**4. Capacity development program**

In this section, the capacity development program of the CEDECAP is presented in terms of the offered courses, used pedagogical methodologies and their involvement in education programs. Finally, a summary of the realized activities is provided.

#### **4.1 Training proposal**

156 Modeling and Optimization of Renewable Energy Systems

All the community receive training on the mechanisms of installation and maintenance of home systems. Users were trained on both technical and administrative topics, how to operate the household equipment, read the controller, manage battery charging and understand the tariff and late fees. The training program include education for all the inhabitants on the proper use of energy, such as: the use of energy efficient light bulbs and the prohibition of irons or other equipment that would not work with the system. The theoretical lessons take place at the school and the practice is undertaken during the installation of the systems. The implementation of the management model is developed in parallel to the installation of the systems, and promete participation of the entire village. Moreover, many communities now require training to reinforce the one received during the execution of the project, which in fact should always be included in post or impact assessments. Therefore, one of the useful or indispensable tools to ensure sustainability in the medium and long term of the technology-based development programs are Regional Training Centers, to offer continued support to the projects. Additionally, operators have played an important role in promoting the proper use of energy, going door to door to explain the residents the proper use of the systems from the in-door wiring to the

Communities lighting usually consists of two or three 15W bulbs and for some families a TV and a DVD player. In some areas not reached by the broadcast TV signal there are also satellite dishes. The energy is used to charge cell phones and even to sell the cell phone charging service to users from other communities who have not energy yet. The CEDECAP has developed complementary and transversal learning on the use and saving of domiciliary electric energy. This issue usually does not receive enough attention by the beneficiaries, as part of the training to the access to electricity. However, in micro hydroelectric facilities where there is normally an excess of energy during the day, people are encouraged to seek new commercial outlets and small businesses by a proportionally

It is critical to promote the active participation of the beneficiaries, representatives and community leaders in the entire process of project implementation. In the project identification phase, meetings were held with all of the beneficiaries to explain in detail the advantages and limitations of the energy systems as well as their rights and responsibilities so that the energy supply is maintained (Figure 6). These responsibilities include the active participation in the installation of the system and a commitment to pay a monthly tariff to guarantee the maintenance and replacement of the equipment. Finally, gender perspective is an institutional policy and has to be taken into account when formulating and implementing projects. In practical terms, gender perspective allows access to project benefits to a greater number of women, since the existence of gender inequities in rural areas is admitted and considered from the beginning. With this objective, organizations led by women are sought to identify their advances on promoting gender equality in the area. In particular, participation of women in trainings was promoted and monitored to ensure their appropriation of the technology and the

**3.2 Training and participation of the community beneficiaries** 

mechanisms of saving electricity.

lowering rate when increasing consumption.

project.

The CEDECAP has developed training activities especially designed to meet evident demands at different levels: universities, municipalities, regional governments, technicians, specialists and manufacturers have improved and increased their knowledge. Moreover, these events answer to local, regional and international demands. Table 1 shows the main types of scheduled training activities:

Promoting and Improving Renewable Energy Projects Through Local Capacity Development 159

To strengthen academic training is taking place in the higher level centers of the country through the creation of new knowledge and abilities in young students, so they can harness the potential of renewable energies in the country.

Strengthen capacities for planning, policies implementation and rural

electrification projects of government employees, professionals, technicians and researchers in isolated electrical power generation through renewable energies, in order to show evidences of advances in developed technological and experiences on the use of renewable

To identify and to discuss strategies, programs and projects that include energy supply for domestically, communal or

To analyze energy as a tool of social transformation from the point of view of sustainable and human

productive uses.

development.

energies.

ACTIVITY INTRODUCTION OBJECTIVES

In technical degrees, students are formed about large-scale facilities implementation of renewable energies. Furthermore, in most

Technologies based on the use of renewable energies have proven to be adequate for the electrification of isolated rural communities with autonomous systems. In this context, improvements on the systems are being developed to increase its potential, both technically and in the intervention

This course offers a specific training in the latest advances of these technologies and creates a space for discussion and

experiences exchange, for those involved in the implementation of these systems, counting on professionals and institutions of

In the framework of cooperation for development, energy supply for the implementation of projects is usually seen as a tool to generate energy. This approach ignores the role of access to energy for achieving the Millennium Development Goals of the UN (PNUD, 2005a,b) and, consequently, the different dimensions of energy as a technology for human development are not considered.

This course aims to make understand energy and energy technologies as a transversal approach to projects, to promote sustainable and human development as a tool of social transformation of the beneficiary communities.

cases, education is theoretical. This course aims to complement the education given in these degrees by providing to students a very practical course about low-power energy systems for rural

electrification.

methodologies.

international prestige.

Table 1. Main courses scheduled in the CEDECAP

COURSE

ASSESSMENT, DESIGN AND MANAGEMENT OF WIND, PHOTOVOLTAIC AND HYDRAULIC LOW-POWER SYSTEMS

Target audience: students in the last cycles of technical levels and academics.

INTERNATIONAL COURSE

SPECIALIZATION ON MICRO HYDROENERGY, WIND AND PHOTOVOLTAIC SYSTEMS

Target audience: technical specialists and researchers, employees and technical staff from public administration and students of the last cycles of technical levels and academics.

VIRTUAL COURSE

ENERGY AND COOPERATION FOR DEVELOPMENT

Target audience: designers and project managers.


To develop and strengthen capacities of rural promoters in order to improve their technical and social skills in the field of local development, and to become rural

To promote discusses and analysis of the rural electrification problems. To motivate synergies between the institutions and other actors to strengthen the work on rural

energy developers.

electrification.

To transmit theoretical and practical knowledge to develop the capacities of operators and managers of micro hydroelectric power plants for identifying and resolving performance problems in those facilities, identifying and using proper tools for a good management, service control and

decision-making.

ACTIVITY INTRODUCTION OBJECTIVES

Traditionally, in the scenario of energy development work in rural areas, farmers, who are the main players, have been excluded from the processes of searching alternatives and even from the implementation of technologies and knowledge aimed to solve

Rural development requires a process of rapprochement between professionals, technicians and farmers, which achieves on solutions to the problems of communities, developing and strengthening local capacities. This workshop aims to complement the training of rural promoters, adding the energy component as one of the main inputs for the promotion of development in their

The analysis, reflection and implementation of

electrification should be part of the ongoing tasks of the leaders and institutions that make decisions to improve access to electricity and to promote local economic development. This workshop aims to disseminate

experiences and to generate the discussion on electrification policies in the country and its implications for regional and local energy development. It also aims to promote the interrelationship of both public and private institutions in the field of rural electrification.

Micro hydro energy is a suitable option for isolated rural areas that have courses and waterfalls, which enables them to access to basic energy services and to improve their

To ensure the success and sustainability, these projects require, the proper implementation of the technology to the efficient use of water resources, and the development of a set of tools for the management, operation and maintenance of systems. These tools must ensure the quality and continuity of the energy service, as well as the lifespan of equipment and its accessories, using local human resources as the main support for system's sustainability. This course aims strengthen knowledge of

operators and managers of small

hydroelectric systems, both in technical and organizational and administrative aspects, which will improve their performance.

energy policies in the field of rural

their own problems.

environment.

living conditions.

WORKSHOP

TRAINING FOR RURAL ENERGY DEVELOPERS

Target audience: rural promoters.

WORKSHOP

POLICIES AND ENERGY DEVELOPMENT

Target audience: leaders, authorities, officials and decision makers.

COURSE

MANAGEMENT, OPERATION AND MAINTENANCE OF MICRO-HYDROELECTRIC POWER PLANTS

Target audience: managers and operators of energy systems.



Promoting and Improving Renewable Energy Projects Through Local Capacity Development 161

better results in the target population was a challenge. In this sense, the role of an educational consultant for the implementation of courses was essential to make the corresponding improvements. Currently, there are educational records of all courses in

The development of a competency-based curriculum permitted to link the CEDECAP with formal technical training programs, which now is the main challenge for the future impact and sustainability of the center. The idea was to keep the system and the practical experience alive while developing formal educational organizations (professional training centers, universities) that allow to certify the skills acquired by the students. In this sense, the most notorious result has been the relation of the CEDECAP and the CEFOP, an agricultural training center in Cajamarca. In this regard, in 2008, a cooperation agreement with Fe y Alegría (CEFOP), an organization with the same objective of developing capacities of vulnerable people from rural areas, was signed to contribute to the institutionalization of training activities. Thanks to the alliance with CEDECAP, the possible use of renewable energy for improving production,

The CEFOP has been working in Cajamarca since 1998; the work began with a European Union project copying a successful Spanish model that trains and links young people who cannot follow a technical career by themselves. In Cajamarca, there is the vocation to productive livestock activities; as CEFOP centers respond to this productive vocation of each region, their specialties are related to this field. Young people are formed around the labor needs of each region, and besides, the formation of micro and small enterprises is promoted. In 2002, Fe y Alegría assumed CEFOP's management, according to an agreement

The CEFOP identifies three training milestones: first Productive Technician (1 year of training and graduates at the level of a qualified operator), second Higher Technician (2 years of training) and third Professional Technician (3 years of training). The feature of this training is that a young person that studies for professional technician, receives the same training modules that a higher or productive technician. Until 2007, the CEFOP had the same level as a CETPRO, but later, the development of higher technological education was authorized. According to the teachers and directives, CEFOP's methodology ensures a very practical training, where 70% of time is in field or expertise and 30% in classroom. In this sense, the training methodology starts from the formulation of a productive project, and depending on the needs of the project, young people are trained. This training methodology

The new training modules were worked together with teachers and technical staffs, under the capacities focus. The design of the modules was born from the experience of Practical Action in the field of renewable energies and the Universitat Politècnica de Catalunya for the methodological development of new proposals. This, together with the technical support of human resources from the CEFOP, is a good basis for learning. The construction of the training modules has been developed from workshops realized in the CEFOP, both among the involved organizations and the participation of specialists. The students prepare for the agricultural part but are cross-trained in renewable energies (an average of 10% of all the training in a year).

which objectives, contents, skills and learning expectations are clarified.

handling and processing of products has been inserted in the courses of CEFOP.

that defines the management and CEFOP centers coverage expansion nationwide.

is being developed in the different organizations where the CEFOP takes part.

**4.3 Formal education** 

So far courses and workshops offered by CEDECAP have achieved that:


Figure 7 shows some examples of trainings in the different technologies in the CEDECAP facilities.

Fig. 7. Examples of trainings in micro hydro (left), wind (center) and PV (right) technologies

#### **4.2 Teaching methodology**

Although the methodologies used in the areas of training have been diverse, one aspect has been a common priority: the practice. In this sense, one of the most noteworthy aspects of CEDECAP is the availability of real size facilities. Thus, practice lessons were carried out in installations equal to real systems, students could learn exactly how it worked, and how they should be operated once installed in the communities.

CEDECAP's formative approach is based on the concept of "constructivist learning". This approach includes the need of the analysis, the representation and the management of contents and exercises to transmit in a proper, reliable and organized manner. For that reason, the educational methods must be adapted to the sociocultural context of the students. In other words, it is a perspective of training as a way to strengthen the abilities and skills of people and to develop guidelines for strengthening competences. This approach is defined in relation to social actors that it expects to train. Therefore, the beginning is the knowledge of each person.

Extending the range of courses implied improving the courses and trainings from a pedagogic point of view. Training teachers in pedagogic techniques in order to achieve better results in the target population was a challenge. In this sense, the role of an educational consultant for the implementation of courses was essential to make the corresponding improvements. Currently, there are educational records of all courses in which objectives, contents, skills and learning expectations are clarified.

#### **4.3 Formal education**

160 Modeling and Optimization of Renewable Energy Systems





Figure 7 shows some examples of trainings in the different technologies in the CEDECAP

Fig. 7. Examples of trainings in micro hydro (left), wind (center) and PV (right) technologies

Although the methodologies used in the areas of training have been diverse, one aspect has been a common priority: the practice. In this sense, one of the most noteworthy aspects of CEDECAP is the availability of real size facilities. Thus, practice lessons were carried out in installations equal to real systems, students could learn exactly how it worked, and how

CEDECAP's formative approach is based on the concept of "constructivist learning". This approach includes the need of the analysis, the representation and the management of contents and exercises to transmit in a proper, reliable and organized manner. For that reason, the educational methods must be adapted to the sociocultural context of the students. In other words, it is a perspective of training as a way to strengthen the abilities and skills of people and to develop guidelines for strengthening competences. This approach is defined in relation to social actors that it expects to train. Therefore, the

Extending the range of courses implied improving the courses and trainings from a pedagogic point of view. Training teachers in pedagogic techniques in order to achieve

So far courses and workshops offered by CEDECAP have achieved that:

process, which enables to work respecting technical standards.

new technical and social knowledge.

become more versatile.

energy policies.

**4.2 Teaching methodology** 

they should be operated once installed in the communities.

beginning is the knowledge of each person.

facilities.

The development of a competency-based curriculum permitted to link the CEDECAP with formal technical training programs, which now is the main challenge for the future impact and sustainability of the center. The idea was to keep the system and the practical experience alive while developing formal educational organizations (professional training centers, universities) that allow to certify the skills acquired by the students. In this sense, the most notorious result has been the relation of the CEDECAP and the CEFOP, an agricultural training center in Cajamarca. In this regard, in 2008, a cooperation agreement with Fe y Alegría (CEFOP), an organization with the same objective of developing capacities of vulnerable people from rural areas, was signed to contribute to the institutionalization of training activities. Thanks to the alliance with CEDECAP, the possible use of renewable energy for improving production, handling and processing of products has been inserted in the courses of CEFOP.

The CEFOP has been working in Cajamarca since 1998; the work began with a European Union project copying a successful Spanish model that trains and links young people who cannot follow a technical career by themselves. In Cajamarca, there is the vocation to productive livestock activities; as CEFOP centers respond to this productive vocation of each region, their specialties are related to this field. Young people are formed around the labor needs of each region, and besides, the formation of micro and small enterprises is promoted. In 2002, Fe y Alegría assumed CEFOP's management, according to an agreement that defines the management and CEFOP centers coverage expansion nationwide.

The CEFOP identifies three training milestones: first Productive Technician (1 year of training and graduates at the level of a qualified operator), second Higher Technician (2 years of training) and third Professional Technician (3 years of training). The feature of this training is that a young person that studies for professional technician, receives the same training modules that a higher or productive technician. Until 2007, the CEFOP had the same level as a CETPRO, but later, the development of higher technological education was authorized. According to the teachers and directives, CEFOP's methodology ensures a very practical training, where 70% of time is in field or expertise and 30% in classroom. In this sense, the training methodology starts from the formulation of a productive project, and depending on the needs of the project, young people are trained. This training methodology is being developed in the different organizations where the CEFOP takes part.

The new training modules were worked together with teachers and technical staffs, under the capacities focus. The design of the modules was born from the experience of Practical Action in the field of renewable energies and the Universitat Politècnica de Catalunya for the methodological development of new proposals. This, together with the technical support of human resources from the CEFOP, is a good basis for learning. The construction of the training modules has been developed from workshops realized in the CEFOP, both among the involved organizations and the participation of specialists. The students prepare for the agricultural part but are cross-trained in renewable energies (an average of 10% of all the training in a year).

Promoting and Improving Renewable Energy Projects Through Local Capacity Development 163

simple, cheap, reliable, easy to maintain and, above all, achievable through local workshops or microenterprises with a minimum of imported materials and components (Schumacher, 1973). In the case of Peru, the developed turbines were specifically designed to operate at low-moderate wind speeds that predominate in Andean Peru. In August 2006, a meeting between Practical Action (International Programs and Latin America's Office), Engineers Without Borders – Catalonia and the Universitat Politècnica de Catalunya (UPC) was celebrated in Cajamarca (Peru). At that meeting the three entities established and promoted the groundwork for the design of an international program called "Development and Dissemination of Micro Wind Energy Generation Systems in Developing Countries (Micro-WEGS)", whose main coordinator was Teodoro Sánchez, the technologies and policies

Until now, two different models have been developed: the IT-PE-100 operates with wind speeds from 3.5 m/s to 12 m/s, and produces 100W at 6.5 m/s, and the SP-500 that produces 500W at 8 m/s. Both models are furling tail turbines with three fiberglass blades and axial permanent magnet generators. At the same time, a local company was created to manufacture the wind turbines in Lima, thereby stimulating business creation and facilitating repair and parts replacement. So far, these models have already been used in the electrification of three communities in Peru (Ferrer-Martí et al, 2010). Moreover, these designs and technology were transferred to Bolivia. A Peruvian team from Practical Action went to Bolivia to impart theoretical bases of the designs and how to manufacture them in NGOs (Prodener, CINER) and universities (Universidad de San Simon, Universidad de San Antonio Abad). In this sense, research studies continue to improve the mechanical aspects checking the design, materials and manufacturing processes to improve the general performance of the wind turbine from the queue system redesign and to improve its robustness against non-constant winds, trying to influence the vibration's control. In parallel, control systems are being developed to optimize generator's performance (Colet-Subirachs et al, 2010) and low-cost monitoring systems, to record and characterize the

Moreover, some research studies are being developed for the optimization of the design of the projects, studying the location of the generators and the use of possible distribution microgrids. Due to the characteristic dispersion between households in the villages, the projects tend to install individual wind turbines at each demand point. However, the projects that combine individual generators and microgrids have proven to be beneficial: this design option considers the use of more powerful turbines, economically advantageous, and does not constraint the energy of a demand point to its location. The objective of these studies is to develop a decision models to design wind electrification projects, taking into account the location of the demand points, the detailed wind resource map and the possible use of micro grids. The wind resource at each point of the village is calculated using

Mixed and integer linear programming (MILP) models have been developed to solve the design of the wind electrification project and gives the location and size or type of the wind turbines systems, the batteries, the charge controllers, the inverters, and the wires to be used in the micro grids (Ferrer-Martí et al, 2011). This type of mathematical formulation is used to model combinatorial problems, and can be solved optimally using specialized software. As input data, we introduce the location, the energy, and the power demand of each point, as

consultant of Practical Action.

operation of all the equipment.

specialized software (Ferrer-Martí et al, submitted).

When developing renewable energies modules, Practical Action's technical team participated getting involved as specialist teachers in different subjects. Students have done training to do the maintenance and the conceptual development. Practical lessons were carried out in the CEDECAP's facilities. The courses were conducted with the active participation of students, and at the end of the training, they were able to install or maintain an energy provision system. Another prominent theme of working together has been the construction and operation of a bio-digester in the CEFOP. In this line, the program covered from the background knowledge to the installation of the bio-digester, as well as identified the capacities and abilities for the installation of this tool. This work was carried out under the coordination between students and CEFOP teachers.

#### **4.4 Summary of the realized activities**

Since 2005 until today, the CEDECAP has allowed the development of many training activities:

	- 3 international courses and 1 virtual course on renewable energies.
	- 18 regional courses and workshops related to renewable energies.
	- 15 workshops and internships on rural electrification planning.
	- 5 workshops on bio-digesters.
	- 9 presentations.
	- 1 training report.
	- 9 hand-outs.
	- 3 user's manual.
