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The present status and challenges of wind energy education and training in China

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  • Xie, Yuan
  • Feng, Yanhui
  • Qiu, Yingning

Abstract

Wind energy has been identified in China as an important alternative energy source to balance its energy mix. By the end of 2012, wind power (2%) has surpassed nuclear power to become China's 3rd largest energy resource of electricity, only behind thermal power and hydropower. The rapid growth of China wind power industry in recent years has made China become the biggest market in the world. Meanwhile, it has created a big market for educational institutions to provide wind energy related education and training. The main objective of this study is to review current wind energy education and training in Chinese universities and training centers. Most of wind energy courses are provided by public universities because they have been accredited by Ministry of Education of China to offer students different options, including full-time and part-time degrees in Bachelor, Master or Ph.D. On-the-job training also has tremendous demand from the professionals who prefer short-term courses or on-site courses. Generally, the development of wind energy education and training lags behind the growth of wind power industry. Our study highlights the major opportunities and future challenges in China wind energy education and training.

Suggested Citation

  • Xie, Yuan & Feng, Yanhui & Qiu, Yingning, 2013. "The present status and challenges of wind energy education and training in China," Renewable Energy, Elsevier, vol. 60(C), pages 34-41.
    • Handle: RePEc:eee:renene:v:60:y:2013:i:c:p:34-41
    DOI: 10.1016/j.renene.2013.03.036
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    References listed on IDEAS

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    Cited by:

    1. Kandpal, Tara C. & Broman, Lars, 2014. "Renewable energy education: A global status review," Renewable and Sustainable Energy Reviews, Elsevier, vol. 34(C), pages 300-324.
    2. Bryn Durrans & Jonathan Whale & Martina Calais, 2020. "Benchmarking a Sustainable Energy Engineering Undergraduate Degree against Curriculum Frameworks and Pedagogy Standards from Industry and Academia," Energies, MDPI, vol. 13(4), pages 1-32, February.
    3. Pastor, Rafael & Tobarra, Llanos & Robles-Gómez, Antonio & Cano, Jesús & Hammad, Bashar & Al-Zoubi, Abdullah & Hernández, Roberto & Castro, Manuel, 2020. "Renewable energy remote online laboratories in Jordan universities: Tools for training students in Jordan," Renewable Energy, Elsevier, vol. 149(C), pages 749-759.
    4. Khuc, Quy Van & Tran, Phuong-Mai & Nguyen, Thuy, 2022. "Potential energy transition in a transitional country: Initial evidence from young Vietnamese survey and Bayesian approach," OSF Preprints 5vphg, Center for Open Science.
    5. Xingwei Wang & Liang Guo, 2021. "How to Promote University Students to Innovative Use Renewable Energy? An Inquiry-Based Learning Course Model," Sustainability, MDPI, vol. 13(3), pages 1-19, January.
    6. Geng, Wu & Ming, Zeng & Lilin, Peng & Ximei, Liu & Bo, Li & Jinhui, Duan, 2016. "China׳s new energy development: Status, constraints and reforms," Renewable and Sustainable Energy Reviews, Elsevier, vol. 53(C), pages 885-896.

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