If new technologies are promoted and implemented tasks for staff with related experiences are normally not absolutely unknown. To provide cost-effective training that focuses on direct learning results, it is therefore necessary to assess the existing knowledge and competencies of the trainees to compare actual with nominal skills (Bergmann, 1999). In this manner it is possible to tailor the training courses exactly to the needs of the companies and their staff avoiding unnecessary expenses for teaching skills the participants already possess. With concentration on specific target groups the training is assembled to existing experiences of the trainees. For example the technical education supply listed in chart 1 addresses well-trained and professionally experienced persons, who possess various competencies. For this reason every training course is conceptualised with specific instructional designs and learning objectives. Comprising the specific context of the companies and their staff it is additionally possible to identify hidden requirements and tasks like e. g. the handling of stakeholders with different cultural or educational background.

The training conception of Fraunhofer ISE consists of different instruction methods. To teach factual knowledge presentations and demonstrations are applied. To impart practical knowledge for concrete application group work sessions and technical exercises are provided. A high degree of interaction between trainer and trainees additionally guarantees the integration of the existing experiences of the attendants. Thus, for example the existing training design to teach local technicians of a French manufacturer of small wind power plants was evaluated and mutually advanced. An activity list ensured the integration of the improvements into the projects of the company.

3. Conclusion

The mentioned training programs cover a multitude of possible and necessary matters in the field of off-grid and grid coupled power supply with photovoltaics. These training courses make it possible to extend and to refresh the standard of knowledge and the gain of experience, which in most countries (this also applies to some European countries) is lagging between 5 up to 10 years behind the current state of the art. By this way, market development can be pushed systematically when erroneous trends can be prevented. The success of training programs for positive trends on photovoltaic markets depends on a series of general conditions:

— There is a considerable demand of the trainees for exchange of experiences that were made in projects and in the field. The conception of the training has to reflect this circumstance.

— The training has to be as practical as possible, including applied exercises on concrete components. In line with training courses in Germany visits of PV systems and companies are always part of the program. In this regard there are large potentials to gain access to markets in countries that demand for rural electrification projects. For instance, some companies provide gratuitously components for the practical units of the training courses.

— Experiences demonstrate that the results of the training courses are best when trainees are engaged in follow up activities. These activities should offer the chance to discuss personal experiences that trainees gained with the knowledge they acquired during the training courses. By follow-up seminars or the exchange of experiences in expert networks, existing know-how and skills will additionally be preserved.

— The experiences with the training courses also demonstrate that successful implementation of PV is possible and therefore especially rural electrification becomes an important market.

— In the future, the integration of social, technical, organisational and financial factors has to be accepted as an important part of electrification projects and programs. On this account, necessary funds and resources for adequate training courses and measures must be provided at all levels of the planning process.

4. Literature

Bergmann, B. (1999). Training fur den Arbeitsprozess. vdf Hochschulverlag AG an der ETH Zurich, Switzerland

Gabler, H., Bopp, G., Haugwitz, F., Muller, H., Haarpaitner, G., Scholle, A., Ma, S., Zou, X. (2003). Village Electrification through PV/Wind Hybrid Systems in the Chinese Brightness Program. In Proceedings 2nd European PV-Hybrid and Mini-Grid Conference, Kassel, Germany

International Energy Agency (IEA). (2003). PV for Rural Electrification in Developing

Countries: a guide to capacity building requirements. St. Ursen, Switzerland: IEA.

Vogt, G., Will, S., & Sauer, D. U. (2003). Training of company abilities to integrate social aspects in projects for rural electrification. In Proceedings der 2nd European PV — Hybrid and Mini-Grid Conference, Kassel, Germany.

Will, S., Vogt, G. (2003). Nichttechnische Aspekte der landlichen Elektrifizierung. In OTTI Energie — Kolleg (Ed.), Netzferne Stromversorgung mit Photovoltaik (pp. 585-597). Regensburg, Germany: Ostbayerisches Technologie-Transfer-Institut e. V. (OTTI).

The SOPRA RE project is funded by the European Commission in Altener Program 4.1030/Z/01-086-2001. The SOLTRAIN project is funded by the European Commission under contract No.4.1030/Z/02-067/2002.