Evaluation of Solar Panel Energy Support
Honduras Case Study 2010
December 2010
Nordic Development Fund
Ex-Post Evaluation NDF Credit 350
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Evaluation of Solar Panel Energy Support
Evaluation report by Jorge F. Travieso
Senior Consultant
Tegucigalpa, Honduras
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Table of contents
i) Maps of Honduras and sites with solar energy systems installed by NDF 350 project
i
ii) Abbreviations and acronyms
iv
iii) Glossary of technical terms
iv
iv) Summary
v
Page
1. Introduction
1
2. Country setting and overview of NDF Credit 350
1
3. Evaluation methodology
3
4. Key findings
4
4.1
4.2
4.3
4.4
4.5
Overview and status
Relevance
Efficiency
Effectiveness and impacts
Sustainability
4
5
6
9
12
5. Conclusions and lessons learned
16
6. Key recommendations
18
7. Appendix section
20
7.1
7.2
7.3
7.4
7.5
7.6
TOR for the evaluation
List of persons interviewed
Communities visited and persons interviewed
Comparison between the two contracts
Bibliography of reports, materials and other data source used
Selected photographs of visited solar energy systems
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25
27
37
39
40
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Map of Honduras with names and borders of the 18 administrative departments.
The next page includes a map with the location of the 253 solar energy systems that were
installed as part of the NDF 350 project. About 10% of the installed solar panel energy systems
were visited as part of the evaluation. The field visits went to 5 departments in Honduras to
interview community representatives and inspect the status of the solar panel systems. The
following departments were visited: Gracias a Dios; Yoro; Intibucá; El Paraíso and Valle.
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ii)
Abbreviations and acronyms
BEC
COHCIT
EUR
GDP
ICB
IDB
IPCC
MED
NCB
NGO
NDF
PMU
PV
TOR
UNFCCC
iii)
Basic Educational Centre
Honduran Council for Science and Technology
Euro
Gross Domestic Product
International Competitive Bidding
Inter American Development Bank
International Panel on Climate Change
Ministry of Education
Nordic Competitive Bidding
Non-Governmental Organization
Nordic Development Fund
Program Management Unit
Photovoltaic
Terms of Reference
United Nations Framework Convention on Climate Change
Glossary of technical terms
AC – Alternating current: the most usual form of electrical current supplied by the
utility grid.
Array (PV Array): Several solar modules connected together either in series or parallel.
Converter: Electronic device for DC power to step up voltage and step down current
proportionally or vice versa.
DC – Direct Current: type of power generated by photovoltaic modules and by storage
batteries.
Inverter: An electronic device that converts DC to AC power.
Photovoltaic: The phenomenon of converting light to electric power.
PV Array Direct: The use of electric power directly from a photovoltaic array, without
storage batteries.
PV cell: The individual photovoltaic device.
PV module: An assembly of PV cells framed into a weatherproof unit (also called PV
panel).
Watt-peak (Wp): This is a measure of the nominal power of a photovoltaic solar energy
device under laboratory illumination conditions.
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iv)
Summary
This report presents the results of the evaluation of solar panel energy systems in a
component in a national education programme in Honduras. The NDF 350 supported
253 solar panel energy systems that have all been installed in the same number of
communities. While most systems are working a number of these do require some
additional maintenance.
Relevance
All actors involved in the project consider it to be most relevant, as it satisfies urgent
needs in the recipient communities. However, project relevance is most felt in
communities that have gained access to educational technologies. Beneficiaries
defined relevance mainly in terms of their communities’ lack of energy from the
national grid and their access to new educational technologies.
A flaw in project design was that there were no clear guidelines for the selection of the
communities where the solar panel systems would be installed. The selection was
based on criteria established by the Ministry of Education and they never consulted or
informed the communities.
Local levels of ownership depend to a great extent on existing level of community
organization. Women’s participation was found to be a significant factor in achieving
good sense of ownership.
Lack of adequate training had a negative impact on beneficiaries’ perception of
relevance and impact.
Efficiency
NDF provided the necessary project funds and the Ministry of Education was in charge
of execution. The procurement of the solar panel energy systems was executed in two
phases. The bidding process was won by two separate European companies, each of
which executed one phase. However, both companies subcontracted the same local
company to carry out actual installation. This may have affected the project as it
prevented other local companies from competing.
Two unforeseen factors had considerable impact on project execution: the Honduran
political crisis of 2009, and financial and legal conflicts between the Spanish Company
Isofotón and Solaris, the local subcontractor. Delivery of equipment was made without
direct supervision by the European companies.
The equipment delivered was according to the technical specifications. The delivery
and installation of the solar panel equipment was carried out with only minor
problems, mostly arising from logistical difficulties common to isolated communities.
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This resulted in the need for extended deadlines, but did not increase costs or prevent
completion.
The project has been well received by regional and departmental instances of the
Ministry of Education. They are seen as the main link between the communities and
the project. However, there seems to be little coordination between the NDF solar
component and other of the Ministry’s projects that require electrical power.
The NDF support was designed strictly in terms of the installation of solar panels, and
did not contemplate important social aspects—including training of community
members—that are very important for sustainability.
Effectiveness and impacts
Project effectiveness is very high in terms of delivery: all 253 systems were installed on
time (considering extensions) and according to technical criteria. Maintenance and
repairs have been less effective.
Communications channels for the presentation of claims for repairs are not optimal;
this renders the process inefficient and results in higher costs, the loss of guarantees,
and sometimes in the loss of equipment.
The level of satisfaction in the recipient communities is high, though the level of
ownership is generally low. Both satisfaction and ownership are directly linked to
benefits derived from this new technology. Of these, the access to other types of
technology (ICT)—educational and other—is the most valued. The low level of
ownership is often related to community organization. Better organized communities
are more capable of assuming responsibilities and obligations brought upon them by
this new type of technology, and thus capable of deriving benefits, educational as well
as collateral.
The approach to training and familiarization with the new technology was almost nonexistent; since project documentation did not stipulate carrying out a systematic
training process, but rather made it the provider’s responsibility1. There was no
socialization process prior to the delivery of equipment, and training was virtually
nonexistent. The Ministry’s program management unit did not participate in training.
Lack of adequate training and information has led to disinformation and has limited the
options that the communities have for deriving benefits from their solar energy system.
The impacts are found to be considerable, and highly valued by recipients. Educational
benefits deriving from access to new technologies, especially through the Telebásica
project, are most widespread.
1
Although the supplier Solaris on their webpage claims that training is an integrated part of their equipment delivery
they did not comply very well with this aspect in the case of the solar equipment delivered through NDF 350.
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Additional benefits are more limited, as they depend on the individual community’s
own capacity, especially in terms of organization. Some communities show
considerable initiative and creativity for accessing such benefits.
Sustainability
The design of the support was narrowly focused on the technical aspects of solar
energy provision to rural schools in Honduras and this has led to situations that could
compromise long-term sustainability. A more integrated design where the project’s
educational purposes were combined with social and cultural factors, mainly issues
related to community organization, would have been greatly beneficial.
At the community level, teachers and Parents’ Associations play very important roles in
equipment maintenance. The level of maintenance is though closely related to the
degree of community ownership of the project. Local levels of ownership depend to a
great extent on existing level of community organization. Women’s participation was
found to be a significant factor in achieving good sense of ownership.
Better organized communities show the best potential for achieving sustainability. All
recipient communities require systematic follow-up in order to reach long-term
maintenance and repair arrangements, especially so they can develop the fund-raising
strategies required to meet recurrent maintenance costs.
Main Recommendations
To increase chances of success projects based on the use of PV technology should take
into account the following aspects:
1.
In future support to renewable energy technology it should be considered to
use an integrated project design that takes the following aspects into
consideration:
i. The educational goals that the solar energy panels supports
ii. The beneficiaries’ socioeconomic and cultural situation,
iii. Strategies for the community work required to assure
sustainability.
iv. Technical aspects of technological transference as one of various
components, not as the only one.
v. Adequate socialization and follow-up provided by the program
management unit until a satisfactory level of ownership is achieved
and sustainability becomes feasible.
2.
It should be considered to strengthen the relevant program management unit
with funds and personnel in order to increase its capacity to carry out the
necessary follow-up required for community work.
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3.
A more participative selection process, including free and prior consultations
and information activities with communities. This should include information
about the commitments and obligations that are part of having a solar panel
energy system in the community.
4.
Systematic strengthening of recipient community organization aimed at
improving operation, maintenance and access to additional benefits.
Communities need to develop their capacity for obtaining complementary
information and communication technology, and to meet short and mid-term
economic and social demands generated by the maintenance needs.
5.
The guarantee system should be negotiated with the suppliers in order to
allow locally provided equipment maintenance and replacement parts. This
could be implemented through a program for the certification of local
technicians who could continue providing maintenance once warranties have
expired.
6.
There is a need for developing standard communications channels between
the recipient communities and the responsible authorities and the equipment
supplier.
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1. Introduction
The Nordic Development Fund (NDF) has provided financing to the energy sector in more than 25
countries during the past two decades. This includes support to a number of renewable energy
solutions such as solar energy through NDF credits.
The new NDF mandate to finance climate change projects in low-income countries follows a threepoint strategy supporting:
1. Infrastructure and Energy
2. Natural Resources
3. Capacity Development
The new grant projects to be supported within the Infrastructure and Energy focus area will include
solar energy systems. This evaluation of Credit NDF 350 Honduras: National Education Reform
2001-2009 is part of an NDF strategy for assuring long-term sustainability in the delivery of
renewable energy solutions.
The project was executed in Honduras by the Ministry of Education, and installed a total of 253
solar energy systems in rural schools in remote areas. The delivery and installation took place in
two phases: 151 systems in 2005-06, and 102 in 2008.
This evaluation summarizes the results of a process that involved the following:
Revision of project literature
Extensive interviews with different actors, including project and other Ministry of Education
personnel, community leaders and representatives
Local school teachers and administrators
Personnel from two local solar energy companies
Independent technicians
Focus groups with community representatives
On-site inspection of installed systems in 23 communities; information on additional
communities was obtained through focus groups and impromptu meetings with community
representatives encountered in school meetings and government offices.
2. Country setting and overview of NDF Credit 286
2.1 Country setting
Honduras is located in the heart of Central America, and has an extension of approximately
112,000 km² and a population of close to eight million, approximately 10% of which is ethnically
differentiated. Politically, it is divided into 18 Departments, divided into a total of 298
municipalities. However, most government dependencies—including the Ministry of Education—
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have their own administrative divisions. Its capital, Tegucigalpa, a city of close to one million
inhabitants, is its political hub, while San Pedro, in the north coastal region, is the country’s most
important industrial and economic centre.
The country’s terrain spans from the Caribbean Sea in the north to the Pacific Ocean in the south.
It is mostly conformed by mountains, though it shows considerable ecological diversity, including
such habitats as:
Swamps and wetlands along the north coast and in the eastern Moskitia region;
Vast pine forests in the mountains and savannahs;
Tropical broadleaf forests along the coast and in the mountains and rivers of eastern
and central regions;
Dry tropical extensions in the south and west.
Honduras is a democratic republic with a strong central government composed of three “powers,”
executive, legislative and judiciary. Five political parties participate in Honduran democratic
activities, but it is a markedly bipartisan nation and its two traditional parties have alternated in
power for nearly a century. The exceptions have been a 16 year period of dictatorship (1932-49)
and a series of military governments lasting 18 years (1963-81). A forceful change of
administration in 2009 generated a political crisis from which the country is still suffering
consequences. The crisis did have an impact on the project.
Honduras is ranked among the poorest countries in Latin America, and it shows very high
unemployment. In recent times, Honduras has had good levels of economic growth, but the
worldwide economic crisis of the last few years has slowed down the economy considerably and
increased the country’s already high level of indebtedness. Such a weak economic situation has
caused a considerable segment of the population to become involved in the informal sector of the
economy. Agricultural production, particularly coffee, is Honduras’ main economic activity,
though much of it is carried out in traditional ways. Other types of agroindustry are also
developing centred on fruit and vegetable exports. Mining, forestry and manufacturing are
likewise important sectors in the national economy.
The energy sector is managed by the government, which by law controls all distribution, and it
depends considerably on privately owned generators. The government is in the process of
approving a number of renewable energy projects. The national grid is in the process of
expansion, buy still excludes most of the rural areas.
The educational system in Honduras is weak, lacking in resources, having to provide services in
extremely isolated rural areas, and affected by a highly politicized system of teachers’ unions.
Illiteracy is said to be relatively low, but functional illiteracy is high and access to education
beyond the 6-grade elementary levels is extremely low.
Honduras is a party to the UNFCCC and has furthermore signed and ratified the Kyoto protocol.
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2.2 Overview of NDF Credit 350 Honduras: National Education Reform 2001-2009
The Nordic Development Fund financed Project NDF 350 Honduras: National Education Reform
2001-2009 where one component provided solar energy to 253 rural Basic Educational Centres
(BEC) in Honduras, representing a total investment of US$ 3,479,201.92. The project was
executed by the Honduran Ministry of Education through the Programa de Educación Media y
Laboral, a dependency of its IDB Programs and Projects Unit.
The solar energy component was executed in two phases. The Ministry contracted two European
companies to provide and install the solar technology. The first phase (2005) was executed by the
Danish company, Johs Gram Hansen; the second phase (2008) was executed by the Spanish
company, Isofotón. In turn, as both companies do not have offices in the country, they
subcontracted the Honduran company Solaris to carry out the physical installation and perform
maintenance and follow-up. The following table summarizes the project investments in solar
energy systems:
Table 1: Contracts on solar energy in NDF 350
Company
Year
Number of
installations
Johs Gram Hansen
2005
151
ISOFOTON
2008
102
Total Investment
$2,098,993.00
$1,380,208.92
Cost per school
13,900.61
13,531.46
Contracting of the European companies was done through a standard bidding procedure carried
out by the Ministry of Education. The first contract was selected through Nordic Competitive
Bidding (NCB), while the second contract used International Competitive Bidding (ICB). Each
project phase involved a separate bid based on a set of bidding terms drafted by Ministry
personnel. Although the two resulting contracts establish guidelines and requirements for the
execution of almost identical activities, there are important differences with respect to
guarantees and training.
3. Evaluation methodology
The methodology outlined in the TOR was followed as much as possible. Some adaptation was
required in order to solve problems that arose from teachers strikes that took place during
fieldwork.
The evaluation process initiated with a series of interviews held in Tegucigalpa. These included
Project personnel, and representatives of two solar power companies. Project personnel provided
important documentation and guidelines, established contacts in the communities to be visited,
and participated in planning field trips. The General Manager of Solaris was interviewed
extensively, as was the General Manager of Insagro Solar; this company was hired by Johs Gram
Hansen to carry out maintenance on installed equipment. These interviews were complemented
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with a review of existing literature, particularly the contracts signed with the two European
companies and literature provided by the Project, including maps.
For field visits, the country was divided into five regions along the lines of geographic, social and
cultural differentiation. Five beneficiary communities in each region were chosen for visits, and a
list of communities that could participate in focus groups was drawn up. The following regions
were defined:
Table 2: Regions visited as part of the evaluation field work
Department Location
Gracias a
Moskitia, a very isolated region in eastern Honduras; Miskitu indigenous
Dios
population.
Yoro
North coastal region.
Intibucá
Western Honduras; Lenca indigenous population.
El Paraíso
Southeastern Honduras.
Valle
Southern Honduras.
A list of the communities visited, persons interviewed and of focus group participants can be
found in Appendix 2. In the beginning of the report there is a map that shows the geographical
distribution of all beneficiary communities.
In the field, interviews were held with regional end local authorities of the Ministry of Education.
In the communities, individual interviews were held with different community representatives
involved in the maintenance and administration of the solar energy system. Interviewees varied
depending on availability during visits; they included: teachers, parents, members of the local
Parents´ Association, community leaders and other members of community organizations
(Patronatos). In some instances, informal conversations with other community members provided
interesting information and insights.
Focus groups were planned in all of the five regions visited, but only three were effectively held
due to problems with local logistics. In one instance an impromptu focal group was organized with
striking teachers who were attending a meeting in a beneficiary school; it turned out to be quite
productive and adequately substituted the planned focus group that had proven impossible to
hold.
4. Key findings
1.1 Overview and status
The component design specified the installation of 253 solar panels in an equal number of rural
schools in the country. The map on the following page shows their distribution within the country.
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Each school received the following equipment listed in table 3 below.
Table 3: Solar Panel Packages
Quantity
6
8
2
1
36
16
1
Equipment installed in each BEC
Item
Solar panels
12 volt, deep cycle batteries
Charge controllers
Power inverter
Fluorescent lights (110 volts AC)
Lamp holders for fluorescent lights
Electronic kit
Additional materials, like wire, mounting hardware, breaker systems, etc. were also included in
the installations.
A storage shack made of cement blocks and zinc roofing was built for each system. Even though
most beneficiaries said that they had been told not to use them as general storage facilities for
the school, most shacks were found to be used as such. To some extent, this contributes to
equipment deterioration. Some instances were found where the shacks were poorly designed and
had been located in problematic areas such as directly over rainwater drainage.
In the field, most equipment was found to be functional, though some were in need of additional
maintenance. The Ministry of Education reported 46 non-functional systems, alleging that repairs
had not been made due to a temporary halt to claims response. The last repairs to the existing
solar panel systems were carried out during the evaluation period.
1.2 Relevance
Relevance is the extent to which the objectives of a development intervention are consistent with
beneficiaries’ requirements, country needs, global priorities and partners’ and donors’ policies.
All actors involved—program management unit, Education authorities, teachers, and beneficiary
population—consider that the provision of solar energy to rural schools lacking energy from the
national grid satisfies urgent needs educational, technical, social and cultural needs. Communities
place a greater value on the project in the degree to which it provides access to other
technologies. In this sense, the Telebásica2 project of the Ministry of Education, which provides
audiovisual and IT to schools is particularly relevant. However, coordination between both
2
Telebásica is a Honduran adaptation of the Mexican Telesecundaria program, which provides seventh- through
ninth-grade instruction through use of a comprehensive set of instructional materials, including television modules
distributed by satellite.
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projects was not systematic. Communities lacking access to these technologies showed a low level
of ownership.
The solar energy component design did not include guidelines for the selection of beneficiary
communities, and the selection process did not include an accompanying socialization /
consultation process. Beneficiary communities were therefore selected on the basis of
suggestions made by the regional authorities of the Ministry of Education, which are very well
acquainted with the characteristics of the communities within their respective jurisdictions. They
selected communities where they considered such a project would have a more immediate
relevance based on selection criteria that included isolation and difficulty of access, lack of
electricity and low probability of short-term connection, and schools in line for receiving the
benefits of the Telebásica project.
At the time of installation, all of the beneficiary communities lacked energy from the national
power grid, a fact that defined the project’s relevance for most of those persons interviewed. A
few of those communities have since gained access to energy from the grid. All of these
considered that their systems remained relevant due to the national system’s frequent failures,
and would like to keep their solar power as a much valued backup. Nonetheless, they all claimed
to understand that communities totally lacking energy should have priority. The project does not
have a set policy regarding the equipment in communities that gain access to national power.
Levels of community organization, which vary considerable between communities, also have an
impact in project ownership, and are particularly relevant in the achievement of collateral
benefits. Communities with a higher level of organization have designed strategies that allow
them to obtain greater benefits through the provision of community services; for example, some
are inviting NGOs to hold training courses in their communities, or making their schools available
to medical brigades. In some cases, the communities are charging fees for some services, like cellphone charging, and using the funds obtained for purchasing battery fluid or school supplies. The
lack of an adequate socialization /training process explaining the scope and limitations of the
project caused some communities to desist from carrying out this type of strategies out of fear of
damaging the equipment.
1.3 Efficiency
Efficiency is a measure of how economically resources/inputs (funds, expertise, time, etc.) are
converted to results (outputs).
The NDF administered all project funds and made all payments directly to the companies that
executed it. The Ministry of Education took charge of project execution, including the bidding
process and the supervision of delivery. The result of the bidding process resulted in two different
European companies winning the bid for each project stage, but both companies subcontracting
the same Honduran company, Solaris, for delivery. Both companies contracted Solaris based on
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their existing relationship with the company, not as a result of a local bidding process. While the
bidding process resulted in the acquisition of equipment and services at competitive rates
considering local prices, the subcontracting of Solaris may have resulted in a reduction of any
advantage that could result from competition, as other local companies were unable to present
offers.
The political crisis that Honduras experienced in 2009 disrupted all government activities and led
to a hurried replacement of many key figures, including the director of the Project’s program
management unit at the Ministry of Education. The interim government lasted only seven
months, after which a newly elected government took office (January 2010), reshuffling yet again
the central government’s administrative structure. At the same time, practically all activities
related to external cooperation came to an absolute standstill, and operations in both
government and external cooperation have only recently reached a functional level.
The relationship between Isofotón and Solaris became strained in 2009 due to legal and economic
conflicts. Solaris’ general manager claims that the situation complicated further as a result of the
political crisis. During the period of conflict, which lasted for various months but has now returned
to normal, Solaris stopped all activity related to the project. All claims presented by communities,
and passed on to Isofotón by the Ministry’s program management unit, received no response
during that time. Many communities complained and thought that the project had closed without
notification, which sometimes happens with projects in Honduras.
Community representatives interviewed expressed a series of concerns about the consequences
stemming from the delays brought about by these two situations. Some systems became
inoperative during this period, and the affected communities reacted in different ways. In many
cases, they simply did nothing about it, either due to their lack of resources for finding a solution
locally, or in the hope that the Ministry of Education or Solaris would eventually respond. Other
communities sought local technicians to try to revive their equipment, incurring costs.
The equipment installed satisfies the criteria established in the contracts, and their procurement
prices are well within the margins of local market values. Many of the communities that received
their equipment during the second phase complained of having problems with their systems
shortly after installation.
Contract terms created a communications channel that made it difficult to respond to requests
for maintenance and repairs and other aspects of follow-up procedures. In these cases, the
Ministry’s program management unit had to communicate with the European company in order
for the company to issue directives to Solaris in Tegucigalpa. This channel—and the project’s
capacity to respond to—claims became practically inoperative during the political crisis and the
subsequent conflict between Isofotón and Solaris. Both situations have returned to normal, and
the Ministry’s program management unit reports that response to claims is effective.
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Execution in the field took some time longer than stipulated in the contracts, and it was necessary
to extend the installation period. Solaris explained that this happened due to logistical problems
arising from the beneficiary communities’ isolation and difficulty of access. The extensions did not
imply an increase in costs.
Delivery to the beneficiary communities was made without direct supervision from the European
companies. Though Solaris is a reputable company, the delivery process would have benefited
from the presence of supervisor / advisors from the European companies. This is particularly true
in the case of Isofotón, which also manufactures parts of the equipment it installed. The presence
and expertise from Isofotón would have benefited the delivery process and possibly avoided
some of the claims made by communities within a short period after installation. Several
communities and the Ministry claimed that the Isofotón equipment received had a lower quality
and often required replacements. Local presence of the European companies would have also
benefited the Ministry’s program management unit in terms of capacity building and facilitating
follow-up.
The component was designed strictly in terms of the installation of solar energy equipment in
rural schools. While this set clear guidelines for the technical aspects of the project, it neglected
to consider the social processes that accompany the beneficiaries’ appropriation and contributes
to the achievement of sustainability. Most of the problems identified are of a social nature and a
result of the isolation of beneficiary communities, which generated considerable logistical
difficulties that caused delays in execution.
Field visits allowed for the identification of some technical problems. Installation of the
equipment followed contract stipulations as to the type and quantity of equipment installed. Very
few community representatives interviewed registered complaints referring to the quality of
equipment; in most of these instances they reported equipment failure within a few months of
installation. It is important to note that the equipment installed during the first phase generated
fewer claims of this type than did the equipment installed during the second phase.
As it has been pointed out, the isolation of most of the beneficiary communities poses
considerable logistical problems that increase costs for follow-up, maintenance and response to
claims. Solaris personnel interviewed concede that responding to individual claims is not costeffective. Some communities reported that Solaris technicians offered to come only if their costs
were covered. However, Solaris’ general manager stated adamantly that such a practice is not
company policy.
Some of the communities did report a hurried and sometimes improvised installation process. In
their opinion, this happened due to logistical problems, but it was also the result of poor
socialization and coordination. As it has been pointed out, logistical problems due to isolation and
difficult access caused delays in delivery. This made Solaris have to work with very strict deadlines
in every zone. In some areas, like the Moskitia, it was reported that Solaris subcontracted local
technicians to complement their normal team in order to fulfill their contract. Other communities
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reported that the installation teams arrived late in the day, worked throughout the night and left
early the next day. In a couple of instances it was reported that this hurried process resulted in
poorly or incompletely installed equipment.
In many cases, the installation was carried out during the schools’ vacation period, and seldom
had the school or community representatives been informed of the equipment’s arrival. With the
schools closed and since most teachers do not live in the communities where they work, the
installation crews found it difficult to access school grounds, and the delivery process, particularly
the signing of documents, was subject to improvisation. Various community representatives
reported that the delivery was made to “whoever was at hand.”
The solar energy component was designed and executed as a technical project, limited to the
installation of solar energy equipment. It did not include a strategy for community approach,
including a socialization process and capacity building, but it does include provisions for the
maintenance of the installed equipment. The lack of a community approach has had a negative
impact on how the beneficiaries perceive and value the project, and poses a problem for
achieving sustainability.
1.4
Effectiveness and impacts
Effectiveness is the extent to which the development intervention’s objectives were achieved, or
are expected to be achieved, taking into account their relative importance.
The project’s effectiveness is high in terms of delivery since all 253 systems were installed within
the stipulated timeframe (even when considering extensions). Maintenance and repair, however,
show considerably lower levels due to factors analyzed under the Efficiency section.
Though component documents are not specific regarding educational objectives, they are
implicitly the project’s main aim. In this sense, effectiveness can be established in terms of two
factors:
1.
The equipment’s functionality: the degree to which equipment has been kept in good
repair; this is affected by:
The lack of a systematic follow-up program.
Capacity for maintenance and response to claims shown by the Ministry of
Education, Johs Gram Hansen, Isofotón and Solaris.
The communities’ ability to respond to their maintenance and repair needs.
2.
Degree to which the project has allowed access to educational technology, particularly
through the Telebásica project. This aspect of the project’s effectiveness has
depended on how the Ministry of Education has linked both projects, and the
effectiveness of its execution of the Telebásica project. Project design makes no
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Evaluation of Solar Panel Energy Support
provision for inter-project coordination, or, for that matter, for coordination with
technology providing projects executed by other institutions, government or
otherwise. The communities show a very low capacity for procuring educational
technology.
Impacts are positive and negative, primary and secondary long-term effects produced by a
development intervention, directly or indirectly, intended or unintended.
It is important to point out that the schools’ access to electrical power is not perceived as a major
benefit in itself. This is particularly true about beneficiary schools lacking complimentary
technology. Most schools do not hold classes or carry out activities at night, so, unless they do
have complimentary technology, electrical power does prove very useful in the school.
Communities with schools in this situation show the lowest levels of valuation and ownership,
though access to energy does represent an important step towards modernity and increases their
prestige before neighbouring communities. Teachers and parents in communities without
educational technology often bring audio or video devices to the schools for the celebration of
special occasions, an opportunity that is appreciated, though several people interviewed pointed
out that it does not compensate for the lack of educational technology.
The educational benefits derived from the project are highly valued, as are any collateral benefits
that can be obtained, and they increase the project’s valuation and sense of ownership.
Educational benefits depend on the technology that the solar panels make available. Many
schools have received equipment from the Telebásica project, and a few have acquired
equipment through other means, like the COHCIT projects. Teachers, parents, and the students
themselves agree in saying that students show higher motivation and better academic
performance in comparison with their levels before acquiring the new technology. Parents and
teachers coincide in considering that early acquaintance with technology will also represent an
important advantage for the children later on in life.
The Regional representatives of the Ministry of Education consider that the availability of solar
energy has helped strengthen some of their other projects, allowing the communities to gain
access to audiovisual and information technologies that would otherwise remain outside of their
reach. Access to such technologies has made individual teachers’ jobs easier, by opening up new
didactic options, though more demanding, as they too must acquire new skills. The impact of
access to the Telebásica project was constantly mentioned as an important educational change by
teachers, parents and students. Educational improvements brought about by the project, as well
as access to collateral benefits, have helped improve the relationship between the Ministry of
Education and the communities.
Collateral benefits vary considerably between communities. Many derive none at all, limiting their
use of solar power to educational purposes; others have shown considerable initiative and have
designed interesting strategies for maximizing benefits. The achievement of collateral benefits
depends directly upon the community’s level of project ownership and organization for project
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Evaluation of Solar Panel Energy Support
administration. This again depends to a great extent on their level of community organization,
and it is interesting to note that the participation of female leaders plays an important role in
achieving greater benefits. To a considerable degree, this follows the pattern present in Honduran
society, where educational matters are seen as a mainly female concern. Women therefore tend
to become more involved in school activities and projects, and female leaders are usually better
administrators and make considerable efforts towards the organization of community support.
In some cases, additional benefits are derived through small-scale strategies for raising funds
destined to the acquisition of items, like battery fluid, needed for equipment maintenance, or
buying school supplies. Such strategies include activities like establishing fees for charging cell
phones or presenting movies. In contrast, some communities provide such services free of charge,
as they perceive them to be “services to the community.” Better organized communities have
devised strategies for attracting institutions providing healthcare or training, inviting them to
come and provide their services at the local school, where they can have access to energy. In such
cases, the collateral benefits derived from the solar panels reach surrounding communities as
well.
Representatives from most communities considered that they would have benefited considerably
from a socialization / consultation process. It would have allowed them to become familiar with
the project, its scope and potential benefits, as well as with the extent of the collective
commitment required to assure its sustainability, including the social and economic
responsibilities they would be acquiring. None of the community representatives interviewed
considered that they would not have participated.
Institutional ownership
The project’s institutional ownership is most notable at the central government level, while at the
community level it seems to be relatively low. It is important to note that there is no institutional
participation at the municipal level due to a decision taken by the Ministry’s program
management unit in order to avoid the risk of becoming part of local politics. In Honduras, this is a
considerable risk, as Mayors and other politicians, in a strategy to attract votes, often present
themselves before beneficiary communities as project initiators.
The Regional and Departmental instances of the Ministry of Education play a very important role
in project management, as they are the closest to the beneficiary communities and their staff will
in many cases have a personal relationship with local teachers. In such situations, teachers and
community representatives find it easier to resort to the local Education authorities for
consultations or maintenance claims regarding their equipment.
The level of institutional ownership in the communities is generally low, with a few notable
exceptions in communities with a higher level of organization and strong leadership. As it has
been pointed out, the participation of women is notable in these instances.
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Evaluation of Solar Panel Energy Support
At the community level, acceptance and institutional ownership depend to a great extent on how
the project is perceived by the beneficiaries. They rarely perceive the solar panel energy
component as a community project. Rather, they almost always identified it in general terms as
the Ministry of Education’s project, or as part of another project, particularly Telebásica. In many
instances, they referred to it as Solaris’ project. These perceptions form their attitude, which
place most responsibility for maintenance and repair on the Ministry, rather than the community.
Such attitudes weaken local acceptance and in many cases result in limited efforts to achieve local
institutional ownership.
All communities have a Parents’ Association, promoted by the Ministry of Education and usually
receiving strong support from local teachers. Although technically all parents belong to the
association, its activities are usually carried out by a small management group. The parent’s
participation in administration of the solar panel energy systems range from non-involvement to a
few exemplary cases in which they have assumed full responsibility. In most instances, they share
responsibilities and coordinate closely with local teachers. There is a strong female participation
in parents’ association activities, and mothers often assume positions of leadership. Parents’
associations have also played a very important role in raising funds for maintenance and
replacement of equipment through activities like food sales and raffles.
Teachers are considered leaders even though they may not be natives of the communities where
they work. Therefore teachers usually play a very important role in community organization for
project management. Oftentimes, though, they are left to assume full responsibility as a result of
poor community participation. In communities with a low level of ownership to the solar panel
system, teachers assume most—and sometimes all—of the responsibility for project
management. This function is generally recognized by the community as their “natural” role as
educators. But in some cases such as those communities with limited sense of ownership,
teachers must sometimes buy consumables such as battery fluid with money from their salaries.
1.5 Sustainability
Sustainability is the continuation of benefits from a development intervention after major
development assistance has been completed. It is also the probability of continued long-term
benefits and the resilience to risk of the net benefice flow over time.
Community organizational levels also have an impact on equipment maintenance, and thus on the
long-term sustainability of the system. Some communities have left responsibility for
maintenance in the hands of a few teachers, while others assume it collectively, with the
participation of school (including students) and community organizations, especially the parents
associations. Due to the complicated communications channels with suppliers and
misinformation, some communities have resorted to local technicians in order to keep their
systems in good repair. They have had to cover the costs and are unaware of the possibility of
guarantee violations.
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Evaluation of Solar Panel Energy Support
The design of the solar energy component was focused on technical delivery and this has led to
weaknesses regarding socialization/training and follow-up. The contractors were under the
obligation to provide training. This was provided it in very brief sessions where community
representatives report that they were “only shown how to turn the equipment off and on,” and
most communities did not receive a proper manual. Personnel from the Ministry of Education did
not participate in training of the recipients. Insufficient training resulted in a very low level of
familiarization with technical aspects of equipment use, care and maintenance. Lack of follow-up
from the supplier and the Ministry of Education weakened local ownership of the solar energy
system, and many communities lack a specific organization required for sustainability.
The following items summarize the consequences of weak socialization/training and follow-up:
1.
2.
3.
4.
Functionality: Those responsible for the equipment’s care and maintenance did not
acquire basic knowledge about how photovoltaic systems work, its capacity and
limitations. This affected decision-making processes in the communities regarding use and
access to benefits.
Guarantees: There is a complete lack of knowledge pertaining equipment guarantees, a
fact that has led some communities not to make repair requests on time, or has allowed
them to make decisions that make the guarantee void, i.e. such as having their equipment
serviced by local technicians.
Implications for the communities: Mid- and long-term equipment maintenance implies
considerable costs. For example, changing the system’s 8 batteries implies a cost of
around US$ 1,000. Many of the beneficiary communities do not have the economic means
to meet such costs without considerable effort, nor are they sufficiently organized to
undertake the fundraising required. None of the communities visited were aware of the
fact that they would have to assume such expenses in the future.
Contact with the Ministry’s program management unit: Many of the beneficiary
communities identify the solar energy project as part of other of the Ministry’s projects,
especially Telebásica3, and thus do not keep contact with the program management unit.
This has complicated communication lines and limited follow-up activities. Upon requiring
maintenance for their equipment, communities will most frequently contact the supplier
Solaris or the regional or departmental Education authorities.
Training
The lack of an adequate socialization / consultation process when selecting the communities and
installing the solar energy systems, in conjunction with a very weak training and follow-up process
have generated a high level of disinformation which is one of the main reasons for the numerous
problems identified in the field.
3
Telebásica is supported by USAID and managed by another entity in the Ministry of Education than the PMU for the
NDF 350.
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Evaluation of Solar Panel Energy Support
The training of community members was included in project documents as part of the delivery
process, though it was only loosely defined in the contracts. It came under the responsibility of
the Honduran supplier Solaris and did not entail participation of Ministry personnel. Most
communities reported a summary training, during which the installation crew gave brief, general
instructions pertaining to general maintenance to whoever was present when the equipment was
installed. In all cases the community representatives considered that they would have benefited
more from a more systematic training, carried out as a part of a more comprehensive process that
should have followed an initial consultation / socialization process, and conducted by the Ministry
of Education.
Most communities received no manuals or very inadequate documentation. Only a few of the
communities visited had a photocopied manual that contained hand-drawn illustrations guiding
through basic maintenance procedures. Others received copies of the literature provided by
manufacturers; these resulted incomprehensible to the beneficiaries since they were too
technical and written in English language. In many cases, the original recipient of the manual,
usually a school Principal or a teacher kept it under lock and did not share it with the rest of the
community. Nonetheless, it was found that some actors, like new teachers or parents, had
acquired some knowledge about equipment handling and maintenance through an informal,
horizontal “training” process. Communities that resorted to independent technicians for the
maintenance or repair of their systems usually reported that the technicians had given them more
detailed information and informal “training” than they had received on installation.
The training topics that community representatives mentioned that were most needed (and had
not been covered so far) include the following:
Technical information about how the system works; its capacity and limitations.
Guarantees for each component.
Claims procedures.
Community organization for operation and maintenance.
Strategies for obtaining additional benefits through the installation of the solar energy
system in the local school.
Need for manuals designed for a population with a low level of literacy and, when
required, in the native language of indigenous groups.
Equipment, maintenance and warranties
Solar panels in the systems installed in the local schools produce a 12 volt current, which is stored
in a pack of 8 batteries. From the batteries the current goes through inverters, producing a 110
volt current. The illumination and outlet system installed therefore uses 110 volt light bulbs and
powers appliances using that voltage. According to the Honduran supplier Solaris, the light bulbs
that were installed with the system are especially made for this type of system and can only be
purchased from solar energy providers at a higher price than normal, similar light bulbs. The need
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Evaluation of Solar Panel Energy Support
for using special light bulbs has generated one of the most frequent complaints in the
communities, namely that these light bulbs only last for a relatively short time, after which they
must be replaced.
Replacement light bulbs are not readily available in local stores, and acquiring new ones implies
that teachers or other community members will have to travel to the nearest larger town. This is
often somewhat expensive since transportation, food and sometimes lodging must be paid for,
plus the cost of replacing the light bulbs. In some cases, someone travelling to a nearby town will
volunteer to buy the light bulbs; otherwise the community must send someone, and that person
often asks that his workday be “recognized,” implying that the community must pay them the
equivalent of a workday’s wages. Covering these costs can require a communal effort including
special fundraising activities carried out over a period of time.
Community representatives would have preferred the use of a type of light bulbs that is more
accessible in the local markets. In fact, some communities had stopped using the official light
bulbs and substituted with locally available normal fluorescent bulbs which worked perfectly.
The insufficient training raised many doubts as to what is the capacity of the solar panel
equipment and what they can do with it. In very many cases, this limited their decision-making
about how and to what extent they can use their equipment, especially in providing other types
of services and accessing collateral benefits. Frequently, community representatives said that
they avoided certain uses, like charging cell phones, because they believed that it would
“overcharge” the system and might burn it.
None of the persons interviewed knew about equipment guarantees or what that implied for
them, either in terms of the rights that the guarantees convey, or of the obligations they acquire.
Some persons assumed that the equipment would be under a general guarantee “like anything
else you buy at a store.” However, no cases were reported of community claims made under
guarantee. For almost all involved, the interview or focus group was the first time that they heard
of the guarantees of their equipment.
Though the Project shows weaknesses, these derive mainly from the lack of a strategy for
training, information and follow-up that should have been carried out by the Ministry’s program
management unit. Nonetheless, in spite of this weakness, the project is highly valued by most of
the recipient communities and its benefits are well recognized. Undoubtedly, recipient
communities are taking a qualitative leap that would have been impossible without solar power
and the technologies that it has allowed them to access. A teacher remarked during an interview
how they were living an experience that would have been otherwise impossible to imagine: the
children of illiterate parents are working with computers and surfing the web.
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Evaluation of Solar Panel Energy Support
5. Conclusions and lessons learned
The NDF 350 supported 253 solar panel energy systems that have all been installed in the same
number of communities. While most systems are working a number of these do require some
additional maintenance.
Relevance
All actors involved in the project consider it to be most relevant, as it satisfies urgent needs in the
recipient communities. However, project relevance is most felt in communities that have gained
access to educational technologies. Beneficiaries defined relevance mainly in terms of their
communities’ lack of energy from the national grid and their access to new educational
technologies.
A flaw in project design was that there were no clear guidelines for the selection of the
communities where the solar panel systems would be installed. The selection was based on criteria
established by the Ministry of Education and they never consulted or informed the communities.
Local levels of ownership depend to a great extent on existing level of community organization.
Women’s participation was found to be a significant factor in achieving good sense of ownership.
Lack of adequate training had a negative impact on beneficiaries’ perception of relevance and
impact.
Efficiency
NDF provided the necessary project funds and the Ministry of Education was in charge of
execution. The procurement of the solar panel energy systems was executed in two phases. The
bidding process was won by two separate European companies, each of which executed one phase.
However, both companies subcontracted the same local company to carry out actual installation.
This may have affected the project as it prevented other local companies from competing
Two unforeseen factors had considerable impact on project execution: the Honduran political crisis
of 2009, and financial and legal conflicts between the Spanish Company Isofotón and Solaris, the
local subcontractor. Delivery of equipment was made without direct supervision by the European
companies.
The equipment delivered was according to the technical specifications. The delivery and installation
of the solar panel equipment was carried out with only minor problems, mostly arising from
logistical difficulties common to isolated communities. This resulted in the need for extended
deadlines, but did not increase costs or prevent completion.
The project has been well received by regional and departmental instances of the Ministry of
Education. They are seen as the main link between the communities and the project. However,
there seems to be little coordination between the NDF solar component and other of the Ministry’s
projects that require electrical power.
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Evaluation of Solar Panel Energy Support
The NDF support was designed strictly in terms of the installation of solar panels, and did not
contemplate important social aspects—including training of community members—that are very
important for sustainability.
Effectiveness and impacts
Project effectiveness is very high in terms of delivery: all 253 systems were installed on time
(considering extensions) and according to technical criteria. Maintenance and repairs have been
less effective.
Communications channels for the presentation of claims for repairs are not optimal; this renders
the process inefficient and results in higher costs, the loss of guarantees, and sometimes in the loss
of equipment.
The level of satisfaction in the recipient communities is high, though the level of ownership is
generally low. Both satisfaction and ownership are directly linked to benefits derived from this new
technology. Of these, the access to other types of technology (ICT)—educational and other—is the
most valued. The low level of ownership is often related to community organization. Better
organized communities are more capable of assuming responsibilities and obligations brought upon
them by this new type of technology, and thus capable of deriving benefits, educational as well as
collateral.
The approach to training and familiarization with the new technology was almost non-existent;
since project documentation did not stipulate carrying out a systematic training process, but rather
made it the provider’s responsibility4. There was no socialization process prior to the delivery of
equipment, and training was virtually nonexistent. The Ministry’s program management unit did
not participate in training.
Lack of adequate training and information has led to disinformation and has limited the options
that the communities have for deriving benefits from their solar energy system.
The impacts are found to be considerable, and highly valued by recipients. Educational benefits
deriving from access to new technologies, especially through the Telebásica project, are most
widespread.
Additional benefits are more limited, as they depend on the individual community’s own capacity,
especially in terms of organization. Some communities show considerable initiative and creativity
for accessing such benefits.
4
Although the supplier Solaris on the company webpage claims that training is an integrated part of their equipment
delivery they did not comply very well with this aspect in the case of the solar equipment delivered through NDF 350.
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Evaluation of Solar Panel Energy Support
Sustainability
The design of the support was narrowly focused on the technical aspects of solar energy provision
to rural schools in Honduras and this has led to situations that could compromise long-term
sustainability. A more integrated design where the project’s educational purposes were combined
with social and cultural factors, mainly issues related to community organization, would have been
greatly beneficial.
At the community level, teachers and Parents’ Associations play very important roles in equipment
maintenance. The level of maintenance is though closely related to the degree of community
ownership of the project.
Better organized communities show the best potential for achieving sustainability. All recipient
communities require systematic follow-up in order to reach long-term maintenance and repair
arrangements, especially so they can develop the fund-raising strategies required to meet
recurrent maintenance costs
6. Key recommendations
To increase chances of success projects based on the use of PV technology should focus on the
following aspects:
1.
In future support to renewable energy technology it should be considered to use an
integrated project design that takes the following aspects into consideration:
a. The educational goals that the solar energy panels supports
b. The beneficiaries’ socioeconomic and cultural situation,
c. Strategies for the community work required to assure sustainability.
d. Technical aspects of technological transference as one of various components, not as
the only one.
e. Adequate socialization and follow-up provided by the program management unit until a
satisfactory level of ownership is achieved and sustainability becomes feasible.
2.
Strengthening the Ministry’s program management unit with funds and personnel in order to
increase its capacity to carry out the necessary follow-up required for community work.
3.
A more participative selection process, including free and prior consultations and
information activities with communities. This should include information about the
commitments and obligations that are part of having a solar panel energy system in the
community.
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Evaluation of Solar Panel Energy Support
4.
It should be considered to establish a policy for use of equipment installed in communities
that have later gained access to energy from the national power grid. Periodic maintenance
reports from the Ministry of Education’s Regional authorities could provide the information
required to make such a policy operational.
5.
There should be an improved coordination between the solar energy component and the
other projects in the Ministry of Education that require electrical power.
6.
Systematic strengthening of recipient community organization aimed at improving
operation, maintenance and access to additional benefits. Communities need to develop
their capacity for obtaining complementary information and communication technology, and
to meet short and mid-term economic and social demands generated by the maintenance
needs.
7.
The guarantee system should be negotiated with the suppliers in order to allow locally
provided equipment maintenance and replacement parts. This could be implemented
through a program for the certification of local technicians who could continue providing
maintenance once warranties have expired.
8.
There is a need for developing standard communications channels between the recipient
communities, the responsible authorities and the equipment supplier.
7. Appendix Section
a.
b.
c.
d.
e.
TOR for the evaluation
List of persons met/interviewed during the mission
Bibliography of reports, materials and other data source used
Comparison of contracts Johs Gram Hansen and Isofoton
Selected photographs of visited PVP systems
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Evaluation of Solar Panel Energy Support
Appendix A
Terms of Reference
Evaluation of Solar Panel Energy Support
Impact and Sustainability
Honduras Case Study 2010
1.
Background
The Nordic Development Fund (NDF) has provided financing to the energy sector in more than 25
countries during the past two decades. While much of this support went to traditional energy
solutions NDF credits have also financed a number of renewable energy solutions such as solar
energy.
The new NDF mandate to support climate change projects in poor countries follows a strategy with
three focus areas:
a)
b)
c)
Infrastructure and Energy
Natural Resources
Capacity Development
The new grant projects to be supported within the Infrastructure and Energy focus area will include
solar energy systems. In order for NDF to be able to secure long-term sustainability in the delivery
of renewable energy solutions it has been decided to evaluate the experiences of the same type of
technology transfer in concluded NDF credit projects. The evaluation will focus on the following
two projects:
NDF 286 Senegal: Poverty Alleviation project 1999-2009
Installation of 62 solar energy systems to provide electricity to water pumps in rural areas
of Senegal in the period 2004-05.
NDF 350 Honduras: National Education Reform 2001-2009
Installation of 151 solar energy systems in the period 2005-06, and installation of additional
102 solar energy systems in 2008 to provide electricity to rural schools in Honduras
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Evaluation of Solar Panel Energy Support
The evaluation will include two separate field assessments of the results of the solar energy
components in the above mentioned NDF projects. The following TOR has been prepared to define
the scope of work and deliverables for the consultant undertaking the field assessment of the solar
energy systems in Honduras.
2.
Objectives
The objective of the evaluations will be to provide NDF with an assessment of present status and
operation of photovoltaic systems in Honduras and Senegal financed by NDF after 3-5 years of
operation. The evaluation will make an assessment of relevance, efficiency, effectiveness,
sustainability, impact and major lessons learned. The evaluations will be used as an input to design
and planning of future NDF support in renewable energy sector and technology transfer
3.
Outputs
The consultant will deliver the following outputs:
1)
Inception report with description of approach and methodology, and work plan.
2)
A short, concise evaluation report concerning present status, operation and sustainability of
the solar energy systems delivered in NDF 350 plus recommendations for the future.
3)
Photo documentation on sample of solar energy systems delivered in NDF 350.
4.
Scope of work
The work shall include but not necessarily be limited to the following tasks:
Overview and status:
Provide a narrative and a timeline of the procurement operation, companies involved in
the delivery of the 253 solar systems, including delivery strategy by the companies, field
activities undertaken and the present status of the energy systems.
Provide the details of the technology that have been installed including panels (type,
size), batteries (type, capacity), control units, inverters (if any), accessories, with
information on effect (Wp), voltage (V,AC/DC), etc. (to be presented in table format).
What is the main use of solar power (lightning, computers, etc.) and has the capacity
been sufficient to serve the loads (overloading)?
Describe the condition of the panels and batteries and wiring (dust, leakages, fixing).
Provide an overview of the geographical locations for the 253 solar systems including
significant variables such as urban, rural, and socio-cultural.
Relevance:
Assessment of whether the development activities of which the solar energy systems
form part are directed towards areas accorded high priority by the affected parties.
What are the perceptions of stakeholders such as local communities, municipalities and
the Ministry of Education?
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Evaluation of Solar Panel Energy Support
Describe the institutional integration of the solar energy technology into local
institutions including demand and ownership among local stakeholders.
Describe relevance with regard to geographical location including urban and rural
settings.
Efficiency and Effectiveness
Have the solar energy systems been acquired with due regard for economy (compare to
local/regional price levels)?
Assess the competence and suitability of the chosen company for delivery in Honduras;
with particularly attention to the commitment and resources of the local company, and
the local market potentials and risks;
Assess the guarantees made in the contracts by the technology providers and identify
whether the companies have complied with their contractual guarantee responsibilities?
Have the activities been carried out as simply as possible?
Have the decisions regarding their installation and use been made as close to where the
products or services are delivered?
Were operation and maintenance manuals provided and how is the quality, language?
Describe and assess extend and quality of the training that took place as part of the
installation and delivery of the solar system.
Who was trained and what sector were they from? (e.g., teacher, local government,
NGO, private.)
How many people were trained and what were the main areas of training?
What were the main types of skills acquired and are the new skills being used?
Who provided the training and what methods were used?
Is there a system in place to secure that the skills are transferred to other locals if
necessary?
Have possible conflicts been addressed and resolved?
Have the deliverables been achieved on time and on budget?
Major constraints faced regarding delivery of the solar systems and measures taken to
overcome the constraints.
Impact
Measure the extent to which the solar energy systems intended outcomes have been
achieved.
What impacts have the installation of solar energy systems had in the local communities,
including social, cultural and economic (if any).
Describe the climate change impacts of the solar energy systems.
Sustainability
List major functional and equipment failures and how these were handled by
operators/supplier.
Have there been any major accidents related to the solar systems?
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Evaluation of Solar Panel Energy Support
Assess the potential risks in the present guarantees and recommend on ways to improve
guarantees in future contractual arrangements.
What could be done with regard to training and capacity building in future technology
transfers?
Assessment of whether the solar energy systems are likely to be maintained and the
extent to which they will be used and provide benefits in the future.
Have the solar systems been expanded after the initial installation?
What is the plan/practice to dispose the used batteries, has the collection been
organised?
Availability and quality of replacement batteries.
Consider the effects of the photovoltaic technology in the local communities and the
costs of providing and maintaining this technology versus the benefits generated.
Conclusions and main lessons learned
Conclusions based on findings and analyses
Identify lessons that have been learned concerning technology transfer, training, and
community use of technology, including achievements and shortfalls overall with regard
to the activities
Good practice for support to solar energy systems
Recommendations
Directed at future NDF support to solar energy systems and renewable energy technology.
Provide guidance on how NDF could improve future technology transfer.
5.
Organization of Work
The consultant will refer to the overall team leader of the evaluation Mr. Aage Jorgensen, NDF, Email: aage.jorgensen@ndf.fi The consultant will further more work in close cooperation with
representatives of IDB, the Ministry of Education plus other relevant key institutions and
stakeholders.
6.
Methodology
The consultant will review relevant project reports, technical studies, academic publications, and
conduct a round of interviews with relevant staff from the Ministry of Education. During the field
visits meetings and focal group discussions will be held with key stakeholders and resource persons
in selected communities and at departmental level. During the field visits the consultant should
also take time to secure photo documentation of the solar systems and the local setting.
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Evaluation of Solar Panel Energy Support
7.
Timing
The assignment will take place in the period April-May 2010, and comprise a total of 25 working
days including time for preparation, travel, data collection, interviews and reporting. The draft
report will be forwarded not later than the 15 June 2010.
8.
Reporting
All reporting will be in English. The report will be a maximum of 15-20 pages plus annexes with a
map, tables, charts, and other relevant material. The report will have the following structure and
include:
Evaluation report:
1) Introduction
2) Short description of the country setting and NDF 286 including objectives for solar
energy provision, deliverables and activities
3) Methodology
4) Summary of Key Findings
Relevance
Efficiency
Effectiveness and Impact
Sustainability
5) Conclusions and Lessons Learned
6) Key Recommendations
Appendix section:
i)
List of the persons met/interviewed during the mission
ii)
Bibliography of the reports, materials and other data sources used
iii)
Overview regarding technical details of installed solar systems.
iv)
+ other appendices
Longer descriptive chapters and long analyses can be placed in the appendix section.
Helsinki, 26 March 2010
Aage Jorgensen
Country Program Manager
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Evaluation of Solar Panel Energy Support
APPENDIX 2
List of persons interviewed
PERSON
Ricardo Membreño
Danilo Jimenez
PERSONS INTERVIEWED
INSTITUTION
POSITION
Solaris
General Manager
Secretaría de Salud – Technician in solar
Puerto Lempira
systems
Juan Diego Osorio
INSAGRO
Gabriel Mazzoni
Tulio Miguel Rivera
Estrella Urbina
Dennis Lópex
General Manager
Ministry of
Education executive
unit
Legal Advisor
Acquisitions Coordinator
Statistics /Unit for
Programming and
Follow-up
Engineer / Infrastructure
COMMENTS
Installed some of the
equipment; subcontracted
by Solaris.
Formerly with Solaris;
Associated with Johs Gram
Hansen.
Was consultant’s liaison;
dismissed halfway through
evaluation
FOCUS GROUPS
COMMUNITY
EL PARAÍSO
San Antonio de Conchagua
NAME
POSITION
Luis Felipe Aguilar
Director CEB
Jorge Orlando Figueroa
Río Abajo, Dificultades
José Miguel Maradiaga
Docente
Las Selvas, El Paraíso
Adolfo Adalid Olivera Padilla
José Armando Moncada
SPF (Sociedad de Padres de Familia)
El Cedral Nº 1*
Myrna Yolanda González
Directora CEB
Teodoro Talavera
SPF
* Convocados por error; tienen panel solar proporcionado por otro proyecto. Tuvieron amplia participación.
LA ESPERANZA, INTIBUCÁ: Reunión improvisada en CEB de Chiligatoro
San José
José Abel Méndez
Director CEB
Olga Yolanda Martínez
Secretaria SPF
Dilcia Aracely Díaz Díaz
Docente
José Roberto Murillo
Docente
San Nicolás
Enrique Méndez Meza
Director CEB
María Gil Sánchez
SPF
Pedrina Melgar Sánchez
Miembro de la comunidad
Vilma Aracely Meza
Docente
Francis Yadira Flores
Docente
Honduras case study
Page 25
Evaluation of Solar Panel Energy Support
LA ESPERANZA
Chiligatoro
San José
El Pelón
El Cerrón, Yamaranguila
Oloas, Yamaranguila
San Francisco de Opalaca
Fátima Suyapa Flores
Hermenegildo García
Docente
SPF
José de la Cruz Dominguez
Lissien Virginia Pineda
Claudia Xiomara Rivera Mejía
José Trinidad García
Santa Maura Domínguez C.
Adrián Lorenzo Cabrera
Jorge Alberto Méndez
Marina Rodríguez Laínez
María del Carmen Hernández
Antonio Pérez Vásquez
José Herminio Palacios
Ana Margarita López
José David Reyes
Melbin Omar Arellano Tobar
Vicepresidente SPF
Docente
Docente
SPF
Presidenta SPF
SPF
Sub Director CEB
SPF
SPF
Presidente SPF
Director de la Escuela
Secretaria SPF
Docente / asistente técnico
Asistente técnico
YORO: Grupo Focal Sta. Lucía, Victoria, Yoro
Santa Lucía
Ismalia Exelí Cruz
San Isidro
Olga Marina Cruz
Agua Escondida
Elmer Abdías Ortega
VALLE
Concepción de María
El Ocotillo
Talpetate
Tamayo
Quebrada Grande, Tamayo
Candelaria
Las Olivas
Honduras case study
Arturo Ortiz Berríos
Marvin Onan Guevara
Félix Humberto Paz Aguilar
Gilberto García
Berta Dilia Lazo
Tulio Arnoldo Alvarado
Manuel Antonio Lezama
Danilo Alvarado
Hermes Salvador Ortiz
Ever Esau Tovar Torres
Sub Directora CEB
Directora CEB
Docente
Director CEB
Maestro auxiliar
Director CEB
SPF
SPF
Director CEB
Director CEB
Tesorero, SPF
Director CEB
Director CEB
Page 26
Evaluation of Solar Panel Energy Support
APPENDIX 3
Communities visited and persons interviewed
Department/
Community
Basic
Educational
Center
Nº of
students
Persons interviewed / Position
EL PARAÍSO
San Antonio de
Conchagua
540
Felipe García Mendoza –
Presidente SPF
Luis Felipe Aguilar – Director
Las Selvas
261
Adolfo Oliva Padilla - Director
Río Abajo
Lorenzo
Molina
130
Santos Ignacia Lagos –
Directora
Jorge E. Figueroa – Presidente
Patronato
Las Limas,
Alauca
Presentación
Centeno
341
Iris Yolanda Ferrufino –
Director (previously worked at
another beneficiary BEC:
Dionisio de Herrera, in El
Honduras case study
Technology
Available
CD player
1 computer /
printer
TV
DVD player
PA system
Comments
30 burnt out lamps
Original lamps changed to standard lamps.
They claim that Solaris charges them for
maintenance visit
Charge controller burnt out twice
They had to buy replacement
System is working “halfway”
Ministry reconditioned/rebuilt classrooms. They
included electrical connections for when
community “eventually” is connected to power
grid. They used the project’s wiring installations.
Installation: technicians arrived in community
with no prior notification.
System works well.
SPF pays for guard.
System not working; worked until 04.09.
They called the IDB when system failed; from
experience in another BEC they felt that calling
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Evaluation of Solar Panel Energy Support
Department/
Community
Basic
Educational
Center
Nº of
students
Persons interviewed / Position
Technology
Available
Guano, Danlí))
GRACIAS A DIOS
Puerto Lempira Ramón Rosa
Susy Padilla Lobo – Sub
Directora
Mistruk
Estados
Unidos
110
Robert López Ayala - Director
Palkaka
Juan Lindo
365
Xiomara García – Profesora
Raydal Taylor – Porfesor
Norma Boscat Coleman - SPF
Tansin
La
Fraternidad
375
Priciliano Zúniga – Director
Policarpo Paton Reyes Presidente SPF
Honduras case study
Comments
Solaris “made no sense”
Previous director, who received “training”
retired without training anyone else.
In previous BEC: Installation was incomplete;
two panels were not installed; they resorted to
local technicians for installation, with bad
results. Solaris took almost one year to return
and complete installation. Now system is
working well.
20
computers.
Telebásica
CD players
Cassette
player
PA system
System not working; possibly due to lack of use.
System was never used; schoolrooms were
never conditioned for computer use.
System not charging
Charge controller failed 6 months before visit.
It is now impossible to held nighttime classes.
Director spent US$ 30 from his own salary for
materials needed for storage shack.
Installation at nighttime.
Batteries failed in 2010; they replaced them
using funds from government allocation for free
student enrolment.
Technician from Puerto Lempira did the
replacement; community paid fees.
System only worked 3 days.
They have used lighting system connected to a
gasoline-powered generator.
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Evaluation of Solar Panel Energy Support
Department/
Community
Basic
Educational
Center
Nº of
students
Persons interviewed / Position
Technology
Available
Comments
Lindon Johnson Zelaya –
Auxiliar (Municipalidad)
Kenly Rito Gream – Auxiliar
Suplente
Kruta
Dionisio de
Herrera
201
Eduardo Padilla - Orientador
3 computers
CD players
TV
(Occasional)
Dapat – Kaukira
República de
Argentina
432
Junior Gómez García –
Director
Mirna Yamet Amaya Mejía –
Directora Distrital (Secretaría
de Educación)
Félix Montenegro – SPF (2006)
Oliver Trap – Auxiliar
Simón Benett – Auxiliar
Alberto Haylock – Ex - Director
Telebásica
CD players
3 computers
Cruta
247
Francisco Aguilar – Presidente
SPF
Salvador Pineda
Juana Felipa Cerén
INTIBUCÁ
San Rafael,
Otoro
Honduras case study
System not working; it worked only for two
weeks.
Director removed two batteries; they remain
unaccounted for.
Had to hire guard after someone attempted to
steal solar panels.
It is now impossible to held nighttime classes.
System not working; it worked until someone
attempted to steal solar panels.
Attempt at reconnection failed.
Local technician charges for maintenance /
repairs.
4 batteries are no longer functioning.
Inverter failed; they took it to Tegucigalpa;
Argentine embassy paid for repairs, Director
paid for transportation.
Nearness to ocean harms equipment.
System was in use only three months;
community was connected to national power
grid two years ago.
They have not kept up maintenance, and
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Evaluation of Solar Panel Energy Support
Department/
Community
Basic
Educational
Center
Nº of
students
Persons interviewed / Position
Technology
Available
Rosa Miranda
Rogelia Bardales – Fiscal SPF
Elisa González
Sara Pineda
Adán Miralda
Mónico Miranda – Secretario
SPF
Armando Aguilar – Director
La Sorto
Marco
Aurelio Soto
143
Chiligatoro
Honduras
432
San Nicolás
Lempira
228
San José
La Libertad
265
Honduras case study
Santos Horacio Pineda –
Presidente SPF
Damián González – Pro
Secretario SPF
Doris L. Meza – Presidenta
Patronato
Vidal Rodríguez Vidal –
Presidente SPF
Bernabé Rodríguez
Doris I. Retes – Directora
Impromptu focus group in
Chiligatoro.
2 computers
TV
Cassette
player
PA system
Impromptu focus group in
Chiligatoro.
TV
DVD player
12
computers
CD players
Telebásica
1 computer /
printer
CD players
Comments
removed panels for roof repairs; they did not
reconnect them.
Would like to repair system and keep it as
backup
One battery did not work right after installation;
they had to resort to a local technician to
replace it and cover costs.
Storage shack construction obstructed
rainwater drainage.
System is working, though not at full capacity.
They have given equipment maintenance calling
on a technician from Intibucá.
Had two batteries stolen; recovered through
community security council. Technician
reinstalled for a fee.
System works well
Excellent maintenance: all original equipment,
including lamps and batteries still work.
System worked for one year.
Batteries lost all charge.
No maintenance; they don’t know who to call.
System is functional.
System stopped functioning one year ago: 6
batteries malfunctioned.
New batteries acquired through SPF fundraising
project.
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Evaluation of Solar Panel Energy Support
Department/
Community
Basic
Educational
Center
Nº of
students
Persons interviewed / Position
Technology
Available
Planes, Río
Grande
La Esperanza
111
Freddy Alexis Pineda - Director
TV
(occasional)
Cassette
player
Azacualpa
Francisco
Morazán
370
José Rodrigo Vásquez –
Director
Telebásica
Honduras case study
Comments
Technician from medical brigade helped them
translate English language manual and rerouted
connection bypassing breakers; new connection
remains in place.
Consulted with Solaris: were told that they
come when more than one system needed
maintenance. System remained unused for one
year; eventually Solaris changed batteries.
They were not informed about warranty though
they asked.
Not a BEC; only grades 1-6
System works well.
Once the batteries lost charge; Solaris
technician gave them maintenance instructions
by phone.
They did receive a manual; it has helped.
Community was connected to national power
grid.
They continued using system as backup, but
eventually let batteries lose charge.
System never achieved full charge due to
weather: insufficient voltage.
Neighboring NGO gave them access to energy,
so they never presented claim.
They connected project’s wiring to national grid
connection.
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Evaluation of Solar Panel Energy Support
Department/
Community
Basic
Educational
Center
Nº of
students
El Pelón,
Yamaranguila
Lempira
150
Oloas
Lempira
139
Pompilio
Ortega
134
YORO
Terrero Negro
Honduras case study
Persons interviewed / Position
Technology
Available
José Alberto Mendez –
Director
Ma. Irene Rodriguez
Ma. Asunción Antonio –
Secretaria SPF
Ma. del Carmen Hernández –
Presidente SPF
Nivia Ney Rodriguez
José Faustino Vásquez – SPF
Marina Lemus – Secretaria
Patronato
José David Reyes – Teacher
2 computers
/ 1 printer
Cassette
player
Prudencia Ramirez Ulloa –
Directora
Kelvin Murillo – Teacher
Jorge Martinez – Teacher
Luis Vasquez – Teacher
Alma L. Rodas – Teacher
Telebásica
CD players
1 computer
Fans
Comments
Manual received is in English.
They consider that system did not fulfill its
intended [educational] purpose.
System works well.
Excellent maintenance
Teachers and students involved in management
and maintenance.
High level of collateral benefits.
High level of community involvement.
System not working adequately they called a
technician but had no answer.
All electrical outlets were installed in one
classroom
Community has recently been connected to the
national power grid (2010).
System not working.
After two years, two batteries “exploded.” They
called Solaris, who “said they would come.”
One battery stolen.
No follow-up on repairs.
Delivery and installation took place at night.
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Evaluation of Solar Panel Energy Support
Department/
Community
Basic
Educational
Center
Nº of
students
Persons interviewed / Position
Technology
Available
Cangrejales
Marco
Aurelio Soto
130
Fanny Díaz – Director
Omar Cárcamo – Sub-Director
Joel Vasquez – Teacher (SubDirector at time of delivery)
Telebásica
PA system
TV
DVD player
El Vertiente
José Trinidad
Reyes
207
Odilia Arita – Director (SubDirector at time of delivery)
Luvis Dominguez – Teacher
TV
(occasional)
Cassette
players
Honduras case study
Comments
Complaint: no formal delivery by Ministry.
They received a small photocopied instructive
text.
Technician from Siguatepeque (central region)
installed the system; they believe he was
subcontracted by Soalris.
Community has recently been connected to the
national power grid (2009).
They would like to keep system as backup.
System did not provide strong enough energy
for their requirements.
Their equipment was installed previously in the
community of El Negrito; when that community
was connected to the national grid. Cangrejales
heard about available system from a technician;
they asked local Education authorities for it and
got it after one year. Solaris technicians installed
system –technician received $50 voluntary
“recognition” from community.
Teacher who had assumed responsibility for
project management was moved to another
community.
Community has recently been connected to the
national power grid.
They use system as backup, and would like to
keep it.
One classroom module works only with solar
energy; it has not yet been connected to new
Page 33
Evaluation of Solar Panel Energy Support
Department/
Community
Basic
Educational
Center
Nº of
students
Persons interviewed / Position
Technology
Available
Santa Lucía,
Victoria
Francisco
Morazán
104
Ismalia Exelí Cruz – Sub
Director
CD players
Computer /
printer
Fans
San Isidro
José Trinidad
Reyes
90
Olga Marina Cruz – Director
Telebásica
Honduras case study
Comments
wiring.
System works, but needs maintenance. They
have been unable to communicate with Solaris.
Male teachers have assumed responsibility for
maintenance.
Batteries failed; they called Solaris and had no
reply.
They identify project as “the Solaris project.”
Santa Lucía was not originally included in
project. Another beneficiary community was
connected to national power grid; they asked
local Education authorities for system. They
received system but were not included in
Telebásica. Exclusion reduces benefits.
They had to pay for transportation of system:
US$ 200. Covered with SPF activities and funds
from government allocation for free student
enrolment.
System stopped working a year prior to visit.
Installation occurred during vacation period.
Training was “left for later.”
Lightning damaged inverter and batteries. They
called the (Solaris) technician, who took the
inverter to Tegucigalpa. Repairs cost
approximately US$1,700. They covered costs
with funds from government allocation for free
student enrolment.
They sold damaged batteries; used funds to buy
Page 34
Evaluation of Solar Panel Energy Support
Department/
Community
Agua Escondida
VALLE
San Antonio de
las Guarumas
Basic
Educational
Center
Nº of
students
Ramón
Amaya
Amador
72
República de
Honduras
149
Honduras case study
Persons interviewed / Position
Technology
Available
battery fluid.
A parent has assumed guard duties.
They set a fee for charging cell phones and now
have a savings account with US$ 400.
Elmer Abdías Ortega – Teacher
Ivette Mejía – Sub Director
Magda Yadira Izaguirre – Teacher
Comments
Telebásica
Fans
TV
Community was connected to the national
power grid five days prior to visit.
They would agree with solar system being
transferred to another community.
They have used the project’s wiring system with
new power scheme.
System worked well until batteries were
damaged due to poor maintenance practice: a
guard who they asked to keep up maintenance
used dirty rainwater instead of battery fluid.
They called on a technician that provides
maintenance services to a local cooperative.
Director called Solaris, but “they wouldn’t come
for only one plant”
They purchased new batteries with funds from
government allocation for free student
enrolment.
Project built a storage shack, but they preferred
to install it in a more secure storage area.
They consider that solar panels would provide a
good backup system, especially if school
receives computers.
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Evaluation of Solar Panel Energy Support
Department/
Community
Basic
Educational
Center
Nº of
students
Persons interviewed / Position
Technology
Available
El Ocotillo,
Nacaome
Juan XXIII
217
Félix Humberto Paz – Director
Rosa Alicia Miranda – Sub Director
(present at delivery)
Telebásica
1 computer
(not working)
El Saucito,
Nacaome
Francisco
Morazán
101
Rocío Yolibeth Maradiaga –
Director
José Celso Bonilla – Sub Director
Luis Enrique Montoya – Teacher
Telebásica
C D players
Honduras case study
Comments
SPF pays for guard hired when equipment was
delivered.
System not working since the end of 2008.
They called Solaris (number heard on radio ad);
they offered to come but never did.
They called a local provider who didn’t respond
either.
Initially, SPF had keys to storage shack. This
ended up in conflict between teachers and
community.
Nobody gave system maintenance.
System had problems from the start: lights
blinked rapidly and system would turn off. They
never knew cause. They don’t know how to
interpret warning light.
They called Solaris (in Choluteca); they took
almost a year to come.
They hired a technician who worked for Solaris,
but “independently.”
Solaris replaced 8 batteries, a breaker (at a cost
of US$ 250)
System only worked for 4 months.
They covered costs with funds from government
allocation for free student enrolment and
contributions by teachers.
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Evaluation of Solar Panel Energy Support
Appendix 4
Table comparing the Johs Gram Hansen and Isofotón contacts.
Contract Item
Services / goods to be
provided
Insurance
Introduction to the
country
Johs Gram Hansen
Solar energy systems for schools in rural areas of
Honduras.
Delivery of materials
The provider will assume responsibility for damages,
deterioration or loss of materials during their transport
to the BECs.
Isofotón
Solar panels for 102 Basic Educational Centers.
1)
2)
3)
Guarantees
Honduras case study
1. Guarantee of Initial payment: equivalent to 10% of
contract total (US$ 209,899.30), with validity equal
to that of Guarantee of Initial payment: contract.
2. Guarantee of compliance: equivalent to 10% of
contract total (US$ 209,899.30), and valid for 210
days.
3. In case of claims, the provider will repair or replace
1)
2)
Insurance for all items up to final delivery.
Company assumes responsibility for all procedures
and expenses required for the liberation from
customs and introduction into the country of all
materials.
International shipping of materials in CIF (cost,
insurance, freight) conditions.
Company assumes the responsibility of
transporting the goods to the designated locations,
as well as for damages, deterioration or loss of
materials during their transportation and
installation. It will also be held responsible for any
fees incurred on due to late liberation from
customs.
The Ministry of Education assumes the
responsibility of procuring waivers for customs
liberation fees.
Guarantee of Initial payment: The Company must
make a deposit of US$ 209,020.89, equivalent to the
amount received as initial payment. It provides a
guarantee of compliance with contract clauses and
remains valid until 30 days after contract
completion.
Guarantee of compliance: equivalent to 15% of
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Evaluation of Solar Panel Energy Support
defective goods or parts within 20 calendar days.
4. Equipment warranties:
All equipment provided is new.
Provider must honor all manufacturers
warranties against manufacture defects thus:
o Solar panels: 25 years
o Batteries: 5 years
o Rest of equipment: 2 years
5. The Ministry will present all claims in writing.
6. Provider will respond to claims within 120 days
if and when it determines that in effect, the
equipment presents manufacturing defects.
7. The possibility contract of contract termination
due to “acts of god” or “fortuitous
circumstances” remains open, if and when it is
duly accredited and approved (or not) by the
Ministry.
Duration
Training
Honduras case study
120 calendar days, starting October 7, 2005. Contract
extensions are allowed upon agreement by both parties
and for “Qualified reasons.”
Training on the use of equipment in each beneficiary
center.
contract total (US$ 207,031.33), valid for 120 days.
3) Repair or replacement of equipment: in case of
claims, the provider will respond within a period of
72 hours. Replacements will be made with
equipment of equal or superior technical
specifications. In these cases, the clause leaves
open the option of conciliation. Should a
conciliatory agreement not be reached, the Ministry
will execute the guarantee.
4) The possibility contract of contract termination due
to “acts of god” or “fortuitous circumstances”
remains open, if and when it is duly accredited and
approved (or not) by the Ministry.
5) The Ministry reserves ample faculties for the
supervision or inspection of the equipment
delivered.
6) Penalization: In case of contract nonfulfillment due
to abandonment or delay in delivery, the ministry
can apply a fine equivalent to 1% of the total value
of the contract per week, until 10% is reached. Once
this limit is passed, contract will be terminated and
the Ministry will execute the guarantee.
252 calendar days. Extensions allowed through the
exchange of notices. (Originally 138 days; contract
was modified twice in this respect.)
The company will undertake the training of each of
the beneficiary BECs’ personnel in the use of the
equipment provided, and will provide a user’s
manual.
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Evaluation of Solar Panel Energy Support
Appendix 5
Bibliography of reports, materials and data sources used
1. Oficio N. 350/007/UCP-2008 de la Secretaría de Educación, 18.06.08: Remission to Nordic Fund of
contract with Isofotón, for non-objection.
2. Contract between the Ministry of Education and Isofotón for the provision of 102 solar panels:
23.06.08 (includes a list of beneficiary communities)
3. Contract between the Ministry of Education and Isofotón for the provision of 102 solar panels,
including modifications and addenda: 28.11.08:
a. Nº 1: Modificación de vigencia del contrato.
b. Nº 2:
Detalla comunidades beneficiarias.
Modifica forma de pago
Modifica fecha de inicio del contrato
Modifica vigencia del contrato
4. Contrato Nº UAF-NFD-ICB-01-04: Contract between the Ministry of Education and Johs Gram
Hansen for the provision of 151 solar panels: 07.10.05
5. Oficio N. UCP-1069-264-2008 of the Ministry of Education, 28.10.08: Notification to Johs Gram
Hansen of the results of monitoring , reporting 26 solar panels not functioning or in need of repair..
6. Isofotón: Lista de Materiales utilizados en cada instalación.
7. Ministerio de Educación: Listado de 253 comunidades beneficiarias.
8. Ministerio de Educación: Listado de 26 comunidades con paneles en mal estado.
9. Correos electrónicos varios enviados entre el Ministerio de Educación y las empresas proveedoras.
Honduras case study
Page 39
Evaluation of Solar Panel Energy Support
APPENDIX 6
Selected photographs of schools with solar panel energy systems
Photo no.
1
2
3
4
5
6
7
8
Text
Burners and batteries: equipment replaced by solar panels in the school in Las Selvas,
El Paraíso.
Solar panels on the roof of San Antonio de Conchagua School, El Paraiso
Inside the storage shack in San Antonio de Conchagua School, Department of El
Paraiso
Solar panels at Santa Lucía school, Department of Yoro
Interior of equipment storage shack with batteries, school in Kruta, Gracias a Dios
Department
Teacher and students in AV equipped classroom, Palkaka school, Gracias a Dios
Students in the external hallway. Solar panels on the roof and batteries and other
equipment in the schack to the right. Tansin school, Gracias a Dios
Students in computer room at El Pelon, Yamaranguila school, Intibucá Department
Honduras case study
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Evaluation of Solar Panel Energy Support
1. Burners and batteries: equipment replaced by solar panels in the school in Las Selvas, El Paraíso.
Honduras case study
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Evaluation of Solar Panel Energy Support
2. Solar panels on the roof of San Antonio de Conchagua School, El Paraiso
Honduras case study
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Evaluation of Solar Panel Energy Support
3. Inside the storage shack in San Antonio de Conchagua School, Department of El Paraiso
Honduras case study
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Evaluation of Solar Panel Energy Support
4. Solar panels at Santa Lucía school, Department of Yoro
Honduras case study
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Evaluation of Solar Panel Energy Support
5. Interior of equipment storage shack with batteries, school in Kruta, Gracias a Dios Department
Honduras case study
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Evaluation of Solar Panel Energy Support
6. Teacher and students in AV equipped classroom, Palkaka school, Gracias a Dios
Honduras case study
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Evaluation of Solar Panel Energy Support
7. Students in the external hallway. Solar panels on the roof and batteries and other equipment in
the schack to the right. Tansin school, Gracias a Dios
Honduras case study
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Evaluation of Solar Panel Energy Support
8. Students surfing the Internet in computer room at El Pelon, Yamaranguila school, Intibucá
Department
A teacher remarked during an interview how they were living an experience that would have been
otherwise impossible to imagine: the children of illiterate parents are working with computers and
surfing the web.
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Evaluation of Solar Panel Energy Support
Honduras case study
Page 49