Countries in Region 6 currently undergo rapid industrial evolution and industrialisation process. It is resulting in a significant increase in energy demand, in particular, electricity. Cheap, safe and reliable electricity supply is key conditions for further economic and social development. However, the requirement of affordable electricity should respect the principles of sustainable development, environmental protection and take into consideration the social aspects of the intensive development of the energy sector. To maintain the balance between economic development and environmental protection, it is necessary to learn and apply advanced technical solutions and cutting-edge technologies involving development and grid integration of renewable energy sources.Higher education (HE) institutions are expected to produce technical staff, engineers, experts and tutors which will able to design, maintain and further develop advanced technical solution, as well as to train other staff resources like technicians and managers, who will be up to the job and ready to effectively and efficiently adopted and use modern power technologies. Unfortunately, at the moment HEI in many countries in Region 6 do not offer such education programmes. It is necessary to transpose available EU education programmes and adjust them to the local requirements and local peculiarities (regulations, environment conditions). The main objective of the eACCESS proposal is the development or upgrade, implementation and validation of undergraduate and master degree courses in smart power systems in three countries of Region 6: Bhutan, Nepal and Indonesia, development of supporting teaching tools including eACCESS teaching platform, development of new teaching methods and the dissemination and further exploitation of the EU countries knowledge and skills concerning smart power grid and remote teaching systems.The focus of the proposal is on the preparation of exemplary teaching courses, subjects an
The core objectives of the eACCESS project were:- Develop undergraduate and graduate curricula and professional training in modern power engineering.- Develop and validate teaching platforms and new teaching methods in power engineering.- Develop new teaching facilities (physical laboratories).- Ensure and promote the future long-term sustainability of the implemented solutions.- Increase environmental awareness.
Nepal, Bhutan, and Indonesia face power sector challenges.Nepal’s electricity supply is insufficient, with a deficit in the dry season and surplus in the rainy season. Nepal plans to expand generation and transmission, requiring skilled manpower.Bhutan’s hydropower potential is underexplored, and the rapid extension of the power grid demands qualified professionals. Indonesia, reliant on fossil fuels, faces energy poverty and needs to switch to renewable energy.
<< Background >> Nepal, Bhutan, and Indonesia face power sector challenges.Nepal’s electricity supply is insufficient, with a deficit in the dry season and surplus in the rainy season. Nepal plans to expand generation and transmission, requiring skilled manpower.Bhutan’s hydropower potential is underexplored, and the rapid extension of the power grid demands qualified professionals. Indonesia, reliant on fossil fuels, faces energy poverty and needs to switch to renewable energy. << Objectives >> The core objectives of the eACCESS project were:- Develop undergraduate and graduate curricula and professional training in modern power engineering.- Develop and validate teaching platforms and new teaching methods in power engineering.- Develop new teaching facilities (physical laboratories).- Ensure and promote the future long-term sustainability of the implemented solutions.- Increase environmental awareness. << Implementation >> Due to COVID-19, the implementation period was extended to 48M.Significant changes to the work plan had to be made.The project had 3 implementation pillars:- New curriculum development, curriculum modernisation, and development of professional courses.- Development and validation of teaching and learning platforms.- Development and validation of lab infrastructure.In parallel, management, dissemination and communication activities were conducted.Work has been divided into 41 tasks. << Results >> All 41 tasks have been completed and relevant deliverables submitted.All project objectives have been achieved and quantified with KPIs declared in the proposal and additional KPIs.A total of 28 subjects have been developed or modernised and validated.26 training sessions have been conducted.5 teaching platforms have been launched or modernised.4 laboratory infrastructures dealing with renewable energy, smart grid, industrial automation and power electronics have been built and validated.