Aquatic resources education for the development of world needs

Abstract

Some definitions of ‘Development’ are reviewed, with emphasis on natural resources and environmental issues. Earlier theories of development, based on industrialization and building of physical infrastructures, with the state and the industrial sectors as key actors, are now being replaced by a focus on education, and empowerment of new actors, notably local communities, women and previously marginalized ethnic groups. This focus is particularly important as it also defines a new era in aquatic resource uses, wherein a narrow resource base imposes much tighter interactions between research (the various forms of which are explored) and management. The implication for tertiary education (including curriculum development) is that it will have to encompass a wider range of skills, including the ability to interact with the clients of the research. Such broad-based education can best be achieved through cooperative arrangements, for example between international centres such as ICLARM and national institutions. Some of the forms these arrangements may take (joint comparative studies, mentoring, etc.) are listed and evaluated.