Coordinated by:
Dr. Arun Kumar
MNRE Chair Professor (Renewable Energy) and CSO,
Alternate Hydro Energy Centre, Indian Institute of Technology, Roorkee
Phone : Off.(+91 1332) 285821
Fax
: (+91 1332) 273517, 273560
E-mail : aheciitr.ak@gmail.com, akumafah@iitr.ernet.in
Table of Contents
Summary.....................................................................................................................................
Background.................................................................................................................................2
Programme Aug 22, 2014 (Friday)..............................................................................................3
Proceedings.................................................................................................................................6
Breakout Groups.........................................................................................................................6
Recommendations.......................................................................................................................9
Research project/dissertation/doctoral thesis...........................................................................10
Support to infrastructure..........................................................................................................10
Employment.............................................................................................................................11
Inter institutional networking..................................................................................................12
Photographs during Workshop................................................................................................13
List of Participants....................................................................................................................16
Presentations during Workshop...............................................................................................20
Workshop Background by Dr Arun Kumar............................................................................20
Presentation by Dr PC Pant.....................................................................................................23
Presentation by Shri R Ravi Chander.......................................................................................25
Presentation by Shri Raghunath Mahapatra.............................................................................30
Presentation by Dr Usha Bajpai................................................................................................32
Presentation by Dr Arun Kumar..............................................................................................42
Summary
To meet ambitious renewable energy development plans, Government of India promotes the
development of trained and skilled manpower in the area of renewable energy through education
and training. A national workshop titled “Developing an Strategy for Education and Vocational
Training for the Renewable Energy Sector in India” was held at New Delhi on Aug 22, 2014.
The aim of the workshop was to bring together the academia and industrial associations with
ministry in order to exchange experiences and knowledge related to renewable energy education;
to deliberate on methodologies of providing basic/advanced education and skills development; to
identify the potential partners for inter institutional cooperation; and to explore and discuss
various approaches/ models to spur renewable energy education.
The human resource development (HRD) scheme of Ministry of New and Renewable Energy
(MNRE) announced in 2013 supports the renewable energy education and training in various
forms acted as a backdrop for this workshop.
The first session of the workshop focused on the details of ongoing MNRE HRD scheme
including its status in terms of its utilization and awareness followed by the presentations from
Confederation of Indian Industry as well as ASSOCHAM on the need of capacity building in the
renewable energy area, especially highlighting the skill shortage against industry needs. A
programmatic proposal on national education and training programme on renewable energy was
presented with the objective of achieving the desired targets in the time bound manner by
bringing some leading academic institutions together. Interface of institutions with industry for
skill development was also presented.
Following the presentations, the participants were in three thematic groups to discuss and bring
out the recommendation on:
(i) Methods of making effective education and training in renewable energy;
(ii) Maintaining Standards and Performance; and
(iii) Inter-institutional networking and linking strengths.
Participants actively deliberated in their respective groups and brought out the recommendations
for regular and periodic review of the syllabus, involvement of industry in multiple ways like
imparting knowledge about real field related issues, supervising jointly with faculty, and
facilitating the visits to the industry. It also recommended that the government should support
the required infrastructure in terms of laboratory, library and support for participation in the
different national and international meetings to the institutions for making renewable energy
education and training more effective and employment oriented.
1
Background
Ministry of New and Renewable Energy (MNRE), Government of India aims at developing
requisite manpower for India's ambitious renewable energy development plans. A study by
Confederation of Indian Industry (CII) in 2010 and MNRE estimated increased need of trained
manpower in the area of renewable energy over excess of one million by 2020. Thus the need for
renewable energy workforce, education and training becomes important to step up relevance,
productivity and self-sufficiency to India's renewable energy sector workforce.
Education is a powerful agent of social change. In case of renewable energy, it raises awareness
about new developments, and it provides training to practitioners and researchers of renewable
energy systems and devices for next generation. Education and training resource in the country is
being provided in a conventional method with very limited number of collaborative or interinstitutional cooperation approach.
To address the problem of shortages of trained and skilled human resources, a one day workshop
on “Developing Strategy for Education and Vocational Training for the Renewable Energy
Sector in India” was organised by Indian Institute of Technology Roorkee at India International
Centre, New Delhi on Aug 22, 2014 with sponsorship of Ministry of New and Renewable
Energy, Govt. of India.
The workshop had the following objectives to be met:
l
Exchanging
experiences and reviewing vocational education, training and skills
requirement in renewable energy sector
l
Discussions
to determine how resource institutions can provide most value in terms of
providing basic/advanced literacy and skills development
l
Identify
potential partners and potential activities of inter-institutional model for
renewable energy education
l
Discuss various approaches/models to renewable energy education
l
Identifying
key strengths of various institutions taking into consideration all forms of
renewable energy resources
All the academic institutions working in renewable energy education and training as well as
industrial associations were invited to participate in the workshop. A total of 45 representatives
from IITs, NITs, Central Universities, State Universities, Engineering Institutes, Training and
Research institutions, Ministry of Labour and Ministry of New and Renewable Energy
participated in the workshop.
2
Programme Aug 22, 2014 (Friday)
Hours
Particulars
9:00-9:30
Registration
9:30-10:00
Welcome session and opening remarks
- Welcome by Dr Arun Kumar, Chair Professor (Renewable Energy), IITR
- Remarks by Dr PC Pant, Director MNRE
- Remarks by Prof RP Dahiya, Vice chancellor, DCR University of S&T
- Remarks by Prof SP Gupta, Dy Director IITR
- Remarks by Dr P Saxena, Advisor MNRE and Director General, NISE
10:00-10:30
Setting the scene:
Role of Education and Training in Renewable Energy - MNRE’s provision for
12 Five Year Plan
th
- Dr PC Pant, Director MNRE
10:30-11:00
Coffee/Tea Break
11:00 – 12:00 In Chair Prof RP Dahiya, Vice chancellor, DCR University of S&T
11:00-11:15
Need for capacity building: Skill shortage and Industry needs
- Mr R Ravi Chander, Sr Counselor (Renewable Energy), CII
11:15-11:30
Need for capacity building – skill shortage and industry needs
- Mr. Raghunath Mahapatra, Head of Strategy, Welspun Renewable Energy
Private Ltd. representative ASSOCHAM
11:30-11:40
Interface of Institutions, Industries and Academia for Skill Development
in Renewable Energy Technologies
- Dr Usha Bajpai, University of Lucknow
11:40-12:00
Programmatic proposal on national education and training programme
on renewable energy
- Dr Arun Kumar, Chair Professor (Renewable Energy), IITR
12:00-13:30
Breakout Groups
Group 1: Methods of making effective education and training in
renewable energy
- Chair – Prof RP Dahiya, Vice chancellor, DCR University of S&T
- Co Chair – Dr RP Saini, Head AHEC IITR
3
Hours
Particulars
Some Suggestive Points for discussion
l
Availability of basic infra structure (lab, library, films, visit to field sites) for
effective education and training in the institutes/university/colleges
l
Opportunity of faculty knowledge updating specially to cater the changing
needs of industries on regular basis
l
Increase engagement with academia and industries
l
Availability of courses to meet the industry needs (e.g. need of
thermodynamics and power electronics in syllabus of photovoltaic course
from generation to grid connectivity).
l
Regular review and modification in the course syllabus including
introduction of new course and phasing out the irrelevant course specially
for employability point of view
Group 2: Maintaining Standards and Performance
- Chair –Prof SS Chandel, NIT Hamirpur
- Co-Chair – Prof RL Sawhney, TERI University
Some Suggestive Points for discussion
l
Regular review and modification in the course syllabus keeping in view the
quality and standards
l
Mechanism for review and modification of course syllabus and teaching
scheme (other than internal university/institute level
l
specialized courses requiring industrial inputs and interaction
l
Methodology for quality assurance
l
Compilation of data on courses, teaching scheme, detailed syllabus,
laboratory equipments and sharing
l
Create and share greater opportunities for sharing knowledge
4
Group 3: Inter-institutional networking and Linking strengths
- Chair – Dr P Saxena, Advisor MNRE and Director General
- Co-Chair – Prof VK Jain, Distinguish Scientist and Professor, Amity
University
Some Suggestive Points for discussion
l
Inter institutional networking for education and training by way of sharing
faculty, infrastructure, library and meetings
l
Supplementing the knowledge by way of visit to the field sites and industry
l
Supplementing the knowledge by ways of inviting and involving the experts
from industry in the course works
l
Improving the research quality by involving R&D wings of industry
l
How to increase collaborative partnerships in national and international
multi institutional joint proposals with internal and or external funding?
Hours
Particulars
13:30-14:30
Lunch
14:30-15:30
Breakout Groups 1, 2, 3: to continue the discussion
15:30-16:00
Tea Break
16:00-17:00
Findings from each group, recommendations, action plan and closing
Chair/Co-chair of all breakout groups
- Prof SP Gupta, Dy Director IITR
- Prof RP Dahiya, Vice Chancellor
- Dr PC Pant, Director MNRE
- Dr Arun Kumar, Chair Professor (Renewable Energy), IITR
5
Proceedings
With the initial welcome of all the participants, the background and structure of the workshop
was presented by the organisers. The opening presentation was on ongoing efforts and scheme by
Ministry of New and Renewable Energy for human resource development in renewable energy
sector. The MNRE has objective of developing Centre of Excellence in different
universities/institutes by introducing renewable energy chair, laboratory and library
upgradation, fellowships under National Renewable Energy Fellowship (NREF) Scheme and
National Solar Science Fellowship (NSSF) Programme, developing model course curricula for
various levels, RE education at ITI level, modular employable skills (MES) and craftsman training
scheme (CTS), developing study material for ITI. The HRD scheme also envisages the opening of
skill development centers, support for short term training programmes, augmenting facilities at
district level ITIs, networking of high-end facilities in various R&D and educational institutions,
supporting researchers to use the high-end facilities of different institutes and support for
innovation and incubation activities and other feature of the scheme.
Presentations were made by Confederation of Indian Industry and ASSOCHAM highlighting
the requirement of the industry in terms of manpower at different level and their areas of
expertise/skill. It was clearly pointed out that there were skill gap in actual skill needed by
industry and what is available. Participants thereafter deliberated in three different groups to
discuss and prepare the strategy for education and vocational training for the renewable energy
sector in India under respective theme for each groups.
Group 1: Methods of making effective education and training in renewable energy
Group 2: Maintaining standards and performance
Group 3: Inter-institutional networking and linking strengths
The outcomes of each group were deliberated in the plenary with all the groups.
Breakout Groups
Participants joined one of three different breakout groups, as per their interest areas, to discuss
and prepare the strategy for education and vocational training for the renewable energy sector in
India under respective theme of different three groups. Each group deliberated initially on the
suggestive issues. Then other issues emerged during discussion and concluded followings:Group 1: Methods of making effective education and training in renewable energy
l
Availability
of basic infrastructure (lab, library) for effective education and training in
the institutes/university/colleges: There is a need to develop a Web portal which will
include the list of laboratory experiments, instruments and equipment required for training.
Also, a list of books, films, journals and periodicals related to RE, be also included. The funds
required for creating such facilities and establishment of the lab and their maintenance be
funded by MNRE.
6
l
Availability
of courses to meet the industry needs (e.g. need of thermodynamics and
power electronics in syllabus of solar energy course covering area from generation to grid
connectivity): Basic core courses should be available to study for renewable energy
programmes. Specialized courses covering all renewable energy should be available. There
should be a number of bridge courses which be offered based on the student's academic
background.
Encouragement
l
to faculty for updating the knowledge specially to cater the changing
needs of industry on regular basis: Faculty be encouraged to take up updation in knowledge
and participation in training programmes on RE, including international collaboration.
MNRE may fund for the travel of the faculty.
l
Increase engagement with academia and industry: In order to increase the linkages between
industry and academia, more emphasis be given on development of courses in consultation
with industry (potential employers) while keeping in mind their needs. Institutions/faculty
be encouraged to engage with industry through approaches like inviting them in formulation/
review/updation of course/syllabus, expert lectures, joint guidance of project and research
work. Students be encouraged to take up real life projects. There is a need to develop a
mechanism for identifying the needs of the industries working in RE development so that
after course curricula may be modified/developed accordingly.
l
Exposure to skill-set apart from the core technical background is required. Economics, project
management, marketing and sales, various applications, process and design softwares,
entrepreneurship/business, industrial internships, project should become a core part of the
educational programs in renewable energy. Specialized courses should have the industry
inputs in form of field visit as well as industry expert lectures.
l
Regular
review and modification in the course syllabus including introduction of new
course and phasing out the irrelevant course specially for employability point of view:
MNRE can organize national level workshops on course curriculum that can be participated
by industries, UGC, AICTE and faculty, for review of courses. At least, once in three years
the course(s) may be reviewed by each academic institution/university.
NET/ GATE and other competitive exams should include renewable energy programmes as
qualifying degree along with others.
Group 2: Maintaining standards and performance
l
Regular
review and modification in the course syllabus keeping in view the quality and
standards: Similar views as of Group 1 also emerged in this group. The regular review (in
interval of 3-5 years) of the courses, syllabus and teaching schemes offered by different
institutions/universities be encouraged and monitored by MNRE. To maintain the
continuity, web portal specially developed for RE education be used to upload information.
For the review meetings the experts from industry and past students invariably be invited to
ensure the quality and relevance to the industry. A suitable mechanism for review and
7
modification of course syllabus and teaching schemes (other than internal
university/institute level) be evolved by universities/institutions and if required supported
by MNRE. Further training & teaching infrastructure; minimum laboratory equipment
requirements and support for technicians; minimum library infrastructure requirements;
minimum skill-set for teachers, lab technicians; faculty development and skill–set
enhancement programs be also reviewed along with the syllabus/ course/ teaching scheme.
l
The
mechanism could be in the form of a multi-stakeholder committee, including
representatives from industry, academia and other domain experts. Such a committee could
have a multiple sub-groups as per the skill level needs of the industry e.g. grass root,
technician/ITI, polytechnic/diploma, graduate, post graduate and doctoral.
courses requiring industrial inputs and interaction: To serve the specific
need of the university a mechanism be developed for identifying the needs of the industries
working in RE development and the specialized courses also be developed and offered by the
institutions.
l
Specialized
improve both quality assurance and standardization across multiple institutions,
lateral exchange of students and faculty should be facilitated. Quality assurance is important
but more deliberation is required for coming up with possible mechanism to execute the
same.
l
To
Group 3: Inter-institutional networking and linking strengths
l
Inter
institutional networking for education and training by way of sharing faculty,
infrastructure, library and meetings: A database on experts in renewable energy sector across
the country from academia and industry be prepared. This database be used for improving
quality of education and research in academic institutions in the field of renewable energy.
Compilation of data on courses, teaching scheme, detailed syllabus, laboratory equipments
be encouraged by supporting web based database accessible by all.
the knowledge by short term training programme be offered to fresh
engineering graduates in the field of renewable energy which include the visit to the field sites
and industry. The training programme should be offered to ongoing students to supplement
the knowledge by faculty from academia and industry and should lead to award of a
certificate
l
Supplementing
the knowledge by ways of inviting and involving the experts from
industry in the course works. Engineering students be encouraged by Renewable Energy
industry to undertake internship.
l
Supplementing
l
Improving the research quality by involving R&D wings of industry
l
Interaction
facilitated.
8
of International Experts in renewable energy with academic institutions is
To
l
increase collaborative partnerships in national and international multi institutional
joint proposals with internal and or external funding: Select group of academia and
industry in renewable energy sector should brainstorm on improving quality of education
leading to employability and usefulness of students.
Networking
l
of inter institutional expertise and strength sharing and participating in
education and writing research proposals: It shall be desirable to establish renewable
energy society for sharing the experience, exhibition and innovations. The industry
employers may be sensitized for regular training of their employees.
Recommendations
Course syllabus, method of imparting, faculty and involvement from industry
1. There is a need to review the availability of basic infrastructure (lab and library) for
effective education and training in different institutes/university/colleges in the field of
renewable energy. A web portal which will include the different education and training
programmes being offered by different institutions in the country, courses, short term
courses, list of lab experiments, laboratory instruments and equipment required for
education and training, list of books, films, journals and periodicals related to RE be
developed and launched. This shall facilitate the better contents being offered to the
students by different academic institutions. The funds required for creating such
facilities and establishment of the lab and their maintenance be funded by MNRE
2. Opportunity of faculty knowledge updating specially to cater the changing needs of
industry on regular basis is required and accordingly faculty be encouraged to take
training in various training programmes on RE. MNRE may fund for their travel and
training expenses. International collaboration in this regards be also encouraged for
faculty training.
3. Regular review (3–5 years) and modification in the course syllabus including
introduction of new course and phasing out the irrelevant course especially for
employability point of view be made. MNRE may organize annual national level
workshops on course curriculum which may be participated by industries, UGC,
AICTE and faculty from different institutions for review of courses. The review
mechanism could be in the form of a multi-stakeholder committee, including
representatives from industry, academia and other domain experts. Such a committee
could have a multiple sub-groups as per the skill level needs of the industry e.g. grass root,
technician/ITI, polytechnic/diploma, graduate, post graduate and doctoral.
4. Basic core courses in the renewable energy and specialized courses covering specific
renewable energy be available to students under different academic programmes. A
number of bridge courses be offered based on the student's academic background under
various educational programmes.
9
5. List of laboratory experiments in the renewable energy area be documented so that
relevant equipment needed can be well identified and procured. Currently many
institutions/universities have the deficiencies in the knowledge of specifications what to
purchase for laboratory.
6. Fundamentals may be focused on when providing RE education, so that the students can
easily switch over roles. Many-a-times students have pursued higher education but lack
fundamentals, thereby leading to skills shortage. Some core courses be placed so that
candidates can use the knowledge gained inter-changeably in different renewable energy
technologies. Lot of information is taught to the students which be replaced by
relevance.
7.
Availability of courses to meet the industry needs (e.g. need of thermodynamics and
power electronics in syllabus of solar energy course from generation to grid
connectivity) be ensured.
8.
Industrial internships, project should become a core part of the educational programs to
RE education and training effective for which MNRE may develop suitable strategy
specially linking the subsidy given to industry so that the students/trainee are well
attended by the industry and get the benefits of industries.
9.
UGC, NET and other competition examinations has environment as a topic, but
renewable energy is missing. This be advocated and corrected so that students having
education in RE don't suffer on this account. For this MNRE and leading
institutions/universities may take up with UGC, CSIR, UPSC and other.
10. To improve both quality assurance and standardization across multiple institutions,
lateral exchange of students and faculty should be facilitated. In order to increase the
linkages between industry and academia, more stress should be given on development of
courses in consultation with industry (potential employers) while keeping in mind their
needs.
11. The industry employers may be sensitized for regular training of their employees.
Research project/dissertation/doctoral thesis
12. Involve industry as a “co-guide” under academic-industry joint project model.
13. Students be encouraged to take up real life projects. There is a need to develop a
mechanism for identifying the needs of the industries working in RE development.
Funding by MNRE be available for minor projects (up to INR 30,000) and major
projects (up to INR 1, 00,000). Research scholars may also be supported up to INR
5,00,000. This may include the proposer justifying the project relevance and
requirement needs.
10
14. R&D wings of industry be involved which should improve the research quality.
15. Interaction of international experts in renewable energy with academic institutions may
be facilitated by MNRE.
Support to Infrastructure
16. Minimum lab equipment requirements along with support for laboratory technicians,
Minimum library infrastructure requirements, minimum skill-set for teachers, lab
technicians, faculty development and skill-set enhancement programs be supported by
MNRE regularly.
Employment
17. At the time when candidates go for jobs in government and corporate sector, core
disciplines such as mechanical/electrical engineering mentioned with no mention of
energy (renewable and conventional) due to which application forms get rejected. This
may be corrected by approaching the state PSC, UPSC, State and Union govt.
departments by MNRE and academic institutions to include renewable energy as a
discipline for employment so that students pursuing renewable energy based courses do
not get deprived of opportunities.
18. PSU's like BHEL, SAIL and others must be involved in recruiting renewable energy
candidates.
19. Placement cell of the academic institutions/universities forms the link between industry
and academia. The skills and employment gap exists due to a mismatch and to handled at
the level of placement cell.
20. The placement officer may undertake quick analysis to understand employment needs.
A pyramid of employment needs will be useful to bridge/gaps in curriculum/learning
material development and also creating an enabling environment for placing renewable
energy candidates.
21. A group of academia and industry in renewable energy sector should brainstorm on
improving quality of education leading to employability of students.
22. A “pyramid of employment needs” (PEN) is very useful. These needs can be put
accordingly to different levels/stages of renewable energy application. The PEN can be
created using 2 approaches i.e. Brain-storming of academia-industry community, and
research and analysis carried out by placement cell of university.
23. University placement cell must also involve in marketing themselves so that the industry
knows the positive offerings and competencies of each university's students in
engagement with renewable energy industry.
11
24. Educational and training programme invariably should constitute practical industrial
internship and theory in appropriate proportion. Field-visits are conducive for
improved learning which must be included.
25. Career services/Placement Cell has an integral role in entire agenda, conventionally this
cell has only limited concern of getting student placed. These cells contribute more in
this regard.
Inter Institutional Networking
26. Inter institutional networking for education and training by way of sharing faculty,
infrastructure, library and meetings be encouraged and appropriate mechanism be
placed by each institutions/universities. A database on experts in renewable energy
sector across the country from academia and industry be prepared. This database be used
for improving quality of education and research in academic institutions in the field of
renewable energy.
27. Supplementing the knowledge by ways of inviting and involving the experts from
industry in the course works.
28. Involvement of R&D wings of industry with academic institution research laboratory.
29. To increase collaborative partnerships in national and international multi institutional
joint proposals with internal and or external funding, networking of inter institutional
expertise and strength sharing and participating in education and writing research
proposals.
30. Establish renewable energy society for sharing the experience, exhibition and
encouraging innovations through student competitions.
12
Photographs during Workshop
Dr. PC Pant, Director MNRE
Prof. RP Dahiya, Vice Chancellor
Prof SP Gupta, Dy Director, IIT Roorkee
Dr P Saxena, Advisor, MNRE
View of Opening Session
13
14
Mr R Ravi Chander, CII
Mr R Mahapatra, ASSOCHAM
Dr SP Gupta, Dr Arun Kumar,
Dr R Banerjee
Mr AP Singh, Dy Director, Ministry of Labor
with Prof RP Dahiya and Prof Saroj Rangnekar
Dr U Bajpai, Mr AP Singh, Dr SK Singal
Plenary session
Group 3 – Session
Group 2 – Session
Group 1 – Session
Closing Session
15
List of Participants
16
S. Name / Designation
No.
Institution/Organisation
Email
1.
Prof RP Dahiya,
Vice Chancellor
Technology, Murthal (Sonepat)
Deenbandhu Chhota Ram
University of Science and
rpdahiya@gmail.com;
vc@dcrustm.org
2.
Dr SP Gupta,
Professor & Deputy Director
IIT Roorkee, Roorkee 247 667
spgfee@gmail.com
3.
Dr Arun Kumar
Chair Professor (RE) CSO
AHEC, IIT Roorkee, Roorkee
aheciitr.ak@gmail.com
akumafah@iitr.ac.in
4.
Dr Usha Bajpai, Professor
of Lucknow, Lucknow
University of Lucknow, University dr_ushabajpai@rediffmail.com
5.
Dr Saroj Rangnekar,
Professor
MANIT, Bhopal, Bhopal
MA National Institute
of Technology, Energy Centre,
saroj6@yahoo.com,
rangnekars@manit.ac.in
6.
Dr SK Singh, Professor
Department of Physical, CR
University of Science &
Technology, Department of
Physics, Murthal
Professor & Chairman,
sksingh2k6@gmail.com
7.
Shri Narendra B Soni,
Professor & Head
Via. Prem Nagar, Dehradun
University of Petroleum &
Energy Studies, Bidoli village,
nbsoni@ddn.upes.ac.in
8.
Shri Amit Kumar,
Adjunct Professor
New Delhi
Sustainable Energy, TERI
University, Vasant Kun,
akumar@teri.res.in
9.
Dr. Laltu Chandra, Assistant
Professor (Team Leader
Solar Thermal)
Old Residency Road 34011, IIT
Jodhpur, Jodhpur, Rajasthan
Chandra@iitj.ac.in
10. Shri Punati Sridhar,
APCCF & Executive Director
MGIRED, Jakkur, Bangalore
edmgired@gmail.com,
poonatis@gmail.com
11. Dr Dhanapati Deka,
Professor and Head
Department of Energy, Tezpur
University, Tezpur
dhanapati@tezu.ernet.in;
ddeka1965@gmail.com
12. Dr Periyasamy Thilakan,
Associate Professor &
Centre Head
Centre Head Centre for Green
Energy Technology, Pondicherry
University, Pondicherry
thilakan@hotmail.com
S. Name / Designation
No.
Institution/Organisation
Email
13. Prof SS Chandel,
Engineering, National Institute
of Technology, Hamirpur
Centre for Energy & Environment
chandel_shyam@yahoo.com
14. Prof RL Sawhney,
Professor
TERI University, 10 Institutional
Area, Vasant Kunj, New Delhi
sawhneyrl@gmail.com
15. Prof Rintu Banerjee,
Chair Professor,
Aqril & Food Engg Department,
IIT Kharagpur, Kharagpur
rb@iitkgp.ac.in
16. Dr VK Jain,
Distinguished Scientist
& Professor
Amity Institute of Advance
Research and Studies (M&D),
Amity University, Sec. – 125,
Noida
vkjain@amity.edu
17. Shri Amrit Pal Singh,
Dy. Director of Training
Directorate General of
singh.amritpal@nic.in
Eomployment & Training,
Ministry of Labour & Employment,
Govt. of India, New Delhi
18. Shri R Ravi Chander,
Senior Counsellor
(Renewable Energy)
Confederation of Indian Industry
(CII), Hyderabad
ravi.c@cii.in
19. Shri Raghunath Mahapatra,
V.P. 3rd Floor, PTI Building, 4,
Parliament Street, New Delhi
WELSPUN Renewable Energy,
rmahapatra@gmail.com
20. Dr B Prasad,
Professor
TERI University, 10 Institutional
Area, Vasant Kunj, New Delhi
basudev.prasad@teriuniversity.
ac.in
21. Prof R Velraj,
Professor & Director
Guindy, Chennai
Institute for Energy Studies, Anna
University, College of Engineering,
velrajr@gmail.com
22. Dr Shailesh Narain Sharma,
Principal Scientist
National Physical Laboratory
(NPL), Dr KS Krishnan Marg,
New Delhi
shailesh@nplindia.org
23. Shri NS Prasad, Sr Fellow
TERI, U, 10 Institutional Area,
Vasant Kunj, C-Block, New Delhi
ns.prasad@teri.res.in
24. Dr Praveen Saxena, Advisor
and Director General (NISE)
MNRE, Block 14, CGO Complex,
Lodi Road, New Delhi
psaxena@nic.in
25. Shri BK Bhatt, Director
MNRE, Block – 14, CGO Complex,
Lodhi Road, New Delhi
bkbhatt@nic.in
17
S. Name / Designation
No.
18
Institution/Organisation
Email
26. Dr PC Pant, Director (HRD)
MNRE, Block 14, CGO Complex,
Lodi Road, New Delhi
pcpant@nic.in
27. Shri HR Khan, Scientist ‘F’
MNRE, Block – 14, CGO complex,
Lodhi Road, New Delhi
hrkhan@nic.in,
hrkhan1959@yahoo.co.in
28. Dr RP Saini, Head
AHEC, IIT Roorkee, Roorkee
saini.rajeshwar@gmail.com
29. Dr SK Singal, PSO
AHEC, IIT Roorkee, Roorkee
sunilksingal@gmail.com
30. Dr Dheeraj K Khatod,
Assistant Professor
AHEC, IIT Roorkee, Roorkee
dheerfah@iitr.ac.in
31. Dr Sanjeev Anand,
Assistant Professor
Shri Mata Vaishno Devi
University, School of Energy
Management Kokrial, Katra
sanjeev.anand@smvdu.ac.in;
anandsanjeev12@gmail.com
32. Shri P Kanagavel,
Scientist & Unit Chief
Centre fof Wind Energy
Technology, Velacherry –
Tambaram Main Road,
Pallikaranai, Chennai
pkanagavel@cwet.res.in
33. Ms Narinderjit Kaur Sethi,
Deputy Manager (Training)
Gujarat Energy Research and
Management Institute, 1st Floor,
Energy Building, PDPU Campus,
Raisan, Gandhinagar
narinderjit.s@germi.org
34. Shri Himanshu Dube, M&E
and Capacity Building
Specialist
USAID’S PACE-D Technical
Assistance Programme, C/o
Nexant, Vasant Square Complex,
B-5, Vasant Kunj, New Delhi
hdube@pace-d.com
35. Dr Nisha Kumari,
Asstt Prof
Deenbandhu Chhotu Ram
University of Science &
Technology, MV-137, CEEES,
DCRUST, Murthal – 131039
srnishadahiya@yahoo.co.in
36.
Shri Ugranath Chakaravarty,
Consultant – Knowledge
Centre
GENSOL – India, 108, Pinnacle
Buisiness Park, Ahmedabad
uchakarvarty@gmail.com
37.
Shri Abhishek Jain,
Research Associate
Council on Energy, Environment
& Water, Thapar House, 124
Janpath, New Delhi
abhishek.jain@ceew.in
S. Name / Designation
No.
Institution/Organisation
Email
38.
Shri Satish Bhatnagar,
Former President, IIA &
Convener
Indian Industries Association, UP
chapter (IIA), Confederation of
Indian Village Tuiy & Village
India (VITVI), D-14/24, DLF
Exclusive Floor, DLF City
Phase – V, Gurgaon
satishbhatnagar@yahoo.com
39.
Shri AN Narayanan,
Under Secretary
Ministry of New & Renewable
Energy, Block No. 14, CGO
Complex, Lodhi Road, New Delhi
an.narayanan@nic.in
40.
Shri Somesh Shah
Technical Officer
UNDP-GEF Concentrated Solar
Heat Project, MNRE, Block 14,
CGO Complex, Lodi Road,
New Delhi
someshshah_mnre@outlook.com
41.
Shri Nikhil PG,
Senior Technical Trainee
(Solar)
MNRE, Block 14, CGO Complex,
Lodi Road, New Delhi – 110 003
nikhilpg_mnre@hotmail.com
42.
Shri Vinay Arora,
Assistant Professor
GB Pant, Govt. Engg College,
Okhla Phase – III, New Delhi-20
vinaya8@gmail.com
43.
Ms Dimple Arora,
Assistant Professor
New Delhi-110020
GB Pant, Govt. Engg. College,
Okhla Industrial Area Phase-III,
dimple_cancer36@yahoo.co.in
44.
Shri Ashish Sankla,
Asstt. Professor
GB Pant, Govt. Engg. College,
Okhla Industrial Area Phase-III,
New Delhi-110020
sanklaon31st@gmail.com
45.
Shri Sushant Mohan,
Asstt. Prof
IIT Mumbai
sushantsaxena1988@gmail.com
46.
Shri VSKV Harish,
Research Scholar
AHEC, IIT Roorkee
hari.vskv@gmail.com
47.
Shri Rahul Garg,
Research Scholar
AHEC, IIT Roorkee
rahulgargmech@gmail.com
19
Presentations during Workshop
Workshop Background by Dr Arun Kumar
Workshop on
“Developing Strategy for Education and
Vocational Training for the Renewable Energy
Sector in India”
Aug 22, 2014
at Seminar Hall No.-2,
India International Centre, New Delhi
Sponsored by
Organized by
lR;eso t;rs
Ministry of New and Renewable
Energy, New Delhi
Indian Institute of Technology,
Roorkee
Objectives of workshop
•
•
•
•
•
Background
• The need for renewable energy workforce education and training is well
documented and strategic to step up relevance, productivity and selfsufficiency to India’s renewable energy sector workforce.
• Renewable energy literacy is an inter-disciplinary. Inter-institutional
cooperation based education programme shall have an important role
in developing the capacity needed to cater the increased renewable
energy systems deployment in the country and strengthen the existing
education models using improved course material/training
curricula/tools, and aim towards setting high education standards.
• Strengthening national competencies in renewable energy practice is
strategic to energy security, country’s manpower self-sufficiency,
economy, and ambitious renewable energy plans of Ministry as well as
industry.
Renewable Energy Employment by Technology
E xc h a n g i n g e x p e r i e n c e s a n d r e v i e w i n g v o c a t i o n a l
education/training and skills in renewable energy
Discussions to determine how resource institutions can provide
most value in terms of providing basic/advanced literacy and skills
development
Identify potential partners and potential activities of interinstitutional model for renewable energy education
Discuss various approaches/models to renewable energy
education
Identifying key strengths of various institutions taking into
consideration all forms of renewable energy resources
Source: IRENA, 2014)
Renewable Energy Employment in few Selected Countries
Estimated Employment Factors in Indian Renewable Energy Sector
Jobs per MW of
Capacity
SPV, Off-Grid
Ø
Direct employment
Ø
Indirect employment
Ø
Total employment
30
60
90
Biomass Power, Grid
Ø
Direct employment
Ø
Indirect employmentb
Ø
Total employmentc
15a
28
43
Biomass Gasifier
Ø
Employment in Manufacturing
Ø
Employment in Operations
100
200
Small Hydropower
Ø
Direct employment
Ø
Indirect employment
Ø
Total employment
Source: IRENA, 2014)
20
Typical Plant
Size
NA
4-8 MW
20 kW
NA
4
1
5
• Of which 40% is skilled labour.
•Fuel collection, handling, processing.
• Employment in utilities only; manufacturing of power equipment not included.
Source: Calculated from MNRE and CII, 2010.
Renewable Energy Occupations Identified As
“Difficult to Fill”
Estimated Direct and Indirect Jobs in Renewable Energy
Worldwide By Industry
World
Sector
China
Brazil
Occupation
Wind Energy
Project developers; service technicians; data analysts;
electrical, computer, mechanical and construction
engineers.
Solar Energy
Photovoltaic and solar thermal system installers and
maintainers; building inspectors
Hydropower
Electrical, and operations and maintenance engineers;
technicians; tradespersons; sustainability specialists.
Geothermal
Trainers; geothermal engineers
Bioenergy
R&D and design engineers; service technician; trainers.
Source: ILO, 2011
Projected Employment Factor Decline Rates,
By RET 2010 to 2030
2010-2015
2015-2020
Biomass
Liquid Bio fuels
Biogas
5.1
2.8
Solar PV
5.3
6.4
4.9
Ocean Power
4.8
6.5
7.0
Wind, Onshore
3.6
2.8
Geothermal Power
3.5
5.4
0.2
7.3
Wind, Offshore
3.1
7.2
4.5
Geothermal CHP
2.6
3.2
4.5
Biomass CHP
2.0
2.2
2.2
Biomass
1.6
1.1
0.7
Geothermal Heat
0.0
0.9
0.9
Source: Rutovitz and Harris (2012).
240
24
264
90
184
Small
hydropower
156
Solar PV
2,273
CSP
43
Solar Heater /
Cooling
503
Wind Power
Total
India
Bangladesh
European Union
Germany
Spain
Rest of EU
820
210
152
58
52
44
236
35
26
3
82
49
0.5
19
85
9.2
17
1.4
82
12
4.7
13
1.5
18
112
100
56
11
153
1
28
0
11
1
31
35
12
8
1580
143
350
30
41
834
356
32
51
48
0.1
138
24
166
6,492
2,640
894
625
391
114
371
114
760
Projected Employment Factor Decline Rates, By RET 2010 to 2030
Technology
MCI (Jobs per newly
installed MW)
O&M (Jobs
per MW)
Region
Year of Estimation
Source
Wind, Onshore
8.6
0.2
Various (2006-2011)
Source 1
Wind, Offshore
27.0
6.0a
12.1
8.8
18.1
0.72
0.50
0.1
0.4
0.20
Solar PV
17.9
0.30
CSP
Hydro, Large
69.1
25.8
20.0
18.0
36.0
7.0
19.0
7.5
0.73
0.70
0.2
1.33
0.54
0.6
0.9
0.30
Hydro, Small
20.5
2.40
Geothermal
20.3
10.7
0.04
0.40
Biomass
5.9
7.7
1.33
5.51
OECD countries Average
values)
South Africa
South Africa
United States
Greece
OECD countries Average
values)
OECD countries Average
values)
South Africa
South Africa
United States
South Africa
South Africa
Spain
Spain
OECD countries Average
values)
OECD countries Average
values)
South Africa
OECD countries Average
values)
South Africa
South Africa
2020-2030
5.6
782
1,453
Geothermal
Percent annual decline
Solar thermal power
United
States
Jobs (thousands)
2007
NA
2010
2011
2010
Source
Source
Source
Source
Source
Various (2007-2011)
2007
NA
2011
2007
NA
2010
2010
Various
2
3
4
5
1
Source 1
Source
Source
Source
Source
Source
Source
Source
Source
2
3
4
2
3
6
7
1
Various
Source 1
2009
Various (2009-2012)
Source 2b
Source 1
2004
2000
Source 2
Source 2
• A probable reason for the smaller MCI employment factor in the Green Jobs report is because the authors do not account for differences in regional labour productivities.
• The source does not specify small hydro; however, the number provided is based on another study focused on small hydro
Sources: 1) Rutovitz and Harris (2012); 2) Rutovitz (2010); 3) Maia et al. (2011); 4) National Renewable Energy Laboratory NREL (2010); 5) Tourkolias
and Mirasgedis (2011); 6) NREL (2013); and 7) NREL (2012)
SUMMARY OF OCCUPATIONS REQUIRED FOR RENEWABLE ENERGY TECHNOLOGIES
Solar
Wind
Hydro
Equipment Manufacture and Distribution
·
Logistics
·
Modellers
·
R&D engineers
professionals
(prototype
(computer, electrical,
and operators
testing) (H,M)
environmental,
(H,M)
·
Industrial
mechanical, material)
Manufacturing
mechanics (M) ·
(H)
operators (L)
Manufacturing
·
Software developers and ·
·
Manufacturing
engineers (H)
engineers (H,M)
quality
·
Manufacturing
assurance
technicians (M)
experts (H,M)
·
Certifiers (M)
Manufacture of
PV Panels ,
Components
Assembly
Illustrative Supply Chain for Small
Manufacture
of Turbines ,
other
Components
Construction
Matetials
Distribution /
Retail Sales
Maintenance
& Services
Installation
Phone –
Charging , etc .
/ Micro Hydro
Construction
Construction of
Transmission
Lines to Grid
Operation and
Maintenance
Power for
Local Business
Illustrative Supply Chain for Improved Cookstoves
Raw Materials
( Metal /Clay )
Stove
Production
Distribution
Sales
Home &
Restaurant
Use
/
Occupations for each
technology
Stove Design
Illustrative Supply Chain for Biogas Plants
Plant Design
Inputs (Bricks ,
Metal , Piping ,
etc .)
Plant
Construction
Home Use of
Biogas
Effluent Use
in Agriculture
Note : Colour Legend
Imported Inputs
Imported &
Domestic
Domestic Inputs
Common occupation
Illustrative Supply Chain for Various Renewable Energy Technologies
Illustrative Supply Chain for SPV Systems
Downstream
Business
Source: IRENA, June 2012)
Geothermal
·
Equipment
transporters
(L)
·
Procurement
professionals
(H,M)
·
Marketing
specialists
(H,M)
·
Sales
personnel
(H,M)
·
Researchers (chemists,
·
R&D engineers ·
Design
·
Machinists
physicists, engineers
(computer,
engineers (civil,
(M)
with specialisation in
electrical,
mechanical,
·
Welders (M)
electrical, mechanical,
environmental,
electrical,
chemical, materials,
mechanical,
hydropower)
system design or process
wind power
(H)
engineering) (H)
design) (H)
·
Chemical laboratory
technicians and
assistants (M)
Bio-energy
·
Biochemists and
microbiologists
(H)
·
Agricultural,
biological,
chemical and
physical scientists
(H)
·
Chemical,
biological,
mechanical and
electrical
engineers (H)
Where H = High skilled; M = Medium skilled; L = Low skilled
21
Common occupation
Occupations for each
technology
Hydro
Geothermal
·
Planners (permit
monitoring,
amendment,
application) (H)
·
Resource
assessment
specialists and
site evaluators
(H)
·
Archaeologists
(H)
·
Land
development
advisors (H)
·
Land use
negotiators (H)
·
Lobbyists (H
·
Physical and
environmental
scientists
(hydrologists,
geologists,
ecologists) (H)
·
Natural
resource/
environmental
lawyers (H)
·
Mediators (H)
·
Environmental and
social NGO
representatives
(H,M)
·
Public relations
officers (H)
·
Procurement
professionals (H,M)
·
Debt financier
representatives (H)
·
Developers/
facilitators (H,M)
·
Communications
specialists (H)
Bio-energy
Hydrologists,
·
hydrogeologists (H)
·
Geologists (H)
·
Geophysicists (H)
·
Geothermal
engineers (H)
Where H = High skilled; M = Medium skilled; L = Low skilled
Occupations for each technology
Common
occupations
Solar
Wind
Operations and Maintenance
·
Field electricians (M)
·
Operations and
·
Inspectors (M,L)
maintenance specialists
(M)
·
Power line technicians (M)
Hydro
·
Recycling
specialists (H)
Engineers (civil,
Windsmith/millwright/ ·
·
Photovoltaic maintenance ·
mechanical,
mechanical technicians
specialists (electricians
electrical) (H)
or fitter/wind service
specialising in solar) (M)
·
Physical and
Mechatronics
·
ST maintenance specialists ·
environmental
technicians (M, some
(plumbers specialising in
scientists
H)
solar) (M)
(hydrologists,
·
Operations and
·
CSP maintenance
ecologists) (H)
maintenance specialists
specialists (M)
·
Tradespersons
(M)
(M)
·
Power line technicians
(M)
·
Wind service
mechatronics (M)
Geothermal
Common
occupations
Cross-cutting/ Enabling Activities (Apply to all technologies and segments of the supply chain)
·
Other financial
·
IT professionals ·
·
Trade association
Sales and marketing
professionals
(H,M)
professional society staff
specialists (H,M)
(accountants,
·
Administration
(H,M,L)
·
Educators and trainers (H)
auditors,
(H,M,L)’
·
Writers (H,M)
·
Management (H,M)
financers) (H)
·
Human resources
·
Insurer representatives
·
Publishers and science
Health and
professionals (H) ·
(H,M)
clients (H,M,L)
safety
consultants
(H,M)
Where H = High skilled; M = Medium skilled; L = Low skilled
22
·
Solar Thermal (ST)
·
System designers (H,M)
·
Plumbers specialising in solar (M)
·
Small Photovoltaic (Small PV)
·
System designers (electrical
engineers or technologists) (H,M)
·
Electricians specialising in solar
(M)
·
Small PV, ST
·
Roofers specialising in solar (M)
·
Large PV
·
System designers (electrical/
mechanical/structural engineers)
(H)
·
Installers (M)
·
Concentrated Solar (CSP)
·
Welders (M)
·
Pipe fitters (M)
·
Small PV, Large PV, ST, CSP
·
Electrician solar specialists (M)
·
Installers (M)
·
Project and installation evaluators
·
(H,M)
Wind
·
Project and
installation
evaluators
(H,M)
·
Power line
technicians (M)
·
Construction
workers (M,L)
·
Quality control
inspectors (M)
·
Marine
engineers (H)
Hydro
Geothermal
·
Measurement and
control engineers (H)
·
Business developers
(H)
·
Commissioning
engineers (electrical)
(H)
·
Instrumentation and
control technicians (M)
·
Transportation workers
(L)
·
Construction
professionals (H)
·
Software engineers
(H,M)
·
Construction equipment
operators (M)
·
Skilled construction
workers (heavy
machinery operators,
welders, pipe fitters
etc.) (M)
·
Hydrologists,
hydrogeologists (H)
·
Geologists (H),
·
Geophysicists (H)
·
Geothermal engineers
(H)
·
Geochemists (H)
·
Chemical laboratory
technicians and
assistants (M)
·
Drilling engineers (H)
·
Architects (H)
·
Structural engineers (H)
·
Surveyors (H)
·
HVAC technicians (H)
·
Drilling technicians and
operatives (roughnecks)
(M)
·
Welders (M)
·
Pipe fitters (M)
·
Plumbers (M)
·
Drilling equipment
operators (M)
·
Excavators (L)
Where H = High skilled; M = Medium skilled; L = Low skilled
Bio-energy
·
Measurement
and control
engineers (H)
·
Plant managers
(H)
·
Welders (M)
·
Pipe fitters (M)
·
Plumbers (M)
·
Machinists (M)
·
Construction
equipment
operators (M)
·
HVAC
technicians (M)
Solar
Construction and Installation
·
Project designers and managers
(H)
·
Engineers (civil, mechanical,
electrical, environment.) (H)
·
Technicians (civil, mechanical,
electrical) (M)
·
Construction electricians (M)
Common occupation
Wind
Occupations for each technology
Solar
Project Development
·
Project designers
·
Lawyers
(engineers) (H)
(commercial, feed·
Market analysts (H)
in contract, grid
·
Environmental impact
connection and
assessment engineers,
financing contract,
consultants (H,M)
construction permit,
·
Economic/financial/ri
power purchase
sk specialists (H)
agreement,
·
Atmospheric
government
scientists and
programmes) (H)
meteorologists (H)
Sustainability
·
Geographers (H) and
specialists (natural
social impact
resource/
specialists (H)
environmental
planners, social
scientists, cultural
·
consultants) (H)
·
Architects (H) (small
projects)
·
Biochemists and
microbiologists (H)
·
Laboratory
technicians and
assistants (M)
·
Agricultural scientists
(H)
·
Biomass production
managers (H,M)
·
Plant breeders and
foresters (H,M)
·
Agricultural/forestry
workers (L)
·
Transportation
workers (L)
Bio-energy
·
Biochemists and
microbiologists
(H)
·
Laboratory
technicians and
assistants (M)
·
Chemical,
biological,
mechanical and
electrical
engineers (H)
·
General
electricians,
plumbers, roofers
(M)
Presentation by Dr P C Pant
Components of HRD programme
Human Resource
Development
Programme
during 12th Plan Period
Support under HRD programme components
• Support for short tem training programme:
Ø
State level training programme:
Rs. 10 lakh
Ø
National training programme
Rs. 20 lakh
Ø
International training programme
Rs. 30 lakh
Ø
Technicians programme
Rs 1.5 lakh
• Course material
development :
Rs. 5 lakh
• National Renewable Energy Fellowship: as per
CSIR/UGC/AICTE
JR
Rs. 16000/pm+HRA+Rs.20000PA Contingency
SRF
Rs.18000/pm+HRA+Rs.20000PA Contingency
PDF
Rs. 22000-240000/-pm+HRA +Rs 20000 PA contingency
M.Sc : 100 Rs. 4000/- pm
M.Tech : Rs. 8000/- pm
Developing Centre of Excellence in different universities/institutes by
Ø
introducing
? Renewable Energy Chair
? Lab and Library upgradation
? Fellowships under National Renewable Energy Fellowship (NREF) Scheme and
National Solar Science Fellowship (NSSF) Programme
? Developing model course curricula for various levels
? RE Education at ITI level, MES and CTS
? Developing study material for ITI
? Opening skill development centres
? Support for short term training programme
? Augmenting facilities at District level ITIs
? Networking of high-end facilities in various R&D and educational institutions
? Supporting researchers to use the high-end facilities of different institutes
? Support for innovation and incubation activities through CIIE IIM Ahmedabad
Support under HRD programme components contd
• Renewable Energy Chairs:
Total Number of chairs:
15 (5 per annum)
Ø
Ø
Support: one time grant of Rs. 1.5 crore
• Support for lab and library up gradation
Ø
Support to minimum 5 institutions every year
Ø
One-time grant-in-aid support upto Rs. 50 lakh
• National Solar Science Fellowship Programme
Ø
Total number of Fellows:
10
Ø
Duration :
three years extendable to five year
Ø
Fellowship amount
Rs. 1 lakh/month net of tax
Ø
Contingency
Rs. 5 lakh/annum
Ø
Research grant
Rs. 15 lakh/annum
Progress
•
•
•
•
?
?
?
?
?
?
•
?
?
?
RE Chairs:
5 institutes
Lab and Library upgradation
12 institutes
National Solar Science Fellowship
3
National Renewable Energy Fellowship
Awarded in 2009-10
32
Awarded in 2010-11
61
Awarded in 20012-13
65
Awarded in 2013-14
140 (new)
PhD awarded
21
Paper published
140
Technician Training:
Integration of RE in 2-year regular programme of ITI
Opening f Skill Development Centre by L&T
Regular programme by Barefoot College, CEL, NPTI and other
organisations
ITI
•
Incorporated in syllabus of 7 trades i.e. Electrical, fitter, sheet metal
works, electronics, welder, machinist and plumber
•
2000 government ITI and more than 6000 private ITC are involved
•
TOT of seven Advanced training Institutes is being arranged
through TERI and AHEC alongwith giving them necessary
equipment/tools
•
Total task to train about 25000 instructors through these ATIs
•
Overall about 7,50,000 students of ITIs will be imparted training on
SPV lighting, solar water heaters, solar cookers and small hydro
every year
•
Course material ready and has been incorporated in syllabus by
DGET
23
Budget Provision
INNOVATION
• Support (Rs 24 crore) to CIIE IIM Ahmedabad
to create a fund for innovation incubation and
entrepreneurship development in RE
• 10 ventures so far supported
• Only Rs 7.2 crore provided against Rs 24 crore
grant sanctioned
Way ahead
• More institutions to be covered under NREF and NSSF (Subject
to availability of funds)
• New RE Chairs will be created (Subject to availability of funds)
• Support for infrastructure development (Subject to availability
of funds)
• National Convention of NREF (Annual event)
• National Convention of Academia (Annual event)
• Networking of High end facilities
• Creation of Skill Development Centres
• National Convention for Innovation
24
•
•
•
•
•
12th Plan Provisions
Rs 120 crore
2012-13
Rs 8 crore
2013-14
Rs 10 crore
2014-15
Rs 10 crore
Carried forward liability from 2013-14 to
2014-15
about 6.5 crore
Presentation by Shri R Ravi Chander
CII - Sohrabji Godrej Green Business Centre,
Hyderabad
A unique Public – Private Partnership
Structure of CII-Godrej GBC Advisory
Board
Mr Jamshyd N Godrej
Chairman
(CII, Govt of Andhra Pradesh, USAID and Pirojsha Godrej Foundation)
Advisory Board
Energy
Efficiency
Council
Objectives
v
To estimate the existing and future job
opportunities in Indian RE sector
v
To evolve HRD strategies to bridge skill gaps
Environment
Water
&
Management
Recycling
New
Ventures
India
Chairman
Chairman
Chairman
Chairman
Chairman
Chairman
Mr Ramesh
Kymal
Dr Prem C Jain
Chairman & MD
Spectral services
Ltd
Mr Pradeep
Bhargava
MD,
Cummins
Generator Tech.
Mr Ranganath
Chief Executive
Officer
Mr Vijay Chandok
Ravi.c@cii.in
Human Resource Development Strategies for
Indian Renewable Energy Sector
Green
Building
Council
Mr Pradeep
Dhobale
Chief Executive
ITC Ltd, BPBD
CEO, Gamesa
India
&
&
&
Members
(M) +91 9849909674
“Centre of Excellence” for Energy, Environment, Green Buildings,
Renewable Energy, Water & Climate Change activities in India
Renewable
Energy
Council
Grundfos India
Pvt Ltd &
&
Members
Members
GM, ICICI Bank
&
Members
Members
Members
Ministry of New and
Renewable Energy
Government of India
Approach and Methodology
Formation of Steering committee
v
v
Stakeholder consultative meetings
v
Data collection and analysis
? Extensive questionnaire survey
? Secondary research
v
Recommendations to MNRE
Primary & Secondary survey
Interaction with
stakeholders
Develop Strategies & Models
Ministry of New and
Renewable Energy
Government of India
Employment Trends in Indian RE Sector
?
Current Employment – around 3.5 lakhs
Ø
Across different sub-sectors
Ø
Skilled & semi-skilled
http://mnre.gov.in/filemanager/UserFiles/MNRE_HRD_Rep
ort.pdf
Ministry of New and
Renewable Energy
Government of India
Employment Trends in Indian RE Sector
?
Manpower growth in short term (by 2015) and
medium term (2020)
1.6
Number of People in Millions
?
Decentralized applications generate muc more
employment opportunities
q
Solar PV/Thermal
q
Biomass/Biogas/Bio-diesel
1.4
1.4
1.2
1.05
1
0.8
0.8
0.7
0.6
0.4
0.35
0.2
0
2010
Ministry of New and
Renewable Energy
Government of India
Ministry of New and
Renewable Energy
Government of India
2015
2020
Scenario 1 - Moderate Growth
Scenario 2 - High Growth
25
Employment Trends in Indian RE Sector
Sector
Projected
Growth in Installed
Capacity (%)
Estimated Projected Employment (No.)
Estimated
Current
Employment
(No.)
Moderate
High
Scenario I
(Moderate)
Scenario II
(High)
Scenario I
(Moderate)
Scenario II
(High)
6
15
44,000
80,000
46,000
160,000
2015
2020
Wind
42,000
Solar PV
On-Grid
40,000
50
139,000
152,000
Solar PV
Off-Grid
72,000
50
140,000
225,000
Solar
Thermal
41,000
17
123,000
Biomass
On-Grid
35,000
5
10
47,000
62,000
60,000
Biomass
Gasifier
22,500
5
10
30,000
39,000
38,000
63,000
Biogas
85,000
15
20
150,000
196,000
240,000
395,000
Small
Hydro
12,500
4
10
Total
350,000
270,000
100,000
16,000
20,000
20,000
30,000
689,000
799,000
10,51,000
13,95,000
Ministry of New and
Renewable Energy
Government of India
Perspectives of Educational Institutions
v
Low awareness about RE courses
v
Very few colleges have courses in RE
Ø
Around 35 colleges out of 1346 Engineering colleges
(Approved by AICTE)
(Source: IEMR Report, January 2010)
v
Minimal campus recruitment
v
Resource constraints
Ø
Shortage of RE trainers
Ø
Quality of course material
Ø
Well equipped laboratories
v
Salary packages are not
attractive for RE jobs
Ø
Wide disparities within
sub-sectors
Ministry of New and
Renewable Energy
Government of India
Skill Gaps in Indian RE Sector
v
Generic skill gaps
Ø
Planning & co-ordination in project management
Ø
Erection, commissioning & grid integration of large
scale RE projects
Ø
Installation & commissioning skills
Ø
Techno-commercial marketing
Ministry of New and
Renewable Energy
Government of India
Skill Gaps in Indian RE Sector
v
Sector specific skill gaps
O&M and failure analysis of wind
Ø
turbine gearboxes
Ø
Assembly & trouble-shooting of hydro
turbines
Ø
Concentrated solar power (CSP) in
MW scale
Ø
GIS/GPS based planning of hydro
resources
Ø
Feedstock planning &
management of biomass plants
Ministry of New and
Renewable Energy
Government of India
Recommended Initiatives
1. Facilitate interventions for attracting talent
v
Strengthen campus recruitment
Ø
Partnerships between industry and
universities
?
Industry to commit for campus recruitment
?
Industry associations should facilitate
v
To attract more RE companies
Ø
Universities should market themselves
2. Provide stipend to PG level students
Encourage more students to opt for RE
v
Ø
Stipend to PG students
?
INR 10,000 /- per month
?
Funded by government
v
Industry – Government collaboration in
sponsoring students
Ø
Target
?
Initial – 100 students /year
v
Monitoring of the progress
?
25 % increase every year
Ø
By MNRE and industry associations
Ministry of New and
Renewable Energy
Government of India
26
Ministry of New and
Renewable Energy
Government of India
3. Organize Renewable Energy Job fairs
v
Organise ‘Green Job Fair / Clean Job Mela’
Ø
In Tier I and Tier II cities
Ø
To facilitate closer interaction between industry
and job-seekers
?
Eg: This model has been highly successful in
other sectors like IT, Pharmaceuticals, etc.,
4. Facilitate awareness and out-reach programs
v
Highlight job opportunities and career prospects and instill
a sense of pride in RE jobs
Ø
Publicity campaign by Government & industry
association
?
Eg: ‘JOIN ARMY’ campaign by Ministry of Defence, GoI
Ø
Awareness programs in educational institutions by
industry experts
?
State Nodal Agencies can facilitate this
Ø
Large-scale campaigns and road shows in Tier I &
Tier II cities
?
To attract RE students from various universities
Ministry of New and
Renewable Energy
Government of India
Facilitation by CII with MNRE support
Facilitation
Ministry of New and
Renewable Energy
Government of India
5. Encourage Industry – Institute partnerships
6. Initiate Vocational training for ITI technicians
v
Facilitate partnerships between RE companies and leading
institutions such as IIT’s, NIT’s etc.,
v
3/6 month vocational training for ITI students
Ø
Industry experts to work as visiting faculty in institutions
?
Example topics:
?
Solar Parabolic Trough System
?
Solar Concentrated Hybrid Thermo-Photovoltaic System
?
Economics of wind and solar systems
Ø
Summer internships for UG & PG students
?
Industry should facilitate students in undertaking
pilot projects
Possible topics: Module assembly, operation, installation and
?
trouble shooting of RE equipment
Training courses for rural youth in vernacular
v
languages
Ø
To attract local talent
v
State nodal agencies to facilitate
the above activities
Ø
Avail experience and services
of institutes like:
?
C-WET, Pune
?
Alternate Hydro Energy Centre (AHEC), Dehradun
?
Solar Energy Centre, New Delhi
Ministry of New and
Renewable Energy
Government of India
Ministry of New and
Renewable Energy
Government of India
7. Promote collaboration between Indian
universities and world-class universities
abroad
Industry associations with the support of MNRE can organize
v
international missions
Ø
For adopting best practices in imparting RE skills
v
Collaboration enhances the knowledge base of Indian
institutes
Ø
Examples of universities specialized in RE technologies
Wuppertal Institute for Climate, Environment and Energy,
?
Germany
?
School of Photovoltaic and Renewable Energy Engineering,
University of New South Wales, Australia
?
Centre for Energy Efficiency and Renewable Energy (CEERE),
University of Massachusetts, USA
Ministry of New and
Renewable Energy
Government of India
Ø
Improves the employability of ITI students
8. Strengthen existing curriculum
at UG and PG levels
Formation of committee with members from MNRE,
v
AICTE, national/international universities and industry
v
Developing curriculum for PG students
Ø
Curriculum to focus on:
?
Latest technologies
?
Manufacturing and operational techniques
?
Design aspects
v
Develop full time courses at UG and PG level
Ø
More Universities
?
Focused content on design aspects
Ministry of New and
Renewable Energy
Government of India
27
9. Strengthen existing curriculum at UG
and PG levels … (Cotd;)
v
Recruit experienced professors
Ø
MNRE may consider providing one time grant to 15 top
universities
?
To meet salary and other expenditure
v
Extend financial support to 15 universities
Ø
Offering RE course at PG level
?
To upgrade laboratory and library facilities
10. Develop skill-imparting tools
v
Encourage web-enabled RE education
and Distance Education Programs
Ø
Eg: Centre for Distance Education
Programme at IIT Bombay
v
Establish simulator based training
facilities in the country
Ø
To train students and new recruits in
the industry
?
Eg: Simulating the operation of
wind turbines
Ministry of New and
Renewable Energy
Government of India
Ministry of New and
Renewable Energy
Government of India
11. Incubate and hand-hold Green entrepreneurs
Incubate and hand hold 500 Green Entrepreneurs
v
by 2015
Involved in manufacturing of RE products and
Ø
technologies
To create new RE jobs
?
v
Strengthen banks,
financing
institutions & venture capitalists
Ø
By creating awareness on growth
potential of RE
?
To create more jobs
v
Allocate specific funds/loans through IREDA and
banks
Ø
To encourage new SMEs in RE
Ø
For scaling up of existing SMEs
v
Vision is to catalyze RE movement in India
v
Public Private Partnership (PPP)
model
v
Services of the Centre
Ø
RE based awareness and capacity
building
Ø
Accreditation of trainers
Ø
Incubation and hand holding of Green
Entrepreneurs
Ø
Setting up of pilot projects
Facilitation by CII with MNRE support
Ministry of New and
Renewable Energy
Government of India
Ministry of New and
Renewable Energy
Government of India
Perspectives of Indian Industry
CII Godrej GBC acknowledges the support of all the
stakeholders who contributed to this study
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12. Establish Centres of Excellence in
Renewable Energy
MNRE
Amity University
NKUR Scientific
Bhoruka
Boving Fouress
C-WET, Chennai
EMMVEESolar
Gamesa
IIT Delhi
IITMumbai
IInd Bharat
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Indo Solar
Lanco Solar
Madurai Kamraj
University
Malavalli Power
Mosebaer
Nandan Biomatrix
NIT Warangal
NuTecSolar
PhotonSolar
Scatec Solar
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
School of Energy &
Envt. Studies, Indore
Shalivahana
Solar Energy Soc of
India (SESI)
Solar Semi conductor
Solker Solar
Surana Group
Suzlon
Tata BP Solar
Titan Solar
Vestas
Perspectives of Industry
v
Shortage of skilled manpower for
O&M, erection& commissioning
Ø
Wind , Solar PV
v
Need large numbers of ITI candidates
with focused training on RE
Mr Ramesh Kymal
Ø
School drop-outs in tier II cities Chairman & Managing Director
Gamesa Wind Turbines Pvt. Ltd
can be trained
Adopted 2 ITI s in Tamilnadu
GBC interacted with more than 75 organizations for the study.
CIIThe above list is only indicative.
Ministry of New and
Renewable Energy
Government of India
28
Ministry of New and
Renewable Energy
Government of India
Perspectives of Industry
Perspectives of Industry
Vocational training must be imparted –
v
Mico-Bosch model
Short supply of quality fitters
v
Ø
Assembling & trouble shooting of Hydro
turbines
v
Emphasis on quality of Human resources
rather than mere numbers
v
Skill gaps in higher electronics and blade
manufacturing
v
These topics must be included in the
syllabus of ITI and Diploma
v
Industry internships are a must for skill
building
Mr S Chandrasekhar
Managing Director
Bhoruka Power Corporation Limited
v
Industry –Institution partnerships must
be strengthened and expanded.
v
(Class room training + On-hands training)
High quality diploma
Mr K Krishan,Chairman
Co-Chair
CII National Bioenergy Committee
Ø
3 tier Training strategy
Up-gradation of ITI s
Ø
High-end diploma
Ø
1 year Industry internships for Engg.
Ø
graduates
Ministry of New and
Renewable Energy
Government of India
Ministry of New and
Renewable Energy
Government of India
To Summarize ..
Vocational Training – Swiss Model
Strong Industry-Institution Partnerships
Expert Industry Faculty
3 tier strategy – upgrade ITI s, Diplomas
and Engineering Graduates
Ministry of New and
Renewable Energy
Government of India
29
Presentation by Shri Raghunath Mahapatra
Welspun Group : Key highlights
Welspun Renewables Energy Ltd.
STRATEGY FOR EDUCATION AND
TRAINING IN RENEWABLE ENERGY
SECTOR
WELSPUN RENEWABLES ENERGY PRIVATE LIMITED
Welspun Renewables Energy Ltd.
22 August 2014
? Turnover USD 3.5 bn, Asset base over USD 2.2 bn
? ~30% CAGR in turnover over last 15 years
? Presence in Steel Pipes, Home textiles, Infra, Steel,
Renewable Energy and Polyester Yarns operates in
more than 50 countries across the world
? Relationship with most of the Fortune 100 Companies
operating in Oil & Gas and Retail sector.
? Largest Large Diameter Pipe Company in the world
? Global Pipe Facilities in India, US and Saudi Arabia
? Ranked 1st among Home Textile Suppliers in the US
? Largest solar PV developer and operator in India with
2dlargest single location plant of 151 MW DC
Marquee clients
Source: * Financial Times, UK; ** Home Textile Today Magazine (HTT)
STRICTLY CONFIDENTIAL
STRICTLY CONFIDENTIAL
Solar PV value chain
- Downstream contributes 300-400% more than
upstream to economy and employment
ensure accessibility (ENERGY @DOORSTEP) AND AFFORDABILITY
Welspun Renewables Energy Ltd.
Potential of solar energy à
500-2000 GW à
Sufficient for sustainable growth and ê
oil and coal import
National
policy
Policy framework in the country (National Electricity Policy and Electricity Tariff Policy) aims for
supply/availability of electricity to the consumers at reasonable and competitive tariff.
•
•
•
Ingots
and
wafers
Solar grade
silicon
Cells
Modules
ã
ACCESSIBILITY
ã
AFFORDABILITY (COST)
SOLAR
RADIATION
INPUT COST
TRANSACTION COST
UPSTREAM
NEED TO ENCOURAGE …
BY REDUCING…
•
•
•
•
Solar PV power
Solar thermal
power
Solar water
heater
OFF-GRID/ DISTRIBUTED
GENERATION ( ê
T&D LOSS)
UTILITY PRODUCTS (LAMPS,
PUMPS, VEHICLES)
Solar building
Welspun Renewables Energy Ltd.
20-30% contribution in economic value and job creation
100% automated process
Mostly high level skills required
BOS
MULTIPLE
TECHNOLOGIES:
1. Crystalline (mono
and poly),
2. Thin film (CdTe ,
CIGS, CGS &c)
Solar agricultural
pump
Operation and
maintenance
Abundance of
solar energy
Design and
installation
>200 GW solar energy sustainability, oil dependence
DOWN STREAM
•
•
•
80% contribution in economic value and job creation
BOS manufacturing, installation, project management – 100%
domestic, employs low skill workers, livelihood enhancement
Combination of high and low level skills
Training, consulting and IT support
Solar rural house
Solar powered
vehicle
Research and Development
Solar lantern
Renewable energy skills requirement
Welspun Renewables Energy Ltd.
Welspun Renewables Energy Ltd.
Welspun Renewables Energy Ltd.
Solar grade
silicon
Ingots
and
wafers
Cells
Modules
UPSTREAM
Operation and
maintenance
Projects vs. manufacturing
STRICTLY CONFIDENTIAL
Design and
installation
Solar traffic light
STRICTLY CONFIDENTIAL
BOS
DOWN STREAM
Training, consulting and IT support
Research and Development
EMPLOYMENT IN SOLAR SECTOR IN USA
STRICTLY CONFIDENTIAL
30
• Technical – Silicon and module technology, other inputs
• Managerial – Setting up business, operation, sales and
marketing, financing, international business
• Other organizational support functions
STRICTLY CONFIDENTIAL
• Technical – Module technology, system integration,
design, drawing, software tools
• Managerial – procurement, project execution,
project management, contract management, policy and
regulatory, EHS
EDUCATION AND VOCATIONAL SKILLS
Welspun Renewables Energy Ltd.
UPSTREAM
• Pure science: PhD in Physics, materials
engineering
• Managerial:
• MBA/MTech in renewable technology
(solar, wind, biomass etc.)
• BTech in renewable energy – embed them
into existing engineering curriculum
• Sales and marketing
• Contracts and international law
Suggested
approach
Skill
aggregation
and
management
is
the key
•
•
•
•
•
DOWNSTREAM
• Technical:
• B. Tech/M. Tech in renewable energy
• Software tools – wind, solar
• Generic skills – drafting, design
• Managerial:
• MBA/MTech in renewable technology (solar, wind, biomass etc.)
• BTech in renewable energy – embed them into existing engineering
curriculum
• Diploma in renewable energy, project management
• Certificate courses in costing, contract management, project
planning logistics, taxation, negotiation
• Site specific: Vocational courses
• Cabling/wiring, carpentry, fitting, welding/gas cutting, bar binding
etc.
Incorporate renewable energy into curriculum since school
Develop specialized curriculum aligned to industry requirements
Balance between generic and specialized
International collaborations with academicians, institutions
Learn from IT industry for system integration
31
Presentation by Dr Usha Bajpai
Interface of
Institutions, Industries and Academia
For Skill Development in Renewable
Energy Technologies
Dr Usha Bajpai
Coordinator, Renewable Energy
Centre of Excellence in Renewable Energy Education and Research
University of Lucknow, Lucknow
Email: dr_ushabajpai@rediffmail.com
A paper presented at the One-day Workshop on Developing Strategy for Education and
Vocational Training for the Renewable Energy Sector in India on August 22, 2014 at the
India International Centre, New Delhi.
“The energy independence
is our Nation’s first and
highest priority, as India
aims to achieve energy
security by 2020.”
“Use of renewable energy
should be promoted for
overall development of
India”
Former President of India
A.P.J. Abdul Kalam
On the Academic Front
• What weightage is given to the “skill
requirements” in our course curriculum in
Renewable Energy Technologies ?
• In a performance driven world, are our students
being equipped with “skills” required for
Renewable Energy Technologies?
• Are we aware of the skill sets that are actually
required on the floor for Renewable Energy
Technologies?
32
Academic institution is an educational
institution dedicated to education and
research, which grants academic degrees.
Academia is the community of students and
scholars engaged in higher education
and research in various institutions of higher
learning
Industry is the production of a goods or
services within an economy.
In an Ideal Situation
Industry and Institution are complementary
products like pen and ink, car and petrol.
The Academic Institutions provide the brains and
the brawn to run industries.
Industry provide resources for the sustenance of
academic institutions.
But the ground realities are different
Skill
is
the
learned ability to
carry out a task
with pre-determined
results often within a
given amount of
time, energy or both.
• Have we interacted with the industry to
understand their needs in Renewable
Energy?
• What is the lesson that we are imparting to
the “enlightened students of change?”
• What have we done to ensure that we leave
behind a world with green energy and
sustainable future than what we had
inherited?
The HRD strategies include the following:
• Analysis of the trends in renewable energy
industry.
• Quantification of existing job opportunities in
different functional areas.
• Estimation of manpower requirements in
renewable energy sector in:
? Short term (5 years)
The rapid growth in renewable energy sector
would require an extensive pool of competent
manpower (skilled and knowledgeable) to
design, install and maintain the renewable
energy systems.
Against this background the MNRE has
proactively initiated a project to estimate the
future human resource (HR) needs in the
renewable energy sector and evolve suitable
HRD strategies for meeting them.
• Map the skill requirements at different functional
levels.
• Develop sector wise HRD strategies.
• Develop strategies for possible partnership
models between industry, institutions, academia
and government towards skill development.
• Develop inputs to integrate renewable energy
into the current curricula at ITI, Polytechnic and
University level.
? medium term (5-10 years)
Skill Gaps in Renewable Energy Sector
Skill requirements for renewable energy
technologies are unique in nature and vary widely
across different sub-sectors.
Certain skill requirements are common across all
sectors of renewable energy, for example:
? mechanical skills,
? electrical skills
? installation skills
? maintenance
A few other skills are unique to specific sectors.
Certain skills are sector specific; for
example:
• wind resource assessment
• techno-commercial marketing installation of
building-integrated photovoltaic systems
• boiler and turbine operation
• maintenance of biomass power plants
• design and operation of biogas plants are
highly specific.
33
The skill mapping survey carried out by the
MNRE with the Confederation of Indian
Industry in a study covered the following subsectors of renewable energy:
•
•
•
•
•
Sub-sector
Sub-sector
Functional Area
Skill Gaps
Solar
Research and
·
Knowledge and exposure in advance areas like wafer
Photovoltaic Development
technology, semi conductor technology.
and
Solar
·
Design skills in installing building integrated
Thermal
photovoltaic systems in buildings .
Systems
Project
Development ·
Lack of awareness and experience in handling
and Consultancy
concentrated solar collectors (CSP).
Manufacturing
Construction
Installation
Operation
Maintenance
·
Low skills in module assembly.
·
System integration in solar photovoltaics .
and ·
Installation and commissioning of solar thermal
systems (SWH).
·
Third-party installers are not skilled in erection.
·
Grid integration of megawatt scale solar photovoltaic
power projects.
and Shortage of skills in trouble shooting of circuitry of solar
photovoltaic lanterns and home lighting systems.
Marketing
After sales service, customer care.
Techno-commercial analysis of mega projects in on-grid
solar photovoltaics .
Function-wise Skill Gaps in Small Hydro based Renewable Energy Systems
Sub-sector
Small
Hydro
based
Renewable
Energy
Systems
Functional Area
Research and
Development
Skill Gaps
·
Feasibility and assessment potential of small
hydro projects.
·
Real time digital simulation tools.
Project Development ·
Surveys, investigations and hydrological
and Consultancy
studies.
·
Design and implementation of run-of-theriver projects.
·
GIS/GPS based planning of hydro resources.
Construction
and ·
Erection and installation of small hydro
Installation
turbines.
·
Performance testing of small hydro projects.
Operation
and ·
Assembly and troubleshooting of small
Maintenance
hydro turbines.
Other issues
·
Lack of soft skills like reporting, data
collection at technician level.
Functional Area
Wind
based Research and
Renewable
Development
Energy
Systems
Wind Energy
Solar Photovoltaic Conversion
Solar Thermal Conversion
Small Hydro Power
Biomass / Biogas
Function-wise Skill Gaps in Solar Photovoltaic and Solar Thermal Systems
34
Function-wise Skill Gaps in Wind based Renewable Energy Systems
Project Development
and Consultancy
Skill Gaps
·
Off-shore wind technology.
·
Accurate wind resource assessment.
·
Skills in optimization of blade angles for
maximizing energy output.
·
Better electrical energy storage batteries for smallscale wind mills.
·
Development of high-strength fatigue resistant
materials for wind turbines.
·
Design improvements in step-up gear boxes.
·
Design techniques to match wind resources and
rating of the installations .
Construction and
Installation
Operation and
Maintenance
Marketing
·
Installation of high capacity wind turbines.
Other issues
·
Difficult to retains
manpower.
·
Failure analysis of gearboxes of wind turbines.
·
Techno-commercial marketing of wind projects in
energy intensive industries .
trained and knowledgeable
Function-wise Skill Gaps in Small Hydro based Renewable Energy Systems
Sub-sector
Small
Hydro
based
Renewable
Energy
Systems
Functional Area
Research and
Development
Skill Gaps
·
Feasibility and assessment potential of small
hydro projects.
·
Real time digital simulation tools.
Project
·
Surveys, investigations and hydrological studies.
Development and ·
Design and implementation of run-of-the-river
Consultancy
projects.
·
GIS/GPS based planning of hydro resources.
Construction and ·
Erection and installation of small hydro
Installation
turbines.
·
Performance testing of small hydro projects.
Operation
and ·
Assembly and troubleshooting of small hydro
Maintenance
turbines.
Other issues
·
Lack of soft skills like reporting, data collection
at technician level.
Function-wise Skill Gaps in Biomass/Bio-diesel/Biogas Systems
Sub-sector
Functional Area
Skill Gaps
Biomass/Bio- Research
and ·
Deeper knowledge on oil bearing trees like Jatropha in
diesel/Biogas Development
the areas of seed quality, yield and extraction.
·
Specialized knowledge on bio-diesel-agronomy, botany,
crops, soil and climate research.
·
Skill and experience in pest and disease management.
Project Development ·
Project management skills – planning and coand Consultancy
ordination .
Manufacturing
·
Design and fabrication skills in biomass gasifiers.
·
Hot gas conditioning systems in biomass gasifiers.
·
Standard design and processes in designing biogas
plants.
Construction
and ·
Erection and commissioning of large scale, on-grid
Installation
biomass power projects.
Operation
and ·
Exposure in handling biomass-based combustion
Maintenance
systems.
·
Maintenance and repair of fuel-handling systems.
·
Feed stock planning and logistics in biomass collection.
Marketing
·
Developing and mentoring village-level franchises
networks.
·
Techno-commercial marketing skills.
·
Vendor development.
•
•
•
•
It is observed that few skills and skill gaps
would cut across all sub-sectors:
Planning and co-ordination skills in
project management.
Erection, commissioning and grid integration
of large scale projects.
Techno-commercial marketing skills.•
Installation and commissioning skills.
After-sales service and customer care.
On the Industrial front
• Quality life, sustainable future and energy
security are not ingrained, leave alone being
at the core.
• They are, like “equal opportunity employer”,
another mere term.
• Terms used to fill corporate brochures and
for lectures in summits.
Challenges !
• Challenges in Industry-Academia Collaborations in Renewable
Energy.
• Why is Indian Industry not in coordination with Academia?
• Making Academia-Industry Interface Work in Renewable Energy.
• Ph.D. Renewable Energy Studies in Industry.
• Summer Internship Programme in Renewable Energy.
• Academia-Industry Interface: From the Research Perspective in
Renewable Energy Technologies.
• Gate ways.
• Models of Industry-Academia Interface in Renewable Energy
Technologies .
• Industry, Academia Build Education Partnerships in Renewable
Energy Technologies.
Some of the key inferences emanating from
the skill gaps study are the following:
• Some of the generic gaps that are common across all sectors
can be addressed through workshops and training
programmes.
• There are areas in each sector where highly specialized skills
are required. In such areas, sector specific trainers need to be
developed to fill the gaps.
• Industry experts should be encouraged to offer services as
visiting faculties in universities.
• Exposure at the ITIs, Polytechnics and Universities can
help in building awareness, but highly specific skills need to
be imparted in the industry itself.
• Which corporate interacts with the academia /
institutions to have such issues in the curriculum
of Renewable Energy Programmes?
• Which corporate releases in-house “experts” to
interact / train students in Renewable Energy
Technologies?
• How much is the actual expenditure on training
of students in Renewable Energy Technologies?
• How much is spent on advertising this?
HIGHLIGHTS
• A productive interface between academia and
industry, in the present time of knowledge and
economy is a critical requirement.
• The industry academia interface is all about:
knowledge transfer
Ø
experience transfer
Ø
technology transfer
Ø
in Renewable Energy Technologies.
35
• Universities and industry, for long, have been
operating in separate domains, are rapidly
inching closer to each other to create
synergies.
• The constantly changing management
paradigms, in response to growing complexity
of the business environment today have
created necessity of thesetwo to come closer
for effective development of Renewable
Energy Technologies.
• As much as management Institutes aim to provide
well groomed manpower to industry, the latter
needs to involve in the affairs of the former for
improving quality of manpower.
• There exists principal-agent relationship between
Institute and Industry.
• Indian Industry, after the liberalization, has
become marginally more aware of the vital
linkage between the educational system and
business and corporate productivity.
• Even with this awareness, its engagement with
academia is tentative and ritualistic than real.
• Indian industry is myopically disengaged, if not
wholly separated from Indian academia in
Renewable Energy.
• The formalization of the industrial PhD
studies is required.
• In future PhD programmes, academiaindustry relationships can be used to
enhance strategic competences.
• In fact, input of one is critical for the other.
• The same applies for Renewable Energy
Technologies.
? Internships are successful cooperation between
industry and academics.
Ø
It is designed to help students:
Ø
develop vocational self-concept
Ø
acquire job relevant skills
Ø
provide career decision making ability
in the field of Renewable Energy.
36
• Academia - Industry collaborations are
currently facing various challenges:
awareness,
Ø
identification,
Ø
evaluation,
Ø
protection
Ø
commercialization
Ø
of ideas.
Universities have played a great role in
the emergence of clusters in industrial region.
Universities like:
patenting,
Ø
venture funding,
Ø
developing incubators and
Ø
commercializing
Ø
the ideas.
•
• There are two key factors that are driving the
trend toward Industry Institute interface.
• They are the development of the Renewable
Energy Technology that allows the university
to deliver quality coursework to the worksite
and increased competitiveness at Renewable
Energy Companies.
• Campus Recruitment: A challenge for
both, Renewable Energy Industry and
Institute.
“Earth provides enough to satisfy
every man's need, but not every
man's greed” –
Mahatma
Gandhi –
“Industry MUST be more
responsible – EARN PROFITS, don’t
PROFITEER”.
WHAT IS INDUSTRY-ACADEMIA
INTERFACE?
Ø
In human resource management parlance, an
expression that has interested many of late is
“industry-academia interface”.
Ø
A concept that has been doing the rounds of
boardrooms, premier educational institutes
and even state bodies, this could be another
public-private success story.
Ø
The END result: a secured future for aspirants,
less time and capital invested on grooming
freshers and financial backing to the partner
academic institutes engaged in Renewable
Energy.
Ø
An important parameter of success for any
Business-school is its ability to offer corporate
interface for its students, which enhances their
practical knowledge to face the corporate world.
This applies equally to Renewable Energy.
37
ACADEMIC/INDUSTRY
PARTNERSHIPS: OBJECTIVE
Outstanding Academic
Achievements
Business Model Planning
Technology Bundling
Marketing
Strategy
Technology
Evaluation
Technology Announce
Technical Application
Profiling
Ø
Major source of research funding for academia.
Market Competitiveness
Analysis
Ø
Industry gains valuable insight from key opinion leaders.
Ø
Complementary capabilities and skill sets in Renewable
Energy Technologies.
Department of
Academic-Industrial
Collaboration
Patent Search Analysis
Contract Consultation
Contract Negotiation
Technology
Transfer
License Planning
Intellectual
Property
Patent application
Patent Consultation/Strategy
Patent Map & Infringement
Analysis
Ø
Renewable Energy Industry trends and practices.
Ø
Designing the course curriculum and other value added
programmes based on Renewable Energy industry
requirements.
Commercialization & Industrialization
Ø
Source for external project sponsored by the
Renewable Energy Companies.
Ø
Bring-in consultancy project in Renewable
Energy.
Ø
Create employable students “Renewable Energy
industry-ready students”.
Ø
Curricula, faculty, infrastructure, pedagogy
improvements in line with the Renewable
Energy industry’s requirements of demand for
skilled professionals.
Ø
Organizing workshops / seminars periodically
and invite the corporate people to deliver
lectures and interact.
Ø
Joint Faculty Development Programme.
Ø
Panel Discussions.
Ø
CEO Interactions.
Ø
Corporate Excellence Award Functions.
38
DIFFERENT GATEWAYS
Concept of Industry-Institute Partnership Cell. A
Ø
dedicated efforts to institutionalize the initiatives.
Guest Lecture by experienced person from
Ø
Renewable Energy Industry .
Renewable Energy Industrial visit.
Ø
Deputing faculty in Renewable Energy industry to
Ø
work in the lean period.
LOOK AT WHAT IS HAPPENING
IN THIS AREA….
Ø
Companies like Pantaloon Retail part of the Future
Group started this interface as an innovation,
some (especially IT companies) as the need of the
hour, and some (aligning with ITI and
government-run Institutes) as a social endeavour.
Ø
Several of these courses have been
conceptualized by industry associations like
NASSCOM, with the support of member
companies.
The programmes, though varied in terms of
Ø
partners, thought and duration, are meant to
hone professional skills and eventually help
the company and the booming economy.
National Vocational Education Qualification
Framework (NVEQF) Scheme
Ø
NVEQF is introduced by the Government in
order to formally integrate vocational
education together with its current
conventional educational streams across
school and higher education space and provide
an opportunity and incentive to students to
explore a large universe of opportunity.
Rational of NVEQF
Ø
Across sectors and across the country. The Initiative addresses
skills in all sectors and areas.
Ø
Short duration, focused and modular programmes allow for
quick and effective delivery of skills training. This allows a person
to become productive relatively quickly at younger age. The
modular approach also means that he can add on to his portfolio
of skills for vertical and horizontal progression. At the same time
the content is focused to allow for dissemination of only relevant
skill. The duration is decided taking into account the objectives
and content of the constituent programmes. Amongst other
things it would be based on Employer-Employee needs,
availability of Infrastructure and Equipment, Characteristics of
the Training Content, etc
INITIATIVES
ICICI “UDAAN”.
Ø
Infosys “Campus Connect”.
Ø
L&T InfoTech “Sparsh”.
Ø
Ø
TCS “Academic Interface
Programme (AIP)”.
Ø
MOU between NASSCOM and
UGC.
Ø
N a t i o n a l Vo c a t i o n a l E d u c a t i o n
Qualification Framework (NVEQF)
Scheme
Ø
It is important that a Vocational Educational
Qualification Framework is in place that allow
cross mobility of standards and their absorption
in Industry with certain skill gained over a fixed
period of time or their seamless integration into
higher learning that enable them to acquire
formal degree and higher skill so that they
perform higher level jobs in Industry.
Programmes of varied durations ranging from short courses
Ø
to more protracted ones, depending on the skill and the
requirements at particular certificate level.
The practical hands on skills for delivery in the local
Ø
language, thereby allowing for provision of local trainers,
congenial and effective delivery.
The delivery of the programme is flexible it could be full day,
Ø
half day or week end programmes. This would again be
decided on availability of candidate’s spare time, availability
of training infrastructure and spare capacities, etc.
39
Ø
Training could be delivered through a network
of centres that could include Technical and
Non-Technical Schools and Colleges industry
centres, Training Organizations, Services, In
addition, for practical training, laboratories of
industries could be used as Training Sites for
skill enhancement, where required.
40
Certification
Level
Normal
Qualification
4
Case I
Vocational
Qualification
Certifying
Body
Vocational
Qualification
Certifying
Body
Higher
Secondary
School Grade XII
Diploma
Board of
Technical
Education
Grade XII
School
Board
3
Higher
Secondary
School Grade IX
Diploma
Board of
Technical
Education
Grade XI
School
Board
2
Secondary
School Grade X
Grade X
School Board
Grade X
School
Board
1
Secondary
School Grade IX
Grade IX
School Board
Grade IX
School
Board
Commerce Stream
V
Economics and Finance
1.
2.
3.
4.
5.
VI
Agriculture
1. Farm Machinery and Power
Engineering
2. Green House Technology
3. Renewable Energy
4. Processing and Food
Engineering
5. Soil and water Conservation
Science Stream
VII
Construction
1. Building Technology
Science Stream
VIII
Applied Arts
1.
2.
3.
4.
Arts Stream
IX
Travel and Tourism
1. Tourism
Commerce Stream
X
Printing and Publishing
1.
Commerce Stream
Fashion Technology
Interior Design
Jewellery Design
Apparel Sector
Printing Technology
Certification
Level
Normal
Qualification
7
Case I
Case II
Vocational
Qualification
Certifying
Body
Vocational
Qualification
Certifying
Body
3rd yr bachelors
Advanced
Diploma
Board of
Technical
Education
Degree
University
6
2nd yr bachelors
Advanced
Diploma
Board of
Technical
Education
Degree
University
5
1st yr bachelors
Diploma
Board of
Technical
Education
Degree
University
SKILL SECTORS/ SPECIALISATIONS AND AVAILABLE
GENERAL CONTENT
Case II
Retail
Banking
Financial Planning
Financial Services
Logistics
Framework Options for a Student
No.
Sector
Specialization
Available General
Content
I
Automobiles
1.
2.
3.
4.
5.
Engine Testing
Vehicle Testing
Vehicle Quality
Auto Electricals and Electronics
Farm Equipment and Machinery
Science Stream
II
Entertainment
1.
2.
3.
4.
Theatre and Stage Craft
Contemporary Western Dance
Theatre studies
4 Acting
Arts Steam
III
Information
Technology
1. Software Development
Science Stream
IV
Communications
1. Mobile Communication
Science Stream
XI Paramedical and
Healthcare
1. Cardiology
Science Stream
2. Neurology
3. Radiography
4. Emergency Medical Services
5. Laboratory
6. Operation Theater
7. Optometry
8. Medical Record Science & Health
9. Information
10. Endoscopy
11. Anesthesia and Critical Care
12. Renal Dialysis
13. Blood Bank
Ø
University Grants Commission has approved the
University of Lucknow to start Bachelor of Vocation
(B Voc) Courses in Renewable Energy Technology and Gemology
in the University from 2014 – 15 academic session.
They have approved similar programmes in other
Ø
Universities/Colleges all over India. In Renewable
Energy, other Universities are University of Pune, St. Albert’s
C o l l e g e , E r n a k u l a m , K o c h i a n d Te z p u r
University. In Renewable Energy Management, the Universities
are Andhra Loyola College, Vijayawada, Andhra Pradesh and
Mahatma Gandhi Chitrakoot Gramodaya Vishwavidyalaya,
Chitrakoot,
• Creating platform for interface of industry, academia
and institution in Renewable Energy.
• Acknowledge “Sustainable Future and
an area of grave
Energy Security ” as
concern for better quality of life.
• Find ways and means of integrating
Re n e w a b l e E n e r g y i n d u s t r y – i n s t i t u t i o n
interaction into key operations of industry
and institution.
• Create Renewable Energy project involving industry
and institution that can be funded
by industry or institution.
Get up, and set your shoulder to
the wheel -how long is this life
for? As you have come into this
world, leave some mark behind.
Otherwise where is the
difference between you and the
trees and stones? – they too
come into existence, decay and
die
……..Swami Vivekanand
The way forward
RENEWABLE ENERGY SCNERIO IN INDIA
India has witnessed an exponential growth in renewable
energy sector achieving a total installed capacity of 31,707
MW (excluding large hydro) as on 31.03.2014 The Ministry
of New and Renewable Energy (MNRE), Government of
India which has been pioneering this activity, has plans to
facilitate further growth to achieve the vision of ‘affordable
and reliable clean energy’ to every citizen of the country.
• Involve Renewable Energy industrial experts in
curriculum development in institutions.
• I nv i te Re n e wa b l e E n e rg y I n d u st r i a l
Experts to the campuses to share their
knowledge and experience.
• Increase student exposure to actual
Renewable Energy industrial work.
• Embrace a “value based” teaching system.
The attitude today is the root
on which the future grows.
Hence we must plan well today
so as to have a better tomorrow.
41
Presentation by Dr Arun Kumar
Workshop on
“Developing Strategy for Education and
Vocational Training for the Renewable Energy
Sector in India”
Aug 22, 2014
at Seminar Hall No.-2,
India International Centre, New Delhi
Programmatic Proposal on national education
and training programme on Renewable
Energy
Sponsored by
Organized by
lR;eso t;rs
Ministry of New and Renewable
Energy, New Delhi
Indian Institute of Technology,
Roorkee
Current Status of Renewable Energy Education
S. No.
Type
No. of Institutions
~ No. of Students
1
Government and Private
Institutions
3495
12.00 lakhs
2
Management Institutions
2450
3.85 lakhs
3
Engineering and diploma
Institutions
3524
12.00 lakhs
Background
th
• India is 4 largest energy consumer with exponential
electricity consumption growth.
th
• 12 Five Year Plan aims at developing 30,000 MW of
renewable energy capacity.
• CII estimates more than 1 million jobs creation till 2020 for
renewable energy.
• Acute skills and manpower shortage limits India’s long
term renewable energy development plan.
• Necessary to foster human resource development to
achieve ambitious renewable energy development plan
and policy objectives in a sustainable manner.
Classification of Training and Education Levels
School
4
Industrial Training Institutes
(ITIs)
5114
Graduate
Studies
7.42 lakhs
• Shortage of number and skilled manpower is directly related to lack of
appropriate faculty development programme.
• Lack of continual improvement of curriculum and renewable energy content
development.
• Lag in learning infrastructure (laboratory and library) to support research
and innovation.
PAVING A WAY FORWARD
Requires dedicated efforts to enable to initiate and help
transform the education model keeping in view that
renewable energy is:
• an emerging discipline with continued up-gradation of
technologies and approaches.
• Inter-disciplinary approach using inter-institutional
education model and provision of modular employable
skills.
A 3 year programme to scale up quality education and
training is proposed, “National Education & Training
Programme in Renewable Energy” (NETPRE).
42
Technical
Training ITI
Post-Graduate
Studies
Awareness
Programmes
(General Public)
Trainers
Training
Certificate
course,
continuing
Education,
Refresher
programmes
-Diploma
-M.Tech/MSc
-PhD
On-job training
National Education & Training Programme on
Renewable Energy (NEPTRE)
Aims at capacity building of academic institutions:
• Application based knowledge and energy options
dissemination
• Training engineers, managers, policy-formulators,
consultants and energy practice professionals
• Research and development relevance to problems
relevant to India.
• Technical and policy inputs on integration of renewable
energy to conventional power system.
Programme Activities
Implementation Framework
• Educational programmes (Modular M. Tech, certificate
and short-term training)
• Provision of infrastructure facility (laboratory and library
support)
• Train-the-trainer (i.e. faculty) programmes
• Curriculum/teaching-aid/course material development
• Arrangement of workshops and conferences
• Vocational training of faculty in international environment
• Influx of international experts
• Ten (10) resource institutes will share the responsibility
of programme activities based on area of strength.
• Modular learning model
• Knowledge transfer (international exchange and inviting
international experts) to infuse up-to-date learning and
motivate dedicated innovation.
• Website to act as an information centre, directory,
programme facilitation as part of communications.
• Effectiveness of programme to be ensured using
indicators and well defined monitoring and evaluation
for each activity.
Activities
-
International
Visitors
30 man- visits of
international
experts in 10
resource institutes
Teaching Scheme for Modular M.Tech
Educational Programmes
Modular M.Tech training to 50
teachers
Short term training catering 500
teachers
Certificates 50 teachers
3 yr period
programme
Knowledge
Dissemination
Workshop and conference
to sensitize stakeholders
I Break Summer – 2 months
Infrastructure Enhancement
Laboratory upgrade (50 colleges
and 10 resource institutes)
Library support (100 colleges
and 10 resource institutes)
Curriculum
Development
International Exposure
30 man-visits for
international training to
deserving teachers
Aim to develop 20
material models
List of Tentative Candidate’s Institutes to Act as
resource Institute
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Indian Institute of Technology, Roorkee
Indian Institute of Technology, New Delhi
Indian Institute of Technology, Bombay
Indian Institute of Technology, Kharagpur
Indian Institute of Technology, Jodhpur
Maulana Azad National Institute of Technology, Bhopal
Malaviya National Institute of Technology, Jaipur
National Institute of Technology, Tiruchirappalli
University of Pune, Pune
University of Lucknow, Lucknow
Annamalai University, Chennai
Jadavpur University, Jadavpur
Shri Mata Vaishno Devi University (SMVDU), Katra, J&K
Tezpur University, Tezpur
University of Petroleum and Energy Studies, Dehradun
Programme core
Department core
Department core
II Break Winter – 1 month
Department Core
Programme Elective-I
III Break Summer – 2 months Programme Elective-II
Programme Elective-III
Introduction of Seminar
IV Break Winter – 1 month
Programme Elective-IV
Programme Elective-V
Finalization of Dissertation
V Break Summer – 2 months Consultation on Dissertation
VI Break Winter – 1 month
Finalization and presentation on Dissertation
Programme Management
National Steering Committee
Representatives from MNRE, Ministry of
HRD, Resource Institute Coordinators,
Ministry of HRD, Ministry of Urban
Development, Ministry of Agricultural
Technology, Ministry of Science and
Project Implementation Committee
Director, IIT Roorkee
Chair Professor (Renewable Energy), IIT –
Roorkee
Sub-Committee on Library Support
Sub-Committee on Laboratories
Development
43
Activity and Cost
Item
1.
Educational Programme
A
3 year modular M Tech programme
50 teachers x 3 months per year each in 2 spells
Certificate Programme (4 months)
50 teachers x 4 months per year
Short Term Course Training
500 teachers for 1 week each (or smaller number of teachers
for more weeks each)
International Training 100 man-months
International Experts to Resource Institutes in India 30
man-visit
Library/Book Support to Colleges
100 colleges
Library/Book Support to Resource Institutions
10 institutes
Laboratory Enhancement at Colleges
50 colleges
Laboratory Enhancement at Resource Institutes
10 institutes
Organization of Workshops, Conferences, and Meetings
B
“Resources are limited,
Creativity is unlimited”
C
4.
5.
6.
7.
8.
9.
10.
11.
12.
44
Details
Development of Teaching Resource Materials
20 modules
Coordination at resource institutes
Unit
Years
Tentative Cost
(Rs. Lacs)
50
3
270
50
3
360
500
1
300
100
30 man-visit
1
1
150
90
100
1
200
10
1
50
50
1
1000
10
1
1000
3
90
20
1
100
10
1
500