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Table of Contents   

Introduction  ................................................................................................................................................. 1 

Energy Conservation, Efficiency and Management Training Programme – Course Objectives and Curriculum  .................................................................................................................................................... 3 

Participants in Training Programme  ............................................................................................................ 5 

Features of Training Programme  – Success Factors  ................................................................................... 8 

Monitoring and Evaluation Framework of Training Programme  ............................................................... 13 

Gender Analysis .......................................................................................................................................... 17 

Lessons Learned  ......................................................................................................................................... 18 

Recommendations for Sustainability of the Training  ................................................................................ 19 

Institutionalization of the ECE Training Programme and Next Steps  ........................................................ 20 

Appendices  ................................................................................................................................................. 23 

Vision of Jamaica’s National Energy Policy 2009 – 2030

“A modern, efficient, diversified and environmentally sustainable energy sector providing affordable and

accessible energy supplies with long-term energy security and supported by informed public behaviour on energy

issues and an appropriate policy, regulatory and institutional framework”

1

Introduction  The Energy Conservation, Efficiency and Management Training Programme for public sector officials was conducted in 2012 by the Ministry of Science, Technology, Energy and Mining (MSTEM) with support from the United Nations Development Programme (UNDP). This training programme was delivered under the Capacity Development for Energy Efficiency and Security Project, to support the implementation of the National Energy Policy 2009-2030.

Three offerings of the training programme were delivered in 2012 as follows:

• May 7-15: Montego Bay • August 13-21: Mandeville • November 12-20: Kingston

This training intervention was designed for officers within Government of Jamaica (GOJ) who are responsible for energy management within their respective MDAs (ministries, departments and agencies) as well as other professionals in the public sector (property managers, procurement officers, members of ministry/agency procurement committees, directors of administration etc.) who have the direct responsibility of managing energy use within their job function and who have the responsibility for improving energy efficiency and reducing energy costs. The course covered important aspects of energy management.

This training is one component that will support the successful achievement of Goal 6 of Jamaica’s National Energy Policy as well as contribute to many of the goals and outcomes articulated in Jamaica’s National Energy Conservation and Efficiency Policy 2010 - 2030. The course also is a mechanism that is intended to enable GOJ to show leadership in energy conservation and efficiency, serving as a model for all other sectors of society. It is widely recognized that energy conservation and efficiency is one of Jamaica’s best steps to reduce the nation’s dependence on imported oil and this calls for renewed national efforts to conserve energy and use it as efficiently as is possible.

National Energy Policy  Goal 6 

Government ministries and agencies are a model/leader in energy conservation and environmental stewardship in Jamaica 

2

Structure of this Report  This report is structured as follows: Introduction – background information on the Energy Conservation, Efficiency and Management Training Programme Energy Conservation, Efficiency and Management Training Programme – Course Objectives and Curriculum – course objectives in terms of desired knowledge, attitudes and skills and presents an outline of the curriculum Participants in Training Programme – participants of the programme and the organizations they represented Features of Training Programme – Success Factors – key features of the training programme which contributed to its success Monitoring and Evaluation Framework of Training Programme – methodology by which the training programme was evaluated Gender Analysis – gender analysis of participation and performance in training programme Lessons Learned – lessons that came from conducting the training programme that can inform future training Recommendations for Enhancing the Training Programme – recommendations for increasing the effectiveness of the training intervention Institutionalization of the ECE Training Programme and Next Steps – suggestions for institutionalization of training programme and follow-up Appendices

Appendix 1 – Agenda of the Training Programme Appendix 2 – Participant Lists Appendix 3 – Workshop Pre- and Post-Test Questionnaire Appendix 4 – Performance on Pre- and Post-Tests by Training Location and Gender Appendix 5 – Workshop Evaluation Form

3

Energy Conservation, Efficiency and Management Training Programme – Course Objectives and Curriculum 

Course Objectives The course has been designed to enable GOJ to show leadership in energy conservation and efficiency, and ensure that participants: Knowledge:

• Understand the importance of energy conservation to Jamaica’s national development • Understand the core elements of Jamaica’s National Energy Policy 2009 - 2030 • Understand the core elements of the Jamaica’s National Energy Conservation and

Efficiency Policy 2009 - 2030 • Understand the importance of water conservation and indoor air quality to meeting an

organization’s energy goals • Understand the impact that energy conservation and efficiency can have on the

performance of ministries and agencies • Understand the officer’s role in managing GOJ’s assets and resources, particulary as it

relates to energy Performance:

• Know the key differences between energy conservation and efficiency • Evaluate a ministry’s/agency’s energy use and effectively monitor and take corrective

action as is necessary • Conduct and/or prepare terms of reference for the conduct of an energy audit for a

ministry/agency • Prepare an energy conservation plan • Employ guidelines and strategies to reduce a ministry’s/agency’s consumption of energy • Develop a ministry/agency energy action plan • Align a ministry/agency energy action plan/conservation plan to Jamaica’s National

Energy Policy and its associated action • Effectively communicate as well as solicit support and feedback on the energy

conservation plan • Develop and implement energy conservation projects within ministries and agencies • Provide timely and satisfactory reports on energy conservation and efficiency within their

portfolio responsibility Attitude:

• Appreciate the importance of energy conservation to Jamaica’s national development • Apperciate the role that officers in GOJ play in reducing overall MDA expenditures

Course Curriculum The course curriculum is divided into five modules covering various aspects of energy conservation and efficiency as follows:

4

Module 1 - Introduction to Energy and its importance to National Development

Module 2 - Energy Use and Management in the Jamaican Context Module 3 - Measuring Energy Usage within GOJ Ministries and Agencies – The Practical

Element of the Energy Officer’s Responsibility

Module 4 - Guidelines/Strategies for Energy Management

Module 5: Group Presentations

See Appendix 1 for the agenda of the training programme.

All participants were provided with the following materials/handouts: • Energy Conservation, Efficiency and Management Training Manual • Energy Conservation, Efficiency and Management Workbook • Workshop agenda • Various handouts (on environmentally friendly products, guidelines for fleet

management, JPSCo bills etc.)

5

Participants in Training Programme 

A total of 86 persons from 43 ministries, departments and agencies successfully completed the course during 2012

Montego Bay – May 2012

Mandeville – August 2012

Kingston – November 2012

6

A total of 86 representatives of 43 ministries, departments and agencies (MDAs) participated in the three training sessions conducted in May, August and November 2012 (see table below). 1

Participants included energy managers, property/facility/maintenance managers, engineers, administrators, procurement officers, office managers, finance and budget officers, and education officers, among others.

Appendix 2 provides the lists of participants in the three training sessions.

Ministry/Agency No. of Participants Office of the Prime Minister

• Postal Corporation of Jamaica (Post and Telecommunication Department) - 1 • Urban Development Cooperation (UDC) - 3 • Spectrum Management Authority (SMA) - 3 • National Environmental and Planning Agency (NEPA) - 2 • National Housing Trust (NHT) - 2 • Jamaica Defence Force (JDF) - 2

13

Ministry of Science, Technology, Energy and Mining • Petroleum Corporation of Jamaica (PCJ) - 3 • Wigton Windfarm - 2 • Jamaica Bauxite Mining - 2 • International Centre for Environmental and Nuclear Sciences (ICENS) - 2 • National Commission on Science and Technology (NCST) - 1 • PETCOM - 1

14

Ministry of Transport, Works and Housing • National Works Agency (NWA) - 3 • NMIA Airports Ltd. - 2

8

Ministry of Health • South East Regional Health Authority (SERHA) - 3 • Southern Regional Health Authority (SRHA) -1

7

Ministry of Labour and Social Security 3

Ministry of Education • Jamaica Library Service - 5

11

Ministry of Youth and Culture • Office of the Children’s Registry - 1

1

Ministry of Tourism and Entertainment • Tourism Product Development Co. (TPDCo) - 1 • Jamaica Tourist Board - 2

3

Ministry of Agriculture and Fisheries • National Irrigation Commission (NIC) - 1

3

1 Note that an initial pilot training programme was conducted in Kingston in April 2011. At that time, 41 persons from 30 MDAs (many of which are represented here) successfully completed the course.

7

Ministry/Agency No. of Participants Ministry of Land, Water, Environment and Climate Change

• Forestry Department - 2 • National Water Commission (NWC) - 2

6

Ministry of Local Government and Community Development • St James Parish Council - 1 • Manchester Parish Council - 1 • National Solid Waste Management Authority (NSWMA) - 2

6

Ministry of National Security • Department of Correctional Services - 1

2

Ministry of Finance and Planning • Tax Administration Department - 4

5

Ministry of Industry, Investment and Commerce • Department of Cooperatives and Friendly Societies - 2

2

Ministry of Justice • Victim Support Unit - 1

1

University of the West Indies 1

TOTAL 86

Certain key ministries and agencies did not participate in this training programme. These include the following:

• Ministry of Industry, Investment and Commerce – Bureau of Standards, Factories Corporation of Jamaica, Jamaica Business Development Centre, Scientific Research Council

• Ministry of Health – North East Regional Health Authority and Western Regional Health Authority

• Ministry of Foreign Affairs and Foreign Trade • Government Electrical Inspectorate • Civil Aviation Authority • Ministry of Local Government and Community Development – Parish Councils and

KSAC (only St. James and Manchester have participated), Social Development Commission

 

8

Features of Training Programme – Success Factors 

A number of features contributed to the success of this training programme. These features are described in this section.

Clear Support from the Ministry of Science, Technology, Energy and Mining Official Opening and Closing ceremonies provided opportunities for key officials in the Ministry of Science, Technology, Energy and Mining to show their commitment to and support of the training programme. Minister of State Hon. Julian Robinson, Permanent Secretary Ms. Hillary Alexander and Mr. Fitzroy Vidal, Principal Director in the Energy Division stressed the importance of this programme in the implementation of the National Energy Policy Policy 2009 – 2030. Mr. Vidal charged the participants with becoming “Energy Ambassadors” and indicated that the Ministry would call upon them to be facilitators and presenters at other training sessions, thus pushing the programme forward and helping to achieve the vision set out in the National Energy Policy. Each participant who completed the training programme received a Certificate of Participation.

Additionally, during the training course, MSTEM provided updates on activities that have taken place since the Policy was promulgated in 2009. This was important to demonstrate that concrete actions are being undertaken in the implementation of the Policy.

Sharing Knowledge and Best Practices A fundamental principle of the training programme was to facilitate the sharing of knowledge, experience and expertise which all participants bring to the table. While all participants shared their specific experiences, certain participants from institutions such as the Petroleum Corporation of Jamaica, the University of the West Indies, and PETCOM served as primary resource persons because they were expert energy managers with considerable experience and knowledge. These resource persons answered questions posed by other participants and provided detailed explanations of certain topics based on their expertise.

In the August workshop in Mandeville, resource person Mr. Stanley Smellie from UWI brought equipment and demonstrated

Minister of State Julian Robinson presenting Certificate of Participation to

a participant

Mr. Stanley Smellie, a participant from the University of the West Indies demonstrating

different types of fluorescent bulbs and ballasts

9

the energy used and amount of light obtained from different types of fluorescent bulbs (T-12, T-8 and LED) and magnetic and electronic ballasts. This demonstration provided participants with specific hands-on experience with these different types of lighting.

Examples of Best Practice Throughout the training programme, examples of best practices in energy management in Jamaica were provided. These examples served to show what is already being done by organizations in the country as well as some of the benefits that these organizations have accrued. Best case examples which were highlighted were:

• The University of the West Indies (UWI) – activities were described by participant Mr. Stanley Smellie during the seven days of the August workshop in Mandeville

• Office of the Prime Minister (OPM) – a presentation was made by participant Mrs. Sandra Braimbridge describing the OPM’s energy management programme at the November workshop in Kingston

• National Environment and Planning Agency (NEPA) – a presentation created by NEPA was presented by the facilitator at each of the three workshops

• Sandals Resorts International – activities based on a recent news article were presented by the facilitator at each of the three workshops. While the course was aimed at public sector officials, it was important to show this example from a leading private sector entity, demonstrating that the public and private sectors can learn from each other.

Some of the key activities being done by these organizations are listed below. University of the West Indies

• Created an Energy Conservation Project Office • Developed and implemented Campus AC (air conditioning) Policy which addressed

procurement, installation, usage, servicing and retirement. • Replaced 40W T12 lamps with 32W T8 lamps and replaced

magnetic ballasts with efficient electronic ballasts in fluorescent lamps

• Carried out pilot project on LED lighting for select operations • Installed and applied a computerized energy management and

monitoring system • Pursuing a Staff Energy Coordinators Programme for each department and a Student

Energy Coordinators Programme for halls of residence • Average Monthly “dollar value” savings in electricity cost for Aug - Dec 2010 was

$3,621,330

Office of the Prime Minister

10

• Developed an Energy Action Plan 2009-2012, which will assist in accomplishing the goals of the National Energy Policy.

• Practices green procurement of photocopiers, fax machines, printers and computers that are equipped with energy saving features.

• Involves caretaker in energy conservation measures • Sensitizes staff as it relates to energy saving practices by ways

of an “Energy Saving Tip of the Week”. • Retrofitted solar lights at the Jamaica House car park from

sodium to LED lighting. • Set up an in-house “Think Tank” on energy conservation and

cost containment, which has been extended recently to include OPM Agencies. This is to provide a forum to share best practices

• In 2009 – 2010, OPM saw a reduction of 15% in electricity usage.  

National Environment and Planning Agency • Created Cost Containment Committee and Environmental Stewardship Programme • Monitoring electricity use - competition between the two main NEPA buildings • Made successes and failures public • Reminders via signs and Intranet for energy saving practices • ACs turned on and off at specific times each day

Sandals Resorts International • Established Jamaica’s first Eco Village resort on November

18, 2011 • Uses solar panels atop the roof that provide enough power to

operate electric appliances in the suites. • Panels are connected to the resort’s electrical grid, allowing

any extra energy generated to be utilized at the resort’s other facilities.

• Uses energy efficient equipment, including inverter air conditioners, LED lights which can be operated by guests using a touchscreen controller on the bedside table or a mobile device such as a tablet PC and smartphone. 

Experiential Learning A key element of the programme is hands-on experiential learning. This was accomplished by conducting an informal energy audit walk-through and a field trip. Energy Audit Walk-through Participants were given the opportunity to do an informal energy audit walk-through of the buildings in which the training programme was being conducted. Participants visited a few rooms and other areas within the buildings and noted the energy-consuming systems being used.

11

The walk-through allowed participants to observe and analyze actual energy management activities, so that they would be better prepared to do an energy audit in their own facilities. Field Trip

A field trip to Wigton Windfarm in Rose Hill, Manchester provided participants with a good first-hand experience of a renewable energy technology and how this private energy producer was able to link to the national power grid – both providing electricity to and receiving electricity from the national grid. Wigton Windfarm is a wholly owned subsidiary of the Petroleum Corporation of Jamaica (PCJ) and is the largest wind farm in the English-speaking Caribbean. In the course evaluation, many participants indicated that this was the highlight of the workshop.

Train-the-Trainer Model The workshop served as a train-the-trainer workshop with the expectation that participants would develop skills to be “energy ambassadors” and serve as resource persons to conduct similar awareness raising and skill development sessions with their colleagues. At the very beginning of the workshop this expectation was conveyed to participants who were advised that the training session would be a model that would illustrate elements they could use in their own organizations. Key elements demonstrated in the workshop included:

• Defining objectives of the training and assessment of achievement of those objectives at the end of training

• Importance of time management – and striking a balance between allowing discussion from a wide cross section of persons and keeping the planned agenda on track

• Utilizing a mixture of facilitation and learning techniques • Involvement of each participant and sharing participants’ experiences • Providing resource materials • Workshop evaluation

The workshop demonstrated a variety of learning techniques which participants could use in their own settings. These techniques included a mix of lectures, discussions, individual and small group exercises and experiential learning. Short lectures (“lecturettes”) were conducted by the primary facilitator as well as guest speakers from MSTEM and exercises were conducted in plenary, by individual participants and by participants working in small groups. As described above, the workshop also provided opportunities for participants to share their own experiences – informally during discussions and by making formal presentations. Also, the energy audit and

12

field trip provided models for similar activities which could be organized by participants with persons in their own organizations. While certain participants were more vocal during discussions, there were opportunities to make each participant’s voice heard throughout the course of the workshop. One example was a “commitment ceremony” conducted at the end of the training session in which each person declared a personal commitment to an action they would take as a result of the training. Also, each person was involved in the final group exercise to create energy management plans (see below). The major exercise in the workshop was the development of organization energy management plans by groups of participants. Each group selected a leader and assigned particular tasks to each group member. Not only did this exercise serve to develop participants’ skills to develop energy management plans for their organizations, but it also demonstrated how they could in turn “teach” others to create such plans. Furthermore, each group was required to present its plan to the class. An analysis of the presentations was conducted, pointing out areas of strengths and weaknesses and providing tips and suggestions for the future. Thus, this exercise helped to enhance participants’ skills in group dynamics, distilling key information to create PowerPoint presentations, and delivering presentations – including interacting with their audience. Resource materials provided to participants included a training manual and a workbook. These were supplemented by handouts on specific topics, including those by the external facilitators from MSTEM. Also, relevant articles from current newspapers were brought in and used to discuss timely energy-related issues. These resource materials – in addition to the presentations used in the course – are being made available by MSTEM to participants to assist them in working with colleagues in their own ministries, departments and agencies. They are being provided electronically so that persons can update the information and also to adapt it for their own institution.

Participants presenting their energy management plan

13

Monitoring and Evaluation Framework of Training Programme 

Pre- and Post-test Methodology The pre- and post-test methodology was used part of monitoring of the course to help create a successful training session. Participants were asked to complete a pre-test questionnaire (with 12 questions – see Appendix 3) before the opening ceremony began. The results of the pre-test were discussed and guided the facilitators in determining the areas in which participants needed most attention/information. It also assisted in determining the level of understanding of energy issues of the overall group. At the conclusion of the training, a post-test questionnaire (using the same questions as the pre-test) was administered. The results of the post-test were presented and discussed by the participants, comparing the post-test and pre-test results. During the three training programmes, 82 persons completed the pre-test and 80 completed the post-test. The average results of the pre- and post-tests for the three cohorts showed that:

The table below compares the performance of all participants on the pre- and post-tests for each of the 12 questions. It can be seen that the number of persons who answered each question correctly increased for all questions – except #6. Question 6 was intended to determine knowledge of immediate effects of energy use. However, discussions during the programme about energy use and climate change

• The average score (or percentage of questions answered correctly) for all participants was 60% in the pre-test and 90% in the post-test, an increase of 30 percentage points.

• No participant answered all 12 questions correctly in the pre-test. In the

post-test, 39% of all participants answered all questions correctly. • In the pre-test, the average correct response rates for the two questions

about the National Energy Policy were: o Q1: Does Jamaica have a National Energy Policy? 81% answered

“Yes” o Q2: Jamaica has ____ sub-sector energy policies. 19% answered

“5” In the post-test, all participants knew that Jamaica has a National Energy Policy and 96% of the participants stated the correct number of sub-policies.

14

included possible impacts on beaches from climate change – considered a long-term effect compared with the other options. However, since participants recognized the link between climate change and energy use, many stated that there was no answer to this question, since no option could be dismissed as not being the result of energy use.

Question Percentage of participants

answering correctly Change

(percentage points) Pre-test Post-test

1. Jamaica has a National Energy Policy 81 100 9 2. Jamaica has [0/5/3/1] sub-sector policies. 19 96 77

3. Environmentally preferable sources of energy are also known as: [Conventional sources of energy / Renewable energy sources / Large hydro-power facilities / Potential energy]

91 100 9

4. The terms energy conservation and energy efficiency have same meaning 69 89 20

5. Jamaica currently uses [10% / 5.6% / 7.2%] of renewable energy as part of its energy mix 16 92 76

6. Energy use and consumption can result in all of the following impacts except [Air pollution / Global warming / Human health effects / Loss of beaches]

71 65 -6

7. Which sector consumes the largest amount of energy in Jamaica? [Households / Transport / Bauxite and alumina / Tourism]

31 89 68

8. Is an energy audit the same as an energy management programme? 85 94 9

9. Screensavers save energy [T/F] 54 93 59

10. Which one of the following uses the least amount of energy? [Microwave / Gas stove / Fryer] 16 60 46

11. Walls in a building should be painted in _______________ colours to reduce energy consumption [Light / Dark]

94 100 6

12. Can day-lighting be integrated with electric lighting? 90 99 9

See Appendix 4 for a comparison of the performance of participants on the pre- and post-tests for each of the three training sessions. Course Evaluation Workshop evaluation forms were also part of the M&E framework for this programme. At the end of the programme, participants completed and submitted workshop evaluation forms (see Appendix 5).

15

The three training sessions were evaluated in writing by a total of 80 participants using the Workshop Evaluation Form (a 93% response rate). A summary of the evaluation is presented below. The table below shows the percentage of participants who rated various elements as excellent or very good for the three workshop locations.

Evaluation Question Montego Bay Mandeville Kingston

Overall rating of workshop 83 100 88

Training programme met objectives 100 97 94

Course content 83 100 91

Training manual 89 100 88

Handouts 75 93 79

Lecturettes 81 93 91

Group exercises and activities 88 97 91

Discussions 88 100 88

Field trip 87 100 87

• 89% of the total number of participants rated the workshop as excellent or very good and 96% rated the training programme as excellent or very good in terms of meeting the stated objectives

• All participants except one felt that this workshop contributed to increasing their knowledge on energy conservation and efficiency and that they would be better able to improve their use of energy

• 94% of the participants rated the workshop content as excellent or very good

• 92% of the participants rated the training manual as excellent or very good

• 94% of the participants rated the group exercises and 92% the discussions as excellent or very good and 92% of participants rated the field trip as excellent or very good

• 92% of the respondents rated the facilitator as excellent or very good

16

Facilitators 89 97 94

Areas for Further Exploration/Training Questions 10 and 12 asked for areas in which participants would like additional information or training. Participants indicated they would like to learn more about certain topics. These were covered to some degree within this workshop but participants indicated they would like further training on these topics. The topics included:

• Different renewable energy technologies, especially detailed technical information about solar energy

• More about the National Energy Policy and Government initiatives to implement the policy

• Conducting an in-depth energy audit • Green procurement • Opportunities for funding ECE initiatives • Software to record and monitor energy consumption

Key Recommendations Question 11 asked for suggestions on how to improve the training programme. Key recommendations made by participants included the following:

• Use more practical case studies and best practice examples, including examples from the private sector

• Invite representatives from the private sector to present their examples • Provide information in soft copy so as to help participants to create their own material

needed to train their staff when they return to their workplace • Place more emphasis on the calculation of energy use as it can clearly show how

implemented measures save energy and costs • Convene a follow-up workshop in one year with the same participants to determine how

they have progressed in the implementation of their energy management plans 

 

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18

Lessons Learned 

• While most people have some knowledge and awareness of energy issues, there are a number of areas where knowledge is low, for example the link between water and energy consumption. Therefore it is wise not to assume the extent of knowledge that participants possess beforehand.

• It is important to highlight the knowledge and expertise of each participant and to show that each person is doing something right. This increases their confidence and comfort zone and provides an impetus for them to share their successes with others and then to continue to do more.

• This training course on energy conservation and efficiency provides a model that can be used in training similar groups on other issues ranging from environmental stewardship to business or strategic planning.

• There are many ministries, departments and agencies within Government that are implementing small projects and activities in the area of energy conservation. Many of these can be documented and shared across the public sector.

• There is a willingness by persons to better manage energy as they recognize the benefits of energy conservation and efficiency.

Participants at the workshops in Mandeville, Montego Bay and Kingston

19

Recommendations for Sustainability of the Training 

• Place training materials (training manual, presentations, handouts, etc.) on MSTEM website and advise persons trained that it is there – to provide resource materials and encourage persons to take the training further within their own organizations.

• Invite appropriate (i.e. high performing, high interest, motivating) participants to make presentations at other MSTEM training opportunities

• Create a register of ECE resource persons across the island who could be invited to contribute to ECE training and awareness-raising sessions being conducted by ministries/agencies and other organizations. These resource persons could be from government ministries/agencies, private sector (e.g. hotels with good energy and/or environmental programmes). Register could be placed on MSTEM website. The register would have to be publicized to make sure people know about it – to utilize the resource persons in the register as well as to provide suggestions for resource persons to add to it or to offer to be in listed in it

• Invite organizations – public and private – to provide case studies of good ECE initiatives and publicize/share these case studies (e.g. through MSTEM website). These also could be used as resource materials for persons conducting ECE training and awareness initiatives within their own organizations

• Follow up with ministries/agencies who participated in the training programme periodically – at least in the short-term – to determine if an energy management plan has been put in place and the progress towards its implementation – or barriers towards development or implementation of such a plan

• Utilize the MSTEM National Energy Information Clearing House as a vehicle to provide information and resource materials to agencies in raising ECE awareness and implementing their energy management plans

• Create an Energy Forum for MDAs (using the energy clearing house platform) – to share best practices, to seek advice, to answer questions, provide tips etc.

20

Institutionalization of the ECE Training Programme and Next Steps 

From the inception of the design of the training programme, mention was made of institutionalization of the programme for the purpose of ensuring long-term sustainability. Whilst it is customary for training programmes to be designed and developed in the non-formal training sector, that is by institutions whose core mandates are not training, the information and training content of this course could be institutionalized in the formal training sector. In fact, to ensure sustainability it is wise to do this. The design, development and delivery of training in the non-formal sector is often undertaken to meet a specific need of an organization or an entity to better undertake aspects of their core mandate. In this case, the Ministry of Science, Technology, Energy and Mining with support from the United Nations Development Programme, developed this course and its associated training materials to enable ministries, departments and agencies of the Government of Jamaica to improve efforts at energy conservation and efficiency and reducing costs associated with energy consumption across Government. It is clear that training in energy conservation and efficiency will always be a priority not just within the public sector but across all sectors. It is therefore necessary, given limited human and financial resources within GOJ and MSTEM, to seek ways in which this training can be delivered outside of a programme organized by the Ministry but by an entity that is responsible for training towards continuously increasing the stock of professionals who have a comprehensive understanding of energy conservation, management and efficiency and are also able to implement projects and programmes that support reduced consumption of energy or use of alternative energy sources. The institutionalization of the Energy Conservation and Efficiency Programme within tertiary institutions is therefore recommended as part of the capacity building efforts of the overall energy conservation and efficiency thrust of the Government and should be part of a plan to ensure that over time there will always be a set of skills in-country to pursue continued improvements in energy conservation and efficiency. To this end, it is recommended that three tertiary institutions be approached to institutionalize the Energy Conservation and Efficiency Training Programme. These are:

1. Management Institute for National Development (MIND) 2. University of the West Indies (UWI) 3. University of Technology, Jamaica (UTech)

Two approaches for institutionalization of the training programme should be presented to these three tertiary institutions:

1. Infuse components of the Energy Conservation and Efficiency Programme into already existing modules or courses currently being offered by these institutions. For example at MIND, a few of their current programmes should be able to accommodate this aspects of the programme – for example the Public Sector Senior Management

21

Development Programme – a one-year course geared to the training of senior management who have the potential to become permanent secretaries, or their procurement course, or their General Management one-year diploma programme. Note that all of these programmes currently include environmental modules as well.

2. Offer the entire Energy Conservation and Efficiency Training Programme as part of a degree programme, possibly at the Masters Level.

Next Steps to Facilitate Institutionalization

• Hold meetings with the three tertiary institutions to determine the possibility for infusion of energy conservation and efficiency modules in their various programmes

• Prepare a paper that will facilitate discussion with these institutions. This paper should include:

o An introduction to the Energy Conservation and Efficiency Training Programme - course content/curricula; training manual and delivery and target groups

o Rationale for the institutionalization of the Energy Conservation and Efficiency programme within tertiary level institutions

o Presentation of the course in detail o A discussion on the proposed courses that could include energy conservation and

efficiency issues (this would require a quick review of the existing curricula at these institutions to enable recommendations to be made)

o The possibilities, including timing of offering the Progamme in a current degree programme or for the infusion of energy conservation and management issues in existing courses

• Develop a train-the-trainer energy conservation and efficiency training guide (this of course is very different from the existing training manual)

• Deliver a train-the-trainer course for trainers at MIND to include participants such as MIND trainers, technical persons from MSTEM as well as persons who excelled in the existing programme and who can be considered to be potential trainers in the area

• Where the programme is to be institutionalized, configure the existing programme to meet the needs of the course in which energy conservation and efficiency is to be institutionalized

Other Next Steps to be Considered

• Conduct a training impact evaluation – seek to determine the impact that the training has had on a participant’s job performance and how that impact has translated into improvements in energy conservation and efficiency at the work place. The training impact evaluation usually involves both discussions with the participant of the course as well as his/her supervisor. A training impact evaluation also will provide a useful mechanism to determining improvements in the training programme itself. A training

22

impact evaluation is usually undertaken six months after a training programme is completed. (Therefore, cohorts 1 and 2 can be undertaken in January 2013.)

• Develop an advanced course, focusing more on technical issues such as energy auditing and building the capacity within GOJ to undertake energy audits and training in the use of specific software (for example, the Carbon Impact Monitor (CIM)) to better monitor and manage energy use

• Create a space on the National Energy Information Clearing House to accommodate the participants in the course to continue to share information, clarify issues, share best practices etc.

23

Appendices  

24

Appendix 1 – Agenda of the Training Programme 

25

26

27

28

29

Appendix 2 –Participant Lists 

Montego Bay: May 7-15, 2012

NAME ORGANIZATION/POSITION

1. Neville Anderson National Works Agency Administrative Manager

2. Orett Clarke Ministry of Health Director of Operations and Maintenance

3. Karen Clayton National Solid Waste Management Authority Regional Administrator, Western Parks and Market

4. Paul Deerr Ministry of Labour and Social Security Occupational Safety Inspector

5. Clifton Freeburn Department of Cooperatives and Friendly Societies Senior Cooperative Officer

6. Stafford Gordon Tax Administration Department Property Manager

7. Cecil Graham Jamaica Library Service Regional Director

8. Marlon Grinion Ministry of Education Regional Building Officer

9. Edward Kelly Ministry of Transport & Works Senior Technical Officer

10. Geneive Kerr Tax Administration Jamaica Office Manager

11. Dean Lawrence Jamaica Tourist Board Administrator

12. Orville Reid Spectrum Management Authority IT Officer

13. Sonia Simpson St James Parish Council Procurement Officer

14. Greig Smith Ministry of Youth and Culture CEO, Office of the Children’s Registry

15. Cheryl Traille-Tennant Ministry of Tourism Office Manager, Tourism Product Development Co.

16. Dave Thomas National Water Commission Energy Manager

17. George Williams Jamaica Bauxite Mining Port Manager

18. Jennifer Witter Post and Telecommunication Department Regional Inspector

Mandeville: August 13-21, 2012 NAME ORGANIZATION/POSITION

1. Silvenia Dixon Post and Telecommunication Department Regional Inspector

30

NAME ORGANIZATION/POSITION

2. Nyree-Dawn Sturidge Tax Administration Department Property Services Manager

3. Patrick Brown Spectrum Management Authority Director, Finance and Administration

4. Sonia Cole National Works Agency Administrative Manager

5. Sherene Newman Ministry of Transport, Works & Housing Project/Technical Officer

6. Adrian Lewis National Water Commission Energy Management Technician

7. Sheldon Roberts Jamaica Library Service Rural Development Librarian

8. Loraine McLean Jamaica Library Service Regional Director

9. Cheryl Cousins Reid Jamaica Library Service Senior Librarian

10. Sharon Thomas-Gabriel Ministry of Education Office Manager

11. Andrew Miles Ministry of Education Education Officer

12. Bertram Brooks Ministry of Education Building Officer

13. Denise Samuels-Allen Ministry of Education Supervisor, Budget and Bank Reconciliation

14. Dellenor Grant Ministry of Labour and Social Security Regional Director

15. Sandra Hunter International Centre for Environmental and Nuclear Sciences Director, Finance and Administration

16. Charmaine Cameron National Solid Waste Management Authority Regional Administrator, SPM

17. Mahlon Scott Ministry of National Security Property Manager, Department of Correctional Services

18. Michelle Ann Whyte South East Regional Health Authority Regional Maintenance Engineer

19. Paul McIntyre South East Regional Health Authority Operations Manager

20. Dianne Ferguson South East Regional Health Authority Operations Officer

21. Stanhope Scott Southern Regional Health Authority Parish Manager, Manchester

22. Michael Bent Ministry of Health Parish Manager

23. E. Joseph Grant Ministry of Health Parish Manager

24. Niconor Reece Petroleum Corporation of Jamaica Project Engineer

25. Francine Blackwood Cooperatives & Friendly Societies Training and Promotions Officer

26. Jennifer Hutchinson Ministry of Justice, Victim Support Unit

31

NAME ORGANIZATION/POSITION

Parish Coordinator 27. Darren McIntyre Wigton Windfarm Ltd.

Service Engineer 28. Conroy Barnes Ministry of Local Government

Procurement Officer, Manchester Parish Council 29. Stanley Smellie University of the West Indies

Engineer

Kingston: November 12-20, 2012

NAME POSITION/ ORGANIZATION

1. Canute Gordon

Jamaica Bauxite Mining Crew Manager

2. Christopher Harty Urban Development Cooperation Facilities Engineer

3. Lincoln Powell Jamaica Library Service Building and Maintenance Officer

4. Michelle Lindo Ministry of Agriculture and Fisheries Energy Officer

5. Perry Hudson National Irrigation Commission Energy Engineer

6. Akeen Haughton-James Jamaica Defence Force Maintenance

7. Andrew Pinnock Ministry of Labour and Social Security Statistical Clerk

8. David Rowe PETCOM S&S Manager

9. Stephanie Cain Spectrum Management Authority Manager, Administration

10. Sandra Braimbridge Office of the Prime Minister Director

11. Devon McKenzie Urban Development Corporation Senior Engineer

12. Linda Lunan ICENS Office Manager

13. Roy Taylor Ministry of Education Senior Education Officer

14. Kerry-Ann Webber Ministry of Land, Water, Environment and Climate Change Budget

15. Andrew Shaw Tax Administration Jamaica Property Manager

16. Kerry-Ann Samms Forestry Department Property Officer

17. Dana Thompson National Works Agency Administrative Manager

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NAME POSITION/ ORGANIZATION

18. Sharie Taylor Ministry of Science, Technology, Energy and Mining Data Entry Technician

19. Keith Clarke National Housing Trust Manager, Property Management

20. Christopher Cole NMIA Airports Ltd. Air Conditioning Supervisor

21. Kathryn Prendergast NMIA Airports Ltd. CMMS Engineer

22. Winsome Harris Ministry of Local Government & Community Development Procurement Officer

23. Shane Silvera Petroleum Corporation of Jamaica Project Engineer

24. Gloria Anderson Forestry Department Office Services Supervisor

25. Charles Koomson Petroleum Corporation of Jamaica Research Scientist

26. Kathleen Beckford Office Manager Jamaica Tourist Board

27. Deen Bennett Supervisor National Environment and Planning Agency

28. Beverley Rhoden Ministry of Local Government & Community Development Office Manager

29. David Reid National Environment and Planning Agency Manager, Operations

30. Donald Miller National Commission on Science and Technology Research Officer

31. Merrick Lloyd Jamaica Defence Force Officer Commanding / Maintenance Manager

32. Chadrick Lawrence Ministry of National Security Property Officer

33. Sandra Buchanan Ministry of Land, Water, Environment and Climate Change Director

34. Dayne Phang Ministry of Finance Senior Maintenance Officer

35. Julia Edwards Ministry of Science, Technology, Energy and Mining Library Assistant

36. Sheldon Williams Ministry of Agriculture and Fisheries Building Officer

37. Syndo Boswell Wigton Windfarm Windfarm Engineer

38. Clinton Clemmings Ministry of Transport, Works and Housing Technical Officer

39. Michael Parker Ministry of Science, Technology, Energy and Mining Director, Expenditure Control

Persons present on Day 1 only Mishka Brown Food Storage Division

Office Manager Alphea Saunder Jamaica Information Service

33

NAME POSITION/ ORGANIZATION

Sub-editor Godfrey Wallace Ministry of Health

Property Manager Nardia Grant Ministry of Science, Technology, Energy and Mining Cassandra Shaw Office of the Prime Minister

Property Management Officer / Energy Officer

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6. Energy use and consumption can result in all of the following impacts except  Air pollution   Global warming   Human health effects   Loss of beaches  

7. Which sector consumes the largest amount of energy in Jamaica?   Households   Transport   Bauxite and alumina   Tourism   

8.  Is an energy audit the same as an energy management programme?  Yes   No   

9. Screensavers save energy   True   False   

10. Which one of the following uses the least amount of energy?   Microwave   Gas stove   Fryer   

11. Walls in a building should be painted in _______________ colours to reduce energy consumption  

Light   Dark   

12. Can day‐lighting be integrated with electric lighting?   Yes   No    

36

Appendix 4 – Performance on Pre­ and Post­Tests by Training Location and Gender 

The table below compares the pre- and post-test results by training programme location.

Montego Bay Mandeville Kingston

Pre-test

Post-test

Change (percentage

points)

Pre-test

Post-test

Change (percentage

points)

Pre-test

Post-test

Change (percentage

points)

# persons 15 18 26 29 41 33

Low score1 25 75 50 42 75 33 42 58 16

High score1 83 100 17 75 100 25 83 100 17

Average Score1 59 87 28 61 91 30 59 91 32 % Participants who answered all 12 questions correctly

0 28 28 0 41 41 0 42 42

1 Percent questions answered correctly The table below compares the pre- and post-test results by training programme location, disaggregated by gender.

Montego Bay Mandeville Kingston

Pre-test Post-test Change

(pct points)

Pre-test Post-test Change

(pct points)

Pre-test Post-test Change (pct points)

W M W M W M W M W M W M W M W M W M

# persons 4 11 5 13 14 12 15 14 18 23 14 19

Low score 25 50 75 67 50 17 42 25 75 75 33 50 17 17 75 58 58 41

High score 67 83 100 100 33 17 75 75 100 100 25 25 83 83 100 100 17 17

Average Score 52 62 88 86 34 28 60 61 90 93 30 32 57 60 94 89 37 29

% Participants who answered all 12 questions correctly

0 0 40 38 40 38 0 0 27 57 27 57 0 0 57 32 57 32

37

The table below shows the average results for the three training sessions, disaggregated by gender.

Pre-test Post-test Change (pct points) W M W M W M

# persons 36 46 34 46

Average Score 56.5 61.2 90.8 89.3 34.3 28.1

% Participants who answered all 12 questions correctly

0 0 41.2 41.3 41.2 41.3

The average pre- and post-test scores for each training session and the average for the training programme are shown in the figure below, disaggregated by gender.

0

10

20

30

40

50

60

70

80

90

100

W M W M W M W M W M W M W M W M

Pre‐test Post‐test Pre‐test Post‐test Pre‐test Post‐test Pre‐test Post‐test

Montego Bay Mandeville Kingston Average

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39

 Any other comments?   4. How would you rate the content of the training programme and the methodology used? 

(Place a tick in the appropriate box) 

Elements  Rating   Excellent  Very Good  Good  Average  Poor Course Content            Training Manual            Handouts            Lecturettes            Group Exercises and Activities             Discussions            Field Trip            

Any other comments?   5. Overall, I would rate the facilitators  

Facilitators  Rating   Excellent  Very Good  Good  Average  Poor                                  Any other comments?  

 6. Has this workshop contributed to increasing your knowledge on energy conservation 

and efficiency? Yes     No     

7. What are some lessons that you learned here that are of practical use as take‐away from this workshop? (Actual tools, ideas, techniques and concepts)  

8. What was the most relevant aspect/session to you?  

9. What was the least relevant aspect/session to you?\    

40

10. Is there a particular area/subject you would like to know more about?  

11. I would suggest the following improvement to the training programme: 

12. I would like follow‐up training in the following topic/areas: 

13. From the information received at this workshop, I will be better able to improve my use 

of energy Yes    No    

14. In a word or phrase, how would you qualify the experience of participating in this workshop?