Public Understanding of Renewable Energy Technologies in Nigeria: Implications For Science and Technology Policy and Education

WOJUOLA ROSEMARY NIKE

Public Understanding of Renewable Energy Technologies in Nigeria:

Implications For Science and Technology Policy and Education

EDGEWOOD CAMPUS DURBAN SOUTH AFRICA

Title Background Renewable energy in Nigeria Implementation Barriers Renewable energy and Education Public Understanding of Renewable

Energy Technologies The Way Forward References

Public Understanding of Renewable Energy Technologies in Nigeria:

Implications For Science and Technology Policy and Education

Content

Public Understanding of Renewable Energy Technologies in Nigeria: Implications For

Science and Technology Policy and Education

Background

Everything we do is connected with energy in one form or the other

Increasing energy demand

Increasing global concerns about energy generation and use

Public Understanding of Renewable Energy Technologies in Nigeria: Implications For Science and Technology Policy and Education

Nigeria is endowed with great renewable energy (RE) potentials.

If only 0.1% of the total solar radiant energy converted at 1% efficiency would meet the total energy demand of the nation (Akinbami, 2001).

There exists great possibilities of power generation from renewable energy sources in Nigeria (Fagbenle, Katende, Ajayi, & Okeniyi, 2011; Ogunmodimu, 2013; Ohunakin, 2011; Okey,

2013; Oluseyi & Kolawole, 2009; Oyedepo, 2012; A. Sambo, 2009)

Renewable energy sources will prevent problems of fossil fuel dependence

(Akinbami, 2001; A. Sambo, 2009; Sonibare, 2010; E. UNDP, 2005; Vincent-Akpu, 2012).

Renewable Energy In Nigeria

Public Understanding of Renewable Energy Technologies in Nigeria: Implications For

Science and Technology Policy and Education

Renewable Energy In Nigeria CTN

Nigerian National energy policy 2003 - energy sector will be diversified and pursue renewable energy production

National renewable energy master plan - 10% renewable energy penetration by 2020

Pilot and demonstration projects - Majorly in rural areas

Agenda 21 of the United Nations Commission on Environment Development indicated the importance of education in achieving sustainable development (UANDP, 1992).

For sustainable energy programme, all stakeholders must be well educated

Scientific literacy - level of public understanding of science that encourages one to act in concert with scientific consensus (Crowell & Schunn, 2013).

Scientific knowledge makes it easier for people to compare the risks and benefits - enables more specific valued judgments (Mielby, 2013)

Public skepticism about technological innovations

Public Understanding of Renewable Energy Technologies in Nigeria:

Implications For Science and Technology Policy and Education

Renewable Energy and Education

Public Understanding of Renewable Energy Technologies in Nigeria: Implications For Science and Technology Policy and Education

Public understanding consists of beliefs, attitudes, and perceptions about renewable energy technologies

Beliefs are based on knowledge, or suppositions and convictions which an individual holds to be true.

Attitude - a belief system or a set of values that are towards an object that is a product of science, science lesson or reflections of science on the society (Yilmaz & Timur, 2011).

Perceptions are certainty ascribed to beliefs.

Public Understanding of Renewable Energy Technologies

Knowledge about Renewable Energy Technologies

Beliefs about consequences (bi)

Perceived Usefulness

Perceived Ease of Use

Attitude toward

Renewable Energy

Technologies

Behavioral Intentions (BI)

Sustainable Behavior

Evaluation of consequences (ei)

THE MODEL

To explore the understanding (inclusive of perceptions, beliefs and attitudes) of Nigerian populace to renewable energy technologies, in order to determine the nature of an interface, if any, between their understanding and sustainable behaviour

To derive implications for science and technology policy and education in the country from the findings of the study.

Public Understanding of Renewable Energy Technologies in Nigeria: Implications For Science

and Technology Policy and Education

Purpose of this study

Public Understanding of Renewable Energy Technologies in Nigeria: Implications For Science and Technology Policy and Education

PUBLIC UNDERSTANDING OF RENEWABLE ENERGY TECHNOLOGIES

According to Davis (1989), one’s actual use of a technology system is influenced directly or indirectly by the user’s behavioural intentions, attitude, perceived usefulness of the system, and perceived ease of use of the system.

Positive attitude towards renewable energy technologies will enhance the exhibition of sustainable behavior in terms of energy generation and use.

THE WAY FORWARD

Public (social) acceptance shortens the time between the first discussions of new technical systems and their implementation (Assefa & Frostell, 2007)

Public acceptance cannot be achieved without public understanding. Public attitude needs to change to make major developments about the implementation of renewable energy technologies feasible (Devine-Wright, 2007).

  Education as a powerful agent of social change:

Raises awareness about new development and products Creates public confidence in the new products Trains the public to use them effectively (Jennings, 2000).

Nigerian public must have the right attitude and right perceptions about renewable energy technologies before there can be successful implementation of the technologies.

Public Understanding of Renewable Energy Technologies in Nigeria: Implications For

Science and Technology Policy and Education

Public Understanding of Renewable Energy Technologies in Nigeria: Implications For Science and Technology Policy and Education

THANK

YOU

Public Understanding of Renewable Energy Technologies in Nigeria:

Implications For Science and Technology Policy and Education

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