Energy Literacy for the Energy Transition: Forming the Next Generation of Energy Practitioners in Ethiopia

Abstract

Abstract Delivering the energy transition depends on multiple actions in policy and regulation, project delivery, and project operation that require multiple skills. To what extent is current energy education serving the demands of a rapidly changing sector? This chapter adopts the energy literacy framework to examine the energy education landscape in Ethiopia and its suitability to the current demands of the transition to sustainable energy. The energy literacy framework highlights that while energy education has, in general, focused on developing technical and economic skills for the management of energy systems, a changing landscape also requires community and political literacy. Empirical research conducted in Ethiopia examined first policymakers’ perspectives on the skills needed to deliver the energy transition. Second, the research analysed energy-related programmes offered in higher education, looking into the historical development of the Institutes of Technology in Ethiopia. Third, the research conducted a survey with higher education leavers to examine how they have adapted their education to their professional practice. The research reveals a significant gap in social sciences perspectives on energy, compounded by educational programmes that prioritise theory over practice. A concerted reform within the educational sector is needed to ensure professionals acquire the skills to lead the energy transition in Ethiopia.