CADANGAN PROGRAM AKADEMIK IPTA UNTUK JAWATANKUASA PENDIDIKAN

TINGGI (JKPT) KEMENTERIAN PENDIDIKAN

Sarjana Alam Sekitar dan Pembangunan

Masters in Environment and Development
Sekolah Sains Sosial
Universiti Malaysia Sabah
1. TUJUAN KERTAS

Kertas cadangan ini bertujuan untuk memohon pertimbangan daripada pihak

Senat Universitri Malaysia Sabah untuk mendapatkan kelulusan penawaran
Ijazah Kursus sepenuh masa dan separuh masa Sarjana Sastera (M.A).
2. NAMA PROGRAM

Program Sarjana Alam Sekitar dan Pembangunan

http://www.undp.org/energyandenvironment/

http://www.pacinst.org/

http://jed.sagepub.com/

http://www.sussex.ac.uk/development/1-2-3-2-1.html

3. FAKULTI/ SEKOLAH/ PUSAT YANG MEMOHON

Sekolah Sains Sosial, Universiti Malaysia Sabah

4. PERINGKAT PENGAJIAN

Ijazah Lanjutan - Sarjana

5.

KELAYAKAN IJAZAH YANG DITAWARKAN

Sarjana

Alam Sekitar dan Pembangunan / Masters in Environment and

Development
6. TAHUN DIMULAKAN

Sesi Pengajian 2008/2009

7. JANGKA MASA PENGAJIAN DAN KAEDAH

Pengajian adalah terbahagi kepada dua iaitu;

i) Sepenuh masa (3 semester)
ii) Separuh masa (5 semester)
Pelajar perlu menentukan lebih awal jenis pengajian yang akan diikuti.
Pertukaran jangkamasa pengajian boleh dipertimbangkan deangan syarat
semua keperluan kursus khususnya jam kredit dapat dipenuhi.
8. LATAR BELAKANG

Kebimbangan tentang impak pembangunan pesat dan kadar penggunaan

sumber alam yang terus meningkat telah melanda Eropah dan Amerika Syarikat
sejak pertengahan 1970an. Kebimbangan ini disokong dengan faktor-faktor
seperti berlakunya ledakan penduduk, fenomena urbanisasi yang semakin
dominan serta meningkatnya permintaan keatas sumber semulajadi khususnya
bahan api. Selain itu, penggunaan bahan bukan semulajadi untuk tujuan industri
telah turut mencemar alam semulajadi menyebabkan sumber semulajadi
semakin haus. Perdebatan tentang kemampuan alam semulajadi menampung
keperluan (dan perbuatan) manusia semakin mendapat perhatian selepas
1970an tetapi langkah yang signifikan hanya diambil pada tahun 1987, apabila
World Commission on Environment and Development yang ditubuhkan PBB
pada 1983 mewartakan Tokyo Declaration yang menggariskan lapan dasar ke
arah pembangunan mapan. Menjelang 1990an, langkah yang lebih signifikan
diambil. Pada tahun 1992, Konference anjuran PBB mengenai Environment and
Development di Rio de Janeiro, Brazil telah memusatkan perhatian Dunia ke
atas isu kemusnahan hutan dan ancaman kehilangan biodiversity. Konferen PBB
di Kyoto, Jepun pada tahun 1997 menarik perhatian Dunia ke atas isu
pemanasan global serta desakan agar negara-negara anggota menandatangani
deklarasi untuk mengurangkan pelepasan karbon dioksida (Co2) kepada 55%.
Gerakan-gerakan pembangunan seperti modenisasi, urbanisasi dan globalisasi
telah mengubah landskap hubungan antara manusia dan alam sekitar.
Hubungan pada masa ini banyak dicirikan dengan hubungan pengguna dan

pengeluar. Hubungan ini bertentangan dengan hubungan co-existence

sebagaimana yang disarankan oleh deklarasi-deklarasi tersebut. Pada peringkat
unit politik yang lebih kecil, masyarakat setempat juga mempunyai kefahaman
hubungan ini yang tersendiri. Bagaimana masyarakat tempatan menterjemahkan
hubungan ini dalam usaha mereka menyesuaikan diri dengan perkembangan
semasa akan menjadi fokus penting program ini. Fokus ini selaras dengan
perkembangan global kajian alam sekitar dan pembangunan semasa yang
menekankan kepentingan keadaan dan pengetahuan insitu dan mengelakkan
generalisasi berlebihan agar perubahan benar-benar memberikan faedah positif
kepada masyarakat setempat.
Menyedari akan kepentingan mengambil kira kepentingan persekitaran dalam isu
pembangunan, beberapa universiti di Amerika seperti University of Georgia dan
University of Washington untuk menubuhkan program Environmental
Anthropology iaitu satu cabang disiplin Sains Sosial yang dikhususkan untuk
memfokuskan kegiatan ilmiah ke atas usaha memahami hubungan manusia dan
alam sekitar dalam konteks pembangunan dan perubahan sosial abad ke 21.
Langkah ini turut diambil oleh beberapa universiti di United Kingdom dan antara
yang terawal menubuhkan program ini ialah University of Kent di mana dua jenis
ijazah sarja ditawarkan iaitu, Master/Phd in Environmental Anthropology dan
Master/PhD in Conservation and Ethnobiology.
Oleh itu, kertas cadangan ini disediakan untuk memenuhi tuntutan keperluan dan
peluang yang tersedia.

9. OBJEKTIF PROGRAM
Tujuan Program Sarjana Alam Sekitar dan Pembangunan diadakan adalah seperti
berikut;
9.1.
9.2.
9.3.

Memberikan pengetahuan teori, konsep dan pendekatan tentang

hubungan manusia dan alam sekitar
Mendedahkan pelajar kepada pengetahuan indigenous tentang
kepelbagaian spesies dan kegunaan flora dan fauna
Melatih pelajar melakukan penyelidikan saintifik yang setanding dan
diikftiraf di peringkat antarabangsa.

Programme Objectives

Identify the contribution that the environment can make to

sustainable development.
Describe potential risks to the environment resulting from
development activities.
Understand opportunities and risks associated with the many
international processes and agreements relating to the
environment and sustainable development.

Promote the contribution of knowledge to generate evidencebased policy supporting the environment and sustainable
development.
Apply critical analysis and synthesis of knowledge supporting
development.
Examine through case studies the nature and effectiveness of
development activities.
Apply participatory methods through role play and individual
research.
Give students experience of working as individuals and team
members.

10. JUSTIFIKASI MENGADAKAN PROGRAM

Program ini amat wajar diadakan berdasarkan dua kumpulan justifikasi berikut;
i)
Justifikasi keperluan
ii) Justifikasi peluang
Justifikasi keperluan
10.1

Meneroka Pendekatan Pembangunan Yang baru

Sejak

sekian

lama,

banyak

negara

melihat

alam

sekitar

dan

pembangunan adalah dua entiti. Tetapi alam sekitar dan pembangunan

bukanlah dua cabaran yang berbeza (World Commision on Enviroment
and Development WCED, 1990: 37). Program yang dicadangkan ini
menekankan kepentingan memahami isu dan hubungan alam sekitar dan
pembangunan

selaras dengan saranan WCED dan komitmen Malaysia

sebagai salah satu penandatangan deklarasi-deklarasi alam sekitar.

10.2. Memartabatkan pengetahuan indigenous (indigenous knowledge)
Walaupun negara-negara maju telah mencapai tahap kemajuan teknologi
yang tinggi, usaha-usaha untuk mengkaji, memelihara dan menggunakan
pengetahuan indigenous terus dilakukan. Ini kerana, pengetahuan
indigenous adalah satu sumber maklumat yang penting untuk tujuan
pengurusan sumber semulajadi yang lebih komprehensif. Program yang

dicadangkan ini turut menyokong usaha memartabatkan pengetahuan

indigenous ini dalam komponen ethnobiologi di mana pengetahuan bio
masyarakat indigenous di Sabah dapat diterokai dengan lebih mendalam
dan sistematik. Kepelbagaian etnik di Sabah dan Malaysia amnya akan
memberikan peluang seluas-luasnya untuk merealisasikan justifikasi ini.
10.3. Pengisian jurang teknologi diantara negara maju dan dunia ketiga
Bukan semua teknologi yang dihasilkan adalah sesuai dengan keadaan
sosioekonomi dan persekitaran negara ketiga.

Jurang perbezaan

teknologi ini harus diisi dengan meningkatkan aktiviti penyelidikan,

rekabentuk, pembangunan dan peningkatan kapasiti insan di negaranegara ketiga (WCED, 1990: 60). Program yang dicadangkan ini akan
mendukung justifikasi ini dengan memberikan penekanan yang istimewa
kepada penyelidikan agar faedah optima diperolehi dalam setiap
perubahan yang dijalankan.
Justifikasi Peluang
10.4. Mengantarabangsakan UMS
Program ini adalah lanjutan daripada usaha sama dengan Department of
Anthropology, University of Kent (U.K), Taman-taman Sabah dan UMS. Ini
bermakna, dengan menjamin kesinambungan program ini, kepercayaan
yang diberikan oleh institusi dalam dan luar negara kepada UMS akan
terus terpelihara. Ini akan memberikan

satu lagi pentas kepada UMS

untuk melonjakkan nama di peringkat antarabangsa.

10.5

Peluang

Melanjutkan

Pelajaran,

Pertukaran

Staf,

Penyelidikan

Bersama
Apabila UMS dapat meneruskan sebuah program pengajian yang
diasaskan dan disokong oleh sebuah universiti luar negara, beluang untuk
pelajar-pelajar UMS melanjutkan pelajaran ke University of Kent dan
mana-mana universiti yang menawarkan program yang sama adalah

terbuka luas. Persamaan program juga akan membukan peluang untuk

pertukaran staf, fellowship, penyelidikan bersama, seminar dan banyak
lagi aktiviti akademik.
10.6. Merealisasikan hasrat UMS ke arah pengajian multidisiplin.
Program ini direka agar pengisiannya adalah sesuai diambil oleh pelajarpelajar yang berkelulusan ijazah pertama daripada aliran sastera dan
sains. Selain daripada menyediakan bekalan pelajar yang ramai,
penggabungan ini juga bermakna, pelajar dan pensyarah dari kedua-dua
aliran ini akan berpadu tenaga untuk mempastikan matlamat program ini
tercapai.

Tidak

terhad

dengan

pengajaran,

peluang

pendekatan

multidisiplin juga turut berlaku dalam aktiviti penyelidikan, penulisan dan

penerbitan. Pelaksanaan program ini akan merealisasikan hasrat ini
dalam erti kata yang sebenar.
10.7

Peluang meningkatkan prospek kerja pelajar

Pemberian tumpuan kepada isu alam sekitar adalah satu fenomena
global. Pelajar-pelajar yang mempunyai ijazah pertama dalam bidang
pilihan masing-masing akan mempunyai peluang kerjaya yang lebih cerah
dengan memberikan tambah nilai kepada ijazah pertama mereka dengan
pengajian yang menekankan alam sekitar.

10

KAJIAN PASARAN DAN ULASAN PAKAR

11 STRUKTUR KURIKULUM

Jam kredit untuk Program Sarjana ialah 40

Aspek pengajian
Taught course
Mix-mode
Pembahagian
jam Taught course lebih 50-50%
kredit
daripada 50% dan
selebihnya
kertas
projek
Tempoh pengajian
3 hingga 5 semester
4 hingga 6 semester

ulasan
UKM 36 jam
kredit
6
jam
research

Bebanan
kepada Tambahan
40
jam Tambahan 20 jam kredit
kapasiti semasa
kredit
kepada kepada
kakitangan
kakitangan sekolah,
sekolah
dan
beban
penyeliaan

Justifikasi
untuk
penambahan
kakitangan,

Pengikhtirafan

Tinggi

Lebih tinggi

Prospek kerjaya/nilai
tambah

MIX Mode Or Taught Course?

11. 1 Cadangan Kursus
Sebelum*

Sekarang

Environmental
Anthropology
Landscape

and

Conservation
Wildlife
Ethnobotany
Politics, Economy and
Environment
Nature product
Eco-tourism

Jam

Status Kursus

kredit

(Audit / bukan audit)

Environmental law
Product development
Culture Nature in
Sabah
Research

methode

and 2
Instrumentation
Academic writing
Field trip
Dissertation
Kursus dalam italic ditawarkan dalam Program Sarjana Konservasi dan
Ethnobiology IBTP.

MSc Environment and Sustainable Development

A one year post-graduate course in the University
of London
Introduction
It is now increasingly recognised that environmental concerns are closely linked to the
way development theory and practice are conceived and applied. In this context, the
concept of sustainable development (SD) has rapidly emerged as an approach similarly
advocated and criticised by local and international organisations, broadly described as an
envisioning strategy to save the earth for future generations.
A central concern of the course is to equip participants with a critical understanding of
the SD debate and practice, unveiling the political, social and economic forces underlying
environmental conflicts and exploring concrete approaches to address their causes. The
course adopts an international comparative perspective, exploring the specific conditions
for intervention in different contexts from all over the world.

Objectives of the course

The course looks at conventional approaches in development planning, and the
environmental conflicts generated by them, with specific reference to the context of
developing countries. It contrasts these approaches with the need for long-term
environmental sustainability and social justice and examines concrete attempts to
incorporate a deeper awareness of these goals into development policy making, planning
and management.
By critically examining the theory and practice of environment and sustainable
development at the international, national and urban levels in a variety of contexts, the
course seeks to provide participants with an understanding of the processes generating

social and environmental change and with the skills and abilities to respond to such
changes. The course retains the DPU's long-standing preoccupation with planning for
action. Its approach is critical, analytical and comparative so that it leads to discovery and
exploration by participants.

Course structure
The course is structured so that 75% of the taught components of the course (90 credits)
are devoted to the core subjects of the environment and sustainable development and
25% (30 credits) to an option from a range of modules on offer. The core course modules
provide the theoretical and methodological components of the course while the specialist
module allows students to examine different approaches and problems in accordance with
their own particular interests.
The course consists of reading, essay writing, and individual and group project work, in
the context of lectures, seminars, workshops, case study analysis, and field trips within
the UK and abroad. Student performance is assessed through course work, examinations,
and a dissertation report.

Academic year
The course extends over one calendar year of full time study from the commencement of
the academic year in September. There are four terms in an academic year. The first two
teaching terms (from October to March) consist of lectures, seminars, personal tutorials,
workshops and assessment of student performance. The Third and Fourth terms (from
April to June and June to early-September respectively) are dedicated to an overseas field
trip and the preparation and writing up of the dissertation report.

The dissertation report

In addition to the taught and fieldwork components, the course entails the preparation of
an individual report (60 credits) on a topic selected by the student.

Core Modules
THE POLITICAL ECOLOGY OF ENVIRONMENTAL CHANGE (BENVES01)
This module provides a comprehensive review of the contemporary debate on
development and environmental sustainability and equips participants with a critical
understanding of environmental conflicts, and of various approaches to environmental
governance, the policy process, the mechanisms and the key agents involved.
The first part of this module is building up an in-depth understanding of the current and
historical debates on development and environmental sustainability, and the assumptions
deeply ingrained within Western development paradigms. It examines the politics and
discourses on sustainable development, exploring their environmental implications for

the countries of the North and South. A significant aspect is to place the environmental
and sustainable debate into an international political economy perspective.
The second part is dedicated to the critical analysis of socio-environmental conflicts, their
roots and potential approaches to their resolution, with specific reference to the Third
World. It looks at the way in which environmental concerns are institutionalised in the
policy process, contrasting the role, power and practices of different actors and
institutions. Students explore and examine the assumptions, potentials and flaws of
different approaches to the institutionalisation of environmental concerns through the
application of a variety of policy instruments and institutional designs.
On completion students will:

have a critical understanding of the assumptions ingrained within western development paradigms;
be able to examine the environmental implications of these paradigms for the countries of North and
South;
have a critical understanding of the current debates on development and environmental sustainability;
have a critical understanding of the field of political ecology and the articulation between
environmentalism, political culture and social organization;
be able to understand how environmental concerns are socially constructed and institutionalized in the
policy process;
have an understanding of various approaches to environmental governance, policy making and of
environmental policy instruments.
back to top

URBAN ENVIRONMENTAL PLANNING AND MANAGEMENT IN

DEVELOPMENT (BENVES02)
This module seeks to identify environmental problems in urban areas and their
underlying causes and how to go about applying environmental planning and
management to solve these problems to move towards sustainable development.
The first part of the module surveys urban environmental problems in an integrated way
together with a wider view of the sustainability of urban development. It provides an
understanding of a range of urban environmental problems at different levels and how
they affect health and local ecosystems. Participants examine practical experiences in
identifying environmental problems and their underlying causes at the local level,
focusing on issues related to water supply, sanitation and garbage; environment and
health and the social and spatial distribution of environmental risk among others.
The second part analyses the potentials and limitations of environmental planning and
management (EPM) strategies and techniques to deal with environmental problems. It
evaluates concrete experiences, exploring a range of tools and techniques available to
steer urban EPM towards sustainability. It further focuses on the role of different
stakeholders and institutions involved in defining and implementing Local Agenda 21.
On completion students will:

have a comprehensive understanding of the range of environmental problems in cities and how they
affect human health and local ecosystems;
be able to develop approaches for the resolution of these problems within the broader political economy
of urban regions and the societies within which they are placed;

understand the current and potential role of community organizations, NGOs, governments and
international agencies in addressing environmental problems in urban regions;
be able to critically engage with the processes and procedures of environmental planning and
management strategies and techniques.

ENVIRONMENT AND SUSTAINABLE DEVELOPMENT IN PRACTICE

(BENVES03)
This module creates an opportunity for students to be exposed to real life planned
interventions mainly in the field of urban and regional EPM. At the same time it helps the
participants to develop their analytical and evaluative capacity and strengthen their
professional skills.
This is a composite module that runs over three terms. It consists of four principal
elements as follows:

Themed workshops
These activities provide participants with an opportunity to apply ideas, skills and knowledge to "real-life"
situations.
Case study evaluation
This exercise is structured around the implementation of urban EPM. Participants are asked to evaluate
local planned interventions, allowing them to gather and process first hand information for their
assessment.
Overseas field trip in the 3rd term
The overseas fieldtrip provides an opportunity to put into practice the knowledge, approaches and tools
acquired during the course into a real context. The field visit, undertaken in recent years in North Africa,
West Africa and Southern Europe, is preceded by individual and group preparation activities (including
lectures, private reading of case material, group discussion and seminars), and followed by group
discussions and presentations, and finally the production of a group report.
Series of skills development seminars
This seminar series runs throughout the first three terms and helps to build up participants academic and
professional skills, including sessions on prospective career paths.

On completion students will:

have acquired a methodology for diagnosis and strategy development in order to a address complex set
of challenges;
have built up essential academic and professional skills;
have gained a better appreciation of the development contexts in both developed and developing
countries by having been exposed to real life situations;
be able to critically assess and respond to the planning approaches examined throughout the course.
back to top

Optional Modules
A number of 30-credit options are currently available to students enrolled in the ESD
programme. These include:
URBAN ECONOMIC DEVELOPMENT
UED offers two specialist options. The first specialist option (BENVUE01) is designed to
demonstrate the application of economic concepts and theories to urbanisation and urban
development. It also examines the broad international and national contexts for these

processes and the respective role of the key stakeholders. The second specialist option
(BENVUE02) is designed to demonstrate the application of economic criteria to the
management of the city economy. It examines the key components of the city economy,
their internal and external dynamics and the related theoretical and practical issues. It also
provides training in the analysis of structural changes in the city economy and in
formulating and evaluating city development strategies.
SOCIAL DEVELOPMENT PRACTICE
Two modules can be chosen as options. The first option (BENVSD01) introduces social
development and the social agenda with specific emphasis on understanding and planning
for socially sensitive development through an examination of diversity, including gender;
social inclusion; socially sensitive policy formulation, design of indicators and social
impact assessment. The concept of participation as a way of ensuring socially sensitive
development is critiqued and a number of participatory methodologies and tools, used at
different stages of development interventions, are examined and practiced. Students
undertake two practical assignments in London Boroughs; one as part of the Tools in
Action component and the other a more substantial piece of work undertaking a social
impact assessment. The second option (BENVSD02) is a critique of key development
paradigms; liberalism/neo-liberalism; Marxism; reformism and theories of
underdevelopment. It specifically addresses the role that the various paradigms have
assigned to government (state), market and civil society and how the key societal
concerns of social justice, efficiency in the allocation of scarce resources, freedom and
security are met (or not met). The theme of poverty, as a manifestation of inequalities at
both the national and international levels, is developed. Causes of poverty, poverty
assessment and governmental and donor anti-poverty policies are discussed, as well as
the roles of civil society and the market.
DEVELOPMENT ADMINISTRATION AND PLANNING
Three of the DAP modules currently on offer may be chosen as options. The first option
(BENVAP01) introduces basic notions of development management and administration,
state, market and bureaucracy and the role of NGOs in the development process. It places
national development in the context of the international
division of labour and examines alternatives to hegemonic development practices. It
critically reviews the recent history of international aid, particularly its implications for
poverty reduction, growth and equity. The national dimensions of development are also
critically explored, particularly in terms of a range of development trends and
interventions such as national and regional development planning and key aspects of
local, metropolitan and regional development.
In the second option (BENVAP02) the first part reviews the historical evolution of
development theories and examines the relationship between theory and development
policy in practice. The second part addresses the issues of rural social relations, food
security, rural, urban and peri-urban land, agricultural production & distribution,
and rural resource management that underlie any successful development strategy.

In the third option (BENVAP03) the first part reviews the historical evolution of
development theories and examines the relationship between theory and development
policy in practice. The second part provides a systematic analysis of the notions of
industrialisation and infrastructure building as key elements in initiating and sustaining
national, regional and local development.
BUILDING AND URBAN DESIGN FOR DEVELOPMENT
This option explores the form, formation and functioning of cities in order to gain an
understanding of the shape, size and structure of cities especially in the context of
developing countries. It traces the influence of historical, physical, natural and cultural
aspects as well as that of economic and administrative forces on the origins and spatial
development of cites. It reviews urban design theories and evaluates their ability to
explain and understand cities. It develops an understanding of the workings of cities,
showing how the various aspects interact in multiple and complex ways to provide the
underlying structure and form of urban areas. It also explores how areas of cities can be
transformed and regenerated, revitalised, upgraded and/or conserved, as may be
appropriate. It develops a model for responsive intervention and approaches to the
development of participatory dialogue and discussion to identify stakeholder positions.
The possibilities and potentials of the local area are assessed and evaluated through the
use of tools of rapid urban analysis. These are brought together and used to develop winwin strategies that maximise the opportunity of each stakeholder to meet their objectives
through multi-objective strategies.
URBAN DEVELOPMENT PLANNING
Three of the UDP modules currently on offer can be chosen as options. The first option
(BENVUP01) explores the economic, social and physical transformation and
restructuring of cities in the wider context of development and globalisation. In assessing
the challenges this poses for urban development planning, the roles and relations of actors
in civil society, the public and private sectors are examined in theory and practice. The
institutional and organisation frameworks in which they operate are reviewed, while
investigating access to and control over financial, human and physical resources in the
context of contemporary urban development planning practice.
The second option (BENVUP02) explores strategic action in urban development policy,
planning and management which recognizes social justice in cities. In this light, it
reviews the evolution of urban development interventions and define the theoretical and
methodological challenges which face contemporary urban development in different parts
of the world. To this end, it also assesses a range of cases of urban development practice,
drawing out their contribution to the current debates on strategic action towards social
justice in urban development policy, planning and management. Finally, it explores the
implications of these debates for problem diagnosis, participation, organizational
development and public learning in strategic urban action.
A third option (BENVUP04) examines gender relations in the socio-economic, political
and environmental processes in the development of human settlements. In doing so, it
highlights the intersection of gender with other social relations, examining diversity and
difference in human settlements. In assessing the challenge this poses for urban
development planning, the institutionalisation of gender equality in policy, planning and

management of human settlements are explored. Gender relations in a range of

development sectors are assessed and the conditions for gender mainstreaming in these
sectors discussed.
http://www.ucl.ac.uk/dpu/courses/esd.htm#structure

School of GeoScience, University of

Edinburgh
Programme Structure for Diploma/MSc for
Environment and Development
The programme starts in September each year and lasts nine months
(for the Diploma) and twelve months (for the MSc). The programme
consists of:

a taught component during the Autumn and Spring Semesters

(September to April);
a 4 month individual research project, written up as a
dissertation (May to August).

Taught Component
The taught component consists of six courses of lectures: two
compulsory courses in Autumn Semester and one in the Spring
Semester.

Environment and Development

International Development
Society and Development

The additional three courses are selected from a wide range offered
within related MSc programmes. The following courses are
recommended:

African Studies: Theoretical and Conceptual Underpinnings

Applications in Ecological Economics
Contemporary African Issues and Debates
Culture, Ethics and Environment
Environmental Impact Assessment
Forests and Environment
Foundations in Ecological Economics

International Environmental Law

Land Use - Environment Interactions
Participation in Policy and Planning
Project Appraisal
Rural Development
Waste Reduction and Recycling

Each course is usually assessed by coursework (50% of marks) and

written examination (50% of marks) however there are some
exceptions to this rule, such as Society and Development which is
assessed 100% by coursework. An oral examination may also be held.

Dissertation
Each student conducts an individual research project on a subject
chosen in consultation with the Programme Director. Every effort is
made to accommodate student's own interests when defining research
projects. There will also be opportunities to carry out projects in
collaboration with external organisations, giving students experience of
working as part of a team. The breadth of topics is illustrated by the
list of previous MSc Environment and Development dissertations (pdf
file).
MSc candidates submit a dissertation of no more than 15,000 words by
mid-August.

Careers
The programme provides a suitable qualification for students seeking
environmental roles within international and national development
agencies, or in environment/development-focused NGOs. The student's
choice of courses and dissertation project can be used to tailor the
degree towards their chosen career path.
http://www.geos.ed.ac.uk/postgraduate/MSc/mscprogrammes/envdev
/

11.6 Sinopsis Kursus dan Senarai Rujukan

11.7 Penilaian/Pemarkahan program pengurusan peperiksaan

Penilaian dan pemarkahan adalah mengikut manual peraturan peperiksaan
Universiti Malaysia Sabah.

12 UNJURAN PELAJAR

Enrolmen jangkaan pelajar dalam tempoh lima tahun bermula sesi 2008/2009 adalah seperti berikut:

Sesi/Jumlah
Kemasukan

Enrolmen
Graduan

2008/200

2009/2010

2010/2011

2011/2012

2012/2013

9
25
25
-

30
25
55
-

35
30
25
90
-

40
35
30
105
25

45
40
35
120
30

13 SYARAT-SYARAT KEMASUKAN

13.1

Memiliki Ijazah pertama dari UMS atau mana-mana institusi pengajian

tinggi awam atau swasta yang diikhtirafkan oleh Senat Universiti.

13.2 Mempunyai CGPA tidak kurang daripada 2.7
13.3 Keutamaan diberikan kepada pelajar yang pernah membuat latihan ilmiah
dan projek penyelidikan di peringkat Ijazah Pertama

14 IMPLIKASI KAKITANGAN, FIZIKAL DAN KEWANGAN

14.1 Implikasi kakitangan:

14.2 Implikasi Fizikal:

14.2 Implikasi Kewangan

15 PROGRAM AKADEMIK YANG SEDANG DITAWARKAN DI SEKOLAH YANG

MEMOHON

16 PERTINDIHAN PROGRAM DI ANTARA IPTA

Kursus sarjana pengurusan persekitaran Pasca- skrg di ss dan kemanusiaan

17 PERBANDINGAN DENGAN UNIVERSITI LUAR NEGARA

University of Kent (UKC) menjalankan kursus yang serupa,malah sebahagian besar

modul pengajaran adalah dengan ehsan UKC. Walau bagaimanapun, bahan-bahan
pengajaran

berasaskan

penyelidikan

tempatan

akan

digunakan

secara

berperingkat-peringkat untuk membina kekuatan dan keunikan kursus ini.

Intitusi pengajian berikut juga turut menawarkan kursus yang hampir sama;

1. Department of Anthropology and Durrell Institute of Conservation and

Ecology (DICE), University of Kent, MSc Conservation and Tourism,
MSc Conservation Biology,
http://www.kent.ac.uk/studying/postgrad/subjects/conservation.html
2. Natural History Museum, Obafemi Awolowo University,Ile - Ife, Nigeria
Masters in Conservation Scieence (MCS)
http://www.oauife.edu.ng/research/nhm/mcs.pdf
3. Department of Ecology, Evolution, and Environmental Biology, Graduate
School of Arts and Science, University of Columbia, USA. M.A in
Conservation Biology
http://www.columbia.edu/cu/gsas/departments/conservationbiology/department.html
4. Centre for Ecology, Evolution and Conservation (CEEC) University of
East Anglia, Norwich, UK, Master in Applied Ecology and Conservation
5. http://www.uea.ac.uk/ceec/

18 KEAHLIAN DAN ULASAN LEMBAGA PENGAJIAN TERHADAP PROGRAM

YANG DIPOHON

Ahli Keahlian Lembaga Pengajian

1. Prof. Dr Gary Martin

University of Kent

2. Datuk Laurentius Ambu Pengarah, Jabatan Hidupan Liar Sabah

3. Datuk Sintiong Galet

Pengarah Muzium Sabah

4. Datuk Lamri Ali

Pengarah Taman-taman Sabah

5. Datuk Sue Jayasuria

SEPA (NGO)

Ulasan Lembaga Pengajian

19 TARIKH PROGRAM DILULUSKAN

a) Lembaga Pengajian

b) Prasiswazah

b) Senat

c) Lembaga Pengarah Universiti (LPU)

20 KESIMPULAN