Distance Learning

Jordan might experience negative impacts imposed by climate change. 63% of Jordan’s population are currently served by public sewer networks. The expansion of the public sewage system into the unserved areas is not mainly hindered by financial limitations but also the topography as well as fragmentation of the settlements. There is a promising potential for Jordan to adopt decentralized approaches in wastewater management

But what are really these decentralized approaches? How do they work, what are the technologies used, operation and maintenance requirements? Are there any existing examples to learn from?

Two e-learning courses give an insight into decentralized Wastewater Management for Adaptation to Climate Change in Jordan.

Target Group & Objectives of the Courses

Given that wastewater management involves multi-disciplinary professions, there is a necessity for collective engagement of professionals from different institutions and entities in capacity development like this e-Learning Program. The interest of the participants and their engagement remain the key motivation and success factor for the course.

The ACC Project intends to engage all professionals, irrespective of their backgrounds, in the capacity development without exclusion on basis of their backgrounds. However, as the courses are focusing on technical aspects, the E-learning Program shall mainly be targeted at engineers; with flexibility to keep the doors open to non-engineering participants interested as well to participate. 

The ultimate objective of this E-learning Program is to create a national pool of expertise in different domains related to decentralized wastewater management (DWWM) so that Jordan becomes confident in implementing and scaling up the decentralized sanitation approach in a sustainable manner. 

Cooperative Distance Learning Approach

Participants should be familiar with the basics of distance-learning and with the principles of the Cooperative Learning Approach – an educational approach which aims to organize learning activities into academic and social learning experiences.

Students will work in groups to complete tasks collectively toward the goals of the course. Unlike individual learning, a cooperative learning process can capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.).

E-tutors who are guiding the learning process are not supposed to give detailed information but to facilitate students' learning. Everyone succeeds when the group succeeds.