Presentation Information
[U14-04]Geoscientific education and collaborative research conducted in developing countries: Examples from Nepal★Invited Papers
*Teiji Watanabe1 (1.Hokkaido Univ.)
Keywords:
Memorandum of Understanding between universities,Student resource development,Continuity of educational support,Research for action
This presentation explores two primary dimensions of my 30+ years of academic experience: educational support and collaborative research initiatives in Nepal.
1. Education
For three decades, I have delivered occasional lectures, training courses, and seminars on geography and environmental science at Tribhuvan University, Nepal's largest university. The Memorandum of Understanding (MoU) between Tribhuvan University and Hokkaido University facilitated these programs. Nepalese students have always shown a strong dedication to learning. However, especially prior to 2010, Nepal faced major challenges in terms of educator availability and research facilities. I contend that offering intensive lectures and training to Nepalese students is a significant international contribution. At Hokkaido University, I have supervised many international students from developing countries, resulting in 19 doctoral degrees (including eight Nepalese students) and 39 master's degrees (including six from Nepal). These graduates now work as university professors and researchers in government institutions. A key insight obtained from this experience is that sustained (long-term) support is crucial for impacting more students positively.
2. Collaborative Research
Japan and Nepal are both susceptible to natural disasters and engage in bilateral collaborative research on earthquakes and landslides, for example. Following the 2015 earthquake, we conducted a survey on disaster evacuation in the affected regions, supported by the Japan International Cooperation Agency (JICA) in collaboration with Tribhuvan University. Research on glacial hazards has been predominantly conducted by a limited number of universities in Japan. My laboratory has secured grants for bilateral research with Tribhuvan and Hokkaido Universities (TU and HU) on glacial lake outburst floods (GLOF) and trilateral/quadrilateral research involving TU/HU and U.S. universities.
One of my former PhD students utilized funding from the UNDP to implement a GLOF mitigation project with the Nepalese Army for the Imja Glacial Lake. Community participation was crucial for the success of the project; however, fostering an understanding of the project proved challenging due to the limited scientific knowledge of local residents. A Chinese student's master's thesis elucidated the role of community involvement in the project.
Through research with Nepalese institutions, I found that local communities prioritize understanding actions to address issues over research outcomes. The disconnect between communities and external researchers often leads to local frustration. This has resulted in a demand within Sagarmatha National Park for Japanese researchers to cease their visits. International collaborative research seldom delivers results to local communities, a situation that persists.
3. Continuity of Educational Support and Collaborative Research
Long-term contributions are essential for both educational support and collaborative research. However, in the context of research funded by grants such as Japan’s Grant-in-Aid for Scientific Research, after three consecutive project approvals spanning 3–4 years, reviewers frequently conclude that ‘that should be sufficient.’ Consequently, securing additional funding for the same region and similar topics is challenging. Conducting research on disasters or environmental issues over a decade is arduous, and fostering young researchers is equally challenging. A system for long-term budget allocation is thus necessary. Furthermore, establishing international cooperation, wherein researchers from multiple countries provide sustained support to young researchers on a rotational basis, would be beneficial. These principles are applicable to the development of local stakeholders and government administrators in developing countries.
1. Education
For three decades, I have delivered occasional lectures, training courses, and seminars on geography and environmental science at Tribhuvan University, Nepal's largest university. The Memorandum of Understanding (MoU) between Tribhuvan University and Hokkaido University facilitated these programs. Nepalese students have always shown a strong dedication to learning. However, especially prior to 2010, Nepal faced major challenges in terms of educator availability and research facilities. I contend that offering intensive lectures and training to Nepalese students is a significant international contribution. At Hokkaido University, I have supervised many international students from developing countries, resulting in 19 doctoral degrees (including eight Nepalese students) and 39 master's degrees (including six from Nepal). These graduates now work as university professors and researchers in government institutions. A key insight obtained from this experience is that sustained (long-term) support is crucial for impacting more students positively.
2. Collaborative Research
Japan and Nepal are both susceptible to natural disasters and engage in bilateral collaborative research on earthquakes and landslides, for example. Following the 2015 earthquake, we conducted a survey on disaster evacuation in the affected regions, supported by the Japan International Cooperation Agency (JICA) in collaboration with Tribhuvan University. Research on glacial hazards has been predominantly conducted by a limited number of universities in Japan. My laboratory has secured grants for bilateral research with Tribhuvan and Hokkaido Universities (TU and HU) on glacial lake outburst floods (GLOF) and trilateral/quadrilateral research involving TU/HU and U.S. universities.
One of my former PhD students utilized funding from the UNDP to implement a GLOF mitigation project with the Nepalese Army for the Imja Glacial Lake. Community participation was crucial for the success of the project; however, fostering an understanding of the project proved challenging due to the limited scientific knowledge of local residents. A Chinese student's master's thesis elucidated the role of community involvement in the project.
Through research with Nepalese institutions, I found that local communities prioritize understanding actions to address issues over research outcomes. The disconnect between communities and external researchers often leads to local frustration. This has resulted in a demand within Sagarmatha National Park for Japanese researchers to cease their visits. International collaborative research seldom delivers results to local communities, a situation that persists.
3. Continuity of Educational Support and Collaborative Research
Long-term contributions are essential for both educational support and collaborative research. However, in the context of research funded by grants such as Japan’s Grant-in-Aid for Scientific Research, after three consecutive project approvals spanning 3–4 years, reviewers frequently conclude that ‘that should be sufficient.’ Consequently, securing additional funding for the same region and similar topics is challenging. Conducting research on disasters or environmental issues over a decade is arduous, and fostering young researchers is equally challenging. A system for long-term budget allocation is thus necessary. Furthermore, establishing international cooperation, wherein researchers from multiple countries provide sustained support to young researchers on a rotational basis, would be beneficial. These principles are applicable to the development of local stakeholders and government administrators in developing countries.