title: Governance of International Rivers: Threats, Gaps and Challenges

authors: Raman, Durgeshree Devi

subjects: water security

abstract: In light of the growing water shortages world-wide and concerns over freshwater disputes arising from essentially a growing world population, an increase in per-capita consumption and the limited supplies of freshwater resources, this thesis looks at issues of governance of international rivers in terms of threats to them, gaps in their governance regimes and challenges associated with closing those gaps. 
International river basins globally are currently threatened with over-extraction, pollution, damming and infrastructural development as well as the impact of climate change. If left unaddressed, the pressure on the international river basins, as riparian States compete for its limited supplies, is only going to exacerbate any chances of freshwater disputes between them. 
The United Nations Convention on the Non-Navigational Uses of International Watercourses offers a guidance framework to enable riparian States of international rivers to achieve ‘equitable utilization’ of water resources as well as management of the basin in order to avoid freshwater disputes. This thesis analyses the adequacy of the Convention to address the four main threats. The analysis is supplemented by the Berlin Rules, international cases and arbitral awards.  
The thesis has also undertaken a study of the European regional framework as an example of best regional practice, given that it not only has a similar Convention to the UN Watercourses Convention being the United Nations Economic Commission for Europe’s Convention on the Protection and Use of Transboundary Watercourses and International Lakes, but it also has other pieces of legislative and policy documents to guide the European Union States to achieve the paramount objective of the EU water policy, which is ‘good ecological status’ for all its water bodies by 2015. This is to ensure sustainable water supply for its current and future populations.   
In order to test the viability of the UN Watercourses Convention against individual basin’s legal regimes, the thesis has taken the Jordan, the Nile and the Indus River Basins as case studies as they are already considered to be ‘hot spots’ for freshwater disputes and the four main threats to them, which if not adequately addressed, will only aggravate the already existing tension. The analysis of the case studies’ legal regimes involve an examination of the extent of the specific threats in each river basin and the strengths and weaknesses of each governance regime in order to ascertain where it is lacking. 
In order to enable an international legal framework that is apt to guide riparian States to deal with any of the four main threats to any international river basin, this thesis proposes recommendations for changes to the UN Convention based on other sources of international law and policy, the EU framework as well as the strengths of the governance regimes of the case studies. In order to minimize any chances of freshwater disputes and increase water security in the case studies, the thesis also makes recommendations for improvement to each legal governance regime based on international law and policy, the EU framework as well as the strengths of the governance regime of the other case studies.
In doing so, this thesis provides a comprehensive overview of the current international law, policy, case law and arbitral awards relating to each major threat that has been identified. It also highlights the progress being made in addressing these threats in the European region through the practical application of the relevant treaties, directives and policy documents. Finally, it puts together the legal responses that are required to effectively address the four main threats in the Jordan, the Nile and the Indus River Basins.

text: Governance of International Rivers: Threats, Gaps and Challenges In light of the growing water shortages world-wide and concerns over freshwater disputes arising from essentially a growing world population, an increase in per-capita consumption and the limited supplies of freshwater resources, this thesis looks at issues of governance of international rivers in terms of threats to them, gaps in their governance regimes and challenges associated with closing those gaps. 
International river basins globally are currently threatened with over-extraction, pollution, damming and infrastructural development as well as the impact of climate change. If left unaddressed, the pressure on the international river basins, as riparian States compete for its limited supplies, is only going to exacerbate any chances of freshwater disputes between them. 
The United Nations Convention on the Non-Navigational Uses of International Watercourses offers a guidance framework to enable riparian States of international rivers to achieve ‘equitable utilization’ of water resources as well as management of the basin in order to avoid freshwater disputes. This thesis analyses the adequacy of the Convention to address the four main threats. The analysis is supplemented by the Berlin Rules, international cases and arbitral awards.  
The thesis has also undertaken a study of the European regional framework as an example of best regional practice, given that it not only has a similar Convention to the UN Watercourses Convention being the United Nations Economic Commission for Europe’s Convention on the Protection and Use of Transboundary Watercourses and International Lakes, but it also has other pieces of legislative and policy documents to guide the European Union States to achieve the paramount objective of the EU water policy, which is ‘good ecological status’ for all its water bodies by 2015. This is to ensure sustainable water supply for its current and future populations.   
In order to test the viability of the UN Watercourses Convention against individual basin’s legal regimes, the thesis has taken the Jordan, the Nile and the Indus River Basins as case studies as they are already considered to be ‘hot spots’ for freshwater disputes and the four main threats to them, which if not adequately addressed, will only aggravate the already existing tension. The analysis of the case studies’ legal regimes involve an examination of the extent of the specific threats in each river basin and the strengths and weaknesses of each governance regime in order to ascertain where it is lacking. 
In order to enable an international legal framework that is apt to guide riparian States to deal with any of the four main threats to any international river basin, this thesis proposes recommendations for changes to the UN Convention based on other sources of international law and policy, the EU framework as well as the strengths of the governance regimes of the case studies. In order to minimize any chances of freshwater disputes and increase water security in the case studies, the thesis also makes recommendations for improvement to each legal governance regime based on international law and policy, the EU framework as well as the strengths of the governance regime of the other case studies.
In doing so, this thesis provides a comprehensive overview of the current international law, policy, case law and arbitral awards relating to each major threat that has been identified. It also highlights the progress being made in addressing these threats in the European region through the practical application of the relevant treaties, directives and policy documents. Finally, it puts together the legal responses that are required to effectively address the four main threats in the Jordan, the Nile and the Indus River Basins.

year: 2015

title: Teaching English to Young Learners in Taiwan: Issues relating to teaching, teacher education, teaching materials and teacher perspectives

authors: Wang, Wei-Pei

subjects: EFL textbook evaluation (Taiwan)

abstract: Abstract
Since 2005, it has been government policy in Taiwan to introduce English in Grade 3 of primary schooling (when learners are generally age 9). The overall aim of this research project was to investigate some of the problems associated with the implementation of this policy by combining research involving teacher cognition with research involving the criterion-referenced analysis of a sample of textbooks produced in Taiwan for young learners and a sample of lessons taught in Taiwanese primary schools. 

A questionnaire-based survey of a sample of teachers of English in Taiwanese primary schools (166 respondents) was conducted, focusing on teacher background and training, views about national and local policies, approaches to course content, methodology and teaching resources, and perceptions of their own proficiency in English and of their own training needs. Only 46 (27%) of the respondents reported that they had a qualification specific to the teaching of English and 41 (25%) reported that they had neither a qualification in teaching English nor a general primary teaching qualification. Many expressed dissatisfaction with the implementation of policies relating to the teaching of English at national level (46/ 29%), local level (39/24%) and in their own school (28/17%). Although many reported that the availability of resources (125/ 75%) and/ or student interest (101/ 61%) played a role in determining what they taught, none reported that the national curriculum guidelines did so. Although official policy in Taiwan endorses the use of 'communicative language teaching', only 103 (62%) of respondents reported that their own approach was communicatively-oriented, with 18 (11%) observing that they preferred grammar-translation. 

A more in-depth survey relating to teacher perception of pre- and in-service training was conducted using a questionnaire and semi-structured interview. Although all 10 participants in this survey are officially classified as being trained to teach English in Taiwanese primary schools, the type and extent of their training varied widely and all of them expressed dissatisfaction with that training, noting that they had no confidence in the trainers' own competence in teaching English to young learners. All claimed that critical issues were either omitted altogether or dealt with in a superficial way. 

One contextual factor that has a significant impact on teacher performance in Taiwan is the quality of the textbooks that are generally available. A sample of textbooks (3 different series) produced in Taiwan was analysed and evaluated, the analysis revealing that  the materials were often poorly organised, inappropriately selected and illustrated, contextually inappropriate. 

Finally, from a sample of twenty videotaped English lessons taught to students in primary schools in Taiwan, six that were considered to be typical were transcribed, analysed and evaluated in relation to criteria derived from a review of literature on teaching effectiveness. All of these lessons were found to be characterised by problems in a number of areas, including lesson focus, lesson staging, concept introduction, concept checking, and the setting up and conducting activities. 

It is concluded that the implementation of official policy on the teaching of English in primary schools in Taiwan is fraught with problems, problems that are evident at every stage in the process, from teacher education, through materials design to lesson planning and delivery.

text: Teaching English to Young Learners in Taiwan: Issues relating to teaching, teacher education, teaching materials and teacher perspectives Abstract
Since 2005, it has been government policy in Taiwan to introduce English in Grade 3 of primary schooling (when learners are generally age 9). The overall aim of this research project was to investigate some of the problems associated with the implementation of this policy by combining research involving teacher cognition with research involving the criterion-referenced analysis of a sample of textbooks produced in Taiwan for young learners and a sample of lessons taught in Taiwanese primary schools. 

A questionnaire-based survey of a sample of teachers of English in Taiwanese primary schools (166 respondents) was conducted, focusing on teacher background and training, views about national and local policies, approaches to course content, methodology and teaching resources, and perceptions of their own proficiency in English and of their own training needs. Only 46 (27%) of the respondents reported that they had a qualification specific to the teaching of English and 41 (25%) reported that they had neither a qualification in teaching English nor a general primary teaching qualification. Many expressed dissatisfaction with the implementation of policies relating to the teaching of English at national level (46/ 29%), local level (39/24%) and in their own school (28/17%). Although many reported that the availability of resources (125/ 75%) and/ or student interest (101/ 61%) played a role in determining what they taught, none reported that the national curriculum guidelines did so. Although official policy in Taiwan endorses the use of 'communicative language teaching', only 103 (62%) of respondents reported that their own approach was communicatively-oriented, with 18 (11%) observing that they preferred grammar-translation. 

A more in-depth survey relating to teacher perception of pre- and in-service training was conducted using a questionnaire and semi-structured interview. Although all 10 participants in this survey are officially classified as being trained to teach English in Taiwanese primary schools, the type and extent of their training varied widely and all of them expressed dissatisfaction with that training, noting that they had no confidence in the trainers' own competence in teaching English to young learners. All claimed that critical issues were either omitted altogether or dealt with in a superficial way. 

One contextual factor that has a significant impact on teacher performance in Taiwan is the quality of the textbooks that are generally available. A sample of textbooks (3 different series) produced in Taiwan was analysed and evaluated, the analysis revealing that  the materials were often poorly organised, inappropriately selected and illustrated, contextually inappropriate. 

Finally, from a sample of twenty videotaped English lessons taught to students in primary schools in Taiwan, six that were considered to be typical were transcribed, analysed and evaluated in relation to criteria derived from a review of literature on teaching effectiveness. All of these lessons were found to be characterised by problems in a number of areas, including lesson focus, lesson staging, concept introduction, concept checking, and the setting up and conducting activities. 

It is concluded that the implementation of official policy on the teaching of English in primary schools in Taiwan is fraught with problems, problems that are evident at every stage in the process, from teacher education, through materials design to lesson planning and delivery.

year: 2008

title: One hundred years of Sylvia Ashton-Warner: An introduction.

authors: Middleton, Sue

subjects: Sylvia Ashton-Warner

abstract: A biography of Sylvia Ashton-Warner is presented. She was born on 17 December 1908 in New Zealand. She studied at the Auckland Teachers' Training College and taught in several native schools including Horoera Native School and Pipiriki Native School. Later she started writing, starting with "Teacher," a book about teaching schemes and followed by "Incense to Idols," "Bell Call," and "Greenstone." Also, her travels to various places are mentioned.

text: One hundred years of Sylvia Ashton-Warner: An introduction. A biography of Sylvia Ashton-Warner is presented. She was born on 17 December 1908 in New Zealand. She studied at the Auckland Teachers' Training College and taught in several native schools including Horoera Native School and Pipiriki Native School. Later she started writing, starting with "Teacher," a book about teaching schemes and followed by "Incense to Idols," "Bell Call," and "Greenstone." Also, her travels to various places are mentioned.

year: 2008