Annex V - Education and Training

The availability of well-trained personnel is a key requirement in the hydropower sector. During phase 1, the Education and Training task force concentrated on training in operations and maintenance, and planning of hydro power projects, using an internet-based system for education and training. The task force focused on this training medium because of the low cost of distribution of learning materials and training to an international clientele; the elimination of time-zone restrictions; its allowance for distributed production of learning materials; its allowance for relatively easy customisation of personal curricula and the simpler creation of local "adjusted" curricula.

Activities

Tasks were subdivided into 5 sub-tasks as follows:

• Subtask 1 - To obtain a representative picture of the current situation world wide as to education and training in hydropower operation and maintenance, based on a combination of questionnaires, interviews and use of the personal networks of the task force members
• Subtask 2 - Development of Recommendations and Methods for E&T in Hydropower Operation and Maintenance
• Subtask 3 - To obtain a representative picture of the current situation world wide as to education and training in hydropower planning, based on a combination of questionnaires, interviews and use of the personal networks of the task force members.
• Subtask 4 - To discuss alternative strategies for defining objectives and scopes for E&T in hydropower development, with an additional focus on degree oriented education versus hydropower specialisation based on practice and continuing education programmes. The structuring of these programmes and academic studies (BSc, MSc and PhD) is outlined in some detail, including examples. The discussion tends to focus more on managers and planners in hydropower development than on subject oriented specialisation.
• Subtask 5 - Implementation of information technology and a computer network system for distance learning in Hydropower E&T: creation of this web site for presentation of the various projects in Annex 5, their reports and resulting applications; construction of a conceptual application for presenting the possibilities of administering studies over long distances and across time-zones; performing three tests of distance learning technologies and concepts; developing guidelines for creation of digital lectures and the production process for those lectures, and guidelines for other materials involved in distance learning.

Outcomes

The following reports were produced, and are freely available (see below):

• Subtask 1 - Survey of Current Education and Training Practices in Hydropower Operation and Maintenance
• Subtask 2 - Structure of Operations and Maintenance Training Programmes
• Subtask 3 - Survey of Current Education and Training Practices in Hydropower Planning
• Subtask 4 - Structuring of Education and Training Programmes in Hydropower Planning, and Recommendations on Teaching Material and Reference Literature
• Subtask 5 - Implementation of Information Technology and a Computer Network System for Distance Learning in Hydropower E&T

Subtask 1

Survey of Current E&T Practices in Hydropower Operation and Maintenance

Objectives:

To obtain a representative picture of the current situation world wide as to education and training in hydropower operation and maintenance, based on a combination of questionnaires, interviews and use of the personal networks of the task force members.
Subtask leader

Mr Tore S. Jørgensen
International Centre for Hydropower (ICH)

Reports

Summary of Results of the Survey of Current Education and Training Practices in Operation and maintenance. PDF document 211 kByte.

Summary

This report contains a compilation of results of a survey of current education and training practices in hydropower operation and management. The report is divided into three major sections.

The first section describes the survey methodology which was utilised. It was decided to make use of questionnaires as the basic tool for gathering information. A two-step strategy was selected, with a simple, two-page questionnaire forming the first stage. The questionnaire was sent to 120 addresses with the intention of establishing a network of contacts throughout the hydropower industry. A more detailed phase 2 questionnaire was produced as a follow-up, and aimed at those who had responded to the first one and who had indicated that in-house training in hydropower operation and maintenance was offered. The means of gathering information was supplemented by letters, telecommunications and visits to selected persons in the task force network.

A total of 54 phase 1 questionnaires from 33 countries were completed and returned. The corresponding number of phase 2 questionnaires was 27, from 18 countries. When other kinds of input are included, the survey is based on a total of 63 responses from 38 countries.

In the next section the results are compiled and evaluated by regions; Africa, Asia/Australia, America and Europe. There appears to be some bias in the questionnaire answers, but even taking that into account there still are some distinct regional variations in the answers. While African and Asian responders report very little national education or organized training available (11/11% and 10/0% respectively), the situation is somewhat better in America and Europe (36/18% and 71/29% respectively). With respect to in-house training opportunities Africa has the highest score with 96%, while the other regions report that 64 to 81% of the companies offer in-house training. Such training is offered most frequently to operators, and to a lesser degree to engineers and management. The training is usually organized by a specific training department, and with a couple of exceptions it contains theoretical components. In the majority of cases training manuals are also available. The length of the training programmes vary considerably, from a few days to four years; the latter figure probably represents a structured trainee period including courses as well as on-the-job training.

From 71% to 96% of the companies indicate that they employ a maintenance system. The highest rate is stated by the African region, while European companies, perhaps surprisingly, represent the lower rate. Periodic maintenance is most frequently used (75-100%).

With two exceptions, the recruitment situation for operators/technicians as well as for engineers/specialists is reported to be good or satisfactory in all regions. The majority of the candidates obtain their education from schools or universities in their own countries, and this is also the preferred situation in the future, although some of the respondents indicate that they would like to have the opportunity to recruit personnel with their education from foreign schools. All but two companies prefer structured in-house training of operators and technicians.

The section includes a brief description of a number of specific training or educational programmes which have emerged as a result of this investigation.

In conclusion, the survey has revealed an overall situation which is believed to be representative of current opportunities in hydropower E&T in operation and maintenance. A lack of educational opportunities in many countries is clearly indicated. Not surprisingly the situation is most satisfactory in what we may call ”mature” hydropower nations with a long history of active hydropower development, such as Canada, France, Sweden and Norway.

A positive outcome of the questionnaire survey is the willingness to acknowledge the importance of in-house training by power companies irrespective of region (around 80% of the total number of 54 responses to the phase 1 questionnaire). While operators make up the main target group for such training, engineers as well as managers are apparently also commonly given such an offer.

An 87% score on the question as to whether maintenance systems are used should also be regarded as positive, since it indicates a high level of ambition for power station operation. This, together with an active attitude to in-house training of own staff, create a good platform for absorbing future, recommended E&T procedures, for instance as an outcome of subtask 2 of Annex V.

Subtask 2

Development of Recommendations and Methods for E&T in Hydropower Operation and Maintenance

Objectives:

Development of Recommendations and Methods for E&T in Hydropower Operation and Maintenance.

Subtask leaders:

Mr. Stig Eklund
Jokkmokkskolan, Vattenfall AB
SWEDEN

Mr. Folke Forsgren
Jokkmokkskolan, Vattenfall AB
SWEDEN

Reports:

Structure of Operation and Maintenance Training Programmes. PDF document, 193 kBytes.

Summary

This report presents approaches to bring the personnel at the power plant up to date with regard to improved methods and equipment for maintenance and operation of power plants.

The conclusion of this report is the importance of good planning of the training and the need to evaluate the proper needs of competence for the personnel for their roles in the organisation to keep the costs down and simplify the proper future updating of obsolete knowledge. Another conclusion of this report is the importance of different factors outside the control of the trainers like social and cultural factors that has to be taken into account to guarantee the quality of the training effort.

The first section describes briefly the roles of the main personnel types responsible for the maintenance and operation of the power plant – the shift charge engineer, the control room technician and the plant operator.

The second section describes briefly the factors to take into account when planning and performing the training efforts.

The third section describes the concept behind levels of competence and some background on the implementations of this concept. It is important that the reader understands the contents of this section to fully understand the implications behind the planning of the training’s and the examples of the competence profiles presented in appendix 1 – Competence Profiles.

The fourth and fifth sections describe a simple example of a curriculum’s for the theoretical and practical training sessions for the personnel. It is important to recognise the connection between the curriculum’s and the demanded levels of competence presented in appendix 1 – Competence Profiles.

The sixth section presents overviews of curriculum’s for the laborations that are performed as part of the practical training sessions with sections for mechanical, hydraulic and electronics laborations.

The first appendix presents an example of the usage of competence profiles for different areas of work in the power plant with regard to maintenance and operation.

The second appendix presents and example of usage of the concepts presented in the report in a live situation – a training programme for the Theun-Hinboun power plant in Laos.

The last appendix presents the Vattenfall AB Jokkmokk Training Centre (JTC) responsible for the report and for the training efforts at Theun-Hinboun power plant.

Subtask 3

Survey of Current E&T Practices in Hydropower Planning

Objectives

To obtain a representative picture of the current situation world wide as to education and training in hydropower planning, based on a combination of questionnaires, interviews and use of the personal networks of the task force members.

Subtask leader

Mr. Tom-Ivar Brate
Norwegian University of Science and Technology
Dept. of Hydraulic and Environmental Engineering
NORWAY

Reports

Survey of Current E&T Practices in Hydropower Planning. PDF-document 125 kBytes.

Summary

This report contains a compilation of results of a survey of current education and training practices in hydropower planning. The report is divided into three major sections.

The first section describes the survey methodology that was utilized. It was decided to make use of questionnaires as the basic tool for gathering information. A two-step strategy was selected, with a simple, two-page questionnaire forming the first stage. The questionnaire was sent to 120 addresses with the intention of establishing a network of contacts throughout the hydropower industry. A more detailed phase 2 questionnaire was produced as a follow-up, and aimed at those who had responded to the first one.

In the second section the results are compiled and evaluated by regions; Africa, America, Asia, Australia and Europe. A total of 31 phase 1 questionnaires from 18 countries were completed and returned. Most of the information has been collected through direct contact as very few responded to the phase 2 questionnaires. Including all information we have received, the survey counts 29 countries.

The final section, the Appendixes, include detailed information sent to us from our contacts at institutions where hydropower education exists.

We have received information about existing hydropower planning activities in 15 countries. Many of the offers we have identified refer to hydropower planning as a subject given as a part of programmes in water resource management and hydraulics. This seems to be the most frequent way of including hydropower planning into university programmes.

 

Subtask 4

Structuring of E&T Programmes in Hydropower Planning, and Recommendations on Teaching Material and Reference Literature

Objectives

To discuss alternative strategies for defining objectives and scopes for E&T in hydropower development. The discussion does also cover degree oriented education versus hydropower specialisation based on practice and continuing education programmes. The structuring of these programmes and academic studies (BSc, MSc and PhD) is outlined in some detail, including examples. The discussion tends to focus more on managers and planners in hydropower development than on subject oriented specialisation.

Subtask leader

Mr Tore S. Jørgensen
International Centre for Hydropower (ICH)
NORWAY

Reports

Structuring Of Education And Training Programmes In Hydropower Planning, And Recommendations On Teaching Material And Reference Literature. PDF-document (160 kBytes).

Summary

This report describes alternative philosophies of design of university degree programmes for hydropower engineers, on the basis of a growing need for a more multi-disciplinary approach to hydropower development. The reasons fot this are the rising worldwide demand for electricity as well as growing concern about environmental issues. Appropriate subjects in various E&T models are therefore proposed.

The first section discusses which elements are covered by the term “hydropower planning”, and concludes that it comprises the reconnaissance study, prefeasibility study and feasibility study. The academic elements of hydropower planning as aspects of the wide sector of “water resources engineering” are also discussed, and the important role of the project manager in a planning team is underlined.

The results of the survey of current E&T practices in hydropower planning are summarized, and it is concluded that the survey provides a representative picture of available E&T opportunities, although it was not the intention of the work to produce a complete mapping. Relevant activities at certain schools and universities are briefly described, and more detailed information on some selected programmes is found in the appendices.

The next section emphasises the uniqueness of each and every hydropower project, and describes the characteristics of the three different phases in the planning process, or pre-construction period. The importance of a structured screening of projects is described, as is the sequenced split-up of the planning phase. The different roles of the members of the planning team are outlined (project manager, hydropower planner, specialists), and a check-list of procedures involved in a feasibility study is presented. The report clearly demonstrates the need for multi-disciplinary expertise in the planning process, and underlines the importance of well-planned E&T programmes for professionals in this sector.

Section 4 focuses on the characteristics of a degree-oriented education versus hydropower specialisation based on practice and continuing education, or training, which is the term used in this report. Several options are available in order to become a professional specialist, such as taking on-the-job training combined with reading up on new literature, short courses and seminars, and continuing university studies to M.Sc. or Ph.D. level. The most effective combinations of options are discussed, dependent on the topics.

The final section proposes structures for B.Sc. and M. Sc. degree programmes in hydropower engineering and planning respectively. The academic versus the professional approach to a M.Sc. programme is discussed.

Subtask 5

Implementation of Information Technology and a Computer Network System for Distance Learning in Hydropower E&T

Objectives

* Creation of this web site for presentation of the various projects in Annex 5, their reports and resulting applications.

* Construction of a conceptual application for presenting the possibilities to administer studies over long distances and across time-zones.

* Performing three tests of distance learning technologies and concepts.

* Create guidelines for creation of digital lectures and the production process for those lectures and other if resources allow guidelines for other materials involved in distance learning.

Subtask leader

Mr. Sten-Erik Björling
Enviro Data
SWEDEN

Reports

Implementation of Information Technology and a Computer Network System for Distance Learning in Hydropower E&T. PDF-document (2 MBytes).

Summary

This report complements the work presented at the Annex V web-site at http://www.annexv.iea.org – a web-site containing examples of usage of multimedia as tools for presentation and lecturing and a conceptual application named OmnIES. OmnIES is a conceptual application created to demonstrate the abilities for the students and teachers to manage personal curriculums and content of training efforts using Internet-based techniques as tools. Additionally methodology for creation of simpler digital lectures has been developed, documented and tested. Luleå Technical University, Sweden today uses this methology in distance learning contexts.

During the work it became more and more obvious that Internet and Internet-based technologies offers great advantages and opportunities to optimize training efforts and exchange of knowledge. At the same time it also became more and more obvious that the current state of technological development in the Internet-sector produces solutions that are too demanding for most users needing to implement the technology. Another obvious conclusion is the lack of integration supporting an optimal exchange of knowledge and competence resources across the Internet.

The focus in the subtask thus where concentrated on creation of a simple conceptual tool to demonstrate the possibilities of “integration” for a student in a possible Internet-based education context. Another focus where to demonstrate the usage of new media types to be used in the educational context. Both these areas for development concentrated on creating solutions that allows for a large body of users to be able to use the technology without having to upgrade computers or connecting to fast communication links.

The conceptual tool developed in subtask 5 named OmnIES presents a conceptual implementation of a “knowledge navigator” for a student or a teacher. OmnIES as a tool allows for the user to navigate between a large number of educational resources and co-operate with colleagues and fellow students with low demands on computer hardware and communication links. The system offers high speed, low costs for deployment even for relatively large installations and also offers simple maintenance.

The work centered around the usage of digital media was concentrated on the creation of guidelines and recommendations for creation of digital lectures – slide presentations combined with voice presentable across low-speed modem connections. On the web-site there is a section presenting different examples of usage of different media types.

During the work in subtask 5 there where decisions to use the developed technologies in three different tests: Luleå Technical University and Jokkmokk (both in Sweden), Jokkmokk, Sweden and Sao Paolo, Brazil and Trondheim, Norway and Daar Es Salaam, Tanzania. Due to the loss of Dagfinn Lysne and the extended sick-leaves of key-personnel at JTC two of the testing scenarios could not be performed as planned. Nothing though in the technology used or the methods implemented where found to present any obstacles in the possible implementation of the tests.

During the whole testing period the OmnIES application server and the different services has been running without complaints or problems (except 2 mistakes from the administrator that demanded re-starts of the complete server system). The performance of OmnIES in its current incarnation allows for handling of the “knowledge navigation” for schools presenting loads of hundreds of simultaneous users.

Follow-on in Phase 2 - Hydropower Competence Network
(Annex VII)

During phase 2, the task force went on to develop a "Hydropower Competence Network" that enables educational institutions in different countries to exchange teaching materials over the Internet. See Achievements > Annex VII for a detailed report on this work.

The IEA Hydropower Agreement is keen to promote its work programmes within participating countries and to encourage further interest in its work from non-participating countries. All OECD countries are eligible to participate fully. In addition, the IEA Governing Board has decided that the Implementing Agreements may also be open to non-member countries. If you are interested in finding out more about IEA Hydropower, please contact the ExCo Secretary.