Transnational Collaboration and Capacity Building as the Key to Enhancing Greater Mekong Region Groundwater Management

Formal and traditional education in hydrology and water management at universities has limitations in achieving practical, beneficial impacts on the ground. Many early career water managers end up in their positions with limited formal training in modern tools and techniques and often lack the necessary transdisciplinary skills. This is especially true for a large part of the world where access to appropriate higher education is severely constrained, while water management issues are complex. The Greater Mekong Region is a case in point. Therefore, alternative approaches to capacity building that utilise short courses, on-the-job training, peer-to-peer learning, and regional international collaboration are greatly needed.

In this contribution, we discuss an initiative to advance groundwater management expertise in the Greater Mekong Region, covering Vietnam, Thailand, Lao PDR and Cambodia, through international collaboration and capacity building. Groundwater in the Greater Mekong Region offers many social, economic, cultural and environmental benefits to areas not in direct access of surface water or during long dry seasons. However, the knowledge and expertise in hydrogeology, groundwater quantity and quality, and its management varies significantly between countries, with some, like Thailand and Vietnam, demonstrating advanced capabilities, while others are beginning to gain momentum and develop their expertise. Recently, new reviews and integration of regional information have advanced national and transnational understanding of similarities and differences in groundwater resources, strengthening the opportunity for improved transboundary water management. Nevertheless, access to expertise in gathering, processing and managing groundwater information is a limiting factor due to a skills shortage. In this initiative, key practitioners from four Mekong countries were trained in transdisciplinary water management in Australia and their home countries. Peer-to-peer learning, regional exchange of information and experiences, exposure to exemplary groundwater management practices, and development of cross-cultural and gender awareness were key components of the training. The participants evaluated the training as highly beneficial due to the intensive, practical and transnational approach.  

The discussed approach to transdisciplinary water education overcomes and extends some of the traditional limits of sectoral science and engineering university education with respect to regional groundwater management. A key outcome is the continued development of a cross-cultural, regional, international community of practitioners that fosters collaboration and exchange of information and expertise needed for effective transnational management.