 1962. Ichthyology. John Wiley and sons, Inc., New York,

London and Topan Printing company, Japan.545 pages


ACEWM Page 166

• Marshal, N.B. 1965. The life of fishes. The Weidenfeld and Nicolson Natural History, London. 402 pages.

• Moyle, P.B. 1982. Fishes: An introduction to Ichthyology. Prentice-Hall, Inc. Englewood Cliffs, New Jersey 07632. 593 pages.

• Gulland, J.A. 1983. Fish stock assessment: A manual of basic methods. A Wiley-Interscience publication; John Wiley & sons; Chichester, New York, Brisbane, Toronto, Singapore.

• Bagenal, T.B. (Editor) 1978. Methods for assessment of fish production in freshwaters. IBP hand book No.3, Blackwell, Oxford, England.

• Cailliet et al., 1982. Fishes: a field and laboratory manual. • Ricker, W. 1975. Computation and interpretation of biological statistics of fish populations. • Froese, R. and Pauly, D. 1998. Fishbase 98 (also in the internet) • Gulland, S. 1975. Manual of methods for fish stock assessment. • Nielsen, L. and Johnson, (eds.) Fisheries techniques. • Sparre, P., Ursun, E. and Venema, S.C. 1989. Introduction to tropical fish stock assessment.

Recent literature in the internet (TBA) Published articles (TBA Relevant PhD and MSc theses Journals:

• Fish Conservation • Ichthyological Explorations of Freshwaters • Journal of Fish Biology • Journal of Ichthyology • Copeia • Transactions of the American Fisheries Society • Environmental Biology of Fishes • Canadian Journal of Fisheries and Aquatic Sciences • Ethiopian Journal of Biological Sciences

Responsible staff

• Dr. Demeke Admassu/TBA


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Module: Socioeconomics of Aquatic Resources Code: WM 6326 ECTS: 6 Year: 1 Semester: II Description: The sustainability of water resources is a critical issue facing society over the coming decades. Water resources are affected by changes not only in climate but also in population, economic growth, technological change, and other socioeconomic factors. In addition, they serve a dual purpose; water resources are critical to both human society and natural ecosystems. Every society depends on water and water resources for its sustainability. This module examines the occurrence, use, management, and conservation of water and water resources in the in general. It further discusses the society-water relationships, the impacts of human actions on environmental, economic, and social aspects of aquatic resources, water usage as well as current issues in water quality, water pollution, and water resource regulation. It provides a thorough understanding of the environmental, societal, and political impacts of water, water resources, and changes in water supply and availability. Finally it will introduce current and emerging challenges in water resource issues, development, and technology. Learning Outcomes: Upon successful completion of this module, students will be able to:

• understand past and present interconnection between water human society, • explore the various mechanism by which human beings intervene aquatic resources, • understand the contribution of water for national economic development, • describe how water has environmental, sociological and economic components that shape their

everyday activities, • identify the possible challenges and solution of water resources

Module Content:

Subject/Topic

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Pres

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Introduction: water resources and society (past to present), water and human civilization, development issues: rural/suburban/urban, sectoral issues: domestic, agricultural, industrial;

4 2 6 15

Social economics and dynamics of aquatic resource diversity exploitation strategies in Africa

4 1 2 7 16.5

Human interventions in the hydrologic cycle in Africa: dams and reservoirs, water management, agricultural/municipal/industrial water use, water sources and conflict, water and health, water resource sustainability, water hazards

6 3 2 11 25.5

Socio-economic impacts of unplanned fisheries 6 3 2 11 25.5


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Module Evaluation:

• Exam

40% • Group Filed report 20% • Individual Assignment 20% • Paper review and presentation 10% • Participation in class discussion 10%

Total 100 Reading materials:

• Black, E., S. Mithen, B. Hoskins and R. Cornforth 2010).Water and Society: Past, present and future. London: Royal Society.

• Mithen, S. and E. Black. (nd).Water, Life and Civilization: Climate, Environment and Society in the Jordan Valley.: Cambridge University Press.

• Black, E. (2010). Water and society in the Middle East today: An introductory overview. Philosophical Transactions of the Royal Society A

• Black, E., S. Mithen, B. Hoskins and R. Cornforth. (2010). Preface to Water, Life and Civilisation .Philosophical Transactions of the Royal Society

• K. Jamjoum. (2010).A model-based assessment of the effects of projected climate change on the water resources of Jordan Philosophical Transactions of the Royal Society

• Black, E.(2006). The impact of the North Atlantic Oscillation on Middle East Rainfall Proceedings of the International Conference on Climate Change and the Middle East Past, Present and Future: 39-45

• Diro, G. T., Grimes, D., and Black, E. (nd). Large Scale atmospheric and oceanic features affecting Ethiopian rainfall In African Climate change and variability Eds C.Williams and D. Kniveton

• Farnsworth, A., C. Williams and E. Black (nd). Central African climate variability In African Climate change and variability Eds C. Williams and D. Kniveton Mithen, S. and E. Black. (2011). An Inter-disciplinary Approach to Water, Life and Civilization In Water, Life and Civilisation: Climate, Environment and Society in the Jordan Valley Eds S. Mithen and E. Black Cambridge: Cambridge University Press.

• Mithen, S. and E. Black Overview and Reflections: 20,000 years of Water and Human Settlement in the Southern Levant In Water, Life and Civilization: Climate, Environment and Society in the Jordan Valley Eds S. Mithen and E. Black Cambridge: Cambridge University Press.

• Nortcliff, S., E. Black and R. Potter. (2011). Current water demands and future strategies under changing climatic conditions In Water, Life and Civilisation

Responsible Staff:

• Dr. Teshome Immana

Socio-economic impacts of deterioration of wetland ecology in Eastern Africa

4 2 6 15

Water and Regional Economic Development: water consumption and distribution (inequalities)

4 1 5 13.5

Linking climate scenarios and water management Understanding climate: Water policies in African Countries

4 2 6

15

Present and future challenges: Contemporary stakeholders in contemporary water challenges

4 2 4 2 12 24

Total 64 150 ECTS 6


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24.5 Water Supply and Sanitation Specialization Module: Water and Sanitation Systems Planning Code: WM 6410 Credit: 6 ECTS Year: 1 Semester: II Description: This 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. The module will draw on many specific examples from different African countries. Students will be encouraged to pursue more focused topics within the area of water supply and sanitation that are of interest to them. Learning outcomes: Upon successful completion of this module students will be able to:

• comprehend the global picture of water/sanitation/hygiene and health, • know the major technologies and processes of water/sanitation infrastructure in developing

countries, • understand the social and cultural factors (e.g., gender issues, children's needs) that must be

considered and incorporated into the planning and implementation of water supply and sanitation systems in developing countries,

• understand the patterns of domestic water use and waste disposal in developing countries, and to describe the modes of transmission of water-related diseases,

• plan simple, yet reliable, water supply and sanitation systems for developing countries that are compatible with local customs and available human and material resources

• understand the principles of operation of a range of appropriate water and sanitation technologies, and to be able to critically evaluate them with respect to multiple criteria

• investigate the concept of community participation and its role in enabling project success and sustainability

• understand infrastructure planning and the associated challenges in developing countries


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Module Content:

Subject/topic

Lect

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Exer

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s & G

roup

w

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Lab

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Water, sanitation and development: Basic concepts, water rich / water poor, and pictorial tour of global water and sanitation, n coverage

2 2 1 5 10.5

Africa water and sanitation: coverage water, sanitation and hygiene-related diseases

3 2 1 6 13.5

Water supply planning: planning and management of community water supplies, water quality and water quantity, rain water harvesting and ponds, hand pump.

3 2 1 6 13.5

Appropriate technologies for water purification for rural community: Decentralized household water treatment and safe storage, water purification at communal scale, sustainability of distributed and small systems

3 2 3 1 9 18

Sanitation: centralized wastewater treatment, classification of sanitation systems, types of onsite sanitation technologies

3 2 1 6 13.5

Onsite Excreta Disposal Systems: design, operation and maintenance of onsite sanitation technologies

3 2 3 1 9 18

Sewage Collection Systems and Fecal Sludge Management: collection and transport of fecal sludge, technologies for fecal sludge treatment

3 2 2 7 15

Planning sanitation systems and technology: the need of planning and their challenges, traditional planning approaches and their characteristics, synthesized planning approaches, creating an enabling environment and stake holders

3 2 1 6 13.5

Planning of onsite sanitation systems and technology: social and institutional aspects, definition of stakeholders, planning and awareness raising

3 2 1 6 13.5

Water and sanitation financing 2 1 1 4 9 Case Studies from Different African Countries 3 3 2 8 12


• Students will be given assignment in a group of 3 and will present in classroom Individual assignment

• Assignment will be given at the end of each chapter and will be submitted Practical


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• None Field studies

• Students will visit small scale water treatment and sanitation practices and present their findings and observations

Evaluation Exams 50% Group assignment 15% Individual assignment 15% Field report 20% _________________ 100% Role of instructors and students: Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions






• LCD • Flip charts

ii. Practical

iii. Field trips • Field vehicle • Fuel cost • DSA for field work • Field test kit



Reading materials:

• IRC (2002) Small community water supplies: Technology, people and partnership, Technical Paper Series 40 , IRC International Water and Sanitation Centre, Delft, The Netherlands.


ACEWM Page 172

• Whyte, A. (1986) Guidelines for planning community participation activities in water supply and sanitation activities, WHO, Geneva

• Guide to the Development of On-site Sanitation by R. Franceys, J. Pickford, and R. Reed, 1992 • Low-cost, on-site sanitation options (Occasional paper / International Reference Centre for

Community Water Supply and Sanitation) by L. F Hoffman, 1981 • The risk of groundwater pollution by on-site sanitation in developing countries: A literature

review by W. John Lewis, 1980 • Faecal Sludge Management: Systems Approach for Implementation and Operation. IWA

publishing, (Linda Strande, Mariska Ronteltap, DamirBrdjanovic)First published 2014, © 2014 IWA Publishing

• Fecal Sludge Management in Developing Countries: A planning manual. 1st Edition, April 2002. Journals:

Water Research Environmental Science and Technology Journal on water science and technology Journal of Water Resources Planning and Management Journal of Water and Health International Journal of Water Resources Development Applied Water Science International Journal of Water Sciences Journal of Water Resource and Protection Asian Journal of Water, Environment and Pollution Journal of Water and Land Development International Journal of Sustainable Water and Environmental Systems Desalination Water Science and Technology Journal of the American Water Works Association Water Environment Research Membrane Water Treatment Drinking Water Engineering and Science

Responsible staff:

• Dr. Kinfe Kassa/TBA

http://www.amazon.com/Guide-Deveopment-site-Sanitation-Franceys/dp/9241544430/ref=sr_1_1?ie=UTF8&s=books&qid=1270419697&sr=1-1

http://www.amazon.com/R.-Franceys/e/B001JP0RIU/ref=sr_ntt_srch_lnk_1?_encoding=UTF8&qid=1270419697&sr=1-1

http://www.amazon.com/sanitation-Occasional-International-Reference-Sanitation/dp/B0007B6V4G/ref=sr_1_3?ie=UTF8&s=books&qid=1270419697&sr=1-3

http://www.amazon.com/sanitation-Occasional-International-Reference-Sanitation/dp/B0007B6V4G/ref=sr_1_3?ie=UTF8&s=books&qid=1270419697&sr=1-3

http://www.amazon.com/groundwater-pollution-sanitation-developing-countries/dp/B0007AW6E6/ref=sr_1_2?ie=UTF8&s=books&qid=1270419697&sr=1-2

http://www.amazon.com/groundwater-pollution-sanitation-developing-countries/dp/B0007AW6E6/ref=sr_1_2?ie=UTF8&s=books&qid=1270419697&sr=1-2








ACEWM Page 173

Module: Water Supply Systems Engineering and Management Code: WM 6412 Credit: 6 ECTS Year: 1 Semester: II

Description: This module is intended to give a clear and holistic understanding of Water Supply Systems and their integration, engineering parameters and their design, and management of the system. This module will address the complete components of water supply systems beginning from the source to end users both in rural and urban context. It also gives fundamental knowledge of basic engineering parameters of water supply storage, treatment, transport and distribution. It will also address management of the system at planning and design stage, implementation or construction phase and service life of the water supply system including asset management. The students are expected to be acquainted with modeling tools for source development, storage, transport and distribution including HEC HMS, EPANet, WaterCAD. Learning outcomes: Upon successful completion of this module, students will be able to:

• design, implement, manage water supply system, • develop the skill required to quantify, determine, manage the water supply source, treatment,

transportation and distribution and operation and management, • Analyze engineering, economic and institutional aspect of water supply systems engineering and

management. Module Content: Subject/topic

Lect

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Exer

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w

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Fiel

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Lab

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Introduction: global water supply systems perspective, national water supply systems perspective, urban and rural water supply systems perspective

4 2 1 7 16.5

Development of Water Supply Sources: water demand estimation, surface water, groundwater sources, alternative water supply , emergency water supply, water source protection, vulnerability analysis, modeling of water supply sources

8 4 2 14 33

Water Treatment: component of water treatment system, design of water treatment system, alternative water treatment, advanced water treatment methods

6 3 4 2 15 31.5

Water Transmission and Distribution: water transmission, type / components of water distribution system, design of water distribution, modeling of water distribution

7 4 2 13

30


ACEWM Page 174

Operation and Management: 8 4 4 2 18

39 none revenue water, water tariff, asset management,

sustainability of water supply systems Total 67 150 ECTS 6 Group assignment (Based on Actual Case Studies and utilizing appropriate modeling tools covering the three key assessments)

• Water Supply Source Assessment • Water Distribution Performance Assessment • Operation and Maintenance and Impact Assessment


• Worksheets and Assignments (Chapter or Sub-Chapter Based) Field studies

• Field visit to Legedadi or Gafarsa Water Source and Treatment System and major distribution reservoirs and lines and Akaki Well Field

Evaluation (might increase/decrease 5% to 10%) Exams 50% Group assignment 25% Individual assignment 15% Field report 10 % 100% Role of instructors and students: Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions






ii. Practical • Modeling lab using HEC

HMS, EPANet, WaterCAD

iii. Field trips • Field vehicle • Funds for DSA, fuel

Pre-requisite: None Co-requisite: None


ACEWM Page 175

Module requirements The module assumes that students will:


Reading materials:

• Ratnayaka et al (2009). Water Supply, 6th ed. Elsevier Ltd. • Qasim et al (2000). Waterworks Engineering: Planning, design & operation

Journals:

• Journal of Water Resources Planning and Management - ASCE Water Research Journal on water science and technology Journal of Water Resources Planning and Management Journal of Water and Health International Journal of Water Resources Development Applied Water Science International Journal of Water Sciences Journal of Water Resource and Protection Desalination Water Science and Technology Journal of the American Water Works Association Water Environment Research Membrane Water Treatment Drinking Water Engineering and Science

Responsible staff:

• Dr. Geremew Sahlu/TBA









ACEWM Page 176

Module: Wastewater and Storm Water Systems Engineering and

Management Code: WM 6414 Credit: 6 ECTS Year: 1 Semester: II Description: This module covers topics on urban water cycle, water and wastewater system planning, sanitary sewer collection system design, storm sewer systems, urban hydraulics, engineering economics and cost estimation, operational aspects of water and wastewater plant, and project planning and management. The module provides the fundamentals for the selection and design of the most appropriate, cost-effective and sustainable wastewater treatment system. It also provides the basics on technology selection and costing and engineering economics for the analysis, evaluation and comparison of different treatment alternatives. Learning Outcomes: Upon successful completion of this module, students will be able to:

• understand the urban water cycle and its water system components, their characteristics and functioning within greater urban infrastructure systems;

• make appropriate and critical use of methods, techniques and tools necessary to monitor, analyze and design urban water systems including water supply infrastructure, drinking water treatment and distribution, wastewater collection, treatment, transport and disposal systems and drainage systems;

• select the most suitable and cost-effective wastewater treatment process technology; • develop design criteria necessary for the designs of water and wastewater treatment unit • carry out design of a wastewater treatment system including the engineering process lay-out,

hydraulic profile and process flow-diagram (PFD); • estimate the construction, operational and maintenance costs of wastewater treatment plant and

the investments required to secure its satisfactory operation throughout the expected life-span of the system;

• identify the main elements and components involved in the project planning, project management, and project administration for the design, engineering, construction, start-up and operation of a wastewater treatment plant;

• analyze sanitary sewer and storm water collection and influent, preliminary, primary, and secondary water and wastewater treatment components and systems.


ACEWM Page 177

Module content: Subject/topic

Lect

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Exer

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s & G

roup

w

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Fiel

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Urban Water Cycle: types of urban drainage systems, their characteristics and functioning within greater urban infrastructure systems, status of urban drainage management in Africa

2 1 3 7.5

Urban Sanitation: collection and conveyance of sewage, conservancy and water carriage systems, comparison, choice, classification of water carriage system

3 2 3 1 9 15

Sanitary Sewer Collection System Design: quantities of sewage, layout; flow in partially filled sewers, transitions; Design of sanitary sewer systems, Appurtenances, Sewage pumping stations

3 2 1 6 13.5

Storm Sewer Systems: Quantity of runoff, intensity duration curves, the rational method

2 2 1 5 13.5

Urban hydraulics: wet weather flow characterization, dry weather flow characterization

2 1 1 7 13.5

Data collection and processing for urban drainage management

3 2 1 6 10.5

Design of Water and Wastewater Plant: engineering process lay-outs and flow diagrams, techno-economic comparison of treatment processes, hydraulic design flow (minimum, average and peak), design of primary treatment units (screens, grit chambers, skimming tanks, primary settling tanks etc.);,design of biological treatment units (with particular focus on activated sludge process, extended aeration, trickling filters, stabilization ponds, constructed wet lands, and anaerobic systems), instrumentation for flow and process monitoring, design of sludge handling system

3 2 1 6 13.5

Engineering Economics and Cost Estimation: capital works (civil, mechanical & electrical works), recurrent costs (power charges, sludge disposal cost, staff costs, chemicals, spare parts, maintenance charges etc.); estimation yearly budget for operating a WWTP

3 2 1 6 13.5

Operational Aspects of Water and Wastewater Plant: performance evaluation of various units, trouble shooting with particular focus on activated sludge process, extended aeration and trickling filters, standard procedures for operating wastewater treatment plant

3 2 1 6 13.5

Project Planning and Management: technology selection, project planning, project management, and project administration for the design, engineering, construction, start-up and operation of a wastewater treatment plant,

6 2 5 2 15

Total 72 150 ECTS 6


ACEWM Page 178

Group assignment • Assignments will be given to a group of 3 students on selected topics

Individual assignment • Assignments will be given at the end of each chapter

Practical • Exercising on the design of sewer system • Design using software: sewercad

Field studies

• Visit to the city water treatment and sewer systems and develop report based on critical evaluation of the overall system

Evaluation Exams 50% Group assignment 10% Individual assignment-10% Practical 15% Field report 15% ________________ 100% Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions





erasers • LCD • Flip charts

ii. Practical • exercising on the design of

sewer system • design using software:

sewercad

iii. Field trips • A site visit to wastewater

sewer system and treatment plants




ACEWM Page 179

Reading materials:

• Waste water engineering by – Hammer and Hammer. • Environmental Engineering by – Peavy and Row • Wastewater Engineering by – Punmia. • Waste Water Engineering: Treatment, Disposal and Reuse by -Metcalf and Eddy. • Waste Water Engineering by - J.B. White • Water and Waste Water Engineering Vols. I and II by - Fair, Geyer and Okun • Water Treatment Plant Design by - K.L. Sanks • Wastewater Engineering: Treatment and Resource Recovery, Metcalf & Eddy, 5th ed., McGraw-Hill

Journals:

• TBA Responsible staff

• TBA

Module: Water Quality Control Code: WM 6416 Credit: 6 ECTS Year: 1 Semester: II

Description: This module describes the nature of point and non-point sources of surface and ground water pollution and examines the statutory, regulatory and institutional framework controlling water quality management activities in Africa and other countries. It explains current approaches to water quality protection and enhancement and reviews the role of engineered treatment processes in water quality management. Specific topics covered in the module include identification of sources and types of water pollution, statutory and regulatory approaches to water quality management, water quality standards and criteria, and pollution control strategies. Learning outcomes: Upon successful completion of this module, students will be able to:

• understand water quality situation in African context, • establish water quality monitoring system, • understand the basis for setting legal and regulatory system in water quality management • analyze the water quality and pollution occurrence in lakes and rivers, • design pollution abatement measures and water quality improvement under various conditions, • use water quality models to solve specific problems using modeling, • develop water quality surveillance system


ACEWM Page 180


Lect

ures

Exer

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s &

Grou

p w

ork

Fiel

d w

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Lab

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Cont

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Stud

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Introduction to Water Quality Management: overview of water quality management; components of hydrologic systems

2 1 3 7.5

Status and Trends of Water Quality in Africa: surface water; ground water; drinking water, water availability versus quality

4 2 1 7 16.5

Sources and effects of water contamination: natural geogenic sources, history of anthropogenic water pollution; toxic metals and other inorganic pollutants; organic pollutants, nutrients, microorganisms, thermal effects problems, radioactive substances

5 3 1 9 21

Sources and Effects of Water Pollution: atmospheric deposition of surface water pollutants; irrigation-induced contamination and other non-point source water Pollutants

2 1 1 4 9

Water Quality Models: modeling complete mix and incomplete mix systems, modeling dissolved oxygen and pathogens, eutrophication and temperature, model case studies

4 2 1 7 16.5

Statutory and Regulatory Approaches : water quality requirement for different uses (drinking water supply, water quality for agricultural production, water quality for aquatic life water quality for aesthetic and recreational uses water quality objectives, criteria, standards, and guidelines, effluent standards , receiving stream standards

5 2 1 8 19.5

Water Quality Surveillance: Water quality monitoring, water quality indices: environmental indices, biological indices, Sanitary survey and protection of water sources.

6 3 1 8 24

River and lake water quality monitoring management

3 2 1 6 13.5

Groundwater quality monitoring and Management 3 1 1 5 12 Development of Water Quality Monitoring Framework and Water quality data management

2 2 1 3 10.5


• Exercises and cases are given to students


ACEWM Page 181

Individual assignment • Assignment will be given on chapter basis

Practical • Measurement of selected water quality parameters in the laboratory

Field studies • Visit to polluted sites and sampling of water from rivers, lakes, reservoirs and groundwater

Evaluation Exams 50% Group assignment 10% Individual assignment 10% Laboratory report 15 % Field report 15% ________________ 100% Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions






• LCD

ii. Practical

iii. Field trips



Reading materials:

• Surface Water Quality Modelling by S.C. Chapra • Air, Water and Soil Quality Modelling for Risk and Impact Assess by A. Ebel and T. Davitashvilli • Applied Stream Sanitation by J. Clarence • Environmental Water Pollution and Its Control by G.R. Chatawal • Mathematical Modelling of Water Quality by G.T. orlob • Mathematical modelling of Water Quality, Streams, lakes and Reservoirs. • Using Statistical Methods for Water Quality Management


ACEWM Page 182

• Principles by Richard Helmer • Water Quality Modelling for Waste Load Allocations by L. Wu Seng

Journals:

• Environmental Science and Technology • Aquatic Sciences • Journal of Environmental Quality • Water Resources Research • Water Research • Ground Water • Environmental Conservation • Journal of Contaminant Hydrology

Responsible staff

• TBA

Module: Resource Orientated Sanitation Systems Code: WM 6418 Credit: 6 ECTS Year: 1 Semester: II

Description: The module will elaborate the rationale of applying natural systems for wastewater management; role of anaerobic pre-treatment in sanitation strategies; anaerobic reactor technology; nutrient cycles; waste stabilization ponds; fish aquaculture; macrophyte ponds; constructed wetlands; land applications; technology selection; ecosan concept, closing the loop, ecosan and human dignity,, ecosan and community health, ecosan systems and technology components: nutrient loop, water loop (various ECOSAN systems and technology components, Planning and implementation and operation (sociocultural, gender, economic, health and hygiene, agricultural and institutional aspects), Case studies: Best practice and examples from a number of different countries. Learning outcomes: Upon completion of this module, students will be able to:

• understand the physical, chemical and microbiological processes occurring in anaerobic reactors and a number of natural systems,

• understand the effect of process conditions on system performance and effluent composition, • critically evaluate the current sanitation systems encountered in many urban areas and to

indicate ways to improve this situation in a sustainable manner, • evaluate the possibilities for closing cycles of energy, water and nutrients, • evaluate the feasibility of applying anaerobic high-rate reactors for pre-treatment of domestic

wastewater in an urban setting, • carry out process design of the treatment and reuse systems to assess the needs for capital, land,

equipment and operation and maintenance, • setup the design and working feature of ecological sanitation systems








ACEWM Page 183

Module Content:

Subject/topic

Lect

ures

Exer

cise

s &

Grou

p w

ork

Fiel

d w

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Lab

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Disc

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Cont

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Stud

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Overview water and sanitation in developing countries 2 1 3 7.5 Rationale of applying natural systems for wastewater management; supply and demand

2 1 1 4 9

Role of anaerobic pre-treatment in sanitation strategies 2 2 6 Anaerobic reactor technology 3 1 1 5 12 Nutrient cycles 2 1 1 4 9 Waste stabilization ponds 3 1 1 5 12 Fish aquaculture 3 1 1 5 12 Macrophyte ponds 2 1 1 4 9 Constructed wetlands 3 1 1 5 12 Land applications 2 1 1 4 9 Technology selection 2 1 1 7 13.5 Ecological Sanitation: ecosan concept, closing the loop, ecosan and human dignity, ecosan and community health, nutrient loop, water loop (various ECOSAN systems and technology components

2 1 3 1 4 9

Management: Planning and implementation and operation (sociocultural, gender, economic, health and hygiene, agricultural and institutional aspects

2 2 1 5 10.5

Composting toilets 2 1 1 4 9 Gray water treatment and use 2 1 1 4 9 Case studies: Best practice and examples from a number of different countries

2 1 3 4.5


• Students will be given assignment in a group of 3 on selected topics Individual assignment

• Students will be given assignment at the end of each chapter Field studies

• Visit to sanitation practices in Ethiopia Evaluation Exams 65% Group assignment 10%


ACEWM Page 184

Individual assignment 10% Field report 15% ________________ 100% Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions Give oral presentation using latest techniques


Participate in field exercises

Evaluate students continuously Teaching support and input i. Classroom teaching/ learning • White board, markers

and erasers • Video Conference • LCD

ii. Practical

iii. Field trips



Reading materials:

• Ecological Sanitation, 2nd edition, by Paul Calvert et.al., Stockholm Environment Institute, Sweden, 2004.

• Environmental Health Engineering in the Tropics by Sandy cairncross and R. Faecham • Composting Toilet System Book: A Practical Guide to Choosing Planning and Maintaining

Composting Toilet Systems by D.D. port • Liquid Gold; The Lore and Logic of Using urine to Grow Plants by C. Steinfeld and M.Wells • Efficient management of Waste Water: Its treatment and Reuse in Water Scarce Countries by

I.A. Baz, R. Otterpohl and C. Wendland • Guidelines for the Safe use of Wastewater, Excreta and Grey Water: Excreta and Grey water

Used in Agriculture by WHO. Responsible staff:

• Dr. Kinfe Kassa/Prof. Guenter Langergraber


ACEWM Page 185

Module: Water Utilities Managements Code: WM 6420 Credit: 6 ECTS Year: 1 Semester: II Description: The aim of this module is to better enable students to plan for and manage water and sanitation services with particular emphasis in developing countries. The module will begin with an overview of urban water services and the African Context will cover topics on water utility economics, institutions of water utility management and regulation, tariff setting, and asset management: Learning outcomes: Upon successful completion of the module, students will be able to:

• understand the concept of urban water utility management and services, • understand Institutional issues in the sector including: recent sector reforms, decentralization

and the main management options, • understand cost recovery including: capital investment planning, investment appraisal techniques

and tariff setting, • understand Economic concepts including; the demand curve, elasticity of demand and willingness

to pay surveys, • know urban water utility issues such as: non-revenue water, asset management, key water utility

functions, New Public Management and organizational development and appraisals, • know how to develop a customer relations management strategy for a utility and the principles of

marketing, • understand the role of alternative service providers and how they contribute to service delivery.

Options for how best a utility can work with alternative service providers, including the key elements of contracts,

• apply institutional development and change management concepts to real situations, • apply human resource development concepts to services management, • develop customer services and marketing strategies, • calculate water tariffs on the basis of historical costs and average incremental costs, • develop strategies for private sector participation for different water utility scenarios, • integration of the above concepts for improved water utility management.


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Overview of urban water services and the African Context

2 1 3 7.5

Water Utility Economics: fundamentals of water utility economics and the place of water utilities within the wider context of water management (water resources, environmental obligations etc.); challenges faced by water utilities, such as a changing climate, increasingly frequent floods and water quality problems are also addressed, highlighting some of the potential answers to these challenges

4 2 1 7 16.5

Institutions of Water Utility Management and Regulation: developing services and institutions, the role of regulation and the functions delivered by regulatory authorities (licensing, price regulation, and monitoring);examples of different regulatory models, identifying best international practices, alternative service providers, case studies

4 2 1 7 16.5

Tariff Setting: principles of price regulation for water utilities as natural monopolies, the importance of cost recovery and its various interpretations, different tariff designs and their advantages and drawbacks; challenges specific to the African region including the question of affordability, demand and willingness to pay, cross-financing and lagging asset renewal: a tariff setting exercise to better understand the tariff related responsibilities of the regulator.

4 2 6 15

Performance Benchmarking: benchmarking to better understand the room for performance improvement at water utilities, as a basis for setting performance targets as well as an input to tariff calculations; case study is provided to enhance the understanding of more theoretical concepts and the specialties of benchmarking from the perspective of the regulator are also detailed, customer services and marketing

3 2 1 6 13.5


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New Developments and Emerging Issues in Water Utility Regulation: recent advances of water utility management, including smart networks, risk management techniques, reuse of grey water or the application of green infrastructure, case study focusing on coping with water shortages

5 1 1 7 18

Asset Management: understand and define requirements, asset policy, service levels, demand forecast, understanding asset base, asset condition, identify asset risk

4 1 1 6 15

Development of Asset Management Life-Cycle Strategies: decision-making techniques, operational strategies and plans, maintenance strategies and plans, capital works strategies, financial and funding strategies

4 1 1 6 15

Asset Management Enablers: personnel, plans, systems, Service delivery models, quality management and continuous improvement

4 2 1 7 16.5

Asset Management Case Studies 4 2 1 7 16.5 Total 62 150 ECTS 6 Group assignment

• Students will be given assignment in a group of 3 on selected topics Individual assignment

• Students will be given assignment at the end of each chapter Field studies

• Visit to sanitation practices in Ethiopia Evaluation Exams 65% Group assignment 10% Individual assignment 10% Field report 15% ________________ 100% Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions





erasers

ii. Practical

iii. Field trips


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• Video Conference • LCD



Reading materials: • Water Utility Management, American Water Works Association, 2005 • Roger J. Dolan, Managing the Water and Wastewater Utility Water Environment Federation, 2003 • Simon Pollard, Risk Management for Water and Wastewater Utilities IWA Publishing, Jan 18, 2008 • Enrique Cabrera Jr. Peter Dane, Scott Haskins, Heimo Theuretzbacher-Fritz, Benchmarking Water

Services, 2011

Responsible Staff:

• TBA

Module: Municipal Solid Waste Management Code: WM 6422 Credit: 6 ECTS Year: 1 Semester: II

Description: In this module, students will learn the fundamental principles and key technologies that are used to manage municipal, commercial, and industrial solid waste. The module will cover source, composition, and properties of solid waste, Sources, types, and composition of municipal solid waste, physical, chemical, and biological properties of municipal solid waste; sources, types, and properties of hazardous wastes found in municipal solid waste, solid waste generation and collection rates; waste handling and separation, storage, and processing at the source; collection of solid waste, Separation and processing and transformation of solid waste; transfer and transport; disposal of solid waste and residual matter, separation, transformation, and recycling of waste materials; materials separation and processing technologies; thermal conversion technologies, biological and chemical conversion technologies, recycling of materials found in municipal solid waste, closure, restoration, and rehabilitation of landfills Learning outcomes: Upon successful completion of this module, students will be able to:

https://www.google.com.et/search?tbo=p&tbm=bks&q=inauthor:%22Simon+Pollard%22

http://www.iwapublishing.com/books/bookarticle-author-editors/enrique-cabrera-jr-0

http://www.iwapublishing.com/books/bookarticle-author-editors/peter-dane

http://www.iwapublishing.com/books/bookarticle-author-editors/scott-haskins

http://www.iwapublishing.com/books/bookarticle-author-editors/heimo-theuretzbacher-fritz


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• identify key sources, typical quantities generated, composition, and properties of solid and hazardous wastes,

• identify waste disposal or transformation techniques (landfills and incinerators), • recognize the relevant regulations that apply for facilities used for disposal, and destruction of

waste, • conduct invasive and non-invasive site investigation and understand permitting process for

constructing landfills, • identify and design Solid and Hazardous Waste Landfills including closure, post-closure, and

rehab issues, • estimate typical waste disposal costs, • identify recycling and reuse options, • understand energy and resource recovery options from municipal solid waste, • monitor leachate and gas production at landfill site

Module Content Subject/topic

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Sources, quantities generated, and physiochemical properties of municipal solid waste and hazardous waste

2 1 3 7.5

Solid waste generation and collection rates 2 2 1 5 10.5 Energy generation and chemical from municipal Solid Waste (Biological and chemical and thermo chemical conversion technologies

4 2 1 7 16.5

Solid Waste Management Pyramid – Key Technologies for SWM (collection, handling, transformation, landfills, incinerators, composting)

4 2 3 1 10 21

Relevant environmental regulations for waste disposal, site investigations

2 1 1 7.5

Types of Landfills, basic geotechnical considerations, earthen liners for waste disposal

3 2 1 6 13.5

Clay mineralogy, factors controlling hydraulic conductivity, methods to measure k in the lab and field, compatibility of liner materials to chemicals in leachate

3 2 1 6 13.5

Contaminant and liquid Transport in soil liners (advection and diffusion

3 1 4 10.5

Geosynthetics for waste disposal – overview, Geomembranes-leakage, transport, and structural stability, Gesosynthetic Clay Liners (GCLs)

2 2 6

Design of Leachate Collection System for Landfills – Use of gravel and GDLs

3 3 6 13.5

Operational aspects of MSW landfills (daily cover, leachate disposal, GW monitoring)

2 2 4 9

Landfill Gas Collection System and Leachate Recirculation System Design

3 2 5 12


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Management system for hazardous waste 2 2 4 9


• The students are given group assignments on a topic and present it in the class. Individual assignment

• Individual assignments on different solid waste cases are given to students Field studies

• Visit to the nearby solid waste disposal site and solid waste reuse options Evaluation Exams 50% Group assignment 20% Individual assignment 20% Field report 10% ________________ 100% Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions







ii. Practical None

iii. Field trips field trips to the local waste disposal site


• Attend lectures with enthusiasm and purpose • Actively participate in self and collaborative learning • Ask questions and provide stimulating ideas for discussion • Participate in laboratory and field studies • Return all written assignments on time


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• Be prompt and enthusiastic for oral presentations • Sit for all quiz, tests and exams • Suggest innovative ways of delivering the module in future

Reading materials:

• Integrated Solid Waste Management by G. Tchobanoglous • Analysis of Urban Solid Waste Services • Solid Waste Management by D.J. Hagerty • Solid Waste: origin Collection, Processing and Disposal byC.L. Mantel • Waste Containment Systems: Waste Stabilisation and Landfills by D.H. Sharma • Solid Waste Engineering by P.A. Vesilind • Solid and hazardous Waste Management by M.D. Lagregn • Basic Hazardous Waste Management by C.W. Blackman

Journals:

• International Journal of Environment and Waste Management • Journal of Waste Management • Waste Management & Research • Journal of Material Cycles and Waste Management • Journal of Solid Waste Technology and Management • Journal of the Air & Waste Management Association • The Open Waste Management Journal • International Journal Of Recycling of Organic Waste in Agriculture • Journal of Hazardous, Toxic, and Radioactive Waste • Journal of Environment and Waste Management • Journal of Environmental Health Science and Engineering • International Journal of Environmental Research • International Journal of Waste Management and Technology • Resources, Conservation and Recycling • International Journal Of Recycling of Organic Waste in Agriculture • Reuse/Recycle • International Journal of Environmental Protection • International Journal of Environment and Pollution

Responsible staff:

• Dr. Kinfe Kassa/Dr. Syoum Leta







http://www.omicsonline.org/bioremediation-biodegradation.php













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Module: Decentralized Water Supply and Sanitation Systems Code: WM 6424 Credit: 6 ECTS Year: 1 Semester: II Description: The module describes the planning process and policy context for the provision of water supply and sanitation (W&S) services in developing countries. After a review of the state of W&S service delivery in different parts of Africa and an introduction to the range of technologies employed in the sector, the module covers issues of alternative institutional structures, including privatization, service pricing, and the role of consumer demand and community participation in the planning process. The module also examines environmental and public health considerations in water supply and sanitation planning, as well as strategies for serving low-income households. The module makes extensive use of case studies from Africa and other developing countries. Learning Outcomes: Upon successful completion of this module, students will be able to:

• know different technologies/methods for small-scale water abstraction and water treatment that can be used at household or small community level,

• understand the basics of sustainable sanitation technologies including nutrient reuse in agriculture (ecological sanitation), solid waste management and fecal sludge management and their implementation in small towns, peri-urban and urban poor areas of developing countries,

• prepare concept design for small-scale water supply treatment and sanitation technology, • facilitate planning, financing, implementation and operation and maintenance of decentralized

water supply and sanitation infrastructures based on stakeholder participation and community management


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State of The Africa’s Water and Sanitation Infrastructure: problem identification, an introduction to water supply and sanitation technologies in Africa

2 1 3 7.5

The Millennium Development Goals for Water and Sanitation: defining and measuring access to safe water supply and sanitation

3 1 1 5 12

Goals of Water Supply and Sanitation Investment: Human Health and Productivity Gains, the Environment

2 1 3 7.5


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Water Supply and Sanitation Technologies: water sources, supply systems, source selection, water supply service levels, spring catchments and sand dams, wells and pumps, rainwater harvesting, small-scale water treatment methods

4 1 3 1 9 19.5

Sanitation Technologies: ecological sanitation, faecal sludge management, low-cost sewerage and drainage

4 3 1 8 18

Institutional options for Water Supply and Sanitation in African Countries: decentralization and community management, participatory planning and evaluation of DWSS systems, financing and cost recovery, institutional arrangements and operation and maintenance aspects., private-sector participation

3 2 1 6 13.5

Stakeholder Analysis: actors in water and sanitation infrastructure planning and their objectives

3 2 1 6 13.5

The evolution of W&S Infrastructure Planning in Developing Countries: Supply-versus demand-oriented approaches

3 2 1 6 13.5

Community Participation in Water Supply and Sanitation: Alternative Models and Outcomes

2 1 1 4 9

Financing and Pricing of Water and Sanitation Services

3 1 4 10.5

Providing Water and Sanitation Services to the Poor: Subsidy programs, Regulation and markets, Technology & planning frameworks

3 3 1 7 15

Water as a Human Right 2 2 1 5 10.5



• Individual assignments will be given at the end of each chapter Field studies

• Visit to the decentralized water supply and sanitation sites Evaluation Exams 50% Group assignment 15% Individual assignment 15% Field report 20% ________________ 100% Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time


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Supervise group discussions and interactions







ii. Practical

iii. Field trips Vehicle and fuel DSA for field work



Reading materials:

• World Bank Water Demand Research Team. (1993). “The Demand for Water in Rural Areas: Determinants and Policy Implications.” The World Bank Research Observer. pp. 47-70.

• Hanemann, W. M. (2005). "The Economic Conception of Water" in Peter P. Rogers, M. Ramon Llamas and Luis Martinez-Cortina (eds), Water Crisis: Myth or Reality. Taylor & Francis, pp 61-91.

• WEDC. Undated. “Designing Water and Sanitation Projects to Meet Demands - The Engineer’s Role.” WEDC Background Paper.

• Boland, John, and Dale Whittington. (2000). “The Political Economy of Increasing Block Water Tariffs in Developing Countries.” The Political Economy of Water Pricing Reforms. Ariel Dinar, Editor. Oxford University Press. 2000. Pp. 215-236.

• Davis, J. et al. 2009. Water services for the urban poor: The microcredit option. • Calaguas, B. 1999. “The Right to Water, Sanitation and Hygiene and the Human Rights-Based

approach to development.” WaterAid Briefing Paper. London, UK: WaterAid. • Water & Sanitation Program. 2002 “The National Water and Sanitation Programme in South

Africa: Turning the ‘Right to Water’ into Reality. WSP Field Note. Washington, DC: Water & Sanitation Program.

Responsible Staff:

• TBA


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Module: Urban Water Management Code: WM 6426 Credit: 6 ECTS Year: 1 Semester: II

Description: Relevant processes in pathways and fluxes of water in urban areas; Urban water balance and consequences of urbanization on surface and groundwater regimes; Effects of climate and hydrology; Quantity and quality of urban runoff, sources of pollution and behavior of contaminants; Ecological quality and processes associated with urban water; Design and planning for water quality and quantity management in urban water systems; Exploring engineered, and ecologically engineered alternatives for storm water management. The module will explore the new approach to supplying and managing water and resource infrastructure to achieve urban sustainability. Examples of system components are also identified, as are challenges to implementing higher performing systems. This approach differs from the historical approach in several respects. First, water-supply options today include not only imported surface and groundwater, but also locally collected rainwater and recycled water. Second, all used water is reused, either to meet water-supply needs or to enhance and restore the environment. Finally, the waste stream (used water) is no longer viewed as a necessary “evil” that must be managed to minimize harm. Instead, it is considered a resource from which useful products can be extracted. Heat can be extracted directly. Organic matter can be removed and used for energy production and the production of soil-conditioning products. Nutrients can also be extracted and re-used.

Learning Outcomes: Upon successful completion of this module, students will be able to:

• understand the history and paradigm shifts in urban water management, • identify and discuss the benefits and drawbacks of conventional urban drainage management, and

how to integrate related knowledge and infrastructures to low impact development (LID) goals using green engineering principles,

• be familiar with the legal principle and legislative framework of storm water management in Clean Water Act (CWA) and recent regulatory trends in storm water management at local level,

• possess advance knowledge in storm water characteristics, best management practices (BMP) and BMP unit process,

• formulate integrative goals regarding to hydrologic, environmental and social consequences for a sustainable urban storm water management project,

• provide green infrastructure solutions and climate change adaptation strategies for water abundant and water-limited scenarios,

• present and defend, in written and oral formats, a proposal for a sustainable urban storm water BMP infrastructure,

• survey, map and perform necessary engineering calculations and analyses to create detailed support document for an urban watershed plan,

• communicate effectively with other professionals on engineering, health, ecological, and social economic issues of urban drainage and related measures leading to hydrologic and environmental objectives,

• Take a professional and critical stand regarding urban water management and sustainability aspects under scientific uncertainty.


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History and paradigm shifts of urban water management

2 1 3 7.5

Convention storm water management and low impact development philosophy

4 2 1 7 16.5

Urban Water Cycle: Components of urban water cycle, Impacts of urbanization, Paradigm shift in urban water management (concept of sustainability)

5 3 1 9 21

Urban Water Hydrology: urban hydrologic processes, rainfall calculations, runoff estimation, storm water hydrology unit hydrographs climate effects hydrologic modeling

2 1 1 4 9

Storm water Quantity and Quality: management and regulations, non-point source pollution and, storm water pollutants, storm water quality management, storm water quality regulation

4 2 1 7 16.5

Water Drainage: hydraulics in urban storm water management, urban planning and storm water drainage, drainage infrastructure design: inlet spacing, pipe capacity, channel and swale designs

5 2 1 8 19.5

Water Drainage and Green Infrastructures: storm water Best Management Practices; storage types-detention and retention ponds, wetlands, rain barrels, and other storage devices; conveyance types – grass channels and swales; infiltration and filtering types- infiltration trenches, infiltration basins, bioretention, sand and filters, sediment basins, bio-retention swales, infiltration systems, porous pavement

6 3 1 8 24

Urban Storm water Management Challenges and Outlooks: climate change adaptations, land development practices, retrofitting existing drainage with green stormwater infrastructure, eco-cities of the future, low impact development philosophy and green engineering principles

3 2 1 6 13.5

Water Supply and Demand: Man-made and natural resources, Water supply challenges, Water demand forecasting, Water storage and distribution

3 1 1 5 12

Environmental Impacts: impacts of urbanization on various water an environmental components in urban

2 2 1 3 10.5


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areas under sustainability perspectives, effect on hydrologic cycle, effects on water quality, life cycle assessment Total 60 150 ECTS 6

Prerequisite

• Hydrology, Hydraulics (or Fluid Mechanics, Hydrodynamics), and Chemistry at college level

Group assignment

• Exercises and cases are given to students Individual assignment

• Assignment will be given on chapter basis Practical

• Measurement of selected water quality parameters in the laboratory Field studies

• Visit to polluted sites and sampling of water from rivers, lakes, reservoirs and groundwater Evaluation Exams 50% Group assignment 10% Individual assignment 10% Laboratory report 15 % Field report 15% ________________ 100% Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions






• LCD

ii. Practical

iii. Field trips

Module requirements


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The module assumes that students will: • Attend lectures with enthusiasm and purpose • Actively participate in self and collaborative learning • Ask questions and provide stimulating ideas for discussion • Participate in laboratory and field studies • Return all written assignments on time • Be prompt and enthusiastic for oral presentations • Sit for all quiz, tests and exams • Suggest innovative ways of delivering the module in future

Reading materials:

• Chow, V.T., D.R. Maidment, and L.W. Mays. Applied Hydrology. McGraw-Hill. 1988. ISBN 0-07-010810-2.

• Davis, A.P. and McCuen, R.H. Storm water Management for Smart Growth. Springer. 2005. ISBN 978-0-387-26048-8.

• Shaver, E., Horner, R., Skupien, J., May, C., and Ridley, G. (2007). Fundamentals of Urban Runoff Management: Technical and Institutional Issues. 2nd Ed. By Rehnby N. Published by The North American Lake Management Society (NALMS). (Available on the course webpage).

Journals: • Brown, J. N. and Peake, B. M. (2006). “Sources of heavy metals and polycyclic aromatic

hydrocarbons in urban storm water runoff,” Sci. Total Environ., 359, 145-155. • Barrett, M. E. (2005). “Performance comparison of structural storm water best management

practices,” Water Environ. Res., 77 (1), 78-86. • Comings, K., Booth, D., and Horner, R. (2000). ”Storm Water Pollutant Removal by Two Wet Ponds

in Bellevue, Washington.” J. Environ. Eng., 126(4), 321–330. • Davis, A. P., Shokouhian, M., and Ni, S. (2001). “Loading estimates of lead, copper, cadmium, and

zinc in urban runoff from specific sources,” Chemosphere. 44, 997-1009. • Davis, A. P. (2005). “Green engineering principles promote low impact development,” Environ.Sci.

Techno., 39 (16), 338A-344A. • Flint, K. R. and Davis, A. P. (2007). “Pollutant mass flushing characterization of highway

stormwater runoff from an ultra-urban area,” J. Environ. Eng., 133 (6), 616-626. • Li, H. and Davis, A.P. (2009)., “Water Quality Improvement through Reductions of Pollutant Loads

using Bioretention,” , J. Environ. Eng., ASCE, 135(8) 567-576 • Li, H., Sharkey, L., Hunt, W.F., and Davis, A.P. (2009) “Mitigation of Impervious Surface Hydrology

using Bioretention in Maryland and North Carolina,” J. Hydrologic Engg, ASCE., 14(4) 407-415. • Stagge, J.H., Davis, A.P., Jamil., E., and Kim, H. (2012), “Performance of Grass Swales for Improving

Water Quality from Highway Runoff,” Water Research. (Available online as in 9 March 2012) • Strecker, E., Quigley, M. Urbonas, B., Jones, J., and Clary, J. (2001). “Determing urban storm water

BMP effectiveness.” J. Water Resour. Plann. Manage. 127 (3), 144-149. • Van Buren, M.A., Watt, W.E, and Marsalek, J. (1997). “Application of the log-normal and normal

distributions to storm water quality parameters,” Wat. Res., 31 (1), 95-104.

Responsible staff • TBA


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Module: Desalination Code: WM 6428 Credit: 6 ECTS Year: 1 Semester: II Description: This module covers the theory and applications of reverse osmosis process, pressure driven membrane separation processes, electro dialysis, ion exchange, adsorption, thermal desalination, and advanced oxidation reduction processes. Learning Outcomes: Upon successful completion of the module, students will be able to:

• understand main membrane processes, principles, separation mechanisms, and applications, • understand ion exchange processes, principles, separation mechanisms, and applications • design ion exchange process, • understand adsorption processes, principles, separation mechanisms, and applications, • understand thermal desalination processes, principles, separation mechanisms, and applications, • carry out a concept to design for membrane, ion exchange, adsorption and thermal desalination

technologies application


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Global water scarcity: global demand of water and energy, desalination vs. reuse, and membrane vs. thermal processes

2 1 3 7.5

Characteristics of saline water: concentration and molality, gibbs energy, work of separation, chemical activity, work of separation, separation at finite recovery

3 2 1 6 13.5

Reverse Osmosis: basic principles of reverse osmosis, RO membrane structure and types, key performance and design parameters , solution-diffusion model, cross flow separators, concentration polarization, membrane fouling, membrane salt rejection, membrane flux, RO system components, selection of RO membranes for water reuse, selection of RO membranes for desalination

3 2 1 6 13.5


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Application of Reverse Osmosis in Water Reuse: RO systems for water reuse, key challenges and solutions, control of RO membrane fouling, product water quality, energy use

2 1 1 4 9

Pressure Driven Membrane Processes: Microfiltration principles and applications

7 16.5

Ultra filtration principles and applications, Membrane bioreactor (MBR) principles and applications, nano filtration

0 0

Electro dialysis: electro dialysis development, principles, electrochemistry, industrial applications and membrane performance implications,

3 2 1 6 13.5

Ion exchange: Ion-exchange resin, Ion-exchange reactions, Properties of cation exchange resin, Properties of anion exchange resin, Softening system using ion exchange, Desalination system using ion exchange, Ion-exchange equipment, Treatment of industrial wastewater by ion-exchange method

3 2 1 6 13.5

Thermal desalination: scale formation, distillation, least heat of distillation, combined power generation and distillation, single effect distillation, multi-effect distillation, single-stage flash distillation, multi-stage flash evaporation, vapor compression distillation, relative desalination costs, freeze distillation

3 1 1 5 12

Solar Distillation: solar energy, solar collectors, solar stills, solar desalination systems; water/power cogeneration

2 1 1 4 9

Ground Water Contaminant Removal: iron and manganese removal, nitrate removal, arsenic removal, fluoride removal

3 3 1 7 15

Adsorption Processes: introduction, adsorbents, low cost adsorbents, adsorption equilibrium and isotherm, breakthrough curve of adsorption, nano materials and composites

3 3 1 7 15

Oxidation-Reduction Methods: fundamental knowledge and classification, ozonation, photo-catalytic oxidation, supercritical water oxidation, electrolysis

3 1 1 5 12



• Individual assignments will be given at the end of each chapter Field studies

• Visit to the nearby existing water treatment site Evaluation Exams 50%


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Group assignment 10% Individual assignment 10% Laboratory 20% Field report 10% ________________ 100% Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions







ii. Practical Laboratory treatability experiments

iii. Field trips field trips to the local water treatment site



Reading materials:

• Sustainable Water for the Future: Water Recycling versus Desalination, eds.: Isable Escobar, Andrea Schafer, Elsevior, 2010.

• Basic Principles of Membrane Technology, 2nd Ed., by Marcel Mulder, Kluwer Academic Publishers, 2000. Membrane Technology and Applications, 2nd Ed., by Richard W.

• Baker, John Wiley & Sons, 2000. Water Treatment Membrane Processes, by American Water Works Association Research Foundation, McGraw-Hill, 1996.

• Microfiltration and Ultrafiltration, by Leos J. Zeeman and Andrew L. Zydney, Marcel Dekker, Inc., 1996.

• Mulder, Marcel, 1991, Basic Principles of Membrane Technology, Kluwer Academic Publishers, Dordrecht, Netherlands.

• Baker, R.W., Membrane technology and applications, 2nd ed., John Wiley 2004. Schifer, A., Fane, A.G., Waite, T.D. (2005) Nanofiltration � Principles & Applications, Elsevier.


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• Ho, W.S. Winston, Sirkar, Kamalesh K. (Eds), 1992, Membrane Handbook, Chapman & Hall, New York, USA.

• Hillis, Peter (Ed), 2000, Membrane Technology in Water and Wastewater Treatment, Royal Society of Chemistry, Cambridge, UK.

• Noble, Richard D., Stern, S. Alexander (Eds), 1995, Membrane Separations Technology - Principles and Applications, Elsevier.

• Mallevialle, J., Odendaal, P.E., Wiesner, M.R., 1996, Water Treatment Membrane Processes, McGraw-Hill.

• Judd, S. Jefferson, B. (2003) Membranes for Industrial Wastewater Recovery

Journals: • Desalination • Desalination and Water Treatment • Separation and Purification • Environmental Science and Technology • Water Research • Journal of Hazardous Materials • Chemical Engineering Journal • Journal of Waste Management • Reuse/Recycle

Responsible staff:

• Dr. Berhanu Assefa/Dr. Feleke Zewge





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24.6 Water and Wastewater Technology Specialization

Module: Physical & Chemical Water and Wastewater Treatment Processes Code: WM 6510 Credit: 6 ECTS Year: 1 Semester: II Description: This module will cover the fundamental physical and chemical principles and processes that are generally employed in water and wastewater treatment systems. The module will begin by briefly reviewing the concepts of water quality, and the application of mass balance principles for water and wastewater treatment system design. Then, the module will discuss the basic physical & chemical treatment unit operations, including; screening, mixing and flocculation, coagulation, sedimentation, filtration, disinfection, precipitation, ion exchange, air stripping and membrane processes. In addition, an in-depth coverage of carbon adsorption as one of the most commonly employed advanced water and wastewater treatment processes, together with the application of advanced oxidation processes (AOPs) for treatment of organic contaminated water will be presented with specific examples. Two field trips will be part of this course: first to a drinking water treatment plant and second to a leather tannery, to study the generation and characteristics of tannery wastewater. Learning outcomes: On successful completion of this study the student should be able to:

• apply the basic principles of mass balance for the design of physical and chemical water and wastewater treatment unit operations,

• identify the range of conventional and advanced water and wastewater treatment processes for the removal of dissolved impurities (including toxic metals and trace organics) and the inactivation of pathogenic organisms,

• understand the underlying chemical principles on which the processes are based, and be able to apply these principles to unit process design and operation,

• select appropriate processes for specific applications, and have some knowledge of practical design considerations


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Introduction: Key principles of chemical processes including kinetics, thermodynamics, solubility and fate, review of water quality & mass balance principles, the role of solubility in chemical processes including precipitation, scaling and corrosion, physical processes encountered in water and wastewater treatment

2 1 3 7.5

Screening: screening designs: bar racks, fine screens, rotating drums, moving belts. removal, disposal of retained solids

2 1 1 4 9

Clarification processes: coagulation science and application in water and wastewater treatment, role of floc formation and growth,

3 1 2 1 7 15

Sedimentation: principles and applications of sedimentation: high rate systems, dissolved air flotation and their applications

2 2 1 5

10.5

Water filtration: theory and applications, filtration design and practice including backwashing, filter floors, factors governing media selection and application in water and wastewater treatment

3 2 1 6 13.5

Precipitation of dissolved inorganics for industrial wastewater treatment

2 2 1 5 10.5

Membrane processes and their application: materials, configuration, design and operation of porous membrane systems

2 2 1 5 10.5

Adsorption Processes: adsorption of organics by activated carbon, adsorption of inorganics, kinetics and equilibria, batch and column operation, regeneration. applications

3 2 1 6 13.5

Ion exchange Process: ion exchange resins, ion selectivity, column operation, regeneration of resins, co-flow and counter-flow, applications, including demineralization, water softening, removal of nitrate and heavy metals, fluoride removal

3 2 1 6 13.5

Fundamentals of advanced oxidation processes (AOPs): oxidation of trace: chlorine, ozone, hydrogen peroxide and other oxidants; principle of advanced oxidation processes

3 1 1 5 12


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Disinfection: Disinfection principles and key issues, formation of by-products, UV irradiation: applications for low and medium pressure lamps

3 2 2 1 8 16.5

Key problem particles: algae, NOM and wastewater, covering their characteristics and how they impact on the selection and operation of physical processes

2 1 2 5 10.5

The selection of physical and chemical processes for specific contaminant removal

2 2 4 9

69 150 6 Laboratory Experiment/Practical:

• Demonstration of the behavior of fine suspended particles in water in the presence of flocculants & coagulants, and application to water and wastewater treatment, and (2) if time permits, students will work in group for a laboratory demonstration of the rapid kinetics of Fenton’s oxidation reaction as an example of advanced oxidation processes (AOPs).

Field studies: • Visit a drinking water treatment plant for Addis Ababa. Industrial visit to a leather tannery to

study wastewater generation processes and characteristics of leather tannery wastewater. Module Evaluation Examinations - 50% Group assignment - 15% Individual assignment- 10% Laboratory report - 10% Field report - 15% ________________ 100% Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions




Evaluate students continuously Teaching support and input Classroom teaching/ learning

Lab/Practical Field trips


• Video Conference • Transparency papers • LCD projector & screen • Flip charts

Hydrogen peroxide, ferrous sulfate, 1.0M sulfuric acid, flocculant/coagulant

• Vehicle • Funds for fuel, etc • Lunch arrangements

Module requirements


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The module assumes that students will: • Attend lectures with enthusiasm and purpose • Actively participate in self and collaborative learning • Ask questions and provide stimulating ideas for discussion • Participate in laboratory and field studies • Return all written assignments on time • Be prompt and enthusiastic for oral presentations • Sit for all quiz, tests and exams • Suggest innovative ways of delivering the module in future

Reading materials: • Water Treatment: Principles and Design; MWH; ISBN 978-0-470-40539-0. Wiley, 3rd ed., 2012. • W. Viessman, Jr.; MM.J. Hammar; E.M. Perez; and P.A. Chadik, “Water Supply & Pollution Control”, 8th

Edition; ISBN 0-13-233717-7 • W. Wesley Eckenfelder; “Industrial Water Pollution Control”; 3rd Edition; ISBN 0-07-039364-8 Journals:

• Desalination • Desalination and Water Treatment • Separation and Purification • Environmental Science and Technology • Water Research • Journal of Hazardous Materials • Chemical Engineering Journal • Journal of Waste Management • Reuse/Recycle

Responsible Staff:

• Dr. Berhanu Assefa/Prof. David Sabatini/ Prof. Nosa O. Egiebor





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Module: Biological Wastewater Treatment Processes Code: WM 6512 Credit: 6 ECTS Year: 1 Semester: II

Description: The overall aim of this module is to gain an understanding of the biological wastewater treatment processes. This module seeks to address the quantity, complexity and diversity of the developments in the biological wastewater treatment profession, particularly in developing countries where access is not readily available to advanced level courses in wastewater treatment. The topics includes Biochemical Concepts; Measurement of Organic Pollutant; Microbial Growth Kinetics; Biological Treatment; Aerobic Suspended Growth Biological Treatment Systems; Anaerobic Decomposition; Natural Treatment Systems; Small Wastewater Treatment Systems. Students will gain in-depth knowledge of Wastewater Treatment Development; Microbial Metabolism; Wastewater Characterization; Organic Matter Removal; Nitrogen Removal; Innovative Nitrogen Removal; Phosphorus Removal; Pathogen Removal; Aeration and Mixing; Toxicity; Bulking Sludge; Final Settling; Membrane Bio-reactors; Modeling Activated Sludge Processes; Process Control; Anaerobic Wastewater Treatment; Modeling Biofilms; Biofilm Reactors. Also focusing on biowaste to biofuel, waste stabilization, and tertiary treatment and polishing: metal removal, odour removal, effluent polishing, recycling options, sludge dewatering and disposal, practical considerations for the design of biological wastewater treatment systems. Learning Outcomes: Upon successful completion of this module, students will be able to:

• describe unit processes used in biological treatment of and resource recovery from various waste streams;

• explain how unit processes work from both a microbiological and a systems basis for both aerobic and anaerobic systems;

• interpret results from biological process simulation software and apply towards design; • evaluate the potential to recover water, energy and nutrients from waste with selected process

designs; and • perform a preliminary design of a biological process to achieve a desired outcome.


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Composition of Wastewater (Water quality parameters: organic [BOD, COD and TOC]; inorganic [nitrogen, phosphorus]; biological [biomass, pathogens, indicator organisms]);Factors affecting BOD, BOD equations; inhibitory and industrial chemicals; Biological v/s Physicochemical methods for analyzing water quality parameters).

3 1 1 5 12


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Measurement of Organic Pollutant: parameters - BOD, COD &TOC, factors affecting on BOD, BOD equations, methods of estimating BOD, biological v/s physicochemical analysis

2 3 1 6 12

Microbial Growth Kinetics and Stoichiometry (terminology, microbial metabolisms, Monod kinetics, rate of soluble substrate utilization versus rate of growth, kinetics of hydrolysis for particulate substrates temperature effects on kinetic and stoichiometric parameters, total volatile suspended solids and active biomass, biomass decay kinetics, , stoichiometry and generalized reaction rates using half reactions).

3 2 1 6 13.5

Biological Treatment (Overview of biological wastewater treatment, objectives of treatment role of microorganisms, types of biological processes for wastewater treatment, overview of suspended and attached growth systems, municipal wastewater treatment, unit operations of pre and primary treatment, pathogen removal and disinfection).

2 2 1 5 10.5

Aerobic Suspended Growth Biological Treatment Systems (Aerobic biological oxidation, simple design models, environmental factors, reactor theory applied to practical bioreactor configurations, Principles of aeration, factors affecting oxygen transfer, Oxygenation and mixing requirements, Final clarification, Biomass settleability, Application and process design considerations).

3 2 3 9 16.5

Activated Sludge Models (International Water Association models to assess multiple microbial activities in multi-tank reactor configurations, using models to assess complex systems)

3 2 1 5 13.5

Anaerobic Decomposition (Anaerobic hydrolysis, fermentation and methanogenesis, Microbiology and biochemistry of anaerobic processes, substrate inhibition, optimal redox environment, kinetic and stoichiometric constants, operational practices, practical design considerations for different digester configurations).

4 2 3 1 10 21

Attached Growth Biological Treatment Systems (attached growth theory, Mass transfer versus kinetic limitations, attached growth bioreactor configurations, hybrid attached growth bioreactor configurations, practical design considerations)

4 2 1 7 16.5

Modeling Attached Growth Bioreactors (Transport limitations, single growth-rate limiting nutrient models, multiple substrate-limiting nutrient models, empirical biofilm models for trickling filters)

4 1 3 1 9 19.5


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Nutrient Management: Nitrogen and phosphorus removal process configurations, factors affecting performance, process design considerations)

3 3 1 7 15


• Students will be given assignments under each chapter in a group of 2-3. Individual assignment

• Students will be given individual assignment form key selected topics Practical

• Determination of BOD, COD • Bench scale wastewater treatment laboratory work

Field studies

• Visit to wastewater treatment plans Evaluation Exams 50% Group assignments 10% Individual assignment 10% Lab work 15% Field work 15% 100% Learning-teaching strategy/methods Role of instructors and students Instructor Student • Lectures on major topics • Guide hands-on simulation exercises • Guide collaborative assignments • Evaluate students continuously

• Attend lectures and ask questions • Participate in group discussions and interactions • Actively participate in hands-on simulation

exercises Teaching support and input i. Classroom teaching/ learning ii. Practical iii. Field trips • LCD projector • White board, markers,

eraser • Flip charts

• Lab instruments • Students will construct

their own reactors • Modelling software

• To selected wastewater treatment plants


• Attend lectures with enthusiasm and purpose • Actively participate in self and collaborative learning • Ask questions and provide stimulating ideas for discussion • Actively participate in hands-o computer sessions • Return all written assignments on time • Sit for all quiz, tests and exams • Suggest innovative ways of delivering the module in future


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Reading materials:

• Grady, C. P. L. Jr., Daigger, G. T. Love, N. G., and Filipe, C. (2011) Biological Wastewater Treatment, Third Edition, CRC Press, Francis and Taylor Group.

• Cloete, TE and Muyima, NYO (1997). Microbial Community analysis: the Key to the Design of Biological Wastewater Treatment Systems, IWAQ, England.

• Eckenfelder Jr. (1989). Industrial water pollution control, McGraw-Hill, International edition, Civil Engineering series.

• G. Bitton (1999). Wastewater Microbiology, 2nd edn, Wiley series in ecological and applied microbiology.

• Hammer, D.A. (eds.) (1990). Constructed wetlands for wastewater treatment: Municipal, industrial, and agricultural.CRC Press.

• Larry D. Benefield&Ctifford W. Randall, Biological Process Design for Wastewater Treatment. Prentice Hall.

• Metcalf & Eddy (2004). Wastewater Engineering, Treatment and Reuse.McGraw Hill. • Mogens Henze, Poul Harremoes, Jes la Cour Jansen and Erik Arvin (1995). Wastewater Treatment,

Springer-Verlag, Heidelberg, Germany. • Udo Wiesmann, In Su Choi, Eva-Maria Dombrowski (2006). Fundamentals Of Biological

Wastewater Treatment. John Wiley And Sons Ltd. Sweden. • Walter J. Weber and Fracis A. DiGiano (1996).Process Dynamics in Environmental Systems, Wiley

intersciences, Environmental Science and Technology series, John wiley and sons, Inc. New York. Laboratory manual:

• Hurst, C.J. et al. (eds) (2002). Manual of Environmental Microbiology, 2ndedn.American Society for Microbiology, ASM Press, W.DC.

Responsible staff

• Dr Seyoum Leta, BOKU University, Austria Module: Wastewater Reuse and Resource Recovery Code: WM 6514 Credit: 6 ECTS Year: 1 Semester: II

Description: The scientific basis for the current status of wastewater reuse and resources recovery has evolved from developments in water and wastewater engineering coupled with increasing pressures on water resources. In this module first the students study wastewater reuse and resources recovery in the context of the natural hydrologic cycle. The module will also covers various appropriate technologies for wastewater reuse and resources recovery in developing world. In the second part student will learn about sludge management towards minimization and reutilization as useful resources. In the third part will focus on membrane processes technologies and their potential role in promoting more sustainable water use patterns. Learning outcomes:


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Upon successful completion of this module, students will be able to: • describe their understanding of the theoretical aspects of water reuse and resource recovery in

the context of sustainable water management, • describe their understanding of the socio-political context for water reuse and resource recovery,

including the relevant policy environment and issues of public perception, • identify and evaluate opportunities for water reuse and resource recovery in wastewater

treatment systems, • identify, summarize and evaluate technological options for water reuse and resource recovery, • devise a complete water reuse and/or resource recovery scheme, and summarize its key

components, including significant costs, key associated risks, and potential risk mitigation measures.

Module Content Subject/topic

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Wastewater reuse and resources recovery: concepts and principles, status of wastewater management in Africa

2 1 3 7.5

Technologies for small-scale water reuse: constructed wetlands, ecological sanitation, etc

3 2 3 1 9 15

Technologies for large-scale water reuse 3 2 1 6 13.5 Opportunities for resource recovery (nutrients and energy)

2 2 1 5 13.5

Sludge minimization and reutilization 2 1 3 1 7 13.5 Membrane processes technologies 3 2 1 6 10.5

Governance issues and public engagement 3 2 1 6 13.5 Risk assessment and management 3 2 1 6 13.5

Large-scale water reuse for potable uses (e.g. aquifer recharge, reservoir augmentation)

3 2 1 6 13.5

Large-scale water reuse for non-potable uses (e.g. irrigation, industrial processes, domestic uses)

3 2 3 1 9 18

Small-scale water reuse (e.g. building-level grey water reuse).

3 2 3 1 9 18

Total 72 150 ECTS 6 Group project The group project is an applied multidisciplinary team based activity. It provides students with the opportunity, whilst working in teams under academic supervision, to apply principles taught during modules whilst taking responsibility for project tasks. Success is dependent on the integration of various activities, working within agreed objectives, deadlines and budgets. Students submit project reports and present their findings.


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Individual Project

Students select their individual project in consultation with their Course Instructor. This provides students with the opportunity to demonstrate independent research ability working within agreed objectives, deadlines and budgets. Role of Instructors and Students: Instructor Students • Lecture on major topics • Attend lectures attentively and ask questions • Guide individual and group assignments • Submit/present assignments on time • Supervise group discussions • Participate actively in group discussions • Guide practical sessions • Engage in practical sessions • Evaluate students continuously • Perform well in continuous evaluations • Guide field reports and evaluate reports • Participate in field studies and report Teaching Support and Inputs: Classroom teaching-learning Field studies • White board, markers, eraser • Appropriate technologies • LCD projector • Transportations / UIL Module Evaluation:

• Exam 40% • Practical/group Assignment 15% • Individual Assignments 25% • Paper review and presentation 20%

Reading materials:

• Advances in water and wastewater treatment technology: Molecular Technology, Nutrient Removal, Sludge Reduction and Environmental Health. Matsuo, T., Hanaki, K., Takizawa, S., and Satoh, H. ELSEVIER 2001

• Physical-chemical treatment of water and wastewater. Arcadio, P. and Gregoria, A. IWA Publishing 2003

• Resource Recovery of sludge as a building and construction materials – a future trend in sludge management Tay, JH., and Show, KY. 36(11) 259-266. IWA Publishing 1997

• The Role of membrane processes in municipal wastewater reclamation and reuse. Wintgens, T., Melin, T., Schfer, A., Khan, S., Muston, M., Bixio, D., Thoeye, C. Desalination, 178: 1-11, 2005

• Wastewater Engineering: Treatment, Disposal and Reuse. 3rd ed., Metcalf & Eddy, Inc., McGraw-Hill, Inc., 1991

• Wastewater reclamation, recycling and reuse: past, present, and future. Asano, T., and Levine, AD. 33 (10-11): 1-14. IWA Publishing 1996

• Wastewater Recycling and Resource Recovery in Industry (Analysis, Technologies and Implementation). Lens, P., Hulshoff Pol, L., Wilderer P., and Asano T., 2002.

Journals:

International Journal of Waste Resources



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International Journal of Environment and Waste Management Journal of Applied Research in Water and Wastewater Journal of Water Chemistry and Technology Frontiers in Environmental Science- Waste water management International Journal of Integrated Waste Management, Science and Technology Water and Waste Water International Waste Management International Journal of Environment and Waste Management Journal of Waste Management Waste Management & Research Journal of Material Cycles and Waste Management Journal of Solid Waste Technology and Management Journal of the Air & Waste Management Association The Open Waste Management Journal International Journal Of Recycling of Organic Waste in Agriculture Journal of Environment and Waste Management International Journal of Waste Management and Technology African Journal of Environmental and Waste Management Resources, Conservation and Recycling Reuse/Recycle

Responsible Staff:

• Dr. Esayas Alemayehu Module: Water and Wastewater Treatment Plant Design and Economics

Code: WM 6516 Credit: 6 ECTS Year: 1 Semester: II Description: Water and wastewater treatment plants combine physical, chemical, and biological unit processes into an interactive system intended to accomplish a variety of functions, including receiving a water of initial quality and producing a product water of improved quality, processing the residuals from treatment appropriately for their ultimate use, and mitigating potential nuisances such as odors. These functions must be accomplished in a manner which is cost-effective, resource efficient, minimizing the broader environmental impacts while being appropriate within the institutional constraints of the owning and operating organization and meeting the broader needs of the communities it serves. Accomplishing this requires knowledge of the relevant unit processes, along with the ability to understand how they interact so that the system achieves the requirements and objectives outlined above. This course will build on the knowledge and understanding of the relevant unit processes gained in other courses and introduces the processes and procedures used to develop the design of water and wastewater treatment facilities. Lectures will be coupled with two design projects (one water and the other wastewater) which will be carried through the entire semester by student teams where the principals conveyed in the lectures will be put to practical application.






















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Learning outcomes: Upon successful completion of this module, the students will be able to: • understand the typical phases of the design process, what decisions are made in each phase (and

why), the deliverables (work products) resulting from each phase, what the deliverables are intended to accomplish (why they are produced), and how the deliverables, in combination, convey the design intent and detailed instructions to the plant constructor and owner/operator;

• understand the role of the process engineer in the design process relative to the other engineering disciplines required to accomplish a typical facility design;

• apply the decision processes and tools typically used in practice and acquisition in the basic skill to use them;

• apply project management principals as they apply to the design process Module Content:

Subject/topic

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Introduction to the course: review of objectives, schedule, work products, and the two design projects to be accomplished.

2 1 1 4 9

Introduction to the design process: phases, decisions to be made, and deliverables.

3 1 4 10.5

Decision making tools and processes: decision analysis, life cycle costing, life cycle analysis, risk and opportunity analysis

5 2 1 8 19.5

Project Planning and Management 4 1 1 6 15 Master planning and facility planning: development of design basis, identification and screening of alternatives, description of planned facilities, project delivery options

6 2 2 10 24

Preliminary design: confirmation of process selection, establishment of design standards, mass balance and hydraulic profile, site plan, process and instrumentation and control diagrams (p&id’s) and process control narratives, preliminary design deliverables

4 2 1 7 16.5

Final design: final plans and specifications, documenting design decisions

6 2 1 9 22.5

Construction services: office engineering, construction inspection, safety

4 2 6 15

Start-up and commissioning 4 2 2 8 18 Total 62 150 ECTS 6


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Role of Instructors and Students: Instructor Students Provide meaningful and relevant lecture content

Attend lecture, remain engaged and attentive, and ask questions where appropriate

Structure useful group discussions and create an environment for

Participate fully in group discussions and provide leadership where beneficial

Structure semester-long water and wastewater design projects that provide meaningful learning opportunities for students

Participate fully in semester-long water and wastewater design projects, playing the specific roles assigned throughout the project to maximize self-learning and contribution to team success

Provide useful on-going feedback to students to maximize their learning

Accept feedback and adjust actions accordingly

Teaching Support and Inputs: Classroom teaching-learning Design Experiences • PowerPoint Slides • White board, markers, erasers

• Professional work product examples

Module Evaluation: Lecture Attendance - 20% Participation in Group Discussions - 20% Design Project

Individual Performance - 30% Team Performance - 30%

________________ 100% Reading materials:

1. Tchobanoglous, G., H. D. Stensel, R. Tsuchihashi, F. Burton, M. Abu-Orf, G. Bowden, W. Pfrang, Wastewater Engineering: Treatment and Resource Recovery, Fifth Edition, McGraw Hill, NY, NY, 2014.

2. MWH, Water Treatment: Principals and Design, Second Edition, John Wiley & Sons, Hoboken, NY, 2005

Responsible Staff:

• Prof. Glen T. Daigger/TBA


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Module: Industrial Wastewater Management Code: WM 6518 Credit: 6 ECTS Year: 1 Semester: II Description: The focus of this module is on management of industrial wastewater including topics such as cleaner production, industrial water management, toxicity, physical chemical processes, anaerobic industrial wastewater treatment, and sludge management and treatment. Principles and design of treatment methods: chemical treatment, precipitation, coagulation and flocculation, ion exchange and membrane separation. Treatment of organic aqueous waste is also covered. Learning Outcomes: Upon completion, the participant should be able to:

• define cleaner production and explain the advantages and disadvantages of applying cleaner production activities,

• implement cleaner production activities on a selected industrial sector to minimize water consumption,

• describe industrial water management strategies for pollution prevention including the planning and performance of water audits, the implementation of waste minimization plants, and the adequate selection of wastewater treatment technology,

• implement industrial water management strategies for pollution prevention on a selected industrial sector,

• define industrial effluent toxicity and identify problems associated with industrial effluent toxicity,

• illustrate how to measure industrial effluent toxicity and explain alternatives to deal with toxic effluent streams,

• define the most commonly applied wastewater treatment technologies for industrial wastes and classify the technologies based on the conventional series of primary, secondary, tertiary, and in-plant treatment


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Industrial Water Use and Management in Africa: Trend-setting introduction of industrial pollution, Theoretical concept of Eco-efficiency, cleaner production, benefits of cleaner production, A future prospective

2 1 3 7.5


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Industrial Water Management: Impact of industry on water resources, Industrial water quality discharge limits; Water audit; Waste minimization; Treatment options, Appropriate technology, Implementation.

3 2 3 1 9 15

Characteristics and toxicity in Industrial Wastewater: Measures of toxicity, Kinetics Models for toxic substrates, Dealing with toxicity

3 2 1 6 13.5

Application wastewater treatment technologies in chemicals and pharmaceuticals and petrochemical process industries

2 2 1 5 13.5

Application wastewater treatment technologies in Slaughterhouse Processes

2 1 3 1 7 13.5

Application wastewater treatment technologies in metal Processing industries

3 2 1 6 10.5

Application wastewater treatment technologies in food and beverage industries

3 2 1 6 13.5

Application wastewater treatment technologies in Tannery 3 2 1 6 13.5

Application wastewater treatment technologies in textile and paper and pulp process industries

3 2 1 6 13.5

Application wastewater treatment technologies in floriculture industries

3 2 3 1 9 18

Case studies: steel industry; tannery; sugar, and water reclamation; resources recovery; water management/water reuse; textile; brewery industry; floriculture industry

3 2 3 1 9 18

Total 72 150

ECTS 6 Group project The group project is an applied multidisciplinary team based activity. It provides students with the opportunity, whilst working in teams under academic supervision, to apply principles taught during modules whilst taking responsibility for project tasks. Success is dependent on the integration of various activities, working within agreed objectives, deadlines and budgets. Students submit project reports and present their findings. Individual Project Students select their individual project in consultation with their Course Instructor. This provides students with the opportunity to demonstrate independent research ability working within agreed objectives, deadlines and budgets. Role of Instructors and Students: Instructor Students • Lecture on major topics • Attend lectures attentively and ask questions • Guide individual and group assignments • Submit/present assignments on time • Supervise group discussions • Participate actively in group discussions • Guide practical sessions • Engage in practical sessions


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• Evaluate students continuously • Perform well in continuous evaluations • Guide field reports and evaluate reports • Participate in field studies and report Teaching Support and Inputs: Classroom teaching-learning Field studies • White board, markers, eraser • Appropriate technologies • LCD projector • Transportations / UIL Module Evaluation:

• Exam 40% • Practical/group Assignment 15% • Individual Assignments 25% • Paper review and presentation 20%

100% Reading materials:

• Physical-chemical treatment of water and wastewater. Arcadio, P. and Gregoria, A. IWA Publishing 2003

• Resource Recovery of sludge as a building and construction materials – a future trend in sludge management Tay, JH., and Show, KY. 36(11) 259-266. IWA Publishing 1997

• The Role of membrane processes in municipal wastewater reclamation and reuse. Wintgens, T., Melin, T., Schfer, A., Khan, S., Muston, M., Bixio, D., Thoeye, C. Desalination, 178: 1-11, 2005

• Wastewater Engineering: Treatment, Disposal and Reuse. 3rd ed., Metcalf & Eddy, Inc., McGraw-Hill, Inc., 1991

• Wastewater reclamation, recycling and reuse: past, present, and future. Asano, T., and Levine, AD. 33 (10-11): 1-14. IWA Publishing 1996

• Wastewater Recycling and Resource Recovery in Industry (Analysis, Technologies and Implementation). Lens, P., Hulshoff Pol, L., Wilderer P., and Asano T., 2002.

• IWA, Innovative and Integrated Technologies for the Treatment of Industrial Wastewater • IWA, Science and Technology of Industrial Water Treatment

Responsible Staff:

• Dr. Berhanu Assefa/Dr. Feleke Zewge


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Module: Modelling Wastewater Treatment Processes Code: WM 6520 Credit: 6 ECTS Year: 1 Semester: II Description: In the course the basic understanding of modelling wastewater treatment process will be given. In particular, two technologies will be discussed in detail: Activated sludge plants and Treatment wetlands. Besides the theoretical framework, the students will have opportunity to use software products for these applications. Learning outcomes:

Upon successful completion of this module, students will be able to: • understand principles of mathematical models for wastewater treatment plants, • understand of structure of the IWA Activated Sludge Models (ASMs) and their use in practice , • understand the requirements and needs for performing a simulation study for AS plants, • understand the steps needed to use a simulator for building, running and calibrating a model for a

AS plant, • understand the structure of biokinetic models applied for treatment wetlands, • understand the requirements and needs for performing a simulation study for treatment wetlands, • learn to apply the HYDRUS Wetland Module for setting up models for VF and HF wetlands

Module Content

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Introduction to numerical models required for wastewater treatment

3 1 1 5 12

Development of a simplified biokinetic model 4 2 1 7 16.5

Overview of activated sludge (AS) modelling 4 1 1 6 15 Using activated sludge models in practice (Good Modelling Practice)

4 3 2 9 19.5

Hands-on exercises (control and optimisation of activated sludge plants, calibration exercise)

4 3 3 2 12 24

Overview of treatment wetlands 2 1 3 7.5

Fundamentals of treatment wetlands modelling 4 2 1 7 16.5 The HYDRUS Wetland Module 4 3 2 9 19.5


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Hands-on exercises for setting of vertical and horizontal flow wetlands (water-flow, reactive transport modelling, influence of wetlands plants)

4 3 2 9 19.5


• Assignment will be given to a group of 3 students Individual assignment

• Modelling exercises Practical

• Hands-on sessions for modelling activated sludge plants as well as treatment wetlands with state-of-the-art software

Field studies None Evaluation Exams 60% Group assignments 20% Active participation 20% 100% Learning-teaching strategy/methods Role of instructors and students Instructor Student • Lectures on major topics • Guide hands-on simulation exercises • Guide collaborative assignments • Evaluate students continuously

• Attend lectures and ask questions • Participate in group discussions and interactions • Actively participate in hands-on simulation

exercises Teaching support and input i. Classroom teaching/ learning ii. Practical iii. Field trips • LCD projector • White board, markers,

eraser • Flip charts

• Laptops (each student) • MS Excel • Software for simulating

Activated Sludge Plants (e.g. ASIM or SIMBA Classroom)

• Software for treatment wetlands (i.e. HYDRUS software with Wetlands Module

• No field trips planned

Software links

ASIM http://www.asim.eawag.ch/ SIMBA Classroom https://www.ifak-system.com/en/environmental-simulation/products/simulation-systems/simba-classroom/ HYDRUS software http://www.pc-progress.com/en/Default.aspx?hydrus-3d

http://www.asim.eawag.ch/

https://www.ifak-system.com/en/environmental-simulation/products/simulation-systems/simba-classroom/

https://www.ifak-system.com/en/environmental-simulation/products/simulation-systems/simba-classroom/

http://www.pc-progress.com/en/Default.aspx?hydrus-3d


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Pre-requisite: Understanding of biological wastewater treatment Co-requisite: None Module requirements The module assumes that students will

• Attend lectures with enthusiasm and purpose • Actively participate in self and collaborative learning • Ask questions and provide stimulating ideas for discussion • Actively participate in hands-o computer sessions • Return all written assignments on time • Sit for all quiz, tests and exams • Suggest innovative ways of delivering the module in future

Reading materials

Modelling Activated Sludge Plants • Rieger, L., Gillot, S., Langergraber, G., Ohtsuki, T., Shaw, A., Takacs, I., Winkler, S. (2012):

Guidelines for using activated sludge models. IWA Task Group on Good Modelling Practice – Guidelines for Use of Activated Sludge Models, IWA Scientific and Technical Report No.22, IWA Publishing, London, UK, ISBN: 9781843391746.

Modelling Treatment Wetlands • See http://www.pc-progress.com/en/Default.aspx?h3d2-wetland

Journals: Modelling Activated Sludge Plants

• None Modelling Treatment Wetlands

• See http://www.pc-progress.com/en/Default.aspx?h3d2-wetland • Meyer, D., Chazarenc, F., Claveau-Mallet, D., Dittmer, U., Forquet, N., Molle, P., Morvannou, A., Pálfy,

T., Petitjean, A., Rizzo, A., SamsóCampà, R., Scholz, M., Soric, A., Langergraber, G. (2015): Modelling constructed wetlands: Scopes and aims – A comparative review. Ecological Engineering 80, 205-213.

• Langergraber, G., Šimůnek, J. (2012): Reactive Transport Modeling of Subsurface Flow Constructed Wetlands Using the HYDRUS Wetland Module. Vadoze Zone Journal 11(2) Special Issue "Reactive Transport Modeling", doi:10.2136/vzj2011.0104.

• Langergraber, G., Rousseau, D., García, J., Mena, J. (2009): CWM1 - A general model to describe biokinetic processes in subsurface flow constructed wetlands. Water Science and Technology 59(9), 1687-1697.

• Langergraber, G., Šimůnek, J. (2005): Modeling variably-saturated water flow and multi-component reactive transport in constructed wetlands. Vadoze Zone Journal 4(4), 924-938.

Responsible staff:

• Dr Guenter Langergraber, BOKU University, Austria

http://www.pc-progress.com/en/Default.aspx?h3d2-wetland

http://www.pc-progress.com/en/Default.aspx?h3d2-wetland


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Module: Entrepreneurship and Supply Chain Management Code: WM 6130 Credit: 6 ECTS Year: 1 Semester: II

Description: This module examines the theory and practice of promoting and managing innovation in start-ups. It explores successful frameworks, strategies, funding techniques, business models, risks, and barriers for introducing break-through products and services. Topics include opportunities and challenges entrepreneurship in the water sector in Africa, business model innovation, characteristics of successful entrepreneurship, business ownership structure, legal issues of entrepreneurship, and risk management will be featured. Development of business plans, establishing microenterprises, implementation of a well-developed plan; and monitoring and evaluation of business will be essential components of the course. Learning outcomes: Upon successful completion of this module, students will be able to:

• demonstrate their understanding the entrepreneurial process, • demonstrate their knowledge of the characteristics of a successful entrepreneur and how they

apply to starting and operating one’s own business, • identify and compare the legal forms of a business, • identify the main portions of a Business Plan and be able to write a business plan for a start-up

company of their choosing, • write financial and non-financial business goals, • learn and utilize the basic concepts of marketing, financing and Human Resources as they apply to

their Business Plan, • develop skills for evaluating, articulating, refining, and pitching a new product or service offering,

either as a start-up business or a new initiative within an existing firm. Module Content: Module Subject/topic

Lect

ures

Exer

cise

s & G

roup

w

ork

Fiel

d w

ork

Lab

wor

k

Disc

ussi

ons

Cont

act h

ours

Stud

y lo

ad h

ours

Overview and Entrepreneurship in the water sector in Africa

2 1 3 7.5

Opportunities for Entrepreneurship in the water sector in Africa

2 1 1 4 9


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Creativity and Innovation: innovation vs. creativity, knowledge management fundamentals, managing for innovation

2 1 3 7.5

Entrepreneurship: entrepreneurship fundamentals, creating and selling differentiated products/services, business model innovation, understanding customers

2 2 1 5 10.5

Planning and Research Entrepreneurial Essentials 2 2 1 5 10.5 Product Planning And Project Selection: Significance of product design, product design and development process, sequential engineering design method, the challenges of Identifying opportunities evaluate and prioritize projects, allocation of resources product development,

4 2 1 7 16.5

Identifying Customer Needs and Product Specifications: Interpret raw data in terms of customers need, organize needs in hierarchy and establish the relative importance of specifications needs. Establish target specifications, setting final

3 2 1 6 13.5

Concept Generation and Design: Activities of concept generation, clarifying problem, search both internally and externally, explore the output, Assessing need for industrial assessing quality of industrial design, design, industrial design process, management,

2 2 1 5 10.5

Organizational Matter: Management and Legal Structures 3 2 1 6 13.5 Intellectual Property Elements and outline, patenting procedures, claim procedure, Design for Environment

3 2 1 6 13.5

Business model development 2 2 1 5 10.5 Marketing Analysis and Strategies 2 1 1 4 9 Financial Planning and Budgets 2 1 3 7.5 Supply chain management in developing countries 2 2 1 5 10.5 Total 67 150 ECTS 6 Group assignment

• Assignments will be given to a group of 3 students Individual assignment

• Assignments will be given from selected topics • Students will develop their own business plan and present

Exams - 50% Group assignment - 20% Individual assignment- 30% ________________ 100% Role of instructors and students Instructor Student Lectures on major topics and ideas Attend lectures and ask questions


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Arrange quiz and tests periodically Participate in group discussions and interactions Guide self-learning of students Perform written assignments, reports, tests, quiz on time Supervise group discussions and interactions






ii. Practical None

iii. Field trips None



Reading materials:

• Mauborgne, René, Blue Ocean Strategy, Boston, Harvard Business School Press, 2005. ISBN: 1-59139-619-0.

• Snyder, Duarte, Unleashing Innovation, How Whirlpool Transformed an Industry, Jossey-Bass, 2008. ISBN: 978-0-470-19240-5.

• Heath, Health, Made to Stick, New York, Random House, 2007, 2008. ISBN: 978-1-4000-6428-1. • Ulrich K. T, Eppinger S.D and Anita Goyal , “Product Design and Development”, Tata McGraw Hill,

2009. • Otto K, and Wood K, “Product Design”, Pearson Education, 2001. • Barabasi, Albert-Laszlo, Linked: The New Science of Networks, Cambridge, MA: Perseus, 2002. • Chesbrough, Henry, Open Innovation; Boston, Mass.: Harvard Business School Press, 2003. • Christensen, Clayton M., The Innovator's Dilemma: When New Technologies Cause Great Firms to

Fail, Boston, Mass.: Harvard Business School Press, 1997. • Fallon & Senn, Juicing the Orange: How to Turn Creativity into a Powerful Business Advantage,

Boston, Mass.: Harvard Business School Press, 2006. • Fraser, Healther, Design Works; Toronto: University of Toronto Press, 2012. • Govindarajan, Vijay & Trimble, Chris, 10 Rules for Strategic Innovators; Boston: Harvard Business

School Press, 2005.


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• Govindarajan, Vijay & Trimble, Chris, Reverse Innovation; Boston: Harvard Business School Press, 2012.

• Hamel, Gary, The Future of Management; Boston: Harvard Business School Press, 2007 • Hammer, Michael & Champy, James: Reengineering the Corporation: A Manifesto for Business

Revolution; New York: HarperBusiness, 1993. • Harvard Business School Faculty, Entrepreneur’s Toolkit, Boston, Harvard Business School Press,

2005. • Heath, Chip and Health, Dan: Switch: How to Change Things When Change Is Hard; New York,,

Broadway Books, 2011. • Kelley, Tom, The Ten Faces of Innovation, New York: Currency Doubleday, 2005. • Kotter, John P., Leading Change, Boston: Harvard Business School Press, 1996. • Kuhn, Thomas S.: The Structure of Scientific Revolutions, [2d ed., enl.] Chicago: University of

Chicago Press, 1996. • Lehrer, Jonah, Imagine, How Creativity Works; Boston: Houghton Mifflin Harcourt, 2012. • Levitt, Stephen D. and Dubner, Stephen J., Freakonomics: A Rouge Economist Explores the Hidden

Side of Everything, New York: HarperCollins, 2005. • Martin, Roger, The Design of Business, Boston, Harvard Business School Press, 2009. • Miller, Roger & Cote, Marcel, Innovation Reinvented, Toronto: University of Toronto Press, 2012. • Mullins, John W., The New Business Road Test, Second edition, Harlow, England: FT Prentice Hall,

2006. • Nielsen, Michael, Reinventing Discovery, The New Era of Networked Science; Princeton: Princeton

University Press, 2012. • Sahlman, “How to Write a Great Business Plan” (available at www.hbsp.org) • Sawhney, Mohan & Zabin, Jeff, The Seven Steps to Nirvana; New York: McGraw Hill, 2001. • Verganti, Roberto, Design-Driven Innovation, Boston, Harvard Business School Press, 2009. • Zook, Chris, Profit from the Core, Harvard Business School Press, 2001.

Journals:

• Journal of Business Venturing • Small Business Economics • Entrepreneurship: Theory & Practice • Journal of Small Business Management • Entrepreneurship, Innovation and Change • Family Business Review • International Journal of Entrepreneurship • Development, Education and Training • International Journal of Entrepreneurship • International Journal of Technological Innovation and Entrepreneurship • Journal of Developmental Entrepreneurship • Journal of Enterprising Culture • Journal of Entrepreneurship Education • Journal of Private Enterprise • New England Journal of Entrepreneurship • Small Business and Enterprise Development

Responsible staff:

• TBA

http://www.hbsp.org/


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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 REVISED 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. Richard

Taylor University College of London, UK Hydrology and Water Resources

10 Prof. Guenten Langergraber

Boku University Water Supply and Sanitation, Water and Wastewater Technology

11 Dr. Joseph Kamau University of Nairobi Water Quality Management 12 Dr. Vincent O.

Madadi Kenyan Marine Sciences and Fisheries Research Centre

Water Quality Management

13 Dr. Kinfe Kassa Arba Minch University Water Supply and Sanitation 14 Dr. Esayas

Alemayehu Jimma University Water and Wastewater

Technology 15 Dr. Agizew Niguse Addis Ababa Institute of Technology,

AAU Water Supply and Sanitation

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

17 Dr. Fassil Assefa Department of Microbial and Cellular Biology, AAU

Water Quality Management

18 Dr. Yakob Arsano Department of Political Sciences and International Relations, AAU

Water Governance and Policy

19 Dr. Yohannes Abera

School of Development Studies, AAU Hydrology and Water Resources

20 Prof. Shem Wangiga

University of Nairobi, Kanya Water Quality Management

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

22 Prof. Glen Visiting (USA) Water and Wastewater Technology

23 Dr. Teshome Immana

College of Social Sciences, AAU Socioeconomic aspects

24 Dr. Yonas Adaye Institute of Peace and Security, AAU Water Governance


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25 Dr. Mekete Bekele College of Law and Governance Studies, AAU

Water Law aspects

26 Dr. Atnafu Gebremeskel

College of Business and Economics, AAU Water Economics aspects

27 Dr. Beniyam Tesfaw School of Earth Sciences Hydrology and Water Resources 28 Dr. Taddese Fetahi Department of Zoological Sciences, AAU Aquatic Ecosystems

Management 29 Dr. Mangistu Goa Department of Mathematics, AAU Computational Methods 30 Dr. Demeke

Admassu Department of Zoological Sciences, AAU Aquatic Ecosystems

Management


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ANNEX IV PARTICIPANTS OF NATIONAL STAKEHOLDER CURRICULUM REVIEW WORKSHOP


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ANNEX V MINUTES STAKEHOLDER NATIONAL CURRICULUM REVIEW 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. Discussion followed the presentation of the Overview. A number of questions were raised to which answer was given.


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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?

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.


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• 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 programmes 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 • 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


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• 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)