Awareness and willingness on renewable energy utilization toward sustainable development among post secondary students from myint mo education foundation (mef), myanmar

VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY NAW KHU KHU SAN AWARENESS AND WILLINGNESS ON RENEWABLE ENERGY UTILIZATION TOWARD SUSTAINABLE DEVELOPMENT AMONG POST-SECONDARY STUDENTS FROM MYINT-MO EDUCATION FOUNDATION (MEF), MYANMAR MASTER’S THESIS VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY NAW KHU KHU SANN AWARENESS AND WILLINGNESS ON RENEWABLE ENERGY UTILIZATION TOWARD SUSTAINABLE DEVELOPMENT AMONG POST-SECONDARY STUDENTS FROM MYINT-MO EDUCATION FOUNDATION (MEF), MYANMAR MAJOR: CLIMATE CHANGE AND DEVELOPMENT CODE: 8900201.02QTD RESEARCH SUPERVISOR: Prof SAKAMOTO MEGUMI Hanoi, 2021 ACKNOWLEDGEMENTS First and above all, I would like to thank the Almighty GOD for letting me through all the difficulties, for his constant love, countless blessings and granting me the necessary wisdom to accomplish successfully I would like to express my deep thanks to my Scholarship Organization, JapanASEAN Integration Fund (JAIF-VJU) for enabling opportunity to study for a two-year master program specializes in Master of Climate change and development (MCCD) I would like to thank to my Vietnam Japan University, VJU especially to Master of Climate change and development (MCCD) program and all members of VJU for allowing me to study for my master‟s degree and for all the supporting I would like to express my greatest gratitude to my supervisor, Prof Dr Megumi Sakamoto for accepting me to be my supervisor and for his valuable contributions and instruction in many different ways at every stage of my master thesis Even though all the process were going via online, he was a great mentor always ready to help me and always encourage me to try hard on my study Without his details guidance and support, this thesis would not have accomplished I can‟t say thank you enough for his extremely patience encouragement, wise advice, consistent support and guidance especially during the seemingly challenging times I would like thank to Prof Dr Myint Thida for supporting and giving motivation during academic periods and always giving advice for studying even in busy time Moreover, I would like to thank to all of the teachers and students from Myint-Mo Education Foundation (MEF) for providing all the necessary information for my master thesis I would like to express my special thanks to my family for their encouragement in numerous ways and spiritual support in all aspects of my whole life Finally, I would like to thank all of my MCCD friends who are always helping each other throughout academic years All in all, I am really thankful to all the people who had been supported me during my whole academic years TABLE OF CONTENTS LIST OF TABLES i LIST OF FIGURES ii LIST OF ABBREVIATIONS iii CHAPTER 1: INTRODUCTION 1.1 The necessity of the research 1.2 The research questions and objectives 1.2.1 Research questions 1.3 Research hypotheses .4 1.4 Objects and scope 1.4.1 Research objects 1.4.2 Scope 1.5 Research framework .7 1.6 Terms and definition .8 CHAPTER 2: LITERATURE REVIEW 2.1 Sustainable development 2.2 Renewable energy .10 2.3 Awareness and willingness to use RE 11 2.4 Myanmar's educational system and MEF 15 2.5 International cooperation to make national electrification plans for Myanmar 21 2.5.1 Myanmar national electrification plan 2014 (MNEP) (World Bank) 22 2.5.2 Myanmar national electrification program (NEP) 2014 CASTALIA 23 2.5.3 National electric master plan（NEMP）2014 JICA 24 2.5.4 Power sector development in Myanmar2015, (PSDM) ADB 25 2.6 Myanmar climate change master plan (MCCMP) (2018-2030) 26 CHAPTER 3: RESEARCH METHODOLOGY 28 3.1 Research design 28 3.2 Population 28 3.3 Research instrument 28 3.4 Data collection 29 3.5 Data analysis .30 3.6 Validity and reliability 32 CHAPTER 4: RESULTS AND DISCUSSION 34 4.1 Questionnaire response rate 34 4.2 Research finding 34 4.2.1 General characteristics of the respondents (teachers) 34 4.2.2 School Attribution 36 4.2.3 Accessing the needs to introduce CC, RE and SD 38 4.2.4 General characteristics of the respondents (students) .42 4.2.5 Accessing the students’ knowledge related to renewable energy 43 4.2.6 Accessing the students’ sources of information getting about RE .45 4.2.7 Accessing the level of students’ awareness and willingness on RE utilization toward SD .47 4.3 Main finding .50 4.3.1 The means and standard deviation results of students’ awareness and willingness 50 4.3.2 The T- test analysis results of significant difference between females and males students’ awareness .50 4.3.3 The T- test analysis results of significant difference between females and males students’ willingness 51 4.3.4 The one way ANOVA results of significant effect of sources on the students’ awareness .52 4.3.5 The Pearson correlation results of significant relation between students’ awareness and willingness .52 4.4 Discussion 53 4.5 SWOT analysis on student‟s awareness and willingness on Renewable Energy, Climate Change mitigation and Sustainable development goals in Myint-Mo Education Foundation academies 58 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 59 5.1 Conclusions 59 5.2 Recommendations .60 5.2.1 Recommendations for National Governments and Local Governments 60 5.2.2 Recommendations for Stakeholders .61 5.2.3 Recommendations for Curriculum Developers 61 5.2.4 Recommendations for MEF Academies .61 5.2.5 Recommendations for Further Researchers 62 REFERENCES 63 APPENDICES 70 LIST OF TABLES Table : Number of Schools, Teachers and Students in the 2015 - 2016 Academic Year .15 Table 2 : Enrolment rates in ethnic schools .19 Table : Data collection process .29 Table : Data analysis method 30 Table 1: Demographic Profile of the Respondents (Teachers) 34 Table : Subjects of school teaching related to CC, RE and SD .36 Table : Information getting about renewable energy .36 Table 4 : Information about the factors that mainly needed for teacher 37 Table : Classroom materials needed for the students .37 Table : Percentage of current working community needed to introduce RE 38 Table : Percentage of sectors mainly needed for promoting RE in the region 38 Table : The sectors needed to improve for students learning in each academy .39 Table : Teachers‟ requirement to enhance RE education in classrooms 39 Table 10 : Feeling about the current program of the academy to teach RE and SD 41 Table 11 : Teachers‟ self-assessment of the knowledge on RE,CC and SD .42 Table 12 : Demographic Profile of the Respondents (Students) .42 Table 13 : Renewable energy device students have actually seen before 43 Table 14 : Information getting about renewable energy 46 Table 15 : The level of students‟ awareness on RE utilization toward SD 47 Table 16 : The level of students‟ awareness on RE utilization toward SD .48 Table 17 : The attitude of students‟ willingness on RE utilization toward SD 49 Table 18 : The students‟ means and standard deviation score 50 Table 19 : Students‟ awareness T-test analysis 51 Table 20 : Students‟ willingness T-test analysis .51 Table 21 : One way ANOVA analysis results of the students 52 Table 22 : Pearson Correlation results of the students 52 i LIST OF FIGURES Figure 1: Map of the MEF academies location Figure : Research Framework Figure : Major stages of awareness development process .12 Figure 2 : Technology Acceptance Model 14 Figure : The Old and New Basic Education Systems 18 Figure : International Cooperation to make National Electrification Plans for Myanmar 22 Figure : Percentage of the students‟ familiarity with the concept of RE, CC and SD 43 Figure : Percentage of Students willingness to study about renewable energy .44 Figure : The students‟ respond on the electricity of Myanmar generated by RE 45 Figure 4 : The students‟ respond on accessing the education about RE in the class 46 Figure : The factors mainly needed to study about RE in the MEF academies .46 Figure 6: The quality of education in the respondents academies‟ on RE, CC and SD .47 Figure 7: Summary of SWOT Analysis 58 ii LIST OF ABBREVIATIONS ADB CC CMA EGG GoM JICA KG LUA M/P MCCMP MEF MOEP MSDP NEMC NEMP NEP NGOs PSDM PTA RE(S) SPSS VA Asia Development Bank Climate Change Cherry Myay Academy Education Gathering Group Myanmar Government Japan International Cooperation Agency Kindergarten Level Up Academy Master Plan Myanmar Climate Change Master Plan Myint-Mo Education Foundation Ministry of Electric Power Myanmar Sustainable Development Plan National Energy Management Committee Myanmar National Electrification Plan National Electrification Program Non-governmental Organizations Power Sector Development in Myanmar Pinnya Tagar Academy Renewable Energy (Sources) Statistical Package for the Social Sciences Victoria Academy iii CHAPTER 1: INTRODUCTION 1.1 The necessity of the research Renewable energy (RE) resources often refer as clean source of energy which cannot be depleted easily It is naturally replenished which can provide enough energy sources for long term period (Renewable Energy | National Geographic Society, n.d.) Nowadays, the demand of energy consumption is very high which is widely used by non-renewable energy sources and it can harm to our planet day to day by emitting greenhouse gases such as CO2 gas According to National Geographic Society, USA still depends on non-renewable energy sources (Renewable Resources | National Geographic Society, n.d.) Therefore, it needs to develop sustainable ways for the future and renewable energy is one of the energy sources that can bring sustainable development which could help to achieve to the climate target of Paris Agreement There are so many renewable energy sources which include Wind, Solar and Hydroelectric energy are three main sources among them According to the Norway pioneering sustainability, the electricity of Norway has been used from renewable sources since the end of the 1800s (Renewable Energy Production in Norway Regjeringen.No, n.d.) The Philippines and Indonesia are the second and third largest geothermal power generators, respectively, Japan and China were the top solar PV markets in 2014 In Myanmar, the investment on renewable energy is still slow but Myanmar Sustainable Development Plan (MSDP) (2018-2010) highlights increasing renewable energy generation as one of its Strategies and Action Plans It is therefore crucial to investigate the students‟ awareness on renewable energy towards sustainable development to be able to positively influence and strengthen in the areas of energy conscious generations It is obvious that natural resources are gradually running out due to excessive extract using for daily human commodity People are more self-centered for the sake of their current luxury and nothing can stop human cupidity on the other hand Natural resources are extracted without limitation either legally or illegally around the world Besides, there is vulnerable treatment or handling for the global suffering from unstoppable devastation although respective organizations of environmental Appendix 3: Survey questionnaire Form ( Teachers) What is your gender? Mark only one oval Male Female Other: How old are you? Mark only one oval 18-24 25-30 31-35 Above 35 Rather not to describe What is your highest level of education? Mark only one oval College/University Graduate (Master) Graduate (Doctor) Other: 72 What grade you currently teach? Mark only one oval Senior students Junior students Both senior and junior students Other: How many year is your teaching carrier totally in MEF? Mark only one oval Under 1year 1-2 3-4 5-6 above 6 Inwhich academy you work? Mark only one oval EGG VA CMA PTA LUA 73 Part 1: School attribution In the school curriculum, you teach the subjects related to climate change, renewable energy and sustainable development? Mark only one oval Yes No Mainly how you get the information about renewable energy and climate change or Sustainable Development Goals (SDGs)? Check all that apply Internet/website TV/radio Social media Previous study (eg school project, conference ) Teacher's training Other: To brush up the renewable energy and Sustainable Development Goals (SDGs) education, which factor will be mainly needed for teacher? Check all that apply Budget Teaching training Sample curriculum Information about renewable energy and SDGs Other: 74 What kind of items will be mainly needed for the students to study about renewable energy and Sustainable Development Goals (SDGs)? Check all that apply Text book Class materials Information Lecture of skilled expert Curriculum Other: Part 2: Accessing the needs to introduce CC,RE and SD Do the current working community need to introduce renewable energy facilities more? Mark only one oval Yes No What is mainly needed for promoting renewable energy in your region? Check all that apply Grant and technological help by National government Grant and technological help by local government Cooperation with private companies Cooperation with local community Cooperation with NGO, INGO Other: What is needed to teach for student for Climate Change Mitigation？ 75 Check all that apply Information about climate change impact Raising the awareness of student More lecture Fieldwork Class discussion Teacher skill of the teacher Other: 76 You have statements in the table below, please read the statement and indicate to which extent you agree or disagree with them Please tick one option for each statement 77 below 78 I am willing to pay more to receive clean energy at my home I would like to work voluntarily to raise public awareness of renewable energy in Myanmar In future, I would like to drive a car that runs by electricity instead of gasoline I would like to install a solar panel at my home Renewable energy is, indeed, not my interest How you feel about the current program of your academy to teach renewable energy and Sustainable Development Goals (SDGs)? Mark only one oval Enough Moderately enough Partly need to improve Not enough Don't know How you feel about your knowledge on renewable energy, climate change and sustainable development? Mark only one oval Good Sufficient Weak Not sure 79 This content is neither created nor endorsed by Google Appendix 3: Survey questionnaire Form ( Students) What is your gender? Mark only one oval Male Female Other: How old are you? Mark only one oval 16-19 20-24 2530 above 30 Rather not to describe What is your highest level of education? Mark only one oval High school College/University Master's degree Other: 80 Where you grow up? Mark only one oval Urban (city) Rural (countryside) In which academy you study? Mark only one oval EGG LUA VA CMA PTA Part1: Accessing the students’ knowledge related to RE Are you familiar with the concept (idea) of renewable energy, climate change and sustainable development? Mark only one oval Yes No Which kind of renewable energy device have you actually seen before? Check all that apply Biomass Solar panel Solar water heater Hydro turbine Wind power Don't know Other: 81 Do you have willingness (want) to study about renewable energy? Mark only one oval Yes No Do you know how many percent of electricity of Myanmar generated (produce) by renewable energy (except hydro power)? If you reply 'No', please skip question No.17 Mark only one oval Yes No If you reply „Yes', how many percent? Mark only one oval Under 5% 6% - 15% 16% - 35% 35% - 45% Above 45% Part2: Accessing the students’ sources of information getting about RE Do you have the education about renewable energy in your class? Mark only one oval Yes No 82 In your Academy which kind of thing(s) is mainly needed to study about renewable energy? Check all that apply Textbook Special program to study about renewable energy Teaching skill of teacher Class Materials (eg hand made of kid of solar panel or wind turbine, etc ) Other: How you get the information about renewable energy? Check all that apply Academy teacher Self-study Friend Family Government Social media Internet/website Other: How you think about the quality of education in your academy on renewable energy, climate change and sustainable development? Mark only one oval Very good Good Don't know Poor Very poor 83 Part 3: Accessing the level of students’ awareness and willing on RE utilization Please indicate the level of your agreement to the following statements? Mark only one oval per row Strongly agree Agree Don't know Disagree Strongly disagree It‟s the government‟s duty (task) to promote using renewable energy for sustainable development Only developed countries should promote using renewable energy People should care more to protect natural resources Only science and technology can mitigate (reduce) climate change The problems of climate change are not my business (interest) 84 Please indicate (mark) the level of agreement to the following statements 85 Please indicate the level of agreement to the following statements This content is neither created nor endorsed by Google Forms 86 ... energy utilization toward sustainable development in post- secondary students from Myint- Mo Education Foundation (MEF), Myanmar 1.4.2 Scope This study was focused on the awareness and willingness on. .. NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY NAW KHU KHU SANN AWARENESS AND WILLINGNESS ON RENEWABLE ENERGY UTILIZATION TOWARD SUSTAINABLE DEVELOPMENT AMONG POST- SECONDARY STUDENTS FROM MYINT- MO. .. willingness on renewable energy towards sustainable development among post- secondary students from Myint- Mo Education Foundation (MEF) The study was conducted in five Academies of MEF and the target