Annex V: Training and capacity building (TCB) strategy for ecosystem
management

FOR THE PROPOSED PROJECT:

IMPLEMENTATION OF THE BENGUELA CURRENT
LME STRATEGIC ACTION PROGRAM FOR
RESTORING DEPLETED FISHERIES AND REDUCING
COASTAL RESOURCES DEGRADATION (SAP-IMP)


June 2007











Ms Pavitray Pillay
Dr Neville Sweijd

BENEFIT Secretariat
P. O. Box 912
Swakopmund, Namibia
365

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TABLE OF CONTENTS
EXECUTIVE SUMMARY AND RECOMMENDATIONS.................................. 370
1. Introduction.............................................................................. 372
1.1 Background and context 372
1.2 Scope 373
1.3 Process and Approach
373
1.4 Structure of the report
376
2. Needs Assessment Outcomes .................................................... 377
2.1 Survey Outcome - Scope of needs
377
2.1.1 Angola
377
2.1.2 Namibia
377
2.1.3 South Africa 378
2.1.4 Regional
378
2.2 Survey Outcomes - TCB content
379
3. Review of Capacity Building Programmes, Projects and Institution
383

3.1 Training and Capacity Building Programmes
383
3.1.1 BENEFIT
383
3.1.2 BCLME
383
3.1.4 DLIST Benguela
383
3.1.5 Namib Coast Biodiversity Conservation and Management 384
3.1.6 Angola - Bilateral with Norway, Portugal, Brazil 385
3.1.7 Namibia ­ Spain Bilateral 385
3.1.8 RSA ­ Norway
385
3.1.9 Gesellschaft Technische Zusammenarbeit 386
3.1.10 CAPE Action Plan for the Environment 386
3.1.11 Agulhas Somali Currents LMEs & SWIOFP
387
3.1.12 Ocean Data and Information Network for Africa 387
3.1.13 Global Biodiversity Information Facility 388
3.1.14 Global Ocean Observing System 389
3.1.15 SysTem for Analysis, Research and Training
389
3.1.16 Scientific Committee for Oceanographic Research
390
3.1.17 SADC ­ Food Agriculture & Natural Resources Directorate
391
3.1.18 New Partnership for Africa's Development
391
3.1.19 International Council for Science 391
3.1.20 Food and Agriculture Organization 392
3.1.21 Integrated Marine Biogeochemistry and Ecosystem Research
392
3.1.22Global Ballast Water Management Programme 392
3.1.22 ECO-UP
393
3.1.23 African Coelacanth Ecosystem Programme
393
3.1.24 South East Atlantic Fisheries Organization 393
3.1.25 Western Indian Ocean Marine Science Association
394
3.1.26 Addressing Land-based Activities in the Western Indian Ocean 394
3.1.22 The South African Environmental Observation Network 394
3.1.23 Swedish International Development Cooperation Agency 395
3.1.28 Southern African Network for Coastal and Oceanic Research
395

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3.1.29 Intternational organization, institutes, companies and individuals 395
3.1.30 Private Consultants: 396
3.2 Training and Capacity Building Institutions
396
3.2.1 University of Agostinho Neto (UAN)
396
3.2.2 Centro de Formação de Pescas (Cefopescas)
397
3.2.3 Escola Helder Neto 397
3.2.4 Eschola de Linguas 397
3.2.5 University of Namibia (UNAM)
398
3.2.6 Fisheries Observer Agency (FOA) 398
3.2.7 Polytechnic of Namibia
398
3.2.7 Desert Research Foundation of Namibia 399
3.2.7 Namibia Fisheries Institute (NAMFI)
399
3.2.8 Southern African Institute for Environmental Assessment 399
3.2.9 Council for Scientific and Industrial Research
400
3.2.10 International Ocean Institute & IOI-SA
400
3.2.11 TRAIN-SEA-COAST
401
3.2.12 University of Cape Town 401
3.2.13 University of the Western Cape
403
3.2.14 Rhodes University 404
3.2.15 Nelson Mandela Metropolitan University 404
3.2.16 Cape Peninsula University of Technology 405
3.2.17 University of Witwatersrand
405
3.2.18 University of Pretoria
406
3.2.19 Stellenbosch University
406
3.2.20 African Centre for Climate and Earth Stewardship Science
406
4. Training and Capacity Building Strategy ................................... 407
4.1 Training Institutional arrangements:
407
4.1.1 Regional Training coordinator
408
4.1.2 National coordinators
410
4.2 Human Resources and Infrastructure 411
4.2.1 Regional Human Resources Strategy
411
4.2.2 Regional Professional Association 412
4.2.3 Regional deployment of skills
412
4.2.4 Mentoring & import of expertise
413
4.2.5 Strategic relationships
413
4.3. Skills Development and Skills Improvement 413
5. Monitoring and Evaluation ......................................................... 419
6. Estimated Budget ...................................................................... 421
List of Acronyms .............................................................................. 423
Bibliography:................................................................................... 425
ANNEX 1. ....................................................................................... 427
ANNEX 2:........................................................................................ 429
ANNEX 3: ...................................................................................... 431

369

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EXECUTIVE SUMMARY AND RECOMMENDATIONS

One of the outcomes of the BCLME programme was acknowledgement that further
strengthening of human resources and infrastructure capacity and the maintenance of
existing capacity would be a prerequisite in order for the Strategic Action Programme
(SAP) to be successfully implemented. The Benguela Environment Fisheries
Interaction and Training Programme (BENEFIT) was commissioned to conduct a
needs assessment in order to propose a strategy for a Training and Capacity Building
(TCB) component of the SAP-IMP project.

Problems experienced in the region with the lack of skills and experience have
reached alarming proportions. Providing training for staff addresses only the lack of
skills but does not address the loss of skills. For TCB to be successful, a holistic
approach is required and will depend on actions taken by the Benguela Current
Commission (BCC).

A significant amount of planning has already been completed in respect of TCB in the
BCLME region, and has been drawn upon in this study. In order for the requisite
impact to be made a comprehensive and well coordinated approach should be adopted
and this document presents such an approach which attempts to provide a broad
strategy to TCB for marine ecosystem management of the BCLME. The costs of such
an effort will be substantial ($1.8M) and most likely beyond the reach of the GEF
SAP-IMP project alone. Therefore a fund-raising strategy will need to be
implemented which should comprise not only the procurement of funds, but also will
need to consider ways to reduce costs. The most obvious way of achieving this is to
share resources and TCB activities among programmes which have similar aims.

This document presents a brief analysis of the status of, and the result of the needs
assessment for TCB in the BCLME region. The scope of needs along with the content
of TCB interventions is addressed. These are sorted into the following categories:

· Ecosystem Management
· Numerical Skills
· Biology, Ecology & Taxonomy
· Computer Skills & Data Management
· Physical Oceanography
· Technical Skills
· Social & Economic Sciences
· Other / Cross Cutting

The report further provides a brief description of a wide range of relevant
programmes, projects, institutions, courses and service providers in addition to a
monitoring and evaluation strategy.

The recommendations in this document are summarized below:

370

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1. A fund raising strategy for TCB is recommended which includes careful
coordination and cost sharing among the various programmes discussed as well as
utilizing opportunities from international programmes such as the FAO , ICSU,
IMBER and START.
2. Active engagement of the responsible officials from the SAP-IMP project and the
NACOMA, ASCLMEs programme in particular should be arranged as soon as
possible to assess the feasibility of cost-sharing options.
3. Regional Training Coordinator should be appointed by the SAP-IMP project or
the BCC (TORs provided).
4. Inter-ministerial national training coordinators should be appointed in each
country.
5. The SAP-IMP project should commission a professional study of the prevalent
human resources problems (e.g. quantification of staff loss implications) in the
national research institutes and facilitate the development of regional staff
retention and career path strategy.
6. The SAP-IMP project should facilitate the establishment of a professional
association for marine scientists and technicians in the region.
7. The SAP-IMP project should facilitate the process of regionalization of skills by
creating structures for the sharing of scarce skills among stakeholders.
8. The SAP-IMP project should support the establishment of a mentoring system.
9. The SAP-IMP project should facilitate the establishment of strategic relationships
among research institutions and universities in the region.
10. A series of courses targeting the identified needs should be implemented by the
SAP-IMP project.
11. The TCB effort should be monitored for both implementation and impact.


371

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1. Introduction

1.1 Background and context

The Benguela Current Large Marine Ecosystem (BCLME) is one of the most
productive and dynamic systems of the world. It borders on the coastline of three
countries, namely Angola, Namibia and South Africa and plays an important role in
terms of goods and services it provides. The BCLME Programme was developed
with the principal objectives of better understanding and protection of this unique
ecosystem, through the harmonization of policies followed by the implementation of
these policy actions.

In order to address the identified policy actions required and to follow through on
their implementation, a Strategic Action Programme (SAP) for the BCLME was
devised and a baseline was established by the BCLME programme (2002-2007). A
follow-up project, entitled "Implementation of the Benguela Current LME Strategic
Action Programme for Restoring Depleted Fisheries and Reducing Coastal Resources
Degradation (SAP-IMP)" has been proposed for the next five years (2008-2012) and this
project is aimed at full implementation of the SAP. One of the outcomes of the
BCLME programme was acknowledgement that further strengthening of human
resources and infrastructure capacity and the maintenance of existing capacity would
be a prerequisite in order for the SAP to be successfully implemented. Following on
from this the Benguela Environment Fisheries Interaction and Training Programme
(BENEFIT) was commissioned to conduct a comprehensive consultative study of
human capacity, training and infrastructure needs assessment in order to propose a
strategy for a Training and Capacity Building (TCB) component of the SAP-IMP
project.

Since a significant amount of planning (and some implementation) has already been
completed in respect of Training and Capacity Building (TCB) in the BCLME region,
we felt that it is necessary to try and develop a definitive approach to this topic. We
contend that a substantial and well coordinated approach should be adopted in order
to ensure real impact. This document therefore, while remaining cognizant of the
SAP-IMP project's parameters, does not limit itself entirely to the SAP-IMP delivery
but rather attempts to provide a holistic approach to TCB for marine ecosystem
management for the Benguela Current Commission. This will have a significant
implication for funding and it is expected that aside from funds made available
through the SAP-IMP project, additional funds will have to be sourced for at least
some of the TCB activities proposed here.

Problems experienced in the region with the lack of skills and experience have
reached alarming proportions despite the interventions of several programs. Providing
training for staff addresses only the lack of skills but does not address the loss of
skills. No amount of funding for training is going to solve human resource problems
faced in the relevant government research agencies. For TCB to have a sustainable
impact an approach is required that will facilitate intervention in the working

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conditions and career paths of professional staff along with the more traditional direct
TCB skills development activities. Addressing these items will raise some
contentious and challenging issues that will need to be dealt with at the regional level.
Since regional integration is one of the over-arching goals of the Benguela Current
Commission (BCC), the SAP-IMP project will be suitably positioned to raise and
address these items through the BCC. Doing so has the justification of advancing the
BCC's integration agenda but will require creative and bold leadership to succeed.
The authors also feel that the myriad of programmes and service providers (with
overlapping goals and strategies) in the region require careful co-ordination as the
ever present danger of duplication is clear. If the proposed programme is adopted,
funding will be a limiting factor and thus sharing of the effort and collaboration
among programmes will be the only way to make it affordable.

1.2 Scope

This study brings together a range of previous efforts that were conducted by the
BCLME Programme and other entities which were comparable in nature but are
either out-of-date or more narrowly focused. In addition, this study includes an
implementation strategy that will be hard-wired into the SAP-IMP project to ensure
successful delivery of training objectives. Furthermore this study will also hopefully
be used as a blue-print to help design in-house training programmes at the national
institutions. One of the goals of this report is to clearly demonstrate that capacity
development is a process and not an end in itself and the authors strongly recommend
that continued capacity development persist not only through the national institutions
but is circuited into the workings of the Benguela Current Commission after its
completion.

The scope of this study involves making a comprehensive but by no means
exhaustive assessment of the training and capacity building needs of the region.
Furthermore, a review of existing programmes and initiatives within the countries and
the region was carried out, followed by the identification of national and regional
institutions and agencies that are capable of delivering training and capacity building
services and finally the drafting of a proposed strategy for delivery.

1.3 Process and Approach

1.3.1 Documents and other Reports:

As is earlier stated this study is by no means unique hence there exists a wide range
documents, reported and published material which were sourced and referenced in
this study. The BCLME Programme itself has conducted five studies which have
been directly related to the TCB needs of the region, these are listed in chronological
order below in Table 1.




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Table 1: List of relevant BCLME TCB documents consulted.
Title Date
Training & Capacity needs assessment for the
02/04
BCLME
Consultative meeting on Capacity Building &
03 /04
Training for effective management of the BCLME
BCLME Strategic Planning Workshop on
07/04
Training and Capacity Building
Integration and review Training & Capacity
07/06
building in the BCLME
BCLME Project ­ EV/03/05 ­ Building Capacity
07/04
for Angola (3 Reports)

Other documents that were utilized for this study were TCB plan of actions developed
by similar regional programmes such as BENEFIT as well as national initiatives by
relevant Ministries. These are listed in Table 2.

Table 2: List of other relevant TCB documents consulted.
Title Date
BENEFIT Training Plan
06/98
RFIS - Training Institutes in the SADC Region
11/01
Project Document for BENEFIT-Norway Contract 09/05
Ministry of Fisheries and Marine Resources
06/06
(Namibia) ­ Annual Research Meeting

Finally by way of documents a suite of published material was used from a special
edition on Capacity Building & Training in Ocean & Coastal Management Vol. 38,
2002 emanating from the World Summit on Sustainable Development (WSSD).
Once all these data were consolidated and reviewed, a survey, followed by interviews
and consultations with appropriate stakeholders were conducted to update the TCB
needs of the region (a list people, institutes and organisations consulted is provided as
Annex 1). From this exercise, the current status of human and infrastructure
resources were also ascertained.

1.3.2 The Survey

Given the fact that the stakeholders would be best at identifying the TCB gaps within
their organisations and knowing wise-practices, a short survey was designed with the
purpose of ascertaining their capacity development needs and how they envisioned
these needs being met. To allow for coverage of as many stakeholders involved in
the BCLME as possible, the BCLME country focal points, who are national
representatives for the programme, were engaged. They were requested to actively
distribute the survey to all relevant academic institutions, government agencies,
research institutions and government ministries and individuals which were identified

374

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beforehand by the consultants and were discussed with the country focal points
(Annex 2).

1.3.3 Interviews and consultations

To ensure optimal coverage, both within the three countries (the range of national
stakeholders) and between countries, follow-up interviews were conducted and an
informal consultation meeting was held during the recent BCLME Climate change
workshop in Cape Town where all three stakeholder countries were represented. At
this consultation many of the appropriate people from the region were asked to take
the survey as well as many opinions and views on TCB needs and strategies were
expressed and captured for this report.

Limited consultations were also conducted telephonically with stakeholders who were
unable to make face-to-face meetings or where the electronic survey proved to have
limited success.

Once the scoping exercise of identifying all the training and capacity building needs
across the various ministries, sectors, agencies and institutions in the region, was
completed it was analyzed in the following manner. In order to demonstrate the scope
of the needs, a matrix was constructed which sets out the five LME modules
(Sherman & Duda, 1999) against the needs domains defined as Human Resource
Development (staff & career issues), Infrastructure, Skills Development (basic
training) and Skills Improvement (advanced training). The authors added physical
oceanography to the list of LME modules as it was felt that this discipline is not
adequately represented in the other modules (for this purpose) and due to its
importance in the study of the Benguela system, warranted its own domain.

It is a basic assumption that the SAP-IMP project will be able to fund only a part of
the extensive set of needs recorded in this study. Thus the authors have focused
attention primarily on the Skills Development and Improvement categories with
limited emphasis on the remainder (see Table 3 below). The blue columns represent
areas that the SAP-IMP programme could fully engage in its training strategy while
the red and yellow areas would receive limited and indirect attention.













375

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Table 3: Matrix of needs: LME modules vs. Needs Domains
Hu
H ma
m n Resource
n Resourc Infras
In
t
fras ru
r ct
c ur
u e
Skil
Ski ls
Sk
S i
k lls
i
De
D velopm
vel
ent
opm
De
D velopm
vel
ent
opm
Im
I provem
m
e
provem nt
a) Pr
a)
od
Pr uc
od ti
uc v
ti i
v ty
i
b) Fi
b) F sh
s & Fi
& F sh
s er
e ies
r
c) Poll
Po uti
ut on
o & Health
& Health
d) So
d) S ci
c o-
o Ec
E on
c om
on
ics
om
e) G
e) ove
G
rna
ove
n
rna ce
f) P
f) h
P ys
y ical
c
Oceanog
O
raphy
ceanog



Limited intervention by the SAP- IMP policy development & common strategies


Limited intervention by the SAP-IMP to various degree


SAP-IMP training plan and programme

In order to deal with the TCB content of the information gathered, the data were
consolidated, sorted and prioritized into more specific categories, and a viable
strategy for meeting these needs was devised. These categories are:

· Ecosystem Management
· Numerical Skills
· Biology, Ecology & Taxonomy
· Computer Skills & Data Management
· Physical Oceanography
· Technical Skills
· Social & Economic Sciences
· Other / Cross Cutting

Only needs common to at least two of the three countries were used (with one
exception: English Training), prioritized for the SAP-IMP and strategic actions are
recommended. Non-regional TCB activities are included for completeness (Table 8)
of the study and it is recommended that these are taken up by the national institutions.
This has been done in the light of the TCB needs which may be unique to one of the
partner countries but impinges on the success of transboundary management for the
region.



1.4 Structure of the report


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With respect to the TORs (see Annex 3) the authors have chosen to consolidate the
elements into the following structure:
Our report comprises five sections. Section 1 (Introduction), Section 2 (Needs
assessment ­ Point 1 of the TORs), Section 3 (Review of Programmes / Projects -
Point 2 of the TORs, in conjunction with a Review of Courses / Institutions ­ Point 5
of the TORs), followed by Section 4 (Strategy ­ Point 4 of the TORs) and Section 5
(Budget ­ Point 4 of the TORs). A bibliography of documents consulted and a list of
people consulted are provided at the end of the document along with a copy of the
questionnaire used in face-to-face and telephonic interviews/consultations in Annex
1.

2. Needs Assessment Outcomes

2.1 Survey Outcome - Scope of needs

This section of the report describes the scope of needs in the region. The goal is to
illustrate the range and kind of needs that exist. This is more qualitative than the
section below (2.2) which deals with TCB content. The outcome of the data gathering
exercise is presented in table form. The information is presented according to the
domains defined above for each country separately and then brought together
regionally (2 of the 3 countries).
2.1.1 Angola
While the matrix suggests that the scope of needs covers all domains this does not
imply that the needs in Angola are basic. In other words, many of the needs have been
met but there remains more to be done to improve the capacity that exists.

Table4: Summary of needs for Angola
Human
Infrastructure Skills
Skills
Resource
Development Improvement
Development
a)Productivity




b)Fish & Fisheries




c)Pollution & Health




d)Social &




Economic Sciences
e)Governance




f)Physical




Oceanography


2.1.2 Namibia

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Similarly in Namibia, the scope of needs is broad, but this does imply that the needs
in Namibia are basic as well. It is noteworthy that infrastructural requirements were
not as prominent, which is a trend that follows into the South African outcomes.
Infrastructural needs identified were mainly directed at aquaculture research.

Table 5: Summary of needs for Namibia
Human
Infrastructure Skills
Skills
Resource
Development Improvement
Development
a)Productivity




b)Fish & Fisheries




c)Pollution & Health




d) Social &




Economic Sciences
e)Governance




f)Physical




Oceanography
2.1.3 South Africa
Again in South Africa, the scope of needs remains wide, but is not basic.
Infrastructural requirements are lower and also were directed at aquaculture research.
Also, human resources and career path issues were returned at higher frequency than
any other items (at the time of the study).

Table 6: Summary of TCB needs for South Africa
Human
Infrastructure Skills
Skills
Resource
Development Improvement
Development
a)Productivity




b)Fish & Fisheries




c)Pollution &




Health
d) Social &




Economic Sciences
e)Governance




f)Physical




Oceanography

2.1.4 Regional
Table 7 represents an amalgamation of Tables 4-6 and reflects the broad scope of
needs across the region. This shows that there is a continuing need to address a wide
range of capacity requirements in the BCLME region and that the SAP-IMP project
intervention is imperative and timely.


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Table 7: Summary of TCB needs integrated for the region
Human
Infrastructure Skills
Skills
Resource
Development Improvement
Development
a)Productivity

*


b)Fish & Fisheries

*


c)Pollution & Health

*


d) Social &

*


Economic Sciences
e)Governance

*


f)Physical

*


Oceanography
NB: * This is an Angolan need most of the time not so much for RSA and Namibia. For Namibia and RSA it is
in reference to aquaculture.

2.2 Survey Outcomes - TCB content

The following table contains the detailed information assembled via the survey and sorted
into the categories described above (section 1.3). All information was included and
duplication was avoided by consolidating similar contributions. The information received
and gleaned from the documents varied considerably in nature with some the request
being very academic while others are better described as research questions. Some items
that were clearly outside the brief of the SAP-IMP project but belonged more in the
domain of national interest and / or related to course content at tertiary institutes were not
included. On the other hand, some of the contributions were too narrowly defined and
were not of general interest and thus were also excluded from further consideration.

An area which has been neglected before (by BENEFIT and others) has been in the realm
of management skills. Much of the management of the ecosystem is being conducted by
erstwhile scientists who have limited experience or formal tuition in management options
and methodologies and therefore it is evident that this is a growing and significant need.
Other than this, needs (such as stock assessment training, acoustic methods and GIS etc)
that have been addressed previously continue to require attention and some new technical
skills are becoming more prevalent. These are scarce skills (and highly marketable) that
require expert knowledge and years of experience to become proficient and therefore the
need for training in these fields is continuous.


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Table 8: TCB content detail categorized according to discipline
TYPE OF TRAINING
COMMON TO ALL 3 COUNTRIES
COMMON TO 2 OF THE 3
EXCLUSIVE TO 1 COUNTRY
COUNTRIES
Ecosystem
- Ecosystem based management
Namibia & Angola
Angola
Management
- Transboundary Management
- Policy formulation and
- Design and implementation of
- EIA and EIA review
implementation
monitoring systems
- What models mean and how can
- Biodiversity conservation and land-

we utilize this information in
use planning *
RSA
management
- Understanding GIS outputs*
- Marine tourism
- Aquaculture

- Training on the different fishing
o Management of aquaculture
RSA & Namibia
sectors, how they operate and the
systems , risk analysis, evaluation - Coastal zone management
economics of the different sectors*
of impacts
- Law enforcement
- Training in monitoring, control and
Marine/Maritime/Fisheries
surveillance

- Environmental law & legal issues
- Resource economics
- Pollution management and
monitoring and lack of waste
management plan
Numerical Skills
- Ecological modeling and decision

Namibia
analysis for an EAF
- Wind and Current data analysis*
- Stock Assessment
- Data Analysis using MATLab and
o Case study courses
IDC *
- Statistical skills ­ Primer &

Statistica
- Mapping and GIS training
- Acoustics techniques and utilizing
acoustic software





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Biology, Taxonomy &
- Understanding of the linkage

Angola
Ecology
between environment and fish
- Marine biotechnology*
stocks *

- Plankton research and taxonomy
Namibia
- Fish Aging & histology
- Invasive species management
- Pollution ­ research, monitoring

& mitigation, pollution control and
RSA
environmental sanitation
- Demersal species ­ biology and
- Aquaculture ­ research on nutrition
research*
and feeding, animal health &
physiology and biology of species
- Fish biology & life history *
- Interpretation of results from
genetic analysis and outcomes*
- Invertebrate taxonomy
Computer Skills and
- Basic computer literacy *

RSA
Data Management
- Experimental design
- Data mining of large databases
- Data Curation

- Training in software systems of
Namibia
Vessel Monitoring Systems
- Time series analysis from data
preparation, cleaning, to frequency
analysis e.g. wavelet analysis*

Technical Skills
- Aquaculture ­ technical skills ­
Angola & Namibia
Namibia
water quality, production of food,
- Maintenance and repair of marine
- Bird handling and ringing and
maintenance of farms
technical equipment,
setting up monitoring programmes
- Instrumentation deployment and
Boat/Auto/Motor/Electronics/Radio
*
survey design
operation and maintenance
- Basic safety & health at
- Instrumentation calibration and
- Weather station service and
Sea/Rivers*
maintenance
maintenance

- Scientific Diving

RSA
- Water quality monitoring
- Gear technology and fish tagging
pollution , oil spills, land-based
methods (telemetry)*
pollution, mining

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Social & Economic
- Public relations


Sciences
- Co-management with coastal
communities
Physical
- Physical and chemical


Oceanography
oceanography*
- Applications of satellite remote
sensing data
Other/Cross-cutting
- Communication skills - proposal,

Angola
report & scientific writing,
- English language training
presentation & negotiation skills
- The development of an academic
- Mentoring programmes for both
marine science "stream"*
researchers and technicians

- Project management

- Library skills

- Fisheries inspectors and observers
training*
- Life skills
- Expert exchange system*

* - Many of the needs expressed in the survey are too specialized (such as time series analysis etc.), while others are very board basic, non-specific
topics which should be covered at university (such as physical and biological oceanography and marine biotechnology). Both of these categories
would warrant intervention at a national level. Needs such as the "understanding the link between the environment and fish stocks" are issues that
are tackled at targeted workshops where discussions and interactions will prove more productive as opposed to a formal course.

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3. Review of Capacity Building Programmes, Projects and Institution

This section refers to the TOR Points 3 and 5 and presents a consolidated review of what
is available in and beyond the BCLME region (limited mostly to SADC). The review
considers those facilities that can offer TCB beyond the immediate and obvious needs of
the BCC / SAP-IMP project and include some generic management, communication,
governance and administrative tuition (as examples).

The review was compiled using several documents as well as consultations and web-
based research. Also the authors drew on their own experience and knowledge in TCB in
the region via BENEFIT.

Appropriate and relevant (to the needs identified in section 2) information has been
assembled for each of the programmes, projects and institutions selected. In accordance
with the TORs, sub-selection of relevant institutes and programmes / courses which are
capable of delivering suitable training has been proposed as possible service providers.

3.1 Training and Capacity Building Programmes
3.1.1 BENEFIT
BENEFIT is terminating at the end of the year (2007) before the commencement
of this project, but the model for the capacity building programme developed at
BENEFIT is the basis of the strategy being recommended for implementation in
this project. Details can be seen at www.benefit.org.na
3.1.2 BCLME
Likewise, the BCLME programme, the forerunner to this project, will have
terminated. Several relevant documents emanating from BCLME activities have
been sourced for this document. While the BCLME did not have a TCB
component per se, the intent has been to implement TCB through the activities by
ensuring that this was attended to by contractors and also via some ad hoc direct
investments.
3.1.3 DLIST Benguela
DLIST is a GEF funded project that has developed TCB tools and other resources
­ focused on the BCLME and set to expand to other LMEs. "DLIST stands for
Distance Learning and Information Sharing Tool. More than a website, it is a
place where anyone interested in coastal development can meet, talk, exchange
information, and learn about how to use and manage our natural resources in a
sustainable manner. The DLIST-Benguela community focuses specifically on
issues relevant to the coastal area from Cape Point to Northern Angola - the
Benguela Current Large Marine Ecosystem" DLIST is also offering a facility on
on-line course development and delivery: "DLIST is a place to learn more about
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coastal development. Supported by all the information available in the library,
links and hotspot sections, as well as the network of partners, DLIST provides an
ideal web-based platform for distance learning. Anyone along the coastal areas of
Angola, Namibia and South Africa or anywhere in the world can enroll in the
accredited courses offered on DLIST to enhance their knowledge. Key focus areas
for DLIST distance learning are coastal development, coastal populations and
livelihoods, coastal and marine resources of the BCLME, threats, transboundary
problems and solutions, and co-management of coastal and marine resources.

Currently there is one course available online, Environmental Engineering ­
Sustainable Development in Coastal Areas , offered by the Cape Peninsula
University of Technology (CPUT) in South Africa to both students at the campus
and distance learners. This was the first course tested on the DLIST portal during
the pilot phase and more than 10 distance students from different areas of South
Africa, Namibia and Tanzania have already graduated. More courses are expected
to become available in the next 3 years. Existing courses in Namibia and Angola
that have a strong focus on coastal development and transboundary LME resource
management will be adapted to be offered online to a wider audience. The
University of Namibia, the Polytechnic of Namibia and the University of
Agostinho Neto are DLIST partners that have showed interest in creating distance
learning versions of courses in English and Portuguese.

The SAP-IMP / BCC TCB Coordinator should follow developments closely and
potential co-operation with DLIST might prove fruitful.
See http://www.dlist-benguela.org
3.1.4 Namib Coast Conservation and Management
(NACOMA) Project
The NACOMA Project is a GEF funded project focused specifically on the
Namibian coast line but with highly significant overlaps with the SAP-IMP
project goals. The focus of NACOMA is however more at the local governance
levels within Namibia. NACOMA aims to enhance coastal and marine
biodiversity conservation through the mainstreaming of biodiversity conservation
and sustainable use into coastal policy, legislative framework, and institutional
and technical capacity and by supporting targeted investments for biodiversity
conservation in critical ecosystems on the coast. The project's four components
are: · Policy, Legal and Institutional Framework for Sustainable Ecosystem
Management of the Namib coast, · Targeted Capacity-Building for Coastal Zone
Management and Biodiversity Conservation · Targeted Investments in Critical
Ecosystems for Biodiversity Conservation, Sustainable Use and Mainstreaming, ·
Project Management and Performance Monitoring.

With respect to TCB in particular the substantially funded (US$1.52M) TCB
component aims to fill the capacity gap at local, regional and national level in
support of integrated coastal zone management, biodiversity conservation and

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sustainable use in particular related to mainstreaming of coastal biodiversity and
resources into development planning and key economic activities. Three
subcomponents have been identified and this will involve training for ICZM,
biodiversity monitoring and information management with a range of activities.
Significantly, one of the activities currently being undertaken is the development
of a TCB strategy. Thus it is pivotal that at this juncture interaction between the
responsible officials from both projects should be facilitated by the GEF to avoid
duplication and develop synergies where possible and appropriate.
See http:www.nacoma.org.na
3.1.5 Angola - Bilateral with Norway, Portugal, Brazil
It is significant to note that Angola has established bilateral agreements
concerning the environment with other Portuguese speaking countries and that
these agreements do provide facilities for exchanges of staff and capacity building
opportunities. In addition a substantial bilateral agreement with Norway for
fisheries related matters under the aegis of economic development has been
established. This programme is focused specifically on artisanal fisheries and the
development of infrastructure and institutional strengthening (organization of
fishers). Capacity building is envisaged at the local level.
Contact Person: Bjorn Eric Axelsohn (bjorna@imr.no)
3.1.6 Namibia ­ Spain Bilateral
As a component of the Namibia ­ Spain bi-national agreement, some
collaborative work between staff at National Marine Information & Research
Center (NatMIRC) and Spanish Ministry of Agriculture and Fisheries has been
undertaken. The RV Vesconde de Eza has already completed two surveys off
Namibia and is planning another one with the focus on deep (3000-5000m)
demersal communities and fish stocks.
3.1.7 RSA ­ Norway (NORSA)
This programme, entitled "Marine Fisheries Cooperation between Norway and
South Africa" is managed by the Norwegian Embassy in Pretoria and Marine and
Coastal Management (M&CM, DEA&T) in RSA. The objectives of NORSA are
to promote sustainable utilization of South Africa's marine and coastal resources,
to enhance economic growth, to contribute to poverty alleviation and to address
the need for capacity building within the M&CM with the use of Norwegian
fisheries competence. A joint Steering Committee identified 16 sub-projects
which currently receive Norwegian funding. In each case the focus areas are
wide-ranging namely, resource management, marine research, skills development
and integrated coastal management. There are several management oriented
activities in this programme which could be extended and made available to the
other stakeholders in the region.
See: http://www.norway.org.za/development/bilateral/Fisheries/Marine+Fisheries+Co-
operation.htm.

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3.1.8 Gesellschaft Technische Zusammenarbeit (GTZ)
The GTZ is an international cooperation enterprise for sustainable development
with worldwide operations. It does not fund research directly and neither is it a
funding agency. However through its many partners it provides funds for training
and capacity development with the aim of improving people's living conditions
on a sustainable basis. The GTZ also provides in-house capacity development by
hosting and facilitating a wide array of course/workshops in the technology and
management arena. They have active offices in both Namibia and RSA and have
been a key international partner of the BENEFIT programme. They have a
Southern Africa Desk at headquarters in Eschborn in Germany and also have an
official who is located in the SADC Directorate of Food, Agriculture and Natural
Resources (FANR).
See: http://www.gtz.de

3.1.9 CAPE Action Plan for the Environment (CAPE)
This programme was developed in South Africa with initial funding from the
Global Environment Facility in 1998 focusing on the Cape Floristic Region. The
programme has identified the key threats and root causes of biodiversity losses
that need to be addressed in order to conserve the floral kingdom. Subsequently
the recognition of areas which need to be conserved and a series of broad program
activities, which needs to be undertaken over a 20 year period, were
acknowledged and a spatial plan was proposed. The long term goal of the CAPE
programme is to ensure that "by the year 2020, the natural environment of the
Cape Floristic Region will be effectively conserved and restored wherever
appropriate, and will deliver significant benefits to the people of the region in a
way that is embraced by local communities, endorsed by government and
recognized internationally".
The programme has three over-arching themes which are its core drivers. These
are to "establish an effective reserve network, enhance off-reserve conservation,
and support bioregional planning; to strengthen and enhance institutions, policies,
laws, co-operative governance, and community participation; and to develop
methods to ensure sustainable yields, promote compliance with laws, integrate
biodiversity concerns into catchment management, and promote sustainable eco-
tourism".
The CAPE programme has several core projects which have been designed to
meet its goals. Projects worth mentioning that would compliment the SAP-IMP
project would be the Conservation Planning Unit, whose overall aim it is "to
make a significant contribution to ensuring that comprehensive information and
biodiversity pattern and process influence decision making for land use planning,

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development control, and setting conservation priorities within the Cape floristic
region".
The Wilderness Concepts and Practice: Training Courses for Western and Eastern
Cape This project aims to enable the staff of the Department of Nature
Conservation of the two provinces in managing designated wilderness areas in the
region, the habitats, biodiversity resources of critical importance and the water
resources they protect thorough management training courses.
See: http://www.capeaction.org.za/
3.1.10 Agulhas Somali Currents LMEs (ASCLMEs) & South
West Indian Ocean Fisheries Project (SWIOFP)
ASCLME: The objective of the ASCLME programme is to fill gaps in
understanding transboundary living resources of the two LMEs and to build
capacity of the participating countries to utilize this improved understanding for
more effective management by use of an ecosystem approach. There is a
substantial tranche of funds which has been allocated to TCB activities in the
ASCLMEs programme. Since the programme is about to commence (in
conjunction with the WIO-LAB and SWIOFP projects) it is proposed that a
meeting of the responsible officials form the various projects should meet to
identify TCB overlaps and common needs. This would provide an opportunity for
joint TCB development thereby avoiding duplication and increasing efficiency.

SWIOFP: This project is part of the suite of projects including the WIO-Lab
project for the WIO. SWIOFP whose stated goal is to "promote the

environmentally sustainable use of fish resources through adoption by SWIO-
riparian countries of an LME-based ecosystem approach to fisheries management
in the Agulhas and Somali LMEs that recognizes the importance of preserving
biodiversity" has several relevant objectives including "to develop institutional
and human capacity through training and career building needed". The current
status of this project is unclear but as with stated above, careful and close co-
operation between these projects and the SAP-IMP / BCC is essential.
3.1.11 Ocean Data and Information Network for Africa
(ODINAFRICA)
The ODINAFRICA programme is supported by the Government of Flanders and
implemented by the IODE programme of the Intergovernmental Oceanographic
Commission of UNESCO (IOC). The programme aims to bring together marine
institutions from twenty-five Member States of the Intergovernmental
Oceanographic Commission of UNESCO from Africa, of which all three
countries in a region are members. The programme's initial phase was to enable
the participating member states to essentially gain access to data available on
other worldwide data centres, develop skills for the manipulation and preparation
of data and information products. Furthermore it was to develop infrastructure for

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archival, analysis and dissemination of the data and information products. This
phase focused on training librarians and data managers in the various member
states through facilitated training courses and workshops including the purchasing
of the necessary hardware and software for the various institutions within the
member states.
The goal of the current phase of ODINAFRICA is to improve the management of
coastal and marine resources and the environment in participating countries by:
"enhancing data flows into the national oceanographic data and information
centres in the participating countries, strengthening the capacity of these centres
to analyze and interpret the data so as to develop products required for integrated
management of the coastal areas of Africa, and increase the delivery of services to
end users."
The focus will be on preparing data and information products to enable the
Member States to address the key issues identified in the African Process: (i)
coastal erosion, (ii) management of key ecosystems and habitats, (iii) pollution,
(iv) sustainable use of living resources, and (v) tourism. This phase of the
programme will also meet its goals through training courses and workshops.
See:http://www.odinafrica.org/

3.1.12 Global Biodiversity Information Facility (GBIF)
GBIF, the Global Biodiversity Information Facility, was established in 2001 and
is donor and government funded. The mission of the GBIF programme is to
facilitate the digitization and global dissemination of primary biodiversity data,
which may in turn be made available to the global populations (from policy- and
decision-makers, research scientists to the general public) to have access to the
world's supply of primary scientific data on biodiversity. GBIF has several
thematic areas (listed below), through which it is attempting to meet its mandate:
· Data Access and Database Interoperability (DADI) - Answering complex
questions involving many disparate types of data from many sources depends
on the development of standards for data and metadata.
· Digitization of Natural History Collections (DIGIT) - GBIF encourages and
supports the online provision of primary biodiversity data from natural history
specimens and observational databases.
· Electronic Catalogue of Names of Known Organisms (ECAT) - Scientific
names are the key to all scientific literature about species. A complete
electronic listing is even more important for digital searching.
· Outreach and Capacity Building (OCB) - GBIF aims to provide software
tools and training to bridge biodiversity information technology gaps for all
countries around the world. GBIF also addresses scientific and technical
collaboration in many areas, including repatriation of data and intellectual
property rights.

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GBIF strategy is to achieve its goals by setting up a worldwide network of
participating nodes. A South Africa node called SABIF exists. This node is
funded by the Department of Science and Technology through the National
Research Foundation. See http://www.gbif.org
3.1.13 Global Ocean Observing System (GOOS)
GOOS is a global system for sustained observations of the ocean comprising the
oceanographic component of the Global Earth Observation System of Systems
(GEOSS). It plays a vital role in the international cooperation for sustained
observations of the oceans, the generation of oceanographic products and services
and the interaction between research, operational, and user communities. GOOS
along with its funders have a comprehensive training programme and it has been
"designed for the long-term, to be a true partnership between recipient and donor,
be tailored to national and/or regional requirements, be flexible in scope, be
sustainable and involve the user community." This programme is implemented
through an array of physical oceanographic workshops and training courses.
From ocean colour courses and remote sensing courses to courses on sea level
observation analysis. GOOS has also hosted Global Sea Level Observing System
(GLOSS) courses in Portuguese and Spanish. In partnership with ODINAFRICA,
GOOS also hosts courses and training workshops on data and information
management. See: http://www.ioc-goos.org
3.1.14 SysTem for Analysis, Research and Training
(START)
START is an international programme whose core mission is to establish and
foster regional networks of collaborating scientists and institutions in developing
countries to conduct research on regional aspects of environmental change, assess
impacts and vulnerabilities to such changes, and provide information to policy-
makers. START also provides a wide variety of training and career development
opportunities for young scientists. START's capacity building include
fellowships, small grants, collaborative research networks and projects and
research linked training - all primarily focused on developing and enhancing
research capacity.

START's first capacity building efforts were research driven capacity building
and closely twinned with the biophysical system oriented projects of the Global
Change Research Program. The second generation of capacity building activities
will be more integrative and will give greater prominence to human systems and
their interactions with biophysical systems. This follows current trends in capacity
development where emphasis is being placed on the important linkages between
global and regional environmental change with human wellbeing and sustainable
development, and focuses more explicitly on the application of global change
science to better manage environmental risks. This is aligned with the mandates
of the Millennium Development Goals.

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Specifically the next stage of Capacity Building will focus on:
"1) Needs of the least developed and low-income countries. Opportunities will be
directed to countries identified as most vulnerable to the impact of global change
and which have been underrepresented in the first decade of START's capacity
building programmes. These will include selected countries in Africa, South and
Southeast Asia, and the Pacific.
2) In many instances this will mean initial capacity building with quality MA
programmes, not only doctoral and postdoctoral programmes as in the first
decade.
3) In this new phase greater emphases will be given to training in emerging cross-
disciplinary and integrative approaches, e.g., those addressing assessment of
impacts of environmental change, vulnerabilities and risks and of management
and adaptation options.
4) A related thrust in the next phase of Capacity Building will be training of what
has been termed "science policy amphibians" - individuals who are well trained in
global change science but also capable of translating science findings into the
policy arena. Such individuals are still lacking or in short supply in most
developing countries and are especially needed in the least developed countries
which commonly lack a cadre of scientists to serve as advisors to their
policymakers. In the absence of such advisors, the LDCs remain greatly
disadvantaged in international negotiations as well as in the application of
scientific advances to national development needs."
Point number 4 being of high relevance to the SAP-IMP project as it will go a
long way to advancing the outcomes of the SAP-IMP project and in the near
future the Benguela Current Commission. It is recommended that dialogue
between the SAP-IMP /BCC and START is facilitated. See: http://www.start.org/
3.1.15 Scientific Committee on Oceanic Research (SCOR)
SCOR was established in 1957 and over the years has become one of the leading
non-governmental organizations for the promotion and coordination of
international oceanographic activities. SCOR in itself does not have the resources
to fund research directly; therefore SCOR activities focus on promoting
"international cooperation in planning and conducting oceanographic research,
and solving methodological and conceptual problems that hinder research".
Thirty-five countries, of which South Africa is a member, are represented and
participate in SCOR working groups and scientific steering committees for the
large-scale ocean research projects.
SCOR promotes capacity building for marine scientists in developing countries
and countries with economies in transition through special efforts to include such

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scientists in SCOR activities. Through travel grants as many as 75 individuals
each year are funded, and this set to expand through a new activity entitled
Regional Graduate Schools of Oceanography and Marine Environmental
Sciences.See:http://www.scor-int.org

3.1.16 SADC ­ Food Agriculture & Natural Resources
(FANR) Directorate
The SADC FANR is a regional facility through which the SADC protocol for
responsible fisheries has been developed. While the FANR has had its own
capacity problems, it is currently undergoing a resurgence and is an important
partner for the SAP-IMP programme especially in the exchange of information
and networking for TCB and other activities. See http://www.sadc.int
3.1.17 New Partnership for Africa's Development (NEPAD)
It is noteworthy that the NEPAD programme has developed a fisheries component
and is running a Coastal & Marine Programme (COSMAR) and has appointed a
fisheries expert. The Fish For All initiative has identified capacity building in
African countries as a priority investment area and interactions with NEPAD is
recommended for the SAP-IMP project in order that emerging opportunities are
identified. See http://www.nepadcosmar.org
3.1.18 International Council for Science (ICSU)
ICSU was established in 1931 with the aim of promoting international scientific
activity in the different branches of science and its application for the benefit of
humanity. ICSU is funded through grants from other organizations and
foundations, including a subvention from UNESCO. In the way of capacity
development, ICSU provides opportunities for collaborative research through
providing short-term seed funding of specific projects through the ICSU strategic
grants programme. This programme is partially funded by UNESCO and is
designed to "foster the interdisciplinary, international links which are necessary
for the exploration of new scientific ideas and development of future international
initiatives". A typical proposal might be for a workshop or meeting to develop a
specific scientific programme or assessment, although the range of activities
supported is very broad.
ICSU also co-sponsors with UNESCO and the Third World Academy of Sciences
(TWAS) a small-scale Visiting Scientist Programme. The aim of this is to enable
institutions and research groups in least developed countries to establish links
with leading international scientists. The grant provides travel support for short-
term visits by senior scientists to institutions in developing countries.

See: http://www.icsu.org

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3.1.19 Food and Agriculture Organization (FAO)
The FAO main thrust is in information distribution, sharing policy expertise and
knowledge dissemination. One avenue through which it fulfills this mandate is
through the production of comprehensive and exhaustive material which can be
used as training and capacity development material. These multi-media products
called FOA Technical Guidelines include resources on ecosystem approach to
fisheries, the economics of different fishing sectors (resource economics),
fisheries management etc. While the FAO does not directly provide training,
these resources can be fully utilized along with the FAO's virtual library to which
all developing countries can receive access to.
See: http://www.fao.org/ waicent/portal/virtualibrary_en.asp
3.1.20 Integrated Marine Biogeochemistry and Ecosystem
Research (IMBER)
IMBER is an IGBP-SCOR project focusing on ocean biogeochemical cycles and
ecosystems. It vision is "to provide a comprehensive understanding of, and
accurate predictive capacity for, ocean responses to accelerating global change
and the consequent effects on the Earth System and human society". Although
IMBER does not provide financial support for research, it serves to help
coordinate national and regional IMBER research activities. IMBER does
however provide funds for workshops, meeting and educational activities and
applications can be made online. As a service to early stage researchers, IMBER
posts all available conferences and short courses as well cruise opportunities and
fellowships on their website. See: http://www.imber.info/index.html
3.1.21 Global Ballast Water Management Programme
(GloBallast) in conjunction with the National Ports
Authority South Africa
The GloBallast programme has been operational since March 2000. It is funded
through the GEF with its implementing agency being the International Maritime
Organization (IMO) and its executing agency being the United Nations
Development Programme (UNDP). The GloBallast programme is assisting
developing countries "to reduce the transfer of harmful aquatic organisms and pathogens
in ships' ballast water, implement the IMO ballast water guidelines and prepare for the
new IMO ballast water Convention". The programme is currently being implemented in
several countries by using one demonstration site.

In the Benguela region, the South African Global Ballast Water Management
Programme was launched in 2001 with support from the Department of
Environmental Affairs and Tourism, (DEA&T) and the National Ports Authority.
Saldanha Bay has been the demonstration site where approximately eight million
tons of ballast water is received from international sources annually. The South
African component of the programme has also been very involved in developing

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capacity within the region to implement and enforce the IMO's voluntary ballast
water management guidelines through various courses aimed at different
stakeholders and users of the marine environment.
See: http://www.globallast.imo.org/index
3.1.22 ECO-UP
ECO-UP is a French initiative involving countries within the major upwelling
areas of the globe. This project is "based on the question of the structure and
functioning of upwelling ecosystems, which are subject to climatic fluctuations
and anthropogenic pressures. Using an ecosystem approach to fisheries, it
proposes to tackle this issue using an integrated and comparative approach".
Through the development of strong partnerships priority will be given to the
following capacity development initiatives: 1) the transfer of knowledge to
developing countries and 2) the training of young researchers from countries
associated with this project (South Africa, Namibia and Angola; Chile and Peru;
Morocco, Mauritania and Senegal) in various fields such as modeling, collection
and analysis of data, information systems, satellite remote sensing and
environmental assessment.
See: http://www.ur097.ird.fr/index.htm
3.1.23 African Coelacanth Ecosystem Programme (ACEP)
At the end of 2000, recreational divers discovered a group of coelacanths in the
Greater St Lucia Wetland Park, South Africa. This created the impetus for the
development of the African Coelacanth Ecosystem Programme (ACEP). The
programme was initiated in March 2002 with an expedition using the FRS Algoa
and the German submersible Jago.

ACEP is a multidisciplinary project of South Africa, Mozambique, Tanzania,
Kenya, the Comoros, the Seychelles and Madagascar, that uses science to explore
the deep unknown and develop sustainability, and ultimately to benefit people.
The programme has taken advantage of the unique opportunity to lay the
foundation for a project that should ultimately become a world leader in
developing scientific excellence in offshore marine research. This programme
has developed extensive experience on outreach and might provide some lessons
learned for the SAP-IMP. See: http://acep.co.za
3.1.24 South East Atlantic Fisheries Organization (SEAFO)
SEAFO is a regional fisheries management organization which is an important
role player in the international waters adjacent to the BCLME region. The
organization operates under the aegis of the Law of the Sea. SEAFO has a
scientific programme and collaboration in raising funds for various activities
including TCB should be considered.

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3.1.25 Western Indian Ocean Marine Science Association
(WIOMSA)
WIOMSA is a regional professional, non-governmental, non-profit organization
based in Tanzania. The organization is dedicated to promoting the educational,
scientific and technological development of all aspects of marine sciences
throughout the region of Western Indian Ocean with a view toward sustaining the
use and conservation of its marine resources. Since 1994, when WIOMSA was
established, capacity building has been one of its core activities. The overall goal
being to build technical and managerial capacity and professionalism to produce
experts and practitioners capable of developing, disseminating and implementing
effective coastal governance practice.
The objectives of the WIOMSA capacity building programme are to: "Build and
strengthen the institutional and human capacity for integrated coastal
Management (ICM) and Marine Protected Areas Management (MPA). Strengthen
technical capability to implement international conventions related to coastal and
marine environment. Strengthen the capacity to use science for management in
areas such as remote sensing modeling and mariculture. Support to institutions,
upon request in the development and implementation of the capacity building
activities in the WIO region."
In addition to the on-going capacity building program in ICM and MPA,
WIOMSA has organized/hosted a number of regional workshops and meetings
that provided the linkage between science and management.
See: http://www.wiomsa.org
3.1.26
Addressing Land-based Activities in the
Western Indian Ocean (WIO-Lab)
This project addresses some of the major environmental problems and issues
related to the degradation of the marine and coastal environment resulting from
land-based activities in the Western Indian Ocean region. It represents a strong
partnership between the countries of the WIO Region, the Norwegian
government, UNEP, and the GEF and is designed to serve as a demonstration
project for the Global Programme of Action for the Protection of the Marine
Environment from Land-based Activities. One of the main objectives of the
project is to develop regional capacity and strengthen institutions for sustainable,
less polluting development. The programme has hardwired training and capacity
building issues into its demonstration projects.
See:http://www.wiolab.org

3.1.27 The South African Environmental Observation
Network (SAEON)

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SAEON is a research facility of the South African National Research Foundation.
It has established and maintains "nodes" (environmental observatories, field
stations or sites) linked by an information network to serve as research and
education platforms for long-term studies of ecosystems. The long term data
series that the research facility/node will house will aim to provide for
incremental advances in our understanding of ecosystems and our ability to detect
predict and react to environmental change. The core research programme will
strive to distinguish between anthropogenic and natural change as well as to
unravel the relations between social change and ecosystem change. It maintains a
SAEON network of students and has an outreach programme.
See: http://www.saeon.ac.za
3.1.28 Swedish International Development Cooperation
Agency (SIDA)
SIDA is a government agency under the Ministry for Foreign Affairs and its main
goal is to contribute to making it possible for poor people to improve their living
conditions. SIDA supports projects from poverty alleviation to HIV Aids and
multi-disciplinary research. Its marine initiative is to promote long-term
ecologically and economically sustainable development of oceans and coasts.
Currently SIDA operates in all three partner countries in the region different
levels and builds capacity in the region through its international training
programme and through the provision of grants for research. One of its training
initiatives worth mentioning which compliments that SAP-IMP process is a
marine management ­ "good governance in practice" lecture course targeted at
managers and senior management of marine and coastal institutions.
See: http://www.sida.se
3.1.29 Southern African Network for Coastal and Oceanic
Research (SANCOR)
SANCOR is essentially an information sharing network designed to provide a
platform for cooperation among southern African marine researchers, technicians,
students and other interest groups and national (South African) funding agencies.
SANCOR has a research programme and also facilitates the disbursement of
bursaries for post-graduates and also hosts the South African Marine Science
Symposium every three years.
See: http://www.botany.uwc.ac.za/sancor
3.1.30 There is a wide variety of international
organizations, institutes, companies and individuals who
have in the past, and could continue to provide some TCB
input to the SAP-IMP. Instead of listing them each
separately we have listed them here with the field of
expertise that they have traditionally been involved with
in the BCLME region:

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· Institute of Marine Research (IMR, Norway): Key technical Partners in all
areas of marine science, Management of the RV Dr.Fridtjof Nansen
· Institut de Recherche pour le Développement (IRD, France): Ecosystem
Modeling, Remote Sensing among other expertise from associated
Institutions \ (Individuals) including Brest University
· Institut für Ostseeforschung Warnemünde: (IOW,Germany): Technical
Training
· National Institute of Water and Atmospheric Research (NIWA, New
Zealand) ­ Zooplankton Identification
· Center for Tropical Marine Ecology (ZMT, Germany) - Biological
Oceanography
3.1.31 Private Consultants: There are a wide variety of
private companies and individuals who have in the past,
and could continue to provide some TCB input to the SAP-
IMP. Instead of listing them each separately we have
listed them here with the field of expertise indicated:
· GreenMap ­ Namibia - GIS, Mapping.
· Eco-Africa ­ RSA - Community based management.
· Aquaknowledge ­ RSA -Report Writing, Life Skills.
· Ocean & Land Resource Assessment Consultants (OLRAC) ­ RSA -
Statistics and stock assessment modeling.
· Creatively Functional - Namibia - Life and Communication Skills.
· SonarData ­ Australia ­ Acoustics and Echoview
· Fisheries Research Surveys (FRS) ­ RSA ­ Acoustic
· OceanAnalysis ­ RSA ­ Remote Sensing & Data Analysis

The information provided above is not exhaustive and reflects more what was
deemed most relevant rather than a universal directory of all programmes and
projects that could contribute to TCB in the BCLME region. For instance there
are several international programmes that could be accessed if the TCB Officer of
the SAP-IMP / BCC pursued these opportunities. The strategy proposed has
drawn from the above list as potential service providers or partners in the TCB
activities of the SAP-IMP project.

3.2 Training and Capacity Building Institutions

Angola
3.2.1 University of Agostinho Neto (UAN)
This university based in Luanda offers a five-year graduate diploma in general
biology, physics, geology, geophysics, chemistry and mathematics. The course
consists of four years of theoretical training and one year of experiential training.

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Recently the university has also introduced a Masters degree in marine science by
course-work. The degree programme is run under a cooperation agreement
between University Agostinho Neto (UAN) and University of Algarve, Portugal
(UALG). The Masters degree, called "Marine and Coastal Resources and
Science", has four main specialization areas, (a) Fisheries (with an emphasis on
Fisheries Research and Management, but some items relevant to industry), (b)
Marine and Coastal Environmental Science and Management, (c) Marine Science
(Oceanography), and (d) Marine Geological Resources. Not all specialization
areas open every year, and usually at most two will open in any given year. A part
of the lecturers come from UALG, and some students travel to Portugal for a part
of their dissertation. Most subjects are lectured in Portuguese. The programme
targets graduates in different Natural Sciences and Engineering, from both public
administration and private companies. It admits up to 30 candidates in each
edition, to be split among the two specialization areas to open in that year. The
rapid growth of Angola, and the importance of marine resources to its economy,
indicates that the programme should be important for at least one decade more.
BENEFIT and the BCLME did support a number of Instituto Nacional de
Investigação Pesqueira (INIP) staff for participation in the inaugural M.Sc course.
Since tuition is offered only in Portuguese, access is limited.
3.2.2 Centro de Formação Profissional de Pescas
(Cefopescas)
The Cefopescas School is based in Luanda and was opened in the early 1980's.
The training school was built for purpose of supplying the fishing industry with
skilled manpower, e.g. skippers, mechanics, marine electricians, refrigeration
technicians, gear technologists and deckhands. Over the last few years Cefopescas
has become more of a general vocational training institute, but is still maintaining
navigation and marine engineering up to the level of Mestre Costeira e Largo and
Motorista 1st class (Portuguese system R.I.M).

It appears Cefopescas is now the only functional fisheries vocational training
institute in Angola and is still capable of delivering basic training in navigation
and fishery, marine engineering, refrigeration techniques and marine electronics.
Short term courses include artisanal fishery, community training, engine
maintenance, IT and English.

3.2.3 Escola Helder Neto
This school is based in Namibe. Its curriculum is open and often designs and
presents courses catered to the needs of the fishing industry. Information about
the current state of operation of the facility is unknown.
3.2.4 Escola de Linguas

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This relatively new institute is based in Luanda. It designs and conducts tailor-
made English courses at various levels.

Namibia
3.2.5 University of Namibia (UNAM)
The University of Namibia through the Faculty of Agriculture and Natural
Resources and the Department of Natural Resources and Conservation offers a
Bachelor of Science degree in Fisheries and Aquatic Science. The Fisheries and
Marine Science is supported by the Norwegian Ministry of Foreign Affairs, this
aims to ensure the provision and high standard of laboratory, teaching and
research facilities including support facilitating teaching, practical classes and
lectures at the Namibian coastal town of Swakopmund.

Although the Department is young, it has developed steadily since its inception in
1996. The programme has trained students from other SADC countries such as
Angola, Zambia, Tanzania, and Mauritius. The programme offers a range of
courses such as fish processing and quality control, fisheries management,
physical oceanography, chemical and biological oceanography chemical
oceanography, aquaculture, aquatic ecology, fisheries economics, law of the sea,
population dynamics and biosystematics. Most modules have a practical
component that is strengthened by attaching the students to various industries and
institutions in order for them to acquire hands on experience and strengthen
students' research skills. A research project is undertaken in the final year these
may cover a range of topics such as biodiversity, taxonomy, aquaculture, marine
and coastal environmental research or socio-economic issues.

This university department seeks to grow and develop and is embarking on a
programme of expansion. It is also seeking to develop a closer relationship with
other academic institutions in the region and specifically with the ministries of
fisheries.
3.2.6 Fisheries Observer Agency (FOA)
The agency has been tasked with providing appropriate expertise, facilities and
logistical support to recruit, employ, deploy, supervise, train and discipline
fisheries observers for monitoring, compliance and enforcement in Namibia. This
programme is funded by the Norwegian Agency for Development Co-operation.
There is some discussion about embarking on a programme to train scientific
observers as well.
3.2.7 Polytechnic of Namibia
The Polytechnic of Namibia offers several qualifications from a one-year national
certificate, two-year national higher certificates, three-year national diplomas and
four-year bachelor degrees in the full-time or part-time and distance education

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modes. The Polytechnic is responsible for the training of Fisheries Inspectors and
Fisheries Observers in conjunction with the Namibia Maritime and Fishery
Institute and the Ministry of Fisheries and Marine Resources. The Polytechnic in
conjunction with the University of Namibia also provides tailor-made short
courses in the fields of English communication, law enforcement, introduction to
computers and geographic information services (GIS).
3.2.8 Desert Research Foundation of Namibia (Gobabeb
Training & Research Centre)
The Gobabeb training centre is funded by various international and national
donors, the GTZ being one of the main contributors. The training centre focuses
on desert ecology. Furthermore the centre also provides desert sensitivity and
land degradation courses of which scientific methods and field courses play an
integral part. Students gain additional fieldwork experience to supplement their
traditional classroom work. Other courses include desert climate and climate
change as well as water and energy saving through appropriate technology.

3.2.9 Namibia Maritime and Fisheries Institute (NAMFI)
One of NAMFI's primary initiatives has been the training of fisheries inspectors
and observers in conjunction with the Polytechnic of Namibia. The institute also
focuses on the training of deck and engine officers for the fisheries surveillance
and fishing fleets. NAMFI offers various maritime related courses such as
marine motorman grade 1 to higher level, fisherman grade 1 and deck officer
class 4 as well as all the ancillary courses required for marine safety. NAMFI
designs courses to meet the specific needs of industry such as courses in
productivity, basic hygiene, safety and supervisory training.
3.2.10 Southern African Institute for Environmental
Assessment (SAIEA)
The SAIEA's mission is to "support sustainable development in Southern Africa
through promoting the effective and efficient use of Environmental Assessment as
a planning tool". This organization provides support to government authorities
and other stakeholders by offering the following services:
· Guiding, monitoring and reviewing EA studies
· Monitoring the implementation of EA's and the impact of mitigation measures
· Basic and advanced training in EA
· Strategic research (e.g. EA effectiveness studies, sustainable development
planning, Strategic Environmental Assessments, etc.)
· Needs-based information and networking

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Furthermore the organization offers a variety of courses which can be tailor-made
to the specific needs of the user. These include:
· Public Participation in Environmental Assessment
Cleaner Production for SMEs
· Tools for Sustainable Development in Africa
Environmental Assessment
Environmental Assessment Quality Control
South Africa
3.2.11 Council for Scientific and Industrial Research
(CSIR)
The CSIR is a parastatal research institute that has a wide variety of foci. With the
division of Natural Resources and Environment there are specific modeling and
other technical expertise that have been engaged in the BCLME programme. The
CSIR does not do training per se, but could and should be contracted to develop
training for pollution and water quality management.


3.2.12 International Ocean Institute (International) &
IOI-SA
The IOI- International subscribe to the mission of ensuring the sustainability of
the oceans as the "source of life" and uphold and expand the principle of the
common heritage as enshrined in the United Nations Convention on the Law of
the Sea. Its core strength is in training and capacity development for coastal
communities through various programmes, some of which focus on training the
youth and women. It also produces research and policy-related publications
dealing with ocean governance and ocean science.
IOI-SA (one of IOI-International's operational centres) based at the University of
the Western Cape, mission is to "develop and offer high quality capacity building
and research programs that improve upon the sustainable livelihoods of poor and
underprivileged people living in coastal areas. IOI-SA responds to on-going
assessment of the factors that contribute to livelihoods within the southern
African region. IOI-SA maintains a particular focus on rural coastal communities,
decision-makers, university students at postgraduate level, and schools. It
achieves its mission through networking with other organizations in the region
that are active in the sphere of marine and coastal management, and sustainable
livelihoods." IOI-SA has been able to undertake a number of training activities
through the IOI-SA Training Programme. The programme develops and delivers
training in support of good governance of oceans and coasts for various
stakeholders. These include programmes under the following four themes people,

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oceans and coasts, biodiversity and informatics, education through technology
and the IOI- SA online services.
All training and capacity building activities of the IOI network are joined under
the OceanLearn banner, co-ordinated by the OceanLearn Implementation
Committee (OLIC). This committee facilitates the hosting of network-wide
quality standard for all courses run under this brand. One of its current initiatives
which the IOI-SA is pursuing in conjunction with the University of the Western
Cape is the development of a Master of Science (18 months) with a particular
focus on ocean management and governance. The course aims to cover cross-
cutting, multi- and inter-disciplinary issues from policy and legislation
development to law of the sea and society interactions and communication skills.
Currently the course is still in its planning phase and has not been formally
adopted by the university.
3.2.13 TRAIN-SEA-COAST (TSC)
The TRAIN-SEA-COAST Programme was established in 1993 by the United
Nations Division for Ocean Affairs and the Law of the Sea (DOALOS), Office of
Legal Affairs, with first the financial assistance of the United Nations
Development Programme (UNDP/BDP). The overall goal of the Programme is
capacity building at the local level, thus emphasizing: a) the build-up of
permanent national capabilities; b) sustainability of efforts; c) cost-effectiveness;
d) responsiveness to the specific needs of the countries involved; and e) long-term
impact. This United Nations (DOALOS) based organization has several units
internationally including one based at IOI-SA in South Africa. The mission of the
TRAIN-SEA-COAST Programme is to create capacity at the local level for the
development, delivery and adaptation of high quality training courses that meet
TSC standards and are tailored to specific training needs at the local, national and
regional levels. The main objective is to enhance national/regional capacity-
building through training on key transboundary topics/problems in the area of
coastal and ocean matters. TSC has its own course development methodology
which it can apply to a range of training courses. One such course in Oil Spill
Management has been conduced in the region and it also has access to other
relevant courses developed elsewhere for delivery in the region.
3.2.14 University of Cape Town (UCT)
UCT has several departments and in-house research institutes and centres that can
play a pivotal role in training and capacity building in the region.

· The zoology department hosts a Masters degree in Applied Marine
Science. The overall objective of this degree is to provide education and
training in a broad range of marine science disciplines and is composed of
both a series of modules conducted in a classroom followed by practical
field and laboratory work. The second component is a research project

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intended for publication as a scientific paper. This course offers a host of
modules such as biostatistics, intro to matlab, intro to ocean circulation
modeling, intro to population dynamics modeling, marine meteorology,
principles of living marine resource management, population dynamics
and fisheries modeling, project management, marine law, data analysis,
aquaculture, climate variability, ecosystem models, resource economics,
climate change, coastal and shelf oceanography, multivariate analysis and
coastal zone management. These modules can be done on an ad hoc basis
which means that the course can be taken on a piece-meal basis.

· The recently established Marine Research Institute (MA-RE) is an inter-
departmental research grouping which is one of only three new research
theme supported by the University. These themes are priority areas for
service delivery to the marine sector and will provide research and
consulting platform for the university.

· The Fitzpatrick Centre of Excellence runs a Masters degree in
Conservation Biology which is one-year MBA-like programme and it
deals with the conservation and biologically sustainable and economically
viable use of biodiversity. It provides the education and training necessary
to identify threatened species, ecosystems and ecological processes, and to
develop appropriate measures to mitigate against, or reduce the effects of,
particular threats to biodiversity. From a utilization perspective, it focuses
on biological and socio-economic criteria necessary to select species and
areas for utilization and the development of appropriate management and
monitoring strategies. The modules cover a range of fields of
conservation biology: characterizing biodiversity, modeling, demography
of wild populations, population viability analysis, genetics, monitoring
and time-series analysis, community-level interactions, invasive aliens,
disturbance ecology, ecological socio-economics, landscape ecology
(using geographic information systems - GIS), and decision analysis using
applied management models.

· Department of Environmental and Geographical Science (EGS). The
Environmental Evaluation Unit (EEU) is an independent, self-
funded research, consulting and training unit based at the University of
Cape Town. The EEU consults, conducts research, training and
community outreach as core activities of its operation. Their core areas of
expertise are in the four thematic areas of integrated environmental
planning, management and assessment, integrated coastal and small-scale
fisheries management, biodiversity commercialization, fair trade and
social justice, and public participation.

· Institute of Marine Environmental Law at UCT offers a number of options
for training, either for a recognized law degree, or for a post-graduate
diploma in marine law.

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· Department of Oceanography and the Marine Remote Sensing Unit
(MRSU): This department runs a series of courses which serves both
undergraduate and post-graduate needs focused on physical oceanography
and ocean ­atmosphere interactions and meteorology. They have a strong
research component focused on the Benguela and the east coast of
southern Africa as well as the southern ocean. Strong collaboration exists
between several international research groups and the department
including the IRD in France. The department has strength in ocean
modeling. The Oceanography department hosts the MRSU which provides
a platform for research and the production of operational oceanographic
remote sensing products for the entire southern African coastal region.

· Marine Resource Assessment and Management (MARAM): The focus of
the group's work is the assessment and management of renewable marine
resources. Two courses are offered by the research unit - both are aimed at
training students in biological modeling techniques.

· UCT's Summer and Winter Schools: UCT's Summer and winter schools
offer short two-three week courses on project management, report writing,
time management and other communication and life skill aspects.
Furthermore, biological and ecological topics are also on offer such as key
principles & testing evolution hypotheses, genetic, biochemical and
morphological similarities among organisms and adaptation, natural
selection and the formation of new species. Requests for tailor-made
courses can be made to the institute.
3.2.15 University of the Western Cape (UWC)
· Within the Faculty of Natural Sciences in the Biodiversity and
Conservation Biology Department has a strong focus on marine biology
(botany and zoology) and marine ecology (including biological
oceanography and environmental monitoring). The Conservation and
Biology departments' strength lies in taxonomy and systematics, ecology
and phycology.
· The Programme for Land and Agrarian Studies (PLAAS) is located at
UWC's School of Government and the Department of Geography. Their
expertise is in fisheries management and aspects of community fisheries.
PLAAS "engages in research, training, policy development and advocacy
in relation to land and agrarian reform, rural governance and natural
resource management." PLAAS has been designing and developing a
range of training short courses customized to meet the needs of different
government departments and non-governmental organizations. These
courses have utilized a wide range of participatory training methods,
combined with analytic activities, scenarios and case studies and related
content inputs. Certain courses have involved field-based learning sessions

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with participants engaging in guided fieldwork activities. Examples of
such courses are Social Science Perspectives on Natural Resource
Management & Governance in Community Based Natural Resources.

3.2.16 Rhodes University (RU)
At this institution based in the Eastern Cape of South Africa, a strong focus on
fisheries science through the Department of Ichthyology and Fisheries Science
(DIFS) which is closely linked to the South African Institute for Aquatic
Biodiversity (SAIAB). DIFS offers both undergraduate and post-graduate course
in fisheries management which includes a component on aquaculture and have
recently offered a Master in Science in Aquaculture. DIF also have a host of
aquaculture related projects and has all the necessary facilities for marine and
freshwater aquaculture research. Two Diploma courses are also offered, one in
aquaculture and the other in fisheries management. Due to its close ties with the
SAIAB institute and its primary focus being ichthyology, the institute can offer a
host of fisheries related projects as well as offer expertise in fish taxonomy,
feeding and reproductive biology and larval dynamics, stock assessment, and
spatial analysis and geographic information systems.
Closely linked to the university but an independent consulting firm Enviro-Fish
Africa (Pty) Ltd specializes in the fields of conservation of biodiversity, resource
management and development, capacity building and marine surveys. Services
are also related to the marine and inland environment with particular emphasis on
fish, fisheries, parks, catchment conservation and tourism. The organization offers
capacity development by way of specialist environmental education services,
materials development and programme implementation, management capacity
building, development projects, community capacity building, public participation
in natural resource related projects, institution building, training of staff and
development of educational materials (e.g. participatory resources and CD
ROMs)
3.2.17 Nelson Mandela Metropolitan University (NMMU)
This institute offers both undergraduate and postgraduate research opportunities
in the areas of estuaries and ecosystems of the coastal zone and hinterland, the
functional processes driving these systems, the structure and function of
ecosystems, and their interaction within the coastal ecotone. The zoology
department specializes in the following fields of research in coastal zone resource
management (assessing the utilization and management of shelf fisheries,
sustainable exploitation of estuarine, inter-tidal, and in-shore resources by
commercial, recreational and subsistence fishers and environmental impact
assessments for structural developments in the coastal zone), water quality
assessment (ecotoxicological / ecophysiological studies on life stages of key
species and sediment contamination in estuaries and coastal zone by industrial

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effluents and its impact on ecosystem function) and ecosystem modeling and
analysis.
The university also houses the Integrated Environmental and Coastal
Management (IECM) unit which provides services on all aspects of coastal zone
environment. The institute also works very close with the Department of
Geosciences particularly with regard to coastal processes, marine, estuarine and
coastal dune deposits, groundwater, marine and estuarine pollution and
environmental impact assessments, utilizing tools such as GIS and remote
sensing.

3.2.18 Cape Peninsula University of Technology (CPUT)
CPUT runs courses in a wide variety of technical, scientific and commercial
subjects at National Diploma, Bachelor of Technology, advanced degree level and
short courses. The short courses are run through the Centre for Continuing
Education (CCE). It is a formal department and offers courses that are scheduled
to make it possible for employees to complete them on a part-time basis. CCE
short courses have long-term benefits and are focused on the development of
skills. Also, by prior arrangement, most courses can be offered on site at the
employers' places of business. Furthermore, customized courses can be developed
to meet unique training needs.

Within its Applied Sciences department, the university offers modularized
National Diplomas, B-Tech and M-Tech qualifications in environmental
management, fisheries resource management and oceanography. The National
Diploma in Oceanography has been offered for more than thirty years. This
Diploma was developed specifically to meet the needs of the national fisheries
management authority (MCM). The National Diploma in Oceanography is
offered every second year and can accommodate up to 30 students however due to
poor recruitment of students in the Oceanography and Fisheries Resources
courses, the university is considering amalgamating the two courses and moving
towards a small programmes based approach which would allow for more
flexibility by offering it to part-time and full-time students. The university
through its Bellville campus also offers an M-Tech Diploma in Environmental
health of which modules in environmental law, and marine legal issues.
3.2.19 University of Witwatersrand (Wits)
In the School of Animal, Plant, Environmental Sciences, the Department of
Zoology, houses the Phycology unit. The unit conducts research on
phytoplankton (toxic and non-toxic species) ranging from identification,
taxonomy, developmental and cell biology studies as well as ultrastructural and
phylogenetic studies.

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3.2.20 University of Pretoria (UP)
Through the Zoology Department, this institute conducts research on seals and as
well has many projects that are being conducted on Marion Island. The university
also has a marine mammal unit based at the South African National Museum in
Cape Town which focuses on whales and dolphins and top predator interactions
and roles within the ecosystem. The university's genetics department is also
conducting stock separation studies on many fish and invertebrate species such as
oysters.
3.2.21 Stellenbosch University (SUN)
The university has an aquaculture division within the natural science department
which was established in 1988. This division offers two semester aquaculture
courses with a curriculum comprising of aspects such as water quality, nutrition,
physiology, production systems, management systems, disease management and
processing. These courses form part of the undergraduate system. With
postgraduate option, the division offers MSc's and PhD's in animal physiology,
animal sciences, food sciences, genetics, zoology and nature conservation with an
aquaculture focus. The aquaculture programme also offers practical training
whilst undertaking these courses such as placement within the industry, hatchery
management, production management and processing and marketing.

This molecular aquatic research group within the Department of Genetics at the
university focuses on the study of levels of genetic diversity and patterns of gene
flow of various aquaculture species including among others: abalone, eel and the
African catfish. The information generated is applicable to management strategies
for the conservation of species and enhancement for breeding/commercial
purposes by identifying the representatives of individual stocks.
3.2.22 African Centre for Climate and Earth Stewardship
Science (ACCESS)
ACCESS is a relatively new concept that is still to be formally established. Its
main goal is "building on, coordinating closely with, and complementing related,
ongoing activities in the earth sciences in Africa. The focus is on climate related
phenomena that range from severe floods and prolonged droughts to climate
changes in Earth's distant past that can shed light on future global warming." In
terms of capacity and building ACCESS will play an active role in the
development of e-courses, documentaries and other forms of communication and
teaching resources. However, the core of ACCESS is a master's degree in earth
system science linked to research projects which will involve the mentoring and
tutoring of students. This, the core of the educational programme, offers courses,
to students with a strong background in mathematics, physics, and chemistry, in
topics such as: weather and climate, ocean-atmosphere interactions,
biogeochemical cycles (of carbon, nitrogen, oxygen, rocks...) the history of

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planet earth, numerical (computer) modelling and mathematical and statistical
methods.

ACCESS will also be actively involved in translating scientific findings to the
benefit of society. This will be a measure of the effectiveness and impact of the
programme on policy adjustment, adaptation strategies and in building societal
resilience to global warming. In terms of operational oceanography, ACCESS
will develop tools necessary for routine measuring and information dissemination
of anticipated conditions in coastal waters, which will be of value to those who
are involved in fisheries, shipping, tourism and the management of coastal zones
in general. "The long-term plan is to transfer this capability (computer models
etc.) to agencies, such as weather services, that have the infrastructure and that are
experienced in providing the public with operational services."

It is evident that there is a wealth of training and tuition facilities and courses available in
the region (with the bulk in South Africa). However, much of what is on offer is at the
tertiary level for undergraduate and post-graduate academic tuition. There are a number
of suitable short course, but more importantly, a number of the institutions listed have the
capacity of developing and hosting tailored courses to meet some of the needs presented
in section 2.


4. Training and Capacity Building Strategy

The strategy proposed in this document is based on the model used in the BENEFIT
programme which has proved to be highly successful. It comprises 3 elements:

· Training Institutional Arrangements
· Human Resources and Infrastructure
· Skills Development and Skills Improvement

The strategy presented in this document makes the following assumptions:

· TCB activities in this project are designed to target managers of the BCLME and
those contributing to management (i.e. managers, scientists and technicians). It
does not target user groups.
· The TCB interventions will be limited and will preclude financial support for
human resources (salaries), bursaries for formal studies and major infrastructural
requirements.
· The bulk of the intervention will be to co-ordinate TCB activities in the region
and to deliver a series of training courses and activities targeting the identified
needs.
· The intervention is designed to last for the period of the project ­ 4 years.

4.1 Training Institutional arrangements:


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The fact that dedicated funding is being allocated to a TCB component in this project is a
novel and significant development for the BCLME/ GEF programme and responds to a
frustration expressed by the stakeholders in the BCLME phase. For the effective
implementation of a TCB strategy fundamental institutional arrangements will have to be
created in order that the intervention is efficiently and effectively implemented.
4.1.1 Regional Training Coordinator
It is strongly recommended that the post of Regional Training Coordinator is
supported for the duration of this project. This is essential if delivery is to be assured.
The role of the TCB coordinator is defined in the following Terms of Reference. A
decision will need to be made as to whether this position will be located in the BCC
itself or whether it will be located in the SAP-IMP project secretariat.

Benguela Current Commission
Training and Capacity Building Coordinator

Proposed Position Motivation and Terms of Reference

One key function of the Benguela Current Commission (BCC) will be
to standardize the scientific endeavours in the research institutes of
the contracting parties and to ensure that data and information
generated by the scientific staff for use by the commission are of the
highest standard. To this end it is essential that the staff of the
scientific institutes that will participate in transboundary activities,
and who will populate the working groups established under the aegis
of the BCC, are trained to perform their function in a consistent and
expert manner. The need to train and continuously upgrade the
expertise of resource managers in the BCC domain is also
acknowledged. These sentiments are recognized in the Interim
Agreement of the Benguela Current Commission in Article 4(a) and
9(2).

Experience has proven that the central co-ordination of training and
capacity building activities are an important element of success in this
field. This is not only because of the need to manage the logistics of
joint training activities, but it is also strategically important, in that a
consolidated and mandated training plan of in-service training will
need careful and hands on management. While the training needs of
the participating institutions have been well documented in the
preceding BCLME phase, the dynamics of the institutions (turnover
and recruitment of new staff) and the continuously evolving scientific
needs, require that existing programmes are continuous evaluated and
updated. The need to make the best use of resources (financial and
expert human resources) requires that joint training among institutes
is facilitated and that a TCB programme is implemented that is

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adaptable and can address the needs of all scientific and technical
staff.

For the above reasons, the post of Training and Capacity Building
Coordinator is proposed for the Benguela Current Commission. The
post could be located in the BCC Secretariat or at one of the country
focal points. The post would be similar to that performed currently by
the Training Coordinator for the BCLME / BENEFIT programmes. A
Draft Terms of Reference are given below:

In General: The Benguela Current Commission Training and Capacity
Building Coordinator (TCBO) will be responsible for the development
and implementation of a training programme under the auspices of the
Benguela Current Commission. The TCBO will manage the day-to-day
training activities of the programme and assist the Executive Secretary
and Ecosystems Coordinator and the in organizing consultative
meetings, raising funds for training, tracking and assessing the impact
of the training programme and assisting with the administration of
funds allocated to training activities.



In Particular, the TCBO will:

· Develop, implement and evaluate a Training Plan
· Develop, implement and evaluate a medium term in-service training
programme
· Develop, implement and evaluate an annual training programme in
consultation with the chairs of the subsidiary bodies of the BCC.
· Promote the Training Plan and assist in raising dedicated funds.
· Liaise with training Coordinators in Angola, Namibia and South
Africa regarding national training activities, respond to short-term
needs as they arise.
· Report progress to the BCC Secretariat and Management Board.

Minimum Qualifications:
· A Honours degree (or equivalent) with a minimum of five years
experience in a marine science or related field and significant
experience in training, project management and budget
administration.

· Extensive knowledge of the range of programme and projects and
service providers' in the region is essential.

Desirable Attributes:

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· Self-motivated, Multilingual (Portuguese and English), Spoken and
writing fluency, Programme and project management experience,
Experience in drafting and managing budgets, Experience in
proposal writing and fund raising, Good networking and co-
ordination skills, Excellent computer skills (word, excel &
PowerPoint), Marine Science experience.

Costs:
Salary: $45 000 p.a.
Travel Budget: $15 000p.a
Administrative Budget: $10 000p.a.

4.1.2 National coordinators
The Ministry of Fisheries and Marine Resources in Namibia has a training
committee and a training Coordinator whose functions include coordinating the
formal training of staff of the ministry, managing funds that are disbursed by the
ministry and liaising with the regional programmes in co-funding and other logistics.
This is unique in that the other ministries in Namibia do not have such a facility nor
do any of the stakeholder ministries in South Africa and Angola. This arrangement
did not work optimally but should be expanded or developed in order that well
organized interaction between the SAP-IMP TCB effort and the stakeholders is
facilitated.
It is thus proposed here that the three stakeholder countries appoint a national (inter-
ministerial) training Coordinator to serve as a liaison and contact point for the
BCC/SAP-IMP Training Coordinator.

The three Inter-ministerial National Training Coordinators:

· Will be appointed by each of the BCC contracting countries (either in a
dedicated post or assigned this function in addition to existing function).
· Will represent all national participating ministries and government
institutes (respectively in each country) that are contracted into the BCC
· Will be the contact point for the Regional Training Coordinator and will
thus:

o Assist with promotion and communication of training activities
o Assist with the logistical arrangements for training activities
o Assist with general backstopping and follow up
o Represent the Training Coordinator local meetings
o Participate in TCB planning activities
o Assist with Monitoring & Evaluation of TCB programme
o Conduct exit inter views with staff who have resigned


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4.2 Human Resources and Infrastructure

The need for further development of physical infrastructure has been identified as an
important need in all three countries (section 2), with the greatest such need being in
Angola. The BCLME programme (and the BENEFIT programme) has invested a
significant amount of funding to support infrastructure with contributions to
communications (satellite, internet, computers etc), equipment (via many projects, a ski-
boat to all thee countries, refitting of the RV Tombwa, the equipping of the Namibe
Laboratory), along with many other examples. As stated above, it is assumed that the
funding from the GEF contribution to the SAP-IMP project will preclude direct funding
of major infrastructural support.

In terms of human resources, it is quite clear that this is another very fundamental need
and challenge to the participating ministries (see section 2). This refers specifically to the
conditions of employment of the respective staff members and public service conditions
in general. While there have been some interventions (by BENEFIT) in the past to
financially augment some staff salaries, this is likely to be impossible via the SAP-IMP
project although this issue will need to be raised in the BCC in respect of country
contributions.

The skills and experience shortage and staff loss / retention issues have been spoken and
written about exhaustively and it is not necessary to repeat this here. Suffice to say that
the continuation of the problem is steadily undermining the capacity of the ministries to
fulfill their mandate and this is of course, threatening also to the fulfillment of the BCC /
SAP-IMP goals. While there is very little that the SAP-IMP project can do as a direct
intervention in human resource issues, the pressure that is mounting on the three main
research institutes (INIP, NatMIRC and M&CM) justifies some regional assistance or
intervention, albeit indirect.

Specific interventions are recommended below whereby the SAP-IMP project can assist
to address human resource issues. It is important to stress that these interventions are
directed at inter-governmental cooperation and are aimed to assist in manifesting a
"cooperation culture". In other words, while legal and regulatory obstacles to achieving
closer cooperation and integration might exist (nationally) these proposed ideas assume
that the intention and mandate of the BCC is ultimately to achieve regional integration.
Thus full implementation will provide some test cases and will assist in identifying (and
eliminating) the obstacles that do exist.
4.2.1 Regional Human Resources Strategy
A regional strategy to deal with staff retention and loss, career pathing and
performance assessments is required. It is recommended that an independent
professional skills audit, a quantification of the loss of skills and a cohesive
regional study of the skills, experience and capacity shortage and its consequent
implications for resource management should be conducted by an independent
professional Human Resource consultancy. The results of this should be discussed

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at a workshop where a regional (standardized where possible) strategy for staff
development and retention is discussed. A range of options should be investigated
beforehand so that a number of solutions to the problems are proposed. One such
idea, a common bargaining chamber for marine professionals, is presented below.
4.2.2 Regional Professional Association

At an internal meeting held at NatMIRC in 2006 it was pointed out that in
Namibia, architects and medical professionals have a separate deal in the public
service as a result of their belonging to a professional association which
represents them in the bargaining council. It is not known whether a similar
arrangement exists or is appropriate in South Africa and Angola. Marine scientists
(and for that matter technicians and managers) are usually qualified with some
sort of tertiary education (diplomas or degrees). It is therefore reasonable that a
professional association of marine professionals should be formed which can
represent these professionals in the public service or the BCC. Furthermore, such
a professional organization could provide services for marine science
professionals (the members) including negotiating with a range of service
providers for them. It is also suggested that a means of evaluating the skills (a
rating system) and an independent performance assessment could be another of
the services rendered. It would be of value to the region if the SAP-IMP project
could facilitate the implementation of such an entity. Something akin to this idea
already exists in the on the African east coast in the form of WIOMSA: WIOMSA
is a regional professional, non-governmental, non-profit, membership
organization, registered in Zanzibar, Tanzania. The organization is dedicated to
promoting the educational, scientific and technological development of all aspects
of marine sciences throughout the region of Western Indian Ocean (Somalia,
Kenya, Tanzania, Mozambique, South Africa, Comoros, Madagascar, Seychelles,
Mauritius, Reunion(France)), with a view toward sustaining the use and
conservation of its marine resources. The Association has about 1000 individual
members as well as about 50 institutional members from within and outside the
region (See: http:/ www.wiomsa.org).
4.2.3 Regional deployment of skills
Another intervention that is recommended for the SAP-IMP project is to facilitate
the "regionalization" of skills by allowing for the deployment of staff that possess
rare and specialized skills. This would mean for example that a NatMIRC
scientist or technician could be deployed to Luanda or Cape Town as part and
parcel of their job in Namibia. Furthermore, skills groups could be formed so that
pools of skilled people could be deployed. Thus for example there might be an
acoustic team which could be responsible for acoustic surveys along the entire
BCLME region, as opposed to separate groups of acoustic technicians and
scientists duplicating the deployment of skills. In this way, the problems of skills
shortages in critical areas would require less outsourcing and would also serve to
promote capacity building. In order to achieve this, the SAP-IMP project would

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have to negotiate visa / work restrictions among the three countries and address
remuneration differences among other issues. One of the immediate and priority
needs for this is in stock assessment and TAC reporting.
4.2.4 Mentoring and import of expertise
One of the needs that have been identified is the need to supplement local skills
with expert skills that might exist elsewhere in the region or internationally.
Several of the institutes have in the past developed such relationships whereby an
international expert has been seconded or contracted to the institute for short
periods (a month or two) in order to review progress or assist with certain tasks
(these have most often been associated with TAC reports). This is a function that
the SAP-IMP project could support.
4.2.5 Strategic relationships
Strategic relationships with universities and other research institutions. The
relationship that exists between the University of Cape Town and Marine and
Coastal Management is a model that has been applied elsewhere in the world with
equal success. This relationship provides a win-win situation as it provides a
source of relatively inexpensive brain-power (in the form of post-graduate
students and their professors) for marine research while providing students with a
platform (research vessels and other facilities) without which they cannot do
effective data assembly. By strategically developing a research programme that
addresses the needs of the region, much can be achieved. The extension of this
idea is to provide opportunity for international post-doctoral students to work in
the Benguela Current LME. This brings in newly qualified, energetic and
enthusiastic staff that are usually unencumbered and relatively inexpensive. This
provides both research capacity and an opportunity for capacity building. The
concept of regional organization of academic courses and standards has been
explored cursorily in the past and this activity could become an impetus for a
more concerted effort. Even a regional MSc was mooted. Consideration should
thus be given to facilitating the standardization of undergraduate and masters
courses in the region and implementing a regional rating system / grading system
for graduates. This would naturally be an item of interest beyond the BCLME
(SADC-wide).

4.3 Skills Development and Skills Improvement

Over the last decade (the life of BENEFIT, the BCLME and other bilateral programmes),
it was recognized that political transformation and other social changes resulted in under-
qualified staff holding posts for which they were not appropriately trained and/or that
assistance was required to address inequity in the research institutes. Thus, a large
investment into formal training of staff (i.e. tertiary education at universities and
technikons) has been implemented which has been largely successful, but offset to a
degree by staff losses. That era of formal training of employed staff has passed and the

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emphasis has now shifted to improving and enhancing the skills and experience of the
said qualified staff through an in-service training programme. Thus the approach in
BENEFIT for the last two years has been to implement an in-service training programme
which should serve as a model of the SAP-IMP Project.

Therefore it is suggested that the most effective and direct means of addressing the needs
identified in this study, and which will assist the SAP-IMP project of achieving its main
outcome (of the overall reduction in degradation of the BCLME, with emphasis on the
restoration of its depleted fisheries) is to implement a series of short-training courses
targeting the technical and managerial needs identified. Naturally, while a wide range of
appropriate skills do exist in the BCLME, they are developed to a variable degree and
thus training would have to be tailored to suit the range of skills levels.

The philosophy behind this is that professional and expert skills that are required are
often job specific and that the best way to improve these skills is on-the-job. The design
of the programme should be cyclical and incremental so that the level of training can
increase until the staff themselves can become the tutors of entry level staff. If this
system is then entrenched then the skills are captured in the system and should then be
secured for the future. This approach should not be confused with the role of formal
education or scientific research. The results of our study (section 2) produced several
requests for items such as "fish life history" or "fish biology", "genetics" and "linkage
between fisheries and environment." In-service training cannot provide tuition on
academic items or attempt to replace / augment the role of a university and these items
should be taken up there. Other items are more research oriented and require a research
project to address and are not suitable for short courses. We have thus selected those
items from our information that we deem most suitable for an in-service programme and
have de-prioritized those items that would be better suited to academic tuition and / or
research programmes (see Table 8 section 2).

Table 9 below sets out the estimated cost of running one such training workshop,
assuming 5 participants from each country can be trained.

Table 9: Estimate cost of as single regional workshop
Item
ZAR
US$ (ZAR7.2)
Comments
Flights (x5 Ang)
ZAR 32500.00
USD 4514.00
Rate of ZAR 6500 per flight
Flights (x5 SA)
ZAR 18500.00
USD 2570.00
Rate of ZAR 3700 per flight
Flights (x2 Trainers)
ZAR 7400.00
USD 1028.00
Trainers from South Africa
Per Diems +
Accommodation
ZAR 77350.00
USD 10744.00
BENEFIT Rate of ZAR 650 per day
Catering
ZAR 8500.00
USD 1181.00
Lunch plus 2 teas
Consultation Fees
ZAR 40000.00
USD 5556.00
ZAR 20 000 per trainer
Venue Hire
ZAR 4250.00
USD 591.00
Rate of R850 per day
Training course ­
resources
ZAR 5000.00
USD 695.00
Resource such as CD's and Manuals

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Contingencies
ZAR 3000.00
USD 417.00
Contingencies
Total
ZAR 196,500.00
USD 27, 296.00
Estimate

The curriculum presented below is developed from the needs tables in section 2. The total
package of courses is limited by available budget and using the figures presented above, a
total of 6 courses per year could be accommodated within a reasonable budget. If
additional funding were to be obtained for TCB activities under the BCC, this could be
expanded. Therefore the table prioritizes the courses for the SAP-IMP project and also
suggests a possible expanded set of activities.

The mode of delivery would vary depending on the nature of the course and it would be
incumbent on the Training Coordinator to set up these courses by:

· Confirming the sub-selection of courses via consultation with stakeholders
(drafting a formal programme)
· Identifying the target group (with help of the national training coordinators)
· Arranging the tuition (either liaising with the teaching institution or contracting a
trainer / service provider)
· Arranging the logistics of the course

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Table 10: Prioritized list of courses showing the level, mode of delivery and potential service providers for
the SAP-IMP / BCC project.
Potential Service
Topic
Level
Mode / Delivery/
Providers
Ecosystem Management
Lectures and field SAEIA
Environmental Impact
1
General
work, local case
RU
Assessment and review
studies
Lectures, field &
SUN
2
Aquaculture Management All levels
practical
RU
UCT - Economics
Lecture using
Dept.
local case studies
3 Resource
Economics
General
UWC - PLAAS
and fisheries
Fitzpatrick Center
sectors
of Excellence
UCT -Marine Law
Lectures and case
4 Environmental
Law
General
Institute
studies
IOI-SA
WIO-Lab
Lectures, field
IOI-SA
5 Pollution
monitoring
General
trips and practical GloBallast / NPA
exercise
SA
CSIR
Lectures and
UCT ­ Zoology
simulated
Dept.
Ecosystem
computer
MA-RE Institute
6
(Transboundary) Based
General
modeling
FAO (Products)
Fisheries Management
(understanding
SIDA
models)

UWC - PLAAS
UCT ­EEU
Coastal Zone
NMMU­ Zoology
7
General Lectures

Management
& IECM Unit
WIOMSA
ENVIRO-Fish
UWC ­ PLAAS
Lectures with case UCT ­ EEU
8 Policy
Development
General
studies
IOI ­ SA

Numerical Skills
Computer
RU
modeling using
UCT ­ MARAM
case studies and
UCT ­ Zoology
9
Stock Assessment
All levels
local examples,
UCT ­ MA-RE
incorporating the
OLRAC
disassembly of
previous

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conducted stock
assessments
Lectures & on
IOW
board practical
IMR
10 Acoustic methods
All levels
dovetailed with
FRS
acoustic software
SonarData
training
IRD
Ecological modeling and
Senior
Lectures and local UCT-Zoology
11 decision analyses for EAF Management case studies
M&CM
Brest University
UCT ­ Zoology
Data analysis &
Lecture, with
UCT ­ MA-RE
12 experimental design
All levels
examples using
ODINAFRICA
techniques
local data
GOOS
IOI-SA
Polytechnic of
Practical
Namibia
examples using
UCT ­ EGS
13 GIS and Mapping
All levels
biological data
RU
(local data if
NMMU ­
possible)
Zoology
GreenMAP
Biology, Taxonomy & Ecology
M&CM &
NATMIRC staff
Workshop/Lecture & an invited
14 Fish ageing and histology All levels
type training
expert (IMBER
/START or ICSU
­ funding)
Workshop/Lecture M&CM &
type training
NatMIRC staff &
including
an invited expert
15 Plankton identification
All levels
verification and
(IMBER/START
validation
or ICSU ­funding)
sampling and id
Wits
methods
Lectures and
Aquaculture husbandry
hands-on field
SUN
16
All levels
and health
work at
RU
established farms
Lectures and
UWC
microscopy
IOI-SA
17 Invertebrate
taxonomy
All
levels identification and
& invited expert
classification
(IMBER/START
methods
or ICSU ­funding)

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Invasive species
Formal lectures &
18
All levels
GloBallast
management
site visits
Computer Skills and Data Management
Data basing,
ODINAFRICA
archiving,
GBIF / SABIF
19 Data curation
All levels
extraction etc,
GOOS
using local data
OLRAC
collections
Instrumentation
Vessel Monitoring
20
General
use, maintenance
Suppliers
Systems
& calibration
Technical Skills
In conjunction with
CPUT
Oceanography and
Survey techniques &
21
All levels
Shipboard
Fish. Management
instrument deployment
course.
Regional / National
Cruises
GOOS
Lectures and
Diving Unit at
22 Scientific Diving
Class 4
practical training
UCT
Lecture
IOW / local
interspersed with
service provider /
Instrumentation
hand-on training
23
All levels
electronics lab at
maintenance & calibration
(including one day M&CM
calibration on

board a vessel)
Lectures and
CSIR
24 Water
quality
monitoring ISO
practical training
WIO-Lab
Social & Economic Sciences
Local PR
25 Public Relations
General
Standard course
Professional
EcoAfrica
UCT ­EEU
UWC ­ PLAAS
IOI ­ SA
Co-management with
Lectures using
26
General
NMMU ­ IECM
coastal communities
local case studies
C.A.P.E
WIOMSA
EcoAfrica
Physical Oceanography
Facilitated by the
Lectures and
MRSU @ UCT
Application of Remote
27
General
practical
Oceanography
Sensing data
applications
ODINAFRICA
GOOS

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Cross Cutting
EcoAfrica/D-List
28 Communication Skills
All levels
Theory & Practice AquaKnowledge
CPUT CCE
Polytech of
Namibia
29 English Training
All levels
Lectures
Escola De Linguas
Cefopescas
CPUT CCE
CPUT
Lectures with
UCT ­ Summer &
30 Project
Management
General
simulated
Winter School
examples
IOI-SA
GTZ
Creatively
Interactive
Functional
lectures followed
UCT Summer /
31 Life Skills
General
by inter-sessional
Winter Schools
discussions
CPUT CCE
AquaKnowledge
Lectures &
M&CM Library
32 Library
Skills
General
practical exercises CPUT
on site
ODINAFRICA
Interactive
CPUT
33 Mentoring
tutorship
General
lectures and
IOI-SA
groups
AquaKnowledge

5. Monitoring and Evaluation (M&E)
There are two aspects to M&E, namely that pertaining to the delivery and the other
related to the impact of the strategy on capacity in the region.

The latter is more difficult to monitor in that the measurable indicator will be improved
capacity and skill for management of the ecosystem. Therefore it is recommended that
the baseline (quantification of current skills and capacity) should be established at the
start of the programme and that this should then be monitored and elevated at mid-term
and at the termination of the project. This audit should be combined with the study
recommended in point 4.2.1 which is a proposed study of skills and capacity status in the
region. Staff retention statistics should be included in the above and career path of
trainees should be tracked.






With regard to M&E for progress the following table proposes a M&E scheme:

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Table 11: Monitoring and Evaluation scheme
Means of
Strategy Item
Verifiable Indicator
Assumptions
Verification
Minutes of SAP-
4.1.1 Regional
Funds are secured and
IMP PSC or BCC
Proposal accepted
Training Coordinator
appointment is made
Management
Funds secured
Board
Contracting parties
Minutes of SAP-
make the necessary
4.1.2 National
Funds are secured and
IMP PSC or BCC
commitment and that
Training Coordinators appointment is made
Management
the incumbents have
Board
sufficient time to fulfill
the role.
A study is
Reports of study
commissioned, a
That there is sufficient
4.2.1 Regional strategy
and workshop,
workshop is held, a
political will to achieve
for staff retention and
minutes of BCC
strategy is drafted and
this and subsequent
loss
Management
accepted by all three
implementation
Board / SAP-IMP
countries
There is buy in from the
4.2.2 Improved
Constitution of a
countries and
organization
professional
The constitution
professionals is
professionals
association drafted
forthcoming
Minutes of SAP-
Decisions are made
Buy-in from countries
4.2.3 Regional
IMP PSC or BCC
that staff regionally
and staff concerned is
deployment of skills
Management
deployed
forthcoming
Board
Minutes of SAP-
4.2.4 Mentoring &
Funds are secured and
IMP PSC or BCC
Funding is available
import of expertise
experts contracted
Management
Board
4.2.5 Strategic
The concept is
MOUs are signed
MOUs
relationships
supported regionally
· Course
Training officer is
Reports
appointed.
·

Feedback from There are sufficient &
trainers and
appropriate trainees who
trainees
·
made available.
4.3 Short Courses
Course & evaluations
Post-course

Delivery
are conducted
performance
Post-course
assessments
Performance assessment
· Annual
is conducted
Reports of the

Training
Sufficient funds are
Coordinators
procured for the entire

programme.

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6. Estimated Budget
The budget estimated here is divided into the same three sections as the strategy above.
Some augmentation of funds for TCB will be necessary as the funds available from the
SAP-IMP project are simply not going to cover the needs.

A fund raising strategy should therefore be implemented by the SAP-IMP or BCC in
support of this effort using the GEF funds as leverage. Some of the items identified below
might need to be funded from other sources, within the SAP-IMP, or other funds for
technical activities or country contributions. The inclusion of non-BCLME regions in the
activities as a subsidizing mechanism might also be a suitable option.

It is likely that a funding proposal for the technical activities of the BCC will be
developed and presented to potential international partners (including Norway and
Germany) to complement the work planned via the SAP-IMP project. It is strongly
recommended that TCB activities related to these technical activities should be built in to
such a proposal and that this should be presented as co-funding for the TCB strategy
developed here. Cost sharing will need to be considered (especially in other UN / GEF /
World Bank programmes) and among these NACOMA and the ASCLME projects are the
most obvious candidates. Since there are substantial TCB components of those projects, it
is highly likely that the respective strategies will include activities that overlap with
activities planned in this strategy. The feasibility of cost-sharing and running joint
activities (e.g. populating each others courses) should be explored urgently as this could
provide one important means of improved efficiency. Use of international organizations
such as GOOS, IMBER, ICSU and START that offer support and funding for a number
of related activities should be utilized in order to reduce the burden on the project.






















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Table 12: Final budget for the proposed training strategy
Budget Item
Section Calculation
Value (USD)
Training Institutional Arrangements 4.1


Includes salary,
Regional Training Coordinator
4.1.2
operating & travel
280 000
budget (4 years)
4x 70K
Some support from
National Training Coordinators
4.1.3
activities 10K annually x 120 000
4 x 3
Human Resources & Infrastructure
4.2


Regional strategy for staff retention 4.2.1
1 short term consultancy, 50 000
and loss
workshop and follow up
Improved organization professionals
4.2.2
Support for seconded 20 000
national team (3 people)
Integrated in other
operations of the BCC ­
Regional deployment of skills
4.2.3
to be managed by TCBO
and Ecosystem Advisory
Committee
Mentoring & import of expertise
4.2.4
1 expert per country per 360 000
year. 30K*3*4
Some funds for
Strategic relationships
4.2.5
consultation and small 30 000
workshop
Skills Development & Improvement 4.3


Delivery of 33 courses
4.3
27K per course
891 000




Grand Total
1 751 000


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List of Acronyms
ACCESS - African Centre for Climate and Earth Stewardship Science
ACEP - African Coelacanth Ecosystem Programme
ASCLME - Agulhas Somali Currents LMEs
BCLME - Benguela Current Large Marine Ecosystem
BENEFIT - Benguela Environment Fisheries Interaction and Training Programme
C.A.PE - CAPE Action Plan for the Environment
Cefopescas - Centro de Formação de Pescas
CETN - Coastal Environmental Trust of Namibia
CPUT - Cape Peninsula University of Technology
DEA&T ­ Department of Environmental Affairs and Tourism
DIFS ­ Department of Ichthyology and Fisheries Science
DLIST ­ Distance Learning and Information Sharing Tool
EEU ­ Environmental Evaluation Unit
EGS ­ Department of Environmental and Geographical Science
FAO ­ Food and Agriculture Organization
FOA ­ Fisheries Observer Agency
GBIF ­ Global Biodiversity Information Facility
GloBallast ­ Global Ballast Water Management Programme
GOOS ­ Global Ocean Observing System
GTZ ­ Gesselschaft Technische Zummenarbeit
ICSU ­ International Council for Science
IECM ­ Integrated Environmental and Coastal Management
IMBER - Integrated Marine Biogeochemistry and Ecosystem Research
INIP - Instituto Nacional de Investigação Pesqueira
IOI - International Ocean Institute
IOI-SA ­ International Ocean Institute ­ South Africa
M&CM ­ Marine and Coastal Management
M&E ­ Monitoring and Evaluation
MARAM - Marine Resource Assessment and Management
MA-RE - Marine Research Institute
MFMR ­ Ministry of Fisheries and Marine Resources
MRSU - Marine Remote Sensing Unit
NACOMA - Namib Coast Biodiversity Conservation and Management
NAMFI - Namibian Maritime and Fisheries Institute
NATMIRC ­ National Marine Information and Research Center
NEPAD ­ New Partnership for Africa's Development
NIWA ­ National Institute of Water and Atmospheric Research
NMMU ­ Nelson Mandela Metropolitan University
ODINAFRICA ­ The Ocean Data and Information Network for Africa
PLAAS ­ Programme for Land and Agrarian Studies

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RU ­ Rhodes University
SABIF ­ South Africa Biodiversity Information Facility
SADC FANR ­ Food Agriculture & Natural Resources
SAEON ­ South African Environmental Observation Network
SAIAB ­ South African Institute for Aquatic Biodiversity
SAIEA - South African Institute for Environmental Assessment
SANCOR - Southern African Network for Coastal and Oceanic Research
SCOR - Scientific Committee on Oceanic Research
SEAFO - South East Atlantic Fisheries Organization
SEAON - South African Environmental Observation Network
SIDA - Swedish International Development Cooperation Agency
START - SysTem for Analysis, Research and Training
SUN - Stellenbosch University
SWIOFP - South West Indian Ocean Fisheries Project
TCB - Training and Capacity Building
TSC - TRAIN-SEA-COAST
UAN - University of Agostinho Neto
UCT - University of Cape Town
UCT - University of Cape Town
UNAM - University of Namibia
UP - University of Pretoria
UWC - University of the Western Cape
UWC- University of the Western Cape
WIO-Lab - Addressing Land-based Activities in the Western Indian Ocean
WIOMSA - Western Indian Ocean Marine Science Association
Wits - University of Witwatersrand
WSSD - World Summit on Sustainable Development


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conjunction with the BENEFIT Management Action Committee.
Clark, B & Duffel-Canham, A. 2006 Integration And Review Of Training And Capacity
Building In The BCLME Programme, 42pp





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Websites Visited:

http://www.dlist-benguela.org.
http:www.nacoma.org.na
http://www.norway.org.za/development/bilateral/Fisheries/Marine+Fisheries+Co-operation.htm.
http://www.gtz.de
http://www.capeaction.org.za/
http://www.odinafrica.org/
http://www.gbif.org
http://www.ioc-goos.org
http://www.start.org/
http://www.scor-int.org
http://www.sadc.int
http://www.nepadcosmar.org
http://www.icsu.org
http://www.fao.org/ waicent/portal/virtualibrary_en.asp http://www.imber.info/index.html
http://www.globallast.imo.org/index
http://www.ur097.ird.fr/index.htm
http://acep.co.za
http://www.wiomsa.org
http://www.wiolab.org
http://www.saeon.ac.za
http://www.sida.se
http://www.botany.uwc.ac.za/sancor

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ANNEX 1. List of People Consulted/Interviewed
ANGOLA
Name Position
Organization
Maria de Lourdes
Director: BCLME Biodiversity, Ecosystem Health
BCMLE Programme/UNOPS
Sardinha
and Pollution Activity Centre
Dr Nkosi Luyeye
Deputy Director of Instituto Nacional de
INIP
Investigação Pesqueira (INIP)
Ms. Filomena Vaz Velho
Scientist
INIP
Dr Domingos Neto
Scientist
INIP
Dr Augusta Silva
Head of Microbiology
Faculty of Science,
University of Agostino Neto
Prof Pedro De Baros
Professor
University if the Algarve
Mr. Carlos dos Santos
Director
Ministry of Urban Planning
and Environment
Namibia
Name Position
Organization
Dr Mick O'Toole
Chief Technical Adviser
BCLME Programme
Mr. Frikkie Botes
Director: BCLME Living Marine Resources
BCLME Programme
Activity Centre
Dr Gabi Schneider
Director, Geological Survey
MME
Mr. Japhet Iitenge
Dep. Director Pollution
Directorate Maritime Affairs,
MWTC
Dr Moses Maurihungirire
Director MFMR
MFMR
Mr Chris Batholomae
Scientist
DRM, MFMR
Ms Anja van der Plaas
Scientist
MFMR
Dr Anja Kreiner
Scientist
MFMR
Mr. Rudy Cloete
Deputy Director: Offshore
MFMR
Mr. Titus Iilende
Deputy Director
MFMR
Ms Hilaria Shivolo
Training Officer
MFMR
Mr. Keith Wearne
Director
CETN
Mr Rod Braby
Technical Advisor
NACOMA
Mr. Helen Kolb
Director
Gobabeb Training Center



South Africa
Name Position
Organization
Ms Lesley Staegemann
Director: Environment Variability Activity Centre
BCLME Programme
Dr Johann Augustyn
Chief Director: Research, Antarctic Islands and
M&CM
Mr. Ashley Naidoo
Deputy Director: Research, Support and
M&CM
Administration
Dr Larry Hutchings
Chief Specialist Scientist: Ecosystem Utilization and M&CM
Conservation
Dr Carl van der Lingen
Specialist Scientist: Offshore Resources ­ Surveys
M&CM
and Fish Behaviour
Dr Ray Barlow
Principle Scientist: Phys-Chemistry Oceanography
M&CM
Dr Hans Verheye
Principle Specialist Scientist: Ocean Environment,
M&CM
Biological Oceanography
Dr Andy Cockcroft
Principle Specialist Scientist: Inshore Resources
M&CM
Dr Rob Crawford
Chief Specialist Scientist: Ecosystem Utilization and M&CM
Conservation
Mr. Chris Wilke
Control Oceanographic Technician: Inshore
M&CM
Resources

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Mr. Rob Cooper
Control Oceanographic Technician: Offshore
M&CM
Resources
Dr John Field
Director
MA-RE Institute
Dr Frank Shillington
Senior Researcher & Lecturer
UCT-Oceanography
Dr Kim Prochazka
Director
IOI-SA
Dr Mark Gibbons
Senior Researcher & Lecturer
UWC
Mr. Conrad Sparks
Senior Lecturer
CPUT


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ANNEX 2: BCLME SAP IMPLEMENTATION PROJECT TRAINING AND CAPACITY
BUILDING SURVEY

Instructions for completing this form

The SAP implementation project of the BCLME requires that a plan for Training & Capacity Building and
(TCB) is developed and implemented over the life of the programme which is expected to run from 2008-2012.
Part of this task is to review the status of TCB and develop a fresh training plan with prioritized activities for
each country and the region as a whole. Through the BCLME country focal points, we wish to canvass for
input into this process. We request that you contribute to this process by filling the form the form below
according to the instructions.

We would like to know what in your view are the prioritized training and capacity building needs of your
department / agency / institute. This will be collated and developed into an in service training plan for the SAP
implementation project. Aside from the formal training courses or programme, other training needs such as
bursaries for formal training, internship programme or mentorship programmes should also be considered.

Please copy the template below as many times as are necessary.
Please fill in completely as per the example below.

ACTIVITY 1

(Give a descriptive
name for the training
required)
Level

(basic, intermediate
and/ or advanced)
Target Group

(please identify to
whom the training
should be offered and
the umber of
prospective trainees)
Rationale

(Please answer the
Why is their a need for this training?
questions posed):


Has there been any training in this regard before?


Additional Information
(Please answer the
How should the training be delivered?
questions posed):



What national activities in this area are planned and could these be
expanded to include trainees from outside your country?



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Any additional notes?



Example Below
ACTIVITY 1
Environmental Impact Assessment Training

Level
Advanced

Target Group
Managers in Ministry of Fisheries, Environment, Petroleum

Rationale


Why is their a need for this training?

There is extensive development happening on our coastline with new

industry (e.g. oil and aquaculture) and property development taking place



Has there been any training in this regard before?

Some training has already been affected but this has not been
comprehensive and more people who require this skill have been employed
and thus extended training is required.

Additional Information
(Please answer the
How should the training be delivered?
questions posed):
Formal lectures followed by field trips to sites where EIA have been
conducted and sites where EIA's need to be or will be conducted.


What national activities in this area are planned and could these be
expanded to include trainees from outside your country?
NatMIRC, aquaculture section will be hosting such a course, facilitator by
SAEIA consultancies, the training can be expanded to include trainees from
the partner countries provided funding for travel, per diem and
accommodation is provided by the countries or the SAP Implementation
project.

Any additional notes?
No comment




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ANNEX 3: BCLME SAP IMPLEMENTATION PROJECT DEVELOPMENT GUIDELINES
ON REQUIREMENTS FROM THE CAPACITY BUILDING & TRAINING

Objective of Review
A. To identify the various capacity building and training needs for the participating countries in order to
meet the requirements of the BCLME Programme and its Interim Agreement.

Elaboration

The three countries have adopted a Benguela Current Commission (BCC) and associated Interim Agreement
(details of which can be found on the BCLME Programme website (www.bclme.org). The BCC represents a
formal institutional structure that will help Angola, Namibia and South Africa to implement an "ecosystem
approach" to managing the BCLME. This means that, instead of managing living and non-living marine
resources at the national level, the three countries will work together to tackle transboundary environmental
issues such as pollution, the management of shared fish stocks and the coordination of regional efforts to
mitigate the impacts of marine mining and oil and gas production on the environment.

GEF and a number of other regional and international partners are now working together to develop and fund a
project that will aid the countries in setting up and sustaining the appropriate structures and governance
arrangements in support of this transboundary management approach toward the LME (as defined within the
BCLME Strategic Action programme). However, GEF and its partners recognise the need for effective
management to include full and transparent stakeholder participation in appropriate areas of policy and
governance. They also recognise that there will be a need to strengthen institutional and individual capacities in
order to meet the demands and challenges of a transboundary ecosystem management approach.

It is necessary, therefore, to review existing CB&T needs and to align these with the requirements of the
BCLME SAP Implementation Project so as to identify a strategy for addressing these needs and delivering
effective CB&T to the countries in support of the BCLME Programme and the aims and objectives of the BCC.

Furthermore, it is necessary to develop a plan that will ensure the appropriate involvement of all stakeholders in
policy and management decisions related to both the BCLME SAP Implementation Project activities, and the
development of the BCC and an associated Treaty.

Report Structure
The following information/sections will need to be incorporated within the two finalised reports in order to
satisfy the requirements for the Project Document and its acceptance by GEF. It may be more convenient or
practicable for the consultants to re-structure these sections to suit the presentation of the report. This is
acceptable as long as the information is provided and is presented in a logical and easily accessible format:

1. Summary of Capacity Building and Training Needs for the BCLME Programme Countries

2. A Review of the Existing Programmes and Initiatives within the countries and the Region for Capacity
Building and Training related to the BCLME Programme Although primarily focused on BCLME-related
issues, this review should extend beyond the more obvious assistance with CB&T needs related to fisheries and
coastal/marine management and should also give appropriate consideration to any CB&T related to good
governance, administration, enforcement, etc that may be outside of the immediate BCLME thematic areas but
may still be appropriate to the long-term aims of establishing a regional Commission with national
implementation.


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3. Identification of CB&T Priorities and Requirements by Country and by Sector/Agency as related to the
BCLME Programme Again, although primarily focusing on BCLME thematic issues, this section should also
identify any general or overarching needs for improvements in capacity and skills related to good governance
per se.

4. A Proposed Strategy for Delivering the Prioritized CB&T requirements for each country and within the
region This Strategy should:
· be presented as a sequential work-plan extending throughout the lifecycle of the BCLME SAP
Implementation Project (2008 through 2012)
· address individual country requirements as well as overall regional requirements (the latter focusing on
the need for transboundary management of the LME and its resources).
· define, where appropriate, administrative, equipment and personnel needs (nationally and regionally).
· aim to identify appropriate institutions within the region or beyond that could best assist in specific
elements of CB&T.
· identify an effective monitoring mechanism to ensure CB&T delivery as scheduled and to assess the
efficacy and sustainability of the CB&T
· define a best-estimate budget for delivery of the strategy throughout the Project's lifetime (including
any specific personnel requirements to assist in delivery of the strategy)

5. An Annex that identifies national/regional institutions that are capable of delivering CB&T needs as well as
international partner organizations that may be able to assist This Annex will consider the various academic and
technical institutes within the region and, where appropriate, internationally and will present a case for their use
in CB&T, with explanations of their areas of expertise, and identification of positive and negative attributes in
relation to the needs of the BCLME SAP Implementation Project.


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