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Project Type(s): Project Sector(s): Environment Environment.gif
Community Development Community Development.gif

Country: Cape_Verde
Volunteer(s) Name: Brian Newhouse
Volunteer(s) Homestate: Georgia
Volunteer(s) Home city: Atlanta
Year of project approval: 2009
Projects started in Cape_Verde 2009 (6).
Boys Camp 2009, Desol, Fog Collection System Serra Malaguetta, High School Drafting Course, People to water cycle, Restoration of School Furniture and Equipment
Flag of Cape Verde.svg
Other Projects in Cape_Verde (10).
Assomada Solar Desalination Project, Boys Camp 2009, Desol, Fog Collection System Serra Malaguetta, High School Drafting Course, People to water cycle, Restoration of School Furniture and Equipment, Small Enterprise Development Project on the Island of Fogo
State Flag of Georgia.svgOther Projects by Volunteers from Georgia (12).
Assomada Solar Desalination Project, Atakpamé HIV/AIDS Run for World AIDS Day, Atakpamé HIV/AIDS Run for World AIDS Day, Duane Benson, Camp Latrines, Desol, Ecotourism Project Embera Indian Tribe Panama, Gender Seminar, Health Dispensary, High School Drafting Course, Kindergarten Building, Kivsharivka Youth Journalism Project II, Latrine Construction, Eric Lenaeus, Brandon Marlow … further results
Other Independent Projects by Volunteers (13).
Environment.gifOther Environment Projects by Volunteers (125).
Achajur Water Supply Pipeline Mapping, Desol, Outdoor Ambassadors Summer Program, Training and Environmental Education for the Guides and Students of Alfkoara and W National Park, Uzhgorod Sheltered Workshop, Vinnitsia Clean City Project
Community Development.gifOther Community Development Projects by Volunteers (42).
Desol, Uzhgorod Sheltered Workshop, Vinnitsia Clean City Project
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Info about the Desol


Mission Statement

This is a strategy to integrate renewable energy system technology into the social and physical infrastructure of Cape Verde.

Project Overview

The Capeverdean Government set a goal to meet 50% of its energy needs by 2020 through renewable sources and convert one island to run on 100% renewable energy. It has also set a goal to have 100% electrical coverage throughout the country by 2015. These are ambitious goals for the small, prosperous African island nation. However, they are doable. This proposal outlines a strategy that would help Cape Verde achieve these goals within the proposed timeline.

Local assessment and education are the foundation of this proposal:

Cape Verde, a country with nine inhabited islands, is divided into 17 counties. Each one of these counties is further divided into smaller zones or neighborhoods. Phase I of this project is an assessment, to be performed in collaboration with ELECTRA (the energy company) and each local municipal government, of the energy needs of each zone. These needs will be based on whether the zone has electricity or not, and whether the source of electricity is fueled based or renewable. The proposal suggests to draw a map of the entire country and color each zone based on its current energy status. This assessment map will quantify the workload and make it easy to gauge the overall impact of the program once in effect.


Phase II involves implementing a 110-hour renewable energy course into the educational system, originally an initiative by the Ministry of Education. The course will begin with an overview of renewable energy, focusing on two abundant natural resources of Cape Verde: wind and sun. Using the local assessment maps from Phase I, students will then perform feasibility studies based the natural conditions of each zone and calculate the required number of solar panels or wind turbines to bring that zone to 100% renewable energy capacity.

Students will choose, after the general overview and feasibility courses, one of two tracks based on their prerequisite coursework: electricity or civil construction. Upon completion of the course, students will have the education necessary to install appropriate renewable energy systems and be dispatched around the country to help their country meet its goal within the proposed timeline.

A great part of the success of the program will rely on effective collaboration with Peace Corps Volunteers, the Ministry of Education, the Ministry of Energy and Industry, local municipal governments, ELECTRA (the nation’s sole energy company) and any other interested agencies.

The first phase of the program will cost ECV_______ (USD ______) with most of the financing going toward purchasing the training materials and teacher salaries. Projected budget analysis is included in this proposal.


This strategy could work to eliminate Cape Verde’s dependency on costly imported fuels for several reasons:

• Ideal weather conditions. Cape Verde receives over 300 days of sunlight a year and has consistent high wind speeds throughout the country. These natural resources can be harvested and utilized through renewable energy system technology. • The scale of the project is surmountable. 300 megawatts (MW) is the amount of energy of Cape Verde expects to consume by 2020, up from 95 MW in 2008.

o Note: the largest solar power plant in the world, located in California’s Mohave Desert, produces 354MW of solar power and covers 6.5km2. There are also plans to build plants double this size in Spain, Germany and China. The market has matured.

• A need to reduce energy loss through distribution networks. In 1996, ELECTRA reported to have lost 14% of energy through distribution networks. Building solar/wind units for specific zones will significantly reduce, if not eliminate, the amount of loss due to distribution networks. • It is easier to train people on small-scale projects. • This method quantifies the workload to be estimated to reach 100% capacity. • This method will create jobs. A trained workforce dispatched to specific locations will be cost-effective and keep renewable energy investments in the hands of the citizens of Cape Verde. • Training their workforce will prepare Capeverdeans to maintain other renewable energy installations.

Presentation of Proposed Courses

We are proposing to introduce five courses totaling 110 hours that would effectively prepare students to work toward this initiative.

General courses Unit 1: Introduction to Renewable Energy [30 hours over one month] Unit 2: Feasibility Study [25 hours over one month]

Track courses Unit 3: Installation and Maintenance for EE [50 hours over two months] Unit 4: Installation and Maintenance for CC [30 hours over one month]

Public course Unit 5: Entrepreneurship [25 hours over one month]


This educational initiative will work on collaboration with the Ministry of Education to inform, educate and train Capeverdeans for the study, implementation and maintenance of renewable energy system technology. General course objectives, divided among two tracks, are as follows:

General Coursework

Prerequisites: High school degree or higher Unit 1: Introduction to Renewable Energy [30 hours over one month]

• Description: A general overview of renewable energy. • To include: Cape Verde’s dependency on oil, Cape Verde’s natural resources, potential RE systems that would work in CV, the cost/benefits of renewable energy investments and examining the potential or renewable energy • Course objective: Drawing assessment maps for each island based on Electra energy data

Preferred prerequisites: basic accounting courses, experience in EXCEL Unit 2: Feasibility Study [25 hours over one month]

• Description: A study of the abundant renewable energy resources in Cape Verde. • To include: Students will learn how to perform wind speed tests and solar radiation analysis and write feasibility studies to justify investments in renewable energy. • Course Objective: After visiting the site, prepare and submit a system estimate – how many panels/turbines for one particular zone(s) based on the assessment map.

Every student will take the first two units.


Unit 3 and 4 are divided among students with electricity and civil construction prerequisite coursework.

Preferred prerequisites: Electricity courses Unit 3: Installation and Maintenance for EE [50 hours over two months]

• Theoretical application to renewable energy system technology • Methods of installation for solar panels, wind turbines and solar streetlights • Troubleshooting maintenance problems

Preferred prerequisites: Civil Construction courses Unit 4: Installation and Maintenance for CC [30 hours over one month]

• Site selection / preparation for solar panel and wind turbine blocks • Laying the foundation • Site security installation (fences)

Additional Course

Entrepreneurial course will be open to the general public, no prerequistites Unit 5: Entrepreneurship [25 hours over one month]

• Legal procedure for registering a business (Casa de Cidadão) • Submitting an estimate • Business startup strategies • Collaborating with government to achieve it’s goal

New coursework total duration [110 hours over six months]

Course Location

New courses will be implemented at the Businesses and Professional Training Centers located in ___ locations around Cape Verde. The courses will be given at CFP locations determined by the resources at each school.

Suggested Methodologies

Each course has a major project that students will complete by the end of the course. Class time will be used to complete each element of the project.

Course projects Unit 1 – Assessment map Unit 2 – Feasibility study of a practice zone/ site selection Unit 3 – Installation of solar panels/wind turbines Unit 4 – Site preparation/construction and security measures Unit 5 – Create business plan, register business at Casa de Cidadão

Methods of Evaluation

The methods of evaluation for each course will be as follows: Unit 1 – Assessment map Accuracy Creativity Level of visual appeal Unit 2 – Feasibility study of one practice zone


Presentation Unit 3 – Installation of solar panels/wind turbines Does it work? Unit 4 – Site selection/preparation/construction/security evaluation Does it work? Is it safe? Unit 5 – Create business plan, register business at Casa de Cidadão Do it to it.

Feedback for the program – how can it be improved, what could be done better?

Specific Methodology Directives

Anemometers – to measure wind speed, direction How do you measure solar radiation? Review completed RE projects built by BP solar (Donald de Amante)


With Peace Corps – for training, community assessment/involvement, With Local Government institutions – providing assistance to select project site’s, With ELECTRA – providing documentation of existing power access/outages, With other aid agencies – Lux/Spanish/Portuguese Cooperations, Bornefunden, US Embassy

Necessary Resources

Information from Electra – electrical coverage of country (for assessment maps), consumption breakdown

Startup purchases of training materials -To include anemometers, panels, turbines



1st year To include initial training session materials and equipment Rent warehouse to stockpile system technology for distribution

2nd year For expanded training session materials and equipment (among additional CFP institutions) Reassess warehouse stockpile

3rd year Monitor program growth, grow accordingly – more emphasis on teaching/distribution

Financial plan, 25-75% to be provided by local Cámara, local institutions If funds are inadequate, rest to be funded by web solicitations

Resource Procurement

Once students have completed the coursework, Desol will work with any interested parties to procure the following RE system technology for national distribution:

• Wind Turbines (1kW-20kW) • Solar Panels (120-200W) • Solar Water Heaters (120-200W) • Solar Street Lights

Existing distributor relationships

Joilet KAI Apex (panels, Victor?)


An informed and trained citizenry is the foundation of this proposed initiative. Utilizing the existing educational and political infrastructure of Cape Verde to empower its citizens through education and employment will be an economical, sustainable and effective solution at helping Cape Verde achieve its goals in a timely manner.


1New York City Energy Policy Task Force 2World Bank Project, Cape Verde: Energy and Water Sector Reform and Development

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