The following is a guest blog by Pamela Dugdale, a MyGridGB follower on Twitter. Followers are encouraged to submit guest blogs using mygridapp@gmail.com
By Pamela Dugdale
In schools in England and Wales [1], the topic of energy is primarily taught as part of the GCSE science syllabus. Students learn how electricity is generated from fossil fuels, nuclear power and renewable energy sources, thereby gaining an understanding of the structure and function of different parts of various power plants, the energy transfers involved, and the need for an energy mix.
However, once students arrive at college, their opportunity for further study of sustainable energy is somewhat diminished, as the subject forms only a small, and often optional, element of the A-Level sciences and Level 3 vocational courses. A significant cause for concern is the absence of a sustainable energy module within BTEC Level 3 Engineering. The Pearson BTEC Level 3 National Extended Diplomas in Electrical/Electronic Engineering, Mechanical Engineering, Manufacturing Engineering and Computer Engineering collectively comprise 55 compulsory and optional modules, none of which specifically relates to sustainable energy. Though four of the optional units do contain some minor references to energy: Unit 17 ‘Power and Energy Electronics’ briefly mentions smart grids and the use of power electronics to connect renewables to the grid; Unit 18 ‘Electrical Power Distribution and Transmission’ discusses energy generation from nuclear and fossil fuel power stations; and Units 26 and 47 comment on the use of ceramics and fibre reinforced polymers for the manufacture of solar panels and wind turbines, respectively. There is no mention of hydroelectricity, geothermal or tidal power in any of the 706 pages of the specification. This is disappointing for a course which is the cornerstone of 16-19 vocational engineering education in England and Wales [1].
Most A-level Physics syllabi make little or no reference to sustainable energy. Even within the Eduqas A-Level Physics module ‘Energy and Environment’, which requires students to study a broad range of energy technologies, there are limited opportunities for laboratory or hands-on work, unless the teacher actively develops these resources. Unfortunately, and perhaps unsurprisingly, this optional module is relatively unpopular, with only around 15% of the cohort studying it.
At undergraduate level, students can opt for traditional science or engineering courses, where they may have an option to study an energy-based module, such as the optional Year 3 Renewable Energy module of the University of Manchester’s MEng in Mechanical Engineering. Or they can enrol on a dedicated energy-related degree course, such as the BEng and MEng courses in Energy Engineering at UHI, UCLAN and the Universities of Exeter and Huddersfield. These courses tend to focus on developing important fundamental engineering skills in the early years before introducing more specific options later in the course. The amount of sustainable energy learning on offer varies significantly from institution to institution.
Furthermore, recent research has shown that educators themselves often have a narrow understanding of energy generation, which can limit the breadth of syllabi offered to students, or conversely, that introductory courses may be too broad and shallow to develop key skills [2]. It is therefore hugely important that we make efforts to identify additional opportunities to teach sustainable energy in further and higher education, and to investigate best practice in the delivery of curricula in this field. This would help inform course designers, leaders and teachers as they develop new educational frameworks for the scientists and engineers of the future.
[1] Scotland has a different educational system.
[2] Kandpal, T.C. and Broman, L. (2014). ‘Renewable Energy Education: A global status review.’ Renewable and Sustainable Energy Reviews, (34) 300-324