June 14, 2015
June 14, 2015
June 17, 2015
Energy Conversion and Conservation
26.1541.1 - 26.1541.17
The Impact of Educators’ Training in Photovoltaic Solar Energy in Developing Countries The Vocational Training and Education for Clean Energy (VOCTEC) program, atArizona State University (ASU), delivers training workshops to support the global objectives ofsustainability and security of energy supply in developing countries through educating, training,and preparing the people to use their energy resources to enhance their quality of lives. In 2011,VOCTEC received an award from the United States Agency for International Development(USAID) for creating and delivering a long-term vocational education and training in solarphotovoltaics (PV) energy systems in the Pacific islands and Africa. Through this paper we report the effectiveness of three train-the-trainer (educators)vocational PV trainings that were delivered by the VOCTEC program in Fiji (2013 and 2014), andKenya in 2014. The expectation by the end of each training is that the educators (trainees) wouldshow an increase in learning outcomes (knowledge and skills acquisition), and demonstrate anenhanced ability to conduct future technician/workforce trainings on solar PV in their respectivecountries and communities. A total of forty seven participants (including ten females) in Fiji and Kenya, selectedfrom different institutions, attended the training workshops. They engaged in a 10 to 14 day longprogram that comprised an array of training modules on basic and advanced technical topics(e.g., installation of solar PV system), hands-on exercises, non-technical (e.g., gender inclusion),and educational games to reinforce specific concepts taught in the training. The process ofcurriculum development was based on specific set of learning objectives, which motivated thedevelopment of the assessments. A framework based on Kirkpatrick’s evaluation model was used for the assessment andevaluation of the training intervention. This framework consists of four different focus areas: 1)reaction assessment: measures the participants’ perception of and satisfaction with the design ofthe training program and delivery of the content; 2) learning assessments: measures the extent towhich the participants acquired new knowledge and skills from the training; 3) behaviorevaluation: measures the participants’ ability to apply the newly learned knowledge and skills;and 4) impact: measures the long-term effect of the training intervention on the educators’knowledge and skill acquisition within 6 months of the initial training. The data used to assessthe first three areas was collected via ten different assessment instruments administered atvarious times during each workshop. Results from the data analysis indicate a high degree of participant satisfaction with thetraining workshops. In terms of learning, results show significant increase from pre- to post-assessments in all content areas. The performance measures for the hands-on exercises, andparticipants’ impression of their learning, triangulate the data and support this finding. Regardingthe behavior measure, the participants’ perception about their preparedness and confidence intheir abilities to train technicians were high (M = 2.80 on a 3-point scale, 3 being very confident).As of now, the long-term impact measures were collected for only the first training (Fiji,2013),and results show that educators’ knowledge and skill acquisition were maintained (M = 85%)even after 6 months of their training. The data for the long-term impact of the other two trainingsare being collected/analyzed. Despite certain challenges, which will be discussed in the paper, the trainings wereeffective as evident from the results. Feedback and insights gained from the trainees will allowus to continuously improve future trainings and the VOCTEC program.
Razzouk, R., & Razdan, A., & Adhikari, A. P. (2015, June), The Impact of Educators’ Training in Photovoltaic Solar Energy in Developing Countries Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24878
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