Vol. 56 (2) - April 2007 BulletinFeature articles | Interviews | News | Book reviews | Calendar www.wmo.int l 2007 i r p 56 (2) - a e Volum Blended learning etin Bull MO W
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ISSN 0042-9767 CD-ROM
To serve the basic learning needs of all The CD-Rom contains (in pdf format): • WMO Bulletin 56 (2) – April 2007 • WMO at a glance (WMO-No. 990) requires more than re-commitment to • World Meteorological Day 2007 – Polar meteorology: understanding global impacts brochure (WMO-No. 1013) and poster basic education as it now exists. What • MeteoWorld – December 2006 and February 2007 • World Climate News No. 30 – January 2007 is needed is an “expanded vision” that surpasses present resource levels, institutional structures, curricula and conventional delivery systems, while building on the best current practices.
(World Declaration on Education for All: Basic Learning Needs, Article 2, Jomtien, Thailand, 9 March 1990) Bulletin The journal of the World Meteorological Contents Organization
Volume 56 (2) - April 2007 In this issue...... 66 Message from the President. 68 Secretary-General M. Jarraud Deputy Secretary-General Hong Yan Interview with Bob Riddaway...... 74 Assistant Secretary-General J. Lengoasa Some basics concerning e-learning by H. Nacken ...... 79
The WMO Bulletin is published quarterly Learning from e-learning: experiences with e-SIAC (January, April, July, October) in English, French, by T. Butcher and I. Dale ...... 84 Russian and Spanish editions. Advanced course in operational hydrology by A. Salcedo, M. P. Rivero, C. Fermin and J. Fernández . 90 Editor Hong Yan Associate Editor Judith C.C. Torres Cooperative arrangements for a degree in operational meteorology by A. Dania, M. Yerg, C. Depradine and R. Evers . 94 Editorial board Focus on satellite training: the global High Profile Training Event Hong Yan (Chair) by J. Wilson and J.F.W. Purdom J. Torres (Secretary) ...... 97 L. Barrie (atmospheric research and Flood modelling for management: UNESCO-IHE’s online environment) course in hydrology by R. K. Price, B. Bhattacharya, I. Popescu and A. Jonoski. 102 R. de Guzman (strategic planning) The COMET experience by T.C. Spangler...... 107 I. Draghici (education and training) M. Golnaraghi (natural disasters) Flood forecaster’s certification through self-studyby J.-M. Tanguy . 112 J. Hayes (basic systems) Meteorological distance learning in a large country by H. Fan and A. Henderson-Sellers (climate research) C. Miao ...... 119 D. Hinsman (satellites) G. Kortchev (applications) The future of Eumetcal; blended learning courses for continuous E. Manaenkova (policy, external relations) professional development by C. Sundius. 124 B. Nyenzi (climate) How about a spare-time university? by M.H. Glantz...... 126 P. Taalas (capacity building and Advances in tropical cyclone motion prediction and development, regional affairs) A. Tyagi (water) recommendations for the future by R.L. Elsberry...... 131 Improved development cooperation and regional services Subscription rates to Members...... 135 Surface mail Air mail Fifty years ago. 139 1 year CHF 60 CHF 85 2 years CHF 110 CHF 150 Recently published...... 141 3 years CHF 145 CHF 195 Obituary . 144 E-mail: [email protected] News from the WMO Secretariat ...... 147 Calendar . 152 Copyright © World Meteorological Organization, 2007 The World Meteorological Organization. 153 The right of publication in print, electronic and any other form and in any language is reserved by WMO. Short extracts from articles in the Bulletin may be reproduced without authoriza- News of WMO activities and recent events may be found in WMO’s newsletter tion provided that the complete source is clearly indicated. Editorial correspondence and requests to publish, reproduce MeteoWorld (http://www.wmo.int/meteoworld), in the NEWS section on the WMO or translate articles in part or in whole should be addressed homepage (http://www.wmo.int/news/news.html) and on the Web pages of WMO to the Editor. The designations employed in the WMO Bulletin and the programmes via the WMO homepage (http://www.wmo.int). presentation of material therein do not imply the expression of any opinion whatsoever on the part of the Secretariat of WMO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of WMO Bulletin its frontiers or boundaries. Communication and Public Affairs Opinions expressed in articles or in advertisements appearing in the WMO Bulletin are the author’s or advertiser’s opinions World Meteorological Organization (WMO) and do not necessarily reflect those of WMO. The mention of specific companies or products in articles or advertisements 7bis, avenue de la Paix Tel.: + 41 22 730 84 78 does not imply that they are endorsed or recommended by Case postale No. 2300 Fax: + 41 22 730 80 24 WMO in preference to others of a similar nature which are not mentioned or advertised. CH-1211 Geneva 2, Switzerland E-mail: [email protected] In this issue
Computer-aided distance learning to be expected in organizing and The articles by Abraham Salcedo et (CADL) is increasingly viewed as the following a distance-learning activity. al. and Arthur Dania et al. give two panacea for many challenges facing It was subsequently considered that it excellent—but differently organized— training providers. It is seen as a means would be useful to inform the larger examples of postgraduate blended to reduce costs, optimize resources, WMO community of their experiences learning courses in hydrology for Latin improve logistics and maximize the and objectives. Most of the authors American countries and in operational learning experience for participants. of the articles in this issue attended meteorology for the Caribbean region, But are these expectations confirmed that meeting. respectively. by actual experiences? What are the secrets of successful distance-learning An early conclusion of this meeting, Many people will already be familiar activities? What are the prerequisite which is highlighted by the cover with the High Profile Training Event requirements (e.g. equipment, page illustration, was that there is (HPTE), which offered students from software, developers’ knowledge, no common understanding nor inter- all WMO Regions lectures on the use skills and time) for the development nationally agreed terminology: terms of satellite data and products. Jeff of really useful training modules; used include computer-aided learn- Wilson and Jim Purdom were part of and how do you run effective online ing, distance learning, e-learning, a team that engaged more than 1 000 learning sessions? This edition of the online learning, web-based training, people in lectures delivered over the WMO Bulletin attempts to answer etc. We have therefore tried to respect Internet in October 2006. these questions. as much as possible the terms used by each author. Clearly, some degree of Rowland Price et al. point out that An address by the President of WMO, harmonization and stability in the uti- globalization has created new demands Alexander Bedritsky, as is traditional lization of various terms is needed, in for cross-boundary education. In in the issue of the Bulletin immediately order to facilitate international coop- response, UNESCO-IHE has adapted preceding a session of Congress, is eration in the production, exchange its educational process to e-learning followed by an interview with Bob and use of training resources. through an Internet-based platform. Riddaway. He describes the many An integral component of the changes in the approach to education Heribert Nacken’s article provides system is video-conferencing, which and training that he has experienced insight into the concept of provides interactive links in more than during his career at the Met Office. e‑learning and the underlying theory 50 countries. The online course on These have been focused on improving of how humans learn. This is key flood modelling for management is the efficiency and accessibility of to developing effective teaching presented as a case-study. training, as well as the overall quality materials and methods that create of the learning experience. CADL is a rich and engaging educational Three articles share national an emerging technique which may experience. experiences where CADL has proved fulfil these aspirations. to be a cost-efficient and effective In an article describing the Statistics method of delivering training solutions In order to assess the status of in Applied Climatology (SIAC) to large numbers of personnel. COMET computer-aided distance learning in programme, Tom Butcher and Ian (Cooperative Program for Operational meteorology and hydrology, WMO Dale explain how the e-SIAC course Meteorology, Education and Training) organized, in September 2006, a can be used as a stand alone module is perhaps the best known exponent meeting of experts, who warmly or as a prerequisite to much more of e-learning techniques developed in debated the benefits and obstacles expensive face-to-face training. meteorology. Tim Spangler describes
66 | WMO Bulletin 56 (2) - April 2007 the evolution of COMET, which and empower the general public As part of the ongoing process at the originated from the need to train more and help to demystify global change Secretariat of ensuring the optimal than 7 000 weather forecasters in the science, and make it accessible and delivery of services to Members, the USA. Jean Michel Tanguy portrays the usable by the public. While, at first Regional and Technical Cooperation development of a training package glance, the article may appear rather Activities for Development Department to quickly qualify a considerable provocative, given the ever-increasing has been re-structured and renamed number of flood forecasters in pace of technological development, the Development Cooperation and France. He also touches on the issue its visionary ideas might become Regional Activities Department. The of trainees’ certification. The China reality in a not-too-distant future. underlying reasoning and overall Meteorological Administration’s goals of this strategy are presented. requirements for education and All the articles in this issue of the training are vast: in 2006, more WMO Bulletin highlight ways in which Russell Elsberry sums up recent than 52 000 people participated available computer-aided distance- improvements in tropical cyclone in e-learning courses, ranging learning techniques and materials track forecasts in various regions and from research into meteorological can be exploited effectively to help pathways to further improvements as development strategies to instruction deliver the training requirements recommended by the forecasters and in civil service law. In the article by of WMO Members. Whilst costs of researchers at the WMO International Fan Hong and Miao Chunsheng, the developing quality e-learning material Workshop on Tropical Cyclones in complexity of developing e-learning are high, WMO can act as a catalyst San Jose, Costa Rica, in November modules and the need to create a to coordinate the international effort. 2006. shared international database of This will ensure that duplication is educational resources are explored. minimized, whilst cooperation and As this issue of the Bulletin was about productivity are optimized. to go to press, the news was received The Eumetcal programme is an of the death of Secretary-General excellent example of international Many of the articles point towards Emeritus, Prof. G.O.P. Obasi, in his collaboration in developing e-learning blended learning as being an effective home country, Nigeria. We were able resources. Training material is shared way to train participants. The availability to obtain an obituary of Prof. Obasi between 20 European countries, of the Internet and sophistication from some eminent personalities who reducing costs and effort required of information technology now worked with him during his time as for training delivery. Carola Sundius make virtual classrooms and online Secretary-General and before. describes the Eumetcal programme communities possible in all WMO with particular focus on its future Regions. Lectures delivered to a small direction. audience in one continent can now benefit a huge audience in another. Public education is essential to The WMO Secretariat is drawing on ensure that weather, climate and this experience and taking steps to water information is used effectively. improve the quality, accessibility Michael Glantz suggests that the and efficiency of the training that is creation of a “Spare Time University” delivered to all Members. would provide a pathway to educate
WMO Bulletin 56 (2) - April 2007 | 67 Message from the President of WMO, TitleA.I. Bedritsky
On 7 May 2007, delegates from foundation for successful interna- weather, climate, hydrology and water WMO’s 188 Member countries will tional cooperation in this fi eld and are resources, and related environmental meet in Geneva for Fifteenth World earning the recognition of the world issues, and thereby to contribute to Meteorological Congress. Congress is community. the safety and well-being of people a landmark event in the life of the world throughout the world and to the eco- hydrometeorological community. As a UN specialized agency, WMO is nomic benefi t of all nations”. Uniting our family of meteorologists the cornerstone for large-scale multi- and hydrologists at the home of disciplinary cooperation between Recent experience has shown that WMO is a superb illustration of the NMHSs, uniting the efforts of almost there is a need to implement strate- cooperation between specialists from every country in the world. At interna- gic planning in order to direct current different countries in a fi eld which tional level, the constant improvement activities towards a more effective knows no national boundaries and and development of the global sys- response to the global processes tak- infl uences all aspects of human life. tem for monitoring the state of the ing place. The WMO Executive Council environment, using the latest scien- supported the idea of preparing a With each year, WMO is becoming tifi c and technical advances, are the WMO strategic plan for 2008-2011 and an increasingly important catalyst results of such cooperation. beyond, which would encompass the in the development of global Organization’s activities in all fi elds, civilization. Governments, the The forthcoming Congress repre- particularly those mentioned in the business community and civil society sents a milestone in the Organization’s WMO Statement on the Role and Oper- increasingly recognize the role and development and provides an excel- ation of NMHSs for Decision-makers. significance of WMO in the life of lent opportunity to refl ect on the work The Plan will determine a strategy for the international community. This is of the past four years and to identify an organized response to global sus- happening, not only because weather new challenges and adjust the work tainable development issues and will and climate are having increasingly plans accordingly. contain specifi c quantitative perform- negative impacts on humanity, but ance indicators. The WMO Strategic also because the global economy is Congress decisions will enable us Plan will be complemented by the becoming more sensitive to these to better define the role of WMO detailed WMO Secretariat Operating impacts. in the short term in facilitating Plan 2008-2011 and regular budget and coordinating the international estimates. A planning structure of The professional work and commit- cooperation required to develop and this kind would provide clear guid- ment of WMO’s founders and of the enhance the image of meteorological, ance for WMO Members and NMHSs many generations of meteorologists, hydrological and other related services on how to resolve meteorological hydrologists and other specialists at throughout the world for the benefi t and hydrological issues and apply National Meteorological and Hydrom- of society. The essence of this role is these sciences in order to achieve eteorological Services (NMHSs) captured in the statement regarding sustainable development and protect around the world are of particular the future of WMO at the beginning people, property and resources from importance. The activities of NMHSs of the Sixth Long-term Plan: the effects of natural disasters. and their contributions to develop- ment and to improving the safety and “To provide world leadership in exper- Considering the amount of work well-being of their countries form the tise and international cooperation in carried out by the Executive Council
68 | WMO Bulletin 56 (3) - July 2007 Task Team to Explore and Assess Sustainable Living in the Spanish the Programme of Action for the the Possible Changes to the WMO capital of Madrid due to take place Sustainable Development of Small Convention, and acting in the spirit in March this year. I am sure that Island Developing States (SIDS) of Resolutions 40 (Cg-XII) and 25 the Conference will have positive (Mauritius, January 2005), the World (Cg-XIII), Fifteenth Congress will be outcomes and that the most important Conference on Disaster Reduction discussing the proposed amendment of these will be brought about (Kobe, Japan, January 2005), the of the WMO Convention, which has through improved understanding on second phase of the World Summit far-reaching implications. Producing the part of society, business circles on the Information Society (WSIS) the new version of the preamble to and decision-makers regarding the (Tunis, November 2005) and activities the Convention was an arduous task critical importance of the services aimed at mitigating the consequences which would not have been possible provided by NMHSs in the field of of tsunamis in the Indian Ocean. without the active contributions weather, climate and hydrology. I wish of Member countries and their to express my deep gratitude to HM WMO has been an active participant permanent representatives. The Queen Sofia of Spain for agreeing to at meetings of the UN Commission on amended Convention would give sponsor the Madrid conference. I am Sustainable Development, sessions WMO and NMHSs a clear mandate sure that the forthcoming Congress of the Administrative Committee on to contribute more actively in fields will also take account of the outcomes Coordination and the Conference such as sustainable development, of the Conference in its resolutions. of the Parties to the UN Framework environmental protection, climate Convention on Climate Change and natural disaster prevention and Broadening and strengthening (UNFCCC), the UN Convention to mitigation. It would also increase cooperation with the UN system Combat Desertification and other the social significance of NMHSs at and other international organizations environmental conventions and inter- national level, while highlighting the has also played a prominent role in institutional groups. authority of WMO as an organization WMO’s activities over the past four participating in resolving the issues years. WMO took an active part in WMO has continued to expand its facing humanity. the World Summit (United Nations, cooperation with other international New York, 14-16 September 2005). The organizations in order to strengthen It is also extremely important that Summit confirmed that sustainable support for its programmes and the Fifteenth Congress take specific steps development, together with its NMHSs. A number of memorandums as regards the implementation plan economic, social and environmental of understanding have been signed for the Geneva Declaration adopted aspects, is one of the key elements with, for example, the Asian Disaster by Thirteenth Congress (May 1999) of the all-embracing structure of the Reduction Centre, the United and relevant decisions of Fourteenth United Nations and a broad range of Nations Institute for Training and Congress, in the interests of all NMHSs climate change issues was discussed. Research Operational Satellite and WMO. One of the main issues of particular Applications Programme, and the importance to participants was South Asia Cooperative Environment A considerable amount of work has that of natural disasters. The World Programme. Cooperation with been undertaken in recent years to Summit called on all States to take national and regional meteorological increase the social significance of urgent measures to create a global and hydrological communities has NMHSs, but it must be recognized early warning system for all natural been strengthened. that a great deal remains to be done disasters with regional subsystems in this area, both within Member based on existing national and As regards cooperation in hydrology countries and the Organization as a regional structures. and water resources, one of the main whole. Clearly, Fifteenth Congress events was the Fourth World Water must give the impetus required for This sends a clear signal to WMO and Forum (Mexico City, March 2006), this work to continue. NMHSs must NMHSs of Member countries to take where WMO also played a key role. strive to achieve social significance an active part in this work. This should and visibility at national level and also be reflected in WMO plans and WMO’s international activities in the ensure that there is recognition of programmes, particularly the Natural field of operational hydrology will the value of the services provided, Disaster Prevention and Mitigation continue to increase through the besides fulfilling the main task which Programme. implementation of the Hydrology is to constantly improve the quality and Water Resources Programme, of such services. Since Fourteenth Congress, WMO participation in the establishment has taken an active part in major of an International Flood Initiative Of course, as I write these lines, I am UN events and world summits (IFI) and the drafting of guidelines eagerly awaiting the commencement such as the International Meeting on the role and activities of National of the Conference on Secure and to Review the Implementation of Hydrological Services.
WMO Bulletin 56 (2) - April 2007 | 69 The international community is now WMO should actively develop development of an early warning recognizing the need for a more effi- cooperation with the international system for natural disasters of cient organization of joint work to financial institutions in their fields of a hydrometeorological nature resolve large-scale problems in inter- activity for building the capacity of could considerably increase the national relations. The current reform NMHSs. The first steps have already effectiveness of investment in of the United Nations aims to do just been taken in this direction. Since development, ensuring food security, that and WMO has to participate fully 2005, with my full support, the World eradicating poverty and adapting in these transformations. Such work Bank has been studying the current to climate change, thus making a should be carried out in the spirit of state and development of the National significant contribution to the goal our continual strengthening of the role Hydrometeorological Services (NMSs) of sustainable development in these of WMO within the UN system and of 19 countries in eastern Europe and countries. increasing its influence in resolving central Asia. The aim is to obtain global environmental issues. information about the national and In connection with weather- and regional potential of NMSs in terms climate-related natural disasters, Although a UN specialized agency, of weather and climate forecasting, I would consider it appropriate to WMO has yet to become, for the identify any shortcomings, determine examine the basis and meaning of UN, a source of statistical data on the most cost-efficient ways of the concept of “hydrometeorological hazardous meteorological and developing NMSs and improve safety”. This, like other types of safety, hydrological phenomena and the regional cooperation. is rightly given a prominent place state of the climate system. While in national plans and programmes we seek to gain proper recognition of Of particular note is the recently for sustainable socio-economic the Organization’s role within the UN completed World Bank express development and reflects the system, we must also strive to become assessment of the economic efficiency contribution of NMHSs in protecting the UN’s authoritative source of such of the current activities of seven NMSs vital activities from the negative information at a time of great demand and the potential economic benefits effects of the environment and from the international community. for their respective countries were they weather and climate systems. to invest in an NMS modernization Another important challenge is to programme. The results of the International Polar Year 2007-2008 extend our partnerships with related research on the economic feasibility (IPY), co-sponsored by WMO and UN agencies and other organizations of investing in modernizing NMSs the International Council of Science active in similar areas. We already have been discussed and received (ICSU), promises to be an important have a number of examples of effec- the support of the governments of the event. A great deal of work has been tive partnerships of this type, such countries concerned. The activities done to prepare and organize the as our close cooperation with the of the World Bank demonstrate an science programme of IPY. WMO, Intergovernmental Oceanographic entirely fresh approach to cooperation its Member countries and the NMHSs Commission of the United Nations between NMSs and sponsoring have worked hard to ensure that we Educational, Scientific and Cultural organizations. They show that the may look forward with confidence to Organization (IOC-UNESCO). WMO’s financial activities of NMSs and the the implementation of the projects active involvement in such partner- consolidation of their resource base proposed in the programme, which ships increases the effectiveness of can and should be considered an currently comprises over 200 projects the international community’s work investment activity which will have a in the field of research, education and in the field of disaster reduction, pov- real economic impact in the short and the dissemination of knowledge with erty reduction, increasing access to medium term. WMO and NMHSs need the participation of over 60 countries. water resources, strengthening food to actively promote this approach The results of IPY will lay a solid security in developing countries and among international, regional and foundation for the future participation generally providing greater protection national financial institutions. of WMO and NMHSs in developing for society from the effects of nega- observing systems in these regions, tive natural events. Indeed, in my view, Congress should including those using the space-based consider activities for encouraging component. It is also important for WMO’s a more dynamic cooperation with relations with its partners to be based international financial organizations The Organization’s priority is to on mutually beneficial principles. The in order to find new ways of helping strengthen the capacities of NMHSs decision to foster close cooperation developing countries to strengthen in developing countries, particularly with another organization should be traditional NMHS fields of activity. the Least Developed Countries taken on the basis of an analysis of Strengthening the capacities of (LDCs). WMO’s activities to support the benefits which WMO and NMHSs developing countries in the field of NMHSs in LDCs are now part of a would derive from such joint work. observation and forecasting for the separate programme and should
70 | WMO Bulletin 56 (2) - April 2007 build on the results obtained through implementation of the Education and Training Programme, the Technical Cooperation Programme and other WMO programmes and partnerships aimed at supporting developing countries.
It is my hope that the reorganization of the Cooperation and Regional Activities Department (DCR) at the Secretariat and Congress’s decision on the matter will create greater synergy between the Technical Cooperation Programme and the Regional Programme, thus enabling us to address the needs of developing countries more effectively. Alexander Bedritsky, President of WMO A number of important activities undertaken since Fourteenth Congress have enabled WMO to respond appropriately to the current situation conclusions of the Intergovernmental information regarding climate and in world meteorology and related Panel on Climate Change (IPCC), climate change. The influence and fields and plan its future activities which will form an integral part of role of WMO in implementing the with confidence, a prime example IPCC’s Fourth Assessment Report, Climate Variability and Predictability being the creation of two new WMO clearly demonstrate that continuing Programme (CLIVAR) and its sub- programmes—the Disaster Prevention climate change could lead to more programmes must therefore be and Mitigation Programme and the severe and often dangerous natural strengthened. In order to make WMO Space Programme. phenomena such as heat waves, timely calculations of the negative heavy precipitation, droughts, and consequences of climate change as WMO has a key role to play in cyclonic activity in the tropics. part of national development plans, preventing and mitigating natural it is becoming critical to address disasters. Thanks to its scientific WMO has always played a leading the shortcomings of the climate and technical programmes, the role in studying the climate and monitoring networks, particularly in observation networks of NMHSs its changes. WMO Programmes, developing countries. and world and regional specialized particularly the World Climate meteorological centres, WMO Programme, have for many years WMO continues to cooperate possesses a global infrastructure helped society and governments to successfully with the various UNFCCC for producing information of vital understand that climate change is a bodies, and both WMO and NMHSs importance to society, business circles problem affecting the entire planet. are playing a more prominent role in and governments in calculating the risk WMO programme outputs constitute its work on issues related to climate- of natural disasters and responding a significant proportion of the IPCC change impacts, adaptation and to them. The Hyogo Framework Fourth Assessment Report on climate vulnerability. These activities have for Action 2005-2015, which was change. When considering issues made the Parties to the Convention adopted by the World Conference relating to climate-change impacts on more aware of the role of WMO and on Disaster Reduction, states that the the economy and society, information NMHSs in the process of adapting to vast majority of disasters are caused regarding weather, climate and water climate change and the important role by a hydrometeorological event. is crucially important. The weather of WMO in managing and coordinating Unfortunately, statistics provide no and climate observing networks of the work of the global observing consolation: there has been a clear NMHSs, coordinated by WMO, are network. By taking part in UNFCCC increase in the economic damage the main sources of data for making events, WMO underlines the value of caused by natural disasters over the global and regional assessments of observations, in particular those of past few decades, and nearly 90 per climate variability and preparing the global concentrations of greenhouse cent of this damage over the last decade relevant response measures. We gases, ozone and aerosols provided was a result of hydrometeorological must endeavour to ensure that WMO by the WMO Global Atmosphere events. The recently published remains the authoritative source of Watch, and scientific research for
WMO Bulletin 56 (2) - April 2007 | 71 the purposes of forecasting climate High-Level Policy on Satellite Matters change caused by human activity, (Argentina, January 2006) approved determining its causes and assessing a draft implementation plan for an the effectiveness of measures to International Geostationary satellite mitigate its consequences, while, at the Laboratory. same time, addressing shortcomings in data and research which need to The main strategic objective of NMHSs be remedied in order to better control and WMO is doubtless to improve climate-change impacts and make it the accuracy of weather forecasting. easier to adapt to future changes. Fourteenth Congress took place when the 10-year international scientific Congress is expected to launch the research programme to acceler- crucial phase of preparations for ate improvement in the accuracy the third World Climate Conference of one- to 14-day weather forecasts (WCC-3). WMO has already held (THORPEX) was beginning. As an consultations with 14 UN agencies integral part of the World Weather and international bodies, including Research Programme (WWRP), THOR- the Food and Agriculture Organization PEX started a series of regional and (FAO), IPCC, the United Nations global projects, including improving Development Programme, the United forecasting skill, experiments with Nations Environment Programme, satellite observations, data assimila- UNESCO, UNFCCC, the World Health tion and numerical weather prediction Organization and ICSU on potential systems. THORPEX is closely linked partnership for WCC-3. WMO and with the activities of all WMO pro- other UN agencies must now continue grammes and technical commissions. detailed work on the scientific agenda, It is an example of extensive coop- issues for the high-level segment and eration with the higher-education the resource-mobilization plan, as sector, research organizations, oper- well as coordination at both national ational weather forecasting centres and international level, in anticipation and end-users of forecast products. of the final decision on WCC-3 by Both developed and developing coun- Fifteenth Congress. tries will benefit from the results of Systems (GEOSS) in which 60 States the programme’s research, both in participate. GEOSS began its activities The Implementation Plan for the terms of new equipment and methods after Fourteenth Congress, and Global Observing System for Climate for disaster reduction, and optimized WMO actively contributed to efforts in support of UNFCCC is being carried economic effectiveness of existing to integrate existing systems into a out with the direct participation of prediction technologies. global, coordinated and sustainable NMHSs and WMO. observation system of systems WMO’s Education and Training to meet requirements of social The WMO Space Programme aims Programme is actively promoting significance such as weather, water, to improve the space-based compo- the use of new learning technology. climate and natural disasters. The time nent of the Global Observing System Reforms of WMO Regional Training is approaching when WMO can expect and extend the use of satellite data Centres are continuing in order to to receive returns from these efforts through specialized education and ensure that the training programme in terms of GEOSS contributions training of key personnel. The estab- covers a wider range of specializations towards meeting the requirements lishment of a virtual laboratory for in hydrometeorology and related of NMHSs in developing countries education and training in satellite fields. Current efforts to enhance for strengthening their observing meteorology is an example of best the role of NMHSs in their respective systems. practices in this field. In October 2006, countries reveal a need to attract this laboratory hosted a two-week highly qualified economists and Since Fourteenth Congress, we High-Profile Training Event in which marketing specialists, which should have made considerable progress more than 120 WMO Member coun- also be taken into account when in understanding the need to integrate tries participated. Components of planning the training programmes for the observing systems. The Executive the international satellite observing WMO Regional Training Centres. Council has recognized that moving system continue to be created under towards integrating WMO’s various the programme. The sixth session of Another initiative is the new Global fields of activity, in particular the the WMO Consultative Meetings on Earth Observation System of observing systems, will ensure that
72 | WMO Bulletin 56 (2) - April 2007 the Organization is better adapted to actually tends to decrease, because I would like to thank the presidents of today’s challenges. Integration of the of inflation. technical commissions, the chairmen observing systems is one of WMO’s and members of the working groups, main strategic aims and requires I therefore call on all permanent advisory groups, expert groups the Organization to be restructured representatives to continue their and individual rapporteurs for the accordingly. I am confident that efforts to encourage their respective considerable voluntary efforts they Fifteenth Congress will take wise Member countries to participate have made to ensure the effectiveness decisions about how to move towards actively in the work of WMO and its of the work of WMO. I am particularly this objective most effectively. programmes and to make financial indebted to the Secretary-General, contributions. As a result of this work, Michel Jarraud, and his staff for I think there are at least two NMHSs will derive benefits in terms of their invaluable help and support, conditions which need to be capacity-building at national level. which greatly facilitated the work fulfilled if WMO programmes and of the Executive Council and other projects are to develop effectively In general, despite a number of constituent bodies. and unite Member countries in complex issues affecting the role their attempt to find appropriate and operation of WMO, the lack of I believe that it is of paramount responses to global environmental financial resources and other problems importance in the work of all the challenges. The first of these is the which many Member countries face bodies of the Organization for the constructive and timely reform and when providing meteorological and forthcoming period to maintain structuring of WMO’s coordinated hydrological services at national and develop WMO’s principles of mechanisms for international level, the Organization has functioned cooperation and traditions and to cooperation at all levels: the WMO effectively over the last four years and increase its resources and scientific Secretariat, the constituent bodies has been very successful in its key and technical potential in order to and the partnership mechanisms for areas of activity. It is well prepared for address the aims and priorities of the strengthening cooperation among the beginning of the fifteenth financial WMO Strategic Plan. Member countries and international period and has a clear vision of the organizations. In several places, my future. It also has an effective strategy In conclusion, I would like to express message mentions the many useful for realizing that vision and benefits my firm conviction that, by making initiatives and innovations which have from the renewed commitment of the most of its resources and been implemented over the past four- Member countries, the constituent drawing on the invaluable experience year period or are still under way. bodies and the Secretariat. and professional knowledge of meteorologists and hydrologists all The second condition is the In the run-up to Fifteenth Congress, over the world, Fifteenth Congress will mobilization and integration of the I would like to express my sincere further consolidate the authority and resources required to achieve current gratitude to all those who have role of WMO and strengthen NMHSs strategic aims. For the first time, contributed in one way or another for the benefit of the development of we are able to assess the available to the success of the Organization in all WMO Member countries. resources in retrospect, thanks to the its activities over the last four years. new approaches and tireless work I would also like to express particular of the WMO Secretariat towards gratitude to the Vice-Presidents, the resource-based management. presidents of regional associations Clearly, the main source of funding and other members of the Executive remains the regular budget, which, Council for their important work in unfortunately, is not increasing and the course of the last four years.
WMO Bulletin 56 (2) - April 2007 | 73 Interview with TitleBob Riddaway
make it a more stimulating experience. What made you decide to have a After an 18-month spell working as a career in meteorology? forecaster to find out about the “sharp When I was about 15 years old, my end” of meteorology and four years geography teacher invited someone involved in research, I got my wish— from the British Antarctic Survey to I became Deputy Principal of the Met give my class a talk. As part of the Office College. That was the start of presentation, we were shown slides my lifelong interest in education and of the Antarctic. I thought they were training. wonderful and quite unlike anything I had seen before. I asked my teacher Have you seen many changes? what career I needed to follow to go to the Antarctic. He had a feeling that The changes have been enormous. During his career, Bob Riddaway meteorologists went there. That was Much more thought is now given to held a variety of senior posts at the moment when I decided to be a specifying the purpose of the training. the Met Office, including that meteorologist. I contacted the Met At one time, the training was based of Principal of the Met Office Office and asked what I should study on a curriculum which would contain College. at university. Physics or maths was the a list of topics such as “Clausius- reply. Consequently, I studied physics Clapeyron equation”. But what does His international activities at Edinburgh University and then did this mean to either the trainer or the included being responsible for a PhD in meteorology before joining student? Is the requirement for the training at the European Centre the Met Office. Regrettably, I never students to be able to derive the for Medium Range Weather did get to the Antarctic—but perhaps equation, understand the equation Forecasts and membership of the I will one day! or apply the equation? Specifying WMO Executive Council Panel learning outcomes means that there of Experts on Education and is some clarity about what the student Training. He was also founding Once you joined the Met Office how should be able to do as a result of Editor of Meteorological Appli did you get involved in training? the training. This same approach cations. Bob has retired from Many years ago, everyone who pursued helps trainers identify what training the Met Office and is currently a career in research had to attend a is required. Also, it provides a basis General Secretary of the course at the Met Office College to for evaluating the effectiveness of Royal Meteorological Society learn about meteorology. The course the training. and Chairman of the WMO Expert lasted about six months and covered Group on Public Education and both theoretical and practical aspects. The move to specifying leaning Outreach. Most of the participants had little outcomes has been complemented by knowledge of meteorology but they the identification of job competencies— were enthusiastic about the subject. the knowledge, skills and attitudes Somehow, over the six months, required to perform a specific job. The the enthusiasm disappeared and learning outcomes can then directly I thought this a great pity. I decided address these competencies. This that I wanted to run that course and approach is reflected in Guidelines
74 | WMO Bulletin 56 (2) - April 2007 for the Education and Training of Personnel in Meteorology and Operational Hydrology (WMO- No. 258). As one of the editors of the revised (2002) Volume I, which deals with meteorology, I found it fascinating to see that the approach to training Interview with had changed significantly since the first version of the Guidelines which Bob Riddaway was published in 1969. Another important development is the recognition that learning must be a continuous process. Developments in numerical weather prediction and remote-sensing are providing forecasters with an ever-increasing Running field course on weather and forecasting for members of the general public amount of data. In addition, there on behalf of the Royal Meteorological Society at Nettlecombe Court in Somerset is now a greater knowledge of in 1980 atmospheric processes, especially those on the mesoscale. From the point of view of users, there are an important tool for supporting the of as distance learning, play a key greater expectations about the quality learning process but it is important role in supporting public education and usefulness of services provided that consideration is given to its role. and outreach programmes. to them by forecasters. All this means Because of the number of people who that continuing education and training need training, their wide geographical The importance of public education is vital if National Meteorological and distribution or the need to rapidly and outreach programmes has been Hydrological Services (NMHSs) are spread information, the only sensible recognized by WMO and an Expert to make full use of rapid advances option may be distance learning. On Group to deal with this activity has in scientific understanding and the other hand, distance learning been established, which I chair. The technology to improve the quality may be used to complement more Group has prepared some guidance and range of services. traditional instructor-led activities. about how to set up programmes to The key considerations are what the educate and raise awareness amongst Trainers now have more understanding training is trying to achieve and the users of public weather services. of how adults learn and there is greater best way of achieving that aim. At the The guidance draws attention to awareness that people have different same time, of course, it is necessary the potential for using the Web to learning styles. This means that it to take organizational constraints into disseminate information. Distance is worth using a variety of training account, such as cost and accessibility learning will help staff understand methodologies. Of course, traditional of information technology (IT) how to establish public education lectures still have an important systems. and outreach programmes, as well as role, but self-learning, practical playing an important role in delivering exercises, discussions, projects and As well as being part of a structured those programmes. investigations all have a role. Of all approach to education and training, the training methodologies available, distance learning can be used What role can distance learning the one that has changed the most is to provide information and raise play in supporting continuing distance learning, based on the rapid awareness. For example, NMHSs can professional development? development of technology. provide vital information about severe weather well in advance. The challenge I would like to give two examples is to ensure that the public and others based on experience in the United What are your views about distance involved in economic activities have Kingdom. They are both concerned learning? sufficient knowledge to be able to with acquiring and maintaining Distance learning can come in many take appropriate action in response professional qualifications. different forms. At one extreme, to the warnings. This can be done by you can have someone reading a using radio, TV and the Internet, as The Royal Meteorological Society has textbook, whilst, at the other end well as by providing materials such established a Chartered Meteorologists of the spectrum, there is computer- as leaflets and CDs. These forms of (CMet) scheme. Acquisition of this aided learning. Distance learning is communication, which can be thought qualification by service providers
WMO Bulletin 56 (2) - April 2007 | 75 is a way of ensuring that they have In the United Kingdom, there has the appropriate level of expertise. A been a tendency in many areas of key aspect of this qualification is the activity to require service providers need to engage in self-development to obtain professional qualifications. so that knowledge and expertise are Indeed, this is also happening in other kept up to date. Distance-learning countries. I am sure distance learning material provides a valuable resource will play a key role in supporting to support this self-development. such developments within the meteorological community, both The Royal Meteorological Society has in terms of acquiring the required also taken the lead in establishing competencies and keeping them up National Vocational Qualifications to date. (NVQs) in weather forecasting and weather observing. These What role do you think computer- qualifications are based on a set of aided learning (CAL) should play? occupational standards that have been agreed by the main employers Developments in CAL have been of forecasters and observers (i.e. particularly exciting. At first I was Outside the Lodge at the Met Office Met Office, Royal Navy and private sceptical. I felt that the developments College shortly after becoming Principal companies). These standards define were being driven by the technology in 1993 the competencies and underlying available rather than the needs of the knowledge required by someone individual and how people learn. Now, tasks was to develop material that who is considered to be competent. however, I am converted. The reason could be used for public education and To gain an NVQ, an individual must for my change in attitude is that there outreach. It quickly became apparent, provide evidence that the occupational is now much more understanding however, that there was an enormous standard is being met. of the need for good instructional amount of really good material already design to ensure that the material is available in a wide variety of formats. presented in a way which aids the This meant that the priority was not As the issue of accreditation and learning process. The Cooperative to produce new material but rather to certification in meteorological Progam for Operational Meteorology raise awareness of what was already education and training is warming- (COMET), which is mainly supported available. up on the agenda of the WMO by the three US weather services, has Education and Training Programme, shown the way in this. It is well worth The Hong Kong Observatory (China) could you refer further to the United looking at www.comet.ucar.edu to see has developed a comprehensive Kingdom’s experience in the use what can be achieved by combining set of distance-learning material, of distance learning and acquiring creative instructional design, sound including leaflets, worksheets, CDs, NVQs? science and the latest technology. DVDs and Web-based information, Distance learning has two roles in to support disaster-risk reduction. supporting the acquisition of an There is now an enormous amount Similarly, the Central Board for NVQ. One of the principles behind of good-quality CAL available. My Secondary Education in India has the awarding of an NVQ is that the preference, however, is still to use introduced disaster management way in which expertise and this material as a resource that can as a curriculum subject for children knowledge are acquired is not be used as part of an education and aged 13-15 years. A set of textbooks relevant—what is important is that training programme, rather than as has been developed to support this the individual can demonstrate the sole delivery mechanism. This activity. On an international scale, the competence. Consequently, distance attitude is probably just a sign of my GLOBE Program (www.globe.gov/ learning opens up opportunities to age and an inability to adjust to the globe_flash.html), funded by several acquire knowledge without being modern world! US agencies, is aimed at educating restricted to attending courses. schoolchildren, with emphasis on In addition, as with the CMet Earth science*. The material available Can you identify any examples of qualification, there is the need for includes online training modules and good distance-learning material those with an NVQ to keep abreast of aimed at the public? new developments and to continually enhance their professional abilities. Distance learning should be considered * Recently, WMO has concluded an accord Taking advantage of distance learning in its broadest sense. When the WMO of collaboration with the Science Mission Directorate of the US National Aeronautics is an efficient and effective way of Expert Group on Public Education and and Space Administration (NASA) in the doing that. Outreach was established, one of its GLOBE Program.
76 | WMO Bulletin 56 (2) - April 2007 educational resources and the facility for recording, sharing and analysing data. These are just a few examples of good material designed to support public education and outreach—there are many others.
How about distance learning material aimed at the professional level?
In this context I think it is best to concentrate upon CAL, as the range of material available is vast. An outstanding example of high-quality CAL are the COMET modules to which I have already referred. They deal with the basic science and practical Meeting of the Panel of Experts on Education and Training in the Philippines in 2002 applications in a comprehensive and integrated way. These modules have Just as important is the provision of been able to visit a number of RTCs. received international recognition and training material via the Web which I have always been impressed by the are widely used. can be used either in a passive mode enthusiasm and commitment of their by a learner or incorporated into a staff to provide high-quality training A good example of international training programme by a trainer. and to contribute to the development collaboration in the development of An example is the excellent set of of training materials. They all recognize CAL is Eumetcal, which is a European training resources about forecasting the importance of the Web and how virtual organization for meteorological meteorological aeronautical hazards the sharing of training materials is of training (http://eumetcal.meteo.fr/) (www.caem.wmo.int). This material benefit to the entire meteorological established under the auspices of has been prepared by a voluntary community. I think there is particular EUMETNET (Network of European group working under the auspices of enthusiasm for wanting to be involved Meteorological Services) (www. the WMO Aeronautical Meteorology in CAL development. Some such eumetnet.eu.org/). The Eumetcal Programme. developments are taking place College has also been established, but the lack of high-speed Internet which will provide blended learning One of the strengths of the connections and IT facilities are often courses consisting of distance meteorological community is the a barrier. I have no doubt that these learning via the Web, complemented willingness of its members to barriers will diminish with time and by workshops. cooperate and share. This is certainly that the RTCs will play an increasingly true of people involved in developing important role in developing and Another example is the e-SIAC CAL. Many enthusiasts around the sharing materials based on new (Statistics in Applied Climatology) world are developing material and methodologies. programme. This is a Web-based making it available to others over training programme aimed at the Web. This provides not only a What do you think about the people who work with climate data valuable resource for the training of recent move by WMO to widen to produce tailored outputs for a wide meteorologists but also a stimulus to the scope of its Regional Training variety of users. It is also of value others to develop material. The WMO Centres to encompass hydrology, to users of climate information. The Education and Training Programme water resources and other related programme is directed primarily, homepage (www.wmo.int/web/etr/) sciences? but not exclusively, towards climate- provides useful links to a wide variety data users and producers in Africa. of training resources, including CAL The subject was discussed at the last The programme is managed by the modules. meeting of the EC Panel of Experts Statistical Services Centre of the on Education and Training before a University of Reading with support decision was taken by the Executive Can the Regional Training from the UK Met Office and WMO. Council. There was great enthusiasm Centres (RTCs) contribute to the within the Panel for this broadening development of CAL? The three examples I have given involve of remit and I am delighted that WMO a high level of interaction between As a member of the EC Panel of Experts has now instigated this change. Many the learner and the CAL material. on Education and Training I have RTCs have the capability of providing
WMO Bulletin 56 (2) - April 2007 | 77 good-quality training in these areas. trainer” is probably the best way of such material. There is already In addition, there can only be benefits stimulating the use and development much cooperation in developing from taking an integrated approach so of CAL and other training materials. materials and I am sure that this will that the links between meteorology, be enhanced in the future. Sharing hydrology and water resources are WMO can also stimulate the training materials and cooperating more fully incorporated into the development of distance learning in their development is undoubtedly Some basics concerning training of professional meteorologists in general, and CAL in particular, by the way forward. and hydrologists. taking advantage of the enthusiasm and expertise of those already Although relatively small, the WMO e-learning An RTC is established at the behest involved in these activities. For community is characterized by a of a WMO regional association. To example, WMO organized a successful deep commitment to international by Heribert Nacken* me, this means that there are implicit meeting of experts on computer-aided cooperation. Within that community obligations on both the RTC and the distance learning in meteorology is another, smaller, one involved in regional association. On the one and hydrology in Nanjing, China, in education and training in meteorology, hand, the members of the regional September 2006. They are helping hydrology and related sciences. People association should take an interest to develop a strategic approach to within this group are characterized in the activities of the RTC and use the international development and by their enthusiasm, high level of its services when appropriate, whilst, use of CAL. expertise and determination to provide on the other hand, the RTC should good-quality education and training. ensure the members are aware of There is already an enormous amount They also recognize that what they are what is available. Of course, in some of CAL material available. One problem doing is fundamental to supporting cases, this happens, but I think more is finding out what is available. This is the activities and future development can be done. Indeed, it would be another role that can be provided by of NMHSs. A key issue for the future beneficial if, in general, the members WMO. The further development of the is to provide these people with the of the regional association and the Virtual Training Library accessed via resources that will allow them to RTC worked more closely together to the WMO Website can provide links develop, share and exploit training identify regional training needs and to CAL and other online resources. materials based on new science and the role the RTC can play in satisfying As well as covering meteorology, advances in technology. them. I am a great supporter of RTCs hydrology and related sciences, links and I would like to see full use being could be provided to sites dealing made of what they can offer in a wide with other topics that are pertinent range of disciplines. to NMHSs, such as the development of management skills. What role can WMO play in developing CAL and other forms of How do you see the future for distance learning? developments in education and training? It is important to be realistic about what WMO can achieve. WMO has I am very excited about the future. neither the funds nor personnel I think there has already been a to develop new distance-learning breakthrough in taking a more materials. But WMO does have a key structured approach to education role in raising awareness of the value and training. Also, there is now much of distance learning and the way in greater awareness of how adults which CAL can make a significant learn and the various instructional contribution to the learning process. techniques that can be taken to support For example, WMO already sponsors the learning process. We can build conferences on computer-aided and on these firm foundations and take distance learning (CALMet) and full advantage of the opportunities supports the attendance of trainers provided by advances in technology from RTCs. Also, the WMO Symposium to make learning more immediate, on Education and Training, held stimulating, relevant and personal. every four years, plays a key role in spreading information about all I am sure there will be an increasing aspects of education and training and amount of good online resources acting as a stimulus for development available and more people with activities. The strategy “train the the necessary expertise to produce
78 | WMO Bulletin 56 (2) - April 2007 Some basics concerning e-learning by Heribert Nacken*
During the Expert Meeting on and, while explaining, they might find that you are sitting in a traditional Computer-aided Distance Learning out that they did not get all the clous of instructor-led course on hydrology in Meteorology/Hydrology and Water the topic. So they start discussing and, and the topic is the water cycle. The Resources in September 2006 in China, by this process of aural repetition, the instructor, being very ambitious and the task group discussed largely the process of learning advances. targeted, wants to set up knowledge, fundamentals of e-learning and came skills and competencies within his up with the idea of presenting these Another type of people are better off audience. His aim is to produce basics in a simple and non-theoretical in learning when they have hands-on sustainable knowledge, so he knows approach. This is the attempt to fulfill experience while learning something that he has to reach the long-term this goal. new. These so-called kinesthetic memory of the brain. The instructor learners form the minority of all is very aware of the dual code theory learners. (PAIVIO, 1986). Thus he knows that our How do we learn? human knowledge processing strictly In general, you have to find out separates aural and visual input. To (SOI theory) whether you are a visual, auditory or reach the long-term memory, he can kinesthetic learner. In real life, setting either address our ears (aural channel) Let’s first start by having a closer up training courses for hydrology and or our eyes (visual channel), where look at the way we all learn. There is meteorology will always involve all the information will be transferred not just one way of learning, we can those types of learning with different towards the short-term memory divide learners into three different blends (you will find out later on). (see Figure 1). While listening to the categories: instructor, your verbal perception will • Visual learners Let us now focus a little more on those gather the information and you will • Auditory learners visual and auditory learners. Imagine start to set up an aural, verbal model • Kinesthetic learners (or haptic learners).
From your own experience, you will know that some people have to write down information they have heard and, while repeating it, the process of knowledge transfer is consolidated in their long-term memory.
Other people learn by explaining to some friends what they have heard
* Academic and Research Department, Engineering Hydrology, RWTH Aachen University [email protected] skype: prof.nacken Figure 1 — Reaching the long-term memory
WMO Bulletin 56 (2) - April 2007 | 79 of the knowledge item. When you actively learn, this knowledge item will be transferred to the long-term memory and can later be retrieved.
When the instructor comes to the point that he wants to explain the water cycle, he might think that it is a good idea to explain it by using an animation or a video sequence, showing all parts of the water cycle. In so doing, your pictorial perception is gathering the imaging information and starts to set up a visual, pictorial, non-verbal model. Again, this pre- processed information will be passed to the long-term memory (see Figure 2, upper right side). Figure 2 — How pre-processed information is passed to the long-term memory Whenever the instructor shows pure text information on his slides, the audience will first collect the text set up the aural, verbal model starts led courses or pure e-learning information on the visual channel, but, however hard the audience tries, courses) you always have to be aware but then something happens in the they will not succeed, because there of these shown facts. The whole brain. The text information cannot be will be a clash within the short-term story up to now was to bring you to processed within a visual, non-verbal memory (see Figure 2, lower right the fundamentals of the Selection- model, thus it has to be passed to side). Organization-Integration (SOI) our verbal perception. It will pass the theory. We can summarize all that process of building an aural, verbal The reason is that the transmitted has been said up to now by the basic model and will be transferred towards information in both channels is fundamentals of the theoretical SOI the long-term memory (see Figure 2, reaching the short-term memory model: lower left side). with just a small time offset (the visual information is running just • Human knowledge processing Up to now, everything is running ahead). To imagine what happens strictly distinguishes aural and smoothly and you might start inside your brain, think of a phone visual inputs (two separate wondering why this process—about call when you are talking and hear channels for information which you are all quite aware—is your own voice at the same time (due entrance); described in such (lengthy) detail. to an acoustic feedback). When the This is because a good story-teller delay is short, you will not be able to • The processing capacity of those should always aim at a certain clou. proceed talking; you will get stuck. two input channels and the short- Nearly the same thing is happening term memory is limited (the Imagine that the instructor, at a certain within the short-term memory. The magic seven); point, is not really aware of what he reason is that human beings have a wanted to explain with a certain limited capacity to handle and process • Learning is always an active slide (which makes him a very bad input information. This is what is process; we have to develop instructor). He starts reading one-to- called the “magic seven”: it has been a coherent mental model (or one what is written on the slide. That discovered that individuals can handle reproduction) of the learning is the point where his presentation approximately seven different pieces objects. will be ruined and the audience will of input information independently lose track. The reason is that the on each channel. If the frequency of If you are (still) interested in audience hangs on the lips of the input information is too high, one will getting to know more about these instructor (at least until this moment) not be able to develop the necessary theoretical approaches, consult and, in parallel, is reading the written model and implement the knowledge Sweller and Chandler (1991) and information presented on the slides. object in the long-term memory. Paas (2003). As you can see, the Now, verbal and pictorial perception learning process is really a labour are running fast to transform the text Focusing on targeted knowledge (in the German language, the word and aural information. The process to transfer (either traditional instructor- labour has its origin in hardship, so
80 | WMO Bulletin 56 (2) - April 2007 e-learning has nothing to do with • Personalization principle patterns. The structure that we are entertaining people, as so many Expert sociolects should be using in the design of e-learning people believe). avoided; in general, compre- courses, is a three-step approach hensible explanations enhance (see Figure 3). By the way, it would have been much and enrich the learning effect. easier to track the story so far by You should start by unitizing the following a programme on the Internet content into well-defined topics. (http://hydrology.lfi.rwth-aachen.de). Based on SOI theory and these Within each topic, the first step It is a good example, of how e-learning principles of multimedia-based will be a knowledge transfer which technologies can respond to your learning, I always try to design is realized by so-called knowledge requirements. my courses in such a manner that objects. These knowledge objects >80 per cent of the information could be aural presentations, that I would like to transform into video-taped lectures or Webinars. Some principles of knowledge is presented in an aural A knowledge object has the task way (independently of setting up a to transfer all the necessary multimedia-based classical face-to-face or a pure e- information to the attendee. learning learning module). Animated graphs, Again, you should be aware of flash files or video sequences will fill dual coding all the information. Based on the assumptions of the the residual part. When you stick to the assumption SOI theory, Clark and Mayer (2002) that your knowledge transfer is developed six principles that should E-learning design pattern realized primarily by aural coding, be obeyed during the conception sequences should not be longer and creation of multimedia contents. When it comes to the blueprint than about five minutes (attendees Because these principles are easy of e-learning courses, there are will lose their attention after a to understand, they are mentioned often discussions about the while, when looking at a monitor without any further explanation. right technology approach. At where hardly anything is visually this stage, I would like to quote changing). If, for the knowledge • Multimedia principle a wise man (Josh Bersin) who transfer, it is necessary to have A combination of text and dia- said: ”Good e-learning is not a longer sequences, you should add grams/illustrations is more question of technology. If your a video stream of the speaker on effective as a method of knowl- design is wrong, technology will which the attendee can visually edge transfer than text only; only help you to do more things concentrate and focus. wrong in less time”. So we should • Modality principle focus on the didactic structure of The second step of the didactic Explanations and descriptions, e-learning courses and the design structure will be an assessment. dedicated to illustrations and diagrams, are better grasped in spoken form (aural) than in written presentation;
• Continuity principle Text information and diagrams that refer to each other are to be presented interrelated;
• Redundancy principle The learning process is negatively influenced when knowledge con- tents are presented in written and spoken form simultaneously (see Dual Code Theory by Paivio);
• Coherence principle Media elements are to be used tar- geted and economically (thrifty); an overkill will have negative conse- quences for the learning process; Figure 3 — Three-step approach to the design of an e-learning course
WMO Bulletin 56 (2) - April 2007 | 81 There the attendee can really prove he needs to repeat before starting the implementation in our assessments. whether the knowledge transfer new subject. The e-learning community is has been successful and he/she still waiting for such a Math QTI has acquired the knowledge, skills When you check the Internet for standard. and competencies identified in e-learning modules that are well the first step. Most often this designed and targeted, you will find Proper and joint pedagogical step is done in the form of a brilliant courses for hydrology and quiz (using true-false, single- meteorology. Just to give you one design patterns choice, multiple-choice, short idea, I would like to mention COMET answer, numerical or matching (www.comet.ucar.edu), which has Technology and software solutions questions). Best practice will be won the richly deserved Excellency in really help us a great deal in designing the use of the Question and Test Geophysical Education Award. (See and running e-learning courses but the Interoperability specification (IMS pages 104-108 of this issue (Ed.).) quality and content of these depend QTI standard, see www.imsproject. on, and are related to, pedagogical org/question). The assessment (as design patterns. I consider this to well as the knowledge transfer) What is missing be the weakest link in the chain at should be designed in such a the moment. way, that it motivates, stimulates and encourages the attendees. For the time being, the situation Knowledge objects, Moreover, the design of the e- concerning e-learning content learning module should take and courses is very promising; really compatible with into account the fact that giving nevertheless, some things are still existing standards learners more than one method to missing. solve a problem or showing them The future of e-learning will be multiple approaches to solving A Math QTI standard blended learning, i.e. a blend of a task will raise significantly the traditional instructor-led courses efficiency and the impact of your In hydrology and meteorology, we plus self-directed e-learning courses knowledge transfer. often have to solve problems using (see Figure 4). To achieve this, mathematics. Thus, by involving content designers need to fulfill the The first two steps are always mathematical solutions in our requirements of existing e-learning mandatory, whereas step three is knowledge objects, we definitely standards. These standards are still optional and will offer additional, need an enhanced QTI standard for to evolve, but it would be a benefit advanced knowledge contents to the attendees. This can be further information on the selected topic, a series of links to Internet pages with topic-related information or any other add-on.
You can easily link different topics (steps 1-3) in a linear chain in which every topic has to be followed one after the other (often called a program flow model). Another possible design pattern would be the presentation of these topics and offering different entry points for the attendees (so that they can choose which contents they would like to follow). If you choose this design pattern, it could be a good idea to start each topic with an assessment as to whether the attendee knows all the basics necessary for this topic. Depending on the result of the assessment, the attendee will be allowed to go on with a topic or will possibly be redirected to the topic Figure 4 — Blended Learning = traditional face to face teaching + eLearning
82 | WMO Bulletin 56 (2) - April 2007 for the e-learning community, if only You could organize this exchange of e- information. Psychological Review, SCORM* (see www.adlnet.gov) could learning content in either a commercial 63, 81-97. be supplied by all content designers or non-commercial way (as we try to Pa a s , F., A. R en k l and J. S w eller , 2003: to exchange and blend e-learning do at German universities). This would Cognitive load theory and instruc modules between different learning reduce largely the amount of money tional design: Recent developments. management systems. spent for redundant content, promote Educational Psychologist, 38(1), 1-4. the idea of using e-learning courses and help focus content designers on Pa iv io, A., 1986: Mental representations: A (non-commercial) A dual coding-approach. Oxford what they are really good at. e-learning stock exchange University Press, New Yor.
As mentioned above, the future of e- S im on, H.A., 1974: How big is a chunk? Imagine you are a content designer learning looks bright and promising; Science, 183, 482-488. for hydrology or meteorology and we have the tools and technologies that you set up a working group with to support us and know the design S w eller , J. and P. C ha n dler , 1991: Evidence for cognitive load theory. Cognition four experts from different institutes. patterns. It is up to us, to make the and Instruction, 8 (4), 351-362 All of you would like to design e- best of it. learning courses on a large scale and of impressive quality. So why not join, agree on common design References patterns and realize e-learning C l a r k , R.C. and R.E. M ay er , 2002: E- content in accordance with existing learning and the science of instruction. e-learning standards (SCORM and Proven Guidelines for consumers and QTI)? In this way, you could, for designers of multimedia learning. example, concentrate on the design of Jossey-Bass/Pfeiffer, San Francisco, USA. knowledge objects and assessments for the water cycle and, by the end of M iller , G.A., 1956: The magical number your design, have not just one high seven, plus or minus two: Some quality module, but five. limits on our capacity for processing
* A collection of standards and specifications adapted from multiple sources to provide a comprehensive suite of e-learning capabilities that enable interoperability, accessibility and reusability of Web-based learning content.
WMO Bulletin 56 (2) - April 2007 | 83 Learning from e-learning: Titleexperiences with e-SIAC by Tom Butcher1 and Ian Dale2
Introduction to-face training. From their feedback, largely by the Met Office, UK, as a we draw some conclusions about component of its contribution to the benefits of the different types the WMO Voluntary Cooperation The aim of the Statistics in Applied of training. Programme (VCP). Other funding and Climatology programme (SIAC) is support to the programme has been to help National Meteorological provided from the United Kingdom Services of developing countries to Statistics in Applied Government’s Department for make better use of historical climatic Climatology International Development (DFID), and records for agricultural and other the World Climate Programme and applications. SIAC training courses Education and Training Department give participants the practical skills Statistical analyses of historical of WMO. they need to use historical climatic climatic datasets can provide valuable datasets effectively. With such skills, information for agricultural activities, people can produce relevant, tailored for food security and in disaster Why e-SIAC? outputs that, in turn, enable end- planning. Knowledge about climate users to make better decisions on variability is needed to plan for the matters where climatic variability has impact of future climate change. Radical changes to any learning an impact. Increasingly, statistical analyses are programme must improve the yielding benefits in sectors such as efficiency, quality, accessibility E-SIAC is an online, facilitated, training health, construction and tourism. and effectiveness of the training. activity that takes place over a three- In the case of the SIAC programme, month period. It is completed on a The SIAC course has been developed improving the cost-efficiency formed part-time basis in the participant’s over the past 23 years by staff at the primary business case in the usual workplace. So far, the course the University of Reading (United decision to move some components has successfully engaged more Kingdom) Statistical Services Centre into an e-learning format. than 100 participants from over (SSC). Between 1985 and 2000, 10- 20 countries in Africa and enrolment week residential “summer courses” In the past, support for training (e.g. has recently been expanded to other were run at the University of Reading. United Kingdom VCP funding) could regions. Since then, the residential courses be offered to only one participant have been moved to Africa and SIAC- from each country every few years. All In this article, we summarize the type courses have been run annually organizations have a natural turnover development of e-SIAC and the in Nairobi, Kenya. of staff so, if the trained person practical experience gained along were lost, any work started would the way. As e-SIAC has evolved, In 2003, an initiative was started to quickly grind to a halt. By making the participants have received various develop an e-learning version of the training more cost-efficient, it was combinations of e-learning and face- course. The work has been supported possible to offer it to more people and thus build groups within National Meteorological Services (NMSs) 1 Voluntary Cooperation Programme and World Weather Watch Manager, Met Office, UK with a solid, practical grounding in 2 Computing Consultant (e-SIAC Facilitator), Statistical Services Centre, University of Reading, statistics and climatology. Once the United Kingdom NMS has a “critical mass” of trained
84 | WMO Bulletin 56 (2) - April 2007 people, it should have the capacity • Regular, reasonably fast Internet Choosing a course to provide improved products and access, ideally from the workplace, services to end-users on a sustainable but feasibly via an Internet café; management basis—at least, this was our hope. system (CMS) • Daily use of a modern computer, Learning from e-learning: By increasing cost-efficiency and with CD drive and back-up facility The decision to use open-source designing the package as a part- (diskettes or “memory stick” (or software was made early on. Trials of the time activity, it was hoped that the universal serial bus (USB)); possibilities and study of comparative experiences with e-SIAC course would also appeal to people reviews published on the Web led us in organizations who use the products • Access to a printer. quickly to the adoption of Moodle by Tom Butcher1 and Ian Dale2 from NMSs. This was achieved, with (http://moodle.org). The thinking some success, during SIAC training It was considered essential that was that a “no-cost” solution could courses in the 1990s, when the participants should be familiar be implemented easily in regional or United Nations Food and Agriculture with standard office software (file national training institutes (and in NMS Organization (FAO) gave funds to management, word processing, training offices). If e-SIAC students support agricultural scientists to spreadsheets), since SIAC training become local trainers in due course, attend face-to-face training alongside is not designed to address basic they could potentially use the same NMS staff. E-SIAC is an opportunity computer literacy. CMS for their own in-house courses. to extend this collaboration and increase the visibility and relevance of NMS work to other government departments, NGOs and the wider What is a CMS? public. A “course management system” (CMS) or “learning management system” Before 2003, the common view was (LMS), is software, usually Internet-based, that allows instructors to teach that e-learning was impracticable for an online course or enhance traditional classroom teaching with Web-based the target organizations in Africa. This elements. Using a CMS, a teacher or facilitator can organize and manage was due to information technology course materials such as lecture notes, assignments, quizzes, glossaries and (IT) limitations, particularly that of grades. A CMS provides tools for instructor-student and student-student access to the Internet. While these interaction (such as asynchronous discussion groups or forums) and live issues have still not been completely (synchronous) chat sessions. overcome, we felt that the time was right to attempt the project. CMS software generally falls into one of three categories:
Our experience of • Commercial CMS: the most widely used course management system is Blackboard, which recently merged with its largest competitor, WebCT. developing an online Other commercially available systems include eCollege, Angel, and course Desire2Learn;
• Open-source CMS: examples include Moodle and Sakai; In this section, we—the team at the Met Office and SSC—outline the • “Home-grown” CMS: some institutions—usually universities—have issues faced and choices made during chosen to develop their own in-house course management system. the development and implementation of e-SIAC.
Identifying online and offline requirements
During the scoping phase of the project, we quickly identified the facilities needed by the course participants. These included:
• Daily e-mail (to a personal Figure 1 — Front page of the met-elearning.org/moodle Website address) in the workplace;
WMO Bulletin 56 (2) - April 2007 | 85 Planning online discussions— synchronous or asynchronous
Synchronous communication via the Internet—using “chat” facilities or similar—is often used during the courses for providing quick answers to online students. Likewise, Internet telephony is used successfully. We recognized, however, that the course could not depend on synchronous discussions because of the Internet access constraints of most of the potential students. More suitable was asynchronous communication, using forums for specific topics and themed discussions initiated by the Figure 2 — The e-SIAC course structure: a screen from the first lesson of the course instructors. One advantage is that participants working in different time zones all have equal access to the which they receive feedback from discussions. Another is that there is Engaging the the facilitators. The forums are an a threaded record of all contributions, participants’ interest important component: they are used which can develop into a useful by the facilitators to provide guidance resource. We invented recognizable but and instructions and by the students generic characters with whom the to ask and respond to questions, as students can identify, based on first- well as to discuss the course material Preparing the hand knowledge of real people in itself. NMSs and application sectors. We course materials took pains to avoid patronizing or A popular “social” forum is always set otherwise objectionable stereotypes. up for the course: this can be likened We wanted the look and feel to be A “story” was contrived that would to a pub or café, where the students friendly—not too “heavy” or serious, arouse curiosity, maintain interest and can gather to learn more about each especially at the start. Low bandwidth provide a vehicle for the statistical other and talk about anything they (slow Internet) constraints limited ideas and applications. choose. Recent discussions on the the use of sound and animation, and social forum have covered topics as prohibited the use of video (though diverse as football results, the spread this is not ruled out for the future). Maintaining the of Rift Valley fever, and where people With extensive input from a profes- participants’ interest are travelling for their holidays. sional instructional designer, we described the “lessons” as a set of Evidence from educational “storyboards”. A great deal of time For successful online teaching, it psychologists suggests that many and effort was spent on establish- is essential to engage students in people learn best when engaged ing the learning objectives in detail active participation so that they in a discourse with their peers at every level, and removing super- remain interested, and complete about a topic—the so-called “social fluous detail to reduce the teaching the course. Individual contact by constructivist” model of learning. matter to its essence. Our experience e-mail begins before the students So we encourage students to use is that this step is not easy, even—or register and facilitation continues the forums to both ask and answer especially—for experienced teach- throughout the course. The students questions: by helping one another, ers used to traditional “classroom” are guided carefully through the the group develops a team spirit or face-to-face working. We subcon- lessons and other activities and their which is essential for a successful tracted a team of graphics designers participation is monitored closely. To learning experience. In illustration, to produce the lessons based on the succeed, the students must contribute a brief exchange extracted from a storyboards, in animated “Flash” to discussions, respond to quizzes discussion in which one student helps format. and submit work assignments, for another is shown in Figure 3.
86 | WMO Bulletin 56 (2) - April 2007 Course modalities
The e-SIAC course is managed and run by staff of the SSC, with support from the Met Office, UK, and WMO. It is an online, facilitated training activity that takes place over three months, with a break in the middle of three or four weeks. The work is done on a part-time basis in the participant’s usual workplace. This makes it cost- effective, and accessible to those who do not have the time to attend a residential training course.
Applications are made—and only accepted—online, which tends to filter Figure 3 — An example of an exchange on one of the discussion forums out would-be students who are not computer-literate. Communication with applicants is mostly by e-mail. Prior to the start of a “run” of the in the course. For technical training Internet access course, the successful applicants of this nature we feel that this is are sent a participants’ guide and essential. Regular required activities, Internet access has not turned out to resources handbook, plus a CD with like submitting assignments and be a significant restriction for most the necessary software and most of contributing to forum discussions, of our NMS-based participants. The the course files. encourage the participants to learn availability of most of the course and actively practise the techniques as materials on CD, as well as online, Much of the training relies on Instat, they are introduced in the course. has allowed students without daily a general-purpose statistics package access to the Internet to work offline developed by the SSC. Instat has For most of the participants, e-SIAC and log onto the Website for one or features for climatic analysis, some was a first experience of something maybe two hours per week to join in of which were developed with the other than a traditional didactic “chalk- the forum discussions, submit their support of the Met Office, UK, and and-talk” approach to training. The assignments, etc. WMO. facilitators are continuously learning how best to adjust the programme to Some participants access the Internet be able to accommodate this. Some from Internet cafés, often at their own Learning through e-SIAC participants find this student-centred expense. These participants are easy approach to learning rather difficult, to spot, as they will log onto the course The e-SIAC course has now been run at least initially. For instance, some for exactly one hour at a time, once four times, with participants from feedback comments suggest that or twice per week. This is sometimes 23 African countries. It was recently “the facilitators don’t answer ques- through choice, as some participants broadened to include participants tions posted on the forums quickly find it easier to study away from the from other regions. We consider enough”. In fact, a facilitator’s role distractions of work, but it is often it essential to review and evaluate is to encourage participants to try because they have not been allowed the programme continuously, to to answer each other’s questions on access to the Internet at their place ensure that it continues to address the forums; the facilitators intervene of work. Whilst it is excellent that the the real training needs of NMS staff only to guide the responses. participants are showing this level of and people from the application commitment, we strongly encourage areas. Both formal and informal The participants are all encouraged the use of IT facilities that exist in a “training impact” evaluations have to consider each question and write a participant’s work place. We always ask been undertaken and, on the whole, response if they can; in this way, the for confirmation from the applicant’s the feedback has been extremely whole group benefits. This approach manager (usually the director or WMO positive. is sometimes frustrating to the student permanent representative) that they who posed the question, as answers wish their staff member to follow the The key to success has been the might come in days rather than hours, course and that they will grant them careful facilitation of the training but it is an essential element of this sufficient time and access to the Internet which has ensured active participation style of training. to complete the training.
WMO Bulletin 56 (2) - April 2007 | 87 Decentralization Combining e-learning lot about each other from e-SIAC with face-to-face activities. This reduced the emphasis Often in the past, staff from outstations required for introductions and other (provincial or district offices) have training: the “blended “ice-breaking activities”, things that been overlooked for training in learning” approach can often use up the first few days climatic analysis. Traditionally, of a face-to-face course. climatic observations were sent to the NMS headquarters—usually in Participants from across Africa The benefits of e-SIAC are also the capital city—for analysis; any have been exposed to various realized after completion of the training would be given to staff at combinations of both e-SIAC and face-to-face training through the headquarters. In several pilot areas, face-to-face SIAC training. In August establishment of a virtual community we have encouraged the use of e- 2005 and 2006, face-to-face SIAC of SIAC “alumni”. Many participants SIAC to train outstation staff in how courses were held at the Institute for conduct small follow-up projects. The to do straightforward tasks locally. Meteorological Training and Research Website provides a forum for them The participating countries (Kenya in Nairobi, Kenya; completion of e- to discuss their ideas and results. and Zambia) quickly recognized that SIAC was a prerequisite for joining This encourages those who are less there was huge potential in developing the more expensive residential active to attempt to use the skills these previously overlooked staff. training. From a financial point of developed in the training in their day- Tapping into this resource has several view, this was useful, as all the to-day work. benefits: participants supported on the face- to-face course had already proved • Outstation staff often have a they were capable and enthusiastic. The future first-hand understanding of local On arrival in Nairobi, they all knew farming practices; exactly what the aims and objectives Increased participation of the course were and how it would • They usually speak the same help them to improve their products Our immediate aim for the SIAC language, or dialect as the and services. programme is to roll out the training local farmers and agricultural so as to build “critical masses” of workers; It was evident that the residential people competent at producing courses “gelled” and participants climatic products relevant to end- • The staff gain a better under- worked together much more readily users. The e-SIAC course offers standing of how their data can than in previous years when e- a cost-efficient mechanism. The be applied, which emphasizes SIAC had not been a prerequisite. SIAC team is constantly striving to them the importance of good Participants and facilitators met for to increase the numbers of NMS data quality. the first time, but already knew a personnel who can benefit from the programme. The team is also trying to involve more people working in the application areas of agriculture, food security, disaster planning, health, construction and tourism to bridge the gulf between producers and users of climatic data.
Participants’ feedback indicates that the training is much more effective when it forms part of a blended learning approach—i.e. a hybrid of distance and face-to-face learning. (Of course, some of their enthusiasm may arise out of a desire for international travel to a residential course.) We do not conclude from this that all e- SIAC participants should also attend one of the existing residential SIAC courses—which is both impractical Figure 4 — National Meteorological Service staff engage with agricultural extension and cost-prohibitive. However, workers and farmers in southern Zambia. national or subregional workshops
88 | WMO Bulletin 56 (2) - April 2007 for groups of interested e-SIAC alumni are more feasible.
Several e-SIAC alumni are acting as mentors for current participants in the programme. This role is strongly encouraged by the facilitators, and is another way in which blended learning can be implemented in a cost-effective manner.
Course developments
Managing e-learning courses is itself a learning activity; the facilitators are constantly implementing small, and sometimes large, changes to the way in which the course is run, to enrich the experience—and the effectiveness Figure 5 — Job Kosgei in Natal, South Africa, explains what he has learnt from the SIAC of the training—for the participants. course. The information is being translated into the local IsiZulu language.
The team is considering some more substantial changes to the training with simple exercises and forums can have experienced similar problems materials. A major development be set up quickly. As the expertise and developed their own solutions. would be to add an audio-stream, of the facilitators develops, they The forums can be searched easily as i.e. a sound-track, to the lessons (Flash can explore the more complicated they stand but a logical development modules). This would be a quick way modules on the package and add is to consolidate the responses into of making the materials available, at quizzes, questionnaires, lessons, wiki improved documentation, perhaps least partially, in other languages. pages, podcasts and databases of using wiki pages that can be modified Another idea under consideration is resources to support learning. by any participant. In this way, the to add a video stream, perhaps in the Website provides a means for an form of a short pre-recorded lecture, The Met Office, UK, and SSC are online community of people engaged at the start of each module. planning to use the platform as a way in similar activities to collectively of enhancing the impact of their other maintain—and share ownership of— training courses. The process has an evolving set of resources. Exploiting the Moodle already been tested with the WMO training workshops on Climsoft, The WMO Education and Training course management the climate database package. A Department is also interested in system Climsoft course has been set up so developing the met-elearning site that students are able to raise issues so that it becomes a platform to The Moodle CMS has proved to be and ask questions in discussion demonstrate the potential value of an incredibly useful tool for this style forums. Sometimes, answers come e-learning to WMO Members. To of training. It is simple, flexible and from the Climsoft developers but, check our progress, or for further accessible to people with only a small often, questions are answered from details about e-SIAC, see www.met- amount of IT knowledge. Courses around the world by colleagues who elearning.org/moodle.
WMO Bulletin 56 (2) - April 2007 | 89 Advanced course in Titleoperational hydrology by A. Salcedo*, M. P. Rivero*, C. Fermin* and J. Fernández*
Introduction trained in this field in the region and it targeting professionals working in was considered a matter of urgency to hydrology-related institutions in establish a Latin American Advanced WMO Regions III (South America) The Department of Hydrometeo Course in Operational Hydrology. and IV (North America, Central rological Engineering within the Accordingly, the UCV Department of America and the Caribbean). The Engineering Faculty of the Central Hydrometeorological Engineering, second and third courses, currently University of Venezuela (UCV) has under the auspices of WMO, decided in progress, have been taught in a established and developed a com- to promote and develop study plans mixed format, 13 per cent on-site bined education and training system in the field of operational hydrology, and 87 per cent online. for staff in Latin American Hydrolog- designed for the practical training of ical Services, using Internet-based professionals in any Latin American The development of this course distance learning, classroom-taught countries requiring it. has required many activities to be lessons and fieldwork. prepared, in addition to educational The Advanced Course in Operational material, instructions and the training The UCV Department of Hydrometeo Hydrology has now been delivered of teachers in information technology, rological Engineering is currently three times. The first time, it was the use of the specific platform and the only centre specializing in train- taught as a postgraduate advanced scheduling of classes—all with the ing and research in hydrology and course in Spanish and entirely aim of establishing the necessary meteorology in Venezuela. Since through on-site classes, focusing technical infrastructure for a virtual 1975, it has been one of four World on operational hydrology and classroom. Meteorological Organization (WMO) Regional Training Centres for Latin America.
As a consequence, UCV undertook to contribute towards training and keeping staff up to date in institutions and organizations concerned with the region’s water and climate resources.
Course evolution
In view of current national and global trends regarding water resources, it was necessary to have staff properly
* Departamento de Ingeniería Hidro meteorológica, Escuela de Ingeniería Civil, Universidad Central de Venezuela, Centro Regional de Enseñanza y Formación Profesional de la OMM Students performing a pumping test during a field trip
90 | WMO Bulletin 56 (2) - April 2007 A demanding course Goals
Distance learning and teaching and guide than that of an academic Upon the successful completion of are highly demanding for both giving a lecture. This is a new and the course, the trainees should be Advanced course in students and teachers. The focus, different paradigm in the teaching- able to: time, requirements and approach, learning process, which many as well as the design and production people have yet to fully appreciate. • Support socioeconomic develop- operational hydrology of materials, are also different from ment in their countries through the usual methods. Teacher commitment active participation in designing by A. Salcedo*, M. P. Rivero*, C. Fermin* and J. Fernández* civil works; crop and livestock Institutional support For distance learning, teachers production; public health; air, sea must organize their knowledge and inland water transport; tour- In order for the learning process to in a different manner. The most ism and industry, to reduce risks be completed successfully for both important aspects must be concerning loss of human life and the participant and the institution differentiated from the more to protect the environment; where he/she works, it is advisable tangential or support aspects, for this activity to be the only since there is not as much time • Promote and develop hydro demand on the participant’s time. for explanations as in a classroom meteorology in Latin America; If this is not possible, the institution setting. Teaching material must be must provide the necessary support precise and presented in a user- • Undertake hydrometeorological in terms of time for studies and friendly scheme and programme, research, considering the varia- consultation, in addition to the use permitting swift understanding bles peculiar to the tropics and of the institution’s resources such and use by students. the region; as computers, Internet connection, tutoring and monitoring of the In addition to grasping this new • Play an active role in training learning process. Indeed, distance means of imparting knowledge and updating programmes and learning requires much greater and organizing information and, activities as promoters and dedication from both students despite receiving specific training organizers; and teachers than traditional relating to the design, production classroom-based learning. and teaching of online courses, • Lay down guidelines and lead teachers still face some difficulties the way in the design, adaptation Student dedication regarding the amount of time and production of cutting-edge required to produce teaching technology. It is crucial for the student to have material, correct work and deliver an open attitude and be ready to feedback to students. Methods: distance learning learn. Distance learning requires discipline, methodical study and and on-site classes the disposition and capability to learn independently. The teacher’s Distance learning is a versatile role is much more that of a tutor educational tool that has the advantage of reaching the four corners of the globe and many students simultaneously, effectively Initially, the technology used for the came from Colombia, Costa Rica, contributing towards achieving the distance-learning component was Ecuador, El Salvador Netherlands above goals. the UCV Teacher Updating System Antilles, Panama and Peru. Students (SADPRO). However, it was not have been motivated and enthusiastic, The course aims to train graduate pro- powerful enough and the services participating in a highly professional, fessionals working in Latin American of an external company specializing in friendly atmosphere, in which expe- Hydrological Services in the acqui- the subject were engaged. The system riences were shared and networking sition, installation, operation and has now been modernized and new took place. maintenance of hydrological equip- tools have been acquired to bring it ment; the operation and maintenance up to optimum levels. Ten students are currently following of networks; and the acquisition, the course, two of whom are from processing and dissemination of To date, 28 students have completed Venezuela and the rest from other hydrometeorological data with regard the course, the majority of whom countries in the region. to both surface- and groundwater.
WMO Bulletin 56 (2) - April 2007 | 91 It focuses on both water-resource The group which management planning and risk graduated from the management. 2003-2004 course
Course requirements
Applicants must meet certain criteria for the course to be successful and reach the intended outcomes. They should be university professionals working in hydrometeorological engineering, with a degree awarded by a recognized national or foreign university covering knowledge of mathematics, physics, chemistry, meteorology, hydrology, topography and fluid mechanics. They should also have fluent Spanish and English and additional subjects and a thesis to field and laboratory work will be access to the Internet. successfully complete the course. also carried out, in addition to the final evaluation. The teaching staff are part of UCV. Study plan All have a long professional career— At the end of the course, all students more than 20 years’ experience in The programme comprises two who successfully complete the teaching. The classes they give form semesters, each with four subjects course receive a diploma from the part of their course workload. taught by distance learning and two Postgraduate Studies Commission of on-site sessions. the UCV Engineering Faculty. The course is sponsored by WMO, which offers some financial support First of all, the participants travel The students’ opinions for students who come from countries to Venezuela in order to meet and other than Venezuela. This support interact with one another, as well At the end of each course, a survey is covers fees for matriculation and as with the teaching staff. The carried out so that the participants can registration, transport, accommo- participants become aware of how express their opinions and evaluate dation and meals during their stay distance learning works and are the organization and teaching staff. At in Venezuela. taught how to use the course’s the end of the second course, some technical and academic platform, in of the main comments were: The distance-learning method, with addition to being introduced to the a low percentage of on-site teaching, subjects to be taught in the following General remarks makes it possible for professionals in semesters using this platform. all Latin American countries to gain • The course programme met the access to the course. The method is Afterwards, interaction of teachers objectives well; based on building knowledge through and students throughout the year self-learning and interactive learning, will be via the Internet. During this • The knowledge obtained will promoting the development of skills, time, students will be inducted allow the participants to provide values and attitudes, in addition to the through the course platform. Here, more efficient services within the use of cutting-edge technology. they will find educational material National Hydrological Services of and will also be able to participate their home countries; Credits for all subjects are recognized in forums and events related to the by the UCV Postgraduate Studies subjects, research activities and • The study programme was closely Commission and can be accredited assignments, as well as subject related to their jobs upon their when the participant wishes to take evaluations. return home; another UCV postgraduate course in a related area, whether offered Subsequently, three weeks of • Work was carried out on specific now or in the future. Indeed, the intense, on-site classes take place, situations in the participants’ Department of Hydrometeorological during which any doubts that countries of origin; Engineering is currently working to the students may have can be expand the course to bring it to the clarified and some topics can be • There were no major linguistic level of “Specialization”, requiring completed. Project presentations, difficulties, although having
92 | WMO Bulletin 56 (2) - April 2007 some reading material available propose applicants that the (principally during the field trip to in English only made for slow amount of time available to the the Orinoco River); an increase in reading at times; students is the most limiting time dedicated to fieldwork; and an factor for their completion of the increase in living allowances, in view • The level of training activities was course; of the cost of living in Caracas. appropriate; • Continuity and diversity of Although the course receives financial • The programme was well balanced courses. support from WMO, UCV and the between theory and practice; Government of Venezuela, further Positive aspects funding is still required. One possible • Participants needed to devote at solution would be that the candidates least 50 per cent of their time to • The on-site sessions were or home institutions cover part of the the course. important for clarifying issues logistical costs. that may have arisen during the Proposed improvements online part of the course;
• Communication and response • The quality of the teaching staff time between the teacher and and the material used; the students; • The rich theoretical part of the • An explanation session with one course; of the teachers; • The duration of the programme; • Distribution of materials—work is being carried out to ensure that • All participants rated the course as replies to students arrive in good either very good or excellent. time, without delay;
• WMO could ask institutions to Concerning aspects unrelated to allow their participants adequate teaching, pupils listed the following study time: course leaders have areas that could be improved: comfort informed institutions which on long journeys; hotel quality
WMO Bulletin 56 (2) - April 2007 | 93 Cooperative arrangements for a degree in operational meteorologyTitle by A. Dania1, M. Yerg2, C. Depradine2 and R. Evers3
The concept of offering an online or institutional degree programme degree programmes for shorter-term degree programme in meteorology or have risen so much in the past several training, such as training exclusively hydrology has been discussed within years that the number of students in management or in a specific topic WMO and its constituent bodies supported has not been able to meet areas, such as climate. A future focus dealing with education and training the demands. But, more importantly, will be trying to meet needs in other (ETR) for the past few years. Many the time students must be away from WMO regional associations and successful activities have been started their own country, from two to four providing courses in other languages. in distance learning but, thus far, the years, is a situation which cannot be The development of the online ability to obtain an online degree has tolerated by many NMHSs. degree programme has purposely not yet been adequately addressed. engaged a wide range of institutions As any survey of the current situation In order to address these recognized to assist with the training, The current with regard to education and training needs, an online Master of Science programme includes experts of the levels within National Meteorological (MSc) degree programme in Caribbean Institute for Meteorology and Hydrological Services (NMHSs) operational meteorology has and Hydrology (CIMH), the University will show, the needs are great. been developed in WMO Regional of Costa Rica (UCR), the Erasmus Association (RA) IV (North America, University of Rotterdam, Florida A boom occurred in training Central America and the Caribbean). International University (FIU), the meteorologists and hydrologists in The development of this programme University of the Netherlands Antilles the mid- to late 20th century; during has been supported by the US and the Cooperative Program for that time, support to developing National Weather Service with their Operational Meteorology, Education countries for scientific training was a contributions to the WMO Voluntary and Training (COMET). CIMH and UCR priority in many developed countries. Cooperation Programme (VCP). are also WMO RA IV (North America, The resulting worldwide surge Central America and the Caribbean) in scientists produced enormous The initial degree programme was Regional Training Centres. advances in these fields. Many of developed at the MSc level and those trained scientists, especially takes two years. The design of the In the future, other institutions in leadership positions in developing programme includes the capabilities can be incorporated into whatever countries, are now reaching the to conduct courses in both English programmes are started. The term end of their careers and educated, and Spanish to meet most of the “operational meteorology” has been degree-level replacements are not needs in RA IV. Despite the immediate used for the MSc programme to: available. Degrees in meteorology focus on providing an MSc degree in and hydrology are not offered in many RA IV, the structure of the programme • Indicate that the degree will countries of the world and obtaining a allows for the future possibility of include meteorology and related degree in another country costs time offering a degree programme at the sciences such as hydrology and and money. The costs of a university Bachelor of Science (BSc) level or non- oceanography;
• Indicate that a substantial part of the coursework will cover subjects 1 Board President, Online Learning Foundation for Meteorology and Hydrology in management and international 2 Board member, Online Learning Foundation for Meteorology and Hydrology relations; and 3 Director, Online Learning Foundation for Meteorology and Hydrology
94 | WMO Bulletin 56 (2) - April 2007 • To distinguish the online degree Cooperative arrangements programme from other in-country degree programmes. for a degree in operational The cooperative arrangements for providing an online degree programme were, at first, daunting. meteorology A major problem which was identified by participating institutions was which by A. Dania1, M. Yerg2, C. Depradine2 and R. Evers3 body would coordinate between the institutions, the professors, the students, the donors, the NMHSs, WMO and others. For this purpose, the Online Learning Foundation for Meteorology and Hydrology (OLFMH) was formed in Curaçao, Netherlands Antilles, in June 2006. The OLFMH Professors and instructors from the University of Costa Rica, the Caribbean Institute will, in the future, manage the online for Meteorology and Hydrology, the University of the Netherlands Antilles and Florida degree programme. International University, during a session of the train-the-trainer course in Miami, Florida, June 2006. (For more details, see the August 2006 edition of MeteoWorld http:// The non-profit Foundation is run by www.wmo.int/meteoworld/archive/en/august2006/recentevents.htm#degree.) a Board, consisting of Arthur Dania, Colin Depradine, and Martin Yerg with a Director, Roy Evers. The Foundation also has a Scientific Committee which institutions have also indicated their who were preparing to teach in the is composed of representatives from willingness. initial online MSc degree programme. the participating institutions and The workshop lasted two weeks and other interested organizations. The For any institution to agree to issue the was continued online with regular Scientific Committee establishes the degree, a complete description of the exercises for six months thereafter. online programme’s curriculum and courses, professors, materials to be A similar workshop on how to learn deals with student matters, such as used, etc. is needed. One is currently online effectively will be provided entry, credits, grades and degree available as a prospectus for the to students in the MSc course. This requirements. WMO will participate online MSc degree course (available online degree programme differs in meetings of the OLFMH Scientific in English and Spanish at www.e-met. greatly from distance learning in Committee as an observer. Members org). The participation of professors, that it is interactive between students of the Board and Scientific Committee entry requirements for students and professors. Of course, distance participate on a voluntary basis. and tuition costs are ultimately the learning material is an integral part prerogative of the degree-granting of certain courses. The participating institutions were institution. A thorough accreditation approached individually to obtain process by independent authorities for Two key parts of a successful online their agreement to work with the degree programmes is an increasingly degree programme are the dedication Foundation to offer the online degree important area of coordination and of the professors and the discipline programme. Erasmus University certification, particularly amongst of the students. Professors must agreed to provide the online institutions in the European Union. make lectures challenging and be backbone (in this case, Blackboard) ready to respond promptly to student for the programme on a 24/7 basis. Teaching online is quite different from questions and concerns. For online Erasmus already has an extensive classroom instruction. The entire training, timing is everything and online teaching capability. The online course must be carefully planned making prompt summaries when backbone is a critical component to before it begins, including supporting there are group discussions is any online learning capability and can material, timing, telecommunications, critical. Students must be ready to be prohibitively expensive to provide active student participation, ability devote time to reading the material on its own. The University of Costa to handle questions and types of and studying ahead of any group Rica has indicated its willingness to examination. In June 2006, Gerard interactions. In some cases, students be the degree-granting institution Baars from Erasmus University may need to form sub-groups in order for the programme, although other conducted a train-the-trainers that everyone may have adequate workshop at FIU in Miami for professors opportunity for discussion and
WMO Bulletin 56 (2) - April 2007 | 95 interaction. Coordination, as part to-face courses which do not lend of the entire process, cannot be themselves to online training; and Online MSc Focus on satellite training: overemphasized. for some examinations and project presentations. Plans are currently programme At the onset, the cost of an online underway to have a Spanish-language degree programme is only somewhat version beginning in early 2008 to in operational the global High Profile less expensive than an in-country one, include countries in RA III (South meteorology particularly in a developing country. America), as well as in RA IV. The expenses include tuition, books Training Event and some travel for the students, While the online degree programme For more details about this as mentioned above. Additional is only just beginning, several programme, see the Website by J. Wilson1 and J.F.W. Purdom2 costs include adequate computer things have become clear. First, www.e-met.org or contact the capabilities and connectivity in the the demand for degrees for staff of Online Learning Foundation for student’s home country plus training NMHSs in developing countries is Meteorology and Hydrology for new professors in how to instruct large. In many cases, BSc degrees through its Director (revers@ online. However, as experience is may be the more important type of cura.net). OLFMH can also be gained in the provision of online education to provide. Second, there reached by post at Irenelaan 3, degrees, costs will come down. are many specialty subjects which Curaçao, Netherlands Antilles. Nevertheless, the two most important could be made into online training elements of the programme, namely programmes, including management that the students spend most of their of Services, climate change, climate time in their own country and the and health, and disaster management. programme can accommodate many These specialty subjects could be students at a time, are advantages that of short duration, include others in-country training cannot match at in related sectors, have an annual any reasonable cost. refresher component and a certificate of completion associated with them. Seventeen students, from Third, expanded coordination with nine countries in RA IV, have been other institutions will be pursued selected for the first MSc degree in order to meet the training needs programme, which is being offered in of NMHSs worldwide. Finally, the English. They began taking preparatory initiative which has been started online courses in mathematics, by this online degree programme statistics, physics and meteorology can act as a catalyst for developing in October 2006. These preparatory other online learning programmes. courses were selected by the Any institution or group which is Scientific Committee as prerequisites now considering developing such a for a successful completion of the programme, particularly one which programme. Many of the students would be useful for the staff of have been outside the academic NMHSs, is encouraged to contact environment for years, working the Online Learning Foundation. within their respective Services. The preparatory coursework will serve as a refresher in these subjects, as a means to help students re-orient themselves to the learning environment and as a tutorial for learning online—a new experience for most.
The degree programme will begin in mid-2007 and last for two years. During that time, students will meet at one of the participating institutions three times: for the initial in-depth training on how to use Blackboard fully for learning online; for building a group identification, for certain face-
96 | WMO Bulletin 56 (2) - April 2007 Focus on satellite training: the global High Profile Training Event by J. Wilson1 and J.F.W. Purdom2
Introduction received them. An HPTE evaluation “the utilization of satellite data and questionnaire has been distributed to products for all WMO Members, all registered participants and a final particularly in developing countries”. The global High Profile Training report is expected by mid-2007. To that end, the Expert Team on Event (HPTE) took place from 16 to 27 Satellite Utilization and Products (ET- October 2006. It consisted of a series The importance of HPTE is not only SUP) has been a part of the OAPG-IOS of interactive, online lectures on the for the training it supplied but also for since its inception in 1998. Realizing use of satellite data and products and the demonstration of a new paradigm the importance of improved utilization was available to all WMO Members. for collaborative training within WMO. of satellite data and products, the It was held in conjunction with WMO This new training paradigm builds concept of a global system of centres and European Organisation for the on the current “train-the-trainer of excellence (CoEs) providing remote Exploitation of Meteorological approach” by incorporating face- training for WMO Members was first Satellite (EUMETSAT) supported to-face training with asynchronous discussed at a meeting of the ET in training events (see page 97). Four self-paced training, online lectures Locarno, Switzerland, in June 1999. core lectures, as well as specialized and the creation of virtual online Subsequently, WMO, in conjunction regional lectures, were presented, communities. Internet-based training with the Coordination Group for using the US National Weather is confirmed as a viable tool for Meteorological Satellites (CGMS), Service (NWS) VISITview® software extending the traditional face-to- established the Virtual Laboratory and one of the free Internet audio face or classroom training, provided (VL) for Education and Training in services. To participate in HPTE a relatively modest technologies are Satellite Matters in 20013. computer (equipped with audio, a used. microphone and headset or speakers) Since its inception, the VL has grown with a connection to the Internet of Role of the Virtual to include sponsorship of nine CoEs at least 56 kb/s was required. by five satellite operators and has Laboratory for Education and supported a number of satellite- All WMO Regions participated in HPTE Training in Satellite Matters focused training events. Initially, and preliminary results indicate that WMO-sponsored training events at least 125 of WMO’s 187 Members WMO’s Commission for Basic were classroom events at a CoE. received lectures. Many of the sites Systems (CBS) Open Programme As the VL matured and Internet logged into the lectures had multiple Area Group on Integrated Observing speeds and access improved, participants and initial counts Systems (OPAG-IOS) has as one of however, they began to incorporate indicate that well over 1 000 people its key strategic goals to improve remotely provided lectures, as well as regional and, eventually, global map discussions, involving several CoEs. The real-time lecturing and map discussions over the Internet 1 Principal, Australian Bureau of Meteorology Training Centre, GPO Box 1289, Melbourne, Australia into the CoE classroom used a tool 2 Senior Research Fellow, Cooperative Institute for Research in the Atmosphere, Colorado known as VISITview®4. VISITview® State University, Fort Collins, CO, USA, 80523-1375 is a teletraining and real-time 3 An article describing the VL was published in WMO Bulletin 50 (3), July 2001, 241– 244. 4 Developed by Tom Whittaker, University of Wisconsin Space Science and Engineering collaboration tool developed for Center the US National Weather Service’s
WMO Bulletin 56 (2) - April 2007 | 97 PDP outlined the goals and objectives, proposed content, management arrangements, key milestones and a risk evaluation for the HPTE.
With challenging milestones, it was agreed that the HPTE would consist of four core lectures that would be presented by all CoEs to their regional focus groups (some of which had yet to be instituted) and that some of the lectures could be coordinated in time such that a lecture from one CoE could be received by other CoEs, as well as their focus groups. As HPTE planning matured, the concept of the opportu- nity for specialized regional lectures was added. It was also suggested that each CoE undertake a series of trial lectures prior to the HPTE to enable James Purdom (foreground) presenting the first HPTE lecture (insert: picture of them and their focus group to become Mr Purdom’s screen showing slide being viewed by those receiving the HPTE lecture) and familiar with how to collaborate online Jeff Wilson controlling the audio and monitoring the VISITview screens for that lecture. using the VISITview® tool and the audio connections. VISIT5 program. It provides for image satellite briefings over the Internet. The animations, zooming, colourizing and regional focus groups thus form the The four core lectures were known a text-based chat function, as well basis of an online virtual community as Lectures A, B, C and D. As well as as page-by-page quizzes, the ability whose purpose is to consolidate the PowerPoint-like slides, Lectures A, B to link to other Internet sites and to training from the original workshops, and D also contained detailed notes connect one or more instructors to introduce new material and share to assist participants in reviewing many students6. their experiences in the utilization of the material at a later date. A special satellite data and products. Lecture, Lecture E, was prepared Two important CoE-based training specifically for online delivery to events, the first in Barbados the European Organisation for the (December 2003) and the second in HPTE planning and Exploitation of Meteorological Costa Rica (March 2005), brought the Satellites (EUMETSAT) Africa Users realization that a global training event delivery Forum in Maputo, Mozambique. The was possible. The key ingredient core lectures were: was the formation of regional focus The concept of HPTE was first groups that later combined to form brought to WMO and CGMS in late • Lecture A (three parts): A1—The the WMO VL Focus Group of the 2004, where the idea received strong WMO Space Programme; A2— Americas. The focus groups were support. In early October 2005, an Satellite capabilities; A3—Use of initially composed of the students and HPTE Project Development Plan (PDP) the virtual resource library. This some of the workshop instructors, was formulated by members of the lecture starts with an overview but have expanded greatly since their Virtual Laboratory Management of WMO activities in support institution. Since their formation, Group. The following week, the PDP of satellite systems, access to the major activity has been to use for the HPTE was endorsed by the ET- their data and using the data the VISITview® live collaboration SUP and was subsequently endorsed for environmental applications. Website7 to conduct twice-monthly and supported by CGMS-XXXIII in The second part gives details of teletraining and regional weather Tokyo in early November 2005. The the capabilities of the satellite instruments for environmental 5 The primary mission of the Virtual Institute for Satellite Integration Training (VISIT) is to applications. The third part shows accelerate the transfer of research results based on atmospheric remote-sensing data the resources of the WMO Virtual into NWS operations. The education approach is based primarily on the use of distance education techniques. Laboratory that were selected for 6 http://www.ssec.wisc.edu/visitview/ provides a more detailed description of VISITview® use in education and training in and the VISIT programme satellite meteorology and other 7 http://hadar.cira.colostate.edu/vview/vmrmtcrso.html environmental applications;
98 | WMO Bulletin 56 (2) - April 2007 • Lecture B—Spectral bands and imagery at the African School of translating and finalizing the lecture their applications. This lecture Meteorology and Civil Aviation content, some participants had to focuses on the use of visible, near- (EAMAC) and RGB composites; use the Internet to download the final infrared and infrared image data lectures to avoid the risk that mailed in meteorology. These are the • Additionally, weather discussions or couriered discs would not arrive satellite data used operationally by and regional lectures from the at their location in time. The lectures most National Meteorological and training events discussed in the could also be run directly from a Hydrological Services (NMHSs). last section of this paper were remote Website but this required very The lecture ends with a section on presented online. good bandwidth to cope with both microwave data and products and the individual slides and animations an overview of active sensors; within the key lectures. The Lectures Drafts of the four core lectures were A, B, C and D have been recorded • Lecture C—From digital data to produced in English in PowerPoint in VISITView® with voice (English, products. This lecture shows format by subject domain experts. Portuguese and Spanish) for future by examples how to derive Those lectures were then circulated to distribution quantitative products from image VL members for comment, review and data. It demonstrates frequently further input (substitution of regionally Whilst the HPTE lecture content was used mathematical methods; specific examples of imagery or being developed, the VL partners and processes). After review, the lectures the WMO Space Programme Office • Lecture D—Severe convection were “frozen” to allow translation into were also expected to publicize the and rainfall. The lecture focuses official WMO languages before being event and encourage permanent on the organization, development converted into VISITview® format represenatives (PRs) of WMO and evolution of deep convection. for distribution to registered HPTE Members to have their staff register It addresses both general airmass participants. As might be expected, for the event. To this end, a number and thunderstorm organization, as where everyone is volunteering of letters were sent to PRs from the well as severe thunderstorms. It their time, expertise and energy, not WMO Secretariat advising them of ends with a section on rainfall; everything went according to plan and the forthcoming HPTE. the lectures were only translated into • Lecture E—This lecture includes Chinese, Portuguese and Spanish. Some VL partners sent information Lecture A1 and several preview to their regional associations, as well slides from Lectures A2, A3, B, The initial planning had participants as through other formal and informal C and D; being provided with a DVD copy of the avenues, such as conferences and Web core lectures that could be run locally announcements. In a similar manner A number of regionally specialized on their PCs to minimize the required to the content preparation, this did not lectures were also developed and Internet capacity during the live HPTE run as smoothly as planned for two delivered during HPTE for specific event. However, because of delays in reasons: the key central registration regions, including:
• Lecture C1—Digital data and products from the Japan Meteorological Agency (JMA);
• Status and future plans for MTSAT* from JMA;
• From the EUMETSAT and its CoE partners: land and nowcasting Satellite Application Facility, fire detection and monitoring, global instability index, use of satellite
* MTSAT is a dual mission satellite for the Japanese Ministry of Land, Infrastructure and Transport and the Japan Meteorological Agency, performing an air-traffic control and navigation function as well as a APSATS 2006 class receiving a remote lecture from Mr Tokuno at the Japan Meteorological meteorological function. Agency. The laptops in the foreground were donated to the WMO Space Programme.
WMO Bulletin 56 (2) - April 2007 | 99 Website was not available until mid- As expected, the VISITview® software It is extremely pleasing to report that, September 2006; and there was some performed extremely well, even with for Central and South America, the confusion about which VL partners the unexpectedly high number of HPTE material was provided in three were covering which countries in participating sites in each session. For languages: English, Portuguese and overlapping regions. the audio component of the lectures, a Spanish. The Portuguese sessions variety of approaches were used with were delayed to mid-November In the end, word of mouth within each mixed success. The mainstay was the to allow for full translation. The NMHS and their regional networks Yahoo Messenger Internet audio service Portuguese sessions, provided meant that more than 200 additional that was used for the Americas and the by the new CoE in Brazil, included people registered in the two weeks Asia-Pacific region: while this worked participants from Brazil, Portugal and prior to the HPTE. Through people well most of the time, participants some African countries. registering it was possible for the experienced problems when there were appropriate VL partners to advise large numbers of users (more than 50- Following the completion of the participants where and how to obtain 60) in any one session. SkypeCAST was HPTE, an evaluation questionnaire the lectures. Immediately prior to, also used by the Asia-Pacific region was distributed to all registered and during, the HPTE, the individual with mixed success. For the African participants. Upon evaluation of these CoEs and satellite-operating and European participants, EUMETSAT questionnaires, a more complete partners coordinated directly with funded the use of a paid telephone report of HPTE will be prepared the registered participants to provide service, Pepphone. Achieving good- for the VL Management Group and any last-minute details, as well as quality, low-cost or no-cost audio for subsequently provided to CGMS obtain feedback on the running of large numbers of people is a challenge Members (prior to CGMS-XXXV in individual sessions. for this sort of training. 2007).
Training material Associated training courses and resources
The HPTE was a major milestone in the life of the Virtual Laboratory. All Another vital ingredient in the new CoEs and four of the satellite operators took an active part in bringing it to training paradigm is the provision of fruition. The HPTE was held in conjunction with WMO training events in resource material. Over the last two Melbourne, Australia (Asia-Pacific Satellite Applications Training Seminar decades, the size and style of course (APSATS 2006)) and Nanjing, China (Regional Training Seminar), as well as materials and resources have moved EUMETSAT-supported training events. Each of the training events either from hard-copy manuals to floppy utilized and/or provided online lectures during the HPTE. discs to CD-ROM to single DVDs and now to multi-gigabyte storage The Asia-Pacific Satellite Applications Training Seminar (APSATS 2006), media. In early 2006, the WMO Space focusing on the use of environmental satellite data in meteorological Programme provided every WMO applications for WMO Region V (South-West Pacific), was held at the CoE Member with an English version DVD located at the Australian Bureau of Meteorology in Melbourne, Australia. copy of the entire VL resources: this Twenty five people from 12 countries participated as students during the amounted to some 22 gigabytes of two-week workshop. Six of the participants in the APSATS training course training resources, tools and data. In received VL electronic notebooks to take back to their home countries. addition, as discussed above, DVDs Other participants received 300-Gb hard drives that contained the Virtual containing the materials used for the Resource Library, as well as the course content. HPTE were made available to all HPTE participants prior to the event. A Regional Training Course on the use of environmental satellite data in meteorological applications for WMO Regional Association II (Asia) For some countries, supplying course was held in Nanjing, China. Twenty-three students from 19 countries resources on CD/DVD or large USB participated in the two week workshop. Some took VL electronic hard drives is not effective, as they notebooks back to their home countries after the training course. do not have the PCs to dedicate to training. Using grants from the EUMETSAT training events took place in Kenya, Niger, Oman, Portugal Australia, China and the USA, the and South Africa at the same time as the EUMETSAT Africa Users Forum WMO Space Programme has been was held in Maputo, Mozambique. Universal serial bus (USB) hard-drive able to loan VL electronic notebooks donations were planned as a part of some of these events. to some of the participants in the WMO Space Programme Education
100 | WMO Bulletin 56 (2) - April 2007 and Training Seminars. This enables Future VL and other WMO courses Summary the participants to provide training for trainers can provide pre-course to their colleagues on their return reading and activities using a wide In this article, we have described the home. range of hardcopy and online planning and delivery of the recent material, possibly utilizing learning- WMO Virtual Laboratory High Profile The course materials and resources are management systems, such as Training Event, as well as the central essentially self-paced asynchronous MOODLE. role played by the Virtual Laboratory learning materials. In a typical seminar for Education and Training in Satellite or workshop, the participants will Matters and its regional focus get to use a fair percentage of the During the actual face-to-face course, groups. Every WMO Member had the resources but will not have sufficient participants will not only undertake opportunity to participate in the HPTE time to gain mastery of them. Unless lectures and workshops but they and over two thirds of them did. there is a great deal of personal drive will also familiarize themselves with and support from their colleagues, the collaborative online tools and The HPTE core lectures are all the learning from the course will resources they will take away for the available on DVD with voice (English, typically fade and the resource workshop and develop the friendships Portuguese and Spanish), as well as material will be underutilized. Our and networks that will develop into without voice in Chinese, English, experience with the regional focus a vibrant online community after the Portuguese and Spanish. Certificates groups is that the excitement and course. Upon return to their home of training together with DVDs of all community developed during the countries, they will routinely meet the HPTE materials have been sent to face-to-face course continue into their colleagues online to further registered participants. In addition, the virtual community. The support consolidate the training from the the WMO Space Programme will be and ongoing discussions within this seminar and share experiences in providing HPTE DVDs to all WMO community encourages the continued using the material from the training Members through their PRs in the utilization of the course material and workshop, as well in training their near future. consolidation of the course learning. colleagues. Thus, prior to the HPTE, the VL had The very success of HPTE raises new been able to provide two of the challenges for the Virtual Laboratory three key ingredients in this new At periodic intervals, groups such Management Group to continue the WMO training paradigm, extensive as the VL Management Group momentum and interest developed by resources and an active, supportive will run either regional or global the HPTE in the global meteorological virtual or online community. training events along similar lines to community through provision of HPTE. The national trainers will be ongoing training and collaboration encouraged to provide some input opportunities in the near future. It Implications for to the large-scale training resources is not enough to pioneer the new and sessions, as well as help their approach we need to continue the future training colleagues participate in the event activities to imbed it into everyday and support follow-up questions on practice. The successful planning and delivery a local basis. For some countries, it of the HPTE demonstrate that the may be necessary to assist them with fourth component of a new WMO the basic training resources to allow training paradigm (use of the Internet their NMHSs to benefit fully from the for major training campaigns) is a training seminars. practical and useful tool. The concept of using a mix of face-to-face training with self-paced study and some Moodle synchronous online training is not new: in wider educational circles, it Moodle is a course management is now known as blended learning. system (CMS)—a free, open source Many educators and trainers use this software package designed using approach in their day-to-day training sound pedagogical principles, to to provide a varied and rich learning help educators create effective environment for their students. online learning communities. It can be downloaded and used on Within a WMO context, the new any computer. paradigm can be seen to extend http://moodle.org/ the “train-the-trainer” approach.
WMO Bulletin 56 (2) - April 2007 | 101 Flood modelling for management: TitleUNESCO-IHE’s online course in hydrology by Roland K. Price*, Biswa Bhattacharya*, Ioana Popescu* and Andreja Jonoski*
Introduction concerned. The development of such and geographic borders that were capacity depends critically on the traditionally inherent to higher necessary education and training education are becoming blurred. The demand for education at all levels at appropriate levels and within Naturally, there is a tension between is increasing. This is due to factors the context of a suitable enabling this cross-boundary education and such as the growing population in Asia environment. the regulatory responsibilities of and Africa, the relentless migration national governments in relation from rural areas to cities, the race UNESCO-IHE, with its focus on to access to, and the quality and between developing countries to international education in water, funding of, higher education. The industrialize, the imperatives of endeavours to provide higher advantages and opportunities the United Nations Millennium education for water professionals provided by globalization (increased Development Goals (MDGs) and the around the world and a capacity- supply, greater access, support for lack of individual and institutional building service for similar educational the knowledge economy, etc.) are capacity. With low literacy rates in institutions in developing countries matched by a number of challenges developing countries, particularly and countries with economies in (quality control, inequality of access, among the poor and among women, transition. UNESCO-IHE is a unique risks for non-market oriented there is an urgent need to improve institution and although many programmes such as the liberal arts education at the basic level and at educational institutes worldwide and pure science, etc.). Whatever secondary and higher levels. provide a similar education in water the challenges, the onward march management, there are still far too of globalization requires them to be The Millennium Development Goals few professionals who are adequately faced and dealt with, and to allow the are the outcome of the United Nations trained. One way that UNESCO-IHE benefits of international education Millennium Declaration, which is addressing this situation is by to accrue. 189 countries adopted in 2000. These bringing together related institutes, countries made a strong commitment especially in developing countries, It is with these issues in mind that to eradicate poverty, promote human within an international partnership UNESCO-IHE has sought to adapt dignity and equality and achieve peace network called PoWER (2007). its educational processes to the new and environmental sustainability demands by offering high-quality through ambitious targets set for The need for such a partnership can be education to a larger number of 2015. The MDGs include a strong seen in the burgeoning globalization water professionals through online focus on water issues, such as halving that is taking place in education. The courses. the proportion of people without rapid development and dissemination sustainable access to safe drinking- of information and communication UNESCO-IHE’S water and sanitation. The achievement technologies are opening up cross- implementation of of the targets is being prejudiced by border opportunities for education the on-line courses the lack of capacity in the countries wherein the conceptual, disciplinary The advantages of online courses are that they are relatively cheap, * UNESCO-IHE Institute for Water Education, Delft, The Netherlands offer flexibility in use of time, travel
102 | WMO Bulletin 56 (2) - April 2007 courses and then to units, where is the case, UNESCO-IHE provides List of online each unit addresses a lesson and is a CD-ROM containing the material composed of knowledge objects that for the module, such that Internet is courses offered are interlinked by a learning logic. needed only to join the discussion Flood modelling for management: A knowledge object is the smallest forum. by UNESCO-IHE possible object to describe a certain object or concept, for example, the Video-conferencing facilities are also Cleaner Production and the water cycle. The advantage of this available at UNESCO-IHE to facilitate UNESCO-IHE’s online course in Water Cycle approach is that the educational on-line courses. The video-conference Ecological Sanitation material is decomposed into its basic centre of the Institute is part of the components and allows different Global Development Learning Network Flood Modelling for hydrology Management people to use the same source (GDLN, 2007) of the World Bank, which material while developing individual involves a growing consortium of Integrated Coastal Zone units based on their own expertise centres with high-quality interactive by Roland K. Price*, Biswa Bhattacharya*, Ioana Popescu* and Andreja Jonoski* Management and insight. video-conferencing facilities, currently Integrated River Basin linking more than 50 countries in Management Each unit is treated as an object Europe, Africa, Asia, Latin America Public and Private Partnerships with a number of attributes. In and North America. GDLN grew out Service Oriented Management particular, a unit contains a learning of the successful World Bank Learning of Irrigation Systems objective, lecture(s), lecture note(s), Network pilot programme, which has supplementary reading material, self- been under development since 1997 Water and Environmental Law and Policy assessment tests and homework and has relied on the Bank’s high- assignments. The LMS platform capacity communications system. Water Transport and allows participants to download Distribution lectures, lecture notes and homework Video-conferencing allows Wetlands for Water Quality assignments for a unit such that they participants both to listen and to Wetlands Management can follow the lectures and complete see other participants react to what assignments in their own time and is said and thereby to engage more wherever they are. The LMS provides effectively in dialogue. It enables needs not be involved, families are not lectures in the form of video, audio, them to connect with people around separated, etc. All of this is in support slides, etc. the world for effective, timely and of developments in higher education interactive knowledge exchange, of asynchronous sharing of knowledge The LMS supports asynchronous without the need to travel. The video- and learning, and a reduction in direct discussion among participants and conference room at UNESCO-IHE is formal contact with teachers, tutors teachers. The discussion forum equipped with 25 seats and a visual or coaches. The box above shows enables them to get in touch with each and audio link to an auditorium the online courses currently offered other to clarify concepts and explore with 268 seats. The use of GDLN is, by UNESCO-IHE. More of the face-to- the implications of different topics. however, limited, because of the need face modules that are components of Teachers can arrange synchronous for participants to travel substantial the regular MSc programmes given discussions in the form of a virtual distances within their countries in in Delft are being transformed to be classroom. Experience shows that order to reach their nearest GDLN online. The intention in the future is such a delivery format for a module centre. for participants on MSc programmes reduces training time and makes to acquire credits by following online the course flexible, interactive and modules, thereby reducing the time successful. Participants find the Case-study: flood they spend at UNESCO-IHE and the approach appealing and innovative. corresponding costs. They particularly appreciate the modelling for opportunities to study in different management Access to the online modules is via an locations at convenient times and to Internet-based platform known as a apply the newly acquired knowledge UNESCO-IHE offers a regular MSc learning management system (LMS). immediately at their work place. programme in hydroinformatics. A number of commercial, as well as This academic subject capitalizes public domain, LMSs are available. An In order to join the course, participants on advances in information and LMS is accessible with a username and need a personal computer and access communication technology (ICT) password, which participants receive to a high-speed Internet connection to manage water-related assets. when they register for a module. An (e.g. 512 kb/s). Generally, Internet With the growing introduction of online module is structured into speed is not a limiting factor. If this advanced ICTs, including access to
WMO Bulletin 56 (2) - April 2007 | 103 design, as well as for forecasting floods, so that mitigating measures can be taken in time. Engineers and scientists in flood management are increasingly using decision-support systems (DSS) based on models.
The online module FMM is at postgraduate level and is ideally suited for flood managers, water managers, flood modellers, engineers and scientists dealing with floods. The module forms part of the hydro informatics specialization in the Water Science and Engineering MSc programme at UNESCO-IHE, and is given over a three-week period. The module is simultaneously available to outside participants, but has a duration of 10 weeks. The prerequisite for the module is a master’s or a bachelor’s
JocelynAugustino/FEMA degree in engineering or science with some knowledge of hydraulics, New Orleans, USA, 9 September 2005 — Neighbourhoods remain flooded as a result hydrology and statistics. of Hurricane Katrina. A break in a retaining wall allows more water to flow into areas already overwrought with water. The module consists of five courses and each course consists of several Internet and the World Wide Web, half the deaths associated with all units (see box below). Some of the education in hydroinformatics such disasters. Hydrological extremes units are optional so that participants has important repercussions for such as floods and droughts are can choose study areas to strengthen enhancing the capacity of individuals escalating, due, perhaps, to climate their professional skills in relation to and institutions to manage water- change. Flood modelling is seen as their jobs. Participants who register related assets. Due to the novelty of an integral part of flood management. for the module receive a username the subject to date, only a handful of Models are used for planning and and password with which they can institutes around the world provide courses in hydroinformatics and few professionals from developing Flood Modelling for Management (FMM) module countries can secure funds to take advantage of them. Consequently, Flood management Floods and flood management UNESCO-IHE has taken the initiative and information technology Hydroinformatics for flood management of providing online courses in Ecological issues in flood management different aspects of the subject, Flood resources on the web initially through the Flood Modelling Flood processes Meteorological inputs for Management (FMM) module. Rainfall-runoff processes The purpose of the module is to Free-surface flows provide water professionals with the Flooding in urban areas
necessary background to appreciate Flood modelling: Rainfall-runoff modelling the role and applications of modelling methods and techniques Catchment modelling systems and instantiated models in Flood routing flood management. Urban flood management
Flood modelling: Data-driven modelling Flood management is becoming more advanced features Flood forecasting and warning and more important to society. Flood Flood modelling and DSS disasters account for about one-third Uncertainty in flood modelling of all natural disasters (by number of Flood management options Criteria in selecting a flood modelling method occurrence and economic losses). In Case study on integrated flood management addition, they are responsible for over
104 | WMO Bulletin 56 (2) - April 2007 Camtasia record the computer screen and add the instructor’s voice to create the movie. Such movies can be edited easily. Participants can download these movies and become acquainted with the new tools. Participants can run such a movie several times in order to master some specific features of a tool and experience has shown that this is preferred to a classroom demonstration of a new tool. Usually, public domain modelling tools are used to minimize licence costs but, if commercial packages are needed, Figure 1 — Virtual classroom of the online course Flood Modelling for Management. The arrangements can be made to provide top right part shows the teachers and participants in the virtual classroom connected by Internet-based simulation with the the Internet. The top left part shows the names of attendees. The bottom left part is for licensed software on a UNESCO-IHE chatting. The central portion shows one of the participant’s computer screen, which is server. shared for discussion. The platform supports asynchronous discussion between participants and Figure 2 — Virtual classroom of the teachers. Such a format is efficient, online course Flood Modelling for as it allows participation at times Management. The top part shows the convenient to the group and creates teachers and participants in the virtual an environment in which participants classroom connected by the Internet. can clarify their thoughts. Participants The top left part shows the names of also have access to records of attendees. The middle left part is for previous asynchronous discussions. chatting. The central portion is the A list of frequently asked questions writable whiteboard, which is used and and discussion points from previous shared during the discussion. asynchronous discussions is under development. log in to the LMS. After logging on to explanatory texts). Video lectures In a technical course such as FMM, the platform participants have access contain slides with an audio of the synchronous communication with the to the components of the module, teacher’s commentary, as well as a participants is sometimes necessary. which are implemented in a multi- video window, which can be used to A virtual classroom using Breeze channel approach: videos, slide show display explanatory material in the (2007) software is set up for this with audio explanations, slide show form of a video or chart. Lectures purpose. During a virtual classroom, with text explanations, lecture notes, containing many mathematical many-to-many communications in individual assignments, computer expressions are usually presented the form of video, voice and text modelling exercises, supplementary as slides with explanatory texts. enable everyone to see, talk and reading material, interactive Soundtracks of video or audio lectures write (chat) to each other. Others discussion forum and individual are also provided as MP3 files so that can see one’s own computer screen, discussion, e-mail communication participants can listen to lectures documents can be shared and a and teleconferencing sessions. The while travelling. writable board can be used and server allows them to download shared by everybody. These virtual lectures, lecture notes, homework/ Participants are introduced to classrooms are arranged at pre-set assignments, etc. as well as to several modelling tools. These are times. Additionally, communications interact with fellow participants and introduced by instructional movies. using other freely accessible Internet- teachers. Recent technologies (e.g. Camtasia, based communication systems (e.g. 2007) allow such movies to be created Skype, 2007) are also used. Lectures are prepared in advance easily and cheaply. The instructor and placed on the platform such that presents the modelling tool by running The course coordinator can monitor participants can download them at it on his/her computer in a similar progress, publish announcements, a convenient time. A lecture could manner as they would in a face-to- join discussions, initiate discussions, be a video, audio or slides (with face classroom. Technologies such as monitor when and how long
WMO Bulletin 56 (2) - April 2007 | 105 participants visit the platform, answer has created a Flood Management References questions and thereby maintain Educational Platform (FMEP) (2007). Breeze (7 February 2007): the overall quality of the course. FMEP is a repository of flood http://www.adobecom/ Participants who can successfully management educational resources. products/breeze complete assignments and enter It aims to promote understanding Camtasia (7 February 2007): into debate over issues during tele of flood generation, propagation, http://www.camtasiastudio.com conferencing sessions receive a mitigation and flood management certificate. needs. FMEP is a public portal and FMEP (Flood Management Educational Platform) (7 February 2007): elements of FMM are available at http://www.unesco-ihe.org/floods/ The COMET Experience Evaluation of the participants’ FMEP. UNESCO provided financial performance in an online course is support for the development of FLOODsite (7 February 2007): by Timothy C. Spangler* http://floodsite.net/ still a limiting factor. Synchronous FMEP. discussion is the only way to judge GDLN (Global Development Learning whether a participant is completing Network) (7 February 2007): http://www.gdln.org the assignment himself/herself. Discussion Therefore, accreditation of an online PoWER (Partners for Water Education course is an issue. Blended learning Two years of successful implementation and Research) (7 February 2007): is sometimes used by incorporating a of FMM have proved the credibility of http://www.unesco-ihe.org/power/ small face-to-face component where the approach. Despite the success of Skype (7 February 2007): participants are evaluated. However, FMM, there remain ongoing issues http://www.skype.com in order to reduce costs, UNESCO- that need continual attention. The IHE is not using this approach at major issue is the cost of developing present. Online courses also require online course material. Means of a measure of consistency in style cheaper production of interactive and presentation. This has yet to be course material is very important. achieved. The cost of FMM is 550 euros, which barely covers running costs and is Experience gained from the imple- still expensive for professionals from mentation of FMM is guiding the developing countries. Availability incorporation of knowledge gener- of commercial modelling products ated in the European Union FLOODsite from software suppliers is another (2007) project into Web-based learn- important issue. From the participants’ ing facilities blended with face-to-face perspective, it has to be realized that learning. The modelling facility made online courses are a new form of available by FLOODsite on its plat- education. There are ongoing needs to form will also be linked with the FMM address the motivation and feelings of course, enhancing the use of both. isolation experienced by the learners. These and other issues imply there is For wider dissemination of knowledge much to be done to improve online on flood management, UNESCO-IHE education.
106 | WMO Bulletin 56 (2) - April 2007 The COMET Experience by Timothy C. Spangler*
Introduction institution involved in educating today, COMET quickly established a meteorologists. distance learning programme that has thrived and grown over the years due The Cooperative Program for to four main advantages: Operational Meteorology, Education History and Training (COMET) was created • A large number of students can in 1989 to provide education and be trained almost simultaneously, training for US weather forecasters In the 1990s, the US NWS underwent while a classroom-based during the modernization of the a 10-year, US$ 4.5 billion modern programme can take years; National Weather Service (NWS). ization programme to take advantage The programme was a joint venture of of scientific and technological • The cost per student of distance the National Oceanic and Atmospheric advances, especially in radar and education is considerably less Administration (NOAA) and the satellite technology. Early in the than for classroom education university community, represented process, the NWS recognized the when the number of students is by the University Corporation for need for a strong training programme large; Atmospheric Research (UCAR) in to help its forecasters effectively Boulder, Colorado. UCAR is owned use the new tools and data. NOAA • New ideas can be disseminated and operated by 70 universities viewed UCAR as the ideal partner quickly; that grant doctoral degrees in the in this effort, because of its large atmospheric or related sciences. staff of atmospheric scientists and • A large workforce can receive Funding for COMET comes primarily exceptional record in meteorological a consistent message in their from six US Government agencies research. The creation of COMET training. and the Meteorological Service of within UCAR was viewed as a means Canada. to access the expertise not only of UCAR scientists, but also researchers Since 1991, the COMET Program Today, COMET continues to provide and educators at universities. Thus has developed over 450 hours of professional development mate- began a three-way partnership interactive multimedia instruction, rials for its sponsors’ forecasters. involving government forecasters most of which are available on its However, its mission also includes and scientists, UCAR, and universities MetEd educational Website (www. supporting improvements in weather (whether affiliated with UCAR or meted.ucar.edu) (see next page for forecasting worldwide. To accom- not). a list of MetEd training material plish this, COMET provides all its topic areas). In addition, several distance learning educational materi- COMET was originally tasked with of the COMET modules have been als at no cost to students and teachers educating and training over 7 000 translated into French, Russian and anywhere in the world and to any federal weather forecasters in the Spanish (see www.meted.ucar.edu/ National Meteorological Service or USA. Given the magnitude of this resource–modlist.php) for a list of effort, NOAA realized that the task non-English modules). could not be accomplished using classroom-based instruction alone. The programme originally used * University Corporation for Atmospheric While some classroom instruction removable media (laserdiscs and com- Research, Boulder, Colorado, USA has been and continues to be used pact disks) to distribute its education.
WMO Bulletin 56 (2) - April 2007 | 107 COMET educational materials of COMET’s aviation courses, COMET modules often contain realistic students signed up for three scenarios or forecasting situations in Topic areas (16) lessons, each of which contained which learners are challenged to make a series of self-paced modules, forecast decisions similar to what they Aviation weather followed by a live tele-training do in their workplace. Expert feedback Climate session, in which a case study and explanations are then provided to Coastal weather was discussed; reinforce learning. Examples can be Emergency management found in many COMET modules such Fire weather Fog and low Stratus • Learning and media object as the “Case challenge” section in the Hurricanes/Tropical cyclones resources: small, self-contained Polar Lows Ungava Bay 01 December Hydrology/Flooding instructional pieces that educators 2000 module (http://www.meted.ucar. Marine meteorology/Oceans and trainers can use to enhance edu/norlat/snow/polarlow_case/). Mesoscale meteorology their own educational activities. Numerical weather prediction ((NWP), modelling) Examples might include an Demonstration and Quantitative precipitation forecasts animation depicting sea-breeze (QPF) evolution or a short lesson on illustration Radar meteorology using multispectral satellite Satellite meteorology imager data for detecting blowing Children often learn scientific concepts Space weather snow. by watching a teacher demonstrate an Winter weather experiment. In the same way, distance- It would have been easiest to adopt learning materials can explain certain a simpler model—such as producing phenomena using, for example, short online “books” containing mostly video clips that show the effects of text and only a few graphics and ani high winds. Demonstrating more In 1998, it moved to primarily online mations, with little attention paid to advanced concepts to weather instruction via the MetEd Website. multimedia and interactivity. However, forecasters requires devoting a Over the years, COMET’s offerings in order to attract weather forecasters significant amount of time to creating have expanded to include a variety to come to MetEd and complete the graphics and animations that illustrate of choices (Figure 1). training on a consistent basis, it is the concepts being taught. critical that the materials be attractive, COMET modules are media-intensive engaging and relevant to their jobs. COMET has developed a reputation and highly interactive lessons that COMET’s success results largely from for producing quality illustrations and take from one to several hours to applying strong instructional design animations that are frequently used complete, depending on the subject. principles to create rich and engaging by other educators, researchers and Online modules now include the educational materials. Let us look at even museums, to explain weather- following: some of those principles that underlie related concepts. COMET distance learning. • Webcasts: presentations that Conceptual models lack the interactivity typical in Design principles COMET modules. Many Webcasts Weather forecasters typically form are lectures given by instructors COMET modules are intended to a mental three-dimensional image who teach COMET courses; convey information about scientific of weather systems and weather processes and the effective use of processes. Distance learning must • Distance courses: collections of new technological tools and data, as support and reinforce the ability modules on a particular theme. well as motivate weather forecasters to form appropriate and accurate Students must complete all the to apply those to weather forecasting. conceptual modules. COMET modules in the course to earn To do this, a number of instructional distance-learning modules contain a course-completion certificate. design strategies are used, as many of these kinds of illustrations Some distance courses are described below. (Figure 2). designed as such from the beginning, while others are Situated learning Exploration compiled from existing, related materials; This is based on the idea that learning Exploring relationships and data should take place in an authentic can facilitate the development of • Blended courses: combined self- context. It is important for the learner mental models. For example, in the paced, online modules with live to know why something has to be Mountain Waves and Downslope tele-training. For example, in one learned and how it will be applied. Winds module (www.meted.ucar.
108 | WMO Bulletin 56 (2) - April 2007 edu/mesoprim/mtnwave), “Concepts” Analysis and planning including text and/or audio information section, “Interactions” subsection, to be presented, exercises and tests page 3), learners can manipulate a After the first phase, we examine and specifications for graphics, Froude number calculator by selecting the knowledge and skills required to animations and video sequences. different wind speeds, terrain heights perform the target tasks. With this Outside SMEs may contribute to the and stabilities. Through the exploration information, we can determine the scripting process; SMEs and editors process, they develop their own detailed instructional objectives. also review the scripts prior to the conceptual model of the relationship We then gather the required source actual production phases. between input parameters and the materials, rough content, datasets Froude number prediction of airflow or other components that will serve Media development structure. as raw material for developing the content. At this point, gathering case Many individual multimedia ele The COMET process data is critical for providing examples ments, such as graphics, animations, and material for practice exercises. recorded narrations, etc., must be COMET has about 40 staff, including Source material is gathered from produced before the final product can meteorologists, instructional design- research articles and other resources, be assembled. Periodic reviews by ers, software engineers, graphic as well as from SMEs. The outcome COMET staff and SMEs are required artists and quality assurance special- of this phase is a Final Project Plan during their development to ensure ists. Additionally, we rely heavily on that provides a general outline of the they are scientifically accurate and subject matter experts (SMEs) from proposed content and a discussion of instructionally effective. outside COMET to help create the out- possible instructional approaches. lines for each module, provide content Product development (including ideas for graphics) and to Design review the final product. In this phase, all the pieces are finally It is in this phase that the instructional pulled together. This can be the final COMET has worked hard to engage materials actually begin taking shape, programming of the multimedia the best scientists and weather at least in the form of prototypes of materials or the rehearsal of a tele- forecasting practitioners in order key interfaces, learner interactions and training session. Because issues to present their ideas to the world storyboards. We begin specifying in of consistency, problems in clarity via distance learning. These people detail how the instructional materials or, simply, better instructional graciously give their time, and their will be constructed—how they will approaches, may become apparent contributions ensure that the quality be presented and organized, what only after the product begins to take of COMET products is the highest practice and assessment strategies shape, this phase has several review possible. will be created and what media will be and revision cycles. These include used. A design document is produced internal peer and quality assurance When producing instructional to outline these decisions. reviews, as well as external SME materials, the COMET team uses reviews. This phase also provides processes based on traditional Content development an opportunity for beta testing instructional systems design models. with representatives of the target The COMET process contains seven The primary activity in this phase is audience in order to make further phases: scripting the instructional content, improvements.
Initial requirements Laserdisc training (1991–1997) definition
In this phase, we assess the training CD-ROM training (1996–2000) needs by examining how learners are expected to perform and what skills and knowledge they lack to do so. In Web-based training (1997–present) addition, we look at organizational and learner characteristics that will help determine the most effective Learning and Web-based Distance Blended training approaches and technologies. Webcasts media object modules courses courses An outcome of this phase is an Initial resources Project Plan that outlines project requirements and constraints. Figure 1 — Options for COMET distance-learning materials
WMO Bulletin 56 (2) - April 2007 | 109 mails go to key staff involved in the module’s production.
An important facet of an effective distance learning programme is engaging the learners and providing them with an experience that makes them want to do more. This requires that the modules be interesting, relevant, easy to navigate, and rewarding. COMET has excelled at this and the learner population has grown rapidly. For example, the number of user sessions on the MetEd site increased from about 17 000 in 2000 to more than 60 000 in 2005. Figiure 2 — Circulation in the exit and entrance regions of an upper-level jet streak: example of an illustration of a conceptual model from the Webcast Jet Streak This approach to educating a large Circulations (http://www.meted.ucar.edu/norlat/jetstreaks), Section 3, page 2 (courtesy audience has been immensely Moore, 2004) successful and COMET has been honoured with many awards Publication influence success or failure. Some of including, most recently, the these factors have little or nothing to American Geophysical Union’s Publication is a controlled process do with the training itself (e.g. work Award for Excellence in Geophysical with several internal reviews and conditions in the office, support from Education. quality-assurance checks to ensure supervisors, appropriate opportunities accuracy and bug-free performance. to apply training lessons, etc.). Because Economics Two steps are conducted after the measuring the success of a project is so publication phase: important, that topic will be addressed There are many assumptions that can in more detail in the next section. go into determining the economics of Implementation a distance-learning programme. One Measures of success estimate of the cost of producing a This phase considers how best to typical one-week classroom course introduce the instruction into the Evaluations are important to deter for 20 students is approximately organization and how to maintain mine whether the materials developed US$ 20 000 plus an additional or operate the required technology. are meeting the needs of the US$ 1 000 travel per student. For a It also includes ensuring that the organization and the learners. Over 40-hour course, this translates to an learner audience and management the years, COMET has conducted average of US$ 50 per student-hour are aware of the instruction and its several summative evaluations, using of instruction. value to them and that consideration external evaluators to minimize bias. is given to scheduling training time. These studies are fairly resource- Distance learning can be developed Opportunities and motivation to apply and cost-intensive and so have been at many different cost levels, but the new skills and knowledge on the used mainly to guide programmatic producing a typical COMET module job must also be in place. Careful decisions at critical points. averages about US$ 50 000 per implementation is as critical to the hour of instruction, which would impact of training on the organization For many of our Web-based projects, appear to be less cost-effective than as the training itself and is often we perform a post-project analysis classroom training. However, since outside the control of the organization with staff in order to identify our sponsoring agencies employ that developed the training. improvements needed in our about 7 000 weather forecasters, the development processes. Also, at cost per student hour is about US$ 8, Evaluation the end of each module, students or less than 20 per cent of what a can complete online surveys that ask residence class would cost. The cost Evaluations can be conducted using for comments about both content drops to US$ 1 per hour of instruction several different methods. However, and design. An e-mail address is when the per-hour cost is divided by conducting meaningful assessments of also given so that students can ask the nearly 50 000 users who actually any educational project is a difficult task questions, get technical support or use distance-learning modules on a at best, partly because many factors describe any errors noted. These e- regular basis.
110 | WMO Bulletin 56 (2) - April 2007 When used in a blended-learning develop interactive case materials have job or family responsibilities approach, distance learning can that allow authentic practice becomes that prevent them from attending reduce the cost of traditional more viable. Case-based simulations traditional classes. Such programmes classroom instruction or tele-training. with displaced real-time data would can also be of great benefit to students For example, modules can be used to be helpful for both university students (including international students) who prepare students with a set of common and for forecasters in many National do not live near their institution of background skills and knowledge prior Weather Services. choice. Institutions are just beginning to attending a live event. to create online degree programmes Fingertip knowledge in meteorology, but we expect this Blended learning can also provide area may grow substantially in the intensive instruction to a subset of While on the job, forecasters next few years. the workforce, with an all-distance sometimes need specific bits of format used to train the remainder. information, data or conceptual While we may not know how For example, a combination of models to help them perform tasks. technology will influence education online modules and live tele-training Performance support systems are and training in the future, we can sessions were used to train the NWS just beginning to be implemented in be certain that distance learning aviation focal points on forecasting forecast offices. Some of these include will continue to play an important fog for aviation operations. Once this content creation by the forecasters role in bringing new ideas and skills audience had been trained, the tele- themselves using online tools such to weather forecasters all over the training sessions were converted to as wikis. world. distance modules available to any forecaster. The expectation was that Learning communities the aviation focal points would then serve as local facilitators for the What distance learning often lacks forecasters in their offices. is a sense of community. More work needs to be done to assess whether Future Web technologies can help learners provide mutual support for learning Over the relatively short lifetime during a course and for improved of COMET, tremendous advances performance afterwards. in educational technology have occurred. While it has only been a Mobile learning little over a decade since laserdiscs were considered revolutionary, they Many universities and corporations are now viewed as quaint relics. are beginning to use podcasts, Predicting future advances may be smart phones and similar mobile as difficult as forecasting the weather, technologies to deliver education but here are a few areas in which and training. COMET is beginning COMET and other training agencies to investigate novel uses for these see potential opportunities: systems that involve reformulating some of our existing materials into More realistic online small lessons or interactive tools. simulations E-learning degree programmes As mentioned previously, situated instruction is an important way to link Many universities offer degree the instruction with job performance. programmes that can be taken As Web technology continues to entirely or partially online. This is a develop, the ability to efficiently great advantage to students who may
WMO Bulletin 56 (2) - April 2007 | 111 Flood forecaster’s certification Titlethrough self-study by Jean-Michel Tanguy*
Introduction The context of flood The job of flood
The recent reform of flood warning forecasting in France forecaster in France means there is a need to train some 350 staff members in new The recent reform of the flood Defining a new job is no easy task. flood-forecasting techniques, since warning system in France in 2003 However, the experience of the their basic education does not cover primarily involved a shift from flood past four years enables us to divide all the demands of their new job. A warning to flood forecasting and the activities of staff working in programme of 15 continuing training the application of the “vigilance” flood forecasting services into four courses was therefore set up for the approach to the field of operational categories: peak period when the initiative was hydrology. As a result, approximately launched. It quickly became clear, 350 persons need to be trained • Operational activities, which however, that this type of training within SCHAPI at national level and involve analysing the hydro needs to be constantly adjusted to within the 22 local Flood Forecasting meteorological situation and take account of the decrease in the Services (SPCs) in a job which is making forecasts using simula- number of staff needing to be trained, technically more complex and is tion models. A vigilance map is as this tends to stabilize. In order to organized differently. produced twice a day in consul- test the possibilities offered by new tation with Météo-France and communication technologies in the Existing staff must therefore be the 22 SPCs. This activity also field of self-study, the National Flood- trained in new concepts and the latest involves producing feedback on forecasting Service (SCHAPI) and the techniques, while newly recruited past events; the Environment Training Institute staff also receive training adapted (IFORE) have joined forces as part of to their new job when they take up • Modelling, whereby staff an experiment to convert a three-day their duties. members must determine the continuing training course into a self- requirements for the design of study session, including the design An analysis of staff profiles reveals simulation tools that may vary and onlining of interactive products that basic education for the same job greatly depending on the types and student follow-up. varies considerably, with technicians of basin being studied. Prior and doctors of science working calibration and operational The long-term objective is to establish alongside one another. implementation are technically a professional certification for flood complex operations; forecasters. Clearly, techniques and practices must be standardized and a • Hydrometry, which ranges from consistent organizational message data collection to their input into the transmitted as to who does what databank, including concentration and how. and supervision tools. This field also covers data transmission and * Service Central de Prévision des In addition, this new organizational data quality control; Inondations (SCHAPI) (French National structure raises the issue of how to Hydrometeorological and Flood Forecasting Service) define competencies and maintain • Informatics, which involves ensur- them over time. ing that equipment and real-time
112 | WMO Bulletin 56 (2) - April 2007 applications are functioning cor- • Specific, non-academic technical schools of the Ministries rectly 24 hours a day. Information knowledge (blue box, right) of Equipment and Agriculture: technology (IT) specialists are also acquired when working as responsible for the provision and a forecaster, such as flood • Ecole Nationale des Travaux Pu- implementation of all cartographic forecasting, which can only be blics de l'Etat (ENTPE) (National Flood forecaster’s certification software and databases. learned through practice. High School for Government Public Works), which trains gen- These activities are closely interre- The core of the job is made up of the eral engineers, some of whom through self-study lated and staff within the services green and blue rectangles, with the specialize in water and the envi- usually perform duties spanning two blue rectangles showing the prerequi- ronment in their third year of by Jean-Michel Tanguy* or three activities, particularly where site knowledge for entry into the field. study; the service is small. Forecasters are Without the minimum knowledge required to be on operational stand- at the blue level, a candidate might • Ecole Nationale du Génie de l'Eau by duty. not be seen as fitting the required et de l'Environnement (ENGEES) profile. (National High School for Water and Environment Engineering), Requisite knowledge for Lasting skills which trains engineers for the purposes of agriculture and forest a flood forecaster: the Clearly, the skills acquired in management; “demand” each discipline can change over time, mainly because of scientific • Ecole Nationale de la Météoro The frame of reference for the knowl- and technical advance, but also logie (ENM) (National School of edge required to be a professional because an individual’s knowledge Meteorology), which is the train- flood forecaster can be defined on the deteriorates over time. Lack of ing body of Météo-France and basis of the inventory of tasks under- opportunity to practise the job, owing trains engineers and technicians taken by staff members involved mainly to the absence of any major for that institution; in at least the first three activities hydrometeorological event in a given (forecasters, modellers and hydrom- period, as well as staff rotation, can • Ecole Nationale des Techniciens etrists). The competencies required result in a loss of practical knowledge de l'Equipement ( E N T E ) for these jobs can be divided into four and destroy the confidence of (National School of Equipment categories. individuals in their abilities. Technicians), which trains general technicians for the purposes of Figure 1 shows how these four the Ministry of Equipment. Some categories interrelate: The national profile of have completed a course in a water-related subject prior to • General knowledge that is use- forecasters: the “supply” entering the school. ful, but not essential, for the profession (red box). This refers The French flood forecasting These four backgrounds can be found to knowledge of economics, oral network is composed of SCHAPI and in the flood forecasting network, along expression, familiarity with other 22 SPCs. Forecasters are recruited with staff who have been trained on languages, writing skills, commu- through the French civil service and the job and whose knowledge is not nication, etc.; are trained in the engineering and always solid.
• Technical and scientific knowl- edge pertaining to the specific Economics Civil engineering Oral expression activities of the job (green box),
such as meteorology, flood fore- Meteorology Hydrology Statistics Hydraulics casting, hydrology, hydraulics, Mathematics hydrogeology, metrology, com- Project Flood forecasting Physical sciences Public Manage- Use of real-time tools munications, etc.; Fluid mechanics contacts ment Real-time producers Information technology
• Basic technical and scien- Hydrogeology Metrology Transmissions tific knowledge (blue box, left) which constitutes the minimum Languages Law Communication Sociology knowledge base in mathematics, physical sciences, fluid mechan- ics and information technology; Figure 1 – The knowledge that is required to become a forecaster.
WMO Bulletin 56 (2) - April 2007 | 113 the student from recalling the Flood forecasting teaching content; ENGEES • Staff who have not undergone the General hydrology and 50/150 training cannot use the teaching hydraulics ENM materials because they are too summarized; Supplementary Mathematics hydrology Physics Supplementary • Continuing training does not Fluid mechanics meteorology Information technology cover every requirement;
• Associated costs and travel time for continuing training courses General meteorology 50/150 are very high;
• Once continuing training has Forecasting software come to an end, there is no continuity.
Figure 2 – Overlap between the initial training provided by the two schools Continuing education is thus an impressive tool for supplementing basic education, but it fails to address Figure 2 shows the overlap between qualification for flood forecasters all the needs of flood forecasters. the initial training courses offered by (the blue rectangle). Thus, there is two a priori similar schools: one is a clearly a need for additional training training school in the field of water to complement the initial training. Self-study: an essential (ENGEES) and the other is a school for meteorology (ENM). complement to other Continuing training types of training We have evaluated the equivalent Together with IFORE, SCHAPI has set elements of the courses using up a continuing training programme, We use the term “self-study” to refer to the ECTS concept used widely in as illustrated by the diagram in any learning procedure which allows teaching (Equivalent Credit Transfer Figure 3. It comprises 15 courses in students to make use of online prod- System, where 1 hour of class = 3 areas related to flood forecasting ucts autonomously. The advantages ECTS, 1 hour of practical work = and hydrometry. Generally speaking, of this method are as follows: 1.5 ECTS and 1 site visit = 1 ECTS). each course is scheduled to take Each school indicates that it has place once or twice a year and each • It covers the aspects not covered approximately 150 ECTS for three session can accept approximately by basic educaion and continuing years of training. In the first instance, 12 participants. training; we selected courses which can be applied directly to flood forecasting: After three years of scheduling such • It makes it possible to learn it appears that approximately 50 courses, initial feedback has brought quickly using interactive audio- ECTS at each school are considered out the following points: visual products; to be “suitable” for the profile of forecaster. What is surprising • Continuing training is highly • Students can learn at their own about this graphic is that there appreciated and provides an pace, whenever and wherever is very little overlap between the essential complement to basic they wish; courses offered in the two schools. education; The only common element is the • Basic concepts can be revised; course in scientific subjects, which is • The skills acquired during based on mathematics and physics continuing training are lost very • The materials have a lasting value, and accounts for approximately quickly; particularly as the products will 20 ECTS. be constantly updated; • The training material, consisting By way of illustration, we have mainly of slide files, is highly • Collaboration can easily be superimposed the perimeter envelope concentrated and quickly loses established between national or corresponding to the desired its meaning, thus preventing international bodies. Provided
114 | WMO Bulletin 56 (2) - April 2007 Flood forecasting Hydrometry
Flood forecasting: Meteorology: General and applied Hydrometry and applications: initiation initiation hydrology general module
Gauging and Quality of SOPHIE CALIPSO Météo + Measuring and rating curve transmitting stage hydrometric data gauge data
Flash flood Slow flood Estuary flood Operation of hydrometric Hydro databank forecasting forecasting forecasting stations
Taking up the job Advanced training/specialization Training in the use of tools
Figure 3 — The SCHAPI-IFORE continuing training programme
that certain cultural gaps can are possible, one not necessarily • Basic education to clarify a number be bridged, the products can be excluding the others: of key concepts which are often translated very easily; poorly explained. Furthermore, • Making training mandatory on the products can be re-used in • These products can be used penalty of losing the certification, the course framework; as part of initial or continuing if one exists; training courses; • Continuing training, because • Awarding a bonus in connection the products can be re-used for • They make it possible to convey with the certification; courses. ideas quickly in an educational way. • Issuing a diploma related to this qualification. However, a number of disadvan- What possibilities does tages might lead to the failure of this Such measures are vital in fostering approach: genuine motivation among self-study offer? students. • They are expensive to design It is, by definition, a difficult and if we wish to have advanced, Figure 4 shows the field of applica- arduous process: being alone in interactive products. tion of self-study, which provides a front of a screen without a teacher to good complement to the other types answer your questions is frustrating, • The self-study process does not of training and overlaps with: unless the training product is user- promote human contact, which friendly and in itself a dynamic is essential to any learning process. Every teacher knows that process. Basic education the point of having a teacher present is to answer the student’s questions Moreover, the products need to be while trying to discover what it is brought to life by encouraging a that he does not understand: while high degree of motivation to prevent there are a thousand ways to answer students from abandoning them. a question, there is a limit to the Continuing Self-study number of answers that are useful SCHAPI is currently considering training to the student. In self-study, there launching a certification process which are several levels between making would bring all the training processes information available and providing together within a coherent training Maths-physics-fluid mechanics, training. scheme, leading to a certification. information technology This initiative would make it possible Below, we identify several levels of to establish and maintain the required Figure 4 — Fields of application of the self-study, each one corresponding level of motivation. Several solutions various types of training to a different objective.
WMO Bulletin 56 (2) - April 2007 | 115 Level 1: information in particular. Two levels of materials The joint SCHAPI- can be identified: IFORE initiative This involves publishing all types of informative materials, possibly with • Online materials which provide keyword searches. the student with all the necessary Principles of the initiative content. The student can also Advantages: there is no need for access pre-recorded lectures The need to address the requirements management to be put in place on given by teachers (asynchronous of flood forecasters, develop and the Website. The materials can be e-training); extend the range of continuing consulted as required. education, ensure that the materials • A complement to online lessons have a lasting value, provide a Disadvantages: This method is not in the form of classroom-based reference library and implement very efficient: the materials are sessions or virtual lessons which new communication technology led generally very heterogeneous. They are pre-scheduled, with a teacher SCHAPI and IFORE to join forces in are summarized and non-interactive. present at the same time as the launching an experiment in self-study. They are often written for purposes students, allowing them to interact This experiment is being carried out other than training, such as technical (synchronous e-training). in three stages: presentations. Generally speaking, the student rarely revisits this type of However, the level of technology • Launch of the first experiment Website. The student works alone. involved varies considerably between in June 2004 to assess the these two levels. feasibility of setting up a self- Technologies: Website + uploaded study initiative: this experiment documents (text files, images and Advantages: the student has a goal— involved designing two clips videos). a qualification or diploma and knows and making them available on a that he/she is being evaluated. In Website (Level 1). This first phase Level 2: learning solution 2, he/she establishes contact made it possible to identify an with the teacher and perhaps also initial set of difficulties relating to This involves putting products online with other students. the design of online lessons; which are often organized into lessons. They can be accessed using Disadvantages: the technology • Design of 10 additional clips, inte- keywords or by browsing a dedicated required is sophisticated and organ- grating the interactive aspect and Website. They have a commitment to izing classes is a complex matter. uploading content onto a Web- help the student acquire knowledge site (Level 2): this second stage once the learning module has been Technology: Website + educational revealed a second set of difficul- completed. initiative + evaluation initiative + ties regarding putting interactive educational products + management products online (Website http:// Advantages: the student receives platform + platform for interaction formacrues.free.fr). Figure 5 support in the area in which he/ (point 2). shows a clip about infiltration. she wishes to acquire the set target knowledge.
Disadvantages: the student is still working alone and is not part of a wide educational initiative.
Technologies: Website + training products: minimum ppt or better, interactive clips + documents.
Level 3: blended learning
This level provides a real education. It requires the implementation of Figure 5 — Still an educational initiative based on a from an animated starting profile and a target profile. clip about The initiative focuses on studying a infiltration and particular field rather than one subject runoff
116 | WMO Bulletin 56 (2) - April 2007 The main lessons learnt from this of the entire initiative, supplementary elements and experiment were: SCHAPI must now design the types of training required – It is imperative that there an educational programme (continuing training or self- is collaboration between a based on the definition of a study). This initiative is already specialist in the technical field, certification for forecasters underway; a director for the sequences containing theoretical classes filmed, a computer graphics and practical applications, • The second stage concerns designer for animations and accessible partly through launching a full-scale Website management and an continuing training and partly experiment which involves educational specialist; through self-study. converting a three-day course – Specialists in the technical currently provided as part field must write a preliminary of continuing training into a “technical” version of the clip, Preparation of Level 3 series of self-study lessons including questions to ask the (see box below). student, and put together a forecaster’s certification preliminary set of audio-visual materials; In 2007, work will be carried out This amounts to approximately – The director must re-write in two stages: 12 lessons lasting an hour each. the “technical” script in a Each lesson is divided into communicative way and convert • The first stage is to define the modules lasting several minutes, it into a storyboard before the job of forecaster in more precise which focus on a single idea lessons are filmed; terms and determine the idea and comprise a presentation, an behind certification: identifying interactive animation to illustrate • In order to attain Level 3 (blended prerequisite knowledge the idea which has been developed, learning), which is the objective and defining the required and two or three questions to
Flood forecaster’s certification: the process
Lessons to be designed • The teacher identifies the complementary dynamic materials to be produced (animations and films). • Regulatory framework for flood forecasting • The scripts are re-written in a communicative way • The job of flood forecaster by professionals and storyboards are produced.
• Meteorological measurement networks • The storyboards are validated by a decision-making committee. • Hydrological measurement networks • The process of designing the lessons begins. • Introduction to meteorology for hydrologists • In parallel to this: • Hydrological modelling: empirical models • The Website is designed to host the lessons. • Hydrological modelling: distributed models • Methods for following up learner profiles are put • Hydraulic modelling in place.
• Calibrating hydrological models • Introductory and closing lessons for the period of self-study are scheduled to take place face-to-face or virtually (video-conference). Producing a training product • Each teacher or lesson leader starts by establishing the scope of the lesson and assembles an initial set of documents: images, videos and slide-shows.
WMO Bulletin 56 (2) - April 2007 | 117 encourage the student to think Self-study could then become part approximately 10 forecasters during (see box below). of a broader certification initiative spring 2008. which aims to enable flood forecasters The agreed schedule comprises a first to acquire the minimum knowledge At that time, we will have the stage for the design of products which required to do their job. This may also information we need to determine began in January 2007 and should be be complemented by practical stages the interest and feasibility of a larger Meteorological distance completed in July 2007. The creation recreating flood crisis situations initiative comprising continuing of the Website and specification of (which have not been discussed in training and self-study which aims products should run during the first this paper), scheduled at regular to certify flood forecasters. learning in a large country term of 2008. intervals. At international level, this initiative by Fan, Hong1 and Miao, Chunsheng2 The experiment will be launched Staff must be highly motivated in could be adopted by other countries just afterwards with the first video order to obtain this certification. confronted with similar questions conference lesson and will run for This could be supported by issuing and promoted by WMO. This field three months, ending in summer 2008 a diploma or awarding a bonus. lends itself to a degree of cooperation with a video-conference. between the services of different SCHAPI and IFORE have joined forces countries because the teaching Conclusion to launch an experiment which aims products can be translated and to test the various mechanisms adapted to the local situation. The implementation of this initiative required to set up the initiative: lesson will enable IFORE and SCHAPI to offer design and student monitoring. A an alternative to continuing training full-length three-day continuing in the field of flood forecasting, training course will be converted into which involves 350 people within the a self-study operation comprising Ministry, throughout mainland France approximately 12 lessons which will as well as abroad. be made available to a test group of
118 | WMO Bulletin 56 (2) - April 2007 Meteorological distance learning in a large country by Fan, Hong1 and Miao, Chunsheng2
Introduction is modern distance learning with WMO Regional Training the fast development of Information Technology (computer networking, Centres in China China has a territorial area of multimedia and telecommuni 9.6 million km2. It is the biggest cations) and with the integration WMO has two Regional Training and fastest developing country of individualization, interaction Centres (RTCs) in China. One is in the world and has the largest and networking. The application of hosted by the Nanjing University of population: more than 1.3 billion modern distance learning has brought Information Science & Technology, people. China has a wide range of both opportunities and challenges for one of the main universities for education and learning needs in all each and every one of us. training meteorologists in China, walks of life. Generally speaking, offering various degrees from higher education and vocational Since 1999, about 68 universities and bachelor level to doctorates. The training and the various kinds of colleges in China have been author- other, the Beijing component, is at the short courses provided by different ized by the Ministry of Education to China Meteorological Administration educational institutions can hardly utilize modern distance learning, (CMA) Training Centre (CMATC). cover all the learning needs, not to embracing targeted education for This is the national centre for on- mention those at the most basic level academic degrees, vocational short the-job and continuing education and in remote areas. Distance learning training courses and seminars. So and training for staff in operational or computer-aided distance learning far, encouraging experiences and meteorology and related fields. The (CADL) has been widely practised in achievements have been obtained, education and training system for China since it was introduced when with the scope widening, the edu- meteorology and related disciplines developments in computer, network cational resources increasing and in China is composed of universities, and communication technologies hardware and software condi- training organizations, research were taking place in the late 1980s tions and management improving. bodies and some overseas education and early 1990s. Currently, in China, satellite-commu- and training institutions. Together, nication and computer-networking they make a solid base for providing Experts generally consider that techniques are the most used means fully competent human resources to distance learning has gone through of distance learning. support the National Meteorological three stages. The first was education and Hydrological Services both of by correspondence, with the Distance education contributes China and of other developing and development of printing and postal greatly to the construction of a life- neighbouring countries. services. The second was television long learning and study-oriented education, with the emerging community. Against this background, technologies of radio, TV, audio- it is easy to appreciate distance CMATC and its distance visual materials and broadcasting. education in China’s meteorological The third and most popular stage sector. education system
CMATC is derived from Beijing 1 China Meteorological Administration Training Centre,46 Zhongguancun Nandajie, Beijing Meteorological College, which was 100081, China established in 1955, and was the 2 Nanjing University of Information Science & Technology,114 Pancheng New Street, Pukou District, Nanjing, Jiangsu, 210044, China first technical institute specializing
WMO Bulletin 56 (2) - April 2007 | 119 in meteorology. In 1999, it was also operates CMA’s live weather China transferred to CMATC. CMATC is discussions every day. An important an essential component of CMA’s component is a live integrated lecture Meteorological basic operational meteorological theatre which has been broadcasting system. In line with CMA’s operational for nearly six years. Most importantly, Administration reform, a three-tier meteorological the provincial centres serve as Training Centre education and training system has the system’s second level and the been established with CMATC serving organization and management of as the national base, together with distance-learning courses is one Main tasks regional and provincial training of its main tasks. All over China, centres. 2 300 county-level weather stations • High-level continuing education with PC VSAT3 satellite one-way and training for senior managers and professionals The main tasks of CMATC are given receiving stations comprise the third in the box on this page. Training is level of the system (some regional • Training in the application also provided for the aviation, water- and provincial weather stations of emerging and advanced resources and forestry sectors. The may conduct two-way interaction). technologies related to Next Generation Weather Radar Meteorologists at weather stations operational meteorology Training Laboratory, the Weather and offices across China may watch • On-the-job training for training Forecast Laboratory and the the course broadcast from the main centre instructors Distance Education System have station in CMATC simultaneously, played, and will continue to play, key using the video live broadcasting • Training in the international roles in operational meteorological system. meteorological context training. • Distance education CMA and CMATC attach great CMATC became the Beijing importance to distance-learning. • Textbook design and drafting component in 2002. In recent years, Modern teaching techniques are CMATC has held many international pursued and teaching packages are • Guidance for provincial training training courses (see table overleaf), developed for distance and face-to-face centres with participants from developing training purposes.Major multimedia • Meteorological documentation countries all over the world. development tools such as Visual and information centre Basic, Dreamweaver, Authorware, CMA has about 53 000 staff all over Flash and non-linear editor for video • Scientific and technical the country. Needs for continuing compilation are all used. The Web- consultation education and on-the-job training are, based stream media technique is the • Soft science research therefore, great. In 2006, a total of current main courseware method 77 residential courses were held in used in CMATC. • Foreign affairs services for CMA CMATC with 3 249 participants and a total training amount of 70 238 person/ Computer-aided learning (CAL) day. But it is still not enough. Without courseware has been compiled at Recent international training doubt, distance education makes a the multimedia centre since the mid- courses significant contribution. 1990s. At first, video-tapes and Web • Severe convective weather courseware were both used. The early analysis The official opening of CMA’s distance Web courseware included Doppler education system was on 26 February weather radar application, on-the- • Forecasting and Doppler 2003. The system’s hierarchy parallels job training for operational weather weather radar detection the above-mentioned three-tier forecasters, weather modification • Aeronautical meteorology education and training system in and short-range climate prediction. CMA. The main host station is at In 2000, the Distance Education • Agrometeorological information CMATC, based on the public Internet Department was established to fulfil services service and CMA’s dedicated satellite the tasks of design and construction telecommunication network, which of the system. Now the system utilizes • Coastal zone natural disaster prevention
• Satellite meteorology 3 Very small aperture terminal, an earthbound station used in satellite communications of data, voice and video signals, excluding broadcast television. A VSAT consists of two parts, • Meteorological disaster a transceiver that is placed outdoors in direct line of sight to the satellite and a device that mitigation and prevention is placed indoors to interface the transceiver with the end user’s communications device, such as a PC.
120 | WMO Bulletin 56 (2) - April 2007 The distance courses in CMATC in 2006
Number of Person-study- Course name Date Study hours participants hour Research in meteorological 28 March–2 June 88 30 662 2 698 256 development strategies in China Instructors’ training in Chinese civil 16–28 February 10 75 750 service law
Training in weather modification 2–22 June 5 2 303 11 515
Training in the principles of synoptic 1–23 December 16 4 024 64 384 weather Training in the principles of 21 November–16 January 14 3 623 50 722 climatology
Training in lightening protection 28 December–28 January 16 4 112 65 792
Training in Doppler weather radar 21 November–16 January 63 4 018 253 134
Training in meteorological satellite 1 December–23 Janurary 14 3 848 53 872 data analyses and interpretation
Total 216 52 665 3 198 425
CMA’s communication system to Facts talk: in 2006 alone, CMATC keep the participants as motivated as broadcast one-way receiving or two- completed eight distance courses possible, and help the maintenance way interactive courses, together as listed in the table above. The of the CADL user community. with the CMATC distance education training on research in meteorological Website and the distribution of development strategies in China, for CD-ROMs, video-tapes, VCDs and example, lasted two months, and DVDs. targeted most CMA staff. More than Distance half of them followed the course and To further enhance the availability of took the final exam. All three means training courses online courseware, every staff member of study were provided. The start of of CMA is assigned a Web account to the training and several follow-up at the China access the courses on the CMATC lectures were broadcast live through Website. Generally speaking, some CMA’s distance-education system. Meteorological 2 000-3 000 participants register for Participants could also log on to the Administration each online course, and their learning CMATC distance-education Website activities are recorded accordingly. to study the whole course package. Training Centre Online question-and-answer (Q&A) The courseware DVDs were available sessions are arranged periodically to to everyone. • Application of MICAPS V2.0 help self-study, with a teaching-and- • Sandstorm observation, fore learning forum to exchange ideas. According to the curriculum, self- casting and warning study Q&A time was also allocated. • Weather modification Nearly 30 distance-training courses An exam was conducted to evaluate • Computer network application have been provided since the opening the effectieness of the course. In the • New generation weather radar of the distance-education system. distance-learning system, a forum is • Satellite imagery Welcome and favourable feedback provided for participants to exchange interpretation and active participation are gained, ideas concerning the learning of the • Automatic weather stations especially from least developed course. It helps avoid the feeling • Distance training areas and remote weather offices of loneliness that participants may management for instructors at nationwide. Distance-learning courses experience because of not seeing provincial centres available so far are given in the box one other face to face. The forum and opposite. exam are some of the ways to help
WMO Bulletin 56 (2) - April 2007 | 121 CMA, as well as CMATC, paid great as the distance-education system in WMO RTC Nanjing attention to this study and a summary CMA, capacity will be further enhanced and computer-aided report was drafted to analyse the and a supportive mechanism will whole training. The design of the be established. In the near future, distance learning course, curriculum development, the infrastructure and conditions of preparation, administration, study CMA will invest in upgrading training period and exam results were all and distance education. In order to Nanjing University of analysed and compared. Suggestions satisfy the great demand for all sorts Information Science for the future were proposed. The of skills for China’s meteorological & Technology—a course set a model for future distance development, an innovative education learning in China’s meteorological and training system will be promoted meteorological high sector. and the education and training ability education base will be further improved. CMATC is an operational education A WMO RTC was established in 1993 on and training support unit under the Producing CADL courseware is time- the campus of the Nanjing University leadership of CMA. Most key projects, consuming. To make the best use of of Information Science & Technology such as the deployment of 158 Dop- CADL, a sharing database might be (NUIST). A total of 24 international and pler weather radars in recent years, a solution. In CMATC’s near-future nine bilateral training courses have need large-scale training for both development blueprint, three sharing been held since its establishment. operational and managerial staff. Face- platforms are to be established. The About 600 meteorologists from to-face training in CMATC is far from sharing platform of meteorological over 90 countries in the Asia-Pacific sufficient in such a large country and distance education and resources region, Africa, the Middle East, Latin distance learning is a major aid. Long is used to further improve the re- America and eastern Europe have ago, experts claimed that the goal of use and sharing of courseware. The participated. CADL was to offer training and educa- other two are the sharing platform tion to anyone at any time, any place of climate system surveillance NUIST was upgraded from the Nanjing and by any means. It is widely recog- and meteorological forecasting Institute of Meteorology (NIM) in 2004. nized that multimedia courseware, and prediction training; and the To provide highly qualified graduates involving text, sound, images, videos sharing platform of meteorological for China’s meteorological and related and animations, are much more lively information and documentation, so as sectors, NUIST cotinues to improve and active than traditional textbooks. to realize the integration and sharing both the teaching material in pace It can be used not only as an effective of educational resources. These will with developments in meteorological assistant to teaching in class but also contribute to the internationally theory and technology and the in distance education. advanced and domestically first- application of modern education class construction goal of the techniques. Modern teaching and With the further development of the national meteorological education training methods, such as computer- three-tier training system, as well and training base of CMATC. assisted teaching, multimedia teaching and Web-based education, have been continuously studied, developed and used in the University for more than 15 years.
How CAL has developed at NUIST
CAL started at the Nanjing Institute of Meteorology 15 years ago, in cooperation with the Department of Meteorology, University of Edinburgh, United Kingdom. In 1992 and 1993, with the support of the Met Office, UK, and WMO, the Institute continued this cooperation. CAL courseware on atmospheric stability and a video of cloud recognition were developed in English. The courseware was used
122 | WMO Bulletin 56 (2) - April 2007 multimedia techniques in meteoro and achieve the goals, of CADL, Online courses logical teaching and learning, which many aspects have to be taken into was attended by 34 participants from consideration—not only technical currently 21 countries. issues but also pedagogical and even available at the psychological ones. The use of CADL Development of Web- has been more than a decade in the Nanjing University making. It is still—and will continue to based meteorology be—of importance. Many successful of Information education courseware CADL experiences and cases are being attested. Science & After 2000, with the Internet being widely used in daily life, Web- Though CADL has been widely Technology based course development at NIM practised in both WMO RTCs in accelerated, especially in practical China in different disciplines and • Fundamental satellite training modules. Online courses in participation is quite active, the meteorology meteorology offered at the University question of how to improve and • Satellite meteorology are given in the box, left. The main ensure results needs to be further • Synoptic meteorology developing platforms/tools used are studied. An exam during and at the • Chinese weather PHP, Java, JavaScript, Sky class room end of every distance course is one • Numerical weather prediction and Easy learning. solution. A formal and acceptable • Agricultural meteorology accreditation-and-certification or • Introduction to atmospheric In 2004, an experienced instructor went evaluation-and-assessment system science. to Canada to learn the organization needs to be set up to further ensure the and administration of Web-based effectiveness of distance learning. education in meteorology. When the at the University of Edinburgh, the Institute was upgraded to a university, Sharing courseware and cooperating Met Office College and the Nanjing a Modern Education Technique with the world’s meteorological and Institute of Meteorology. Following Centre was instituted. In addition, a hydrological training institutions and this cooperation, the Institute started development team was formed and WMO RTCs to reduce the workload developing CAL courseware in technical support for teaching was and to benefit from the re-use of Chinese. provided. The capability to develop material is important in CADL too— CAL courseware has been greatly not only in China but also in the In 1998, the Institute once again reinforced. To encourage the use of international context. joined the development of Web-based Web-based CAL, a campus Intranet courseware in the Department of was set up and nearly 70 multimedia CADL is both old and new: much Meteorology, University of Edinburgh, classrooms were built. Thus, students more work needs to be done and for a Euromet project to develop multi- can follow the Web-based courseware efforts made. With continuous language Web-based courseware. in multimedia classrooms and their collaboration among the world’s Fifteen countries participated, dormitories. Teachers can access training and education institutions including France, Germany, Spain the Internet easily during lectures, and WMO RTCs, a prosperous future and the United Kingdom. The using the teachers’ computer in of CADL in the world meteorological Institute was the only participant the multimedia classroom. CAL is and hydrological community within from a non-European country. The developing in a vigorous manner at the framework of WMO is foreseeable. main achievement of the project was the University. We look forward to its realization in Web-based courseware in satellite the near future. meteorology and numerical weather prediction. The courseware was in Issues to consider four language versions; Chinese was used for part of the course. and future work
Since 1994, the Institute introduced In order to satisfy the tremendous various modern education techniques training and education demands of into routine teaching and learning, personnel in meteorology and related especially in weather-forecasting disciplines in China, especially for training. In 1995, WMO RTC Nanjing lower-level staff in remote areas, held a successful two-day training CADL is definitely a solution. To workshop on the application of further enhance the effectiveness,
WMO Bulletin 56 (2) - April 2007 | 123 The future of Eumetcal Blended learning courses for Titlecontinuous professional development by Carola Sundius*
Eumetcal is a EUMETNET and member countries. Willing countries has been extremely high with nearly EUMETSAT co-funded European can also deliver individual courses 40 forecasters from over 15 different training programme in the field based on the Eumetcal material alone European countries applying to of meteorology, dedicated to the or in cooperation. participate. Unfortunately, in the first production and sharing of existing phase only 15 students can enter this computer-assisted learning material. The first Eumetcal course topic was pilot course which can hopefully be Started in 2001, four complete chosen to be Aviation meteorology repeated at a later date in 2007. e-learning modules have been with the target audience of experienced completed within the programme forecasters of member NMSs. The The chosen blended learning approach to date. Eumetcal draws together course is delivered by Météo-France is considered to improve both cost- experts from its 20 member countries as a combination of a seven-week efficiency and learning results by: throughout Europe. Cooperation distance-learning period and a in training matters is due to begin following week of classroom training • Allowing the learner to study also with the Australian Bureau of in Toulouse, France. A combination of whenever and wherever it is Meteorolgy, the Meteorological a Web conferencing tool for live and convenient: Service of Canada and WMO in the Moodle environment (see page 98) near future. for asynchronous learning is used • Using new and innovative tools during the distance-learning phase to engage the student; The concept of operations of the with assignments to the students Eumetcal programme is developed that will allow the most benefit • Promoting active participa- around the sharing of training material to be drawn from the classroom tion through weekly live online between members and reducing costs session. The interest for the course sessions; and effort for training through cooper- ation. Learning modules are produced in teams across Europe and coun- tries offer their training material to be shared in the digital learning object repository, intraLibrary™. Starting from February 2007, Eumetcal also coordinates blended learning courses for continuous professional develop- ment delivered by member National Meteorological Services (NMSs). The course material is drawn from the intraLibrary or other free sources and combined into a syllabus free for all
* Eumetcal manager, Finnish Meteorological Institute, Helsinki, Finland Eumetcal Training Workshop at the Deutscher Wetterdienst, Langen, 28-30 August 2006
124 | WMO Bulletin 56 (2) - April 2007 The future plans of Eumetcal are to The future of Eumetcal focus on syllabus development and training delivery by member training organisations and other NMSs. The training delivery includes not only the Blended learning courses for blended learning courses described above, but also online lectures and WA 4 weekly online weather briefings using Coordination and administration continuous professional development the VISTview® software and, in the near future, complete virtual courses. by Carola Sundius* WA 1 WA 2 WA 3 Nevertheless, the basic functions Training Training Training development resources delivery support including the Website, server and intraLibrary™, will continue to be WP 1.1 WP 2.1 supported and developed. The syllabus Production of Website and server WP 3.1 CAL material will be developed by thematic working Syllabus WP 1.2 WP 2.2 development groups in specialized areas such as Eumetcal workshop Library radar, numerical weather prediction WA: Work Area WP: Work Package and hydrology. The working groups • Reducing travel and accommo (FMI) and Deutscher Wetterdienst will consist of experts who will in turn The structure of Eumetcal delivery in the third phase, 2007-2012 focus on different areas within their field, define a syllabus and collect digital material to provide content. In areas where no training material dation expenses by shortening (DWD) German Weather Service) is found, the working groups may the necessary classroom in the autumn of 2007 on numerical propose that Eumetcal produce this session; weather prediction for forecasters. digital training material. While the FMI and DWD have the • Preparing the student for the major responsibility in course One of the key activities of Eumetcal classroom session and intro- delivery, experts from the European is to deliver an annual workshop ducing the subject matter well Centre for Medium-Range Weather for trainers from member NMSs. in advance. Forecasts (ECMWF) and some NMSs In 2005 and 2006 Eumetcal training (e.g. the Norwegian Meteorological workshops were hosted by DWD in Institute, Met.no) will support this Langen, gathering together some To support the learning of the training activity. 50 training experts from more than students, a local tutor has also been 20 countries. The 2007 workshop at assigned to each person. The role of The first pilot course is delivered the end of August will be hosted by the tutor is crucial during the distance- under the second phase of the ECMWF in Reading, United Kingdom, learning phase. The tutor is a local Eumetcal programme. This will and will focus on training in NWP senior colleague of the student and is strengthen the vision and objective and e-learning tools and didactics. present for technical or subject matter of Eumetcal to become the European The Eumetcal workshop is a vital questions, overseeing the learning Virtual Meteorological Training meeting place for trainers and process. Organization. In December 2006, training managers and is currently the EUMETNET Council approved a the only annual forum in Europe for Due to the current nature and status five-year third phase from July 2007 the exchange of information and best of e-learning in the professional to June 2012, thus deepening the practices in the field of meteorological environment, an evaluation and collaboration between the European training. Based on user feedback, valorization report has been training organizations and National the workshop is unique in the way it commissioned from the delivering Meteorological Services’ training brings trainers together. institution. One of the key objects of activities. Eumetcal has proven to the courses is to assess and to justify be useful for the European NMSs. In the benefits of e-learning techniques, 2007, five new National Meteorological as well as to demonstrate their Services join and one withdraws from suitability for meteorology. the third phase of the programme, thus resulting in a 22-member Eumetcal A second virtual blended learning programme. course will be delivered jointly by the Finnish Meteorological Institute
WMO Bulletin 56 (2) - April 2007 | 125 How about a spare-time university?Title by Michael H. Glantz*
The setting too busy trying to put food on the of educating people during their free table or they do not have the funds time, whenever and wherever those The idea behind the creation of a to go to traditional places of learning. educational moments of opportunity spare-time university (STU) is to I want to bring those places to them might arise. STU is not just a clever provide an accessible pathway to … for free where possible … to those notion; it is a way to meet personal as educate and empower the general who want to participate in a spare- well as national needs. It sounds like a public through the use of a range of time university. Radio, mobile phone new concept to bring knowledge and new technologies and to share knowl- and newspaper are media that can be information to those unable to attend edge about today’s problems and used to get desired information to the school in a traditional classroom proposed solutions in various aspects people who toil all day attempting to setting. It is not. It is an idea that of life, especially those related to make enough money to provide food appeared more than 150 years ago weather, climate and water. and shelter for their families. in Europe and, in the 1930s, in China. It may even exist in some form in An expression often heard in the A spare-time “university” can help other countries. world of water resources is that “water demystify global change science and flows uphill to money”. That means make science accessible to, as well What is STU? that those with funds can acquire, as usable by, the public. It does so when they choose to do so, water through presentations and discussions STU is designed as an approach in the quality and quantity that they of social and cultural issues that are to education that can support desire. The same sentiment applies to affected by quick onset (abrupt and demonstrable increases in the level education: “education also flows uphill extreme) and by slow onset (creeping) of scientific and general literacy of the to money”. Those with a disposable climate, weather and water events and public about current societal concerns income can afford to put it toward their impacts. Most environmental related to weather, climate and water, education of self and family members, changes in which people are involved regardless of age, location or prior while those without that income are are of the creeping kind. level of education. It is available to forced to treat education as a luxury all who have a desire for knowledge and not as a human right. The reason that the time has come for on topical, as well as general, issues the notion of a spare-time university that can impinge on their lives, jobs Why STU? is because the traditional approaches and families’ well-being now and in to education and training appear to the future. Many people are too busy or do not be painfully slow and overly selective, have the opportunity to take formal with some of the selection criteria for Wireless features of STU education courses in a classroom setting, high schools and universities left over allow for using yet another medium to whether it is at the high-school or from old-style traditional educational address a public thirst for information university level. People are usually methods and media. and knowledge. The wireless aspect of an STU makes information readily * Center for Capacity Building (CCB), National STU is an idea that could benefit available to people in spite of the Center for Atmospheric Research (NCAR), diverse societies, regardless of their remoteness of their geographical Boulder, Colorado, USA Tel: 303-497-8119; Fax: 303-497-8125 level of economic development. To locations or their busy daily schedules. Email: [email protected] those involved in the establishment The reality is that most people have www.ccb.ucar.edu/glantz/ of an STU, there is the satisfaction some spare time that can be used for
126 | WMO Bulletin 56 (2) - April 2007 informal educational activities. How with usable scientific, as well as timely i.e. the constant stream of ever-chang- to accomplish this is explained in the and user-friendly environmental ing current events, by promoting following paragraphs. and health related, news they can “usable science”. STU also takes use. It also provides a relevant and advantage of emerging mobile tech- How does STU work? engaging vehicle for geoscientists nologies, including podcasting and How about a spare-time to learn about the socio-economic, mobile-phone data access. Ultimately, Students in rural areas can be reached political and cultural settings in a spare-time university, using the Web, by mobile phone, radio and satellite which their research findings are to satellite radio and mobile phones of university? radio, MP3 and MP4 player technology be embedded. the future, seeks to create an interna- and with innovative emerging wireless tional forum centred on environmental by Michael H. Glantz* technologies, in addition to traditional STU activities can easily be meshed change issues globally to locally. face-to-face meetings and printed with digital learning services that products. Participants in cities can promote understanding of underlying There are at least three aspects to rely on computers in Internet cafes, scientific concepts. With understand- consider about a spare-time univer- radios, as well as all the means ing comes the ability to explain; hence sity: the medium for the information available to people in rural areas. starts the cascade of teaching and transfer; the content (relevance) of Those in large metropolitan areas learning by future generations as well the information to be transferred; and can connect to university courses as present ones. the target audiences for whom the with most electronic and paper information is to be transferred. The means available. STU is a conduit Spare-time university courses take medium could be wired (e.g. land- for providing prospective students advantage of “teachable moments”, lines) or wireless. New technologies
At the rural level
During the UN Framework Convention on Climate Change (UNFCCC) COP-12 session in Nairobi, Kenya (December 2006), I participated in a couple of side events. During my stay, I had the opportunity to meet with elders in a settlement on the outskirts of Nairobi. The settlement had recently received water piped into individual homes as a result of a European Union project. When meeting with elders, I was asked several questions about global warming and told by them about what they believed to be changes in local climate, water and weather conditions.
The conversation reminded me of the value in meeting the information needs of people at local rural levels about weather, climate and water issues that affect Community leaders and elders in Gitaru, 16 km from Nairobi, them directly, as well as those that affect other parts Kenya. They are also committee members of the Rugita of the planet. Several elders had their mobile phones Water and Development project. Francis Gataguta (far left) is in front of them on the table. Occasionally, there was chairman. Also in the photo are Ann Usher (Nairobi, advisor to a “pinging” sound, indicating that a text message had the project) and Qian Ye (CCB/NCAR) been received.
All the events at this meeting—the discussion, the content, the desire to “know what is going on” and I shared ideas with the elders about a spare-time the pinging mobile phones—reinforced my belief that university and about the flow of information using there is an urgent need for globalizing the concept of a a variety of media and they were very interested. spare-time university (STU). This could make university- Information could be received via a computer in an type knowledge available in user-friendly language to internet café if not at work or at home, by satellite radio otherwise educationally disenfranchised people of all (such as RANET), which could be used as a medium ages. It would also provide a pathway for usable, timely for delivering STU-related information wirelessly, and information to reach people in rural communities as well by mobile phones that would also be used for text as to reach those in urban areas. messaging.
WMO Bulletin 56 (2) - April 2007 | 127 (wireless especially) serve to lower the entrance bar for people who want to become knowledgeable, the same as if they were able to gain that knowl- edge in a formal classroom setting.
The content would be general knowledge on a wide range of issues related to weather, climate and water of concern to local communities and to countries and regions. It would be usable science information that people at the receiving end could use in their daily lives, such as, for example, the development of early warning activities for weather-, climate- and water-related hazards that intermittently plague their communities. STEPS nursery school established for the poorest children, including AIDS orphans, of Gitaru (see legend to photo on previous page), which was built with donations. The two STU is for whom? teachers, each armed with a mobile phone and a pre-recorded MP3 player—and their pupils—can benefit from spare-time university activities. American psychologist Abraham Maslow’s Hierarchy of Needs is useful in identifying some of the electronic and printed media. A weather, climate and water issues, goals behind establishing a spare- spare-time university could also be explaining the science in user-friendly time university. His hierarchy was of interest to university professors terms and discussing likely impacts represented as a pyramid of human and professionals working in areas and ways to mitigate those impacts. need in the following way: the broad of education and training. They Information to mitigate, if not avoid, base of the pyramid is physiological would learn about the social issues adverse impacts and to enhance need, the next level up relates to of which their activities form a part, positive impacts of climate change security and safety, followed by social, making explicit the various ways would be provided, application of self-esteem/ego, and the apex of the their work benefits the societies that information for farmers, discussion of pyramid represents self-actualization. they serve. early warning systems and what such STU relates most directly to the top systems can and should do as well as three layers of the pyramid (Kim, This kind of information can be what they cannot do for a community. 2000; Maslow, 1954). A humanistic brought to villagers who want to listen Providers of STU course information psychologist, Maslow wrote that, in to radio transmissions or receive text can come from any quarter of society an ideal situation, people would have messages or to read about it and with selection focused on those who to fulfil their most basic needs before learn. Usable information is a top possess the information needed by focusing on developing the needs priority of a spare-time university; the students. higher in the pyramid. However, one new or existing alternative agricultural can easily show that, today, people methods, fishing techniques, ways to The information for spare-time do not have to wait to fulfil their most till the soil or to terrace hilly terrain university courses can be relatively basic needs before they focus on other and methods used elsewhere to short and to the point. It can be highly needs such as social, self-esteem/ego harvest water in dry areas, etc. user-friendly, with no unnecessary and self actualization (or, as Maslow dependence on scientific jargon. termed it, growth motivation). What about STU There would be sufficient time for course information? “students” to use a mobile phone or The target audiences would include a pre-recorded MP3 or MP4 player or people in rural areas, urban areas The information required by an STU will to listen on the radio (maybe satellite and metropolitan centres (e.g. be produced by people knowledgeable radio) to the courses, as there is megacities) and would include (at about the topics and issues of concern no rigid schedule for completing a least in theory) people already in to the specific needs of individuals course. How best to deliver course the workplace, including on farms, and groups. At first, the selection will information to villages and to students in schools and their be driven by the developers of the remote areas as well as to poorer teachers, and those working in the STU concept and will be focused on neighborhoods in major urban areas
128 | WMO Bulletin 56 (2) - April 2007 Radio and Internet for the communication of hydrometeorological and climate-related information (RANET)
In developed countries and most major cities, a daily “broadcast” of SMS (mobile phone text) messages, weather forecast, information about an upcoming thereby allowing warnings to be distributed and field season or even general educational material about the data collected. While RANET continues to develop environment is relatively easy to access. There are various new communications and applications, it always forms of broadcast media through radio and television and strives to build upon existing capabilities and local the Internet, of course, provides a wealth of opportunities. knowledge. Because communications are not just a But, for the vast majority of the world, particularly in rural technological or system issue, the programme attempts and developing country contexts, basic communication to address challenges of sustainability by ensuring remains a significant challenge. Unfortunately, it is often projects and infrastructure are community-owned and these remote and rural populations that are most in need locally operated. Most importantly, by establishing of climate, weather and other environmental information communication bridges between the producers and and services. users of environmental services, RANET helps facilitate a dialogue in which users can better articulate their RANET, a consortium of international organizations needs to various producers, thereby generating better and National Meteorological Services, was created to services and products. address such communication needs. Its primary mission is to make climate- and weather-related information http://www.ranetproject.net/ accessible to remote and resource-poor populations. To accomplish this mission, the programme utilizes new and existing communication technologies that are sustainable and usable in these settings. By so doing, it builds telecommunication bridges between science- based service organizations and remote communities which can use and apply environmental information and services to facilitate day-to-day resource decisions and help people prepare for, mitigate against and respond to, natural hazards.
In Africa, for instance, new and existing FM radio stations have been integrated with digital radio-satellite technologies, which connect producers of information to rural communities. Similarly, RANET has worked with partners to develop a backbone for the exchange and
can be decided on a region-by-region “ [be] put ... within every one’s reach workforce in industry and in agricul- basis. in the farthest part of the kingdom, ture. It has been successful, although as certainly as if he lived in London, the form and function of spare-time and without any additional cost”, the universities in China have changed Where did the idea point being that The Penny Magazine over the decades. Given their success would provide open access to the and popularity, some Chinese univer- for STU come from? general public interested in acquiring sities have begun to bring spare-time A spare-time university is not an idea knowledge. universities into their programmes. developed by industrialized countries STUs can be successfully developed for the Third World. The Penny STU was also successfully developed in other countries as well. Magazine was first printed in London in China during the revolutionary in 1835. It catered to the “very great years of the 1930s. In 1958, policies to When it began in 1958, STU was number of persons who can spare establish an STU in China became law. viewed as one of three classes of a half an hour reading a newspaper For the most part, the initial stages schools: full-time, half-time and spare- …”. Given the various methods of of China’s STUs were designed to time (Abe, 1961). The notion of a land- and water-based pathways to its raise literacy levels in the country spare-time university was developed readers, The Penny Magazine would and to prepare students to enter the by Chinese leaders in order to close
WMO Bulletin 56 (2) - April 2007 | 129 the gap between students going to mobile phone has freed people from a importance of knowing about and university to earn advanced degrees century-old dependence on landlines. using weather-, climate- and water- Advances in tropical cyclone and those people who were labourers Many laptop computers have wireless related knowledge. in fields and factories with neither capabilities. Another factor of concern the time nor the level of education has been cost. Mobile phones, MP3 In sum, STU could be viewed as a to succeed in a formal university or MP4 players and laptops have back-door approach to improving motion prediction and setting. Factories as well as farms been too costly and, therefore, out science literacy and awareness, had schools. It was an attempt to level of reach of large segments of the especially in its use to mitigate the the proverbial playing field in society Earth’s population. However, as these negative impacts of weather, climate recommendations for the future by raising the literacy level of workers items become more popular and and water on human activities of by their participation in university more widespread, their prices tend local to global concern. It will be by Russell L. Elsberry* courses and becoming a part of the to drop. One recent example is that designed to be free for those who country’s development process. of the US$ 100 laptop that has been have neither the resources nor the made for use in developing countries. time to spend in a classroom or to The low price makes it affordable sit in front of a computer at home or “Wireless wars” and accessible to a new segment in an Internet café. STU will exploit of society. The low-priced laptop is new wireless technologies as they “Wireless wars” seem to be shap- scheduled for distribution in July 2007. become available. ing up in the world of Information Some countries that have ordered Technology. There will be tremen- these computers are Argentina, Brazil, The expression “Rome was not built dous competition among wireless Libya Arab Jamahariya , Pakistan and in a day” also applies to the develop- information delivery systems—the Thailand (Anon., 2007). ment of a spare-time university. The mobile phone, satellite radio, wire- first step involves developing proto- less computers, MP3 audio players type activities, identifying appropriate and MP4 video players. The prices What is the initial audiences, matching the appropriate are already dropping for each of combination of technological services these forms of communication, as STU course focus? with the capabilities of the target audi- demands for them expand. China, for Everyone knows that weather, climate, ence, and preparing course modules example, now has over 200 000 000 and water influence a myriad of relevant to the interests of the target mobile phone users. In many coun- ecological and societal processes audiences.Learning is truly a lifelong tries, mobile phones now outnumber that can lead to good times or bad process and, therefore, it is never too landline phones. Similar patterns are times, either to a good harvest at late to enroll. beginning to appear in other countries, the end of a growing season or to no such as South Africa and India. harvest at all. They affect the amount References of moisture in the soil, the water needs In the industrialized world, there is at different times in the life cycle of A b e, M, 1961: Directives concerning considerable interest in what we call a crop from seed-sowing to harvest. educational activities. Quoted in: Spare-time education in communist the “free university” and in “informal Climate affects the abundance of China, The China Quarterly, 8 (Oct.- educational programmes” that are pests that can eat crops (such as the Dec. 1961, 149-159). designed for “K to Grey”, i.e. from locust), the abundance of mosquitoes, kindergarten to old age. Thailand has and so forth. Prolonged droughts or A n on ., 2007: $ 100 laptop project its “midnight university”. There are heavy rains can be disruptive and launches 2007, BBC News http://news. bbc.co.uk/2/hi/technology/6224183. many virtual courses on the Internet. destructive of human activities and stm Some of STU’s courses could be settlements. And now there is talk undertaken to generate financial about the likelihood of a change in the G l a n t z, M.H., 2006: How about a support for other activities that could climate conditions that generations Spare Time University for Sub- then be offered without cost. STU is of people have come to know, expect Saharan Africa? (15 May). www. fragilecologies.com a serious effort to bring educational and cope with. These are weather-, needs to people who can benefit from climate-, and water-related topics, K im , A.J., 2000: Community building on them. It is a glimpse of the future. among others, that will be fare for the Web. Peachpit Press, Berkeley, spare-time university courses. California, 8-9. The globe is going wireless. Wireless M a s low, A. 1954: Hierarchy of Human technologies are quickly replacing STU is an educational vehicle that Needs. www.ship.edu/~cgboeree/ technologies that tether people to will complement various structures maslow.html desktop computers or to their need for distance, virtual, Web-based and to be in a classroom at a specific time e-learning. It alerts the public and in order to engage in a lesson. The specific targeted audiences to the
130 | WMO Bulletin 56 (2) - April 2007 Advances in tropical cyclone motion prediction and recommendations for the future by Russell L. Elsberry*
Importance of tropical 700 cyclone motion 650
600 Understanding and predicting 550 tropical cyclone motion has been a key topic in all six of the WMO 500 International Workshops on Tropical 450 Cyclones (IWTC) co-sponsored by RSMC-Tokyo NHC-EPC the Commission for Atmospheric 400 NHC-Atlantic 5-year running mean error (km) Science (CAS) Tropical Meteorology JTWC-WNP 350 JTWC-NIO Research Programme (TMRP) and JTWC-SH CPHC the World Weather Watch Tropical 300 Cyclone Programme. These IWTCs, 250 which are held every four years, bring 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 together tropical cyclone forecasters Year and researchers to review progress Figure 1 — Trends in tropical cyclone 72-hour track forecast errors averaged over five over the previous four years and plan years achieved by various operational tropical cyclone warning centres (provided by for the future. T.-C. Lee, Topic 3.1 at IWTC-VI. This and other figures from IWTC-VI are available from http://severe.worldweather.wmo.int/iwtc) An example of the progress that has been made in operational forecasting of tropical cyclone motion is shown • Improved numerical weather guidance. These developments led in Figure 1. The five-year running prediction (NWP) model track to the major recommendations at mean 72-hour track forecast errors guidance; and IWTC-VI held in San Jose, Costa by operational warning centres have Rica, in November 2006, relating decreased significantly in all tropical • Adoption of the consensus to maintaining and even increasing cyclone basins. Except for the eastern approach for track prediction. remote sensing data, especially North Pacific, the 72-hour track errors microwave and scatterometer data. are now typically between 320-350 km The numerical model guidance has in all basins, which is a decrease of been improved by better observations The second major development in the about 50 per cent since the early of the environment and tropical past four years related to consensus 1990s. cyclone structure and by better use forecasting was documented in Topics of existing observations (especially 3.1 and 3.2 (topic reports are available Two major developments have satellite-based winds) in improved at http://severe.worldweather.wmo. contributed to these track prediction data-assimilation systems. Greater int/iwtc) at IWTC-VI, and this led to improvements: horizontal resolution in both global and a special focus session “Sharing regional models and better physics experiences in operational consensus representations of the environment track forecasting”. The forecaster Tropical Cyclone Rapporteur, WMO/CAS and tropical cyclone structure, have interest demonstrated at this special Working Group on Tropical Meteorology also contributed to improved track focus session led to the major Research
WMO Bulletin 56 (2) - April 2007 | 131 recommendation to “facilitate the 400 dissemination of all tropical cyclone- related numerical weather prediction 350 (NWP) products” so that consensus forecasting can be applied at more 300 tropical cyclone warning centres. For 250 example, the Japan Meteorological Agency has made available to WMO 200 Typhoon Committee members a password-protected Website that 150 Forecast error (in n mi) contains tracks and fields from a 100 number of NWP centres. Topic 3.2 included a listing of the global and 50 regional models that might be used 0
for tropical cyclone track prediction
1994 1995 and an indication of future plans for 1990 1991 1992 1993 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 Year these models. Figure 2 — Long-term trends in annual Atlantic tropical cyclone track forecast errors Given the progress in 72-hour track (1 nautical mile = 1.85 km) at the US National Hurricane Center. Notice the 120-hour forecasts as in Figure 1, US warning forecast errors (only officially released since 2003) have similar magnitudes as the centres began issuing 120-hour 72-hour errors of a decade ago (provided by L. Avila, Topic 0.1 at IWTC-VI). forecasts in 2003. For example, the National Hurricane Center 120-hour forecast errors (Figure 2) are of the a tropical cyclone will interact with • Further advancements in numerical order of 250 n mi (463 km), which is topographic features and lead to local model guidance via observations, about the same accuracy as the 72- maxima in precipitation depends on data assimilation and numerical hour forecasts of a decade earlier. The the motion. Similarly, a relatively model improvements; and Korea Meteorological Administration small shift in the landfall track can is planning an extension to 120-hour mean the difference between a • Addition of more skillful models, forecasts in 2008. disastrous storm tide (Topic 0.4) at and optimum use of consensus a coastal location or an extreme low guidance when few models are Given these great advances in longer tide on the opposite side of the track available. For the first item, more interval tropical cyclone motion where offshore winds exist. advanced global models are being prediction, one might infer that developed in several countries, so tropical cyclone motion has decreased Finally, the occurrence and magnitude that insertion of initial conditions in importance. However, the keynote of the hydrologically related disasters that represent tropical cyclones theme of IWTC-VI on requirements for covered in Topic 0.5 depend as much in all basins in which they exist an effective warning system provided (or more) on the tropical cyclone path could result in more skillful strong evidence that much remains to and translation speed as on the rainfall models for use in consensus track be done with tropical cyclone motion distribution. Therefore, a strong input forecasting. Characterization of prediction related to landfall impacts. from the forecast community arose when each of these models is First, examples of the dispersion of from these presentations at IWTC-VI: likely to be erroneous is necessary the numerical model guidance tracks the forecasters also require greater for optimum use of the consensus for critical landfall forecasts were track accuracy for shorter-range approach. These requirements presented in Topic 0.1, which has led landfall position forecasts. for future improvements are to probability products that convey included in the IWTC-VI major tropical cyclone forecast uncertainty recommendations. Another to various types of user. Future track prediction recommendation is for WMO to develop training programmes for The tropical cyclone rainfall emphases consensus forecasting. distribution discussed in Topic 0.3 depends critically on the track—both Further improvements at longer the specific path and the translation forecast intervals are considered to The forecast community requirement speed, since even tropical storms be possible by continuing activities for greater track accuracy for 12- to moving slowly over an area can lead related to the two major developments 36-hour landfall positions requires to extreme rainfall accumulations. above that have already contributed to special attention. First, high temporal Whether (and the degree to which) track prediction improvements: resolution tropical cyclone centre fixes
132 | WMO Bulletin 56 (2) - April 2007 350 track for that NWP centre, since the Landfall numerical model used for the EPS 300 All storms has to be a degraded version of the deterministic model in order for 250 Figure 3 — Comparison of the EPS to be integrated with many 200 Atlantic tropical cyclone members in a limited time. Thus, track forecast errors the primary objective of the EPS for 150 (1 nautical mile = 1.85 km) tropical cyclones is to estimate the 100 at various forecast intervals track uncertainty from the spread of for landfall cases (blue the EPS forecast tracks. 50 bars) versus all storms (red bars) (provided by L. Avila, As of 2005, the track spreads calculated 0 24-h 48-h 72-h 96-h 120-h Topic 0.1 at IWTC-VI). from the European Centre for Medium- range Weather Forecasts (ECMWF) and the US National Centers for are required for short-term forecasts. the forecast situation. A new method Environmental Protection (NCEP) EPSs Second, vortex wind structure and by J. Goerss of the Naval Research were not a good indicator of the track precipitation observations (e.g. Laboratory-Monterey for determining forecast error. Some post-processing Doppler radar) are needed to initialize the track forecast confidence based of the EPS tracks is required, perhaps the numerical model, which also on the spread of the dynamical along the lines for the conditioned implies advanced data-assimilation model guidance was described in strike-probability maps for Typhoon technologies. Third, high-resolution, the special focus session 3a at IWTC- Songda in Figure 5. The WMO WWRP mesoscale models will be needed VI. Whenever the spread among the THORPEX Interactive Grand Global that include air-sea-land coupled various tracks is small (e.g. 314 n mi Ensemble (TIGGE) programme models. Better forecasts of the or 695 km for case shown). will greatly increase the number tropical cyclone impacts of damaging of EPS tracks. This led to the two winds, precipitation and storm surge An ensemble prediction system major recommendations at IWTC-VI during landfall will result from better (EPS) is another tool to estimate this regarding facilitating dissemination 12- to 36-hour track forecasts. Some uncertainty for different situations. of ensemble forecasts and the nowcasting techniques to update Generally, the average of the EPS development of probabilistic forecast the longer track guidance with local member tracks is not better than the products from the NWP centres and observations will also be required. corresponding deterministic model TIGGE.
In Topic 0.2, L. Avila of the US National Hurricane Center compared the average track forecast errors for landfalls during 2001-2005 versus all storms during that period (Figure 3). The 24- and 48-hour landfall forecast errors were about 40 per cent smaller than for all storms, with values of about 35 n mi (65 km) and 60 n mi (111 km), respectively. Specific aircraft radar observations inserted into advanced data-assimilation systems and higher-resolution models, are planned to further improve US landfall forecasts.
As indicated above, the longer-term track guidance from the various numerical models can vary widely at times. In some cases, an outlier Figure 4 — Example of a circle about the consensus mean 120-hour forecast position track may indicate an error in the (initial time 1200 UTC 13 July 2005 for Tropical Storm Emily) in which about 72 per cent initial conditions for the numerical of all storms are expected to fall at the indicated time. With a greater spread among the model. In other cases, the variability multiple tracks, the circle will be larger to indicate greater uncertainty in the consensus is an indication of large uncertainty in forecast mean (provided by J. Goerss, Naval Research Lab-Monterey).
WMO Bulletin 56 (2) - April 2007 | 133 • Inserting initial conditions that represent tropical cyclones in advanced global models being developed in several countries Improved development so that more skillful model tracks are available for consensus forecasting. cooperation and regional
A major IWTC-VI recommendation is that WMO facilitate the transfer of services to Members this technology to developing nations, including training, appropriate workstations and communication capability. The forecast community also stated a requirement for improved landfall position forecasts for improving warnings of the regions of damaging winds, heavy precipitation and storm tides. Meeting this requirement will need high temporal resolution centre fixes, advanced Figure 5 — Conditioned and unconditioned (inset) for the Japan Meteorological Agency data-assimilation technology ensemble prediction system initialized at 12 UTC, 2 September 2004, for Typhoon Songda. incorporating vortex wind structure Notice that the conditioned probability (per cent) of the tropical cyclone track gives a and precipitation observations, high- more accurate representation of the actual path (solid line with circles) (provided by resolution mesoscale models and T.-C. Lee, Topic 3.1 at IWTC-VI). nowcasting techniques.
A likely future focus will be on Recent progress in the use of targeted a strategy for a broader evaluation of probabilistic forecasts to assist in risk aircraft observations to improve the various techniques. assessment. This led to the two major tropical cyclone track predictions was IWTC-VI recommendations regarding summarized in Topic 3.3. Whereas the WMO facilitating dissemination capability to deploy dropsondes in the Concluding remarks of ensemble forecasts and the environment of tropical cyclones has development of probabilistic forecast previously been limited to the USA, The importance of the tropical cyclone products from the NWP centres and the Dropwindsonde Observations for track forecasts was emphasized the WMO TIGGE programme. This Typhoon Surveillance near Taiwan at IWTC-VI. Because dramatic topic and further advances in tropical Region (DOTSTAR) programme improvements in 72-hour track cyclone prediction are expected to be has expanded the use of targeted forecasts have been achieved from reported at IWTC-VII in 2010. observations. Four techniques for improved numerical guidance and determining the most sensitive consensus approaches, extensions regions at the observation time are were made to 120-hour forecasts described in Topic 3.3. Sometimes, that are as accurate as 72-hour the sensitive areas are in the region forecasts just a decade ago. To of the tropical cyclone and other times continue these advances, the IWTC- the sensitive areas are remote from VI recommended: the cyclone. Whereas only preliminary comparisons of the forecast errors for • Maintaining and even increasing analyses based on different targeted the remote-sensing data, techniques were presented at IWTC-VI, especially the microwave and a planning session was held to develop scatterometer data; and
134 | WMO Bulletin 56 (2) - April 2007 Improved development cooperation and regional services to Members
New strategy and The new strategy and organization • Enhanced capability of the have been presented to various bodies Regional offices to deliver better organization of for comments and improvements. services to the Members. the Development Based on the strategy, an annual Cooperation and action plan has also been prepared, Resource mobilization committing each member of the Regional Activities Department. There has been a change in WMO Department technical cooperation funding during Main elements of the last 10 years. In the past decades, The former Regional and Technical the United Nations Developmentn Cooperation Activities for the new strategy Programme was the dominant funding Development (RCD) Department has agency behind WMO technical been reorganized, and a new strategy The new strategy of the DCR cooperation projects. At present, has been developed to better meet department may be summarized as WMO has to compete for external the needs of Members. follows: resources for development activities • Additional emphasis on resource in Member countries. According to Stakeholder survey mobilization for development the RCD stakeholder survey, WMO projects; has a visibility challenge with the The WMO Technical Cooperation and funding agencies. WMO has a Regional Departments were merged • Improved meetings of regional challenge to market its competence in 2004 to allow better integration of associations; and areas of activities as well as to those two elements of importance create credibility among donors. Most for Members. To improve the • Least Developed Country donors are also driven by the needs performance of the new Department, Programme; of the countries, as prioritized by the a new strategy and organization have governments. Hence, there is also been established. These are based • Systematic way of tracking the a challenge get the activities of the on a stakeholder survey, which was needs and status of Members: NMHSs recognized on the priority conducted between December 2005 country profile database; lists of national governments. and February 2006. In the survey, the members of the Executive Council, • Timely response to the need of The new office for resource main funding agencies, partner Members; mobilization will play a coordinating organizations, WMO directors and role in implementing the strategy RCD staff were interviewed to find out • Advocacy of the role of National for WMO as a whole. The DCR the current status of the department, Meteorological and Hydrological Department acts as the WMO focal satisfaction, expectations, etc. The Services (NMHSs) at government point for funding agencies, such report of the survey was used as level: demonstration of socio- as the European Commission, the a basis for the strategy process economic benefits; World Bank or national development among the department staff. It has agencies. The expertise of various been essential to get the staff of the • Better integration of the activities WMO departments and external department committed to the new in the Regions and at WMO partners will be used in the design of strategy. Headquarters; development projects. The potential
WMO Bulletin 56 (2) - April 2007 | 135 themes will be related, among others, to agrometeorological services, Needs disaster management and mitigation, adaptation to climate variability and Expertise change, air quality and renewal energy production. The goal is to enhance Partners for projects observing systems, operational services and know-how of the NMHSs Funding agency strategies as a part of the projects. and negociations
Project The resource mobilization scheme is proposals shown in Figure 1. Execution of development projects WMO meetings New and improved The DCR Department is in charge of services and infrastructure of the NMHSs organizing several WMO meetings, Impacts on: food security, health, such as those of regional associations, safety, power production, environment technical conferences, etc. According to the feedback from Members there is a need to consider ways of Figure 1 — The DCR resource-mobilization scheme enhancing the cost/benefi t ratio of WMO meetings. For example, regional association meetings could be a status of the NMHSs of LDCs and • Development needs and plans; good forum for identifying regional SIDS, identify development needs development needs, setting up and opportunities and, finally to • Ongoing WMO and other regional strategies and actions plans, mobilize resources for development development activities; in which the expected actions of the activities. The goals of the programme WMO secretariat, Members and other are closely related to the United • WMO questionnaire output and actors would be defi ned. Nations Millennium Development WMO mission reports. Goals (MDGs). WMO, together with its There is also an interest in placing Members, can play an important role in The intention is to update the infor- additional emphasis on, for example, the MDGs in relation to food security, mation at least on an annual basis. the most recent developments in health, energy, gender and sustainable The information will not be made pub- various fi elds of weather, climate and developments. These topics will be licly available, if so wished by the water services/research, management utilized while designing development- country in question. The intention of NMHSs and marketing of their project activities in Member countries. is to optimize the amount of WMO products. The DCR department is It is important to demonstrate the questionnaires sent to the Members seeking guidance from the executive value of hydrometeorological services by having a common database for bodies in setting priorities for future and infrastructure for both national all WMO programmes/departments. WMO meetings. If so wished by governments and the donor agencies The information is also important for Members, the DCR Department can to ensure resources for the further negotiating with funding agencies, modernize WMO practices to enhance development of the NMHSs. such as the World Bank or European the usefulness of the meetings. Commission on allocating resources Country profi le database for specifi c countries or regions. Least Developed Country There is a great need to develop a systematic way of following the status Timely response to the (LDC) Programme of Members. The DCR Department is playing a leading role in establishing needs of Members A new LDC Offi ce has been established a WMO country profi le database to to the DCR Department to coordinate contain information, including: The DCR Department often has to deal the actions of whole WMO Secretariat with Members’ acute and concrete in the Least Developed Countries • The status of meteorological and needs, when timely action is essential. and Small Island Developing States hydrological services, resources, Short response times are a challenge (SIDS). The ultimate goal is to gather manpower and infrastructure in for WMO, and the Department has the systematic knowledge of the current Member countries; goal of shortening response time by
136 | WMO Bulletin 56 (2) - April 2007 improving internal processes. The economic value of investments in fashion, it has been decided to Department aims to give systematic the NMHSs. allocate the regional directors to response and assistance to Members. WMO Headquarters. It is important Limited financial support may be The Resource Mobilization Office that the regional directors have possible in special cases through the of the DCR is planning to set up everyday interaction with the other Voluntary Cooperation Programme. an international expert group to WMO departments, and that they To satisfy large-scale development support this development. Concrete serve as bridges between the Regions needs, external sources of funding feasibility studies with economic and Headquarters. The regional have to be explored. benefit calculations would help in directors coordinate the activities of getting additional support for further the WMO offices located physically development of the NMHSs. in the regions. The Department is Advocacy organizing its meetings in such a In the case of re-organization or re- manner that the offices in the regions The resources allocated to an NMHS allocation of Meteorological and attend meetings via teleconferencing. are decided by the government of Hydrological Services, there may The regional directors are expected the Member country. The level and be a need for external consultancy to spend a considerable share of their sustainability of the services and for the government authorities. The time in the Region to advocate the infrastructure are highly dependent DCR Department is ready to offer position of the NMHSs, to design on status the NMHS in its country. In its expertise or to find relevant development projects and to interact developing countries, the government consultancy support, if so wished with Members. plays an essential role in directing the by the countries. support of donors. To ensure the high quality of services and infrastructure, Other features of the it is essential to advocate the NMHSs Link between Regions with the governmental authorities. and wmo Headquarters new organization
The NMHSs have to invest in The organization of the Department, developing new services and know- It is essential for Members that as well as allocation of staff to the new how of importance for their countries, WMO activities in the Regions are duties, has been defined to ensure the as well as to market their abilities to well coordinated with those at successful implementation of the new the decision-makers. WMO is ready Headquarters. The WMO programmes strategy. Some of the new functions to support the advocacy process, if of high importance for the Members have already been explained above. so requested by Members. The DCR are run from Geneva. After careful Department aims to gather additional examination on how to meet the The organigram of the DCR expertise for calculating the socio- needs of Members in an optimal Department is shown in Figure 2.
Office of Director
Office for the LDCs and Resource Mobilization Office Regional Coordination
Regional Office for Regional Office for Regional Office for Regional Office for Africa Asia and SW Pacific Americas Europe
Field offices
WMO Office WMO Office WMO Office WMO Office WMO Office WMO Office Brazil Mexico WMO/ for NCWA for ESA for West Asia for SW Pacific for S. America for NCAC Project Project EUMETNET Office Office Office
Figure 2—The new organization of the DCR Department
WMO Bulletin 56 (2) - April 2007 | 137 The two new offices are those for be addressed by the respective shaping satellite receiving and service Resource Mobilization and for the regional offices. The administrative facilities supported by the European LDCs. The former is expected to lead coordination of the whole programme Commission in Africa. Together with preparations for the WMO resource- will be carried out by the Resource other WMO programmes, DCR has mobilization strategy. The Office will Mobilization Office. interacted with the World Bank in then be expected to play a key role in the fields of disaster management, seeking opportunities for mobilizing The ultimate goal is to enhance adaptation to climate change, weather resources for development projects considerably the level of services to risk management and agricultural from various sources of funding, Members in the forms of development meteorology. A feasibility study such as the European Commission, projects and meetings and various for the development of NMHSs in World Bank, regional development forms of support to the NMHSs. south-eastern Europe, supported by banks and development agencies the World Bank, ISDR, Croatia and of developed countries and the Finland is under way. private sector. The project design Examples of action so far and proposal writing will be done The DCR Department has established by the appropriate regional offices, active dialogue with development other WMO departments and partner The re-organized DCR Department agencies and donor organizations organizations. The execution of the has already started work. Regional of several countries, such as Finland, projects may be carried out by WMO, NMHS development plans have been Italy, Spain, the United Kingdom, and NMHSs of other countries, partner prepared or are under preparation the USA. This support has enabled organizations or private companies. for countries in southern, eastern new development activities in some and western Africa, south-eastern African and Ibero-American countries. The WMO regional offices are key Europe and SIDS in the Pacific. It is DCR is also working with regional players in identifying the development also executing several development organizations, including the African needs at individual countries and in projects in individual countries and Union, the South African Development regions. They are also in charge of regions. A WMO project office has Community and the South Pacific keeping the country profile database been set up in Mexico and the duties Regional Environment Programme, updated with the aid of Members. of the Brazil project offices have to ensure expertise of the NMHSs in The regional directors play a key been re-shaped. Partnerships are regional development strategies. role as the interface with other essential. The DCR Department is WMO departments and the DCR, working together with the scientific The new WMO Office for Western Asia as well as between DCR staff in the and technical departments and was opened in Bahrain in March 2007. A regions and in Geneva. The Regional with external partners, such as well as coordinating regional activities, Offices are expected to lead the WMO the UN International Strategy for the Office promotes collaboration development cooperation activities Disaster Reduction (ISDR), the and development activities between in their respective regions. World Health Organization, the UN the Arabic-speaking countries across Food and Agriculture Organization regional boundaries, whenever this In the everyday work of the and the European Organisation for is beneficial for Members. Department, additional emphasis the Exploitation of Meteorological on customer (Member) orientation Satellites (EUMETSAT). Establishment of the WMO country and team work abilities are expected profile database is under way and a from the whole staff. The customer Partnership has been established with pilot project should be in place by orientation is also expected to enhance European Commission directorates the end of 2007. The WMO offices a cross-cutting way of working within for development and research and in the regions are expected to play the Department as well as with the WMO expertise is used in the strategic an important role, together with the other WMO departments. planning of its programmes. DCR is Members, in gathering and updating also negotiating support of individual information in the database. The Voluntary Cooperation Programme regional activities. In partnership with needs and implementation will EUMETSAT, it has participated in
138 | WMO Bulletin 56 (2) - April 2007 Fifty years ago ...
developments and applications in Contents this field.
Subjects covered by the April To the meteorologist, the question Bulletin 50 years ago were: arid naturally arises as to where does zone climatology, meteorological the science of meteorology stand aspects of atomic energy, a progress in relation to these new activities. report on observations made during He asks himself what benefits can the trial period of the International this new knowledge pass on to the Geophysical Year 1957-58, climatic science of meteorology itself and in atlases, the Technical Assistance what way can meteorology assist in Programme and automatic weather the application of such knowledge in stations, as well as reports of the other fields. From the WMO point of International Geographical Congress view, the additional questions arise as and the second sessions of Regional to how can international collaboration Association I (Africa) and the in the meteorological aspects of Commission for Climatology. atomic energy be fostered and in what directions should such collaboration Meteorological aspects of be guided to ensure that the maximum atomic energy benefit is rendered to the Members of the Organization. In this article some One of the most significant of all provisional indications are given as The picture on the cover: one of human activities in recent years has to the answers to these questions the major problems facing mankind been the development of techniques and in particular the activities of is now to feed the ever-increasing for the utilization of atomic energy for WMO are described against the population of the world. Although peaceful purposes and it is well recog- general background of international it is not possible to make a precise nized on all sides that mankind is on collaboration in the peaceful uses of estimate of the population 50 years the threshold of a new era in which atomic energy. hence, it is quite clear that if the scientific and technological advances present natural increase continues, in this field can, if rightly used, bring there will by that time be many more vast benefits to the whole world. The International Geophysical millions of mouths to feed. Scientists use of atomic reactor plants for the are therefore endeavouring to find controlled generation of power is Year 1957-58 ways and means of increasing the one of the most important and well- productivity of existing agricultural known of such benefits. The use of Nearly six years had elapsed since land and of bringing into cultivation radioactive tracers for medical and WMO first announced its participation land which is at present unsuitable agricultural purposes are also of in the planning of what was then for food production. great significance and almost equally known as the Third Polar Year. … well known. Many other less obvi- * A full account of the January Bulletin ous examples could be given but it is Judging from the forms which were 50 years ago is available in the April 2007 quite impossible at the present stage now arriving in the IGY Meteorological edition of MeteoWorld on the Web: http:// www.wmo.int/meteoworld/en/ to envisage the full scope of future Data Centre containing the
WMO Bulletin 56 (2) - April 2007 | 139 observations made during the IGY visibility, temperature, dew point, magnetic compass synchronously with trial period, there was every reason wind speed and direction, pressure the vane. Variations of meteorological to believe that the IGY will provide the and precipitation. It was hoped that conditions were converted into research workers with a most valuable further development would enable variations of resistance by a motor- collection of meteorological data. cloud height measurements and the driven self-balancing bridge circuit. type of weather to be included in Arid zone climatology the automatic report. Four of these stations are already in operation and News and notes By W. J. Gibbs a further 15 were to be set up in the near future. Membership of WMO The Symposium on Arid Zone Climatology took place in Canberra, Another feature was its ability to Morocco became a Member State Australia, from 17 to 20 October 1956. preserve a record of the information of WMO on 2 February 1957 and The chairman was C.W. Thornthwaite, transmitted by making a punched Tunisia became a Member State on president of the WMO Commission for tape of each observation. These 21 February 1957. WMO now had Climatology. Other delegates included tapes could be placed on standard 72 Member States and 22 Member Burgos, Eriksson, Fournier d’Albe, punch cards at the records centre so Territories. Ganji, Geiger, Naqvi and Ramdas [sic]. that the information is then available Observers included H.T. Ashton, W.J. for research, statistical studies and A new independent Gibbs and C.H.B. Priestley. climatological purposes. Meteorological Service
... a marine weather station could The territory of the Gold Coast became United States automatic be anchored in remote locations an independent member of the British and left unattended for six months. Commonwealth, with the name of weather stations Incorporated in a buoy, the station Ghana, on 6 March 1957, and on this broadcasts the air temperature, sea same date the Meteorological Service Evidence of the interest in automatic temperature, pressure and wind of Ghana, formerly one of the British stations as a means of improving speed and direction code at regular West African meteorological Services, observational networks was shown intervals throughout the day. At became an independent Service. by the discussion on this subject present this equipment was only in the at the recent sessions of Regional experimental stage but preliminary Gift to WMO of Association I (Africa) and the trials show that it has a radio range Commission for Climatology. This in excess of 80 miles. Dr Swoboda’s library article gave news of two types of automatic weather stations, both Air and sea temperature were Mme M. Swoboda, widow of former of which have been designed and measured by simple thermistors Secretary-General of WMO, Dr G. constructed in the United States. and a precision barometer measures Swoboda, recently presented her late pressure. The barometer was husband’s meteorological library to ... the automatic teletypewriter modified so that a slave needle rode WMO. weather observer in addition to above a resistance strip and was measuring meteorological conditions clamped to the strip at the time of This library contains many important was also capable of converting measurement. An especially robust classical meteorological books, a them to teletypewriter code and three-cup anemometer drove a small large collection of reprints and some transmitting them over the national magnetic generator whose output was valuable series of meteorological circuits without being handled by applied to the grid of a vacuum tube. journals. human observers or communicators. The wind vane was connected to a The meteorological elements which selsyn transmitter and receiver circuit this apparatus measured were activating a servo which positioned a
140 | WMO Bulletin 56 (2) - April 2007 Recently published
Review Mountain areas have largely been the response of the cryosphere. A remote areas—remote also from similarly short review of discharge and scientific pursuit. One result of both floods in the Alps follows further on. Climate and the high spatial variability and the low Except for these two short overviews, Hydrology of density of measurement instruments all other contributions to the book Mountain Areas in mountain areas is that the hydrology are reports of rather specific case- of these areas is not always completely studies. Although subjects such understood. Even in as highly as land use and chemical issues developed a country as Switzerland, are hardly covered, the reader will the water balance is not closed. The obtain a decent overview of themes C. de Jong, D. Collins and R. Ranzi areas of high precipitation uncertainty that are currently under research at (Eds.) are also the areas of high precipitation. high levels. The use and limitations of John Wiley, Chichester, 2005 At the same time, the crystalline form regular methods in mountain areas are xxi + 315 pp. ISBN 0-470-85814-1 of water is of great importance for the covered en passant. What perhaps are special mountain climate. missing, next to scientific issues not Price: €150/ £100 covered by the book, are some words Climate and Hydrology in Mountain about the societal relevance of the In the European Alps, the mountain Areas is the product of a group of presented research, even more so that habitat is moving—and not only people that met during an annual the whole idea for the book started in from an aesthetical point of view. General Assembly of the European the United Nations International Year The damage done by the floods of Geophysical Union (EGU). The of Mountains (2002). August 2005 is still being repaired; group found that written accounts of unexpected rockfall has become an mountain hydrology and climatology Rather more focus on geomorpho almost daily news item; climbing are scarce and so decided to assemble logical aspects would have been routes are exposed more than ever the information presented in a book. in order—it is the geomorphology to rock and ice avalanches. In summer, From this perspective, the book gives that sets mountains apart from artificial covers protect the glaciers an interesting overview of state-of- other areas in the first place. In and recent subsidence of high-level the-art research. It does not, however, some cases, the scope and aim of buildings appears to be caused by give a complete overview of what is a research project are not entirely the disappearance of permafrost. mountain hydrology and climatology, clear, e.g. when recommending the In some places, it even looks as if since it is based on presentations to use of hydrological response units, the 2005 floods have changed the the EGU meeting. On the one hand, one could have referred to IAHS mountain morphology with distinct this lack compromises the implicit Publication 254 Regionalization in repercussions for the behaviour of the promises made by the title of the Hydrology (1997) to see that not all hydrological system. The mean rise book; on the other hand, the book findings are entirely new. Another of temperature in the Alps during the gives an interesting selection of paper concludes that, after extensive last 2.5 years was more than three- subjects and work that is currently modelling, the annual runoff patterns fold the global average. While the being undertaken. in the Austrian Alps (wet summers) Alps are not representative of other were found to be different from those mountainous areas, it is clear that The book contains a short review of in the Tian Shan (dry summers) in here, at least, things are changing. climate change in alpine areas and that, in summer, the Central Asian
WMO Bulletin 56 (2) - April 2007 | 141 mountain rivers are more dependent This new textbook treats all these reasons why this forecast was a on glacier melt than the Austrian ones. topics. It is based on course notes failure. It also includes a description One wonders why a hydrologist would that the author has developed over a of current practice. need a rainfall-runoff model to come number of years at Princeton and the to these conclusions. University of California. Atmospheric Satellite and Oceanic Fluid Dynamics is Meteorology One other interesting paper describes aimed at graduate students in GFD, the possibilities of making rainfall- meteorology, atmospheric science intensity forecasts with the aid of and oceanography. operational precipitation radar, as input for flood forecasting models and based on a testing area in the The Emergence Black Forest (Germany). of Numerical R.R. Kelkar Weather Prediction: BS Publications (2006) xix + 251 pp. If one does not expect a complete Richardson’s Dream ISBN 81-4800-137-3 overview of themes covered by the Price: US$ 26 subject of the book title, the book will probably not be disappointing. It is neatly published and well edited, Satellite meteorology is the youngest which both work remarkably well for Peter Lynch and fastest growing branch of the overall readability. In the middle of the Cambridge University Press (2006) science of meteorology. This book xxv + 745 pp. book 10 glossy pages contain figures in traces its history and describes the ISBN 0-521-85729-5 colour, while a usable index concludes Price: £40/ US$ 75 current state-of-the-art: the book. It is warmly recommended • Interpretation of satellite to those with a weakness for water, images; climate and mountain issues. • Derivation of atmosphere, In the early 20th century, Lewis Fry ocean and land parameters from Michael R. van der Valk Richardson dreamed that scientific satellite; [email protected] weather prediction would one day • Active meteorological remote become a practical reality. The method sensing; New books received fo computing changes in the state of • Applications to monsoons and the atmosphere, which he mapped tropical meteorology; out in great detail, is essentially the • Use of satellite data for climate Atmospheric and method used today. Before his ideas change studies; Oceanic Fluid could bear fruit several advances were • INSAT and Kalpana satellites; Dynamics— needed: better understanding of the • Future space missions. Fundamentals dynamics of the atmosphere; stable and Large-Scale computational algorithms to integrate Circulation the equations of motion; regular Recent WMO observations of the free atmosphere; and powerful automatic computer publications Geoffrey K. Vallis Cambridge University Press (2006) equipment. xxv + 745 pp. Manual on the Global Observing ISBN 0-521-84969-1 By 1950, advances on all these fronts System (WMO-No. 544) Price: £40/ US$ 75 were sufficient to permit the first Volume II-Regional aspects computer forecast to be made. Over Supplement No. 2, November 2006 the ensuing 50 years, progress in [ F ] - [ R ] - [ S ] numerical weather prediction was Fluid dynamics is fundamental to our dramatic, allowing Richardson’s Social aspects understanding of the atmosphere and dream to become reality. and stakeholder oceans. Although many of the same involvement in principles of fluid dynamics apply This book tells the story of Richardson’s integrated flood to both the atmosphere and oceans, trial forecast, and the fulfilment of his management textbooks on the topic have tended to dream of practical numerical weather (WMO-No. 1008) concentrate on either the atmosphere forecasting and climate modelling. 2006; xv + 80 pp. or the ocean or on the theory of It contains a reconstruction of his ISBN 92-63-11008-5 geophysical fluid dynamics (GFD). forecast and analyses in detail the Price: CHF 20
142 | WMO Bulletin 56 (2) - April 2007 Environmental Polar meteorology: Wcrp Annual aspects of understanding Report 2005-2006 integrated flood global impacts New futures: management (WMO- (WMO-No. 1013) building on great No. 1009) [ F ] - [ R ] - [ S ] success (WCRP-127) [ F ] - [ S ] 2007; 38 pp. (WMO/TD No. 1349) 2006; x + 71 pp. ISBN 92-63-11013-1 2006; 44 pp. ISBN 92-63-11009-3 Price: CHF 15 CD-ROM Price: CHF 20 Price: CHF 30 Commission Regional for Agricultural Papers presented at Association III (South Meteorology, 14th the WMO Technical America), 14th session—Abridged Conference on session—Abridged final report with Meteorological final report with resolutions and and Environmental resolutions (WMO-No. 1011) recommendations (WMO-No. 1014) Instruments and Methonds [ S ] [ A ] - [ C ] - [ F ] - [ R ] - [ S ] of Observation (TECO 2006) 2006; CD-ROM 2006; CD-ROM (WMO/TD 1354) ISBN 92-63-11011-5 ISBN 92-63-11009-3 2006; CD-ROM Price: CHF 18 Price: CHF 18 Price: CHF 30
A career in Systematic observation Proceedings of the meteorology requirements for satellite-based Second Thorpex (WMO-No. 1012) products for climate (GCOS-107) International Science [F and S in preparation] (WMO/TD No. 1338) Symposium (STISS) 2007; 36 pp. 2006; vi + 89 (WMO/TD 1355) ISBN 92-63-11012-3 Price: CHF 30 2006; CD-ROM Price: CHF 15 Price: CHF 30
WMO Bulletin 56 (2) - April 2007 | 143 ObituaryTitle
developing countries and no other Training Department in Geneva and, meteorologist from a developing over the period 1979-1983, led many country achieved so much status new training initiatives in international and influence in the highest levels of meteorology. international affairs. In May 1983, Ninth World Prof. Obasi was born in Ogori, Kogi Meteorological Congress appointed State, Nigeria, on 24 December 1933. Prof. Obasi Secretary-General of WMO After schooling and early life in his and he was re-appointed by the four home country, he proceeded for subsequent sessions of Congress in university study in North America, 1987, 1991, 1995 and 1999. Fourteenth where his distinguished academic Congress in May 2003 conferred on record included a Bachelor of Science him the title of Secretary-General (1959) with Honours from McGill Emeritus. Prof. Godwin Olu Patrick University in Montreal, Canada, Obasi, Secretary- and a Master of Science (1960) and During his 20 years as Secretary- General Emeritus Doctorate (1963) in Meteorology from General, Prof. Obasi was untiring in his Massachusetts Institute of Technology promotion of international cooperation Prof. Godwin Olu Patrick Obasi, in the USA. in meteorology and operational Secretary-General of WMO from hydrology and in his commitment to 1 January 1984 to 31 December 2003, On completion of his doctoral thesis, enhancing the impact and influence of died in Abuja, Nigeria, on 3 March 2007, for which he received the Carl-Gustav WMO within the United Nations and aged 73 years. Rossby Award, he returned to the the broader international system. He Nigerian Meteorological Service. worked hard to build links with WMO’s Universally known as “SG” within the Then, four years later, he joined the sister organizations and to promote WMO Secretariat and “Patrick” to his University of Nairobi in Kenya where the goals of sustainable development. many friends around the world, Prof. he taught and inspired many who were He collaborated closely with his good Obasi was one of the commanding subsequently to emerge as the leaders friend Dr Mostafa Tolba of the United figures of 20th century meteorology. of African meteorology in the 1970s, Nations Environment Programme to 1980s and 1990s. After several years provide the scientific underpinning No other meteorologist in history as Chairman of the Department of for the Vienna Convention for the visited so many countries, opened Meteorology and Dean of the Faculty Protection of the Ozone Layer; he so many meetings and conferences, of Science in Nairobi, he returned again championed the setting-up of the met so many Prime Ministers, to Nigeria. He headed the Nigerian Intergovernmental Panel on Climate Presidents and Kings and been so delegation to the seventh session of Change; he led the organization of highly and widely honoured by so the WMO Commission for Atmospheric the Second World Climate Conference many governments and organizations. Sciences (CAS) in Manila in February in 1990; and he played a key role in No other meteorologist in history did 1978 and was immediately elected initiating the negotiation of the UN more to promote the role and influence to the CAS Advisory Working Group. Framework Convention on Climate of the National Meteorological and Later the same year, he was appointed Change. Hydrological Services (NMHSs) of Director of the WMO Education and
144 | WMO Bulletin 56 (2) - April 2007 Prof. Obasi travelled widely throughout children: Jane Abisola, Omowumi, President of WMO, 1975-1983, and the world, becoming acquainted with Christine Folakemi, Albert Babatunde, First Vice-President, 1983-1987 Meteorological Services and finding Margaret Iyabo and Mary Omotayo ways to give assistance to those in Obasi. No-one who attended a WMO Roman L. Kintanar, particular need. He was always there Congress during the Obasi years Manila, member of the Executive for the opening of regional association will ever forget their first-evening Council, 1974-1995, President of and technical commission sessions welcome from a radiant Patrick WMO, 1979-1987 to meet the delegates and explain his and Winnie resplendent in national plans for WMO. He was both outward- dress. No member of the Executive John W. Zillman, looking and forward-looking and he Council will ever forget the warmth Melbourne, member of the gained particular satisfaction from and hospitality of the traditional mid- Executive Council, 1978-2004, the outcome of the Eminent Persons session Saturday evening in their President of WMO, 1995-2003 Group that he brought to Geneva in home. 1996 to help map out a visionary future for WMO. He was a determining Prof. Obasi was proud of what he influence in strengthening the role of achieved as an African head of a WMO and NMHSs in natural disaster United Nations organization and the Epilogue by the President reduction and climate. Although entire developing world was rightly and the Secretary- his scientific and policy interests proud of him. While he argued hard General of WMO ranged widely, he retained a strong for the resources that the WMO personal commitment to education Secretariat needed to do its job, it was and training, especially capacity- his lot for 20 years to be called on to Occasionally, one of us has the building for developing countries. do more and more with less and less, pleasure of providing a foreword to a task he accepted with dignity and a special article for the WMO Bulletin. As head of the WMO Secretariat, Prof. resilience. He was especially proud of In this case it is, rather, a very sad Obasi inherited from Sir Arthur Davies the new WMO Headquarters building responsibility, and it could certainly a preoccupation with doing things in avenue de la Paix, officially opened not be a foreword, for we could not right and he expected his staff to do by the President of Switzerland and conceivably place our names above things right. Once he had decided what the Secretary-General of the United those of four men as these, who had was in the best interests of WMO, he Nations on the first day of Thirteenth already contributed so much to WMO pursued it with a single-mindedness World Meteorological Congress in by the time that we arrived on the that few could match. But he was also 1999. In many ways, this beautiful WMO scene. a thoughtful, kind and warm individual Geneva landmark will stand as a with an intense loyalty to those publicly visible legacy of his WMO However, since we can readily whose trust he shared. He treasured career. associate ourselves with everything his friendships with meteorologists that they have already said in their around the world and he passionately On behalf of all in the international obituary note above, we would wish nurtured what so many valued as the meteorological and hydrological to join them in expressing our own heart of WMO. He enjoyed his time communities who were privileged common sorrowfulness, and that of with his friends at meetings around to work with Prof. Obasi as Secretary- all the WMO Secretariat staff, for the the world but, whether it was debating General of WMO from 1984 to 2003, passing away of a milestone figure of the words of the WMO Long-term both within the Secretariat and in the our Organization, and to share their Plan on a beach in the South China NMHS of every country in the world, expressions of grief to Ms Obasi and Sea, arguing for free and unrestricted we pay tribute to his achievements, to their children, for this untimely data exchange in a bus on the way to we mourn his passing, and we honour loss. Quezon City, expounding on large- his memory. We extend to Winnie scale meteorological processes on and the family the sincere sympathy To many of those who knew him well, a helicopter flight to the South Pole, of the entire WMO community on Prof. Obasi was a fatherly figure, or raising his voice to be heard above their sad loss. as well as a world-class teacher. the roar of the Iguazú Falls, he was He was also an alert observer and a 24-hour a day Secretary-General Richard E. Hallgren, a perfectionist, with little patience who worked tirelessly as diplomat, Washington DC, member of the for improvisation since, much like a spokesman, professional leader and WMO Executive Council, 1981-1988 chess player, he always felt that every public advocate for WMO. possible alternative should invariably Yury A. Izrael, have already been considered Patrick married Winifred (Winnie) Moscow, member of the Executive in advance of the decision to be on 1 October 1976 and they had six Council, 1974-1992, Second Vice- made.
WMO Bulletin 56 (2) - April 2007 | 145 However, much as he tried to remain cool and detached during some intense programmatic discussions, Prof. Obasi was often quite unable to hide his passion for certain developmental issues that were very close indeed to his heart. Capacity-building for developing countries was certainly one of them, as were the promotion of science and the efforts to bridge the growing gap between these countries and the more fortunate ones.
In fact, he was especially proud to have been able to serve as Vice- President of the Third World Academy of Sciences, a body grouping some of the best scientists in developing countries and countries with economies in transition. Few things pleased Prof. Obasi more than to actually be able to make a difference in terms of the human resources of a Member country in need for support. After his retirement from WMO, the promotion of science and technology for development was to become one of his major interests.
As a WMO Secretariat official, he was fully committed to the Organization and served it with fervour 24 hours a day, 365 days a year. However, while he also demanded the same degree of professional dedication of his staff, he was always ready to set the first example. Prof. Obasi used to say that, if he actually ever criticized anyone, it would only be because he still had high hopes in his, or her, loyalty and usefulness to WMO.
Prof. Obasi has left us now, but his long-lasting legacy to WMO and to the entire UN system remains.
Alexander Bedritsky, President of WMO
Michel Jarraud, Secretary-General of WMO
146 | WMO Bulletin 56 (2) - April 2007 News from the WMO Secretariat
Visits of the address a number of relevant weather- , water- and climate-related issues. In Secretary-General addition, the Technical Conference on the WMO Information System was The Secretary-General, Mr Michel held in conjunction with the extraordi- Jarraud, recently made official visits nary session of the WMO Commission to a number of Member countries as for Basic Systems. briefly reported below. He wishes to place on record his gratitude to Kenya those Members for the kindness and Nairobi, Kenya, November 2006 — The hospitality extended to him. The Secretary-General visited Nairobi Secretary-General addresses the High- on 15 November 2006, to participate Level Segment of the twelfth session of Republic of Korea in the High-Level Segment of the COP-12. twelfth session of the Conference On 9 November 2006, the Secretary- of the Parties (COP-12) to the United as in collaboration with other relevant General visited Seoul to participate in Nations Framework Convention international organizations. The the opening ceremony of the extraor- on Climate Change (UNFCC). In his Secretary-General said that WMO’s dinary session of the Commission statement, Mr Jarraud noted that Programmes were instrumental in for Basic Systems (CBS), which was WMO was committed to support facilitating and coordinating such hosted by the Republic of Korea from the work of the UNFCCC and would contributions by the NMHSs and 9-16 November 2006. Mr Jarraud continue to address the issue of other meteorological and hydrological met with HE Woo Sik Kim, Deputy climate change through the work institutions, to assist the UNFCCC Prime Minister and Minister of of National Meteorological and and to contribute to the work of its Science & Technology, and Mr Man- Hydrological Services (NMHSs) subsidiary bodies. Ki Lee, Administrator of the Korea and by co-sponsoring international Meteorological Administration (KMA) panels and programmes such as Mr Jarraud expressed the belief that and Permanent Representative of the Intergovernmental Panel on adaptation should be a complementary the Republic of Korea with WMO. Mr Climate Change, the Global Climate measure to mitigation and that it was Jarraud also participated in a press Observing System and the World essential for all countries to take part conference organized by KMA to Climate Research Programme, as well in climate monitoring and in research on global climate change. Moreover, WMO considers that all countries should systematically and carefully record climate change and its impacts, since this information will serve as the Seoul, Republic of Korea, basis for formulating their respective 9 November 2006 — adaptation policies, measures and Opening ceremony of the implementation plans. The Secretary extraordinary session of General noted that, while the impacts the Commission for Basic of climate variability and change Systems posed numerous challenges to
WMO Bulletin 56 (2) - April 2007 | 147 sustainable development, the role Jettou, with whom he discussed of the NMHSs would be instrumental matters pertaining to the programmes in successfully addressing many of and activities of WMO and National these challenges. Meteorological and Hydrological Services. The Secretary-General United Republic of Tanzania also met with Mr Mustapha Geanah, Director of National Meteorology The Secretary General visited Dar and Permanent Representative of Es Salaam on 17 and 18 November Morocco with WMO, for discussions 2006, where he had discussions with on international cooperation in senior Government officials on the meteorology and the strengthening enhancement of cooperation between of the National Meteorological WMO and the United Republic of Service. Tanzania for the strengthening of Saudia Arabia, December 2006 — The meteorological and hydrological Saudi Arabia Secretary-General with HRH Prince services in the country and the region. Turki bin Nasir bin Abdul Aziz, President, In particular, Mr Jarraud met with the The Secretary-General visited Saudi Presidency of Meteorology and Hon. Shamsi Vuasi Nahodha, Chief Arabia on 11 and 12 December 2006, Environment Minister, the Hon. Mr Maua Daftari, when he visited the Presidency of Deputy Minister of Infrastructure Meteorology and Environment, the Programme, the international Group Development, and Mr John Kijazi, Meteorology and Ocean Sciences on Earth Observations and the Global Permanent Secretary of the Ministry Departments at King Abdul Aziz Earth Observing System of Systems of Infrastructure Development, as well University and the newly established and the Indian Ocean tsunami of as the United Nations Development training Centre in Abha. Mr Jarraud December 2004. Programme Resident Coordinator, met with HRH Prince Turki bin Nasir Mr Oscar Fernandez Taranco. bin Abdul Aziz, President, Presidency During a scheduled side meeting, the of Meteorology and Environment , and Secretary-General met with alumni of Mr Jarraud also had discussions other senior Governmental officials the AMS Summer Policy Colloquium, with the Director General of the for discussions on issues of common for informal discussions on how they Tanzania Meteorological Agency and interest and on matters related to might become more actively engaged Permanent Representative of Tanzania the development of meteorological in the international arena and how with WMO, Mr M. Mhita. and environmental services in the AMS Annual Meeting might be Saudi Arabia, the enhancement of used more effectively to develop US Morocco regional cooperation and on further participation in international work. collaboration between Saudi Arabia During his presence in San Antonio, On 21 November 2006, the Secretary- and WMO. Mr Jarraud was appointed Fellow General travelled to Casablanca to of the American Meteorological participate in the opening ceremony United States of America Society. of the Meeting on Measures, Alert Systems and Health Impacts in In January 2007, the Secretary- Russian Federation Relation to Air Quality in the presence General visited San Antonio,Texas, of Mr Abdelkbir Zahoud, Secretary of to participate in the National Weather The President of WMO, the three State in charge of Water. During his Service International Session and Vice-presidents, the Secretary- presentation, Mr Jarraud referred the 87th Meeting of the American General, presidents of regional to a number of important threats to Meteorological Society (AMS). In the associations and representatives of human health associated with the course of the International Session, the World Meteorological Centres, deterioration of air quality and the Mr Jarraud gave a presentation met during the 57th session of the environment, including the effects entitled “WMO response to the global WMO Bureau, held in Moscow from of greenhouse gases, air pollution, challenges and opportunities”, which 23 to 25 February 2007. The Bureau ultraviolet radiation, variations in referred to the evolving role of WMO reviewed and discussed a number tropospheric and atmospheric ozone and the new challenges to be met in the of relevant issues in the context of and acid and particulate deposition, context of specific changes currently preparations for Fifteenth World as well as radioactive and chemical occurring in international meteorology Meteorological Congress and the 59th substances. and hydrology. In particular, the session of the Executive Council. On Secretary-General stressed the 26 February, officers of the UNESCO While in Casablanca, Mr Jarraud met significance of the WMO Natural Intergovernmental Oceanographic with the Prime Minister, Mr Driss Disaster Prevention and Mitigation Commission joined the WMO Bureau
148 | WMO Bulletin 56 (2) - April 2007 Moscow, Russian Federation, 26 February 2007 — WMO/IOC joint meeting for a joint meeting to review the status Social and Economic Benefits France of collaboration between the two of Weather, Climate and Water Organizations and to discuss matters Services, organized by WMO under The Secretary-General was a of mutual importance. the Gracious Patronage of HM Queen guest at the Paris Conference on Sofi a and held in Madrid from 19 to World Ecological Governance, a Spain 22 March 2007. Their Royal Majesties high-level forum organized by the amiably received Mr Jarraud in a President of France, Mr Jacques On 1 February 2007, the Secretary- private audience, where he was able Chirac, on 2 and 3 February 2007, to General made an official visit to to express WMO’s gratitude for the facilitate international discussions Spain, in the context of preparations support that was being provided by on environmental governance. for the International Conference Spain to the Organization through The Conference closed with an Secure and Sustainable Living: this Conference. appeal for action and a universal declaration on environmental rights and obligations.
Pakistan
Mr Jarraud visited Islamabad on 5 and 6 February 2007, on the occasion of the Fourth Technical Conference on Management of Meteorological and Hydrological Services in Asia: Weather, Climate and Water Services for Secure and Sustainable Living. Mr Jarraud met with H.E. Mr Ishfaq Ahmad, Special Advisor to the Prime Minister for Science and Technology, HE Ms Anisa Zeb Tahir Kheli, Minister of State for Education, and Mr Qamar- uz-Zaman Chaudhry, Director-General of the Pakistan Meteorological Department and Permanent Madrid, Spain, 1 February 2007 — The Secretary-General with (from left to right) Representative of Pakistan with WMO, HM King Juan Carlos of Spain, HM Queen Sofía and HE Mr Juan Antonio March Pujol, for discussions on weather, climate Ambassador of Spain in Geneva and water services in Pakistan.
WMO Bulletin 56 (2) - April 2007 | 149 The Conference, which brought together 37 directors or senior officials of National Meteorological and Hydrological Services (NMHSs) in WMO Region II (Asia), exchanged views and experiences on effective planning and management of NMHSs against a background of technological and scientific advancement, challenges and opportunities and evolving socio-economic issues. Upon opening the Conference, the Secretary-General delivered a keynote Ouagadougou, Burkina Faso, February 2007 — Participants in the 14th session of lecture entitled “Weather, water, Regional Association I (Africa) climate and sustainable development: the role of WMO”. of Regional Association I (Africa), permanent representatives present in held from 14 to 23 February 2007. Ouagadougou for a general exchange Burkina Faso Mr Jarraud met with several of views on matters of significance to ministers present on the occasion WMO and the Members of RA I. The Secretary-General visited for discussions on important issues Ouagadougou to participate in the of national and regional relevance. opening of the fourteenth session In addition, he joined all the
Staff matters Appointments
Dennis L. Jaser K. RABADI: Joachim RICHARDS: Chief, WMO Representa- SAALMUELLER: Evaluations and tive for West Asia, Project Officer, Hy- Performance Audit Regional Office for drology and Water Service, Internal Asia and the South- Resources Depart- Oversight Office: on West Pacific (Mana- ment: on 1 March 1 January 2007 ma, Bahrain): on 14 2007. January 2007
David J. THOMAS: Ana SIMPLER: Borjana PERVAN: WMO Information Spanish Transla- Information and System Project tor/Editor, Linguistic Public Affairs Clerk, Manager, World Services and Publi- Communications Weather Watch cations Department: and Public Affairs Depatrment: on on 1 February 2007 Office: on 1 Decem- 1 March 2007 ber 2006
Scylla M. SILLAYO: Bettina Cruz: Max-Karan ATIL: Scientific Officer, Accountant, Finance Information Tech Aeronautical Division, Resource nology Assistant, Meteorology Divi- Management Information Tech sion, Applications Department: on nology Division, Programme Depart- 15 February 2007. Resource Manage- ment: on 13 Decem- ment Department: ber 2006 on 18 December 2006
150 | WMO Bulletin 56 (2) - April 2007 Sayed M. NASIR: Helena ROZOVA: France LANGIN, Accounts Clerk, Information Tech Secretary, Budget Finance Division, Resource nology Assistant, Office, Resource Management Department: 25 years Information Tech Management of service on 18 August 2006 nology Division, Department: on Resource Manage- 1 December 2006 Rodolfo de GUZMAN, Director, ment Department: Strategic Planning Office: 25 years on 1 January 2007 on 23 November 2006 Transfer Imelda DE CHAVEZ: Alexander KORETSKI, Senior Administrative Henriette KAGNI was transferred Planning Officer, Linguistic Services Assistant, Secre- from the Development Cooperation and Publications Department: tariat of the Global and Regional Activities Department 20 years on 1 November 2006 Climate Observing to the Hydrology Division, System: on 12 Feb- Hydrology and Water Resources Victor A. Simango, Programme ruary 2007. Department, on 1 October 2006. Manager, Development Cooperation and Regional Activities Departure Department: 20 years on 3 January Muriel E. OSHRY: 2007 Documents Clerk, Linda Hidalgo, Administrative As- Documents and sistant, World Climate Programme Publications Man- Department, took early retirement agement Unit, Lin- on 28 February 2007. guistic Services and Publications Depart- Anniversaries ment: on 12 February 2007 Michel JELOWICKI, Accounts Mohamed Assistant, Human Resources MOURAD ABD Division, Resource Management ELSAID: Arabic Department: 30 years on Proofreader, Lin- 11 January 2007 guistic Services and Publications Depart- Loredana BACHELARD, Proof- ment: on 16 Decem- reader (French), Linguistic Services ber 2006 and Publications Department: 30 years on 17 January 2007 Mélissa P. SERANTES: Secre- Adora LANDICHO, Administrative tary, Development Assistant, Regional Office for Cooperation and Africa, Development Cooperation Regional Activities and Regional Activities Department: on Department: 25 years of service on 1 January 2007 3 August 2006
WMO Bulletin 56 (2) - April 2007 | 151 Calendar
Date Title Place 2-5 April Eighth session of IPCC Working Group II Brussels, Belgium 11-12 April CAS Joint Scientific Steering Committee of Open Programme Geneva Area Group on Environmental Pollution and Atmospheric Chemistry 14-18 April RA I Training Workshop on Human Resources Development Cairo, Egypt Planning 16 April Bilateral meeting WMO-CMA on Space Weather Requirements Beijing, China
16-20 April Pacific-HYCOS Planning Meeting and RA V Workshop on WMO Brisbane, Australia Flood Initiative (co-sponsored by WMO) 16-21 April JCOMM Ship Observations Team—fourth session Geneva
16-28 April Workshop on Hurricane Forecasting and Warning, and Public Miami, USA Weather Services 18-20 April Meeting of the Joint Steering Committee between PWSP and Geneva WWRP on Nowcasting Applications 23-25 April JCOMM Observations Programme Area Coordination Group— Geneva second session 23-27 April Meeting of Expert Team on Data Representation and Codes Darmstadt, Germany
23-27 April GCOS/WCRP Atmospheric Observation Panel for Climate— Geneva thirteenth session 25-27 April Explanatory meeting on CHy’s Proposal for the Assessment Geneva of the Performance of Flow Measurements Instruments and Techniques 27-28 April Fifth Lead Author’s Meeting of Working Group III Bangkok, Thailand
30 April-3 May Ninth session of IPCC Working Group III Bangkok, Thailand
4 May Twenty-sixth session of the IPCC Bangkok, Thailand
5 May Twenty-sixth session of the Financial Advisory Committee Geneva
6 May Fifty-eighth session of the WMO Bureau Geneva
7-9 May Workshop on Linking Regional Climate Model with Crop Growth Vicosa, Brazil Model to Analyze Climate Change Impacts on Agriculture (co-sponsored by WMO) 7-25 May Fifteenth World Meteorological Congress Geneva
28-30 May Executive Council—fifty-ninth session Geneva
4-8 June WCRP Workshop on Seasonal Prediction Barcelona, Spain
4-8 June 29th International Conference on Alpine Meteorology Chambéry, France (ICAM 2007) (co-sponsored by WMO) 18-20 June CBS Management Group—seventh session Geneva
26-29 June Chemistry-Climate Model Validation Workshop Leeds, United Kingdom
9-13 July Expert Team on Evolution of the GOS (ET-EGOS)—third session Geneva
152 | WMO Bulletin 56 (2) - April 2007 The World Meteorological Organization
WMO is a specialized agency of the Services serving in an individual Elected members of the Executive Council United Nations. Its purposes are: capacity; it meets once a year to P.-E. Bisch France (acting) supervise the programmes approved F. Cadarso González Spain (acting) • To facilitate worldwide cooperation by Congress. M. Capaldo Italy (acting) in the establishment of networks Q.-uz-Z. Chaudhry Pakistan of stations for the making of mete- J.J. Kelly United States of America orological observations as well as The six regional associations T. Hiraki Japan (acting) hydrological and other geophysical are each composed of Members whose M. Konaté Mali (acting) observations related to meteorology, task it is to coordinate meteorological, W. Kusch Germany (acting) and to promote the establishment hydrological and related activities within G.B. Love Australia (acting) and maintenance of centres charged their respective Regions. F.D. Freires Lúcio Mozambique (acting) with the provision of meteorological J. Lumsden New Zealand and related services; P. Manso Costa Rica (acting) • To promote the establishment and The eight technical commissions J. Mitchell United Kingdom (acting) maintenance of systems for the are composed of experts designated by A.D. Moura Brazil (acting) rapid exchange of meteorological Members and are responsible for study- J.R. Mukabana Kenya and related information; ing meteorological and hydrological D. Musoni Rwanda (acting) • To promote standardization of operational systems, applications and I. Obrusnik Czech Republic (acting) meteorological and related obser- research. Qin Dahe China vations and to ensure the uniform B.T. Sekoli Lesotho publication of observations and Yap Kok Seng Malaysia (acting) statistics; Executive Council • To further the application of mete- President (seven seats vacant) orology to aviation, shipping, water A.I. Bedritsky (Russian Federation) problems, agriculture and other First Vice-President human activities; A.M. Noorian (Islamic Republic of Iran) • To promote activities in operational Second Vice-President Presidents of technical hydrology and to further close coop- T.W. Sutherland (British Caribbean commissions eration between Meteorological and Territories) Aeronautical Meteorology Hydrological Services; Third Vice-President C. McLeod • To encourage research and training M.A. Rabiolo (Argentina) Agricultural Meteorology in meteorology and, as appropriate, J. Salinger in related fields, and to assist in coor- Ex officio members of the Executive Atmospheric Sciences dinating the international aspects of M. Béland Council (presidents of regional such research and training. Basic Systems associations) A.I. Gusev Africa (Region I) Climatology The World Meteorological Congress M.L. Bah (Guinea) P. Bessemoulin is the supreme body of the Organization. Asia (Region II) Hydrology It brings together delegates of all A.M.H. Isa (Bahrain) B. Stewart Members once every four years to South America (Region III) Instruments and Methods of determine general policies for the R.J. Viñas García (Venezuela) Observation fulfilment of the purposes of the North America, Central America and J. Nash Organization. the Caribbean (Region IV) Oceanography and Marine Meteorology C. Fuller (Belize) P. Dexter and J.-L. Fellous South-West Pacific (Region V) The Executive Council A. Ngari (Cook Islands) is composed of 37 directors of National Europe (Region VI) Meteorological or Hydrometeorological D.K. Keuerleber-Burk (Switzerland)
WMO Bulletin - July 2006 | 153 All it takes for Water Monitoring and Meteo Data Network e+ sensors can be integrated in the e-SENSE telemetry network or used as stand-alone sensor in the field.
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(World Declaration on Education for All: Basic Learning Needs, Article 2, Jomtien, Thailand, 9 March 1990) Vol. 56 (2) - April 2007 BulletinFeature articles | Interviews | News | Book reviews | Calendar www.wmo.int l 2007 i r p 56 (2) - a e Volum Blended learning etin Bull MO W
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