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Middle East Water and Livelihoods Initiative
Report on Educators’ Workshop
June 28 – 30, 2010
The American University in Cairo, Egypt
July 2010
Contact: Dr. Fadi Karam, Project Coordinator
ICARDA, P.O. Box 5466, Aleppo, Syria
Tel: +963-21 2213433
Fax: +963-21 2213490
Email: [email protected]
Table of Contents Background ................................................................................................................................................... 3
Executive Summary ...................................................................................................................................... 4
Welcome and Opening Remarks................................................................................................................... 6
Workshop Purpose and Objectives ............................................................................................................... 7
Introduction to Distance Education: U.S. and Middle Eastern Perspectives (Session 1) ............................. 8
Linking Middle Eastern Universities’ Graduate Education to the WLI (Session 2) ..................................... 9
Overview of Graduate Education Programs in WLI partner US Universities (Session 3) ......................... 10
Discussion of Middle East Graduate Education Needs as relates to WLI (Session 4) ............................... 11
Development of Solutions for Middle East Graduate Education Needs (Session 5) .................................. 12
Graduate Student Education Programs and Linkages to the WLI Benchmark Sites (Session 6) ............... 14
Short Courses for Academic Education and Extension (Session 7) ........................................................... 18
Annex A: Agenda ....................................................................................................................................... 19
Annex B: Participant List ............................................................................................................................ 22
Annex C: Summary Results from Survey on Distance Education .............................................................. 26
Annex D: Short course training priority and preference requests for action by U.S. universities .............. 27
Background
The goal of the Middle East Water and Livelihoods Initiative1 (WLI) is to improve the
livelihoods of rural households and communities in areas where water scarcity, land degradation,
and water quality deterioration are prevalent in seven participating Middle Eastern countries2. It
seeks to achieve this goal by developing and pilot-testing integrated water and land-use
management strategies in one or two benchmark watersheds per country to reverse current trends
of overusing scarce water resources, land degradation, and water quality deterioration, bringing
about more sustainable ecosystems, and improving rural livelihoods. Increased economic, social
and educational capital will be generated by new income-generating crop and livestock strategies
introduced in the context of sustainable and appropriate production technologies, market chain
development and strong farmer-based organizations.
Training is the lynchpin of the WLI3. Training is to be tailored to and informed by the specific
needs of researchers, extensionists, farmers, and students working at the benchmark sites. The
2008 Inception Workshop and 2009 agroecosystems workshops were used to prioritize both
research and training needs at the benchmark sites. The objective of the Educators’ Workshop
was to focus on the capacity building needs, especially as regards graduate student training.
Additional training priorities in distance education and short courses will also be finalized
through the continued participatory process.
The emphasis on capacity building in the WLI is based on partnerships between national,
regional and US universities in conjunction with ICARDA as a main regional training center. It
was earlier agreed that three PhDs and five MS degrees will be allocated to each country when
bilateral grants are available. The PhDs will be allocated to the priority technical topics decided
by the participating countries while the MS degrees will be used to further research into and
produce distinct outputs for the identified cross-cutting issues or specific issues arising from each
of the three agroecosystems research. Opportunities for post-doctoral study and exchange will
also be promoted as an important facet of promoting the sustainability of the project. However,
none of the bilateral proposals have been awarded as yet.
Key points of the training approach as laid out in the original proposal include: case study
materials made available as part of the expanding e-learning knowledge base; making available
accrued knowledge, tools and approaches as public goods to agricultural research and extension
institutions; making available as a priority, the materials to all levels of personnel at the
benchmark who do not speak English; and the furthering of access to women through online
materials. Key national universities in each of the participating countries will link to regional hub
universities in the WLI while developing their own regional capacities through the initiative.
Although each country will have key regional hub universities due to location and agro-
ecological expertise, linkages between the hub universities themselves will mean that countries
will have access to their capability across the region.
1 Background materials on the WLI and some of the benchmark sites can be found on the program’s webpage,
http://www.icarda.org/WLI/ 2 Egypt, Jordan, Lebanon, Palestine, Syria, Iraq, and Yemen 3 Please refer to the original proposal for a full exposition of training in the WLI.
One of the proposed ways to build capacity in the region through the
existing distance learning and e-learning
Determining how to do this, in addition to finalizin
objectives of the Educators’ Workshop.
Executive Summary A three-day WLI Educators’ Workshop too
American University in Cairo, Egypt, 27
agricultural graduate training needs within the seven participating Middle Eastern countries of
the WLI (Egypt, Iraq, Jordan, Lebanon, Palestine, Syria, and Yemen) and to link those needs
with participating U.S. universities (University of Florida, University of California, University of
Illinois, Texas A&M University, and Utah State University).
unique opportunity for U.S. and regional universities to discuss areas of collaboration for both
short and long-term activities in the areas of distance/e
research linked to the WLI benchmark sites in the region
The workshop was opened by Dr. Mahmoud Solh, ICARDA Director General, Dr. Lisa
Anderson, Provost of American University Cairo (AUC), and Dr. Majed El
Ministry of Higher Education and President of the National Academy of Sciences.
A brief introduction to the workshop was given by Dr. Fadi Karam, ICARDA Project
Coordinator for the WLI and Dr. Sandra Russo, University of Florida. They provided
information about the WLI program, overall objectives and goals, and explained the strategies
that would be used to achieve each goal.
The first session of the workshop was devoted to Distance Education (DE). The objective of the
session was to share information and lessons on the use of DE for the purposes of improving
local understanding of DE as well as exploring the extent to which DE
WLI’s educational goals. Dr. Samira Daroub, Associate Professor in Soil and Water Sciences,
One of the proposed ways to build capacity in the region through the WLI is to make
learning capabilities of the US and regional universities
his, in addition to finalizing a short course training plan,
of the Educators’ Workshop.
day WLI Educators’ Workshop took place at the Desert Development Center of the
American University in Cairo, Egypt, 27-30 June, 2010, to develop an understanding of
agricultural graduate training needs within the seven participating Middle Eastern countries of
Jordan, Lebanon, Palestine, Syria, and Yemen) and to link those needs
with participating U.S. universities (University of Florida, University of California, University of
Illinois, Texas A&M University, and Utah State University). Moreover, the workshop pr
unique opportunity for U.S. and regional universities to discuss areas of collaboration for both
term activities in the areas of distance/e-learning, faculty development, and
research linked to the WLI benchmark sites in the region.
The workshop was opened by Dr. Mahmoud Solh, ICARDA Director General, Dr. Lisa
Anderson, Provost of American University Cairo (AUC), and Dr. Majed El-Shribeny, Egyptian
Ministry of Higher Education and President of the National Academy of Sciences.
brief introduction to the workshop was given by Dr. Fadi Karam, ICARDA Project
Coordinator for the WLI and Dr. Sandra Russo, University of Florida. They provided
information about the WLI program, overall objectives and goals, and explained the strategies
that would be used to achieve each goal.
The first session of the workshop was devoted to Distance Education (DE). The objective of the
session was to share information and lessons on the use of DE for the purposes of improving
local understanding of DE as well as exploring the extent to which DE can be used to achieve the
WLI’s educational goals. Dr. Samira Daroub, Associate Professor in Soil and Water Sciences,
make available
universities.
g a short course training plan, were primary
k place at the Desert Development Center of the
develop an understanding of
agricultural graduate training needs within the seven participating Middle Eastern countries of
Jordan, Lebanon, Palestine, Syria, and Yemen) and to link those needs
with participating U.S. universities (University of Florida, University of California, University of
he workshop provided a
unique opportunity for U.S. and regional universities to discuss areas of collaboration for both
learning, faculty development, and
The workshop was opened by Dr. Mahmoud Solh, ICARDA Director General, Dr. Lisa
Shribeny, Egyptian
Ministry of Higher Education and President of the National Academy of Sciences.
brief introduction to the workshop was given by Dr. Fadi Karam, ICARDA Project
Coordinator for the WLI and Dr. Sandra Russo, University of Florida. They provided
information about the WLI program, overall objectives and goals, and explained the strategies
The first session of the workshop was devoted to Distance Education (DE). The objective of the
session was to share information and lessons on the use of DE for the purposes of improving
can be used to achieve the
WLI’s educational goals. Dr. Samira Daroub, Associate Professor in Soil and Water Sciences,
University of Florida, provided an introductory review of current approaches to DE and she
discussed three types of models. Dr. Nadim Farajalla, Faculty of Agricultural and Food Science,
American University of Beirut, presented a regional example of the use of distance and e-
learning at AUB. At the end of the session, Middle Eastern university representatives responded
to a circulated survey expressing that the major constraint to using DE is related to budgetary as
well as challenges related to technology.
Session two (Linking Middle Eastern Universities Graduate Education to the WLI) constituted
an opportunity for the representatives of the Middle Eastern universities to present information
about their programs. The purpose of this was to familiarize other regional and U.S. universities
with participating institutions.
The second day of the workshop opened with session three, which was intended to highlight
relevant graduate programs at the U.S. partner universities. Presentations were made by U.S.
university representatives in regards to their programs, degrees, and specializations. The purpose
of this was to highlight potential collaboration in the areas of training and research for Middle
East professionals and students in the WLI partner countries.
Session four focused on the material presented in the workshop to build upon the research and
technical regional priority areas and issues identified during the 2009 agroecosystem inception
workshops. The session identified key issues to address in order to recruit and enable Master’s
and PhD students from participating WLI countries to access graduate and post-graduate
opportunities with the U.S. universities. Four possible issue areas were discussed in this session:
(i) identification of students, (ii) the recruitment of students (iii) delivery, considerations and
approaches to education, and (iv) linking students to benchmark site research.
In session five, participants began identifying solutions to address the issues and needs raised in
session four. In addition, roles and responsibilities were assigned to relevant partners to address
these issues as a first step in developing a plan.
Session six focused on graduate student education programs and linkages to the WLI benchmark
sites. Dr. Scott Christiansen, Senior Agricultural Development Advisor, USAID/Washington,
made a few remarks in regards to WLI activities, funding, and putting together a communication
strategy. Also, Dr. Fawzi Karajeh, Regional Coordinator for the Nile Valley and Sub-Saharan
Africa Regional Program presented the status of research in three of the WLI benchmark sites.
Dr. Hassan Machlab, ICARDA Country Representative for Lebanon, presented the main
challenges and research needs related to training and education at the Lebanese benchmark site.
He also made comments about the connections between benchmark site research and the WLI.
Dr. Nasri Haddad, Regional Coordinator for the West Asia Regional Program (WARP),
presented graduate student education programs and linkages using the Jordan Badia benchmark
site as an example. For the second part of the session, participants returned to breakout group,
organized by agroecosystem (rainfed, irrigated, rangelands). The purpose was to discuss scaling-
up and additional research activities at the WLI benchmark sites.
Short course training served as the final session of the workshop. Dr. Kirby Barrick, University
of Florida, presented a lecture on how to conduct a basic needs assessment so that short course
content can be modified to fit priority needs and decisions made on appropriate means of
delivery. Two presentations followed by Dr. Mohammad Babadoost of the University of Illinois
at Urbana-Champaign and Dr. Khaled M. Bali from the University of California, Davis
describing short course and extension programs. Finally, presentations participants from the
Middle East were given a priority list of short course trainings, organized by country, and asked
if these still remained priorities, to add new short course training topics sought, and to possibly
identify which U.S. universities they prefer to provide the training.
Dr. Jaskolski of AUC and Dr. Karam of ICARDA-WLI closed the workshop.
The major results of the workshop included prioritization of key areas of academic-related
training that could fall under the umbrella of the WLI. Of the areas that were identified, the U.S.
and regional universities also identified the specific areas that they could lead in order to begin
implementing some of these activities using funds from the current grant from USAID. These
are summarized in the tables contained in this report.
Welcome and Opening Remarks4
Dr. Fawzi Karajeh, ICARDA/Egypt and Regional Coordinator for the Nile Valley and Sub-
Saharan Africa Program, welcomed the participants5 from all seven of the Middle East Water
and Livelihoods Initiative (WLI) countries – Egypt, Iraq, Jordan, Lebanon, Palestine, Syria and
Yemen. The representatives from five U.S. University partners to the WLI – University of
California at Davis, University of Florida, University of Illinois at Urbana-Champaign, Texas
A&M University, and Utah State University – were also welcomed to the workshop.
Dr. Lisa Anderson, Provost of American University Cairo (AUC) welcomed all participants to
the new campus of AUC, and recognized, in particular, the efforts of Dr. Tina Jaskolski and the
Desert Development Centre (DDC) in hosting the workshop. Dr. Anderson highlighted that the
new AUC facilities represent a turning point in high quality education in the region. These
facilities plus the collaborative opportunities provided by technology use in education and
research have opened the way for local and international university networks. Indeed AUC has
positioned itself to be a hub university for local university network on irrigation research.
Dr. Mahmoud Solh, Director General, ICARDA, in his remarks reminded the participants, as
they develop understanding and a strategy or roadmap for linking U.S. universities with
education and research needs in the Middle East, benchmark sites provide the platform for
graduate students to do essential research on key topics valuable to national and regional
objectives. Dr. Solh referred to water as a major initiative in US development cooperation in the
Middle East region, and that the global response to the 2007-08 food security crisis is an
opportunity to renew efforts in agricultural and water research in the region.
4 The full workshop agenda can be found in Annex A.
5 A complete list of workshop participants and their contact information can be found in Annex B.
Dr. Maged El-Shrbieny, Egyptian
Ministry of Higher Education and
President of National Academy of
Science, also reinforced the need for
research and education to support
the necessary innovations for
addressing the growing water
scarcity crisis in Egypt and the
region.
Final remarks were given by Dr.
Saad Nassar, Egyptian Council of
Universities, who reminded
participants to keep focus on the vast
sources of challenges to the problems of water and agriculture to meet the
Development Goals when undertaking the work to lay out a roadmap for collaborative research
and education partnerships.
Workshop Purpose and ObjectiveDr. Fadi Karam, ICARDA and Project Manager for WLI, provided some brief introductory
remarks about the WLI program. The main goal of the WLI is to improve the livelihoods of rural
household and communities in areas where water scarcity, land degradation, water quality
deterioration, food security and health issues are prevalent in the seven parti
focusing on economic, social and educational opportunities. The WLI approach is to build upon
existing relationships, promote a knowledge
learning from integrated benchmark sites. This
components: benchmark site characterization and up
building; and learning and education. Different outputs benefit different target groups, for
example, integrated water and land use strategies assist policymakers in decision
enhanced knowledge benefits key stakeholders; and farmers obtain improved rural livelihoods.
Dr. Sandra Russo, University of Florida,
objectives is meant to be achieved through a process of training Middle Eastern Master’
Doctoral students along with current researchers, extensionists and policymakers. As such, the
Educator’s Workshop was to focus on the
together Deans from all of the partner universities, sharing thoughts and information from senior
administrators on next steps to accomplish this objective.
Dr. Russo identified the main purpose of the Educator’s Workshop as to finalize and take ac
on priority knowledge-sharing recommendations on graduate student training, short course
training needs, and post-doctoral study and exchange
workshops in 2009. This was to be achieved by accomplishing two main ob
Educator’s Workshop. One was to
planning and designing educational programs for students and professionals. Two was to provide
6 See February 2010 WLI Report, including Table 7 (p.19), for mor
Shrbieny, Egyptian
Ministry of Higher Education and
President of National Academy of
Science, also reinforced the need for
research and education to support
Final remarks were given by Dr.
Saad Nassar, Egyptian Council of
participants to keep focus on the vast
sources of challenges to the problems of water and agriculture to meet the Millennium
Development Goals when undertaking the work to lay out a roadmap for collaborative research
Objectives Dr. Fadi Karam, ICARDA and Project Manager for WLI, provided some brief introductory
about the WLI program. The main goal of the WLI is to improve the livelihoods of rural
household and communities in areas where water scarcity, land degradation, water quality
deterioration, food security and health issues are prevalent in the seven participating countries by
focusing on economic, social and educational opportunities. The WLI approach is to build upon
existing relationships, promote a knowledge-sharing strategy, and focus on scaling up and out
from integrated benchmark sites. This approach is achieved through three main
components: benchmark site characterization and up-scaling of research technologies; capacity
building; and learning and education. Different outputs benefit different target groups, for
d land use strategies assist policymakers in decision
enhanced knowledge benefits key stakeholders; and farmers obtain improved rural livelihoods.
Dr. Sandra Russo, University of Florida, highlighted that implementation of overall WLI
is meant to be achieved through a process of training Middle Eastern Master’
ral students along with current researchers, extensionists and policymakers. As such, the
Educator’s Workshop was to focus on the capacity-building outcome of WLI by bri
together Deans from all of the partner universities, sharing thoughts and information from senior
administrators on next steps to accomplish this objective.
identified the main purpose of the Educator’s Workshop as to finalize and take ac
sharing recommendations on graduate student training, short course
doctoral study and exchange, made during the three agro
workshops in 2009. This was to be achieved by accomplishing two main objectives for the
Educator’s Workshop. One was to complete the education matrix6 begun in 2009 by
educational programs for students and professionals. Two was to provide
including Table 7 (p.19), for more detailed description.
Millennium
Development Goals when undertaking the work to lay out a roadmap for collaborative research
Dr. Fadi Karam, ICARDA and Project Manager for WLI, provided some brief introductory
about the WLI program. The main goal of the WLI is to improve the livelihoods of rural
household and communities in areas where water scarcity, land degradation, water quality
cipating countries by
focusing on economic, social and educational opportunities. The WLI approach is to build upon
on scaling up and out
approach is achieved through three main
scaling of research technologies; capacity-
building; and learning and education. Different outputs benefit different target groups, for
d land use strategies assist policymakers in decision-making;
enhanced knowledge benefits key stakeholders; and farmers obtain improved rural livelihoods.
highlighted that implementation of overall WLI
is meant to be achieved through a process of training Middle Eastern Master’s and
ral students along with current researchers, extensionists and policymakers. As such, the
building outcome of WLI by bringing
together Deans from all of the partner universities, sharing thoughts and information from senior
identified the main purpose of the Educator’s Workshop as to finalize and take action
sharing recommendations on graduate student training, short course
made during the three agro-ecosystem
jectives for the
begun in 2009 by identifying,
educational programs for students and professionals. Two was to provide
an opportunity for Middle East regional and U.S. un
long and short term training activities. T
a Distance Education (DE) needs assessment, a graduate student academic training plan,
including a recruitment strategy and how to link it to benchmark site research, a short course
training needs assessment building on priority areas identified in 2009, and a specific work
for activities to be completed by the end of 2010.
Introduction to Distance Educatio
(Session 1)7
The workshop opened with a session devoted to the topic of Distance Education
possible mode of delivery from the U.S. to the Middle East
key technical areas. The objective of the session was to share i
of DE in graduate education for the purpose
exploring to what extent DE might be
educational goals. Specific information was shared about the resource requirements
necessary conditions for implementing
institutional challenges.
Dr. Samira Daroub, Associate Professor in Soil and Water Science, University of Florida
provided an introductory overview of current approaches to DE
Teaching. Three models were discussed: (1) online delivery of
content between computer and student, and (3) interpersonal interaction between instructor and
student. This interaction can be either asynchronous or synchronous (that is, in real
more interactive or hybridized the process of computer
learning and critical thinking that is developed. Some of the key challenges to using DE include
open versus closed access, tuition levels, faculty attitudes, student discipline required, and
resources (e.g., money, machinery,
also presented how DE is
used at UF.
Dr. Nadim Farajalla,
Faculty of Agricultural and
Food Science, American
University of Beirut
(AUB), presented a
regional example of the
use of distance and e-
learning at AUB. Dr.
Farajalla reported that a
strong Academic
Computing Center and
technological resources
have enabled rapid growth
in the use of learning management systems (LMS) by instructors, increasing to over 2000 course
7 All PowerPoint presentations can be found as PDF files on the WLI website,
an opportunity for Middle East regional and U.S. universities to discuss areas of collaboration for
long and short term training activities. The expected outputs from the workshop were to include
a Distance Education (DE) needs assessment, a graduate student academic training plan,
strategy and how to link it to benchmark site research, a short course
training needs assessment building on priority areas identified in 2009, and a specific work
for activities to be completed by the end of 2010.
Introduction to Distance Education: U.S. and Middle Eastern Perspectives
The workshop opened with a session devoted to the topic of Distance Education
from the U.S. to the Middle East of graduate education
The objective of the session was to share information and lessons on the use
of DE in graduate education for the purposes of (1) improving local understanding of DE and
DE might be one mechanism used for partially achieving WLI’s
educational goals. Specific information was shared about the resource requirements
for implementing successful DE, plus some of the main organizational and
Professor in Soil and Water Science, University of Florida
provided an introductory overview of current approaches to DE or Computer-aided Learning and
iscussed: (1) online delivery of content, (2) interaction with
nt between computer and student, and (3) interpersonal interaction between instructor and
student. This interaction can be either asynchronous or synchronous (that is, in real
the process of computer-aided learning is, the higher the order of
learning and critical thinking that is developed. Some of the key challenges to using DE include
open versus closed access, tuition levels, faculty attitudes, student discipline required, and
resources (e.g., money, machinery, technical expertise, and faculty and staff time).
in the use of learning management systems (LMS) by instructors, increasing to over 2000 course
All PowerPoint presentations can be found as PDF files on the WLI website, http://www.icarda
iversities to discuss areas of collaboration for
he expected outputs from the workshop were to include
a Distance Education (DE) needs assessment, a graduate student academic training plan,
strategy and how to link it to benchmark site research, a short course
training needs assessment building on priority areas identified in 2009, and a specific work plan
: U.S. and Middle Eastern Perspectives
(DE) as one
education and training on
and lessons on the use
improving local understanding of DE and (2)
ing WLI’s
educational goals. Specific information was shared about the resource requirements and other
, plus some of the main organizational and
Professor in Soil and Water Science, University of Florida (UF),
aided Learning and
content, (2) interaction with
nt between computer and student, and (3) interpersonal interaction between instructor and
student. This interaction can be either asynchronous or synchronous (that is, in real-time). The
is, the higher the order of
learning and critical thinking that is developed. Some of the key challenges to using DE include
open versus closed access, tuition levels, faculty attitudes, student discipline required, and
technical expertise, and faculty and staff time). Dr. Daroub
in the use of learning management systems (LMS) by instructors, increasing to over 2000 course
www.icarda.org/WLI/
sections and over 68 percent of faculty using web-enhanced course delivery since commencing
in 2001-02. AUB has established on online portal, teaching plan, and digital repository to
increase capacity, promote collaboration and communication and foster innovation for distance
learning at AUB.
Dr. Jagath Kaluarachchi, Associate Dean, College of Engineering, Utah State University (USU),
presented information on the synchronous, internet-based videoconferencing delivery network
and portable hard drive-based video courses developed and used by USU, including its
International Irrigation Center. Dr. Kaluarachchi encouraged workshop participants to think that
DE is simply a blend of delivery technology and content, and that often the biggest challenge is
selecting appropriate technology based on local conditions. He stressed that effectiveness of DE
programs is linked to the purpose of the program, the skills and knowledge of the trainees, plus
the technology conditions. As such, Dr. Kaluarachchi made a strong recommendation to WLI
partners for the use of hybrid delivery methods (e.g., combination of online courses and face-to-
face approaches) to ensure critical field experience is obtained. Most challenges can be addressed
through strong institutional support, boosting information technology resources, and objective-
driven program design.
From all the presentations, experience with DE as a delivery mechanism has shown the
following advantages: lower costs, the potential to scale-up education opportunities, and better
information absorption. There are also several common challenges, however, regarding
infrastructure, human resources (e.g., technical expertise, faculty time and effort), financial
resources, students’ motivation, and state and institutional policies. Indeed, many participants
articulated that policy, regulatory, infrastructural and/or attitudinal challenges in home countries
such as Jordan, Palestine and Iraq made use of DE approaches unlikely. Clear preferences were
expressed for more traditional delivery options, such as short course training for professionals or
sandwich programs for students.
A needs assessment survey was circulated to Middle Eastern university representatives at the
conclusion of the session. Only two universities noted that they use DE regularly. The major
constraint to using DE, aside from national policies, is budgetary. Many courses were seen as
appropriate for DE delivery but numerous challenges were mentioned, mostly related to
technology issues (e.g., hardware, software, and knowledge of how to use,). A summary of
results from the survey can be found in Annex C.
Linking Middle Eastern Universities’ Graduate Education to the WLI
(Session 2) Session 2 was an opportunity for the representatives attending from Middle Eastern universities
to present information about their graduate education programs, degrees, diplomas, and
specializations offered, research facilities and capacity available for partnering in the
achievement of WLI objectives. The main purpose of this information-sharing session was to
familiarize other regional and U.S. universities with all participating institutions and to inspire
possible research linking opportunities. Presentations, which can be found on the WLI website,
were made by the following with the exception of invited representatives from Iraq who were
unable to attend.
Table 1: List of presenters from Middle East Universities
Country School Presenter Position
Egypt Ain Shams
Zagazig University
Banha University
American University
Cairo
Dr. Essmat Bakri Abdalla
Dr. Hassan Siliha
Dr. Maher Khalil
Dr. Tina Jaskolski
Prof. of Animal Physiology
Dean, Faculty of Agriculture
Vice Dean, Faculty of
Agriculture
Desert Development Center
Jordan University of Jordan,
Jordan University of
Science &
Technology
Dr. Omar M. Kafawin
(representing both
universities)
Dean, Faculty of Agriculture
Lebanon American University
Beirut
Dr. Musa Nimah Faculty of Agricultural &
Food Sciences
Palestine Hebron University Dr. Rezq Basheer-Salimia Dean, Faculty of Agriculture
Syria University of
Damascus
University of Aleppo
Dr. Hamza Belal
Dr. Sobhi Mona
Dean, Faculty of Agriculture
Vice Dean, Scientific Affairs
Yemen University of Aden Dr. Abbas Ahmed Bawazir Dean, Nasser’s Faculty of
Agricultural Sciences
Overview of Graduate Education Programs in WLI partner US Universities
(Session 3) Day 2 of the workshop began with another short information session. It followed the same
format as Session 2, giving the U.S. universities in the WLI an opportunity to present
information on their graduate education programs, degrees, diplomas, and specializations
offered, research facilities and capacity available for partnering in the achievement of WLI
objectives. Information was being shared for the purpose of building knowledge of potential
collaboration or provision of education, training and research opportunities to Middle Eastern
professionals and students. Presentations, which can be found on the WLI website, were made by
the following:
Table 2: List of presenters from U.S. Universities
School Presenter Position
University of
California, Davis
Dr. Jan W. Hopmans Associate Dean, College of Agricultural &
Environmental Sciences
University of Florida Dr. Kirby Barrick Dean, Institute of Food and Agricultural
Sciences
University of Illinois
at Urbana-Champaign
Dr. Schuyler S. Korban Director, Office of International Programs,
College of Agricultural, Consumer, and
Environmental Sciences
Texas A&M
University
Dr. Steve Whisenant Professor & Department Head, Ecosystem
Science & Management
Utah State University Dr. Mac McKee Director, Utah Water Research Laboratory
Discussion of Middle East Graduate Education Needs as relates to WLI
(Session 4) The objective of this breakout session was to use the material presented at the workshop thus far
to build upon the research and technical regional priority areas and cross-cutting issues identified
during the 2009 agroecosystem workshops (Table 3) to produce a roadmap and work plan for
implementing the WLI graduate education objectives. In particular, the session was to identify
key issues that must be overcome to recruit and enable Middle Eastern Master’s and doctoral
students to access educational opportunities with the U.S. universities and with ICARDA.
Table 3: Priority research and technical training areas for WLI participating countries as
identified during 2009 agroecosystem workshops
Research and Technical Areas Cross-cutting Issues
• Irrigation management
• Surface & ground water management
• Saline soil management
• Cropping systems/agronomy
• Livestock management
• Climate variability/climate change
• Social sciences
• Integration of crop & livestock
management
• Community empowerment
• Gender
• Extension
• Technology transfer
• Policy
• Decision support
• Communication
• Social & poverty issues
The organizing framework provided to participants for the discussion proposed four possible
issue areas: (1) identification of students, (2) the recruitment of students (issues of student
retention were added by the breakout groups), (3) delivery, considerations and approaches to
education, and (4) linking students to benchmark site research. Each group was to identify the
main challenges they saw regarding these topics as the basis for outlining a possible WLI model
or mechanism for graduate education and training. Participants were asked to develop or provide
some definitions and procedures the WLI university consortium should adopt to facilitate
achieving its education goals. Assignment to groups was randomized in order to encourage
creative thinking about integrating an education model for the whole WLI rather than its
biophysical parts.
Table 4 is a synthesis of the reporting outputs from the three breakout groups, where many
common key issues, principles and questions were raised.
Table 4: Synthesis of Reporting Outputs on Key Issues for Consideration in the
Operationalization of the WLI Education Matrix
Identification Recruitment
• What are the student
qualifications
required to obtain
WLI funding?
• What strategies are
needed to attract high
quality students?
• What are the WLI’s
expectations for
graduate students?
• What fields of study
or area specializations
are being sought by
WLI?
• What levels of study
are sought (MS, PhD,
technical)?
• Should NARES staff
be given priority in
education
opportunities?
• How many students
are to be trained?
• How are regional
universities & faculty
to be identified for
housing/supervising
students?
•
• Ensure f
trainee/student
selection
• Maintain o
in terms of eligibility
• Selection
competitive basis
• Gender balanced
selection
• Ensure high l
student commitment to
return to benchmark
for research
• Who is to cover cost of
preparing student for
entry into U
universitie
language training
• Who will do and
where is this
preparation to occur?
• Capacity
ability
universitie
• Strategies
student i
into US
Development of Solutions for
Middle East Graduate Education
Needs (Session 5) After each group reported in plenary the
outputs from their discussion in Session
4, participants returned to their breakout
groups to begin identifying possible
solutions, either approaches or concrete
activities to be taken to address the
issues or needs raised. Further, roles an
responsibilities were to be assigned to
Table 4: Synthesis of Reporting Outputs on Key Issues for Consideration in the
Operationalization of the WLI Education Matrix
Recruitment/Retention Education Approaches Benchmark Research
Ensure fairness in
trainee/student
selection
Maintain open access
in terms of eligibility
Selection to be on a
competitive basis
Gender balanced
selection
Ensure high level of
student commitment to
return to benchmark
research
Who is to cover cost of
preparing student for
entry into U.S.
universities, especially
language training?
will do and
where is this
preparation to occur?
Capacity & regulatory
ability of ME
universities to recruit
Strategies to smooth
student integration
into US universities?
• Are needs &
objectives so broad &
varied across sites &
countries that hybrid
approach (combining
short-term training,
online education,
sandwich programs,
degree programs, &
post-doctoral
positions) should be
pursued?
• Should WLI
education mechanism
not have one model
but many?
• How many levels of
study to be targeted?
• How will national
program constraints
be addressed?
• Issues of
compatibility or
equivalency?
• Who prepares
cooperation
agreements (MOUs)
to settle logistics
issues of students and
define
responsibilities?
• What is NARES role
in education &
training process?
• Who establishes
priority research
objectives &
questions?
• What role does US
faculty play?
• Do targeted or
specific programs
have
integrate with
benchmark sites
• Will p
on national, regional
results
achieve
priorities
• Will
feedback & change
priorities in
subsequent education
cycles?
• Strategy for
wide sharing of
learning
scaling
objectives?
Development of Solutions for
Middle East Graduate Education
in plenary the
outputs from their discussion in Session
4, participants returned to their breakout
groups to begin identifying possible
solutions, either approaches or concrete
activities to be taken to address the
issues or needs raised. Further, roles and
responsibilities were to be assigned to
Table 4: Synthesis of Reporting Outputs on Key Issues for Consideration in the
Benchmark Research
What is NARES role
in education &
training process?
Who establishes
priority research
objectives &
questions?
What role does US
faculty play?
Do targeted or
specific programs
have to be tailored to
integrate with
benchmark sites?
Will progress reports
on national, regional
results &
hievements against
priorities be issued?
Will any progress
feedback & change
priorities in
subsequent education
cycles?
Strategy for region-
wide sharing of
learning to support
scaling-up and –out
objectives?
relevant partners to address these issues as a first step in developing a work plan for moving
forward with graduate program implementation.
The same framework as above was provided to help organize the discussion. Table 5 is a
synthesis of the reporting outputs from the three breakout groups. The key issues or questions
raised in the previous session are represented in the left-hand column. Corresponding
recommendations or suggestions for activities to address these issues by each group in the WLI
partner network (WLI/ICARDA, Middle Eastern Universities (MEUs), and U.S. universities
(USUs)) are listed for consideration. An agreed workplan for activities to be completed by the
end of 2010 was not produced as expected, but several potential action items were identified.
Table 5: Synthesis of Reporting Outputs on Recommended Solutions and Responsibilities
for Operationalization of the WLI Education Matrix
Common Issues
Identified in Session 4 WLI
MEUs* (* maybe in cooperation
with NARES)
USUs
Identification &
Recruitment of Students:
• Communication about
research & education
opportunities with WLI
• Levels of study required
• Logistical issues re
student travel &
integration in U.S.
• U.S. admission
requirements &
application deadlines
• Availability of secured
funding
• Local policies &
regulations
• Common expectations for
WLI-funded students
• Students return to home
country
• Prepare WLI advertizing
material
• Publish a list of needed
research areas per
benchmark sites
• Publish a request for concept
notes with amount of
funding available
• Establish minimum selection
criteria for WLI scholars
• Decide of level of study
(MS, PhD, non-degree
training)
• Student selection committee
based on WLI criteria
• Formal contract with
students to ensure return as
condition of funding (or
recovery mechanism in case
they do not)
• Establish expectations for
WLI-funded students
• Graduate student/
trainee selection
committees
established
• Collaborate on
student selection
criteria
• Review or set entry
requirements
• Credential review &
applicant interviews
• Forward results to
WLI selection
committee
• NARES to recruit or
nominate existing
professionals as
students
• Formal contract with
students to ensure
return as condition
of funding
• Publish &
advertize
information on
WLI
• Collaborate on
student selection
criteria
• Review or set
entry
requirements
• Credential review
& applicant
interviews
• Forward results
to WLI selection
committee
Education & Training:
• Who are parties to
cooperative agreements
(e.g., MOUs) for (1)
education delivery and
(2) education and/or
research funding?
• Can two-way exchanges
of professors (ME –US)
be part of MOUs?
• Assign coordinator to
facilitate MOUs with MEUs
and USUs
• Assume a central
administrative role to
facilitate logistics &
coordination to minimize
redundancy & optimize
outcomes
• Disbursement of funds
• Finalize needs and
priorities for short
course training
• Identify which U.S.
universities they
wish to have MOUs
with
• Prepare concept
notes for benchmark
research
• Determine if U.S.
coordinator is
required & what
their tasks would
be
• Recruit faculty
for research &
student
placement
• WLI website
• To what extent may short
courses be sufficient?
• How to manage trade-offs
between training a few
students in the U.S.
versus many students
through DE delivery?
• Are all education
programs to be the same
or university specific?
• Can WLI fund central
laboratory facilities &
equipment?
• Publish list of training
courses offered by MEUs
• Coordinate the design &
delivery of immediate
trainings
• Communicate training
schedule & application
process to NARES
• Offer postdoctoral positions
• Provide laboratory facilities
• Centralize teaching &
research activities & online
library to enable sharing of
information & capacity
• Offer sandwich &
postdoctoral
positions
• Design of new
programs of study or
curricula to meet
WLI students’ needs
(WIKI) used to
communicate
information on
training courses
being designed &
offered
• Offer sandwich
& postdoctoral
positions
• Design of new
programs of
study or curricula
to meet WLI
students’ needs
Benchmark Research:
• What is the role of U.S.
faculty in benchmark
research?
• Can postdoctoral
positions be used for
research & teaching in
MEUs?
• Establish research vision,
plan & objectives
• Provide field support
• Disseminate results &
coordinate data-sharing
• Review & update progress
against priorities
• Establish research
objectives
• Collaborate on
preparation of
concept notes &
research proposals
• Establish
research
objectives
• Collaborate on
preparation of
concept notes &
research
proposals
Graduate Student Education Programs and Linkages to the WLI Benchmark
Sites (Session 6) Before the commencement of the formal part of the session, Dr. Scott Christiansen,
USAID/Washington, offered his appreciation for the hard work of the conference participants at
this and previous WLI workshops. Dr. Christiansen also made a few remarks to address any
possible frustration about the pace of implementation of WLI activities, in particular the funding,
design and delivery of education and training programs. Dr. Christiansen reminded participants
that the design of the WLI is the opposite of the usual funding approach of USAID projects,
which presents challenges for securing financial support. Dr. Christiansen guided the participants
to improve the communication strategy of the WLI to help build awareness and support within
local governments, institutions and USAID missions.
Also, having tangible outputs from the program over the balance of 2010 (e.g., development of
about five short course trainings, completion of benchmark characterization research, and
research proposals integrated with graduate education) will show that the program is producing
results and is valuable, assisting in attracting future funding to the WLI. The WLI partners need
to focus on answering common donor questions such as, What will be produced in five years
time?, and What are the expected outputs from the investment? The recent publication produced
by Yemen (available on the WLI website), was cited as a good example and template for other
WLI countries to follow when preparing their proposals.
USAID monitoring and evaluation (M&E) indicators would be distributed to ICARDA and WLI-
partners to help align research efforts and increase project appeal. Dr. Christiansen expressed his
optimism about the future of WLI based on recent changes within USAID, namely, recent
initiatives such as Feed the Future and the formation of a Water Center. Dr. Schuyler Korban,
University of Illinois at Urbana-Champaign was identified as the WLI contact on issues related
to pursuing Fulbright Fellowships for student and professor exchanges.
In part one of the formal session, ICARDA researchers presented the status of research in three
of the WLI benchmark sites. Dr. Fawzi Karajeh, ICARDA/Egypt, presented on the range of
research-for-development activities being carried out in three separate benchmark sites in Egypt:
old lands, new lands and salt-affected lands. Using the old lands benchmark site as an illustrative
example, several research topics were identified on which graduate students could conduct
valuable research. In response to questions, Dr. Karajeh identified the contributions from the
WLI program to the ongoing benchmark site research activities as improved technical and
modeling capabilities. Draft benchmark reports have already been produced to assist in the
process of writing collaborative research proposals to support pursuing funding and recruiting
graduate students.
Dr. Hassan Machlab, ICARDA/Lebanon, presented the main challenges and research needs
related to training and education for the Lebanese benchmark site. The biophysical and social
conditions of the benchmark site create the need for a wide variety of technical research and
training programs, including strategies for conservation agriculture, crop productivity and water
management. Lebanon offers several agricultural research centers, which can play a supporting
role in hosting graduate students conducting benchmark research. Four Lebanese Faculties of
Agriculture produce annually many Bachelors’ of Science graduates for possible recruitment into
graduate programs.
Dr. Machlab also fielded questions from the plenary on what the connections have been between
benchmark site research completed to date and the WLI. According to Dr. Machlab, because
WLI funding became available two months ago, outputs which are directly attributable to WLI
are still few and the communication and decision-making process is uncertain. He highlighted
that completion of the characterization research is important in order to show funding agencies
what the potential value of sponsoring benchmark site research proposals is. Reference was made
again to the Yemen proposal as a positive example and possible template for other sites to
follow, emphasizing that the WLI is a vehicle to build education capital and research capacity.
Dr. Nasri Haddad, Regional Coordinator, ICARDA/Jordan WARP Program, presented on
graduate student education programs and linkages using the Jordan Badia benchmark site as an
example. Mr. Haddad reported on several research outputs and achievements, which have been
adopted by other Badia projects. As the project enters Phase II several research needs emerge,
for example, regarding policy reform and out-scaling strategies. Training priorities and
preferences to be achieved in cooperation with U.S. universities were presented also as needed to
achieve Phase II objectives in the benchmark site. Similar to questions raised in response to
Lebanon benchmark presentation, Dr. Haddad was asked what new work has WLI produced on
Badia benchmarks in the last year. He responded that a workplan on linking the project to the
program had been completed, but that funding and research permits had been issues against
starting any new work. He reported that a new proposal had been developed for USAID/Jordan,
which would be made available on the WLI website.
For part two of the session, instead of the planned-for open plenary discussion of linking
graduate education to benchmark research, participants returned to breakout groups, this time
organized by agroecosystem type: irrigated, Badia or rainfed. The purpose of returning to the
breakout group format was to discuss scaling-up and –out research activities to other WLI
benchmark sites; to discuss what, when, how and by whom outputs can be achieved; and the
relationship of this need for building on concluded benchmark research to any graduate
education and training mechanism. Again, encouragement was given to participants to develop a
workplan with clearly defined activities and planning targets for the balance of 2010. Table 6
synthesizes the main points of discussion in each of the groups, categorized according to whether
the issues are organizational, relate to implementation, or represent imperatives or milestones to
be achieved.
Table 6: Main discussion points on linking benchmark research to the education and
training activities of WLI
Issue Areas
Raised
Irrigated Agroecosystem
(Egypt, Iraq & Yemen)
Badia Agroecosystem
(Palestine & Jordan)
Rainfed Agroecosystem
(Syria & Lebanon)
Organizational:
• Who role does
ICARDA play?
• What formal
contracts need
to be written,
and between
whom?
• Who has
primary
responsibility
over
characterization
research?
• WLI is regional funding,
which has to be used
prudently across many
partner countries
• Focus should be on
common regional
research problems
• Individual universities
should be responsible for
developing bilateral
working arrangements
• Staff from Palestinian
research institutes to
receive technical
training in Jordan (e.g.,
GIS & socioeconomic
studies)
• NARES to be
responsible for research
& data collection
• Project manager to
recruit researchers for
characterization
• Training to begin before
Ramadan (Aug 2010)
• Confirmation of
benchmark site
boundaries and
leadership, institutions
involved in site research
• TOR has been
developed
• MOU for dispersal of
funds from ICARDA
• Methodology for
benchmark
characterization has
already been developed
Implementation:
• Funding of
graduate
students?
• Preparation of
graduate
students for
entry into US
universities?
• Completion of
benchmark
research?
• Funding for MS & PhD
students still needs to be
secured
• Need timeline to prepare
ME students for
admission to US schools
(e.g. English proficiency)
• Can WLI provide for
English language
training?
• Develop creative,
stepwise approaches to
preparation of students
(short, medium and long-
term)
• Develop socioeconomic
questionnaire based on
Jordan’s template
• Sharing of indicators
from Jordan, ICARDA,
USAID
• Characterization to be
completed in November
2010
• Establishing stakeholder
& technical site
advisory committees
• Seed money for
characterization has
already been allocated
by ICARDA
• Possible MOU between
AUB & ICARDA to
assist
• Unknown whether
graduate students are
ready/available to work
on characterizations
• Characterization
research to be done by
either local NARS or
ICARDA
Imperatives &
Milestones • Communicate with ME
research faculty about
program to aid in
preparation of students
• Develop integration
strategy for ME studying
in US
• Proposal for Egyptian
partners to meet to
develop education model
and short courses for
irrigated sties to be
shared with Iraq &
Yemen
• Recommendation to
begin preparing ME
students & familiarize
them with WLI research
sites while funding for
overseas tuition is being
sought
• Communication
between regional &
U.S. researchers
• Work out bilateral
cooperative agreements
• Secure funding
• Identify & recruit
students & research
topics
• First task: US
universities lead process
on preparation &
delivery of short term
technical training
courses
• US universities to
follow up by leading
process for linking with
and delivering
knowledge & graduate
student opportunities to
the ME
• Development of long-
term research vision,
objectives, & plan in
collaboration with U.S.
universities
• Graduate student
publications (incentive
for USUs)
• Completion &
dissemination of
findings on benchmark
characterizations by end
December 2010
• Research proposals on
priority issues started by
January 2011
• Identification of
interested faculty
• Secure future research
funding, providing
incentives for MEUs
• Focus on task
assignments more than
developing new
working relationships
• Align goal to have
students enrolled by
Fall 2011 with funding
& application deadlines
• Language & testing
qualifications to be
distributed
• Communication needs
& process to be
implemented
• How much do concept
notes for proposed
research need to reflect
USAID requirements?
The discussion points raised in the breakout groups showed that badia benchmark
characterization research will proceed in Fall 2010 through knowledge sharing and cooperation
between Jordan and Palestine. Characterization research on rainfed benchmark sites in Syria is
still in the coordination phase, identifying who will constitute research teams. Egypt, as one of
the irrigated agroecosystem countries, expressed no organizational issues over the completion of
benchmark characterization research. The situations in Iraq and Yemen were not well articulated
or captured in the session.
The comments, issues and questions presented above as “imperatives and milestones” needed for
the achievement of WLI education objectives were broadly similar to those raised during
Sessions 4 and 5. This indicates that these issues are common at the agroecosystem and country
levels. Critical issues include developing and implementing a WLI communications strategy plus
aligning the timelines for completion of benchmark research data collection and analysis,
dissemination of findings, and research proposal preparation for grant-funding and intake of
students. The action items identified by each breakout group can be found divided among the
three actor groups in the WLI partner network (WLI/ICARDA, MEU/NARES, and USUs) as per
Table 5 above.
Short Courses for Academic Education and Extension (Session 7) The final session of the workshop was devoted to short course training. Dr. Kirby Barrick,
University of Florida, opened with a presentation on how to conduct a basic needs assessment, a
process for identifying where gaps exist and prioritization. Short course content can then be
tailored to fit priority needs and decisions made on the appropriate means of delivery: face-to-
face, synchronous or asynchronous distance delivery, or train-the trainer approaches. Making the
determination on most effective approaches parallels the process for deciding on when and how
to use distance education: a combination of content to be delivered, learning objectives, and
delivery technology options and constraints.
Two presentations by U.S. universities followed, describing their short course and extension
programs: Dr. Mohammad Babadoost, Plant Pathologist and Extension Specialist, University of
Illinois at Urbana-Champaign and Dr. Khaled M. Bali, Irrigation/Water Management Advisor,
University of California, Davis. Both presentations are available on the WLI website.
Upon conclusion of these presentations participants from the Middle East were given a priority
list of short course trainings, organized by country, and asked to indicate if these remained
priorities, to write-in any new short course training topics sought, and if possible to identify
which U.S. universities are their preferred provider of these trainings. Results from this survey
can be found in Annex D. Each U.S. partner university has been provided with a list of training
requests to begin the process of designing and scheduling the requested trainings.
The workshop was closed by Dr. Jaskolski of AUC and Dr. Karam, WLI.
Annex A: Agenda
Educators’ Workshop, The American University in Cairo (AUC)
June 28- 30, 2010
AUC New Campus Conference Center
Workshop Agenda
Monday, June 28
7:30 - 8:45 Buses depart from Shepheard Hotel to AUC
9:00 – 10:00 Opening Ceremony
Statement by Dr. Fawzi Karajeh, ICARDA/Egypt and Regional Coordinator,
NVSSAP
Statement by Dr. Lisa Anderson, Provost, AUC
Statement by Dr. Mahmoud Solh, Director General, ICARDA
Statement by Dr. Maged El-Shrbieny, Egyptian Ministry of Higher Education
and President of National Academy of Science
Statement by Dr. Saad Nassar, Higher Council of Universities, Egyptian Ministry
of Higher Education
10:00 – 11:00 Introductions and purpose of the workshop
Dr. Fadi Karam, Project Coordinator, WLI, ICARDA
Dr. Sandra Russo, University of Florida (UF)
11:00 – 11:30 Coffee break
11:30 – 13:30 Session I: Introduction to Distance Education
Chair: Dr. Samira Daroub, UF
11:30 - 11:50 Overview of Distance Education - Dr. Samira Daroub, UF
11:50 - 12:30 Distance education programs in the U.S. – Dr. Samira Daroub (UF) Dr. Jagath
Kaluarachchi (Utah State University)
12:30 – 13:00 Distance education at American University Beirut – Dr. Nadim Farajallah (AUB)
13:00 – 13:30 Questions and Discussion
13:30 – 14:30 Lunch at AUC
14:30 – 17:30 Session II: Linking Middle Eastern Universities Graduate Education to the WLI
Chair: Dr. Mac McKee, USU
14:30-16:00 Middle East university partners present their graduate training programs as these
relate to the WLI objectives
1. Egypt (Cairo University, Benha University, Ain Shams University, Zagazig
University, and AUC)
2. Palestine (Hebron University)
3. Jordan (University of Jordan and Jordan University of Science and
Technology)
16:00 – 16:30 Coffee break
16:30 - 17:30 Middle East university partners present their graduate training issues (continued)
4. Iraq (University of Baghdad and University of Mosul)
5. Lebanon (AUB)
6. Syria (University of Damascus and University of Aleppo)
7. Yemen (University of Aden)
18:00 Buses depart to Shepheard Hotel
20:00 Nile River Cruise and Dinner
Tuesday, June 29
7:30 - 8:45 Buses depart from Shepheard Hotel to AUC
9:00 – 10:00 Session III: Overview of Graduate Programs in U.S. universities
Chair: Dr. Samira Daroub, UF
9:00 – 9:10 Summary of previous day
9:10-10:00 Presentations from Texas A&M, University of Illinois at Urbana-Champagne,
University of Florida, Utah State University, University of California, Davis
10:00- 13:00 Session IV: Discussion of Middle East Graduate Education Needs as relates to WLI
Chair: Dr. Fadi Karam, ICARDA
10:00 – 11:00 Participants will be divided into three groups for breakout sessions to discuss
linking Middle East graduate education needs with the WLI project
11:00 – 11:30 Coffee break
11:30 – 1:00 Small group breakout sessions to discuss Middle East graduate education needs
(Continued)
13:00 – 14:00 Lunch
14:00 –17:30 Session V: Development of Solutions for Middle East Graduate Education Needs
Chair: Dr. Sandra Russo, UF
14:00 – 15:00 Plenary: Summarize Middle East graduate education needs
Each group to give a 10 min presentation summarizing the issues identified in
morning breakout session
15:00 – 16:00 Breakout sessions into the same three groups to work on solutions to the specific
issues identified earlier on Middle East graduate education needs
16:00 – 16:30 Coffee break
16:30 – 17:30 Report on solutions and summaries
Each group to give 10 min report/presentation on proposed solutions from
breakout session
18:00 Buses depart
Dinner on your own.
Wednesday, June 30
7:30 - 8:45 Buses depart from Shepheard Hotel to AUC
9:00 – 13:30 Session VI: Graduate Student Education Programs & Linkages to the Benchmark sites
Chair: Dr. Kamel Shideed, ICARDA
9:00 – 9:10 Summary of previous day
9:10-10:30 Benchmark sites’ research status and what needs could be done
Jordan Benchmark site as an example – Dr. Nasri Haddad, ICARDA
Egypt Benchmark site as an example – Dr. Fawzi Karajeh, ICARDA
Lebanon Benchmark site as an example – Dr. Hassan Machlab, ICARDA
10:30 – 11:00 Coffee break
11:00-13:00 WLI Benchmark characterization and beyond – What’s next?
Open discussion on linking graduate education to research
Funding for graduate students – Dr. Scott Christiansen, USAID
13:00 – 13:50 Lunch
13:50 – 14:00 Workshop Participants Group Photo
14:00 – 17:30 Session VII: Short Courses for Academic Education and Extension
Chair: Dr. Fawzi Karajeh, ICARDA
14:00 – 15:00 Plenary on using short courses for different purposes – research, academic,
extension –Dr Kirby Barrick, UF
15:00 – 15:30 Coffee break
15:30 – 17:00 Panel (ICARDA, UC-Davis, Utah State) and facilitated discussion: use of short
courses – Facilitated by Dr. Kirby Barrick
17:00 – 17:30 Summary of discussion
17:30 – 18:00 Workshop summary and closing
Representative from AUC – Dr. Tina Jaskolski
Representative from ICARDA – Dr. Fadi Karam
18:00 – 19:00 Optional Tour of AUC Campus
19:00 Dinner at AUC
Annex B: Participant List
Name Title Email
Universities
Palestine
Hebron University Dr. Rezq Basheer-Salimia Dean, Faculty of Agriculture
Jordan
University of
Jordan Dr. Omar Kafawin Dean, Faculty of Agriculture [email protected]
JUST Dr. Rami Kridli Dean, Faculty of Agriculture [email protected]
Iraq
University of
Baghdad Dr. Hamzah Kazem Al Zubaidi Dean, College of Agriculture [email protected]
University of
Mosul Prof. Dr. Nahil Mohammed Ali Dean, College of Agriculture and Forestry
Lebanon
AUB Dr. Musa Nimah Professor of Irrigation & Water Resources Management
AUB Dr. Nadim Farajalla Assistant Professor [email protected]
Syria
University of
Damascus Dr. Hamzeh Bilal Dean of Faculty of Agriculture
University of
Aleppo Dr. Subhi Muna Vice-Dean for Scientific Affairs [email protected]
Egypt
Ministry of Higher
Education Prof. Dr. Maged El-Shrbieny President, Academy of Sciences and Technology [email protected] / [email protected]
Ministry of Higher
Education
Prof. Dr. Abdel-Ghany El-
Gendy
Secretary General, Agricultural Education Sector,
Higher Council of Universities
Ministry of Higher
Education Prof. Dr. Saad Nassar
Head, Agricultural Education Sector, Higher Councail
of Universities
Cairo University
Prof. Dr. Ezz El-Din Abou-
Steit Dean, Faculty of Agriculture [email protected]
Cairo University Prof. Dr. Mohamad Yousri Vice Dean, Postgraduate and Research Affiars [email protected]
Benha University Prof. Dr. Maher H. Khalil Vice Dean, Graduate and Research Affiars [email protected]
University of Ain
Shams Prof. Dr. Essam Fayed Dean, Faculty of Agriculture [email protected]
University of Ain
Shams
Prof. Dr. Mamdouh Madboly
Nasr Vice Dean, Postgraduate and Research Affiars [email protected]
University of
Zagazig
Prof. Dr. Mohamad Bassem
Ashour Vice President
University of
Zagazig Prof. Dr. Hassan Siliha Dean, Faculty of Agriculture [email protected]
University of
Zagazig
Prof. Dr. Mohamad Ragab
Abdel-Majed Vice Dean, Postgraduate and Research Affiars [email protected]
AUC Dr. Tina Jaskolski
AUC Dr. Lisa Anderson Provost
AUC Ms. Hagar Rakha Program Coordinator [email protected]
Yemen
University of Aden Dr. Abbas Ahmad Bawazir Dean, Faculty of Agriculture [email protected]
University of Aden Dr. Fatima Mohamed Al Fakeh Assistant Professor
USA
Texas A&M Dr. Steve Whisenant
Head of the Department of Ecosystem Science and
Management [email protected]
UIUC Dr. Prasanta Kalita Professor, Soil and Water Resources Engineering [email protected]
UIUC Dr. Schuyler Korban Director, Office of International Programs, ACES [email protected]
UIUC Dr. Mohammad Babadoost Associate Professor, Crop Sciences [email protected]
University of
Florida Dr. Sandra Russo Director, International Center, UF [email protected]
University of
Florida Dr. Samira Daroub Associate Professor [email protected]
University of
Florida Dr. Kirby Barrick
Dean for Academic Programs of the Institute for Food
and and Agricultural Sciences (IFAS) [email protected]
University of
Florida Dr. Jillian Jensen Center for Environmental Policy [email protected]
University of
Florida Hashem Zanaty
Utah State
University Dr. Mac McKee Director, Utah Water Research Lab [email protected]
Utah State
University Dr. Jagath Kaluarachchi Associate Dean, College of Engineering [email protected]
UCD Dr. Khaled Bali Irrigation/Water Management Advisor [email protected]
UCD Dr. Jan Hopmans
Associate Dean, College of Agricultural and
Environmental Sciences [email protected]
NARES
Iraq Dr. Ahmad AlFalahi
Senior Researcher in Soil Science/Soil Chemistry &
Salinity [email protected]
Lebanon Eng. Randa Massad Department of Irrigation and Agro-meteorology [email protected]
Palestine Dr. Aziz Salameh National Agricultural Research Center (NARC) [email protected]
Jordan Dr. Esmat Al Karadsheh
Researcher, National Center for Agricultural Research
and Extension (NCARE) [email protected]
Yemen Dr. Khader Atroosh
Director General, Agricultural Research & Extension
Authority (AREA) [email protected]
Egypt Dr. Nahla Zaki
Director, Water Management Research Institute,
National Water Research Center (NWRC) [email protected]
Egypt Dr. Hamdy Khalifa
Director, Soil, Water and Environment Research
Institute (SWERI) [email protected]
Egypt Dr. Ayman Abou Hadid
President, Agricultural Research Center (ARC),
Ministry of Agriculture and Land Reclamation
ARIJ - Palestine Mr. Nader Hrimat Deputy Director General [email protected]
USAID
USAID -
Washington Dr. Scott Christiansen Senior Agricutural Advisor [email protected]
USAID -
Washington Mr. Matt Polizzotto AAAS Fellow, Water Quality Advisor [email protected]
Donors
FAO Dr. Saad El Otaibi
Assistant Director General, Regional Representative for
the Near East [email protected]
IDRC Dr. Hammo El-Omorani Water Management Specialist [email protected]
ICARDA
Aleppo Dr. Mahmoud Solh Director General [email protected]
Aleppo Dr. Kamel Shideed
Assistant Director General - International Cooperation
and Communication [email protected]
Aleppo Dr. Theib Oweis
Director, Integrated Water and Land Management
Program (IWLMP) [email protected]
Aleppo Dr. Fadi Karam Irrigation and Water Management Specialist [email protected]
Aleppo Mr. Tareq Bremer Project Consultant [email protected]
Aleppo Dr. Mohammed Karrou Water and Drought Management Specialist [email protected]
Aleppo Dr. Aden Aw-Hassan Director, Social, Economic & Policy Research Program [email protected]
(SEPRP)
Beirut Dr. Hassan Machlab Terbol Station Manager and Resident Researcher [email protected]
Amman Dr. Nasri Haddad
Regional Coordinator, West Asia Regional Program
(WARP) [email protected]
Dubai Dr. Ahmed Moustafa
Regional Coordinator, Arabian Peninsula Regional
Program (APRP) [email protected]
Cairo Dr. Iman El Kaffass Head, Capacity Development Unit [email protected]
Cairo Dr. Fawzi Karajeh
Regional Coordinator, Nile Valley and Sub-Saharan
Africa Regional Program (NVSSARP) [email protected]
Cairo Dr. Atef Swelam
NPO,Water Management, Nile Valley and Sub-Saharan
Africa Regional Program (NVSSARP) [email protected]
Annex C: Summary Results from Survey on Distance Education
Number of institutions using DE? • 2
Main challenges for using DE • Budgetary
• Government policy
• Technical
Topics for which DE could be
used as teaching delivery method • All courses in agriculture
• Irrigation management
• English language
• Irrigation technology
Main technical challenges for
using DE • Lack of appropriate hardware and software
• Lack of DE infrastructure
• Lack of specialized training for teachers to be able
to use DE
• Shortage of IT technicians trained in DE
Main internal institutional
challenges to using DE • Ownership of teaching curriculum
• Possible high cost
• DE trained IT department/staff
Main policy challenges to using
DE • Policy makers do not accredit DE coursese
Main pedagogical challenges to
using DE • Quality of educational institution
• Lack of motivation to use
• Perceived difficulty of DE course development
Requested training or capacity-
building activities from WLI for
use of DE
• Water-use efficiency
• English language
• Salinity management
• Soil and water management
• All courses in agriculture
• Land use management
• Water harvesting systems
Annex D: Short course training priority and preference requests for action by
U.S. universities
Most requested short courses Agroecosystems Requested U.S.
universities to offer
short courses Irrigated Rain-fed Badia
Gender and working with women
farmers.
UIUC; UCD; UF;
TAMU
Gender studies, market chains,
capacity development, redesigning
extension services and policy change.
X X
Working with women farmers.
Similar to above. UF
Community empowerment and gender
among the Badia population. X
Community development.
Modeling. UIUC; TAMU; USU
Modeling of water allocation. X
Drought monitoring and modeling of
watershed hydrological improvements
over time created through
implementation of project activities.
X
Modeling linked to economic
consequences. X
Similar to above
GIS/RS X TAMU
High value crops including
horticultural, medicinal & herbs. UCD; TAMU
HV low water use corps, e.g. herbal,
medicinal & aromatic plants & low
water use. Value addition, processing
and marketing.
X X
Crops for dry areas. UCD; UIUC; TAMU
Forage and shrub crops X X
Breeding crops for water efficiency
use, drought and saline tolerance. X X
Saline soils and salinity management. USU
Investigation of irrigation in the range
lands using saline water and treated
waste water applied to saline soils.
X
Use of saline water in agriculture. X X
Researchers/extension skills. ??
Technical writing including proposal
writing. X
TAMU, Texas A&M University; UCD, University of California at Davis; UF, University of
Florida; UIUC, University of Illinois at Urbana-Champaign; USU, Utah State University.