Introduction

This section contains any introductory materials, as well as the information literacy module.

Module 1: Our coastal areas

The first module on "Our coastal areas" provides an overview of the
West Coast of South Africa and Namibia in terms of what is there and
what activities take place along the coast.

The first lecture on the "General Environment" covers aspects relaing
to oceans and currents and marine and coastal ecosystems, as well as
aspects relating to the history and population of this coast. The
second lecture is dedicated to "Activities" along the coast, such as
tourism, mining and fishing, and their use of resources, while also
providing an overview of the socio-economic lansdcape.

Module 2: Tools and Governance

The first module on Tools and Governance provides an understanding of
what good governance is, its characteristics and the rules of good
governance, and what good management is, its importance for coastal
areas, and tools for implementing good management practices.

The first lecture on "Good Governance" covers the characteristics of
good governance, its place in sustainable development and the rules of
good governance seen in coastal legislation and policy. The relevance of
environmental ethics is discussed and students are asked to apply it in
an analysis of the environmental decision making process for the
proposed pebble bed modular reactor on the west coast of South Africa.

The second lecture discusses the essence of good management, management
of coastal resources and gives an introduction to tools for such
management, namely, ICZM, EIA and SIA.

Module 3: Water

The first lecture in this module (Water Quality) aims to provide first a brief overview of the diversity of freshwater ecosystems, how they function and the services that many of them provide to humans. It is only in the light of this information that the implications of different effects on water quality can be understood, in terms of both human and ecosystem health. The lecture outlines the major components of water quality, and summarises how they change, and some of the ecological and /or human health implications of these changes. The use of various water quality management objectives / effluent quality restrictions / guidelines in South Africa is also discussed. Reading material discusses specific effects of human settlements on freshwater ecosystems, and outlines the complexities of catchment level impacts, to show the linkages between social, economic and environmental decisions.

The second lecture (Water Conservation and Demand Management) provides a perspective on the water resource situation in South Africa, and analyses the need for new approaches to water management in light of this situation. Demand side solutions through water conservation and demand management (WC/WDM) are discussed. Short, medium and long term measures are listed as part of a water conservation programme.

After completing the Water module, a student should be able to:

1. Understand the basic freshwater ecosystem functioning, the different types of aquatic systems and the processes that drive aquatic ecosystem functions
2. Discuss river water quality, in terms of its natural state and what influences changes
3. Understand the issues surrounding pollution of aquatic systems
4. Outline the causes of water quality problems associated with human settlements
5. Outline how appropriate levels of services support waste prevention and waste minimisation policies
6. Outline the problems and constraints with respect to the provision of these services
7. Understand South Africa’s water resource situation with regard to availability, requirements and its use
8. Define and show understanding of basic concepts and principles that underline WC/WDM
9. Explain the importance of WC/WDM and its contribution to sustainability of water resource development and management
10. Explain the philosophical approach of Integrated Water Resource Management
11. Conceptualize typical flow chart of WC/WDM in a water supply chain and its key supporting activities
12. Analyze water use situation and identify opportunities for WC/WDM
13. Apply framework of action to develop a program on WC/WDM
14. Be able to relate essential techniques such as life cycle assessment, pinch technology and cleaner production on its impact into WC/WDM

Students are also expected to apply the knowledge acquired in:

1. the analysis of two case studies, one about water quality effects of settlements and another about industrial water management 
2. the analysis of newspaper articles about river pollution and municipal water services
3. two self-tests

Documents:

Module 4: Energy

The first lecture in this module is an introductory section that looks at the global energy situation, before focussing on some of the key aspects of the South African energy scene. The second lecture in the module addresses issues of energy efficiency and what practical steps can be taken to reduce energy usage, and quantify the associated cost savings.

Learning objectives:

After completing the Energy module, a student should be able to:

1. Explain briefly the importance of energy
2. Explain and use the energy-specific terminology as discussed in the notes
3. Discuss the environmental impacts of different energy sources
4. Identify where energy losses in a typical industrial/commercial case are likely to occur and how to reduce or eliminate these
5. Do calculations to determine energy losses in typical industrial and commercial applications
6. Calculate energy and cost savings when efficiency and conservation measures are implemented in typical industrial and commercial applications

In addition, students should:

1. Have a basic grasp of the global energy situation
2. Discuss strategies to ensure global and local energy security
3. Understand the importance of energy efficiency and conservation
4. Know the basic steps to follow in implementing an energy efficiency plan
   
   

Documents:

Module 5: Air Quality

The first lecture of this module provides an overview of air pollution issues - the health and environmental impacts and sources - and discusses a system for Air Quality Management. The second lecture is a case study that focusses on vehicle transport as a major source of air pollution in the City of Cape Town.
The module includes a description of the main outdoor (ambient) air pollutants in urban areas and their health impacts, a brief survey of the most common sources of air pollution, an overview of an Emmission Inventory and the basic methods of estimating emmission rates from each of the main categories of air pollutatnt sources, a description of an Air Quality Management System, and a case study : Estimating Vehicle Emmissions in the City of Cape Town.

Module 6: Waste

This module provides an overview of the fields of Waste and Wastewater, each dealt with in separate lectures.The Waste Management lecture covers waste collection, area cleaning and waste disposal. The Wastewater Treatment lecture covers the different treatment processes of a wastewater treatment plant, including both aerobic and anaerobic processes.

After completing the solid Waste Management lecture, students should:
1Understand the basic processes involved in operating a sanitary landfill
2. Appreciate the need for waste minimisation in an urban setting
3. Know how landfills are classified
4. Have a broad understanding of the minimum standards
5. Understand leachate and gas production,and their management
6. Understand the concept, and need for integrated waste management, and how to draft&integrated waste management plans

General Course Content

The documents in this section are meant for usage throughout the duration of the course. Here you will find an overview of the course modules and its key contents, materials for further reading and the scenario for use during working sessions of the course.

Module 1: Introduction to Stakeholder Participation

Key Concepts and Outcomes
Module 1 introduces key concepts surrounding stakeholder participation (SP) processes. It sets the background for what SP processes might entail in terms of stakeholder identification, purpose for participation, and degrees of engagement—issues that will be discussed in further detail in following modules. Key concepts discussed include:

• Who are the stakeholders? Participants should become familiar with the different types of stakeholder participation and realise that we have all been part of some form of stakeholder participation process at some stage—at least by voting. Participants will formulate a definition of stakeholder based on their own experiences of participation processes.
• Levels of engagement Participants will become familiar with the spectrum of SP approaches, and understand that they vary from simply informing or protesting (one-way communication flow) to actually participating in decisions (two-way communication flow).
• Participation as human and legal rights Participants will look at participation as a human right and a constitutional right, and analyse different legal and institutional frameworks within which SP processes are necessary.
• Benefits of stakeholder participation Participants will identify potential benefits and reasons to engage in a SP process.
• The process Participants will learn what a SP process might entail in terms of required steps (various aspects of the process will be dealt with in following modules, while Module 4 will discuss specific examples of SP models).

Module 2: Stakeholder Analysis

KEY CONCEPTS AND OUTCOMES
Module 2 deals with Stakeholder Analysis, a key initial step in a SP process and often overlooked. This step provides indications as to which stakeholder groups should be part of the process and what the most appropriate participation mechanisms are for the different groups. Key concepts discussed include:

• Why do stakeholder analysis? Participants will learn that a requirement of any SP process is to first identify the project objective and the purpose for engaging in SP process to form background to who will be interested parties. The objectives and steps for a stakeholder analysis will be discussed.
• Identifying the stakeholders Participants will look into the initial step of identifying the interested parties, both those directly and indirectly affected. This is a crucial step to identify who the stakeholders are, what their interests are, and what role they will have in the process.
• Assessing stakeholder importance and influence Using different methods such as stakeholder tables and matrixes, participants will discuss how to assess the different stakeholders in terms of their priority for the project or the power they may have to control decisions.
• Working Session Participants will carry out a stakeholder analysis for a given scenario.

Module 3A: Engagement Techniques Introduction

KEY CONCEPTS AND OUTCOMES
Module 3a discusses the range of engagement techniques that can be used in SP processes. The different techniques may be more or less suitable for the different levels of participation required—from informing to consulting and collaborating—and need to be selected based on the audience as well as the purpose and stage of the SP process. The key concepts discussed are:

• Range of techniques Participants will list potential engagement techniques, especially unconventional ones, drawing on their experience in SP processes.
• Different techniques for different levels of engagement Participants will analyse the range of techniques listed and discuss how they differ in terms of the level of engagement possible (from simply being informed to collaborating).
• Selection of techniques Participants will explore what needs to be considered when selecting engagement techniques. Apart from the level of engagement required, issues should also be considered that pertain to the range desired for the participation, resources available, type of audience, and specific objectives of participation.

Module 3B: Engagement Techniques Running a Workshop

KEY CONCEPTS AND OUTCOMES
Stakeholder workshops are commonly used to present information, exchange and discuss views or plan and evaluate options. Module 3b of the course will discuss practicalities when planning and running stakeholder workshops. Key issues discussed include:

• Why organise a SP workshop? Participants will discuss different situations in which a SP workshop might be needed and with what purposes. They will look at what workshops might be good for, and what they might not be good for.
• Planning the workshop Participants will discuss requirements for SP workshops and issues that need to be considered in the planning phase. Participants will discuss what kind of facilitation is needed to ensure equal input from all participants. Facilitation approaches will be discussed, with an emphasis on those that allow participants to analyse by themselves and help dialogue.
• Facilitation techniques Participants will discuss different facilitation techniques for SP workshops, for different workshop purposes: setting goals, capturing knowledge, and managing conflict.
• Working session Participants will experiment with the card sorting technique, in a scenario of a policy formulation workshop.

Module 3C: Engagement Techniques Strategic Communications

KEY CONCEPTS AND OUTCOMES
The need for effective communication will be discussed in Module 3c. Strategic communication is used to change behaviours and can help engage people. Key concepts covered include:

• Why and what to communicate? Participants will discuss what information needs to be shared in a SP process and how it depends on the objectives of the SP process and the information needs identified in the stakeholder analysis (Module 2). The factors that need to be considered when planning communications will be discussed, both internal factors (e.g. culture and behaviour) and external ones (e.g. media available).
• Effective communication Participants will discuss the need for SP participants to understand why it is important for them to communicate. Other issues that need consideration to ensure effective communication will be discussed, including the selection of appropriate channels and messages.
• Use of Netorks The use of networks in specific will be discussed, as well as the need to incorporate feedback mechanisms to ensure dialogue.
• Being strategic In an attempt to understand what motivates people to engage in SP processes, participants will learn the difference between conventional and strategic communication approaches. The concept of strategic communication, which aims to motivate changes in behaviour, will be presented.
• Working session Based on the stakeholder analysis conducted earlier (Module 2), participants will discuss what information needs to be shared, what kinds of message would be more effective (e.g. Shock? Education?), and what long-term, strategic communication goals need to be kept in mind.

Module 4: Planning

KEY CONCEPTS AND OUTCOMES
SP processes can be applied in different settings and with different purposes and thus need to be planned case-by-case. Using examples, Module 4 of the course will explore different situations where SP approaches can be applied and evaluated, the basic steps that are required, and how to implement and monitor the process. This is essentially a practical module covering:

• Opportunities for SP Participants will look into different contexts in which SP is needed, from policy development to programme assessment, development planning and environmental impact assessment. Some examples will be given and discussed, both in the context of a large infrastructure project and of policy/ planning processes.
• Different SP models Participants will review the different phases or steps that a SP process might entail, and will analyse some suggested models as well as practical examples of approaches used.
• Communication plan Participants will go through the steps required to develop a communication plan, based on the key audiences, messages and communication tools that have been identified, and detailing actions required, responsibilities, timelines and costs.
• Monitoring and Evaluating Participants will discuss how to evaluate the success of SP processes through the use of both qualitative and quantitative indicators.
• Working session Participants will prepare a communication plan, for which they will define objectives, analyse the need for different messages for different stakeholder groups, and identify communication initiatives and mix of techniques appropriate.

Module 5: Representivity

KEY CONCEPTS AND OUTCOMES
Module 5 of the course deals with representivity in SP processes and the need to consider that not all stakeholder groups have the same voice. SP practitioners have to account for all possible constraints that may prevent stakeholders from participating; while stakeholder groups can resort to representatives, caucusing or NGO or networks support to have a stronger voice. Key concepts covered include:

• Who has how much voice Participants will discuss potential imbalances in a SP process and what groups are often left out (women and the poorer, for example). Non-accessible language, time constraints, social hierarchies and other constraints to participation will be discussed in the light of the participants’ experience.
• For SP practitioners: how to ensure representivity? Ways for SP processes to ensure representative stakeholder groups will be discussed. Points of discussion include assistance provided by the project to people who cannot participate and the role of stakeholders themselves in defining a representative stakeholder list.
• For SP participants: how to have a stronger voice? Participants will discuss how stakeholders can organise themselves to have a stronger say, e.g. by selecting representatives, requesting assistance from networks and NGOs, and caucusing. Participants will provide examples of existing mechanisms or channels for stakeholders to have their say.

SUPPORTING MATERIAL
A One Stop Participation Guide: A Handbook for Public Participation in Environmental Assessment in Southern Africa (SAIEA): pages 52 to 55

Detailed Syllabi

Pre-requisite: Progression rule or pre-requisite (depending on each department)
Lecturing Strategy: Lectures, demonstrations, assignments, case studies, seminars, industrial trips
Assessment: Mini Tests, Reports, Examinations, Practical & presentations (100%CE)
Duration: 4 hour(s) per week (15 weeks)
Self Study Time: 60 hrs
Notional hours: 120 hrs
Recommended Sequence: Semester 5/ 6 within NQF level 7
Professional Role: The students to master environmental and resource management concepts for enhancing their professional practices.

Learning Outcomes:
Upon successful completion of this course, students should be able to:

• describe the non-monetary and economical drivers of CP
• describe the advantages of CP concepts and techniques in a broader environmental and business context
• describe the synergic concept of CP, Lean and other sustainability concepts
• apply the CP process to solving business problems relating to waste, environmentand resources man agement
• evaluate and recommend CP options for different business case studies
• synthesis CP concepts into business objectives

Content:

1. Introduction to Cleaner Production (CP) and sustainability.

• Definitions of CP terminologies
• The CP concept
• Concept of Lea n, industrial ecology, environmental accounting
• CP Barriers & Drivers
• CP approach – the five concepts; re-use/recycling, house keeping, technology modification, material substitution and product modification
• New methods in CP

2. CP in a broader environmental context

• Safety, Health and Environment
• Waste management (water, energy solid waste etc)
• Life cycle analysis (from cradle to the grave)

3. CP in Business and social context

• Environmental accounting
• Operational efficiency and competitiveness
• Environmental liabilities and compliance
• Corporate image

4. The CP cycle

• Planning and organisation
• Basic CP tools for the identification of opportunities
• Prioritization and evaluation
• Implementation
• Measurement and review

5. Application of CP concepts and techniques in Case studies

• Evaluating walk-through reports
• Scoping studies
• CP projects

Reading List
1. Towards cleaner production methods
Dana Silk, 1992
ISSN 0028-0844.

2. Cleaner production and consumption : challenges and opportunities in East and Southern
Africa
Nonita T Yab, c1999
ISBN 0797420185.
3. Industrial Ecology
T.E Graedel and B.R Allenby: Printice hall ©1995
ISBN 013-125238

Module 1: Introduction to CP and Sustainability

The term ‘Cleaner Production’ can be misunderstood and hence it is very important to start up by defining and explaining what it means. On the other hand, the term sustainability is more easily understood, but does not capture all the elements of cleaner production; it is therefore used to complement the term cleaner production.

Module 2: CP in a Broader Environmental Context

‘CP’ focuses on the production process, and continuously seeks opportunities for improving the process, particularly with the view to reducing costs. Yet the CP process itself has to take place in and should take cognisance of the legal, social and environmental context of the production process. This module will discuss of some the main issues involved in this broader context, including the Health and Safety (of workers and of surrounding communities), the immediate and possible cumulative environmental impacts of the manufacturing process, and product safety.

Module 3: CP in a Business and Social Context

In this module we will briefly introduce the concept of environmental accounting and show how it relates to cleaner production and corporate responsibility and its impact on corporate image. Environmental accounting is gradually becoming a standard accounting procedure for corporations, due to pressure from regulators, shareholders and the huge concern over the climate changes being experienced.

Module 4: The CP Cycle

This module will take you through a journ ey that is cyclic; meaning that cleaner production is not a once-off activity, but a continuous process. The new CP thinking is that there is always room for improvement be it in productions of products or service delivery. The CP cycle involves planning
and organising, identification of opportunities, prioritizing and evaluation, implementation and measurement and review. We will look at each of these activities and discuss how they are carried out.

Module 5: Application of CP Techniques

You have now acquired sufficient knowledge regarding CP and now it is time to see how these theories come together to benefit a business venture. We will consider four case studies were CP principles have been applied with great benefits.