Logical Framework Approach In Enhancing Renewable Energy And Energy Efficiency

Logical Framework Approach In Enhancing Renewable Energy And Energy Efficiency (Re&Ee) Projects In Secondary School Science Subject

Introduction of element renewable energy and energy efficiency in teaching science at lower and middle secondary school was implemented in 2001. The move was timely and very practically along with energy crisis affecting Malaysia and worldwide generally. CETREE as the Centre for Education, Training and Research in Renewable Energy and Energy Efficiency made an intelligent move with collaboration of Curriculum Development Centre and Ministry of Energy, Water and Communication   promoting awareness and the importance of Renewable Energy and Energy Efficiency (RE&EE) through revising the current science curriculum of the Lower and Middle Secondary Schools in Malaysia. Logical Framework Analysis (LFA) is a pragmatic tool in identifying the problem face by the science teachers in secondary schools and suggesting the appropriate strategy in implementing the component of RE and EE either in the curriculum or co-curriculum activities. The outcome of the LFA is a comprehensive blue print and action plan to be done by the teachers. The successfulness of implementing RE and EE will develop and producing students and teachers as agent of change in helping the country combating the crisis of energy worldwide.

INTRODUCTION CETREE, Centre for Education, Training and Research in Renewable Energy and Energy Efficiency was established in October 2000, a result of discussion and mutual understanding between Malaysia and Denmark. The development objective of establishing CETREE is to increase the role and utilization of renewable energy and energy efficiency in Malaysia. The immediate objective is renewable energy and energy efficiency are regarded viable means for Malaysia to reduce dependency on fossil fuels and improve the quality of environment. The executing agency is Ministry of Energy, Water and Communication (MEWC), where as the implementing agencies are Ministry of Education and Universiti Sains Malaysia. Under memorandum of understanding, the Government of Denmark through DANCED has agreed to providing grant for the operational of CETREE from October 2000 to Mac 2004. After that, the activities and operational of CETREE is financially supported by Malaysian government under MEWC. Currently CETREE encompasses of 7 task groups mainly the Education,  University, Professional, Public Awareness and Information, Mobile Exhibition Unit, Website and Research. CETREE has revised the school curriculum for secondary school with the cooperation from Curriculum Development Centre to include of renewable energy and energy efficiency element for the Science and Science base subject in 2001. Until now one expert teacher has been trained to be the resource person at each school for all 1180 secondary schools in Malaysia. Four books were published to help the teacher getting information and doing activities during teaching in classroom or as co-curriculum activities encompasses Teachers Resource Module, Teachers’ Guide Module, Activity Module and Co- Curriculum Project Module. Logical Framework Analysis (LFA) is a strategic approach to be applied at the secondary school level to ensure the continuity of renewable energy and energy efficiency projects.  The result of this approach is milestone of the long term planning and the strong collaboration of stakeholders that can cultivate the interest among school community thus helping the country combating the energy crisis. Renewable Energy and Energy Efficiency (RE&EE) Project in Secondary School Various projects have been done to cultivate the interest in students and teacher pertaining the RE&EE. The projects cover the area in photo voltaic, biomass, solar thermal and energy efficiency. In the solar thermal scope several project constructed including solar water heater, solar box cooker, solar desalinator, solar dryer, solar parabolic cooker. In the area of photovoltaic, project produced including solar fan, solar car, solar warning light, solar traffic light, solar- exhaust fan. Biomass projects encompass of using residue from plants such as risk husk and oil palm trees, and animal waste as fuel for cooking. As for energy efficiency the projects include good house keeping and energy audit at home and school. The project created and implemented at the school level need to be continuously monitoring as well as enhancing to retain and increase the students’ interest and awareness on renewable energy and energy efficiency. Without the proper means and long term planning at the school level, the effort initiated by CETREE and Ministry of Education will gradually dying and loosing its popularity. The Application of Logical Framework Analysis (LFA) as a RE&EE Project Design Tools Logical Framework Analysis (Kamarulazizi Ibrahim, 2004) (PPD Refreshers Workshop, 2004), which was developed at the end of the 1960’s, is an analytical tool for project design, project planning, implementation and management, and, monitoring and evaluation. The main features of LFA are sequential planning steps, permanent visualisation and team approach. The advantages of LFA are: •          It ensures that fundamental questions are asked and weaknesses are analyzed, in order to provide decision makers with better and more relevant information. •          It guides systematic and logical analysis of the inter-related key elements which constitute a well designed project. •          It improves planning by highlighting linkages between project elements and external factors. •          It provides a better basis for systematic monitoring and analysis of the effects of projects •          It facilitates common understanding and better communication between decision-makers, managers and other parties involved in the project. •          Management and administration benefit from standardised procedures for collecting and assessing information. •          The use of LFA and systematic monitoring ensures continuity of approach when original project staffs are replaced. The LFA can be used for a long term planning by the schools for implementation of successful RE&EE projects. It consists of an analysis phase and a planning phase (PPD Refreshers Workshop, 2004): Table 1: The Logical Framework Approach to project design ANALYSIS PHASE PLANNING PHASE Step 1: CONDUCT Stakeholder analysis ·          Identify groups, people and institutions which are likely to be affected by the project. ·          In this case the stakeholders would be the representative from JPN and Ministry of Education, principals, teachers, etc. ·          Identify the key problems, constraints and opportunities they face. Step 2: CONDUCT Problem analysis ·          Formulate problems that the stakeholders believe to be obstacles for the achievement of the project mission, i.e. in this case to achieve an excellent RE&EE program in secondary schools. ·          To do this, the stakeholders are needed to write their problem on cards i.e. one problem on one card. Problems should be stated as negative statements. ·          Determine cause and effect relationships and develop a problem tree. ·          To get a problem tree, the problems are arranged in such a way that if the problem is a cause it goes on the level below. If it is an effect it goes above and if it is neither a cause nor an effect it goes on the same level. Step 3: CONDUCT Analysis of Objectives ·          Develop objectives from the identified problems by changing the negative statements to positive statements. ·          Identify means to end relationships; identify clusters of objectives. ·          Determine the project strategy to achieve the project mission. In this phase, the stakeholders are needed to prepare a logframe which involves step 4 to 6 below: Step 4: DEFINE Intervention logic ·          Define the project elements i.e. overall objective, project purpose and result level. ·          Formulating objectives in measurable terms. Step 5: SPECIFY Assumptions and Risks ·          Identify the conditions which are likely to affect the project’s implementation but which are outside the project management control. Step 6: IDENTIFY Indicators ·          Identify ways to measure that progress has been achieved. ·          Formulate indicators; define means of measurement. Step 7: PREPARE Activity schedule ·          Determine the sequence and dependency of activities. ·          Estimate duration, set milestones and assign responsibility among the stakeholders. Step 8: PREPARE Cost schedule ·          Specify inputs required. ·          Develop cost schedule. ·          Prepare detail budget. Use of the Microsoft Office Excel facilitates the process of shown in Table 1. CONCLUSION Project base approach in creating the awareness among the students and school community on renewable energy and energy efficiency is parallel to inquiry teaching and learning to construct their meaningful learning. Continuously developing and enhancing the project will enrich the knowledge, develop positive attitude and cultivate good practice to the students and teachers on RE&EE.  Apart from that project activities will develop the curiosity and interest in the student co-curriculum project with regard to RE&EE. The LFA approach is one of alternative approach helping the teacher and stakeholders in education identifying the obstacles facing by educator and science official and finally come out with comprehensive blueprint to be done to making sure the RE&EE project achieve greater success and helping the country in the effort to reduce independence on fossil fuel. The stakeholders in the school community should work collaboratively to realisation of the Malaysia  REFERENCES Faridah Ibrahim et al (2003), Renewable Energy and Energy Efficiency Co-Currriculum Project Module, CETREE, Penang, Malaysia. Kamarulazizi Ibrahim et al (2003), Renewable Energy and Energy Efficiency Activity Module, CETREE, Penang, Malaysia. Kamarulazizi Ibrahim (2004), General Introduction to LFA. Lecture Note, Universiti Sains Malaysia. Kamarulazizi Ibrahim et al (2003), Renewable Energy and Energy Efficiency Teachers’ Resource Module, CETREE Penang, Malaysia. CETREE (2005), Koleksi Pertandingan Projek Kecekapan Tenaga dan Tenaga Diperbaharui Sekolah-sekolah Menengah Se Malaysia 2003. Laporan Tahunan 2005, CETREE, Penang, Malaysia. PPD Refreshers Workshop (2004), The Logical Framework Approach: Step-by Step Guidelines to Objective-Oriented Project Design, [Online], Available: http://www.ausaid.gov.au/ausguide/pdf/ausguideline3.3.pdf (Aug 8, 2006). Progress report (2001), CETREE, Penang, Malaysia. Progress report (2002), CETREE, Penang, Malaysia. Progress report (2003), CETREE, Penang, Malaysia. Progress report (2004), CETREE, Penang, Malaysia. Seith Sulaiman et al (2003), Renewable Energy and Energy Efficiency Teacher’s Guide Module, CETREE Penang, Malaysia.