|TITLE||Multilateral Diplomacy and International Rule-making and Regional Sea Governance Policy Simulation Exercise|
|LEVEL||05 - Postgraduate Modular Diploma or Degree Course|
|DESCRIPTION||This study-unit has been modelled academically by drawing on a contemporary understanding of the role played by policy formulation within the Ocean Governance thematic. Given its thematic content, IOI has cemented an ongoing collaboration with MEDAC (Mediterranean Academy of Diplomatic Studies) in order to optimise the academic thrust of the same unit.
The first half of this study-unit addresses conflict management and consensus building along with those conflicting interests that can be a barrier to effective ocean governance and management. This study-unit covers the mechanisms available for conflict prevention, conflict management through peaceful resolution and consensus-building techniques. It introduces participants to foresight study methods and tools for future-oriented assessments and planning.
The second half of this study-unit targets the governance frameworks for these regional seas on the basis of current realities, future needs and an in-depth study of their geophysical, socio-economic and political contexts. The study-unit includes inter-comparisons between the regions, the reality of the European Union, its Integrated Maritime Policy and its Neighbourhood Policy, as well as existing binding protocols and conventions (including IMO-related conventions in the regional seas). It targets ideal governance frameworks through case studies and best-practice scenarios taken from regional experiences.
1) Familiarise participants with the key diplomacy an conflict resolution tools and protocols as applied within ocean governance issues;
2) Familiarise the student with the concept, structures, instruments, applications, development processes and limitations of ocean policies as a main governance tool, particularly from an international perspective;
3) Encourage the student to apply the knowledge gained from the previous related study-units (GSC5001 and GSC5002) into the building, formulation and presentation of "real world" policies for the oceans during this current study-unit;
4) Encourage the student to research ocean policy issues and materials.
1. Knowledge & Understanding
By the end of the study-unit the student will be able to:
1) Recognise the importance of conflict-resolution techniques in reaching consensus despite initial disparities in views between different authorities and governments, and appreciate the complexity of developing ocean policies as a key governance tool, particularly from an international perspective;
2) Outline the major pertinent frameworks, governing instruments, structures and dynamics in relation to ocean policy at the global level and selected key regional levels;
3) Describe in detail the pertinent frameworks, governing instruments, structures and dynamics in relation to ocean policy for the ocean space and/or working fields assigned to the student as part of the simulation exercise;
4) Understand the regional intricacies that different seas exhibit in terms of ocean governance issues;
5) Identify priority issues in relation to ocean policy at the global and regional levels and for the ocean space and/or working fields assigned to the student as part of the simulation exercise;
6) Understand the limitations and challenges posed to policy makers in a given context;
7) Recognise the importance and role of different ocean governance tools in creating policies.
By the end of the study-unit the student will be able to:
1) Apply the basic tools and techniques of ocean policy development, formulation and adoption when presented with a specific problem/context;
2) Recognise the most congenial negotiation tool in unravelling complex ocean governance litigation scenarios;
3) Implement the complexities of engaging in teamwork for the development, formulation, negotiation, and adoption of an ocean policy;
4) Engage in the fundamentals of research in the field of ocean policy development and analysis;
5) Provide input to the development of ocean policy.
Main Text/s and any supplementary readings:
Main texts and online resources:
- Borghese, E.M. (1994). Pacem in Maribus XXI. Environmental Policy and Law 24; 19.
- Rajagopalan, R. (Ed.) (1998). Common Heritage and the 21st century: Proceedings of Pacem in Maribus XXV, November 1997. International Ocean Institute: Malta: 258 pp.
- Gold, E. (1981). Maritime transport: the evolution of international marine policy and shipping law. Lexington Books. DC Heath & Co; 425pp.
- Elisabeth Man Borgese, Ocean Governance and the United Nations, Centre for Foreign Policy, Dalhousie University, June 1995.
- Holland, G. and Pugh, D., 2010. Troubled waters: ocean science and governance. Cambridge University Press; 316pp.
- Mills, G. (1995). Maritime policy for developing nations. South African Institute of International Affairs. ISBN1-874890-60-9.
- Kimball, L.A. (2001). International Ocean Governance: Using International Law and Organizations to Manage Marine Resources Sustainably. IUCN, Gland, Switzerland and Cambridge, UK. xii + 124 pp.
- Glover, L. and Earle, S. (2004). Defying Ocean`s End. Island Press; 210pp. ISBN1-55963-753-6.
|ADDITIONAL NOTES||Pre-Requisite qualifications: At least a first degree in the marine sciences, management, engineering or maritime law.|
|STUDY-UNIT TYPE||Lecture, Ind Study, Seminar & Group Learning|
|METHOD OF ASSESSMENT||
Robert N. Farrugia
John A. Schembri
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the study-unit description above applies to the academic year 2019/0, if study-unit is available during this academic year, and may be subject to change in subsequent years.