ࡱ> ac`'` R_0bjbjLULU 8F.?.?_(@@@@,l$Ap$!SAUAUAUAUAUAUA$Ch"FyAyAASASA:$,$ 1܄@ G$ SAA0AQ$.G"G$G$5"Wo555yAyA 555AD D  Excerpt from the JCOMM-III Final Report (WMO-IOC/JCOMM-III/3, OMM-1049): Annex I JOINT WMO/IOC TECHNICAL COMMISSION FOR OCEANOGRAPHY AND MARINE METEOROLOGY CAPACITY-BUILDING PRINCIPLES 1. INTRODUCTION 1.1 The purpose of this document is to lay down the guiding principles on which JCOMM capacity-building activities in marine meteorology and oceanography should be based. The document has been prepared taking into account previous documents and initiatives on capacity development undertaken by JCOMM. A member of the JCOMM Management Committee will be charged with coordinating capacity-building activities. 2. CAPACITY-BUILDING PRINCIPLES WMO and UNESCO/IOC Capacity-Building Programmes 2.1 The JCOMM is jointly sponsored by the WMO and the UNESCO/IOC and therefore its capacity-building activities must operate within, and draw upon, the overall principles of its governing bodies. The WMO and UNESCO/IOC should also assist with the development of partnerships with potential donor agencies and with links with other UN and other relevant regional and global organizations. The activities also must be compatible and work with similar efforts in other WMO and UNESCO/IOC Programmes. In addition, the JCOMM should seek partnerships to pursue mutual objectives in the development of capability. Finally, capacity-building requirements of the WMO Regional Associations and GOOS Regional Alliances (GRAs) must be considered. 2.2 It is generally agreed that a separate capacity-building programme for JCOMM was not required, taking into consideration the existing capacity-building strategies of WMO and UNESCO/IOC. Rationale for JCOMM Capacity Principles 2.3 JCOMM should support capacity development elements that are not fully included in other ocean or atmosphere programmes, and draw attention specifically to other capacity-building programmes of the WMO or UNESCO/IOC. Examples include specialized observations and resulting products, e.g., those of some satellite missions, the Argo profiling float programme, or the Data Buoy Cooperation Programme, and other applications. 2.4 The three JCOMM Programme Areas each should include capacity-building activities for a more integrated, focused and proactive approach. The JCOMM Capacity-Building Principles Note that there is no priority implied by the order of these principles: The primary objective of JCOMM capacity-building is to enhance the implementation of the overall JCOMM Programme through enhancing capacity in all Members/Member States to contribute to and benefit from the programme; The Activity Leader on Capacity-Building should work with the PA coordinators and the Secretariats to revise the JCOMM capacity-building strategy that builds on existing capacity-building work in both WMO and UNESCO/IOC, to implement a range of JCOMM-focused capacity-building activities; Specific JCOMM-focused capacity-building activities should be implemented by the respective Programme Areas and included in their respective workplans; (iv) JCOMM capacity-building activities should aim to fill-in gaps and avoid overlapping at national, regional and international levels. It is highly desirable that national partners from both JCOMM themes (i.e., oceanography and marine meteorology) be involved so the complementary and symbiotic benefits of JCOMM are clearly demonstrated; (v) JOMMM capacity-building will include continuous professional development; (vi) JCOMM capacity-building will aim, where possible, for a train the trainer approach to help ensure continuity by countering staff turnover/brain drain problems and to promote the wide spread of knowledge and practices; (vii) At the regional level, JCOMM capacity-building will develop programmes and projects that follow WMO and UNESCO/IOC strategies (e.g. the ODIN strategy, developed by IODE of UNESCO/IOC; the SWFDP, developed by WMO/CBS; the PANGEA concept, developed by the JCOMM OPA); (viii) At the regional level, JCOMM capacity-building will develop, preferably, medium to long-term programmes and projects that will result in national structural and embedded capacity that can be sustained by national funding sources; (ix) Creating awareness in the minds of the public and policy makers is essential for raising national and international support; (x) JCOMM capacity-building activities will include assessment of feedback regarding the satisfaction and requirements of users of JCOMM observations, products and services; (xi) One member of the JCOMM Management Committee will be responsible for liaison with the three Programme Areas regarding capacity-building activities; (xii) JCOMM capacity-building activities should endeavour to utilize existing methods, courses, tools and other capacity-building aids, particularly those of the WMO and UNESCO/IOC. 3. TYPES OF EDUCATION AND TRAINING ACTIVITIES AND IMPLEMENTATION Methods and Tools 3.1 Capacity-building activities will be implemented using a wide variety of methods, tools and resources that are currently available within WMO (including its 23 Regional Training Centres (RTCs)) and the IODE of UNESCO/IOC, or which will need to be developed by JCOMM and its parent bodies. Training Courses 3.2 A traditional mechanism for transfer of capacity is the training course. This will also be the case for JCOMMs capacity-building activities. Each JCOMM capacity-building activity (programme or project) should include a training component. The project document should contain a clear statement on what expertise needs to be built. Based upon this information training activities will be planned. Training Tools 3.3 The JCOMM Management Committee, at its fifth session (Geneva, October 2006) identified OceanTeacher (http://www.oceanteacher.org), a training tool that was developed by the IODE of UNESCO/IOC, as one of the suitable tools for the management of JCOMM-related knowledge and training materials. Other tools also were identified and should be explored. WMO/ETR Metelearning modules (http://www.met-elearning.org) have been used for the management of educational and training materials on meteorology, including for marine meteorology. Other virtual training centres and e-learning tools, such as the Cooperative Programme for Operational Meteorology, Education and Training (COMET, http://www.meted.ucar.edu/) and the Eumetcal EUMeTrain (http://www.eumetcal.org/), make available Modules covering many fields of interest to the marine meteorological and oceanographic communities, including atmospheric and oceanic processes as well as remote-sensing of marine and oceanographic elements. 3.4 It is important to maintain the highest possible standards for the quality of materials entered into OceanTeacher and Met e-learning, and interoperability between these tools should be ensured. It will also be desirable to establish and agree upon standard curricula for all topics. This can be achieved through close coordination between the resource persons and between the resource persons and the Chief Editors. It may be necessary to identify multiple Chief Editors, e.g. one per Programme Area. 3.5 E-learning modules use dynamic content management technology. As such, materials can be entered by resource persons from their usual place of work. In principle, the number of resource persons who can enter materials is unlimited. 3.6 Bilko is a complete data analysis system developed primarily for learning and teaching remote sensing image analysis skills, providing a powerful application capable of handling ocean model data. Current lessons teach the application of remote sensing to oceanography and coastal management, but Bilko routines may be applied to the analysis of any image in an appropriate format, and include a wide range of standard image processing functions. Supported by UNESCO, Bilko is available to users absolutely free including a wide variety of satellite and ocean model outputs with associated self-study lessons that are ideally suited for 'off the shelf' training courses in oceanography (see http://www.bilko.org/). 3.7 In many cases material in the Digital Library and Training Curriculum materials make extensive use of hyperlinks to other content both within and outside OceanTeacher and WMO Digital Library. An important quality control task for the Secretariats is therefore, to regularly check whether links are still valid. It is noted that the use of these e-learning modules is free and open to all. Access to the Digital Library is open and does not require registration. Access to the training Curriculum also is free, but registration is required for full functionality. Workshops 3.8 Workshops are useful tools to promote the sharing of expertise and experience at the national, regional and global levels. Travel and Study Grants 3.9 Travel and Study Grants allow national experts to benefit from the expertise acquired in other institutions. They also are effective in promoting long-term informal professional relations between experts. As an example, the WMO Fellowship Programme enables fellowship holders to derive from their training the knowledge and professional competence, which will increase their ability to make essential contribution to enhancing the capabilities of the National Meteorological and Hydrological Services (NMHS) and enable them to participate more actively in the economic and social development of their countries. The fellowships granted by WMO are for studies or training in meteorology, including marine meteorology and hydrology, at universities or training institutes with appropriate facilities. Fellowships are awarded only at the request of the candidate's government and the candidates must be endorsed by the Permanent Representative of the candidate's country with WMO (more information is available at  HYPERLINK "http://www.wmo.int/pages/prog/ etr/fellowship_en.html" http://www.wmo.int/pages/prog/ etr/fellowship_en.html). Communication and Outreach Tools 3.10 As a way of documenting and monitoring JCOMM capacity-building activities, the use of the UNESCO/IOC-IODE Alumni database to record all JCOMM capacity-building events and alumni is recommended. 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