Increasing Capacity for Stewardship of Oceans and Coasts A Priority for the 21st Century (2008) / Chapter Skim
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Appendix C: Major Changes in Capacity-Building Since 1969
Appendix C: Major Changes in Capacity-Building Since 1969
Pages 133-139
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From page 133... ...
in the United States in 1969 until the United Nations Conference on Environment and Development (UNCED) in 1992 (United Nations Conference on Environment and Development, 1992)
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From page 134... ...
The National Sea Grant College Program was designed to build capacity in society to manage and responsibly use the nation's ocean and coastal resources through university-based programs that combined education, research, and extension in a pragmatic, issue-driven response to issues identified in close consultation with local stakeholders. Among the international multilateral programs, the United Nations Development Programme (UNDP)
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From page 135... ...
state CZM programs. The CZM model divided the evolution of a management program into two distinct phases: an initial planning phase and, if that was successful, federal approval of a state program that met an explicit set of standards designed to certify that the necessary capacity had been assembled to implement a program that addressed important coastal issues.
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From page 136... ...
critical uncertainties in the management of the marine envi ronment and climate change. Those and other provisions of Agenda 21 were presented as a plan to restore heavily depleted stocks by 2015 through a broad approach that included restrictions on fishing, the use of marine protected areas, and stepped-up enforcement (United Nations Conference on Environment and Development, 1992)
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From page 137... ...
For the trainee, the multiple, widely advertised training courses available resulted in ad hoc and fragmented infusions with little coherence and often little direct relevance to the trainee's high-priority needs and interests. At the same time, the focus of many courses was on single aspects of the technical parts of management, such as geographic information systems or impact assessment, or on a single topic, such as public education or coastal erosion.
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From page 138... ...
, which focused on national mechanisms and international cooperation in developing countries as necessary means of attaining desired outcomes. Importance was attached to defining country needs and priorities in sustainable development through a continuing participatory process and thereby strengthening human-resources and institutional capabilities (United Nations Division for Sustainable Development, 2005)
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From page 139... ...
Programs are now attracting more students from Europe and North America than from developing countries; an example is the master's degree program in tropical coastal management at the University of Newcastle. Furthermore, students who a decade ago would have had to move to Europe or North America to earn an advanced degree in coastal management or marine affairs can now select from a number of programs in their home regions.
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