Rethinking education for SDG 7: A framework for embedding gender and critical skills in energy access masters programmes in Africa. (August 2022)

• Record Type: Journal Article
• Authors: Pailman, Whitney; de Groot, Jiska
• Is Part Of: Energy research & social science. Volume 90(2022)
• Publication Date: 2022-08
• Subjects: Curriculum development -- Gender inclusive education -- Renewable energy education -- Gender and SDG 7 -- Skills for energy access; Power resources -- Social aspects -- Periodicals; Energy consumption -- Social aspects -- Periodicals; 333.7905
• DOI: 10.1016/j.erss.2022.102615
• Languages: English
• ISSNs: 2214-6296

Abstract

Abstract: To address the complex energy access challenges on the African continent a local skilled workforce is needed. Considering the crucial role distributed and renewable energy (DRE) is expected to play in achieving sustainable development goal (SDG) 7, developing local skilled professionals with competencies in these areas is critical for achieving universal energy access. Universities have a key role in addressing the gap of skilled African energy professionals through degree programmes that respond to SDG 7. Masters programmes in particular can address this gap, through specialist education across a range of courses and research projects which are increasingly available worldwide. Gender equality is critical to both access to post-graduate education and the design and delivery of degree programmes. This paper proposes a '6 Lever Framework' for mainstreaming gender into energy access Masters programmes, through a qualitative empirical case study of the Transforming Energy Access Learning Partnership (TEA-LP), which supports a network of eight African universities to develop energy related Masters programmes. The case study highlights the process the TEA-LP used to mainstream gender into Masters programmes, through insights from semi-structured interviews conducted with nineteen TEA-LP course convenors and lecturers, and examples from course curricula. This paper finds that integrating a gender perspective in the curriculum can help course convenors and lecturers reframe energy access education at their respective universities on the continent, and contribute to a paradigm shift in education that promotes values and practices of inclusivity and diversity and advances SDG 7 in a tangible way. Highlights: Gender-focused learning outcomes Gender and energy access content Gender inclusive teaching & learning activities Multi-disciplinary programmes Enrolment & retention of female students An enabling environment for all university staff