Leader

UNIABDN

Participant (s)

UNIABDN, UDSM

Duration

Mx – My

Objectives

  • To increase the capacity of UDSM staff for oil and gas through improved educational access to post-graduate programmes and staff exchanges
  • To achieve excellence in science for girls and boys by addressing problems in the Tanzanian current educational system
  • To facilitate an equal access to education and science

Target Group (s)

Members of staff, and students enrolled in the following departments at UDSM:

  • College of Engineering and Technology (CoET)  (Department of Chemical and Mining Engineering  and Department of Mechanical and Industrial Engineering)
  • College of Natural and Applied Sciences (Geology and Chemistry Departments)
  • School of Law (UDSoL)
  • College of Social Sciences (CoSS) and Institute of Resource Assessment (IRA)
  • Business School (UDBS)
  • Teacher educators and Government policy makers within the Ministries of Community Development, Gender and Children and Education and Vocational Training.

Final beneficiaries:                            

Indirectly, beneficiaries will include the wider community within the country as students progress to being fully contributing citizens, reflecting a fuller, more globally contextualised education, and contributing through enhanced pay and taxation to the wealth creation of Tanzania. Students of Mathematics and Science, especially girls and students with disabilities

 

Description of Work

This WP addresses the need for scientists in Tanzania who can understand and work in the industry and who through research and innovation will develop energy for internal use as well as for export, thereby contributing to economic and social development of the country. It also looks at measures to address the shortage of students entering tertiary education with a specific focus on improving girls access to science subjects and access by socially excluded groups such as students with disabilities.

At University level, the package will provide access to extant Masters and PhD programmes offered by the UK partners, together with short course training both in the United Kingdom (UK) and in-country in Tanzania. UNIABDN has a suite of energy-related Masters and PhD programmes, which have been developed in collaboration with industry over the 50 year lifespan of the North Sea.Covering the full spectrum of energy -related disciplines, these are aimed at producing world class graduates, capable of moving into key roles in the industry, with the right knowledge, skills and attitude. A strong interdisciplinary focus in our teaching means that, even when studying for an engineering degree programme, students may undertake at least one individual course in an area such as energy economics. The most effective individuals are those that have an understanding of all business processes and not just in their own specific discipline.
 

Task 2.1 Capacity Building in Engineering and Geosciences

Engineering taught programmes have been designed to provide students with detailed knowledge and understanding of the whole lifecycle of oil and gas exploration and production activities and processes.   The programmes give students both a theoretical and practical grounding design and safe development of oil and gas fields as well as in specific aspects of the business. The future of the oil and gas industry depends on talented, enterprising people, such as those who make up our community of innovators. Students benefit from research active staff, and from close proximity and good working relationships with the industry. Aberdeen is recognised as the oil & gas capital of Europe, a factor that makes it possible to offer a curriculum that is highly relevant to the needs of employers, alongside cutting-edge research.

Geology taught programmes have been developed in close collaboration with the industry, and range from our Geophsyics programme, designed to expose students to the theory and practice of modern geophysics, with an emphasis on cutting edge techniques for understanding the structure, dynamics and composition of the Earth from the near surface to the deep interior; to our Oil & Gas Enterprise Management which encompasses the latest science and technology in geology, geophysics and engineering. It also includes entrepreneurial and negotiation skills, petroleum economics, psychology, accountancy, safety engineering and environmental sciences. Students benefit from both an emphasis on practical application of studies, technology, lateral thinking and management techniques.
 

Task 2.2. Capacity Building in Chemistry

Oil and gas chemistry is taught to MSc Oil and gas engineerings and oil and gas chemists, making it an ideal candidate for this project. It covers three key areas where application of chemistry is fundamental to upstream and downstream oil and gas transport and processing. Pipelines are widely used for the transport of oil and gas products under the sea or over land. Content includes: general pipeline flow assurance, and risks related with the chemistries of waxes, resins, asphaltenes, gas hydrates and scale formation; chemical strategies for managing flow assurance issues; the processes involved in convertion to fuels and chemicals, involving physical, chemical and catalytic processes; aspects of transport, processing and conversion to upgraded products of natural gas.
 

Task 2.3 Capacity Building in Law

The project will not only focus on oil and gas related engineering and science development, but, importantly, recognise that the development of a sustainable Oil and Gas sector within Tanzania is dependent upon a number of other factors. Not least among these is the presence of a clear and efficient legal framework within which hydrocarbon operations may proceed. Such a framework allows the establishment of an appropriate relationship between the state and commercial actors in relation to fiscal and regulatory matters as well as the functioning of appropriate contractual arrangements among commercial actors. This in turn increases the probability that the interests of both the state and of investors are protected and promoted and that the hydrocarbon sector as a whole generates widespread sustainable benefits as opposed to becoming a negative influence, as has been the experience in other developing countries (the so-called resource curse). 

The development and operation of this legal framework depends upon the presence of skilled and knowledgeable lawyers who have a clear understanding of the particularities of the oil and gas industry and of the implications that these particularities have for the allocation of risk among the parties involved. The presence of such a cohort of lawyers is in turn dependent upon the availability of appropriate educational opportunities. To date, lawyers seeking specialist legal education in the field of oil and gas have had to travel abroad and to incur the additional costs that this involves. UNIABDN has been one of the key venues for lawyers sponsored by the Ministry to study the LLM in Oil and Gas Law. Ideally, however, expertise would be developed within Tanzania such that such specialist education would be available locally and without the additional costs of travel and subsistence implied by study in Europe, North America or Australia.

The UDSM School of Law is one of Africa’s leading providers of legal education. It already offers a number of taught LLM programmes including one in Commercial Law and Corporate Law.  While it, therefore, possesses the potential to deliver postgraduate education relevant to the emerging energy sector it currently lacks the specific expertise to do so. This project will accordingly develop capacity within the School of Law in this regard in a number of ways dependent upon the specific needs of individual members of staff. Where staff are already established international commercial lawyers, it may be sufficient for them to participate in specialist short courses focused on oil and gas law, which can be delivered either in Aberdeen or in Tanzania. These can be tailored to specific needs. Where a member of staff has more general legal qualifications or is specialised in a different field of law, but seeks to develop specific expertise in oil and gas law, then they would be able to attend one of the dedicated LLM Oil and Gas Law or Energy Law programmes at Aberdeen.

Beyond that, the two Law Schools will work together to develop an LLM programme in Oil and Gas Law for delivery at UDSM. In order to be sustainable, this should be capable of meeting the needs not only of students from Tanzania, but also of attracting students from other countries, notably in the East African region given the importance of hydrocarbon developments throughout this area. In this regard, UoA is uniquely well placed to assist given its expertise not only in core issues in upstream and downstream oil and gas law, but also in the legal dimension of issues related to the broader impact of hydrocarbon developments on society.

Task 2.4 Capacity Building in Sustainable Development

UNIABDN runs an eleven-week interdisciplinary undergraduate course in Sustainable International Development and is currently preparing a MSc in Sustainable International Development based on the Post-2015 development agenda. One of the modules will be on Oil and Minerals for Good.  The course will be a blended degree with two to three weeks tuition in Europe and the remainder of the degree taught through e-learning.

It is proposed that two UDSM lecturers undertake the course in 2015/2016 so that they are able to integrate an interdisciplinary approach in Sustainable Development from 2016 onwards.
UNIABDN’s pedagogical approach encourages creative problem solving, critical thinking and argument construction and will provide staff with the foundational knowledge and skills required to develop specialised postgraduate taught courses in appropriate courses at the UDSM. For this reason, UNIABDN will review existing curricula in Sciences, Law and Social Sciences to assess their appropriateness for capacity building in Oil and Gas and Sustainable Development (Task 2.5) and will review appropriateness of pedagogy and methodology for teaching subjects relevant to Oil and Gas (Task 6.1)

**In all cases students will be selected using host University criteria, and will be required to comply with UK visa requirements. Students will be awarded UK University degrees on completion, and certification of successful completion of short courses.

 

Expected Results

Expected results from T2.1, 2.2, 2.3 and 2.4

  • Increased technical depth and breadth of knowledge and understanding of relevant topic including the key elements and significance of an appropriate legal framework for hydrocarbon exploration and production.
  • Intellectual and practical skills so that lecturers can apply sound principles and analysis methods in their work.
  • Enhanced capacity to develop postgraduate curricula for Oil & Gas at UDSM
  • The opportunity to further enhance their transferable and personal skills in self-study, communication, report writing, project and time management, and problem solving.
  • An awareness of the roles and challenges of the industry based on course contents which are tailored to the current and future needs of industry, and therefore provide students with the knowledge and understanding and skills necessary for technical leadership and managerial responsibility.
     

Expected results from T2.5 and T2.6

  • A bespoke educational package for lecturers in UDSM who teach Science and Social Science subjects with innovative pedagogic practices to foster students’ problem solving, enquiry and research skills. (Continuing Professional Development Module 1, to be delivered in country over two weeks)
  • Reduced attrition of University students in Science subjects
  • Increased linkages between Sciences and Social Sciences as they relate to Oil and Gas and greater awareness of sustainable development
  • Situation analysis conducted with recommendations for curricula and pedagogical reform.
  • A bespoke educational package for teacher educators in the School of Education UDSM with innovative pedagogic models to foster problem solving, enquiry and research skills in student teachers who will work as teachers in secondary and primary schools with innovative pedagogic practices to foster students’ problem solving, enquiry and research skills.  (Continuing Professional Development Module 2, to be delivered in country over two weeks)
  • Report providing policy recommendations to the Department for Education and Technology on how to improve Science and Mathematics education at primary and secondary level in Tanzania and examples of good practice in increasing access and successful completion of these subjects by girls and pupils with disabilities.