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Final Report
DATE : 2009-07-13
Prepared by:
ILISO Consulting (Pty) Ltd
Dr. M. van Veelen (Project Leader)
K. Pema (Project Coordinator)
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ORASECOM: CBP Report
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Title:
ORASECOM: Capacity Building Programme
Author/s:
Martin van Veelen, Kavita Pema, Deon Esterhuizen,
Terry Baker and Hubert Thompson
Project Name:
ORASECOM: Design and Planning of a Definitive
Capacity Building Programme for Technical Staff/
Experts/ Commissioners and Stakeholders
ORASECOM Project Number
CZZ.1264.01A French Global Environment Facility
ILISO Project Number
800095
ORASECOM Report Number
ORASECOM 001/2009
Status of Report:
Final Report
ILISO Consulting
Approved for ILISO Consulting by:
Dr. M. van Veelen
Date
Project Leader
ORANGE SENQU RIVER COMMISSION
Approved for ORASECOM by:
Mr. Lenka Thamae
Date
Executive Secretary - ORASECOM
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Table of Contents
1. Introduction .............................................................................................................................. 1
1.1.
Geographical Context ................................................................................................... 1
1.2.
Institutional Context ...................................................................................................... 2
2. Background ............................................................................................................................. 4
2.1.
Context of the Study ..................................................................................................... 4
2.2.
Objectives of the Study ................................................................................................. 4
2.3.
Key Considerations ...................................................................................................... 5
2.4.
Approach and Methodology .......................................................................................... 7
3. Training Needs Assessment .................................................................................................. 10
3.1.
Objectives of the ORASECOM Action Plan ................................................................ 11
3.1.1. Needs Analysis .............................................................................................. 11
3.1.2. Additional Focus Areas ................................................................................... 12
3.1.3. Key Focus Areas ............................................................................................. 12
3.2.
Determining Long Term Safe Yield ............................................................................. 13
3.2.1. Needs Analysis .............................................................................................. 13
3.2.2. Additional Focus Areas ................................................................................... 14
3.2.3. Key Focus Areas ............................................................................................. 14
3.3.
Prevention of Pollution and Control of Aquatic Weeds ................................................ 26
3.3.1. Needs Analysis .............................................................................................. 26
3.3.2. Additional Focus Areas ................................................................................... 27
3.3.3. Key Focus Areas ............................................................................................. 27
3.4.
Reasonable Utilisation of Water Resources to Support Sustainable Development ..... 34
3.4.1. Needs Analysis .............................................................................................. 34
3.4.2. Additional Focus Areas ................................................................................... 35
3.4.3. Key Focus Areas ............................................................................................. 35
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3.5.
Facilitating Investigations Related to Infrastructure ..................................................... 42
3.5.1. Needs Analysis .............................................................................................. 42
3.5.2. Additional Focus Areas ................................................................................... 43
3.5.3. Key Focus Areas ............................................................................................. 43
3.6.
Contingency Planning for Emergencies ...................................................................... 48
3.6.1. Needs Analysis .............................................................................................. 48
3.6.2. Additional Focus Areas ................................................................................... 49
3.6.3. Key Focus Areas ............................................................................................. 49
3.7.
Regular Exchange of Information and Consultation .................................................... 51
3.7.1. Needs Analysis .............................................................................................. 51
3.7.2. Additional Focus Areas ................................................................................... 52
3.7.3. Key Focus Areas ............................................................................................. 52
3.8.
Dispute Resolution ..................................................................................................... 56
3.8.1. Needs Analysis .............................................................................................. 56
3.8.2. Additional Focus Areas ................................................................................... 57
3.8.3. Key Focus Areas ............................................................................................. 57
3.9.
General Training Needs ............................................................................................. 61
3.9.1. Lobbying and Advocacy .................................................................................. 61
3.9.2. Good Governance ........................................................................................... 61
4. Objectives Based Capacity Building Programme ................................................................... 63
4.1.
Objectives of the ORASECOM Action Plan ................................................................ 63
4.1.1. Courses Available ........................................................................................... 63
4.1.2. Recommendation ............................................................................................ 63
4.1.3. Intervention Status .......................................................................................... 63
4.2.
Determining Long Term Safe Yield ............................................................................. 64
4.2.1. Integrated Water Resource Management ........................................................ 64
4.2.2. Transboundary Diagnostic Analysis ................................................................ 66
4.2.3. Basic Principles of Modeling ........................................................................... 67
4.2.4. Data Assessment Techniques ......................................................................... 68
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4.3.
Prevention of Pollution and Control of Aquatic Weeds ................................................ 69
4.3.1. Pollution Control and Management ................................................................. 69
4.3.2. Eradication of exotic, invasive alien species .................................................... 69
4.3.3. Source and Resource Based Approaches ....................................................... 70
4.3.4. Remediation Strategy and Tools ..................................................................... 71
4.3.5. Resource Monitoring ....................................................................................... 72
4.3.6. Resource Quality Objectives ........................................................................... 73
4.3.7. Environmental Impact Assessment ................................................................. 74
4.4.
Reasonable Utilisation of Water Resources to Support Sustainable Development ..... 75
4.4.1. Principles of Sustainable development ............................................................ 75
4.4.2. International Laws ........................................................................................... 78
4.4.3. Environmental Principles ................................................................................. 80
4.4.4. Water Legislation ............................................................................................ 80
4.4.5. International Water Rights ............................................................................... 82
4.4.6. Environmental Legislation ............................................................................... 83
4.4.7. Bilateral and Trilateral Agreements ................................................................. 84
4.4.8. SADC Protocols .............................................................................................. 85
4.5.
Facilitating Investigations Related to Infrastructure ..................................................... 86
4.5.1. Understanding Basic Modeling ........................................................................ 86
4.5.2. Resource Economics and Accounting ............................................................. 88
4.5.3. Project management ....................................................................................... 88
4.5.4. Monitoring and Evaluation Techniques ............................................................ 89
4.5.5. Financial Management .................................................................................... 90
4.5.6. Technical Understanding related to Infrastructure ........................................... 91
4.5.7. Safety of Dams and Tunnels ........................................................................... 91
4.6.
Contingency Planning for Emergencies ...................................................................... 92
4.6.1. Emergency preparedness and Contingency Planning ..................................... 92
4.6.2. Risk Assessment ............................................................................................ 93
4.6.3. Flood forecasting (Modeling) ........................................................................... 94
4.7.
Regular Exchange of Information and Consultation .................................................... 94
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4.7.1. Communication Skills ...................................................................................... 94
4.8.
Dispute Resolution ..................................................................................................... 98
4.8.1. General Principles of Law ............................................................................... 98
4.8.2. Dispute Resolution: Legal Processes, Instruments and Mechanisms .............. 99
4.8.3. Conflict Management .................................................................................... 101
4.8.4. Negotiation Skills .......................................................................................... 101
4.8.5. Assertiveness Training .................................................................................. 102
4.8.6. International Dispute Resolution Legislation .................................................. 103
4.9.
General Training Needs ........................................................................................... 104
4.9.1. Lobbying and Advocacy ................................................................................ 104
4.9.2. Good Governance ......................................................................................... 106
5. Conclusion ........................................................................................................................... 107
5.1.
Key Deliverables ...................................................................................................... 107
5.1.1. Capacity Building Programme ....................................................................... 107
5.1.2. Capacity Building Matrix Spreadsheet ........................................................... 107
5.2.
Key Findings............................................................................................................. 108
5.2.1. Develop new custom course ......................................................................... 109
5.2.2. Customise existing course ............................................................................ 109
5.2.3. Amalgamate existing courses ....................................................................... 110
5.2.4. Utilise existing courses .................................................................................. 111
5.2.5. Seminars and Workshops ............................................................................. 112
5.3.
Recommendations.................................................................................................... 113
APPENDIX A: List of Service Providers ...................................................................................... 114
APPENDIX B: CBP Spreadsheet ................................................................................................ 114
APPENDIX C: TNA Questionnaire .............................................................................................. 114
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1.
INTRODUCTION
An understanding of water resource management principles and policies is vital to the
continued and sustainable management of any water resource. However, when the water
resources are shared between different countries, the issues become even more
complicated and require focused attention and management. In order to achieve
sustainable water resource management it is vital that the key role-players and
stakeholders are well versed with the legislation and respective policies and strategies of
not only their own countries but also those of their partner states.
The Orange-Senqu River Commission (ORASECOM) is made up of the four Member
States namely, South Africa, Namibia, Lesotho and Botswana. While the general principles
of water resource management may have an over-arching component, the need to ensure
that all role-players and stakeholders are adequately capacitated is vital to open debate on
a level playing field.
Transboundary water management has always been of key importance in the Orange-
Senqu basin, with individual agreements existing between Lesotho and South Africa
(Lesotho Highlands Water Project) and Namibia and South Africa respectively on the use of
the shared water resources.
ORASECOM aims to develop the Orange River for the benefit of all the respective states
and is the first formal body established for the management of shared water resources
since the Protocol on Shared Watercourse Systems became an instrument of international
water law in the Southern African Development Community (SADC). The commission plans
to develop a comprehensive perspective of the Orange River Basin, study the present and
proposed uses of the river system, and determine future requirements for flow monitoring
and flood management. It is expected to strengthen regional solidarity and enhance socio-
economic cooperation. The multilateral commission will not replace existing bilateral
commissions between any of the watercourse states, but rather will provide a broader
forum for overall consultation and coordination between the states for sound integrated
water resources management and development in the Orange River Basin.
1.1.
GEOGRAPHICAL CONTEXT
The Orange - Senqu River originates in the highlands of Lesotho some 3 300 m above
mean sea level with its highest peak, Thabana Ntlenyana, at 3 482 m, and it stretches over
2 300 km from the source to its month on the Atlantic Ocean. The river system is one of the
largest river basins in Southern Africa with a total catchment area of 850,000 km2 inside
Lesotho, Botswana, Namibia and South Africa. The natural mean annual runoff at the
mouth is estimated at 11,500 Mm3, but this has been reduced drastically due to the
extensive water utilisation upstream for domestic, industrial and agricultural purposes.
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The Orange Senqu River Basin system is regulated by more than thirty-one major dams.
Two of these dams are situated in Lesotho, five in Namibia and twenty-four in South Africa.
The largest five reservoirs are those formed by the Gariep, Vanderkloof, Sterkfontein, Vaal
and Katse Dams with capacities ranging from 1 950 Mm3 to 5 675 Mm3 at full supply level.
These major dams plus other smaller dams and farm ponds have reduced the current
average annual runoff reaching the river mouth at Alexander Bay to less than half of the
natural runoff. The Sterkfontein Dam (2 617 Mm3) and the Katse-Mohale dams system (2
910 Mm3) augment the Vaal Dam (2 122 Mm3) which supplies water to the industrial
heartland of South Africa, including the greater Pretoria and Johannesburg areas. These
industrial areas, supported by the Vaal River, produce more than 50% of South Africa's
wealth as well as the more than 80% of electricity requirements. The Gariep Dam (5 675
Mm3) and Vanderkloof Dam (3 237 Mm3) are the first and the second largest reservoirs in
the Orange Senqu-River system respectively. Both Dams are used to regulate the river flow
for irrigation purposes as well as to generate electricity during the peak demand periods.
The tributaries downstream of the Vaal
confluence are the Molopo-Nossob sub-basin
system which is characterised by permanent
sand dunes and in living memory the flow has
not reached the main stem of the Orange-Senqu
River Basin. The Molopo-Nossob sub-basin is
located in Botswana, Namibia and South Africa.
The Fish River sub-basin is located in Namibia
and accounts for the three of the five dams
regulating the flows from Namibia into the
Orange-Senqu River.
The most important and highly utilized tributary
of the Orange-Senqu system is the Vaal River
which supplies water to the industrial heartland Figure 1: The Orange River Basin
of Southern Africa, - the Vaal Triangle including
Pretoria. As such, the Orange-Senqu System is by far one of the most developed river
basins in the SADC region, with many of its intra and inter - basin water transfer schemes
playing a significant role in satisfying different demand scenarios. Such transfers include
Lesotho Highlands Water Project and the Orange-Fish Tunnel Scheme. This factor
essentially makes the management of the Orange-Senqu River basin a complex matter.
1.2.
INSTITUTIONAL CONTEXT
The Orange-Senqu Commission (ORASECOM) was established on 3 November 2000 in
Windhoek, Namibia, and this multilateral commission has been meeting regularly since
then. It is a legal entity in its own right, with certain functions to execute. Bilateral
commissions (between South Africa and Lesotho and between South Africa and Namibia)
remain in place, but the activities are subject to scrutiny by ORASECOM. The ORASECOM
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is an advisory body with powers only to advise the parties and is not a development
agency.
Transboundary water management has always been of key importance in the Orange-
Senqu basin, with individual agreements existing between Lesotho and South Africa
(Lesotho Highlands Water Project) and Namibia and South Africa respectively on the use of
the shared water resources. With the introduction of a joint water resources management
commission, referred to as ORASECOM, in 2000, which also included Botswana as a
partner due to its specific hydro-political importance in the basin, public participation has
slowly emerged as an issue to be addressed at the international level. This development
has been flanked by efforts in the riparian countries to enhance public involvement in water
resources management, positive experiences with public participation in other African
basins, such as the Okavango and last but not least by the international discourse on
IWRM (Kranz and Kampa, 2008).
ORASECOM aims to develop the Orange River for the benefit of all the respective states
and is the first formal body established for the management of shared water resources
since the Protocol on Shared Watercourse Systems became an instrument of international
water law in the Southern African Development Community (SADC). The commission plans
to develop a comprehensive perspective of the Orange River Basin, study the present and
proposed uses of the river system, and determine future requirements for flow monitoring
and flood management. It is expected to strengthen regional solidarity and enhance socio-
economic cooperation. The multilateral commission will not replace existing bilateral
commissions between any of the watercourse states, but rather will provide a broader
forum for overall consultation and coordination between the states for sound integrated
water resources management and development in the Orange River Basin.
For the past two years, public participation has moved up on the agenda of ORASECOM,
but also among the donor community supporting the formation of institutional structures at
the transboundary level. An elaborate Roadmap has been drafted in order to direct
stakeholder interaction over the years to come, detailing responsibilities as well as concrete
steps for implementation. The question that remains is what it takes to put this Roadmap
into practice and how learning among all actors can be maintained and strengthened, also
with view to fostering the adaptive capacity of the water management regime.
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2.
BACKGROUND
2.1.
CONTEXT OF THE STUDY
In the Agreement that established the ORASECOM, the Commission is regarded as an
international organisation with international and national legal personality. The Commission
is empowered to serve as the technical advisor of the Parties on matters relating to the
development, utilisation and conservation of the water resources of the Orange-Senqu
River Basin. The Commission will also perform other functions pertaining to the
development and utilisation of the water resources as the Parties may agree to assign to
the Commission.
ORASECOM is viewed as an important forum to discuss water matters of mutual interest at
a technical level. It may also execute the necessary feasibility studies to enable the
Commission to recommend the most feasible technical solutions based on the
understanding and use of available information.
While these are noble and worthwhile strategic objectives, it is imperative that the relevant
role-players who will effect these recommendations are well capacitated in the execution of
their assessment and advisory functions. The need to ensure capacity building of the
technical staff, experts, commissioners and stakeholders on an ongoing and sustainable
basis is the primary context within which this study will be undertaken. The fact the
ORASECOM is in fact not a mature organisation, having only been established in 2000,
further emphasises the need to provide sound capacity building as the foundation upon
which the Commission will advance into the efficient execution of its functions and
mandates.
Ideally, once capacitated, the Commission should be in a position to stimulate and
coordinate development within the Orange-Senqu Basin by advising the member states
about the availability of water, the results of feasibility studies and the most viable options
for infrastructure development.
2.2.
OBJECTIVES OF THE STUDY
The main aim of this project will be to strengthen the capacity of the member states of the
Orange-Senqu River Basin to manage their shared water resources, to foster cooperation
and a multilateral approach to water resources development and management. It is
accepted that a lack of cooperation may not only have detrimental effects on the water
resources situation, but will also have negative socioeconomic, political as well as
environmental consequences.
Capacity building is an important objective of the overall action plan. There is a need for
capacity building aimed at different possible targets members of the commission, the
ORASECOM Secretariat, representatives and administration in the riparian States,
awareness building of the decision-makers, community etc. One important issue is the
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development of a common level of understanding between for the four states, the creation
of a "level playing field" for discussions, negotiations and joint management.
Capacity building is required in order to ensure that the relevant individuals and teams
supporting ORASECOM can fulfill their specific mandates in achieving the following
objectives:
a. Taking measures and making arrangements to determine the long term safe yield of the
water resources of the system, surface water and groundwater;
b. Ensuring the equitable and reasonable utilisation of the water sources in the river
system to support sustainable development in the territory of each party;
c. Facilitating investigations and studies related to development, operation and
maintenance of infrastructure on the river system;
d. Objectives of the ORASECOM Action Plan;
e. Prevention of pollution and control of aquatic weeds;
f. Contingency planning for emergencies including drought, flood and pollution;
g. Regular exchange of information and consultation;
h. Dispute Resolution.
The main objective of this exercise is therefore the development of a Capacity Building
Programme (CBP) based on a need assessment aimed at achieving the abovementioned
objectives. The CBP will be aimed at the personnel who are directly involved in the day to
day activities of the ORASECOM
2.3.
KEY CONSIDERATIONS
During the development of the TNA as well as the actual work sessions and the CBP
development phases, it was clear that the training needs were varied between the different
member states as well as between the different stakeholders groups involved. It was
therefore essential to ensure that the focus of the work conducted as part of this
assignment was based on achieving the objectives and functions of ORASECOM.
It was also clear that as an institution, ORASECOM has very specific needs in terms of
capacity building required to fulfill its functions and that the identification of training
initiatives which will address these needs was not a simple matter. Currently there are a
wide variety of courses from a vast range of institutions and service providers which may
address some of the needs. In addition, in light of the need for continued professional
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development of all members at the different levels, it is essential that training initiatives be
identified for the development and empowerment of individual members.
As mentioned a large number of courses do exist, however not all components of all the
courses are valid to address the needs of ORASECOM. While some courses can be used
in their existing formats and contents to address specific needs, as a general trend it is
apparent that existing courses may need to be customised or amalgamated. The training
initiatives which were identified for the key focus areas were therefore based on the
following criteria:
·
Develop new custom course: This would essentially entail the creation of a brand
new course based on specific criteria required to meet the ORASECOM objectives.
In essence a course of this nature would incur a once off development course most
likely through the appointment of a Professional Service Provider (PSP). Once this
has been achieved, standard training and disbursement costs would be applicable.
·
Customise existing course: Many courses currently exist for some of the key
focus areas. However, based on the strategic nature of the functions of
ORASECOM, the detail and length of the existing courses become too cumbersome
and therefore such courses may need to be trimmed in terms of length and content
to suit the needs of ORASECOM. In such as case, most of the institutions which
present such courses will customise the existing course to meet the requirements
specified. Such a course will also incur a smaller development cost, after which
standard training and disbursement costs would be applicable.
·
Amalgamate existing courses: This approach would entail the combination of two
or more courses into a customised package for the needs of ORASECOM. This is a
slightly longer process than customizing existing courses but not as intensive as
developing a brand new course. Once again a development cost will be incurred
while standard training and disbursement costs would also be applicable.
·
Utilise existing courses: In many instances the needs of ORASECOM can be met
through the utilisation of "off the shelf" courses which are suitable in terms of format,
content and length to meet the specific requirements. These courses would only
incur the standard training and disbursement costs.
·
Seminars and Workshops: In some instances, certain topics are of such a nature
that they are organisation, strategy or policy specific and therefore cannot be
addressed by means of formalised training. In this case, knowledgeable personnel
from the member states and associated organisations would be invited to make
presentations on specific topics. Such sessions would ideally be combined with pre-
planned PIU or similar strategic meetings in order to maximise on time and reduce
costs. Since this initiative would largely be an in-house endeavour, the costs
associated with this will largely be related to disbursements. Professional fees may
be incurred in the event that an external expert is invited to such sessions.
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In general terms, the CBP being developed is for different levels of members with varying
roles being played within the institution. It is therefore not possible to develop a generic
CBP for the organisation and is vital that the role and needs of the different levels are given
due credence. The groups specified for the purposes of this project and the relative
responsibility of ORASECOM to each group is discussed below:
·
Commissioners: Based on the profile of the existing commissioners of
ORASECOM, it is clear that this level of individual will generally be a person with
tertiary qualifications and at least 15 years of experience in the field of water
resource management. The commissioners would also be involved in strategic
management within their member states. Commissioners will therefore most likely
not require training in the basic concepts of integrated water resource management
but will rather benefit greatly from interactive discussions and debates on specific
topics addressing strategic management imperatives within their member states.
·
Technical Task Team (TTT) Members: The TTT members are also essentially
members who have significant experience and knowledge in general water resource
management and would most likely have been involved in the management of such
issues within their member states. While they may have a well rounded
understanding of the basic principles and applications of IWRM, they may not be
experts in any specific field and therefore may prefer to attend specific courses at
their discretion.
·
Experts: Each of the member states will have certain personnel appointed into
specialist posts which deal with specifically with the highly technical aspects of
IWRM. These experts may be junior personnel who will require targeted training in
their field of expertise or experienced experts who may only need to attend short
refresher courses to keep with new developments.
·
Stakeholders: Within the framework of this project, stakeholders do not represent
the general public. The stakeholders in this context are organisations and
individuals who are involved in IWRM and have a stake in the operational and
management policies associated with such activities. Stakeholders would therefore
include consultants, water boards, land boards, irrigation schemes, water user
associations etc.
2.4.
APPROACH AND METHODOLOGY
The terms of reference for the project were clear in the fact that the work to be conducted
by the project should focus on the preliminary needs assessment that was conducted by
the PIU. The preliminary needs assessment was assessed and the project team then
proceeded to focus on the identification of additional key focus areas which would correlate
to the specific objectives.
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Based on this exercise a detailed list of key focus areas was developed and grouped into
sensible topics in order to address each objective. These key focus areas were then
compounded into a TNA Questionnaire, which would be used for the specific training needs
assessment in each of the member states. The TNA Questionnaire is attached as
Appendix C.
Once the TNA Questionnaire had been finalised, work sessions were arranged in each of
the four member states. Prior to the work session taking place, the TNA Questionnaire was
circulated electronically to all the member states to allow a pre-assessment. At the work
sessions all attempts were made to include as wide an audience as possible. However,
while this was not easily achieved, the responses received from the members present at
the work sessions allowed the project team to assess and identify the priority training needs
for ORASECOM as an organisation. The work sessions conducted were interactive with
each objective and the associated key focus areas being discussed in detail with the
participants. During the discussions additional focus areas which had not been included in
the questionnaire were also identified.
Once all the responses had been received the results were assessed per member state
and then collated to provide an indication of the training needs for ORASECOM. The
assessment of the results was used to group the focus areas into sensible areas for training
objectives. Each of the eight objectives was then addressed in detail in terms of the content
and context of the key focus areas. Each focus area was then described in terms of the
Objective, Scope and Outcome of training based on the specific topic. This detail is
presented in Section 3 of this report.
The results obtained from the work sessions and completed TNA Questionnaires were also
used to identify the priority areas for training. Responses for the TNA were based on the
identification of KFA as Critical, Important, Optional or Not Applicable. This ranking allowed
the identification of priority areas in contrast to those which would be optional extras. Based
on this assessment, the following is a list of the key priority areas which were identified:
·
Critical Objectives
o
Objective 1: Objectives of the ORASECOM Action Plan
o
Objective 2: Determination of long tern safe yield (surface and groundwater)
o
Objective 8: Dispute Resolution
·
Important Objectives
o
Objective 4: Reasonable utilisation of water resources to support
sustainable development
o
Objective 7: Regular exchange of information and consultation
o
Objective 3: Prevention of pollution and control of aquatic weeds
o
Objective 5: Facilitating Investigations related to infrastructure
o
Objective 6: Contingency planning for emergencies
Page | 8
ORASECOM: CBP Report
July 2009
As a general principle, it is accepted that all the members will not attend all the courses and
therefore the following assumptions were made in terms of the percentage attendance of
the various levels of personnel:
Personnel Level
% of Personnel Attendance
Commissioners
50%
Technical Task Team (TTT) Members
75%
Experts
30%
Stakeholders
15%
In essence this assumption implies that for any given training initiative included in the CBP,
50% of all commissioners, 75% of all TTT members, 30% of all experts and 15% of all
stakeholders will be in attendance. Allowance has been made in the CBP to adjust the
percentages mentioned in this assumption and therefore make an assessment of the cost
implications.
Since it is obvious that there are a large number of training initiatives, it was imperative to
divide the key focus areas into phases of priority in order to ensure that there is a priority
based logical sequence. The CBP has therefore been divided into three phases essentially
encompassing the following:
Phases
· Most intensive phase
Phase 1
1-3 years
· Considerable costs incurred
· Significant administrative management required
Phase 2
· Course more spread out
3-5 years
· Cost is still significant
Phase 3
· May require longer term training
5-10 years
· May require adjustment
It has also been assumed that while a specific need based CBP has been developed for
the ORASECOM members, individuals within organisations in the member states will still
be receiving on the job training and therefore acquire state specific knowledge and
capacity.
While developing the CBP, all attempts were made to avoid being prescriptive in the
identification of the service providers as well as the specific courses. It was also not entirely
possible to assign a specific date for the courses mentioned since the organisations and
institutions generally only update training cycles on a quarterly or annual basis, depending
on the nature of the course. As an alternative, a resource base has been developed which
will provide an indication of possible service providers for specific types of courses with
relevant contact information which can be accessed by the managers responsible for the
implementation of the CBP.
Page | 9
ORASECOM: CBP Report
July 2009
3.
TRAINING NEEDS ASSESSMENT
The ORASECOM Project Implementation Unit (PIU) has already embarked on a process to
identify preliminary capacity building needs. The preliminary assessment of capacity
building needs conducted by PIU was used as the point of departure.
Based on the available information a detailed breakdown of the ORASECOM objectives
was conducted. This entailed the identification of key focus areas for each of the eight
objectives which are listed in the ORASECOM Action Plan. A further assessment included
the identification of key competencies which may be required to achieve efficient capacity in
the specific focus areas. The essential purpose of this exercise was the development of a
Training Needs Assessment (TNA) Questionnaire. A template of this questionnaire is
attached as Appendix C.
More specifically, the objective / aim of this questionnaire was to identify the areas in which
capacity is required to be built based on the functions and responsibilities of ORASECOM
(Council, technical task teams, steering committees etc) and the national institutions upon
which ORASECOM and its members/representatives depend for technical advice,
information, data etc. Once the answers to these questions had been obtained, a gap
analysis was carried out in order to obtain a clear list of capacity building needs. This list
was then converted into a list of interventions of different types.
The following sections provide an indication of the training needs assessment results with
graphical interpretations of the results obtained. The information is firstly presented as the
original key focus areas which were discussed with the participants of the member state
work sessions. The Needs Analysis section for each objective then provides a graphical
overview of the responses which were received and collated. Based on this assessment, it
was possible to identify the important and critical areas which would require priority
attention.
Consequent to this assessment, the various specialists conducted an assessment of each
key focus area and the additional focus areas which were identified. Where possible key
focus areas were grouped into sensible components and each key focus area was then
described in detail in terms of the key components for each area.
In order to ensure that the assessment complements the actual objectives of the
ORASECOM Action Plan, the needs assessment as well as the description of the key focus
areas has been addressed under the heading of each of the eight objectives.
Page | 10
ORASECOM: CBP Report
July 2009
3.1.
OBJECTIVES OF THE OR
O A
R S
A E
S C
E O
C M
O ACTION PLAN
An
A
n un
u d
n e
d r
e s
r t
s a
t n
a d
n i
d n
i g
n
g an
a d
n
d kno
n w
o l
w e
l d
e g
d e
g
e of
o th
t e
h
e ba
b c
a k
c g
k r
g o
r u
o n
u d
n
d of
o
f th
t e
h
e or
o g
r a
g n
a i
n s
i a
s t
a i
t o
i n
o a
n l
a
l st
s r
t u
r c
u t
c u
t r
u e
r ,
e
,
in
i s
n t
s i
t t
i u
t t
u i
t o
i n
o a
n l
a
l ar
a r
r a
r n
a g
n e
g m
e e
m n
e t
n s
t
s an
a d
n
d st
s r
t a
r t
a e
t g
e i
g c
i
c ma
m n
a a
n g
a e
g m
e e
m n
e t
n
t ph
p i
h lio
l s
o o
s p
o h
p i
h e
i s
e
s ar
a e
r
e cr
c i
r t
i i
t c
i a
c l
a
l in
i
n th
t e
h
e
ef
e f
f ic
i i
c e
i n
e t
n
t f
un
u c
n t
c i
t o
i n
o
n o
f
o
f t
h
t e
h
e o
r
o g
r a
g n
a i
n s
i a
s t
a i
t o
i n
o .
n
3.1.1. Needs Analysis
The TNA analysis cond
n u
d c
u t
c e
t d
e
d wi
w t
i h
t
h me
m m
e b
m e
b r
e s
r
s fro
r m
o
m th
t e
h
e in
i d
n i
d v
i i
v d
i u
d a
u l
a
l me
m m
e b
m e
b r
e
r st
s a
t t
a e
t s
e
s in
i d
n i
d c
i a
c t
a e
t d
e
d
th
t a
h t
a
t th
t i
h s
i
s ob
o j
b e
j c
e t
c i
t v
i e
v
e sh
s o
h u
o l
u d
l
d re
r c
e e
c i
e v
i e
v
e a
a hi
h g
i h
g
h pr
p i
r o
i r
o i
r t
i y
t
y in
i
n th
t e
h
e CB
C P
B
P an
a d
n
d sh
s o
h u
o l
u d
l
d th
t e
h r
e e
r f
e or
o e
r
e be
b
e a
a fo
f c
o u
c s
u
s
ar
a e
r a
e
a wh
w i
h c
i h
c
h sh
s o
h u
o l
u d
l
d re
r c
e e
c i
e v
i e
v
e pr
p i
r o
i r
o i
r t
i y
t
y at
a t
t e
t n
e t
n i
t o
i n
o .
n
. Th
T e
h
e ne
n e
e d
e s
d
s as
a s
s e
s s
e s
s m
s e
m n
e t
n
t wa
w s
a
s ba
b s
a e
s d
e
d on
o
n th
t e
h
e
following focus
u
s ar
a e
r a
e s
a
s in
i
n or
o d
r e
d r
e
r to
t
o ob
o t
b a
t i
a n
i
n an
a
n in
i d
n i
d c
i a
c t
a i
t o
i n
o
n of
o th
t e
h
e ar
a e
r a
e s
a
s wh
w i
h c
i h
c
h we
w r
e e
r
e co
c n
o s
n i
s d
i e
d r
e e
r d
e
d
im
i p
m o
p r
o t
r a
t n
a t
n
t a
n
a d
n
d c
r
c i
r t
i i
t c
i a
c l
a
l b
y
b
y t
h
t e
h
e m
e
m m
e b
m e
b r
e
r s
t
s a
t t
a e
t s
e .
s
.
1. Objectives of the ORASECOM Plan
1.1
Kn
K o
n w
o l
w e
l d
e g
d e
g
e a
n
a d
n
d u
n
u d
n e
d r
e s
r t
s a
t n
a d
n i
d n
i g
n
g o
f
o
f t
h
t e
h
e O
R
O A
R S
A E
S C
E O
C M
O
M
A
g
A r
g e
r e
e m
e e
m n
e t
n
1.2
Cl
C e
l a
e r
a
r u
n
u d
n e
d r
e s
r t
s a
t n
a d
n i
d n
i g
n
g o
f
o
f t
h
t e
h
e M
i
M s
i s
s i
s o
i n
o
n and Vision of ORASECOM
1.3
Kn
K o
n w
o l
w e
l d
e g
d e
g
e o
f
o
f t
h
t e
h
e p
r
p i
r m
i a
m r
a y
r
y r
o
r l
o e
l
e o
f
o O
R
O A
R S
A E
S C
E O
C M
O
1.4
Un
U d
n e
d r
e s
r t
s a
t n
a d
n i
d n
i g
n
g O
R
O A
R S
A E
S C
E O
C M
O '
M s
'
s r
o
r l
o e
l
e i
n
i
n t
h
t e
h
e l
a
l r
a g
r e
g r
e
r g
o
g v
o e
v r
e n
r a
n n
a c
n e
c
e a
r
a e
r a
e
1.5
Kn
K o
n w
o l
w e
l d
e g
d e
g
e o
f
o
f t
h
t e
h
e s
t
s r
t u
r c
u t
c u
t r
u e
r
e a
n
a d
n
d o
r
o g
r a
g n
a i
n s
i a
s t
a i
t o
i n
o
n r
e
r l
e a
l t
a e
t d
e
d t
o
t
o f
un
u c
n t
c i
t o
i n
o s
n
1.6
Go
G a
o l
a s
l
s o
f
o
f O
R
O A
R S
A E
S C
E O
C M
O
1.7
OR
O A
R S
A E
S C
E O
C M
O
M A
c
A t
c i
t o
i n
o
n P
l
P a
l n
a
Th
T e
h
e fin
i d
n i
d n
i g
n s
g
s of
o
f th
t e
h
e an
a a
n l
a y
l s
y i
s s
i
s for
o
r th
t i
h s
i
s sp
s e
p c
e i
c fiic
i
c ob
o j
b e
j c
e t
c i
t v
i e
v
e ar
a e
r
e in
i d
n i
d c
i a
c t
a e
t d
e
d in
i
n th
t e
h
e gr
g a
r p
a h
p s
h
s be
b l
e o
l w
o .
w
.
Th
T e
h r
e e
r
e wa
w s
a
s an
a
n in
i d
n i
d c
i a
c t
a i
t o
i n
o
n th
t a
h t
a
t wh
w i
h lie
l
e th
t e
h r
e e
r
e wa
w s
a
s a
a ba
b s
a i
s c
i
c un
u d
n e
d r
e s
r t
s a
t n
a d
n i
d n
i g
n
g of
o th
t e
h
e or
o g
r a
g n
a i
n s
i a
s t
a i
t o
i n
o
n an
a d
n
d
it
i s
t
s fun
u c
n t
c i
t o
i n
o s
n ,
s
, th
t e
h
e de
d t
e a
t i
a lis
l
s pe
p r
e t
r a
t i
a n
i i
n n
i g
n
g to
t
o st
s r
t a
r t
a e
t g
e i
g c
i
c ob
o j
b e
j c
e t
c i
t v
i e
v s
e ,
s
, mi
m s
i s
s i
s o
i n
o
n an
a d vision wo
w uld require
e
some attention.
1.
1
. O
b
O j
b e
j c
e t
c i
t v
i e
v s
e
s o
f
o
f t
h
t e
h
e O
r
O a
r s
a e
s c
e o
c m
o
m
1. O
bjective
v s o
f the Ora
r secom
Ac
A t
c i
t o
i n
o
n P
l
P a
l n
a
Action P
lan
80.0
150.0
60.0
100.0
40.0
50.0
20.0
0.0
0.0
1.1
1.2
1.3
1.
1 4
.
1.5
1.6
1.7
1.1
1.2
1.3
1.4
1.5
1.6
1.7
Critical
Important
Optional
N/A
Critical
Important
Optional
N/A
Page | 11
ORASECOM: CBP Report
July 2009
It can be seen from the graphs that the focus areas related to the ORASECOM agreement
as well as factors related to the mission, vision and knowledge of the functions were
considered to be of critical importance.
3.1.2. Additional Focus Areas
During the needs assessment sessions which were conducted with the members of the
individual countries, the following additional focus area was identified and therefore
included in the CBP:
·
Authority and accountability of ORASECOM
3.1.3. Key Focus Areas
Objective: The strategic role and function of the ORASECOM in the coordination of
transboundary water resource management is a vital component that should be understood
clearly by all the relevant role-players. It will therefore be imperative that the technical staff,
commissioners, experts and stakeholders are provided with insight into the strategic vision
and mission of ORASECOM in order to understand the role of the organisation and
therefore efficiently execute the responsibilities associated with the ORASECOM Action
Plan.
Scope: Since the subject which will be addressed by this specific training initiative will be
largely targeted to the aims and objectives of the organisation as well as the specific roles
and responsibilities of each member state to the achievement of the strategic objectives,
the topics which need to be addressed in this section should cover the following:
·
Knowledge and Understanding of the ORASECOM Agreement;
·
Clear understanding of the Mission and Vision of ORASECOM;
·
Knowledge of the primary role of ORASECOM;
·
Understanding ORASECOM's role in the larger governance area;
·
Knowledge of the structure and organisation related to functions;
·
Goals of ORASECOM;
·
ORASECOM Action Plan; and
·
Authority and Accountability of ORASECOM.
Outcome: It is clear that since this is a very specific organisational driven subject, and
therefore a structured course may not exist to address this need. The most efficient means
to achieving the required capacity building for this objective would be a strategic workshop
session attended by the relevant personnel from all the member states. Presentations from
knowledgeable experts and authorities will enable the relevant personnel and stakeholders
to obtain a clear understanding of the goals and objectives of ORASECOM.
Page | 12
ORASECOM: CBP Report
July 2009
3.2.
DETERMINING LONG TERM SAFE YIELD
ORASECOM is responsible for the Integrated Water Resource Management of the Orange-
Senqu River Basin and as such the relevant personnel instrumental in the execution of this
task will be required to be knowledgeable in the area of surface and groundwater
management. This aspect will have to be linked to water quality and quantity management
in order to understand and management system yield requirements and options.
3.2.1. Needs Analysis
Based on the primary function of ORASECOM it is clear that this component was identified
as an area of priority with specific focus on IWRM activities. The needs assessment was
based on the following focus areas in order to obtain an indication of the areas which were
considered important and critical by the member states.
2.
Taking Measures and Making Arrangements to Determine the Long Term
Safe Yield of the Water Resources of the System
2.1
Water Resource Development Management Principles and Applications
2.2
Surface Hydrology Principles and Applications
2.3
Groundwater Principles and Applications
2.4
Environmental Flow Requirements (Quality and Quantity)
2.5
Integrated Water Resource Management
2.6
Transboundary Diagnostic Analyses
2.7
Catchment Management
2.8
Basic Principles of Modeling
2.9
Data Assessment Techniques
The critical and important elements of the objective as indicated on the graphs below
emphasise the fact this is an area of critical importance in the capacity building focus.
Page | 13
ORASECOM: CBP Report
July 2009
2.
2
. D
e
D t
e e
t r
e m
r i
m n
i e
n
e L
o
L n
o g
n
g T
e
T r
e m
r
m S
a
S f
a e
f
e Yi
Y e
i l
e d
l
d
2. D
et
e ermine Long Te
T rm Saf
a e
f Yield
(s
( u
s r
u f
r a
f c
a e
c
e a
n
a d
n
d g
r
g o
r u
o n
u d
n
d )
(surfa
f ce a
nd ground )
80.0
150.0
60.0
100.0
40.0
50.0
20.0
0.0
0.0
2.1 2.2 2.3 2.4 2.
2 5
.
2.6 2.7 2.8 2.9
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9
Critical
Important
Optional
N/A
Critical
Important
Optional
N/A
Th
T e
h
e hi
h g
i h
g e
h r
e
r we
w i
e g
i h
g t
h
t gi
g v
i e
v n
e
n to
t
o th
t e
h
e fir
i s
r t
s
t fiv
i e
v
e foc
o u
c s
u
s ar
a e
r a
e s
a
s in
i d
n i
d c
i a
c t
a e
t s
e
s th
t a
h t
a
t th
t e
h r
e e
r
e is
i
s a
a cl
c e
l a
e r
a l
r y
l
y
id
i e
d n
e t
n i
t f
i ie
i d
e
d ne
n e
e d
e
d for
o
r mo
m r
o e
r
e ca
c p
a a
p c
a i
c t
i y
t
y bu
b i
u lid
l i
d n
i g
n
g in
i i
n t
i i
t a
i t
a i
t v
i e
v s
e
s in
i
n th
t e
h
e pr
p a
r c
a t
c i
t c
i a
c l
a
l an
a d
n
d re
r s
e o
s u
o r
u c
r e
c
e ba
b s
a e
s d
e
d
aspects
s of
o IW
I RM
R .
M
. Whi
h lie
l
e mo
m d
o e
d l
e iln
i g
n
g an
a d
n
d as
a s
s e
s s
e s
s m
s e
m n
e t
n
t te
t c
e h
c n
h i
n q
i u
q e
u s
e
s we
w r
e e
r
e al
a s
l o
s
o co
c n
o s
n i
s d
i ered to be
im
i p
m o
p r
o t
r a
t n
a t
n
t t
h
t e
h s
e e
s
e c
o
c m
o p
m o
p n
o e
n n
e t
n s
t
s d
i
d d
i
d n
o
n t
o
t f
ea
e t
a u
t r
u e
r
e a
s
a
s h
i
h g
i h
g l
h y
l
y c
r
c i
r t
i i
t c
i a
c l
a
l f
o
f c
o u
c s
u
s a
r
a e
r a
e s
a .
s
.
3.2.2. Ad
A d
d i
d t
i i
t o
i n
o a
n l
a
l F
o
F c
o u
c s
u
s Ar
A e
r a
e s
a
Du
D r
u i
r n
i g
n
g th
t e
h
e ne
n e
e d
e s
d
s as
a s
s e
s s
e s
s m
s e
m n
e t
n
t se
s s
e s
s i
s o
i n
o s
n
s wh
w i
h c
i h
c
h we
w r
e e
r
e co
c n
o d
n u
d c
u t
c e
t d
e
d wi
w t
i h
t
h th
t e
h
e me
m m
e b
m e
b r
e s
r
s of
o
f th
t e
h
e
in
i d
n i
d v
i i
v d
i u
d a
u l
a
l co
c u
o n
u t
n r
t i
r e
i s
e ,
s
, th
t e
h
e fol
o llo
l w
o i
w n
i g
n
g ad
a d
d i
d t
i i
t o
i n
o a
n l
a
l foc
o u
c s
u
s ar
a e
r a
e s
a
s we
w r
e e
r identif
i ie
i d and theref
e ore
e
included in the CBP:
·
Wat
a e
t r
e
r Q
u
Q a
u l
a ilt
i y
t
y M
a
M n
a a
n g
a e
g m
e e
m n
e t
n
·
Wat
a e
t r
e
r D
e
D m
e a
m n
a d
n
d M
a
M n
a a
n g
a e
g m
e e
m n
e t
n
·
Wat
a e
t r
e
r C
o
C n
o s
n e
s r
e v
r a
v t
a i
t o
i n
o
n M
a
M n
a a
n g
a e
g m
e e
m n
e t
n
·
Ec
E o
c s
o y
s s
y t
s e
t m
e s
m
s A
p
A p
p r
p o
r a
o c
a h
c
·
Cl
C ilm
i a
m t
a e
t
e C
h
C a
h n
a g
n e
g
e i
m
i p
m a
p c
a t
c s
t
s o
n
o
n w
a
w t
a e
t r
e
·
En
E v
n i
v r
i o
r n
o m
n e
m n
e t
n a
t l
a
l R
e
R p
e o
p r
o t
r i
t n
i g
n
3.2.3. Key Focus Areas
3.2.3.1. In
I t
n e
t g
e r
g a
r t
a e
t d
e
d W
a
W t
a e
t r
e
r R
e
R s
e o
s u
o r
u c
r e
c
e M
a
M n
a a
n g
a e
g m
e e
m n
e t (IWRM)
Objective: IW
I RM
R
M is
i
s a
a k
ey
e
y co
c m
o p
m o
p n
o e
n n
e t
n
t f
or
o
r t
h
t e
h
e ac
a h
c i
h e
i v
e e
v m
e e
m n
e t
n
t of
o ef
e f
f e
f c
e t
c i
t v
i e
v
e tr
t a
r n
a s
n b
s o
b u
o n
u d
n a
d r
a y
r
y wa
w t
a e
t r
e
r
re
r s
e o
s u
o r
u c
r e
c
e ma
m n
a a
n g
a e
g m
e e
m n
e t
n
t in
i
n a
a co
c o
o p
o e
p r
e a
r t
a i
t v
i e
v
e an
a d
n
d be
b n
e e
n f
e ic
i i
c a
i l
a
l ma
m n
a n
n e
n r
e .
r
. Ca
C p
a a
p c
a i
c t
i y
t
y bu
b i
u lid
l i
d n
i g
n
g on
o
n th
t i
h s
i
s
as
a p
s e
p c
e t
c
t wi
w lill
l ai
a m
i
m to
t
o pr
p o
r v
o i
v d
i e
d
e an
a
n un
u d
n e
d r
e s
r t
s a
t n
a d
n i
d n
i g
n
g of
o IW
I RM
R
M co
c n
o c
n e
c p
e t
p s
t ,
s
, pr
p i
r n
i c
n i
c p
i l
p e
l s
e
s and applications
of
o po
p l
o ilc
i i
c e
i s
e
s an
a d
n
d st
s r
t a
r t
a e
t g
e i
g e
i s
e
s for
o
r th
t e
h
e ma
m n
a a
n g
a e
g m
e e
m n
e t
n
t an
a d
n
d im
i p
m l
p e
l m
e e
m n
e t
n a
t t
a i
t o
i n
o
n of
o
f SA
S D
A C
D
C Pr
P o
r t
o o
t c
o o
c l
o s
l
s
re
r l
e a
l t
a e
t d
e
d to
t
o tr
t a
r n
a s
n b
s o
b u
o n
u d
n a
d r
a y
r
y ca
c t
a c
t h
c m
h e
m n
e t
n
t ar
a e
r a
e s
a .
s
. It
I
t mu
m s
u t
s
t be
b
e st
s r
t e
r s
e s
s e
s d
e
d th
t a
h t
a
t th
t e
h
e co
c n
o c
n e
c p
e t
p
t of
o IW
I RM
R
M is
i
s
la
l r
a g
r e
g l
e y
l
y fou
o n
u d
n e
d d
e
d on
o
n th
t e
h
e in
i t
n e
t r
e -relation of a number of aspects and issues wh
w ich we
w re
e
pr
p e
r v
e i
v o
i u
o s
u l
s y
l
y ad
a d
d r
d e
r s
e s
s e
s d
e
d in
i
n is
i o
s l
o a
l t
a i
t o
i n
o
n wi
w t
i h
t o
h u
o t
u
t th
t e
h
e in
i t
n e
t r
e d
r e
d p
e e
p n
e d
n e
d n
e c
n y
c
y an
a d
n
d im
i p
m a
p c
a t
c s
t
s be
b i
e n
i g
n
g
co
c n
o s
n i
s d
i e
d r
e e
r d
e .
d
. Th
T i
h s
i
s in
i t
n e
t g
e r
g a
r t
a i
t o
i n
o
n of
o va
v r
a i
r o
i u
o s
u
s as
a p
s e
p c
e t
c s
t
s is
i
s cr
c u
r c
u i
c a
i l
a
l to
t
o ac
a h
c i
h e
i v
e i
v n
i g
n
g an
a d
n
d im
i p
m l
p e
l m
e e
m n
e t
n i
t n
i g
n
g
effective IWRM.
Page | 14
ORASECOM: CBP Report
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Scope: The training initiatives should be structured to facilitate the capacity building of
ORASECOM officials dealing with the technical and political management of the shared
basins. This aspect will therefore need to address an array of topics which may be
addressed as self-standing components of a larger and more dynamic process. The key
strategic topics which need to be addressed in such initiatives should include the following:
Water Resource Development and Management Principles and Applications
The objective of this component should be to provide an overview about assessment
and decision making techniques in water resources development. Due to the fact that
water projects exhibit an extremely long lifetime and also have a broad scope of impacts,
it is obligatory to assess the whole set of impacts of water projects. The course should
try to develop a methodological framework assisting in the integration of conflicting
objectives like economic, social and environmental goals.
A general overview of water resources development strategies should be provided. A
formal systems framework based on a state space formulation of water resources
planning should be explained. Optimisation techniques including linear, nonlinear and
dynamic programming should be explained together with various evaluation techniques.
The emphasis should be on classical economic evaluation techniques like cost-benefit
analysis and cost-effectiveness approaches.
Aspects of sustainable development and the implications for water resources should also
be addressed.
Surface Hydrology Principles and Applications
This component should provide an understanding of hydro-meteorological and
hydrological processes together with the relationships between rainfall and run-off,
hydrological measurements and the dynamics of flow in surface water systems. The
course should cover: the hydrological cycle; climate systems; an introduction to rivers,
flood plains and wetland environments; hydrometeorologic parameters and
measurement; surface water quality, surface water groundwater interactions; data
gathering, monitoring programmes and data analysis.
The course content should include the following sub-themes:
·
Definition, demarcation and classification of catchments;
·
Elements of hydrology of catchments;
·
Catchment instrumentation data collection recording of data in standard
format;
·
Data collection techniques: application of remote sensing, geophysical
explorations;
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ORASECOM: CBP Report
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·
Preparation of hydrology, landuse, geologic, geomorphologic and lineament
maps;
·
Analysis of hydrologic and meteorological data;
·
Groundwater recharge principles, techniques for recharge improvement;
·
Water balance assessment;
·
Agronomic aspects of catchment management;
·
Scope and applications of GIS in catchment management;
·
Philosophy and pedagogy of integrated catchment management;
·
Integrated catchment management planning;
·
Monitoring and evaluation of catchment management programmes;
·
Basic hydraulic principles of static and moving water;
·
Measurement of point and estimation of areal rainfall;
·
Estimate potential evapotranspiration from weather data and understand the
relationship between actual and potential evapotranspiration;
·
Differentiate between various runoff processes and identify the conditions
under which each are important;
·
Choose the appropriate flow measurement technique for different types of
watercourses;
·
Calculate the discharge of a watercourse by the velocity area method and by
use of weirs and flumes; and
·
Construct a rating curve for a watercourse.
Water Quality Management
In order to examine water quality management through IWRM, water quality topics
should include regulatory requirements; non-point source runoff; point source discharge;
water quality analysis of streams, lakes, and estuaries (including waste heat,
conventional pollutants, and toxic chemicals), and in-stream biological resource
requirements and assessment.
The aspects covered by such a training initiative should include topics such as:
·
Introduction to water quality; defining biological, chemical and physical
parameters; and water quality variation in all water bodies;
·
Strategies and planning for water quality assessments; objectives and
methodology; planning implementation, including staffing, funding and
analytical considerations;
·
Selection of water quality variables for monitoring and assessments; use of
restricted parameters for monitoring programmes; use of expanded ranges of
parameters; selecting appropriate ranges for different types of monitoring;
·
Key surface and groundwater quality issues and their sampling requirements;
principal pollutants and their sources; prevention of contamination; source and
resource protection and management; remediation of contaminated water;
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ORASECOM: CBP Report
July 2009
·
Management of the human use of water resources and the need for water
quality monitoring for effective decision-making; using monitoring data to
improve management of water use; designing management-oriented
monitoring programmes;
·
Water quality and human health; key impacts of water on health resulting from
contact and ingestion of water; water-related diseases and their impact on
morbidity and mortality; preventing disease transmission;
·
Environmental water quality requirements; environmental impact of water
contamination; establishment of environmental standards; pollution control and
prevention;
·
Information management in water quality monitoring and assessment; storage
and treatment of data; the use of data management systems;
·
Policy, IWRM, institutional arrangements and legal frameworks for water
quality management;
·
Challenges and issues in reservoir water management: features and
geographical factors; environmental factors; and multi-purpose use of
reservoirs as water sources;
·
Public health aspects: water-related disease; public health impacts of water
quality; vectors of water-related diseases; parasitic disease associated with
poor water quality; public health issues in lake and reservoir management;
·
Pollution control: history of pollution control law; principles of pollution control
policy; setting standards for water quality in lakes and reservoirs; and waste
disposal control;
·
Socio-economic aspects: reservoir management from the perspective of local
residents and civil society; social and environmental problems of water
resource
management;
analytical
framework
for
water
resources
management; and the importance of public participation in environmental
conservation and management;
·
Water quality analysis: sampling of water and sample preservation; analytical
techniques for water quality analysis; use of sediment analysis; use of
biological monitoring; interpretation and use of data; and planning monitoring
programmes;
·
Groundwater quality issues: unsustainable, heavy groundwater usage,
pollution incidents;
·
Groundwater pollution: the conceptual basis for groundwater pollution risk
assessment and for aquifer vulnerability. Types of groundwater pollution,
assessment of contaminant load from urban and industrial sources, solid
waste disposal and agricultural land-use; and
·
Groundwater protection strategies: control of groundwater abstraction, land
surface zoning for resource and source protection, control of pollution sources.
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ORASECOM: CBP Report
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Water Conservation and Demand Management
Water conservation and demand management (WCDM) is an approach that aims to
conserve water (quality and quantity) and optimize water use through various strategies
which include: technologies that increase the efficiency of water use; behaviour change
that ensures long-term sustainability of water resources; pricing and setting of tariffs; and
an enabling policy within the institutional and legislative environment.
The training initiative should therefore be designed to equip relevant personnel and
stakeholders with knowledge and skills on how best to face the water demand
challenges, and to:
·
Establish a common understanding of definitions, concepts and current
approaches in water demand management;
·
Share experiences on current practices in water demand management and
take stock of best practices;
·
Sharpen the participants knowledge and skills on guidelines, standards and
tools that support efficient water demand management;
·
Develop individual/group strategies and work plans for the implementation of
water demand management activities; and
·
Focus on different types of water use (and water demand) in urban areas.
Factors affecting water demand, micro-component analysis of the domestic
water demand, peak and seasonal variation factors, as well as pressure-
related water demand are elaborated and different methods of forecasting
urban water demand (including population forecasts) should be discussed.
The need for a paradigm shift from traditional supply driven water management to water
demand management should be elaborated. Different methods and approaches
(structural, economical and socio-political) of urban water demand management should
be discussed. Additionally, information on different water saving devices and water
conservation measures must be provided.
Sustainable Catchment Management
Sustainable catchment management is essentially an amalgamation of components of
catchment systems and their functions (wetlands, riverine vegetation, estuaries,
landscape types, grassland and forests) and the interactions and interdependences of
their functions. Effective catchment management is based on an understanding and
management of environmental problems caused by human activities and the
implementation of corrective measures for identified problems within the catchment
systems. Monitoring of water quality and quantity, biomonitoring techniques to assess
riparian vegetation, riverine systems and wetlands, basic freshwater ecology, the
importance of wetlands in a catchment system are vital components of this aspect.
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ORASECOM: CBP Report
July 2009
A training initiative addressing the aspect of catchment management should equip the
trainee with the following key skills and capabilities:
·
Development of a detailed understanding of the science necessary for the
achievement of sustainable catchment management (SCM);
·
Development of an awareness of the linkages between hydrology, ecology,
legal and planning frameworks relevant to SCM;
·
Critical evaluation of the policy positions of different groups concerned with
SCM, e.g. representatives of the environmental regulatory authorities,
wildlife sectors, environmental user groups, stakeholders, impactors etc.;
·
Gain insight into the dependencies between resource monitoring, resource
assessment, and water resource management decisions; and
·
Gain an understanding of the difficulties of achieving sustainable catchment
management objectives in practice and the importance of local details,
thereby promoting deeper understanding of the means by which SCM can
realistically be achieved
Outcome: Having completed such a course the participants should be able to understand
and explain IWRM concepts and principles and use their acquired knowledge in their daily
functions within their organisations as well as in the broader ORASECOM environment
related to negotiations for management of shared water resources.
In today's complex water policy world, an integrated, regional and comprehensive approach
to water management is essential. A sustainable approach to water management, linking
solutions for water supply, water quality, water use efficiency, water reuse and recycling,
conjunctive use of ground and surface water and environmental and aquatic protection and
restoration is essential for effective IWRM.
It must be emphasised that IWRM starts with interdisciplinary learning and teaching which
is informed by the `whole water cycle' approach which acknowledges the inter-
connectedness of water in the landscape and in human and natural systems. Coordination
of the management of physical resources and the human systems dependent on these
resources through strategic planning, policy making and multi-stakeholder decision making
processes will be a vital outcome of capacity building related to IWRM.
3.2.3.2. Groundwater Principles and Applications
Objective: While it is accepted that groundwater is a complex medium to deal with and
requires a great deal of expertise a basic understanding of groundwater recharge,
groundwater storage, and groundwater movement is essential for those involved in the
science, engineering or management of the water environment. Capacity building on this
aspect should concentrate on the quantification of groundwater hydrological processes.
The purpose of such a course should be to provide an introduction to groundwater systems.
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ORASECOM: CBP Report
July 2009
It should start with the origins, nature and behaviour of aquifers and subsurface waters and
the characteristics that define them and affect groundwater storage and flow.
Scope: The techniques of hydro-geological investigation including drilling and pump
testing, computer based groundwater modeling and, the evaluation of groundwater
resources should be presented. The course should introduce basic concepts in solute
transport in groundwater systems as well as basic concepts in groundwater quality
analysis. Modeling techniques should be applied to groundwater pollution and pollutant
transport problems. Some of the key topics which should be covered in such courses are:
·
Groundwater occurrence: porosity, permeability, water holding formations, aquifers,
aquicludes, aquifer types, aquifer boundaries, springs and streams in relation to
groundwater;
·
Aquifer properties: transmissivity, storage coefficient, significance and typical
magnitudes of these properties;
·
Groundwater movement: flow lines and equi-potentials, natural flow, recharge, flow
to wells, drawdown, cone of influence, radius of influence, interference;
·
Pumping tests: aquifer and well tests, conduct, measurement of variables,
precautions;
·
Pumping test analysis: Theis and Jacob approaches, well efficiency. Dupuit-
Forchheimer and Theis assumptions, deviations from these, and alternative
methods;
·
Describe and conceptualise the occurrence and movement of groundwater;
·
Apply Darcy's Law to simple groundwater flow problems; and
·
Explain the mechanisms of groundwater recharge in different climatic environments.
Outcome: The mechanics of groundwater flow, the principles governing flow and their
application should be some of the key operational principles which will be explained and
therefore understood by the trainees. A basic understanding of groundwater principles,
mechanisms and management options will be obtained which will enable relevant
personnel and stakeholders to participate meaningfully in discussions and negotiations
related to groundwater management.
3.2.3.3. Environmental Flow Requirements (quality and quantity)
Objective: The assessment of environmental flow requirements is central to Integrated
Water Resources Management. It is therefore imperative to provide decision makers with
an understanding of the basic concepts, issues, approaches and methods used to
determine and manage environmental flows within the framework of Integrated Water
Resources Management.
Scope: the main components of a course or training initiative related to the understanding
of environmental flow requirements should address the following:
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ORASECOM: CBP Report
July 2009
·
Context to Environmental Flow Requirements: background and introduction to
concepts and a discussion on why EWRs are important regional and international
perspectives;
·
Ecosystems approach to EFRs: assumptions, objectives and principles of the
approach;
·
Overview of EFR method development, setting the Reserve (where applicable),
legal and regulatory framework, levels of confidence and methodologies such as
Building Block, Drift etc;
·
Managing Environmental Flows for sustainable livelihoods: the interaction between
ecological and socio-economic systems, valuation of ecosystem services and
participation of stakeholders;
·
Generic 7-step EFR process: the development of water quality methods within
ecological reserve assessment, and their link to environment flows;
·
Methods for determining EFRs drivers (hydrology, geomorphology and hydraulics
·
Data collection and analysis for drivers - hydraulics, geomorphology, hydrology etc.;
·
Methods for determining biological response variables in rivers: macro
invertebrates: Tools that are used to assess and monitor aquatic ecosystems (Bio-
assessment and bio-monitoring), using macro-invertebrate organisms;
·
Methods for determining groundwater reserves: an overview of the steps and
methods followed in determining groundwater resource direct measures and post
groundwater resource direct measure activities;
·
7-step water resource classification procedure based on delineation of units of
analysis, linking of value and condition, quantifying EFRs, setting of ecological
sustainability base, evaluation of scenarios within IWRM framework and evaluation
of scenarios with stakeholders;
·
EFR for estuaries: An overview of Ecological Flow Requirements for estuaries. Key
features covered would relate to important biota, Micro-algae, Macrophytes and
invertebrates, fish, birds and salt water/fresh water interaction rates; and
·
Operationalising EFRs.
Outcome: The course's overall outcome would be to place environmental water
requirements within the context of integrated water resource management, with an
emphasis on the use of alternative or non conventional water resource management
measures as a means of meeting the EWR for areas where water resources are limited.
This aspect is highly scientific and technical and may be more applicable to specific
personnel dealing with the more specialised and technical aspects of IWRM.
3.2.3.4. Environmental Reporting
Objective: The environment is increasingly becoming an important business issue and it
will be even more so in the future. Environmental reporting nowadays features largely in
annual reports and elsewhere. It is however not compulsory and corporate decision makers
much therefore make a decision for or against such reporting. The main aspect to be dealt
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ORASECOM: CBP Report
July 2009
with in this component is the assessment of the value of the information presented in the
reports and the specification of requirements for reporting.
Scope: In order to emphasise the importance and value of environmental reporting
principles, the following benefits must be accentuated:
·
Obtaining an understanding of the current status quo related to the state of the
environment within which the specific reporting proponent operates;
·
Provision of management information in order to assess the cost of resource
utilisation, management and protection in terms of environmental costs, financial
and social implications;
·
Assessment of good environmental performance versus negative practices;
·
Proposed measures for the improvement of environmental performances based on
a uniform reporting perspective; and
·
Development and assessment of structured strategies which will be implemented to
achieve sustainable development and beneficial resource utilisation and protection.
In order to obtain valuable and usable information in terms of environmental reporting it is
essential to focus on Key Performance Indicators (KPIs) which will provide the basis for a
uniform reporting as well as assessment perspective. Some of these KPIs will include
aspects such as:
·
Relevant regulations and directives associated with the activity being reported on;
·
Environmental obligations in terms of compliance to required legislations;
·
Environmental implications such as carbon trading, emissions trading, waste
discharge charges, tax rebates etc.;
·
Financial consequences of environmental implications;
·
Social and development plans of the operation; and
·
Sustainable development plans and procedures etc.
Outcome: The main result of such an initiative will enable the trainees to understand and
assess the values of the numerous environmental reporting documents such as the State of
the Environment Report, which is based on national as well as regional KPIs, the Social
Development and Sustainable Development Reports of private enterprises etc. Since these
reports are generally based on a strategic level they will provide the decision makers with a
reasonable well formulated tool to facilitate informed decision making.
3.2.3.5. Transboundary Diagnostic Analysis
Objective: The GEF's operational strategy recommends the use of a number of tools to
facilitate country participation in projects that take an integrated approach to managing land
and water resources. One of these tools is the Transboundary Diagnostic Analysis (TDA), a
science-based assessment which identifies and quantifies the causes of environmental
problems in a geographic region. The TDA takes into account national, regional and global
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ORASECOM: CBP Report
July 2009
factors such as the socio-economic, political and institutional contexts, without ignoring
national concerns and priorities. The TDA should be an objective assessment, based on
the best available scientific and technical information and is compiled through full
consultation with all stakeholders. The TDA is a vital document in the preparation of the
Strategic Action Programme (SAP).
Scope: A Transboundary Diagnostic Analysis (TDA) is a scientific and technical
assessment, through which the water-related environmental issues and problems of a
region are identified and quantified, their causes analyzed and their impacts, both
environmental and economic, assessed. The analysis involves an identification of causes
and impacts at national, regional, and global levels and the socio-economic, political and
institutional context within which they occur. The identification of the causes would specify
sources, locations, and sectors.
The main thrust of a TDA can be summarised as follows:
·
Assisting groups of countries to better understand the environmental concerns of
their international waters and work collaboratively to address them;
·
Building the capacity of existing institutions (or, if appropriate, developing the
capacity through new institutional arrangements) to utilize a more comprehensive
approach for addressing transboundary water-related environmental concerns; and
·
Implementing measures that address the priority transboundary environmental
concerns.
It is also suggested in the Operational Strategy that a SAP be formulated when the
transboundary concerns, the actions needed to address them or their incremental costs are
not clear and that it should precede the development of any technical assistance, capacity
building or investment projects to be funded by the GEF.
Therefore a SAP is required to describe a framework for regional action, to demonstrate the
linkages between the national and regional actions and to identify the incremental costs
(e.g., those that address primarily transboundary environmental concerns) of the proposed
activities. The ultimate product, the SAP, is a set of targeted and costed activities (baseline
and additional) which, once implemented, will together contribute to solve the major water-
related environmental problems of the region and thereby will also provide significant global
environmental benefits. The transboundary character of the identified water-related
environmental issues and problems and the regional and global significance of benefits to
be gained by addressing the specific issues identified during the process of developing a
TDA would provide the technical background for the analysis of the incremental costs of the
specific actions proposed in the SAP.
Outcome: The purpose of conducting a Transboundary Diagnostic Analysis (TDA) is to
scale the relative importance of sources and causes, both immediate and root, of
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ORASECOM: CBP Report
July 2009
transboundary `waters' problems, and to identify potential preventive and remedial actions.
The TDA provides the technical basis for development of a Strategic Action Programme
(SAP) in the area of international waters of the GEF. Although formulation of a SAP relies
on the scientific and technical justification provided in a TDA, the specific combination of
activities contained in a SAP is also determined by both national and regional policy
considerations that may affect project sustainability and cost effectiveness.
3.2.3.6. Basic Principles of Modeling
Objective: The science of modeling is a highly specialised and very technical field of
expertise which requires very specific training. The main advantage of modeling is that it
allows the simulation of various scenarios under varying conditions in order to obtain a
series of predictions which are used for decision making related to operational, planning
and strategic matters. While it is accepted that not all water resource managers can be
experts in modeling it is important for them to understand the basic principles in order to
make informed decisions.
Scope: The idea of a training initiative in the basic principles of modeling is to provide
managers and decision makers with sufficient operational knowledge to understand how a
relevant model works, the assumptions and calibration aspects and the interpretation of
results based on limitations and strengths. Such an initiative should generally address
subject such as:
·
Knowledge of hydrology and the hydrological cycle (precipitation, evaporation and
stream flow);
·
Knowledge of measurement/monitoring and data preparation;
·
Knowledge of how catchment land use affects rainfall/runoff relationships;
·
Knowledge of different catchment models and their purpose;
·
Knowledge of how a model is set up (data sets);
·
Calibration techniques;
·
Determination of assumptions and the associated limitations;
·
Basic statistics (regression and correlation); and
·
Knowledge on how to interpret model output.
Specific modeling initiatives for water resource management can also be included in this
type of training initiative. This could be addressed as a component of water resources
systems analysis with specific reference to the following:
·
Integrated water resource management;
·
Catchment models;
·
Water requirements (quantity and quality)
o Human needs;
o Agriculture;
o Industrial;
o Aquatic ecology;
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ORASECOM: CBP Report
July 2009
o Recreation;
·
Reconciling competing requirements; and
·
Optimisation techniques
Outcome: The essential advantage of a course on understanding the basics of modeling is
the provision of sufficient knowledge which will enable decision makers to make enquiries
and decisions based on a sound footing. This will also empower the decision makers and
role-players to determine aspects which need to be addressed and referred back to specific
experts within their own states for better negotiations based on predictions.
3.2.3.7. Data Assessment Techniques
Objective: In the current age of data and information availability it is important for decision
makers to be more responsive to management needs for data that address pollution
management concerns, and provide the basis for decisions on programme and
infrastructure investment. Data is only valuable and useful if it can be assessed and
evaluated in terms of the current need or aspect being discussed and negotiated.
Scope: A training initiative on this aspect should therefore focus on the different types of
assessment methodologies as well as the value of such a technique to address a specific
type of query or scenario. The course should highlight:
·
A critique of conventional data monitoring, including types of uncertainty;
·
Exploring alternative approaches to monitoring, including diagnostic, screening and
survey techniques, which are cost effective and more informative, and which are
directly linked to the decision process for water management;
·
Techniques for linking data programmes to specific needs for data, including
pollution control and pollution infrastructure investment decisions;
·
Water quality monitoring as a "service" function: establishing data quality objectives;
programme priorities, and "fitness for purpose" concept
·
Monitoring for decision making: aligning water quality issues, such as point and non-
point source control, basin assessment, and toxics control, with water quality
parameters and methods, including multimedia sampling;
·
Dealing with uncertainty: types of uncertainty inherent in field and laboratory
programmes, and methods for handling uncertainty;
·
Monitoring technologies: including diagnostic and screening techniques, and
environmental effects monitoring, as alternatives to chemical analysis, and their use
in decision making;
·
Governments and efficiency: network optimization and rationalization; operational
efficiency; roles of government and the private sector in water quality programmes,
and cost reduction; and
·
Implications of different regulatory requirements on cost of data programmes; and
examples of good practices from around the world.
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ORASECOM: CBP Report
July 2009
Outcome: Decision makers need to be able to interpret data in a manner that allows them
to understand the status quo as well as the impact of activities on the status quo in the
future. The training initiative for this subject will provide members with the ability to interpret
data in a variety of ways in order to obtain an understanding of the situation to facilitate
sound decision making.
3.3.
PREVENTION OF POLLUTION AND CONTROL OF AQUATIC WEEDS
Prevention and control of pollution are the basic building blocks for implementation of
Integrated Water Resource Management. It is therefore vital to understand the dynamics of
the receiving water as well as the aquatic ecosystems water quality requirements, in terms of
the IWRM approach where water quality management consists of an integrated source,
remediation and resource directed management approach.
3.3.1. Needs Analysis
The needs assessment was based on the following focus areas in order to obtain an
indication of the areas which were considered important and critical by the member states.
3. Prevention of Pollution and Control of Aquatic Weeds
3.1
Authorisation processes
3.2
Pollution control and prevention
3.3
Penalties and liabilities for pollution
3.4
Resource based approaches
3.5
Source management strategy
3.6
Remediation strategy and tools
3.7
Resource monitoring
3.8
Data management
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ORASECOM: CBP Report
July 2009
3. Pr
P e
r v
e e
v n
e t
n i
t o
i n
o
n o
f
o
f P
o
P l
o l
l u
l t
u i
t o
i n
o
n &
& C
o
C n
o t
n r
t o
r l
o
l
3. Preve
v ntion o
f Po
P llution &
of
o
f A
q
A u
q a
u t
a i
t c
i
c W
e
W e
e d
e s
d
Control o
f Aquat
a ic W
e
W eds
60.0
150.0
40.0
100.0
20.0
50.0
0.0
0.0
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8
Critical
Important
Optional
N/A
Critical
Important
Optional
N/A
As
A
s a
a ge
g n
e e
n r
e a
r l
a
l ob
o s
b e
s r
e v
r a
v t
a i
t o
i n
o ,
n
, th
t e
h
e ma
m j
a o
j r
o i
r t
i y
t
y of
o
f th
t e
h
e re
r s
e p
s o
p n
o s
n e
s s
e
s re
r c
e eived did not place a signif
i icant
n
pr
p i
r o
i r
o i
r t
i y
t
y l
e
l v
e e
v l
e
l o
n
o
n t
h
t e
h
e k
ey
e
y f
o
f c
o u
c s
u
s a
r
a e
r a
e s
a
s f
o
f r
o
r t
h
t i
h s
i
s o
b
o j
b e
j c
e t
c i
t v
i e
v
e wi
w t
i h
t
h t
h
t e
h
e a
v
a e
v r
e a
r g
a e
g
e i
n
i d
n i
d c
i a
c t
a o
t r
o
r b
e
b i
e n
i g
n
g b
e
b l
e o
l w
o
w
50
5 %
0 .
%
. Th
T i
h s
i
s in
i d
n i
d c
i a
c t
a e
t s
e
s th
t a
h t
a
t th
t e
h
e ma
m i
a n
i
n foc
o u
c s
u
s of
o th
t e
h
e OR
O A
R S
A E
S C
E O
C M
O
M me
m m
e b
m e
b r
e s
r
s wi
w lill
l be
b
e pl
p a
l c
a e
c d
e
d on
o
n
mo
m r
o e
r
e s
t
s r
t a
r t
a e
t g
e i
g c
i
c m
a
m n
a a
n g
a e
g m
e e
m n
e t
n
t i
s
i s
s u
s e
u s
e
s r
a
r t
a h
t e
h r
e
r t
h
t a
h n
a practical measures.
3.3.2. Ad
A d
d i
d t
i i
t o
i n
o a
n l
a
l F
o
F c
o u
c s
u
s Ar
A e
r a
e s
a
Du
D r
u i
r n
i g
n
g th
t e
h
e ne
n e
e d
e s
d
s as
a s
s e
s s
e s
s m
s e
m n
e t
n
t se
s s
e s
s i
s o
i n
o s
n
s wh
w i
h c
i h
c
h we
w r
e e
r
e co
c n
o d
n u
d c
u t
c e
t d
e
d wi
w t
i h
t
h th
t e
h
e me
m m
e b
m e
b r
e s
r
s of
o
f th
t e
h
e
in
i d
n i
d v
i i
v d
i u
d a
u l
a
l co
c u
o n
u t
n r
t i
r e
i s
e ,
s
, th
t e
h
e fol
o llo
l w
o i
w n
i g
n
g ad
a d
d i
d t
i i
t o
i n
o a
n l
a
l foc
o u
c s
u
s ar
a e
r a
e s
a
s we
w r
e e
r
e id
i e
d n
e t
n i
t fiie
i d
e
d an
a d
n
d th
t e
h r
e e
r f
e o
f r
o e
r
e
included in the CBP:
·
Eradication of exot
o i
t c
i ,
c
, i
n
i v
n a
v s
a i
s v
i e
v
e a
l
a ile
i n
e
n s
p
s e
p c
e i
c e
i s
e
·
Re
R s
e o
s u
o r
u c
r e
c
e Q
u
Q a
u l
a ilt
i y
t
y O
b
O j
b e
j c
e t
c i
t v
i e
v s
e
·
Wat
a e
t r
e
r Q
u
Q a
u l
a ilt
i y
t
y S
t
S a
t n
a d
n a
d r
a d
r s
d
·
En
E v
n i
v r
i o
r n
o m
n e
m n
e t
n a
t l
a
l I
m
I p
m a
p c
a t
c
t A
s
A s
s e
s s
e s
s m
s e
m n
e t
n s
t
3.3.3. Key Focus Areas
3.3.3.1. Pr
P e
r v
e e
v n
e t
n i
t o
i n
o
n o
f
o
f P
o
P l
o l
l u
l t
u i
t o
i n
o
Objective: As
A
s a
a ge
g n
e e
n r
e a
r l
a
l ru
r l
u e
l
e mo
m s
o t
s
t co
c u
o n
u t
n r
t i
r e
i s
e
s ha
h v
a e
v
e re
r g
e u
g l
u a
l t
a o
t r
o y
r
y pr
p o
r c
o e
c s
e s
s e
s s
e
s as
a s
s o
s c
o i
c a
i t
a e
t d
e
d wi
w t
i h
t
h th
t e
h
e
utilisation of
o t
h
t e
h
e r
e
r s
e o
s u
o r
u c
r e
c
e in
i
n or
o d
r e
d r
e
r to
t
o en
e s
n u
s r
u e
r
e th
t e
h
e su
s s
u t
s a
t i
a n
i a
n b
a l
b e
l
e an
a d
n
d be
b n
e e
n f
e ic
i i
c a
i l
a lus
u e
s
e of
o
f re
r s
e o
s u
o r
u c
r e
c s
e
s
wi
w t
i h
t i
h n
i
n a
a pr
p o
r t
o e
t c
e t
c i
t o
i n
o
n fr
f a
r m
a e
m w
e o
w r
o k
r .
. Th
T e
h
e be
b s
e t
s
t me
m a
e n
a s
n
s to
t
o ac
a h
c i
h e
i v
e e
v
e th
t i
h s
i
s go
g a
o l
a
l is
i
s to
t
o us
u e
s
e au
a t
u h
t o
h r
o i
r s
i a
s t
a i
t o
i n
o s
n
s
in
i
n th
t e
h
e for
o m
r s
m
s of
o pe
p r
e m
r i
m t
i s
t ,
s
, lilc
i e
c n
e s
n e
s s
e ,
s
, ex
e e
x m
e p
m t
p i
t o
i n
o s
n
s et
e c
t .
c
. wh
w i
h c
i h
c
h ar
a e
r
e ea
e s
a iliy
l
y ma
m n
a a
n g
a e
g d
e
d in
i
n terms of
co
c m
o p
m l
p ila
i n
a c
n e
c
e mo
m n
o i
n t
i o
t r
o i
r n
i g
n
g an
a d
n
d en
e f
n or
o c
r e
c m
e e
m n
e t
n .
t
. Si
S n
i c
n e
c
e th
t e
h
e OR
O A
R S
A E
S C
E O
C M
O
M fun
u c
n t
c i
t o
i n
o s
n
s ex
e t
x e
t n
e d
n
d ov
o e
v r
e
r
tr
t a
r n
a s
n b
s o
b u
o n
u d
n a
d r
a y
r
y wa
w t
a e
t r
e s
r
s it
i
t is
i
s es
e s
s e
s n
e t
n i
t a
i l
a
l th
t a
h t
a
t th
t e
h
e key
e
y de
d c
e i
c s
i i
s o
i n
o
n ma
m k
a er
e s
r
s in
i v
n o
v l
o v
l e
v d
e
d in
i
n op
o e
p r
e a
r t
a i
t o
i n
o a
n l
a l
an
a d
n
d ma
m n
a a
n g
a e
g m
e e
m n
e t
n
t is
i s
s u
s e
u s
e
s ar
a e
r
e aw
a a
w r
a e
r
e of
o th
t e
h
e key
e
y au
a t
u h
t o
h r
o i
r s
i a
s t
a i
t o
i n
o s
n
s pr
p o
r c
o e
c s
e s
s e
s s
e
s in
i
n ea
e c
a h
c
h me
m mber
state
Scope: Th
T e
h
e tr
t a
r i
a n
i i
n n
i g
n
g in
i i
n t
i i
t a
i t
a i
t v
i e
v
e wh
w i
h c
i h
c
h wi
w lill
l de
d a
e l
a
l wi
w t
i h
t
h th
t i
h s
i
s sp
s e
p c
e i
c fiic
i
c as
a p
s e
p c
e t
c
t wi
w lill
l mo
m s
o t
s
t lilk
i e
e be
b
e a
a
cu
c s
u t
s o
t m
o
m ma
m d
a e
d
e co
c u
o r
u s
r e
s
e wh
w i
h c
i h
c
h wi
w lill
l ad
a d
d r
d e
r s
e s
s
s th
t e
h
e au
a t
u h
t o
h r
o i
r s
i a
s t
a i
t o
i n
o
n an
a d
n
d po
p l
o llu
l t
u i
t o
i n
o
n con
o t
n r
t o
r l
o
l as
a p
s e
p c
e t
c s
t
s of
o
f
al
a ll
l me
m m
e b
m e
b r
e
r st
s a
t t
a e
t s
e .
s
. In
I
n or
o d
r e
d r
e
r to
t
o ga
g i
a n
i
n ma
m x
a i
x m
i u
m m
u
m be
b n
e e
n f
e it
i
t fr
f o
r m
o
m su
s c
u h
c
h an ini
n tiative it may be
Page | 27
ORASECOM: CBP Report
July 2009
advisable to combine this topic with a water and environmental law course. The main
aspects which will need to be addressed are:
Authorisation Processes
·
Key legislative imperatives;
·
Basic principles for authorisations;
·
Types of authorisations;
·
Activities which require authorisations;
·
The main factors which are considered in the authorisation processes; and
·
Roles and responsibilities in terms of process and issuance of authorisations.
Pollution Control
·
Monitoring and assessment;
·
Command and control concepts;
·
Compliance auditing;
·
Compliance enforcement; and
·
Corrective actions.
Penalties and Liabilities for Pollution
·
Assessment of liabilities;
·
Apportionment of responsibility;
·
Imposing of fines and penalties;
·
Pollution incident management; and
·
Mitigation plans.
Eradication of exotic, invasive alien species
·
What is an invasive alien species;
·
What is the effect on water availability (surface water and ground water);
·
Eradication techniques (including follow-up);
·
Effectiveness of eradication in terms of catchment water yield; and
·
Do's and don'ts of eradication (eg, do not leave a wasteland behind)
Outcome: The main subjects covered in this aspect will provide decision makers with an
overview and basic understanding of the legislation and associated authorisation processes
in each of the member states linked to the consequences of non-compliance. This will
enable a more informed platform for discussion and negations of issues related to
development and resource utilisation.
3.3.3.2. Resource Based Approaches
Objective: Natural resource-based planning involves inventory and value assessment of
natural resources to allow decision makers and stakeholders to determine where
development is most appropriate and how to maximize the integration of natural resources
into the structure of the environment and a community. By determining the type, location
Page | 28
ORASECOM: CBP Report
July 2009
and function of natural resources, authorities and proponents can avoid the unintended
consequences that often occur in the development of urban areas. A community can also
use their natural assets to meet water quality goals, reducing property damage from floods
and other natural events, protect wildlife and critical habitat, and add to the aesthetic value
and the overall quality of life within the community.
Scope: The most effective means to address this aspect will be to discuss the various
concepts and interpretations of the resource and the value and ranking assigned to
resources in different areas based on use and availability. The sub-components which need
to be addressed are:
·
Policy, strategy and management instruments to facilitate the management of water
quality from a resource perspective;
·
Making water resource management water quality friendly;
·
Understanding the concept of "fitness for use";
·
Integration of WQM policies and methodologies into water resources management;
·
Understanding the concept of Resource Classification;
·
Balancing aquatic needs with development strategies;
·
Guidelines for catchment visioning;
·
Guidelines for determining stress, resource water quality objectives and the
allocatable resource; and
·
Guidelines for converting resource quality objectives into end of pipe discharge
standards.
Outcome: Providing decision makers and role-players with an understanding of resource
based approaches will enable them to assess and evaluate all development initiatives
within the bigger picture. This will facilitate decision making at a strategic level rather than
on a project or regional basis.
3.3.3.3. Source Management Strategy
Objective: A major issue that all member states are dealing with on an ongoing basis is the
deterioration of the water quality of their water resources. One of the contributing factors to
this water quality deterioration is the increasing level of economic activity and urbanisation,
which gives rise to an increasing number and diversity of pollution sources. The
management and control of these pollution sources needs attention. Although several
source management tools and instruments are available the use of these instruments in
support of the national and collaborative programmes requires a coordinated and focused
approach.
Scope: Elements of a source management strategy could be summarised as follows:
·
A strategic objective based on the combination of priority elements;
·
Prioritisation of sources at national level;
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ORASECOM: CBP Report
July 2009
·
Developing Best Practice documents;
·
Developing an optimal organisational strategy together with operational elements;
·
Prioritisation of sources at a regional level, developing Source Management Plans;
and
·
Focusing on authorisation of sources.
Outcome: A source management strategy is an important tool that allow for the effective
management of pollution sources within a strategic regulatory framework. The cooperative
nature and imperatives of ORASECOM will benefit from an understanding of each member
state's strategy and the possible inter-linkages which can be maximised to achieve the
ORASECOM objectives.
3.3.3.4. Remediation Strategy and Tools
Objective: Regulatory authorities, based on their government mandates, are generally
committed to providing water resources that meet basic human needs on an on-going
basis, and enhancing social development by increasing levels of health and general well-
being. Contamination from existing and historic activities potentially threatens theses goals
by rendering areas unavailable or under-utilised for development. Contaminated land is
also associated with severe deterioration of the quality of surface water and groundwater
which prohibits efficient and beneficial use of water in the public interest. It is therefore
imperative that decision makers act to support the health and well-being of their
constituencies, particularly disadvantaged communities that bear the burden of
contamination risk.
Scope: The application of a remediation strategy is subject to existing tools as well
development initiatives which will aid in remediation methodologies and processes. The
remediation aspect is addressed by two specific processes based on regulatory and
technical requirements. A capacity building initiative for this topic will most likely address
components such as:
·
The application of effective management and legislative tools to ensure that the
methodologies, approach and decision making process can be implemented;
·
Ensuring adequate and continued inter-departmental (by applying co-operative
governance principles) and external stakeholder participation throughout the project;
and
·
Facilitating inter-governmental cooperation to aid successful implementation of
transboundary remediation projects.
Outcome: In general, understanding and applying the principles of a cooperative
remediation strategy will enable decision makers to achieve their strategic objectives of
eliminating immediate harm to human health and safety, ensuring fitness of water
resources for current and future use for basic human needs and aquatic ecosystem
requirements, and which are also protective of non-aquatic organisms. Key role-players will
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ORASECOM: CBP Report
July 2009
be able to implement measures which will enable protection of land and property such that
it is fit for use consistent with current and future land-use.
3.3.3.5. Resource Monitoring
Objective: Resource monitoring is largely comprised of developing and implementing
methodologies and tools to move towards a more adaptive water management regime. An
innovative monitoring system should be adaptive and flexible, able to deal with
environmental changes and adapt to changes in political context and societal values, able
to incorporate new information, technologies and scientific researches, and tailored for
specific ecosystems. Managing the human use of water resources, protection from
pollution, and maintaining healthy water, require information about both the natural, as well
as the anthropogenically-induced changes in water quality. This requires sustainable
programmes for water quality monitoring and assessment that are designed to meet
management needs, to strengthen decision-making, and to contribute to effective water
governance.
Scope: A course based on this requirement should provide participants with a thorough
understanding of the key concepts and their practical application. In recognition of the
varied needs in water quality monitoring, assessment and management worldwide, both
foundation and advanced levels of training are required in the following aspects:
·
Introduction to monitoring and assessment;
·
Network evaluation and optimization;
·
Effective water quality monitoring in combination with a comprehensive and
coordinated compliance and reporting regime;
·
Baseline monitoring linked to delineating source water quality prior development
of a source monitoring plan; and
·
Detecting and addressing threats to water quality within a river basin.
Outcome: Participants will be able to make use of monitoring for decision making: aligning
water quality issues, such as point and non-point source control, basin assessment, and
toxics control, with water quality parameters and methods, including multimedia sampling.
3.3.3.6. Resource Quality Objectives
Objective: The formulation and setting of objectives requires a clear understanding of the
functioning of the system as well as the role-players involved and has to be based on
adequate information and guidelines. Resource Quality Objectives are vital in the adequate
and effective management of a resource to enable beneficial use without compromising the
fitness for use by downstream users.
Scope: To formulate water quality management objectives the following components must
be integrated:
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ORASECOM: CBP Report
July 2009
·
A clearly demarcated and characterised, manageable system (catchment or sub-
catchment);
·
All water users within the demarcated system and their water quality requirements;
and
·
Impacting factors within the system such as natural physical characteristics,
anthropogenic activities and development.
Basic concepts related to Resource Quality Objectives:
·
The Resource Quality Objectives (RQO's) for a water resource are a numerical or
descriptive statement of the conditions which should be met in the receiving water
resource, in terms of resource quality, in order to ensure that the resource is
protected.
·
RQO's for a water resource are set on the basis of acceptable risk, i.e. the less risk
we are prepared to accept of damaging the Resource Base and possibly losing the
services provided by the water resource, the more stringent would be the objectives.
A higher risk to the resource base might be accepted, in return for a greater short
term utilisation, and then the RQO's would be set at less stringent levels.
·
RQO's are scientifically derived criteria, based on the best available scientific
knowledge and understanding. They represent our best assessment of the resource
quality which is necessary to provide a desired level of protection to a water
resource, with a particular degree of assurance or risk.
·
The RQO's are based on a classification system that provides a set of nationally
consistent rules to guide decision-making about water resources. A national
classification system allows transparency, accountability and long-term goal-setting
to be incorporated into water resources management.
A training course on this topic should cover the following aspects:
·
Definition of resource quality objectives in terms of aquatic system health and user
requirements;
·
Translating resource quality objectives into measurable management objectives
(flow and quality);
·
Translating management objectives into operational rules; and
·
Translating operational rules into decision-making re authorization of water use
(abstractions as well as return flows).
Practical aspects related to the determination of resource quality objectives include:
·
Delineation of the water resource system;
·
Water quality requirements of water users;
·
Characterisation of the physical system;
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ORASECOM: CBP Report
July 2009
·
Water quality management guide; and
·
Formulation of water quality objectives.
Water Quality Standards
·
Definition of water quality and the relationship between water quality criteria and
standards;
·
Water quality constituents;
·
Constituent specific criteria/standards;
·
Criteria/standards for complex mixtures;
·
User specific criteria/standards;
·
Deriving criteria/standards for multiple user groups;
·
Management objectives and the role of water quality criteria and water quality
standards;
·
Available water quality criteria, how to use, pitfalls and limitations (different units,
underlying assumptions, etc.); and
·
Available water quality standards, how to use, pitfalls and limitations (different units,
underlying assumptions, etc.).
Outcome: The course contents will enable the trainees to understand the process to be
followed in the determination resource quality objectives based on the requirements of the
users and the availability of the resource for current use versus the needs of future
generations. The methodologies use assumptions that are not defined within a holistic
scientific basis but rather derived from available technology and understanding that utilises
an ecosystem endpoint. The methodology allows for ongoing refinement in the
determination to improve confidence.
3.3.3.7. Environmental Impact Assessments procedures and processes
Objective: The concept of Environmental Impact Assessments has gained great
prominence in recent years as a decision making tool for regulatory authorities to
conditionally allow or totally stop development initiatives based on the expected impact on
the environment including local and surrounding communities. The decisions made are
based on weighing the benefits against the risks and on identifying measures to minimize
negative impacts and maximise benefits. Within the ORASECOM framework, the decision
makers may be faced with decisions related to development initiatives which affect more
than one member state requiring a collaborative effort to reach an informed and suitable
outcome.
Scope: This topic will introduce the audience to the principles, concepts, best practice and
legal requirements for undertaking Environmental Impact Assessments for either the
intention of acquiring authorization or informing decision-making. The course will include:
·
EIA Best practice principles (purposeful, rigorous, practical, cost-efficient, efficient,
focused, adaptive, participatory, interdisciplinary, credible, integrated, transparent,
and systematic);
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ORASECOM: CBP Report
July 2009
·
An introduction to the generic Impact Assessment process (screening, scoping,
alternatives, impact analysis, mitigation and impact management, evaluation of
significance, environmental impact statements);
·
Public Participation;
·
Transboundary EIAs;
·
Strategic Environmental Assessment;
·
Environmental Management Plans; and
·
Review of EIAs and decision-making.
Outcome: A course on EIA and the associated sub-processes will equip key role-players
with a suitable understanding of the requirements and processes involved in obtaining
authorisations. This will also facilitate strategic planning procedures and time frames for
project planning and execution.
3.4.
REASONABLE UTILISATION OF WATER RESOURCES TO SUPPORT SUSTAINABLE DEVELOPMENT
Since the ORASECOM deals with the management of transboundary water resources a
clear understanding of the relevant legislation of the partner countries as well as
international regulatory mechanisms which may impact on the operational management of
the organisation is required. In this context it is also vital to understand the international
initiative which are being undertaken and implemented in order to ensure sustainable
development.
3.4.1. Needs Analysis
The needs assessment was based on the following focus areas in order to obtain an
indication of the areas which were considered important and critical by the member states.
4.
Ensuring Equitable & Reasonable Utilisation of Water Resources in the
River System to Support Sustainable Development in the Territory of Each Party
4.1
Principles of sustainable development
4.2
UN Protocols
4.3
International laws
4.4
Environmental principles
4.5
Water legislation
4.6
Environmental legislation
4.7
Bilateral Agreements
4.8
SADC Protocols
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ORASECOM: CBP Report
July 2009
4.
4
. E
q
E u
q i
u t
i a
t b
a l
b e
l
e U
t
U i
t l
i i
l s
i a
s t
a i
t o
i n
o
n t
o
t
o S
u
S p
u p
p o
p r
o t
r
t
4. E
quitable U
tilisat
a ion t
o Support
Su
S s
u t
s a
t i
a n
i a
n b
a l
b e
l
e D
e
D v
e .
v
Sustainable D
ev.
v
80.0
150.0
60.0
100.0
40.0
50.0
20.0
0.0
0.0
4.1
4.2
4.3
4.4
4.
4 5
4.6
4.7
4.8
4.1 4.2 4.3 4.
4 4 4.5 4.6 4.7 4.8
Critical
Important
Optional
N/A
Critical
Important
Optional
N/A
Th
T e
h
e pr
p i
r n
i c
n i
c p
i l
p e
l s
e
s of
o su
s s
u t
s a
t i
a n
i a
n b
a l
b e
l
e de
d v
e e
v l
e o
l p
o m
p e
m n
e t
n
t ar
a e
r
e co
c n
o s
n i
s d
i e
d r
e e
r d
e
d to
t
o be
b
e qu
q i
u t
i e
t
e im
i p
m o
p r
o t
r a
t n
a t
n
t in
i
n th
t e
h
e
st
s r
t a
r t
a e
t g
e i
g c
i
c ma
m n
a a
n g
a e
g m
e e
m n
e t
n
t of
o wa
w t
a e
t r
e
r re
r s
e o
s u
o r
u c
r e
c s
e
s as
a
s we
w l
e ll
l as
a
s in
i
n co
c -operative manag
a em
e ent of
o
re
r s
e o
s u
o r
u c
r e
c s
e .
s
. I
t
I
t is
i
s th
t e
h r
e e
r f
e or
o e
r
e c
l
c e
l a
e r
a
r f
r
f o
r m
o
m th
t e
h
e ne
n e
e d
e s
d assessment
n that
a in gener
e al equal impor
o tance
e
wa
w s
a
s gi
g v
i e
v n
e
n to
t
o th
t e
h
e va
v r
a i
r o
i u
o s
u
s key
e
y foc
o u
c s
u
s ar
a e
r a
e s
a
s wh
w i
h c
i h
c
h co
c m
o p
m r
p i
r s
i e
s
e th
t i
h s
i
s ob
o j
b e
j c
e t
c i
t v
i e
v .
e
. A
A sp
s e
p c
e i
c fiic
i
c as
a p
s e
p c
e t
c
t
wh
w i
h c
i h
c
h ma
m y
a
y re
r q
e u
q i
u r
i e
r
e f
o
f c
o u
c s
u e
s d
e
d at
a t
t e
t n
e t
n i
t o
i n
o
n is
i
s ba
b s
a e
s d
e
d on
o
n t
h
t e
h
e f
ac
a t
c
t th
t a
h t
a
t bi
b lia
l t
a e
t r
e a
r l
a
l ag
a r
g e
r e
e m
e e
m n
e t
n s
t
s we
w r
e e
r
e no
n t
o
t
co
c n
o s
n i
s d
i e
d r
e e
r d
e
d to
t
o be
b
e a
a pr
p i
r o
i r
o i
r tiy
t
y by the maj
a ority of
o the
e member
e s. This could be
e attributed
d to lac
a k
of
o aw
a a
w r
a e
r n
e e
n s
e s
s
s of
o
f th
t e
h
e im
i p
m o
p r
o t
r a
t n
a c
n e
c
e of
o
f su
s c
u h
c
h ag
a r
g e
r e
e m
e e
m n
e t
n s
t
s an
a d
n
d a
a tr
t a
r i
a n
i i
n n
i g
n
g in
i i
n t
i i
t a
i t
a i
t v
i e
v
e for
o
r th
t i
h s
i
s as
a p
s e
p c
e t
c
t
sh
s o
h u
o l
u d
l
d t
h
t e
h r
e e
r f
e o
f r
o e
r
e b
e
b
e c
o
c n
o s
n i
s d
i e
d r
e e
r d
e
d a
a p
r
p i
r o
i r
o i
r t
i y
t .
y
.
3.4.2. Ad
A d
d i
d t
i i
t o
i n
o a
n l
a
l F
o
F c
o u
c s
u
s Ar
A e
r a
e s
a
Du
D r
u i
r n
i g
n
g th
t e
h
e ne
n e
e d
e s
d
s as
a s
s e
s s
e s
s m
s e
m n
e t
n
t se
s s
e s
s ions wh
w ich we
w re conducted wi
w th the member
e s of
o the
e
in
i d
n i
d v
i i
v d
i u
d a
u l
a
l co
c u
o n
u t
n r
t i
r e
i s
e ,
s
, th
t e
h
e fol
o llo
l w
o i
w n
i g
n
g ad
a d
d i
d t
i i
t o
i n
o a
n l
a
l foc
o u
c s
u
s ar
a e
r a
e s
a
s we
w r
e e
r
e id
i e
d n
e t
n i
t fiie
i d
e
d an
a d
n
d th
t e
h r
e e
r f
e o
f r
o e
r
e
included in the CBP:
·
In
I t
n e
t r
e n
r a
n t
a i
t o
i n
o a
n l
a
l W
at
a e
t r
e
r R
i
R g
i h
g t
h s
t
·
Tri-la
l t
a e
t r
e a
r l
a
l A
g
A r
g e
r e
e m
e e
m n
e t
n s
t
·
Gl
G o
l b
o a
b l
a
l W
at
a e
t r
e
r P
a
P r
a t
r n
t e
n r
e s
r h
s i
h p
i s
p
·
Wor
o l
r d
l
d C
o
C m
o m
m i
m s
i s
s i
s o
i n
o
n o
n Dams
3.4.3. Key Focus Areas
3.4.3.1. Pr
P i
r n
i c
n i
c p
i l
p e
l s
e
s o
f
o
f S
u
S s
u t
s a
t i
a n
i a
n b
a l
b e
l
e D
e
D v
e e
v l
e o
l p
o m
p e
m n
e t
n
t
Objective: It
I
t is
i
s cl
c e
l a
e r
a
r th
t a
h t
a
t wi
w t
i h
t o
h u
o t
u
t su
s s
u t
s a
t i
a n
i a
n b
a l
b e
l
e an
a d
n
d eq
e u
q i
u t
i a
t b
a l
b e
l
e ma
m n
a a
n g
a e
g m
e e
m n
e t
n
t of
o wa
w t
a e
t r
e ,
r
,
ac
a h
c i
h e
i v
e i
v n
i g
n
g gl
g o
l b
o a
b l
a
l wa
w t
a e
t r
e
r an
a d
n
d sa
s n
a i
n t
i a
t t
a i
t o
i n
o
n t
a
t r
a g
r e
g t
e s
t ,
s
, or
o
r in
i d
n e
d e
e d
e
d an
a y
n
y of
o t
h
t e
h
e Mi
M lille
l n
e n
n i
n u
i m
u
m De
D v
e e
v l
e o
l p
o m
p e
m n
e t
n
t
Goals, will be virtu
t a
u l
a lly
l
y im
i p
m o
p s
o s
s i
s b
i l
b e
l .
e
. Wat
a e
t r
e
r is
i
s a
a cr
c i
r t
i i
t c
i a
c l
a
l co
c m
o p
m o
p n
o e
n n
e t
n
t of
o su
s s
u t
s a
t i
a n
i a
n b
a l
b e
l
e
de
d v
e e
v l
e o
l p
o m
p e
m n
e t
n ,
t
, es
e s
s e
s n
e t
n i
t a
i l
a
l fo
f r
o
r so
s c
o i
c o
i -economic we
w lfare and poverty reduction as we
w ll as human
n
an
a d
n
d en
e v
n i
v r
i o
r n
o m
n e
m n
e t
n a
t l
a
l he
h a
e l
a tlh
t .
h
. Ma
M n
a a
n g
a i
g n
i g
n
g wa
w t
a e
t r
e
r re
r s
e o
s u
o r
u c
r e
c s
e
s fo
f r
o
r th
t e
h
e hu
h m
u a
m n
a
n de
d v
e e
v l
e o
l p
o m
p e
m n
e t
n
t of
o
f
present and future genera
r t
a i
t o
i n
o s
n
s in
i
n an
a
n en
e v
n i
v r
i o
r n
o m
n e
m n
e t
n a
t l
a lly
l
y su
s s
u t
s a
t i
a n
i a
n b
a l
b e
l
e wa
w y
a
y is
i
s a
a da
d u
a n
u t
n i
t n
i g
n
g
ch
c a
h l
a lle
l n
e g
n e
g .
e
. Th
T e
h
e key
e
y to
t
o me
m e
e t
e i
t n
i g
n
g th
t i
h s
i
s ch
c a
h l
a lle
l n
e g
n e
g
e is
i
s to
t
o de
d v
e e
v l
e o
l p
o
p ca
c p
a a
p c
a i
c t
i y
t
y fo
f r
o
r ef
e f
f e
f c
e t
c i
t v
i e
v
e an
a d
n
d
eq
e u
q i
u t
i a
t b
a l
b e
l
e w
a
w t
a e
t r
e
r r
e
r s
e o
s u
o r
u c
r e
c
e m
a
m n
a a
n g
a e
g m
e e
m n
e t
n .
t
Page | 35
ORASECOM: CBP Report
July 2009
Scope: A
A co
c u
o r
u s
r e
s
e on
o
n th
t e
h
e su
s s
u t
s a
t i
a n
i a
n b
a l
b e
l
e de
d v
e e
v l
e o
l p
o m
p e
m n
e t
n
t pr
p i
r n
i c
n i
c p
i l
p e
l s
e
s an
a d
n
d ap
a p
p l
p ilc
i a
c t
a i
t o
i ns will address
the following aspects:
·
Ma
M n
a a
n g
a e
g m
e e
m n
e t
n
t ph
p i
h lio
l s
o o
s p
o h
p y
h
y (d
( e
d v
e e
v l
e o
l p
o m
p e
m n
e t
n
t vs
v .
s
. en
e v
n i
v r
i o
r n
o m
n e
m n
e t
n a
t l
a
l pr
p o
r t
o e
t c
e t
c i
t o
i n
o )
n
) in
i
n th
t e
h
e me
m m
e b
m e
b r
e
r
countries;
·
En
E v
n i
v r
i o
r n
o m
n e
m n
e t
n a
t l
a
l a
s
a s
s e
s s
e s
s m
s e
m n
e t
n
t i
n
i
n t
h
t e
h
e m
e
m m
e b
m e
b r
e
r c
o
c u
o n
u t
n r
t i
r e
i s
e ;
·
Th
T e
h
e th
t r
h e
r e
e
e pi
p lilla
l r
a s
r
s of
o su
s s
u t
s a
t i
a n
i a
n b
a l
b e
l
e de
d v
e e
v l
e o
l p
o m
p e
m n
e t
n
t an
a d
n
d ho
h w
o
w th
t e
h y
e
y re
r l
e a
l t
a e
t
e to
t
o wa
w t
a e
t r
e
r re
r source
ma
m n
a a
n g
a e
g m
e e
m n
e t
n
t i
n
i
n t
e
t r
e m
r s
m
s o
f
o
f k
ey
e
y o
b
o j
b e
j c
e t
c i
t v
i e
v s
e
s a
n
a d
n
d m
a
m i
a n
i
n c
r
c i
r t
i e
t r
e i
r a
i ; and
·
As
A s
s e
s s
e s
s m
s e
m n
e t
n
t o
f
o
f s
u
s s
u t
s a
t i
a n
i a
n b
a i
b liilt
i y
t .
Ec
E o
c s
o y
s s
y t
s e
t m
e s
m
s A
p
A p
p r
p o
r a
o c
a h
c
An
A
n ec
e o
c s
o y
s s
y t
s e
t m
e
m ba
b s
a e
s d
e
d ap
a p
p r
p o
r a
o c
a h
c
h to
t
o pl
p a
l n
a n
n i
n n
i g
n
g in
i t
n e
t g
e r
g a
r t
a e
t s
e
s so
s c
o i
c a
i l
a ,
l
, cu
c l
u t
l u
t r
u a
r l
a ,l
, ec
e o
c n
o o
n m
o i
m c
i
c an
a d
n
d
en
e v
n i
v r
i o
r n
o m
n e
m n
e t
n a
t l
a
l f
ac
a t
c o
t r
o s
r ,
s
, a
n
a d
n
d e
m
e p
m h
p a
h s
a i
s z
i e
z s
e
s t
h
t e
h
e n
e
n e
e d
e
d t
o
t
o p
r
p o
r t
o e
t ct, maintain and enhance wh
w ole
na
n t
a u
t r
u a
r l
a
l sy
s s
y t
s e
t m
e s
m
s as
a
s a
a ne
n c
e e
c s
e s
s a
s r
a y
r
y pr
p e
r r
e e
r q
e u
q i
u s
i i
s t
i e
t
e to
t
o su
s s
u t
s a
t i
a n
i a
n b
a l
b e
l
e lilv
i i
v n
i g
n .
g
. It
I
t is
i
s an
a
n in
i h
n e
h r
e e
r n
e t
n l
t y
l
y
in
i t
n e
t r
e d
r i
d s
i c
s i
c p
i l
p iln
i a
n r
a y
r
y pr
p o
r c
o e
c s
e s
s
s th
t a
h t
a
t dr
d a
r w
a s
w
s up
u o
p n
o
n a
a wi
w d
i e
d
e ra
r n
a g
n e
g
e of
o ex
e p
x e
p r
e t
r i
t s
i e
s
e an
a d
n
d pe
p r
e s
r p
s e
p c
e t
c i
t v
i e
v s
e .
s
. It
I
t
is
i
s a
l
a s
l o
s
o p
a
p r
a t
r i
t c
i i
c p
i a
p t
a o
t r
o y
r
y a
n
a d
n
d i
n
i c
n l
c u
l s
u i
s v
i e
v ,
e
, p
o
p t
o e
t n
e t
n i
t a
i l
a lly
l
y involving every sector of
o socie
i ty.
The ec
e o
c s
o y
s s
y t
s e
t m
e s
m
s ap
a p
p r
p o
r a
o c
a h
c
seek
e s the objec
e tive manag
a ement
n of
o wa
w ter quality in lakes
an
a d
n
d ri
r v
i e
v r
e
r ca
c t
a c
t h
c m
h e
m n
e t
n s
t ,
s
, th
t e
h
e su
s s
u t
s a
t i
a n
i a
n b
a l
b e
l
e ex
e p
x l
p o
l i
o t
i a
t t
a i
t o
i n
o
n of
o wa
w t
a e
t r
e
r re
r s
e o
s u
o r
u c
r e
c s
e
s an
a d
n
d th
t e
h
e
ma
m i
a n
i t
n e
t n
e a
n n
a c
n e
c
e of
o
f bi
b o
i d
o i
d v
i e
v r
e s
r i
s t
i y
t
y wi
w t
i h
t i
h n
i
n aq
a u
q a
u t
a i
t c
i
c ca
c t
a c
t h
c m
h e
m n
e t
n s
t .
s
. It
I
t also seek
e s an attitude
e founde
d d
e
d
up
u o
p n
o
n th
t e
h
e sh
s a
h r
a i
r n
i g
n
g of
o
f ha
h b
a i
b t
i a
t t
a
t wi
w t
i h
t
h ot
o h
t e
h r
e
r ec
e o
c s
o y
s s
y t
s e
t m
e
m co
c m
o p
m o
p n
o e
n n
e t
n s
t
s an
a d
n
d th
t e
h
e mi
m n
i i
n m
i i
m z
i a
z t
a i
t o
i n
o
n of
o
f
human impact.
Cl
C i
l m
i a
m t
a e
t
e C
h
C a
h n
a g
n e
g
e I
m
I p
m a
p c
a t
c s
t
s o
n
o
n W
a
W t
a e
t r
e
Th
T e
h
e fu
f t
u u
t r
u e
r
e ef
e f
f e
f c
e t
c s
t
s of
o
f cl
c ilm
i a
m t
a e
t
e ch
c a
h n
a g
n e
g
e on
o
n wa
w t
a e
t r
e
r re
r s
e o
s u
o r
u c
r e
c s
e
s wi
w lill
l de
d p
e e
p n
e d
n
d on
o
n tr
t e
r n
e d
n s
d
s in
i
n bo
b t
o h
t
h
climatic and non-cl
c ilm
i a
m t
a i
t c
i
c fac
a t
c o
t r
o s
r .
s
. Ev
E a
v l
a u
l a
u t
a i
t n
i g
n
g th
t e
h s
e e
s
e im
i p
m a
p c
a t
c s
t
s is
i
s ch
c a
h l
a lle
l n
e g
n i
g n
i g
n
g be
b c
e a
c u
a s
u e
s
e wa
w t
a e
t r
e
r
av
a a
v i
a lia
l b
a i
b liilt
i y
t ,
y
, qu
q a
u l
a ilt
i y
t
y an
a d
n
d st
s r
t e
r a
e m
a f
m lo
l w
o
w ar
a e
r
e se
s n
e s
n i
s t
i i
t v
i e
v
e to
t
o ch
c a
h n
a g
n e
g s
e
s in
i
n te
t m
e p
m e
p r
e a
r t
a u
t r
u e
r
e an
a d
n
d
pr
p e
r c
e i
c p
i i
p t
i a
t t
a i
t o
i n
o .
n
. Ot
O h
t e
h r
e
r im
i p
m o
p r
o t
r a
t n
a t
n
t fac
a t
c o
t r
o s
r
s in
i c
n l
c u
l d
u e
d
e in
i c
n r
c e
r a
e s
a e
s d
e
d de
d m
e a
m n
a d
n
d for
o
r wa
w t
a e
t r
e
r ca
c u
a s
u e
s d
e
d by
b
y
population gr
g o
r w
o t
w h
t ,
h
, ch
c a
h n
a g
n e
g s
e
s in
i
n th
t e
h
e ec
e o
c n
o o
n m
o y
m ,
y
, de
d v
e e
v l
e o
l p
o m
p e
m n
e t
n
t of
o ne
n w
e
w te
t c
e h
c n
h o
n l
o o
l g
o i
g e
i s
e ,
s
, ch
c a
h n
a g
n e
g s
e
s
in river system ch
c a
h r
a a
r c
a t
c e
t r
e i
r s
i t
s i
t c
i s
c
s a
n
a d
n
d w
a
w t
a e
t r
e
r m
a
m n
a a
n g
a e
g m
e e
m n
e t
n
t d
e
d c
e i
c s
i i
s o
i n
o s
n .
s
In
I
n ad
a d
d i
d t
i i
t o
i n
o
n to
t
o th
t e
h
e ty
t p
y i
p c
i a
c l
a
l im
i p
m a
p c
a t
c s
t
s on
o
n wa
w t
a e
t r
e
r ma
m n
a a
n g
a e
g m
e e
m n
e t
n ,
t
, cl
c ilm
i a
m t
a e
t
e ch
c a
h n
a g
n e
g
e in
i t
n r
t o
r d
o u
d c
u e
c s
e
s an
a
n
ad
a d
d i
d t
i i
t o
i n
o a
n l
a
l el
e e
l m
e e
m n
e t
n
t of
o un
u c
n e
c r
e t
r a
t i
a n
i t
n y
t about futur
u e wa
w ter resource manag
a em
e ent. St
S rat
a eg
e ies
ha
h v
a e
v
e be
b e
e n
e
n de
d v
e e
v l
e o
l p
o e
p d
e
d an
a d
n
d co
c n
o t
n i
t n
i u
n e
u
e to
t
o ev
e o
v l
o v
l e
v
e to
t
o ad
a d
d r
d e
r s
e s
s
s t
h
t e
h s
e e
s
e is
i s
s u
s e
u s
e .
s
. I
m
I p
m l
p e
l m
e e
m n
e t
n a
t t
a i
t o
i n
o
n o
f
o
f
ad
a a
d p
a t
p a
t t
a i
t o
i n
o
n me
m a
e s
a u
s r
u e
r s
e ,
s
, su
s c
u h
c
h as
a
s wa
w t
a e
t r
e
r co
c n
o s
n e
s r
e v
r a
v t
a i
t o
i n
o ,
n
, us
u e
s
e of
o ma
m r
a k
r et
e s
t
s to
t
o al
a llo
l c
o a
c t
a e
t
e wa
w t
a e
t r
e ,
r
, an
a d
n
d
th
t e
h
e ap
a p
p l
p ilc
i a
c t
a i
t o
i n
o
n of
o ap
a p
p r
p o
r p
o r
p i
r a
i t
a e
t
e manag
a em
e ent prac
a tices wi
w ll have an important role to play
in
i
n d
e
d t
e e
t r
e m
r i
m n
i i
n n
i g
n
g t
h
t e
h
e i
m
i p
m a
p c
a t
c s
t
s o
f
o
f c
l
c ilm
i a
m t
a e
t
e c
h
c a
h n
a g
n e
g
e o
n
o
n w
a
w t
a e
t r
e
r r
e
r s
e o
s u
o r
u c
r e
c s
e .
s
Ke
K y
e
y a
s
a p
s e
p c
e t
c s
t
s w
h
w i
h c
i h
c
h n
e
n e
e d
e
d t
o
t
o b
e
b
e a
d
a d
d r
d e
r s
e s
s e
s d
e
d a
r
a e
r :
e
:
·
Wat
a e
t r
e
r Av
A a
v i
a lia
l b
a i
b liilt
i y
t :
y
: Ho
H w
o
w ch
c a
h n
a g
n e
g s
e
s in
i
n te
t m
e p
m e
p r
e a
r t
a u
t r
u e
r ,
e
, pr
p e
r c
e i
c p
i i
p t
i a
t t
a i
t o
i n
o
n pa
p t
a t
t e
t r
e n
r s
n ,
s
, an
a d
n
d
snowmelt may
y a
f
a f
f e
f c
e t
c
t w
a
w t
a e
t r
e
r a
v
a a
v i
a lia
l b
a i
b liilt
i y
t
y l
o
l c
o a
c l
a lly
l
y a
s
a
s w
e
w l
e ll
l a
s
a
s g
l
g o
l b
o a
b l
a lly
l
Page | 36
ORASECOM: CBP Report
July 2009
·
Water Quality: How higher water temperatures and changes in the timing,
intensity, and duration of precipitation may affect water quality
·
Possible Water Resource Impacts
·
Impacts of climate change including increasing water scarcity and flood risk,
along with decline in water quality.
World Commission on Dams
·
History;
·
Organization and authority;
·
Initiatives; and
·
Available publications.
Global Water Partnerships
·
UN initiatives;
·
World Bank initiatives;
·
EU initiatives; and
·
DBA initiatives.
Outcome: The global move towards understanding and addressing the causes and effect
of climate change will have a bearing in all matters related to environmental management
issues. Therefore the concept of "Think global act local" is becoming more prominent and
participants of such training will be able to contextualise global discussions within the local
and regional framework.
3.4.3.2. International Laws
Objective: The objective of this training initiative is to obtain knowledge of the principles of
the international law applicable to the management of water resources with an international
character.
Scope: The scope of this training initiative should be structured in such a way to cover the
following aspects relevant to water resource management:
·
A general overview of the nature and role of international law;
·
The sources of international law, including the differences between treaties,
conventions, agreements and protocols, and their relationship with the laws of the
different basin countries;
·
The doctrine of state and individual responsibility;
·
The creation of states, succession of states and the acquisition and loss of territory;
·
The settlement of disputes between states;
·
The purpose, role, powers and duties of international institutions, such as the United
Nations, the African Union and the SADC; and
·
Enforcement of sanctions and remedies and use of force in terms of the
international laws.
Page | 37
ORASECOM: CBP Report
July 2009
Outcome: The knowledge obtained under this initiative should be of such a nature as to
build capacity among all the officials of the member states of ORASECOM, the Secretariat
of ORASECOM and other role-players associated with ORASECOM, so that they have an
understanding of the principles of the internal laws in order to better equip them to manage
the water resources with an international character within the area of jurisdiction of
ORASECOM.
3.4.3.3. Environmental Principles
Objective: In order to achieve the stated objectives outlined in the ORASECOM Action
Plan, it will be necessary to apply key principles that support existing environmental and
water laws and provide guidance when formulating legal, financial, procedural, technical
and scientific components of strategic planning.
Scope: Some of the key guiding principles on which the strategic management policy and
implementation should be based are as follows:
·
Duty of care to prevent pollution - A successful strategy should be strongly proactive
to prevent pollution before actual harm has occurred and be reactive to remediate
damage to acceptable levels of risk consistent with intended use of the water
resource and associated land uses based on safeguarding the risks to human
health and to the environment.
·
Use of a generic, risk-averse approach - It is accepted international practice that
both source control measures and remediation activities related to control of
pollution risk should be based on risk-based approaches that are simple and
generic and have a wide range of applications for commonly occurring situations
that may give rise to a pollution risk.
·
Precautionary Principle - the Precautionary Principle takes reasonable measures to
prevent significant harm even this precedes the existence of a proven causal link
between pollution and the receptor. The burden of proof shall always be on the
potential polluter.
·
Best Practicable Environmental Option - Remediation objectives should be the
outcome of a systematic consultative and decision-making procedure that
emphasises the protection of the environment. The option selected must provide
the most benefit or least damage to the environment as a whole at acceptable cost
in the long term as well as the short term. This is a holistic approach in that
reduction of pollution in one medium does not take place at the expense of another.
·
Polluter Pays Principle - The `polluter pays principle' holds that the individual or
organisation causing the pollution is liable for any costs involved in its remediation.
Page | 38
ORASECOM: CBP Report
July 2009
In this situation it is important to identify the responsible parties and to allocate costs
in a fair and proportionate manner.
·
Public Involvement - Remediation activities will require involvement of key
stakeholders and Interested and Affected Parties as a successful remediation
outcome must have public acceptability. All management decisions should be fully
documented and justified. In this way the transparency of the process will be
maintained and public confidence will be enhanced.
Outcome: Knowledge of the principles of environmental management will be very
beneficial to the decision makers in determining the type of strategic measures which
should be applied to a specific case under discussion, assessment or negotiation.
3.4.3.4. Water Legislation
Objective: The objective of this training initiative is to obtain a broad overview of the
various pieces of legislation dealing with water resource management of the four basin
countries within the area of jurisdiction of ORASECOM.
Scope: The scope of this training initiative should be structured in such a way as to cover
the following aspects for each of the relevant basin countries, if and where applicable:
·
The principles and requirements of the constitutional mandate relevant to water;
·
The legal requirement to develop and implement water resource management
related strategies and plans;
·
The legal framework dealing with the protection of the water resources;
·
The legal framework dealing with the authorising of the use of water and/or the
water resources;
·
The legal requirements relevant to the safety of dams;
·
The legal provisions dealing with international matters relevant to the management
of water resources; and
·
The organisational water resource management structure, including the purpose,
role, powers and duties of the different institutions.
Outcome: The knowledge obtained under this initiative should be of such a nature as to
build capacity among all the officials of the member states of ORASECOM, the Secretariat
of ORASECOM and other role-players associated with ORASECOM, so that they have an
understanding of the various pieces of legislation dealing with water resource management
of all four basin countries within the area of jurisdiction of ORASECOM, in order to better
equip them to manage the water resources with an international character within the area of
jurisdiction of ORASECOM.
Page | 39
ORASECOM: CBP Report
July 2009
3.4.3.5. International Water Rights
Objective: The objective of this training initiative is to obtain knowledge regarding the
allocation and sharing of water of an international character.
Scope: The scope of this training initiative should be structured in such a way as to cover
the following aspects:
·
The different bases of allocating and sharing of water of an international character:
o Absolute territorial sovereignty;
o Absolute territorial integrity;
o Use your property (water resources) in such a way that it does not injure
another (country); and
o Limited (or restricted) territorial sovereignty and community of interest theory;
·
The premises, principles and purpose of the Helsinki Rules, and the role they play in
sharing and allocating water of an international character; and
·
The principles, purpose, and the role of the United Nation's Convention on the Law
of the Non-navigational uses of International Watercourses in sharing and allocating
water of an international character.
Outcome: The knowledge obtained under this initiative should be of such a nature as to
build capacity among all the officials of the member states of ORASECOM, the Secretariat
of ORASECOM and other role-players associated with ORASECOM, so that they have an
understanding of the principles dealing with allocating and sharing of water of an
international character, in order to better equip them to manage the water resources with an
international character within the area of jurisdiction of ORASECOM.
3.4.3.6. Environmental Legislation
Objective: The objective of this training initiative is to obtain a broad overview of the pieces
of legislation dealing with environmental governance for the four basin countries within the
area of jurisdiction of ORASECOM.
Scope: This training initiative should be structured in such a way as to cover the following
aspects relevant to water resource management for each of the four basin countries, if and
where applicable:
·
The principles and requirements of the constitutional mandate for environmental
governance;
·
The environmental principles incorporated into the law and how;
·
The institutions involved in ensuring environmental governance, including their
purpose, role, powers and duties;
·
The legal framework dealing with the authorising of activities affecting the
environment;
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ORASECOM: CBP Report
July 2009
·
The principles and procedures prescribed for governance, decision-making, conflict
resolution and integration; and
·
The legal provisions dealing with international matters relevant to the environmental
governance.
Outcome: The knowledge obtained under this initiative should be of such a nature as to
build capacity under all the officials of the member states of ORASECOM, the Secretariat of
ORASECOM and other role-players associated with ORASECOM, so that they have an
understanding of the various pieces of legislation dealing with environmental governance of
all four basin countries within the area of jurisdiction of ORASECOM, in order to better
equip them to manage the water resources with an international character within the area of
jurisdiction of ORASECOM.
3.4.3.7. Bi-lateral and Tri-Lateral Agreements
Objective: The objective of this training initiative is to obtain knowledge of the various
lateral agreements concluded between some of the governments of the members of the
four basin countries within the area of jurisdiction of ORASECOM.
Scope: The scope of this training initiative should be structured in such a way as to cover
the following aspects relevant to water resource management:
·
The requirements, contents and structure of Bi- and Tri-lateral Agreements and how
they are developed;
·
The purpose, contents and implications of all the Bi- and Tri-lateral Agreements
concluded between some of the governments of the four basin countries within the
area of jurisdiction of ORASECOM; and
·
The effect of agreements on those basin countries who are not signatories or
parties to these agreements.
Outcome: The knowledge obtained under this initiative should be of such a nature as to
build capacity among all the officials of the member states of ORASECOM, the Secretariat
of ORASECOM and other role-players associated with ORASECOM, so that they have an
understanding of the agreements between some of the governments within the area of
jurisdiction of ORASECOM, in order to better equip them to manage the water resources
with an international character within the area of jurisdiction of ORASECOM.
3.4.3.8. SADC Protocols
Objective: The objective of this training initiative is to obtain knowledge regarding the
SADC Protocols with the emphasis on the management of water resources with an
international character within the area of jurisdiction of ORASECOM.
Scope: The scope of this training initiative should be structured in such a way as to cover
the following aspects relevant to water resource management:
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ORASECOM: CBP Report
July 2009
·
The purpose and an overview of the SADC Treaty of 27 August 1992
·
The organisational structure created in terms of the SADC Treaty
·
The purpose and contents of the different SADC Protocols on Shared Watercourse
Systems in detail, which include:
o The types of water uses covered;
o The rights and obligations of the member states;
o The effort to maintain a balance between developmental needs and
sustainable development as well as the need for conservation;
o Information-sharing between the different members states;
o The right of the different member states to develop the resources of shared
watercourses within their own territories;
o The organisational framework necessary for the effective implementation of
the Protocol; and
o The mechanism and framework to settle disputes, including the role of the
SADC Tribunal for adjudication.
Outcome: The knowledge obtained under this initiative should be of such a nature as to
build capacity among all the officials of the member states of ORASECOM, the Secretariat
of ORASECOM and other role-players associated with ORASECOM, so that they have an
understanding of the SADC Protocols, in order to better equip them to manage the water
resources with an international character within the area of jurisdiction of ORASECOM.
3.5.
FACILITATING INVESTIGATIONS RELATED TO INFRASTRUCTURE
Infrastructure management is a very specialized field which requires specialized training.
Usually this would entail a tertiary education in the engineering field. However, in order to
make management decisions and recommendations a basic understanding of the
development, operation and maintenance of infrastructure may be required.
3.5.1. Needs Analysis
5.
Facilitating Investigations and Studies Related to Development, Operation
and Maintenance of Infrastructure on the River System
5.1
Understanding basic modeling
5.2
Resource economics
5.3
Project management
5.4
Financial management
5.5
Technical understanding related to infrastructure
5.6
Safety of dams
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ORASECOM: CBP Report
July 2009
Th
T e
h
e ne
n e
e d
e s
d
s as
a s
s e
s s
e s
s m
s e
m n
e t
n
t wa
w s
a
s ba
b s
a e
s d
e
d on
o
n th
t e
h
e fol
o llo
l w
o i
w n
i g
n
g foc
o u
c s
u
s ar
a e
r a
e s
a
s in
i
n or
o d
r e
d r
e
r to
t
o ob
o t
b a
t i
a n
i
n an
a
n
indica
c t
a i
t o
i n
o
n o
f
o t
h
t e
h
e a
r
a e
r a
e s
a
s w
h
w i
h c
i h
c
h w
e
w r
e e
r
e c
o
c n
o s
n i
s d
i e
d r
e e
r d
e
d i
m
i p
m o
p r
o t
r a
t n
a t
n
t a
n
a d
n
d c
r
c i
r t
i i
t c
i a
c l
a
l b
y
b
y t
h
t e
h
e m
e
m m
e b
m e
b r
e
r s
t
s a
t t
a e
t s
e .
s
.
5.
5
. F
a
F c
a i
c l
i i
l t
i a
t t
a i
t n
i g
n
g I
n
I v
n e
v s
e t
s i
t g
i a
g t
a i
t o
i n
o s
n
s
5. F
a
F c
a ilita
t t
a ing
g I
nv
n e
v s
e t
s iga
g t
a ions
Re
R l
e a
l t
a e
t d
e
d t
o
t
o I
n
I f
n r
f a
r s
a t
s r
t u
r c
u t
c u
t r
u e
r
Re
R l
e at
a e
t d
e t
o
t I
nf
n ra
r s
a t
s ructure
r
60.0
150.0
40.0
100.0
20.0
50.0
0.0
0.0
5.1
5.2
5.3
5.4.
5.5
5.6
5.1
5.2
5.3
5.4.
5.5
5.6
Critical
Important
Optional
N/A
Critical
Important
Optional
N/A
In
I
n ge
g n
e e
n r
e a
r l
a
l th
t e
h
e ne
n e
e d
e
d to
t
o un
u d
n e
d r
e s
r t
s a
t n
a d
n
d in
i f
n r
f a
r s
a t
s r
t u
r c
u t
c u
t r
u e
r
e ma
m n
a a
n g
a e
g m
e e
m n
e t
n
t wa
w s
a
s no
n t
o
t co
c n
o s
n i
s d
i e
d r
e e
r d
e
d to
t
o be
b
e a
a
hi
h g
i h
g
h pr
p i
r o
i r
o i
r t
i y
t
y by
b
y th
t e
h
e me
m m
e b
m e
b r
e s
r
s at
a
t th
t e
h
e wo
w r
o k
r se
s s
e s
s i
s o
i n
o s
n .
s
. Th
T e
h
e te
t c
e h
c n
h i
n c
i a
c l
a
l an
a d
n
d sp
s e
p c
e i
c f
i ic nature of the
su
s b
u j
b e
j c
e t
c
t ma
m y
a
y be
b
e a
a co
c n
o t
n r
t i
r b
i u
b t
u i
t n
i g
n
g fac
a t
c o
t r
o
r to
t
o th
t i
h s
i
s as
a s
s e
s s
e s
s m
s e
m n
e t
n
t an
a d
n
d th
t i
h s
i
s wi
w lill
l mo
m s
o t
s
t lilk
i el
e y
l
y be
b
e an
a
n ar
a e
r a
e
a
th
t a
h t
a
t ca
c n
a
n be
b
e at
a t
t r
t i
r b
i u
b t
u e
t d
e
d to
t
o ex
e p
x e
p r
e t
r
t tr
t a
r i
a n
i i
n n
i g
n
g re
r q
e u
q i
u r
i e
r m
e e
m n
e t
n s
t .
s
. Ho
H w
o e
w v
e e
v r
e ,
r
, a
a ge
g n
e e
n r
e a
r l
a
l ne
n e
e d
e
d to
t
o
un
u d
n e
d r
e s
r t
s a
t n
a d
n
d th
t e
h
e ba
b s
a i
s c
i s
c
s of
o in
i f
n r
f a
r s
a t
s r
t u
r c
u t
c u
t r
u e
r
e op
o e
p r
e a
r t
a i
t o
i n
o s
n
s wa
w s
a
s ac
a k
c no
n w
o l
w e
l dge as important for
o
ef
e f
f ec
e t
c i
t v
i e
v
e p
r
p o
r j
o e
j c
e t
c
t m
a
m n
a a
n g
a e
g m
e e
m n
e t
n .
t
3.5.2. Ad
A d
d i
d t
i i
t o
i n
o a
n l
a
l F
o
F c
o u
c s
u
s Ar
A e
r a
e s
a
Du
D r
u i
r n
i g
n
g th
t e
h
e ne
n e
e d
e s
d
s as
a s
s e
s s
e s
s m
s e
m n
e t
n
t se
s s
e s
s i
s o
i n
o s
n
s wh
w i
h c
i h
c
h we
w r
e e
r
e co
c n
o d
n u
d c
u t
c e
t d
e
d wi
w t
i h
t
h th
t e
h
e me
m m
e b
m e
b r
e s
r
s of
o
f th
t e
h
e
in
i d
n i
d v
i i
v d
i u
d a
u l
a
l co
c u
o n
u t
n r
t i
r e
i s
e ,
s
, th
t e
h
e fol
o llo
l w
o i
w n
i g
n
g ad
a d
d i
d t
i i
t o
i n
o a
n l
a
l foc
o u
c s
u
s ar
a e
r a
e s
a
s we
w r
e e
r
e id
i e
d n
e t
n i
t fiie
i d
e
d an
a d
n
d th
t e
h r
e e
r f
e o
f r
o e
r
e
included in the CBP:
·
Na
N t
a u
t r
u a
r l
a
l R
e
R s
e o
s u
o r
u c
r e
c
e A
c
A c
c o
c u
o n
u t
n i
t n
i g
n
·
Mo
M n
o i
n t
i o
t r
o i
r n
i g
n
g a
n
a d
n
d E
v
E a
v l
a u
l a
u t
a i
t o
i n
o
n T
e
T c
e h
c n
h i
n q
i u
q e
u s
e
·
Wat
a e
t r
e
r R
e
R s
e o
s u
o r
u c
r e
c s
e
s S
y
S s
y t
s e
t m
e s
m
s A
n
A a
n l
a y
l s
y i
s s
i
s
·
Sa
S f
a et
e y
t
y a
n
a d
n
d R
e
R l
e ila
i b
a i
b liilt
i y
t
y o
f
o
f T
u
T n
u n
n e
n l
e s
l
s
3.5.3. Key Focus Areas
3.5.3.1. Un
U d
n e
d r
e s
r t
s a
t n
a d
n i
d n
i g
n
g B
a
B s
a i
s c
i
c M
o
M d
o e
d l
e i
l n
i g
n
g
Objective: As
A
s me
m n
e t
n i
t o
i n
o e
n d
e
d pr
p e
r v
e i
v o
i u
o s
u l
s y
l
y th
t e
h
e fie
i l
e d
l
d of
o
f mo
m d
o e
d l
e iln
i g
n
g is
i
s hi
h ghly spec
e ialised and also
qu
q i
u t
i e
t
e va
v r
a i
r e
i d
e
d ba
b s
a e
s d
e
d on
o
n th
t e
h
e ar
a e
r a
e
a of
o ap
a p
p l
p ilc
i a
c b
a i
b liilt
i y
t .
y
. Mo
M d
o e
d l
e iln
i g
n
g in
i
n th
t e
h
e fie
i l
e d
l
d of
o in
i f
n r
f a
r s
a t
s r
t u
r c
u t
c u
t r
u e
r
e
de
d v
e e
v l
e o
l p
o m
p e
m n
e t
n ,
t
, op
o e
p r
e a
r t
a i
t o
i n
o
n an
a d
n
d ma
m i
a n
i t
n e
t n
e a
n n
a c
n e
c
e wi
w lill
l al
a s
l o
s
o be
b
e ba
b s
a e
s d
e
d on
o
n ce
c r
e t
r a
t i
a n
i
n en
e g
n i
g n
i e
n e
e r
e i
r n
i g
n
g
pr
p i
r n
i c
n i
c p
i l
p e
l s
e
s an
a d
n
d wi
w lill
l re
r q
e u
q i
u r
i e
r
e a
a di
d fif
f er
e e
r n
e t
n
t se
s t
e
t of
o ru
r l
u e
l s
e
s co
c m
o p
m a
p r
a e
r d to
o the
e modelilng mentioned in
n
section 4.2.3.
Scope: A
A tr
t a
r i
a n
i i
n n
i g
n
g in
i i
n t
i i
t a
i t
a i
t v
i e
v
e for
o
r th
t i
h s
i
s sp
s e
p c
e i
c fiic
i
c fie
i l
e d
l
d of
o mo
m d
o e
d l
e iln
i g
n
g wi
w lill
l es
e s
s e
s n
e t
n i
t a
i l
a lly
l
y ad
a d
d r
d e
r s
e s
s
s th
t e
h
e
following aspects:
Page | 43
ORASECOM: CBP Report
July 2009
·
Hydraulic models, how they differ from hydrological models;
·
Available models and their underlying principles of flow routing;
·
Model set-up and preparation;
·
Model calibration;and
·
Interpretation of model outputs.
Outcome: The essential advantage of a course on understanding the basics of modeling is
the provision of sufficient knowledge which will enable decision makers to make enquiries
and decisions based on a sound footing. This will also empower the decision makers and
role-players to determine aspects which need to be addressed and referred back to specific
experts within their own states for better negotiations based on predictions.
3.5.3.2. Resource Economics and Accounting
Objective: An assessment of the ways in which economics is used to define, analyze and
resolve problems or challenges of environmental management is a critical component in
effective strategic resource management. It is essential to understand the social costs and
benefits of rival environmental policies and the value of social benefits provided by the
environment. Effective resource management is also constituted by the determination of the
optimal level of pollution and the determination of policies that efficiently achieve it. An
important aspect of resource economics is linked to the management of renewable
resources (forests, fisheries & water) and non-renewable resources (oil & minerals).
Scope: This topic will cover the following aspects:
·
Principles of economics in environmental management;
·
Social cost-benefit analysis;
·
Market failures and externalities;
·
Market based incentives for sound environmental management practices;
·
Pollution and regulating polluters;
·
Non-renewable and renewable resources; and
·
Environmental and resource economics and policy.
Outcome: A course on this topic will provide the decision makers with an overview of the
analytical questions addressed by environmental economists that bear on public policies.
3.5.3.3. Project Management
Objective: Project management is the discipline of planning, organizing and managing
resources to bring about the successful completion of specific project goals and objectives.
The primary challenge of project management is to achieve all of the project goals and
objectives while honoring the project constraints. Typical constraints are scope, time and
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ORASECOM: CBP Report
July 2009
budget. The secondary--and more ambitious--challenge is to optimise the allocation and
integration of inputs necessary to meet pre-defined objectives.
Scope: There are many courses available for project management and such courses in
general cover the following aspects with the intention of enabling decision makers to
manage and execute projects efficiently and successfully:
·
Project management principles and project planning;
·
Monitoring and Control;
·
Contracts in various forms;
·
Bid procedures;
·
Adjudication of bids;
·
Management functions;
·
Organization;
·
Financial management and control;
·
Project administration;
·
Foreign currency, taxes, etc.;
·
Project management software; and
·
Project control systems.
Outcome: Attendees of a course on project management will be able to take on the
accountability for accomplishing stated project objectives. Key project management
responsibilities which include creating clear and attainable project objectives, building the
project requirements, and managing the triple constraint for projects, which is cost, time,
and scope will be acquired.
3.5.3.4. Monitoring and Evaluation Techniques
Objective: In order to gain an adequate understanding of the dynamics of a river system, it
is important to understand the principles and practical aspects of environmental sampling
and monitoring. Planning, sampling, analysis, quality assurance and data reporting for air,
water, solids and liquids and micro biological samples is a critical part of the process.
Special requirements for sampling devices, containers and preservatives as well as
accepted sampling and monitoring procedures need to be clearly understood.
Scope: In order to understand monitoring techniques as well as the associated evaluation
and assessment component, a training initiative covering this topic will deal with the
following aspects:
·
Potential Elements of the Performance;
·
Conducting a sampling activity including preparation, collection and submission of
the samples;
·
Relating sampling methods to sampling activities;
·
Utilisation of flow monitoring devices;
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ORASECOM: CBP Report
July 2009
·
Monitoring considerations, methods and frequency;
·
Analytical techniques; and
·
Reporting methodologies.
Outcome: In order to make informed decisions, the ability to understand and interpret
analytical data is critical. An understanding and comprehension of sampling methods and
techniques also allows an overall assessment picture to be utilized for sound decision
making.
3.5.3.5. Financial Management (budget, invoicing, basic financial policy)
Objective: Providing an overview of the role of managers in controlling financial resources
is critical to the success of any project. Financial management is about planning income
and expenditure, and making decisions that will enable managers to effectively manage
their projects within the specified budgetary constraints. In non-profit organisations, the
money that is allocated to projects is held in trust on behalf of the community that is being
served. The money is not the personal possession of the individual staff members. They
have to account for how they used the money, to show that it was used to achieve the
goals and objectives of the organisation that they serve.
Scope: Managers or managers to be who control budgets or manage large projects of the
organisation need to be well versed in financial management principles. The emphasis
should be on fostering good communication and understanding between managers and
their financial departments. The course content of such a course should cover the following
topics:
·
Strategy and financial management;
·
Overview of financial management;
·
Overview of financial statements;
·
Detailed look at financial statements;
·
Analysis of financial statements;
·
The financial planning process;
·
Financial accountability in the public sector;
·
Budgeting and budget cycles;
·
Short term decision making; and
·
Long term decision making.
Outcome: Trainees who have completed a course on financial management will be able to
identify the main elements of financial management and assess whether the financial
management within their areas of responsibility is adequate. They will also be equipped
with the ability to develop budgets, compile and assess cash flow projections and develop
and interpret financial reports.
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ORASECOM: CBP Report
July 2009
3.5.3.6. Technical Understanding related to Infrastructure
Objective: Infrastructure management is a very specialized field which requires specialized
training. Usually this would entail a tertiary education in the engineering field. However, in
order to make management decisions and recommendations a basic understanding of the
development, operation and maintenance of infrastructure may be required. Some basic
knowledge of infrastructure development, operation and maintenance will prove to be
valuable.
Scope: A training course which may need to specially developed for this need should cover
the following aspects:
·
Basic design principles
o Dams;
o Weirs;
o Canals;
o Pumping stations; and
o Pipelines.
·
Operating Principles
o Dams;
o Weirs;
o Canals;
o Pumping stations; and
o Pipelines.
·
Maintenance cycles and costs;
·
Flood routing through dams; and
·
Releases for environmental flow requirements.
Outcome: While attending a course of nature will not be aimed at providing detailed and
highly technical information, it will be of such a nature that the participants will acquire a
working knowledge of the relevant aspects of infrastructure management to facilitate good
decision making.
3.5.3.7. Safety of Dams and Tunnels
Objective: The member states of ORASECOM have a number of large dams for fresh
water resources as well as a significant amount of dams which are used for industrial and
mining purposes. The water in the dams may or may not be of good quality and may pose a
risk in terms of health and safety. Infrastructure related to water resources is also
associated with tunnels in some areas which may also have a safety aspect which needs to
be addressed. Therefore the management of the dams and tunnels from a safety
perspective is vital for effective management.
Scope: A training initiative to cover this topic should address the following:
Safety of Dams:
Page | 47
ORASECOM: CBP Report
July 2009
·
Basic principles of dam design (different types of dams)
·
Operation and maintenance of dams
·
Risk assessment (what can go wrong, why and the consequences)
·
Dam safety inspections
·
Environmental considerations
·
Dam safety legislation in the member countries
Safety and reliability of Tunnels
·
Basic principles of tunnel design
·
Basic geology
·
Operation and maintenance of tunnels
·
Risk assessment (what can go wrong, why and the consequences)
·
Environmental considerations
Outcome: This type of training will provide key role-players and decision makers with the
required knowledge for legislative imperatives in terms of safety issues related to dams and
tunnels in each member state.
3.6.
CONTINGENCY PLANNING FOR EMERGENCIES
In the ever-evolving global environmental change sphere, disasters and emergencies are
becoming more and more prevalent. It is the responsibility of all organisations which are
involved in some aspect of safety and management to ensure that emergency
preparedness plans as well as contingency plans are developed, updated and
communicated to stakeholders.
3.6.1. Needs Analysis
The needs assessment was based on the following focus areas in order to obtain an
indication of the areas which were considered important and critical by the member states.
6.
Contingency Planning for Emergencies Including Drought, Flood and
Pollution
6.1
Emergency preparedness
6.2
Contingency planning
6.3
Risk assessment
6.4
Disaster management
Page | 48
ORASECOM: CBP Report
July 2009
6.
6
. C
o
C n
o t
n i
t n
i g
n e
g n
e c
n y
c
y P
l
P a
l n
a n
n i
n n
i g
n
g f
o
f r
o
r
6. C
ontinge
g ncy P
lanning for
Em
E e
m r
e g
r e
g n
e c
n i
c e
i s
e
Emerge
g ncies
80.0
150.0
60.0
100.0
40.0
50.0
20.0
0.0
0.0
6.1
6.2
6.3
6.4
6.1
6.2
6.3
6.4
Critical
Important
Optional
N/A
Critical
Important
Optional
N/A
Th
T e
h
e re
r s
e p
s o
p n
o s
n e
s s
e
s re
r c
e e
c i
e v
i e
v d
e
d fr
f o
r m
o
m th
t e
h
e pa
p r
a t
r i
t c
i i
c p
i a
p n
a t
n s
t
s of
o th
t e
h
e wo
w r
o k
r se
s s
e s
s i
s o
i n
o s
n
s cl
c e
l a
e r
a l
r y
l
y in
i d
n i
d c
i a
c t
a e
t
e th
t a
h t
a
t
co
c n
o t
n i
t n
i g
n e
g n
e c
n y
c
y pl
p a
l n
a n
n i
n n
i g
n
g is
i
s no
n t
o
t co
c n
o s
n i
s d
i e
d r
e e
r d
e
d to
t
o be
b
e a
a pr
p i
r o
i r
o i
r t
i y
t
y ob
o j
b e
j c
e t
c i
t v
i e
v .
e
. Th
T i
h s
i
s is
i
s mo
m s
o t
s
t lilk
i el
e y
l
y ba
b s
a e
s d
e
d
on the
h
e fac
a t
c
t th
t a
h t
a
t ea
e c
a h
c
h me
m m
e b
m e
b r
e
r st
s a
t t
a e
t
e ha
h s
a
s it
i s
t
s ow
o n
w
n st
s r
t a
r t
a e
t g
e i
g e
i s
e
s an
a d
n
d po
p l
o ilc
i i
c e
i s
e
s in
i
n te
t r
e m
r s
m
s of
o de
d a
e l
a iln
i g
n
g
with emergencies. Ba
B s
a e
s d
e
d on
o
n th
t i
h s
i
s re
r s
e p
s o
p n
o s
n e
s
e th
t e
h
e tr
t a
r i
a n
i i
n n
i g
n
g in
i i
n t
i i
t a
i t
a i
t v
i e
v s
e
s for
o
r co
c n
o t
n i
t n
i g
n e
g n
e c
n y
c
y pl
p a
l n
a n
n i
n n
i g
n
g
ha
h v
a e
v
e be
b e
e n
e
n pl
p a
l c
a e
c d
e
d in
i
n ph
p a
h s
a e
s
e 3.
3
. Howe
w ver, there is a need to stress the fac
a t that international
co-op
o e
p r
e a
r t
a i
t o
i n
o
n in
i
n th
t e
h
e ma
m n
a a
n g
a e
g m
e e
m n
e t
n
t of
o
f tr
t a
r n
a s-boundary emergencies is vital in any contingency
y
planning.
3.6.2. Ad
A d
d i
d t
i i
t o
i n
o a
n l
a
l F
o
F c
o u
c s
u
s Ar
A e
r a
e s
a
Du
D r
u i
r n
i g
n
g th
t e
h
e ne
n e
e d
e s
d
s as
a s
s e
s s
e s
s m
s e
m n
e t
n
t se
s s
e s
s i
s o
i n
o s
n
s wh
w i
h c
i h
c
h we
w r
e e
r
e co
c n
o d
n u
d c
u t
c e
t d
e
d wi
w t
i h
t
h th
t e
h
e me
m m
e b
m e
b r
e s
r
s of
o
f th
t e
h
e
in
i d
n i
d v
i i
v d
i u
d a
u l
a
l co
c u
o n
u t
n r
t i
r e
i s
e ,
s
, th
t e
h
e fol
o llo
l w
o i
w n
i g
n additional focus area wa
w s identif
i ie
i d and ther
e ef
e or
o e
e
included in the CBP:
·
Flood Forecasting Modeling
3.6.3. Key Focus Areas
3.6.3.1. Em
E e
m r
e g
r e
g n
e c
n y
c
y P
r
P e
r p
e a
p r
a e
r d
e n
d e
n s
e s
s
s a
n
a d
n
d C
o
C n
o t
n i
t n
i g
n e
g n
e c
n y
c
y P
l
P a
l n
a n
n i
n n
i g
n
Objective: Em
E e
m r
e g
r e
g n
e c
n y
c
y ma
m n
a a
n g
a e
g m
e e
m n
e t
n (or disaster management) is the discipline of dealing
wi
w t
i h
t
h an
a d
n
d av
a o
v i
o d
i i
d n
i g
n
g ri
r s
i k
s s.
s
. I
t
I
t is
i
s a
a di
d s
i c
s i
c p
i l
p iln
i e
n
e th
t a
h t
a
t in
i v
n o
v l
o v
l e
v s
e
s pr
p e
r p
e a
p r
a i
r n
i g
n
g f
or
o
r di
d s
i a
s s
a t
s e
t r
e
r be
b f
e or
o e
r
e iti
t oc
o c
c u
c r
u s
r ,
s
,
di
d s
i a
s s
a t
s e
t r
e
r re
r s
e p
s o
p n
o s
n e
s ,
e
, as
a
s we
w l
e ll
l as
a
s su
s p
u p
p o
p r
o t
r i
t n
i g
n ,
g
, an
a d
n
d re
r b
e u
b i
u lid
l i
d n
i g
n
g so
s c
o i
c e
i t
e y
t
y af
a te
t r
e
r na
n t
a u
t r
u a
r l
a
l or
o
r hu
h m
u a
m n
a -
ma
m d
a e
d
e di
d s
i a
s s
a t
s e
t r
e s
r
s ha
h v
a e
v
e oc
o c
c u
c r
u r
r e
r d
e .
d
. In
I
n ge
g n
e e
n r
e a
r l
a ,
l
, an
a y
n
y Em
E e
m r
e g
r e
g n
e c
n y
c
y ma
m n
a a
n g
a e
g m
e e
m n
e t
n
t is
i the continuous
pr
p o
r c
o e
c s
e s
s
s by
b
y wh
w i
h c
i h
c
h al
a ll
l in
i d
n i
d v
i i
v d
i u
d a
u l
a s
l ,
s
, gr
g o
r u
o p
u s
p ,
s
, an
a d
n
d co
c m
o m
m u
m n
u i
n t
i i
t e
i s
e
s ma
m n
a a
n g
a e
g
e ha
h z
a a
z r
a d
r s
d
s in
i
n an
a
n ef
e f
f or
o t
r
t to
t
o
av
a o
v i
o d
i
d or
o
r am
a e
m l
e ilo
i r
o a
r t
a e
t
e th
t e
h
e im
i p
m a
p c
a t
c
t of
o di
d s
i a
s s
a t
s e
t r
e s
r
s re
r s
e u
s l
u t
l i
t n
i g
n
g fr
f o
r m
o
m th
t e
h
e ha
h z
a a
z r
a d
r s
d .
s
. Ac
A t
c i
t o
i n
o s
n
s ta
t k
a en
e
n
de
d p
e e
p n
e d
n
d i
n
i
n p
a
p r
a t
r
t o
n
o
n p
e
p r
e c
r e
c p
e t
p i
t o
i n
o s
n
s o
f
o
f r
i
r s
i k
s
k o
f
o
f t
h
t o
h s
o e
s
e e
x
e p
x o
p s
o e
s d
e .
d
Scope: The
h
e na
n t
a u
t r
u e
r
e of
o em
e e
m r
e g
r e
g n
e c
n y
c
y ma
m n
a a
n g
a e
g m
e e
m n
e t
n
t de
d p
e e
p n
e d
n s
d
s on
o
n lo
l c
o a
c l
a
l ec
e o
c n
o o
n m
o i
m c
i
c an
a d
n
d so
s c
o i
c a
i l
a l
co
c n
o d
n i
d t
i i
t o
i n
o s
n .
s
. Th
T e
h
e cy
c c
y l
c e
l
e of
o em
e e
m r
e g
r e
g n
e c
n y
c
y ma
m n
a a
n g
a e
g m
e e
m n
e t
n
t mu
m s
u t
s
t in
i c
n l
c u
l d
u e
d
e lo
l n
o g
n -term work on
in
i f
n r
f a
r s
a t
s r
t u
r c
u t
c u
t r
u e
r ,
e
, pu
p b
u l
b ilc
i
c aw
a a
w r
a e
r n
e e
n s
e s
s ,
s
, an
a d
n
d ev
e e
v n
e
n hu
h m
u a
m n
a
n ju
j s
u t
s i
t c
i e
c
e is
i s
s u
s e
u s
e .
s
. A
A tr
t a
r i
a n
i i
n n
i g
n
g in
i i
n t
i i
t a
i t
a i
t v
i e
v
e on
o
n th
t i
h s
i
s
aspect must cov
o e
v r
e
r t
h
t e
h
e f
ol
o llo
l w
o i
w n
i g
n
g t
o
t p
o i
p c
i s
c :
s
Page | 49
ORASECOM: CBP Report
July 2009
·
Phases of emergency management: mitigation, preparedness, response, and
recovery;
·
Risk Assessment and Modeling;
·
Early warning systems;
·
Development of emergency preparedness plans;
·
Communication of emergency plans and procedures;
·
Establishing emergency response teams;
·
National and regional response plans; and
·
Emergency Management Information Systems.
Outcome: Efficient coordination and sharing of information is essential in a multi-
disciplinary emergency response. Emergency responders and personnel involved in large
scale operations need to understand and access each other's information, including
geographical information. Civil protection is an inclusive process that involves public sector
authorities, voluntary societies and the private sector. When emergencies, disasters or
crises occur, a wide variety of organisations and jurisdictions must work together in
harmony, yet under circumstances that may be relatively unfamiliar to the participants.
Efficient disaster management requires common procedures, compatible plans and a
significant knowledge of how other organisations are expected to perform under emergency
conditions. Therefore a collaborative training initiative will facilitate this aspect.
3.6.3.2. Risk Assessment
Objective: Risk assessment is comprised of an objective evaluation of risk in which
assumptions and uncertainties are clearly considered and presented. Part of the difficulty of
risk management is that measurement of both of the quantities in which risk assessment is
concerned - potential loss and probability of occurrence - can be very difficult to measure.
An overview of scientific processes highlights the fact that a risk based approach potentially
supports the much needed balance between development and protection. This balance is
vital in the consideration of decision makers when assessing and recommending actions
specific to development projects.
Scope: The topics covered in this type of course must address the need to identify risks
and assess them within the scope of the project and greater objectives and goals of the
organisation. The following aspects must therefore be addressed:
·
Basic risk statistics;
·
Risk trees;
·
Evaluation of consequences;
·
Cost/risk assessment;
·
Risk assessment and evaluation;
·
Risk perception; and
·
Risk management.
Page | 50
ORASECOM: CBP Report
July 2009
Outcome: The decision makers will be able to assess risk parameters, identify the key
factors that need to be considered and make a decision based on the most favourable
outcome after having considered the risks involved.
3.6.3.3. Flood Forecasting (Modeling)
Objective: Flood forecasting is the use of real-time precipitation and stream flow data in
rainfall-runoff and stream flow routing models to forecast flow rates and water levels for
periods ranging from a few hours to days ahead, depending on the size of the watershed or
river basin. Flood forecasting can also make use of forecasts of precipitation in an attempt
to extend the lead-time available for required mitigatory measures.
Scope: This topic will cover the following aspects:
·
Rainfall measurements and reporting (real time);
·
Catchment models (hydraulic) for flood routing;
·
Flow measurements under flood conditions;
·
Key flow measurement points;
·
Reporting; and
·
Roles and responsibilities.
Outcome: While a course on the basics of flood modeling will not necessarily create
experts in the field, it will provide key decision makers with an appropriate level of
knowledge which will facilitate a suitably adequate level of assessment to ensure proper
planning and management practices are implemented at a strategic level.
3.7.
REGULAR EXCHANGE OF INFORMATION AND CONSULTATION
Regular exchange of information between the member states is vital in order to share
information as well as transfer skill and enhance capacity building by learning from experts
within each country. This would best be facilitated by means of workshops and seminars
with participants from all four countries and relevant experts and specialists. Public
consultation is also essential in order to ensure that stakeholders are well informed of the
functions and responsibilities of ORASECOM.
3.7.1. Needs Analysis
The needs assessment was based on the following focus areas in order to obtain an
indication of the areas which were considered important and critical by the member states.
Page | 51
ORASECOM: CBP Report
July 2009
7.
Re
R g
e u
g l
u a
l r
a
r E
x
E c
x h
c a
h n
a g
n e
g
e o
f
o
f I
n
I f
n o
f r
o m
r a
m t
a i
t o
i n
o
n a
n
a d
n
d C
o
C n
o s
n u
s l
u t
l a
t t
a i
t o
i n
o
7.1
Pr
P e
r s
e e
s n
e t
n a
t t
a i
t o
i n
o
n s
k
s ilills
l
7.2
Pu
P b
u l
b ilc
i
c s
p
s e
p a
e k
a in
i g
n
7.3
Fa
F c
a i
c liilt
i a
t t
a i
t o
i n
o
n s
k
s ilills
l
7.4
Pr
P i
r n
i c
n i
c p
i l
p e
l s
e
s a
n
a d
n
d p
r
p a
r c
a t
c i
t c
i e
c
e o
f
o
f p
u
p b
u l
b ilc
i
c p
a
p r
a t
r i
t c
i i
c p
i a
p t
a i
t o
i n
o
7.5
Co
C n
o f
n lilc
i t
c
t h
a
h n
a d
n l
d iln
i g
n
g i
n
i
n p
u
p b
u l
b ilc
i
c p
a
p r
a t
r i
t c
i i
c p
i a
p t
a i
t o
i n
o
7.6
Te
T a
e m
a
m b
u
b i
u lid
l i
d n
i g
n
7.7
Wri
r tit
t e
t n
e
n c
o
c m
o m
m unication and report writing
7.
7
. R
e
R g
e u
g l
u a
l r
a
r E
x
E c
x h
c a
h n
a g
n e
g
e o
f
o
f I
n
I f
n o
f r
o m
r a
m t
a i
t o
i n
o
n
7. R
e
R g
e u
g lar
a E
xc
x han
a ge
g
e of
an
a d
n
d C
o
C n
o s
n u
s l
u t
l a
t t
a i
t o
i n
o
Inf
n o
f rma
m t
a ion a
n
a d Consulta
t t
a ion
100.0
150.0
80.0
60.0
100.0
40.0
50.0
20.0
0.0
0.0
7.1
7.2
7.3
7.
7 4
.
7.5
7.6
7.7
7.1 7.2 7.3
7.4 7.5 7.6 7.7
Critical
Important
Optional
N/A
Critical
Important
Optional
N/A
Wri
r tit
t e
t n
e
n c
o
c m
o m
m u
m n
u i
n c
i a
c t
a i
t o
i n
o
n a
n
a d
n
d r
e
r p
e o
p r
o t
r
t w
r
w i
r t
i i
t n
i g
n
g h
a
h v
a e
v
e b
e
b e
e n
e
n i
n
i d
n i
d c
i a
c t
a e
t d
e
d a
s
a
s c
r
c i
r t
i i
t c
i a
c l
a
l i
n
i
n t
h
t e
h
e a
c
a h
c i
h e
i v
e e
v m
e e
m n
e t
n
t
of
o th
t e
h
e OR
O A
R S
A E
S C
E O
C M
O
M ob
o j
b e
j c
e t
c i
t v
i e
v s
e .
s
. This tog
o et
e her wi
w th conf
n lict handling indicates that the arena
of international co-op
o e
p r
e a
r t
a i
t o
i n
o
n a
n
a d
n
d n
e
n g
e o
g tiat
a ion is critical and req
e uires specif
i ic attention.
3.7.2. Ad
A d
d i
d t
i i
t o
i n
o a
n l
a
l F
o
F c
o u
c s
u
s Ar
A e
r a
e s
a
Du
D r
u i
r n
i g
n
g th
t e
h
e ne
n e
e d
e s
d
s as
a s
s e
s s
e s
s m
s e
m n
e t
n
t se
s s
e s
s i
s o
i n
o s
n
s wh
w i
h c
i h
c
h we
w r
e e
r
e co
c n
o d
n u
d c
u t
c e
t d
e
d wi
w t
i h
t
h th
t e
h
e me
m m
e b
m e
b r
e s
r
s of
o
f th
t e
h
e
in
i d
n i
d v
i i
v d
i u
d a
u l
a
l co
c u
o n
u t
n r
t i
r e
i s
e ,
s
, th
t e
h
e fol
o llo
l w
o i
w n
i g
n
g ad
a d
d i
d t
i i
t o
i n
o a
n l
a
l fo
f c
o u
c s
u
s ar
a e
r a
e
a wa
w s
a
s id
i e
d n
e t
n i
t fiie
i d
e
d an
a d
n
d th
t e
h r
e e
r f
e or
o e
r
e
included in the CBP:
·
Co
C m
o p
m u
p t
u e
t r
e
r S
o
S f
o t
f w
t a
w r
a e
r
e S
k
S ilills
l
s
3.7.3. Key Focus Areas
3.7.3.1. Pr
P e
r s
e e
s n
e t
n a
t t
a i
t o
i n
o
n s
k
s i
k l
i l
l s
l
s a
n
a d
n
d P
u
P b
u l
b i
l c
i
c S
p
S e
p a
e k
a i
k n
i g
n
Objective: Pr
P e
r s
e e
s n
e t
n a
t t
a i
t o
i n
o s
n
s an
a d
n
d re
r p
e o
p r
o t
r s
t
s ar
a e
r
e wa
w y
a s
y
s of
o co
c m
o m
m u
m n
u i
n c
i a
c t
a i
t n
i g
n
g id
i e
d a
e s
a
s an
a d
n
d in
i f
n or
o m
r a
m t
a i
t o
i n
o
n to
t
o
a
a gr
g o
r u
o p
u .
p
. Bu
B t
u
t un
u l
n ilk
i e
e a
a re
r p
e o
p r
o t
r ,
t
, a
a pr
p e
r s
e e
s n
e t
n a
t t
a i
t o
i n
o
n ca
c r
a r
r i
r e
i s
e
s th
t e
h
e sp
s e
p a
e k
a e
k r
e '
r s
'
s pe
p r
e s
r onality better and
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ORASECOM: CBP Report
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allows immediate interaction between all the participants. Communication in the public
domain is an essential skill that most participants in ORASECOM activities will require.
Scope: A well structured training programme to develop good presentation skills should
focus on the following elements:
·
Practical use of various equipment mediums and software;
·
Preparation of visuals;
·
Awareness of relaxation techniques, body language, paralanguage;
·
Personal image;
·
Voice projection;
·
Audience rapport and targeting;
·
Handling questions;
·
Presentation time management; and
·
Personal attitude and self-belief.
Outcome: The art of public speaking or presenting to an audience with poise and
confidence does not come naturally to most people but it is an acquired skill that can be
learnt. This type of training should provide members with a multitude of options, from
speaker tips, right through to acquiring the valuable presentation skills required of a top
class business presenter or a professional speaker.
3.7.3.2. Facilitation Skills
Objective: Facilitation of meetings will be required by some ORASECOM delegates.
Some people are naturally good at facilitating discussion. Other people may initially lack
confidence and will benefit from training and the opportunity to first practice using
facilitation skills in a learning situation. Relevant personnel will need to be able to deal with
groups with necessary dynamic facilitation skills and tools to manage the group process
and keep the balance between process and outcomes.
Scope: This course should include:
·
Meeting etiquette;
·
Setting up agendas for meetings;
·
Settings the boundaries (meeting rules);
·
Facilitation skills and techniques;
·
Facilitation vs. chairing;
·
How to handle dysfunctional participants;
·
How to diffuse tension; and
·
How to handle special challenges.
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ORASECOM: CBP Report
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Outcome: Members will gain participatory learning skills, understand the qualities and skills
of a good facilitator and gain confidence in dealing with groups of people as well as the
ability to deal with conflict and difficult behaviours.
3.7.3.3. Principles and Practice of Public Participation
Objective: The International Association for Public Participation (IAP2) is the internationally
recognized body that promotes the Best Practice of Public Participation. It certifies
practitioners that fulfill its training and experience requirements. IAP2 provides a certificate
program in public participation. Some individuals in or associated with ORASECOM that
are responsible for public participation activities would benefit from attending this course
(which is presented by several trained individuals internationally, including in South Africa).
Scope: Participation programs will benefit from a course that covers the following topics:
·
What is public participation?
·
Stakeholder identification;
·
Foundations of public participation (value-based, decision-based and goal-driven);
·
The five steps of public participation (Gain internal acceptance, Learn from the
public, Select the level of participation, Defining the process and participation
objectives, and designing a public participation plan);
·
Communications and Techniques for effective public participation;
·
Evaluation of public participation programs; and
·
Conflict Handling in Public Participation.
Outcome: Participants of such a course will be equipped to conduct public participation in
a constructive way that enriches decision-making and engage stakeholders meaningfully.
Participants will be able to manage single-issue, vociferous and emotional viewpoints and
turn conflict into informed decisions.
3.7.3.4. Team Building
Objective: The objective of team building is to create and develop a sense of team in a
group of people in order to improve their ability to work together.
Scope: This course should be tailored to meet the specific size, group of people, time
available and specific requirements and may include:
·
Self awareness (Identifying what kind of person you are and how you interact with
others);
·
Other awareness (increasing personal/general/background and working knowledge
of other team members);
·
Team dynamics;
·
Interaction skills; and
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ORASECOM: CBP Report
July 2009
·
Team building exercises.
Outcome: Team building activities provide a mechanism whereby people can learn to work
and bond together in a non-threatening, competitive and creative atmosphere. Groups can
accomplish complex, creative tasks while learning about their fellow workers. They learn
about each other through cooperative working efforts.
3.7.3.5. Written Communication and Report Writing
Objective: Written communication guarantees that everyone concerned has the same
information. It provides a long-lasting record of communication for future. Written
instructions are essential when the action called for is crucial and complex. To be effectual,
written communication should be understandable, brief, truthful and comprehensive.
Scope: This course component should include:
·
Correct formats (for letter, faxes and memos);
·
Compiling agendas, minutes of meetings and attendance registers;
·
Structure of a report (Introduction, body, conclusion);
·
Basic grammar and language;
·
Styles of writing (formal, official, technical, emotive); and
·
E-Mail etiquette.
Outcome: Participants who have acquired good written communication skills will be able to
evaluate the effects of content, language and style or written reports. They will be able to
write effectively and creatively on a range of topics by choosing language structures to suit
communicative purposes as well as edit writing for fluency.
3.7.3.6. Computer Software Skills
Objective: In the modern age of information technology, being computer literate is a vital
component of being able to communicate and function in the modern world. Having basic
computer skills is essential in every business environment.
Scope: Training should include the following aspects:
·
Basic computer skills (Operating system and settings);
·
MS Word;
·
MS Excel;
·
MS Presentations;
·
MS Projects;
·
MS Outlook (e-mail); and
·
Internet Use.
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ORASECOM: CBP Report
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Outcome: Th
T e
h
e pa
p r
a t
r i
t c
i i
c p
i a
p n
a t
n s
t
s of
o su
s c
u h
c
h a
a co
c u
o r
u s
r e
s
e wi
w lill
l ac
a q
c u
q i
u r
i e
r
e th
t e
h
e es
e s
s e
s n
e t
n i
t a
i l
a
l co
c m
o p
m u
p t
u e
t r
e
r sk
s ilills
l
s for
o
r
op
o e
p r
e a
r t
a i
t n
i g
n
g a
t
a
t a
n
a
n o
p
o t
p i
t m
i u
m m
u
m l
e
l v
e e
v l
e
l i
n
i
n t
h
t e
h
e c
o
c r
o p
r orate environment.
3.8.
DISPUTE RESOLUTION
In
I
n an
a y
n
y co
c o
o p
o e
p r
e a
r t
a i
t v
i e
v
e an
a d
n
d in
i t
n e
t r
e n
r a
n t
a i
t o
i n
o a
n l
a
l ma
m n
a a
n g
a e
g m
e e
m n
e t
n
t sy
s s
y t
s e
t m
e
m iti
t is
i
s in
i e
n v
e i
v t
i a
t b
a l
b e
l
e th
t a
h t
a
t di
d s
i p
s u
p t
u e
t s
e
s wi
w lill
l
ar
a i
r s
i e
s
e
re
r l
e a
l t
a e
t d
e
d
to
t
o
va
v r
a i
r o
i u
o s
u
s
ma
m n
a a
n g
a e
g m
e e
m n
e t
n ,
t
,
op
o e
p r
e a
r t
a i
t o
i n
o a
n l
a
l
an
a d
n
d
im
i p
m l
p e
l m
e e
m n
e t
n a
t t
a i
t o
i n
o
n
as
a p
s e
p c
e t
c s
t .
s
.
Ne
N g
e o
g t
o i
t a
i t
a i
t o
i n
o s
n
s an
a d
n
d di
d s
i c
s u
c s
u s
s i
s o
i n
o s
n
s re
r l
e a
l t
a e
t d
e
d to
t
o va
v r
a i
r o
i u
o s
u
s aspects wi
w ll also become critical as the
h
e
or
o g
r a
g n
a i
n s
i a
s t
a i
t o
i n
o
n gr
g o
r w
o s
w
s an
a d
n
d im
i p
m l
p e
l m
e e
m n
e t
n a
t t
a i
t o
i n
o
n fac
a t
c o
t r
o s
r
s be
b c
e o
c m
o e
m
e mo
m r
o e
r
e pr
p o
r n
o o
n u
o n
u c
n e
c d
e .
d
. Me
M m
e b
m e
b r
e
r sh
s o
h u
o l
u d
l
d
be
b
e ab
a l
b e
l
e to
t
o ma
m n
a a
n g
a e
g
e an
a d
n
d de
d a
e l
a
l wi
w t
i h
t
h co
c n
o f
n lilc
i t
c
t si
s t
i u
t a
u t
a i
t o
i n
o s
n
s an
a d
n
d po
p s
o s
s e
s s
e s
s
s th
t e
h
e sk
s ilills
l
s to
t
o un
u d
n e
d r
e t
r a
t k
a e
k
e
fruitful negotiations.
3.8.1. Needs Analysis
The ne
n e
e d
e s
d
s as
a s
s e
s s
e s
s m
s e
m n
e t
n
t wa
w s
a
s ba
b s
a e
s d
e
d on
o
n th
t e
h
e fol
o llo
l w
o i
w n
i g
n
g foc
o u
c s
u
s ar
a e
r a
e s
a
s in
i
n or
o d
r e
d r
e
r to
t
o ob
o t
b a
t i
a n
i
n an
a
n
in
i d
n i
d c
i a
c t
a i
t o
i n
o
n o
f
o t
h
t e
h
e a
r
a e
r a
e s
a
s w
h
w i
h c
i h
c
h w
e
w r
e e
r
e c
o
c n
o s
n i
s d
i e
d r
e e
r d
e
d i
m
i p
m o
p r
o t
r a
t n
a t
n
t a
n
a d
n
d c
r
c i
r t
i i
t c
i a
c l
a
l b
y
b
y t
h
t e
h
e m
e
m m
e b
m e
b r
e
r s
t
s a
t t
a e
t s
e .
s
.
8.
Dispute Resolution
8.1
Ge
G n
e e
n r
e a
r l
a
l p
r
p i
r n
i c
n i
c p
i l
p e
l s
e
s o
f
o
f c
o
c n
o t
n r
t a
r c
a t
c
t l
a
l w
a
8.2
Pr
P i
r n
i c
n i
c p
i l
p e
l s
e
s o
f
o c
o
c m
o mon law
8.3
Le
L g
e a
g l
a
l p
r
p o
r c
o e
c s
e s
s e
s s
e
s a
n
a d
n
d i
n
i s
n t
s r
t u
r m
u e
m n
e t
n s
t
8.4
Co
C n
o f
n lilc
i t
c
t m
a
m n
a a
n g
a e
g m
e e
m n
e t
n
8.5
Ne
N g
e o
g t
o i
t a
i t
a i
t o
i n
o
n s
k
s ilills
l
8.6
As
A s
s e
s r
e t
r i
t v
i e
v n
e e
n s
e s
s
s t
r
t a
r i
a n
i i
n n
i g
n
8.7
Di
D s
i p
s u
p t
u e
t
e r
e
r s
e o
s l
o u
l t
u i
t o
i n
o
n p
r
p o
r c
o e
c d
e u
d r
u e
r s
e
s a
n
a d
n
d m
e
m c
e h
c a
h n
a i
n s
i m
s s
m
8.8
Di
D s
i p
s u
p t
u e
t
e r
e
r s
e o
s l
o u
l t
u i
t o
i n
o
n l
e
l g
e i
g s
i l
s a
l t
a i
t o
i n
o
8.
8
. D
i
D s
i p
s u
p t
u e
t
e R
e
R s
e o
s l
o u
l t
u i
t o
i n
o
8. D
i
D spute
t
e R
e
R s
e olution
80.0
120.0
100.0
60.0
80.0
40.0
60.0
40.0
20.0
20.0
0.0
0.0
8.1
8.2
8.3
8.4
8.5
8.6
8.7
8.8
8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8
Critical
Important
Optional
N/A
Critical
Important
Optional
N/A
Page | 56
ORASECOM: CBP Report
July 2009
As indicated in the needs assessment of the previous objective, conflict management and
negotiation skills are considered to be critical in the achievement of the ORASECOM
objectives and has therefore been assigned high priority and placed in phase 1.
3.8.2. Additional Focus Areas
No additional focus areas were identified for this objective.
3.8.3. Key Focus Areas
3.8.3.1. General Principles of Law
Objective: The objective of this training initiative is to obtain knowledge regarding the
general principles of the law with the emphasis on the management of water resources with
an international character within the area of jurisdiction of ORASECOM. As there might be
differences between the principles of the four basin countries, this initiative should be
structured in a generic manner, as far as it is possible.
Scope: The scope of this training initiative should be structured in such a way as to cover
the following aspects relevant to water resource management:
·
The procedure how laws are formulated and constituted;
·
The purpose of the law and how it could be used to implement policies, strategies
and plans;
·
The general principles of the law dealing with:
o The law of contract, including the requirements, contents and structure of a
contract and how it is coming into being; the requirements for giving effect to a
contract; the implication and remedies if one of the parties does not perform;
contract breach, its implications and the remedies available if there is a breach
(This is for contracts in general (usually when a private person is a party) and
not for treaties, conventions, agreements and protocols (where only countries
are parties);
o The law of delict (when ORASECOM or the governments of the four basin
countries might be liable for damage caused by the actions of ORASECOM
and these governments or failure to take any action); and
o The rights of the public and how these rights may be deprived or expropriated
o The constitutional socio-economic rights of the public and their implications.
Outcome: The knowledge obtained under this initiative should be of such a nature as to
build capacity under all the officials of the member states of ORASECOM, the Secretariat of
ORASECOM and other role-players associated with ORASECOM so that they have an
understanding of the general principles of the law, in order to better equip them to manage
the water resources with an international character within the area of jurisdiction of
ORASECOM.
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ORASECOM: CBP Report
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3.8.3.2. Dispute Resolution: Legal Processes, Instruments and Mechanisms
Objective: The objective of this training initiative is to obtain knowledge regarding the legal
processes, instruments and mechanisms dealing with dispute resolution, with the emphasis
on the management of water resources with an international character within the area of
jurisdiction of ORASECOM.
Scope: The scope of this training initiative should be structured in such a way as to cover
the following aspects relevant to water resource management:
·
The differences between internal (between basin countries) and external (another
person or country than a basin country) disputes;
·
The different process and instruments available to resolve internal and external
disputes, such as litigation, appeals against decisions, review of decisions,
arbitration, mediation, negotiation and alternative dispute resolution, including the
purpose and role of each of these as well as the advantages and disadvantages of
each; and
·
Alternative dispute resolution processes, such as judicial appraisal, expert
determination, ombudsman services, neutral fact-finding, early neutral evaluation,
executive tribunals, independent interventions, assisted stakeholder dialogue,
brokered talks, independent review, and relationship building.
Outcome: The knowledge obtained under this initiative should be of such a nature as to
build capacity among all the officials of the member states of ORASECOM, the Secretariat
of ORASECOM and other role-players associated with ORASECOM, so that they have an
understanding of the legal processes, instruments and mechanisms dealing with dispute
resolution, in order to better equip them to manage the water resources with an
international character within the area of jurisdiction of ORASECOM.
3.8.3.3. Conflict Management
Objective: The objective of this training initiative is to obtain knowledge regarding conflict
management with the emphasis on the management of water resources with an
international character within the area of jurisdiction of ORASECOM.
Scope: The scope of this training initiative should be structured in such a way as to cover
the following aspects relevant to water resource management:
·
Why is there conflict and what is conflict management?
·
What to know about conflict
o What is the nature of conflict?
o Common causes of conflict
o Conflict between individuals, groups of people and within a group of people
·
How to identify and recognise signs, forms and stages of conflict
o Differences between "disputes of right" and "disputes of interest"
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ORASECOM: CBP Report
July 2009
o Stages of conflict and their implications
o Signs of conflict between individuals and between groups of people
·
How to manage and resolve conflict situations
o Building teamwork and co-operation
o Collective bargaining
o Conciliation
o Mediation.
Outcome: The knowledge obtained under this initiative should be of such a nature as to
build capacity among all the officials of the member states of ORASECOM, the Secretariat
of ORASECOM and other role-players associated with ORASECOM, so that they have an
understanding of conflict management, in order to better equip them to manage the water
resources with an international character within the area of jurisdiction of ORASECOM.
3.8.3.4. Negotiation Skills
Objective: The objective of this training initiative is to obtain knowledge regarding
negotiation skills with the emphasis on the management of water resources with an
international character within the area of jurisdiction of ORASECOM.
Scope: The scope of this training initiative should be structured in such a way as to cover
the following aspects relevant to water resource management:
·
What is negotiation and the stages of negotiation?
·
The types of negotiators, and the advantages and disadvantages of each type;
·
The skills necessary for a successful negotiator;
·
Positional bargaining, including hard and soft negotiating, the problems with
positional bargaining and alternatives to positional bargaining;
·
The essentials for negotiations;
·
Tactics and preparation of negotiations;
·
How to deal with deadlocks and breaking them;
·
Inventing "Options for Mutual Gain";
·
Fear, humiliation, including rejection, loss of power and failure;
·
Negotiating challenges; and
·
Dealing with negative emotions.
Outcome: The knowledge obtained under this initiative should be of such a nature as to
build capacity under all the officials of the member states of ORASECOM, the Secretariat of
ORASECOM and other role-players associated with ORASECOM so that they have an
understanding of negotiation skills, in order to better equip them to manage the water
resources with an international character within the area of jurisdiction of ORASECOM.
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ORASECOM: CBP Report
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3.8.3.5. Assertiveness Training
Objective: The objective of this training initiative is to obtain knowledge regarding
assertiveness skills.
Scope: The scope of this training initiative should be structured in such a way as to cover
the following aspects relevant to water resource management:
·
What is assertiveness and what is it not?
·
Getting to know and understand people of different personality types;
·
How to maintain the balance between being soft on people and hard on results;
·
How to handle conflict and aggression;
·
How to give criticism and accept criticism;
·
How to be confident, have good self-esteem and become more self-confident;
·
How to increase your effectiveness and productivity;
·
The differences between assertive, aggressive and passive behavior and how to
handle these types of people;
·
Communication skills, including body language;
·
Interpersonal skills; and
·
Your basic rights as a person, member of a group and a leader of a group.
Outcome: The knowledge obtained under this initiative should be of such a nature as to
build capacity among all the officials of the member states of ORASECOM, the Secretariat
of ORASECOM and other role-players associated with ORASECOM, so that they have the
necessary assertive skills, in order to better equip them to manage the water resources with
an international character within the area of jurisdiction of ORASECOM.
3.8.3.6. International Dispute Resolution Legislation
Objective: The objective of this training initiative is to obtain knowledge regarding the
principles of international dispute resolution legislation with the emphasis on the
management of water resources with an international character within the area of
jurisdiction of ORASECOM.
Scope: The scope of this training initiative should be structured in such a way as to cover
the following aspects relevant to water resource management:
·
The different organisations involved in international dispute resolution, their
purpose, role, powers and duties; and
·
The different processes and instruments available to resolve and settle international
disputes as well as the advantages and disadvantages of each.
Outcome: The knowledge obtained under this initiative should be of such a nature as to
build capacity among all the officials of the member states of ORASECOM, the Secretariat
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of ORASECOM and other role-players associated with ORASECOM, so that they have an
understanding of the principles of international dispute resolution legislation, in order to
better equip them to manage the water resources with an international character within the
area of jurisdiction of ORASECOM.
3.9.
GENERAL TRAINING NEEDS
3.9.1. Lobbying and Advocacy
Objective: The objective of this training initiative is to obtain knowledge regarding lobbying
and advocacy, with the emphasis on the management of water resources with an
international character within the area of jurisdiction of ORASECOM.
Scope: The scope of this training initiative should be structured in such a way as to cover
the following aspects relevant to water resource management:
·
What is lobbying and advocacy?
·
Ways of lobbying and advocacy and the tactics associated with each
·
Ethical aspects dealing with lobbying and advocacy
·
Blackmail, bribery and corruption matters relevant to lobbying and advocacy.
Outcome: The knowledge obtained under this initiative should be of such a nature as to
build capacity among all the officials of the member states of ORASECOM, the Secretariat
of ORASECOM and other role-players associated with ORASECOM, so that they have an
understanding of the principles of lobbying and advocacy, in order to better equip them to
manage the water resources with an international character within the area of jurisdiction of
ORASECOM.
3.9.2. Good Governance
Objective: The objective of this training initiative is to obtain knowledge regarding good
governance, with the emphasis on the management of water resources with an
international character within the area of jurisdiction of ORASECOM.
Scope: The scope of this training initiative should be structured in such a way as to cover
the following aspects relevant to water resource management:
·
Linkage between human rights, public administration and effective and responsible
provision of management services
·
The principles of good governance
·
Measures to achieve good governance
·
The role of policy and policy implementation
·
Ethical governance
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·
Relationship with role-players (board/commission and stakeholders) and good
governance
·
Groups and good governance
·
Politics and good governance.
Outcome: The knowledge obtained under this initiative should be of such a nature as to
build capacity among all the officials of the member states of ORASECOM, the Secretariat
of ORASECOM and other role-players associated with ORASECOM so that they have an
understanding of the principles of good governance, in order to better equip them to
manage the water resources with an international character within the area of jurisdiction of
ORASECOM.
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4.
OBJECTIVES BASED CAPACITY BUILDING PROGRAMME
The intervention status for each KFA has been provided in the sections below for each of
the member groupings who may have a role to play in the ORASECOM activities. In many
instances, based on the specific nature of the training required training courses are not
readily available and custom course many have to be created.
In instances where an existing course is available to suit the needs of the organisation, this
has been indicated in the intervention status table. Potential service providers for these
specific courses can be found in Appendix A.
4.1.
OBJECTIVES OF THE ORASECOM ACTION PLAN
4.1.1. Courses Available
Since the training need identified to achieve the stated objective is very specific to the
organisational goals and objectives of ORASECOM, there is no course currently available
which will satisfy the requirements of the key focus areas. The needs identified will
therefore have to be addressed either by means of a custom made course or an in-house
seminar or workshop type of initiative.
4.1.2. Recommendation
The most important factor to bear in mind for this objective is that there are no existing
courses or training initiatives which will facilitate capacity building on this aspect. It will
therefore be necessary to design and implement a custom made training initiative to fulfill
this need. As such the following are suggestions for a possible route to be followed:
·
Appointment of a suitably qualified service provider who will be able to customise a
short course of no longer than 2 days.
Advantages:
·
The PSP will be able to provide the required training at a venue and location
suitable to the target audience;
·
The training can be provided within each member state;
·
Travel and accommodation costs would be minimized since only the service
provider will be required to travel to the training venues;
·
Based on reduced costs a larger number of trainees will be able to attend the
training sessions.
4.1.3. Intervention Status
Since this objective is critical to the functioning of the organisation together with the
effective capability of key role-players, it is considered to be a vital component of the
capacity building programme for all levels of role-players.
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The table below provides an indication of the key members who should consider capacity
building in this aspect.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
2 Days
Introductory
TTT Members
Short Course
2 Days
Introductory
Experts
Short Course
2 Days
Introductory
Stakeholders
Short Course
2 Days
Introductory
4.2.
DETERMINING LONG TERM SAFE YIELD
4.2.1. Integrated Water Resource Management
The purpose of the capacity building programme should be to improve efficiency and
effectiveness in the application of integrated water resources management (IWRM) for
sustainable management and development of the Orange-Senqu Basin. As mentioned
earlier in the report, the concept of IWRM is largely founded on the inter-relation of a
number of aspects and issues which were previously addressed in isolation without the
interdependency and impacts being considered. The bringing together of these aspects,
which include anything from water quality monitoring to good governance, requires a
coordinated approach.
4.2.1.1. Courses Available
Numerous courses exist specifically designed to provide training in IWRM:
·
UNESCO-IHE offers a wide range of short, intensive and highly specialized courses
for mid-career and senior experts. The short courses are held in Delft and vary in
length from one to four weeks. These courses vary in focus and content, ranging
from specialized technical issues, to management challenges and approaches.
These courses are also offered through high-quality online courses that allow
professionals to upgrade their skills from home. The online courses' total study load
is 140 hours. A four month course thus takes around 8 hours of work per week.
Typical courses presented at this institution include:
o
Applied groundwater modeling
o
Aquatic ecosystems: Processes and applications
o
Cleaner production and the water cycle
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o
Climate change in integrated water management
o
Environmental engineering
o
Environmental monitoring and modeling
o
Flood risk management
o
Groundwater exploration and monitoring
o
Integrated coastal zone management
o
Managing water organizations
o
Negotiation and mediation for water conflict management
o
River basin modeling
o
Water quality assessment
o
Water resources planning
o
Watershed and river basin management
o
Wetlands for water quality
·
Another method of acquiring training in IWRM is through the involvement and use of
networks.
WaterNet is a regional network of university departments and research and training
institutes specialising in water. The network aims to build regional institutional and
human capacity in Integrated Water Resources Management (IWRM) through
training, education, research and outreach by harnessing the complementary
strengths of member institutions in the region and elsewhere. WaterNet member
institutions have expertise in various aspects of water resources management and
are based in Southern and East Africa.
The vision of WaterNet is a future in which the Southern African Development
Community (SADC) has the institutional and human capacity to educate and train its
own water managers, capable to contribute to the equitable sharing and sustainable
utilisation of water resources for poverty alleviation, economic development
(livelihood security) and environmental security.
Waternet coordinates a Regional Master Degree Programme in Integrated Water
Resources Management. Participating Universities include University of Zimbabwe,
Malawi, Dar Es Salaam, Namibia, The Western Cape, and Botswana, each focusing
on a specialist field. These fields include:
o
Water Resources Management
o
Water and Environment
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o
Hydrology
o
Water for people
o
Water and Society
o
Water and land
4.2.1.2. Recommendation
It is recommended that use be made of existing capacity building infrastructure as far as
practically possible, existing capacity building networks and organizations should be used,
rather than duplicating efforts.
All training material available through the networks is free. It is therefore also possible to
develop a customized IWRM programme presented by a PSP.
4.2.1.3. Intervention Status
An introductory course for Commissioners and TTT Members is suggested, with experts
focusing on a specific specialist field within the context of IWRM.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
2 Day
Introductory
TTT Members
Short Course
2 Day
Introductory
Experts
Masters Degree
1 Year
Specialist
Stakeholders
None
4.2.2. Transboundary Diagnostic Analysis
4.2.2.1. Courses Available
The production of a Transboundary Diagnostic Analysis (TDA) followed by a Strategic
Programme of Action (SAP) is a requirement for most projects proposed for financing in
OPs 8 and 9 of the GEF International Waters Focal Area.
The advice on TDA and SAP approaches given by the relevant GEF documents is rather
limited. The design of new information gathering mechanisms and the experience of a
number of GEF projects to date in the design of TDA's provides an opportunity to develop
more formal guidelines to assist with the preparation of TDAs and to ensure inter-regional
comparability.
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In general TDA training is not easily available at established organisations but training
material with all the required material, modules and supporting information is readily
available from the GEF. The material can therefore be easily utilized to compile a custom
course for the ORASECOM area.
4.2.2.2. Recommendation
The University of Plymouth together with the United Nations Train-Sea-Coast programme
does present a TDA and SAP course. However, these courses are not held at regular
intervals and in the long run may prove to be more expensive. It is therefore recommended
that a PSP be appointed to tailor the existing training modules to suit the specific needs of
ORASECOM. Another alternative would be the South African Institute of Environmental
Assessment (SAIEA), which is an organisation that also provides a wide variety of
environmental management courses in South Africa. SAIEA has experience in TDA and is
also in a position to create a customised course for this purpose which will be specific to the
needs of ORASECOM. Since this is a highly technical course it would not be advisable for
all members to attend such training. This type of training should be focused on the
Technical Task Team Members and experts.
A one day overview course could be presented to the other members.
4.2.2.3. Intervention Status
Intervention
Intervention
Role-Players
Duration
Type
Level
Commissioners
Short Course
1 Day
Introductory
TTT Members
Course
5 Day
Intermediate
Experts
Course
5 Day
Intermediate
Stakeholders
Short Course
1 Day
Introductory
4.2.3. Basic Principles of Modeling
4.2.3.1. Courses Available
Water resource modeling is a highly specialized field practiced by only a few experts, and
for that reason there are no ready-made courses available. However, more recently
practitioners in the field have started to present one day courses as part of water resource
management courses. These courses tend to focus on one model, but on the other hand
the principles stay the same. The course can be adapted to serve the ORASECOM training
needs at small cost.
The tendency in Southern Africa is to standardize on specific models, such as the water
Resources Yield Model and the Water Resources Planning Model, while the catchment
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rainfall-runoff model that is most frequently used is the WRSM2000 model. In order to
address the identified needs, a specific course will have to be developed. The course that is
available focuses on the Water Resource Yield Model.
4.2.3.2. Recommendation
As there are no available courses that address the specific needs of the ORASECOM, it will
be necessary to design a course that addresses modeling in its broadest sense, yet specific
to what is common practice in Southern Africa. The course should not be longer than one
day.
The advantages of developing a course by and for the ORASECOM are:
o
ORASECOM owns the course and no other fees than the original development cost
will be payable,
o
The course addresses the very specific needs within the ORASECOM,
o
The course can be taken to where the need is, and not vice versa, and
o
Courses can be organized as and when they are required.
4.2.3.3. Intervention Status
The objective of the course will be to enable the participants to interpret the results of a
water resource model with the necessary understanding to recognize the inherent
limitations of such a model. No specialist knowledge is required, and this is not seen as a
vital component of the capacity building programme. The need is limited to Commissioners,
TTT Members and some stakeholders as part of a project on a need-to-know basis.
Specialists will not benefit from the course, their development can only be addressed in the
form of on-the-job training
Intervention
Role-Players
Intervention Type
Duration
Level
Commissioners
Short Course
1 Day
Introductory
TTT Members
Short Course
1 Day
Introductory
Experts
No courses available, only on-the-job training
Short Course
Stakeholders
1 Day
Introductory
(Only when Required)
4.2.4. Data Assessment Techniques
4.2.4.1. Courses Available
See section 4.3.5
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4.2.4.2. Recommendation
See section 4.3.5
4.2.4.3. Intervention Status
See section 4.3.5
4.3.
PREVENTION OF POLLUTION AND CONTROL OF AQUATIC WEEDS
4.3.1. Pollution Control and Management
4.3.1.1. Courses Available
Prevention of pollution
Pollution prevention is a very site specific and source based management approach which
although generic in principle, is also very specific in terms of national and regional
management criteria, regulations, policies and strategies
Penalties and liabilities for pollution
The application of penalties and liabilities while also founded in general principles of
apportionment of liability and responsibility, is also generally nation and region specific.
4.3.1.2. Recommendation
Currently there are no courses which will address the aspects of pollution control and it is
therefore recommended that a customised course be developed for this purpose.
4.3.1.3. Intervention Status
Intervention
Intervention
Role-Players
Duration
Type
Level
Commissioners
Short Course
1 Day
Introductory
TTT Members
Course
3 Day
Intermediate
Experts
Course
3 Day
Intermediate
Stakeholders
Short Course
1 Day
Introductory
4.3.2. Eradication of exotic, invasive alien species
4.3.2.1. Courses Available
There is a surfeit of material available on exotic, invasive alien species that covers both
aquatic species (hyacinths, etc) and terrestrial species. However, there is no readily
available course that deals with occurrence, impact and eradication best practice. It would
be advisable to combine the theory with at least some form of practical field work, and a
two-day course will be required. The course will be area specific, and in all four courses will
be required. These would be for:
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o
Floating aquatic weeds,
o
Anchored aquatic weeds,
o
Invasive alien trees, and
o
Invasive alien bushes.
A fifth one day course for managers, in order to understand the man-power and funding
requirements as well as the benefits of an eradication action, will also be required.
4.3.2.2. Recommendation
A suite of two day practical courses needs to be developed, as well as a one day managers
course. This could draw on the South African "Working for Water" programme, which could
also form a focus for the field work.
4.3.2.3. Intervention Status
The objective of the course will be to create an awareness of the problem, as well as some
practical guidance on how to deal with different invasive species. Commissioners and TTT
members should only attend the managers course, while the practical courses are aimed at
stakeholders. No training for experts is envisaged.
The problem of invasive alien species is wide-spread, and therefore it is recommended that
all Commissioners and TTT members attend at least the managers course. For
stakeholders the course will be area and project specific.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Managers Course
1 Day
Introductory
TTT Members
Managers Course
1 Day
Introductory
Experts
No intervention required
Stakeholders
Practical Course
2 Days
Practical
4.3.3. Source and Resource Based Approaches
4.3.3.1. Courses Available
Source and resource management is a continuously evolving concept and has generally
been applied at national levels by incorporating the principles into national policies and
strategies. Based on this approach the likelihood of a generic course which would address
such principles will not be easily available.
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4.3.3.2. Recommendation
Since these topics are not highly intensive and would actually cover the strategic policy
imperatives associated with the management of water resources it is recommended that
this aspect be dealt with in a seminar or workshop format.
Knowledgeable and experienced personnel from the member states should be approached
to make presentations on this topic with the main emphasis being place on information
exchange, discussions of common principles and debates around the differences.
4.3.3.3. Intervention Status
Intervention
Intervention
Role-Players
Duration
Type
Level
Commissioners
Seminar/Workshop
1 Day
Introductory
Seminar/Workshop
TTT Members
1 Day
Introductory
Seminar/Workshop
Experts
1 Day
Introductory
Seminar/Workshop
Stakeholders
1 Day
Introductory
4.3.4. Remediation Strategy and Tools
4.3.4.1. Courses Available
Courses for this topic are widely available but are also very specialised and technical in
nature. The courses currently being offered focus on available technology and remediation
strategies which are currently being applied nationally as well as internationally. A course of
this nature will prove a sound foundation for strategic decision making on technical aspects.
4.3.4.2. Recommendation
Since the nature of this course will be largely technical, practical and operational based, it is
recommended that only TTT members and Experts attend such a course. This type of
course will allow the participants to manage and guide strategic remediation activities
based on a technical foundation.
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4.3.4.3. Intervention Status
Intervention
Intervention
Role-Players
Duration
Type
Level
Commissioners
Not Applicable
TTT Members
Course
5 Day
Intermediate
Experts
Course
5 Day
Intermediate
Stakeholders
Not Applicable
4.3.5. Resource Monitoring
4.3.5.1. Courses Available
Resource monitoring and water quality assessment as well as data assessment techniques
are vital tools for water resource managers and there are currently a variety of courses
which offer these components.
Courses on this topic are offered locally within Africa as well as internationally through the
UNESCO-IHF facility.
4.3.5.2. Recommendation
This type of course will not be necessary for Commissioners, experts or stakeholders but
will prove to be beneficial to TTT members who may be required to deal with such aspects
on a regular basis. It is therefore recommended that this type of course only be attended by
TTT members who have not had exposure to monitoring and evaluation of resource quality
data.
4.3.5.3. Intervention Status
Intervention
Intervention
Role-Players
Duration
Type
Level
Commissioners
Not Applicable
TTT Members
Course
5 Day
Intermediate
Experts
Not Applicable
Stakeholders
Not Applicable
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4.3.6. Resource Quality Objectives
4.3.6.1. Courses Available
There are no courses available that deal with the development of resource quality
objectives (RQOs). Although the underlying principles (the science) will be the same
everywhere, there will be some differences where country specific legislation will play a
role. A course can be developed, but this will need to take into account differences in
approach between the member countries.
Resource quality objectives form the basis of integrated water resource management.
This is a subject that is essential to the functioning of the organization. Member states
have to agree on compatible RQOs for shared water resources, otherwise there can be
no shared vision. This is therefore seen as essential training for all involved in
ORASECOM.
4.3.6.2. Recommendation
RQOs cover two aspects of integrated water resource management, namely water
quantity and water quality. They consist in the first instance of narrative objectives, and
in the second instance of measurable management objectives. It is how to translate
narrative objectives into measurable management objectives that will be the subject of
the course.
Two one day courses, one for water quantity and one for water quality will be required.
No such courses exist and they will have to be developed. There are only a few
specialists who not only have the necessary specialist knowledge and experience, but
also a good understanding of the objectives of ORASECOM to develop such a course.
This should enjoy a high priority.
4.3.6.3. Intervention Status
The one-day courses should address principles as well as methodology and aim to
provide Commissioners and TTT members with a working knowledge on how RQOs
are developed and what the practical implications are to implement them. There are no
specialist courses available. The only way to gain the necessary knowledge and
experience to develop RQOs is to gain exposure and on-the-job training.
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Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
2 X 1 day
Introductory
TTT Members
Short Course
2 X 1 day
Introductory
Experts
On-the-job training
Project specific
Specialist
Stakeholders
Short Course
2 X 1 day
Introductory
4.3.7. Environmental Impact Assessment
The concepts of Environmental Assessment and Management have gained prominence in
recent years as a decision making tool for regulatory authorities to conditionally allow or
totally stop development initiatives based on the predicted impacts on the environment
including local and surrounding communities. The decisions made are based on weighing
the benefits against the risks and on identifying measures to minimize negative impacts and
maximise benefits. Within the ORASECOM framework, the decision makers may be faced
with decisions related to development initiatives which affect more than one member state
requiring a collaborative effort to reach an informed and suitable outcome.
This topic will introduce the audience to the principles, concepts, best practice and legal
requirements for undertaking Environmental Impact Assessments for either the intention of
acquiring authorization or informing decision-making. The course will include:
·
EIA Best practice principles (purposeful, rigorous, practical, cost-efficient, efficient,
focused, adaptive, participatory, interdisciplinary, credible, integrated, transparent,
and systematic);
·
An introduction to the generic Impact Assessment process (screening, scoping,
alternatives, impact analysis, mitigation and impact management, evaluation of
significance, environmental impact statements);
·
Public Participation;
·
Transboundary EIAs;
·
Strategic Environmental Assessment;
·
Environmental Management Plans; and
·
Review of EIAs and decision-making.
A course on EIA and the associated sub-processes will equip key role-players with a
suitable understanding of the requirements and processes involved in obtaining
authorisations. This will also facilitate strategic planning procedures and time frames for
project planning and execution.
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4.3.7.1. Courses Available
Training covering integrated environmental management is available on many levels from
post graduate degrees, through short courses at universities to introductory level. Some
courses may be country specific, while others focus on technical and best practice aspects.
Some examples of specifically identified courses and service providers include:
·
The Southern African Institute for Environmental Assessment Short Courses (e.g.
Public
Participation,
Environmental
Assessment,
Strategic
Environmental
Assessment, Environmental impacts of HIV/AIDs on the water sector, Biodiversity
and EIA decision-making and Critical appraisal of EIA and external review (for
decision-makers).
·
Centre for Environmental Management at the North West University, South Africa;
·
International Association for Public Participation Certificate Program
4.3.7.2. Recommendation
The development of a custom one day course is recommended for Commissioners and
three day course for TTT members. Experts and stakeholders can access a selection of the
many specialized courses available from reputable institutions.
4.3.7.3. Intervention Status
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
1 Day
Introductory
TTT Members
Short Course
3 Days
Introductory
Variety of existing
Experts
3 weeks
Advanced
courses
Variety of existing
Stakeholders
1 week
Intermediate
courses
4.4.
REASONABLE UTILISATION OF WATER RESOURCES TO SUPPORT SUSTAINABLE DEVELOPMENT
4.4.1. Principles of Sustainable development
A course on the sustainable development principles and applications will address the
following aspects:
·
Management philosophy (development vs. environmental protection) in the
member countries;
·
Environmental assessment in the member countries;
·
The three pillars of sustainable development and how they relate to water
resource management in terms of key objectives and main criteria; and
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ORASECOM: CBP Report
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l
y in
i t
n e
t r
e d
r i
d s
i c
s i
c p
i l
p iln
i a
n r
a y
r
y pr
p o
r c
o e
c s
e s that dr
d aws
w upon a wi
w de rang
n e
e
of
o ex
e p
x e
p r
e t
r i
t s
i e
s
e an
a d
n
d pe
p r
e s
r p
s e
p c
e t
c i
t v
i e
v s
e .
s
. It
I
t is
i
s al
a s
l o
s
o pa
p r
a t
r i
t c
i i
c p
i a
p t
a o
t r
o y
r
y an
a d
n
d in
i c
n l
c u
l s
u i
s v
i e
v ,
e
, po
p t
o e
t n
e t
n i
t a
i l
a lly
l
y
in
i v
n o
v l
o v
l i
v n
i g
n
g e
v
e e
v r
e y
r
y s
e
s c
e t
c o
t r
o
r o
f
o
f s
o
s c
o i
c e
i t
e y
t .
y
The ec
e o
c s
o y
s s
y t
s e
t m
e s
m
s ap
a p
p r
p o
r a
o c
a h
c
seek
e s the
e objective managem
e ent of
o wa
w ter qualilty
in
i
n la
l k
a es
e
s an
a d
n
d ri
r v
i e
v r
e
r ca
c t
a c
t h
c m
h e
m n
e t
n s
t ,
s
, the sustainable exploitation of
o wa
w ter res
e ources
an
a d
n
d th
t e
h
e ma
m i
a n
i t
n e
t n
e a
n n
a c
n e
c
e of
o bi
b o
i d
o i
d v
i e
v r
e s
r i
s t
i y
t
y wi
w t
i h
t i
h n
i
n aq
a u
q a
u t
a i
t c
i
c ca
c t
a c
t h
c m
h e
m n
e t
n s
t .
s
. It
I
t al
a s
l o
s
o se
s e
e k
e s
s an
a
n
at
a t
t i
t t
i u
t d
u e
d
e fo
f u
o n
u d
n e
d d
e
d up
u o
p n
o
n th
t e
h
e sh
s a
h r
a i
r n
i g
n
g of
o ha
h b
a i
b t
i a
t t
a
t wi
w t
i h
t
h ot
o h
t e
h r
e
r ec
e o
c s
o y
s s
y t
s e
t m
e
m co
c m
o p
m o
p n
o e
n n
e t
n s
t
s
an
a d
n
d t
h
t e
h
e m
i
m n
i i
n m
i i
m z
i a
z t
a i
t o
i n
o
n o
f
o
f h
u
h m
u a
m n
a
n i
m
i p
m a
p c
a t
c .
t
Cl
C i
l m
i a
m t
a e
t
e C
h
C a
h n
a g
n e Impacts on Water
Th
T e
h
e fut
u u
t r
u e
r
e ef
e f
f e
f c
e t
c s
t
s of
o cl
c ilm
i a
m t
a e
t
e ch
c a
h n
a g
n e
g
e on
o
n wa
w t
a e
t r
e
r re
r s
e o
s u
o r
u c
r e
c s
e
s wi
w lill
l de
d p
e e
p n
e d
n
d on
o
n tr
t e
r n
e d
n s
d
s
in
i
n bo
b t
o h
t
h cl
c ilm
i a
m t
a i
t c
i
c an
a d
n
d no
n n
o -climatic factor
o s. Evaluating these impacts is
i
ch
c a
h l
a lle
l n
e g
n i
g n
i g
n
g be
b c
e a
c u
a s
u e
s
e wa
w t
a e
t r
e
r av
a a
v i
a lia
l b
a i
b liilt
i y
t ,
y
, qu
q a
u l
a ilt
i y
t
y an
a d
n
d st
s r
t e
r a
e m
a f
m lo
l w
o
w ar
a e
r
e se
s n
e s
n i
s tii
t v
i e
v
e to
t
o
changes in
i
n te
t m
e p
m e
p r
e a
r t
a u
t r
u e
r
e an
a d
n
d pr
p e
r c
e i
c p
i i
p t
i a
t t
a i
t o
i n
o .
n
. Ot
O h
t e
h r
e
r im
i p
m o
p r
o t
r a
t n
a t
n
t fac
a t
c o
t r
o s
r
s in
i c
n l
c u
l d
u e
d
e
in
i c
n r
c e
r a
e s
a e
s d
e
d de
d m
e a
m n
a d
n
d fo
f r
o
r wa
w t
a e
t r
e
r ca
c u
a s
u e
s d
e
d by
b
y po
p p
o u
p l
u a
l t
a i
t o
i n
o
n gr
g o
r w
o t
w h
t ,
h
, ch
c a
h n
a g
n e
g s
e
s in
i
n th
t e
h
e
ec
e o
c n
o o
n m
o y
m ,
y
, de
d v
e e
v l
e o
l p
o m
p e
m n
e t
n
t of
o ne
n w
e
w te
t c
e h
c n
h o
n l
o o
l g
o i
g e
i s
e ,
s
, ch
c a
h n
a g
n e
g s
e
s in
i
n ri
r v
i e
v r
e
r sy
s s
y t
s e
t m
e
m
ch
c a
h r
a a
r c
a t
c e
t r
e i
r s
i t
s i
t c
i s
c
s a
n
a d
n
d w
a
w t
a e
t r
e
r m
a
m n
a a
n g
a e
g m
e e
m n
e t
n
t d
e
d c
e i
c s
i i
s o
i n
o s
n .
s
In add
d i
d t
i i
t o
i n
o
n to
t
o th
t e
h
e ty
t p
y i
p c
i a
c l
a
l im
i p
m a
p c
a t
c s
t
s on
o
n wa
w t
a e
t r
e
r ma
m n
a a
n g
a e
g m
e e
m n
e t
n ,
t
, cl
c ilm
i a
m t
a e
t
e ch
c a
h n
a g
n e
g
e
in
i t
n r
t o
r d
o u
d c
u e
c s
e
s an
a
n ad
a d
d i
d t
i i
t o
i n
o a
n l
a
l el
e e
l m
e e
m n
e t
n
t of
o un
u c
n e
c r
e t
r a
t i
a n
i t
n y
t
y ab
a o
b u
o t
u
t fut
u u
t r
u e
r
e wa
w t
a e
t r
e
r re
r s
e o
s u
o r
u c
r e
c
e
ma
m n
a a
n g
a e
g m
e e
m n
e t
n .
t
. St
S r
t a
r t
a e
t g
e i
g e
i s
e
s ha
h v
a e
v
e be
b e
e n
e
n de
d v
e e
v l
e o
l p
o e
p d
e
d an
a d
n
d co
c n
o t
n i
t n
i u
n e
u
e to
t
o ev
e o
v l
o v
l e
v
e to
t
o
ad
a d
d r
d e
r s
e s
s
s th
t e
h s
e e
s
e is
i s
s u
s e
u s
e .
s
. Im
I p
m l
p e
l m
e e
m n
e t
n a
t t
a i
t o
i n
o
n of
o
f ad
a a
d p
a tation measur
u es, such
h as
a wa
w ter
co
c n
o s
n e
s r
e v
r a
v t
a i
t o
i n
o ,
n
, us
u e
s
e of
o
f ma
m r
a k
r et
e s
t
s to
t
o al
a llo
l c
o a
c t
a e
t
e wa
w t
a e
t r
e ,
r
, an
a d
n
d th
t e
h
e ap
a p
p l
p ilc
i a
c t
a i
t o
i n
o
n of
o
f
ap
a p
p r
p o
r p
o r
p i
r a
i t
a e
t
e ma
m n
a a
n g
a e
g m
e e
m n
e t
n
t pr
p a
r c
a t
c i
t c
i e
c s
e
s wi
w lill
l ha
h v
a e
v
e an
a
n im
i p
m o
p r
o t
r a
t n
a t
n
t ro
r l
o e
l
e to
t
o pl
p a
l y
a
y in
i
n
de
d t
e e
t r
e m
r i
m n
i i
n n
i g
n
g t
h
t e
h
e i
m
i p
m a
p c
a t
c s
t
s o
f
o c
l
c ilm
i a
m t
a e
t
e c
h
c a
h n
a g
n e
g
e o
n
o
n w
a
w t
a e
t r
e
r r
e
r s
e o
s u
o r
u c
r e
c s
e .
s
Ke
K y
e
y a
s
a p
s e
p c
e t
c s
t
s w
h
w i
h c
i h
c
h n
eed to be addressed are:
· Wat
a e
t r
e
r Av
A a
v i
a lia
l b
a i
b liilt
i y
t :
y
: Ho
H w
o
w cha
h n
a g
n e
g s
e
s in
i
n te
t m
e p
m e
p r
e a
r t
a u
t r
u e
r ,
e
, pr
p e
r c
e i
c p
i i
p t
i a
t t
a i
t o
i n
o
n pa
p t
a t
t e
t r
e n
r s
n ,
s
, an
a d
n
d
sn
s o
n w
o m
w e
m l
e t
l
t m
a
m y
a
y a
f
a f
f e
f c
e t
c
t w
a
w t
a e
t r
e
r a
v
a a
v i
a lia
l b
a i
b liilt
i y
t
y l
o
l c
o a
c l
a lly
l
y a
s
a
s w
e
w l
e ll
l a
s
a
s g
l
g o
l b
o a
b l
a lly
l
· Wat
a e
t r
e
r Qu
Q a
u l
a ilt
i y
t :
y
: Ho
H w
o
w hi
h g
i h
g e
h r
e
r wa
w t
a e
t r
e
r te
t m
e p
m e
p r
e a
r t
a u
t r
u e
r s
e
s an
a d
n
d ch
c a
h n
a g
n e
g s
e
s in
i
n th
t e
h
e ti
t m
i i
m n
i g
n ,
g
,
in
i t
n e
t n
e s
n i
s t
i y
t ,
y
, a
n
a d
n dur
u ation
n of
o precipitat
a ion may af
a fect wa
w ter quality
· Po
P s
o s
s i
s b
i l
b e
l
e W
at
a e
t r
e
r R
e
R s
e o
s u
o r
u c
r e
c
e I
m
I p
m a
p c
a t
c s
t
s
· Im
I p
m a
p c
a t
c s
t
s of
o cl
c ilm
i a
m t
a e
t
e ch
c a
h n
a g
n e
g
e in
i c
n l
c u
l d
u i
d n
i g
n
g in
i c
n r
c e
r a
e s
a i
s n
i g
n
g wa
w t
a e
t r
e
r sc
s a
c r
a c
r i
c tiy
t
y an
a d
n
d flo
l o
o d
o
d
ri
r s
i k
s ,
k
, a
l
a o
l n
o g
n
g w
i
w t
i h
t
h d
e
d c
e l
c iln
i e
n
e i
n
i
n w
a
w t
a e
t r
e
r q
u
q a
u l
a ilt
i y
t .
y
Page | 76
ORASECOM: CBP Report
July 2009
World Commission on Dams
· History;
· Organization and authority;
· Initiatives; and
· Available publications.
Global Water Partnerships
· UN initiatives;
· World Bank initiatives;
· EU initiatives; and
· DBA initiatives.
The global move towards understanding and addressing the causes and effect of
climate change will have a bearing in all matters related to environmental management
issues. Therefore the concept of "Think global act local" is becoming more prominent
and participants of such training will be able to contextualise global discussions within
the local and regional framework.
4.4.1.1. Courses Available
Development of custom courses to meet the specific ORASECOM context requirements to
address the topics of Sustainable Development (including ecosystems approach) climate
change and the World Commission on Dams and Global Water Partnerships are
recommended.
Various courses focusing on specific aspects are available from various commercial and
academic institutions in the member countries. These will apply to the experts and
specialists according to specific needs and requirements.
4.4.1.2. Recommendation
Development of one day courses on sustainable development, that includes the ecosystem
approach, and climate change, for presentation to Commissioners and TTT members, and
similar, but more in-depth 3 day course on sustainable development and 5 day course on
climate change for stakeholders is recommended.
A custom one day course on the World Commision of Dams and Global Water Partnerships
will be suitable for all levels of capacity building.
Experts should attend existing 1 - 3 week courses on sustainable development and climate
change available at academic institutions or from commercial sources.
Page | 77
ORASECOM: CBP Report
July 2009
4.4.1.3. Intervention Status
Role-Players
Intervention Type
Duration
Intervention Level
Sustainable
Development
Course (including
1 day
Introductory
Ecosystems
Commissioners
Approach)
Climate change
1 day
Introductory
WCD and Global
1 day
Introductory
Water Partnerships
Sustainable
Development
Course (including
1 day
Introductory
Ecosystems
TTT Members
Approach)
Climate change
1 day
Introductory
WCD and Global
1 day
Introductory
Water Partnerships
Sustainable
Specialist
Development
1 - 3 weeks
Course
Experts
Specialist
Climate change
1 - 3 weeks
WCD and Global
Introductory
1 day
Water Partnerships
Sustainable
Specialist
Stakeholders
Development
3 day
Course
4.4.2. International Laws
4.4.2.1. Courses Available
Most universities as well as some private service providers in the four basin countries
provide courses in this focus area. Unfortunately most of these courses are too
comprehensive for the needs of ORASECOM. They are also lengthy in time, on average
probably two weeks.
The courses provided by the private service providers have not been verified for the
purpose of this study, although some of them may be approved by government
organisations for training purposes. On the other hand, a course provided by a university
usually complies with the accreditation standard of that university.
Page | 78
ORASECOM: CBP Report
July 2009
The needs for this focus area should be addressed by means of customizing an existing
course to cater for the role-players of ORASECOM so as to achieve the objectives of this
focus area. Any one of the universities in the four basin countries could customize its
existing course.
4.4.2.2. Recommendation
It is recommended that expressions of interest from some of the universities in the four
basin countries be invited to customize their existing courses. From this, one or two
universities from each of the basin countries should be invited to submit a proposal for a
customized course. The best proposal is then selected and the relevant university is
appointed to customize its existing course and provide the necessary training for the role-
players.
To customize one course will save money in the developing cost and it could standardize
the contents of the course. Monitoring the standard of the course would also be easier than
for example a course developed by more than one service provider.
As all participants would have to travel to attend the course (probably at the university
concerned), it could have an impact on the travel and accommodation cost. The alternative
to this might be that the appointed service provider travels to the different basin countries to
present the course there, if the numbers are sufficient. The advantage of having all role-
players attend the same course would be that they would be able to also learn from each
other's experience.
4.4.2.3. Intervention Status
Since this objective is critical to the functioning of the organisation together with the
effective capability of key role-players, it is considered to be a vital component of the
capacity building programme for all levels of role-players.
The table below provides an indication of the key members who should consider capacity
building in this aspect.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
1 Day
Introductory
TTT Members
Short Course
1 Day
Introductory
Experts
None
Stakeholders
None
Page | 79
ORASECOM: CBP Report
July 2009
4.4.3. Environmental Principles
4.4.3.1. Courses Available
Currently the concepts and applications of environmental principles are incorporated within
other courses related to environmental management and IWRM. There is no specific
course which will address the topic of environmental principles as a separate subject.
Therefore while some of the principles may be covered in the material of other key focus
area courses, a dedicated initiative for environmental principles is required.
4.4.3.2. Recommendation
Although a dedicated course does not exist for this topic, it will not be viable to develop a
custom course for this topic. A more beneficial route which can be followed is that of an in-
house workshop or seminar focused on the environmental principles. Knowledgeable and
experienced personnel from all four member states should be invited to make presentation
on the environmental principles and their applications within the policies of the member
states.
4.4.3.3. Intervention Status
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Workshop/Seminar
1 Day
Introduction
TTT Members
Workshop/Seminar
1 Day
Introduction
Experts
Workshop/Seminar
1 Day
Introduction
Stakeholders
Workshop/Seminar
1 Day
Introduction
4.4.4. Water Legislation
4.4.4.1. Courses Available
This course should cover the legislation dealing with water resource management in each
of the four basin countries.
Most universities as well as some private service providers in the four basin countries
provide courses in this focus area. These universities and private service providers, with
some exceptions, only provide courses dealing with the water legislation relating to that
country.
Due to various reasons, such as the technical nature of the subject and the small number of
lawyers practicing in this field, water law is incorporated into other fields of law for the
purposes of training. Further, the emphasis of some of these courses might focus more on
Page | 80
ORASECOM: CBP Report
July 2009
services delivery, environmental issues and fundamental rights than actual water resource
management.
The courses provided by the private service providers have not been verified for the
purpose of this study, although some of them may be approved by government
organisations for training purposes. On the other hand, a course provided by a university
usually complies with the accreditation standard of that university.
The needs for this focus area should be addressed by means of customizing four existing
courses into one course to cater for the role-players of ORASECOM so as to achieve the
objectives of this focus area. The course would then consist of four modules, each module
dealing with a specific country's legislation. Some of the universities and service providers
in the four basin countries could customize their existing courses.
4.4.4.2. Recommendation
It is recommended that expressions of interest from some of the universities and/or private
service providers in each of the four basin countries be invited to customize their existing
courses. From this, three universities and/or service providers from each basin countries
should be invited to submit proposals for a customized course dealing with the water laws
relevant to the country concerned. The best proposal from each country is then selected
and the four relevant universities and/or service providers are appointed to customize their
existing courses and to provide the necessary training for the role-players.
The course will therefore have four equal length modules, each module provided by a
specific university or private service provider, one from each country. This will require that
the trainers would have to travel to the different training venues.
As each participant would have to travel to the course, it could have an impact on the travel
and accommodation cost. The alternative to this might be that the appointed four service
providers travel to the different basin countries to present the course there, if the numbers
are sufficient. The advantage of having all role-players attend the same course would be
that they would be able to also learn from each other's experience.
4.4.4.3. Intervention Status
Since this objective is critical to the functioning of the organisation together with the
effective capability of key role-players, it is considered to be a vital component of the
capacity building programme for all levels of role-players.
The table below provides an indication of the key members who should consider capacity
building in this aspect.
Page | 81
ORASECOM: CBP Report
July 2009
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
2 Days
Introductory
TTT Members
Short Course
2 Days
Introductory
Experts
Short Course
2 Days
Introductory
Stakeholders
None
4.4.5. International Water Rights
4.4.5.1. Courses Available
Most universities in the four basin countries provide courses in this focus area.
Unfortunately most of these courses are too comprehensive for the needs of ORASECOM
and probably also lengthy in time. These courses usually comply with the accreditation
standard of the universities.
The needs for this focus area should be addressed by means of customizing an existing
course to cater for the role-players of ORASECOM so as to achieve the objectives of this
focus area. Most of the universities in the four basin countries could customize their existing
courses.
4.4.5.2. Recommendation
It is recommended that expressions of interest from some of the universities in each of the
four basin countries be invited to customize their existing courses. From this, one or two
universities from each of the basin countries should be invited to submit a proposal for a
customized course. The best proposal is then selected and the relevant university is
appointed to customize its existing course and provide the necessary training for the role-
players.
To customize one course will save money in the developing cost and it could standardise
the contents of the course. Monitoring the standard of the course would also be easier than
for example a course developed by more than one service provider.
As all participants would have to travel to attend the course (probably at the university
concerned), it could have an impact on the travel and accommodation cost. The alternative
to this might be that the appointed service provider travels to the different basin countries to
present the course there, if the numbers are sufficient. The advantage of having all role-
players attend the same course would be that they would be able to also learn from each
other's experience.
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4.4.5.3. Intervention Status
Since this objective is critical to the functioning of the organisation together with the
effective capability of key role-players, it is considered to be a vital component of the
capacity building programme for all levels of role-players.
The table below provides an indication of the key members who should consider capacity
building in this aspect.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
0.5 Day
Introductory
TTT Members
Short Course
0.5 Day
Introductory
Experts
None
Stakeholders
None
4.4.6. Environmental Legislation
4.4.6.1. Courses Available
This course should cover the legislation dealing with environmental management in each of
the four basin countries.
Most universities as well as some private service providers in the four basin countries
provide courses in this focus area. These universities and private service providers, with
some exceptions, only provide courses dealing with the environmental legislation relating to
that country.
The courses provided by the private service providers have not been verified for the
purpose of this study, although some of them may be approved by government
organisations for training purposes. On the other hand, a course provided by a university
usually complies with the accreditation standard of that university.
The needs for this focus area should be addressed by means of customizing four existing
courses into one course to cater for the role-players of ORASECOM so as to achieve the
objectives of this focus area. The course would then consist of four modules, each module
dealing with a specific country's legislation. Some of the universities and service providers
in the four basin countries could customize their existing courses.
4.4.6.2. Recommendation
It is recommended that expressions of interest from some of the universities and/or private
service providers in each of the four basin countries be invited to customize their existing
courses. From this, three universities and/or service providers within each of the basin
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countries should be invited to submit proposals for a customized course dealing with the
environmental laws relevant to the country concerned. The best proposal from each country
is then selected and the four relevant universities and/or service providers are appointed to
customize their existing courses and to provide the necessary training for the role-players.
The course will therefore have four equal length modules, each module provided by a
specific university or private service provider, one from each country. This will require that
the trainers would have to travel to the different training venues.
As each participant would have to travel to the course, it could have an impact on the travel
and accommodation cost. The alternative to this might be that the appointed four service
providers travel to the different basin countries to present the course there, if the numbers
are sufficient. The advantage of having all role-players attend the same course would be
that they would be able to also learn from each other's experience.
4.4.6.3. Intervention Status
Since this objective is critical to the functioning of the organisation together with the
effective capability of key role-players, it is considered to be a vital component of the
capacity building programme for all levels of role-players.
The table below provides an indication of the key members who should consider capacity
building in this aspect.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
2 Days
Introductory
TTT Members
Short Course
2 Days
Introductory
Experts
Short Course
2 Days
Introductory
Stakeholders
None
4.4.7. Bilateral and Trilateral Agreements
4.4.7.1. Courses Available
The training needs for this focus area are very specific to the organisational goals and
objectives of ORASECOM. There is currently no course available which will satisfy the
requirements in this area.
The needs for this focus area should be addressed by means of developing a course to
cater for the role-players of ORASECOM so as to achieve the objectives of this focus area.
Various universities and private service providers in the four basin countries could develop
such a course.
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4.4.7.2. Recommendation
It is recommended that expressions of interest from some of the universities and/or private
service providers in each of the four basin countries be invited to develop such a course.
From this, one or two universities and/or service providers from each of the basin countries
should be invited to submit a proposal to develop such a course. The best proposal is then
selected and the relevant university or service provider is appointed to develop the course
and provide the necessary training for the role-players.
As all participants would have to travel to attend the course, it could have an impact on the
travel and accommodation cost. The alternative to this might be that the appointed service
provider travels to the different basin countries to present the course there, if the numbers
are sufficient. The advantage of having all role-players attend the same course would be
that they would be able to also learn from each other's experience.
4.4.7.3. Intervention Status
Since this objective is important to the functioning of the organisation together with the
effective capability of key role-players, it is considered to be a necessary component of the
capacity building programme for all levels of role-players.
The table below provides an indication of the key members who should consider capacity
building in this aspect.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
1 Day
Introductory
TTT Members
Short Course
1 Day
Introductory
Experts
Short Course
1 Day
Introductory
Stakeholders
Short Course
1 Day
Introductory
4.4.8. SADC Protocols
4.4.8.1. Courses Available
The training needs for this focus area are very specific to the organisational goals and
objectives of ORASECOM. There is currently no course available which will satisfy the
requirements in this area.
The needs for this focus area should be addressed by means of developing a course to
cater for the role-players of ORASECOM so as to achieve the objectives of this focus area.
Various universities and private service providers in the four basin countries could develop
such a course.
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4.4.8.2. Recommendation
It is recommended that expressions of interest from some of the universities and/or private
service providers in each of the four basin countries be invited to develop such a course.
From this, one or two universities and/or service providers from each of the basin countries
should be invited to submit a proposal to develop such a course. The best proposal is then
selected and the relevant university or service provider is appointed to develop the course
and provide the necessary training for the role-players.
As all participants would have to travel to attend the course, it could have an impact on the
travel and accommodation cost. The alternative to this might be that the appointed service
provider travels to the different basin countries to present the course there, if the numbers
are sufficient. The advantage of having all role-players attend the same course would be
that they would be able to also learn from each other's experience.
4.4.8.3. Intervention Status
Since this objective is critical to the functioning of the organisation together with the
effective capability of key role-players, it is considered to be a vital component of the
capacity building programme for all levels of role-players.
The table below provides an indication of the key members who should consider capacity
building in this aspect.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
0.5 Day
Introductory
TTT Members
Short Course
0.5 Day
Introductory
Experts
None
Stakeholders
None
4.5.
FACILITATING INVESTIGATIONS RELATED TO INFRASTRUCTURE
4.5.1. Understanding Basic Modeling
4.5.1.1. Courses Available
Water resource modeling is a highly specialized field practiced by only a few experts, and
for that reason there are no ready-made courses available. However, more recently
practitioners in the field have started to present one day courses as part of water resource
management courses. These courses tend to focus on one model, but on the other hand
the principles stay the same. The course can be adapted to serve the ORASECOM training
needs at small cost.
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The tendency in Southern Africa is to standardize on specific models, such as the water
Resources Yield Model and the Water Resources Planning Model, while the catchment
rainfall-runoff model that is most frequently used is the WRSM2000 model. In order to
address the identified needs, a specific course will have to be developed. The course that is
available focuses on the Water Resource Yield Model.
4.5.1.2. Recommendation
As there are no available courses that address the specific needs of the ORASECOM, it will
be necessary to design a course that addresses modeling in its broadest sense, yet specific
to what is common practice in Southern Africa. The course should not be longer than one
day.
The advantages of developing a course by and for the ORASECOM are:
·
ORASECOM owns the course and no other fees than the original development cost
will be payable,
·
The course addresses the very specific needs within the ORASECOM,
·
The course can be taken to where the need is, and not vice versa, and
·
Courses can be organized as and when they are required.
4.5.1.3. Intervention Status
The objective of the course will be to enable the participants to interpret the results of a
water resource model with the necessary understanding to recognize the inherent
limitations of such a model. No specialist knowledge is required, and this is not seen as a
vital component of the capacity building programme. The need is limited to Commissioners,
TTT Members and some stakeholders as part of a project on a need-to-know basis.
Specialists will not benefit from the course; their development can only be addressed in the
form of on-the-job training
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
1 Day
Introductory
TTT Members
Short Course
1 Day
Introductory
Experts
No courses available, only on-the-job training
Short Course
Stakeholders
(Only when
1 Day
Introductory
Required)
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4.5.2. Resource Economics and Accounting
4.5.2.1. Courses Available
There are a number of courses available on all levels, varying from graduate courses at
universities to one day courses on resource economics, and especially accounting.
However, as far as is known, none of these courses consider water resources specifically.
This does not mean that those courses are not beneficial, but it does mean that attendees
have to distinguish what applies to water resources and what not.
It may be of benefit to develop a one day course on resource economics that is specifically
aimed at the requirements of ORASECOM. The advantages of developing a course by and
for the ORASECOM are:
·
ORASECOM owns the course and no other fees than the original development cost
will be payable,
·
The course addresses the very specific needs within the ORASECOM,
·
The course can be taken to where the need is, and not vice versa, and
·
Courses can be organized as and when they are required.
4.5.2.2. Recommendation
It is strongly recommended that a course is developed specifically for ORASECOM.
4.5.2.3. Intervention Status
The course will be a high level course that will allow Commissioners and TTT members to
consider recommendations for development projects objectively on the basis of economic
benefits and costs. No training for experts is foreseen, as those active in the field should
already have adequate background knowledge and training. Equally, it is not foreseen to
train stakeholders, as they are normally not part of the decision-making process.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
1 Day
Introductory
TTT Members
Short Course
1 Day
Introductory
Experts
None
Stakeholders
None, but can attend course if required or desired
4.5.3. Project management
4.5.3.1. Courses Available
There are a large number of short courses available commercially, a number of which are
endorsed by reputable organizations such as the SA Institution of Civil Engineering. These
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are normally built around specific software such as MSProjects, but still have the advantage
of addressing the generic principles of project management.
4.5.3.2. Recommendation
No courses need to be developed; there are a wide variety of courses available.
4.5.3.3. Intervention Status
The objective of the course will be to equip Commissioners with basic project management
skills so that they can receive already set-up project schedules from service providers and
use it for their own project management purposes.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
2 days
Intermediate
TTT Members
Short Course
2 days
Intermediate
Experts
None
Stakeholders
None
4.5.4. Monitoring and Evaluation Techniques
4.5.4.1. Courses Available
As far as could be established there are no short courses available on monitoring
(monitoring is the term used to describe the full process from sample taking/measuring to
reporting). A short course for TTT members can be developed.
For specialists there are a number of graduate courses that address different aspects of
monitoring, such as data analyses, laboratory analyses, etc. However, there is no specific
course for water resource monitoring, and training at the specialist level is obtained by
working at an organization that specializes in monitoring.
4.5.4.2. Recommendation
A short course that addresses the needs of TTT members must be developed. This should
consider the generic elements of resource monitoring, but be water specific.
4.5.4.3. Intervention Status
The intention is to equip TTT members to evaluate any proposed monitoring to ensure that
it will address the question that needs to be answered (will satisfy the information
expectations). At the same time, knowledge of monitoring techniques will allow a better
understanding and assessment of an available data base.
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Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Not required
TTT Members
Short Course
2 Days
Introduction
Experts
Graduate Courses
Semester
Specialist
Stakeholders
None
4.5.5. Financial Management
4.5.5.1. Courses Available
There are commercial courses available on financial management that will satisfy every
training and/or development need. However, it is accepted that the training need that is
addressed here is to refresh or develop already instilled knowledge and expertise, and
possibly to ensure a common approach to financial management of ORASECOM projects
by member states. For this purpose there may be value in developing a course specifically
for ORASECOM that is aimed at acquainting Commissioners and TTT members with the
financial management requirements of the different donor organizations.
4.5.5.2. Recommendation
An ORASECOM specific financial management course should be developed that will inform
Commissioners and TTT members on the financial management requirements of donor
organizations. For any other financial management needs, commercially available courses
can be used.
4.5.5.3. Intervention Status
As financial management is one of the most important aspects of project management, the
ORASECOM course should be compulsory for all Commissioners and TTT members.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
2 Days
Specific
TTT Members
Short Course
2 Days
Specific
Experts
None
Stakeholders
None
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4.5.6. Technical Understanding related to Infrastructure
4.5.6.1. Courses Available
Technical understanding related to infrastructure is essentially a specialist field where
engineers and technicians undergo formal education and gain experience in the course of
their work. There are short courses available, but these are aimed at persons with the
necessary training and background, and not at non-technical persons. For this reason a
short course at the introductory level will have to be developed that is specifically aimed at
water infrastructure.
4.5.6.2. Recommendation
A short course for Commissioners, TTT members and stakeholders who do not have a
technical background must be developed. This course should be at the introductory level,
and address the basics of water related infrastructure, how it works and what works for
specific applications (for instance the difference between different river outlets and flood
gates, different dam designs, etc). The objective is to provide attendees of the course with
a working knowledge of water related infrastructure in order to allow them to make informed
decisions.
4.5.6.3. Intervention Status
The need for this course is not rated very high, but rather as of interest. No intervention is
required for experts.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
2 Days
Introductory
TTT Members
Short Course
2 Days
Introductory
Experts
None
Stakeholders
Short Course
2 Days
Introductory
4.5.7. Safety of Dams and Tunnels
4.5.7.1. Courses Available
There are a number of courses available through learned societies such as the SA
Institution of Civil Engineering, but they normally fall within the category of continued
professional development for engineers. However, these courses are accessible to non-
engineers as well. The courses are presented infrequently, but can be presented on
request.
The subject is highly specialized and not essential to Commissioners and TTT members.
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4.5.7.2. Recommendation
Specialists and some stakeholders will find benefit from attending these courses. No course
development is required.
4.5.7.3. Intervention Status
No intervention is required, other than to assess the need and to approach the relevant
organizations to present the courses when there is enough interest.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
None
TTT Members
None
Continued
Experts
Sort Course
2-3 Days
Professional
Development
Continued
Stakeholders
Sort Course
2-3 Days
Professional
Development
4.6.
CONTINGENCY PLANNING FOR EMERGENCIES
4.6.1. Emergency preparedness and Contingency Planning
4.6.1.1. Courses Available
In South Africa there was a concerted effort to develop a flood management plan by the
DWAF. It was however realized that this actually forms part of the duties of the local
government. Water related infrastructure is normally designed to withstand extreme events,
and the operational procedures under these circumstances are developed as part of the
design.
This issue is therefore not seen as essential for ORASECOM, but it may be of interest to all
role players to at least understand what the design criteria are, as well as the operational
procedures under extreme events. A short course can therefore be prepared.
4.6.1.2. Recommendation
There is enough material readily available to develop a course, and a one day course can
be developed.
4.6.1.3. Intervention Status
The need for a short course on emergency preparedness and contingency planning is
deemed to be low.
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Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
1 Day
Introductory
TTT Members
Short Course
1 Day
Introductory
Experts
Short Course
1 Day
Introductory
Stakeholders
Short Course
1 Day
Introductory
4.6.2. Risk Assessment
4.6.2.1. Courses Available
Risk assessment is essential to all water related infrastructure and varies from the risk of
floods (too much water) to droughts (too little water). The science of risk assessment is well
developed, and courses are available. These courses tend to be highly specialized and a
sound background knowledge of statistical analysis is required to gain any benefit. The
courses are therefore aimed at specialists.
It would be of benefit to develop a course that would focus on the principles of risk
assessment, rather than the mechanics of determining the quantum of the risk. A good
understanding of the data requirements would assist in making informed decisions about
monitoring.
4.6.2.2. Recommendation
A short course on the principles of risk assessment must be developed.
4.6.2.3. Intervention Status
As risk assessment is an integral part of water resource management, the course should be
aimed at all the role players, except experts. Experts should attend the available university
courses in statistical analysis.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
1 Day
Introductory
TTT Members
Short Course
1 Day
Introductory
University Course
Experts
Semester
Specialist
(Post Graduate)
Stakeholders
Short Course
1 Day
Introductory
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4.6.3. Flood forecasting (Modeling)
4.6.3.1. Courses Available
Flood forecasting is a highly specialized field where the expertise is scarce. It depends on
models and real-time rainfall and flow monitoring. Implementation has been limited to areas
where the necessary infrastructure is available. Courses for the setting up and calibration of
models are available, but these are aimed at specialists who have a thorough
understanding of the underlying principles.
4.6.3.2. Recommendation
No course development is recommended.
4.6.3.3. Intervention Status
The intervention should be limited to experts, and any course will be model-specific.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
None
TTT Members
None
Experts
Modeling Course
Model-specific
Specialist
Stakeholders
None
4.7.
REGULAR EXCHANGE OF INFORMATION AND CONSULTATION
4.7.1. Communication Skills
Presentation skills and Public Speaking
Presentations and reports are ways of communicating ideas and information to a group. But
unlike a report, a presentation carries the speaker's personality better and allows
immediate interaction between all the participants. Communication in the public domain is
an essential skill that most participants in ORASECOM activities will require. The art of
public speaking or presenting to an audience with poise and confidence does not come
naturally to most people but it is an acquired skill that can be learnt.
Facilitation Skills
Facilitation of meetings will be required by some ORASECOM delegates. Some people are
naturally good at facilitating discussion. Other people may initially lack confidence and will
benefit from training and the opportunity to first practice using facilitation skills in a learning
situation. Relevant personnel will need to be able to deal with groups with necessary
dynamic facilitation skills and tools to manage the group process and keep the balance
between process and outcomes. Members will gain participatory learning skills, understand
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the qualities and skills of a good facilitator and gain confidence in dealing with groups of
people as well as the ability to deal with conflict and difficult behaviours.
Public Participation
Participants of public participation training will be equipped to conduct public participation in
a constructive way that enriches decision-making and engage stakeholders meaningfully.
Participants will be able to manage single-issue, vociferous and emotional viewpoints and
turn conflict into informed decisions.
Team Building
Team building activities provide a mechanism whereby people can learn to work and bond
together in a non-threatening, competitive and creative atmosphere. Groups can
accomplish complex, creative tasks while learning about their fellow workers. They learn
about each other through cooperative working efforts. The objective of team building is to
create and develop a sense of team in a group of people in order to improve their ability to
work together.
Written Communication and Report Writing
Written communication guarantees that everyone concerned has the same information. It
provides a long-lasting record of communication for future. Written instructions are essential
when the action called for is crucial and complex. To be effectual, written communication
should be understandable, brief, truthful and comprehensive.
Participants who have acquired good written communication skills will be able to evaluate
the effects of content, language and style or written reports. They will be able to write
effectively and creatively on a range of topics by choosing language structures to suit
communicative purposes as well as edit writing for fluency.
Computer Software Skills
In the modern age of information technology, being computer literate is a vital component of
being able to communicate and function in the modern world. Having basic computer skills
is essential in every business environment. Computer skills are essential for operating at an
optimum level in the corporate environment.
4.7.1.1. Courses Available
Commercial and institution courses are available from various service providers in all of
the member countries for the topics in this section, or can be custom developed.
Presentation skills training should provide members with a multitude of options, from
speaker tips, right through to acquiring the valuable presentation skills required of a top
class business presenter or a professional speaker. A well structured training
programme to develop good presentation skills should focus on the following elements:
·
Practical use of various equipment mediums and software;
·
Preparation of visuals;
·
Awareness of relaxation techniques, body language, paralanguage;
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·
Personal image;
·
Voice projection;
·
Audience rapport and targeting;
·
Handling questions;
·
Presentation time management; and
·
Personal attitude and self-belief.
A facilitation course should include:
·
Meeting etiquette;
·
Setting up agendas for meetings;
·
Settings the boundaries (meeting rules);
·
Facilitation skills and techniques;
·
Facilitation vs. chairing;
·
How to handle dysfunctional participants;
·
How to diffuse tension; and
·
How to handle special challenges.
The International Association for Public Participation (IAP2) is the internationally
recognized body that promotes the Best Practice of Public Participation. It certifies
practitioners that fulfill its training and experience requirements. IAP2 provides a
certificate program in public participation. Some individuals in or associated with
ORASECOM that are responsible for public participation activities would benefit from
attending this course (which is presented by several trained individuals internationally,
including in South Africa).
Participation programs will benefit from a course that covers the following topics:
·
What is public participation?
·
Stakeholder identification;
·
Foundations of public participation (value-based, decision-based and goal-
driven);
·
The five steps of public participation (Gain internal acceptance, Learn from the
public, Select the level of participation, Defining the process and participation
objectives, and designing a public participation plan);
·
Communications and Techniques for effective public participation;
·
Evaluation of public participation programs; and
·
Conflict Handling in Public Participation.
A team building course should be tailored to meet the specific size, group of people,
time available and specific requirements and may include:
·
Self awareness (Identifying what kind of person you are and how you interact
with others);
·
Other awareness (increasing personal/general/background and working
knowledge of other team members);
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·
Team dynamics;
·
Interaction skills; and
·
Team building exercises.
A written communication and report writing course should include:
·
Correct formats (for letter, faxes and memos);
·
Compiling agendas, minutes of meetings and attendance registers;
·
Structure of a report (Introduction, body, conclusion);
·
Basic grammar and language;
·
Styles of writing (formal, official, technical, emotive); and
·
E-Mail etiquette.
Computer software training should include the following aspects:
·
Basic computer skills (Operating system and settings);
·
MS Word;
·
MS Excel;
·
MS Presentations;
·
MS Projects;
·
MS Outlook (e-mail); and
·
Internet Use.
4.7.1.2. Recommendation
Commercial and institution courses are available from various service providers in all of the
member countries for the topics in this section, or can be custom developed. Some topics
could be combined.
It is recommended that an annual team building exercise for Commissioners and TTT
members be linked to other meetings/activities, such as a Strategic Planning Session.
The requirement for presentation, public speaking, facilitation and written communication
and report writing courses will vary from person to person dependning on their background
and training. Provision should be made for each Commissioner TTT member, stakeholder
and expert to attend one of these courses every second year.
Commissioners and TTT members are expected to have adequate knowledge of public
participation. Existing commercial or custom developed courses should be attended by
experts and stakeholders as required.
Commissioners and TTT members should all have adequate computer software skills.
Specific training is recommended when new software or versions of software are
implemented. This is estimated to be required once every two years, and will require one
day of training for Commissioners. TTT members, experts and stakeholders are expected
to obtain this training from within their organisation of origin.
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4.7.1.3. Intervention Status
Role-Players
Intervention Type
Duration
Intervention Level
New or Upgrade of
software course
presentation, public
5 x 1 Day over 10
Commissioners
speaking, facilitation
Introductory
years
and written
communication and
report writing
New or Upgrade of
software course
5 x 1 Day over 10
presentation, public
years plus
Introductory and
TTT Members
speaking, facilitation
20% to attend 1 3
intermediate
and written
day course
communication and
report writing
Variety of existing
Experts
3 weeks
Advanced
courses
Variety of existing
Stakeholders
1 week
Intermediate
courses
4.8.
DISPUTE RESOLUTION
4.8.1. General Principles of Law
4.8.1.1. Courses Available
Most universities as well as some private service providers in the four basin countries
provide courses in this focus area. Unfortunately most of these courses are too
comprehensive for the needs of ORASECOM. They might also be too lengthy in time.
The courses provided by the private service providers have not been verified for the
purpose of this study, although some of them may be approved by government
organisations for training purposes. On the other hand, a course provided by a university
usually complies with the accreditation standard of that university.
The needs for this focus area should be addressed by means of customizing an existing
course to cater for the role-players of ORASECOM so as to achieve the objectives of this
focus area. Any one of the universities and/or private service providers in the four basin
countries could customize their existing courses.
4.8.1.2. Recommendation
It is recommended that expressions of interest from some of the universities and private
service providers in each of the four basin countries be invited to customize their existing
courses. From this, one or two universities and/or private service providers from each of the
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basin countries should be invited to submit a proposal for a customized course. The best
proposal is then selected and the relevant university and/or private service provider is
appointed to customize its existing course and provide the necessary training for the role-
players.
To customize one course will save money in the developing cost and it could standarise the
contents of the course. Monitoring the standard of the course would also be easier than for
example a course developed by more that one service provider.
As all participants would have to travel to attend the course (probably at the university
concerned), it could have an impact on the travel and accommodation cost. The alternative
to this might be that the appointed service provider travels to the different basin countries to
present the course there, if the numbers are sufficient. The advantage of having all role-
players attend the same course would be that they would be able to also learn from each
other's experience.
4.8.1.3. Intervention Status
Since this objective is not regarded necessary to the functioning of the organization, it may
assist in the capacity building programme for all levels of role-players.
The table below provides an indication of the key members who should consider capacity
building in this aspect.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
0.5 Day
Introductory
TTT Members
Short Course
0.5 Day
Introductory
Experts
None
Stakeholders
None
4.8.2. Dispute Resolution: Legal Processes, Instruments and Mechanisms
4.8.2.1. Courses Available
Most universities and probably also some private service providers in the four basin
countries provide courses in this focus area. Unfortunately most of these courses are too
comprehensive for the needs of ORASECOM. They might also be too lengthy in time.
The courses provided by the private service providers have not been verified for the
purpose of this study, although some of them may be approved by government
organisations for training purposes. On the other hand, a course provided by a university
usually complies with the accreditation standard of that university.
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The needs for this focus area should be addressed by means of customizing an existing
course to cater for the role-players of ORASECOM so as to achieve the objectives of this
focus area. Any one of the universities and/or private service providers in the four basin
countries could customize their existing courses.
4.8.2.2. Recommendation
It is recommended that expressions of interest from some of the universities and private
services providers in each of the four basin countries be invited to customize their existing
courses. From this, one or two universities and/or private service providers from each of the
basin countries should be invited to submit a proposal for a customized course. The best
proposal is then selected and the relevant university or private service provider is appointed
to customize its existing course and provide the necessary training for the role-players.
To customize one course will save money in the developing cost and it could standarise the
contents of the course. Monitoring the standard of the course would also be easier than for
example a course developed by more that one service provider.
As all participants would have to travel to attend the course (probably at the university
concerned), it could have an impact on the travel and accommodation cost. The alternative
to this might be that the appointed service provider travels to the different basin countries to
present the course there, if the numbers are sufficient. The advantage of having all role-
players attend the same course would be that they would be able to also learn from each
other's experience.
4.8.2.3. Intervention Status
Since this objective is not regarded necessary to the functioning of the organization, it may
assist in the capacity building programme for all levels of role-players.
The table below provides an indication of the key members who should consider capacity
building in this aspect.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
0.5 Day
Introductory
TTT Members
Short Course
0.5 Day
Introductory
Experts
None
Stakeholders
None
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4.8.3. Conflict Management
4.8.3.1. Courses Available
There are many private service providers in the four basin countries that provide courses in
this focus area of the correct length and contents. None of them have been verified for the
purpose of this study. Universities in general do not provide this type of courses.
The needs for this focus area should be addressed by means of any one of the current
existing courses.
4.8.3.2. Recommendation
It is recommended that each basin country identify a suitable service provider based in that
country and that the role-players in that country attend that identified course. It might be
difficult to monitor the standard of the courses of all four the service providers.
If one service provider is appointed for training all the role-players, it could have an impact
on travel and accommodation cost to travel to attend the course.
4.8.3.3. Intervention Status
Since this objective is critical to the functioning of the organisation together with the
effective capability of key role-players, it is considered to be a vital component of the
capacity building programme for all levels of role-players.
The table below provides an indication of the key members who should consider capacity
building in this aspect.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
1 Day
Introductory
TTT Members
Short Course
1 Day
Introductory
Experts
None
Stakeholders
None
4.8.4. Negotiation Skills
4.8.4.1. Courses Available
There are many private service providers in the four basin countries that provide courses in
this focus area of the correct length and contents. None of them have been verified for the
purpose of this study.
Universities in general do not provide this type of courses.
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The needs for this focus area should be addressed by means of any one of the current
existing courses.
4.8.4.2. Recommendation
It is recommended that each basin country identify a suitable service provider based in that
country and that the role-players in that country attend that identified course. It might be
difficult to monitor the standard of the courses of all four the service providers.
If one service provider is appointed for training all the role-players, it could have an impact
on travel and accommodation cost to travel to attend the course.
4.8.4.3. Intervention Status
Since this objective is critical to the functioning of the organisation together with the
effective capability of key role-players, it is considered to be a vital component of the
capacity building programme for all levels of role-players.
The table below provides an indication of the key members who should consider capacity
building in this aspect.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
1 Day
Introductory
TTT Members
Short Course
1 Day
Introductory
Experts
None
Stakeholders
None
4.8.5. Assertiveness Training
4.8.5.1. Courses Available
There are many private service providers in the four basin countries that provide courses in
this focus area of the correct length and contents. None of them have been verified for the
purpose of this study.
Universities in general do not provide this type of courses.
The needs for this focus area should be addressed by means of any one of the current
existing courses.
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4.8.5.2. Recommendation
It is recommended that each basin country identify a suitable service provider based in that
country and that the role-players in that country attend that identified course. It might be
difficult to monitor the standard of the courses of all four the service providers.
If one service provider is appointed for training all the role-players, it could have an impact
on travel and accommodation cost to travel to attend the course.
4.8.5.3. Intervention Status
Since this objective is important to the functioning of the organisation together with the
effective capability of key role-players, it is considered to be a necessary component of the
capacity building programme for all levels of role-players.
The table below provides an indication of the key members who should consider capacity
building in this aspect.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
1 Day
Introductory
TTT Members
Short Course
1 Day
Introductory
Experts
None
Stakeholders
None
4.8.6. International Dispute Resolution Legislation
4.8.6.1. Courses Available
Most universities and probably also some private service providers in the four basin
countries provide courses in this focus area. Unfortunately most of these courses are too
comprehensive for the needs of ORASECOM. They might also be too lengthy in time.
The courses provided by the private service providers have not been verified for the
purpose of this study, although some of them may be approved by government
organisations for training purposes. On the other hand, a course provided by a university
usually complies with the accreditation standard of that university.
The needs for this focus area should be addressed by means of customizing an existing
course to cater for the role-players of ORASECOM so as to achieve the objectives of this
focus area. Any one of the universities and/or private service providers in the four basin
countries could customize their existing courses.
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4.8.6.2. Recommendation
It is recommended that expressions of interest from some of the universities and private
services providers in each of the four basin countries be invited to customize their existing
courses. From this, one or two universities and/or private service providers from each of the
basin countries should be invited to submit a proposal for a customized course. The best
proposal is then selected and the relevant university or private service provider is appointed
to customize its existing course and provide the necessary training for the role-players.
To customize one course will save money in the developing cost and it could standarise the
contents of the course. Monitoring the standard of the course would also be easier than for
example a course developed by more that one service provider.
As all participants would have to travel to attend the course (probably at the university
concerned), it could have an impact on the travel and accommodation cost. The alternative
to this might be that the appointed service provider travels to the different basin countries to
present the course there, if the numbers are sufficient. The advantage of having all role-
players attend the same course would be that they would be able to also learn from each
other's experience.
4.8.6.3. Intervention Status
Since this objective is important to the functioning of the organisation together with the
effective capability of key role-players, it is considered to be a necessary component of the
capacity building programme for all levels of role-players.
The table below provides an indication of the key members who should consider capacity
building in this aspect.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
0.5 Day
Introductory
TTT Members
Short Course
0.5 Day
Introductory
Experts
None
Stakeholders
None
4.9.
GENERAL TRAINING NEEDS
4.9.1. Lobbying and Advocacy
4.9.1.1. Courses Available
Most universities in the four basin countries provide courses in this focus area.
Unfortunately most of these courses are too comprehensive for the needs of ORASECOM
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and probably also lengthy in time. These courses usually comply with the accreditation
standard of the universities.
The needs for this focus area should be addressed by means of customizing an existing
course to cater for the role-players of ORASECOM so as to achieve the objectives of this
focus area. Most of the universities in the four basin countries could customize their existing
courses.
4.9.1.2. Recommendation
It is recommended that expressions of interest from some of the universities in each of the
four basin countries be invited to customize their existing courses. From this, one or two
universities from each of the basin countries should be invited to submit a proposal for a
customized course. The best proposal is then selected and the relevant university is
appointed to customize its existing course and provide the necessary training for the role-
players.
To customize one course will save money in the developing cost and it could standarise the
contents of the course. Monitoring the standard of the course would also be easier than for
example a course developed by more that one service provider.
As all participants would have to travel to attend the course (probably at the university
concerned), it could have an impact on the travel and accommodation cost. The alternative
to this might be that the appointed service provider travels to the different basin countries to
present the course there, if the numbers are sufficient. The advantage of having all role-
players attend the same course would be that they would be able to also learn from each
other's experience.
4.9.1.3. Intervention Status
Since this objective is important to the functioning of the organisation together with the
effective capability of key role-players, it is considered to be a necessary component of the
capacity building programme for all levels of role-players.
The table below provides an indication of the key members who should consider capacity
building in this aspect.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
2 Days
Introductory
TTT Members
Short Course
2 Days
Introductory
Experts
None
Stakeholders
None
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4.9.2. Good Governance
4.9.2.1. Courses Available
Most universities in the four basin countries provide courses in this focus area.
Unfortunately most of these courses are too comprehensive for the needs of ORASECOM
and probably also lengthy in time. These courses usually comply with the accreditation
standard of the universities.
The needs for this focus area should be addressed by means of customizing an existing
course to cater for the role-players of ORASECOM so as to achieve the objectives of this
focus area. Most of the universities in the four basin countries could customize their existing
courses.
4.9.2.2. Recommendation
It is recommended that expressions of interest from some of the universities in each of the
four basin countries be invited to customize their existing courses. From this, one or two
universities from each of the basin countries should be invited to submit a proposal for a
customized course. The best proposal is then selected and the relevant university is
appointed to customize its existing course and provide the necessary training for the role-
players.
To customize one course will save money in the developing cost and it could standardise
the contents of the course. Monitoring the standard of the course would also be easier than
for example a course developed by more that one service provider.
As all participants would have to travel to attend the course (probably at the university
concerned), it could have an impact on the travel and accommodation cost. The alternative
to this might be that the appointed service provider travels to the different basin countries to
present the course there, if the numbers are sufficient. The advantage of having all role-
players attend the same course would be that they would be able to also learn from each
other's experience.
4.9.2.3. Intervention Status
Since this objective is important to the functioning of the organisation together with the
effective capability of key role-players, it is considered to be a necessary component of the
capacity building programme for all levels of role-players.
The table below provides an indication of the key members who should consider capacity
building in this aspect.
Role-Players
Intervention Type
Duration
Intervention Level
Commissioners
Short Course
2 Days
Introductory
TTT Members
Short Course
2 Days
Introductory
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5.
CONCLUSION
As mentioned earlier in this report, during the development of this programme every effort
was made to avoid being prescriptive. In general terms the programme has been
developed to allow flexibility among the users and managers who will be responsible for the
implementation of the programme.
In order to facilitate this process Appendix A provides a list of institutions and
organisations which will be able to provide the required training. The table in this appendix
has been developed according to the key focus areas which were identified. This will
enable the easy identification of possible service providers per KFA. The table also
provides an indication of contact details for the specific service providers.
5.1.
KEY DELIVERABLES
5.1.1. Capacity Building Programme
The project was undertaken as an integrated exercise and therefore the various phases of
the project have been consolidated into a single report. This report is a culmination of the
Needs Assessment and the Capacity Building Programme phase.
The report provides a detailed breakdown of the KFAs and the associated areas of
learning. An indication of the results of the TNA has also been provided for each of the
objectives with specific descriptions related to the KFAs where relevant. In essence the
information provided in Section 3 will allow users to obtain an idea of the content of a
course which will cover a specific topic.
5.1.2. Capacity Building Matrix Spreadsheet
The CBP is also accompanied by an Ms-Excel based spreadsheet which should be used as
an interactive and dynamic tool which will facilitate the identification of courses, priority
focus areas and allow the user to determine the cost associated with the various training
and course development options which may be exercised. This spreadsheet has been
provided as a soft copy tool to ORASECOM with a hard copy depicted in Appendix B.
While the spreadsheet has been based on the assumptions which have been mentioned in
Section 2 of the report, the design of the spreadsheet allows easy adjustment of the
assumptions which have been made. The macros in the spreadsheet have been designed
to automatically calculate costs based on base costs and allowances. As a safeguard, the
user also has the option to reset the spreadsheet to default values should the need arise. A
summary sheet has been included in the spreadsheet which allows the user assess various
cost components at a glance.
Base costs have been assigned to the different types of courses which were identified in
terms of the following parameters:
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Course Data
Course Type
Development Cost/Day
Base Cost/Day
Develop New Course
R 40 000.00
R 3 000.00
Customise Existing
R 10 000.00
R 3 000.00
Amalgamate Courses
R 20 000.00
R 3 000.00
Existing course
R 3 000.00
R 3 000.00
Workshop
No development cost
R 0
Seminar
No development cost
R0
Conference
No development cost
R 2 500.00
The assumption of no development costs associate with the workshop and seminar options
is based on the fact that these types of interventions will generally be based on internal and
in-house expertise which would be drawn upon for such capacity building exercises.
However, should the expertise required be sought from outside the member state
governmental organisations, a development cost may become applicable. In either case,
the disbursement costs would still be applicable.
The disbursement costs have been based on the following assumptions:
Disbursements
Travel
R 2 000.00
Accommodation/day
R 1 000.00
Per Diem/day
R 500.00
As mentioned previously, all the assumption figures can be adjusted as more definite
figures become available. Using the "reset to default" option will cause the spreadsheet to
reflect the above figures.
5.2.
KEY FINDINGS
The CBP and the spreadsheet when used together can provide an indication of the costs
associated with the implementation of the different types of intervention options. This
information can be obtained by using the filter options in the spreadsheet. Assessing
information in this context will allow managers to obtain an overall estimate of the costs
associated with the various options which are available. This assessment will also allow the
implementers to plan and budget according to the priorities identified and the needs of the
organisation at any given time.
The tables below provide an indication of the various course options which can be adopted
to address the specific needs. This information, drawn from the spreadsheet provides an
indication of courses options for each phase linked to the specific Objective and KFA. It is
also possible to obtain an idea of the total cost associated with each option.
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5.2.1. Develop new custom course
This would essentially entail the creation of a brand new course based on specific criteria
required to meet the ORASECOM objectives. In essence a course of this nature would
incur a once off development course most likely through the appointment of a Professional
Service Provider (PSP). Once this has been achieved, standard training and disbursement
costs would be applicable.
Development of New Custom Courses
Phase
Key Focus Area
Objective
Proposed Course Name
Objectives of the ORASECOM
1
Introduction to ORASECOM
Action Plan
SADC Protocols
4
SADC Protocols
Phase 1
Eradication of exotic alien species
3
Eradication of exotic alien species
Pollution Control and Prevention
3
Pollution Control
Bi- & Trilateral Agreements
4
International Agreements
Penalties and Liabilities for
3
Legal Liabilities
Pollution
Understanding Basic Modelling
5
Basic principles of Modelling
Resource Economics
5
Resource Economics
Phase 2
Safety of Dams & Tunnels
5
Safety of Dams & Tunnels
Emergency Preparedness
Contingency Planning
6
Emergency Preparedness
Disaster Management
Flood Forecasting
Risk Assessment
6
Basic Risk Assessment
Technical Understanding related
Phase 3
5
Understanding Infrastructure
to Infrastructure
Total Estimated Cost : R 9, 137, 000.00
5.2.2. Customise existing course
Many courses currently exist for some of the key focus areas. However, based on the
strategic nature of the functions of ORASECOM, the detail and length of the existing
courses become too cumbersome and therefore such courses may need to be trimmed in
terms of length and content to suit the needs of ORASECOM. In such as case, most of the
institutions which present such courses will customise the existing course to meet the
requirements specified. Such a course will also incur a smaller development cost, after
which standard training and disbursement costs would be applicable.
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Customise Existing Courses
Phase
Key Focus Area
Objective
Proposed Course Name
2
IWRM Introductory course
IWRM
2
Catchment Management
2
IWRM specialist courses
Principles of Sustainable
4
Climate Change: Introduction
Development
Phase 1
Principles of Sustainable
WCD & Global Water
4
Development
Partnerships
Principles of Sustainable
4
Climate Change: Intermediate
Development
International Laws
4
International Law
International Water Rights
4
International Water Rights
Dispute Resolution Legislation
8
Dispute Resolution - Legal Basis
Phase 2
Resource Quality Objectives
3
Resource Quality Objectives
Phase 3
General Principles of Law
8
General Principles of Law
Total Estimated Cost : R 4, 538, 500.00
5.2.3. Amalgamate existing courses
This approach would entail the combination of two or more courses into a customised
package for the needs of ORASECOM. This is a slightly longer process than customizing
existing courses but not as intensive as developing a brand new course. Once again a
development cost will be incurred while standard training and disbursement costs would
also be applicable.
Amalgamation of Existing Courses
Phase
Key Focus Area
Objective
Proposed Course Name
Principles of Sustainable
4
Sustainable Development
1
Development
Phase 1
Water Legislation
4
ORASECOM Water Law
Environmental Legislation
4
Environmental Law - ORASECOM
Phase 2
Resource Monitoring
3
Resource Monitoring
Total Estimated Cost : R 2, 555, 500.00
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5.2.4. Utilise existing courses
In many instances the needs of ORASECOM can be met through the utilisation of "off the
shelf" courses which are suitable in terms of format, content and length to meet the specific
requirements. These courses would only incur the standard training and disbursement
costs.
Utilise Existing Courses
Phase
Key Focus Area
Objective
Proposed Course Name
Environmental Flow
2
Requirements
IWRM
Groundwater Management
IWRM Masters **
Conflict Management
8
Conflict Management
Negotiation Skills
8
Negotiation Skills
Principles of Sustainable
Sustainable Development
Development
4
Climate Change: Advanced
Environmental Assessment: An
introductory Course
Introduction to Environmental
Management: An Overview of
Principles, Tools and Issues
HIV Aids and Water in Southern
Africa
Environmental Law (in South
Phase 1
Africa) for Environmental
Managers
Environmental Risk Assessment
Social and Heritage Impact
Assessment
Environmental Management
4
Critical appraisal of EIA and
external review (for decision-
makers)
Strategic Environmental
Assessment
Biodiversity and EIA decision-
making
Introduction to Environmental
Impact Assessment (EIA)
Procedures
Environmental Impact
Assessment: The South African
National Environmental
Management Act Regulations: A
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practical approach
Conflict Handling in Public
Module 2 of IAP2 certificate
7
Participation
Program in PP
Written Communication and
Technical and Business Report
7
Report Writing
Writing Course
The TDA/SAP approach in the GEF
Transboundary Diagnostic
International Waters Programme
2
Analysis -Introduction
The TDA/SAP approach in the GEF
International Waters Programme
Data Assessment Techniques
2
Water Quality Monitoring
Assertiveness training
8
Being Assertive
Dispute Resolution Procedures
8
Dispute Resolution
and Mechanisms
Ecological Rehab and Mine
Closure
Phase 2
Remediation Strategy and Tools
3
Remed. & handling contaminated
sediments
Module 1 of IAP2 certificate
Presentation Skills
7
Program in PP
Public Speaking
7
Public Speaking
Facilitation Skills
7
Facilitation Skills
Principles and Practice of Public
Public participation in
7
Participation
Environmental Assessment
Project Management
5
Project Management
Risk Assessment
6
Advanced Risk Assessment
Team Building
7
Custom Course to be Developed
Phase 3
Financial Management
5
Financial Management
Total Estimated Cost : R 14, 040, 500.00
5.2.5. Seminars and Workshops
In some instances, certain topics are of such a nature that they are organisation, strategy or
policy specific and therefore cannot be addressed by means of formalised training. In this
case, knowledgeable personnel from the member states and associated organisations
would be invited to make presentations on specific topics. Such sessions would ideally be
combined with pre-planned PIU or similar strategic meetings in order to maximise on time
and reduce costs. Since this initiative would largely be an in-house endeavour, the costs
associated with this will largely be related to disbursements. Professional fees may be
incurred in the event that an external expert is invited to such sessions.
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Workshops and Seminars
Phase
Key Focus Area
Objective
Proposed Course Name
Phase 1
Environmental Principles
4
Environmental Principles
Resource Based Approaches
3
WRM Strategies
Phase 3
Source Management Strategy
3
WRM Strategies
Total Estimated Cost : R 278, 500.00
5.3.
RECOMMENDATIONS
As a general principle, in order to implement the CBP, ORASECOM may need to appoint
personnel dedicated to the management of capacity building. The staff appointed must also
take responsibility for the management of the procurement process for training initiatives,
managements of service providers appointed for such a purpose as well as the co-
ordination of the in-house initiatives to ensure synchronization with existing meetings and
sessions.
·
The overall CBP has been divided into three phases and it is recommended that
personnel within the institution and the member states prioritise the key focus areas
which have been included in Phase 1 over a period of 1 to 3 years. Phases 2 and 3
should be implemented in a logical sequence.
·
As a general trend many of the key focus areas cannot be incorporated into existing
course and therefore require a customised course to be developed for ORASESOM.
It is recommended that the courses which need to be developed be drawn out
separately. The detailed contents for each of the key focus areas are available in
the TNA component of this report. Based on this information a professional service
provider, universities and other training institutions can be approached to develop
an individual custom course or a suite if customised courses.
·
An overarching recommendation is that ORASECOM should consider the option of
becoming a member of CAP-NET, Water-Net, and Fet-Water. All these
organisations will provide a structured and focused basis for the development and
presentation of organisation specific courses targeted at the objectives.
·
In addition to the formal courses which may be attended by personnel, the following
initiative should be implemented for ongoing continuous capacity building:
o
Conferences
o
On-the job training
o
Newsletters
o
E-Forums and discussion groups
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o
Study tours
·
In order to also facilitate the ongoing empowerment of the young professionals,
ORASECOM could consider the implementation of a bursary scheme to develop
and capacitate young professionals in IWRM.
·
The underlying purpose of this project is to level the playing field amongst the
member states of ORASECOM in order to facilitate effective and efficient co-
operative water resource management on a strategic level. Therefore in the
selection of service providers, ORASECOM must ensure that the same service
provider is appointed or selected for all the four member states. This will ensure that
the information and capacity building imperatives are uniform in their application.
In conclusion it must be stressed that capacity building is an ongoing process which must
be continually re-assessed and adjusted as the organisation grows and the needs evolve.
The fact that personnel are continually being trained will also influence the needs of
experienced staff members.
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APPENDIX A: List of Service Providers
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Page | 116
ORASECOM: CBP Report
July 2009
NATIONAL UNIVERSITIES
Country
Universities
Address
Contact Details
4775 Notwane Rd.
Gaborone, Botswana
University of
Tel: +267 355-0000
Botswana
Botswana
Private Bag UB 0022
Fax: +267 395-6591
Gaborone, Botswana
Potchefstroom Campus
Private Bag x6001
Potchefstroom
2520
Tel: +27 18 299-1111/2222
North West
Fax: +27 18 299-2767
University
Potchefstroom Campus
Elbie.Steyn@nwu.ac.za
11 Hoffman Street
Potchefstroom
2531
P.O. Box 94
Tel: +27 46 603 8111
Grahamstown
Rhodes University
Fax: +27 46 622 5049
6140
registrar@ru.ac.za
South Africa
Private Bag X3,
University of Cape
Rondebosch
Tel: +27 21 650 9111
Town
7701,
South Africa
University of Johannesburg
Phone: +27 11 559-2911
University of
PO Box 524
Fax: +27 11 559-2191
South Africa
Johannesburg
Auckland Park
myfuture@uj.ac.za
2006
University of KwaZulu-Natal
Durban
4041
Tel: +27 31 260 1111
University of KZN
Fax: +27 31 260 2201
King George V Avenue,
education@ukzn.ac.za
Glenwood
Durban
Private Bag X17
Bellville 7535
Republic of South Africa
University of
Tel: +27 21 959 2911
Western Cape
Modderdam Road
Bellville 7535
Republic of South Africa
Tel: +27 11-717-1000
Private Bag 3,
University of
Fax: +27 11-717-1065
Wits
Witwatersrand
2050,
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ORASECOM: CBP Report
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Country
Universities
Address
Contact Details
P.O. Roma 180
Maseru
100
National University
Tel: 34 0601
Lesotho
of Lesotho
Fax: 34 0000
Email :
registrar@nul.ls
Private Bag 13301,
Windhoek, Namibia
University of
340 Mandume Ndemufayo
Tel: +264-61-206-3111
Namibia
Avenue,
Pionierspark,
Namibia
Windhoek, Namibia
Private Bag 13388
Windhoek, Namibia
Polytechnic of
Tel: +264-61-207-9111
Namibia
Fax: +264-61-207-2444
13 Storch Street
Windhoek, Namibia
RESOURCE CENTRES
Location
Address
Contact Details
Tel: +27 21 424 4738
African Centre for
Cape Town,
Fax: +27 21 422 3810
www.acwr.co.za
Water Research
South Africa
E-mail:
poziswa@acwr.co.za
International Water
Tel: +27 12 845 9100
Pretoria,
Management Institute:
www.iwmi.cgiar.org/africa/south Fax: +27 12 845 9110
South Africa
Southern Africa
iwmi-africa@cgiar.org
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ORASECOM: CBP Report
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SERVICE PROVIDERS
KFA Supported
Institution
Location
Address
Contact Details
Tel: +27 11 678-2443
Imsimbi Training
South Africa
www.imsimbi.co.za
Fax: +27 11 678-6496
tammy@imsimbi.co.za
Tel: +27 12 991 7623
Assertiveness
Pumalo Africa
South Africa
www.pumalo.com
Fax: +27 86 675 5376
Skills
info@pumalo.com
Tel: + 27 11 485 2150
Fax: +27 11 640 4916
Dynamic Seminars
South Africa
www.drjude.co.za
info@winningresults.co.z
a
Tel: +27 16 986 3888
Abelusi Training
South Africa
www.abelusi.co.za
Fax: 086 669 3511
Network
info@abelusi.co.za
Business
Writing Skills
PO Box 68482
Tel: +27 (011) 463 2022
Professional
CESA
South Africa
Bryanston
Fax: +27 (011) 463 7383
Minute Writing
Johannesburg
sce@cesa.co.za
Tel: +27 11 678-2443
Imsimbi Training
South Africa
www.imsimbi.co.za
Fax: +27 11 678-6496
tammy@imsimbi.co.za
Imbewu
Tel: +27 11 325 4928
Sustainability
South Africa
www.imbewu.co.za
admin@imbewu.co.za
Climate Change
Legal Specialists
Tel:+31 15 215 1715
Delft, The
UNESCO - IHE
www.unesco-ihe.org
Fax: +31 15 212 2921
Netherlands
info@unesco-ihe.org
Private Bag X3015
Tel:+27 15 793 7300
Computer Skills
Southern African
South Africa
Hoedspruit
Fax:+27 15 793 7314
Wildlife College
1380
ckafoteka@sawc.org.za
Tel: +27 11 678-2443
Imsimbi Training
South Africa
www.imsimbi.co.za
Fax: +27 11 678-6496
tammy@imsimbi.co.za
Tel: +26 46 122 0579
P.O. Box 6322
SAIEA
Namibia
Fax: +26 46 127 9897
Windhoek
Conflict
peter.tarr@saiea.com
Management
Tel: + 27 11 485 2150
Fax: +27 11 640 4916
Dynamic Seminars
South Africa
www.drjude.co.za
info@winningresults.co.z
a
Tel: +27 12 991 7623
Pumalo Africa
South Africa
www.pumalo.com
Fax: +27 86 675 5376
info@pumalo.com
Johannesbur
PO Box 68482
Tel: +27 (011) 463 2022
Contract Law
CESA
g, SA
Bryanston
Fax: +27 (011) 463 7383
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ORASECOM: CBP Report
July 2009
KFA Supported
Institution
Location
Address
Contact Details
Johannesburg
sce@cesa.co.za
P.O.Box 94
Rhodes
Tel: +27 46 603 8852
Rhodes Investec
Grahamstown
University -
Fax: +27 46 603 8613
Environmental
Business School
6140
SA
N.Craig@ru.ac.za
Law
Centre for
North-West
Tel: +27 18 299 2714
Environmental
University -
www.cem.puk.ac.za
Fax: + 27 18 299 2726
Management
SA
ceminfo@nwu.ac.za
Tel: +26 46 122 0579
P.O. Box 6322
SAIEA
Namibia
Fax: +26 46 127 9897
Windhoek
Environmental
peter.tarr@saiea.com
Management
Centre for
North-West
Tel: +27 18 299 2714
Environmental
University -
www.cem.puk.ac.za
Fax: + 27 18 299 2726
Management
SA
ceminfo@nwu.ac.za
CES
Karin Bowler
Facilitation
Tel: +27 12 991 7623
Skills
Pumalo Africa
South Africa
www.pumalo.com
Fax: +27 86 675 5376
info@pumalo.com
P.O.Box 94
Rhodes
Tel: +27 46 603 8852
Rhodes Investec
Grahamstown
University -
Fax: +27 46 603 8613
Financial
Business School
6140
SA
Management
N.Craig@ru.ac.za
Tel: +27 11 678-2443
Imsimbi Training
South Africa
www.imsimbi.co.za
Fax: +27 11 678-6496
tammy@imsimbi.co.za
Tel:+31 15 215 1715
Delft, The
UNESCO - IHE
www.unesco-ihe.org
Fax: +31 15 212 2921
Netherlands
info@unesco-ihe.org
Tel: +27 12 3309077
Cap-Net
Pretoria, SA
www.cap-net.org
Fax: +27 12 3314860
info@cap-net.org
Global Water
Tel: +27 12 845 9159
www.gwpforum.org
IWRM
Partnership
Pretoria, SA
E-mail:
www.gwpsa.org
Southern Africa
r.beukman@cgiar.org
Tel: +27 21 887 7161
Stellenbosch,
Fet-Water
www.fetwater.co.za
Fax: +27 21 887 7162
SA
dana@bluescience.co.za
Tel: +263-4-336725
Harare,
www.waternetonline
Fax: +263-4-336740
Waternet
Zimbabwe
.ihe.nl
bgumbo@waternetonlin
e.org
Centre for
North-West
IWRM -
Tel: +27 18 299 2714
Environmental
University -
www.cem.puk.ac.za
Introduction
Fax: + 27 18 299 2726
Management
SA
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ORASECOM: CBP Report
July 2009
KFA Supported
Institution
Location
Address
Contact Details
ceminfo@nwu.ac.za
IWRM
Private Bag X3015
Tel:+27 15 793 7300
Southern African
Catchment
South Africa
Hoedspruit
Fax:+27 15 793 7314
Wildlife College
Management
1380
ckafoteka@sawc.org.za
Earth Sciences
Department
Tel: +27 21 959 2683
University of the
University of
UWC South
Fax: +27 86 605 3198
Western Cape
Western Cape
Africa
hsolomon@uwc.ac.za
Private Bag X 17
IWRM -
Bellville
Groundwater
7535
Tel: +27 11 626 9000
Fax: +27 11 615 9447
Premier
South Africa
info@premierconferenci
Conferencing
ng.co.za
Tel: +27 11 678-2443
Imsimbi Training
South Africa
www.imsimbi.co.za
Fax: +27 11 678-6496
tammy@imsimbi.co.za
Negotiation
Tel: +26 46 122 0579
P.O. Box 6322
Skills
SAIEA
Namibia
Fax: +26 46 127 9897
Windhoek
peter.tarr@saiea.com
Tel: +27 12 991 7623
Pumalo Africa
South Africa
www.pumalo.com
Fax: +27 86 675 5376
info@pumalo.com
PO Box 68482
Tel: +27 (011) 463 2022
CESA
South Africa
Bryanston
Fax: +27 (011) 463 7383
Johannesburg
sce@cesa.co.za
Project
Tel: +27 16 986 3888
Abelusi Training
Management
South Africa
Fax: 086 669 3511
Network
info@abelusi.co.za
Tel: +27 11 678-2443
Imsimbi Training
South Africa
www.imsimbi.co.za
Fax: +27 11 678-6496
tammy@imsimbi.co.za
Tel: 1-303-254-5642
Colorado,
IAP2
www.iap2.org
Fax: 1-303-255-2382
USA
Public
moira@iap2.org
Participation
P.O. Box 6322
Tel: +26 46 122 0579
SAIEA
Namibia
Windhoek
Fax: +26 46 127 9897
peter.tarr@saiea.com
Tisha Greyling
Public Speaking
Deborah Nel
Centre for
North-West
Tel: +27 18 299 2714
Remediation
Environmental
University -
www.cem.puk.ac.za
Fax: + 27 18 299 2726
Management
SA
ceminfo@nwu.ac.za
Delft, The
www.unesco-ihe.org
Tel:+31 15 215 1715
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ORASECOM: CBP Report
July 2009
KFA Supported
Institution
Location
Address
Contact Details
Netherlands
Fax: +31 15 212 2921
info@unesco-ihe.org
Tel: +267 390 3401
Centre for Applied
Gabarone,
www.car.org.bw
Fax: +267 390 3401
Research
Botswana
info@car.org.za
Resource
P.O.Box 94
Economics
Rhodes
Tel: +27 46 603 8852
Rhodes Investec
Grahamstown
Environmental
University -
Fax: +27 46 603 8613
Business School
6140
Economics
SA
N.Craig@ru.ac.za
Private Bag X3015
Tel:+27 15 793 7300
Southern African
South Africa
Hoedspruit
Fax:+27 15 793 7314
Wildlife College
1380
ckafoteka@sawc.org.za
Tel:+31 15 215 1715
Delft, The
UNESCO - IHE
www.unesco-ihe.org
Fax: +31 15 212 2921
Resource
Netherlands
info@unesco-ihe.org
Monitoring
Centre for
North-West
Tel: +27 18 299 2714
Environmental
University -
www.cem.puk.ac.za
Fax: + 27 18 299 2726
Management
SA
ceminfo@nwu.ac.za
Tel; 1 202 518 2054
UN TSC
New York,
www.iwlearn.net
Fax: 1 202 387 4823
Programme
USA
TDA
Email: info@iwlearn.org
P.O. Box 6322
Tel: +26 46 122 0579
SAIEA
Namibia
Windhoek
Fax: +26 46 127 9897
peter.tarr@saiea.com
Tel: + 27 11 485 2150
Fax: +27 11 640 4916
Team Building
Dynamic Seminars
South Africa
www.drjude.co.za
info@winningresults.co.z
a
Centre for
North-West
Tel: +27 18 299 2714
Environmental
University -
www.cem.puk.ac.za
Fax: + 27 18 299 2726
Water Quality
Management
SA
ceminfo@nwu.ac.za
Assessment
Tel:+31 15 215 1715
Delft, The
UNESCO - IHE
www.unesco-ihe.org
Fax: +31 15 212 2921
Netherlands
info@unesco-ihe.org
Page | 122
ORASECOM: CBP Report
July 2009
APPENDIX B: CBP Spreadsheet
Page | 123
ORASECOM: CBP Report
July 2009
Page | 124
ORASECOM: CBP Report
July 2009
PHASE 1
TTT
Key Focus Area
Objective
Course Name
Course Type
Comm
Expert
Stake Holder
Total Cost
Member
Objectives of the
Introduction to
ORASECOM Action
1
Develop New R 22 000.00
R 66 000.00
R 33 000.00
R 22 000.00
223 000.00
ORASECOM
Plan
IWRM
Introductory
Customise
R 22 000.00
R 66 000.00
R 33 000.00
R 22 000.00
R 163 000.00
course
Environmental
Flow
Existing
R 22 000.00
R 66 000.00
R 33 000.00
R 22 000.00
R 149 000.00
Requirements
2
Catchment
IWRM
Customise
R 22 000.00
R 66 000.00
R 33 000.00
R 22 000.00
R 163 000.00
Management
Groundwater
Existing
R 34 000.00
R 102 000.00 R 51 000.00
R 34 000.00
R 227 000.00
Management
IWRM specialist
Customise
R R 1377 000
R 688 500.00 R R 2 215 500
courses
IWRM Masters **
Existing
R R R 495 000.00 R R 555 000.00
Conflict
Conflict
8
Existing
R 19 000.00
R 57 000.00
R R R 79 000.00
Management
Management
Negotiation Skills
8
Negotiation Skills
Existing
R 19 000.00
R 57 000.00
R 28 500.00
R 19 000.00
R 126 500.00
Climate Change:
Customise
R 33 000.00
R 99 000.00
R 49 500.00
R 33 000.00
R 224 500.00
Introduction
WCD & Global
Principles of
Water
Customise
R33 000.00
R 99 000.00
R 49 500.00
R 33 000.00
R 224 500.00
4
Sustainable
Partnerships
Sustainable
Amalgamate R53 000.00
R 159 000.00 R 79 500.00
R 53 000.00
R 364 500.00
Development
Climate Change:
Customise
R 91 000.00
R 273 000.00 R 136 500.00 R 91 000.00
R 621 500.00
Intermediate
Existing
Page | 125
ORASECOM: CBP Report
July 2009
Sustainable
Existing
R 249 000.00 R 747 000.00 R 373 500.00 R 249 000.00 R 1 663 500
Development
course
Climate Change:
Existing
R 249 000.00 R 747 000.00 R 373 500.00 R 249 000.00 R 1 663 500
Advanced
course
Customise
International Laws
4
International Law
R 33 000.00
R 99 000.00
R R R 142 000.00
Existing
International
International
Customise
4
R 31 000.00
R 93 000.00
R R R 134 000.00
Water Rights
Water Rights
Existing
Environmental
Environmental
4
Workshop
R 7 000.00
R 21 000.00
R 10 500.00
R 7 000.00
R 45 500.00
Principles
Principles
Environmental
Existing
Assessment:
R 64 000.00
R 192 000.00 R 96 000.00
R 64 000.00
R 428 000.00
course
Introduction
Introduction to
Environmental
Existing
R 79 000.00
R 237 000.00 R 118 500.00 R 79 000.00
R528 500.00
Management: An
course
Overview
HIV Aids and
Existing
Water in
R 64 000.00
R 192 000.00 R 96 000.00
R 64 000.00
R 428 000.00
course
Southern Africa
Environmental
4
Environmental
Management
Law (in South
Existing
Africa) for
R 79 000.00
R 237 000.00 R 118 500.00 R 79 000.00
R 528 500.00
course
Environmental
Managers
Environmental
Existing
R 79 000.00
R 237 000.00 R 118 500.00 R 79 000.00
R 528 500.00
Risk Assessment
course
Social and
Existing
R 79 000.00
R 237 000.00 R 118 500.00 R 79 000.00
R 528 500.00
Heritage Impact
course
Critical appraisal
Existing
of EIA and
R 64 000.00
R 192 000.00 R 96 000.00
R 64 000.00
R 428 000.00
course
external review
Page | 126
ORASECOM: CBP Report
July 2009
Strategic
Existing
Environmental
R 64 000.00
R 192 000.00 R 96 000.00
R 64 000.00
R 428 000.00
course
Assessment
Biodiversity and
Existing
EIA decision-
R 64 000.00
R 192 000.00 R 96 000.00
R 64 000.00
R 428 000.00
course
making
Introduction to
Existing
R 79 000.00
R 237 000.00 R 118 500.00 R 79 000.00
R 528 500.00
EIA Procedures
course
EIA: The South
African NEMA
Existing
Regulations: A
R 79 000.00
R 237 000.00 R 118 500.00 R 79 000.00
R 528 500.00
course
practical
approach
ORASECOM
Amalgamate
Water Legislation
4
R 102 000.00 R 306 000.00 R 153 000.00 R R 601 000.00
Water Law
Courses
Environmental
Environmental
Amalgamate
4
R 102 000.00 R 306 000.00 R 153 000.00 R R 601 000.00
Legislation
Law - ORASECOM
Courses
Develop New
SADC Protocols
4
SADC Protocols
R 93 000.00
R 279 000.00 R R R 412 000.00
Course
Eradication of
Eradication of
Develop New
3
exotic alien
R 182 000.00 R 546 000.00 R R 182 000.00 R 990 000.00
exotic alien species
Course
species
Pollution Control
Develop New
3
Pollution Control
R 271 000.00 R 813 000.00 R 406 500.00 R 271 000.00 R 1 881 500
and Prevention
Course
Module 2 of IAP2
Conflict Handling in
Existing
7
certificate
R 19 000.00
R 57 000.00
R 28 500.00
R 19 000.00
R 126 500.00
Public Participation
course
Program in PP
Written
Technical and
Existing
Communication
7
Business Report
R 34 000.00
R 102 000.00 R 51 000.00
R 34 000.00
R 227 000.00
course
and Report Writing
Writing Course
Total Cost : R 19, 276, 500.00
Page | 127
ORASECOM: CBP Report
July 2009
Page | 128
ORASECOM: CBP Report
July 2009
PHASE 2
TTT
Key Focus Area
Objective
Course Name
Course Type
Comm
Expert
Stake Holder
Total Cost
Member
The TDA/SAP
Existing
approach:
R 34 000.00
R 102 000.00 R 51 000.00
R 34 000.00
R 227 000.00
course
Transboundary
Introduction
Diagnostic Analysis
2
The TDA/SAP
-Introduction
approach in the
Existing
GEF International
R R 237 000.00 R 118 500.00 R R 370 500.00
course
Waters
Programme
Data Assessment
Water Quality
Existing
2
R 79 000.00
R 237 000.00 R 118 500.00 R 79 000.00
R 528 500.00
Techniques
Monitoring
course
Assertiveness
Existing
8
Being Assertive
R 19 000.00
R 57 000.00
R R R 79 000.00
training
course
Dispute
Existing
Dispute Resolution
8
R 19 000.00
R 57 000.00
R
R
R 79 000.00
Resolution
course
Dispute
Dispute Resolution
Customise
8
Resolution - Legal
R 33 000.00
R 99 000.00
R
R
R 142 000.00
Legislation
Existing
Basis
Bi- & Trilateral
International
Develop New
4
R 93 000.00
R 279 000.00 R 139 500.00 R 93 000.00
R 644 500.00
Agreements
Agreements
Course
Pollution Penalties
Develop New
3
Legal Liabilities
R 182 000.00 R 546 000.00 R 273 000.00 R 182 000.00 R 1 263 000
and Liabilities
Course
Remediation
Ecological Rehab
Existing
3
R
R 237 000.00 R 118 500.00 R
R 370 500.00
Strategy and Tools
and Mine Closure
course
Resource Quality
Resource Quality
Customise
3
R 33 000.00
R 99 000.00
R 49 500.00
R 33 000.00
R 224 500.00
Objectives
Objectives
Existing
Resource
3
Resource
Amalgamate
R
R 747 000.00 R
R
R 847 000.00
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ORASECOM: CBP Report
July 2009
Monitoring
Monitoring
Courses
Module 1 of IAP2
Existing
Presentation Skills
7
certificate
R 19 000.00
R 57 000.00
R 28 500.00
R 19 000.00
R 126 500.00
course
Program in PP
Existing
Public Speaking
7
Public Speaking
R 34 000.00
R 102 000.00 R 51 000.00
R 34 000.00
R 227 000.00
course
Existing
Facilitation Skills
7
Facilitation Skills
R 34 000.00
R 102 000.00 R 51 000.00
R 34 000.00
R 227 000.00
course
Public
Principles and
participation in
Existing
Practice of Public
7
R 64 000.00
R 192 000.00 R 96 000.00
R 64 000.00
R 428 000.00
Environmental
course
Participation
Assessment
Understanding
Basic principles of Develop New
5
R 93 000.00
R 279 000.00 R
R 93 000.00
R 505 000.00
Basic Modelling
Modelling
Course
Resource
Resource
Develop New
5
R 93 000.00
R 279 000.00 R
R
R 412 000.00
Economics
Economics
Course
Project
Project
Existing
5
R 34 000.00
R 102 000.00 R
R
R 142 000.00
Management
Management
course
Safety of Dams &
Safety of Dams &
Develop New
5
R
R
R 406 500.00 R 271 000.00 R 797 500.00
Tunnels
Tunnels
Course
Emergency
Preparedness
Contingency
Emergency
Develop New
Planning
6
R 93 000.00
R 279 000.00 R 139 500.00
R 93 000.00
R 644 500.00
Preparedness
Course
Disaster
Management
Flood Forecasting
Basic Risk
Develop New
Risk Assessment
6
R 93 000.00
R 279 000.00 R
R 93 000.00
R 505 000.00
Assessment
Course
Advanced Risk
Existing
Risk Assessment
6
R
R
R 495 000.00 R
R 555 000.00
Assessment
course
Total Cost: R 9, 847, 000.00
Page | 130
ORASECOM: CBP Report
July 2009
Phase 3
TTT
Key Focus Area
Objective
Course Name
Course Type
Comm
tExper
Stake Holder
Total Cost
Member
General Principles
General Principles
Customise
8
R 33 000.00
R 99 000.00
R
R
R 142 000.00
of Law
of Law
Existing
Resource Based
3
WRM Strategies
Seminar
R 7 000.00
R 21 000.00
R 10 500.00
R 7 000.00
R 45 500.00
Approaches
Source
Management
3
WRM Strategies
Seminar
R 7 000.00
R 21 000.00
R 10 500.00 R 7 000.00
R 45 500.00
Strategy
Custom Course to
Existing
Team Building
7
R 19 000.00
R 57 000.00
R 28 500.00 R 19 000.00
R 126 500.00
be Developed
course
Financial
Financial
Existing
5
R 34 000.00
R 102 000.00 R
R
R 142 000.00
Management
Management
course
Technical
Understanding
Understanding
Develop
5
R 82 000.00
R
R 273 000.00 R 182 000.00 R 717 000.00
related to
Infrastructure
New Course
Infrastructure
Existing university
Lobbying and
Existing
General
course should be
R 34 000.00
R 102 000.00 R
R
R 142 000.00
Advocacy
course
customized
Existing university
Existing
Good Governance
General
course should be
R 34 000.00
R 102 000.00 R
R
R 142 000.00
course
customized
Total Cost: R 1, 502, 500.00
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APPENDIX C: TNA Questionnaire
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Training Needs Analysis
Introduction
The Orange-Senqu Commission (ORASECOM) was established on 3 November 2000 in
Windhoek, Namibia, and this multilateral commission has been meeting regularly since
then. It is a legal entity in its own right, with certain functions to execute. Bilateral
commissions (between South Africa and Lesotho, and between South Africa and Namibia)
remain in place, but the activities are subject to scrutiny by ORASECOM. The ORASECOM
is an advisory body with powers only to advise the parties and is not a development
agency.
Transboundary water management has always been of key importance in the Orange-
Senqu basin, with individual agreements existing between Lesotho and South Africa
(Lesotho Highlands Water Project) and Namibia and South Africa respectively on the use of
the shared water resources.
ORASECOM aims to develop the Orange River for the benefit of all the respective states
and is the first formal body established for the management of shared water resources
since the Protocol on Shared Watercourse Systems became an instrument of international
water law in the Southern African Development Community (SADC). The commission plans
to develop a comprehensive perspective of the Orange River Basin, study the present and
proposed uses of the river system, and determine future requirements for flow monitoring
and flood management. It is expected to strengthen regional solidarity and enhance socio-
economic cooperation. The multilateral commission will not replace existing bilateral
commissions between any of the watercourse states, but rather will provide a broader
forum for overall consultation and coordination between the states for sound integrated
water resources management and development in the Orange River Basin.
Capacity Building Project
ILISO Consulting (Pty) Ltd was appointed on 12 September 2008 under the FGEF
supported programme to ORASECOM to carry out a capacity building needs assessment
and based on this to develop a detailed Capacity Building Programme (CBP) for the next 5
years. The main objective of the study is to provide ORASECOM with a definitive and
implementable needs-based CBP which will support ORASECOM in carrying out its
functions as defined in the 2000 ORASECOM agreement.
ILISO is currently busy with the first part of the study, the needs assessment and this
questionnaire has been drawn up to provide information for this assessment. More
specifically, the objective / aim of this questionnaire is to identify the areas in which
capacity is required to be built based on the functions and responsibilities of ORASECOM
(Council, technical task teams, steering committees etc) and the national institutions upon
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which ORASECOM and its members/representatives depend for technical advice,
information, data etc.
Once the answers to these questions have been obtained, (as expressed by ORASECOM
reps and the countries (Ministries, consultants, experts) a gap analysis can be carried out
in order to obtain a clear list of capacity building needs. This list will then be converted into
a list of interventions of different types.
You are therefore requested to indicate your perception of the areas in which capacity
needs to be built within your organization (or the country or ORASECOM) in order to
support ORASECOM in carrying out its functions properly.
The questionnaire has been drawn up according to the mandated functions of
ORASECOM. Under each function we have listed our preliminary view/opinion of the
various areas/topics/subjects in which sufficient capacity is required to support the
proper/sufficient carrying out of the function. Provision has also been made for an indication
of any additional areas or topics which you may consider relevant to the specific objective
being assessed.
Please provide an indication of the training or capacity building needs which will be
required to achieve the objectives from a generic and organisational viewpoint. The
answers provided should not be based on person needs but rather on the overall needs of
the water sector and organisation which you represent.
The questionnaire has been divided into assessment of needs for each functional activity of
ORASECOM. Provision has also been made for an indication of organisations or groups
which may require capacity building.
Once complete, please return the form to:
Kavita Pema : kavita@iliso.com
Fax: 012 665 1886
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Respondent Information
First Name
Last Name
Years of Experience
Occupation/ Job Title
Organisation Represented
Primary Employer
Employer's Address
Phone
Fax
Cell Phone
E-mail Address
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1. Objectives of the ORASECOM Action Plan
An understanding and knowledge of the background of the organisational structure, institutional
arrangements and strategic management philosophies are critical in the efficient function of the
organisation.
Mark this as relevant to the organisation or sector in general in terms of the following criteria:
1. Critical
2. Important
3. Optional
4. Not Applicable
1
2
3
4
Knowledge and understanding of the ORASECOM Agreement
Clear understanding of the Mission and Vision of ORASECOM
Knowledge of the primary role of ORASECOM
Understanding ORASECOM's role in the larger governance area
Knowledge of the structure and organisation related to functions
Goals of ORASECOM
ORASECOM Action Plan
Please list any additional information relevant to this objective which you consider important.
Additional Focus Area 1
Additional Focus Area 2
Additional Focus Area 3
Additional Focus Area 4
Please provide an indication of organisations which may benefit from or require capacity building to
achieve this objective.
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2. Taking Measures and Making Arrangements to Determine the Long Term Safe Yield of
the Water Resources of the System: Surface Water and Groundwater
ORASECOM is responsible for the integrated Water Resource Management of the Orange-Senqu
River Basin and as such the relevant personnel instrumental in the execution of this task will be
required to be knowledgeable in the area of surface and groundwater management. This aspect
will have to be linked to water quality and quantity management in order to understand and
management system yield requirements and options.
Mark this as relevant to the organisation or sector in general in terms of the following criteria:
1. Critical
2. Important
3. Optional
4. Not Applicable
1
2
3
4
Water Resource Development Management Principles and
Applications
Surface Hydrology Principles and Applications
Groundwater Principles and Applications
Environmental Flow Requirements (quality and quantity)
Integrated Water Resource Management
Transboundary Diagnostic Analysis
Catchment Management
Basic Principles of Modeling
Data Assessment Techniques
Additional Focus Areas for Objective
Please list any additional information relevant to this objective which you consider important.
Additional Focus Area 1
Additional Focus Area 2
Please provide an indication of organisations which may benefit from or require capacity building to
achieve this objective.
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3. Prevention of Pollution and Control of Aquatic Weeds
Prevention and control of pollution are the basic building blocks for implementation of Integrated
Water Resource Management. It is therefore vital to understand the dynamics of the receiving water
as well as the aquatic ecosystems water quality requirements, in terms of the IWRM approach where
water quality management consists of an integrated source, remediation and resource directed
management approach.
Mark this as relevant to the organisation or sector in general in terms of the following criteria:
1. Critical
2. Important
3. Optional
4. Not Applicable
1
2
3
4
Authorisation Processes
Pollution Control and Prevention
Penalties and Liabilities for Pollution
Resource Based Approaches
Source Management Strategy
Remediation Strategy and Tools
Resource Monitoring
Data Management
Additional Focus Areas for Objective
Please list any additional information relevant to this objective which you consider important.
Additional Focus Area 1
Additional Focus Area 2
Please provide an indication of organisations which may benefit from or require capacity building to
achieve this objective.
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4. Ensuring the Equitable and Reasonable Utilisation of Water Resources in the River
System to Support Sustainable Development in the Territory of Each Party
Since the ORASECOM deals with the management of transboundary water resources a clear
understanding of the relevant legislation of the partner countries as well as international regulatory
mechanisms which may impact on the operational management of the organisation is required. In
this context it is also vital to understand the international initiative which are being undertaken and
implemented in order to ensure sustainable development.
Mark this as relevant to the organisation or sector in general in terms of the following criteria:
1. Critical
2. Important
3. Optional
4. Not Applicable
1
2
3
4
Principles of Sustainable Development
UN Protocols
International Laws
Environmental Principles
Water Legislation
Environmental Legislation
Bilateral Agreements
SADC Protocols
Additional Focus Areas for Objective
Please list any additional information relevant to this objective which you consider important.
Additional Focus Area 1
Additional Focus Area 2
Please provide an indication of organisations which may benefit from or require capacity building to
achieve this objective.
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5.
Facilitating Investigations and Studies Related to Development, Operation and Maintenance of
Infrastructure on the River System
Infrastructure management is a very specialized field which requires specialized training. Usually
this would entail a tertiary education in the engineering field. However, in order to make
management decisions and recommendations a basic understanding of the development,
operation and maintenance of infrastructure may be required.
Mark this as relevant to the organisation or sector in general in terms of the following criteria:
1. Critical
2. Important
3. Optional
4. Not Applicable
1
2
3
4
Understanding Basic Modeling
Resource Economics
Project Management
Financial Management (budget, invoicing, basic financial policy)
Technical Understanding related to Infrastructure
Safety of Dams
Additional Focus Areas for Objective
Please list any additional information relevant to this objective which you consider important.
Additional Focus Area 1
Additional Focus Area 2
Additional Focus Area 3
Additional Focus Area 4
Please provide an indication of organisations which may benefit from or require capacity building to
achieve this objective.
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6. Contingency Planning for Emergencies Including Drought, Flood and Pollution
In the ever-evolving global environmental change sphere, disasters and emergencies are
becoming more and more prevalent. It is the responsibility of all organisations which are involved
in some aspect of safety and management to ensure that emergency preparedness plans as well
as contingency plans are developed, updated and communicated to stakeholders.
Mark this as relevant to the organisation or sector in general in terms of the following criteria:
1. Critical
2. Important
3. Optional
4. Not Applicable
1
2
3
4
Emergency Preparedness
Contingency Planning
Risk Assessment
Disaster Management
Additional Focus Areas for Objective
Please list any additional information relevant to this objective which you consider important.
Additional Focus Area 1
Additional Focus Area 2
Additional Focus Area 3
Additional Focus Area 4
Please provide an indication of organisations which may benefit from or require capacity building to
achieve this objective.
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7. Regular Exchange of Information and Consultation
Regular exchange of information between the member states is vital in order to share information
as well as transfer skill and enhance capacity building by learning from experts within each
country. This would best be facilitated by means of workshops and seminars with participants from
all four countries and relevant experts and specialists. Public consultation is also essential in order
to ensure that stakeholders are well informed of the functions and responsibilities of ORASECOM.
Mark this as relevant to the organisation or sector in general in terms of the following criteria:
1. Critical
2. Important
3. Optional
4. Not Applicable
1
2
3
4
Presentation skills
Public Speaking
Facilitation Skills
Principles and Practice of Public Participation
Conflict Handling in Public Participation
Team Building
Written Communication and Report Writing
Additional Focus Areas for Objective
Please list any additional information relevant to this objective which you consider important.
Additional Focus Area 1
Additional Focus Area 2
Please provide an indication of organisations which may benefit from or require capacity building to
achieve this objective.
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8. Dispute Resolution
In any cooperative and international management system it is inevitable that disputes will arise
related to various management, operational and implementation aspects. Negotiations and
discussions related to various aspects will also become critical as the organisation grows and
implementation factors become more pronounced. Member should be able to manage and deal
with conflict situations and possess the skills to undertake fruitful negotiations.
Mark this as relevant to the organisation or sector in general in terms of the following criteria:
1. Critical
2. Important
3. Optional
4. Not Applicable
1
2
3
4
General Principles of Contract Law
Principles of Common Law
Legal Processes and Instruments
Conflict Management
Negotiation Skills
Assertiveness Training
Dispute Resolution Procedures and Mechanisms
Dispute Resolution Legislation
Additional Focus Areas for Objective
Please list any additional information relevant to this objective which you consider important.
Additional Focus Area 1
Additional Focus Area 2
Please provide an indication of organisations which may benefit from or require capacity building to
achieve this objective.
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9. General Training Needs
If there are any training needs you have which may have been missed, please include them here.
If you have a preference for a method of achieving this training please include it here.
General Training Need 1
General Training Need 2
General Training Need 3
General Training Need 4
General Training Need 5
Managing Expectations
While this process will aid you and the ORASECOM to identify capacity building needs, it is vital to
understand that the final CBP to be developed will focus on the long term achievement of the
objectives listed in this needs analysis. While this assessment makes allowances for individual
training wishes, it must be emphasised that the final CBP will be based solely on the needs of the
organisation in achieving the stated objectives.
Delivery mechanisms may include coaching, on the job training, e-learning, courses, guided
reading etc.
Factors such as time, cost, availability, relevance and personal learning preferences will all be
contributory to identifying the most appropriate delivery solution.
Next steps:
This plan will be collated into a CBP to ensure that the relevant members are able to provide
constructive participation in operational matters.
Thank you for completing this Training Needs Analysis.
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