Ghana currently has no future energy strategic plan or framework for its generation system apart from the Energy Policy developed by the Energy Commission (EC). The EC based its research on the year 2000 parameters and estimated the energy system up to 2020, which cannot entirely address the current challenges facing the energy sector. The main objective of this paper is to develop an integrated energy planning (IEP) framework for Ghana as a guideline for addressing energy challenges, to promote energy efficiency in both demand and transmission, CO2 emissions reduction, and the utilization of renewable energy sources (RES). The methods used are content analysis, multiple case study, and procedure for IEP framework development. The primary computer tool used for the analysis and future energy projections was Long-range Energy Alternative Planning. The demand forecast was performed using key input parameters, including Gross Domestic Product, population change and urbanization. The overall results of this study suggest 40% of non-conventional renewable energy resources into the country's energy mix, proposed energy efficiency promotion in both demand and transmission, and the utilization of RES integration to save the nation up to about 40% CO2 emissions reduction. The paper recommends strategies to reduce losses in the transmission and distribution systems of Ghana. The paper again recommends the revenues accrued from the carbon tax for maintenance work on the existing equipment, and finally, an integrated energy planning framework was developed to serve as a roadmap for Ghana's energy sector up to the year 2050.
The Integrated Energy Plan (IEP) was designed to consider South Africa’s energy needs from 2015 to 2050, as a guide for energy structural savings and the development of energy policy. The main aim of the Department of Energy is to ensure the security of energy supply. The current energy situation in the country has its gains and challenges. With the growing population and infrastructural development, the country requires prudent measures to meet the country’s energy needs for 2020–2050. The country’s energy is currently dominated by coal-fired plants, which represent about 70% of the total installed capacity, crude oil contributes about 21%, with only 9% from all other energy sources, including renewables. This paper examines the scope of the IEP framework, key objectives of the IEP, the methodology applied to achieve those objectives, and the projections made for attaining the framework target. The paper further reviews the energy requirements for the key sectors of the economy and analyses the effects of CO2 emissions and the benefits of job creation for the entire period. Despite substantial renewable potential in South Africa, at present it contributes as little as 2% of the energy mix. The global renewable energy policy on CO2 emissions reduction, improvement of energy efficiency and deployment of renewable development are not met in the IEP framework.
This dissertation investigated the use of ICT tools in Vocational and Technical Education and Training (TVET) in the Kumasi Metropolis. The study was designed to collect information from selected schools on how far they use ICT tools in teaching technical subjects. The people who were contacted with the research were ICT teachers, technical teachers on the field, parents and educationists, students and computer experts. The research objective was to find out if adequate or well-equipped structures have been put in place for this modern technology and also to find out if enough funds are provided for maintenance to promote effective teaching and learning. The descriptive research design was adopted and questionnaires and interviews were used as the research instruments. The Statistical Package for Social Sciences (SPSS) was used to analyse the results. The sample involved 400 students, 100 teachers, 80 ICT teachers and 40 parents and educationist. Four Deputy/Assistant Directors and two computer experts were also interviewed. The results showed that about 86% of respondents would like the usage of ICT tools in our Voc/Tech schools for the students to be abreast with current technological advancement. The schools do appreciate the contribution of ICT tools to their performance, but there are various barriers which require government intervention to adopt appropriate policies to address them. The findings, however, revealed financial problems, unavailability of quality ICT teachers, lack of ICT tools and lack of well-equipped computer laboratories, making it difficult to continue with the programme which has already started in the schools visited. In any case, there is still the need for improvement as outlined in the recommendations. The recommendations serve as a guideline for planning; the need to apply ICT tools in Voc/Tech schools and implementing computer education in Voc/tech Schools in Ghana especially in the Kumasi Metropolis.
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