Hydrogeology is “great” – it is a key technical discipline needed in our societies to achieve sustainable development, environmental restoration and climate change adaptation. However, we face a critical challenge in passing on the knowledge and skills needed today as well as providing the next generation of hydrogeologists.
Hydrogeology is a curiously multifaceted discipline, ranging from pure science of geochemistry through hydrology and hydraulics to the nuts and bolts of water supply engineering, including at village level. The importance of hydrogeology is evident in preventing unsustainable development including urban development, mining areas and water resources development; characterising and remediating environmental contamination and rehabilitation of mining areas; climate change adaption including managed recharge schemes to water table control planning in coastal zones impacted by rising sea level. The “four dimensional viewpoint” of hydrogeologists provides an endlessly fascinating scientific and technological contribution to problem solving. Therefore, we need to recognise and promote the importance of hydrogeology and protect the continuity of teaching and learning as well as on-going research in hydrogeology.
Today it seems that a majority of groundwater professionals in Australia and most industrialised countries are engaged, not in water resources or groundwater control, but in the assessment and remediation of environmental contamination. Such contamination encompasses not only former industrial sites but large areas of government land a well as widespread ambient contamination by manmade chemicals. Not only does this make hydrogeology the pivotal discipline for this important sector but it fundamentally changes the demands for education and training. This also potentially drains resources from fundamental education and research in groundwater hydrology and water resources.
A recent informal survey of the Australian universities and industry training by the author highlights the nature of the challenge face universities, teaching and training institutions as well as industry groups, companies and government. The dimensions of this challenge can be seen in the shrinking pool of funding for such programs in universities; competition between universities and between research and teaching; the attitudes of students to higher education and the diverse and immediacy of demands by industry. This indicates a critical need for a review of the funding and delivery models and channels for hydrogeological education and training in Australia. What is the real demand for what skills and knowledge and how could we better fulfil these needs? We need some answers and communicate to stakeholders that hydrogeology needs to remain “great” for the benefit of future generations!