Anticipatory
Governance

01 / PURPOSE

A general program with specific applications

The c-ECO System Fellowship in Anticipatory Governance aims to equip students, managers and professionals to apply the framework and its monitoring procedures to defined cases with traceability, supervision and accountability.

The program has a common methodological foundation and six modules. Each applied pathway identifies the relevant domain, occurrence, region and local setting. Participants learn to organize evidence, examine dependencies, assess candidate thresholds and propose governance procedures appropriate to the case.

The first application under development addresses flooding, with a Manaus case presented on a separate page. Other domains and occurrences will require suitable specialist content, instructors and evidence; a general structure does not mean all offerings are already available.

Learning objectives

• Define the domain and occurrence while retaining cross-domain relationships.
• Specify the region and local setting and their particular conditions.
• Organize sources and document quality, uncertainty and gaps.
• Apply relevant framework components while distinguishing hypotheses, calibration and validation.
• Prepare monitoring, responsibility and adaptation plans.

Enrollment does not require an ongoing project: the case may be real or simulated. Completion, optional credentialing, submission authorization and licensing remain separate stages.

This page presents a program under development. Proposed academic partnerships, curriculum and qualification arrangements remain subject to agreement and approval.

02 / ORGANIZATION AND AUDIENCE

Domain occurrence region local setting

The program moves from methodological capability to territorial application. The chosen setting defines the case; it does not restrict where participants come from.

1. 01 · DOMAINField of application

   Selected under current c-ECO taxonomy, with cross-domain relationships made explicit.

2. 02 · OCCURRENCEProcess or event

   The problem, its mechanisms and consequences. First proposed application: flooding and urban stormwater flooding.

3. 03 · REGIONRegional context

   Environmental, institutional, social and linguistic conditions that shape the application.

4. 04 · LOCAL SETTINGDefined case

   The territory, system, assets and sources actually studied, with identified responsibilities and boundaries.

The occurrence does not replace canonical domain classification. A flood can involve several domains and dependency chains. A region may span countries; a local setting may be a catchment, corridor or defined system.

Regional context in any application

The regional layer records relevant processes, institutions and access rules, available sources, exposure, local knowledge, languages and participation conditions. The local layer specifies the case and its data. Transfer requires checking both rather than automatically copying parameters or thresholds.

Potential international audience

The program is intended for participants from different countries who seek to apply anticipatory governance to defined cases. A local case provides a concrete learning setting without requiring participants to live or work there.

International flood courses and communities indicate an active learning field. UNESCO offers an English-language course using Mozambique cases, and WMO describes an international community spanning hydrological contexts. These examples support local cases for international audiences, but do not measure demand for c-ECO. [6] [7]

English-language materials support international participation. Additional languages and support arrangements will be specified for each offering.

From local learning to regional resources

The regional layer can incorporate findings and lessons from local cases once reviewed and authorized for educational use. Potential outputs include evidence-quality procedures, dependency patterns to investigate, monitoring lessons and adaptation exercises. Any regional reuse must state where the evidence applies and what remains untested.

Manaus may supply this regional learning as its pilot progresses. The site does not currently claim validated regional results or publish the pilot’s datasets. The separate case page explains this route from local study to regional learning.

03 / LEARNING EXPERIENCE

Online learning with direct support

The program combines asynchronous study, synchronous group meetings and individual mentoring. Each format has a distinct purpose and must be included in instructor and participant workloads.

One case throughout the six modules

Each participant will develop a portfolio on a case approved for educational use. Options include an available educational case, an identified simulated dataset or an authorized participant-provided case. Teamwork must preserve attribution of contributions and individual assessment.

Total learning hours, program duration, number of meetings, mentor-to-participant ratio and maximum cohort size remain to be determined. These should be based on deliverables and the time required for assessment and mentoring before confirming the price and calendar.

04 / PROPOSED CURRICULUM

Six modules one applied learning pathway

The sequence moves from defining the case to preparing a territorially adapted application. The syllabi are proposals for joint review.

Analytical relationships and audit requirements guide scientific reasoning. They are not units of enrollment or automatically approved projects.

05 / ACADEMIC QUALITY

Assess demonstrated capability

The proposed assessment combines module deliverables, feedback and a final portfolio with individually verifiable contributions. Participation in meetings should support learning; completion criteria must require evidence of competency.

A correction and resubmission cycle is proposed, with deadlines, support and records. Minimum scores, weights, attendance requirements, remediation and appeals will be defined in academic regulations. Cohort size must respect mentoring and review capacity.

The regulations should also establish rules for authorship, citation, collaboration and declared use of artificial intelligence tools. The team may verify understanding orally and request records showing how work was developed.

06 / SEPARATE STAGES

From learning to authorized practice

Admission of projects and data

No project or data contribution to SIL, including a replication, enters the Institute without an associated fellow. An associated fellow is necessary but does not replace screening, review, safeguards and approval. Educational exercises remain in the learning environment until any formal submission.

All participants are subject to the applicable assessment, independence and recusal requirements. Scholarships, teaching roles and institutional affiliations do not automatically confer approval or a credential.

07 / APPLICATION CASES

A common foundation separate cases

Each case will have its own page, keeping the overall Fellowship independent of a single region.

The first proposed case addresses flooding in the Igarapé do Quarenta. Its page brings together the Amazonian context, the Manaus setting, the scientific themes, data-use conditions and proposed local contributions.

Studying the case does not require living in the region. Applying its findings elsewhere requires adaptation and local validation.

08 / FROM RESEARCH TO TEACHING

Authorized data verifiable materials

Course development may proceed alongside research. Each inclusion of pilot data must depend on an authorized release with provenance, documentation and review. The educational version will be separate from the production environment and datasets reserved for scientific testing.

1. Select. Identify the learning competency and minimum data needed, avoiding excessive disclosure.
2. Authorize. Record custodianship, licenses, consent and restrictions. Anonymize or aggregate where needed and assess reidentification risk.
3. Document. Maintain the dictionary, period, resolution, gaps, transformations, version and permitted uses.
4. Review. Check scientific interpretation, educational suitability and safeguards before release in the course.
5. Update. Correct materials while preserving history and inform participants of relevant changes.

Simulated data will be visibly identified and accompanied by generation rules and limitations. If real evidence is not ready, simulations may support a preliminary educational version without being presented as real case observations.

Students must not receive reserved datasets in a way that compromises ongoing independent tests. Access to the learning environment does not grant access to operational SIL, partner data or decision-making functions.

09 / PROPOSED ACADEMIC COOPERATION

Defined roles for c-ECO UFAM and WashU

The proposal combines c-ECO methodological direction, territorial scientific knowledge and educational development. No institutional partnership is confirmed.

The program name remains c-ECO System Fellowship in Anticipatory Governance. Partner institutions and units may appear below the title with authorized roles and logos. An individual faculty contribution or memorandum of understanding will not be treated as institutional certification.

10 / ACCOUNTABILITY AND INDEPENDENCE

Qualification with proportionate controls

The proposed arrangement includes academic coordination responsible for curriculum, mentoring and records; scientific leads for specialist content; and eligible assessors for decisions requiring independence. Composition, appointments and powers will depend on approved instruments.

Financial, professional, institutional, family and intellectual property interests must be disclosed and handled by a body without the conflict. An interested person does not decide their own recusal. Appeals and complaints require a defined recipient, deadline and procedure.

Instructors may contribute content without automatically becoming authorized fellows. Projects and data intended for the Institute, including those arising from educational activities, remain subject to the associated-fellow requirement and applicable controls.

11 / INTELLECTUAL PROPERTY

Explicit permissions to create teach and reuse

Before joint production, agreements must identify preexisting materials, authorship and ownership of new content, permissions for educational use, translations, adaptations, updates and reuse after funding ends.

Certificates must identify their issuer and the nature of the program. Joint issuance, academic recognition, brand use or future exploitation of funded materials requires approval and compliance with relevant contractual conditions. Academic credits, degree equivalence and professional authorization must not be inferred.

12 / TRANSFER AND ADAPTATION

Preserve the method verify each application

The common pathway can support applications in different regions. Scientific and institutional suitability must be established for each combination of domain, occurrence, region and local setting.

Transferability is a design objective, not demonstrated universal validity. Even within flooding, riverine, pluvial and coastal processes may require different variables, models and responses.

Every replication submitted to the Institute must identify the domain, occurrence, region, local setting, associated fellow, responsible parties, evidence, adaptations, safeguards, and validation and maintenance plan. The final exercise may prepare this proposal without automatically becoming an admitted project.

Instructor development will be a specific activity involving supervised practice and assessment of mentoring and evaluation capabilities. Completion does not automatically qualify participants to teach.

13 / DEVELOPMENT AND APPROVAL

Development stages and approval criteria

The general Fellowship will be developed through readiness milestones. Each case will have its own timeline consistent with funding, institutional agreements and evidence availability. Cohort duration will reflect learning and mentoring needs rather than the full research timeline of a case.

Outputs

Academic plan and regulations; six common modules with relevant specialist content; materials for each case; assessed portfolios; instructor and adaptation guide; and a report on learning, inclusion and observed costs. Dates and enrollment targets depend on capacity planning and approval.

14 / PARTICIPATION

Program arrangements and participant support

The program combines independent study, group learning and individual mentoring. The duration, learning hours, cohort size, language and participation terms will be specified for each offering before enrollment opens.

Scholarship opportunities may be established for particular offerings. Selection terms will be published when available. A scholarship supports access to learning and does not guarantee completion, a credential, submission authorization or a license.

Technical work, instructor development and participation as a learner are different roles. Their conditions will be defined in the relevant arrangements.

15 / ECOSYSTEMS AND ADAPTATION

Connect governance learning with ecosystem-based adaptation

Where relevant to the case, learning may examine how ecosystem functions contribute to reducing vulnerability and supporting recovery. In flood applications, this may include riparian conditions and their relationships with exposure, infrastructure and territorial decisions.

Addressing flooding alone does not establish that an application is ecosystem-based adaptation. The relationship must be demonstrated through the case objectives, evidence and expected benefits. Simulations and proposed interventions must remain distinct from observed effectiveness.

16 / PROGRAM DEVELOPMENT

How each offering will be presented

Each offering will identify its domain, occurrence, regional context and local case. Participants will be informed of learning objectives, language, workload, meeting arrangements, assessment and completion requirements before enrolling.

The program is under development. The current site presents its educational concept and proposed applications. Enrollment dates and confirmed institutional roles will be announced when established.

SIL · 19 DOMAINS

Domain libraries

Explore the complete English libraries for all 19 domains: nine parts, 35 sections, scientific references, documented cases and evidence matrices.