Goals to reach and steps to take

Despite the Energy Saving and Renewable Energy Law of the Republic of Armenia (2004) states about the importance of education in renewable energy no real steps in developing academic programmes as well as training efforts is made so far. It is obvious that renewable energy education is a complex programme that comprises introduction of special academic disciplines for students, training of professionals, consumer education, public awareness programmes, workshops and seminars for decision makers, etc.

Children, for instance, easily understand and accept the concept of renewable energy as it is something they can see and is the technology that is harmonized with the nature. Thus, renewable energy education at primary schools is essential in building green mentality and seeding for interest in further studies and professional orientation.

While there is a broad appreciation of the need for energy and environmental education, some countries are actively pursuing teaching activities in this area. One should expect that with increasing pressures of fossil fuel scarcity and adverse environmental impacts of their use,

Armenia should make efforts towards providing renewable energy and environmental education too. Introducing relevant inputs into the undergraduate level courses in universities have not been taken seriously so far. Educational programmes at higher level do not give adequate coverage to the subject of energy. At bachelor’s level, courses in engineering includes elements of power generation, and cover mainly conventional sources of energy. Universities at both undergraduate and graduate levels will need to emphasize concept of renewable energy in various disciplines like physics, chemistry, power and electric engineering, as well as mechanical and civil engineering, economics and environmental studies. This will help graduates to be engaged in project

developments, energy system integration, energy audits, system integrations and manufacturing as well as energy economics and planning. Universities will need to get into research activities in renewable energy technologies to meet demands for sustainable development and for solutions to replace conventional energy sources focusing on wind, solar, geothermal, fuel cells, biofuel and other technologies. Academic programmes with focus on environmental management will need to cover aspects of energy conservation. For electrical and power engineers, agriculture professionals specialized in rural development, builders and architects involved in new construction design skills are necessary for adding installation, maintenance, service, and creation of sustainable energy technologies to their businesses. There is a need to expand the courses and more extensive coverage be given to energy planning and management, technologies, environmental considerations, renewable energy resources and technical system, etc. Projects and research should be undertaken on renewables by students at graduate and postgraduate level.

The availability of educated and trained people at all levels and in all engineering disciplines is a crucial factor for the successful implementation of any programme towards sustainable use of energy, as well as preserving the environment. It is, therefore, suggested that a comprehensive plan for training manpower in the field of renewable energy technologies may be prepared by the concerned institutions or businesses; and training requirements should vary from resource to resource.

Education is a way to get public to understand the renewable energy technologies and how to benefit of it. Lack of awareness among consumers is certainly a barrier to adopt the renewables. Although many consumers consider renewable energy as a right technology providing them with facts and information can help them in making decision. Most of the farmers and rural community developers are not literate and have no knowledge of these technologies either. Thus, the goal should be a campaign to raise consumer awareness which will support and promote dissemination of renewable technologies.

A number of pilot projects in Armenia show that the grant programmes, in this regard, encourages adoption of renewables. On the other hand, adoption of new technology often requires a mental shift. This mental shift is often just as important as any lifestyle shift required. Social marketing involves social change, an intangible product. There are stages to adoption of social change. It takes time and the right approach to accomplish the desired changes. A campaign should target the appropriate audience, the message should be sufficiently motivating, the campaign should be well funded, and individuals or groups that are targeted should be given a way to respond constructively; the campaign should present target adopters with inducements to act now [12].

It is possible to change consumer attitude when public awareness campaign is well planned and implemented effectively. Simply the consumers should have the right information to make right decision. A good example is a Renewable Energy Program implemented by the California Energy Commission. In the beginning of the programme consumers were uncertain about renewable energy. After four years, a survey showed that more than 65 percent of those surveyed are familiar with renewable energy systems and more than 50 percent would be willing to pay more for a home already equipped with solar or wind technology [12]. Thus, increasing consumer awareness is the key to support renewable energy technologies and promote their adoption.

Finally, the government decision makers carry the responsibility in energy sector development planning and getting them understand the importance of independent and clean energy is key in supporting and promoting renewable energy in Armenia.

It is of nation’s and state’s interest to have renewables significantly contribute in total energy mix of the country. Certain steps will need to be taken to achieve this goal. Key educational aspects and considerations in this respect should be the following:

• start building green energy mentality at schools by introducing mandatory classes on basics of renewables

• develop educational programs to give adequate coverage of the subject at bachelor’s and master’s level at academic institutions

• educate and train manpower to ensure development of the technologies through various stages (resource assessment, design and manufacturing, installation, generation, O&M, end-users) in efficient and economical manner

• conduct awareness programs and provide expertise for government and financing institutions regarding sustainability of renewable energy

• educate the public and consumers about the near and long-term applications and benefits of renewable energy, conservation and energy efficiency

• develop networking opportunities for renewable energy educators, researchers, advocates and business people, and support in establishing training centres and partnership with advanced technological institutions and universities abroad

• support legislative initiatives for alternative energy technologies education

• involve international donor institutions in public awareness campaigns and rural community development to support and promote renewable energy technologies

• conduct seminars workshops for NGOs, businesses, government officials, conduct intellectual competitions and games at schools, and involve mass-media in public awareness campaigns and public education.

2. Conclusion

Armenia’s energy sector is heavily dependent on imported fuel and risks associated with this. This has significant impact on the country’s energy independence and energy security. Development of indigenous renewable energy source is a key for the country’s sustainable development. However, development of renewable energy faces with challenges one of which is lack of knowledge about the benefits renewable energy technologies can offer and popper education at all levels.

Renewable energy education becomes imperative for Armenia. It should start from schools, be taught at universities, as well as be comprehended by public, relevant professionals and statesmen. Introductory classes in schools and both no-degree and degree classes in universities, public awareness and decision-makers training programs will help in understanding technologies, and utilizing the country’s indigenous and sustainable energy resources. Training packages are effective tools for improving capabilities and skills and need to be developed, primarily, for the following target groups: designers, manufacturers, builders, technicians and system operators. Dissemination of renewable energy technologies needs public awareness and understanding. Awareness programme in the form of pilot projects should be promoted further. Awareness campaign on various types of renewable energy technologies should also be promoted through mass-media, public debates and even school quiz competitions. People are used to fossil fuel-based energy resources and switching over to renewable energy will not be an easy task. In order to achieve the desired objective, public have to be informed about the finite nature of fossil fuel, cost of imported fuel, energy dependency risks and adverse impact on the environment, and how they can benefit from the use of renewable energy sources. The state should set goals and develop

strategy to achieve these goals for the interest of the people and the country. Going for imperative

in education is one of such goals.

References

[1] “Biogas: What it is, how it is generated and how to use it”. Union of Greens of Armenia. Yerevan, 1993 (in Armenian)

[2] “We and our Planet: Renewable Energy”. Khazer Ecological-Cultural NGO. Yerevan, 2005 (in Armenian)

[3] “Energy Efficiency and Renewable Energy Education Workshop”. Advanced Engineering Associates International/USAID. Yerevan, July 2002

[4] “Renewable Energy. Methodological Manual”. Ministry of Education of the Republic of Armenia. Yerevan, 2004 (in Armenian).

[5] “Building Renewable Energy Markets: A Public Education Strategy For State Clean Energy Funds”. Lyn Rosoff, Chris Colbert, February 2002

[6] “Education Quality and Economic Growth”. E. A. Hanushek, L. Wossmann. World Bank, Washington DC, 2007

[7] “Endogenous Growth Theory”. Aghion Philippe and Peter Howitt. Cambridge, Mass: MIT Press, 1998.

[8] “Natural Resource, Education, and Economic Development”. Thorvaldur Gylfason. Center for Economic Policy Research, ISSN 0265-8003, October 2000

[9] “Renewable Energy Education Proliferates”. Stephani L. Miller. ARCHITECT Magazine,

November, 2007

[10] “Energy Crisis? What energy crisis? It’s time to think differently”. Power Engineering International, June 2008

[11] “Renewable Energy Consumer Education Marketing Plan”. California Energy Commission, February 1999

[12] “Renewable energy consumer program”. Scott Cronk, Lynette Esternon. California Energy Commission, 2002