APPLICATION OF PHOTOVOLTAIC SYSTEM TO SUPPORT THE WOMEN FARMERS EDUCATION M. Djamin', I. Fitriana', F. Alyuswar! and Y. Aoshima” "The Agency for Assessment and Application of Technology (BPPT) JL M.H. Thamrin No.8, Jakarta 10340, Indonesia “Senior Programme Specialist in Science, Technology and Informatics UNESCO Office Jakarta JL MH. Thamrin No. 14, Jakarta 10002, Indonesia SBSTRACT lm Iedonesia quite a number of photovoltaic systems have been installed for the past decades for the purpose et rural electrification whereas most systems have been limited to basic usage of electricity such as house | Setting, water pumping, preservation of medical materials (refiigerator), (eievision and so on. Gram the point of view to empower women farmers who live in poor rural area, UNESCO Jakarta Oifice sscatly launched 2 pilot tiled project Multi-channel Learning for Empowering Women Farmer using Rexwable Energies. Since no electricity is currently available in the targeted villages of West Lombok, ‘West Nusa Tenggara, Indonesia, the Agency for Assessment and Application of Technology and UNESCO ‘daria Oflice have jointly installed five photovoliaic systems to operate electronic equipment such as radio- sseeite recorders and colour televisions. Tis paper reviews how the photovoltaic systems were applied for the learning, project with an objective to sapower woman farmers in non-electrified area. INTRODUCTION © s the cultural system in Lombok. especially in the Sasak tribe, that women have to be responsible for all Seuxchold problems. Most of the women are illiterate. This condition makes women blind of information. Tierefore in order to improve this condition, an education project was established by UNESCO Jakarts dice which was in co-operation with Annisa co-operative. The project so called “multi-channel learning for s=powering farmers and the use of solar energy to support the delivery of Ieaming materials” was s=piemented in remote rural villages of Ketapang Orong and Montong Tangar. The aims of this project are © cahance skills and knowledge of women farmers, increase their income and enhance their role in the scmmunity development. The non-formal learning material used in these programmes is gender sensitive sms transferred through a variety of channels (video, audio and written materials). ‘These two villages can ast be reached by grid electricity; therefore photovoltaic systems are needed to power these education =pment Thex activities were aimed to improve learning process within learning groups. There are 3 learning groups smd one child group in Ketapang Orong and 2 learning groups in Montong Tangar. The learning process ‘sed in this program is called Functional Education. Villagers were trained to be able to read, write and (ements Energy Congress Vii (WREC 2002) Copyright 2002 Elsevier Science Lid. All sights reserved. Editor. AM. SeyighPia AR I earn oe Se Ae SR Ee calculate by using meaningful messages that were related with gender, health, culture, agriculture and other topics. Through the messages, the villagers will gradually be familiar with letters and numbers, PHOTOVOLTAIC SYSTEMS In order to get a reliable photovoltaic system; a simulation software Solar-Sizer [1] was used to calculate the capacity of photovoltaic module and battery. Before running the program, some data like system voltage, autonomy days, load, type of photovoltaic module and average insolation have to be prepared. Table 1 shows the type of load needed and operation time of cach load. TABLE 1 TYPE OF LOAD TO BE USED IN THE PHOTOVOLTAIC SYSTEM. Typeofload | Capacity (Watt) 2 fluorescent light 6 1 Buorescent light 6 1 radio-cassette recorder 30(AC) LTV colour 60 (AC) The results of the calculation using average insolation of 4.5 kWh/m'/day statcs that each photovoltaic system requires the following hard wares: L. 4 photovoltaic module with a capacity of 50 Wp each. 2. 2 batteries, which has 100 Ah, 12 volt. 3. | battery charges regulator 12 volt, 15 ampere. 4. 1 inverter 12 volt DC/240 volt AC, 300 watt. | Five photovoliaic systems have been installed under this project in villages of Ketapang Orong and Montong | Tangar in 1999. These systems were installed in § different houses, which were used for nunning in-house teaching, learning and training. Fluorescent Lamp 6 watt Fluorescent Lamp 6 watt Fluorescent Lamp 6 watt @ | Radic-Tape Recorder f12v 100 An] [42V 100 A ‘Lead acia batteriess stown in Figure 1, four photovoltaic modules were installed in parallel and two lead acid batteries 12 V 98 Ah were installed in parallel, therefore the storage battery capacity is about 200 Ah. EARNING PROCESS ‘Tae methods [2,3] used in the process of teaching and leaming were: “Andragogic, this method stresses on the active role of the leamers themselves from the beginning of ‘each discussion to deciding the material used in the learning process. > Sentence method, which is supported by the institution, owns electrical media and printed media. The sentences were created according to daily activities, natural resources, health condition, community and ome industry. During the study, Amnisa worked with Studio Audio Visual PUSKAT to develop multi-media leaming sasterials and train field implementers on media awareness, writing of radio materials, and its appropriate se irom March to August 2000. Two Video documentaries and 2 Drama Programmes on divorce and smertal problem [4] were produced which were expected (0 increase awareness and critical attitudes of the sexing communities. Annisa has also produced and broadcasted 20 new educational radio programmes ‘tum August to October 2000. TABLE | PROGRESS OF LEARNING ACTIVITIES Group December 2000 September 2001 No. ofleamer | Level_| No. ofleamer | Level ‘Ketapang Orong 1 8 B 5 A 2 c 8 B __ - 3 _¢ ‘Ketepang Orong 2 6 B 6 A 9 c 5 B 5 c ‘Ketapang Orong 3 ® B 4 A 10 c 5 B = Ps Ci} Seseot 6 5 A | 4 é 2 B 2 c Pekarangan 3 B T A 6 c 2 B _ = 3 c CONCLUSIONS Prowvoltaic systems show their capebility to support the learning programs in this project. During the pexod of training there have been no problems with the systems. Annisa co-operative was only required to gronide distilled water for topping battery liquid and some fluorescent tubes. teeeatc Energy Congress VI (WREC 2002 Copyright 2002 Etsvir Science Lid. All his reserved. Eoin AAM. SayghSL As shown in Table 1, the progress of the project was very good. It can also be seen that the aspect of literacy has been much improved. Most of the leamers can now read, write and do mathematics (count). According to the report [2], The participants who can now read, write and compute has increased up to 60% bythe end of December 2000. ‘The results of caching, leaming and training have also gained much benefit for the participants, relatives amd surrounding them. The improvements made were as follows: Learning participants began to come to rural clinics after receiving « letter from these clinics. They are applying the instruction that they got from the training like building water closet, drinking clean and boiled water and cleaning their home. 3 Local business also improved significantly. In Montong Tangar an asset of a poultry business increased their amount of chicken from 27 to 65. ‘The improvements made on the leaming participants were not only on their literacy ability but also on ‘ausaness activity. ACKNOWLEDGEMENTS ‘The authors would like to thank Mr. Honda Masaki of UNESCO Office Jakarta for providing progress sport of the project. Last but not least, the authors wish to thank Ms. Augie Fitrizia Djamin for English | semguage correction. Solar Sizer software developed by the Centre for Renewable Energy and Sustainable Technology Annisa Co-operative, Progress report of The project of Empowering Woman Farmers in Lombok (second year), January 2001. Annisa Co-operative, Progress report of The project of Empowering Woman Farmers in Lombok (second year), October 2001 4 UNESCO Jakarta Office, Annual Report 2000 REFERENCES | (mummwatio Every Congress Vil WREC 2002) Copyright 2002.Elsaver Scarce Lid. Allright carve, Eadior AAM. Sayich