CADANGAN PROGRAM AKADEMIK IPTA UNTUK JAWATANKUASA PENDIDIKAN
TINGGI (JKPT) KEMENTERIAN PENDIDIKAN Sarjana Alam Sekitar dan
PembangunanMasters in Environment and Development
Sekolah Sains Sosial
Universiti Malaysia Sabah
1. TUJUAN KERTAS
Kertas cadangan ini bertujuan untuk memohon pertimbangan
daripada pihak Senat Universitri Malaysia Sabah untuk mendapatkan
kelulusan penawaran Ijazah Kursus sepenuh masa dan separuh masa
Sarjana Sastera (M.A).2. NAMA PROGRAM
Program Sarjana Alam Sekitar dan Pembangunan
http://www.undp.org/energyandenvironment/
http://www.pacinst.org/
http://jed.sagepub.com/
http://www.sussex.ac.uk/development/1-2-3-2-1.html3. FAKULTI/
SEKOLAH/ PUSAT YANG MEMOHON
Sekolah Sains Sosial, Universiti Malaysia Sabah4. PERINGKAT
PENGAJIAN
Ijazah Lanjutan - Sarjana5. KELAYAKAN IJAZAH YANG DITAWARKAN
Sarjana Alam Sekitar dan Pembangunan / Masters in Environment
and Development6. TAHUN DIMULAKAN
Sesi Pengajian 2008/20097. JANGKA MASA PENGAJIAN DAN KAEDAH
Pengajian adalah terbahagi kepada dua iaitu;i) Sepenuh masa (3
semester)
ii) Separuh masa (5 semester)
Pelajar perlu menentukan lebih awal jenis pengajian yang akan
diikuti. Pertukaran jangkamasa pengajian boleh dipertimbangkan
deangan syarat semua keperluan kursus khususnya jam kredit dapat
dipenuhi.
8. LATAR BELAKANG
Kebimbangan tentang impak pembangunan pesat dan kadar penggunaan
sumber alam yang terus meningkat telah melanda Eropah dan Amerika
Syarikat sejak pertengahan 1970an. Kebimbangan ini disokong dengan
faktor-faktor seperti berlakunya ledakan penduduk, fenomena
urbanisasi yang semakin dominan serta meningkatnya permintaan
keatas sumber semulajadi khususnya bahan api. Selain itu,
penggunaan bahan bukan semulajadi untuk tujuan industri telah turut
mencemar alam semulajadi menyebabkan sumber semulajadi semakin
haus. Perdebatan tentang kemampuan alam semulajadi menampung
keperluan (dan perbuatan) manusia semakin mendapat perhatian
selepas 1970an tetapi langkah yang signifikan hanya diambil pada
tahun 1987, apabila World Commission on Environment and Development
yang ditubuhkan PBB pada 1983 mewartakan Tokyo Declaration yang
menggariskan lapan dasar ke arah pembangunan mapan. Menjelang
1990an, langkah yang lebih signifikan diambil. Pada tahun 1992,
Konference anjuran PBB mengenai Environment and Development di Rio
de Janeiro, Brazil telah memusatkan perhatian Dunia ke atas isu
kemusnahan hutan dan ancaman kehilangan biodiversity. Konferen PBB
di Kyoto, Jepun pada tahun 1997 menarik perhatian Dunia ke atas isu
pemanasan global serta desakan agar negara-negara anggota
menandatangani deklarasi untuk mengurangkan pelepasan karbon
dioksida (Co2) kepada 55%. Gerakan-gerakan pembangunan seperti
modenisasi, urbanisasi dan globalisasi telah mengubah landskap
hubungan antara manusia dan alam sekitar. Hubungan pada masa ini
banyak dicirikan dengan hubungan pengguna dan pengeluar. Hubungan
ini bertentangan dengan hubungan co-existence sebagaimana yang
disarankan oleh deklarasi-deklarasi tersebut. Pada peringkat unit
politik yang lebih kecil, masyarakat setempat juga mempunyai
kefahaman hubungan ini yang tersendiri. Bagaimana masyarakat
tempatan menterjemahkan hubungan ini dalam usaha mereka
menyesuaikan diri dengan perkembangan semasa akan menjadi fokus
penting program ini. Fokus ini selaras dengan perkembangan global
kajian alam sekitar dan pembangunan semasa yang menekankan
kepentingan keadaan dan pengetahuan insitu dan mengelakkan
generalisasi berlebihan agar perubahan benar-benar memberikan
faedah positif kepada masyarakat setempat. Menyedari akan
kepentingan mengambil kira kepentingan persekitaran dalam isu
pembangunan, beberapa universiti di Amerika seperti University of
Georgia dan University of Washington untuk menubuhkan program
Environmental Anthropology iaitu satu cabang disiplin Sains Sosial
yang dikhususkan untuk memfokuskan kegiatan ilmiah ke atas usaha
memahami hubungan manusia dan alam sekitar dalam konteks
pembangunan dan perubahan sosial abad ke 21. Langkah ini turut
diambil oleh beberapa universiti di United Kingdom dan antara yang
terawal menubuhkan program ini ialah University of Kent di mana dua
jenis ijazah sarja ditawarkan iaitu, Master/Phd in Environmental
Anthropology dan Master/PhD in Conservation and Ethnobiology. Oleh
itu, kertas cadangan ini disediakan untuk memenuhi tuntutan
keperluan dan peluang yang tersedia.
9. OBJEKTIF PROGRAM
Tujuan Program Sarjana Alam Sekitar dan Pembangunan diadakan
adalah seperti berikut;9.1. Memberikan pengetahuan teori, konsep
dan pendekatan tentang hubungan manusia dan alam sekitar9.2.
Mendedahkan pelajar kepada pengetahuan indigenous tentang
kepelbagaian spesies dan kegunaan flora dan fauna
9.3. Melatih pelajar melakukan penyelidikan saintifik yang
setanding dan diikftiraf di peringkat antarabangsa.
Programme Objectives
Identify the contribution that the environment can make to
sustainable development.
Describe potential risks to the environment resulting from
development activities.
Understand opportunities and risks associated with the many
international processes and agreements relating to the environment
and sustainable development.
Promote the contribution of knowledge to generate evidence-based
policy supporting the environment and sustainable development.
Apply critical analysis and synthesis of knowledge supporting
development.
Examine through case studies the nature and effectiveness of
development activities.
Apply participatory methods through role play and individual
research.
Give students experience of working as individuals and team
members.
10. JUSTIFIKASI MENGADAKAN PROGRAM
Program ini amat wajar diadakan berdasarkan dua kumpulan
justifikasi berikut;
i) Justifikasi keperluan
ii) Justifikasi peluang
Justifikasi keperluan10.1 Meneroka Pendekatan Pembangunan Yang
baru
Sejak sekian lama, banyak negara melihat alam sekitar dan
pembangunan adalah dua entiti. Tetapi alam sekitar dan pembangunan
bukanlah dua cabaran yang berbeza (World Commision on Enviroment
and Development WCED, 1990: 37). Program yang dicadangkan ini
menekankan kepentingan memahami isu dan hubungan alam sekitar dan
pembangunan selaras dengan saranan WCED dan komitmen Malaysia
sebagai salah satu penandatangan deklarasi-deklarasi alam sekitar.
10.2. Memartabatkan pengetahuan indigenous (indigenous
knowledge)
Walaupun negara-negara maju telah mencapai tahap kemajuan
teknologi yang tinggi, usaha-usaha untuk mengkaji, memelihara dan
menggunakan pengetahuan indigenous terus dilakukan. Ini kerana,
pengetahuan indigenous adalah satu sumber maklumat yang penting
untuk tujuan pengurusan sumber semulajadi yang lebih komprehensif.
Program yang dicadangkan ini turut menyokong usaha memartabatkan
pengetahuan indigenous ini dalam komponen ethnobiologi di mana
pengetahuan bio masyarakat indigenous di Sabah dapat diterokai
dengan lebih mendalam dan sistematik. Kepelbagaian etnik di Sabah
dan Malaysia amnya akan memberikan peluang seluas-luasnya untuk
merealisasikan justifikasi ini.10.3. Pengisian jurang teknologi
diantara negara maju dan dunia ketiga
Bukan semua teknologi yang dihasilkan adalah sesuai dengan
keadaan sosioekonomi dan persekitaran negara ketiga. Jurang
perbezaan teknologi ini harus diisi dengan meningkatkan aktiviti
penyelidikan, rekabentuk, pembangunan dan peningkatan kapasiti
insan di negara-negara ketiga (WCED, 1990: 60). Program yang
dicadangkan ini akan mendukung justifikasi ini dengan memberikan
penekanan yang istimewa kepada penyelidikan agar faedah optima
diperolehi dalam setiap perubahan yang dijalankan. Justifikasi
Peluang
10.4. Mengantarabangsakan UMSProgram ini adalah lanjutan
daripada usaha sama dengan Department of Anthropology, University
of Kent (U.K), Taman-taman Sabah dan UMS. Ini bermakna, dengan
menjamin kesinambungan program ini, kepercayaan yang diberikan oleh
institusi dalam dan luar negara kepada UMS akan terus terpelihara.
Ini akan memberikan satu lagi pentas kepada UMS untuk melonjakkan
nama di peringkat antarabangsa.10.5 Peluang Melanjutkan Pelajaran,
Pertukaran Staf, Penyelidikan BersamaApabila UMS dapat meneruskan
sebuah program pengajian yang diasaskan dan disokong oleh sebuah
universiti luar negara, beluang untuk pelajar-pelajar UMS
melanjutkan pelajaran ke University of Kent dan mana-mana
universiti yang menawarkan program yang sama adalah terbuka luas.
Persamaan program juga akan membukan peluang untuk pertukaran staf,
fellowship, penyelidikan bersama, seminar dan banyak lagi aktiviti
akademik. 10.6.Merealisasikan hasrat UMS ke arah pengajian
multidisiplin.
Program ini direka agar pengisiannya adalah sesuai diambil oleh
pelajar-pelajar yang berkelulusan ijazah pertama daripada aliran
sastera dan sains. Selain daripada menyediakan bekalan pelajar yang
ramai, penggabungan ini juga bermakna, pelajar dan pensyarah dari
kedua-dua aliran ini akan berpadu tenaga untuk mempastikan matlamat
program ini tercapai. Tidak terhad dengan pengajaran, peluang
pendekatan multidisiplin juga turut berlaku dalam aktiviti
penyelidikan, penulisan dan penerbitan. Pelaksanaan program ini
akan merealisasikan hasrat ini dalam erti kata yang
sebenar.10.7Peluang meningkatkan prospek kerja pelajar
Pemberian tumpuan kepada isu alam sekitar adalah satu fenomena
global. Pelajar-pelajar yang mempunyai ijazah pertama dalam bidang
pilihan masing-masing akan mempunyai peluang kerjaya yang lebih
cerah dengan memberikan tambah nilai kepada ijazah pertama mereka
dengan pengajian yang menekankan alam sekitar. 10 KAJIAN PASARAN
DAN ULASAN PAKAR
11 STRUKTUR KURIKULUM
Jam kredit untuk Program Sarjana ialah 40Aspek pengajianTaught
courseMix-modeulasan
Pembahagian jam kreditTaught course lebih daripada 50% dan
selebihnya kertas projek50-50%UKM 36 jam kredit6 jam research
Tempoh pengajian
3 hingga 5 semester 4 hingga 6 semester
Bebanan kepada kapasiti semasa
Tambahan 40 jam kredit kepada kakitangan sekolah,Tambahan 20 jam
kredit kepada kakitangan sekolah dan beban penyeliaan Justifikasi
untuk penambahan kakitangan,
Pengikhtirafan
TinggiLebih tinggi
Prospek kerjaya/nilai tambah
MIX Mode Or Taught Course? 11. 1Cadangan
KursusSebelum*SekarangJam kreditStatus Kursus
(Audit / bukan audit)
Environmental Anthropology
Landscape and Conservation
Wildlife
Ethnobotany
Politics, Economy and Environment
Nature product
Eco-tourism
Environmental law
Product development
Culture Nature in Sabah
Research methode 1 and 2
Instrumentation
Academic writing
Field trip
Dissertation
Kursus dalam italic ditawarkan dalam Program Sarjana Konservasi
dan Ethnobiology IBTP.MSc Environment and Sustainable
Development
A one year post-graduate course in the University of London
Introduction
It is now increasingly recognised that environmental concerns
are closely linked to the way development theory and practice are
conceived and applied. In this context, the concept of sustainable
development (SD) has rapidly emerged as an approach similarly
advocated and criticised by local and international organisations,
broadly described as an envisioning strategy to save the earth for
future generations.
A central concern of the course is to equip participants with a
critical understanding of the SD debate and practice, unveiling the
political, social and economic forces underlying environmental
conflicts and exploring concrete approaches to address their
causes. The course adopts an international comparative perspective,
exploring the specific conditions for intervention in different
contexts from all over the world.
Objectives of the course
The course looks at conventional approaches in development
planning, and the environmental conflicts generated by them, with
specific reference to the context of developing countries. It
contrasts these approaches with the need for long-term
environmental sustainability and social justice and examines
concrete attempts to incorporate a deeper awareness of these goals
into development policy making, planning and management.
By critically examining the theory and practice of environment
and sustainable development at the international, national and
urban levels in a variety of contexts, the course seeks to provide
participants with an understanding of the processes generating
social and environmental change and with the skills and abilities
to respond to such changes. The course retains the DPU's
long-standing preoccupation with planning for action. Its approach
is critical, analytical and comparative so that it leads to
discovery and exploration by participants.
Course structure
The course is structured so that 75% of the taught components of
the course (90 credits) are devoted to the core subjects of the
environment and sustainable development and 25% (30 credits) to an
option from a range of modules on offer. The core course modules
provide the theoretical and methodological components of the course
while the specialist module allows students to examine different
approaches and problems in accordance with their own particular
interests.
The course consists of reading, essay writing, and individual
and group project work, in the context of lectures, seminars,
workshops, case study analysis, and field trips within the UK and
abroad. Student performance is assessed through course work,
examinations, and a dissertation report.
Academic year
The course extends over one calendar year of full time study
from the commencement of the academic year in September. There are
four terms in an academic year. The first two teaching terms (from
October to March) consist of lectures, seminars, personal
tutorials, workshops and assessment of student performance. The
Third and Fourth terms (from April to June and June to
early-September respectively) are dedicated to an overseas field
trip and the preparation and writing up of the dissertation
report.
The dissertation report
In addition to the taught and fieldwork components, the course
entails the preparation of an individual report (60 credits) on a
topic selected by the student.
Core Modules
THE POLITICAL ECOLOGY OF ENVIRONMENTAL CHANGE (BENVES01)This
module provides a comprehensive review of the contemporary debate
on development and environmental sustainability and equips
participants with a critical understanding of environmental
conflicts, and of various approaches to environmental governance,
the policy process, the mechanisms and the key agents involved.The
first part of this module is building up an in-depth understanding
of the current and historical debates on development and
environmental sustainability, and the assumptions deeply ingrained
within Western development paradigms. It examines the politics and
discourses on sustainable development, exploring their
environmental implications for the countries of the North and
South. A significant aspect is to place the environmental and
sustainable debate into an international political economy
perspective.The second part is dedicated to the critical analysis
of socio-environmental conflicts, their roots and potential
approaches to their resolution, with specific reference to the
Third World. It looks at the way in which environmental concerns
are institutionalised in the policy process, contrasting the role,
power and practices of different actors and institutions. Students
explore and examine the assumptions, potentials and flaws of
different approaches to the institutionalisation of environmental
concerns through the application of a variety of policy instruments
and institutional designs.
On completion students will:
have a critical understanding of the assumptions ingrained
within western development paradigms;
be able to examine the environmental implications of these
paradigms for the countries of North and South;
have a critical understanding of the current debates on
development and environmental sustainability;
have a critical understanding of the field of political ecology
and the articulation between environmentalism, political culture
and social organization;
be able to understand how environmental concerns are socially
constructed and institutionalized in the policy process;
have an understanding of various approaches to environmental
governance, policy making and of environmental policy
instruments.back to top
URBAN ENVIRONMENTAL PLANNING AND MANAGEMENT IN DEVELOPMENT
(BENVES02)This module seeks to identify environmental problems in
urban areas and their underlying causes and how to go about
applying environmental planning and management to solve these
problems to move towards sustainable development.The first part of
the module surveys urban environmental problems in an integrated
way together with a wider view of the sustainability of urban
development. It provides an understanding of a range of urban
environmental problems at different levels and how they affect
health and local ecosystems. Participants examine practical
experiences in identifying environmental problems and their
underlying causes at the local level, focusing on issues related to
water supply, sanitation and garbage; environment and health and
the social and spatial distribution of environmental risk among
others. The second part analyses the potentials and limitations of
environmental planning and management (EPM) strategies and
techniques to deal with environmental problems. It evaluates
concrete experiences, exploring a range of tools and techniques
available to steer urban EPM towards sustainability. It further
focuses on the role of different stakeholders and institutions
involved in defining and implementing Local Agenda 21.
On completion students will:
have a comprehensive understanding of the range of environmental
problems in cities and how they affect human health and local
ecosystems;
be able to develop approaches for the resolution of these
problems within the broader political economy of urban regions and
the societies within which they are placed;
understand the current and potential role of community
organizations, NGOs, governments and international agencies in
addressing environmental problems in urban regions;
be able to critically engage with the processes and procedures
of environmental planning and management strategies and
techniques.
ENVIRONMENT AND SUSTAINABLE DEVELOPMENT IN PRACTICE
(BENVES03)This module creates an opportunity for students to be
exposed to real life planned interventions mainly in the field of
urban and regional EPM. At the same time it helps the participants
to develop their analytical and evaluative capacity and strengthen
their professional skills.This is a composite module that runs over
three terms. It consists of four principal elements as follows:
Themed workshopsThese activities provide participants with an
opportunity to apply ideas, skills and knowledge to "real-life"
situations.
Case study evaluation This exercise is structured around the
implementation of urban EPM. Participants are asked to evaluate
local planned interventions, allowing them to gather and process
first hand information for their assessment.
Overseas field trip in the 3rd termThe overseas fieldtrip
provides an opportunity to put into practice the knowledge,
approaches and tools acquired during the course into a real
context. The field visit, undertaken in recent years in North
Africa, West Africa and Southern Europe, is preceded by individual
and group preparation activities (including lectures, private
reading of case material, group discussion and seminars), and
followed by group discussions and presentations, and finally the
production of a group report.
Series of skills development seminarsThis seminar series runs
throughout the first three terms and helps to build up participants
academic and professional skills, including sessions on prospective
career paths.
On completion students will: have acquired a methodology for
diagnosis and strategy development in order to a address complex
set of challenges;
have built up essential academic and professional skills;
have gained a better appreciation of the development contexts in
both developed and developing countries by having been exposed to
real life situations;
be able to critically assess and respond to the planning
approaches examined throughout the course.
back to topOptional Modules
A number of 30-credit options are currently available to
students enrolled in the ESD programme. These include:
URBAN ECONOMIC DEVELOPMENTUED offers two specialist options. The
first specialist option (BENVUE01) is designed to demonstrate the
application of economic concepts and theories to urbanisation and
urban development. It also examines the broad international and
national contexts for these processes and the respective role of
the key stakeholders. The second specialist option (BENVUE02) is
designed to demonstrate the application of economic criteria to the
management of the city economy. It examines the key components of
the city economy, their internal and external dynamics and the
related theoretical and practical issues. It also provides training
in the analysis of structural changes in the city economy and in
formulating and evaluating city development strategies.
SOCIAL DEVELOPMENT PRACTICE Two modules can be chosen as
options. The first option (BENVSD01) introduces social development
and the social agenda with specific emphasis on understanding and
planning for socially sensitive development through an examination
of diversity, including gender; social inclusion; socially
sensitive policy formulation, design of indicators and social
impact assessment. The concept of participation as a way of
ensuring socially sensitive development is critiqued and a number
of participatory methodologies and tools, used at different stages
of development interventions, are examined and practiced. Students
undertake two practical assignments in London Boroughs; one as part
of the Tools in Action component and the other a more substantial
piece of work undertaking a social impact assessment. The second
option (BENVSD02) is a critique of key development paradigms;
liberalism/neo-liberalism; Marxism; reformism and theories of
underdevelopment. It specifically addresses the role that the
various paradigms have assigned to government (state), market and
civil society and how the key societal concerns of social justice,
efficiency in the allocation of scarce resources, freedom and
security are met (or not met). The theme of poverty, as a
manifestation of inequalities at both the national and
international levels, is developed. Causes of poverty, poverty
assessment and governmental and donor anti-poverty policies are
discussed, as well as the roles of civil society and the
market.
DEVELOPMENT ADMINISTRATION AND PLANNING Three of the DAP modules
currently on offer may be chosen as options. The first option
(BENVAP01) introduces basic notions of development management and
administration, state, market and bureaucracy and the role of NGOs
in the development process. It places national development in the
context of the international division of labour and examines
alternatives to hegemonic development practices. It critically
reviews the recent history of international aid, particularly its
implications for poverty reduction, growth and equity. The national
dimensions of development are also critically explored,
particularly in terms of a range of development trends and
interventions such as national and regional development planning
and key aspects of local, metropolitan and regional
development.
In the second option (BENVAP02) the first part reviews the
historical evolution of development theories and examines the
relationship between theory and development policy in practice. The
second part addresses the issues of rural social relations, food
security, rural, urban and peri-urban land, agricultural production
& distribution, and rural resource management that underlie any
successful development strategy.
In the third option (BENVAP03) the first part reviews the
historical evolution of development theories and examines the
relationship between theory and development policy in practice. The
second part provides a systematic analysis of the notions of
industrialisation and infrastructure building as key elements in
initiating and sustaining national, regional and local
development.
BUILDING AND URBAN DESIGN FOR DEVELOPMENTThis option explores
the form, formation and functioning of cities in order to gain an
understanding of the shape, size and structure of cities especially
in the context of developing countries. It traces the influence of
historical, physical, natural and cultural aspects as well as that
of economic and administrative forces on the origins and spatial
development of cites. It reviews urban design theories and
evaluates their ability to explain and understand cities. It
develops an understanding of the workings of cities, showing how
the various aspects interact in multiple and complex ways to
provide the underlying structure and form of urban areas. It also
explores how areas of cities can be transformed and regenerated,
revitalised, upgraded and/or conserved, as may be appropriate. It
develops a model for responsive intervention and approaches to the
development of participatory dialogue and discussion to identify
stakeholder positions. The possibilities and potentials of the
local area are assessed and evaluated through the use of tools of
rapid urban analysis. These are brought together and used to
develop win-win strategies that maximise the opportunity of each
stakeholder to meet their objectives through multi-objective
strategies.
URBAN DEVELOPMENT PLANNINGThree of the UDP modules currently on
offer can be chosen as options. The first option (BENVUP01)
explores the economic, social and physical transformation and
restructuring of cities in the wider context of development and
globalisation. In assessing the challenges this poses for urban
development planning, the roles and relations of actors in civil
society, the public and private sectors are examined in theory and
practice. The institutional and organisation frameworks in which
they operate are reviewed, while investigating access to and
control over financial, human and physical resources in the context
of contemporary urban development planning practice. The second
option (BENVUP02) explores strategic action in urban development
policy, planning and management which recognizes social justice in
cities. In this light, it reviews the evolution of urban
development interventions and define the theoretical and
methodological challenges which face contemporary urban development
in different parts of the world. To this end, it also assesses a
range of cases of urban development practice, drawing out their
contribution to the current debates on strategic action towards
social justice in urban development policy, planning and
management. Finally, it explores the implications of these debates
for problem diagnosis, participation, organizational development
and public learning in strategic urban action. A third option
(BENVUP04) examines gender relations in the socio-economic,
political and environmental processes in the development of human
settlements. In doing so, it highlights the intersection of gender
with other social relations, examining diversity and difference in
human settlements. In assessing the challenge this poses for urban
development planning, the institutionalisation of gender equality
in policy, planning and management of human settlements are
explored. Gender relations in a range of development sectors are
assessed and the conditions for gender mainstreaming in these
sectors discussed.
http://www.ucl.ac.uk/dpu/courses/esd.htm#structureSchool of
GeoScience, University of Edinburgh
Programme Structure for Diploma/MSc for Environment and
Development
The programme starts in September each year and lasts nine
months (for the Diploma) and twelve months (for the MSc). The
programme consists of:
a taught component during the Autumn and Spring Semesters
(September to April);
a 4 month individual research project, written up as a
dissertation (May to August).
Taught Component
The taught component consists of six courses of lectures: two
compulsory courses in Autumn Semester and one in the Spring
Semester.
Environment and Development
International Development
Society and Development
The additional three courses are selected from a wide range
offered within related MSc programmes. The following courses are
recommended:
African Studies: Theoretical and Conceptual Underpinnings
Applications in Ecological Economics
Contemporary African Issues and Debates
Culture, Ethics and Environment
Environmental Impact Assessment
Forests and Environment
Foundations in Ecological Economics
International Environmental Law
Land Use - Environment Interactions
Participation in Policy and Planning
Project Appraisal
Rural Development
Waste Reduction and Recycling
Each course is usually assessed by coursework (50% of marks) and
written examination (50% of marks) however there are some
exceptions to this rule, such as Society and Development which is
assessed 100% by coursework. An oral examination may also be
held.
Dissertation
Each student conducts an individual research project on a
subject chosen in consultation with the Programme Director. Every
effort is made to accommodate student's own interests when defining
research projects. There will also be opportunities to carry out
projects in collaboration with external organisations, giving
students experience of working as part of a team. The breadth of
topics is illustrated by the list of previous MSc Environment and
Development dissertations (pdf file).
MSc candidates submit a dissertation of no more than 15,000
words by mid-August.
Careers
The programme provides a suitable qualification for students
seeking environmental roles within international and national
development agencies, or in environment/development-focused NGOs.
The student's choice of courses and dissertation project can be
used to tailor the degree towards their chosen career path.
http://www.geos.ed.ac.uk/postgraduate/MSc/mscprogrammes/envdev/
11.6 Sinopsis Kursus dan Senarai Rujukan 11.7 Penilaian/Pemarkahan
program pengurusan peperiksaan
Penilaian dan pemarkahan adalah mengikut manual peraturan
peperiksaan Universiti Malaysia Sabah.
12 UNJURAN PELAJAR
Enrolmen jangkaan pelajar dalam tempoh lima tahun bermula sesi
2008/2009 adalah seperti berikut:
Sesi/Jumlah2008/20092009/20102010/20112011/20122012/2013
Kemasukan2530354045
-25303540
--253035
Enrolmen255590105120
Graduan---2530
13 SYARAT-SYARAT KEMASUKAN
13.1 Memiliki Ijazah pertama dari UMS atau mana-mana institusi
pengajian tinggi awam atau swasta yang diikhtirafkan oleh Senat
Universiti.13.2 Mempunyai CGPA tidak kurang daripada 2.713.3
Keutamaan diberikan kepada pelajar yang pernah membuat latihan
ilmiah dan projek penyelidikan di peringkat Ijazah Pertama14
IMPLIKASI KAKITANGAN, FIZIKAL DAN KEWANGAN
14.1 Implikasi kakitangan: 14.2 Implikasi Fizikal:14.2 Implikasi
Kewangan
15 PROGRAM AKADEMIK YANG SEDANG DITAWARKAN DI SEKOLAH YANG
MEMOHON
16 PERTINDIHAN PROGRAM DI ANTARA IPTA
Kursus sarjana pengurusan persekitaran Pasca- skrg di ss dan
kemanusiaan17 PERBANDINGAN DENGAN UNIVERSITI LUAR NEGARA
University of Kent (UKC) menjalankan kursus yang serupa,malah
sebahagian besar modul pengajaran adalah dengan ehsan UKC. Walau
bagaimanapun, bahan-bahan pengajaran berasaskan penyelidikan
tempatan akan digunakan secara berperingkat-peringkat untuk membina
kekuatan dan keunikan kursus ini.Intitusi pengajian berikut juga
turut menawarkan kursus yang hampir sama;
1. Department of Anthropology and Durrell Institute of
Conservation and Ecology (DICE), University of Kent, MSc
Conservation and Tourism, MSc Conservation Biology,
http://www.kent.ac.uk/studying/postgrad/subjects/conservation.html2.
Natural History Museum, Obafemi Awolowo University,Ile - Ife,
Nigeria Masters in Conservation Scieence (MCS)
http://www.oauife.edu.ng/research/nhm/mcs.pdf3. Department of
Ecology, Evolution, and Environmental Biology, Graduate School of
Arts and Science, University of Columbia, USA. M.A in Conservation
Biology
http://www.columbia.edu/cu/gsas/departments/conservation-biology/department.html4.
Centre for Ecology, Evolution and Conservation (CEEC) 5.
http://www.uea.ac.uk/ceec/18 KEAHLIAN DAN ULASAN LEMBAGA PENGAJIAN
TERHADAP PROGRAM YANG DIPOHON
Ahli Keahlian Lembaga Pengajian
1. Prof. Dr Gary Martin University of Kent
2. Datuk Laurentius AmbuPengarah, Jabatan Hidupan Liar Sabah
3. Datuk Sintiong GaletPengarah Muzium Sabah
4. Datuk Lamri Ali
Pengarah Taman-taman Sabah
5. Datuk Sue JayasuriaSEPA (NGO)Ulasan Lembaga Pengajian19
TARIKH PROGRAM DILULUSKAN
a) Lembaga Pengajian : b) Prasiswazah
: b) Senat : c) Lembaga Pengarah Universiti (LPU) : 20
KESIMPULAN