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| Titel |
Competence formation and post-graduate education in the public water sector in Indonesia |
| VerfasserIn |
J. M. Kaspersma, G. J. Alaerts, J. H. Slinger |
| Medientyp |
Artikel
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| Sprache |
Englisch
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| ISSN |
1027-5606
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| Digitales Dokument |
URL |
| Erschienen |
In: Hydrology and Earth System Sciences ; 16, no. 7 ; Nr. 16, no. 7 (2012-07-30), S.2379-2392 |
| Datensatznummer |
250013385
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| Publikation (Nr.) |
 copernicus.org/hess-16-2379-2012.pdf |
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| Zusammenfassung |
The water sector is dependent on effective institutions and organisations,
and, therefore, on strong competences at the individual level. In this paper
we describe competence formation and competence needs in a case study of the
Directorate General of Water Resources (DGWR) in the Ministry of Public
Works in Indonesia. A framework is introduced for the water
sector comprising three aggregate competences for technical issues, management, and governance, and a
meta-competence for continuous learning and innovation. The four competences are further organised in a T-shaped competence
profile. Though DGWR professionals have a firmly "technical" orientation,
both surveys and interviews reveal a strong perceived requirement for other
competences: in particular the learning meta-competence, as well as the
aggregate competence for management. The aggregate competence for governance
systematically scores lower. Further, a discrepancy appears to exist between
the competences that staff perceive as needed in daily work, and those that
can be acquired during post-graduate water education.
In both locally-based and international post-graduate water education, the
aggregate competences for management as well as governance are reportedly
addressed modestly, if at all. With low competence in these fields, it is
difficult for professionals to communicate and collaborate effectively in a
multidisciplinary way. As a result, the horizontal bar of the T-shaped
profile remains weakly developed. In international post-graduate education,
this is partially compensated by the attention to continuous learning and
innovation. The exposure to a different culture and learning format is
experienced as fundamentally formative. |
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