What Role for Public Participation in Implementing the EU Floods Directive? A Comparison With the Water Framework Directive, Early Evidence from Germany and a Research Agenda

Abstract

We examine the roles and functions of non-state actor participation in implementing the EU Floods Directive of 2007 (FD). We draw on experiences with participation under the Water Framework Directive (WFD), because of important links between the two directives. Comparing the legal basis and the different functions for participation, we observe the paradoxical situation that while the WFD has fervently advocated public participation, public interest has remained low, whereas the FD is less sanguine about participation, despite citizens being potentially more affected by flood management issues -particularly given the current trend towards a 'risk management' approach under the FD. Our examination of current FD implementation in Germany reveals a considerable variety of participation approaches, as well as a general trend to 'less' rather than 'more' participation as compared to the WFD. The paper closes by discussing implications for future flood management planning and avenues for comparative research.

Multi-level stakeholder engagement in flood risk management—A question of roles and power: Lessons from England

“…On the other hand, the implementation of stakeholder engagement is far away from being as positive, where stakeholder engagement often ends in diverse difficulties and conflicts between political leaders and stakeholder groups with a much restricted outcome than expected (Menzel and Buchecker, 2013;O'Toole et al, 2013;Blackstock et al, 2014;Feliciano et al, 2014). Thus, the quite normative demand of a participatory and collaborative governance approach in the flood risk management debate has to be translated and transformed for everyday planning practice (Tseng and Penning-Rowsell, 2012;Blackstock et al, 2014;Newig et al, 2014). Scholars have defined stakeholder engagement as a social process working together to find a collective solution for a certain problem (Green and Penning-Rowsell, 2010).…”

Riverine Ecosystem Management

“…The United Nations Environmental Program states that young people will face major challenges in providing sufficient water and food, controlling diseases, generating sufficient energy, and adapting to climate change in near future. Therefore the UN-Decade "education for sustainable development (ESD)" was established between 2005 and 2014, and the teaching of skills related to global environmental (Demetropoulou et al 2010;De Stefano 2010) Support countries with centralized and hierarchical administrative structures in developing participatory mechanism (Demetropoulou et al 2010) Reservations about PP Expensive process (Vroom 2000; Plan PP and involve the public as early as possible; allow financial resources for participatory processes, particularly in early stages; balance the costs in terms of time and money and potential benefits Time-consuming process (Vroom 2000;Luyet et al 2012) Define a participatory plan and develop a realistic timetable; plan PP from the beginning of the project and involve the public as early as possible (CIS 2003) to minimize delays from repetition or misunderstandings Stakeholder identification and degree of involvement Involvement of stakeholders who are not representative (Junker et al 2007;Reed 2008) Implement a soundly based stakeholder analysis (CIS 2003) Potential stakeholder frustration (Germain 2001;Reed 2008;PahlWostl et al 2008) Define the aim of PP and specify the extent that participation influences the final decisions (Videira et al 2006;CIS 2003); give feedback to the stakeholders and specify clearly their role (Ridder et al 2005) Empowerment of an already important stakeholder and the misuse of a stakeholder group to get advantage by using their influence (elite capture; Buttoud and Yunusova 2002;Platteau 2004) Define an appropriate level of participation and balance out power pressures during the project (Ridder et al 2005); involve experienced moderators at meetings (Reed 2008) In both the WFD and the EFD, the term "encourage active involvement" leaves substantial leeway for member states to implement a wide variety of forms of public involvement, including non-participatory forms of drafting plans (Newig et al 2014) Consult the public in draft FRMPs (EFD) and PoMs (WFD) as part of a strategic environmental assessment according to the SEA Directive …”

Public Participation and Environmental Education

“…The United Nations Environmental Program states that young people will face major challenges in providing sufficient water and food, controlling diseases, generating sufficient energy, and adapting to climate change in near future. Therefore the UN-Decade "education for sustainable development (ESD)" was established between 2005 and 2014, and the teaching of skills related to global environmental (Reed 2008) In both the WFD and the EFD, the term "encourage active involvement" leaves substantial leeway for member states to implement a wide variety of forms of public involvement, including non-participatory forms of drafting plans (Newig et al 2014) Consult the public in draft FRMPs (EFD) and PoMs (WFD) as part of a strategic environmental assessment according to the SEA Directive (Carter and Howe 2006) Impacts of participation stand only for the minimum required level of public information. PP is perceived as a charade with no true involvement and collaboration of the interested parties (Videira et al 2006) Create of a new cadre of "river basin district managers" as key actors at the core of water management regimes.…”