‘Education Key To Solve Water Issues'

‘This obvious realisation made me join the UN, more precisely UNESCO, where I served for 20 years and nine days as the Secretary of the International Hydrological Programme and the Director of the Division of Water Sciences.

I also realised that without international cooperation and development, assistance in policy setting, education and building local water management and science capacities in the third world, as it was called back in the day, it would not be possible to ever build a fair and equitable world.'
He continued saying that he firmly believes water education is the key to solve water issues on a thirsty planet.

Professor Szöllösi-Nagy went on explaining his vision in more detail in shaping the years to come. ‘First of all, I would like to further strengthen the position of UNESCO-IHE in water science and education in the international scene with principal regard for the needs of the developing countries. Secondly, I would like to increase the impact of the Institute both in terms of water education and science. This includes, working jointly towards an improved financial base.

Thirdly, I would like to help everyone be successful. If you are successful then I am successful. If any of you fail, I fail. Fourthly, I would like to bring the various networks of professional NGOs, scientific journals, the international scientific community and the global water policy organisations closer to the Institute and finally I would like to strengthen our relation to UNESCO and to the UN at large. I believe we have great opportunities and I would like to see that, for instance, UNESCO-IHE plays a much more important role in designing and implementing IHP.

We currently have good practices, ranging from urban water management to water-related conflict resolution, but there is still room to improve. I will work on bringing the IHE and IHP staff much closer and build closer relations with the rest of the UN system and the Bretton Woods institutions through UN-Water as well as through bilateral cooperation.'

Lastly, Professor Szöllösi-Nagy mentioned that UNESCO-IHE alumni are magnificent assets for the Institute. ‘They can mobilise additional support for the Institute as many of the thousands who graduated here are currently working in lead positions and could raise political support that could hopefully turn into financial support.
The Institute has a dual nature that makes it extremely powerful intellectually. There is a link with the developing world through many networks, including that of alumni bringing a constant flux of exciting issues that require novel handling.'