Proposing a master’s programme on participatory integrated assessment of energy systems to promote energy access and energy efficiency in Southern Africa

Cheddi Kiravu, François Diaz-Maurin, Mario Giampietro, Alan C. Brent, Sandra G.F. Bukkens, Zivayi Chiguvare, Mandu A. Gasennelwe-Jeffrey, Gideon Gope, Zora Kovacic, Lapologang Magole, Josephine Kaviti Musango, Ulpiano Ruiz-Rivas Hernando, Suzanne Smit, Antonio Vázquez Barquero, Felipe Yunta Mezquita

Research output: Contribution to journalArticleResearchpeer-review

2 Citations (Scopus)

Abstract

© 2018, Emerald Publishing Limited. Purpose: This paper aims to present a new master’s programme for promoting energy access and energy efficiency in Southern Africa. Design/methodology/approach: A transdisciplinary approach called “participatory integrated assessment of energy systems” (PARTICIPIA) was used for the development of the curriculum. This approach is based on the two emerging fields of “multi-scale integrated assessment” and “science for governance”, which bring innovative concepts and methods. Findings: The application of the PARTICIPIA methodology to three case studies reveals that the proposed transdisciplinary approach could support energy and development policies in the region. The implementation of the PARTICIPIA curriculum in three higher education institutions reveals its ability to respond to the needs of specific contexts and its connection with existing higher education programmes. Practical implications: Considering energy issues from a transdisciplinary approach in higher education is absolutely critical because such a holistic view cannot be achieved through engineering curricula. Deliberate and greater efforts should be made to integrate methods from “multi-scale integrated assessment” and “science for governance” in higher education curricula to train a new breed of modern-day energy planners in charge of coming up with solutions that are shared by all relevant stakeholders. Originality/value: This paper presents an innovative higher education curriculum in terms of the attention given to energy access and energy efficiency that affect the southern Africa region and the nature of the methodology adopted to face these issues.
Original languageEnglish
Pages (from-to)622-641
JournalInternational Journal of Sustainability in Higher Education
Volume19
Issue number3
DOIs
Publication statusPublished - 1 Jan 2018

Keywords

  • Energy planning
  • Higher education curricula
  • Integrated assessment
  • Nexus assessment
  • Participatory methods
  • Transdisciplinary education

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