GROUP 2; CSTE/NAPTIN RAPPORTEUR2 PRESENTATION

1. GROUP 2; CSTE/NAPTIN RAPPORTEUR2 PRESENTATION INNOVATIVE MODULES AND STANDARDIZING TRAINING METHODOLOGY IN ANCEE By: KHALIL Y. A. @ ANCEE-APUA ToT WORKSHOP IN KENYA 11th – 25th March, 2019 06th December, 2016

2. INTRODUCTION • Group 2 members: • A, NAPTIN (NIGERIA): • EKWUNIFE CLETUS CHINEDU • KHALIL YUSUF ADAMU • B, CSTE (MOROCCO) • MUHAMMAD ZAKIY • ABDULHADI ACHUOK

3. NEWLY IDENTIFIED MODULES • Energy Transition (Renewables) • Electricity Market and Regulations • SMART Grid (Distribution Automation) • Technical Regulations and standards for Distribution utilities • Training engineering for power utilities

4. ENERGY TRANSITION (RENEWABLES) • Relevance: • It is relevant to the electricity industry • It is relevant to the African generation mix potentials • It is relevant to new trends of technology in the power industry • Sustainable Development Goals: • It ensures Goal 7 of the SDG and MDG as it is environmentally friendly and clean energy

5. ELECTRICITY MARKET AND REGULATIONS • Relevance: • It is relevant to the electricity industry • It is relevant to the Power industry bundling and unbundling process • It is relevant to new trends of power industry in-terms of regional and international competition • Sustainable Development Goals: • It ensures Goal 7 and 13 of the SDG and MDG as the market encourages variety of energy mix for market competition, including renewable energy • It ensures Goal 8 and 17 of the SDG and MDG as it encourages economic growth and partnerships. • This relates to creating regional and international competitive electricity market

6. SMART GRID (Distribution Automation - DA) • Relevance: • It is relevant to the electricity industry • It is relevant to new trends of technology in the power industry; FLISR/Self healing system • Sustainable Development Goals: • It ensures Goal 7 of the SDG and MDG as it encourages distributed generation for better stability of the system and mix of renewable energy • It ensures power accessibility through energy management, efficiency and conservation (SE4ALL by 2030) • Power optimization in-terms of time and cost • Real time response (Self healing system – FLISR) • Power reliability, stability and flexibility

7. TECHNICAL REGULATIONS AND STANDARDS FOR DISTRIBUTION UTILITIES • Relevance: • It is relevant to the electricity industry • It is relevant to new trends of technology as regulations and standards are basis for renewable energy integration • Sustainable Development Goals: • It ensures better project management for improved Rural Electricity Projects (SE4ALL – 2030)

8. TRAINING ENGINEERING FOR POWER UTILITIES • Relevance: • It is relevant to the electricity industry • It is relevant to all Trainings related to power industry • Sustainable Development Goals: • It ensures Goal 4 of the SDG on quality education

9. SDGs and MDGs • 1 – Eradicate poverty and hunger • 2- Achieve universal primary education • 3 - Promote gender equality • 4 –Reduce child mortality • 5 – Improve maternal health • 6 – Combat HIV/AIDS, malaria, etc. • 7 – Ensure environmental sustainability • 8 - Develop a global partnership for development

10. STANDARDIZING TRAINING METHODOLOGY IN ANCEE • Pre – course activities • Identifying and analyzing training needs • From training needs to Training action items • Course preparations • Developing training programs and manuals • Trainers selection and coordination • Training facilities and tools preparation

11. STANDARDIZING TRAINING cont’d. • Training Planning Outputs: • “Why” is training needed? Training Objectives • “Who” needs the training? Potential TraineesClassification • “What” type of training is needed? Training Types • “When” is the training needed? Timetable and Duration • “Where” is the training needed? Training Location • "Who" will conduct the training? Instructors & Trainers • “How” will the training be performed? Training Methods and Processes

12. STANDARDIZATION – Teaching methodology • Presentations – Content slides, images/diagrams, animations, videos, etc. • Interactions/Discussions/Brainstorming • Group works/Activities; • Laboratory exercises • Workshops exercises • Case studies • Demonstrations/simulations/Illustrations • Exercises/class works • Field trips • Role play • Learner centred teaching-learning method • Competency Based Training (CBT) • E-learning method

13. STANDARDIZING TRAINING cont’d. • Post-course activities • Course Documentation • Course Evaluation • Course Effectiveness

14. STANDARD TRAINERS COMPETENCIES • Knowledge of the subject matter • Teaching skills • Communication skills • Strategic skills/organization skills • Intra and inter personal skills • KNOWLEDGE • SKILLS • ATTITUDE

15. TRAINING DELIVERY LESSON PLAN

16. TRAINING EVALUATION TOOLS • Participants satisfaction – Questionnaire • Knowledge learnt vs set objectives – Question/Answer • Work place application of learnt skills – Follow up using Interview/Questionnaire • Impact on utility performance – Management questionnaire/Interview • Initial assessment – Prerequisite test • Formative assessment – Class work, assignments, exercises • Summative assessment – final; Questions-Answers/Test

17. MIRROR EFFECT • Reflective account • Peer review • Continuing Professional Development • Personal Development Plan • Standardization

18. CONCLUSION • There is need to scrutinize the new modules identified for acceptability and readiness • The teaching-learning method(s) and trainers’ competencies should be harmonized and standardized for all ANCEEs to comply • Training tools need to be developed on training delivery plan and evaluation • Thank you for the opportunity

19. Thank you for listening!Merci de votre attention!شكرا علي الاستماع!