[EBOOK] GUIDELINES FOR THE EDUCATION AND TRAINING OF PERSONNEL IN METEOROLOGY AND OPERATIONAL HYDROLOGY, VOLUME II: HYDROLOGY, Editors: G. Arduino, I. Drãghici, MJ. Hall, F.M. Holly Jr., A. Van der Beken, Pubished by WMO

Guidelines for the education and training of scientific and technical personnel have always been one of the top priorities of the World Meteorological Organization. WMC) published the first edition of the Guidelines for the Education and Training of Meteorological Personnel in 1969. Later, taking into account the amendment to the WMC) Convention in 1975 on the inclusion of responsibilities for operational hydrology within the sphere of the WMO activity, two further editions were issued in 1977 and 1984 under the present title (Guidelines for the Education and Training of Personnel in Meteorology and Operational Hydrology).

In 1996, the Executive Council Panel of Experts on Education and Training developed basic proposals on the preparation of a new, fourth edition of the Guidelines. Moreover, the Panel noted that the effects of globalization on the activities of National Meteorological and Hydrological Services (NMHSs), increasing natural disaster-related problems and growing interdisciplinarity in the studies of climate, environment and water resources would require more broadly and expertly educated personnel with greater flexibility to work within different fields of NMHSs responsibilities. The necessity of more focused professional training oriented to the NMHS users within all major applications of meteorological and hydrological provision was emphasized.

Asa result, early In 1998, the Panel endorsed a proposal on a transition to a simplified two-level classification system common for meteorology and operational hydrology and on the preparation of two separate volumes of the Guidelines — one on meteorology (Volume 1) and one on hydrology (Volume 11). The Panel established an Editorial Task Force (ETF) to prepare detailed curricula and oversee the preparation of each volume.

The volumes were compiled by small teams of specialists agreed by the Panel. To prepare and review Volume II, the Panel invited specialists from WMO and well known organizations involved in water management and best educators in the field. As a result, the KTF for the volume on hydrology consisted of the following specialists:

Professor G. Arduino, from the WMO Department of Hydrology and Water Resources, overall coordinator of the texts contributed by the F.TF members and other experts;

Dr I. Drãghici, from the WMO Department for Education and Training, liaison editor between the two volumes, charged with ensuring the overall coherence of the fourth edition;

Professor M. J. Hall, from the UNESCO-IHE Institute for Water Education (formerly the International Institute for Infrastructural, Hydraulic and Environmental Engineering - IHE), Delft, the Netherlands, UNESCO representative;

Professor E M. Holly, Jr., from IIMK Hydroscience and Engineering, University of Iowa (USA), and President of IAHR (International Association for Hydraulic Engineering and Research), Chairman of the ETF;

Professor A Van der Beken, from the Department of Hydrology and Hydraulic Engineering, Vrije Unlversitelt Brussel (VUB), Brussels (Belgium), Panel representative and Vice-Chairman of the ETF.

On behalf of the Executive Council Panel of Experts I would like to express my sincere gratitude to all members of the Editorial Task Force for their difficult and fruitful work.
 

During the preparation of the Guidelines the comments and recommendations of specialists from the WMO Commission for Hydrology and from the UNESCO Division of Water Sciences were very useful. Valuable proposals on improvements to the text have been made by two external reviewers: Professor K. p. Georgakakos (USA) and Mr G. Van I.angchove (Namibia).

Repeating the structure of Volume I, Volume II consists of two parts (A and B) and some appendices. Part A includes chapters 1 to 5 where general guidelines are described and Part B consists of chapters 6 and 7 with case studies.

Chapter 1 describes the terms of reference of the VVMO Commission for Hydrology and basic features of the new classification system for meteorological and hydrological personnel approved by the WMO Executive Council at Its fiftieth session (1998) and by Thirteenth Congress (1999). Chapter 1 also describes the history of hydrology and the evolution of water resources management, the present state of hydrolog)' and offers some perspective for the future.

Chapter 2 presents the major hydrological qualifications within the wider sphere of jobs in Integrated Water Resources Management (1WRM). In addition to Hydrologists and Hydrological Technicians there are many other professions related to water resources. These professions are practised in the following branches of IVVRM: Hydrolog)' and Water Resources (HVVR), Data Systems Management (DS.M), Environmental Management (ENM), and Sodo-economlcs and Law (SEE). The main responsibilities and the most typical Instructions for personnel engaged In these branches are described.

Chapters 3 and 4 present the Basic Instruction Packages (BIP) for graduate Hydrologists and Hydrological Technicians. The BIP-HWR, considered essential In the preparation of any hydrologist. Is described In greater detail compared with other branches of the IWRM recommended for the hydrological training of complementary professions. Regarding the training of Hydrological Technicians, two career paths are presented: Instrumentation anti Measurement Technology (IMT) and Information and Communications Technology (1(71).

Oiapter 5 describes the need for continuing professional des'elopment and training of personnel. Basic concepts, methods, techniques and strategies for continuing education and training (CET) are given; relationships between different IWRM jobs are considered anti CF.T anti human resources policy are briefly presented.

Chapter 6 contains BIP case studies for Hydrologists and Hydrological Technicians. Here the contribution of Environment Canada in the training of Hydrological Technicians should be noted.

Chapter 7 contains examples of the requirements of different jobs within the framework of IWRM. ’Ihese examples have been kindly provided by the following experts: p. Chola (Zambia), c. Earias (Venezuela), I). Rabuffetti and s. Barbero (Italy), I. Shiklomanov (Russian Federation) and B. Stewart (Australia).

Appendix 1 contains Information on quality assurance systems In higher education and provides an example of real criteria for the accreditation of engineering programmes. Appendix 2 contains an example job description — regional manager. Appendix 3 is a glossary of terms and Appendix 4 contains a list of references and annotated bibliography.

At the end of the Volume a list of references and annotated t)ibliography is given.

In conclusion, I would like to express my sincere gratitude to all present and past members of the Executive Council Panel of Experts on Education and Training, whose great experience and knowledge of different aspects of hydrological and meteorological education and training made it possible for WMO to realize the time consuming and complex work Involved in preparing the fourth edition of the Guidelines.

My most profound gratitude is to Dr J .vv. Zillman who was the Chairman of the Executive Council Panel of Experts on Education and Training for many years and who contributed much to the good organization and successful outcome of the work in preparing this volume.

[EBOOK] GUIDELINES FOR THE EDUCATION AND TRAINING OF PERSONNEL IN METEOROLOGY AND OPERATIONAL HYDROLOGY, VOLUME II: HYDROLOGY, Editors: G. Arduino, I. Drãghici, MJ. Hall, F.M. Holly Jr., A. Van der Beken, Pubished by WMO

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