RENEWABLE ENERGY EDUCATION AND RESEARCH CAPABILITIES IN NIGERIA

Transcription

1 1 RENEWABLE ENERGY EDUCATION AND RESEARCH CAPABILITIES IN NIGERIA Prof. E. J. BALA Ag. DG/CEO Energy Commission of Nigeria Abuja, Nigeria Being paper presented at the Workshop to Develop Renewable Energy Curricula organised by the Usmanu Danfodiyo University, Sokoto under the STEP-B Project, 15 th 17 th April, 2013

2 Presentation outline 2 Introduction RE Resources in Nigeria History of RE Applications and Education in Nigeria Educational base for RE Research Base R and D Results RE Market: Services and Products The REMP: RE Projection and Education Development of RE Education Curricula RE Curriculum: The way we see it The Scope Summary Conclusion

3 Introduction 3 Renewable energy (RE) is derived from a source that regenerates itself through natural process within a relatively short time; RE resources include solar, wind, biomass, hydropower, ocean wave and geothermal; Unlike fossil sources, exploitation of RE resources is environmentally friendly with regards to land and water pollution as well as to GHG emissions and negative climate change effects; In developing countries, RE exploitation is still at a fledgling stage and therefore, RE education, research and development and political discourse are very important; Abundant RE resources and poor energy access in the country necessitate search for possible alternative supply options;

4 Introduction Cont d 4 All the above make consolidation of RE education urgent and an imperative for sustainable energy development in the country; Skilled technical and vocational education is very critical to RE deployment while specialized higher science and engineering education is a fundamental prerequisite for market oriented R and D; Vocational trainings are essential to provide technical services in installation, operation and maintenance of renewable energy systems; However, most of the educational institutions in the country are yet to develop/introduce renewable energy programs or curricula for both specialized science and engineering degree courses.

5 RE Resources in Nigeria 5 Resource Potential Remark Large Hydropower 11,250 MW 1900 MW capacity installed & only 58% was available in Small Hydropower 3,500 MW 64.2 MW exploited Solar 4.0 kwh/m 2 /day 6.5 kwh/m 2 /day 15MW dispersed solar PV installations. Sunshine Hrs Wind Biomass (non-fossil organic matter) (4-7.5)hrs/day m height mainland -Municipal Waste -Fuelwood Electronic Wind Information system (WIS) available; 10MW wind farm in Katsina in progress. 18.5million tonnes produced in 2005 & now about 29.2million tonnes/yr million tonnes/yr fuelwood consumption Animal Waste 245 million assorted in Agric Residue -Energy crops 91.4millin tonnes /yr produced 34 million hectares of arable land; 8.1% cultivated Source: Energy Commission of Nigeria

6 History of RE Applications and Education in Nigeria 6 The first SHP in Nigeria: 1929 Electricity Supply Company (NESCO), Jos went into operation with initial capacity of 800kW; now about 30MW; Late 60s, the Mechanical Engineering Department, ABU, Zaria had acquired skill in Solar Thermal Water Heater capable of bringing water to its boiling point within 10minutes; according to Prof. C.O. Folayan, ABU, Zaria; The Nigerian College of Aviation Technology, Zaria, had Solar Thermal Water Heater installed on top of its hostel(s) for provision of hot water; possibly in the 70s or 80s. NCERD, UNN is recognized for the quality research and development works it has carried out on solar absorption chillers; And SERC is known to be Centre of Excellence in RE; Across Nigerian Tertiary Institutions are hundreds of RE researchers; SHESTCO has acquired expertise in organic solar cell production; The JETS clubs in Nigeria are also very active in fabrication of RE devices; Most recent applications RE include solar street lighting, solar powered boreholes, Solar powered CCTV, solar home systems, solar-wind hybrid system, solar drying, repeater communication stations etc.

7 Educational Base for RE Universities 76 Polytechnics Appreciable number of Research Centres and Institutes 36 Colleges of Agriculture Sources: NUC and NBTE websites

8 Educational Base for RE cont d 8 Renewable Energy Education

9 Research Base 9 BIOENERGY Sokoko Energy Research Centre, UDUS National Centre for Energy and Development, UNN National Centre for Energy and Envir. UniBen Researchers across the Tertiary Institutions Unical Renewable Energy Center, University of Calabar Centre for RE Research UMY University Katsina National Research Institute for Chemical Technology, NARICT, Zaria National Biotechnology Development Agency, NABDA, Abuja International Institute of Tropical Agriculture, IITA, Ibadan Numerous Centres under Agricultural Research Council of Nigeria SMALL HYDROPOWER National Centre for Hydropower Research and Development, Unilorin National Power Training Institute of Nigeria (NAPTIN) Research across the Tertiary Institutions Unical Renewable Energy Center, University of Calabar Centre for RE Research UMY University Katsina

10 Research Base cont d 10 SOLAR PV Sokoto Energy Research Centre, UDUS National Centre for Energy Research and Development, UNN Sheda Science and Technology Complex (SHESTCO) Organic Solar cells National Agency for Science and Engineering Infrastructure, NASENI Tertiary Institutions SOLAR THERMAL Sokoto Energy Research Centre, UDUS National Centre for Energy Research and Development, UNN National Agency for Science and Engineering Infrastructure, NASENI Tertiary Institutions GENERAL NASENI for prototypes fabrications NASRDA for resources mapping SERC for Wind NACETEM for Technology Mgt. NOTAP for IPR Tertiary Institutions Private Sector NGOs

11 11 R and D Results

12 RE Market: Services 12 The RE market in the country is under developed and dominated by public sector financing, though growing steadily; currently it is characterized by the following business activities: system design, construction, installation, operation, maintenance, troubleshooting, repair services, contractor services, sourcing; engineering, project development services, architectural design services, site survey and assessment service, consultancy; education and training services.

13 RE Market: Products 13 Currently, most of these products are being imported. The market is evolving but not yet matured!

14 RE Projections 14 Table 1.: Renewable Electricity Supply Projection in MW (13% GDP Growth Rate) SN Resources 2012 Short Term ( ) Medium Term ( ) Long Term ( ) 1 Hydro (Large) Hydro (SHP) Solar PV Solar Thermal Biomass Wind All RE ,628 15,966 63,032 All Energy Resources 8700 (Installed capacity, 2012) 47,490 88, ,158 % of RE 23% 10% 18% 20% % RE Less Large Hydro 0.8% 1.3% 8% 16% Source: Renewable Energy Master Plan (Second Edition), Energy Commission of Nigeria. November 2012

15 RE Education 15 Development of specialized RE curricula in the nation s higher educational institutions Development of curricula for primary, secondary and tertiary institutions on different RE sources Development of skills necessary for local design and manufacture of RE devices and technologies Training of technicians, artisans and craftsmen for competence in Design, Construction, Installation, Operation and Maintenance of RE devices and technologies Establishment of linkages between tertiary institutions, research centres and the industries Source: Renewable Energy Master Plan (Second Edition), Energy Commission of Nigeria. November 2012

16 Development of RE Education Curricula 16 Development of RE Curricula in Nigeria should consider the following factors among others:

17 RE Curricula: The way we see it 17 The Objective

18 18 The Scope

19 The Scope cont d 19 Faculty of Science could offer graduate courses specifically focused on renewable technologies in the form of BSc Combined Honours with RE: BSc Physics with RE, Chemistry with RE, Biology with RE or Agricultural Sciences with RE In addition to the fundamental disciplines leading to a degree certificate in any of these departments, courses providing a foundation for the understanding of renewable energy sources and energy conversion technologies will be added with bias for areas of RE closely related to the core BSc program; The goal is to allow students to complete any of these science degrees with the skills and employment opportunities that it entails but with an emphasis on the science underpinning renewable energy; The result is a good blend: a thorough understanding of contemporary science (physics, chemistry, Biology, Agricultural Sciences) as applied to modern renewable energy; The curriculum should also give room for relevant or specific courses from social sciences necessary for marketing and deployment of RE technologies;

20 The Scope cont d 20 The curriculum should emphasis hands-on education and research, including laboratory experiments, Industrial Attachment and an encouragement toward theses that involve field performance of renewable energy equipment and systems; The course structure of the teaching program should cover all aspects of the energy technologies, including resource assessment, technology development, economics, socio-cultural issues, and ecological and environmental impacts; As part of general academic curriculum the students can also developed handson workshops on renewable energy technologies in the context of outreach programs to secondary school students and rural communities (optional); On successful completion of the program, the students should be able to plan, design, develop, implement, manage, evaluate, and select appropriate renewable energy technologies to meet a given energy demand to ensure a sustainable energy future for Nigeria; The program should be capable of linking these new generation of graduates with employment opportunities, because the program should be market and industry oriented.

21 Summary 21 Solar PV Solar Thermal Application Wind SHP Geothermal Bioenergy Agricultural Energy Extension Worker Bioenergy Solar PV Solar PV Solar Thermal Application Wind SHP Geothermal Bioenergy Bioenergy

22 Conclusion 22 RE is gradually and assertively taking shape in Nigeria; Development of education curricula for various degrees and certificate programmes is highly welcome; Considering global experiences in RE education and the local specificity a BSc Combined Honours programme in any of the natural sciences with RE should be the most appropriate at the first degree level.

23 23 THANK YOU