EU-Asia Collaboration for aCcessible Education in Smart Power Systems (eACCESS)
The fast development of the power sector is a key strategic requirement for Nepal economic development. The country has been experiencing a significant shortage in electricity supply for years. In the dry season estimated supply of electricity will be 1,205 MW, which means a deficit of 305 MW. Conversely, during rainy seasons, there is ample surplus electricity that the country could export to the neighbouring states like India. However, the surplus can’t be utilised in the absence of high voltage transmission lines, which results in the loss of revenue and jeopardize the security of supply. The insufficient transmission capacity of existing and planned cross-border transmission lines are the major obstacles for the development of the regional electricity market for countries like Nepal, Bhutan, India.
Nepal needs to develop quickly the high voltage transmission system. Nepal Electricity Authority (NEA) is planning to expand its transmission line with 1,409 km of 132 kV, 755 km of 200 kV and 1030 km of 400 kV till 2030. For the construction of such transmission line power companies need technically qualified and practically trained technical human resources. Unfortunately, there are no adequate HE programmes and facilities to implement master degree courses, which would help to prepare skilled manpower in the field of high voltage power engineering. KEC and PU are planning to implement master courses in electrical power engineering to fulfil this gap. The advanced high voltage laboratory will be an important part of these programme. The laboratories will make it possible to perform realistic tests within the area of power systems and high voltage engineering, and they include advanced computer-based measurement and control facilities. The laboratory can be used for high voltage testing of all types of electrical insulation systems. Beyond that PU and KEC will hold regular training/seminars/workshops on high voltage system for the sustainability of the program. The University and University Grants Commission (UGC) Nepal will provide the support for the development of the program.
Since there is no other research and education institution in Nepal dealing with these issues, there is a shortage of academic staff trained to run such courses, and time is the critical problem, an aid and collaboration with EU universities will play a vital role in this process. For that reason, CBHE funding is the only possibility to reach that objective.
Hydropower is the economic backbone of Bhutan power system and sustainable electricity supply. However, of the total 23,760 MW potential generating capacity, only about 1,600 MW is currently explored. Bhutan is to expand the hydropower capability, both in terms of generation capacity as well as the necessary transmission and distribution network infrastructures. More to that, the rural electrification programme and the essential growth in the urban areas demand, make the Bhutan Power Corporation (BPC) facing massive increase in the consumption of electricity.
With the power grid extending rapidly Bhutan power companies need to enhance its current state of expertise on operation of more complicated power systems, meshed networks, grids with embedded local generation. Rapid power sector transformation requires qualified engineering professionals and specialized graduate engineer with sound practical knowledge
The Royal University of Bhutan (RUB) is the only University offering engineering programme in the Kingdom of Bhutan and the College of Science and Technology (CST) is the first college to offer bachelors engineering programmes. CST is supposed to provide high quality education and training as well as to carrying out research and development towards making Bhutan a knowledge-based society. The provision of quality education to its youth generation is considered a very high priority by the government and the citizens of the country in the pursuit of becoming a knowledge-based economy.
In this context, CST wants to develop the undergraduate teaching programmes with a focus on smart grids, taking into consideration the sustainable use of energy resources and accounting for environmental protection. Increased accessibility and number of dispersed renewable energy sources, particularly at remote locations requires an application of advanced technological solutions for distributions systems monitoring and control. As a part of the study programme CST students should be given the opportunity to have hands on experience and develop very practical, engineering skills. To reach this goal RUB is going to build a smart distribution grid laboratory which will be used in a number of power engineering subjects, including protection systems, grid monitoring and control systems (SCADA), switchgear design and maintenance, load management and metering, distributed generation control.
An access to know-how and experience in teaching of technologically advanced subjects is the critical conditions. Such knowledge and teaching skills are within the EU universities, which are involved for years in the transformation of the European power sector. With the lack of alternative ways to foster collaboration between EU universities and RUB the CBHE funds are the only solution to achieve this objective.
Power sector in Indonesia is currently facing different kind of problems. The primary energy supply in Indonesia was in the past mainly based on fossil fuels. Renewable energy, particularly hydro and geothermal have still a small share of 6%. In the past, the prolonged price subsidies and availability of oil, resulted in low oil prices in Indonesia. Currently, the gasoline market has been opened for private players and gasoline price soars. Indonesia needs to switch to alternative, more sustainable energy sources and due to the economic slow-down it must operate the existing plants, transmission and distribution assets at better efficiency. Subsides to the energy sector are one of the biggest items in the national budget reaching IDR 111.9 trillion in 2010.
On the other hand, Indonesia has a comparatively low rate of electrification for a middle-income country and the energy poverty is important social issue. As much as 20% of the population representing 50 million people does not have access to electricity. Around 50% of this social group is actually living in already electrified areas, but due to elevated grid connection cost and due to rising electricity prices, they stay offgrid. The other half is living in non-electrified villages, which are mostly found in remote rural areas. Such areas can either be targeted through grid extension or dedicated off-grid solutions, supplied with distributed generation (DG).
In remote rural areas, hydro power is now becoming increasingly competitive compared to fossil fuelpowered alternatives, due to the high energy prices (which can be twice as high as in the centers) that neutralize the still existing fuel subsidies. Unfortunately, only a small proportion of the country’s huge mini and micro-hydro power potential has been exploited so far.
Unfavourable regulatory framework conditions for stand-alone systems and on-grid schemes for DG, lack of know-how, lack of educated workforce, basic lack of awareness of the available potential are the main impediments. Other renewable energy technologies like solar systems (PV), small wind turbines or biogas plants and other bio-energies are spread to a different extend in rural areas, but lack for the technical maturity or sustainable operation and service models that are necessary for large scale dissemination.
Approach like “business as usual” is no more possible and Indonesia needs quickly transform the power sector with young generation of power engineers oriented on non-conventional solutions. ATM and SCU are going to introduce new teaching modules which will deliver experts in new technologies and business models for the power industry. ATM are going to support the new modules with a computer simulation laboratory equipped with modelling and simulation tools, where students will analyse a range of problems and development scenarios. SCU will focus on the development of DG laboratory, where students will develop skills in power electronics.
Although other Indonesian universities already offer undergraduate courses in power engineering, there is an urgent need to modernize the teaching modules with a dissemination of EU vision of the future power system and power sector, more market oriented, but socially aware power companies. The EU partners in the project have been participating in the liberalization of the EU power sector for several years. The CBHE collaboration platform is the key opportunity to share their experience with Indonesian partner.
For all partner countries (Nepal, Bhutan and Indonesia) the targeted potential beneficiaries might be divided into two groups: academic beneficiaries and industrial beneficiaries.
The first of these groups include students, lecturers and technical staff at the university.
Students are interested in the availability of new fields of study in high-tech areas that will increase their employability, enable them to become familiar with the theory and practice of modern solutions for the power industry, open up new horizons for the development of the energy sector in their countries. At the moment, many subjects are not available in the study programs, and the content of current classes do not meet students’ expectations and challenges related to the transformation of the power sector. It is very important for students of engineering to develop practical skills. Access to modern, well-equipped laboratories is a prerequisite for the education of professionals attractive to the labour market.
Access to university facilities including regularly attending classes and laboratories, accessing books and journals, sharing results of work might be a problem in some regions of developing countries in the Region 6. This is particularly valid in the case of students with disabilities when daily commuting to participate in lectures, tutorials and laboratories are linked with extreme efforts and expenses. Development of distance learning using specialized teaching platform would increase the availability and participation of disabled students both in the teaching process and in the process of the very outcome and effectiveness of this teaching. Similar problem concern students in remote locations, especially underprivileged students, who can’t effort economically to move or commute to start and continue their studies.
Regarding an academic staff, the support in the development of new teaching programmes, preparation of academic curriculum for new and already existing subjects is the key aspect. It is very important that they can draw on the experiences of their European partners who have already introduced such changes in the education of electrical power engineers. European technical universities have developed new program content in cooperation with local partners from the energy sector so that it is possible to implement in practice a new concept of the power sector operation. These programs include new issues that are not covered by the scope of education at partner universities, such as the issues of sustainable development, energy efficiency, economics, social aspects of the transformation of the generation and use of electricity. Academic staff from partner universities are also interested in new forms of education, new forms of design and laboratory classes. Group work in the implementation of technical projects, selfeducation in preparing for classes and exams, conducting consultations and support for students in the process of training are elements that are very desirable in the process of shaping the profile of a modern electrical power engineer with teamwork skills and team management. Teachers preparing and implementing new work programs in partner countries also need support in the area of optimal planning of teaching infrastructure and conducting research activities. The best experience and good practices in the construction and operation of laboratories, optimal configuration of equipment, security issues are issues that will be the subject of cooperation between the academic staff of European partners and partner universities from Asia.
The planned laboratory facilities will be also important from the point of view of research activity that will be conducted by the partner universities, which are going to implement master courses (KEC, PU, RUB). It is a formal requirement of the Bologna process implemented in the EU universities that students of master courses should be engaged in the research kind of activities as a part of their academic curriculum. More to that, PhD students need access to modern research infrastructure, modern devices, tools and computer programs. The implementation of eACCESS project will result in three different kinds of laboratories, which will bring plenty of research opportunities and research collaboration possibilities among the partner universities.
Academic staff needs also some support in the efficient and effective management of course units they deliver. They need a repository for teaching materials, knowledge database related to specific subjects (WIKI), they need support for class attendance monitoring, homework and assignment submission system, grade book. They would appreciate any support in the organisation of test and examinations. A safe and versatile tool implemented within the eACCESS teaching platform will be an answer to these requirements and expectations from the academic staff.
The last group of academic beneficiaries is the administrative and technical staff. The first group is involved in the management of the university including formal management of student personal records, including assessment results, attendance, applications, admissions, formal request processing. The eACCESS project will help them to migrate from manual, paper document base way of managing students records to management e-platform and database, which will also include space booking, university email system support, etc.
The technical staff overseeing mainly laboratories and other teaching facilities needs to undergo a series of continuous professional development (CPD) training concerning the use and maintenance of these expensive and complicated devices and tools. The staff need to be properly educated and trained in the maintenance of the installed equipment and possibilities for further development of the teaching and research facilities they oversee.
The second relevant group of stakeholders which will benefit from the implementation of the eACCESS project are industrial partners. These are local and national and international utilities looking for highly educated new employees, looking for the collaboration in the research in flexible transmission networks and smart distribution grids, in the integration of renewable energy sources and in the liberalization of the monopolistic energy sectors. The added research infrastructure will be a foundation for long term cooperation between academic partners and power industry which will create the opportunity to open in the future PhD courses and strike long term deals and commitments between academia and industry concerning both education process and research activities.
Currently, many subjects critical for bringing up modern power engineers are not available in the study programs of the partner universities, and the content of current classes does not meet students’ expectations and challenges related to the transformation of the power sector. This has been commonly evident through student feedback and voice from Industrial Advisory Boards (IAB) of the partner universities.
The project targets the following regional priorities indicated for Region 6 under the Project Category related to Curriculum Development (Category 1): Engineering and engineering trades (1.1) in particular Electricity and energy (1.1.1) and Environmental protection technology (1.1.2), Information and Communication Technologies (1.2) in particular Software and application development (1.2.1). Majority of countries in Region 6 currently undergo rapid industrial evolution and industrialisation process. It is resulting in significant increase in the energy demand, in particularly electricity. Cheap, safe and reliable electricity supply is key conditions for further economic and social development (1.1.1). However, the requirement of affordable electricity should respect the principles of sustainable development, environmental protection (1.1.2) and take into consideration social aspects of the intensive development of the energy sector. The power sector is considered one of the biggest polluters with significant contribution to CO2 emission and with significant impact on climate change (1.1.2). To maintain balance between economic development and environment protection, it is necessary to learn and apply advanced technical solutions and cutting-edge technologies involving development and grid integration of renewable energy sources (1.1.1 & 1.1.2) including dispersed generation, flexible consumption, development of a backbone transmission and distribution networks, as well as to facilitate operation of isolated, small island systems supplying remote settlements and localities. Solutions already exercised in EU, like for example smart power grids, flexible transmission systems combine together knowledge and expertise from power sector and from ICT sector (1.2.1). This is highly interdisciplinary undertaking requiring highly qualified human resources prepared to deal with cross-disciplinary issues and successfully integrating knowledge from these three areas (power, information, communication), (1.2.1).
Higher education (HE) institutions are expected to produce technical staff, engineers, experts and tutors which will able to design, maintain and further develop advanced technical solution, as well as to train other staff resources like technicians and managers, who will be up to the job and ready to effectively and efficiently adopted and use modern power technologies. Unfortunately, at the moment HEI in the partners countries do not offer such education programmes. It is necessary to transpose available EU education programmes and adjust them to the local requirements and local (national, regional, power sector) peculiarities (regulations, environment conditions). Beyond technical aspect, modernisation and transformation and development of the power sector involve also questions related to power economics, sustainable management and regulation. The projects target these aspects with complementary course units and soft skills training courses including development of employability and entrepreneurship talents. The development of new teaching facilities including advanced laboratories dealing with high voltage (HV) devices and networks, flexible transmission grids (FTG), smart distribution grid (SG), power electronic devices (PED) will pave the way for education of new generation of electrical engineers, highly skilled and familiar with new technologies, ready to implement this solutions in the local power sectors. New solutions, including low or zero emission energy sources will reduce the pollution and emission, flexible and robust transmission and distribution grids will improve reliability of electricity supply fostering development of local business and industry, providing social benefits linked to the further digitalisation of the society.
The problems and barriers described above are common for all the partner countries Bhutan, Nepal and Indonesia making part of the eACCESS project.
The implementation of the eACCESS project will also to certain degree result in Modernisation of governance, management and functioning of higher education (Category 2) in particular in Equity, access to and democratisation of higher education (2.1), Including disadvantaged groups of people and regions. The eACCESS project is going to design, develop and validate an innovative teaching platform. These tools will open the partner universities to new students at remote locations, unable to physically attend the classes. The new teaching facilities HV laboratories and SG laboratories will be also used in the future for conducting research activities, including PhD students. Another positive effect related to the eACCESS development of teaching facilities is the strong determination of the project partners to introduce effective sharing and join operation of the physical assets at least at the national if not regional level. The use of expensive assets should be efficient making most of the invested resources and making best of the new capabilities. The eACCESS consortium will design the concept of the new teaching facilities and will implement state-of-the-art teaching methods to reach this objective.
The general subject of this project is the development and/or upgrade, implementation and validation of undergraduate and master degree courses in smart power systems in 3 countries of the Region 6, development of supporting teaching tools including eACCESS teaching platform, development of new teaching methods and the dissemination and further exploitation of the EU countries knowledge and skills concerning smart power grid and remote teaching systems.
The focus of the project is on the preparation of exemplary teaching courses, subjects and laboratories, on building an advanced, scalable, flexible and open teaching support platform eACCESS in particular, cut out for remote forms of education, validation of the developed teaching methods, tools and academic curriculum with a significant number of teaching tasks.
The project will address the following specific objectives:
Objective 1. Curriculum development for UG and PG courses
Development and/or upgrade and implementation of undergraduate and master degree curriculum in electrical power engineering embracing preparation of at least 6 master course units and 8 bachelor course units (module programmes, learning materials and tools, teaching methodologies) based on the existing subject curriculum from EU partner universities and from Asian Universities. The contents will cover a wide spectrum of areas from engineering (High Voltage Techniques in Power Engineering, Modern Power Engineering, ICT application to Power Grids), to management and economics considering environmental issues and implementing sustainable development approach.
Objective 2. Professional training program development in modern power engineering
Preparation and implementation of professional courses in advanced power engineering oriented on industrial partners like power companies, utilities. At least 4 different training programs will be prepared and implemented in practice.
Objective 3. Development and validation of teaching platform
Development of efficient, scalable, adaptable and cost-effective, IT platform to support remote teaching process, development of practical skill, verification of the teaching results, supporting self-study and selfdevelopment.
Preparation of new, advanced ancillary functionalities for the platform for distant teaching including peer-to-peer learning, running preparatory courses for secondary schools, organizing profession courses oriented on the enhancement of employability and soft skills development for graduates and professionals.
Objective 4. Development of new teaching facilities
Development and validation of new teaching facilities including four physical laboratories, preparation of the related teaching and learning materials.
Objective 5. Development of new teaching methods in power engineering
Development of new teaching methods for teaching at electrical engineering faculties with the focus on project base learning, team work and team building, on the development of essential soft skills.
Objective 6. Increase of environmental and social awareness
Improvement of the environmental and social awareness of students and professionals of the electrical power engineering in the period of intensive transformation of the energy sector, decarbonisation of the power supply and new rules for the use of natural resources.
Objective 7. Ensuring and promoting future long-term sustainability of the implemented solutions
The consortium will study of variety of methods for securing long-term operation and maintenance of the teaching platform, new teaching facilities and long-term collaboration among consortium partners (networking), assets sharing.
eACCESS project will fill knowledge and skill deficit in the area of modern power system of the identified countries through knowledge dissemination, skill development and capacity building. Region 6 countries are facing challenges in supporting power and energy requirements due to variety of reasons identified in the above sections. A common steam in these challenges is due to lack of leadership, knowledge and facilities to develop skill personal in this region. eACCESS will mainly target this challenge and offer required solutions through collaboration with local universities for enabling CBHE.
Planned laboratory facilities at KEC, RUB, ATM and SCU will be important for conducting research activities.
It is a formal requirement of the Bologna process implemented in the EU universities that students of master courses should be engaged in the research kind of activities as a part of their academic curriculum.
More to that, PhD students need access to modern research infrastructure, modern devices, tools and computer programs. The implementation of eACCESS project will result in four different kinds of laboratories, which will bring plenty of research opportunities and research collaboration possibilities among the partner universities.
Similarly, academic, administrative and technical staff in these partner universities will be benefited from eACCESS platform and various resources developed within this platform. Revised curriculum will provide contemporary subject area and relevant modules to the university PG and UG courses. Academic staff will able to access advanced topics in SPS as a part of their CPD portfolio. Similarly, functional, up-to-date lab resources will provide technical staff with hands-on experience in power grid setups, testing and implementations.
The implementation of the eACCESS project will also benefit local energy companies, which will gain access to new, well-educated engineering staff, will be able to undertake research cooperation with local universities in the implementation of new solutions and the application of new technologies in power engineering.
eACCESS project will facilitate Capacity Building at several different levels:
The eACCESS main objectives fully align with the medium term and long term strategic development goals described in the attached supporting documents.
KEC has its strategic goals coordinated with the affiliated Tribhuvan University. The strategy published by Tribhuvan University include the following key objectives ( see https://www.ioe.edu.np/about-ioe/visionmission-goals-and-objectives/ and KEC brochure):
a) Provide quality engineering education and research in the frontier engineering areas relevant primarily
b) to the nation
c) Establishing market relevant academic programs
d) Enhancing cooperation and collaboration of academia with industry from training programs
e) Establish collaboration & cooperation by facilitating technology transfer and national cooperation and collaboration by emphasizing international collaborations
The eACCESS will stand up to those challenges with (a, b) new, important teaching modules dealing with power sector which currently faces dramatic changes in Nepal, with (c) new research and teaching facility (High voltage laboratory, which will be an excellent opportunity to start close collaboration with industrial partners (d). This collaboration will be also supported with the professional training which will meet the needs of relevant stakeholders looking for the possibility to upgrade knowledge and skills of their human resources.
In the case of the second partner university from Nepal, UP strategic plan (Pokhara Strategic Plan 2018-2023, see attached) adopts similar strategic goals:
a) Build the university system into an advanced centre of learning, and research including the frontier approach to study like open learning;
b) Produce high-level human resources equipped with knowledge, skill, personality, leadership, and human values, who can meet present-day work challenges, act as change agents, and give direction for the future;
c) Serve as an institution to make higher education accessible to the underprivileged section of the society;
d) Make a positive contribution to academic scholarship, research and publication that will underpin and strengthen the teaching curriculum and generate knowledge;
e) Build a dynamic institution capable of withstanding changes;
f) Pursue excellence and quality in all aspects of the university’s activities and services;
g) Link the knowledge, research, and publication with the productivity to serve the nation for the creation of the knowledge economy, especially the weaker section of the society; and
i) Increase the competitiveness of the University in regional and international levels
Improved teaching quality (b), (f) based on revised study programs will increase the competitiveness of this project partner (a), (h) at the national and regional level. The implemented eACCESS teaching platform will make the education process more accessible for students coming from remote areas of the country, will provide access to underprivileged and physically disable students (c), (g).
RUB has defined its development strategy in the field of engineering in the document entitled “Performance Agreement Between Vice-Chancellor and President of the College of Science and Technology 2018-2019 (see enclosed copy).
It describes the vision, mission and the most important objectives for the CST unit and they include:
a) Enhancement of quality and relevance of the programme
b) Enhance research and scholarship
c) Promote GNH inspired environment
d) Promote innovation and entrepreneurship
e) Promote life-long learning
f) Ensuring quality services
g) Offer internationally recognized programs in science and technology
h) Generate new knowledge through research and innovation to fulfil the need of the society
i) Collaborate with stakeholders and provide expert services
j) Provide community services to enhance GNH based society
The implementation of the eACCESS project will very much contribute to these objectives with the upgraded and extended undergraduate teaching program in electrical engineering (a), (f), (g). The Smart Grid laboratory implemented at CST will help to achieve objectives (b), (h) and (i). Professional training and workshops organized with industrial partners will bring progress in objectives (e), (i). The collaboration between partner universities in the eACCESS project, staff and student mobility will contribute to (i), (b). Last but not least, the new contents of the teaching program at the electrical faculty of CST should result in better educated human resources for the power industry in Bhutan and these engineers will support the process of sustainable development, environmental friendly economic growth which is the top national priority for Bhutan (c) (j).
The development strategy for SCU is covered in two documents entitled “Rencana Induk Penelitian dan Pengabdian kepada Masyarakat, Universitas Katolik Soegijapranata, Periode 2015-2019” and “Rencana Strategis, Universita Katolik Soegijaprenata, 2017-2021(see the attached file with ad hoc translation).
These documents point out at the following goals:
a) Encouraging the improvement of the quality of education and teaching through internalization and integration of the results of research and community service in the process of education and teaching to students.
b) The digitalisation of university services
c) Building extensive cooperation with various institutions both inside and outside the country for the development and implementation of research and service society
d) Increasing the interest and number of lecturers who are actively involved in carrying out research and community service
e) Disseminate the results of research and community service through scientific publications, seminars, scientific conferences and the acquisition of intellectual property rights.
f) Poverty alleviation and quality of life improvement
g) Support the realization of regional and sustainable development governance national through research activities and community service
The eACCESS project will fully endorse these challenges with the transposed know-how and best practices to partners universities (a), (d), with the eACCESS teaching platform implementation (b), with eACCESS horizontal cooperation (c) and dissemination activities (e), with the professional training partner universities will offer to relevant stakeholders (c), (d) and with open-minded and aware of environment issues linked to the energy sector graduates (g).
For ATM the official strategic document is called “RENSTR Rencana Strategy 2018-2019” and the second Indonesian partners ATM largely shares the same strategic objectives and attitude like SCU.
Beyond similar objectives listed above for KEC, PU and RUB, an additional important benefit is linked with the first-time participation in the international projects. It gives them tremendous opportunity to adopt new operational standards of performance concerning staff and student management, great collaborative research opportunities.
The eACCES project places a huge emphasis on accessibility to the education system, education costs in relation to their effects. For this reason, the training platform application has been added to the program of modernization of the study program. It not only provides easier access to university resources (teaching materials, books, magazines, reports, etc.). The intention of the consortium is to enable access to the education process to an entirely new group of students, hitherto socially or economically excluded through distance learning. The group of these students also includes people with physical disabilities who have great difficulty in regularly attending classes.
The second aspect that will be important for problems related to exclusion, acceptance of ethnic differences, will be the development of soft skills, including the ability to manage human teams and teamwork skills. Innovative methods of conducting classes should prepare students not only to work in international teams, but also to effectively use human resources characterized by various disabilities and social boundaries.
The third area of activities in this area will be the adjustment of some laboratory resources to active participation in laboratory activities of people with disabilities. A special scope of exercises will be prepared to enable such participation, and special safety procedures will be prepared in the case of participation in classes of people with physical disabilities.
The sustainable development is one of the pillars of EU long-term objectives. The key strategy to reach these objective is the implementation of the EU Energy and Climate policy. This policy assumes sustainable management of natural resources in energy production, decarbonisation of energy systems combined with the security and reliability of supply, with social and economic benefits like an easy access to electricity and reduction of energy poverty. The implementation of these actions is possible with technological evolution of the power sector. To use of new technologies requires highly educated personnel.
In many countries of the Region 6 power industry operates according to the old rules, and it is the area with the fastest growing CO2 emission and climate impact related to the fast-economic development in the region.
Investments in the transformation of the power sector in Region 6 are characterized with extremely high leverage regarding environmental and social benefits. However, lack of know-how, skills and properly trained human resources is currently slowing down this transformation. HE institution do not offer advanced study programmes and they do not have an access to necessary teaching facilities to implement such curriculums. Modernisation with own funds is not possible due to elevated cost of the infrastructure and national, regional and local authorities do not support financially modernisation and course development initiatives and there is a shortage of leaders in the region to train teaching staff and assist the implementation of new courses. Nepal and Bhutan are the least developed countries with low internal resources and limited qualified manpower.
Supporting the partner countries in the implementation of modern, advanced electrical power teaching courses will immediately result in global benefits related to application of new solutions and more sustainable energy sectors in these countries. EU universities have very good background, deep knowledge, resources, skills and long-term experience in the transformation of the energy systems which should be shared with universities and industrial partners in Region 6. Developing these courses will provide pathways to European manufacturers and universities to establish a value chain in the emerging markets.