Renewable energy R &amp; D, education and training at the Slovak Technical University

Ruzinsky, M.; Smola, Alex; Takács, J.; Šály, V.; Ruzinska, D.; Darula, I.; Horník, V.; Kuma, J.; Gašparovský, Dionýz

doi:10.1016/0960-1481(96)88492-8

Cited by 12 publications

(5 citation statements)

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“…This sector is underdeveloped, which, in turn, has led to a very limited number of waste management modules and qualifications at a tertiary level (Davis, 2008). It is widely accepted that within tertiary education a new curriculum takes a significant amount of time to develop (Desha and Hargroves, 2010), and taught material closely reflects the knowledge and research interests of the lecturers (Davis, 2008;Ruzinsky et al, 1996), possibly creating a restraining or obstructive effect.…”

Section: Opportunities For Job Creationmentioning

confidence: 99%

Counting (green) jobs in Queensland’s waste and recycling sector

Davis¹

2013

Waste Manag Res

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The waste and recycling sector has been identified as a green industry and, as such, jobs within this sector may be classed as 'green jobs'. Many governments have seen green jobs as a way of increasing employment, particularly during the global financial crisis. However, the methods used to define and quantify green jobs directly affect the quantification of these green jobs. In December 2010, Queensland introduced a waste strategy that stated intent to increase green jobs within the waste sector. This article discusses the milieu and existing issues associated with quantifying green jobs within Queensland's waste and recycling sector, and provides a review of the survey that has sought to quantify the true size of the Queensland industry sector. This research has identified nearly 5500 jobs in Queensland's private waste management and recycling sector, which indicates that official data do not accurately reflect the true size of the sector.

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Section: Opportunities For Job Creationmentioning

confidence: 99%

Counting (green) jobs in Queensland’s waste and recycling sector

Davis¹

2013

Waste Manag Res

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“…The strong need and importance of providing renewable energy education at all levels has been recognized worldwide [29][30][31][32][33][34][35]. Over the past three decades, a number of countries have implemented renewable energy education programs [36][37][38][39][40], mostly independent graduate programs, or optional courses in conventional engineering/applied science curricula. Efforts have also been made to introduce energy-related topics into school and undergraduate curricula [41][42][43][44][45][46][47].…”

Section: Introductionmentioning

confidence: 99%

Energy Conservation Behaviors and Awareness of Polish, Czech and Ukrainian Students: A Case Study

et al. 2021

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Energy education of the younger generation, who are the future decision makers, investors, consumers, scientists, or skilled labor force in new energy technologies, is crucial for the future of Europe and the world. However, beyond the long-term goals of energy education policies, the short-term effects on energy conservation and the promotion of renewable energy sources are equally as important. The main purpose of the paper is to identify and analyze the behavior of students (who study the issues related to energy saving and RES), in terms of energy conservation. The conducted analysis focused on examining and comparing the scope of responses of the surveyed students in individual countries, especially in the Czech Republic, Poland, and Ukraine. The survey was carried out using the computer-assisted web interview (CAWI). Descriptive and graphical methods were used to present the results. Statistical analysis of the collected data included basic measures of descriptive statistics and the chi-square test. The main results of the study are as follows: Almost 60% of the surveyed students follow the principles of energy conservation; however increased educational activities on eco-energy behaviors is recommended. The share of RES in the heating systems of the studied residential buildings is 9%, on average, with the highest percentage of houses in Poland (14%) and the lowest in Ukraine (only 2.6%). When compared with literature reports, the collect data show that educational activities can be as effective as a tool in implementing RES and pro-environmental behaviors as the government’s environmental policy and household subsidies.

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“…The oldest experience, among the articles selected, is that reported by Ruzinsky et al [2]. In the text a brief report on research, development and teaching of RE in regular undergraduate courses of the Technical University of Slovakia is described.…”

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confidence: 99%

Implementation and Evaluation of the First Renewable Energy Systems Technical Course in Brazil

2019

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Availability of skilled labor in renewable energies (REs) is a necessity for countries that, in search of sustainable development, intend to invest in this segment. Experiences with the training of this professional have been little reported in the literature, being more frequent studies contemplating superior level formation. In this paper, we describe the Brazilian experience with professional training of technicians in the RE sector. An overview of the public-professional education, the report, and the evaluation of the implementation of the first face-to-face technician course in RE systems in Brazil are presented. The course was offered in the Brazilian northeastern region, which stands out for the largest installed capacity in the country of solar and wind power plants (8223 MW); additionally, this region is characterized by social challenges, as a low Human Development Index (0.656), the lowest among the Brazilian regions. We also propose an updated teaching program with the indication of a reference curricular matrix. INDEX TERMS Curriculum development, educational institutions, educational programs, sustainable development vocational training. I. INTRODUCTION According to the International Renewable Energy Agency (IRENA), the world's RE sector employed 10.3 million people in 2017-an increase of 5.3% over 2016. China, Brazil, the United States, India, Japan and Germany represent more than 70% of such jobs [1]. Developing and mastering Renewable Energy (RE) technologies, in addition to meeting the countries' own demands, is also a business opportunity abroad in both the surplus energy trade and the export of technologies and services in a growing market, especially in developing countries. RE participation in the energy matrix of countries depends on a number of variables, such as political interest, availability of natural resources, financial resources and skilled labor. Vocational education at a technical level, especially in the RE field, is scarcely mentioned in the literature, and higher education is more frequent, although it is relevant for the training of managers and decision makers. However, in a natural distribution of jobs, the demand for craftsmen, The associate editor coordinating the review of this manuscript and approving it for publication was Hongli Dong.

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Renewable energy R & D, education and training at the Slovak Technical University

Cited by 12 publications

References 1 publication

Counting (green) jobs in Queensland’s waste and recycling sector

Counting (green) jobs in Queensland’s waste and recycling sector

Energy Conservation Behaviors and Awareness of Polish, Czech and Ukrainian Students: A Case Study

Implementation and Evaluation of the First Renewable Energy Systems Technical Course in Brazil

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