140 / 336
[
] 140
Education and training for hydrology and water
resources development and management in India
Rakesh Kumar and R. D. Singh, National Institute of Hydrology, India
P
resently, India is facing innumerable challenges in plan-
ning, development and management of water resources.
Well-trained manpower is required to meet these
challenges. However, water resources have been a relatively
neglected subject for education and training in developing
countries like India.
In these developing countries, a general hydrology course is normally
offered in the areas of civil engineering, agricultural engineering,
geology and geography. Most of the academic institutions concentrate
on scientific education, leaving the applications of knowledge to be
learned through on-the-job training. However, no amount of training
can substitute for a well-planned and executed education programme,
which should enable fresh degree holders to become well-trained and
skilled professionals at various levels. Hydrology and water resources
include interdisciplinary subjects such as civil engineering, agri-
cultural engineering, atmospheric science, meteorology, geology,
geophysics, mathematics, computer science, chemistry, ecology and
geo-informatics. Thus, solving complex hydrological and water prob-
lems involves multidisciplinary approaches. However, at present most
organizations lack the adequate manpower, competence and skills
needed to adopt multidisciplinary approaches and new technologies
for solving complex water issues based on the concept of integrated
water resources management for sustainable development.
Undergraduate education currently gives varying levels of coverage
to the water resources subjects in civil and agricultural engineer-
ing. Postgraduate education in hydrology and water
resources is also inadequate in its response to the issues.
Educational programmes in schools do not adequately
include evolving methodologies for assessment and
integrated management of water resources to meet
the needs of economic and social development and
approaches for conservation and management of water
resources. At present, a substantial part of the subject
of water resources is being dealt with under geography,
biology and chemistry. An immediate and substantial
task is to decide on the curriculum and course syllabi
and prepare the necessary study materials. Slight changes
would be required in subjects like geography to intro-
duce geomorphology and climate change, and in biology,
social sciences and chemistry to include the availability
and management of water including rainwater harvest-
ing, water conservation, wastewater treatment, ecological
conservation and the interaction of man and biosphere.
Currently, undergraduate education gives varying
levels of coverage to water resources subjects, mainly
in civil engineering and agricultural engineering disci-
plines. Undergraduate courses should be designed to
impart basic and applied knowledge to students about
water resources problems and their solutions. Efforts
should be made to provide in-depth knowledge about
the basic theories involved in water resources planning,
design and management. Some of the basic courses
should be made compulsory; whereas advanced courses
should be elective. Subjects like hydrology and water
resources should be introduced as part of the curric-
ulum for undergraduate students. Undergraduates
should also be introduced to hydrologic design criteria
and to the procedures and practices for the planning,
design and management of various water resources
projects being followed in India and the world over. For
this purpose, the data requirements and infrastructure
facilities required for providing solutions to the various
hydrological and water resources problems should be
covered. Specialized courses in hydrology and water
resources at both undergraduate and diploma level
should be designed and run at educational institutes to
provide in-depth and focused knowledge of the required
subjects for hydrologic analyses and water resources
planning, development and management. Adequate
infrastructural facilities including placement of well-
educated, trained and competent faculty staff as well
W
ater
E
ducation
and
I
nstitutional
D
evelopment
Suitable education and training is needed for hydrologists at all levels
Image: National Institute of Hydrology