irep symposium 2010€¦ · – h. rudnick, r. palma, s. carneiro, t.m.l. assis, h. salazar and j....

Power Engineering Education in Brazil and its Appeal in Fast Growing Energy Market

Tatiana M L Assis

IREP 2010Symp

osium

Búzios, Rio de JaneiroAugust 1-6, 2010

Sandoval Carneiro Jr

Fluminense Federal University Federal University of Rio de Janeiro

Power Engineering Education in Brazil and its Appeal in Fast Growing Energy Market 2010 IREP Symposium - August 1-6, Búzios

Introduction• IEEE Power & Energy Magazine

– H. Rudnick, R. Palma, S. Carneiro, T.M.L. Assis, H. Salazar and J. Valencia, “Where School is Cool”, pp. 61-74, July/August 2010


Outline• Brazilian educational system structure

• Major degrees of engineering

• Typical structure of power engineering course

• Need for power engineers in Brazil

• Some numbers and statistics regarding undergraduate and

graduate in Brazil

• Final considerations


Brazilian Education Structure

Basic Education

Upbringing FundamentalHighSchool B.Sc.

Higher Education

5

1

14

17

22

24

M.Sc.

28

D.Sc.Age [years]

Entrance Exams

• Personality

•Writing

• Communication

•Mathematics

• Natural Sciences

• Reading

• Socialization

• Intelligence

• Self‐learning

• Physical Sciences

Undergraduate

Graduate


Major Degrees of Engineering

• The regular courses are planned for 5 years

Computer

Civil

Control and Automation

Petroleum

Materials

Electrical

Mechanical

Naval and Ocean

Chemistry

Metallurgical

Power/Industry

Electronics

Telecommunications


Typical Structure of a Power Course• Ministry of Education

– Total number of hours in class should be above 3,600 hours

Basis Learning

Undergraduate (B.Sc.)

Semesters

■ Electrical machines

■ Energy conversion■ Circuits

■ Calculus

■ Algebra■ Physics

■ Programming

■ Distribution

■ Computer applications

■ Electronics

Professional Learning Complementary Learning

■ Transmission

■ Short‐circuit

■ Generation

■ Operation

■ Control

■ Substations

5

1

10

2

3

4

6

7

8

9

■ Numerical methods

■ Stability

■ Power flow

Basic Learning Professional Learning Complementary Learning


Need for Power Engineers in Brazil

• In the 80s, Brazil was facing economic recession– There was little interest in careers

related to infrastructure– A substantial decrease in the number of

engineering graduations was observed• Today, the scenario is totally different


Present Situation (1)• In the last years economic activities have resumed a

growing tendency• Brazilian system load [MWavg]

0

10000

20000

30000

40000

50000

60000

70000

80000

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

Load

[MWavg]

‐ Verified‐ Predicted

20% rationing


Present Situation (2)• Currently, Brazil faces a lack of qualified professionals in all

engineering fields– It is usual to find retired professionals that are invited to resume their

jobs or work as consultants

• In the case of power engineering, other factors tend to increase the need for qualified professionals:

– Electrical sector restructuring process– New technologies coming out– The need of exploring renewable energy

sources with less environmental impact


What is being done?• Some important actions:

– A task-force was created in 2006 – iNOVA• Federal government, academy and industry• Increase from 30,000 to 100,000 the graduations per year

– In 2007, the federal government established a program for federal universities restructuring and expansion – REUNI

• Take better advantages of physical infrastructure and human resources available

– Increasing of federal investment in Scientific, Technological and Innovation projects – S&T&I


What is being done?• S&T&I: Federal investments

– Billion [R$]– Ratio of investment to the GNP

0.55%0.54%0.48%

0.45%0.45%0.43%0.44%0.48%0.49%

0

3

6

9

12

15

18

21

24

2000 2001 2002 2003 2004 2005 2006 2007 2008

0.00%

0.10%

0.20%

0.30%

0.40%

0.50%

0.60%

0.70%

% of G

NP


Some Numbers and Statistics

• Number of students (undergraduate level)• Number of graduations

– Undergraduate level– Specialization (M.Sc. and D.Sc.)

• Institutions


How many students?

0

10000

20000

30000

40000

50000

60000

Civil Electrical Mechanical Chemistry Control andAutomation

Computer

Stud

ents

• Registered students in different engineering areas (2008)• Electrical: power, electronics and telecommunications


How many graduations?

0

1000

2000

3000

4000

5000

2004 2005 2006 2007 2008

• Number of degrees awarded in electrical engineering (undergraduate)


How many specializations?

0

200

400

600

800

1000

1200

1400

2003 2004 2005 2006 2007 2008

D.Sc.

M.Sc.

0

2040

6080

100

120140

160

2003 2004 2005 2006 2007 2008

D.Sc.

M.Sc.

Electrical Engineering

Only Power


How many institutions?• 174 higher education institutions offering electrical

engineering undergraduates courses (2008)• Most private do not develop postgraduate and

research activities

Private66%

Federal24%

State8%

Municipal2%


Institutions with Doctorate Programs• Research areas in power engineering• Qualified by CAPES

– Federal Agency for Evaluation and Support of Graduate Education• In 1990, only 6 institutions offered courses at doctoral level

– 20 years latter, doctoral programs are available at 22 institutions

02468

1012141618202224

1970

1971

1972

1973

1974

1975

1976

1977

1978

1979

1980

1981

1982

1983

1984

1985

1986

1987

1988

1989

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009


Geographical Location

North

Northeast

Mid‐West

Southeast

South

4400

km

4320 km

1,752

6

19

18

4

1011

22

21

17

93

16

14

1315

8

1220


Final Considerations• Brazil is experiencing economic development,

accompanied by rapid growth in basic infrastructure• Today, there is a lack of qualified professionals• The present convenience and image of power

engineering careers has result a high demand for power engineering courses

• Important actions have been taken by the government, industry and academy


Sources• Ministry of Science and Technology (MCT) www.mct.gov.br

• Ministry of Education (MEC) www.mec.gov.br

• Federal Agency for Evaluation and Support of Graduate Education

(CAPES): www.capes.gov.br

• National System Operator (ONS) www.ons.org.br

• Energetic Reaserch Company (EPE) www.epe.gov.br

• Electric Energy National Agency (ANEEL) www.aneel.gov.br

Thank [email protected]

irep symposium 2010€¦ · – h. rudnick, r. palma, s. carneiro, t.m.l. assis, h. salazar and j....

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