Education of renewable energy in elementary and secondary schools towards sustainable development case study in viet nam and japan

VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY TRAN VIET HUONG EDUCATION OF RENEWABLE ENERGY IN ELEMENTARY AND SECONDARY SCHOOLS TOWARDS SUSTAINABLE DEVELOPMENT- CASE STUDY IN VIET NAM AND JAPAN MASTER’S THESIS VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY TRAN VIET HUONG EDUCATION OF RENEWABLE ENERGY IN ELEMENTARY AND SECONDARY SCHOOLS TOWARDS SUSTAINABLE DEVELOPMENT- CASE STUDY IN VIET NAM AND JAPAN MAJOR: CLIMATE CHANGE AND DEVELOPMENT CODE: 8900201.02QTD RESEARCH SUPERVISORS: PROF MEGUMI SAKAMOTO Hanoi, 2020 PLEDGE I assure that this thesis is the result of my own research and has not been published anywhere The use of other research results and documents must comply with the regulations Citations and references to documents, books, research papers and websites must be in the list of references of the thesis Author of the thesis (Signature) TRAN VIET HUONG i TABLE OF CONTENTS PLEDGE i TABLE OF CONTENTS ii LIST OF FIGURES iv CHAPTER 1: INTRODUCTION 1.1 The necessity of the research .1 1.2 The research questions and hypotheses .2 1.2.1 Research question 1.2.2 Hypotheses 1.3 Research objectives and tasks 1.3.1 Research objectives 1.3.2 Research tasks 1.4 Objects and scope 1.4.1 Research objects 1.4.2 Scope 1.5 Research method 1.6 Research framework 1.7 Historical review of Renewable energy education CHAPTER 2: METHODOLOGY 2.1 Document analysis method 2.2 Sociological research method 2.2.1 Questionnaire survey .9 2.2.2 In-depth interview 10 2.3 Method of data analysis .11 2.4 Method of charts 11 3.1 Renewable energy policy in Vietnam and Japan .12 3.1.1 Energy and renewable energy policy in Vietnam 12 3.1.2 Energy policy in Japan 19 3.1.3 Impact of energy policy on RE education .26 CHAPTER 4: AWARENESS OF RENEWABLE ENERGY OF PUPILS IN VIET NAM AND JAPAN .29 4.1 Current situation of RE education in Vietnam and Japan 29 4.1.1 Teaching method and activities in Japan 30 4.1.2 Teaching method and activities in Vietnam 33 4.2 Pupil awareness of RE in Japan and Vietnam 46 4.2.1 Case study in Oyama elementary school- Japan .47 4.2.2 Case study in Tan Nhut secondary school- Vietnam 48 4.2.3 Case study of Greenschool program in Hanoi 51 4.2.4 Evaluation of pupil’s awareness among case studies 59 4.3 Conclusion and recommendation .61 REFERENCES 64 ii LIST OF TABLES Table 2.1: In-depth interview information 10 Table 3.1: Generating capacity by power company 12 Table 3.2: Expected power capacity in 2020 and 2030 (Mw) 13 Table 3.3: The demand of electricity transmission grid expansion 14 Table 3.4: Sub-targets for Renewable Energy 16 Table 3.5: Supporting mechanism for solar power systems in Vietnam 17 Table 3.6 Solar power purchasing price by April 2020 19 Table 3.7: Trend of power generation mix in Japan 22 Table 4.1: Number of schools installed RE facilities 29 Table 4.2: The outline of National Curriculum teaching about Electricity in General and science class for elementary pupils 30 Table 4.3: Integrated content of energy education in social studies and science subjects in elementary and secondary schools 32 Table 4.4: Training steps for Green star club 36 Table 4.5: Green school program syllabus .41 Table 4.6: Results of in-depth interview with teachers managing Green Star Club from Trung Hoa, Yen So and Pascal Secondary School 56 Table 4.7: Pupil’s awareness among case studies assessment 59 Table 4.8: SWOT analysis 62 iii LIST OF FIGURES Figure 3.1: Generating capacity till the end of 2018 12 Figure 3.2: Vietnam electricity market 14 Figure 3.3: Electricity grid and company in Japan 20 Figure 3.4: Trend mix of primary supply in Japan 20 Figure 3.5: Top 10 electricity in consuming countries .21 Figure 3.6: Electricity consumption in Japan from 2009-2018 21 Figure 3.7: Japanese power supply configuration in 2030 in percentage 23 Figure 4.1: 50/50 Method 39 Figure 4.2: “Green citizen school” textbook 40 Figure 4.3: Memory cards 40 Figure 4.4: Green citizen summer camp 2019 42 Figure 4.5: Experiment with mini solar panels 42 Figure 4.6: Technical information about installed solar panels in Tan Nhut Secondary School 49 Figure 4.7: Pupil’s perception of RE before having RE lessons .52 Figure 4.8: Forms of learning 52 Figure 4.9: Pupil’s Awareness after having RE lessons 53 Figure 4.10: Pupil’s comprehension level 54 Figure 4.11: Interested level of pupils of the lessons 55 iv CHAPTER 1: INTRODUCTION 1.1 The necessity of the research Currently, renewable energy is widely developed and getting more concern of experts and scientists in the field of research all over the world In the context of climate change is becoming more serious, making a switch in consuming renewable energy is one of the long-term sustainable solutions In order to make this solution more effective, education is a fundamental factor that should not be ignored At present, the topic of renewable energy education is not so popular and has not been mentioned in various research, thus this theme has been first considered in research fields since the mid-1970s.In Vietnam, researches and practices of education of renewable energy have been initiated from 2000s To date, the remain issues from more than 20 years of researches and implementations of renewable energy education still raise the necessity for this topic Up till now, Education of renewable energy has been conveyed at graduate and post graduate level which is completely specialized Various courses on renewable energy were built at these two levels while this area is being seriously concerned and experiencing a breakthrough all over the world The concept of sustainable development linked with the foundation of renewable technology that is not only a field but also a positive lifestyle Thus, it is necessary that the concepts of sustainability should be integrated into the study progress at elementary and secondary level As a result, education of renewable energy in schools is the physical evolvement for this modern technology Especially, in recent years, extreme weather and disasters occur more frequently such as rising temperatures, heatwaves, droughts, hurricanes, rising sea levels and more concerning changes result from climate change, thus is important for children to be aware of the application of renewable energy which they could grow up with so that they are able to save their futures Early lessons of renewable energy will encourage pupil’s creativity as well as create the foundation for the enhancement of teaching RE for pupils in Viet Nam Likewise, inevitably, the boom of RE may lead to the shortage of human resources in the field of renewable energy in the labor market For that reason, RE education for pupils in elementary and secondary school will pave the way for the training for high specialized human resources in the field of renewable energy in the future In RE education, the preparation of appropriate learning- teaching facilities and materials is a must for the successful introduction of energy-related concepts in curricula at elementary and secondary school It raises the question that which type of renewable energy is appropriate for using and introducing within schools In three case studies of this research, rooftop solar power is applied for RE education in primary and secondary schools in Japan and Vietnam Rooftop solar panel is a feasible option and can be installed as well as widely used in many schools Because of its versatile function and adaptability to plenty of different situations and could be applied for large-scale electricity generation and on a small scale in areas isolated from the network Applying solar energy in rural or areas where having difficulty in accessing electricity as well as being isolated from the network becoming suitable and easier thanks to the simplicity of this technology Currently, in Japan, the installation and use of solar power in schools is quite common while in Vietnam, this seems to be unpopular due to some barriers However, the explosion of solar panels in the period of 2019-2020 promises the utilization and introduction of rooftop solar panels in elementary and secondary schools in Vietnam will become more and more popular extensive in the future 1.2 The research questions and hypotheses 1.2.1 Research question - What teaching methods and activities are applied in RE education in Vietnam and Japan? - What are the limitations and achievements of RE education in elementary school and secondary school in Viet Nam and Japan? - What are the lessons learned from model cases of RE education in Japan and Vietnam? 1.2.2 Hypotheses - In Vietnam, RE education has not yet been organized and taught at school because of some difficult issues such as lack of finance to provide teaching materials and facilities, limited number of lecturer with specialized knowledge in RE field and no national curriculum for RE education - Most schools in Japan have installed solar panels, thus students could learn through the use of solar power in their daily life and RE education is applied for all school nationwide 1.3 Research objectives and tasks 1.3.1 Research objectives - Access the impact of energy policy and education policy on RE education in two countries - Access the teaching methodologies, activities in RE education in Japan and Vietnam - Access the differences between Vietnamese pupil awareness and Japanese pupil awareness of RE - Evaluate the effectiveness of RE education among three cases in Vietnam and Japan 1.3.2 Research tasks - Collect related documents / data to research Education of RE in elementary and secondary school in Vietnam and Japan - Create questionnaire survey via google form - Prepare questions to interview organizations / individuals involved - Processing, analyzing data after survey, interview - Draw graphs/charts illustrating the survey results 1.4 Objects and scope 1.4.1 Research objects Activities and Methods on RE education in pre-high schools in Viet Nam and Japan 1.4.2 Scope - Time: From 10/2019 to 6/2020 - Area: Ha Noi, Ho Chi Minh city, Fukushima- Japan integrated RE teaching for pupils in Physics and Technology, it is just limited to pupils studying in grade 9th.It also means that pupils in other grades don't have a chance to have RE lessons Integrating RE teaching in other subjects also requires teacher's investment in lesson plans, lectures and teaching methods to motivate pupils, making the classroom vibe more interesting and motivated Thus, teacher awareness is a key factor in transferring the knowledge which makes an improvement in raising awareness of pupils At this point, the Education and Training division of the BC district has taken the first action to raise teachers' perception, so that transferring knowledge for pupils will be more effective, as well as the head Invest in lectures to help improve awareness 4.2.3 Case study of Greenschool program in Hanoi 4.2.3.1 Survey with students from Green star club of Trung Hoa, Yên Sở, Pascal secondary school As mentioned in Chapter 2, this survey mainly focuses on accessing pupil's awareness of RE, thereby evaluating the effectiveness of the green school program The survey was conducted with the participation of 43 pupils form Green star club of secondary school (Pascal, Yen So, China) and the approval from Green ID and teachers managing the clubs Before enrolling in Green star club, of all 43 pupils did the survey, of them have never heard and 37 pupils left have already heard about renewable energy, effective and efficient use of energy In terms of 37 pupils who have known about this topic, most of them have known through TV (accounting for 40 %), 6% heard from radio, speaker, 25 % learned through books, newspapers and 29% known via other sources (shown in Figure 4.7) Especially, 100% of pupils believe that using energy effectively and economically is essential to deal with climate change 51 Tv, headlines, news Radio, speaker Magazines, textbooks, specialist documents,etc Others 29% 40% 25% 6% Figure 4.7 Pupil’s perception of RE before having RE lessons During the lessons, pupils could receive knowledge in many different ways such as learning through pictures, photos, power points, videos, take part in group activities, etc According to the result of the survey, up to 39% of pupils liked the combination of group discussions, power point, videos, pictures; 22% liked to study through video, pictures and group discussions; 9% of them prefer to learn through slide on power point and 8% left prefer to learn through other forms among 43 respondents in total 8% 22% 9% 39% 22% Group discussion Powerpoint Video, illustrated picture All Others Figure 4.8 Forms of learning To access pupil’s knowledge of RE after having the lessons, 12 questions related to renewable energy and effective and efficient use of energy based on the curriculum of " green citizens' schools" textbook were created Specifically, figure 4.9 below shows the number of correct answer pupils did correctly and the number of pupils had corresponding correct answers As shown in the result, pupil have 12 correct answers, pupils have 11 correct answers,12 pupils have 10 corrects answer, pupils have correct answers, pupils have correct answers, pupils have correct 52 answers, pupil gets correct answers, pupil have correct answers and pupil Number of pupils have the corresponding correct answers have correct answers 12 10 12 11 10 Number of correct answers Figure 4.9 Pupil’s Awareness after having RE lessons The point for correct answers will be graded on a 12-point scale, which means that for each correct answer, pupils will receive point and the score is divided into levels: weak, average, good and excellent as follows: • Weak: 0-3 points • Average: 3-6 points • Good: 6-9 points • Excellent: 9-12 points Thus, according to the results, there is only student ranked weak level, students ranked average, 14 students ranked good level and 19 students ranked excellent If calculated according to the average score of all participants, pupil's perception of RE after studying the lessons is at good level (8.8 points) Moreover, in term of pupils’ ability in acquiring knowledge, it can be seen that most students feel confident and understand the lesson (27 pupils feel very understandable, 15 pupils feel easy to understand), only pupil partially understand the lesson and none of them could not understand 53 30 Number of pupils 25 20 15 10 Very Understandable unđertandable Partially understand Not understand Totally not understand Figure 4.10: Pupil’s comprehension level Through the above results, it can be seen that Green school program has achieved initial success in raising pupil's awareness of RE, towards changing their attitudes and behaviors in using sustainable energy In addition to the good knowledge of RE, after learning the lessons on economical and efficient use of energy, 100% of the pupils took action and apply some simple activities such as:  Turn off all electricity devices before going out  Avoid opening the refrigerator for too long  Wipe hair before using hair dryer  Set appropriate AC temperature  Close the doors and windows while using AC  Open windows in daytime  Turn on the water hitter 5-10 minutes before having a bath  Encourage family member in using effective and efficient electric devices  Talk with family members about using energy effectively and efficiently and sustainable energy models  Help parents maintain/ clean electric devices  Using remote control to turn on/ turn of TV  Avoid using devices consuming a large amount of electricity in high peak hours (19h-21h)  Create a challenge in electricity saving in family 54 In addition, 93% of the pupils propagated to their friends who are not yet known about RE and using energy effectively and economically, which may contribute to disseminating and raising awareness for pupils on this issue In general, 100% of pupils are interested and quite excited about the lessons on renewable energy, effective and efficient energy use, in which the majority of students are very interested (55%), 40% of students feel interested and 5% felt partially interested: 5% 40% 55% Totally not interested Not interested Interested Very interested Partially interested Figure 4.11 Interested level of pupils of the lessons 4.2.3.2 In- depth interview with teachers managing Green star club from Trung Hoa, Yen So, Pascal secondary school To increase the confident of the research, few questions was made to get teachers' opinions about the green school program, the purpose to understand more about the disadvantage as well as the limitations of the program and the aspirations of teachers, from which limitations can be fixed and revised as well as promoted the strengths to improve the program Although the teachers in charge of the Green star club of schools not directly take classes because the process of transferring teaching from Green staff is still going on, the situation of all students in the club and all the activities are still clearly catching up by teachers Specific interview results are recorded through table 4.6 55 Table 4.6 Results of in-depth interview with teachers managing Green Star Club from Trung Hoa, Yen So and Pascal Secondary School Ms Hanh-Trung Ms Thao- Yên sở Mr Khoi –Pascal Hoa Literature – civic Teaching subject Technology Literature education Activities are Not yet seen text The trainers from suitable for pupils book but see that GreenID Center Because green it’s suitable for teach pupils, and citizen schools students ( through don’t know much bring a lot of observation and about textbook knowledge about discussion in club But according to Text book/ the environment activities,) the discussion Activities and renewable activities on the energy to the meeting day of the children Lesson club, it was very plans have many helpful practical activities to create interest for students Suitable learning Use visual images, form for students is projected via discussion PowerPoint, Teachers and observation and students come up experience with ideas and Forms of teaching implement plans students should be together In the various (power process of Appropriate points, pictures, conceptualization learning method videos, group and planning, discussions, videos and especially going illustrations are on a field trip,etc) used Students always have many ideas,therefore discussion will help them agree on the most feasible plan Lack of time Lack of time, If being assigned Difficulties when because of the to teach, the most managing the club official working difficult is that 56 Mr Khoi –Pascal Ms Thao- Yên sở Teaching subject - Strength of the program - Technology The program does not focus on theory but combines with activities, games, paintings, etc so that pupils can understand better The program always has educational activities combined with practical activities to make it easier for pupils to gain knowledge The trainers from Green ID in charge are very concerned about the pupils News, Website Literature – civic education schedule is tight However, in the near future there will be another teacher in charge of the club + Content of the program is appropriate, helping pupils to raise awareness and awareness for the community in protecting the environment + Activities interesting, interesting, create excitement for students to participate No 57 Literature not have deep knowledge about the environment, chemistry, physics - Lack of time The best thing to in a green school program is that it affects the attitude and then changes the behavior of pupils They even know how to encourage friends and relatives to follow Newspaper, Facebook Climate Change Prevention project, Green Class Project implemented by “ Action in Urban “center in collaboration with the British Council No No Knew about RE (before joining the Green school program) from Joining the training Ms Hanh-Trung Hoa Teaching subject program/workshop of RE while in the green school program Willingness to join training program/workshop of RE Ms Thao- Yên sở Mr Khoi –Pascal Ms Hanh-Trung Hoa Technology Literature – civic education Literature Yes Yes Yes When pupils join Good and practical the Green Star project Club, a majority of pupils are interested and change their attitude and actions after learning Perception of green school program Willingness with long-term participation Willing to, but in the upcoming period can not join regularly because of personal business 58 Willing to but in the near future, because of personal business there will be an substitution The program is good and meaningful, students are very excited However, because it is an optional extracurricular activity, students are also busy with their studying, therefore some pupils have not focused on participating and are not so active Therefore, when implementing widely, it is necessary to have the agreement from the leaders Willing to, but it’s hard to stay for long term because of the official working time at school 4.2.4 Evaluation of pupil’s awareness among case studies In fact, assessment of students' perception is subjective, depending on different specific cases, therefore, it is difficult to have an objective result and till now, there is no specific method as well as objective standard to estimate pupil’s awareness Thus, for the case studies in this research, it is possible to evaluate based on the following factors which directly affect renewable energy education : Solar facility installation; applying solar facility in teaching RE; teacher's skill in teaching RE / teacher training; curriculum and lesson plan; teaching / learning materials; checking pupil's knowledge system Each factor is given the point from to 5, the maximum total score is 30, as shown in more detail in Table 4.7 and divided into levels: Bad, Average, Good, Excellent as follows:  Bad: 0- 7.5  Average: 7.5- 15  Good :15- 22.5  Excellent: 22.5- 30 Table 4.7 Pupil’s awareness among case studies assessment Criteria Oyama Tan Nhut Green school elementary school secondary school program Solar facility points points points installation Applying solar point point point facility in teaching Just using in daily Using solar RE life normally system stimulation model Teacher’s skill and points point points knowledge in Physic and - Lecturers from teaching RE/ Technology Green ID Teacher training teacher take - Still in the responsibility in transference Teaching RE period for lessons but lack of replication at training school, teacher will teach the lessons Curriculum/Lesson point points 59 points Criteria Oyama elementary school plan Teaching and learning materials (text book, equipment, etc) Checking pupil’s knowledge system point point Screen display in the lobby helps pupils understand the current power generation Tan Nhut secondary school - RE lessons are integrated in Technology and physic subjects - Physic and Technology teachers prepare the lesson plan, conduct the lesson with PowerPoint, videos, pictures, etc point Green school program points points - Weekly/ Monthly report/ presentation - Group discussion points Accordingly, Oyama elementary school gets 10 points at the average level, Tan Nhut secondary school got 12 points at the average level, schools participating in Green school program get 28 points at good level Through assessing case studies, it can be seen that although RE facility installation is an advantage, Oyama elementary school and Tan Nhut secondary school didn't make use of this point and there are still some issues existing such as lack of investment in lectures or no opportunity to organize lectures, pupils didn't have the opportunity to experience, participate in practical lessons of learning through the use of solar power (eg, learn about the operation and the structure of solar panel, solar panels measurement , ) Meanwhile, the Greenschool program has been successful in building syllabus as well as the curriculum, organizing activities in the class to interest students in learning, especially testing students' knowledge through reports and group presentations is an important factor to understand pupil's performance However, to a certain extent the 60 daily use of renewable energy in schools also facilitate Oyama elementary school and Tan Nhut secondary school partly in energy saving, therefore bring benefits to reinvest in school teaching 4.3 Conclusion and recommendation In the context of climate change becoming more urgent, RE education for primary and secondary school students is an effective and long-term solution RE education is not a brand new issue that has been mentioned previously in the research field and still facing with various difficulties and limitation Till now, it has been a big challenge and that is the reason why popularize RE education needed On top of that, RE education, including installing RE facilities provide various significant benefits such as: • Money saving, both for monetary and environmental This saving money could then bring profit to the schools, including pupils • Career growth opportunities in the RE sector • Clean environment, students grow in a healthy and safe condition • Create and maintain sustainable development for the future of pupils and society in the future From this research, it can be seen that key factors play an important role in effective RE education are RE facilities installation, Curriculum / lesson plan and teacher training According to the scope of the study, the current situation of RE education and research's aim as well as actual research condition in two countries, case studies were identified as three prominent separate cases for investigating RE education, not the national presentative for general comparisons Though it is the limitation of this research, among case studies, Greenschool program has achieved positive results in renewable energy education After joining Green star club and having lessons about RE, there is a change in pupil's awareness of RE as well as effective and economical use of energy Besides, pupils have better attitudes and take action on using energy economically and effectively in daily life Thus, it is clear that raising pupil's awareness is a foundation step towards changing their behavior Meanwhile, despite the installation of solar facilities- which is an advantage in RE education, Oyama Middle School and Tan Nhut secondary School have yet to make use of them 61 in teaching RE through the use of solar power In fact, Oyama and Tan Nhut schools could have organized hands-on lessons with simple experience activities for pupils, such as touching and learning about the battery's construction of solar panels, measure and make the simulated drawing of solar panels, etc together with teaching theorical lessons In general, besides the positive points, there are still some flaws and challenges in RE education that the two countries have to face with The detail is shown in Table below Table 4.8: SWOT analysis Vietnam Strength Weakness - Effective - Lack of teacher pilot training application of - Lack of education Greenschool and RE energy program policy + Good - Lack of RE preparation of facilities at schools learning and teaching teaching equipment/materials materials - No specific + Interesting national curriculum lesson plan for RE education Opportunity Threat - Increasing - Limited of RE budget for market investment - NGOs - Limited attention on human nature resources education (lecturers) - Pupils have tight timetable and activities Japan - Having - Support - The National - Lack of teacher from differences in curriculum for training Government financial RE education -Lack of education (RE facilities conditions, - The policy investment, teaching popularity of learning and methods, RE facilities teaching schedule, and 62 Strength Weakness Opportunity Threat installation at materials, curriculum of school etc.) each school Accordingly, mutual learning between two nations is important and through the effectiveness of the green school program, it should be replicated and applied national wide in both countries In order to make it more effective, NGOs need to be pioneers in implementing green school model for schools, with the government's attention and support in formulating and strengthening education policies, creating specific and identical curriculum for applied schools nationwide as well as intensifying teacher training 63 REFERENCES Benchikh, O (2001) Global renewable energy education and training programme (GREET programme) Desalination, 141(2), 209–221 EVN (2019) Vietnam Electricity Corporation has comprehensively completed the planned tasks in 2019 Garg, H P., & Kandpal, T C (1996) Renewable energy education: challenges and problems in developing countries Green ID (2014) Research report on power development scenarios in Vietnam Greenschool Bali, Indonesia (2017) Annual report Green School Bali: A community of learners, 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situation of RE education in Vietnam and Japan In Japan, the substantial