Postgraduate Diploma in Energy Studies

Purpose

The programme set out below has been designed specifically to provide appropriate post-graduate training to staff from African countries involved in energy data collection and analysis. This is in support of Nepad goals and to underpin efforts for AFREC to implement an information system for the continent. The mechanics of delivery are a three-week contact programme during the first half of each semester, with a study package for own-time study during the remainder of the semester. The lectured component extends over three semesters. A research paper is expected by the end of the fourth and final semester.

The primary purpose of this qualification is to provide qualifying learners with the ability to

• Carry out independent research in the field of Energy Studies.
• Demonstrate the required level of intellectual and theoretical knowledge and insight into environmental and energy problems, thereby revealing his/her ability to critical reasoning, formulation, analysis and evaluation of a specific problem.
• Demonstrate reflexive competencies such as innovation, decision-making, strategic thinking and organizational abilities.
• Demonstrate the ability to adequately collect and analyse energy data for the particular country or region in which they reside.
• Access further education and training and to enhance his/her marketability and employability in the field of Energy Studies.
• Write a research article/paper about the research field.
• Write articles in the relevant field to be presented at national and international conferences.

This qualification has been accredited by the BCS, was well received by peer review (FOTIM) and received PQM clearance in August 2003.

Rationale

The need for an interdisciplinary course to train energy industry personnel in general and energy statisticians in particular has been identified. This flows from evaluations done for the preparation of Nepad projects. It is specifically noted that training of energy experts is an urgent matter. The development and implementation of an African Energy Information System is also included in the Nepad project list. The Director of the Institute for Energy Studies, Dr CJ Cooper, has been involved in the training of energy staff and in the design and implementation of energy information systems for more than a decade. He is recognised as the expert on African energy statistics by such bodies as the World Energy Council, the International Energy Agency and the United Nations, amongst others. As far as can be ascertained, he is the only academic worldwide to focus on energy information systems.

The entrance level outcomes that apply are

• Apply and disseminate relevant literature on a post-graduate level.
• Perform note-taking, draw conclusions from information from a variety of sources.
• Communicate effectively both in writing and orally.

Recognition of prior learning

A learner who claims to have achieved entry requirements through experiental learning will be assessed. If the learner is found to be competent, the learner may gain

• Access.
• Advanced placement.
• Any equivalent course done at another university's course content is evaluated on an individual basis with each application by the head of the department.

Or recognition of certificate status will be granted on condition of continuing education.

Access to the qualification

Learners with an applicable B.Degree that is a NQF 6 degree qualification would be able to register for this qualification.

Minimum required credits at a specific level

Allocation of Credits

Fundamental

• Level 7: 70 credits

Total: 70

Core

• Level 7: 40 credits

Total: 40

Electives

• Level 7: 10 credits

Total: 10

Total credits: 120

Learning components

Title of programme: Post-graduate Diploma in EnergyStudies

• Learning unit/Module: Energy economics and analysis of an energy economy, Core: 15
• Learning unit/Module: Fundamental statistics and survey methods, Core: 15
• Learning unit/Module: Energy Technologies, Fundamental: 10
• Learning unit/Module: International aspects of the energy industry, Fundamental: 10
• Learning unit/Module: Energy balances and energy data analysis, Fundamental: 10
• Learning unit/Module: Rural energy issues, Elective: 10
• Learning unit/Module: Energy and environmental issues, Elective: 10
• Learning unit/Module: Research methodology, Core: 10
• Learning unit/Module: Research project, Fundamental: 40

Total credits

• Fundamental: 70
• Core: 40
• Elective: 10

The learners should be able to

1. Demonstrate an understanding of the energy / economy relationship.
2. Explain the flows of energy through the economy.
3. Analyse the energy economy of their country.
4. Contrast the structures of the different energy industries in their country in particular.
5. Apply the physical laws governing the energy industry.
6. Discuss the technological processes used to find, extract, transform and use the different fossil fuels.
7. Explain the new and renewable technologies that could provide an alternative source for energy.
8. Apply the scientific method of conducting research.
9. Design a research project.
10. Discuss the international aspects of the energy industry.
11. Explain the factors that affect international trade in energy.
12. Explain the benefits of regional cooperation for the energy industry.
13. Apply elementary statistics.

14 Explain the statistical requirements for designing statistically valid surveys.

1. Assist in a sample selection.
2. Analyse and interpret the results of a survey.
3. Construct an energy balance.
4. Interpret an energy balance.
5. Apply the usefulness of the energy balance and time series data for advanced analysis of the energy economy.
6. Identify and rectify anomalies in time series data.
7. Analyse standard definitions.
8. Compile an energy balance for their country.
9. Discuss the issues surrounding rural energy supplies.
10. Define the issues surrounding rural energy consumption.
11. Find alternative options for rural fuel supplies.
12. Negotiate the social issues around rural energy poverty.

The learners are competent if they can

1. Demonstrate an understanding of the energy /economy relationship.
2. Explain the flows of energy through the economy.
3. Analyse the energy economy of their country.
4. Contrast the structures of the different energy industries in their country in particular.
5. Apply the physical laws governing the energy industry.
6. Discuss the technological processes used to find, extract, transform and use the different fossil fuels.
7. Explain the new and renewable technologies that could provide an alternative source for energy.
8. Apply the scientific method of conducting research.
9. Design a research project.
10. Discuss the international aspects of the energy industry.
11. Explain the factors that affect international trade in energy.
12. Explain the benefits of regional cooperation for the energy industry.
13. Apply elementary statistics.
14. Explain the statistical requirements for designing statistically valid surveys.
15. Assist in a sample selection.
16. Analyse and interpret the results of a survey.
17. Construct an energy balance.
18. Interpret an energy balance.
19. Apply the usefulness of the energy balance and time series data for advanced analysis of the energy economy.
20. Identify and rectify anomalies in time series data.
21. Analyse standard definitions.
22. Compile an energy balance for their country.
23. Discuss the issues surrounding rural energy supplies.
24. Define the issues surrounding rural energy consumption.
25. Find alternative options for rural fuel supplies.
26. Negotiate the social issues around rural energy poverty.

Integrated assessment

Assessment is focused on candidate's ability to fulfill their life role performance as well as to demonstrate broad enabling competences. They have to be able to demonstrate their theoretical knowledge and understanding of applications with discussions and debates on scientific issues and practice. Assessment strategies and procedures include:

Formative (continuous) assessment practices

Reports and problems on every theme will be structured. Research progress is assessed at regular intervals by meetings scheduled with the study leader and other stakeholders in the research field.

Summative (final) assessment practices

Every module will be assessed with problem solving, relevant questions, portfolio designs etc. The dissertation is assessed by the study leader and at least one external examiner in the research field from another institution with at least a master's degree in the research area.