School of Environmental

WASTE MANAGEMENT UNIVERSITY 

The School of Environmental and Waste Management of the Universidad Central de Nicaragua International Programs will offer a variety of specific programmes in the study areas of Environmental Auditing and Management, Eco-Management, Waste Management and Waste Water Management, Clean Technologies, Remediation Technologies, and Energy Management.

The Board of Directors of UCN International Programs - in an extraordinary session held on June 3, 2008 - appointed Gerhard Berchtold as head of the School of Environmental and Waste Management and empowered him to make effective programmes decisions - including with course providers - in line with all good practices of the bona-fide higher education standards.

Vision

To promote and disseminate the practice and science of sustainable waste management globally.

Mission

The vision will be accomplished by providing the practical, technical and scientific skills and higher degree qualifications in the areas of waste management and sustainable development for the protection of the environment.

GUIDING PRINCIPLES AND EDUCATIONAL OBJECTIVES

(1) The guiding principles of the design and conduct of studies at the UCN PI School of Environmental and Waste Management  are:

freedom of science and instruction,

bridging research with instruction and implement both into practice,

interaction between teachers and students and corporations,

maintaining the autonomy of the UCN PI School of Environmental and Waste Management.

(2) Studies at the UCN PI School of Environmental and Waste Management  serve the following objectives:

development of science and the instruction of scientific interdisciplinary approaches for contributions to scientific knowledge:

in addition to scientific professional instruction research serves the acquisition of the ability to contribute to the enrichment of science by independent studies;

dissemination of scientific professional education:

studies have to deliver the basic skills of the profession in a way that the students are enabled to independent research and interprete the findings of science and the purpose of research, its sources and relations, are trained in the methods of acquiring scientific expertise and application thereof; students shall become enabled to fulfill professional tasks in continuous relation to the progress of science by critical thinking and independent decision making;

education through science:

students shall acquire a conviction and expression of increased responsibility for human society through fact-based evaluations, the ability of clear decision-making, intellectual diligence, and tolerance; and the students shall comprehend and perceive the meaning of their subject as part of holistic science and the meaning of science as part of the entire whole of culture;

continuous education of alumni of the UCN PI School of Environmental and Waste Management :

in accordance with scientific development.

The UCN PI School of Environmental and Waste Management  will provide higher education, professional training, scientific research and the dissemination of knowledge about waste management, devoted to achieving and maintaining highest standards.

PRINCIPLES

The

and Waste Management adopts and abides by the following principles and declarations:

On December 10, 1948 the General Assembly of the United Nations adopted and proclaimed the Universal Declaration of Human Rights (www3.itu.int/udhr) calling upon all Member countries to publicise the text of the Declaration and "to cause it to be disseminated, displayed, read and expounded principally in schools and other educational institutions, without distinction based on the political status of countries or territories."

„HUMAN RIGHTS as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.“

Among the human rights enumerated in the Universal Declaration of Human Rights, the right to education (Article 26) and the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits (Article 27). Scientific and technological developments combined with the reinforcement of freedom of expression, the right to information and the right to education can be promoted  through  better communication technology.

Article 26.

(1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.

(2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

(3) Parents have a prior right to choose the kind of education that shall be given to their children.

Article 27.

(1) Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.

(2) Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author.

The Unesco Recommendation on the Status of Scientific Researchers, adopted on 20 November 1974, combines the problem of the freedom of researchers and the implications of science and technology for world problems such as development and international peace, recognising, that "A cadre of talented and trained personnel is the cornerstone of an indigenous research and experimental development capability and indispensable for the utilization and exploitation of research carried out elsewhere"; providing for the Vocation of the Scientific Researcher, that

„Member states should seek to encourage conditions in which scientific researchers, with the support of the public authorities, have the responsibility and the right

(a) to work in a spirit of intellectual freedom to pursue, expound and defend the scientific truth as they see it;

(b) to contribute to the definition of the aims and objectives of the programmes in which they are engaged and to the determination of the methods to be adopted which should be humanely, socially, and ecologically responsible;

(c) to express themselves freely on the human, social, or ecological value of certain projects and in the last resort withdraw from those projects if their conscience so dictates;

(d) to contribute positively and constructively to the fabric of science, culture, and education in their own country, as well as to the achievement of national goals, the enhancement of their fellow citizens' well-being, and the furtherance of the international ideals and objectives of the United Nations."

The United Nations Educational, Scientific, and Cultural Organization's report on the impact of scientific and technological developments on economic, social, and cultural rights, E/CN.4/ 1196 of 19 November 1975, contains important considerations on the right to freedom of expression and the campaign against propaganda for war or for national, racial, or religious hatred.

The combination of technology and organisation determines the nature of the division of labour and the job requirements relating to opportunities for advancement in the organisation, economy or society, being strongly dependent on the educational system providing individuals with abilities and skills meeting the requirements of the economic system. The educational system must educate and train persons for scientific and technological high culture, to contribute to the advancement of science and technology and fill positions; and while part of training, research and development occur within enterprises, still the economy is dependent on the effective organisation of higher education and on the effectiveness of this system in satisfying the requirements of economy and society as a whole. The role of the state in accreditation of universities and in adaption of the educational system is important for technology transfer to assist decision-making through better education, and for the promotion of education to bring about a more proficient and socialised population.

Agenda 21 (1992) Chapter 8, United Nations Conference on Environment and Development, Earth Summit, Rio de Jainero, (http://www.un.org/esa/sustdev/agenda21) addresses improvement of decision-making processes and stakeholder participation:

„The primary need is to integrate environmental and developmental decision-making processes. To do this, Governments should conduct a national review and, where appropriate, improve the processes of decision-making so as to achieve the progressive integration of economic, social and environmental issues in the pursuit of development that is economically efficient, socially equitable and responsible and environmentally sound. Countries will develop their own priorities in accordance with their national plans, policies and programmes for the following activities:

Ensuring the integration of economic, social and environmental considerations in decision-making at all levels and in all ministries;

Adopting a domestically formulated policy framework that reflects a long-term perspective and cross-sectoral approach as the basis for decisions, taking account of the linkages between and within the various political, economic, social and environmental issues involved in the development process;

Establishing domestically determined ways and means to ensure the coherence of sectoral, economic, social and environmental policies, plans and policy instruments, including fiscal measures and the budget; these mechanisms should apply at various levels and bring together those interested in the development process;

Monitoring and evaluating the development process systematically, conducting regular reviews ..., with a view to assessing sustainable development achievements by the various sectors and departments of government;

Ensuring transparency of, and accountability for, the environmental implications of economic and sectoral policies;“

Gerhard Berchtold: “It requires multi- and interdisciplinary and cross-cultural integrated approaches, holistic and systemic thinking and decision-making to solve the problems of the world in the 21st century. This belief is the core element of all our UCN PI School of Environmental and Waste Management degree programmes and courses.”