7
issues cannot be solved by only region-specifi c efforts. This APIEL targets interregional resonance by developing partnerships and forming networks with educational and research institutes throughout Asia.
1.2.3.3 Alumni Resonance
To solve real environmental problems, coordination and consensus among the
diverse stakeholders are also essential. Stakeholders include citizens, and people
from local governments, industry, and agriculture as well as others who are affected.
The infl uence on future generations should be considered during decision making,
though there is no representative for future generations. The coordination process
for reaching a consensus requires many steps and much time. However, this process
is essential for developing, implementing, and sustaining a solution. Otherwise, the
solution cannot work properly and will need to be changed.
The APIEL also targets resonance with alumni by promoting interaction and
information exchange and sharing among alumni. Alumni are expected to come back
to the APIEL as instructors or to help refi ne the program’s curriculum and design.
1.3 Curriculum Structure of APIEL
To foster students’ environmental leadership, APIEL established a compulsory
course called Environmental Challenges and Leadership in Asia, and a companion
fi eld exercise course. In the former, students learn, in an interactive way, about environmental leadership and various environmental problems in Asia. In the latter,
practical issues are examined with cooperative counterpart(s) in a region that has an
environmental problem. These courses are structured to develop students’ perception vis-á-vis environmental problems and to develop the skills required of environmental leaders. In addition, elective courses are chosen from degree programs, so
that students can deepen both their professional knowledge and their skills. Research
for master’s and doctoral theses is also required and aims to propose new systems
from interdisciplinary perspectives based on a holistic understanding of environmental issues.
1.3.1 Environmental Challenges and Leadership in Asia:
Understanding Environmental Leadership
APIEL established a compulsory course, Environmental Challenges and Leadership
in Asia, which is designed for students to acquire literacy and other skills required
of an environmental leaders using a hands-on approach so that they can contribute
to solving environmental issues or to build a sustainable society, which itself can
prevent environmental problems. Students learn about real-world environmental
problems in Asia from various perspectives, while considering the historical and
1 Asian Program for Incubation of Environmental Leaders
issues cannot be solved by only region-specifi c efforts. This APIEL targets interregional resonance by developing partnerships and forming networks with educational and research institutes throughout Asia.
1.2.3.3 Alumni Resonance
To solve real environmental problems, coordination and consensus among the
diverse stakeholders are also essential. Stakeholders include citizens, and people
from local governments, industry, and agriculture as well as others who are affected.
The infl uence on future generations should be considered during decision making,
though there is no representative for future generations. The coordination process
for reaching a consensus requires many steps and much time. However, this process
is essential for developing, implementing, and sustaining a solution. Otherwise, the
solution cannot work properly and will need to be changed.
The APIEL also targets resonance with alumni by promoting interaction and
information exchange and sharing among alumni. Alumni are expected to come back
to the APIEL as instructors or to help refi ne the program’s curriculum and design.
1.3 Curriculum Structure of APIEL
To foster students’ environmental leadership, APIEL established a compulsory
course called Environmental Challenges and Leadership in Asia, and a companion
fi eld exercise course. In the former, students learn, in an interactive way, about environmental leadership and various environmental problems in Asia. In the latter,
practical issues are examined with cooperative counterpart(s) in a region that has an
environmental problem. These courses are structured to develop students’ perception vis-á-vis environmental problems and to develop the skills required of environmental leaders. In addition, elective courses are chosen from degree programs, so
that students can deepen both their professional knowledge and their skills. Research
for master’s and doctoral theses is also required and aims to propose new systems
from interdisciplinary perspectives based on a holistic understanding of environmental issues.
1.3.1 Environmental Challenges and Leadership in Asia:
Understanding Environmental Leadership
APIEL established a compulsory course, Environmental Challenges and Leadership
in Asia, which is designed for students to acquire literacy and other skills required
of an environmental leaders using a hands-on approach so that they can contribute
to solving environmental issues or to build a sustainable society, which itself can
prevent environmental problems. Students learn about real-world environmental
problems in Asia from various perspectives, while considering the historical and
1 Asian Program for Incubation of Environmental Leaders