Association of Power Utilities of Africa (APUA) ex - Union of Electrical Energy Producers and Distributors in Africa (UPDEA)
Definition and sizing of a network of regional Centers of Excellence for training in the electricity trades
FINAL REPORT
June 2013 Technical Support AFPI rhodanienne 10 Bd E. Michelet BP 8051 69 351 Lyon Cedex 08 Financial support
SCHNEIDER ELECTRIC Division Education Le Hive 4B25 35 rue Joseph Monier 92500 Rueil Malmaison
ACKNOWLEDGEMENTS
The team of consultants AFPI Rhodanienne and Schneider Electric would like to thank the representatives of the organizations involved in this study:
ASEA / UPDEA and its CEO for its activity of coordination and its welcome during the working sessions of the Steering Committee and the General Assembly of Algiers
The French Development Agency (AFD) for its technical contribution,
Member companies of the ASEA / UPDEA for their availability and the quality of discussions during the visits,
Partners in the study for the information they could give us.
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ACRONYMS 2IE
Institut international d’ingénierie de l’eau et de l’environnement / International Institute for Water and Environment Engineering
AES – SONEL (Cameroun)
Applied Energy Services – Société Nationale d’Electricité
AFD APUA / ASEA ASER
Association Française de Développement / French Agency for Development Association of Power Utilities of Africa / Association des Sociétés d’Electricité d’Afrique Agence Sénégalaise de l'Electrification Rurale / Senegalese Agency for Rural Electrification
BT
Basse Tension / Low Voltage
CA
Centre Associé / Associated Center
CBA
Centre de Formation Ben-Aknoun
CDI
Centre de Documentation et d'Information / Library
CEB (Bénin –Togo)
Communauté Electrique du Bénin
CEET (Togo)
Compagnie Energie Electrique du Togo
CER
Centre d'Excellence Régional / Regional Center for Excellence
CIE (Ivory Coast)
Compagnie Ivoirienne d'Electricité / Ivorian Electrical Company
COMELEC
Comité Maghrébin de l'Electricité
EAPP
Eastern Africa Power Pool
EDF
Electricité de France / French Poducer of Electricity
EDG (Guinée)
Electricité de Guinée
EPELEC (Niger)
Ecole de Perfectionnement en Electricité Electricité Réseau Distribution de France / French Distributor of Electricity
ERDF ESF
Electriciens sans frontières / Electricians Without Borders
EAL
ESKOM Academy of Learning (South Africa)
ETB (Algeria)
Ecole Technique de Blida / Technical School of Blida
GTC
Geothermal Training Center
HT / HTA / HTB
High Voltage / A or B
HR
Human Resources
IFEG
Institut de Formation en Electricité et Gaz (Algeria)
KenGen (Kenya)
Kenya Electricity Generating Company
KGRTC (Zambia)
Kafue Gorge Regional Training Center (Zambia)
KPLC TC (Zambia)
Kenya Power and Lightening Company Training Center (Kenya)
MW
Mega Watt
ONEE (Maroc)
Office National de l'Electricité et de l'Eau
PEAC
Central African Power Pool
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QTM
Qualified Technical Managers, Advanced technicians
RTE
Réseau de Transport d'Electricité / French Company forTransmission of Electricity
SAPP
Southern African Power Pool
SEEG (Gabon)
Société d'Energie et d'Eau du Gabon
SENELEC (Senegal)
Société Nationale Electrique du Senegal
SONELGAZ (Algérie)
Syndicat des Entreprises de Genie Electrique et Climatique / French Representant of Electrical Companies Société Nationale de l’Electricité et du Gaz
STEG (Tunisia)
Société Tunisienne de l'Electricité et du Gaz
UPDEA
Union des Producteurs et Distributeurs d’Electricité en Afrique
VRA (Ghana)
Volta River Authority
WAPP
West African Power Pool
SERCE
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SUMMARY
1
RESUME
7
STUDY’S CONTEXT
9
1.1 CONTEXT
9
1.2 PHASING OF THE STUDY
2
3
4
5
6
9
1.3 SCOPE
11
1.4 INPUTS
12
SKILLS APPROACH
15
2.1 STAFF OF COMPANIES
15
2.2 COMPANIES HETEROGENEOUS
16
2.3 ELECTRICITY TRADES
19
2.4 SKILLS REQUIREMENTS
22
EXISTING TRAINING FACILITIES
30
3.1 GENERALISTIC INTERNAL TRAINING
30
3.2 RESOURCES FOR TRAINING ARE COMMENSURATE WITH COMPANIES’ CAPACITIES
30
3.3 VARIOUS LENGTH OF TIME TO INTEGRATE NEW WORKERS
33
3.4 AN EVOLUTING TRAINING OFFER
34
3.5 STATUSES DIFFER BECAUSE APPROACHES DIFFER
34
3.6 LIMITED RELATIONSHIPS WITH EXTERNAL PARTNERS
36
3.7 RESULTING TYPOLOGY
38
3.8 SHARING FOR MUTUAL GAINS
38
CENTERS OF EXCELLENCE AND THEIR NETWORKS
39
4.1 MANAGING THE NETWORK
39
4.2 A NETWORK THAT BUILS ON EXISTING ASSETS
41
4.3 A NETWORK THAT MUTUALIZE RESOURCES
41
4.4 … TO A CERTAIN EXTENT
42
4.5 CENTERS GEARED TOWARDS CONTINUOUS TRAINING
42
DEFINING CENTERS OF EXCELLENCE
43
5.1 LINK WITH TYPOLOGY
43
5.2 MISSIONS
44
5.3 CENTERS’ ACTIVITIES
44
5.4 LOCATION
46
5.5 ELIGIBILITY CRITERIA
47
5.6 GOVERNANCE OF THE CENTER
49
5.7 FUNDING THE CENTERS
51
5.8 EVOLVE TO THE STATUS OF CENTRE OF EXCELLENCE
52
EVALUATIONS ON SITE
54
6.1 IDENTICATION OF THE CENTERS TO VISIT
54
6.2 VISIT OF THE CENTERS
54
6.3 DESCRIPTION OF THE CENTERS VISITED
56
6.4 GENERAL TABLE
80
6.5 CENTERS OF EXCELLENCE AND AREA OF EXCELLENCE IDENTIFIED
83
6.6 CURRENT REPARTITION
84 5
7
8
9
BUILDING THE PAN-AFRICAN NETWORK
85
7.1 RELATIONSHIP BETWEEN CENTERS
85
7.2 GENERAL ORGANIZATION
86
SIZING
87
8.1 DETERMINING SCOPE
87
8.2 CREATION OF A WIND POWER TRAINING SECTOR
88
8.3 CREATION OF A SOLAR TRAINING SECTOR
94
8.4 ELECTRICAL ENGINEERING SECTOR
99
METHODOLOGICAL CAPITALISATION
104
9.1 CERTIFYING EXISTING CENTERS
104
9.2 CREATING A SECTOR OF EXCELLENCE IN AN EXCEKLLENCE IN AN EXISTING CENTRE 105
6
RESUME
Definition and sizing of a network of regional Centers of Excellence for training in the electricity trades Financial support : Agence Française de Développement, European Union STUDY’S CONTEXT At a continental scale electrical companies (production, transmission and distribution) are facing common problems in terms of human resources and skills development:
Aging of the technical staff
Development of new technologies
Lack of young graduates immediately operational.
APUA has chosen to support African electricity companies by launching the initiative to create a regional network of excellence for training in electricity trades. CENTER OF EXCELLENCE The concept of excellence should be understood as the quality and recognition of the level of skills that the center is running. It targets to certify area of specialization, training centers or existing poles. A pole consists of several centers of excellence. Thus, on its mission, the Center of Excellence must:
Fill the skills gaps related to massive retirements and the introduction of new techniques and technologies, providing a regional response to a set of electrical companies.
Being a unifying element of training policies in electrical trades.
Promote and organize the necessary training related to the development of renewable energies.
Centers of excellence are existing training centers and, even with this new status, maintain their own system of governance. Centers of Excellence answers to the skills needs of the national electricity company. The company still owns and drives its center, regarding its strategy. From an economic point of view, to cover all or part of its operating costs, the center acts as an "internal supplier" for operational services of the company and opens wide its training sessions for other electrical companies or subcontractors . Training centers known as "center of excellence" offer in this respect:
A range of technical training for the care and maintenance of production equipment, live working HTB and some specialized courses related to renewable energy development. Training in computer skills, training rules that depends on the normative system of the countries, training to related trades do not seem to enter in the scope of recognition under Excellence.
Support pedagogical engineering to organize training contents that meet the needs of local companies: training of trainers, training standards, consulting, ...
A resource center to develop partnerships with training centers in other countries and bring their expertise, and with structures to develop additional relevant offers (universities, schools, ...)
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THE NETWORK For more efficiency and consistency, the action of these centers for the benefit of African societies will be coordinated by APUA, which will be thus in charge of:
Create and animate a network of centers, mainly the exchange of good practices,
Educate / communicate about possible relationships, mainly Interzone,
Promote the work of Centres of Excellence at a continental level,
Ensure technology watch,
Coordinate the continental network: labeling, locating a specific offer, development of joint projects or center for a consistent presentation to international technical and financial partners,
Assess the quality of training in training centers,
Coordinate actions "training" to the top management,
Maintain a database of companies and offers training centers,
Provide technical assistance to non-accredited centers.
As part of the study, 12 existing training centers were visited. A number of them (4) have already prerequisites determined by the Steering Committee of the study to be or quickly become Centres of Excellence, and play a leading role in the development of the network supported by APUA.
Existing Centre / Sector of Excellence Potential Centre/Sector of Excellence
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1 STUDY’S CONTEXT 1.1 CONTEXT In March 2012, UPDEA (Union of Producers and Distributors of Electricity in Africa) organized an International Seminar on Vocational Training in Yamoussoukro, Côte d'Ivoire. At this seminar, several member companies summarized their skills needs and solutions and resources they put in place to ensure the acquisition of these skills. Participants decided to go further reflection on the subject by launching a study to identify the skills needs of African societies of electricity, to list training opportunities among existing training structures and to provide a pan-african training device relying on a network of regional centers of excellence for training. The French Development Agency (AFD), with the support of the European Union, has chosen to support this initiative by providing financial help. On this occasion, it was asked to members to submit all documents related to training needs and training opportunities to consolidate this study. Following a consultation held in June 2012, the consortium AFPI Rhodanienne / Schneider Electric was selected to provide this support for UPDEA and to run the study. Definition and sizing of a network of regional Centres of Excellence for training in the electricity trades To support the consortium, a Steering Committee of the study was implemented. It includes representatives of Human Resources or Training Departments of different African societies, which are interested to move this folder.
1.2 PHASING OF THE STUDY Thus, this study has to be run through 3 phases A diagnostic phase correlating the needs expressed by the companies who were members and the existing training proposal. During this diagnostic stage, special attention will be devoted to the development of training solutions relating to the specific fields of renewable energies. A phase for evaluation of the provisions in the field that will concern a series of centers pre-identified by UPDEA. These have already contributed responses (whether complete or not) in terms of training for the staff of companies in the countries where they are respectively located. A phase for sizing and recommendations, that will formalise the Equipment and Infrastructures Centers of Excellence to be provided for will be specified cursorily for 3 to 4 identified centers, especially to anticipate development of the renewable energies sector. This will involve making sure to respond to quantitative and qualitative needs in qualified labour for companies in the sector.
9
On-site • Analysis of existing • Collection needs • Organization
evaluation • Operation • Means and resources • Training Offer
Diagnosis
Collection of data regarding skills needs of UPDEA members and existing training device Data analysis. Production of the analysis report.
Diagnosis on site of 11 existing training centers
• Equipments • Infrastructurs • Governance Sizing and recommendations
Data analysis report.
and
final
However, this progress has been somewhat fitted in accordance with UPDEA and the French Agency for Development to adapt to the difficulty of data collection. In support of UPDEA action to inventory activities of existing training centers and to describe technical characteristics of electricity companies, two complementary documents have been developed: • A questionnaire to describe the activities of training centers • A questionnaire to identify technologies used by companies. These questionnaires are included in Appendix.
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1.3 SCOPE The study focuses on the production, distribution, transmission companies from 44 countries. A list of the main features was produced by UPDEA. COUNTRY
POPULATION
ACTIVITIES
TURNOVER
SOCIETY
P : Production T : Transmission D : Distribution
US Dollars
Eskom SONELGAZ ENE SBEE CEB BPC SONABEL REGIDESO AES - SONEL CIE EDD EEHC EEPCO SEEG NAWEC ECG
P, T, D P, T, D P, T, D P,D
12 873 672 000 1 744 880 000 513 400 000
P, T, D P, T, D
216 000 000 203 964 173
P, T, D P, T, D
496 043 794 541 438 668
P, T, D
-
P, D
566 937 903
P, T, D
39 025 840
D
1 175 250 900
KenGen
P
194 650 000
LEC LEC GECOL JIRAMA ESCOM EDM SOGEM
P, T, D
31 500 000
P, T, D
90 000 000
P, T, D
3 040 499 917
P, T, D P, T, D
310 000 000
South Africa Algeria Angola Benin Benin / Togo Botswana Burkina Faso Burundi Cameroon Ivory Coast Djibouti Egypt Ethiopia Gabon Gambia Ghana
48 810 427 37 367 226 18 056 072 9 598 787
Ghana
24 652 402
VRA
Ghana Guinea Guinea-Bissau Kenya
10 884 958 1 628 603
GRIDCo EDG EAGB KPLC
Kenya
2 098 018 17 275 115 10 557 259 20 129 878 21 952 093 774 389 83 688 164 91 195 675 1 608 321 1 840 454
43 013 341
Lesotho Liberia Libya Madagascar Malawi Mali Mali
1 930 493 3 887 886 5 613 380 22 005 222 16 323 044 15 494 466
Morocco
32 309 239
ONEE
Mauritania Mozambique Namibia Niger Niger Nigeria Ouganda R.D.C Rep. of Congo Central African Rep Rwanda Rwanda Senegal Sudan Swaziland Tanzania Chad Togo Tunisia Zambia Zimbabwe
3 359 185 23 515 934 2 165 828
SOMELEC EDM/HCB NamPower NIGELEC SONICHAR PHCN UEGCL SNEL SNE ENERCA EWSA SINELAC SENELEC MED SEC TANESCO STEE CEET STEG ZESCO ZESA
16 344 687 170 123 740 33 640 833 73 599 190 4 366 266 5 057 208 11 689 696 12 969 606 44 831 886 1 138 000 46 912 768 10 975 648 6 961 049 10 732 900 13 817 479 12 619 600
P
P, T, D
-
P, T, D
498 159 116
P, T, D P, T, D
114 400 000 277 300 000
P, D P, T, D P, T, D P, T, D
194 000 000 1 458 826 200 350 000 000 469 000 000
Table 1 : Features of ASEA members electrical companies
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1.4 INPUTS 1.4.1 YAMOUSSOUKRO SEMINAR CONCLUSIONS Electrical companies have commented at the seminar their main issues in terms of human resources and competencies development. They put forward seven items impacting the short-term and mid-term training needs:
« A huge number of competent personnel in the basic technical trades going into retirement in the very short term.
The job market does not offer the competences needed to satisfy company recruitment requirements.
The level and quality of technical vocational teaching has dropped significantly nationally in many member countries.
The rarity or even the lack of financial resources to make investments for renewal, rehabilitation and operation of training centres.
In most companies there is a knowledge gap in current skills, in new domains (projects) for development of companies as in renewable energies, and in cross-cutting activities like security, first aid, customer management, inventory management, etc.). Such needs are perceived at all levels and in all functions, including at operational staff and managerial levels. These skills gaps are in part related to changes in technologies and techniques.
The lack of training does not just concern technical fields but also affects commercial, financial fields, etc.
The high level of turn-over in Top Management of these companies imposes training initiatives with this population. »
The assessment of needs is analysed as follows: 1. It emerged that the very methodology for identification of needs has itself become a need to be covered, and that experience to proceed in this is available within the UPDEA network. For example that of KeNGen: identifying needs in relation to the company’s strategic plan, requirements in relation to the talent management plan, and needs in relation to agents’ career development plans (apprenticeship and retirement). 2. Despite these efforts and initiatives, especially the surveys conducted on forecast competence needs in companies (including that conducted by UPDEA), it is now difficult to have a precise vision in advance of company needs for competences, meaning that it remains difficult to define the appropriate responses. It thus appears necessary, as a pre-requisite to setting up training solutions, to pursue data collection and analysis in order to better specify the needs in competences in UPDEA member companies."
12
1.4.2 INFORMATIONS OF UPDEA MEMBERS Companies who answered to the initial request of UPDEA have mostly transmitted documents that were difficult to use in the context of the study. In fact, it was mostly presentations that were screened at the Yamoussoukro seminar and also some training plans, with different kind of supports. A training plan as such is a useful indicator of the needs expressed by either employees or management staff. However, it does not entirely reflect the reality of the education policy or strategy of the company since: Requests for training are calibrated regarding the available supply and not necessarily on the global and real needs, All trainings will not necessarily take place for various reasons (decision of managers, budget, time, availability of supply) The process of needs gathering is not specified.
1.4.3 COMPLEMENTS Following the production of questionnaires (training centers and technologies used by companies), a number of them companies (12) have given us more detailed informations on their respective activities, in a variable timing. Filled questionnaires Country
Training center
Benin
CFPP - CEB
Algeria
IFEG - Ecole Technique de Blida
Cameroon
AES SONEL
Senegal
SENELEC
Ghana
VRA Training and Development Division
Ivory Coast
Centre des Métiers de l’Electricité
Morocco
ONEE
Tunisia
CFPK
Kenya
GTC - Geothermal Training Center
Zambia
ZESCO TC
Zambia
KGRTC
Kenya
KPLC TC 13
For this reason, analysis of the rest of the study, and the conclusions drawn from it, were based on the companies who responded and the 12 training centres visited (which in some cases are the same). It must be mentioned that even during field trips it was often impossible to gather complete information about the centres’ financial aspects. Since most of the centres are affiliated to companies’ HR departments, their financial data tends to be clouded in the overall costs of running the company. Most of the time we were not given, and were not able to extract, figures for items such as the wage bill allocated to training centres, the cost of services, amounts assigned to training and so on.
1.4.4 ADDITIONAL RESEARCH
Visit of EDF Training Center (la Pérollière, France, 69)
Meeting with Mme HEURAUX, EDF, International Development
Meeting with ESF (Electriciens Sans Frontières, Electricians Without Borders)
14
2 SKILLS APPROACH 2.1 STAFF OF COMPANIES The following table specifies numbers and distribution by categories of employees of electrical companies. EMPLOYEES COUNTRY
South Africa Algeria Angola Benin Benin / Togo Botswana Burkina Faso Burundi Cameroon Ivory Coast Djibouti Egypt Ethiopia Gabon Gambia Ghana Ghana
SOCIETY
Eskom SONELGAZ ENE SBEE CEB BPC SONABEL REGIDESO AES - SONEL CIE EDD EEHC EEPCO SEEG NAWEC ECG VRA
TOTAL
510 1 868 1 530
262
3616 3 203
1098 323
10 252
KenGen
1 829
Lesotho Liberia Libya Madagascar Malawi Mali Mali
LEC LEC GECOL JIRAMA ESCOM EDM SOGEM
563
ONEE
68
199
243
291
977
1432 1 759
1086 1 121
775
573
MEN (%)
WOMEN (%)
85
15
89
11
77 74
23 26
81
19
83
17
79
21
3 100
Kenya
SOMELEC EDM/HCB NamPower NIGELEC SONICHAR PHCN UEGCL SNEL SNE ENERCA EWSA SINELAC SENELEC MED SEC TANESCO STEE CEET STEG ZESCO ZESA
OPERATORS
170 513
GRIDCo EDG EAGB KPLC
Morocco
TECHNI CIANS
43 473 65 000 4 009
Ghana Guinea Guinea-Bissau Kenya
Mauritania Mozambique Namibia Niger Niger Nigeria Ouganda R.D.C Rep. of Congo Central African Rep Rwanda Rwanda Senegal Sudan Swaziland Tanzania Chad Togo Tunisia Zambia Zimbabwe
EXECU TIVES
1 705
357
2 398
8 680
1 813
4 798
2 069
311
1 284
961
97 2 415
328 5 477
441 1 875
3 244 910
7 232
2 556 567 5 950 866 9 767 4 940 5 773
Tableau 2 : Employees of companies (source ASEA)
15
The difficulty of gathering information on the ASEA members’ employees highlights the need for a centralized and reliable data collection. Building a base of quantitative and qualitative data is now crucial to address the issue of human resources development and thus of skills enhancement. In terms of overall staff, we can see that the power companies are major providers of jobs in their respective countries. With thousands of employees to their credit, these companies play an important nationwide role, furthermore with jobs distributed in different role categories: administration, sales, technical, ... It should be noted that some companies, such as Egypt EEHC count associated services in their total workforce staff, such as hospitals. The qualitative treatment in Table 2 is quite complex, particularly because of the lack of differentiation between the technical and administrative profiles. Executive people represent 10 to 25% of the workforce on average. We can especially note that the category of operators is not a majority. Indeed, trades present in the electricity industry, whether technical or administrative require knowledge and skills that require profiles "intermediaries" or "superior" and thus a skilled population. We can therefore conclude that, even if they are workforce consumers, electricity trades require a "qualified" population.
2.2 COMPANIES HETEROGENEOUS The situation of the companies are of course very different. In some countries, the choice was made to split the production activities of transport and distribution. The diversity apparent in the next table supplied by the UPDEA is reflected in a variety of ways, particularly in the fact that means of production used an assortment of technologies – hydro-electrical, thermal and so on – in different proportions. C. Heuraux, in her book entitled “L’électricité au cœur des défis africains” (Ed. Karthala, 2010), gives a series of statistics relating to generation technologies in pools. These are compiled into the table below and confirm the large volumes.
Pool WAPP SAPP EAPP PEAC COMELEC
Capacity 10 600 MW 50 000 MW 4 800 MW 4 000 MW 43 000 MW
Thermal 20% 80% 43% 15% 79%
Production hydro Nuclear 80% 16% 4% 53% 85% 11%
Geothermal Power produced 22 TWh 290 TWh 4% 19 TWh 13 TWh 202 TWh
Table 3 : technologies run by the pools (source : table realized by consultants)
16
South African and Maghrebian power pools produce 10 times more energy than any other power pool. North African countries, with the exception of Mauritania, are in the top eight, illustrating the technical and technological progress that most of them have made. COMELEC and SAPP productions are mainly based on thermal energy (coal) when other pools are mainly concerned by hydraulic. ACTIVITIES COUNTRY
South Africa Algeria Angola Benin Benin / Togo Botswana Burkina Faso Burundi Cameroon Ivory Coast Djibouti Egypt Ethiopia Gabon Gambia Ghana Ghana
SOCIETY
Eskom SONELGAZ ENE SBEE CEB BPC SONABEL REGIDESO AES - SONEL CIE EDD EEHC EEPCO SEEG NAWEC ECG VRA
P : Production T : Transmission D : Distribution P, T, D P, T, D P, T, D P,D
TURNOVER
US Dollars
POWER INSTALLED
MW
12 873 672 000 1 744 880 000 513 400 000
44 170 11 324 1 508
P, T, D P, T, D
216 000 000 203 964 173
202 311
P, T, D P, T, D
496 043 794 541 438 668
P, T, D
NATURE Steam, Hydro, Nuclear, Diesel Steam, Gaz, Hydro, Wind Steam, Gaz, Hydro
SELLS
OBSERV ATIONS
MWh 224 785 000 33 800 000 3 427 000
2 012 2 009 2 012
Hydro, Gaz Steam, Diesel Diesel, Hydro
3 118 000 856 643
2 012 2 012 2 011
929 1 390
Diesel, Hydro, Gaz Gaz, Hydro
4 534 850 5 995 000
2 012 2 011
-
24 726
Steam, Gaz, Hydro, Wind
98 633 000
2 010
P, D
566 937 903
1 856
Hydro, Gaz, Diesel
9 669 000
2 010
P, T, D
39 025 840
222
319 897
2 011
5 991 000
2 012
5 404 000
2 012
Ghana Guinea Guinea-Bissau Kenya
GRIDCo EDG EAGB KPLC
D
1 175 250 900
Kenya
KenGen
P
194 650 000
1 231
Lesotho Liberia Libya Madagascar Malawi Mali Mali
LEC LEC GECOL JIRAMA ESCOM EDM SOGEM
P, T, D
31 500 000
72
Hydro
488 000
2 012
P, T, D
90 000 000
287
Hydro
1 476 000
2 012
ONEE
P, T, D
3 040 499 917
6 377
Steam, Gaz, Hydro, Wind, Solar, Diesel
25 634 074
2 011
P, T, D P, T, D
310 000 000
2 279 393
Hydro, Diesel Hydro, Steam
2 380 000 3 648 000
2 012 2 012
P, T, D
-
2 442
Hydro
6 723 000
2 012
P, T, D
498 159 116
687
Steam, Diesel
2 062 567
2 010
P, T, D P, T, D
114 400 000 277 300 000
71 1 271
Hydro, Steam Hydro, Gaz, Diesel
1 018 600 3 770 000
2 012 2 012
P, D P, T, D P, T, D P, T, D
194 000 000 1 458 826 200 350 000 000 469 000 000
40 3 101 1 830 2 045
Diesel Steam, Gaz, Hydro, Wind Hydro Hydro, Steam
Morocco Mauritania Mozambique Namibia Niger Niger Nigeria Ouganda R.D.C Rep. of Congo Central African Rep Rwanda Rwanda Senegal Sudan Swaziland Tanzania Chad Togo Tunisia Zambia Zimbabwe
SOMELEC EDM/HCB NamPower NIGELEC SONICHAR PHCN UEGCL SNEL SNE ENERCA EWSA SINELAC SENELEC MED SEC TANESCO STEE CEET STEG ZESCO ZESA
Diesel, Hydro
-
Hydro, Diesel, Geothermal, Wind
P
736 911 13 015 000 10 688 000 7 367 000
2 2 2 2
Table 4 : Power installed and distributed (source ASEA)
Exact national output figures (taken from The CIA World Factbook) are available in the appendices.
17
012 010 012 012
For instance, in 2010 the South African Power Pool used the following technologies (MW units).
BPC EDM ENE ESCOM ESKOM LEC NamPow SEC SNEL TANESCO ZESA ZESCO Hydro 498 760 286 2000 72 240 63 2442 561 750 1802 Coal 132 267 37831 132 9 1295 Nuclear 1930 Thermal gaz 160 1 485 Diesel 70 51 2409 21 78 10 202 549 1187 287 44170 72 393 72 2442 1124 2045 1812
TOTAL 9474 39666 1930 646 2639 54355
% 17% 73% 4% 1% 5%
Table 5 : Technologies run by SAPP societies (source : internet site of SAPP)
South Africa, the only country on the continent whose output is based on nuclear power, is a giant and has very diverse needs (as reflected by its means of production) but risks being out of kilter with the other countries. Similarly, on a continental scale, renewable energies (wind, solar, ...) are struggling to be truly representative, in terms of the continental volume of production. These figures give an indication of the difficulty experienced when compare and analyse the skills requirements of companies whose production volumes are of a ratio of 1:2500. While it is true that not output power comes from the national company, this nonetheless appreciation of the scale.
trying to electricity all of the gives an
18
2.3 ELECTRICITY TRADES It was essential to know the trades and professions involved in producing, transporting and distributing electrical power in order to gain a clear and full understanding of what national operators need. It was also important to devise a job map to summarise the approach to the various trades and professions involved. The map provided below was created by combining information from human resources (recruitment, training and so on), several French companies engaged in the production, transportation and distribution of electrical power (namely, EDF, ErDF and RTE) and their federation (SERCE), and French sites that gave information about the careers available and profiles required in the electricity industry in France.
2.3.1 CATEGORIES OF TRADES AND PROFESSIONS As with most technical industries, jobs related to the production, transport and distribution of electrical power can be arranged into several categories.
Categories Engineers and executives Advanced technicians, Qualified Technical Managers (QTM) Highly qualified operators Skilled workers
Unskilled workers
This classification can be broadly determined by: The type of activity to be carried out The complexity of the activity The level of skill required The extent of the responsibility and independence enjoyed by the worker. This category does not necessarily equate to status. For example, some technicians may also perform managerial duties (team leader, foreman, etc.). Even though there tends to be a strong correlation between academic qualifications and job status, it also possible to move through categories by amassing experience.
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2.3.2 JOB MAP Guidelines: The following map does not purport to be exhaustive, rather it is intended to show main trends and arrange jobs into main groups by type. It should also be borne in mind that French operators may not have the same types or naming conventions as African operators, which is why we include a summary description of each job in the appendices. Interpreting the map There are several layers of interpretation of the map. Jobs are classified into by group PRODUCTION TRANSPORT DISTRIBUTION Categories have been identified within each group:
Engineering: this covers jobs whose holders are responsible for forecasting medium- and long-term developments, putting forward strategies for adapting means of production, transportation and distribution in accordance with needs and constraints, and implementing solutions that ensure that technical, budgetary and environmental objectives are attained to the greatest possible extent.
Operations: this covers jobs where duties include ensuring the safety of the electricity system and the quality of customers’ supply. Position holders must pre-empt flaws and overloading through advance planning and management and they oversee related operations on facilities.
Maintenance: this covers jobs whose holders are responsible for monitoring facilities and/or the grid, both to detect and repair outages or faults and to prevent such problems from occurring by identifying weaknesses and intervening before an incident or outage happens.
In addition, we identified a category that overlaps with two groups (transport and distribution): customer relations, which entails nurturing a relationship with the end user, both for sales and technical purposes. Beyond this, jobs can be divided into categories on the basis of levels: Qualified operator Technician / QTM Engineer Note: a brief description of each job is attached in the appendices (For technical reasons, it is not possible to translate this document in English. It is in its original version in French)
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Ingénieur Cadre
Ingénieur maintenance
Technicien de maintenance en site de production (méca, électricité,
(liaisons aériennes, souterraines, postes sources, télécomm, réseau, informatique, contrôle commande)
Technicien / AMT
Technicien de maintenance spécialisé ER (éolien, solaire, hydrau) Ingénieur d’exploitation
Directeur de projet Géomètre / topographe Chargé de concertation
Chef de groupement de postes sources
Agent technique contrôle commande
Responsable / chef d’exploitation
Opérateur Qualifié
Responsable de site de production
CONTROLE DE GESTION Ingénieur prévisionniste
Technicien d’études
(éolien, solaire, hydrau)
Ingénieur mécanique
ACHATS
Chargé de conseil et de contrôle technique
Chef de projet
automatisme, électrotechnique)
FONCTIONS SUPPORT
Ingénieur d’études / Chargé d’études
(éolien, solaire, hydrau)
Technicien d’exploitation
Rondier
Dispatcher Ingénieur exploitation
Coordinateur d’antenne locale
Agent technique Ingénieur d’études Lignard / exploitation Constructeur de lignes Contremaître chantier (aérien, / Technicien de ligne HT souterrain, environnement)
Chargé de contrôle
Monteur câbleur Chef d’équipe Contremaître Agent technique postes HT/BT Coordinateur Agent de maintenance technique Technicien de maintenance
Ingénieur Génie Civil
(lignes, postes, télécomm)
Référent environnement Opérateur traitement d’appel Chargé de relation client
Technicien Génie Civil Ingénieur Automatismes Chef de projet thématique (éolien, Technicien d’intervention clientèle Technicien de Technicien d’intervention (postes maintenance
solaire, énergies renouvelables…)
Chef de chantier
Installateur / mainteneur (solaire thermique, photovoltaïque)
Monteur réseau
sources, réseaux, électricité)
Chef d’équipe intervention
Technicien exploitation réseau
Technicien d’intervention Travaux Sous Tension
Chef d’équipe maintenance
Cartographe SIG Chargé de conduite Conducteur de réseau Chef d’équipe exploitation Chef d’agence exploitation
Conseiller clientèle Chargé de Directeur Chef de projet décompte raccordement marketing facturation Négociateur Marketer marchés Chef de service Technicien d’études relation client des réseaux de distribution Responsable grands Technicien comptes responsable Chargé de projet d’essais distribution Chargé d’affaires
Ingénieur d’études
Ingénieur réseaux d’énergie
Responsable données patrimoniales / cartographie
DISTRIBUTION EXPLOITATION
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RH JURIDIQUE COMMUNICATION AUDIT - QUALITE SECRETARIAT LOGISTIQUE SYSTEMES D’INFORMATION COMPTABILITE - FISCALITE
2.4 SKILLS REQUIREMENTS Appraising the scale of skill requirements means overcoming a general problem of quantification and forecasting. Numerous human resource management planning tools are used in the companies examined, including age pyramids, jobs-skills system of references, training plans, etc. As a result, there is often a lack of qualitative tools for employment and skills managerial planning, the most obvious affecting the link between human resources and companies’ strategy. Forecasting tools, and the lessons gleaned from their use, remain disparate at best and in many cases do not exist at all – these include HR strategies, staff assessments, core skills identification, anticipation of recruitment needs, developing relationships with colleges, etc. We have yet to be given any real quantitative planning data that could be used in a genuine exploration into the amount of people to be trained. Therefore, our analyses must be confined to themes. It is, all the same, possible to establish a list of challenges faced by electricity companies.
2.4.1 GETTING A QUALIFIED STAFF AT EVERY LEVEL It can be seen that irrespective of their degree of technological advancement or their area of business (production, transport or distribution), the companies must employ qualified, even highly qualified, staff, leaving little room for unskilled labouring jobs, which are usually subcontracted out. Qualified operators account for a sizeable portion of maintenance and installation teams. They perform repairs, connections and equipment monitoring in public arenas or in production plants. These operators have undergone basic training, generally holding a qualification such as vocational training certificate or technical diploma. More complex interventions, with greater ramifications with regard to continuity of service (high-voltage/low-voltage stations, command control, etc.) are entrusted to technicians who may be called upon to supervise teams (these technicians may work on maintenance, emergency intervention, studies or operations). ILLUSTRATION Improving service quality and grid reliability are still among companies’ chief concerns. Therefore, it is essential that they develop extra high voltage works and this entails having very highly qualified staff.
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Technicians may be specialised in certain fields, especially in renewable energies (wind, hydro, solar, etc.). In such cases, they usually have specialist technical training on top of their basic qualification or else have acquired expertise on the subject internally. Similarly, engineering jobs are encountered at various phases of the project: in the planning phase (R&D activities), upstream technical studies, the building phase and facility monitoring. These jobs are mainly performed by engineering graduates. In terms of volume, there are not as many engineering jobs as there are in field operations and maintenance. Engineers represent around 6% of staff. However, the skills related to the study tend to match engineering profiles, conferring a particular importance to such professions. ILLUSTRATION Breakdown of the staff of ESKOM in South Africa in 2011-2011. Total: around 43,000 employees Artisans : 10,500 (25%) Technicians: 3 400 (8%) Operating agents: 2,240 (5%) Engineers: 2 100 (5%) Project managers: 650 (2%) Scientists: 430 (1%) Others: 23,500 (54%)
This is all the more true as in many cases there are no records of basic information regarding the current state of play (mapping, installed power, type of equipment and so on). Vigorous work must be carried out to compile information on the current situation and this must be combined with planning studies on grid development and interconnections. This will require special skills relating to proficient use of planning tools and software and service quality, market-based processes, etc. The need for qualified staff is not confined to technical roles, which only account for about 50% of positions. Companies must also address vital needs in sales and customer relations, enabling them, for instance, to set price policies, implement payment collections systems, broaden their services and so on. As things stand, many of the distribution companies that do manage to meet customers’ expectations in terms of grid development and connections still struggle to earn a profitable return on their investment because they do not get payment from enough customers.
2.4.2 Having a workforce in keeping with grid growth demand Providing everyone with access to energy is one of Africa’s development goals. To attain it, companies must manage launch or business development phases and integrate new workforces. Despite persistent problems with service continuity or reliability, most urban areas are covered, but more remote areas are still difficult to reach.
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A wide array of projects is being undertaken: developing transport grids and extending lines, building local micro-generation plants, connecting large industrial and/or mining plants, etc. ILLUSTRATION Demand for electrical power in Morocco is expected to double by 2020 and quadruple by 2030. A document presented at the 3rd COMELEC conference in November 2012 set out future human resource requirements for the state electricity company (ONEE) in renewables energies. 2015 2020 2025 Mini 587 1294 1924 Engineers Maxi 947 2044 3128 Mini 1799 4283 6642 Technicians/ Tech. business managers Maxi 2905 6788 10676 Mini 2588 4800 5643 Qualified workers Maxi 3181 4886 5773
ILLUSTRATION In South Africa, ESKOM 2011/2017 predicts that workforce requirements will evolve as follows 2011-12 2016-17 % Operators 10 500 11 500 + 10 Technicians 3 400 3 900 +15 Operating officers 2 240 2 300 +3 Engineers 2 100 2 530 +20 Project managers 650 740 +14 Scientists 430 475 +10 Other 23 500 26 600 +13 This means that staff levels will rise by 12%, with the need for engineers increasing by 20%.
It should be noted, however, that in some countries, especially in West Africa, these projects are not led by state companies. Private local producers run small or mediumsized grids independently or as part of electricity resale contracts. Developing grids demands core skills in: Planning, design and developing transport grids to ensure greater safety of transformers, especially in large cities, Planning and studying distribution grids to safeguard and improve service quality; Connecting lines to widen the grid and ensure the physical continuity of supply.
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Several other subsectors currently face uncertain futures and companies are reluctant to invest heavily to enable their engineers to acquire advanced skills in these areas. This particularly affects: Smart grids with too little scope for application across the continent, making it a subsector of limited appeal, Energy efficiency, which is certainly a goal to strive for but requires first meeting production and distribution obligations.
2.4.3 Overcoming competition in the employment market Electricity companies can address their skills requirements by hiring young graduates of technical and vocational colleges or developing the skills of their existing staff through continuous training. But electricity companies must contend with competition on two fronts in the employment market. Firstly, there is competition at entry level in the market, as some industries have the financial wherewithal to attract the best candidates from countries’ technical and general educational colleges. Secondly, there is competition for experienced or trained staff, who, having acquired certain rare skills or supervisory experience, prefer to go into other, more lucrative fields. This leaves companies with the impression that they are training people for the benefit of others. It is worth bearing in mind, however, that some electricity companies have the advantage of being able to offer their officers civil servant status, which may swing the balance in their favour. At the continental level, there is a mobility of workers. It particularly concerns the most qualified ones. Some countries have numerous engineers, even more than the local industry has the capacity to absorb or ability to pay. We are witnessing mobility towards countries that are strongly in demand of high-skilled profiles.
2.4.4 Ensuring adequate staff renewal following retirements Unfortunately, this challenge appears to apply to more or less all electricity companies. Companies’ age pyramids are significantly wider towards the top, with people who have had their roles since independence reaching retirement age. It should be noted that companies in some countries, such as Zambia and Morocco, have a fixed retirement age of 55 for technical trades.
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Recruitment is not always carried out to replenish the ranks of operators and technicians. This is because suitable profiles are not available on the employment market, and sometimes because companies have not taken adequate steps to prepare for forthcoming needs. ILLUSTRATION Figures show that retirements from AES-SONEL (in Cameroon) will result in the training budget doubling in order to compensate for the skills lost – and this budgetary estimate does not factor in the extra employees that will be needed to implement the company’s development plan.
ILLUSTRATION Planned retirements in CIE in Ivory Coast mean that there will be a dearth of experienced staff in the training centre to provide training, since the parent company has too few operating staff to be able to free any to handle training. Thus, CIE has partnered with the IFD, Training Institute for Development, a firm composed of retired employees of CIE to provide certain technical training. It strengthens the commitment of the center to build a relevant crossed trading system between school training and professional practice.
The necessary pre-emptive approach will require organising special work. Where it is not possible to duplicate every role in order to train the new generation, it is necessary to give departing employees the time and opportunity to provide effective mentoring.
2.4.5 Bolstering skills in renewable energies This concern is linked to the development of new production technologies. The increased use of renewable energies compels operators and technicians to work on new technologies or equipment with which, in many cases, they are not familiar.
ILLUSTRATIONS ONEE (Morocco): Morocco’s 2020 development plan targets getting 42% of the installed capacity from renewable energies, with equal contributions from solar power, wind power and hydro-electricity (2000 MW each) SONELGAZ (Algeria): According to the Sonelgaz 2011 report, Algeria will invest some 30 billion dollars to generate 1,200 megawatts of additional electricity per year by 2020. The plan provides for 40% of this coming from renewable energies, albeit by 2030.
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Most of the skills required for developing new energies are connected with maintaining facilities, using technicians able to perform both preventive and remedial operations. In most instances the needs assessment phase will be entrusted to state companies whereas the technical engineering, installation and connection phases will usually be handled by subcontractors. Reports in African media suggest that there are many projects in this area, involving various sizes and output. ILLUSTRATION In Tunisia, STEG is developing wind power programmes (80 MW and 110 MW power stations), 10MW and 50 MW solar power stations and a 50 MW CSP station. Sector Operating and maintenance officers 2016 Forecast 2020 Forecast Wind 30 30 Photovoltaic 10 20 Concentrated Solar Pwr 25 Hydro-electrical 100
Examples include:
A large-capacity photovoltaic farm (32 GWh per year, making it the biggest photovoltaic power station in Africa) in Burkina Faso,
A thermal solar power station (160 MW) in Masen in Ouarzazate, Morocco,
A 50 MW photovoltaic power station in Touws River, South Africa.
A wind farm and 2 solar power stations (for a total of 47 MW) in South Africa (private project)
A 300 MW wind farm in Tarfaya, Morocco,
A programme to develop 67 solar electricity stations led by Sonelgaz in Algeria, including 27 photovoltaic power stations, 27 hybrid power plants, 6 thermal solar stations and 7 wind power plants.
A 15 MW solar power station in Nouakchott, Mauritania (SOMELEC)
The Lom Pangar hydro-electricity facility in Cameroon,
A 120 MW hydro-electricity power station in Itezhi-Tezhi, Zambia (a joint venture between ZESCO and TATA)
A 25.2 MW wind power plant in Lomé, Togo,
Wind projects in Egypt.
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Some of these projects are carried by private operators with no involvement from state companies. ILLUSTRATIONS Senegal’s Rural Electrification Agency (ASER) is distinct from the SENELEC company. The ASER, a state body, enters contracts with private Senegalese or international operators for local projects and does not demand that any link be formed with the state electricity company.
Despite all of these endeavours, investment in renewable energies still does not match the potential, especially in terms of solar power. Renewable energies, despite significant development, should remain still the bare minimum for the next 10 years. The representatives of national electrical power production companies do recognise the need to orient their means of production towards green energies and have committed to significant undertakings, but they are still reluctant to bank on the market really taking off. Indeed, investments in renewable energies throughout the world fell in 2012 for the first time in eight years. This is because the economic model is still too fragile and requires heavy subsidies, and also because technology has not yet truly stabilised, is not fully understood and changes constantly, negating much of the investment already made. ILLUSTRATIONS In Kenya, research and development on opening new geothermal wells is conducted by a state agency so that the burden of prospecting for new sources is not borne by private companies, who only get involved once potential has been confirmed.
Renewable energies are the technology of tomorrow but the energy challenges faced by African countries are so huge that they cannot be overcome by using only renewable energies. It is, therefore, crucial that companies are active in these markets and keep abreast of changes but do not turn their backs on more traditional production solution, which alone guarantee achieving substantial results in terms of volume and time. As with more traditional means of production, requirements for renewable energies mainly relate to the design of facilities, and the installation and maintenance of equipment. However, the emergence of renewable energy technologies requires having special knowhow on top of basic electricity knowledge.
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2.4.6 Ensuring an efficient management The various companies evoked an issue that they have in common: trying to ensure that supervisory teams or departments serve as genuine managers. The realisation that there is a lack of genuinely efficient managers derives from a lack of skills relating to team leading, setting productivity targets, handling and nurturing skills, meeting quality requirements, circulating information appropriately, delegating, etc. Some managerial staff reached their positions through internal promotions and did not benefit from appropriate coaching on how to effectively handle their new responsibilities. The observed management difficulties do not exclude the highest profiles in companies. Indeed, historically, many electricity company executives and staff were trained in the SIE in Ivory Coast or in Senegal. After ESIE shut down, a new generation of engineers and executives did not emerge. The task is not only to build capacities at the highest level but also to increase the professionalism of managers by imbuing the executives and engineers who have climbed to positions of responsibility with management tools and skills in tune with prevailing systems and procedures. The need is particularly pronounced for line managers (team leaders, group heads, engineers, etc.) but is still also felt among top management. In fact, these companies operate in such a singular technical field that the technical knowledge of executives must be enhanced, as well must their management profiles.
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3 EXISTING TRAINING FACILITIES 3.1 GENERALISTIC INTERNAL TRAINING To varying extents, most of the companies arrange their own training solutions, assigning them to an existing department or setting up a specialist body for the purpose. The records from the seminar in Yamoussoukro state that: “All the companies have their own training centres. However, in the past some of them pooled resources to establish joint centres (as was the case with SBEE, CEET and CEB).” Such resource pooling to create single training instruments remains rare. But electricity companies commonly and historically send their staff to be trained in training institutions owned by other sub-regional companies. This trend is noted in the Yamoussoukro documentation:
“Training centres offer a diverse range of training that, first and foremost, meet the needs or demands of the companies to which they belong and then those of external bodies (domestic or international), including other electricity companies.”
3.2 RESOURCES FOR TRAINING ARE COMMENSURATE WITH COMPANIES’ CAPACITIES The quality of training is closely linked to the resources allocated to it by the parent company and may be measured using several factors:
The quality, quantity and condition of educational resources available, including staff, The quality and level of trainers, Trainers’ status, The type and level of training given.
ILLUSTRATION NIGELEC (the electricity distribution company in Niger) developed its training service by setting up EPELEC (Ecole de Perfectionnement en Electricité). This was established in 1978 and has six permanent trainers (four executives and two advanced technicians) who work in seven classrooms (and a documentation centre). The centre makes facilities (accommodation, catering, conference rooms, etc.) available to external bodies. The school was renovated in 2004 and now gets support from EDF and ONE from Morocco. In 2007, 105 officers underwent training in the centre, but there were only 15 in 2010. Now NIGELEC’s staff find solutions in Algeria because EPELEC is no longer suite ably equipped to provide adequate technical training.
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Country
Training Center
Trainers Permanent staff Permanents Part-time
Budget 2011 (kUSD)
People trained
Bénin
C FPP - C EB
Algeria
IFEG
C ameroon
AES SONEL
Sengal
SENELEC
5
1
Ghana
VRA Training
21
11
50
Maroc
C STE
89
24
160
Tunisia
62
17
150
Kenya
C FPK GTC - Geothermal Training C enter
3
3
8
450 man-days
Zambia
KGRTC
64
4
50
280 people / year
3 249
Kenya
KPLC TC
34
16
6
2 177 people
2 300
Ivory C oast South Africa
C ME ESKOM AC ADEMY OF LEARNING
18
6
5
160
75
350
20
10
50
around 800 people 1500 people / 207 000 man-days (2011) 12 700 people for the last 5 years / 19 300 man-weeks
55
1302 people / 3927 man-days
6
40
104
1 200
1 758 12 000 1 590 20 4 000
22 430 man-days
4 017
23 000 man-days
1 400
1 500 people in life-long training, 100 in initial training 40000 people / 120 000 mandays (2011)
300
124 000
Table 6 : Detailed figures on the training centers
It may be noted that the use of external trainers is a widespread practice. A very strong correlation can be discerned between the type of governance chosen for a center and the amount of resources assigned to it. Making a centre autonomous by appointing a management and a training team and opening it up to external companies constitutes evidence of strategic thinking. The funds allocated by companies are not always proportional to their turnover and depend strongly on the local strategy and means (legal, human ...) to implement it.
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COUNTRY South Africa Algeria Angola Benin Benin / Togo Botswana Burkina Faso Burundi Cameroon Ivory Coast Djibouti Egypt Ethiopia Gabon Gambia Ghana Ghana
SOCIETY
TRAINING CENTER
Eskom SONELGAZ ENE SBEE CEB BPC SONABEL REGIDESO AES - SONEL CIE EDD EEHC EEPCO SEEG NAWEC ECG
ESKOM ACADEMY OF LEARNING IFEG
VRA
Training and Development Division
CFPP
CDRH CME
Ghana Guinea Guinea-Bissau Kenya
GRIDCo EDG EAGB KPLC
KPLC Trining School
Kenya
KenGen
Geothermal Training Center
Lesotho Liberia Libya Madagascar Malawi Mali Mali
LEC LEC GECOL JIRAMA ESCOM EDM SOGEM
CFP Ambohimanambola
ONEE
CSTE
Morocco Mauritania Mozambique Namibia Niger Niger Nigeria Ouganda R.D.C Rep. of Congo Central African Rep Rwanda Rwanda Senegal Sudan Swaziland Tanzania Chad Togo Tunisia Zambia Zimbabwe
SOMELEC EDM/HCB NamPower NIGELEC SONICHAR PHCN UEGCL SNEL SNE ENERCA EWSA SINELAC SENELEC MED SEC TANESCO STEE CEET STEG ZESCO ZESA
EPELEC
CFPP SENELEC
CFP Khlédia KGRTC/ ZESCO Training Center
Tableau 7 : Training Centers (source : ASEA)
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3.3 VARIOUS LENGTH OF TIME TO INTEGRATE NEW WORKERS The issue of the successful integration of (future) officers is more or less urgent, depending on the country. Generally speaking, additional training is required on top of school and university curriculums in order to gain specific knowledge pertaining to the production, transport or distribution of electrical power. Beyond the basic electricity knowledge needed by operators handling various live equipment, electricity companies need skills relating to mechanics, electrical engineering, electro-mechanics, safety and more. The level of additional support needed for workers, then, varies depending on how skilled a country’s graduates are, with the time it takes to integrate a new arrival into the company ranging from a few months to a few years. The situation is complicated further for some companies, who have to recruit and train people themselves because they cannot find qualified young people who can be readily integrated into employment. Once again, the kind of efforts to address this issue varies greatly across the continent, with a significant “cultural” factor emerging. In West Africa, companies who cannot find immediate solutions to their needs tend to recruit according to a “profile” or capacity to integrate into the organisation but do not recruit with reference to a specific position. Consequently, they often end up hiring staff with academic qualifications beyond what is required, such as an engineering graduate for a lesser technical role and so on. Also, in order to increase the likelihood of the new recruit fitting a certain behaviour profile, they tend to hire older candidates. Companies in East Africa decided to invest in their own training schemes, employing staff with no prior technical knowledge and training them up to work as power linemen, electrical engineers or fitters. They place their trust in long-term training course (at least one year long) during which recruits are expected to learn everything they need to know about the job. In such cases, then, the glaring lack of suitably qualified candidates means that continuous training within the company acts as a replacement for prior basic training.
ILLUSTRATION Every year ZESCO sends its unqualified employees to ZESCO Training Centre in Ndola to be trained in Cable jointing, overhead lines and Electrical Technicians courses. These courses are also open to non ZESCO employees especially school leavers whom upon completion are mostly absorbed by the mining companies based on the Copperbelt.
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ILLUSTRATION Some companies’ training facilities are so efficient that governments ask them to handle the training of unqualified youths, many of whom may not end up working for the companies. This is the case of the ESKOM Academy, which, at the government’s request, is expected to train some 1,000 young people in 2013 in trades and professions connected to the electricity industry. The company benefits considerably from the fact that the state holds shares in it.
In all cases, in-house training represents a very significant expense for companies, who allocate a sizeable portion of their budget to continuous training in a bid to impart technical skills to young graduates whose initial training was usually theory-based.
3.4 AN EVOLUTING TRAINING OFFER Training centres were traditionally geared towards providing technical courses but there is now a growing trend towards offering more non-technical training. The primary reason for this is economic, as providing tertiary courses requires much less investment and operating costs than technical training. However, another factor is that there is increased need for sales skills and knowledge of companies’ internal software. It is also worth noting that in cases where training catalogues are used, these, depending on the company concerned, tend to stick to processes that do not adequately integrate the training centres themselves. Where there is a genuine learning design course in a centre, a collaborative approach is encouraged but this is not true in all centres. It should be a matter of course for catalogues to be compiled and updated through a collaborative approach involving the training centre and the company’s human resources department so as to ensure appropriate in-house training.
3.5 STATUSES DIFFER BECAUSE APPROACHES DIFFER Most national electrical power production companies have their own in-house training resources in the form of equipped training centres built into the company’s organisational structure as distinct departments, usually under the tutelage of human resources management.
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There is a considerable disparity between centres depending on the type of governance used and the relationship with the electricity company:
Centres with private company status that manage their budgets themselves (IFEG Spa, Algeria), ILLUSTRATION The ETB training centre is located in Blida in Algeria and carried out a little more than 200,000 person days of training in 2011, covering 4,000 employees of SONELGAZ, electricity and gas companies (mainly SONELGAZ subcontractors) and companies from other countries. The centre is an independent body, with private company status, linked to the SONELGAZ group. Accordingly, I t acts as a service provider to other companies within the group.
However, as we shall see, it is virtually impossible for a company to survive without any external support and enjoy total autonomy. There are still close ties between the group that underwrite balancing subsidies and commit to using the centre’s training services. In return for their support, the companies are entitled to check the management and overall organisation of the centres and the suitability of their training services in terms of the company’s requirements.
Centres that depend entirely on a company to cover its expenses, including payroll, and cannot seek external customers. This was the situation that we encountered on most of our field trips. Under such arrangements training centres are not considered as profit-making ventures. Figures for turnover and overall budget (trainers’ salaries, equipment, premises rent, etc.) were not provided, complicating the study’s task. The development strategies for such centres are seldom spelt out and often do not match the development strategies of the companies to which they are connected. This affects the anticipation of skill requirements, contributions to integration processes, multi-annual investment budgets and so on. As a result, many of centres who are reliant on human resources’ department can barely plan.
Semi-autonomous centres have their own budgets, issues invoices for some services but currently have an economic model that does not permit total autonomy owing to heavy dependence on the national company. ILLUSTRATION The governance method of KGRTC in Zambia is certainly one of the most interesting in terms of partnership. In addition to the Zambian company ZESCO, the centre is managed by a board of administrators comprising representatives of the state electricity companies of Malawi, Tanzania, Uganda, Swaziland, Zimbabwe and Zambia, as well as representatives from the ministries of Energy and Water and Science and Technology and the University of Zambia. It is worth pointing out that all of the bodies are public institutions.
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This arrangement does not damage the links between the main company but does allow the centre to tap into external resources. These resources may be financial – obtained through the provision of paid-for services - but also intellectual, methodological or educational - obtained through the participation of private or public operators. This system enables the training centre to be more in tune with the needs of the local market and create an authentic management team for the centres’ financial and training resources led by a partnership-based unit. Companies’ can also be distinguished by their policies and straegies for hosting staff from other companies (other African electricity companies, subcontractors, commercial partners, etc.) or providing services to others. ILLUSTRATION In Morocco, ONEE concluded an agreement with the Moroccan Federation of Electricity Companies (FEEM) to run training courses for installers. Such openness is facilitated by the introduction of a position specifically for the development of partnerships.
ILLUSTRATION STEG International in Tunisia was established in 2006 for the purpose of promoting STEG’s knowledge through Africa, in particular. Shareholders in the company include banking institutions, technical design and engineering firms and staff. It runs training courses, provides expert consultancy, performs technical and economic analyses and so on.
3.6 LIMITED RELATIONSHIPS WITH EXTERNAL PARTNERS Companies would gain from developing external partnerships in order to foster greater ties with local markets. Partners could include local companies, local or international universities and schools and so forth. Some initiatives have been taken in this regard but not yet enough. ILLUSTRATION The Société d’Energie et d’Eau du Gabon (SEEG) has just entered into a partnership with the Institut international d’Ingénierie de l’Eau et de l’Environnement (2iE) of Ouagadougou (Burkina Faso) to set up a ‘Central African Campus’ that will be located in a segment of the SEEG’s Centre des métiers Jean Violas in Libreville. The estimated cost of this project is 13.5 billion CFA francs and the goal is to create a college of excellence dedicated to water, energy and the environment.
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ILLUSTRATION The ESKOM company, via the ESKOM Academy, has forged partnerships with six South African universities covering eight fields of engineering.
ILLUSTRATION ONEE (Morocco) has established numerous partnership : 8 agreements with schools of engineering and management executives, An agreement with OFPPT (Office of Vocational Education) for first level training Sponsorship of two Masters in Renewable Energy Creation of an "energy" sector in a Moroccan engineering school dedicated to the electricity sector
ILLUSTRATION In order to address the lack of suitable candidates for technical geothermal positions, KenGen’s Geothermal Training Centre (in Kenya) is in the process of agreeing a partnership with Kimathi University for the creation of a Master of Science in Geothermal Energy Technology. However, efforts to devise this programme are being hindered by the lack of Kenyan trainers in geochemistry, geophysics, drilling, reservoirs, etc. Broader partnerships will have to be sought.
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3.7 RESULTING TYPOLOGY It can be seen, then, that there are various types of centres at varying levels. These may be summarised as follows:
Role model
• Company with an operational training centre that meets all of its requirements, hosts trainees from other local or international companies and has recognised expertise in a subsector or field.
Open
• Company with an operational training centre that meets all of its requirements and hosts trainees from other local or international companies.
Operational
• Company with an operational training centre that meets all of its requiremnets.
Incomplete
• Company with an operational training centre that meets some of its requirments
Obsolete
• Company with an obsolete in-house training centre.
3.8 SHARING FOR MUTUAL GAINS It is important to notice that the availability of an effective internal training system is a key for the power companies to ensure the renewal and development of internal skills at all levels. They should therefore strive to maintain an appropriate internal formative offer. But, taken into consideration the differences in resources, technology, projects,.. mutualizing the training offer between training centers seems a crucial point. The objectives are multiple:
avoid companies to devote a significant portion of their budget (investment, personnel) to maintain trainings that are not requested,
develop new approaches,
allow some centers profitable investments in hosting foreign students,
provide technology development for the least developed countries.
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4 CENTERS OF EXCELLENCE AND THEIR NETWORKS As envisaged by the APUA, a Centre of Excellence is intended to meet the training requirements of electricity companies through regions or even the whole continent. It is not practical to plan for a single Centre of Excellence for all of Africa. So several Centres of Excellence will be run across the continent, each one complementing the activities of the others. This array of centres will form a Pan-African training grid that will provide the educational expertise and technical resources needed to overcome the skills deficits of staff in the various member companies of ASEA. These centres should operate as a network and have network coordinator. While the companies all back the concept of a Centre of Excellence, they do not all agree on the content and approach. Therefore, it is worth putting forward a number of recommendations to help shape discussions before it is decided what exactly the Centres of Excellence should be.
4.1 MANAGING THE NETWORK It is essential to have an umbrella body to ensure the sustainability of the venture and coordination of the Centres of Excellence. In terms of its legal status, it could be a not-for-profit association. In view of the role of the network’s umbrella body, the ASEA/UPDEA, the only structure that operates at a continent-wide level, seems the best choice to coordinate activities and label Centres of Excellence.
4.1.1 MISSIONS Its main missions shall be as follows:
To create and run a network of Centres, notably by exchanging good practices,
To circulate information about possible relationships, especially between different areas,
To promote the activities of Centres of Excellence at continental level,
To monitor technological developments,
To handle continent-wide coordination: labelling, locating special training services, developing collective projects or centre-specific projects to make coherent presentations to international technical and financial partners,
To evaluate the quality of trainings in the centers,
To coordinate training activities aimed at top management.
To maintain a database of companies and training centers offers,
To provide technical assistance to non-labellised centers.
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An ASEA representative could be included in the Centres’ Advisory Committees to help develop a Pan-African vision of demand and capitalise achievements.
4.1.2 MEANS The various missions assigned to APUA will require significant strengthening of its response capabilities. Also an important support in human and technical resources for sedentary management database, communication, management of the network,... technical support will be needed to develop skills of the structure in teaching engineering. APUA is not, for the moment, dedicated to professional qualification, although it had in the past to work on the creation of the Technical School of Bingerville (Ivory Coast). This complementary approach with the work of networking and centers certification, lead to activities like:
Assessment of the quality of training in training centers,
Advice on teaching methods,
Formalization of best practices for the development of partnerships ...
4.1.3 SCHEME
HEAD OF NETWORK ASEA
ZONE GEOGRAPHIQUE / REGION
ZONE GEOGRAPHIQUE / REGION Pays 2
Pays 2 Pays 3
Pays 3
Pays 1
Pays 1
Pays hôte du CRR Flux de stagiaires :
Pays hôte du CRR
CRR
CRR
Flux de stagiaires :
Pays n
Pays n
ZONE GEOGRAPHIQUE / REGION Pays 2 Pays 3
Pays 1
Pays hôte du CRR Flux de stagiaires :
CRR Pays n
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4.2 A NETWORK THAT BUILS ON EXISTING ASSETS As we have seen, most electricity production companies have their own training schemes. It would be difficult to ask a national company to create an advanced training centre from scratch and allocate enough funds to sustain it, even with the support of international donors for the first years. The network will build on existing relationships between countries and companies. It is of paramount importance that electricity companies can use their own training centres to meet all or part of their requirements. Each centre must be able to address, first and foremost, the training needs of the staff of the national company. They will not find all of their training needs served by the future Regional Centres of Excellence no matter what form they take, and nor is it practical to try to set up training centres that only aim to cater to the requirements of sub-regional or continental companies. It is recommended that the planned network should draw on the best organised existing bodies, using a ‘labelling’ system, with the network head serving as a Centre of Excellence. Moreover, the training offered by a Centre of Excellence should not replace a quality service already offered by a nearby centre. The goal is not to generate competition between centres but rather to foster complementarity and shared expertise for the mutual good.
4.3 A NETWORK THAT MUTUALIZE RESOURCES It is clear from examining requirements that are shared by an array of companies that pooling resources could prove a useful solution. Pooling would help overcome four main hindrances:
Certain types of training demand heavy or onerous equipment that are beyond the means of any companies,
The amount of people that need to be trained up on particular specialisms may be too low to cover investment costs and the expense of hiring trainers,
Technical evolution (especially with regard to renewable energies) are not at the same level of maturity in every geographic area,
Adequate trainers are not always available in every country.
For the above reasons the skills needed for highly specialist jobs (command control, system capacity management, etc.) or fields (such as wind, photovoltaic and geothermal power) cannot be developed individually by each Centre of Excellence. By the same token, issues pertaining to top management would undoubtedly be best addressed at network level. It seems unlikely that individual Centres of Excellence could deal with high-level managers from national companies. These could be better handled through a network-based approach involving exchanges, benchmarking, field trips and 41
joint training. It will be up to the body responsible for coordinating the network to propose an action plan in this regard.
4.4 … TO A CERTAIN EXTENT Having said the above, not all activities can be pooled (mutualized). One of the chief limitations to pooling relates to the costs incurred by people travelling to be trained in whatever centre is running the course in question. This means that when it comes to training large numbers of people, notably for first-level operator-type jobs, electricity companies should be in a position to use in-house trainers or engage external, international resources. By the same token, the future Centre of Excellence is not supposed to cater to every single requirement, even for technical training. Furthermore, there are already tertiary institutions in many countries that can provide training in non-specific skills. The quality of this training may vary across countries depending on the profile of the trainers, and the quality and quantity of equipment (computer material, software versions and so on) may not be the same everywhere but it should still be fruitful to forge partnerships with the best such institutions to satisfy needs relating to, for example, computers, accountancy, languages, secretarial skills (beyond the technical secretariats). The technical particularities of each country constitute another limitation on pooling. These can relate to distribution types and methods, electricity accreditation instruments and regulations, safety rules and so forth…
4.5 CENTERS GEARED TOWARDS CONTINUOUS TRAINING
It is important for companies that produce, transport and distribute electrical power that the employment market contains workers with basic industrial knowledge of the relevant specialties so that the companies have a foundation to build on after hire. Also, training centres have to bolster existing capacities or contribute added technical value to people who have already acquired a certain level of learning. The volumes of people to be trained to feed an employment market are not compatible with the idea of Centres of Excellence. This is the role of the state, which must fulfil it by developing its technical and vocational training infrastructure for the benefit of the young. Therefore, it does not seem appropriate for Centres of Excellence to get involved in a process aimed at achieving initial training qualifications. It is vital that electricity companies and their own training centre to work closely with local educational amenities (such as technical and professional colleges, schools, etc.) in an effort to improve the overall technical level of graduates. For the highest profiles, as many partnerships as possible have to be developed with appropriate training institutions, including engineering colleges, universities, etc
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5 DEFINING CENTERS OF EXCELLENCE 5.1 LINK WITH TYPOLOGY
Role model
• Company with an operational training centre that meets all of its requirements, hosts trainees from other local or international companies and has recognised expertise in a subsector or field.
Open
• Company with an operational training centre that meets all of its requirements and hosts trainees from other local or international companies.
Operational
• Company with an operational training centre that meets all of its requiremnets.
Incomplete
• Company with an operational training centre that meets some of its requirments
Obsolete
• Company with an obsolete in-house training centre.
KEY FACTS FOR CENTER OF EXCELLENCE Clear strategy, coherent with means Adequate material and infrastructures Functional Governance Technical expertise Adapted trainings Partnership policy and openness Trainers efficiency Framed and evolutionary processes
When it comes to pursuing the development of a network of certified Centres of Excellence, the following points now seem evident:
the top two categories (called “Role models” and “Open”) may be deemed to be “worthy of labels as they are”, either in their entirety or because they have developed a high level of expertise in a particular subsector. In some subsectors recommendations may be made with a view to building technical or educational capacities but, nevertheless, these centres already have acknowledged expertise that it makes sense to harness.
The third “operational” level already satisfy certain criteria but must be able to attain a higher threshold in terms of meeting companies' requirements, notably in terms of:
spreading awareness of its services and effectively marketing them,
deepening trainers' levels of expertise with a view to becoming role models in their field.
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5.2 MISSIONS The concept of “Excellence” must be understood to refer to the quality and recognition of the skill levels that the existing centre develops. The skill levels to be attained should be such that they:
Satisfy the quality requirements of the staff of the electricity company to which it is linked,
Overcome skills shortages through pooling resources (technical, human, educational to: o serve the numerous projects aimed at developing electricity production at continental level, as implementing these projects entails engaging suitably skilled staff, o cope with massive retirements, which means training up and managing a new generation, o deal with the introduction of new techniques and technologies through a regional response by beneficiary companies.
Act as a unifying force around training policies for the electricity industry,
Promote and organise the necessary training courses for the development of new and renewable energies.
5.3 CENTERS’ ACTIVITIES 5.3.1 Offering technical training Companies that produce, transport and distribute electrical power must reconcile the twin duties of getting the best out of existing facilities, even when they may be antiquated, and meeting the challenges presented by new technologies and renewable energies. In the short term, centres have to cater to training needs related to the upkeep and maintenance of:
gas turbines,
steam production plants,
diesel generating sets,
hydropower generators.
In order to ensure continuity of service, training on extra high voltage live working is also very important for these companies. Alongside these endeavours, centres must have an eye on the future and offer training related to the development of renewable energies:
Wind,
Photovoltaic/solar,
Geothermal.
To do this, the company that bears the Center should be engaged in a program of development of these renewable energies. 44
The range of training services offered by Centres of Excellence for pooling purposes could be determined using the following criteria:
Training with onerous demands in terms of equipment: o Extra high- and medium-voltage live working o Production … o Control engineering o Command control, etc.
Training in techniques that are not yet widespread (in keeping with the idea of a centre of expertise), for example: o Low voltage live working o Digital Protection …
Training on the development of new and renewable energies
Information support for management.
On the other hand, the following should not be part of the remit of Centres of Excellence and should remain the preserve of countries' own training facilities (these will be validated in each Centre of Excellence).
Training in computer tools, which is widely available through private training centres,
Training in authorisation and accreditation standards, which are decided by governments,
Training in offshoot trades: storekeeping, driving and metalwork.
5.3.2 Helping to shape salient training Centres of Excellence shall enjoy sufficient human resources to offer and deliver training content that meets local companies' requirements. Consequently, they shall have in-house staff with the educational expertise needed to:
Ensure trainers' skills and capacities are at the requisite level: this chimes with the idea of training trainers,
Make sure that existing systems of references in other centres are updated and new systems are created as new needs emerge,
Develop training modules for local training centres, e.g. for customer communication.
Making sure that the training on offer matches companies' needs (first and foremost those of the company carrying the centre) is one of the keys to a centre's success. Centres must be able to continually analyse, upgrade and adapt what they offer, using clearly defined processes of content validation.
5.3.3 Serving as a resource center Centres of Excellence must strive to develop as many partnerships as possible with countries' training centres in order to impart their expertise and help certain institutions (universities, schools, etc.) to devise complementary training services. To this end, they must be able to:
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Gather local information regarding employment and training so as to adapt their services accordingly and enter discussions with potential local partners,
Advise local training centres about their equipment plans,
Arrange transfers of training schemes and content to local centres as they become more widespread and put appropriate means in place.
5.4 LOCATION Creating a single Centre of Excellence for the entire continent does not seem an efficient solution. Rather it is important to find the most suitable geographical spread. The most practical approach would be to take the sites of the five existing electricity pools as the starting point for discussions. To recap, these are: 1. COMELEC: Comité Maghrébin de l’électricité (North African Electricity Committee) 1. SAPP: Southern African Power Pool 2. WAPP: West African Power Pool 3. PEAC: Central African Power Pool 4. EAPP: Eastern Africa Power Pool These pools reflect technical realities (inter-connection) and the existing working relationships between states and companies.
A Regional Centre of Excellence could be set up in each of these pools, serving all of the countries that comprise the pool and sometimes drawing on sectors of excellence in other countries (or even on other pools). However, it emerged from our analyses of existing training centres' activities that the regional reach of some of them goes beyond, or is different to, the geographic scope of the nearest pool, which may make a different zone of influence more appropriate. So the geographical spread is not closed or exclusive. 46
5.5 ELIGIBILITY CRITERIA The eligibility criteria outlined on the next pages have been proposed by the consultants and reworked during the Steering Committee in Algiers in December 2012. The electricity companies or their representatives on the training part, have agreed on a set of indicators to assess the level of an internal training center wanting to qualify as a Centre of Excellence. It is from this table that diagnoses were made during the visits.
ELIGIBILITY CRITERIA Human Ressources Head of Training Centre The Head of Training Centre carries out this activity full-time Trainers More than half of teachers have professional experience relevant to the training subjects they provide The centre provides educational training for its trainers External partnerships 30% of training is provided by external ressources coming from outside the center The centre has partnerships with other training centres Activities Quality of training The training centre is certified (ISO or equivalent) The course content is subject to regular updates, for example to adapt to changing technologies The centre always hands over training support to its trainees The centre systematically delivers certificates at the end of training There is a mechanism to assess the objectives of the training provided Activities to third party During the past 5 years, the centre realised trainings for national subcontractors During the past 5 years, the centre realised trainings for foreign firms Multi language The centre is capable of providing 50% of the training in two national languages The centre is capable of providing 50% of the courses in other main regional languages Level courses currently taught The centre provides training for "Operators" level The centre provides training for "Technicians" level The centre provides training for "Higher technicians" level The centre provides training for "Engineers" level The centre provides training for managerial staff Cross-functional The centre has an administrative department and dedicated management The centre has a department capable of responding to tenders The centre has a sales department capable of promoting activities with clients, including international
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Infrastructure and resources Premises Accommodation, catering, training rooms and technical facilities on one single site Accommodation Hosting for the exclusive use of students Catering Possibility of on-site catering for lunch & evening including weekend Access The centre is easily accessible from abroad (near bus station, airport, ...) The centre is nearby transportation facilities (ease of movement of trainees during their stay) Facilities Existence of a centre of technical documentation accessible to students Existence of cyberspace Classrooms Level of equipment of classrooms The centre has 5 or more classrooms Each classroom is equipped with a desk and a chair per student Each classroom has computing resources, enabling access to the Internet by students Equipment of workshops and technical training rooms Level of equipments in workshops/ laboratories In the lab, each trainee works on its own-dedicated equipment Technical training equipment are representative of the actually existing equipment in the country Technical training equipment are representative of the actually existing equipment abroad Communication / promotion Means of promotion of the centre The centre has a regularly updated website The centre has on on-line a catalog of its trainings The centre publishes a paper catalog Legal autonomy and organization The centre has the capacity to contract with third parties (agreements, contracts, ...) The centre has the ability to bill/ invoice third party The centre has a recovery department for unpaid invoices Financial capacity For the past 5 years, the centre invested on equipments The centre receives financial support from the National Electricity Company The centre has partnership with suppliers on equipements
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5.6 GOVERNANCE OF THE CENTER Centers of excellence are existing training centers and, even with this new status, maintain their own system of governance. Centers of Excellence answers to the skills needs of the national electricity company. The company still owns and drives its center, regarding its training policy and strategy. However, the Center opens wide its training sessions for other electrical companies or subcontractors. Following the principle of a regional centre, it shall be essential to foster a collegial atmosphere and this requires setting up an “Advisory Committee” made up of volunteer members and representatives of APUA, host country, user companies and even public structures such as ministries of energy. The manager of the Centre of Excellence is automatically a member of the committee and, indeed, chairs it. This governance arrangement is particularly beneficial in a centre managed by a company’s human resources department. This body shall be responsible for increasing overlap between the company’s requirements, associate companies and bodies and the services provided by the Centre of Excellence. The desired collegial atmosphere can, in the case of an entirely independent body, be attained by, for example, altering the make-up of the board of administrators or introducing the Advisory Committee into the decision-making process.
General organization
GOVERNING BOARD
….
….
….
HR / TRAINING MANAGEMENT
….
ADVISORY COMMITTEE Chair: National company Members: umbrella body, user companies, public bodies
TRAINING CENTER MANAGEMENT Administration Training manager Trainers
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Internally, the centre must engage a process of taking into account the recommendations of the Advisory Committee: Process of opening up a sector, Trainer recruitment process, Investment process, etc. Organisation of the Advisory Committee The Advisory Committee must enable the Centre of Excellence to better adapt their training to external needs. The members must agree on the Advisory Committee’s operating methods and spell them out formally in a protocol. Its role is to ensure the consistency of the external opening with educational policy / means and organizational measures implemented in the Center. To ensure the quality of service provided to customers, this instance will be consulted for advice on: Perspectives for opening and closing of sessions; The general conditions of admission of trainees of external national society; The organization and delivery of trainings; The terms of the relationship between companies and the center. In addition, the Board of the Center will be responsible for informing the members of the Committee on : The overall policy development of the center and its general organization, Investment projects. This arrangement does not change the responsibilities of electricity companies with regard to the training centre, rather it enables customer companies to influence certain choices and ensure that training courses suit their needs. A training centre that receives Centre of Excellence recognition must have an operational team comprising a manager and people occupying technical, commercial and educational positions. This team may be small in size, especially at the outset, and can evolve over time. Depending on the scenario selected for the Excellence Hub, additional rules of governance may be inserted. In particular, operational teams may differ depending on the scenario chosen. The method of governance must ensure equality that each member’s needs are taken on board equally. The relationship between the centre and members should be underpinned by formal agreements.
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5.7 FUNDING THE CENTERS The economic model used for training centres given Centre of Excellence recognition is of paramount importance. No matter what method of governance is preferred in a given country, the training centre must be able to: Issue invoices for its services: training, consultancy, etc. Provide training to people who are not employees of the company. It does not, however, seem realistic to expect centres to enjoy complete financial autonomy and be capable of balancing their budgets independently over the long term, otherwise we would run the risk of lapsing back into only having cut-price services available. Technical equipment cannot be paid for solely by selling training services unless the prices of these services were exorbitant. In view of this, Centres of Excellence can only be sustainable if the national company gives a strong undertaking to:
Prioritise using the centre for its training. This means systematically being treated as an internal customer, which is not yet the case in most companies. Contribute to the cost of acquiring equipment that cannot be covered solely by the sale of training services, Providing certain training resources, such as technical trainers, equipment or premises and so on.
For its part, the centre, which shall have managerial autonomy, must cover part of its operating expenses by:
Developing commercial ventures by selling training services in its own country and beyond, to electricity companies and their subcontractors, Possibly getting contributions from members, which would confer preferential rates on training courses. For instance, it could be agreed that each company involved pays an annual fee to the centre commensurate with the size of its workforce. Another possibility: clients (national companies) could buy training spots in advance at a set price (volume commitment at pre-determined tariffs over a pluriannual basis) in order to enable the centre to plan its budget accordingly. Securing sponsorship from partner companies like worldwide equipment providers.
The main clients that help fund the centre would become members of the Advisory Committee and could thus track and influence the evolution and management of the centre. As with governance arrangements, other details shall be worked out according to the scenario selected.
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5.8 EVOLVE TO THE STATUS OF CENTRE OF EXCELLENCE Every training center in Africa are not destined to become Centers of Excellence. Nevertheless, there can be implemented some activities allowing them to evolve in the short or medium term in their strategy and practices. In the long term, they could claim status of a Center of Excellence. The evolution of internal training schemes of electrical companies requires consideration of five interrelated components, more or less significants, depending on the starting level of the center. A “strategy” component, that aims to check upstream the suitability of an internal formative response. This strategic axis, carried by the Human Resources department of the company in close cooperation with the Board, must also allow to :
assess the current practices and needs of society, validate the contribution of the center in the skills development policy of the company, assess the resources (financial, human, ...) to mobilize internal and external, articulate inter-institutional partnership and inter-country cooperation, set a provisional development plan, define a business / communication strategy. Nota : Thus, for training centers that are « obsolete » at the present time, it is first of all a strategy that has to be build and to be validate, before thinking putting in place technical means. However, it is important to ensure the coherence of the strategy with the resources available…
A « governance » component, that aims to support the internal evolution of the center in defining or redefining the internal functioning, that needs to be consistent with the training strategy:
relations between company / training center / external customers the administration and management of the center, dedicated Human Resources (management team, formative team ...), processes : managerial, administrative, commercial, educational, organizational and management, Financial resources / business plan.
A « pedagogical » component which covers :
the design, renewal and implementation of training programs,
recruitment / targeting of in-house trainers,
the technical and pedagogical training of trainers in terms of new skills or retraining.
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A « material and infrastructures » component, which mainly focuses on the « hard » part of the training center and then is composed by :
definition of material and equipment needed or that have to be renewed,
study for implantation,
construction / renovation / reorganization of technical buildings, administrative offices and accommodation.
Nota : For convenient reasons, the front door "Material and Infrastructure" is the most commonly taken by companies wishing to establish or revitalize their internal training center. Such facility is due in part to the ability of the Company and / or of international financial partners to support physical expenditure, rather than “soft” ones. However, the equipment and infrastructure must be at the service of the company and its strategy.
A « development » component, which focuses on continuous improvement of center including its ability to invest in new fields (thematic, geographic, educational, technical).
New approaches of training and training technics (e.g : e-learning)
Development of new areas of excellence,
Changes in the business model or business approach,
Linking with external structures for targeted partnership
Nota the “development” component will more particularly concern the training centers classified as « operational ». However, these centers will be obliged to take into consideration all the components for any proposed evolution. But, this will be more a question of adaptations to the margin of the overall strategy, rather than a complete re-scanning of it.
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6 EVALUATIONS ON SITE 6.1 IDENTICATION OF THE CENTERS TO VISIT A meeting of the steering committee was held in Algiers on 2th December 2012 as a precursor to the meeting of the UPDEA’s board of management the following day and of the UPDEA’s General Assembly on 4 December 2012. During the project monitoring team’s meeting a non-exhaustive list of training centers was compiled with a view to arranging visits during the diagnostic phase. This list was established with the knowledge of the participants, with existing training centers :
currently appearing most likely to qualify as Centers of Excellence, or whose internal organization enable them to move towards this status, companies which have demonstrated a clear willingness to address the issue of training, where the political situation at the time allowed a serene visit centers and consider a follow up of the project.
This list does not value as a judgment for other centers that have not been selected in the first time. The duration of the study unfortunately does not allow to carry out a systematic visit of all training centers of electrical companies. As such, it must already be consider that this work on-site may be conducted by a person of the head of network, in order to have a detailed knowledge of all the centers. The tools needed for this diagnosis are integrated in this study.
6.2 VISIT OF THE CENTERS Throughout November 2012 to February 2013, the consultants visited 12 of the identified training centres. These
visits have been on time for exchanges: the needs of the (or) Company (s) of electricity, the organization of existing training center, the view of training offer in the country.
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6.3 DESCRIPTION OF THE CENTERS VISITED TRAINING CENTER Name of the c enter : ESKOM ACADEMY OF LEARNING Address : Dale Road, Halfway House, Midrand, Gauteng , South Afric a
Status :
Country : SOUTH AFRICA Interloc utor(s) :
Training c enter of ESKOM, depending Silvia Mamorare on HR department Chief Learning Offic er
Desc ription : Presentation : . The Eskom Ac ademy of Learning was established in 2010 to meet the growing needs of manpower of ESKOM. The EAL inc ludes, in addition to the main site Midrand on 105 hec tares, 32 other sites ac ross the c ountry based spec ialties. The c enter's goal is to meet all the needs of the c ompany training on all sec tors and levels. The c enter inc ludes two auditorium, 37 c lassrooms and about 550 rooms for students Center c ertified ISO 9001: 2000 Number of trainers : 104 full time, around 1200 part time Spécialities : Everything Trainees : . Artisans, tec hnic ians,powerplant operators, projec t managers, sc ientists Equipments : The c enter has all the nec essary equipment for high level tec hnic al training. Renewable energies : The c enter has integrated teac hing and learning materials for all renewable energy tec hnologies.
Elec tric al Engineering Mec hanic al Engineering Chemistry Civil Engineering Customer Servic e Financ e and Ac c ounting Supply Chain Business management Human Resourc es Risk management
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PHOTOS
Workshops
Mechanical workshop
Electrical workshop
Cable jointing
Welding workshop
Area of training
Auditorium
Workshop
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TRAINING CENTER Name of the c enter : IFEG SPA Address : Ecole Technique de Blida 02 Avenue Gac em Mohamed - BP 146 - Blida
Country : ALGERIA
Status :
Interloc utor(s) :
Private soc iety belonging to SONELGAZ Group
Djebbar M’hidi Direc tor of the tec hnic al sc hool of Blida
Desc ription : Presentation : Tec hnic al Sc hool Blida (ETB) was c reated in 1947pour ensure training and improvements to the c ore business of elec tric ity and gas. In 1971, the Training Center Ben Aknoun (CBA) of the c omplete tertiary areas (HR, financ e, ac c ounting, c ustomer management, offic e, ...). In 1986, the Centre has M'lila Ain-inc reasing supply tec hnic al ETB. Until 2004, attac hment to the HRD SONELGAZ and the Direc torate of Training Centres and finally, in 2007 had a private law through the c ompany IFEG Spa. Number of trainers: Tec hnic al Sc hool Blida: 46 + 300 permanent c ontrac tors; Sc hool Ain M'lila: 35 + 60 permanent c ontrac tors; Sc hool Ben Aknoun 200 c ontrac tors specialties: Elec tric power (high power / low c urrent), Mec hanic al / Produc tion, Gas, Renewable Energy People trained: Esseniellement agents SONELGAZ other group entities, but also the staff of subc ontrac tors. Staff also host Afric an businesses. Equipment (excluding gas): 25 workshops: networks, c able underground LV and HV substations, TST, c onnec ting elec tric ity low voltage wiring c abinet, c entral operating diesel mic ro diesel mec hanic (diesel), fitting mac hines 11 laboratories: Measurement and testing, elec tronic , automation, PLCs, c ounting traditional and digital protec tions, metrology, material strength. 08 educ ational training areas: low voltage for live, high voltage (HV) to c ut artery Renewable energies : A room dedic ated to photovoltaic s poorly equipped. A projec t to develop a wind industry.
Main trainings : Elec tric ians networks MV-BT Elec tric ians HTB Supervisors work Team Leaders networks MV / LV Operating Engineers HTA Networks Produc tion Engineers Main Produc tion Tec hnic ian Tec hnic ians Main Cable ships Network engineers HTB Counting tec hnic ian HTA
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PICTURES
Map
View
Electrical workshop
Cable jointing
Solar workshop
High Voltage
Pedagogical network
Electrotechnical classroom 59
TRAINING CENTER Name of the c enter : Centre de Développement des Ressourc es Humaines Address : OMBE DOUALA
Status :
Country : CAMEROON Interloc utor(s) :
Depending on Raphaêl ONANA, Training Center training Manager (part-time) and Vic e-Direc tor department of HR for Employement in HR department of AES - SONEL
Desc ription : Presentation : Loc ated on a plot of 1 ha several road Douala Center inc ludes 22 c lassrooms and laboratories, a network of external training HV, MV and LV, a c onferenc e room and a dozen rooms réunion.Dans laboratories we find a low-overhead network workshop, a workshop produc tion of c ables c onnec ting a generator and workshop groups in addition to traditional workshops elec trotec hnic al workshops for training in mec hanic al trades maintenanc e produc tion.Au about logistic s, a large boarding spac e (200 seats) restaurant, gym and relaxation areas. Number of trainers: It exise 10 permanent Trainers (SONEL) and a pool of 50 c ontrac tors (SONEL or ex-Sonel or external) Specialties: established in 1965 originally for the training of elec tric al operation and maintenanc e of diesel generators, the c enter has developed in the fields of the elec trotec hnic al and now c overs all func tions SONEL. People trained : agents SONEL, but also in the past, TCAD (SNE) and a large number of personnel c ompanies élec tric ié Cameroon. To date taking into ac c ount its c apabilities the Centre c an c over 70% of needs. Facilities: fully equipped Centre suffers from a need to upgrade some equipment and a dec ay of a large part of his teac hing tools. Renewables energies: None. in view of the diffic ulties to meet its demands the Centre was not involved in these new ways, whic h also are not a c onc ern for SONEL at this day.
Examples : Maintenanc e elec tromec hanic al power diesel Maintenanc e and repair of overhead lines Fac ility monitoring stations Repair of underground c ables Steam pipe brac ket Operating c entral line positions leadership elec tric al c ertific ation management data proc essing business Development
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PICTURES
View of the center
Electrical pedagogical tool
Generator
Workshop
Pedagogical network
Workshop
Poste HT/MT Entrainement
Chambre double 61
TRAINING CENTER Name of the c enter : Centre des Métiers de l'Elec tric ité Address : Bingerville
Country : IVORY COAST
Status :
Interloc utor(s) :
depending on HR department, in soc ial relations and c ommunic ation department.
Emile ONGUI , Direc tor
Desc ription : Présentation : Loc ated on a plot of 45 ha 30 minutes from Abidjan, the c enter has 50 rooms, labs and workshops with a c apac ity of 8-40 seats, 1 c onferenc e room with 250 seats. The c enter has an ac c ommodation c apac ity of 360 beds, a restaurant with 500 seats and sports fac ilities and leisure. A signific ant portion of these buildings requires rehabilitation works (in the upgrading of five c lassrooms). Centre has a network drive HV / MV and LV. Number of teachers: 6 permanent trainers (CIE) and a pool of 40 external trainers (CIE, exCIE). Specialties: founded in 1971, and ISO 9001 c ertific ation in 2000, this c enter at the origin has the implementation of tec hnic al training oc c upations (c entral line, overhead and underground c onnec tions, metering, ...), training more generalists (elec tric al, elec tronic s, test & measurement, ...), and training to other business func tions (c onsultanc y, management, c ustomer relations, ac c ounting, ...). However, sinc e the material has not been renewed, disappeared or bec ame deprec ated. Trained persons: Agents of ICE but also in the past: BENIN, TOGO, BURKINA ... and a number of loc al business people. Facilities: Well equipped originally (1971), the CFPP do today has little more equipment in working c ondition. Theoretic al training rooms, rooms equipped with c omputers, infrac truc tures general (buildings) and educ ational networks are nevertheless potential interesting. Prac tic al work is c arried out on the CIE sc hool sites, but lac ks intermediate educ ational tools. Renewable energies: None. The need for CIE in this area is nonexistent.
Examples : produc tion tec hnique transport tec hnique tec hnic al overhead and underground distribution mec hanic al tec hnique
All levels are involved but the management training is low The c enter is today only a logic al response to the request
data proc essing Sec urity c learanc e management financ es Labor law data proc essing
62
PICTURES
View of the center
Classroom
Pedagogical network BT
Pedagogical network HTA
Pedagogical network HTA
Classrooms
Classrooms 63
TRAINING CENTER Name of the Center : Status : Training et Development Division Semi-Autonomous Center: reports to Address : DRH of the Volta AKUSE, River Authority Box 77, (VRA) Eastern Region
Country : GHANA Interloc utor(s) : Samuel Lomo Okine, Head of the Training Center and Manager for Tec hnic al Training; Eric Mensah-Bonsu, Manager for nonTec hnic al Training; Florenc e Vanderpuye, Princ ipal Analyst
Desc ription : Presentation : Loc ated on a plot of several hundred ac res whic h inc lude the Training Center fac ilities and residential ac c ommodation in a small town for staff of the hydroelec tric power plant; the c enter is about 2 hours drive from Ac c ra. It has two meeting rooms and 5 other c onferenc e rooms loc ated outside the c enter’s premises. To-date, the c entre is being renovated and upgraded to have 14 laboratories/ c lassrooms and a c onferenc e room by November 2013. All the training logistic s (very important) are provided from within the VRA township. Number of trainers: 1 permanent Head, 10 permanent Trainers (VRA) and a pool of 50 PartTime Trainers/Fac ilitators (internal and external) Areas of Specialisation: Established in 1981 originally for the training of the hydro staff, it bec ame an autonomous c enter in 1988; It integrates training for all staff inc luding VRA Management but spec ialises in the training of hydro and thermal power generation. It integrates non-tec hnic al training for staff and management (eg: leadership....) People trained: VRA employees, other Companies (eg: NEDc o, GRIDCo, TAQA, BUI Power Projec t, Sunon Asogli), and neighboring c ountries (eg: Liberia). In the past training was given to CEB, CIE, SBEE etc . Facilities: While new laboratories and workshops are being c onstruc ted, c lasses are run onsite (in different geographic al loc ations) for VRA c lients and others using tec hnic al equipment available, as and where nec essary. Given the important work being done, it is diffic ult to get an idea of all the tec hnic al equipment available. There is c lose proximity of the training fac ilities and offic es. The equipment are mainly for the training of HV/MV Approac h renewables: None, exc ept hydro and thermal Examples of c ourses: There seems to be an emphasis on nonElec tromec hanic al maintenanc e of hydro, diesel tec hnic al training and Management training and thermal Operating plants at all levels of the workforc e. This is in Maintenanc e of transformers response to the results of the needs Hydraulic s and pneumatic s analysis undertaken in-house Line maintenanc e Power System operations Mec hanic al maintenanc e Operating and safety Elec tric al maintenanc e Fault Analysis and elec tric al c ertific ation Compressors Management/Leadership Computer Skills Financ e Frenc h Language c lasses
64
PICTURES
View of the center
Accommodation for staff
Temporary area
Temporary area
HTB network
Hydro powerplant
Central command 65
TRAINING CENTER Name of the c enter : Geothermal Training Center Address : P.O. Box 785 20117 - Naivasha
Status : Servic e attac hed to the Department of Educ ation HR KenGen
Country : KENYA Interloc utor(s) : Dr. Nic holas Mariita Chief Geothermal Training Offic er
Desc ription : Presentation : The c enter was inaugurated in 1989. Loc ated within the site of Olkaria geothermal, the c enter does c urrently own only a theoretic al c lassroom and offic es for instruc tors. Teac hing equipment are shared with produc tion equipment. Number of trainers: 2 full-time, 70 c ontrac tors. Specialities: The c enter provides primarily non-tec hnic al training. People trained : agents KenGen, agents other Afric an soc ieties. Approx. 450 days / man training primarily with the United Nations. Facilities: The c enter c urrently has no dedic ated equipment, but sharing produc tion equipment on the site. The supervisors of different laboratories (geology, geophysic s, c hemistry, ...) provide on-site training. The training materials were Approac h renewables: Center dedic ated to geothermal
Note: In 2005, the c enter was affiliated to the program of the United Nations University for Geothermal, whic h provides 1 month of training per year geothermal exploration. Partic ipants c ome from c ountries along the East Afric an Rift Valley.
Examples : Management First aid and fight against fires Data proc essing Safety
66
PICTURES
View
View
Classroom
Geological lab
Chemical analyses lab
67
TRAINING CENTER Name of the c enter : KPLC Training Sc hool Address :
Status : Training department of KPLC
Country : KENYA Interloc utor(s) : Mr. Dennis Omenda Princ ipal-Kenya Power training Sc hool
Off Thika Road - Ruaraka 00100 - Nairobi Desc ription : Présentation : Loc ated in Nairobi sinc e the 60s, KPLC Sc hool training is spread over a dozen buildings inc luding workshops mec hanic al, elec tric al, library, c atering, ac c ommodation, educ ational network on the site. Initially spec ialized for network development, supply has inc reased in the direc tion of all ac tivities of produc tion, transport and distribution. Number of teachers: 16 full time, 70 c ontrac tors. Specialties: The offer is varied with short modules, modules and long c ourse of 3 years Degree (elec tric al engineering, telec ommunic ations, elec tronic s, automation). The offer also inc ludes several levels People trained : agents KPLC, KenGen (produc tion), KETRACO (Transport), Rural Elec trific ation Authority, Kenya Airforc e. Approx. 130 pers. / Year formed the c ompany, 100 c ontrac tors and 80 others. Facilities: The c enter is well equipped with a variety of materials. Some are relatively old. Mec hanic al and metalworking sec tions feature traditional materials, there is no material with CNC. Classrooms are a little more aging with equipment (tables, c hairs) damaged. Renewable energies: No c atalog offer on the subjec t, but KPLC is the distribution and not produc tion. However, modules c an be arranged as required. Note: The Government of Kenya has embarked on a strategic plan in 2030. As suc h, the energy sec tor is on of the key points. KPLC is involved in this roadmap to meet the c hallenges and has already planned the c onstruc tion of a new training c enter. The land was identified, the round is underway to meet the € 72 million for the projec t.
Examples : Overhead Line Construc tion and Maintenanc e Basic skills on safety c ounters Elec tric al installation for employees Customer Servic e welding Digital c irc uits elec tronic c ontrol Team leaders Power Plant Maintenanc e Operators substations Profic ienc y in Mic rosoft Offic e / Autoc ad ...
68
PICTURES
Computer room
Classroom
Electrotechnical lab
Mechanical workshop
Library
Pedagogical equipments
Pedagogical network
Restaurant 69
TRAINING CENTER Name of the c enter : Centre des Sc ienc es et Tec hniques de l'Elec tric ité (CSTE) Address :
Status : HR department of ONEE
Country : MOROCCO Inteloc utor : Amal BOUAMAMA Direc tor of training and skills development
Ain Sebaa Casablanc a Desc ription : Presentation : Established in 1963, loc ated 30 minutes drive from Casablanc a, c overing 13ha c enter inc ludes 34 c lassrooms, 11 spec ialized workshops, 3 c omputer rooms, 1 c onferenc e room with 200 seats and 5 rooms (meeting press and VIP) also there is a network drive air LV, MV and HV, MV underground network and BT and BT c onnec tion fac ilities and near a substation EHV / HV / MV whic h allows among other trvailler on and off on all these types tension.En regarding logistic s c enter has a restaurant, a boarding sc hool and sports fields, a CDI and a relaxation room. All these fac ilities are in perfec t working c ondition and c lean. Number of trainers: The c enter has 19 trainers (from the ONEE) full-time and a pool of 160 c ontrac tors (onee or external). Specialities: Centre c overs from the theoretic al to the elec job training in all tec hnic al areas of integrating aspec ts Onee sec ourismes, authorizations and additional func tions: IT, management, management etc .. People trained: Agents of onee but also employees of utilities Sub Saharan Afric a (Chad, Senegal ...) as well as elec tric utility employees Moroc c an Facilities: The c enter has rec eived a quality award in 2012 and has a high quality material and almost day by c ons educ ational tools need to be purc hased, the Centre is aware. This c enter is a very nic e tool and c an easily double its Home Renewable energies: new modules in all areas of ENR were c reated: it remains to ac quire additional equipment for TP.
Examples : Maintenanc e and repair of overhead lines Fac ility monitoring stations Diagnostic equipment maintenanc e HTB Repair of underground c ables Driving slic e and steam generators and hydro Operating c entral line stations and dispatc hing elec tric al c ertific ation management business Development Human Resourc e Management Financ e, ac c ounting, treasury Computers (desktop and applic ations Onee)
70
PICTURES
View of the center
View of the center
Auditorium
Classroom
Computer room
Computer room
Pedagogical network
Auditorium 71
TRAINING CENTER Name of the c enter : Centre de Formation et de Perfec tionnement Professionnel Address :
Country : SENEGAL
Status : Link to training department, HR Senelec
Interloc utor(s) : Amadou KANE, Chef du c entre de formation
Cap des Bic hes Rufisque Desc ription : Presentation : Loc ated on a plot of 19 hec tares c lose to the c enter of Cape deer, the CFPP inc ludes a dozen buildings to use theoretic al or prac tic al training, one amphitheater, 1 restaurant, 1 infirmary, 3 buildings of ac c ommodation (18 rooms quadruple with bathroom), 1 basketball stadium with stands, 1 football stadium with stands and a teac hing network MV / HV / MV / LV power off, and 1 mini network also lowered off. Number of trainers: The head of the c enter is the only permanent trainer, training ac tions is being animated by Senelec agents, or by c ontrac tors exterior. Specialties: Infrastruc ture of origin led to the implementation of tec hnic al training business in many areas (c entral line, overhead and underground c onnec tions, metering, ...), the more general training (elec tric al, elec tronic s, measurement & testing , ...), and training to other business func tions (business studies, management, c ustomer relations, ac c ounting, ...) People trained agents Senelec , but also in the past, EDG (Guinea), CEET (Togo), SBE (Benin), SONICHAR (Niger), EDM (Mali) & EAGB (Guinea Bissau), as well as employees of c ompanies Senegalese Facilities: Well equipped originally (1979), the CFPP do today has little more equipment in working c ondition. Theoretic al training rooms, rooms equipped with c omputers, infrac truc tures general (buildings) and educ ational networks are nevertheless potential interesting. Prac tic al work c an also be done direc tly on the plant site, whic h presents a real educ ational value. Renewable energies: None. Senelec c hose to stop its photovoltaic program - tests on three solar power plants have not demonstrated the ec onomic benefits of this type of produc tion - to foc us on the improvement of energy supply through c onventional sourc es (HR Senelec )
Examples : In the past: Maintenanc e and repair of overhead lines Fac ility monitoring stations Diagnostic equipment maintenanc e HTB Repair of underground c ables Loc ation of poles Steam pipe brac ket Operating c entral line positions Water treatment elec tric al c ertific ation management Labor law Human Resourc e Management Financ e, ac c ounting, treasury ...
Rec ently Computers (Orac le environment. Net, C +, Windows 7, Exc hange, Offic e, MS Projec t) Prevention of oc c upational risks business proc esses business c orrespondenc e Quality c ontrol in the hospitality / rec eption Work underground MV c ables Fundamentals of elec tric al protec tion BT Troubleshooting Proc edures Skills: Func tion box Methods and tools for problem solving Geographic Information System Control studies and Management of rolling stoc k
72
PICTURES
Computer room
Classroom
Cable jointing workshop
Simulator
Simulator for central (HS)
Pedagogical equipments
Pedagogical network
Accommodation 73
TRAINING CENTER Name of the c enter : Centre de Formation et de Perfec tionnement Professionnel Address :
Status : Depending on HR department
Country : TUNISIA Inteloc utor : Abdelaziz FGAIER Chief of department for CFPP Khledia
Khledia Ben Arous Desc ription : Presentation : loc ated 30 minutes drive from Tunis, the CFFP is c overing several hec tares and inc ludes 30 c lassrooms and laboratories as well as 2 c onferenc e rooms and an air network training LV, MV and HT.En regarding logistic s c enter inc ludes a restaurant, interning (under renovation) for 50 trainees and sports fields. Number of trainers: The c enter has 17 trainers (from the STEG) full-time and a pool of 150 c ontrac tors (STEG or external). Specialities: Centre c overs from the theoretic al to the elec job training in all tec hnic al areas of STEG integrating aspec ts sec ourismes, c learanc es and sales training and management. People trained agents STEG but also employees of utilities Sub Saharan Afric a (Mali, Mauritania, ...) under c ontrac ts c overed by STEG International. Facilities: Established in 1976 the c enter has obtained ISO 9001 c ertific ation in 2001 suffers from outdated equipment and buildings requiring rehabilitation (ongoing projec ts for the internship). Teac hing materials and labs lare lac king. Rooms are well designed and offer a very interesting tool. Renewable energies : Although there is a will in the c ountry and in the c enter of the STEG has no expertise in this area. However, is being rec onc iled with a university and a business inc ubator that seeks to work with the CFPP in wind and photovoltaic .
Examples : Maintenanc e and repair of overhead lines Fac ility monitoring stations Diagnostic equipment maintenanc e HTB Repair of underground c ables Driving steam and hydro slic e Operating c entral line positions elec tric al c ertific ation management business Development Human Resourc e Management Financ e, ac c ounting, treasury Computers (desktop and applic ations STEG)
74
PICTURES
View of the center
Classroom
Classroom
Simulator
Pedagogical equipments
Pedagogical equipments
Pedagogical network
Pedagogical network 75
TRAINING CENTER Name of the c enter : Kafue Gorge Régional Training Center (KGRTC) Address : P.O. Box 32774 Lusaka ZA 10101
Country : ZAMBIA
Status : Interloc utor(s) : Semi autonomous, with a Board of Kaela Kennedy Siame, Direc tor Trustees Brian H M Makungo, Training Manager c omposed by ZESCO and other afric an elec tric al c ompanies.
Desc ription : Presentation : The c enter was opened in 1989 to provide solutions for tec hnic al training in hydroelec tric ity trades both for Zambia but also for neighboring c ountries. The c enter has been set up with an input sharing of resourc es between c ountries. As suc h, elec tric al c ompanies from neighboring c ountries are ac tive in the Board of Trustees of the c enter. The c enter is loc ated a few hundred kilometers from Lusaka and rec eived tec hnic al support from development agenc ies of Norway and Sweden. Number of trainers : 4 permanents, 50 part-time Spécialités : Hydroelec tric ity trades, training in Safety and Quality management. Personnes formées : around 300 people per year on average. ZESCO workers but also many other partic ipants from other c ountries. Equipments : The c enter has two c lassrooms with 20 seats, laboratories and workshops (elec tric al, turbines, mec hanic al) well equipped and maintained, but c lose. It also has simulators for the produc tion management of dams and a removable pedagogic al pylon designed to train tec hnic ians of transportation c ompanies for emergenc y response in c ase of out of line. Loc ated near a dam, the c enter c an use the fac ilities to c omplete the tec hnic al knowledge. The c enter plans to build a 5 MW hydroelec tric plant for use as a teac hing aid. Renewable energies : Essentially based on hydroelec tric ity, as domestic produc tion is based on the 98% hydro. Modules in solar and wind power c ould emerge. Note : Tec hnic al support from Swedish c ooperation (development of the solar and wind industries programmed)
Five main fields in hydro-elec tric ity : - Power systems operations and management - Engineering operation and Maintenanc e - Engineeriing applic ations and Management - Safety, Health, Environment and Quality Assuranc e - Corporate Governanc e, Management and Leadership development
76
PICTURES
View of administrative building
Turbines workshop
Mechanical workshop
Simulators
Electrotechnical workshop
Pedagogical equipments
Library
Accommodation 77
TRAINING CENTER Name of the c enter : ZESCO Training Center Address : Luanshya Rd, P.O. Box 240142 N'Dola
Country : ZAMBIA
Status :
Interloc utor(s) :
Dépendant du servic e RH de ZESCO
Saviour MIYANDA Princ ipal
Desc ription : Presentation : . Training c enter established in 1971, in a region where there is suc h a high demand for elec tric ity due to the mining of c opper. The buildings are prefabric ated and date from the time of c onstruc tion. Formative team is important and overc omes everyday lac k of tec hnic al and pedagogic al resourc es. Number of teachers: 15 teac hers Specialties: 3 training "heart" of the ac tivity of ZESCO: airlines (30 people X 2 sessions / year, 1 year) c onnec tion c able underground and overhead (20 people X 2 sessions / year, 1 year) Elec tric al (25 person / year, 2.5 years). People trained : ZESCO staff (90%) who had never rec eived tec hnic al training Training for young sc hool leavers (10%) elec tric al (training fee). Equipments : Weak and old. No materials, and even have some diffic ulty in terms of c onsumables. Renewable energies : None
Overheadlines Construc tion Cable junc tion Elec tric al Tec hnic ian
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PICTURES
Workshops
Cable jointing workshop
Electrical workshop
Technical tools
Cable workshop
Workshops
library
Auditorium 79
6.4 GENERAL TABLE The following table is intended to present the observations made by the team of consultants with respect to the set of criteria established for the Centres of Excellence. The information contained in this table allows to point out the key elements identified in the diagnostic work on site. It also enables the various centers to compare themselves to the others. It should be noted that the time to visit the centers (half day to two days) was not always possible to deepen all the elements. Similarly, some centers were under construction at the time of the visit (especially the VRA center in Ghana). Thus, the observations were made only on what could be seen, and can not predict what will be the center once completed, particularly with regard to equipment
80
.
T. S.
m al
M
C KP L YA
KE N YA
KE N
-
O RO
G
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CC O
G ER IA AL
M BI A ZA
SO
UT H
éo th er
O
IF EG
KG RT C -
AF RI CA
N EE
TC
Ac dm M ES KO
CRITERIAS 1 - Meet the request 2- Must progress 3- Insufficiant
HUMAN RESOURCES
Head of Training Centre Trainers External partnerships
ACTIVITIES Quality of training Activities to third party Multi language Level courses currently taught Cross-functional INFRASTRUCTURE AND RESOURCES Premises Accommodation Catering Access Facilities
1 Management team. The trainers receive trainings for 2 years, before having a certification given by a gouvernemental structure. 104 full time trainers. Some trainings made by the brands on specific equipments. Partnership with universities on engineering cursus. 2 Trainings at different levels from artisan to engineer. Full support services, dedicated team. Almost exclusively for ESKOM employees. Only in english. Iso 9001 certified
1 2 1 1 3 Management team Background of industrial experience for full Operational training center, spacious and wellThe manager has a profile of administrator and The manager has a clear objective to develop time trainers. One management team organized. business development. its center at an international level. The Part time :practicing Ingeneers. Partnership with the UN University program for The center has dedicated trainers, mainly from Trainers are numerous: permanent from trainers are all from ONE and have a good level Trainers receive training locally and Geothermal, and University. the Kenya Power Company. The center trains Sonelgaz, contract and part-time staff (350). and their renewal is underway. international annualy. No technical trainers dedicated to the center, for KenGen and other companies as well. Few The renewal of trainers is problematic. Centre The center has external partners for training 40 to 50 % done by external trainers except for safety. external partnerships (universities, research lacks of external partnership. and runs action with ENSEM for codevelopment. partnership with : University of Zambia, suppliers, ...) COPPER BELT, ICH (Norway) 1 1 1 2 1 Mining industry, water utilities, sugar industry, The process of upgrading and monitoring are aviation clear and effective. KenGen, Ministries of energies, energy Training in all levels. Mainly on-job training for technical trainings, All levels are concerned. The Centre has regulators,… Trainers with good knowledge provide training ran with production means. Managers are Good level of training for trades in the received a quality award for its organization. Only in english but a good experience of of good quality. The process of upgrading trainers. distribution field. Trainings in English only. . Only in french. working for international trainees. training needs to be clarified. Only in French Iso 9001 certified Iso 9001 certified 1 1 1 3 1
1 ESKOM runs a network of 33 training centers in Accomodation provided in KGRTC (77 individual the country. A great logistics organization that manages rooms). Very good level of organization to manage 300 551 accomodation rooms in EAL campus. with a high level of satisfaction aroud in 1000 Restaurant students / day with the ability to double that EAL is a little bit far from the center and the trainees/ days: transport, accommodation, Bus transportation service. volume. transportation is not all the time easy. catering, ... Internet access by Wifi hazardous
CLASSROOMS
1
1
1
Level of equipment of classrooms
Various rooms well equipped, 2 auditoria,
Well equipped classrooms, around a common area.
45 classrooms, 18 labs 12 workshops, 15 training areas. 2
EQUIPMENT OF WORKSHOP
1
2
Level of equipments in workshops/ laboratories
37 training rooms with up to date equipments, in various tecnical fields : electrical, mechanical, Process and Chemical, Civil engineering, Asset Management, Welding, instrumentation,… The centre has partnership with international suppliers of equipements : ALSTOM, SIEMENS…
State-of-the-art equipment in the Power, Process, Water Hydraulics, and Computer Based Training Laboratories; including Simulators for hydropower generation.
COMMUNICATION / PROMOTION
The premises are well suited to the needs tools and equipment, but pedagogical tools are insufficient. Renewable energy approach is still projects.
For control room, scada system is ABB equipement
3
2
One classrooms with computer facilities.
Old and broken furnitures (tablesand chairs). Interesting library.
3
2
The premises are well suited. But educational tools have to be reviewed.
No pedagogical material, trainings are done on the job.
Spacious and well-organized workshops, but old or obsolete equipments.
3
1
None
Training catalog, website. Offers training for the three electrical companies KenGen, KPLC and Ketraco.
2
1
Center dependent on the Human Resources Department of KenGen
Center dependent on the Human Resources Department of KPLC, but has the capacity to sell trainings by its own.
3
1
Unknown at this time, entirely dependent on KenGens' investment plan .
The training center KPLC plans to change location and planned an investment of 72 million USD in new buildings and equipment.
2 1 1 Marketing manager, conferences services Even if EAL can serve external customers like officer,… contractors, government, electricity industry Good partnership with international companies Sonelgaz promotes IFEG to an international (including municipalities), international in the Board of trustees, but need to improve scale. Localy, IFEG meets industrial companies All means of communication are in place. The Means of promotion of the centre partenrs,.. The EAL is mainly dedicated to the communication. to define their needs and promote its training Centre has developed an e-learning offer. ESKOM employees. Thus, catalogue is not Catalogue in 3 languages : french, english, offer : dynamic approach of training. produced to generate business but to serve the portuguese but no trainings available in these Organization of open days. training needs of employees. languages. People can also apply online LEGAL AUTONOMY AND ORGANIZATION 1 1 1 1 International Board of trustees. Zesco surrendered the infrastructure (Laboratories, Guest rooms, Office block, IFEG is an entity of SONELGAZ Group. EAL has got its own Governance Committees, Restaurant, Laundry and equipment, staff Legal and administrative departments perfectly Legal and administrative departments perfectly and is dedicated to develop ESKOM policy of houses) through a Memorandum of fit for a development of the training center and fit for a development of the training center learning. Understanding (MOU) to the Training Centre to for hosting international trainees. enable it operate independently and support the operations. FINANCIAL CAPACITY 1 2 1 1
Budget of R1,2 bn, 100% held by ESKOM
COMMENTAIRES
IFEG has a got a 13 MUSD annual budget. The center is supported by the Sonelgaz Group's desire for its development.
IFEG, as a private company, has a clear KGRTC has many advantages and can be The center operates as a Centre of Excellence: business model and an pedagogical considered as a Center of Excellence by the adaptation to the needs of the national organization in line with expectations. As such, method of self-governance, its mode of society, constantly changing, multiple it can be considered as a Regional Centre of operation that fits the supply and demand and partnerships, certification of trainers, ... To Excellence, mainly on the various trades of the level of its equipment and its trainers. His date, the main sticking point in the project of maintenance field. However, renewable energy expertise on hydropower must be reinforced by ASEA is its openness to other African societies, approachhas to be developped. educational facilities size in nature. Its which is certainly not impossible, but that is The solar industry is interesting to develop communication and capacity for Francophone not the purpose. but requires investment in materials and countries must be developed. universities or industrial partnerships.
81
Spacious center with rooms for lectures and workshops. Accommodation and large dining room potential. Easy access from Nairobi.
1 1 conference hall with 200 seats, 5 specialized rooms ,1 polyvalent room with 100 seats, 11 workshops, 34 classrooms connected with internet ,3 computer rooms , A pedagogical network. 1
2
In the last 5 years, around 1 MUSD of investment. 48% of the budget is held by the company Partnership with SBB (Canada).
No dedicated hosting no reception capacity currently.
Strng support of ONEE
The center can be considered as a Regional Centre of Excellence, and has go areas of expertise in the fields of wind, solar, energy efficiency and hydro.
The Geothermal Training Center is not At the present time the training center is operational at the present time, for technical operational, has the capacity to receive fields. It is a transmission belt between trainees mainly on the distribution business requests and providers, and performs some and work on lines. As it stands, an investment activities related to security. However, an plan on pedagogical facilities would be interesting potential related to the Geothermal expected, but the reconstruction project should could emerge. But everything is to build, with be brought to completion. the existing management team.
ACTIVITIES Quality of training Activities to third party Multi language Level courses currently taught Cross-functional INFRASTRUCTURE AND RESOURCES
1
2
2
1
2
Trainings only in French, but possibility to Resumption of activity - Training materials Most trainings are tailor-made. Recurring provide trainings in English. Process of training Classes in English, some classes are available (with some exceptions) are old and need training modules are updated, but on a nonupdating is in place, but needs to be in French. All levels available. Technical updating. Training only in French. Certified ISO systematic basis. Trainings were provided to reconsidered. Certified ISO 9001. All levels training only for production. 9001 national and international companies. Some of involved. The center has received a price for them in English. No documentation center. the quality of its organization. 1
1
Premises Accommodation Catering Access Facilities
2000 trainees in 2011. Excellent housing conditions.
1500 trainees / year
CLASSROOMS
2
1
2
2
Well developped infrastructures (compared to Buidings are very old: current rehabilitation in the level of activity), but refreshing / updating place, and is necessary, mainly for housing and for housing, restaurant and facilities is meeting rooms. necessary.
EQUIPMENT OF WORKSHOP
1
3
2
3
S. CO
1
3
Training in French only, all levels concerned.
Trainings in 3 fields only : connection, électrotecnics, overheadlines Trains ZESCO staff, and young trainees in the initial training. First level of qualification. Trainers are staff of the company.
2
2
3500 trainees in 2011. Construction work is necessary.
Good housing and restaurant facilities, builings look old but are operational.
1
2
30 classrooms and laboratory, and a field to practice on overheadlines.Buildings are sufficient and well adapted.
ZE S
A direction team and a group of trainers dedicated. A few external partnerships. Strong training demand from the mining sector of the region. Only few external partnerships.
22 classrooms in total. Currend updating of them.
50 classrooms
-
Half-time position dedicated to the training (HR staff), whith the perspective tobecome a full-time position. Permanent trainers (10) are Sonel staff, including young and old staff External trainers are from Sonel. No external partnership.
2
New classrooms currently under construction until Nov. 2013. Currently impossible to assess equipements.
M BI A
2
1
Level of equipment of classrooms
ZA
CA M
2
1
14 classrooms, almost all of them have airconditonning, and are equiped with computers (40), wifi, LAN network, projector, and board. Good quality and quantity of furniture.
T.
N SO S AE N ER O O
AL EG SE N
2
Trainers pursue their career at CME, that 17 well trained permanent trainers, all of them The center manager is the unique permanent 2 managers: Technical and non-technical meets great difficulties with recruiting new having a professional experience. Numerous trainer. Almost only Senelec staff are involved training, permanent trainers: 11/external part- skills. CIE is short of staff and it is impossible non permanent trainers (dealing with 40% of in training sessions, directly related to their time trainers: 25. No partnership for it to engage resources for CME. No external trainings). No kind of partnerships (with professional activity. Some partnerships: partnerships. universities or anything else). CFPC, CNQP, UCAD, ESP
1
EL
EC
Head of Training Centre Trainers External partnerships
2
CF PP
ST TU
N
O RY
IS I
CO
A
-
AS T
A AN G H
IV
HUMAN RESOURCES
SE N EL
EG
CI E -
VR A
CRITERIAS 1 - Meet the request 2- Must progress 3- Insufficiant
A big meeting room, and equiped classrooms. A small library.
3 Obsolete pedagogical resources, despite some kits bought in shot by shot, , malgré l'achat de kits au coup par coup, in particular for cabling. The shipyards of ome workshops are bnot completed.
Level of equipments in workshops/ laboratories
Since construction work is in process, it is impossible to assess ressources.
Technical resources are much too old and unsuficient. Acute lack of pedagogical tools.
Technical and pedagogical equipements need to be improved.
Most of equipments are old and can not be used. Practical work is proposed at real scale in the plant, next to the center.
Technical and pedagogical resources need to be updated.
COMMUNICATION / PROMOTION
3
2
1
3
2
3
Means of promotion of the centre
No (or little) external communication
Focused on training freshly recruited staff of CIE. International exchanges decreasing, mainly school projects of CIE. The center is more oriented towards responding to demand, that on developping supply.
STEG deals with the promotion of the center activities on the continent. The center develops locally some communication tools.
No "catalogue" training is offered, and the center does not promote its offer towards other companies (it does not answer to the sollicitations of those).
No national or international promotion of the center: the center responds to demand, dealing only with 70% of expressed needs.
No secific promotion toward other companies. Training center focused on ZESCO staff. Some external trainees per year, for initial training in electrotechnics.
LEGAL AUTONOMY AND ORGANIZATION
1
1
1
2
1
2
Administration and legal structures perfectly adapted to international trainees.
Organization is clear and efficient
Administrative and legal structures administratives are perfectly adapted to an international scale action.
The center is directly supervised by the training departement of the Direction of HR of Senelec, that pays staff, deals with purchase and work requests but does not provide the center with its own budget.
Administrative and legal structures perfectly adapted.
Center supervised by HR of ZESCO. Charges for initial training sessions. No specific busines model.
1
2
2
2
2
VRA engages important financial resources to create a new center
Economical context seems very difficult, but the center balances its accounts and has investment resources. (to be confirmed)
STEG has high ambitions for its center. It needs to put its work planning into practice, to show its determination.
It is urgent that SONEL engages updating works for the buildings of the center, as a support to it.
Entirely supervised and dependant of ZESCO.
FINANCIAL CAPACITY
COMMENTAIRES
Currently impossible to decide on the capacity of the center to become a center or an area of specialization of excellence: a priori the equipment seems to be unsufficient, and not updated. A support for 'soft' issues (such as communication, marketing) could be relevant, and the center could become a center of excellence in the field of production.
3 Senelec is engaged into a retructuration project, in order to balance its accounts, and improve the availability of its production equipments. A partial privatization of its activities is not excluded. A financial investment of Senelec into its center seems very unfeasable.
The center can not become a center of For its history, infrastructures and excellence. It could, at the cost of great organization, the center could play the role of The center could become a Regional center of After new investments, the Center may be able investments in equipements and HR, developp center of excellence. However, it does not excellence, at the cost of consequent to become a Regional Centre of Excellence, for an area of specialisation of excellence in the have any area of specialization to become a investments, but has no area of specialization. its assets ; but at a very short term, building fields of: exploitation/ conducting and center of excellence. It will be necessary to Its strenghth lies in its tradition of welcoming needs are acute. 2 million euros are planned maintenance of diesel generators, gas invest in equipments, particularly pedagogical international trainees, and its ambition to for that. The center has already difficulties to turbines and coalfired thermal power plant. A ones, and the issue of recruting trainers will develop and invest in this tool. deal with internal training needs. support in governance, marketing and need to be solved. pédagogy is necessary as well.
82
Center of N'Dola is obsolete and its organization is not sufficiently oriented towards other companies, to be a center of excellence. In addition to the definition of a real strategy for the center, a rehabilitation/ construction programme is necessary, including new pedagogical resources and training of trainers as well.
AF
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6.5 CENTERS OF EXCELLENCE AND AREA OF EXCELLENCE IDENTIFIED
Centre of excellence
Y(es) / N(o) / P(otential) Hydraulic
Area of excellence PRODUCTION
Y(2) Y
Y(3 ) Y
Y
Y
P
(6 )
Y
Y Y
Fuel thermal
Y
Coal
Y
Gas Turbine
Y
Y
Y
Diesel
Y
Y
Y
P
Solar
Y
P
Wind
Y
P
P
P
P(4 ) P
P(5 )
P
P
Y
Goethermal Area of excellence TRANSPORT / DISTRIBUTION
P(1 ) P
P
P
Overhead lines
Y
Y
Y
P
P
P
Underground network
Y
Y
Y
P
P
P
Cable jointing
Y
Y
Y
P
P
P
SCADA
Y
Live works
Y
P
P
P
Y
Y Y
Y
(1) In its current configuration, the center's equipment must be renewed. Nevertheless, a reconstruction project on another site is underway. (2) Subject to the possibility of opening wide to other companies. (3) Particular case of a center dedicated to one technology: hydraulic (4) Waiting for completion of construction of the new center (5) The center has, to date, little technical activity (6) Microhydraulique
83
N
N
N
6.6 CURRENT REPARTITION Based on the observations made during our field trips to centres, here is a map of centres that could be recognised as Centres of Excellence.
Existing Centre / Sector of Excellence Potential Centre/Sector of Excellence
84
7 BUILDING THE PAN-AFRICAN NETWORK 7.1 RELATIONSHIP BETWEEN CENTERS ZONE GEOGRAPHIQUE / REGION Pays 2 Pays 3 Pays 1
Pays hôte du CER
Flux stagiaires :
CER R
Pays n
The Center of Excellence is committed to meet the training needs of the national company of electricity that carries it. But, its organization and its resources (allocated by the company or generated by its external training business) allow it to open its offer to other companies. These companies are in its own country (for subcontractors or partners), but also in other countries. Thus, the Center of Excellence provides training on specific or general courses for all surrounding countries. It bases its external strategy on Advisory Committee established with APUA recommendations, to adapt its training towards other national or regional companies (see Governance section). In some trades or specific fields, which require significant investments, the Center of Excellence can rely on the expertise of other centers at a regional or continental scale, which have expertise on the subject.
85
7.2 GENERAL ORGANIZATION
Validation of the area of expertise Counsel Support for projects Datas production Counsel / support for training development Presentation of Centers of Excellence and areas of Excellence offers Datas transmission Projects
Labelling of the Center Qualitative monitoring Support for projects (link with donors) Member of the Advisory Committee Counsel
Information on offer Projects
Center of Excellence
Training Center
Company B
Company A
Area of specialization Promotion on offer Training and counsel on the area of expertise
Promotion on offer Training and counsel on the area of expertise
Ask for expertise
Purchase of training and counsel
Company n
Purchase of training and counsel Participation on the Advisory Committee
The construction of the Pan-African network is therefore based on the following players:
The national electricity companies developing their own training centers or act as clients of Centres of Excellence,
The ASEA which, by its role of coordination of the network, organizes the qualitative and quantitative development of the offer,
Training Centers recognized as Centers of Excellence or with specific know-how, that promote their offers to the outside.
86
8 SIZING 8.1 DETERMINING SCOPE The consultant, with the agreement of the ASEA/UPDEA, decided not to consider a particular centre when addressing the question of choosing the scope of training. The proposed scope, then, reflects the general needs of training centres for creating Sectors of Excellence. The study showed that the creation of a Centre of Excellence goes beyond purely technical consideration. The following must also be taken into account:
The investment capacity of the centre itself or, failing that, of the company that hosts it, The company’s development strategy in terms of technologies and workforce size, The existence or otherwise of adequate governance.
In addition, it was important not give an undertaking on behalf of companies or commit them to something against their wishes or without them having attained certain prerequisites for Centres of Excellence. That is why the presented scope is theoretical. It aims merely to give an overview of the costs incurred by a change. We decided to work on sectors that have potential in several countries.
87
8.2 CREATION OF A WIND POWER TRAINING SECTOR This covers training in maintenance of wind power equipment that can be learned by using a special test rig.
This test rig would include two educational components:
A low-power wind generator An array of equipment that can simulate the following in a laboratory: the behaviour of wind with regard to the electricity grid, rotor blades, rotor and measuring torque and running according to wind power
8.2.1 EQUIPEMENTS
The installation consists of a didactic small wind power (300w) and allows the production of electricity. Learning Objectives:
Study of the production of electricity from small wind
Performance measurement and effectiveness
Measuring the impact of metrology on production processes
Cabling, services
Operation, Maintenance and Facility Maintenance
Study and techno-economic analysis
Study of environmental impact
Optimize dimensions
Study of the facilities carrying
Study of the transformation of energy, and the DC / AC conversion
Equipments Wind [Turbine] - 300W, 3 propellers, fiber glass
Mast - Support 6 m steel
Single Inverter 300W AC, 50 Hz
Battery storage / charge controller 12V
Electric energy meter
Bench study of renewable energy This equipment will explore the principles of energy production by solar and wind. A photovoltaic solar panel technology produce 1 m2 surface energy equivalent to 100 watts which is processed and stored in a battery for supplying a simple lighting. This system will be supplemented by a body of wind driven by an asynchronous motor to simulate the production of wind energy.
88
Weather station with anemometer and recording software and data management
Control and protection Accessories: BT cabinet, contactors, circuit breakers, voltmeters, ammeters, ...
Micro-computer processing and data storage
Metrology Equipment
Estimated cost : 40 000 € including installation and connection (shipping cost may vary depending on the country)
SIMULATION EQUIPMENTS Equipment as a whole with its various components allows, from a simulation of wind, the study of modern turbines. It simulates in the laboratory the conditions of the real wind and then, allows to study: The rotation of the rotor, blades and nacelle
Speed control and torque depending on the wind
The behavior of the wind with respect to the grid
A software with the equipment will ensure the transfer of theoretical knowledge and enable the experiments and the evaluation of measurement data.
Equipments
Drive systems for the generation, distribution and management of wind power (02) -
Design and operation of modern wind turbines Commissioning and operation of a wind generator with different wind strengths. Determination of ideal points work with different wind conditions Study of the behavior in case of exceeding the speed of cut Evaluation and reports of measurement data (mechanical and electronic) with computer. Use of real or virtual measuring tools (anemometer and wind vane) to perform the experiments.
A control unit for WKA double-fed asynchronous generator (02)
89
Multi-phase machine 1kW (representing wind turbine) (02)
1kW machines (wind simulation) (02)
Network analyser (04)
Thermal caméra for electrical maintenance (04)
Documentation + Software for Wind power plant : -
Installation of interactive experiences, Illustration of step by step commissioning The software supports the control of the wind Operation with different wind strengths, including pitch adjustment Identify, visualize and record the measured values
Measuring Instruments: Digital Multimeters, Anemometer, wind ...
Support experimentation: floors made Connection plugs and cable set
Pc laptop for viewing PC + Support measures for bench testing, height and width adjustable
Estimated costs : 50 000 € including installation and connection (prices vary depending on the delivery country)
ADDITIONAL PRACTICAL COMPONENTS
In order to be able to offer training that covers all of these skills needed for wind power, it is vital that trainees experience placements on wind farms. These lessons can be given on the company’s equipment during normal operations or maintenance. Such placements make it possible to show trainees the machines and grasp the conditions involved in working at heights and all of the associated safety requirements.
90
8.2.2 TRAINING FOR TRAINERS The period of training for trainers will depend on the profile of trainers. In the event of the designated trainers already having training duties, certain modules may be streamlined. However, the scenario for determining the scope covers comprehensive training of the trainer on:
The technology to be taught
Learning design
Activity leading techniques
Costing basis In order to set the scope of the ‘Coaching’ phase, we used the scenario of an international (sub-regional/European) operator being used, given the diversity of existing levels of expertise within companies. It goes without saying that if coaches were available within the countries concerned the cost of coaching would be lower. FARE BASIS International experts fees
5 400,00 €
per week
International experts fees in home country International fly A/R Europe / Africa
4 500,00 € 1 300,00 €
per week per travel
International expert perdiem
150,00 €
Per day
African citizen perdiem during training
150,00 €
Per day
Local travel
300,00 €
per week, per group
Technical training The goal is to train several trainers. Therefore, the most appropriate option would appear to be to bring in an external trainer, especially so that trainers can learn on the Centre’s equipment. We can identify for main modules for the wind power sector:
Wind power stations : Overview: Technologies, Operations, Study, Scope
Wind power stations : mechanical aspects: Study, Make-up, Settings
Wind Power stations : electrical component: Study, Make-up, Control, Settings, Grid connection, Equalising reactive energy
Wind power stations: Operation: Monitoring, Operations, Maintenance
91
Technical skills reinforcement 5 days per module basis International experts fees International fly A/R Europe / Africa
1
5 400,00 €
5 400,00 €
1
1 300,00 €
1 300,00 €
International expert perdiem 7 Total renforcement des compétences techniques
150,00 €
1 050,00 € 7 750,00 €
for 4 modules
31 000,00 €
Training in learning design The aim of coaching is to train a group of trainers in methods of designing training modules for courses with a view to developing a programme that is ready for the market, i.e. for courses to be sold either internally or externally. Training in learning design For a 5 days module basis International experts fees International fly A/R Europe / Africa International expert perdiem
2
5 400,00 €
10 800,00 €
2
1 300,00 €
2 600,00 €
150,00 €
2 100,00 €
14 Total
15 500,00 €
Training in activity-leading The goal of this coaching is to train a group of trainers (from one or more sectors) to run a training curriculum. Training in activity leading International experts fees International fly A/R Europe / Africa
1
5 400,00 €
5 400,00 €
1
1 300,00 €
1 300,00 €
International expert perdiem
7
150,00 €
1 050,00 €
Total
7 750,00 €
8.2.3 TRAINING THE SUPERVISORY TEAM In order for sectors or centres to be awarded an ‘Excellent’ label, there must be a team capable of making such evaluations. Therefore, depending on the existing level of a centre, it may be necessary to arrange: Managerial coaching for the Centre Manager: relating to managing a forprofit centre, financial management, organisation, etc.),
Methodological coaching of the Training Advisor/ Manager: to gather and analyse customer needs, manage portfolios, undertake sales exercises, plan services to cater to demand, etc.
92
Such coaching may not be necessary for a single sector but may be useful as part of an overall process of developing activities.
8.2.4 OVERALL BUDGET
CREATION OF A WIND POWER SECTOR OF EXCELLENCE IN AN EXISTING CENTRE
Low power wind generator for teaching purposes
€40,000
Simulation equipment
€50,000
Technical training of trainers
€31,000
Learning design training for trainers
€15,500
Activity leading training for trainers
€7,750
TOTAL (excluding infrastructure)
€144,250
93
8.3 CREATION OF A SOLAR TRAINING SECTOR Training for trades in the installation and maintenance of photovoltaic equipment can be considered from a didactic system that allows the monitoring and supervision of production.
The solar field containing multiple technologies and a fixed part and a mobile part (solar tracking). This installation consists of: photovoltaic field; technology polycrystalline and monocrystalline,
UPS coupling LV network
Weather Station,
Energy Counters,
Control panel and feeder protection
Automatic tracking solar for a part of the installation.
Micro-computer processing and data storage.
8.3.1 EQUIPMENTS PHOTOVOLTAIC INSTALLATIONS Learning Objectives:
Study of photovoltaic power generation
Performance measurement and effectiveness
Measuring the impact of metrological phenomena on the photovoltaic
Comparison of different technologies
Comparison of fixed systems with solar tracking systems
Study injection of electricity distribution networks
94
Supervision of photovoltaic installations
Study and techno-economic analysis
Study of environmental impact
Dimensionnent optimal
Study of the facilities carrying
Cabling, services
Maintenance and service facilities
Study of the transformation of energy, and the DC / AC conversion
Equipements
Photovoltaic technologies study bench Study and comparison of the transformation of solar energy into electrical energy through solar panels using different technology (monocrystalline and polycrystalline). Photovoltaic 3kWc, field of photovoltaic panel 40m ²
AC Inverter 3kW photovoltaic Special
Electric energy meter
Weather station with anemometer, rain gauge, temperature sensor, humidity sensor, sensor Radiation
Building platform (panels, materials,…)
Network analyzer (04)
Thermal camera for electrical maintenance (04)
Solar analyzer : measuring instrument will plot the current / voltage of a panel or a chain of solar panels (02)
Probe of sunshine: spectrum of operating photovoltaic modules
Control and protection accessories
computer processing and storing data
Tracking system for 20% of the installation
Software for design of photovoltaic systems
Estimated cost : 90 000 € including installation and connection (shipping cost may vary by country)
PHOTOVOLTAÏC PUMP Learning Objectives: From a simple application equipment, this equipment allows you to:
Perform installation and commissioning
Identify the various system parameters.
Apply the rules of design theory.
Understand how the system 95
Equipment Photovoltaic solar panel 12 watt amorphous
Simulator sun Halogen
5 A charge controller with output 3, 6, 12 Volts
Lead Acid Battery 12 Volt 7 A.
Automatic water pump 12 V
10 liter water tank
Sensors and instrumentation
Documentation and Technical Manuals
Estimated Cost: € 7,000 including installation and connection (shipping cost may vary by country)
DIMENSION SOFTWARES FOR SOLAR SYSTEMS (option)
Software design of concentrating solar power CSP
Software design of power towers
Software meteorological data
Estimated Cost : 14 000 €
8.3.2 TRAINING TRAINERS This will depend on the profile of trainers attracted. In the event of the designated trainers already having training duties, certain modules may be streamlined. However, the scenario for determining the scope covers comprehensive training of the trainer on:
The technology to be taught
Learning design
Activity leading techniques
Costing basis In order to set the scope of the ‘Coaching’ phase, we used the scenario of an international (sub-regional/European) operator being used, given the diversity of existing levels of expertise within companies. It goes without saying that if coaches were available within the countries concerned the cost of coaching would be lower.
96
FARE BASIS International experts fees
5 400,00 €
per week
International experts fees in home country International fly A/R Europe / Africa
4 500,00 € 1 300,00 €
per week per travel
International expert perdiem
150,00 €
Per day
African citizen perdiem during training
150,00 €
Per day
Local travel
300,00 €
per week, per group
Technical training
The goal is to train several trainers. Therefore, the most appropriate option would appear to be to bring in an external trainer, especially so that trainers can learn on the Centre’s equipment. In the case of photovoltaics, it can be five main modules:
Study of photovoltaic technology: Sizing, Operation, Maintenance,
Study of photovoltaic autonomous : Sizing, Operation, Maintenance,
Study of photovoltaic grid-connected: Sizing, Operation, Maintenance,
Study of photovoltaic hybrid: Sizing, Operation, Maintenance,
Operation of photovoltaic: Monitoring Operations, Maintenance, UPS Technical skills reinforcement 5 days per module basis
International experts fees International fly A/R Europe / Africa
1
5 400,00 €
5 400,00 €
1
1 300,00 €
1 300,00 €
150,00 €
1 050,00 €
International expert perdiem 7 Total renforcement des compétences techniques
for 5 modules
7 750,00 € 38 750,00 €
Training in learning design The aim of coaching is to train a group of trainers in methods of designing training modules for courses with a view to developing a programme that is ready for the market, i.e. for courses to be sold either internally or externally.
Training in learning design For a 5 days module basis International experts fees International fly A/R Europe / Africa International expert perdiem
2
5 400,00 €
10 800,00 €
2
1 300,00 €
2 600,00 €
14 Total
150,00 €
2 100,00 € 15 500,00 €
97
Training in activity-leading The goal of this coaching is to train a group of trainers (from one or more sectors) to run a training curriculum. Training in activity leading International experts fees International fly A/R Europe / Africa
1
5 400,00 €
5 400,00 €
1
1 300,00 €
1 300,00 €
International expert perdiem
7
150,00 €
1 050,00 € 7 750,00 €
Total
8.3.3 TRAINING THE SUPERVISORY TEAM In order for sectors or centres to be awarded an ‘Excellent’ label, there must be a team capable of making such evaluations. Therefore, depending on the existing level of a centre, it may be necessary to arrange:
Managerial coaching for the Centre Manager: relating to managing a forprofit centre, financial management, organisation, etc.),
Methodological coaching of the Training Advisor/ Manager: to gather and analyse customer needs, manage portfolios, undertake sales exercises, plan services to cater to demand, etc.
Such coaching may not be necessary for a single sector but may be useful as part of an overall process of developing activities.
8.3.4 OVERALL BUDGET
CREATION OF A SOLAR SECTOR OF EXCELLENCE IN AN EXISTING CENTRE
Photovoltaic Installation
90 000 €
Photovoltaic pump
7 000 €
Dimension software for solar systems
14 000 €
Technical training
38 750 €
Training in activity design
15 500 €
Training in activity leading
7 750 € TOTAL (hors infrastructure)
173 000 €
98
8.4 ELECTRICAL ENGINEERING SECTOR The objective of this sizing is to provide an opportunity for different centers to meet the needs of staff skills electricity companies, mainly on the distribution side. Pedagogical objectives : The creation of a specific industry Electrical Engineering must:
Mastering the challenges of electrical distribution
Check the quality of the distribution network
Know and apply the standards
Manage and ensure continuity cuts / selectivity of service
Practice tests and controls
Intervene in respect of the safety of persons
8.4.1 EQUIPMENTS
General Low Voltage Table (MSB) with inverters and capacitors
Distribute and control the electric power to an actual installation of 63 kA
Bench patterns earthing (S.L.T.)
Highlight the reasons for the different rules and standards on the protection of individuals
Bench for protections selectivity
Understand and measure the impact of protection electrical and selectivity to two or three stages.
Bench for terminal installation study
Allow the design and implementation through cordons of
an
electrical installation housing or a small office.
99
Public energy study bench
Allow the study of the management of the lighting of an urban area and to study the power consumption and protection devices.
Bench reactive power compensation
Study: - The shift factor of an installation - Harmonics on capacitors. - The inrush currents associated with the commissioning of capacitors.
Bench study of electromagnetic interference
Reproduce the interference phenomena encountered in industrial and implementing solutions to improve performance.
Bench study of harmonic disturbances in phase
The bench must be capable of: - Study the problems of electrical interference on a three-phase installation - Implement solutions - Analyze and phenomena IH3 neutral heating
Preparation for habilitation Low Voltage
The system will work on the electrical hazards involved in the implementation of motor starters, variable speed, inverter, sensors and automation, with protective equipment against electrical hazards.
The control section will consist of an electrical cabinet It will be attached to an industrial trolley wheels and designed to control an operative part, representing an industrial mixer.
100
The operative part will consist in a pedagogical mixer.
The personal protective equipment for safety intervention
•
Safety equipments
:
multimeter
(VAT),
logging
equipment, lighting, tools and safety equipments (gloves, face shield, helmet, safety shoes). • Documentation and Technical Manuals Estimated costs : 350 000 € including installation and connection (shipping cost may vary by country)
8.4.2 TRAINING FOR TRAINERS This will depend on the profile of trainers attracted. In the event of the designated trainers already having training duties, certain modules may be streamlined. However, the scenario for determining the scope covers comprehensive training of the trainer on: The technology to be taught
Learning design
Activity leading techniques
Costing basis In order to set the scope of the ‘Coaching’ phase, we used the scenario of an international (sub-regional/European) operator being used, given the diversity of existing levels of expertise within companies. It goes without saying that if coaches were available within the countries concerned the cost of coaching would be lower. FARE BASIS International experts fees
5 400,00 €
per week
International experts fees in home country International fly A/R Europe / Africa
4 500,00 € 1 300,00 €
per week per travel
International expert perdiem
150,00 €
Per day
African citizen perdiem during training
150,00 €
Per day
Local travel
300,00 €
per week, per group
101
Technical Training The goal is to train several trainers. Therefore, the most appropriate option would appear to be to bring in an external trainer, especially so that trainers can learn on the Centre’s equipment. In the electrical engineering field, three weeks would be necessary to enhance trainers competences in the following subjects:
Knowledge of network elements associated technologies
Functional aspects: continuity / selectivity, measuring various signals ...
Protection of persons.
Technical skills reinforcement For 1 week International experts fees International fly A/R Europe / Africa
1
5 400,00 €
5 400,00 €
1
1 300,00 €
1 300,00 €
150,00 €
1 050,00 €
International expert perdiem 7 Total renforcement des compétences techniques
7 750,00 €
for 3 weeks
23 250,00 €
Training in learning design The aim of coaching is to train a group of trainers in methods of designing training modules for courses with a view to developing a programme that is ready for the market, i.e. for courses to be sold either internally or externally Training in learning design For a 5 days module basis International experts fees International fly A/R Europe / Africa International expert perdiem
2
5 400,00 €
10 800,00 €
2
1 300,00 €
2 600,00 €
14
150,00 €
Total
2 100,00 € 15 500,00 €
Training in activity-leading The goal of this coaching is to train a group of trainers (from one or more sectors) to run a training curriculum.
Training in activity leading International experts fees International fly A/R Europe / Africa
1
5 400,00 €
5 400,00 €
1
1 300,00 €
1 300,00 €
International expert perdiem
7
150,00 €
1 050,00 €
Total
7 750,00 €
102
8.4.3 TRAINING THE SUPERVISORY TEAM In order for sectors or centres to be awarded an ‘Excellent’ label, there must be a team capable of making such evaluations. Therefore, depending on the existing level of a centre, it may be necessary to arrange: Managerial coaching for the Centre Manager: relating to managing a forprofit centre, financial management, organisation, etc.),
Methodological coaching of the Training Advisor/ Manager: to gather and analyse customer needs, manage portfolios, undertake sales exercises, plan services to cater to demand, etc.
8.4.4 OVERALL BUDGET
CREATION OF AN ELECTRICAL ENGINEERING SECTOR
Equipments
350 000 €
Technical training
23 250 €
Training in learning design
15 500 €
Training in activity leading
7 750 € TOTAL (hors infrastructure)
396 500 €
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9 METHODOLOGICAL CAPITALISATION This part is aimed at capitalising the lessons learned while compiling the study with a view to helping the umbrella body with its labelling of Centres of Excellence or supporting the creation of Sectors of Excellence in existing centres.
9.1 CERTIFYING EXISTING CENTERS THE CANDIDATE CENTRE CALLS THE UPDEA
SENDING/COLLECTION OF UPSTREAM DATA
Tool “Training Centre Questionnaire”
EVALUATION VISIT ARRANGED
Tool “Mission expectations”
DATA GATHERED ON SITE
OBSERVATION OF COMPLIANCE WITH CRITERIA
Tool “Guidelines”
Tool “Criteria grid”
RECOMMENDATIOSN DRAFTED
LABELLING
Note: The various tools are attached in the appendices
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9.2 CREATING A SECTOR OF EXCELLENCE IN AN EXCEKLLENCE IN AN EXISTING CENTRE INITIATIVE Training Centre Or umbrella body (Option: Seek financial partners)
OPPORTUNITY STUDY Needs assessment Potential market
VALIDATION OF OPPORTUNITY Partnership between the UPDEA / Centre Seek financial partners
FEASIBILITY STUDY Budget Schedule Scope
EQUIPMENT/BUILDINGS
START-UP SUPPORT Training trainers Learning design Running modules Marketing
DESCRIPTION INITIATIVE The umbrella body may stimulate the emergence of a Sector of Excellence in an existing centre. It may also be invited by a Centre with a development project. There are three main phases in creating a Sector of Excellence:
Checking that there is an opportunity to implement the sector in the identified technical area, Setting out the possible paths of progress in a feasibility study, Implementing and supporting the start-up of the sector. 105
PHASE 1: OPPORTUNITY STUDY This entails checking that there is an opportunity to implement the sector in the identified technical area. This involves covering three aspects: Gauging quantitative and qualitative skill needs s in companies and/or suppliers/customers in the professional area concerned, over a time-frame of five to 10 years, Identifying the jobs, skills and main related training systems of reference so as to enable support of development in the areas concerned, Drawing up an inventory of existing training courses for the identified skills, both at sub-regional and continental level, Identifying gaps between what is currently available and what is sought, Determining, in tandem with the ministries concerned and representatives of professions involved, partnership methods and frameworks for steering, managing and financing the centre. The deliverables of this study are:
A description of the professional sector concerned from several viewpoints: economic size and potential, number and size of companies, number of employees and breakdown by category, geographical location, production type, etc. A description of any problems in the sector: market, competition, staff skills, recruitment and so on. A description of existing training opportunities: Public and private facilities (location, profile of graduates, output in terms of level and speciality, etc.) Any potential complementary linkages and partnerships with the recommended sector and the existing training infrastructure (universities, training centres, etc.); A description of requirements in terms of human resources, both qualitatively and quantitatively: Jobs forecast and descriptions; Foreseeable changes in qualifications and skill requirements to be met; Continuous needs.
Ideally, this study should be led by a company that is going to set up a Sector of Excellence within its own in-house training apparatus. This first phase may benefit from external support.
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PHASE 2: FEASIBILITY STUDY This stage is for setting out more precise details of the Sector in Excellence to be established. It lays the foundations for: Making recommendations as to the structure and governance of the training service:
Identifying new features or improvements to existing educational services to better cater to the needs of companies and set up appropriate programmes and processes (skills-based),
Setting the size of infrastructures and the main educational and technical equipment needed,
Determining the human resources required for the sector to run smoothly (management, trainers, educational support staff), factoring in existing staff,
Arranging the partnership methods and frameworks for steering, managing and ensuring long-term sustainability.
Setting budgets
Determining investment budgets (in tangible and intangible items) for the project and the sector’s operating costs (business plan). Indicate the steps to be covered Draw up a schedule The deliverables of this phase are:
An overview of the sector that is to be set up (output, positions, location, customers, etc.),
Technical, educational and architectural details (the various curriculums, annual intake and output, graduates’ status, staff assigned, training plans to internal upskilling, local needs and equipment, etc.),
Possible linkages with partners
Estimated financial investments
Intangible investments (technical support for the design and adaptation of programmes across to skills-based approach - job descriptions, skill systems of references, training organisation); determining equipment; training trainers and supervisory staff; determining building or renovation work; establishing programmes and implementing a quality process). Tangible investments (equipment, buildings).
Provisional budgets for operating the sector:
Income (training services, corporate services, etc.)
Expenditure (overheads, variable costs)
Starting assumptions with regard to centre’s pricing policy for its services, volume of business, allocations to provisions, etc.
Centres’ start-up and expansion timeline. External support may be provided for this second phase.
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PHASE 3: SETTING UP AND SUPPORTING THE SECTOR The major steps involved in setting up the sector and positioning technical support are indicated in the diagram below:
Make investments
Start up sector
Operations
Technical Support
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