Next Article in Journal
Gully Erosion Susceptibility Mapping Using Multivariate Adaptive Regression Splines—Replications and Sample Size Scenarios
Next Article in Special Issue
Flood Risk Mapping Worldwide: A Flexible Methodology and Toolbox
Previous Article in Journal
Experimental Investigation of Flow Characteristics in Porous Media at Low Reynolds Numbers (Re→0) under Different Constant Hydraulic Heads
Previous Article in Special Issue
Unpacking Barriers to Socially Inclusive Weather Index Insurance: Towards a Framework for Inclusion
Open AccessReview

Improving Water Management Education across the Latin America and Caribbean Region

Department of Physical Geography, Stockholm University, Stockholm 10691, Sweden
School of Environment and Natural Resources, Ohio State University, Columbus, OH 43210, USA
Department of Animal Sciences and Aquatic Ecology, University of Ghent, Ghent 9000, Belgium
Department of Water, Environment, Construction and Safety, University of Applied Sciences Magdeburg-Stendal 35976, Germany
Centre of Water and Sustainable Development, Escuela Superior Politecnica del Litoral, ESPOL, Guayaquil 090150, Ecuador
Laboratorio de Ecología Acuática, Departamento de Recursos Hídricos y Ciencias Ambientales, Universidad de Cuenca, Cuenca 010107, Ecuador
Author to whom correspondence should be addressed.
Water 2019, 11(11), 2318;
Received: 14 October 2019 / Revised: 30 October 2019 / Accepted: 2 November 2019 / Published: 6 November 2019
(This article belongs to the Special Issue Selected Papers from 2019 World Water Week)
Education can help secure inclusive and resilient development around water resources. However, it is difficult to provide the latest science to those managing water resources (both now and in the future). Collectively, we hypothesize that dissemination and promotion of scientific knowledge using students as central agents to transfer theoretical knowledge into practice is an efficient way to address this difficulty. In this study, we test this hypothesis in the Latin America and Caribbean (LAC) region as a representative case study region. First, we use a literature review to map a potential gap in research on education around water resources across the LAC region. We then review potential best practices to address this gap and to better translate water resources education techniques into the LAC region. Integral to these efforts is adopting students as agents for information transfer to help bridge the gap between the global state-of-the science and local water resources management. Our results highlight the need to establish a new standard of higher educational promoting exchange between countries as local populations are vulnerable to future shifts in climate at global scales and changes in land usage at regional scales. The new standard should include peer-to-peer mentoring achieved by jointly exchanging and training students and practitioners in water management techniques, increasing access to water data and pedagogic information across the region, and lowering administration roadblocks that prevent student exchange. View Full-Text
Keywords: water; management; education; Latin America and Caribbean Region; Cuba; Ecuador water; management; education; Latin America and Caribbean Region; Cuba; Ecuador
Show Figures

Figure 1

MDPI and ACS Style

Lyon, S.W.; Goethals, P.; Schneider, P.; Dominguez-Granda, L.; Hampel, H.; Lam, N.; Nolivos, I.; Reinstorf, F.; Tejeda, R.C.R.; Vázquez, R.F.; Ho, L. Improving Water Management Education across the Latin America and Caribbean Region. Water 2019, 11, 2318.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

Back to TopTop