Session 2: Role of governments in establishing and maintaining human resources for a nuclear programme

Transcription

1 Session 1: Opening In addition to the welcoming and introductory remarks from the Government of the UAE and the IAEA Deputy Director General for Nuclear Energy on the importance and timeliness for such a meeting in light of the large number of countries that have officially expressed interest in pursuing a peaceful and transparent nuclear power programme, including the recent announcement of a partner for one such newcomer country (the UAE), the keynote speakers invited for this session will provide their insight on the current status and challenges of HR for the nuclear industry and how they see the role of the key stakeholders government, industry and academia in providing the necessary support in developing and maintaining the human resources needed for the safe and sustainable introduction and expansion of nuclear power programmes, and the need for a global effort in this regard. The presentations will address the key objectives of the conference thereby setting the stage for the subsequent presentations of the conference. Panel Discussion on the Role of Cooperating Organizations in working together to address human resource challenges in the nuclear industry in a globalized world. The Head or delegated senior representative of the organizations co-operating with the IAEA on this Conference will make up a panel to discuss their roles in developing and maintaining the human resources needed to support the safe and sustainable introduction and expansion of nuclear power programmes. 1

2 Session 2: Role of governments in establishing and maintaining human resources for a nuclear programme The speakers invited for this session will provide experiences, lessons learned and plans regarding their governments roles in developing and maintaining the human resources needed to support the safe and sustainable introduction and expansion of nuclear power programmes. The areas to be addressed include governments roles in education, recruitment, selection, training, qualification and retention of human resources to support nuclear power programmes. Emphasis will be on government s roles in areas that are uniquely its responsibility, including: national education programmes, staffing and organization of competent regulatory bodies, and the authorization and required qualifications of nuclear industry personnel. 2

3 IAEA-CN-179-IAP01 Training of human resources at the Argentine National Atomic Energy Commission (CNEA) J.V. Lolich a, A.M.Monti b, C. Notari a a Instituto Balseiro, Centro Atómico Bariloche, Argentina b Instituto Sabato, Centro Atómico Constituyentes, Argentina monti@cnea.gov.ar c Instituto Dan Beninson, Centro Atómico Ezeiza, Argentina Abstract. To support its activities in development of nuclear science and technology, innovative technological undertaking and R&D programs, the Argentine National Atomic Energy Commission (CNEA) is especially committed to the professional training of highly specialized human resources. The need for a solid knowledge in Physics, Materials Science and Technology, Nuclear Reactors and Fuel Cycle, Radiochemistry, and other technological applications of nuclear energy, led to the creation of three institutes through agreements with state universities: Balseiro Institute, Profesor Jorge Alberto Sabato Institute of Technology, and Dan Beninson Institute of Nuclear Technology. Graduate and postgraduate careers offered at these institutes are presented, as well as the policy adopted by CNEA in order to assure an educational level of excellence. It is especially emphasized that CNEA activities in training of human resources are open to the education system and the local and foreign industry, thus establishing fruitful communication channels with the scientific community and nuclear and other related industries. 1. Introduction The Argentine National Atomic Energy Commission (CNEA) was founded on May 31, 1950, in order to promote the advancement of nuclear science and technologies through research and development programs that encourage innovative technological activities, and the training of highly specialized human resources. CNEA is responsible for the development, building and operation of experimental nuclear reactors, radioactive waste disposal, decommissioning of nuclear power plants and other radioactive facilities, in accordance with current specific legislation. Application of radioisotopes for medicine, biology and industry, development of materials and processes for production of fuel elements for advanced cycles, promotion of basic and applied research in nuclear technology, scientific studies and application of nuclear reactions and transmutations, are main activities under the responsibility of CNEA. Of its present staff of 1800 employees, 90% are professionals, technicians and support personnel, distributed in different locations throughout the country. The diversity of CNEA activities required, from its beginnings, professional and technical staff specialized in areas not covered by Argentine universities. Thus, an adequate planning of human resources training program started with courses on Nuclear Reactors Technology in 1953, and Metallurgy in Since a solid knowledge on Physics was needed in order to deal with the basic processes concerned with its activities, CNEA created, in January 1955 through an agreement with Cuyo National University, a specialized centre for the teaching of Physics. That centre is the present Balseiro Institute (IB), so named as a tribute to its founder and first Director, and is located at the Bariloche Atomic Center (CAB). IB trains Graduate and Post Graduate professionals in Physics (since 1955) and in Nuclear and Mechanical Engineering (since 1977 and 2002, respectively). 3

4 In the early stages of its evolution CNEA established a Nuclear Reactor Department in order to develop the technology related to nuclear reactors. In this frame the Metallurgy division was created in In the period the completion of the RA-1 project was achieved. The RA-1 is the first Latin American Nuclear reactor and it is located at the Constituyentes Atomic Center (CAC) site. The objective of the Metallurgy Division was the design and accomplishment of the fuel elements for the RA-1 reactor and to establish Metallurgy as a specific academic discipline in the country. This training program started in 1955, and was formally opened to the international level in 1962, as the Pan-American Metallurgy Courses, supported by OAS and other national and international organizations. From this experience, the Profesor Jorge Alberto Sabato Institute of Technology (IS) was created in November 1993, through an agreement between CNEA and the San Martín National University (UNSAM). This institute, dedicated to graduate and postgraduate activities in Materials Science and Technology, is located at CAC and was named after the first Director of CNEA Metallurgy Division. Also in the 50 s began the Courses on Methodology and Application of Radioisotopes in Medicine and Industry, aimed at the training of specialists for CNEA and national and international organizations. Thus, a large amount of professionals, as well as different centres for medical assistance, research and industrial applications obtained authorization to have the use of radio nuclides. Courses on Radiotherapy Physics and Dosimetry started later as a support for medical applications of radiation. Eventually, the Dan Beninson Nuclear Institute of Technology (IDB), so named as a tribute to the internationally recognized as the first Argentine specialist in Radioprotection, was created in 2006 through an agreement between CNEA and UNSAM. Located at the Ezeiza Atomic Center (CAE), IDB trains postgraduate specialists in Radiochemistry and Nuclear Applications, and Nuclear Reactors and their Fuel Cycle, continuing the earlier tradition established in order to guarantee a safe application of radiation and radioisotopes in the country. Since 1966, following feasibility studies for the construction of the first Argentine Nuclear Power Station and the beginning of the specific project Atucha I Power Station, a program for training personnel had to be immediately undertaken. It was also clear that the local electromechanical and metallurgical industry should be able to deal with specific problems related to steels, forging, welding, failure analysis, etc., for nuclear requirements, besides the fuel elements metallurgy. Thus, the local industries committed with the nuclear argentine plan, took an active part in the training activities of CNEA. National industry participated in a 90% proportion of the civil construction works, 50% of assembly and 13% of electro-mechanical supplies. In the Embalse Nuclear Power Station, the local participation in the civil works was 100%, about 65% in assembly, 40% in electro-mechanical supplies, and 30% in engineering. It was always clear to CNEA that all activities related to the training of human resources should be open to the education system, and to local and foreign industry, especially of the Latin American region. In this way, so-developed or acquired technology could be shared between countries belonging to the region, establishing fruitful communication channels at a scientific and technological level. Examples of this are the Special Alloys Plant (FAE S.A.) and the Fuel Elements Plant (CONUAR S.A.), where pilot plants were designed and developed by professionals and technicians especially trained in courses given in CNEA. Another example is the Applied Research company (INVAP), that deals, among other industry needs, with the design and construction of research reactors such as those already exported to Algeria, Egypt, and the recently assembled Reactor OPAL in Australia. All the above-mentioned projects and activities were initiated in CNEA. 2. Educational offer The CNEA institutes, of university level, are devoted to both science and technology education and training, complementing rigorous scientific standards with a technological approach, fulfilling not only its main objective of providing highly qualified personnel to the nuclear sector, but also transferring CNEA s knowledge in the field to the community. They are mainly oriented to CNEA top 4

5 priority subjects, but with direct application to other related research, development and production areas. Different levels of training and education are offered at the CNEA Institutes. Academic Degrees: Bachelor in Physics (IB), Nuclear Engineering (IB), Mechanical Engineering (IB), Materials Engineering (IS). Postgraduate Degree: Ph.D in Physics (IB), Ph.D in Engineering Sciences (IB), Ph.D in Nuclear Engineering (IB), Ph.D in Science and Technology, Physics or Materials (IS), Master in Physical Science (IB), Master in Medical Physics (IB-Medicine School FUESMEN), Master in Engineering (IB), Master in Materials Science and Technology (IS), Specialization in Nuclear Reactors and Fuel Cycle (IDB), Specialization in Radiochemistry and Nuclear Applications (IDB), Specialization in Technological Applications of Nuclear Energy (IB), Specialization in Non Destructive Testing (IS). Many other courses on Applications of Nuclear Technology for specialized professionals and technicians are currently offered at the IDB. Considering the three CNEA institutes altogether, there are at present 985 graduates, being about 60% of them Bachelors in Physics, since this career is the oldest one. At a postgraduate level, there are 257 Masters, 440 Ph.D s, and 79 Specialists. Faculties of the three Institutes are mainly CNEA researchers, as well as members of our National Science and Technology Research Council (CONICET) and other Research and Technology Institutes and State Universities. Teaching quality is assured by a high student/professor relation and a continuous upgrading of methodology and research subjects. Modern equipment is available to the students as well as the laboratories of the three atomic Centres (CAB, CAC and CAE). A permanent access to the CNEA libraries is also assured. Basic knowledge on Mathematics, Physics and Chemistry, such as those acquired in the first two years of Engineering or Science careers in Argentinean universities are required from applicants to graduate careers. In all cases, there is an admission examination and a personal interview, prior to incorporation to the career. Equal opportunity for the applicants is assured by a system of full time fellowships, granted mainly by CNEA and other institutes, universities, and private enterprises. These allow the attendance of students from any part of the country. Careers are organized through a fixed schedule of academic subjects, thus assuring, in every case, their completion in the foreseen time. A Master Degree at CNEA institutes assures a solid training on basic Science subjects and their applications in Technology and Industry, outlining future professional performance according to the needs of the region. Full-grants are usually offered to the students, which allow a full time dedication. Being mainly a research and development organization, CNEA has a large tradition in thesis works of Doctors in Science and Doctors in Engineering whose academic degrees were obtained in local as well as in foreign universities. This tradition allowed CNEA university Institutes to continue at present the training of new Ph.Ds. 3. Results for the nuclear sector Both Argentine operating Nuclear Power Plants (Atucha I and Embalse) provide 8.6% of the total country s electrical supply. Professors and graduates of CNEA university institutes have played an important role in the design and commissioning of the plants in the 60 s and 70 s. Work on life extension of these utilities is currently undertaken. Construction of Atucha II, third argentine Nuclear Power Plant, a PHWR 692 MWe reactor, was restarted in Graduates from the CNEA Institutes actively participate in this task, as well as in the design of a new nuclear power plant prototype (CAREM), uranium enrichment facilities, equipments for nuclear medicine, and containers for nuclear waste disposal, among other examples. 5

6 All the above-mentioned CNEA activities could be achieved as the consequence of earlier decisions with respect to the education and training of human resources in basic science and technological areas, being always understood that any technological development needs well formed specialists. 4. Conclusions CNEA is thoroughly committed in forming and training human resources for its own needs as well as for other sectors that require similar knowledge or technology. Professional quality of graduates is assured by a full time dedication to all activities and a strict teaching and examination system. Applicants are rigorously selected and individual potentials are especially encouraged. Faculties of CNEA Institutes are specialists on their specific subjects, thus providing a solid scientific basis to graduates. Students have full access to the CNEA research laboratories and equipments. The reduced number of new students selected among applicants, up to 15 per year in each career, allows for an intense activity in the research and development laboratories of the Atomic Centres of CNEA and close supervision of students. Desertion rate is thus very low. In state universities, the desertion rate at graduate and postgraduate level in engineering and science careers is slightly lower than 80%. According to 2003 statistics, graduation time exceeds about 57% the planned period, being about 35% in private universities. However, in CNEA Institutes the desertion rate is lower than 15%, occurring only during the first semesters and graduation is completed in the established periods. In post grade careers, near 100% of the applicants complete their degree. Grants offered for both students and graduates allow equal opportunities for all applicants with affinity to science and technology, irrespectively of their social or economic background. Most careers are offered to the international community, usually with support of organizations such as IAEA and OAS. 6

7 IAEA-CN-179-IAP02 Towards a strategic line for Intellectual Capital development at the Argentinean National Atomic Energy Commission - CNEA M. M. Sbaffoni, S. Harriague, M. P. López, S. Martínez Demarco Comisión Nacional de Energía Atómica, Buenos Aires, Argentina harriag@cnea.gov.ar Abstract. In Argentina, nuclear activities are nowadays gaining momentum, after the 2006 government decision of launching an important nuclear programme. The Argentinean National Atomic Energy Commission, technical support organization for the national nuclear sector and advisor to the government in nuclear affairs, is currently updating its Strategic Plan to fit with present demands. Being knowledge and human capacities its most relevant asset, the process includes the proposal of strategic planning and lines for Intellectual Capital Development. As a first stage it involves diagnosis of present status, risk analysis connected with probabilities of losing capacities and its impacts on the projects, and survey on new personnel and education and training needs. The first findings indicate that two levels of measures are needed: general ones, common to the whole organization and that should be launched as soon as possible by the highest decisional level, devoted to guarantee necessary staff and preserved knowledge, and specific ones, to be undertaken in parallel with the development of the projects, devoted to work on specific aspects found in some knowledge domains. 1. Introduction Nuclear activities started in Argentina in 1950, with the creation of the Comisión Nacional de Energía Atómica (National Atomic Energy Commission - CNEA). Presently the nuclear sector covers a broad range of nuclear related activities. It includes two operating NPPs and a third one under construction, and private and state owned Companies and Institutions connected with most of the aspects of nuclear business : nuclear development, applications to industry, agriculture and health, fuel cycle supplies, research reactors and radioisotopes production, nuclear medicine, educational activities, etc. CNEA has the role of Government Technical Advisor in nuclear affairs, and Technical Support Organization for the whole nuclear sector. In the 90 s, as in many other countries, Argentinean nuclear activities lost momentum. Many projects, including construction of the third NPP, were delayed or stopped. As in many other countries, this resulted in loss of capacities and staff ageing. No new multidisciplinary projects involving the whole organization were started, and consequently main activities suffered. The crisis was particularly severe in CNEA where the number of workers was drastically reduced. In 2006 the Argentinean Government launched an important nuclear programme, to expand the national energy matrix and respond to worldwide concerns on global climate change. Construction of the third NPP was reassumed, uranium exploration and enrichment activities were restarted, as well as the construction of a small, innovative NPP of Argentinean design (CAREM). In order to face these new challenges, CNEA decided to update its Strategic Plan. To ensure the availability of proper knowledge and manpower needed to sustain new projects and expanded activities, Intellectual Capital analysis became an important issue in the planning process. Being CNEA a complex organization, covering many activities and disciplines, the strategic planning work was initially organized by knowledge domains, integrating afterwards the expectations and needs of all the areas. For each area the process included an analysis of present situation and of strengths, 7

8 weaknesses, opportunities and threats (SWOT), redefinition of strategic objectives, projects, tasks and milestones, and the analysis of necessary resources, including financial needs and intellectual capital assets. 2. Intellectual Capital development planning The work is based in adopting a widely used definition of Intellectual Capital or Intellectual Assets, considering that it covers not only tacit and explicit knowledge, but also the people who possess, develops, uses, recreates, and transfers that knowledge. In order to establish Intellectual Capital needs for achieving CNEA objectives, the initial tasks were divided in three steps: diagnosis, risk analysis, and needs survey. As well as in the whole Strategic Plan revision, it was organized by thematic groups or knowledge domains, and was implemented via surveys and discussions coordinated by the Planning area, but based on active participation of experts and relevant senior staff for each area Diagnosis of present situation As a start point, a detailed survey of existing personnel was made, including their specialization, seniority level, knowledge and skills, role, as well as demographic data. Twelve areas were surveyed until now, including close to 2000 staff members. As a byproduct of these activities, information can be the basis for knowledge maps and yellow pages, but they will be constructed in a further stage of the work. For every knowledge domain an analysis of strengths, weaknesses, opportunities and threats (SWOT) regarding Intellectual Capital was done. Even if each area has its peculiarities and particular needs to work on, common topics, related to a great part of the organization were identified, related with present staff capacities, organizational culture, institutional tools for personnel motivation and retention, etc, and they will be the base for a Strategic Line proposal Loss risk analysis The examination of present situation indicates that in some areas there is a significant number of specialists with a high probability of near term retirement, whose knowledge and skills are relevant for the projects. The continuity of nuclear activities, not to say its expansion, may be at risk if this critical knowledge is lost, while its recreation may demand a long time frame, hardly compatible with attaining the strategic plan objectives on time. This fact made the necessity of performing a risk analysis evident, in order to identify areas and specialists where urgent actions of preservation, development and transfer of critical knowledge are required. Three factors were considered: risk of losing the resource, due to age, external competition, labor market situation, etc.; criticality of the resource from the point of view of fulfilling strategic plan objectives; and difficulties in replacing it, due to scarcity of replacement and required training time. At present, more than one hundred critical specialists have been identified, where first actions should be focused Future needs The needs of recruiting new staff were established, on the basis of present availability, actual objectives, and capacities required. Estimated times for training, knowledge transfer and formation of replacement chains at different levels were also considered. 8

9 As resources are limited, strict priorities were established for personnel needs, to ensure proper assignment. The results of the risk analysis played a key role in assigning priorities, and should become an important element in defining future recruitment priorities. Most key areas agreed on the fact that the window of opportunity for reversing the situation is very narrow, no more than three to five years. 3. Initial results Even if the analysis of data is still under way, some important facts have already emerged. Every technical area has its individual character and details to work on, but common elements have been detected, both regarding strengths and difficulties. The two strongest points clearly identified were the availability of highly qualified personnel, and of a prestigious nuclear educational and training (NET) network. It is clear that CNEA s main strength relies on its intellectual capital, imbedded in an important number of professionals and technicians sharing solid knowledge and skills, deeply involved with the Institution, and willing to face the challenges arising from the present nuclear renaissance. They are an invaluable asset that should be protected and developed. To deal with present requirements, one of the main issues internationally recognized is the shortage of qualified personnel, and of acknowledged nuclear education opportunities. In the case of Argentina, the solid educational and training network on the main nuclear disciplines that CNEA has developed in more than fifty years, alone or associated with National Universities or international Organizations as IAEA, is an important strength. Education and training of new staff for the Argentinean nuclear sector may relay to a great deal on two existing tools: CNEA s three academic institutes for graduate and post-graduate studies in nuclear disciplines, where all students hold fellowships for full time dedication to their careers, and the faculty is formed mainly by nuclear senior scientists and technologists, and CNEA s learning by doing fellowships programme, that facilitates training of young graduates, technicians and advanced students under supervision of specialists and involved in actual projects. The most important general concerns were about staffing, specially age and number of available personnel. An important fraction is over 55 years old, close to retirement. Due to recent recruitment in some areas a bimodal age distribution is found, with a second maximum around 30 years of age, but due to non recruitment during the stagnation period, there is an important generation gap that may hamper knowledge transfer and formation of replacement teams. Most of the areas report lack of personnel for the new duties, with a high risk of losing critical knowledge. In many cases replacement chains are missing, and there are problems in attracting and maintaining new personnel, mainly because of strong national and international competition for qualified human resources. Some other general problems were also identified, regarding work organization and sharing, organizational structure adaptability to new needs and present situation, review of incentives and rewards instruments, the necessity of increasing and improving induction activities and diffusion of CNEA culture and values to newcomers, etc. There is also an important work to do reviewing technical documentation preservation and intellectual property protection. First findings indicate that two levels of measures are needed: general ones, common to the whole organization and that should be launched as soon as possible by the highest decisional level, devoted 9

10 to guarantee necessary staff and preserve knowledge, and specific ones, to be developed in parallel with the projects, devoted to work on particular aspects found in some knowledge domains, that can be faced mainly with ad-hoc recruitment and training actions. 4. Need of a strategic line on Intellectual Capital development To face general problems, common to all knowledge domains, a Strategic Line on Intellectual Capital Development is proposed, consisting of actions crossing the whole organization, to be defined by the top management, and implemented with the support of all sectors. Being the difficulties mentioned by the experts of general order, and considering that not acting on them could spoil or delay the expected projects results, this strategic line should be defined and launched as soon as possible, even before the updated Strategic Plan is formally finished and approved. Its proposed actions are organized around four main axes: To count on appropriate staff and knowledge, with availability of the capacities needed to properly fulfill Strategic Plan Objectives; To preserve, develop and transfer CNEA s knowledge capital to new generations; To work on recruitment and retention of personnel, stressing on motivation and work satisfaction; To reinforce important attitudes, as cooperation, interdisciplinary work, compromise and responsibility. At present, specific objectives and actions on these four axes are under discussion. Some of them may be mentioned as examples: to reinforce and redirect the fellowship programme to critical knowledge transfer objectives; to reinforce the use of Knowledge Management tools, selected for every area according to specific domain and local conditions; to reinforce internal diffusion activities through seminars, IT techniques and induction courses, emphasizing on CNEA s culture, values, history and challenging projects; to implement changes in organizational procedures connected with recruitment and professional development; to put into action rules and improvements in technical documentation preservation systems, etc. 5. Conclusions A participative, dynamic Strategic Plan sustained in time and with proper milestones and control mechanisms, is proving to be an efficient tool to focus the activities of a complex organization such as CNEA on the objectives arising from the present nuclear renaissance, after a quite long stagnation period. Being intellectual capital the main asset for technological development, planning its development becomes a must, and plays a relevant role. In order to strengthen and ensure our capacities, properly fulfill the objectives of the Strategic Plan, and keep on being a referent technical support organization in nuclear affairs, urgent actions are required, at most during the next three to five years, making intensive use of KM and NET tools locally available or offered by the international community. 10

11 IAEA-CN-179-IAP03 Human resource development for an innovative nuclear program in an emerging country O. J. A. Gonçalves Filho a, F. Sefidvash b a Nuclear Engineering Institute, Brazilian Nuclear Energy Commission, Rio de Janeiro, RJ, Brazil orlando@ien.gov.br b Federal University of Rio Grande do Sul, Porto Alegre, RS, Brazil farhang@sefidvash.net Abstract. A program for Human Resource Development (HRD) for a country wishing to initiate a nuclear power program is suggested. The proposal is based on the requirements defined in the IAEA s Milestone document and the ideals of the IAEA/INPRO project. It is shown how an emerging country can build a multifaceted nuclear power program implementing various activities in parallel that will bring about a nuclear power program with an innovative nuclear reactor for that country. 1. Introduction The increase in world population and its desire for higher standard of living require an ever-increasing energy production, especially electricity. None of the forms of energy alone is a panacea. The solution to the world energy problem is in the utilization of all forms of energy available. Alternative forms of energy are insufficient to supply the world energy demand but nuclear energy can be produced with abundance. Generation of nuclear energy by the future innovative reactors (those that meet the philosophy of IAEA s INPRO project [1]) shall be fully safe, environmentally friendly and acceptable to the general public. IAEA s approach for a newcomer country wishing to embark in nuclear energy is summarized in the Milestone Document [2] and focus primarily on the development of the national infrastructure necessary for the safe operation of the country s first nuclear power plant. In this work, the authors advocate that once a decision to launch a nuclear program has been taken a newcomer country should start building capacity to assess innovative nuclear reactors using INPRO methodology [3]. Furthermore, those countries that have the will and the necessary financial resources should be encouraged to participate in the research and development of an innovative nuclear reactor and becoming a technological stakeholder in a project that may be deployed in their territories in the future. In the authors opinion emerging and developing countries should no longer be merely buyers of nuclear technology but somehow participants in their development. The only way that a country can actually master any technology is by their active participation in its development. The fact is that science may be transferred but technology is not transferable it is developed. This alternative approach is discussed in more detail below. An associated human resource development program is suggested in which participation in the development of the innovative Fixed Bed Nuclear Reactor (FBNR) is encouraged. 2. The IAEA approach IAEA s approach for implementation of nuclear energy is summarized in the Milestone Document [2]. The approach identifies 3 distinct phases, each one with its own milestone (feasibility study for 11

12 Phase 1, bidding process for Phase 2 and commissioning for Phase 3) to be completed in preparation for the safe operation of a country s first nuclear power plant [4]. Newcomer countries should therefore use the Milestones approach for the initial development and assessment of their progress in developing a national infrastructure. In IAEA s viewpoint, NESA (Nuclear Energy System Assessment) using the INPRO methodology is suitable for assessing infrastructure for established or expanding INS (innovative nuclear energy system) [5]. 3. An alternative approach The alternative approach proposed here for developing the nuclear infrastructure capability of an emerging or developing country is a significant variant of IAEA s approach and is based on the following main ideas: The process of capacity building for performing full-scope nuclear-energy system assessments using INPRO methodology should follow the country s commitment to proceed with the development of a nuclear power program. Referring to IAEA s approach, this is to say that capacity building to perform a full scope NESA using INPRO methodology should be anticipated and run in parallel with Phase 2 of IAEA s infrastructure development program (preparatory work for the construction of a nuclear power plant once a policy decision has been taken); Emerging or developing newcomer countries that have the will and financial resources should be encouraged to participate in the research and development of an innovative nuclear reactor and becoming a technological stakeholder in the project. To this end, participation in the development of the innovative Fixed Bed Nuclear Reactor (FBNR) is proposed. The underlying points in this alternative approach are: Newcomers to nuclear energy may and should adopt a new and creative route for implementation of their nuclear power programs and not follow the old fashion standard ways that are inefficient and take much time to advance; Newcomers can meet IAEA s milestones in parallel with getting involved with the development of the nuclear reactors of the future. They do not need to limit themselves to develop infrastructure only but can develop R&D capability in parallel with them; The innovative nuclear reactors of the future are those that meet INPRO comprehensive and holistic methodology and shall help to ensure that nuclear energy is available to contribute, in a sustainable manner, to meeting the energy needs of the 21st century. The FBNR concept is one such example with the overwhelming feature that its development is open to the participation of every country [6]; The FBNR concept is simple in design. It has nuclear and non-nuclear parts. The development of the non-nuclear parts can start with any infrastructure. The development of the nuclear part starts when a basic nuclear infrastructure is formed and should be done in cooperation with a developed country. The FBNR concept is discussed in more detailed in Section Guideline for establishing a Human Resource Development Program Following the policy decision to proceed with the development of a nuclear power program, substantive work for achieving the necessary level of technical and institutional competence should be undertaken. For the alternative approach proposed in which NESA using INPRO is run in parallel with Milestone Phase 2 and direct participation in R&D activities is encouraged, the following modifications/additions with regard to IAEA s Milestone Document are recommended for the establishment of a Human Resource Development Program: Develop training courses in INPRO methodology for a selected group of experts in all INPRO areas that could later act as multipliers for dissemination of the methodology in the country. 12

13 The courses should be based on a innovative nuclear energy system or component thereof that has a high potential to fulfill the needs of the country, such as, for example, electricity generation and seawater desalination; Get involved in the R&D of non-nuclear components of an innovative nuclear reactor concept of national interest. In this way, technician and engineers will learn on-the-job the technical aspects of the project they are contributing to develop and get the experimental knowledge on matters relevant to the technology employed in the project; Develop training programs in-house or abroad on nuclear engineering to qualify technicians and engineers and other professionals and thus build a minimum national human resource capability in the area; Get involved in the R&D of nuclear components of the innovative reactor concept that the country is already contributing to develop when the nuclear infrastructure, including human resources, is available. 5. The Fixed Bed Nuclear Reactor (FBNR) concept In order to illustrate the ideas discussed in Section 2 and 3, the FBNR concept and the possibility of newcomers to nuclear energy participate in its development are discussed in more detail next. The Fixed Bed Nuclear Reactor (FBNR) is a small reactor (70 MWe) without the need for on-site refueling. It is a pressurized light water reactor having its fuel in spherical form. It has the characteristics of being simple in design, inherent safety, passive cooling, proliferation resistant, and reduced environmental impact [6,7]. FBNR is a foolproof non-proliferating reactor that can not be misused for military purposes [8]. It is economic with low capital investment. It can contribute to the solution of ever-increasing demand for power in a world that is in the grip of an economic crisis. Small reactors have the advantages of serving the needs of local communities, need low capital investment and do not require expensive power transmission system. FBNR can serve as a multipurpose plant producing electricity, desalinated water, industrial steam, and supply district heating simultaneously. FBNR is inherently safe that implies total safety and environmentally friendly conditions for its surrounding. The used fuel of FBNR may not be considered nuclear waste since it can serve as a source of radiation for irradiation purposes. They have useful applications in agriculture, medicine and industry. The inherent safety and passive cooling characteristics of the FBNR nuclear reactor eliminate the need for containment. However, an underground containment is envisaged for the reactor to mitigate any imagined adverse event, but mainly to help with the visual effects by hiding the industrial equipment underground and presenting the nuclear plant as a beautiful garden compatible with an environment that would be acceptable to the public. The reactor can be operated with a reduced number of operators or even be remotely operated without any operator on site. Signals transmitted from a multitude of detectors and fed into the control system will make the FBNR a totally safe nuclear reactor, and guard it against, sabotage, terrorist action, explosion, earthquake, flooding, fire, tornado, or any other natural or man-made disaster. Any abnormal signal outside the range of operation from any of the detectors will signal an accident alarm which in turn will automatically cut off power to the pump resulting in the fuel elements to fall out of the reactor core, by the force of gravity, and become stored safely in the passively cooled fuel chamber. FBNR uses the well-proven PWR technology. The countries that adopt FBNR will participate in the research and development of the technology and become the owners of nuclear technology and not merely the users. Science may be transferred, but technology is not transferable - it is developed. Newcomer countries to nuclear energy can participate in the development of FBNR while they are implementing the IAEA Milestones Guidelines. In fact, any country can become a stakeholder in the 13

14 FBNR project. Participation in the FBNR project brings with it sophisticated technology and wealth to the country. It will have a positive impact on other industries of that country. The guarantee that FBNR is a good business comes from the establishment of the INPRO project in 2001 in response to a resolution by the IAEA General Conference (GC(44)/RES/21). INPRO has as objectives (1) help to ensure that nuclear energy is available to contribute in fulfilling energy needs in the 21st century in a sustainable manner ; and (2) to bring together both technology holders and technology users to consider jointly the international and national actions required to achieve the desired innovations in nuclear reactors and fuel cycles [1]. Therefore, any project that meets INPRO criteria will certainly have the support of the world highest authority in nuclear energy (IAEA). The FBNR Nuclear Reactor has been recently assessed under INPRO methodology as part of a innovative nuclear energy system completed by an indigenous once-through fuel cycle based on enriched uranium for additional electricity generation in Brazil [9]. The assessment study was limited to the INPRO areas of safety and proliferation resistance. The judgment on the potential of the FBNR reactor was that it complied with all criteria of the proliferation resistance area and with most of those of the safety area. Those few criteria judged not compliant have, however, high potential to be fulfilled with further development of the FBNR design. REFERENCES [1] INTERNATIONAL ATOMIC ENERGY AGENCY, International Project on Innovative Nuclear Reactors and Fuel Cycles (INPRO), IAEA s INPRO OFFICIAL WEBSITE, [2] INTERNATIONAL ATOMIC ENERGY AGENCY, Milestones in the Development of a National Infrastructure for Nuclear Power, IAEA Nuclear Energy Series No. NG-G-3.1, Vienna (2007). [3] INTERNATIONAL ATOMIC ENERGY AGENCY, Guidance for the Application of the Assessment Methodology for Innovative Nuclear Systems INPRO Manual: Overview of the Methodology, IAEA-TECDOC-1575, Ver.1, Vienna (2008). [4] MAZOUR, T., National Infrastructure development for Newcomers/INIR Missions, Workshop on IAEA Tools for Nuclear Energy System Assessment for Long-Term Planning and Development, Vienna (20-23 July 2009). [5] MAZOUR, T., Assessment on the area of Infrastructure, Workshop on IAEA Tools for Nuclear Energy System Assessment for Long-Term Planning and Development, Vienna (20-23 July 2009). [6] FBNR OFFICIAL WEBSITE, [7] SEFIDVASH, F., Water Cooled FBNR Nuclear Reactor, International Conference on Opportunities and Challenges for Water Cooled Reactors in the 21 st Century, Vienna (27-30 October 2009). [8] SEFIDVASH, F., Non-Proliferation Characteristics of the FBNR Nuclear Reactor, IAEA Technical Meeting on Options to Enhance Proliferation Resistance and Security of NPPs with Small to Medium Sized Reactors, Vienna (3-6 November 2009). [9] GONÇALVES FILHO, O. J. A., SEFIDVASH, F., Assessment of Two Small Sized Nuclear Reactors for Electricity Generation in Brazil using INPRO Methodology, International Nuclear Atlantic Conference, INAC 2009, Rio de Janeiro (28 September 2 October 2009). 14

15 IAEA-CN-179-IAP04 Relationship between nuclear safety regulatory strengthening and nuclear power promoting in West African countries D.M.A. Belemsaga, Z. A. Ouedraogo, S. Sam/Zangre, D. Nabayaogo Autorité Nationale de Radioprotection et de Sûreté Nucléaire, Ouagadougou 03 Burkina Faso Abstract. A combination of various factors such as economic and climate changing appears to be pushing the risk-benefit balance into nuclear s favor as an energy option for developing countries. However the crucial question could be: should West African countries embrace nuclear energy? This paper is a tentative response idea to this question, while highlighting the Burkina Faso regulatory body activities to go with introduction and promotion of nuclear technologies in the country. Surely, for developing countries nuclear power option will have an impact environmentally, socially and economically. The qualitative valuation and quantification of this impact should be the first step, using an integrated holistic approach. For nuclear power to be introduced and/or promoted from the best way in West African countries, some issues to be addressed are hereby described. 1. Introduction Impacts of climate change are visible in the world, wherever you go. Various international consultations have strengthened the conviction that climate change and its effects on the environment are irreversible. In this dynamic, it appears clearly that Africa is the most vulnerable continent, as vital development sectors such as health and agriculture but also energy are highly related to the climate. According to a literature review, Africa's population has increased sharply, from 364 million in 1970 to nearly 800 million in 1999 (with about 13% of world population), and is expected to increase further, to 1.3 billion, by 2020 [5]. But for the human development to be soft in Africa, the availability of clean, reliable, convenient and accessible energy is essential. Oil and gas are concentrated in north and west Africa, hydroelectric potential in central and east Africa and coal in southern Africa. Only South Africa has nuclear power production, and nuclear power accounts for about only 1% of African energy demand [2]. 2. Analysis of nuclear interest in Africa and future evolution As of October 2008, a report from the Agency had identified 439 nuclear power plants operating in 31 countries, with 37 plants under construction. According to the same report, approximately 50 countries currently without nuclear power programs have expressed interest in developing such a program by 2020 and many countries with nuclear power programs are expanding these programs. Of the 439 nuclear power plants in operation, only two are in Africa, koeberg-1 and koeberg-2 in South Africa, operating respectively since 1984 and 1985 [5]. This situation may change in the future. As it is shown in the map (Fig. 1, green areas), a number of developing countries are particularly interested in the development of nuclear power plants. This is the case of the north part of Africa but also Nigeria and Côte d Ivoire, in West Africa. Other open-source information quoted also that Senegal, Ghana and Niger are planning to build their own nuclear power plant by 2020 [10]. 15

16 Fig.I: Map of countries with operating nuclear power plant in the future (IAEA,NEA, IEA et al. 2008) According to one estimate, the number of people living in cities may double to almost 7.5 billion between now and 2050, while the rural population could fall from 3 to 2.5 billion [10]. Alternative, renewable fuels are unlikely to be able to cope with the strain this will put on centralized energy systems. Nuclear power seems to be an option for Africa in general and particularly for West African countries. Indeed, in many African countries, there is a limit to supply fossil fuels, population growth and climate change constrains. Today, only 64 % of Africa's population has access to a reliable clean water supply. An estimated 526 million people in Africa do not have access to electricity. Efficient and cleaner energy forms are vital to Africa's development and fight against poverty. Nuclear energy technology could contribute highly to covering these needs [9]. Even if nuclear power is not included in the Kyoto Protocol as greenhouse gas-free technology, it should be noted however that it is an important electricity generation option that is carbon free. It provides an opportunity to limit climate change [7,8]. Nuclear power reactors emit virtually none of the traditional air pollutants associated with fossil fuel combustion, principally sulphur dioxide (SO2), nitrogen oxides (NOx) and suspended particulate matter. Nor do they emit trace heavy metals, like arsenic and mercury, associated with coal combustion that have negative health impact. Of course, for developing countries nuclear power option will have an impact environmentally, socially and economically. The qualitative valuation and quantification of this impact should be the first step, using an integrated holistic approach. However doubts could still remain relating to the best management of radioactive waste in particular 3. Promoting nuclear energy in West Africa: strengthening the national regulatory infrastructures In order to face any problems that could happened because of introduction and expand of nuclear technologies, nuclear safety regulatory bodies should be strengthened in accordance with the IAEA guidance. An adequate training programme based on results from international expert missions and the establishment and maintenance of a regional system of accounting for and control of nuclear materials in general should be put in place at national and regional levels. The government of Burkina Faso set up two infrastructures to deal with the peaceful use of nuclear energy. The first one, called Secretariat Technique à l Energie Atomique (STEA), is acting as a 16

17 promoter while the second one, named Autorité nationale de Radioprotection et de Sûreté Nucléaire (ARSN), is regulating the use of ionizing radiation sources within the country [1]. ARSN is the competent body for the control of nuclear safety and security, safeguard and radiation protection. Its mission is to license and regulate the nation s civilian use of by-product, source and special nuclear materials to ensure adequate protection of public health and safety, promote the common defense and security, and protect the environment. ARSN use to strengthening its personnel through regional training courses proposed by the Agency, expert mission from seniors, scientific visits and national training courses. Also, Burkina Faso nuclear regulatory authority is implementing an initiative programme involving safety regulators from west African countries (UEMOA member states) to work together to harmonize regulatory requirements, largely in response to new questions brought about by the economic and social use of nuclear technologies, including nuclear power plant in the concerned area. This initiative is in accordance with the IAEA regional approach described in RAF9038 project, entitled Promoting self assessment of regulatory infrastructures for safety and networking of regulatory bodies in Africa. 4. Conclusion and recommendation There are a number of reasons for choosing nuclear power: it enables countries to ensure their national energy independence and environmental protection. As nuclear energy does not emit greenhouse gases that contribute to climate change, it can be considered to be clean, safe, reliable and cost-effective, with many environmental benefits. But introduction of the nuclear power plants in Africa required that several items should be fulfilled. Of course, for nuclear power to be introduced and/or promoted from the best way in West African countries, the following should be highlighted: Strong political will by implementing nuclear power strategy and policy for Africa; Regional approach should be preferred, with possible use of existing regional infrastructures channels, such as UEMOA, CEDEAO, BCEAO, NEPAD, etc.; Global strengthening program for the personnel that could be involved in nuclear technology activities is highly needed; Establishment of adequate and comprehensive laws and regulations based on IAEA safeguard, safety and security standards; in particular, the nature of the relationship between nuclear operators and the regulator should be clearly established, and responsibilities relating to nuclear security defined; Taking into account countries comparative advantages (uranium exploration, milling and mining in Niger; Ghana and Nigeria nuclear infrastructures, etc.); Development of nuclear safety and security culture for the population at all levels. In any cases, developing countries should build skills and expertise in a range of energy technologies so they can choose which best addresses their needs. Countries that develop this capacity will be best placed to meet their own energy needs on their own terms [10]. 17

18 ACKNOWLEDGEMENTS Authors are grateful to: The Government of Burkina Faso for its high appreciated contribution to the national nuclear security and safety activities; The IAEA for its technical advice and financial support. REFERENCES [1] Belemsaga D.M.A., Ouédraogo Z.A., Sam/Zangre S., A new regulatory authority for the control of nuclear security and radiation protection in Burkina Faso. CN-166 International symposium on Nuclear Security. 30 march-3 april. [2] Energy Information Administration (EIA), Energy in Africa. December. [3] The Committee on Nuclear Regulatory Activities (CNRA). Nuclear regulatory challenges arising from competition in electricity markets. OECD/NEA. [4] INTERNATIONAL ATOMIC ENERGY AGENCY, Energie nucléaire et developpement durable. 31 p. [5] M.Ibrahim and A.S.Hussein, Nuclear power: Africa and the future. Second All African IRPA Regional Radiation Protection Congress April 2007 Ismailia Egypt [6] OCD (Report), Risks and Benefits of Nuclear Energy. June. [7] World Nuclear Association (WNA), Nuclear Power and sustainable development. [8] Nuclear Energy agency (NEA). Nuclear Energy and Climate change [9] Y.M.Ibrahim, Nuclear Power plants for Sustainable Development in Africa, nuclear Power Plants Authority, Cairo, Egypt. [10] Débat sur l energie nucléaire 18

19 IAEA-CN-179-IAP05 Chilean initial approach to human resource development for introducing a nuclear power programme M. J. Miranda Gaete Comisión Chilena de Energía Nuclear, Santiago, Chile mmiranda@cchen.cl Abstract. Nuclear Power has flourish in the last few years and Chile is one of the countries that are seriously considering the possibility of installing its first Nuclear Power Plant and one of the first basing its efforts in the IAEA s Milestones document, according to which there are 19 issues that should be worked during a nuclear power programme. One of the most important ones is Human Resource Development. In Chile s case it will follow a methodology of several steps resulting in a complete Human Resource Development Plan including a complete description of the positions that will be required and the competences necessaries for each one of them. Between the items to be worked stand out Knowledge Management and Safety Culture, subjects that present the major challenge for the country considering its culture. 1. Introduction The possibility of introducing a first Nuclear Power Plant presents a huge and complex matter, how to assure a proper and continuous flow of people prepared to work efficiently and safely in time to the commissioning of the plant, especially when the country is considering the implementation of more than one NPP in the future. It also presents the necessity of anticipate all the human resources that are required to the pre-commissioning phases Chilean actual status Chile has experience in the nuclear field since the 50 s, but it s not until the year 1965 that the Comisión Chilena de Energía Nuclear 1 was founded, CCHEN. The CCHEN is a nuclear research institute, it is also in charge of the oversight and support of all the organizations and institutions that handle nuclear products, hospitals, industries, etc. In its history, the CCHEN has sponsored the training and education of every employee that was necessary, between them PHD, master, magister and operative training; it also has offered continuous training to the employees of all the institutions that are under the CCHEN s guard. Today, the CCHEN has approximately 300 employees and has numerous Technical Training Projects in different areas of Chile as part of the IAEA Technical Cooperation Programme, it has been 108 completed national projects, 86 completed regional/interregional projects, 16 active national projects and 58 regional/interregional projects. There has been 9 Expert Missions from the IAEA since 2007 without counting the different workshops which have contributed to the training and knowledge of not only the CCHEN s employees, but also from the Comisión Nacional de Energía 2, from the industries and from the different educational institutions, among other stakeholders. In the last few months has been hired a numerous staff completely dedicated to the Nucleoelectric Project. 1 Chilean Commission of Nuclear Energy 2 National Energy Commission 19

20 2. Methodology Chile has been analyzing the possibility of introducing the first nuclear power plant for the last two years. It s one of the first countries that started to use the Milestones methodology3, the three milestones that every country should achieve for each of the 19 issues that have to be developed as part of a complete and responsible nuclear programme. One of those 19 issues and, perhaps one of the most complicated one is Human Resources Development. This subject is closely related with the Management Issue, that is because the better way of create a strong organization is building it over one unique vision and mission. Based on the Milestones methodology, Chile has developed a plan to work on the first Phase of this Issue, meaning the activities that should be done in order to be ready to make a knowledgeable commitment to a nuclear programme This plan consists on the following main items: 2.1. Identification of the necessary scientific and technical disciplines for the three phases of the programme This item will include the identification of the activities that have to be performed in every Phase, Issue and the Organization in charge; the human resources necessaries to perform each activity, and definitions of the competences, disciplines and time/type of experience required for every position inside every activity. The result of this stage should be a description of every position required, with its respective competences and work load Evaluation of the local and international availability and potential of those disciplines The item includes the investigation and register of the human resources already qualified for some positions or related to the nuclear field. This people could be working for CCHEN or other institutions and industries. It also includes the evaluation of the educational capabilities of Chilean universities and institutes, especially in the nuclear field, and the possibilities of future educational programmes. All of these supported by conversations with the respective stakeholders, in this case representatives of universities and institutes, in order to be clear about their intentions of being involved in the nuclear programme development. The final activity of this item is the evaluation of the international educational programmes available, fellowships, scholarships, conventions and agreements that Chile has with other countries with regard to energy Identification of gaps With the information obtained in the above items, this part will address the gaps between the human resources requirements identified and the present status and projection from the present to commissioning time, maintaining the present variables constant as educational programmes available, people with nuclear knowledge and experience, among others Action plan for narrowing gaps This plan will have to show how the country will use all the tools available to cover the gaps founded in the previous analysis. In order to have a complete plan, it will be analyzed every possibility offered by the potential vendors. It will also have to address every matter related to knowledge generation and management, national and international staff training options, staff exchange with foreign NPP, experienced international staff recruitment, implementation of national educational programmes at all levels, schools, technical institutes, universities, etc. The result of this stage should include the courses needed for every position as part of a training plan. 3 Milestones in the Development of a National Infrastructure for Nuclear Power. 20

21 2.5. Safety culture development plan It will be necessary to investigate deeply about this subject. Every variable purely handled inside a NPP could provoke a chain effect that could lead to an accident. The first activity will be learning what implies the safety culture inside a NPP, every aspect that is necessary to take care of. This will include a profound analysis of the international experience at this matter, and also the local experience in other local industries as mining. Chilean mining industry is characterized by its high standards regarding to safety, so it s important to analyze the aspects that are replicable to the Nuclear Power industry, especially because they have succeeded in the creation of a safety culture at Chilean work environments Organizational development It will be necessary to identify the factors that influence personnel migration and to analyze the expected migration flow. This item will include the analysis of the displacement ways and the generation of an employee retention model. It will also include a succession plan in order to maintain a continuous flow of prepared staff without the risk of having entire generations of personnel retiring at the same time and not having any replacement for them Human resources development plan This item will compile all the previous analysis in an organized and complete plan, it should contain all the information required to be a guide to the next phases of the nuclear power programme. It s important to explain the position of the Regulatory Body in this methodology. All the aspects regarding human resources development at the Phase will be team-worked with the staff working group on the Regulatory Body development. The main reason is to join efforts in order to have a more efficient work, but it s established that the organization has to function independently as soon as possible Present situation During the first year of work, there has been able to identify the activities to be executed by every organization, at the 3 phases of the programme, regarding the 19 issues and basing it on the draft of the IAEA s document Workforce Planning for New Nuclear Power Programmes 4. The first approach was based only on the draft, but for the descriptions of the positions will be used the Chilean nuclear experience and also other IAEA s documents, especially the Knowledge Management series. There has been progress on the register of the people with nuclear knowledge and experience on the field in Chile, between them it s the staff that participated on the first Nucleoelectric Project on The project was terminated but implied the training of the staff. At the present they are approximately in their 70 s, so they could be useful as advisors but cannot be counted as possible assets to the future of the Nuclear Power Programme. About the education, there s been found that in Chile s educational system exists some courses that include nuclear subjects, but not complete nuclear education programmes. This is because there hasn t been market for covering those programmes, but in the present educational institutions has shown real interest in starting educational programmes around the nuclear power programme that is materializing in Chile s scope. 3. Challenges There s a lot left to do, starting with the identification of Gaps. That is not an easy task, because in order to have a gap it s necessary to understand what is really necessary. There s no instruction manual for the development of human resources, especially when it s in the nuclear field. There are many systems and approaches and it s important to find the best system that suits the Chilean culture 4 IAEA Nuclear Energy Series No. NG-T

22 and status. It is not impossible to create educational programmes such as magister and nuclear engineering, but it may not be necessary or useful for the first NPP. It may be best for the country sending people abroad to have the proper training, but it is important to bear in mind that this will be the first NPP and it s strongly probable that it won t be the last one, that is why one of the challenges that the country will have to face will be to make decisions that will aloud the country to have the adequate human resources for the first NPP without wasting the country s resources, but with the vision of knowledge management for a long term nuclear power programme. The technical training is a whole another issue, because of the number o persons that will have to be trained at this level it should be logical to start conversations with technical institutes in order to create the adequate programmes. Another important challenge for Chile regarding Human Resources Development is the creation and maintenance of the Safety Culture. Chile is a country that is characterized by the lack of efficiency at an operative level, that s why the efforts in this area will have to be multiplied. It will be important to learn how to achieve the sense of responsibility that is necessary for every worker of a NPP in order to have an optimum safety and security for the personnel of the NPP and its surrounds. 4. Conclusions Human Resources Development for the first Nuclear Power Plant is a complex subject and Chile has to prepare a complete plan for the 3 phases of the programme. The possibilities and methodologies are numerous and it will be necessary to choose the best ones for the country. There has been defined the steps that will be followed for the first phase of the programme emphasizing the importance of Knowledge Management and Safety Culture. Those two subjects should be the most important and great efforts should be focused on both of them in order to achieve a structured and successful Nuclear Power Programme. REFERENCES [1] INTERNATIONAL ATOMIC ENERGY AGENCY, Milestones in the Development of a National Infrastructure for Nuclear Power, IAEA, Vienna (2007). [2] INTERNATIONAL ATOMY ENERGY AGENCY, IAEA Nuclear Energy Series No. NG- T-3.3, Workforce Planning for New Nuclear Power Programmes, Vienna (February 2009). [3] CCHEN, Comisión Chilena de Energía Nuclear, [4] CNE, Comisión Nacional de Energía, 22

23 IAEA-CN-179-IAP06 Role of Egyptian nuclear institutions in human resource development L. F. Fouad Egyptian Atomic Energy Authority, Egypt Abstract. In Egypt, the role of the nuclear centers forming the Egyptian Atomic Energy Authority (EAEA) is quite large as it does not only involve research and development but it also provides assurance of availability of requisite skills ad expertise required for the futuristic objectives of the country in the field of peaceful uses of atomic energy. In this paper needs for developing and maintaining competent human resources in nuclear field are clarified. The human resource development (HRD) strategy as well as the implemented workplan is presented. The current status of education in nuclear engineering and the methodology used for integration between education (i.e. university) and training (i.e. nuclear institutions) is addressed. As Egypt started launching nuclear power program, the HRD action plan is also highlighted. 1. Introduction In the presidential Decree No The Establishment of Atomic Energy Authority Article 2, it was stated that the Atomic Energy Authority will be in charge of preparing and training specialists in the practical branches related to the atomic energy in and out of the country besides setting-up establishment required for scientific training research, applications and issues of the atomic energy. So, it is very clear that the policy of the Government of Egypt since the early beginnings focused on education and training programs for obtaining the qualified nuclear personnel who would play important role in the development of nuclear energy utilization. 2. Needs for developing and maintaining competent human resources in nuclear field 2.1. Availability of well established nuclear institution Within the Egyptian Atomic Energy Authority (EAEA), there are four main research centers the Nuclear Research Centre (NRC), the National Centre for Radiation Research and Technology (NCRRT), the Hot Laboratories and Waste Management Centre (HLWMC) and the National Centre for Nuclear Safety and Radiation Control (NCNSRC) which was established for the aim to create adequate review and assessment, expertise and technical capabilities within the centre to provide assurance for operating nuclear facilities safely without undue radiation risk to environment, operators and the public. The EAEA has several unique science and technology facilities which are efficiently used by the national universities, research institutes and different sectors of the society through either joint research activities or contracted services. These facilities include 2 MW research reactor, 22 MW multi purpose research reactor, Mega gamma Co-60 irradiator, 1.5 MeV electron beam accelerator, low and intermediate level liquid waste station, cyclotron and others. Outside the EAEA, there are two other organizations operating within the nuclear field, the Nuclear Power Plant Authority (NPPA) and the Nuclear Materials Authority (NMA). 23

24 The NPPA is responsible for the construction and uses of nuclear power plants for electricity generation and seawater desalination. Now, its scope of activities includes site development, preparation of bid documents and bidding process and project management. The NMA is responsible for exploration, analysis on the prospects of nuclear raw materials, their use and distribution Wide use of nuclear techniques in human health As in other developing countries, cancer is emerging as a major public health problem in Egypt. The most common cancer sites are in males bladder, liver, NHL, bronchus, leukemia, skin and in females breast, NHL, leukemia, liver, bladder, CNS. So, using nuclear medicine procedures for diagnosis are well established and 45 functioning oncology centers are present in the country Necessity of keeping up with new directions in the field of nuclear science and technology EAEA has started to widen the scope in nuclear and related applications and will continue to do so in future. These new directions may include but not limited to medical applications, food irradiation and environmental studies. Other areas of interest in nuclear and radioactive applications are in archaeology; to study ancient objects, materials sciences; to investigate composition of new materials, biology; to understand the effects of radiation in human cells, radiochemistry; to study the chemistry of actinides and lanthanides, etc Increase in the number of radio isotope users According to decree of the President of the United Arab Republic, law 59 of 1960 on The regulation of work with Ionized Radiation and Protection against its dangers : EAEA as well as the Executive Office Ministry of Health are responsible for regulating all matters pertaining to protection against Ionized Radiation. The annual number of sealed sources end users licensed by the Ministry of Health is about 1990 while the annual number of end users licensed by EAEA is about Need for nuclear power As a result of the growing industrialization and urban development movement in Egypt, her need of electricity is annually going up by 8%. This rate could not be maintained in light of the oil drop by around barrel / day. Despite Egypt s reserve of gas that reaches 66 trillion cubic foot, Egypt should not misuse such a reserve in few years as it is only sufficient for 30 years. An important factor is that burning the oil is a big misuse of it. The most economic use of the oil is in the petrochemicals industry. Moreover, burning oil results in a very bad environmental impact. This is manifested in air pollution, greenhouse effects and acidic rains. These factors, in addition to the limited use of solar and wind energy, make the start of an ambitions nuclear power program inevitable. 3. The Egyptian educational system and training in nuclear field With the establishment of the EAEA, it was decided to start preparation of specialists in branches related to nuclear field. The Nuclear and Radiation Engineering Department (previously The Nuclear 24

25 Engineering Department), Faculty of Engineering, Alexandria University was established in 1963 with its first promotion in 1967 to have well educated engineers with up to date broad knowledge. Till now about 640 nuclear engineers graduated from the department. The average number of students now is about 20 students per year. The program of study leading to B.Sc. in nuclear engineering was designed to cover areas such as: nuclear reactors, project management and design, nuclear materials and fuels, safety and radiation protection, thermal aspects of nuclear installations and instrumentation and control. Each student must successfully pass 8 semesters besides 2 semesters in basic engineering (preparatory year) which is common for all students in the faculty. In 1987, EAEA established its own training center. The center offers a variety of courses. The training programs cover the research reactor applications, accelerators, radiation protection, radioisotope applications, electronic measurements, desalination, computer science, maintenance and repair, corrosion, materials testing, fracture analysis, welding, environmental safety, quality assurance, waste management and radiological and nuclear accident response etc. Both EAEA with her several unique Science & Technology facilities and laboratories and the Nuclear Radiation Engineering Department showed common interest to integrate their efforts and cooperate together through a Memorandum of Understanding (MOU). According to this MOU EAEA has to provide well planned and annual on job training for the students after passing 6 semesters and before graduation. Post graduate studies (Diploma, M.Sc. and Ph.D) are also performed through bilateral cooperation with EAEA. 4. Human resources development strategy in Egypt 4.1. Human resources development strategy for EAEA The strategy regarding human resource development in EAEA is as follows: Improve human skills and performance among the workers in the EAEA or users of radioactive materials in the country; Enhance the awareness of laws, regulations and safety guides relevant to the safe handling of radioactive materials as well as safe management of wastes resulting from applications of radioisotopes and radiation sources. This applies to those working with radioactive materials within the EAEA and users of these materials in the country at large; Establishment of realistic and objective training programs to ensure the availability of qualified staff capable to meet the NPP program needs with emphasis on regulatory functions as well as Technical Supporting Organization (TSOs) rule; Enhance collaboration with universities; Establishment of a realistic and objective R&D programs for short, medium and long term perspective with favorable R&D environment; Enhance the capabilities in the field of management. The work plan for human resource development in EAEA includes the followings: 1. EAEA adopts a continuous manpower development program covering the working staff as well as fresh graduates joining the EAEA; 25

26 2. Enhancement of managerial capabilities by organizing an annual training course in the field of management of scientific projects, making attending courses in management as a condition to get managerial positions; 3. All fresh university and high school graduates have to undertake a twelve week orientation program in the basics of radiation physics and radiation protection as well as acquaintance with radiation sources. Furthermore, they are given specific training programs in their respective centers before joining work Human resources development strategy for NPP project The strategy regarding human resource development for NPP project is as follows: Identify active parties that can play a vital role in HRD i.e. universities, nuclear research institutes, technical schools etc. and identify the gaps needed to be covered by having specific training and specialized courses before dealing with NPP project; Request international experience support from IAEA, EU, vendors and others with previous experience in the filed; Identify the locally available key experts and create a proper mechanism to ensure knowledge transfer; Ensure that the scope of hired consultant s services includes HRD as a main component of the NPP project; Establish a staff qualification system to recruit staff against job specifications that includes qualifications and experience. The work plan for human resource development for NPP project includes using the work force planning model to analyze the present workforce, identify organizational objectives and the work force competencies needed to achieve them, compare present workforce competencies to those needed and develop plans for transition. The training requirements specifications will be based on SAT Systematic Approach to Training for both operators and regulatory body. 5. Conclusion Egypt as country with well established nuclear program and nuclear institutions has enough human resources in most of the specifications required for NPP project, but these resources need to be well organized and managed. The nuclear institutions have to continue their role in HRD. EAEA training programs must be revised to cover the NPP program needs. REFERENCES [1] INTERNATIONAL ATOMIC ENERGY AGENCY, Manpower Development for Nuclear Power: A Guidebook, IAEA technical reports, series no. 200, IAEA, Vienna (1980). [2] INTERNATIONAL ATOMIC ENERGY AGENCY, Training the Staff of the Regulatory Body for Nuclear Facilities, IAEA- TECDOC-1254, IAEA, Vienna (2001). 26

27 IAEA-CN-179-IAP07 Challenges and opportunities for human resources development in Egypt M. M. Megahed, H. A. Abd El-Galil Nuclear Power Plants Authority, Nasr City, Cairo, Egypt Abstract. Egypt realized the importance of peaceful applications of atomic energy as early as 1955 when the Atomic Energy Commission was established. While the various isotope and radiation technology applications flourished, the nuclear energy programme was not as successful. Three attempts to introduce nuclear power for electricity generation and seawater desalination in 1964, 1974, and 1983 came to a halt for different reasons. The impact of these failed attempts on the nuclear power programme that was revived in 2007 was not always positive. This paper discusses the challenges posed by the repeated interruptions of the Egyptian nuclear power programme, the proposed solutions and the available opportunities to implement these solutions. 1. Introduction The importance of nuclear energy and its applications for peaceful purposes in Egypt have been recognized since the early fifties. Following Egypt s participation in the first United Nations conference on the peaceful uses of Energy held in Geneva in August 1955, steps were taken for the introduction of Atomic Energy in Egypt. The first step, for this purpose, was taken by the formation of an Atomic Energy Commission by a decree of the Prime Minister. This step was soon followed by the issuing of Law No. 509 on 19 th October 1955 which formalized the establishment of the Commission and specified its mandate. This first step was followed in 1957 by the formation of the Atomic Energy Establishment (AEE) (Now, Atomic Energy Authority, AEA) The AEE was charged - among other things - with the main responsibilities of promoting nuclear sciences and their applications including the exploitation and the utilization of nuclear power for the generation of electricity. The utilization of nuclear energy for electricity generation was foreseen since However, the initiation and development of a nuclear power program did not start until early in In August 1964, the specifications were issued requesting tenders for a nuclear power plant with a nominal capacity of 150 ± 20% MW(e), a desalting unit of m 3 / day capacity associated with the nuclear generating plant, as well as a fuel fabrication plant. However, the project was not implemented due to difficulties of securing adequate financing and due to the international situation arising from the 1967 war. Following the 1973 war with Israel, an invitation of bids was prepared in August 1974 by the Ministry of Electricity and the AEE. Bids were received and evaluated, and a letter of intent was issued in March 1976 However, the project was not realized due to a number of problems, which include mainly the following: a) Lack of financing; b) Revision of the cooperation Agreement by the USA in 1978, which introduced some unacceptable conditions to the Egyptian authorities; c) The TMI accident in 1979 and the negative effects it left on public opinion towards nuclear power. 27

28 In 1983, Egypt invited bidders to submit their bids for the construction of a 900-MW PWR in El- Dabaa. However, shortly before the announcing the results of the bid evaluation, the Chernobyl accident occurred and the project was suspended. A summary of the main milestones of the Egyptian nuclear programme is depicted in Table I. Table I. Chronological Developments of Nuclear Energy in EGYPT Key Dates Actions Establishment of the Atomic Energy Commission Formation of the Atomic Energy Establishment (AEE) Operation of 2 MW Research Reactor at Inchass Nuclear Research Centre Preparation of Specifications for a Dual Purpose Nuclear Power Plant (150 MWe, m 3 /day). International Adjudication (4 Proven Types of Reactors) Submission of Tenders Evaluation Report Letter of Intent to Westinghouse (PWR) Six days war and cancellation of the NPP project Specification and Adjudication for a 600 MWe plant (LWR's only) Enrichment Service Agreement with USAEC (Presently DOE) Letter of Intent to Westinghouse (PWR) Establishment Nuclear Power Plants Authority Establishment Nuclear Materials Authority Cancellation of the project due to political reasons TMI Accident Ratification of NPT Establishment of Nuclear Regulatory and Safety Committee, later became the National Center of Nuclear Safety and Radiation Control (NCNSRC) Specifications for the 3rd Adjudications for (one or two} 900 Me units. (PWR only) Tenders Evaluation and Decision making Chernobyl Accident and suspension of NPP project Operation of 22 MW Research Reactor at Inchass Nuclear Research. Centre Revival of NPP Program Strategic decision to start the Egyptian NPP programme 28

29 2. Impacts of interrupting the nuclear programme Over the five decades spanning from the formation of the Atomic Energy establishment in 1957, to the announcement by the President in 2007 of the strategic decision to restart the nuclear programme, several organizations were set up. In particular, reference is made to the Nuclear Power Plants Authority (NPPA) established in 1976 as the operating organization and the National Center of Nuclear Safety and Radiation Control (NCNSRC), established in 1982 as the regulatory body. NPPA mission as defined by law is to: Propose NPPs projects for electricity generation and seawater desalination. Carry out R&D activities needed for NPPs projects. Prepare technical specifications for NPPs projects. Implement NPPs and related projects, supervise their administration, and ensure that the latest scientific, technological and preventive measures are applied. NCNSRC mission as defined by law is to: Review and assess the safety reports of nuclear and radiation facilities. Conduct regulatory inspection for nuclear and radiation activities. Carry out safeguard inspection for nuclear materials. Issue a license, permit, authorization or approval for personnel, facility, procedure, or safety document. Develop regulations, rules and procedures related to nuclear and radiation safety issues. Control the transportation of radioactive materials on- land or in the Suez Canal. Conduct research in areas relevant to nuclear and radiation safety. These and other related organizations had their organizational structure, staffing plans, and training schemes. Therefore, as far the infrastructure, Egypt is not truly a Newcomer but, it is not a developed or mature country. Rather, Egypt is in a state of limbo Positive impacts Over the last 50 years several components of the necessary infrastructure recommended by the IAEA [1], were established. These included: 1. The formation of a group to study and initially promote the development of the nuclear power programme. In the early days, this was the responsibility of the AEA. Later NPPA and NCNSRC were established as the owner/operator of the nuclear power plant, and the regulatory body, respectively. 2. The international legal instruments were identified. Following this, Egypt concluded several international, multilateral and bilateral Treaties, Agreements and Commitments. These would provide Egypt with the necessary international support for co-operation in the peaceful uses of nuclear energy, and the implementation of the Egyptian System of Accounting for and Control of Nuclear Material through a Presidential decree. 3. Radiation protection and the regulation of work with ionizing radiation and protection against its dangers were enacted through Law no. 59 of 1960, 4. Sufficient human resources to issue bid request were in place, and initial education and training for remaining human resources for plant operation started. In this regard, a nuclear engineering department was established in Alexandria University in Detailed site characterization was performed and El-Dabaa site was identified as suitable for bid. 6. Assessment of the national and local capabilities was carried out in conjunction with investigating the possibility of introducing CANDU technology in Egypt [2]. 7. Operating experience of the two research reactors at Inshas, 2 and 22 MWth 29

30 2.2. Negative impacts The repeated interruptions of the nuclear programme led to the fragmentation of the programme. The severest impacts affected the human resources. These are briefly described below: 1. Many of the highly qualified personnel left the country to join nuclear organizations in the advanced countries, and the international organizations; 2. Inability of the nuclear engineering department to attract good students due to limited employment opportunities, and the competing engineering disciplines such as computer science, contrary to the old days when the top grade students only were allowed to join this department. Because of the frozen nuclear programme, many of the nuclear engineering graduates had to look for other jobs that were not related to their specialty; 3. Inability of nuclear authorities to attract high caliber fresh engineering graduates due to week salary scale that cannot be improved while the programme is frozen; 4. There is an aging problem due to long period of stagnation of the nuclear program. Most experienced staff is nearing retirement; 5. Lack of National Nuclear Training Centers, and limited financial and human resources. 3. Human resource planning objectives Short-term objectives (1-2 years) To develop qualified nuclear human resources for nuclear energy program, particularly for the pre-contract activities; Establishment of suitable financial/career incentives system; Employment and training of qualified personnel for the pre-contracting activities; Training of the trainers as an efficient and economic way to train the Egyptian workforce; The urgent requirements would be training new comers or junior staff. Medium-term objectives (3-5 years) Employment and training of qualified personnel for the implementation activities; Training of the trainers. Long-term objectives (6+ years) Employment and training of qualified personnel for the operation/maintenance activities; Training of the trainers; Establishment of a local nuclear training center; To ensure sustainable nuclear human resources development for the nuclear program. 4. Facing the challenges To achieve the human resource planning objectives, NPPA is considering the following actions: Develop a comprehensive re-structuring plan that includes better salary scale, to attract, employ and retain qualified human resources, particularly young people; Concentrate in the present stage of the programme on providing the training needs required for the pre-contract phase. International cooperation in this phase is likely to involve noncommercial, such as Government-to-Government, cooperation, whereas in the implementation phase vendor and other commercial organizations would be also be involved; Use of Egyptian experts who have been recently retired from national or international nuclear organizations, and who still have the ability to work efficiently; Utilize existing expertise in the Egyptian electricity and energy sectors that have relevant experience in non-nuclear activities such as construction and installation of large conventional power plants and oil refineries; Utilize available international cooperation opportunities. 30

31 5. Opportunities Egypt, as a member of NPT, will have the necessary competencies to manage the nuclear power program, participate in the implementation of the nuclear power plants and efficiently operate them according to the international standards of safety and security. It is recognized by developing and developed countries alike, that international cooperation is essential for a global nuclear industry, and in enabling newcomer countries to introduce nuclear power in a safe, secure and sustainable manner. There is already on-going, successful bilateral and multilateral cooperation which provides valuable assistance. Egypt has a long and successful cooperation with the International Atomic Energy Agency. 1. The consultants agreed the three types of coordination as described in the attachment are useful formulations. The consultants recognized that Type B was most important to recipient countries; 2. For type A coordination, the consultants agreed that generic issue-based coordination may be appropriate in specific matters where the Agency has special expertise; 3. For type B coordination, the consultants agreed that the recipient member state is the focal point and should be initiator of coordination efforts. The consultants recognized that this modality provides for effective coordination of projects in specific countries. Various stakeholders in the recipient country are encouraged to have cooperation with their counterparts in provider countries and in multilateral/international organizations; 4. For type C coordination, the consultants recommended that the Agency organize an annual forum for both recipient and provider countries, as well as international organizations, to share information about who is doing what. The consultants saw value Countries reporting on status their nuclear energy programmes and Agencies reporting on their functions and ongoing activities; 5. The role of the Agency is to encourage all stakeholders involved to appropriately coordinate by sharing information on who is doing what and by identifying where is the gap in relation to the Milestones; 6. The consultants recommend the Agency to map what agencies and organizations/countries are involved in providing infrastructure assistance, based on voluntary contribution of information; 7. The consultants expressed concern that coordination should not create any additional preconditions or requirements; 8. The Consultants recommend, as next steps, the Agency further develop and refine the proposals, and consult with Member States as appropriate; 9. The consultants encourage interested recipient member states to take advantage of Type B coordination. A self-assessment would be a useful first step toward Type B coordination. 10. The consultants recommend the Agency consider holding an infrastructure forum as suggested above in the next 12 months. REFERENCES [1] INTERNATIONAL ATOMIC ENERGY AGENCY, Milestones in the Development of a National Infrastructure for Nuclear Power, Nuclear Energy Series, No. NG-G-3.1, Vienna, (2007). [2] AECL Becthel Consortium, Technology Transfer for Design & Manufacture of Nuclear Components (1996). 31

32 IAEA-CN-179-IAP08 HRD activities of JAEA/NuTEC toward introduction of nuclear power for Asian countries T.Yamamoto, R.Sakamoto, K. Kushita, H. Murakami, J.Sugimoto Nuclear Technology and Education Center, Japan Atomic Energy Agency, Tokai, Naka, Ibaraki, Japan Abstract. Some HRD programs of Nuclear Technology and Education Center (NuTEC) of Japan Atomic Energy Agency (JAEA) toward introduction of nuclear power for Asian countries have recently launched in addition to existing HRD programs for radiation applications. The Instructor Training Program on reactor engineering has been provided for Vietnamese and Indonesian instructor candidates under entrustment of Ministry of Education, Sports, Culture, Science and Technology (MEXT) of Japan. Other Asian countries, such as Malaysia and Saudi Arabia express strong interest in the reactor engineering course, and now join the program. The VAEC (Vietnam Atomic Energy Commission)/JAEA Joint Training Course on reactor engineering started in 2008 in Dalat, Vietnam. NuTEC s HRD related activities toward nuclear power are expected to expand in the near future in line with Japanese governmental strategy and the growing demand in Asian countries. Forum for Nuclear Cooperation in Asia (FNCA), organized by the Atomic Energy Commission of Japan, is promoting cooperative activities in nuclear power field. As one of these activities, a web-based database is now being developed to integrate information on HRD toward nuclear power. JAEA/NuTEC is in charge of the database development under entrustment of the Cabinet Office of Japan. NuTEC has also a close collaboration with IAEA in safeguards training course and ANSN (Asian Nuclear Safety Network) for Asian countries. 1. Introduction Nuclear Technology and Education Center (NuTEC) of former Japan Atomic Energy Research Institute (JAERI) has conducted the first training course at HRD division in 1958 soon after JAERI was founded in Since the foundation of JAEA/NuTEC, it had organized several kinds of international training courses [1]. JAEA/NuTEC continued to conduct International Basic Courses for Radioisotope and Radiation for the utilization of radioisotopes in Asian countries, which were completed successfully in Since 1996, JAEA/NuTEC has been conducting international training course to strengthen the training system for nuclear engineers in some Asian countries, i.e., Indonesia, Thailand and Vietnam under the sponsorship of MEXT. The project consists of Instructor Training Program (ITP) and Joint Training Course (JTC). The ITP is a program that is conducted in Japan to train instructor candidates who take a role as an instructor in the JTC. To develop teaching ability and techniques as an instructor, several trainees are first invited to JAEA/NuTEC to get training in the ITP. They will be taught not only expertise but also teaching techniques that match their specific needs and then join the JTC as co-instructors with instructors of JAEA/NuTEC. The JTC is held in the partner s country after the ITP. Through this system, trainees accumulate teaching experiences and abilities in the JTC conducted in their country for being more experienced instructors. The international training courses used to focus mainly on radiation application, such as courses on Environmental Radioactivity Monitoring for Indonesia, Qualification for Radiation Safety Officer for Thailand and Radiological and Nuclear Emergency Preparedness for Indonesia, Thailand and Vietnam. In response to the growing demands for nuclear power among Asian countries, the necessity for HRD programs for nuclear power has been strongly recognized in Asian countries. JAEA/NuTEC has been conducting domestic training courses on reactor engineering as part of HRD programs toward nuclear power. JAEA/NuTEC has long and abundant experiences of HRD activities on reactor 32

33 engineering for domestic engineers since its establishment. Since 2005, ITP on reactor engineering for Vietnam has been annually conducted at JAEA/NuTEC site. The first JTC on reactor engineering was conducted in Dalat, Vietnam in 2008 in cooperation with Japanese dispatched experts and Vietnamese trained instructor candidates. Until 2008, JAEA/NuTEC has organized workshops to promote nuclear HRD activities in Asian countries under the framework of Forum for Nuclear Cooperation in Asia (FNCA) under the Atomic Energy Commission of Japan. Currently, the HRD project of FNCA focuses on ANTEP (Asia Nuclear Training and Education Program), a network system utilizing existing nuclear training and education resources, i.e., training and education programs, nuclear research facilities and experts to meet member country s HRD needs. It was agreed at an FCNA Panel meeting in 2007 that sharing relevant information among FNCA member states (Australia, Bangladesh, China, Indonesia, Japan, Korea, Malaysia, Thailand, The Philippines and Vietnam) on HRD toward nuclear power is important and it was recommended that information exchange and cooperation on HRD be enhanced by effectively utilizing the FNCA Web-site. Based on this consensus, JAEA/NuTEC has initiated to construct a nuclear power related HRD database under entrustment of the Cabinet Office of Japan (secretariat of the Atomic Energy Commission). JAEA/NuTEC is now in charge of constructing a nuclear power related HRD database under entrustment of the Cabinet Office of Japan. NuTEC has also been organizing safeguards training courses and contributing to ANSN (Asian Nuclear Safety Network) in close cooperation with IAEA for Asian countries. The present paper describes the JAEA/NuTEC s efforts on HRD programs mostly toward the introduction of nuclear power for Asian countries. 2. Reactor engineering course in ITP and JTC Knowledge and skills necessary for introducing nuclear power range over a wide area. JAEA/NuTEC has provided a domestic training course on Reactor Engineering for nuclear reactor engineers for nuclear power plants, nuclear facilities and research institutes since This course provides comprehensive knowledge of nuclear engineering, nuclear fuel engineering, radiation management and related regulations and laws through various lectures, laboratory exercises and facility visits. Based on the abundant experiences on HRD efforts on training domestic nuclear reactor engineers, the reactor engineering course in the ITP for Vietnam is coordinated to train Vietnamese instructor candidates. The IPT course on reactor engineering in 2008 was held from September 1st through October 14th. Trainees from Vietnam are supported financially by MEXT Japan. Malaysia is also interested in this course. Two Malaysian trainees joined the course by their country s expense. This course is designed to acquire comprehensive knowledge of reactor engineering through various lectures, discussions, trainees presentations, laboratory exercises and facility visits. The curriculum is shown in Table 1. The first JTC on reactor engineering cosponsored by VAEC and JAEA was held one month later after the ITP from November 17 through November 28 in The trainees of the JTC were from a research institute under VAEC and a regulatory body (VARANS). The subjects in the JTC include radiation physics, radiation measurement, radiation shielding, reactor physics, reactor kinetics, reactor analysis code (SRAC and MVP) exercises, outline of BWR and PWR, nuclear regulations in Japan, reactor experiment using Dalat reactor. To evaluate the trainees competency and learning effect of the JTC, examinations with the same level were conducted at the beginning and at the end of the JTC, which shows that the course significantly enhanced the trainees understanding on reactor engineering. The ITP course on reactor engineering in 2009 for 4 instructor candidates from Vietnam and Indonesia was performed, and 4 trainees from Malaysia and Saudi Arabia joined the course by their countries expense. The ITP course in 2009 newly included the subjects related to reactor safety, such as loss of coolant accident (LOCA), reactivity initiated accident (RIA), severe accident, probabilistic safety analysis (PSA), decommissioning and waste management. 33

34 The persistent combination of the ITP and JTC would work effectively to develop the human resources in Asian countries which are expected to contribute to the introduction of nuclear power plants in future. FIG. 1. Boiling transition experiment in ITP for Vietnam and Malaysia. Table 1. Curriculum of the ITP on reactor engineering in 2008 Subject Educational method Class time Radiation shielding Lectuer and exercise 2 days NDT (RT, UT, MT) Lecture and laboratory exercise 3 days Neutron experiments Laboratory exercise 2 days LWR power plant Lecture 1 day Fuel and material engineering Lecture 2 days OJT on radiation protection OJT 1 day Boiling transition (see Fig.1) Laboratory exercise 2 days BWR simulator Simulator training 2 hours Reactor control Lecture 1 day Thermal engineering Lecture and discussion 3 days Thermal hydraulic code Computre code exercise 1 day Structural engineering Lecture 1 day Facility visit to NPP, JAEA, Facility visit 1 day Nuclear feul fabrication facility Others Safety instrution, Discussion, presentation 4 days 3. FNCA HRD database toward nuclear power FNCA HRD database toward nuclear power has been developed by JAEA/NuTEC to share information on education and training programs for nuclear energy among FNCA member countries since This database is expected to be utilized to make best use of limited resources for training and education toward nuclear power. A fundamental function of the database is to retrieve HRD courses or programs that match the search conditions specified by a user. Figure 2 shows a search screen of the database. A user can select several kinds of search conditions from the drop-down menus. The drop-down menus are assigned to Host Country, Type of Programs, Subject of Programs and Year of programs. Type of Programs can specify how programs or courses are performed. For example, a user can select Distance Learning Program or Training Course for Instructors and so on from the drop-down menu. From Subject of Programs, a user can select a subject, such as Radiation/Radiation Protection or Nuclear Power Generation Technique/Reactor Engineering. In addition to the dropdown menu function, a free word search function is also equipped. Table 2 lists the number of HRD programs of each member country registered as of September The database is still under development, and more information from member countries is now being solicited. The database also contains other related information that may be useful for member countries for introducing nuclear power. The useful information is classified into 1) experience on building nuclear 34

35 power plant, 2) good practices for introducing nuclear power, 3) public acceptance, public relations, 4) regulation, nuclear policy, 5) community development, 6) experience on accident and incident. A web link to the regulatory body of Japan is provided as regulation, nuclear policy. A part of nuclear related laws and regulatory guides translated in English and all of them in Japanese language are provided through the database. Table 2. Number of registered programs in the database Country Number China 1 Indonesia 8 Japan 69 Korea 5 Malaysia 10 Thailand 10 Vietnam 20 FIG. 2. Search screen for HRD programs In FNCA database 4. Collaboration with IAEA The safeguards training course invites about 10 trainees mostly from Asian countries concluding a safeguards agreement based on the non-proliferation treaty to join the intensive on-the-job training consisting of safeguards technology in Japan, IAEA safeguards technology, supplementary protocol, IAEA system of accounting and physical protection. The course place emphasis on practice, discussion and laboratory exercises to enhance understanding. The selection of trainees and lecturers are conducted in close cooperation with IAEA. ANSN was initiated in 2002 as one of the IAEA's extra budgetary programs on the safety of nuclear installations in south east Asia, Pacific and Far East countries. ANSN member countries include China, Indonesia, Japan, Korea, Malaysia, Philippines, Singapore, Thailand, Vietnam, Australia, France, Germany, and US. In the frame of ANSN, there are currently 7 topical groups (TG) under the Capacity Building Integrated Group (CBIG) which was newly reorganized from Education and Training Topical Group (ETTG) in 2009 to monitor and coordinate all the other TG activities from a cross-cutting standpoint. JAEA/NuTEC has been collaborating with ANSN, especially as a member organization of CBIG together with Nuclear and Industrial Safety Agency (NISA) and Japan Nuclear 35

36 Energy Safety Organization (JNES), to support Asian countries which have a plan to embark on nuclear power plants in future. REFERENCES [1] J.Sugimoto et al., Nuclear Human Resources Development Activities for Asian Countries at JAEA/NuTEC CONTE 2009: Conference on Nuclear Training and Education, Jacksonville, Florida, USA, February 8-11,

37 IAEA-CN-179-IAP09 Human resources development at the Libyan Nuclear Regulatory Office M. A. Bennur Nuclear Regulatory Office, Lybia Abstract. Among the considerations that should be taken into account by a country, before the decision to start a nuclear power program, is the establishment of an effective and competent Nuclear Regulatory Authority. Considering the tasks and functions related to radiation control and nuclear safety and security, the (NRA) should have enough resources, specifically the human resources, to carry out these duties. Since its establishment, the Nuclear Regulatory Office is working to develop the competence of its human resources to face the different technical aspects concerning the safety of Tajura nuclear research reactor and the control of radioactive sources. A training program is carried out internally, with the support of local organizations, and externally through the participation in the IAEA sponsored AFRA projects dedicated for upgrading the nuclear regulatory infrastructures in the African countries. The internal training program is divided into three stages: 1. The first stage covers reactor engineering systems relevant to nuclear safety, radiation detection and radiation monitoring systems. 2. The second stage deals with the functions and duties of the Nuclear Regulatory Office. 3. The third stage is a specialized training for staff members relevant to their duties in the fields of nuclear safety or radiation control. 1. Introduction To establish and maintain an effective regulatory system, it is important to develop the human resources needed to carry out the functions and duties associated with regulating and monitoring the installations and activities related to any nuclear power program in addition to radiation control and oversight of nuclear facilities and activities that are existing in the country. In this paper, a description of the training program adopted by the Nuclear Regulatory Office is given. The starting point to develop the human resources at the Nuclear Regulatory Office is the recruitment of personnel with university degrees in nuclear sciences and engineering and other disciplines relevant to nuclear safety and radiation control to be trained as staff members. The objective of this training program is to build on the participants knowledge and skills and provide regulatory experience that will enable them to implement an effective regulatory control either in nuclear safety or radiation control. 37

38 2. Training program The first stage of the training is carried out with the help of the reactor department at Tajura nuclear research centre. The new recruits are divided in two groups; the first one is the nuclear safety group, the second group is assigned for radiation control. For the nuclear safety group, the purpose of the training is to give the new engineers information about the components of the reactor core and the engineering systems attached to it. In addition to the safety features and limits needed for safe operation of the reactor. For the radiation control group, the aim of the training is to provide information about the sources of radiation and the methods to detect and measure the activity, in addition to basic principles in radiation protection. The training covers the following topics: Nuclear safety reactor core configuration; number of fuel assemblies, Number of control and safety rods, Material composition of fuel assemblies and control rods; Reflector composition; Experimental channels; Control and safety system; Power monitoring system, Control rod movement mechanism, Instrumentations. Cooling system; Primary cooling circuit, Secondary cooling circuit, Third cooling circuit, Emergency cooling system. Ventilation system; General ventilation, Special ventilation. Radiation monitoring system; Electric power supply system; Safety features and safety limits; The references for this training are the technical documents supplied by Tajura Nuclear Research Centre, and the lectures are given by senior staff from the reactor department. Radiation control Sources of radiation; Types of radiation; Quantities and units used in radiation protection; Detection and measurements of different types of radiation; Monitoring equipment (TLD/Film Badge, survey meters); Basic principles of radiation protection; The training is conducted by the staff of the radiation measurement laboratory of the reactor department at (TNRC). The duration of this training stage is about three months. 38

39 The second training stage is designed to give the trainees broad knowledge of the program followed by the Nuclear Regulatory Office in the fields of radiation control and nuclear safety including the legal framework. The following topics are covered in this training stage. Legislations: Law #2 (1982) for the protection from ionizing radiations. Law #4 (1987) for the transportation of dangerous goods Law #15 (2007) for the environment protection Functions and duties of the Nuclear Regulatory Office. Structure of Nuclear Regulatory Office. Safety objectives. Principles and criteria for issuing regulations and regulatory guidelines Regulatory program in the field of nuclear safety. Installations covered by the regulatory program. Regulatory program in the field of radiation control. Radioactive sources covered by the regulatory program. Equipments emitting ionizing radiation included in the regulatory program. Locations of sources and equipments. The references for this training are: Documents of National laws Document of the NRO establishment. IAEA documents: Ref.s [3 ], [4 ], [5 ] The training presentations are given by the senior staff at the NRO The duration of this training stage is about three months. The third stage of the training program is a specialized training, aimed at providing the necessary knowledge needed for implementing the regulatory program, which includes applying the rules and regulations, regarding radiation control nuclear safety. The training program covers the following topics: Nuclear safety The licensing activity related to safety evaluation of design and operation of nuclear installation, Commissioning program Contents of safety reports for nuclear installations. Decommissioning program. use of computer codes to evaluate safety parameters and limits; Radiation control Authorization of import; Registration; Inspection; Re-export or decommissioning; The references for this training are: IAEA documents: Ref.s [1 ], [2 ], [6 ], [7 ] The duration of this training stage is about three months. 39

40 Additional training is provided through the participation in the training courses and workshops sponsored by the IAEA and the Arab Atomic Energy Establishment. The following is a list of the AFRA projects in which the NRO participated or is currently participating: RAF /9/ 031 strengthening national regulatory infrastructure for the control of radioactive sources. RAF /9/ 032 Development of technical capabilities for the protection of health and safety of workers exposed to ionizing radiation. RAF /9/ 036 nuclear security issues RAF /9/ 037 strengthening national infrastructure for the control of public exposure with emphasis on safety of radioactive waste 3. Conclusions The internal training program, designed for human resources development, is carried out with the help of local scientific organizations using IAEA relevant documents as references. Additional training can be obtained through the participation in the IAEA Regional projects dedicated for improving the nuclear regulatory systems. For countries starting nuclear power programs, advanced training for nuclear Regulatory personnel can be provided by the vendor countries through their regulatory authorities. ACKNOWLEDGEMENTS I would like to express my gratitude to the staff of the NRO for their contribution in the preparation of the paper. REFERENCES [1] INTERNATIONAL ATOMIC ENERGY AGENCY, Basic Safety Standards, Safety Series No.115, IAEA,Vienna (1996). [2] INTERNATIONAL ATOMIC ENERGY AGENCY, Training for Regulators on Authorization and Inspection of Radioactive Sources, IAEA-AIRS, IAEA, Vienna (2004), (6 CDs). [3] INTERNATIONAL ATOMIC ENERGY AGENCY, Code of Conduct on the Safety and Security of Radioactive Sources, IAEA, Vienna (2004). [4] INTERNATIONAL ATOMIC ENERGY AGENCY, Legal and Governmental Infrastructure for Nuclear, Radiation, Radioactive Waste and Transport Safety, Safety Standards Series No.GS-R-1, IAEA, Vienna (2000). [5] INTERNATIONAL ATOMIC ENERGY AGENCY, Organization and Staffing of the Regulatory Body for Nuclear Facilities, Safety Guide No.GS-G-1.1, IAEA, Vienna (2002). [6] INTERNATIONAL ATOMIC ENERGY AGENCY, Code on Safety of Nuclear Research Reactor, Design, Safety Series No.35-S1, IAEA, Vienna (2004). [7] INTERNATIONAL ATOMIC ENERGY AGENCY, Code on Safety of Nuclear Research Reactor, Operation, Safety Series No.35-S2, IAEA, Vienna (2004). 40

41 Keynote Address IAEA-CN-179-PS03 Human resource development in nuclear technology in Malaysia B. M. Noramly a, N. A. Mostafa b, M. S. Yahya b, M. Z. Yusoff b, P. M. C. Barretto c a Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia noramlymuslim@yahoo.com b Universiti Tenaga Nasional, Kajang, Selangor, Malaysia c Texas A&M University, Texas, USA Abstract. This paper explores the role of Tenaga Nasional Berhad (TNB), the largest publicly listed electricity utility company in Malaysia with more than 28,000 personnel, RM67.0 billion in assets and serving a customer base of over 7 million. Although TNB s main core businesses are in the generation, transmission and distribution of electricity, the range of its activities is wider than is the case with most utility companies elsewhere, and this expanded role is examined. TNB is involved in diversified engineering activities linked to the power industry. Through its subsidiaries, TNB is involved in the manufacturing, providing professional consultancy in architectural, civil and electrical engineering works and services, repair and maintenance; as well as in R&D; property and project management services. TNB manages and operates a comprehensive transmission network, the National Grid, linking six thermal stations and three major hydroelectric schemes and IPPs to the distribution network. TNB also buys electricity from renewable energy power producers. To expand its human capital, TNB established Universiti Tenaga Nasional (UNITEN) to produce well-rounded, competent individuals in various engineering, science and business related fields. TNB also established an integrated technical training institute known as ILSAS in the field of power utility engineering with facilities such as tri-fired and combined cycle simulators, distribution simulators, HAVAC, SMART and computer based laboratories. Both institutions are open to international students and trainees. Efforts are being made to ensure that women professionals participate in all TNB activities and training opportunities. This is a major part of the TNB s corporate social responsibility in education, sponsorships and contributions and this is channeled through Tenaga National Foundation. Though the government has not made the decision to go for nuclear power, TNB has taken steps to prepare the necessary ground work, training and development of human resources needed for this energy option. Curriculum for undergraduates, postgraduate programs and intensive short courses through bilateral cooperation with foreign universities and the IAEA are being initiated and introduced at UNITEN, as well as at other universities like Universiti Kebangsaan Malaysia (UKM) and Universiti Technologi Malaysia (UTM). TNB engineers and decision-makers are being are being trained for higher degrees through local, international, regional and bilateral programs. Nuclear Malaysia (the government research institution involved in the promotion, training for and application of nuclear energy) and the Atomic Energy Licensing Board (the governmental regulatory body) work closely with TNB and UNITEN, which in turn work closely with many international agencies, local universities and research institutes in keeping pace with the current energy scenarios, development, nuclear energy renaissance, advancement of nuclear technology, information, international agreements, conventions, protocols to ensure that there would be a smooth and efficient transfer of nuclear technology when Malaysia decides to go for nuclear power. The objective of TNB and its subsidiaries in preparing the necessary infrastructure is to ensure that it will have the necessary competency, expertise and experience to build and operate the first nuclear power plant in Malaysia. 41

42 ACKNOWLEDGEMENTS The authors wish to acknowledge TNB Nuclear Unit, especially Dr. Zamzam and Mr. Shamsul Amri for their invaluable input of information used in this paper. We would also like to express our sincere appreciation to all other agencies involved in Malaysia s nuclear initiative such as MNA, AELB, ILSAS, MOSTI, KeTTHA, PTM, EPU, and others too many to mention. 42

43 IAEA-CN-179-IAP27 Establishment of Nuclear Research Centre: first step of capacity building towards nuclear option (the Moroccan case) A. Çaoui National Centre for Nuclear Energy, Science and Technology (CNESTEN), Kingdom of Morocco Abstract. The present paper highlights the Moroccan experience in national capacity building in the field of nuclear technology. Having insufficient energy resources, Morocco is considering the nuclear option for the period The first phase was the setting up of the Nuclear Research Centre (NRC), equipped with a 2 Megawatts research reactor, as a basic technological infrastructure to build national capabilities. The second phase was the carrying out of feasibility study of the first nuclear power plant. To set up national capabilities was based on a participative management approach with all the stakeholders. This includes public authorities, regulatory bodies, universities, project team and foreign partners. The international partnership framework with the IAEA, and bilateral cooperation with France and the USA, has been the platform to develop such a capacity building in different areas (technical skills, safety culture, management of nuclear project, licensing process ). 1. Introduction IAEA strongly believes that the issue of human resources is one of the key elements for the success of nuclear power programme. As a matter of fact, it is among the nineteen criteria of the Milestones approach that International Atomic Energy Agency (IAEA) defines in its publication (ref 1). The Present paper aims to highlight the Moroccan experience related to the setting up of Nuclear Research Centre as an initial step toward the implementation of Capacity Building (CB) in nuclear power programme. 2. Energy in Morocco Being short of energy resources, Morocco imports 95% of its energy needs, which have, so far, reached 15MTEP. Electricity production is predominately fossil based (coal, fuel...) and reached (24TWh in 2008). As to forecast needs, electricity production should reach an average of 55TWh by 2020 and 125TWh by 2030; that is, there is a need for an extra of MW from 2020 to Thus; if renewable energy (solar, wind) is the main policy to cater for electricity needs from , to reach more than 42% of electricity production, the nuclear energy is considered as one of the alternative option for the period Status of nuclear energy in Morocco Since the first oil crisis in 1973, Morocco has considered the nuclear option as a long term energy solution. It is in this perspective that Morocco then ushered the nuclear era a within a legalist 43

44 framework in conformity with international treaties & conventions (NPT, Safeguards, safety, security ) (ref 2). Having said that, Morocco launched, during the eighties, two important projects: Carrying out of technical, economic and site feasibility studies of the first nuclear power plant during the eighties. Such studies have since then been gradually updated; The setting up of National Centre for Nuclear energy, Sciences and Technology (CNESTEN) equipped with 2MW power research reactor as a technological platform to prepare the introduction of Nuclear power programme and to provide radiation and waste safety services. The process adopted by Morocco to implement its Nuclear Research Center was based on IAEA safety standards and concern five areas: Definition of the national nuclear applications needs; Institutional and Regulatory framework; Design, construction and realization of the project; Bilateral and multilateral cooperation; Education and training. There is no need to elaborate in detail on these steps but my focus will be on the issue of capacity building as it is very relevant to this meeting. 4. Capacity building strategy for the realization of Nuclear Research Center (NRC) National capacity in this project, which is regarded as the first Nuclear Installation of the country, goes beyond the technical competencies required and covers safety culture (ref 3). It also deals with highlighting the autonomy between the promotional and regulatory activities (ref 4). In fact, all the actors operating in the field (public institutions, university, local and national representatives, NGO and Public) should be actively involved in capacity building. Actually the least they can do is to be aware of nuclear culture (ref 5). How does Morocco view Capacity Building? We consider that CB should cover three levels. The state s Capacity Building: this means that the state has to be aware of the political implications of the nuclear choice. It should also incorporate such a policy in its national legislation, regulation and then implement it. National capability of the different nuclear technique users: users should appropriate a safety culture necessary to maintain the development of nuclear applications (Medical, industrial sectors ). Capacity Building of national institutions in charge of managing nuclear activities as operator, regulatory body and technical support organization. 44

45 4.1. Capacity building at the state level Morocco set up the National Council for Nuclear Energy as a consultative body for the government. It recommends the different strategies on nuclear energy (orientation, regulation, cooperation). The Council was requested to give its advices on all adopted the regulations. The legislative process to adopt the different regulations initiated an important debate among MP s, government officials and civil society. The phase of implementing around ten international conventions on nuclear safety and security signed by the country was another opportunity to debate the nuclear issue within public institutions Capacity building at users level Being under the control of the regulatory body in charge of the safety of radiation sources, users, in all sectors, have been made aware of the importance of ongoing training of their staff in radiation protection and safety of radiation sources. Many Institutions in charge of education and training in medical sector have incorporated in their courses the IAEA safety guides (ref 6). A wide range of training activities have been organized by CNESTEN with IAEA support: Post Graduate Educational Course in Radiation Protection and the Safe Use of Radiation Sources (PGEC); Short specialized courses and on the job training Capacity building at regulatory body s level The national legal and regulatory framework for the protection against ionizing radiation and the safety of radioactive sources initially based on the law (ref 7) has been reviewed and completed in agreement with international standards (ref 8). This legislation establishes two regulatory authorities: The Ministry of Energy, Mines, Water and the Environment is the regulatory body in charge of the control and licensing of nuclear installation. The process adopted by the RB to assess the authorization request, submitted by the CNESTEN to launch the construction of NRC, was carried out by local expertise from different institutions (the university, technical departments, and research institutes). This expertise is organized within a national framework called National Commission of Nuclear Safety (NCNS) responsible to the Ministry as RB. This group supervised for more ten years ( ) the process of licensing the NRC project: site approval, construction, fuel loading, commissioning and reactor operation; Concurrently, the Ministry of Health delegates the responsibility to National Center of Radioprotection (CNRP) for the main regulatory functions of all the other radiation practices and sources. A new bill on nuclear safety and security will set up a unique and independent regulatory body under the prime Ministry Office Capacity building at national institution level (CNESTEN) in charge of NRC realization The issue of Capacity Building of CNESTEN staff was present throughout the realization phases. It mainly concerns: Identification of the country s needs in nuclear techniques; 45

46 NRC functions and equipment identification with the support of consultants vendors and services providers; Participation in the follow up of construction and equipment phases (specifications, call bids, purchase, setting up, commissioning, ); Writing up of all safety analysis reports (preliminary, provisional and final ones), submission to RB for assessment with support of NCNS; Drawing environmental impact of the NRC site and carrying out the follow up; Elaboration of NRC Emergency plan and the centre s physical protection system; Performing action plans for the development of nuclear techniques in the economic sectors. This huge work couldn t have been without the know-how transfer from the bilateral cooperation between Morocco and France, between Morocco and USA, and of course with large technical assistance of IAEA. Particularly, specific IAEA review mission have been requested during critical phases of the project. 5. Conclusion The Public Authorities consider CNESTEN as the main technological platform to transfer nuclear culture to all the operators likely to be part of this programme. In this regard, this institution aims to play the role of technical support organization: Technological Support for Regulatory Authorities; Platform training and expertise to the nuclear operator; Platform for testing and technological expertise to domestic industry; Multidisciplinary training Centre in the field of nuclear sciences and techniques. REFERENCES [1] INTERNATIONAL ATOMIC ENERGY AGENCY, Milestones in the Development of a National Infrastructure for Nuclear Power, IAEA Nuclear Energy Series No.NG-G-3.1, IAEA, Vienna (2007). [2] INTERNATIONAL ATOMIC ENERGY AGENCY, International Nuclear Safety Group, Strengthening the Global Nuclear Safety Regime, INSAG-21, IAEA, Vienna (2006). [3] INTERNATIONAL ATOMIC ENERGY AGENCY, International Nuclear Safety Advisory Group, Safety Culture, Safety Series No.75-INSAG-4, IAEA, Vienna (1991). [4] INTERNATIONAL ATOMIC ENERGY AGENCY, Legal and Governmental Infrastructure for Nuclear, Radiation, Radioactive Waste and Transport, IAEA Safety Standards Series No.GS-R-1, IAEA, Vienna (2000). [5] INTERNATIONAL ATOMIC ENERGY AGENCY, International Nuclear Safety Group, Stakeholder Involvement in Nuclear Issues, INSAG-20, IAEA, Vienna (2006). INTERNATIONAL ATOMIC ENERGY AGENCY, Building Competence in Radiation Protection and the Safe Use of Radioactive Sources, Safety Guide RS-G-1.4, IAEA, Vienna (2001). [6] INTERNATIONAL ATOMIC ENERGY AGENCY, Training in Radiation Protection and the Safe Use of Radioactive Sources, Safety Report SRS-20, IAEA, Vienna (2001). 46

47 IAEA-CN-179-IAP10 CNCAN strategy for the human resources development in the context of expanding the Romanian nuclear power program L. Biro National Commission for Nuclear Activities Control, Romania Abstract. The paper presents the relevant aspects on the actual Romanian environment in the field of human resources development in the context of the Romanian nuclear program, which is under expansion. The National Commission for Nuclear Activities Control (CNCAN) role is also underline. The national challenges in the area of the staff management and the CNCAN training policy principles are described. The CNCAN needs and the CNCAN action plans are also covered by paper. However, some features of the CNCAN strategy in the area of human resources development area are presented. 1. Introduction After the success story of very good nuclear safety records of Cernavoda NPP, Units 1 & 2, the Romanian Government decided to continue the project with Units 3 & 4, as an important source of energy to cover national needs of economy, starting with years of After 2015 the nuclear power installed in the national grid will increased from 1400 MWe to 2800 MWe. The Nuclear Safety Authority of Romania (CNCAN) issued the regulatory requirements for the licensing process anticipated to start in The main features of the licensing process developed by CNCAN for Cernavoda NPP, Units 1 & 2 and the experiences gained by regulatory body will be applied for the next Units 3 & 4. Important aspects were taken into consideration by CNCAN for the Romanian regulatory environment evolution in the context of post accession process in the European Union, after the 1st January First actions taken by CNCAN have the objectives the compliance with the requirements imposes by the safety standards planned for the in Europe. The regulatory requirements are developed by CNCAN based on the IAEA Safety Standards and Guides, on the Western European Nuclear Regulators Association (WENRA) recommendations in the area of reactors regulations harmonization process envisages being complete by 2010 and on the experiences and practices discussed during the CANDU Seniors Regulators Group meetings since In the context of the Romanian Nuclear Power Program under expansion, the CNCAN Strategy for the Human Resources Development considers the national needs to ensure necessary human resources in the actual national environment, characterized by important aspects as follows: deregulation market policy features in the energy sector, personnel fluctuations in the nuclear energy sector, international competition for well trained staff, lack of resources in the few parts of the training chain, especially at the universities level and lack of personnel motivation to maintain an appropriate qualified experts into career path for medium and long terms. The national challenges in the area of the staff management can be summarized as follows: Difficulties in staff recruiting process, especially in the nuclear safety area and the plant operators certification process; 47

48 Very few possibilities for staff specialized training outside CNCAN, in the country; Very low chance to hired personnel with high experiences; CNCAN attractiveness still not appropriate; Important training areas insufficiently covered with internal CNCAN resources; Deregulation environment and strong competition within nuclear industry for hired new personnel. 2. CNCAN training policy principles To face the national challenges in the area of the staff management, since 1994, CNCAN adopted a set of actions as follows: Very short term policy for ensuring medium level competence; Recruitment process based on early detection of appropriate students from universities; In house training process based on Project Manager Deputy position allocated to new young staff. Identification and planning for new competencies needs, using self assessment process; Annual training programs results assessment based on competence analysis; Active cooperation with licensees on training of CNCAN newcomers. Training policy principles adopted by CNCAN can be described as follows: To use Systematic Approach to Training (SAT) concept; Accelerated training process for new comers; Main training for specialized topics; Additional training for collateral topics; Four years training cycle; Training topics matrix to cover CNCAN training priorities; Multi tasking approach; Rotation approach; Internal self assessment process to identify CNCAN training needs; To define appropriate selection criteria for individual career path; To review annually the training results; To use IAEA TC projects and RER projects events as part of CNCAN training program; To use PHARE Projects. 48

49 3. CNCAN action plans CNCAN also play an important role at the national level, as a driving force for the Human Resources Development (see Fig. 1). Fig. 1 CNCAN place as driving force for the national training process in the nuclear sector area The CNCAN Personnel Dynamics (entrances vs. departures) is shown in Fig. 2. At the national level the trends are similar in the nuclear sector. Variation of Personnel Entrances and Departures Personnel Number Months (2004, 2005 Year, I 2006 Half-Year) New Comers Retired Fig. 2 CNCAN Personnel Dynamics (entrances vs. departures) In order to prevent any negative trends in the area of its personnel sustainable development, CNCAN strategic actions plans take into consideration: Assurance policy of adequate competence of CNCAN personnel is a component of the National Strategy for Nuclear Safety; To develop a CNCAN policy of the competent personnel recruitment; The entire CNCAN personnel to be involved in the assurance process of the competence necessary to the CNCSAN mission performance; The CNCAN personnel training to be developed according with the requirements of international recognized concept on Systematic Approach to Training; 49

50 To assure the resources for the implementation and maintaining policy of the competence adequate to CNCAN personnel; Personnel training to respond to the requirements of CNCAN Quality Management Manual; To use the experience of similar entities from the nuclear field; To intensive use of electronic support for personnel training developed by the IAEA. In this context, the mainly relevant CNCAN needs are as follows: National annual workshops for exchange information on training policies and practices; Independent review of CNCAN training needs; Periodically events to train the trainers; To use micro simulators for CNCAN Staff; To have an independent assessment to assist CNCAN on competence analysis; To develop the training material; To promote scientific visits & fellowships; To define the training requirements of CNCAN employees for nuclear safety field, to establish the evaluation criteria of individual training and to elaborate and implement an individual training program; To review the enhancement of knowledge level of CNCAN employees which work within nuclear safety field, the improving of skill, capability and attitude of each employee and the enhancement of performance standards in order to elaborate and implement an individual training program; To set-up the ideal profile required to any CNCAN employee which work within nuclear safety field; To established evaluation criteria of training requirements; To have training plan; To have a yearly evaluation of performances acquired as result of training; To review the methodology of CNCAN assessment of its training needs based on the IAEA documents. 4. Conclusions The CNCAN methodologies and practices adopted for developing and improvement of its training plans are in line with the international requirements and ensure an effective implementation of training strategy. A regulatory mechanism is necessary to ensure that the international practices are shared on a regular frequent basis. The maintenance and improvement of the training personnel process need to have a continuous evolution. The training process indicators are very useful to assess the progress in this evolution and to detect vulnerabities. 50

51 IAEA-CN-179-IAP11 Sudan HR strategy to introduce the first nuclear power generation Exploring the best options for sustainable energy development, program for introducing nuclear power generation in Sudan, human resources committee. Khartoum, Sudan. M. M. M. Ismail a, A. O. M. Tahir a, E. Eltahir b a National Electricity Corp., Khartoum, Sudan DInfo1@necsudan.com b National Energy Affairs Administration, Khartoum, Sudan 1. Introduction and background 1.1. Brief about Sudan Sudan is the Africa s largest country, embracing about 2.5 million square kilometers of northeast and central Africa. Man has lived in the Sudan for at least nine million years and the valley of the Nile which wanders more than 4,000 miles from the lakes of Central Africa to the Mediterranean Sea may well be the cradle of an early civilization. It is endowed with vast natural resources extending from desert in the north to tropicalm rain forests in the south. Modern history of Sudan is thought to begin in the year 1820 with the invasion of Sudan by Mohamed Ali, the ruler of Egypt in the name of the Turkish Empire, which last until 1885 When a popular Sudanese rising headed by Mohamed Ahmad Al-Mahdi liberated the country. In 1898 an Anglo-Egyptian force led by General Herbert Kitchener invaded Sudan again until January 1, 1956; when Sudan took its independence again. Historically the backbone of Sudan economy is its agricultural sector. However from 2004 the contribution of the manufacturing and mining sectors to the GDP became the dominant, mainly due to the export of Sudan oil from Introduction A study conducted with IAEA support, for assessing the forecasted Sudan demand for energy and electricity production concluded that considering the first nuclear power plant in Sudan by the year 2015 is justifiable. So, IAEA and the Sudan government have jointly started a project to support Sudan to determine the optimal energy generation mix until the year In order to develop and implement a successful strategy to ensure that the planned nuclear power plant will be operated safely and effectively a management system and staff capabilities need to be developed to ensure that obligations are properly carried out "select and develop the right people capable of delivering the required responsibilities needed at all times", and to fulfill that a human resource strategy needs to be developed and implemented. 51

52 2. Sudan NNP human resource strategy 2.1. Objectives of the human resource strategy Why to be done? Among the infrastructural aspects need to be established to ensure the commitment to conduct the Sudan nuclear power generation program; a comprehensive HR strategy plays a vital role in the achievement of an overall strategic objectives and visibly illustrated that the human resources function fully understands and support the direction in which the whole program heading. The following are identified as the objectives of the HR strategy objectives: To develop and maintain the Sudan national human resources capabilities within both the government and industrial sectors to successfully manage, operate, maintain, and regulate nuclear facilities. To equip the decision takers with the necessary requirements of human resource factor for the program to determine on the purpose and the basic long-term objectives and the adoption of actions and allocation of the resources necessary to achieve the aim. Identify and evaluate the required competencies during the different phases of the project (preparation, inviting bids, construction etc) Conditions to achieve the HR milestone To facilitate progress towards the development of the necessary infrastructure for a country which is considering the introduction of nuclear power as part of its national energy strategy, the IAEA has produced a guidance document Milestones in the Development of a National Infrastructure for Nuclear Power (Ref 1) describing three distinct phases in the development of a national Infrastructure for Nuclear Power. The specified milstones and the reqired conditions for their achievements for the human resources aspect are as follows: a- Ready to make a knowledgeable commitment to NPP: - Human resources need surveyed (1-3 years) b- Ready to invite bids for the first NPP: - Human resources development program started. c- Ready to commission and operate the first NPP: - Human and physical resources assured What Should Be Done? To set such a strategy two main questions could be raised: What kind of people do we need to manage and run our Nuclear Power programme? What programmes and initiatives must be designed and implemented to attract, develop and retain qualified staff to operate the required activities effectively? To address the above critical questions with strategic choices to implement the human side of the program the following HR specialist areas should be taken into consideration currently and in the future for each of the organizational bodies of the Sudan NPP program (NEPIO), regulatory body and the First Nuclear Power plant: 52

53 - Organization development. - Manpower planning. - Employee selection and recruitment. - Training and development. - Management development. - Performance appraisal. - Employee reward. - Communication. For the sake of our strategy, the proposed studies will concentrate on the following four areas and the rest will come on the implementation phase of the program: a- Organization development In designing organization and staff NPP's the strategy will employ a proven organizational design principles based on the following: Define the responsibilities and authorities of all the NPP organizational units. Organize work functions and processes to be efficient and effective. Design the organization based on the vision and related organizational goals. Identify a suitable span of control or span of management. Train, qualify, develop and motivate staff to meet job requirements. Provide sufficient staff to accomplish all necessary activities that support the vision, goals and objectives. Maintain everyone focus on safety. b- Manpower planning Planning staff levels require an assessment of present and future needs compared to present resources and future predicted resources. In the studies to be conducted concerning the NPP staffing the following will be conducted to ensure that adequate HR needed to run the program activities would be provided in time: Take a satellite picture of the existing workforce profile (Numbers, skills ages flexibility, gender, forecast capabilities, character, potential... etc). Planning (recruitment, training labor reductions early retirements/ redundancy or smooth change in workforce utilization) according to the accelerated changes in technology used. Consider the key factors impacting the size of the staff in each staffing area (operation, maintenance, engineering, safety, support and site services). c- Employee selection and recruitment Selection and recruitment of the staff should be preceded by: jobs analysis; (i.e. an analytical study of the tasks to be performed to determine their essential factors) to be written into a job description, so that the selectors know what physical and mental 53

54 characteristics applicants must possess, what qualities and attitudes are desirable and what characteristics are considered disadvantage. Identification of competencies; a person need to have or develop the capability to successfully perform the tasks of the position being filled. Clearly define job requirements and responsibilities. Establish a criterion for accepting or rejecting applicants and or classifying acceptable candidates d- Training and development Three main areas must be scanned and explored to guarantee an optimal HR development system. Those areas are (Education, training and development). Education is "mind preparation" and is carried out remote from the actual work area. Training is a systematic development of the attitudes, knowledge, and skill pattern required by a person to perform a given task or job adequately. Development is the growth of the individuals in terms of the ability, understanding and awareness. All the above three areas are necessary in order to: Develop workers to undertake higher-grade tasks. Provide the conventional training of new and young workers. Raise efficiency and standards of performance. Meet legislative requirements (e.g. health and safety). Inform people (induction training, pre-retirement courses). 3. Methodology (How it will be done?) 3.1. Approach to be followed There is no single strategic approach to develop a human resources strategy, there are vary from one organization to another, different HR strategies were searched and the committee chose to follow a strategic approach based on the following six steps: Setting the strategic direction (HRM cannot be conceptualized as stand alone corporate issue, strategically speaking it must flow from and dependent upon the organization s corporate strategy). Designing the Human Resource Management System. Planning the total workforce. Generating the required human resources. 54

55 Investing in human resource development and performance. Assessing and sustaining organizational competence and performance. A detailed studies would be carried on each of the human resources fields to reach the required objectives of the HR strategy and to satisfy phase 1 and 2 of the NPP milestone requirements for preparing and developing the required human resources and human resources systems to run the major Nuclear power program specialties capabilities (i.e. Nuclear plant design review capabilities, quality assurance/ quality management capabilities, project management capabilities and operational and maintenance capabilities) required for each of the organizational units(i.e. NEPIO, Power Plant Owner, and the regulatory body). A data collection scheme mainly based on the secondary data were recently started to identify the currently available human resource infrastructure. An accompanied detailed action plan which summarizes the activities of the strategy and a proposed timetable with responsibilities of accomplishments will show the specific future actions for performing the strategy Who will do it? As part of the technical committee for Sudan Nuclear Power Program a human resources committee was formed with the task of drafting and follow-up the implementation of strategy on human resources development aspects related to the Sudan nuclear program activities (i.e. the government commitment, the regulatory body, and the first power plant). The committee members are university graduates and some of them have post graduate degrees, they have experience ranges from 12 to 25 years in energy planning, operation and maintenance of thermal power plants and administrative fields. The committee will resume its activities until the NEPIO is established then it will be disbanded and the new formed body will take the responsibility. The committee will coordinate the drafting process of the required studies with the relevant governmental authorities and institutions responsible for each field of the approved activities. The use of consultancy and interactions with international experts and organizations is strongly encouraged, especially in areas where national experts may not be available. 4. Human resource existing infrastructure 4.1. Sudan human resource development strategic intention As part of the Sudan strategic intention "Sudan comprehensive strategy ) a human resources development strategy has been developed. It concentrated on developing the performance of the human factor through: Optimum utilization, redistribution and retention of the workforce with concentration on the production sector. Selection, recruitment and human resources development. Suitable performance appraisal in all fields. Prepare the suitable work environment and improve the living conditions and job security to motivate people and raise their productivity. Improve the service conditions that respond to changes of living conditions in a way that guarantee life. 55

56 4.2. Education General education It is carried out under the umbrella and the supervision of the Ministry of Federal General Education and the states Ministries of education at the states levels. It starts with the pre-school education which is carried mainly by private kindergartens, then the basic education at the governmental and private primary schools which lasts for 8 years for each pupils then the go to one of either: a- Academic education: Mainly carried out on the higher schools both governmental and private which qualify to academic university education. b- Technical school education: In the fields of commerce, technical, agricultural fields and etc., which can also lead to academic university education on specific fields. c- Vocational training centers: the vocational education is carried out under the umbrella and supervision of the supreme council for vocational training and apprenticeship under the Ministry of Labor, public services and human resources development. The following data relates to the Khartoum states vocational centers which represents the main training centers in the country Higher Education It is carried out under the umbrella and the supervision of the Ministry of higher education and scientific research. More than forty universities were established by public and private sectors to deliver under and post graduate studies in different disciplines. undergraduate Engineering studies such as chemical, electrical, mechanical and electronics in addition to geological studies, physics and other supportive fields such as computer sciences and engineering, economics etc were exist with massive numbers of graduates each year. Technical institutes supply the country with a massive number of trained technicians in different engineering fields. Undergraduate program in nuclear Engineering to be commenced this year at Sudan University for science and technology. M.Sc. course in radiation protection to be commenced in this year at Sudan Academy for Sciences. Training courses and on the job training in nuclear related fields such as radiation protection, nuclear security, techniques and legal instruments usually conducted through technical cooperation between the Sudan Atomic Energy and the relative international and regional organizations. A detailed statistics concerning the current number of the public and private vocational training institutes and their graduate students, as well as the Post graduate and under graduate Engineering and science disciplines beside other assistant disciplines of more than forty university and Technical institutes currently available at the country were collected as an starting point for the data collection scheme for the potential infrastructure for the project. REFERENCES [1] INTERNATIONAL ATOMIC ENERGY AGENCY, Milestones in the Development of National Infrastructure for Nuclear Power International Atomic Energy, No. NG-G-3.1, IAEA, Vienna (2007). [2] INTERNATIONAL ATOMIC ENERGY AGENCY, Basic Infrastructure for Nuclear Power Project, IAEA, Vienna (2006). [3] INTERNATIONAL ATOMIC ENERGY AGENCY, Selection, Competency Development and Assessment of Nuclear Power Plant Managers, IAEA, Vienna (1998). [4] Strategy Report on the Preparations for Sudan Nuclear Power Programme, Ministry of Energy and Mining, Khartoum, Sudan, August [5] Tomorrow s Human Resource Management, Ulrich, Losey and Lake, [6] Human Resource Management, Robert Mathis and John Jakson 8th Edition,

57 IAEA-CN-179-IAP12 Human resource development for developing countries considering nuclear power I. Othman, A. Kashlan Atomic Energy Commission of Syria, AECS, Syria Developing countries considering nuclear power for electricity production face many challenges, not the least of which is Human Resource Development. Building manpower capacity necessary for the operation of such a huge programme should be considered in phase 1, and initiated in phase 2, as one of the major challenges when a political decision is made towards embracing the nuclear option. To this end, adequate financial resources, reflecting the strong government commitment, should be allocated. Some countries may choose to build the undergraduate educational system in nuclear engineering and other related scientific branches, when the related competencies are locally available. Others may choose to send the selected students abroad to take their education in well reputed western Universities. But this is not all. Attracting elite young students to the nuclear industry is another challenge. Make them come back home after acquiring the competency required is another. To begin with, introducing the principles of the nuclear culture amongst the intermediate stages of education should be a goal to familiarize the new generation with the safety aspects of nuclear energy. Plans should also be put to build the public awareness based on authentic information. The lack of true understanding of the safety, economical, environmentally friendly aspects of the nuclear power by the public is an obstacle and needs to be targeted by different stake holders (the ministry of education, the ministry of higher education, the ministry of information, AECS, and others). Only then elite students can understand the asset and be encouraged to join the nuclear industry. The educational system at the developing countries can thus serve, at its best, for the undergraduate programme. But what about the higher education necessary for the effective implementation of the national programme? This issue surely needs assistance and cooperation of the western Universities, who have the knowledge, competencies and means for nuclear technology transfer. Without the international will for cooperation, mainly demonstrated by accepting students from developing countries to study in wellreputed Universities, and granting those students the required facilitations (such as study offer, visa, access to laboratories), developing countries considering NP will face major obstacles in their HRD plans. Furthermore, education and training programmes for continuing flow of qualified people should be in place. 57

58 Syria's experience with regard HRD started more than a decade ago. In 1997, AECS and HIAST established Nuclear Engineering undergraduate programme. Five students graduated thereof and are now completing their higher education abroad. The programme discontinued for logistical reasons. In 2008, AECS in cooperation with Damascus University established Nuclear Engineering Department at the Mechanical and Electrical Engineering College. The fourth year students from the Mechanical Engineering may choose to join the Nuclear Engineering programme. This year the first ten Nuclear Engineers shall graduate. The syllabus of education is based on a variety of international references that cover all related modules. The practical sessions are being undergone at the AECS' and other institutes premises. In 2001, AECS in cooperation with IAEA established a Post Graduate Educational Course in "Radiation Protection and the Safety of Radioactive Sources". The programme was initiated in HIAST as a course leading to a specialized Qualifying Diploma. In 2004, the programme was moved to Damascus University as a Higher Studies Diploma. In 2006, the programme was further developed as a Master Programme in Damascus University. The Master programme is now self sustained at the University; while the Agency has initiated, this year, a PGEC at AECS for 23 weeks in the same topic. All these courses were carried out in Arabic, in internationally recognized syllabus, by young professors from the AECS and the University. The total number of participants in all the radiation protection courses held in Damascus with the IAEA is 244 RPOs from 14 Arab States. They came from different sectors (health, industry, agriculture, research, interior, and others). Many of the Syrian students graduated form the course take part now in the practical sessions as tutors. It is assumed that the Arab students who had the Agency support for their participation shall also be trainers at their institutes. Below are two charts, the first illustrates the no of RPOs in each year and the second indicates the no. of RPOs from each country: NO. OF STUDENTS BY YEAR

59 EGYPT IRAQ 16 NO. of STUDENTS BY COUNTRY 5 JORDAN KUWAIT LEBANON LYBIA PALESTINE SAUDI ARABIA SUDAN UAE YEMEN SYRIA Algeria Moracco Qatar Tunisia I am proud also to announce that AECS has very recently established a Training Center for Nuclear Science and Technology. The mandate of the center is to organize or host individually, or in cooperation with other international or Arab bodies, training activities in Arabic and/or English for different users from Syria and abroad in all branches of sciences and nuclear technology. The objective of its establishment is to disseminate the wealth of accumulated experiences gained throughout the years at AECS from our participation in national and regional projects with the Agency in different peaceful applications of nuclear energy. The location of the Center is at AECS headquarter in Damascus. It is very properly equipped with classrooms each large for 45 participants, and an auditorium with 240 seats. All rooms are equipped with simultaneous translation facilities. The center shall also help in accommodating individual trainees through the Agency or otherwise in different AECS laboratories. The annual agenda of the training activities shall become ready very soon. It is a long and tiring process that needs collective efforts by all concerned bodies. It needs fund allocations and political will for cooperation. The Agency's role shall remain in the near future very demanding in securing training. Its role may even broaden to include networking between and bringing together potential beneficiaries and owners of knowledge. Nuclear knowledge management is a role that the Agency assumes as very important, but it is now even more critical than ever before taking into consideration the increasing number of Member States who are considering the nuclear power in their energy supply options, and who need assistance. In conclusion, Human Resource Development is a vital factor in the any programme for nuclear power. Its implications start from the minute a government decide on the nuclear option. International cooperation is essential for students from developing countries. 59

60 IAEA-CN-179-IAP13 Human resource development in nuclear industry in Tanzania E. Kimaro, S.C.L. Mdoe Tanzania Atomic Energy Commission, Nuclear Technology Applications Directorate, Arusha, Tanzania Abstract. The global energy demand is continuously rise substantially in the world. The demand is also growing high in Tanzania, the use of fossil fuels based energy production is being recognized as a major cause of damage to the environment. The release of greenhouse gases from the burning of coal, oil, and gas in power stations is seen a major contributors to the process of global warming. On the other hand the renewable forms of energy have also failed to meet the demands and, although they are clearly part of the long term solution to energy demands, wind, solar and hydro power among others remains some distance from being in a position to supply the energy levels of today s country requirements. As of hydro power, the long term draught has caused the production of power to be unreliable forcing the country to be under power rationing for quite long. There is a growing consensus that nuclear power will play an increasingly greater role as an alternative source of energy for the country s ultimate power mix. Due to this consensus, the need to develop the strategic plans to overcome the problem of human resource in the nuclear science is a greater concern. Initiatives have to be taken to manage and preserve the nuclear knowledge by improving the education and training of nuclear scientists, engineers and technicians and also the efforts to attract the younger generation. This paper reviews some of the strategies taken by the Tanzania in collaboration with Tanzania Atomic Energy Commission (TAEC) and the IAEA on the other side to implement the action plan to develop the human resource which will be required to establish the country s nuclear programme. 1. Introduction The safe and efficient use of nuclear power and other applications of nuclear technology require a certain number of experts in nuclear specific areas. The required number of experts in these essential fields depends on the stage and the size of the programme. In Tanzania the policy (National Nuclear Science and Technology policy) which is currently under review, among other things it has established the foundation for the country to move to the advanced level of application of nuclear science by putting down the strategies to which the country will have to implement to succeed the development of application of nuclear science and technology for power production to overcome the country s problems on power shortages. Currently Tanzania has well trained radiation workers not exceeding 100 and the number is bound to remain low in absence of nuclear science and technology policy that promotes human capacity creation in nuclear technology and related fields. Already there are international organizations such as the International Atomic Energy Agency (IAEA) dedicated to ensure increased use of nuclear power and nuclear techniques to promote socioeconomic development in developing nations. Tanzania being a member state has not adequately taken advantages of these opportunities largely because of low public awareness about the role that nuclear industry plays in economic development and rapidly declining enrolment in science subjects in secondary schools and universities. Strengthening nuclear science and technology would create the motivation students need to follow rewarding careers in science which are not that visible because of low appropriation of science and technology for economic growth in Tanzania. 60

61 Indeed there are varieties of careers in nuclear power program that Tanzania must have to be operational since thousands of people will be needed to design and build, and monitor, control, and operate equipment in such a program. This will enable also other sectors to expand, sectors such as radioactive waste management, environmental monitoring, etc. will need more skilled personnel if nuclear power plants has to be built, this will increase the country s need to develop the human resource capacity to run the industry and hence more job opportunities. 2. Country s strategies on developing the human resource on preparation to establish nuclear power plant As it has been mentioned in the atomic energy Act 2003, part VIII sections 54 and 55 under the promotion of atomic energy and nuclear technology in the country, the TAEC which is the Government official body responsible for the atomic energy matters shall be responsible to design and maintain a system aimed at ensuring an effective and proper promotion of safe and peaceful utilization of atomic energy and nuclear technology in the country. In the same act, it has stated that if TAEC in consultation with the Minister of the Ministry under which the commission considers that the country interest requires that it is necessary that the development of atomic energy in the country be fully and effectively utilized, it shall recommend to relevant ministry or ministries to establish through an Act of Parliament or designated national institutes or agencies for efficient research, development and practical application of atomic energy and nuclear technology in undertakings such a nuclear power, food irradiation and the like. This clause is insisting on establishment of the institutes which will carry the general tasks of enabling the development of human resource capacity on the nuclear science.. To achieve this strategy, the TAEC has currently requested the government to help the commission to acquire the land for the commission to collaborate with other research institutes to establish a room for the institute of nuclear science and technology in the country. The establishment of this institute will enable the country to have the capacity to develop the human resources in some fields of nuclear science from nuclear safety to applications of the technology on various fields except for the other technologies which will require the country to send the scientists, engineers, technicians, etc. to the more advanced countries with higher skills on the operations of the nuclear power plants and other nuclear science applications. Therefore by enacting the Atomic Energy Act no. 7 of 2003, and the establishment of national nuclear science and technology policy, the government is currently recognizing a great importance for the development of peaceful uses of nuclear energy including the use of Nuclear Power for electricity generation. The government firmly supports all kinds of activities aimed at promoting nuclear technology development and peaceful uses of nuclear energy. With the continuing acute shortage of energy resources, alternative power sources including nuclear power will have to be considered in the long term energy strategies. In this context TAEC will have to play a major and leading role to have nuclear power adopted as the alternative source of energy in order to meet the growing electricity demand and also comply with international efforts to reduce emissions of green house gases. Also through the IAEA s technical cooperation projects, Tanzania has been receiving the great assistance on human resource development in various activities where the nuclear science is applied in the country. Since 2000, about 250 persons have been trained through the IAEA fellowships; this is the great assistance from the IAEA. To benefit more with the IAEA s assistance, the country have to increase the number of application in nuclear technology, also by using the countries with the advanced technology in applications of nuclear science, the government may find a room to send more people to acquire higher skills academically to enable the country to have more skilled personnel in the field. On the other hand some of TAEC s functions as per atomic energy Act 7 of 2003 have put emphasis on strategies to develop human resource in the field of nuclear science. The following are the functions: 61

62 Co-ordinate and make provision for, or carry out, or facilitate the carrying out, through the establishment or designation of institutions, the development of practical applications of atomic energy and nuclear technology for safe and peaceful purposes, including the production of electric power using nuclear reactors, with due consideration of the safety and needs of the nation; Prioritize and provide for, or carry out, or facilitate and co-ordinate the carrying out of applied research designed to facilitate the evaluation, development or practical applications of atomic energy and radiation sources for safe and peaceful purposes, and of the modern methods for the control and minimization of the harmful effects of radiation exposure to workers, patients, the public generally and the environment; Establish and operate a system for the registration of, and the dissemination of information relating to research findings under this Act and to promote the practical applications of those findings for the purposes of advancing the peaceful and more advantageous use of atomic energy and radiation sources in the United Republic, and the effectual protection of workers, patients, the public and the environment from radiation harm; Formulate and implement programmes for the training of persons to become qualified experts in the development and practical applications of atomic energy, nuclear technology and the use of radiation sources and radiation protection; Hold or facilitate the conducting of seminars, workshops or short training courses including public education for the safe and peaceful uses of atomic energy and nuclear technology; Promote national and international co-operation or collaboration on the applications of atomic energy and nuclear technology already introduced or intended for introduction in the country; Liaise with ministries and the appropriate institutions in order to facilitate the incorporation into the syllabi of all relevant and appropriate knowledge in nuclear science and technology for the practical applications of atomic energy and the related safety and protection during utilization; Foster and facilitate the exchange of scientific and technical information, and the training of scientists and experts in the field of peaceful uses of atomic energy, nuclear technology, radiation protection, nuclear safety and waste management. The above functions may be achieved by the strong collaboration between TAEC, the government, Higher learning and research institutions, and other stakeholders in the nuclear science. 3. Major challenges for human resources development in the field of nuclear science and technology Despite the fact that the country has the strong reasons to develop the human resource to enhance the manpower in the nuclear science field, there are several challenges which have to be overcome to enable the development of human resources in the nuclear field. To have a look on these challenges which are in one way or another are seen to hinder the development of human resource, one can think of the following challenges; The first challenge is the country s economy, this is the main challenge considered as it is well known that Tanzania is among the third world country, it is in the bottom 10% of the world s economies in terms of per capita income. Despite the fact that the country has a lot of natural resources including the uranium ores, the development in the application of nuclear science has not been a priority in the 62

63 country s development until few years ago when the government started to realize the importance of nuclear science as one of the most important key in the nation s advancement economically. The second challenge is the public awareness; most of the people have the notion in their mind that nuclear technology is only for the weapons production the fear of nuclear bombs. This fact is not only to the laymen but also to some of the well educated people. The strategies to alleviate this challenge are conducted by promoting TAEC s activities in nuclear technology applications in various economic fields, including agriculture, constructions, industrial and health applications, etc. The promotions have also been performed in various exhibitions organizing by different organizations in the country. Through these exhibitions, participants have been informed in various applications of nuclear sciences. Through that many people have became curious to learn more about nuclear science and its applications. The third challenge is the availability of a good number of universities, higher learning institutions as well as research institutions which are providing the nuclear science related subjects. Currently there is only one University (University of Dar Es Salaam) which is trying its level best to offer the academic courses in nuclear physics. Therefore for more advanced levels and more applications of nuclear science, the country depends on foreign countries with more advanced nuclear applications. But in the national nuclear science and technology policy (currently in review) the strategies has been put to get rid of this challenge. Among other things is to improve the current learning and research institutions to have more advanced academic programmes in the field of nuclear sciences. The fourth challenge is the strategies on nuclear knowledge management. Although a number of scientists who have been educated in various fields of nuclear science application is very small, there is also a problem of those skilled personnel to get retired without transferring the knowledge to their successors. The action plan for the nuclear knowledge management has not been put in action to enable the newly recruited personnel to be trained by the well experienced senior staffs. Also there is a plan to seek for financial assistance from the government to enable many new recruited personnel are sent to higher learning institutions and research institutions outside the country to acquire more skills in the nuclear science. Through this the country will have a number of skilled personnel in the field while establishing strategies for nuclear knowledge management for future development of the nuclear industry in the country 4. Discussion and conclusion Ensuring the availability of the well qualified human resource is a fundamental in all aspects of utilization of nuclear science from medical to nuclear power plant. The strategies for human development in the nuclear industry have already been put by TAEC in its functions as per atomic energy Act No.7 of 2003, as well as the government through its national nuclear science and technology policy. Some of the challenges that have seen to be the obstacles for the development of human resource are also mentioned. It is the task of the government and the TAEC in one side and the stakeholders in the industry on other hand to work in collaboration to ensure the good start and the sustainability of the highly skilled personnel in the nuclear industry. The support from the IAEA which is one of the main source of human resource development in the nuclear industry will enable the country s human resource capacity to be highly achieved, this is because the IAEA has a broad expertise in the nuclear industry and also it has a broad spectrum of the qualified experts within the IAEA and outside the Agency. The government has to take initiatives to manage and preserve the nuclear knowledge by improving the education and training of nuclear scientists, engineers and technicians and also the efforts to attract the younger generation. This will be achieved by improving the budget funds for the development of nuclear science and technology in the country. 63

64 REFERENCES [1] Mdoe, S.L. and Kimaro, E. (2006) ICT based training on nuclear technology applications in Tanzania Int. J. Nuclear Knowledge Management, Vol.2, No. 1, pp [2] Managing Nuclear Knowledge: Strategies and Human Resource Development Summary of an International conference on managing nuclear knowledge 7 10 Sept. 2004, Saclay. [3] Kimaro, E. and S.L. Mdoe (2007) Knowledge Management in nuclear facilities: The case of Tanzania International Conference on Knowledge Management in nuclear facilities, Jun. 2007, Vienna. Book of extended synopses Jun 2007, pp [4] Atieh, T. and Workman, R (2006) Thirty-five years of successful international cooperation in nuclear knowledge preservation: the International Nuclear Information System (INIS) Int. J. Nuclear Knowledge Management, Vol. 2, No. 1, pp

65 IAEA-CN-179-IAP14 Programme providing regulatory body with human resources: present and future A. Uskov State Nuclear Regulatory Committee of Ukraine, Ukraine The State Nuclear Regulatory Committee of Ukraine (SNRCU) is a main authorised central executive power body dealing with issues of nuclear and radiation safety regulation in Ukraine. The general number of the SNRCU s staff is 292 persons. A new structure and the list of members of the staff were put in force on The general number of employees in regional State Inspectorates on Nuclear and Radiation Safety is 81 persons. The general number of employees in the SNRCU s headquarter is 154 persons, among them 81 males and 73 females. 96,8% of the staff has higher education, among them 70% with higher education in technics. Most of the people have experience in industry, design and science institutions, 15% had been working in the sphere of nuclear power usage. Among the SNRCU headquarters staff there are 77 state inspectors dealing with supervisions. The state supervision system is governed by the SNRCU s Deputy Chairman-Main State Inspector on Nuclear Safety of Ukraine. There are 48 state inspectors in the SNRCU s headquarter in Kiev and 29 state inspectors are working in the State Inspectorates on the NPP Sites. 30% of the SNRCU s staff is dealing with the tasks that are important for ensuring nuclear safety regime, namely - planning and development of the drafts of the normative acts, standards on nuclear and radiation safety. These activities require combination of technical and juridical education, knowledge on ensuring of quality of regulatory activities that includes planning of all the spheres of the SNRCU s activities such as international, financial and contractual issues, documents turnover, human resources management and training. This staff is communicating as well with the Committees of the Verhovna Rada (Ukraine Parliament), Cabinet of Ministers of Ukraine, ministries and other executive power bodies. 1. Human resources policy The human resources policy is aimed at further improvement of the quality of professional training of the SNRCU s staff. The main criteria of the SNRCU s human resources policy are as following: Sound requirements to the candidates; Tutorship guaranteed and a system of adaptation for newly recruited staff; Maximal development of the business and creative potential of the staff, sharing experience; Rotation of the staff; Systematic training of the staff at al levels; Achievement of a high level of motivation for each person; 65

66 Active participation of the staff in the decision making via questioning; Ensuring interests of all the staff categories. The staff selection for the vacant positions is done on the base of examination, the aim of which is an objective assessment of knowledge and abilities of the candidates. 2. Human resources planning, management and enhancing The competitive selection of the staff is planned, controlled and assessed. The requirements to the staff are set up in the position instructions that are reviewed and updated on a regular base. The position instructions specify the staff s rights, duties, responsibilities, qualification requirements and interaction with other personnel. Annually the SNRCU forms the staff reserve for filling vacant positions. While filling the vacant positions the preference is given to persons from the staff reserve. The SNRCU is caring of renewing the staff reserve, enlarging the number of young people that went through probation for the higher positions. 3. Defining, developing and continuous improving staff knowledge and competences Upgrading qualification of civil servants is a training that is to be performed in order to refresh and develop skills and knowledge necessary for effective solutions of professional civil service tasks. The basic types of upgrading qualification are as following: Training based on professional programmes; Training based on the programmes of the thematic regular seminars; Training based on the programmes of the thematic short-term seminars; On-job-training; Systematic self-education; Temporary execution of the senior staff duties in case of their absence. The base of the SNRCU s approach is a ratio of external and internal forms of training as well as availability of training for all categories of the staff. External training is conducted at the expenses of the budgetary funds and international technical assistance. Internal training system is very active in the SNRCU. Its components are: special training of the staff based on individual programmes, on-job-training in accordance with the probation plans, selfeducation in accordance with individual plans. There is conducting a special training for persons appointed to the positions of the state inspectors. Upon completion of the special training, the initial qualification attestation of the state inspectors is to be conducted. Employees pretending to have higher position in the SNRCU are going through on-job-training under supervision of experienced civil servant. Upon completion of the on-job-training the supervisor has to prepare a report assessing ability of trainee to take a higher position. In June 2008 there was performed an assessment of the RB s activities on compliance with international standards of the IAEA in the frame of the IAEA independent mission Integrated Regulatory Review Service (IRRS Mission). As for the human recourses policy, the Mission admitted that the SNRCU has experienced staff for executing regulatory activities. 66

67 4. Involvement of the staff in the processes of enhancing the SNRCU performance and providing the staff with authorities One of the elements of the strategy on human recourses management is an acting system called Team work. One of the basic approaches to the achievement of goals on enhancing the SNRCU performance is involvement of all the staff in these processes. Assessment of the results of communication with the staff allowed formulating the main principals on encouragement of employees to participate in the processes on enhancing the SNRCU performance including personal approaches to job performance: Work that gives satisfaction; Recognition from the management and the colleagues; Promotion; Mutual trust and respect; Good relationships in the team. Implementation of these main principals is done via the system of encouragements, concern for people welfare and development of the communication culture. In order to rise a level of the staff participation in innovations (generation of new ideas, approaches, methods, as well as creating new conditions assisting for creative thinking, willing to implement new ideas) there were provided certain conditions in the SNRCU: freedom in the choice of methods for work performance based on the common values, approval of the priorities for enhancing activities and distribution of responsibilities and authorities. For making decisions the employees are given authorities regulated by relevant normative documents (orders, provisions, position instructions, etc.) 4.1. Encouragement, recognition and concern for staff welfare The system of encouragements for BR staff includes: Award based on the results of the work and personal input of each employee; Rise in wages for intensity; Gratuity for continuous state service in the executive power body; Promotion; Moral consideration. Special rises in wages are given to the SNRCU s staff for knowledge of foreign language and use it in the work, scientific degree and honorary titles. 5. Future The Strategy for Energy of Ukraine up to 2030 envisages construction of new NPP units, scientificresearch nuclear reactors, objects of nuclear fuel cycle. In order to achieve the Strategy goals on the amount of electricity output it is necessary to commission GWt (20 new nuclear units) of substituting and additional power at NPPs before The short-term task of Ukraine in the frame of this Strategy is a completion of construction of the units 3 and 4 at the Khmelnitsky NPP site. Besides this, in the period of it is necessary to begin constructing 6,5 GWt of new NPP power, in order to commission them after

68 Taking into account a role of nuclear power in electricity production in Ukraine (near 50%), substantial natural recourses of uranium, industrial and scientific-technical potential, and in order to reduce dependence on import of energy resources, the Government of Ukraine made a decision to organize in Ukraine the own production of nuclear fuel for NPPs. In order to enhance the acting system of supervising over the NPP safety in Ukraine, it is planned to develop and introduce the Integral Oversight System on NPP Safety (Reactor oversight process). Introduction of the Integral Oversight System will allow enhancing the supervising activities and process of making the regulatory decisions on the base of integral assessments of safety. These ambitious tasks require development of the nuclear regulatory system and scientific-technical support of the regulatory body. In order to ensure the proper SNRCU s performance and providing the consumers with qualitative services, in the SNRCU there was introduced the Quality Management System that is an integral part of the managerial activities of the SNRCU. Introduction of this system has been started in 1999, and in 2008 the SNRCU received an international certificate on quality. One of the priorities of the SNRCU in the sphere of human resources is a personal commitment of the SNRCU s staff to introduction and enhancing the Quality Management System, support and motivation of relevant initiatives. Processes dealing with issues of human resources are specified in the Methods Human Resources Management and in other normative documents. One of the perspective directions of work of the SNRCU s Human Resources Management Department is training a new generation of the civil servants. It is suggested, that the main goals of the human resources strategy are to be as following: Analysis of the staff abilities; Possibility for the staff promotion; Perspective forecast for needs in staff in the nearest future in accordance with plans on development; Upgrading the staff qualification. A modern tool for the staff training and upgrading qualification will be developed in the frame of a new instrument of cooperation with the European commission. The project is aimed at implementation of knowledge management system (so called Information Portal). At the first stage a database on the technical decisions and expert safety assessments of nuclear installations will be developed, fast communication channel between two SNRCU s LANs located in different buildings will be installed. At the future stages all necessary information resources will be integrated into this single Information Portal. That will allow not only optimizing routine work but also using all materials for the purposes of the staff training. 68

69 IAEA-CN-179-IAP15 Human resource development - U.S. efforts under the Next Generation Safeguards Initiative A multi-pronged approach to recruitment and retention of nuclear nonproliferation and safeguards experts M. A. Scholz U.S. National Nuclear Security Administration, USA Melissa.Scholz@nnsa.doe.gov Abstract. Recognizing the human resource challenge brought about by the worldwide expansion of nuclear power programmes, the increasing number of safeguarded nuclear facilities, the growth in quantities of nuclear material under IAEA safeguards, and the retirement of safeguards experts both in the United States and abroad, the U.S. National Nuclear Security Administration (NNSA) has developed measures to attract and train the next generation of safeguards professionals. In September 2007, U.S. Secretary of Energy Samuel Bodman launched the Next Generation Safeguards Initiative (NGSI) to spearhead this programme. A key component of NGSI is the Human Capital Development (HCD) programme, which in the two years since its inception has attracted over 150 students from both technical and policy backgrounds for safeguards internships, and more than 200 for summer safeguards courses. The HCD programme is intended to recruit, educate, train, and retain nuclear safeguards and nonproliferation experts for work in U.S. National Laboratories, federal agencies, and at the IAEA. Beyond the internships and summer educational courses, the HCD programme has sponsored: a study to determine current and future safeguards workforce and skills requirements at the U.S. National Laboratories; university engagement targeted at the development of graduate-level coursework, currently at nine universities, and outreach to university students and faculty; professional development programmes, including funding postdoctoral fellowships and mid-career transition workshops; an international workshop in September 2009 on cooperation on safeguards education and training; targeted outreach through social and professional networking sites; and a project to capture institutional knowledge through filmed interviews with key individuals in the field. The NGSI experience has shown that in order to be successful, a human resource development programme must be able to strengthen core competencies, adapt to changing staffing needs, and initiate innovative approaches. [Conference Topics 1, 3, 5] 1. Introduction The workforce supporting international safeguards faces many of the same demographic challenges confronting the nuclear workforce in general, with high percentages of retirees expected in the coming years. This includes the impending retirement of some 50% of IAEA staff over the next five years and a comparable loss of safeguards experts at the U.S. National Laboratories. Constrained budgets, demanding high-profile investigations, dramatic increases in the quantity of nuclear material under IAEA safeguards, and the ongoing transition of IAEA safeguards to a flexible, information-driven, state-level approach have put the international safeguards system under more strain today than at any point in its history [1]. As the global demand for nuclear energy grows, the safeguards human capital development challenges will only intensify unless there is immediate and sustained action to confront the issue. 2. Approaches to addressing the challenge The U.S. National Nuclear Security Administration (NNSA) recognizes the urgent need to address these safeguards human capital challenges. In September 2007, NNSA launched the Next Generation Safeguards Initiative (NGSI). A key component of NGSI is the Human Capital Development (HCD) 69

70 programme, which is cultivating sustainable academic and technical programs that support the recruitment and training of the next generation of international safeguards professionals. The NGSI HCD programme employs a multi-faceted and multi-pronged approach to the human capital challenge. This has included a study to determine current and future safeguards workforce and skills requirements at the U.S. National Laboratories; university engagement; safeguards internships and summer seminars; professional development programmes; targeted outreach; and a project to capture institutional knowledge in the safeguards field Staffing study Initiated in 2009, the NGSI staffing study aims to identify gaps in the safeguards professionals field. This study underpins the initiative; without a clear baseline of current safeguards capabilities and gaps, it would be difficult to have any confidence in future projections. The staffing study assesses the anticipated human resource needs in the U.S. National Lab complex over the next couple of decades to support international safeguards objectives. It will address the size of the workforce needed, skill sets, educational background, and work experience. When completed, it will also project the expected impact of demographic trends given various scenarios for the growth of nuclear power, as well as programmatic budgets and the evolution of international safeguards to a more information-driven approach University engagement NGSI s efforts are focused on the age bracket, which equates to students and young professionals making career path decisions. Many of the university students who have participated in NGSI programs, such as internships and summer courses at U.S. National Laboratories, have further orientated (or in some cases re-oriented) their studies towards safeguards and nonproliferation. Many students in nuclear engineering and other technical or science fields have stated that before safeguards exposure under NGSI they were not aware of the professional opportunities that exist in the safeguards field [2]. University engagement is thus at the crux of the NGSI Human Capital Development effort. University engagement also manifests itself in university guest lectures by safeguards experts from the National Laboratories. In fiscal year 2009, NGSI sponsored over forty such guest lectures for both policy- and technical-oriented classes at the undergraduate and graduate levels. A three-credit undergraduate course on international safeguards, nonproliferation, and global security was introduced at Washington State University, and will be offered again in As part of this collaboration with universities, a workshop for university faculty on safeguards and nonproliferation educational approaches and course design took place in August Lastly, considerable thought has been given to creating a university-level Certificate programme with determined minimum criteria nation-wide. Additionally, recruitment for both internships and summer courses hosted at the National Laboratories takes place at U.S. universities. Over the past two years, students have been recruited from over one hundred different universities and colleges to take part in the internship and summer course programmes, as highlighted in the following sections Internship opportunities NGSI offers students the opportunity to pursue summer safeguards internships at U.S. National Laboratory locations. In its inaugural year, the programme drew 50 students from around the country. In 2009, this number more than doubled, with 110 interns representing more than forty U.S. and foreign universities participating in internships within the National Laboratory complex. Roughly a third of all interns were from nuclear engineering backgrounds, while 10% were international relations majors. Mechanical engineering was the third most represented major. Other educational backgrounds included (and were as diverse as): theological studies, radiochemistry, computer science, health physics, social science, digital entertainment and game design, and nuclear physics. 70

71 2.4. Summer courses Short summer courses have been a staple of the HCD programme s outreach to students. These courses, one to three weeks in length, are hosted at the National Laboratories, in some cases in conjunction with a nearby university. Some courses are focused more on technical aspects and technical university students such as engineers and scientists, while others are geared towards nonproliferation policy majors and political/social scientists. In 2009, more than 150 students took part in these courses. Of these, the largest percentage were current Masters degree students or graduates, while an additional 37% were undergraduates or recent graduates and 22% were PhDs or post-docs. Over 80 percent of the interns were also able to couple a summer course with their internship Professional development The professional development component of NGSI s HCD programme aims to attract and introduce early- and mid-career professionals to the safeguards field. Efforts such as speakers and seminars on international safeguards, access to training materials, and involvement with NNSA-sponsored safeguards projects at the National Laboratories are part of this initiative. A rigorous program to recruit and prepare U.S. candidates for safeguards employment at the IAEA is underway, as are training programmes developed to reach out to young professionals from countries interested in pursuing nuclear power in the future. In September 2009, NGSI co-hosted an international human capital development workshop in Ispra, Italy. It focused on three areas: (1) developing common curricula and training materials for safeguards; (2) discussion of possible sharing of training activities and facilities; and (3) discussion of potential exchange programmes. NGSI has also sponsored an international safeguards technical training workshop for emerging nuclear states, hosting participants from countries planning to develop nuclear power in the next years. Additionally, post-doctoral fellows were sponsored at eight U.S. National Laboratories to address the challenge of bringing the best young engineering and science talent into the international safeguards field Targeted outreach In order to reach students, post-doctoral candidates, young professionals, and mid-career professionals, NGSI utilizes targeted and streamlined outreach approaches. First and foremost, NGSI directs outreach towards the universities, which as mentioned above includes guest lectures and internship recruitment. University outreach has also meant participation in student Institute of Nuclear Materials Management (INMM) Annual Conference and American Nuclear Society (ANS) chapter meetings and participation in career fairs. By actively engaging professional societies, the awareness of safeguards career opportunities is broadened. NGSI is also considering ways to use the internet and distance learning to reach key demographic groups that could be a source of future safeguards professionals. NNSA recently has established its presence on several social networking sites, including Facebook, Twitter and YouTube. Employees, interns and former students are encouraged to use social networking as a way to stay in touch and keep track of news across the enterprise. Creating course modules online and developing a forum wherein educational and training materials can be shared and exchanged are also priorities of the NGSI HCD programme Knowledge retention As safeguards experts age and retire, it becomes increasingly important to ensure that the institutional knowledge such experts is not lost. With the support of NGSI, a comprehensive project of filmed interviews is underway, focusing on individuals who were involved in key events over the past 40 years, since the negotiation of the Nuclear Nonproliferation Treaty (NPT) in the late 1960s. The first 71

72 film series, entitled Foundations of International Safeguards, was published on DVD and on web streaming video in Two new series are planned. 3. Moving forward As the NGSI Human Capital Development programme transitions into its third year of attracting and training a new generation of talent, planned goals include: Establishing specific, measurable HCD goals and metrics based on the results of a comprehensive baseline of U.S. and IAEA human resource needs and personnel gaps in international safeguards; Increasing engagement of and outreach towards universities to enhance university-based education in safeguards and nonproliferation-related areas; Encouraging mid-career technical experts to transition into the international safeguards field; Capturing international safeguards experts institutional knowledge to the benefit of the current and future generations of safeguards professionals; Leveraging these NGSI activities with the safeguards authorities in other countries that face similar human capital challenges in safeguards and nonproliferation. The U.S. experience has shown that in order to be successful, a human resource development program must be able to strengthen core competencies, adapt to changing staffing needs, and initiate innovative approaches. ACKNOWLEDGEMENTS The author would like to thank Dunbar Lockwood and the NGSI team at NNSA for their support. REFERENCES [1] [2] Scheinman, Adam Calling for Action: the Next Generation Safeguards Initiative. Nonproliferation Review, Vol. 16, No. 2. July Next Generation Safeguards Initiative: Human Capital Development Program. Fiscal Year 2009 Annual Report. October

73 IAEA-CN-179-IAP16 Plan of human resource development for nuclear power programme in Vietnam Cao Dinh Thanh Vietnam Atomic Energy Institute, Vietnam Abstract. This paper presents plan of human resource development for nuclear power development programme in Vietnam to Training plan in domestic and abroad. Vietnam government is about to start a nuclear power plant program with four units previewed to commission in One of the most essential issues of the preparation work for this program is actually human resources. 1. Current situation of human resources in atomic energy sector According to the data of 2008, there are 377 cadres working in atomic energy sector, among them: 12 Professors, associated Professors; 62 Doctors, 106 Masters and 197 engineers. The human resources mentioned here include graduates and post-graduates, whose specialties related to atomic energy. There are only 30 people specialized in atomic energy. At universities offering atomic training, the number of students in this formation is very small, since 2000, establishments in atomic sector have recruited very few people. The average age of the staff in atomic sector is quite high and creates a space in human resources (few people from 40 to 50 years old). Among 12 Professors, associated Professors, there are 4 people from 60 to 65; others are also between 50 and 55. Thus, the human resources in atomic sector of the country lack in quantity and quality especially leader scientists. Currently, nuclear human resources concentrate in some research Institutes (Vietnam Atomic Energy Commission and Physic Institute), Universities and Vietnam Agency for Radiation and Nuclear Safety. The number of training staff in nuclear at universities is actually very small, materials for training are obsolescent. 2. Human resources need for nuclear power plant construction and operation Human resources for nuclear power program include: Human resources for implementation of nuclear power plants construction project; Human resources for implementation of R&D activities and technical assistance; Human resources for state management agencies in general and for agency of radiation and nuclear safety control in particular. As the choice of nuclear power technology has been not made, the human resources need for the 3 above agencies are determined based on: 73

74 The nuclear power plants will be built in 2 sites with 4 units (total capacity 4000 MW) and 2 technologies will be chosen for 2 sites. Site 1 with 2 units will operate commercially in 2020 and Site 2 with 2 units will operate commercially in 2022 and With the above conditions the human resources need for 4 nuclear power plant units is determined as in the following Table 1: State management agencies R&D and technical assistance Implement the nuclear power plant Project License issuance 8 Experts in basic R&D 105 Report of feasibility study 100 Regulations 8 R&D experts in safety 75 Project management 40 Radiation management 8 R&D experts in design 45 Construction 40 Safety evaluation 9 Design 40 Experts in safety evaluation 18 Electricity, Mechanic 200 Experts in standards 18 Plant Operation 276 Experts in License issuance 48 Technology experts 52 Nuclear power plant supervision 33 Radiation management 52 Total 150 Total 225 Total 800 Table 1. Total human resources need is 1175 According to the plan of nuclear power development with capacity ranges in each period, the human resources need is determined as follows: Agencies Year 2020 ( for MW) Year 2025 Year 2030 Nuclear power range MW MW MW State management agencies R&D and technical assistance Nuclear power plant project implementation Table 2. Foresee human resources need for each period until Besides of human resources for 3 agencies participate directly in the nuclear power program mentioned above, human resources for training establishments are also needed. To fulfill the human resources need of the nuclear power program, 330 students must be trained in domestic. Thus, the training staff in 5 universities must be 100 while the current staff of 5 new establishments is 20. Therefore, a supplement of 80 people needs to be done for After 2020, the training staff shall increase in according to the development of the nuclear power program. 74

75 3. Human resources training plan for nuclear power development program 1. Training in domestic From 2010 to 2020, 200 diplomas shall be trained for 5 years, 100 graduates in related specialty shall be trained for 2 years; Build and implement training program deepen for the staff specialized in nuclear of investor, state management agencies, R&D and technical assistance organizations, training establishments; Build and impalement training program to afford atomic knowledge for the staff not specialized in nuclear but participates in nuclear power program; Complete establishments for graduate and post-graduate training to execute the training mission for nuclear power development program; Establish an atomic training center at Vietnam Atomic Energy Commission to execute the deepen training mission and afford atomic knowledge; Establish a training center for operation and maintenance at nuclear power plants to train regularly operation and maintenance staff; Teacher: professor, domestic experts and foreign experts 2. Training in abroad Choose excellent students to go study at universities in countries having developed atomic industry. They will also go for post-graduate formation afterwards. Propose to train 20 students each year, starting from 2010; Train some atomic chief experts for investor, state management agencies, R&D and technical assistance organizations and training establishments; Training according to each specialized group; Training the staff for nuclear power plants operation, maintenance and reparation. 75

76 3. Human resources training plan for specialties related to nuclear power No. Training Place Duration Beginning year Number trainees/ year Training number until 2020 Training number until 2025 Training number until 2030 Notes 1 Vietnam 5 years terms 2 Vietnam 2 years terms (2 nd diploma) 3 Abroad 5 years terms Total Table 3. Training plan (engineer) specialties related to nuclear power until 2030 No. Training place Duration from Number (trainees/ year) Training number until 2020 Training number until 2025 Training number until 2030 Notes 1 Vietnam 2 years terms 2 Abroad 2 years terms Total Table 4. Human resources training plan (Masters and Doctors) until Conclusions Implementation of plan for human resource development has important and decided role in nuclear power programme in Vietnam. It is very necessary to need the cooperation from International Organizations and developed nuclear industry Countries. 76

77 Session 3: Role of educational institutions in meeting the needs of industry for developing a global nuclear workforce, including engineers, scientists and skilled trades workers The speakers invited for this session will provide experiences, lessons learned and plans regarding how their educational institutions contribute to developing and maintaining the human resources needed to support the safe and sustainable introduction and expansion of nuclear power programmes. These presentations will focus on partnerships between educational institutions, governments, and industry to ensure that education programmes are consistent with industry needs and that the funding and other support for these programmes is suitable. In addition to these presentations, a Panel Discussion on Education Networks will provide information regarding mechanisms for effectively sharing information regarding educational curricula, materials and experiences, on national and international levels. 77

78 IAEA-CN-179-IAP17 The role of education in manpower development for nuclear power programmes G.T. Bereznai Faculty of Energy Systems and Nuclear Science, University of Ontario Institute of Technology, Oshawa, Ontario, Canada Abstract. The complexity, the economic and safety implications of operating nuclear power plants require a university-level understanding of the science and engineering that are the basis of the energy conversion processes that take place at the plant. Traditionally when countries and regions first acquire nuclear technology they rely on their key staff to receive specialist education and training from the country of origin of the technology and the company that is the prime contractor for nuclear plant. As the host country and the operating utility gain experience and acquire additional nuclear units, a combination of the local post-secondary educational institutions, companies that offer training services, and the owner s in-house training unit offer the wide range of knowledge services needed to ensure that everyone conducting and managing the nuclear technology acquire and keep up-to-date the requisite knowledge and skills. The expertise needed to understand and safely employ nuclear technology includes skilled craftsmen, operators, technicians and technologists, engineers and scientists, managers and executives. While international agreements govern or provide guidelines for managing the technology, local conditions must also be considered in the acquisition and operation of nuclear facilities. Experience shows that the most cost-effective approach to ensure that qualification requirements are met is through a combination of a well-educated work-force that receives site-specific training, both during the acquisition phase and via continuing education and refresher training throughout the employment life-cycle. 1. Introduction As of September 2009 there were 436 nuclear power reactors operating in 31 countries. 76% of these are in one of four large economic entities, namely the European Union (144), US (104), Japan (53), and Russia (31). Other countries with significant nuclear programs are the Republic of Korea (20), Canada (18), India (17), the Ukraine (15) and China (11) [1]. To a significant extent the above named countries have developed the capability to address all the critical elements of the nuclear fuel cycle, including fuel production, research, design, construction, commissioning, operation and maintenance of the power plants, and management of radioactive byproducts. Countries with large reactor programs (10 or more generating units) have typically developed the capability to be not only self-supporting in all aspects of nuclear technology, but to also export equipment and services to other countries. All the major nuclear reactor vendors have shown a willingness to transfer much of the nuclear technology to countries that are embarking on a significant nuclear power plant construction program. The Republic of Korea is an excellent example of a country with medium size population and economy that installed both PWR (Pressurized Water Reactor) and CANDU (CANada Deuterium Uranium) type nuclear electric generating units, became self-sufficient in operating and maintaining both types of reactors, and subsequently developed and constructed units of its own design at home as well as for export. An essential part of a transfer of technology is having the human resources developed to receive and make use of the technology. 78

79 2. Human resource requirements Table 1 shows the manpower requirements for operating a nuclear power plant with one or two units. Beyond two units there are limited opportunities for economies of scale, and given the range of variability between different types of units and the operating policies of a given utility, a four unit plant would likely have in the order of 1,500 full-time employees of the type shown in the table. Staffing for major design changes, infrequent large maintenance tasks, and long term waste management facilities are not included in table 1. Table 1. Typical staff complement for a nuclear plant comprised of one or two CANDU nuclearelectric units Position type One Unit Two Units Management 8 13 Planning 6 9 Operations Maintenance Fuelling Chemistry Technical Nuclear Safety Clerical, Stores, Security Training Quality Assurance 6 10 Health Physics TOTAL The current employment expectations in much of the world are such that virtually everyone who is hired into one of these positions has graduated from a post-secondary education program. In Ontario such education is provided at Community Colleges for skilled trades, technicians and technologists, and by universities for engineers, scientists and related technical and management personnel. While colleges and universities assure that their graduates have the requisite background knowledge and ability to learn the specifics of their assigned tasks, employees must receive training in aspects that are not covered by courses offered at the educational institutions, and which are typically unique to each facility. Maintenance of specialized equipment and control room operating skills are just two such aspects, the training for which are typically carried out on replicas of the equipment and control room configuration that are unique to the power plant. In cases where the educational institutions and the power plant are located in close proximity, and the number of employees warrant the installation of such specialized equipment at the college or university, the educational component can be increased and the corresponding training load reduced, which can be beneficial to both the utility and educational institution. 3. College and university programs In Ontario, just east of Toronto, the electrical utility Ontario Power Generation owns and operates 10 nuclear-electric generating units: six at the Pickering and four at the Darlington plants, which are 50 kms apart. About half way between these plants are located Durham College and the University of Ontario Institute of Technology, and the combination of the number of nuclear units and the close 79

80 proximity of the educational institutions have resulted in close collaboration between the respective entities Durham College The largest group of workers with special skills at a nuclear plant are the maintenance trades, such as civil maintainers, mechanical maintainers (welders, fitters and turners) and electricians. Another large group of specialists include the chemical, instrumentation and control technicians, and non-destructive examination technologists. In Ontario all of these employee groups receive their education at community colleges, such as Durham College. Many of these colleges offer education for the widely used mechanical and electrical trades, but Durham College also offers programs that have aspects unique to the nuclear industry, such as non-destructive examination and power engineering technician programs. In many jurisdictions an appropriate university degree is required for the shift supervisor position, and often also for the control room operator position. This trend is expected to grow in recognition of the continuously increasing complexity of the power plants, the operating procedures, and the regulatory requirements University of Ontario Institute of Technology The University of Ontario Institute of Technology (UOIT) was established in 2002, with the special mission to provide career-oriented university programs and to develop and offer programs with a view to creating opportunities for college graduates to complete a university degree [2]. Given that there are 20 nuclear generating units in Canada, 18 of which are in Ontario, but at that time no Canadian university offering an undergraduate nuclear engineering program, it was a logical choice for UOIT to develop such a program. Having done a market research of the needs of the nuclear industry for university graduates, demand for three related but distinct undergraduate programs were identified, as well as needs for graduate diplomas, masters and doctorate degrees Undergraduate degree programs All the undergraduate programs require four years (eight semesters) of full-time study, and lead to honours degrees, i.e. graduates are qualified to proceed to masters level programs. The Bachelor of Nuclear Engineering program is designed to produce graduates for work in the nuclear power plant industry, including power plant design, power plant engineering, and the engineering of facilities related to the nuclear fuel cycle. A program similar to the above, but without the design engineering components has also been developed for professional careers in the nuclear power plant industry, but who are not involved in engineering design and plant modifications. This program is particularly suited for such operational personnel as control room operators and shift supervisors, as well as for the many technical positions in a nuclear plant that do not involve design aspects. Entry into this program is possible at year three for individuals who have gained post-secondary education that covers the essential content of the first two years of the program. The program is designated as Bachelor of Applied Science in Nuclear Power, and it covers much of the technical content of the Bachelor of Nuclear Engineering program. The main differences are fewer courses (five instead of six per semester), less concentration on mathematics, and additional courses on plant equipment and systems. This program covers all the science fundamentals typically required by the Canadian nuclear regulator for control room operators and shift supervisors, as well as many of the common characteristics of the main process, control and safety systems in a nuclear power plant. In addition to the above engineering and applied science degree programs which focus on the technical aspects of nuclear power plants, UOIT also offers a Bachelor of Science program in Health Physics 80

81 and Radiation Science. This suite of three undergraduate programs is designed to meet the requirements of nuclear industry for graduates at the bachelor level Graduate diploma and degree programs Complementing the undergraduate programs, UOIT also offers a comprehensive set of graduate programs in nuclear engineering [3]. The MEng degree is course based, with students being required to complete either ten courses, or eight courses plus an industrial project, or seven courses plus a research project. The MASc degree program is comprised of five courses plus a research-based thesis, and is the usual prerequisite for admission to the PhD program. In all of these graduate degree programs students can choose their field of specialization as either nuclear power, or health physics and radiation science. The Graduate Diploma in Nuclear Technology is available in six sub-specialties, namely: Fuel, Materials and Chemistry; Reactor Engineering; Operation and Maintenance; Safety, Licensing and Regulatory Affairs; Health Physics; Radiological Applications. Award of the diploma requires the completion of four courses, which must be chosen so as to satisfy the requirements for the particular sub-specialty. 4. Conclusion The safe and reliable operation of nuclear power plants and related facilities depends as much on the selection of the technology and hardware as on the qualification and experience of the human resources employed by the facility s owner. A company negotiating the purchase of a nuclear generating station needs to ensure that the owner s staff is well educated, and receives the necessary plant-specific training to operate and maintain the plant. The acquisition and development of the human resources will come from a combination of well educated recent graduates, people with experience in related industries such as process and energy production companies, and a core of senior staff with experience in the particular type of power plant to be operated. To ensure the on-going additions to and replacements of expert staff, the operating units need to establish strong partnerships with the owners of similar units in the region, and with the key educational institutions that produce graduates with the desired technical knowledge and personal attributes. Partnerships with universities are particularly important, not only to produce graduate engineers, scientists, managers and IT professionals, but to conduct research and to provide expert consulting services when needed. REFERENCES [1] [2] University of Ontario Institute of Technology Act [3] BEREZNAI, G.T., Graduate Diplomas in Nuclear Technology, Proceedings of the 30th Annual Conference of the Canadian Nuclear Society, Calgary, Alberta, Canada, June

82 IAEA-CN-179-IAP18 Role of national educational institutions in human resource development S. Pleslic Department for Applied Physics, Faculty of Electrical Engineering and Computing, University of Zagreb, Zagreb, Croatia Abstract. Modern social, political and economical movements demand engagement of all society in opinion and decision making in political and economical fields. On of very important factors for this is future power generation on national level affecting an economical and ecological aspect of everyday life. Introducing of nuclear power programmes is necessary to assure optimal electric energy production in economical and ecological sense. It also contributes to variety of other used energy sources, decreasing sensitivity of market disorders and increasing safe supply in the same time. Engagement of many experts of various profiles is mandatory for nuclear power plant building. Introducing of high technology will develop technological level and competitiveness of national companies. Only human resource development can support this implementation of nuclear power programmes and it is identified from national authorities. Educational institutions play significant role in this process not only sustaining present study programmes at universities but they also have to introduce new nuclear programmes for experts and specialists in particular fields according to the need of industry. Fortunately, because of good study programmes offered to young people in the field of nuclear sciences, and because of adequate support from industry and state institutions, which recognized importance of this matter, human resource development in Croatia goes in right direction. Of course, it could be improved by organized knowledge (both explicit and tacit) transfer not only to students but also to new generation of worker. Some national activities and efforts will be presented. 1. Introduction Considering future of energy in Croatia it is obvious that for ecologically and economically optimal production of electric energy it is necessary to build nuclear power plant (NPP). These plants are reliable plants with concurrent, stabile and predictable costs of electrical energy. NPP is such source of energy which could produce electrical energy without side effects on environment (greenhouse gasses, global warming...). It also contributes to variety of other used energy sources, decreasing sensitivity of market disorders and increasing safe supply in the same time. Engagement of many experts of various profiles is mandatory for nuclear power plant building. Introducing of high technology will develop technological level and competitiveness of national companies. It leads Croatia to the group of countries recognized as a societies of knowledge. Only human resource development can support this implementation of nuclear power programmes and it is identified from national authorities. 2. Knowledge management and human resource development Usually we consider information, knowledge or wisdom as a simply collections but they are not. They should be rather considered as a sum of their parts which have some synergy of theirs own. Data typically represent meaningless symbols or facts, or we could also say events out of context. But placing data within some interpretive context leads to some meaning and to some value as information. A collection of data is still not information. Information is understanding of the relations between data, or between data and other information. Information relates to description, definition, or perspective and answers the questions: what, who, when and where. The meaningfully structured 82

83 accumulation of information is finally knowledge. Knowledge comprises strategy, practice, method, or approach (how). A collection of information is not knowledge. Knowledge could be categorized as explicit or tacit. Explicit knowledge can be formally encoded, articulated and stored in some media, and because of that, it can be more easily transferred or shared. Tacit knowledge as opposed to explicit knowledge is developed from direct experience and action. It is actually knowledge-in-practice and depends on situation. Tacit knowledge is difficult to articulate and usually shared through interactive conversation but hardly transferred to another person by means of writing or verbalizing. The creation, sharing and combining of knowledge within and among different knowledge communities require the coordinated management and exchange of tacit and explicit knowledge. Utilization of information and knowledge is a base for decision making processes. Knowledge should be the key resource of most organization and companies today but the success of knowledge management depends mainly on understanding and supporting the user's need to know. Closely connected with knowledge management is human resource development. It is represented as some framework for helping employed people to develop their knowledge, abilities, personal and organizational skills. Such framework includes training of employees, development of their careers, management and development of their performances, organization development, training, and scholarships, grants and other forms of financial support. The main focus of human resource development should be on organizational activities aimed at improving the performance of individuals and groups in organizational structure. Company should accomplish own work goals on the best way in service to customers. Human resource development could be carried formally and informally. Formally are usually trainings in classrooms, a college course or planned actions carried with idea of organizational change. Informally is usually relationship as mentoring or coaching by some experienced manager. Human resource or human resource management actually describes processes involved in managing people in organizations. [1-4] 3. National activities and efforts in human resource development The main goal in nuclear knowledge management is how to establish communication channels between experts and managers in nuclear and all related non-nuclear fields. Nuclear knowledge from nuclear sciences and technologies should be connected with and applied in other important issues such as nuclear waste management, regulatory and policy aspects, public relations, sustainable development, proliferation, etc. Since developing countries as Croatia have difficulties in R&D processes mainly because of small budgets, nuclear knowledge and human resource development must be managed through collaboration of several institutions. The Republic of Croatia promulgated the Nuclear Safety Act enacted by the Croatian Parliament at its session of 15 October This Act regulates safety and protective measures for using nuclear materials and specified equipment and performing nuclear activities, and establishes the State Office for Nuclear Safety. At the end of 1998, the Ministry of Economics of the Republic of Croatia issued the Decree about founding the TPC (Technical Support Centre) as the leading technical agency for case of a nuclear emergency, i.e. a potential radiological emergency from nuclear facilities, especially from Krsko NPP (Slovenia) and Paks NPP (Hungary). The TPC has been organized into 3 expert groups: expert group for environmental monitoring, expert group for analysis of emergency and estimation of consequences and expert group for preparation of technical bases. Each of them is supported in its work by outside expert institutions [3]. Because of special historical reasons (ex Yugoslavia, war, independency of each ex Yugoslav Republic...), there are many Croatian experts engaged in professional activities in NPP Krsko, Slovenia. Also, needs for employees in nuclear field of science, engineering and technology demand not only continuous basic education and training on universities but also special courses and training with experts. Universities are regarded not only as teaching and educational institutions but also as creators of new knowledge and innovation through research and organizers of knowledge and information exchange. In 2005 Croatian universities were reorganized according to Bologna 83

84 Declaration and fully involved in European study system. University in Zagreb is the biggest university in Croatia. Faculty of Electrical Engineering is part of this university and very good example of engagement in human resource development [5]. Nuclear experts highly ranked professors from this faculty are engaged in scientific projects supported by Ministry of Science, Education and Sport of the Republic of Croatia: Fuel Management of Standard and Advanced Nuclear Reactors, and Nuclear Power Plants for Sustainable Energy Generation. In both projects young researchers are involved same as outside co-operators. Study of Electrical Engineering and Computing is performed on three levels: Bachelor Programme, Master Programme and Postgraduate study. All of them contain many regular and elected courses from nuclear science and technology such as: Nuclear Engineering, Nuclear Safety, Nuclear Fuel Cycle and Reactor Materials, Fundamentals of Nuclear Physics, Radiation Effects and Radiation Protection in Bachelor and Master Programmes, and in programme of Postgraduate study: Nuclear Power Plant Operational Safety, Nuclear Power Plants Concepts and Nuclear Reactor Theory. International Nuclear Information System (INIS) from International Atomic Energy Agency (IAEA), Vienna, Austria is also part of Croatian scientific society. INIS Database is available online 24 hours per day free of charge. Fortunately, because of good study programmes offered to young people in the field of nuclear science and technology, and because of adequate support from industry and state institutions, which recognized importance of this matter, human resource development in Croatia goes in right direction. Of course, it could be improved by organized knowledge (both explicit and tacit) transfer not only to students but also to new generation of worker. REFERENCES [2] Pleslić, S., Novosel, N.: New Approach to Knowledge and Information Exchange, 5 th International Conference of Croatian Nuclear Society: Nuclear Option in Countries with Small and Medium Electricity Grids, Dubrovnik, Croatia (2004) p-s_6.3. [2] Pleslić, S., Novosel, N.: Efforts in improvement of nuclear knowledge and information management in Croatia, International Journal of Nuclear Knowledge Management 1 (3) (2005) [3] Pleslić, S., Novosel, N.: Nuclear Knowledge Preservation in Croatia, 6 th International Conference of Croatian Nuclear Society: Nuclear Option in Countries with Small and Medium Electricity Grids, Dubrovnik, Croatia (2006) p-s5-94. [4] Pleslić, S., Novosel, N.: Tacit Knowledge - The Key for Decision Making in Nuclear Industry, 7 th International Conference of Croatian Nuclear Society: Nuclear Option in Countries with Small and Medium Electricity Grids, Dubrovnik, Croatia (2008) p-s [5] 84

85 IAEA-CN-179-IAP19 ENEN s challenges in response to the industry and regulatory needs J. Safieh a, P.P. De Regge b, R. Kusumi b a CEA/INSTN, Centre CEA de Saclay - INSTN - Gif-sur-Yvette Cedex, France b European Nuclear Education Network Association, Centre CEA de Saclay - INSTN - Gif-sur-Yvette Cedex, France ryoko.kusumi@cea.fr Abstract. The European Nuclear Education Network Association (ENEN) [1] is a non-profit organization with the objective of the preservation and further development of expertise in the nuclear fields by higher education and training. The ENEN has provided support to its Members for the organization of and participation to selected Education and Training (E&T) courses in nuclear fields and developed the European Master of Science in Nuclear Engineering. In December 2008 the European Council welcomed the existence within the EU of coordinated teaching and training leading to qualifications in the nuclear field, provided notably by the ENEN, and expressed its hope that, with the help of the EU, ENEN and its members will continue to develop the coordination of nuclear education and training in Europe. In 2009 three European Fission Training Scheme projects started to establish a common certificate for professionals at European level. The ENEN endeavours to respond to the expectations in the years to come. 1. Objective and structure The European Nuclear Engineering Network project was launched under the 5 th Framework Framework Programme (FP) of the European Community (EC) January It established the basis for conserving nuclear knowledge and expertise, created a European Higher Education Area for nuclear disciplines, and initiated the implementation of the Bologna declaration in nuclear disciplines [2]. One of the main achievements of this project was the establishment by the partners of the European Nuclear Education Network Association (ENEN). The project was thus given a more permanent character and a legal status of a nonprofit international organization on the 22 nd of September 2003 under the French law of The main objective of ENEN is the preservation and the further development of expertise in the nuclear fields by higher education and training in response to the concerns expressed by international organizations with respect to the availability of a sufficient number of experts in the nuclear disciplines [3]. The ENEN Association has two kinds of members. All members should have a legal status in an EU member state or a candidate country. The Effective Members, primarily academics, provide high-level scientific education in the nuclear field in combination with research work, and use selective admission criteria. The Associated Members, such as nuclear research centres, industries and regulatory bodies, have a long-term tradition of relations with effective members in the field of research, training or education and are committed to supporting the ENEN Association. As of February 2010, the ENEN Association has members in 17 European countries, consisting of 31 Effective Members and 16 Associated Members. Since 2007, the ENEN Association has concluded a Memorandum of Understanding (MoU) with partners beyond Europe for further cooperation (South Africa, Russian Federation, Japan, etc.) 85

86 2. Main achievements since European Master of Science in Nuclear Engineering Supported by the 5th and 6th FP of the EC, the ENEN Association has established and continues to monitor the equivalence of nuclear engineering education curricula at the ENEN member universities through its Teaching and Academic Affairs Working Group. As a result, the ENEN developed the European Master of Science in Nuclear Engineering (EMSNE). A reference curriculum, consisting of a core package of courses and optional substitute courses in nuclear disciplines, has been designed and mutually recognized by the ENEN members. The EMSNE certificate is issued by the ENEN [4] A European Master of Science in Nuclear Disciplines will be delivered under ENEN certification in the near future extending ENEN s certification to other disciplines, such as radiation protection and waste management and disposal International exchange courses, advanced courses and training seminars The equivalence of nuclear engineering curricula relies on the mutual recognition of courses among the ENEN member universities. ENEN therefore also has the task of promoting student and faculty exchanges by encouraging and supporting the organization of international exchange courses at Master level, advanced courses at PhD level as well as training courses for young professionals. A typical example is the Eugene Wigner course, a three-week course on nuclear reactor physics including theory lectures and practical exercises at three different reactors, which has been organized five times since 2003 by a group of universities and research centers in central Europe, addressing nuclear engineers and young professionals. Advanced courses have been organized by ENEN in the framework of the Integrated Project EUROTRANS (see paragraph 5.5 below) NEPTUNO (FP6) deliverables, database and communication system Other ENEN products related to the implementation of the EMSNE, to exchange courses as well as to training sessions for young professionals are available on the website of the 6th FP project Nuclear European Platform of Training and University Organizations (NEPTUNO). Deliverables of this Coordination Action include guidelines, best practices and do-it-yourself kits for the organization of international ENEN exchange courses, with examples of flyers and application forms [5] ENEN II Project (FP6) - extension to other nuclear disciplines The ENEN-II Coordination Action consolidates and expands the achievements of the ENEN and the NEPTUNO projects attained by the ENEN in respectively the 5th and 6th FP of the EC [6]. The objective of the ENEN-II project was to develop the ENEN in a sustainable way in the areas of nuclear engineering, radioprotection and radwaste management, including underground disposal. The current developments in the 7th FP show that this has partially been achieved. Indeed, the interaction between the different communities, engineering, radiation protection and waste management, has been considerably strengthened. The ENEN experience has been exploited to the benefit of the other communities in the development of their networks and the definition of their education curricula and the training programmes. Although the training projects ENEN-III, PETRUS-II and ENETRAP-II now starting under the 7th FP are distinct activities as described below, they have been prepared in mutual consultation by the three communities and ENEN is a partner in the three consortia, assuming a pivotal role in the coordination and streamlining of education and training activities in the European Union. The ENEN-II project activities have been mainly structured around the five Working Areas of the ENEN in close collaboration with selected consortium partners. 86

87 2.5. Nuclear Fission Training Scheme- ENEN III, PETRUS II and ENETRAP II The ENEN is involved in three projects for European Fission Training Schemes under the 7th FP of the EC, i.e. ENEN III on nuclear engineering, PETRUS II on geological disposal and underground storage of radioactive waste [7], and ENETRAP II on radiation protection [8]. ENEN-III The ENEN III project covers the structuring, organization, coordination and implementation of training schemes on nuclear engineering in cooperation with local, national and international training organizations, to provide training courses and sessions at the required level to professionals in nuclear organizations or their contractors and subcontractors. The training schemes provide a portfolio of courses, training sessions, seminars and workshops, offered to the professionals for continuous learning, for updating their knowledge and developing their skills to maintain their performance at the current state-of-the-practice and to anticipate the implementation of new scientific and technological developments. The training schemes allow the individual professional to acquire a profile of skills and expertise, which will be documented in his training passport. The essence of such passport is that it is recognized within the EU (and possibly abroad) by the whole nuclear sector, which provides mobility to the individual looking for employment and an EU wide recruitment field for employers in the nuclear sector. The recognition is subject to qualification and validation of the training courses according to a set of commonly agreed criteria, which can be ratified by law or established on a consensus basis within a network. The assessment of the needs identified a list of generic types of training where specific training schemes have to be developed to constitute the portfolio offered to postgraduates and professionals for training and further personal development. Training schemes in the following four generic types will be developed in the project: Type A) Basic training in selected nuclear topics for non-nuclear engineers and professionals in the nuclear industry. Type B) Basic training in selected nuclear topics for personnel of contractors and subcontractors of nuclear facilities Type C) Technical training for the design and construction challenges of Generation III Nuclear Power Plants Type D) Technical training on the concepts and design of GEN IV nuclear reactors 3. International cooperation European Union The ENEN is intricately involved in several activities on nuclear education and training in the European Union. In addition, the ENEN Association intends to contribute to the European Institute of Technology. In the framework of the Sustainable Nuclear Energy Technology Platform (SNE-TP) launched in 2007 with the aims of coordinating Research, Development, Demonstration and Deployment (RDD&D) in the field of nuclear fission energy, the ENEN co-chairs with the industry the Working Group on Education, Training and Knowledge Management (ETKM). The objective is to make proposals to the SNE-TP Governing Board on a future framework of nuclear education, training and knowledge management at European level and implement it in a sustainable manner to ensure the further development of nuclear energy technology in Europe. Major stakeholders participate to the activities of this platform with its three working groups; Strategic Research Agenda (SRA), Deployment Strategy (DS) and the ETKM. From this involvement and by its support the ENEN expects closer contacts and interactions with major industrial partners to increase its visibility and 87

88 enhance their perception of the ENEN's role in professional training and mobility in addition to its reputation as a network of academia. International Atomic Energy Agency The ENEN has been involved in several technical meetings, consultants meetings, workshops and conferences related to education, training and knowledge management organized by the International Atomic Energy Agency (IAEA). The ENEN exchanges information and participates on a regular basis to meetings of the Asian Network for Education in Nuclear Technology which has been operated by the IAEA. Asian network representatives are invited to the meetings and events of the ENEN. 4. Further challenges The ENEN has developed a knowledge and human network of European high-level education and training in nuclear-related subjects, in particular within the nuclear disciplines of engineering, radiation protection, radioactive waste management and decommissioning, together with relevant academic and industrial entities and international organizations. In the framework of the ENEN major education and some training institutions in Europe are working together, and the ENEN is acting through education and training for the renewal of competencies across the nuclear energy life cycle (design and build, operate, decommission and dispose). Through the Network, the adjustment of curricula and training packages has been enhanced and contributed to the young professionals, academic entities and the end-users needs, thereby improving employment and career opportunities, and the qualifications of the young professionals. Its further challenges are: Expand into nuclear disciplines outside nuclear engineering such as radiation protection, radio chemistry, waste management; Expand activities from the academic and research environment into the industrial and regulatory organizations and attract their membership; Define, harmonize and promote international mutual recognition of professional training for key functions in nuclear industries, regulatory bodies and nuclear applications; Participate to EC framework projects, in particular in the European Higher Education and European Research Areas; and Continue to support and strengthen cooperation with other international and regional networks. ENEN s members include today major universities in the EU27 involved in the education of nuclear disciplines at masters and PhD levels as well as leading research centres. Universities from worldwide, such as Russia, South Africa and Japan decided to join its activities through the establishment of a Memorandum of Understanding and new collaborations will be established in the near future with third countries such as China etc. Still the sustainability of ENEN will rely on a more significant increase of the involvement of future employers, industry and regulatory bodies. In several FP7 projects, the ENEN will be working with major industry and regulatory bodies. More synergy will be established through the activities of the SNE-TP. For ENEN this will constitute a great opportunity to expand its activities from the academic and research environment to the industrial and regulatory organizations and to attract their membership. The ENEN, its structural bodies and working groups and their members endeavour to implement this challenging programme, which will significantly contribute to the development of higher nuclear education and expertise within the European Union as well as on a global level. 88

89 REFERENCES [1] ENEN website: [2] The Bologna Agreement [3] OECD/NEA, Nuclear Education and Training: Cause for Concern?, ISBN , [4] Blomgren J, Moons F, De Regge P, Safieh J, Atomic 21, European Nuclear Education Network Association, February 2007, [5] NEPTUNO website: [6] De Regge P, Consolidation of European Nuclear Education, Training and Knowledge Management, Nuclear Energy Review 2007 Issue II, [7] [8] 89

90 IAEA-CN-179-IAP20 Development of a nuclear master's program to meet human resource needs of Estonia A.H. Tkaczyk University of Tartu, Institute of Physics, Tartu, Estonia alan@ut.ee Abstract. Nuclear power can be harnessed to solve the global energy crisis and reduce the emissions from the conventional energy industry. A variety of international efforts are directed at developing a national nuclear infrastructure, including human resources. Understanding of workforce planning issues is central to developing a master s program to meet the needs of the Estonian government and the utility. The introduction of nuclear power in Estonia requires technical skills for specialized tasks (proposed plant selection, construction, operation) and also basic knowledge in nuclear power safety to increase public confidence in the project. Although some work could be outsourced, it is appropriate to develop the majority of competencies domestically in the long term. A considerable number of generally educated nuclear specialists with bachelor s and master s degrees will need to be involved in the preparation, construction, operation, and training for a potential Estonian nuclear power plant project. With these factors in mind, the master s program will seek to initially provide graduates generally educated in the nuclear discipline, with the intention that more specialized training would occur on the job. International collaboration in nuclear education is of the utmost importance to ensure that the safest, most modern methods are taught to students and future nuclear experts. It is apparent that substantial support of nuclear education and inherently-linked university research is highly recommended if not absolutely required to meet the nuclear human resources needs of Estonia. 1. Introduction Nuclear power can be harnessed to solve the global energy crisis and reduce the emissions from the conventional energy industry. This involves investment in new technologies and nuclear human resources. Human resource development will be a central component in the nuclear renaissance. Workforce planning, education, and training are crucial to ensure that the anticipated dramatic increase in worldwide reactors is executed responsibly. A variety of international efforts including those by the International Atomic Energy Agency (IAEA) have helped provide initial guidance in developing a national nuclear infrastructure, including human resources. This expert advice is important in planning an Estonian nuclear educational program. The international guidance takes the form of publications, conferences, training programs, networks for education and training, and other initiatives. In the human resources section of IAEA publication Milestones in the Development of a National Infrastructure for Nuclear Power [1], the need for a knowledgeable commitment to a nuclear program is clearly defined. At the 13th International Topical Meeting on Research Reactor Fuel Management (RRFM), H. Böck et al. reported on a practical nuclear training course for candidate countries [2], which included one participant from Estonia as shown in Fig. 1. The course is an example of a multi-national coalition successfully advancing nuclear education, transferring knowledge from one region into another. One example of an education and human resources networking endeavor Estonia recently joined is the IAEA Technical Cooperation project on Improving Educational and Training Capabilities in Nuclear Science and Applications to improve and develop domestic nuclear educational and training capabilities through regional cooperation. Other international human resource development initiatives have also been introduced, such as e-learning programs allowing for teaching across borders with advanced technology. 90

91 FIG. 1. The IAEA Research Reactor Training Group used the TRIGA Mark-II reactor at the Vienna University of Technology and included participants from Azerbaijan, Colombia, Estonia, United Arab Emirates, and Vietnam. Photo taken in front of the biological shield of the TRIGA Mark-II. Enhancing the technical and practical nuclear expertise of scientific staff is an important aspect of nuclear human resource development. 2. Situation in Estonia The potential introduction of nuclear power in Estonia requires specially trained people for technical domain (proposed plant selection, construction, operation) and also to aid in strengthening public confidence in the project. Although some functions could be outsourced, it is appropriate to develop the majority of competencies domestically in the long term. It is important for universities and educational policymakers to be familiar with the international lessons learned and introduce relevant disciplines. Estonian bachelor s and graduate level students of diverse backgrounds have enthusiastically joined grassroots efforts in nuclear education at the University of Tartu (UT), including UT s first-ever course in nuclear engineering taught by the author in English. Recently, the Estonian Archimedes Foundation held a European Social Fund project call to develop new university master s curricula and two nuclear proposals were successful, one submitted by UT and one by the Tallinn University of Technology (TUT). The grants provide short-duration seed funding to start a master s program in nuclear power plants and nuclear energy and nuclear safety. The author is one of the lead committee members in establishing the master s program. Understanding of workforce planning issues is central to developing a master s program to meet the needs of the government and the utility. The UT master s committee has been in contact with the national electric utility Eesti Energia to identify private and public sector anticipated demand and requirements for our master s graduates. Taking into account the very broad range of specializations required at the operator and public sector, the master s program will seek to provide graduates generally educated in the nuclear discipline, with the intention that more specialized training would occur on-the-job. 91

92 Together with a wide range of stakeholders, it will be important to build a vision of the minimum personnel capacity required to operate and oversee a potential nuclear reactor. The actual personnel needs would depend on the type of reactor, plant operation strategies, and duties of the national regulatory body. The regulatory body s human resource requirements will in turn depend on the reactor licensing issue. In particular, a decision must be taken whether to launch domestic full-scale licensing of the reactor or base accreditation on pre-existing international licenses. A considerable number of generally educated nuclear specialists with bachelor s and master s degrees need to be involved in the preparation, construction, operation, and training for the potential nuclear power plant project. These personnel would mainly be employed at the nuclear operator and national regulatory body, and also in pertinent government departments involved in energy production or oversight. The human resources requirements for any small nuclear reactor would include a technical director, operations manager, maintenance manager, safety manager, experts in core physics, thermal hydraulics, thermal sciences, materials science, probabilistic safety assessments, radiochemistry, inorganic chemistry, radiological protection, emergency planning, waste management, fuel management, quality assurance, and quality control [3]. The introductory nuclear engineering course taught by author has been widely popular and will serve as an initial step in development of the new master s program at the University of Tartu. Further discussions with the public and private sector and expansion of educational opportunities will be necessary to ensure that Estonia s nuclear human resource needs are met. 3. Conclusions Nuclear engineering and nuclear human resource development are challenging international concerns. For example, the long-lived nature of the radionuclides involved and severe consequences of mistake or failure in design, operation, or maintenance means that nuclear safety must be handled with the utmost detail and care. Factors of nuclear safety must be safeguarded with a considerably greater concern than required in many other science and engineering disciplines, and redundant systems are a necessity. For these reasons, international collaboration in the area of nuclear engineering and particularly nuclear education is of the utmost importance to ensure that the safest, most modern methods are taught to students and future nuclear specialists. In addition to the safety consideration, nuclear engineering is inherently a highly specialized field which must attract individuals with excellent analytical and mathematical skills. Currently, the contingent of nuclear professionals in the international labor force is very small. For this reason, even countries with significant nuclear programs such as the USA, France, and China send their students and scientists abroad for training and exposure to the most up-to-date methods and approaches. Even populous countries need to form international working groups in nuclear sub-specialties to achieve a critical mass of specialists to advance scientific discussion, debate, and learning. This need is considerably more pronounced in a small country such as Estonia. With these factors in mind, it is apparent that substantial support of nuclear education and inherentlylinked university research is highly recommended if not absolutely required to meet the nuclear human resource needs of Estonia. As demonstrated by the success of recently introduced nuclear master s programs at the Royal Institute of Technology (KTH) and Technical University of Munich (TUM), principal investigator-based efforts are a transparent and effective way to achieve this goal. 92

93 REFERENCES [1] INTERNATIONAL ATOMIC ENERGY AGENCY, Milestones in the Development of a National Infrastructure for Nuclear Power, Nuclear Energy Series No. NG-G-3.1, IAEA, Vienna (2007). [2] BÖCK, H., et al., A Multi-National Practical Training Course for Nuclear Candidate Countries Organized by EERRI, 13th International Topical Meeting on Research Reactor Fuel Management (RRFM), (Proc. Conf. Vienna, 2009), European Nuclear Society, Brussels (2009) [3] INTERNATIONAL ATOMIC ENERGY AGENCY, Manpower Development for Nuclear Power: A Guidebook, Technical Reports Series No. 200, IAEA, Vienna (1980). 93

94 IAEA-CN-179-IAP21 Nuclear education for human resource development in Ghana and Africa J.H. Amuasi a, E.H.K. Akaho b, A. Ayensu a, B.J.B. Nyarko b, Y. Serfor-Armah b, C. Schandorf a a Graduate School of Nuclear and Allied Sciences, Atomic, Accra, Ghana jhamuasi@yahoo.co.uk b Ghana Atomic Energy Commission, Legon, Accra, Ghana Abstract. In 2006, the Graduate School of Nuclear and Allied Sciences (SNAS) was jointly established by the Ghana Atomic Energy Commission (GAEC) and the University of Ghana (UG) with the cooperation of the International Atomic Energy Agency (IAEA). In 2009, after running the School for three years, SNAS has been made an AFRA/IAEA Regional Designated Centre (RDC) for regional cooperation in nuclear science and technology education. The ten accredited programmes of the School are for both Master of Philosophy (MPhil) and Doctor of Philosophy (PhD) degrees and are of duration two and three years respectively. The first batch of thirtyone (31) students were awarded their MPhil degrees in November, These included nuclear engineering, applied nuclear physics, nuclear and radiochemistry and radiation protection students who are now fully employed by the GAEC. The aim of this capacity building is to support the introduction and expansion of nuclear power policies and programmes in Ghana and Africa. 1. Introduction Many countries are encountering problems with nuclear education both due to lack of resources and also lack of interest by the young generation to go into nuclear disciplines. In many cases, given the rapid political changes, governments have not been assigning high priority to nuclear education and training. Ghana, (in particular, the University of Ghana and the Ghana Atomic Energy Commission), in partnership with the International Atomic Energy Agency (IAEA), has established the Graduate School of Nuclear and Allied Sciences (SNAS) in 2006 to consolidate education, knowledge preservation and knowledge management in nuclear sciences for regional co-operation. It is the first of its kind in the West Africa sub-region. With its 5 (five) Departments, the School presently runs the following 10 (ten) programmes: Nuclear Engineering, Computational Nuclear Science and Engineering, Applied Nuclear Physics, Nuclear and Radiochemistry, Radiation Protection, Nuclear Agriculture, Radiation Processing, Medical Physics, Nuclear Earth Sciences, and Nuclear and Environmental Protection. In this paper, emphasis will be placed on the first five programmes. 2. The Graduate School of Nuclear and Allied Sciences 2.1. Objectives The main objectives of the School, among others, are: to undertake postgraduate programmes in Nuclear Sciences and Technology leading to the award of M.Phil and Ph.D degrees of the University of Ghana, to popularize Nuclear Science and Technology programmes to attract high caliber undergraduates, to engage in the hosting of AFRA and IAEA regional and inter-regional training courses/workshops, other international conferences/seminars, and the conduct of research in the peaceful uses of nuclear and biotechnology techniques in Ghana and Africa as a whole; the research areas to be covered include: Health and Nutrition, Agriculture, Industrial and Environmental sectors as 94

95 well as Waste Management, and to create international links with other Institutions with a tradition in nuclear education and research for exchange of programmes and sharing of experiences Institutional aim The programmes which are harmonized to meet international standards by the IAEA provide the essential academic components of the professional training to ensure the contribution of nuclear and radiation science and technology to human welfare and socio-economic development and their impact on human health, industry, agriculture and environment Facilities Laboratories are well-equipped for practical sessions. Major nuclear facilities are available in laboratories and centers of GAEC and at the National Centre for Radiotherapy and Nuclear Medicine at Korle-Bu and Komfo Anokye Teaching Hospitals. Some of the major facilities at GAEC are the Research Reactor and Gamma Irradiator. Various Equipment exist in Non-destructive Testing, Secondary Standard Dosimetry, X-Ray Fluorescence, Solid State Nuclear Track Detection, and Neutron Activation Analysis Laboratories. Fabrication and Machine Shops, Digital Electronics and Nuclear Instrumentation Centre are also available for the design and manufacture of components to support R&D activities Duration The duration of the M.Phil programmes are for two years. The first year consists of didactic academic training and the second year is devoted to practical exposure, individual research projects, seminar presentations and preparation of Thesis. The PhD programmes are normally for three years Departments and programmes Department of nuclear sciences and applications. Programmes: Applied Nuclear Physics, Nuclear and Radiochemistry, Nuclear and Environmental Protection, and Nuclear Earth Sciences. Department of nuclear safety and security. Programmes: Radiation Protection, Nuclear Security not available now, Postgraduate Diploma in Radiation Protection not available now. Department of nuclear agriculture and radiation processing. Programmes: Nuclear Agriculture, and Radiation Processing. Department of medical physics. Programme: Medical Physics. Department of nuclear engineering. Programmes: Nuclear Engineering, and Computational Nuclear Sciences and Engineering. The nuclear engineering programme Presently, Ghana is safely operating and utilizing a 30 KW research reactor for education and training, research and development and for commercial irradiation. It is envisaged that with a well developed human capacity in nuclear reactor science and engineering, the country can embark on the generation of electricity using nuclear power. The programme is designed to train students to acquire skills to enable them to analyze nuclear reactor systems consisting of complex geometries. The knowledge acquired can easily be transferred to the analysis of other non-nuclear engineering systems in industries. The programme consists of 6 core subjects and 2 electives. The six core subjects are compulsory and students are expected to select any of the two options, namely, Reactor Physics, and Reactor Engineering. The programme provides graduates with sound academic qualification to enable them manage, operate and utilize effectively nuclear research reactors, nuclear power plants (without compromising safety) and related thermal-hydraulics equipment in industries. The knowledge 95

96 acquired by the graduates meets requirement of relevant professional bodies such as the Institute of Nuclear Engineers based in London, England. In consultation with the International Atomic Energy Agency, the syllabus is revised on regular basis to include advances and new developments in nuclear engineering and other process industries. The computational nuclear sciences and engineering programme The programme affords students the opportunity to: learn advanced methods for solving highly complex problems relevant to nuclear sciences and engineering; study mathematical modeling necessary to fully understand issues relevant to nuclear engineering and other applied and experimental fields of nuclear sciences, and design algorithms and develop software that facilitate greater ease of implementing the computations in nuclear sciences and engineering. The software routines for numerical problems that are demonstrated in the course include FORTRAN, MATLAB, GNU Octave, Num-Python, Sci-Python and PDL, and C++. The students are expected to have a strong interest in computation and applications to nuclear sciences and engineering. Research programmes are conducted in very broad areas of nuclear sciences, mathematics and engineering. The Applied Nuclear Physics Programme The teaching of nuclear science and technology in our tertiary institutions is virtually non-existent. It therefore becomes imperative to run a post-graduate course to prepare graduates with the relevant background for career in the nuclear and nuclear related fields. The postgraduate course in Applied Nuclear Physics aims at preparing nuclear physicists, radiochemists, reactor physicists and engineers, radiation physicists, nuclear instrumentation and electronics to enable them manage, operate and utilize effectively nuclear research reactors, and nuclear power plants without compromising safety. The knowledge acquired can easily be applied to nuclear non-power systems in industries. The Course seeks to train students in experimental nuclear physics. It therefore, aims at providing a thorough understanding of the theory, operation and the use of nuclear instrument and radiation sources. It affords a valuable qualification for those who wish to employ nuclear techniques in research or development in industry, medical and other fields. The Nuclear and Radiochemistry Programme Knowledge in nuclear and radiochemistry is an essential tool for research, development, and control in many areas of chemistry, biology, medicine, agriculture, materials science, pharmacology, geology and archeology (radioactive dating), industrial process control and environmental science. This programme prepares graduates the competencies required for careers as radiation workers and advisors in institutions that make significant use of ionizing radiation. Areas of employment for the successful graduates will include hospitals, industries, regulatory authorities and the academia. More importantly, it is envisaged that the programme will serve the nuclear and radiochemistry human resource needs for the nuclear power programme of the West African sub-region in future. The course has therefore been designed not only to fill gaps in background and /or pre-requisite knowledge for the management of radioactivity, radioactive waste and chemicals in general, but also to accelerate capacity building for the management of hazardous chemicals. The Radiation Protection Programme The use of ionizing radiation and radiation sources in medicine, industry, agriculture, research and teaching has been on the increase since the late nineties.in Ghana the major facilities of the protection,safety and security concern and those that may give rise to significant collective dose to the population include : 30kW Miniature Neutron Source reactor used for elemental analysis,research and Teaching; 1850 TBq 60Co gamma Irradiator source for radiation processing, research and teaching; 185TBq 60C0 gamma source for radiation therapy at the Korle BU Teaching Hospital; 201 T Bq 60Co gamma source for radiation therapy at the Komfo Anokye Teaching Hospital; 2x 185GBq 137Cs gamma sources for Brachytherapy at the two Teaching Hospital in Ghana; 3.7TBq 192Ir gamma source for Industrial radiography; 740 GBq Am/Be neutrons Source; 5Mev Linear X-ray accelerator 96

97 for scanning of containerized goods at Tema port; 101TBq 60Co source used for scanning of containerized goods at Tema port; Various sources used in industry for thickness /density/ level gauging; and About 300 x-ray machines used for medical diagnostic imaging in the hospitals in Ghana. The safe and secured applications of nuclear and nuclear techniques require the availability of radiation protection professionals who will serve as radiation protection advisors, radiation protection officers in the regulatory authority, qualified experts to provide protection and safety oversight of high risk practices in Ghana including emerging technologies. This programme prepares graduates with the competencies required for careers as radiation safety officers and advisors in institutions that make significant use of ionizing radiation sources such as hospitals, industry and research institutions. Areas of employment for the successful graduates will include hospitals, industries, regulatory authorities and the academia. It is also envisaged that this programme will serve the radiation protection human resource developmental needs for the nuclear power programme of the West African sub-region in future. GENDER Applied Nuclear Nuclear and Radiation Comput. TOTAL Nuclear Engineering Radiochemistry Protection Nucl. Sc. Physics and Eng. MALE FEMALE TOTAL Table I. The Enrolment of M.Phil. Students of the Graduate School of Nuclear and Allied Sciences (SNAS) from 2006 to 2010 The MPhil students enrolment at the Graduate School of Nuclear and Allied Sciences from 2006 to 2010 for the five (5) programmes is summarized in Table I. 84% of the total enrolment are males and 16% are females. The Nuclear Engineering programme registered the highest enrolment (27%). It is expected that the enrolment will have an upward trend in view of the fact that the School has now been made an IAEA/AFRA Regional Designated Centre. 3. Conclusion With the establishment of the Graduate School of Nuclear and Allied Sciences, Ghana has embarked on a formalized, strategic and funded programme of nuclear education for training the human resource needed to achieve its socio-economic aim. This educational system is so comprehensively planned to ensure preservation and acquisition of nuclear knowledge and practical skills in the sciences, engineering, administration and management, legal and other aspects of the nuclear power programme. As such, the School has been made a Regional Designated Centre (RDC) to promote partnership for cooperation in the region in HR development and research in nuclear technology as a key strategy for capacity building, nuclear infrastructure development and better use of available information resources. 97

98 IAEA-CN-179-IAP22 Experimental facilities for nuclear education and training A. Aszódi Budapest University of Technology and Economics, Institute of Nuclear Techniques, Budapest, Hungary Abstract. In Hungary nuclear energy plays an important role in electricity production. According to the national energy policy the lifetime extension of the existing nuclear units is planned and the commissioning of new units is in preparation, too. For this future plans for a well educated young nuclear workforce would be needed. The country has a running training system for nuclear higher education. The most important and largest technical university is the Budapest University of Technology and Economics where a pool type training reactor of 100 kw nominal power has been operating since The Institute of Nuclear Techniques as the operator of the reactor and the reactor itself play an important role in the higher nuclear education and research in Hungary. The institute takes part in the education of physics and energy engineering students on BSc, MSc and PhD level. Beside the classroom lectures laboratory work is mandatory in the nuclear field. In the last five years the change of the educational scheme from the traditional 5 years education to the Bologna system (BSc, MSc) was successfully managed. New experimental laboratories for student exercises in radiochemistry, dosimetry, thermal-hydraulics, reactor physics and medical physics are under development. The presentation will describe experiences with BSc and MSc curricula, the new laboratories and the recent actions in human resource management and knowledge management at the Institute of Nuclear Techniques, Budapest University of Technology and Economics.. 1. Introduction The share of the four Paks NPP units in the Hungarian electricity production is 38%, which properly indicates the stressed importance of nuclear energy in Hungary. In the early 60 s, one decade prior to the construction of the Paks NPP, the country began to prepare for domestic nuclear technology and the preliminary steps for commissioning of the Training Reactor were also taken. The construction at the Technical University of Budapest was finished in 1971, first criticality was reached in May the same year. The Training Reactor has been successfully serving Hungarian nuclear expert education and technical education of physicists, engineers and teachers for the last four decades. Hungary prepares for the lifetime-extension of the four VVER-440/213 type units; if this project succeeds, those units will be shut down between 2032 and The preparation for the construction of new nuclear units was recently started. Both lifetime extension and construction of new units require continuous supply of nuclear experts. The Training Reactor can provide a good basis for this purpose. On the other hand the further operation of this instrument in perspective of decades requires comprehensive innovations and the generation-change of the operating and educational personnel. In 2006 and 2007 the Periodic Safety Review (PSR) was carried out in the Training Reactor [1]. In June 2007 the Hungarian nuclear safety authority issued the operating license for the next 10 years based on the PSR report. During the PSR study the safety of the reactor was re-evaluated. 2. The Training Reactor The Training Reactor is operated by the Institute of Nuclear Techniques (NTI) at the Budapest University of Technology and Economics (BME). The Training Reactor is a Hungarian designed pooltype reactor located at the university campus (see Fig. 1.). 98

99 Figure 1. The reactor building and the reactor core at nominal 100 kw power The reactor core is made up of 24 EK-10 type fuel assemblies, which altogether contain 369 fuel pins. The fuel is 10%-enriched uranium-dioxide in magnesium matrix. The highest thermal neutron flux is 2.7*1012 n/cm2s. The reactor is operated when student laboratory exercises or research activities require it. Operation at 100 kw power level for many hours is quite rare; usually it occurs once a month during the semesters. As an advantageous consequence, burn-up is very low: only 0.56% of the 235U has been used up and 3.4 g 239Pu and 12.3 g fission products have accumulated. Therefore, there has been no need to replace any of the fuel assemblies since The Training Reactor is the scene of reactor operation exercises for undergraduate and graduate students and also serves as neutron- and gamma-radiation source. Irradiation of different samples can be carried out with two pneumatic dispatch systems, with 20 vertical irradiation channels and 5 beam ports. The reactor has radiochemistry, thermal-hydraulics, neutron- and reactor physics laboratories, as well as laboratories for radiation protection measurements. Extensive research work is going on in the institute and at the Training Reactor too. 3. Education in the Training Reactor The most important part of the undergraduate education is supporting the education of physics and energy engineering students at the BME. The NTI holds the nuclear-related courses. The main fields of the courses are reactor physics, thermal-hydraulics, nuclear safety, radiation protection, nuclear measurements and instruments and radiochemistry. The education of other engineering faculties (mechanical, chemical, electrical) is also supported by the NTI. The NTI performs educational activities for other Hungarian universities as well. Due to the transformation of the Hungarian higher education, the former university education strategy has been transformed into the two-cycle BSc and MSc educational concept. The former engineeringphysicist education was replaced with the Physics BSc and MSc education (Faculty of Natural Sciences) with an increased number of students. The Nuclear Engineering specialization of the Energy Engineering BSc-education (Faculty of Mechanical Engineering) has an increased number of students since 2006 as well. The nuclear related physics and energy engineering master (MSc) courses were recently started in September The first experiences with the BSc and MSc courses and the feedback from the students are currently evaluated. The main fields of post-graduate education are PhD school and post-graduate training course for nuclear reactor engineers. NTI hosts the reactor physics and nuclear engineering parts of Physics PhD School of the Faculty of Natural Sciences. There are about 10 PhD students with state-financed or self-financed scholarships engaged in research at the NTI. In addition, post-graduate nuclear reactor engineering training has an increasing popularity. The number of students in this post-graduate course increases due to the planned extension of the operating 99

100 license of Paks NPP. Nuclear reactor engineer education has a 40-year history at the NTI, but the interest in the course fell following the start of the commercial operation of the Paks NPP units. The training program has an essential role in the lifetime-extension project since the number of the welltrained professionals is decreasing significantly due to retirement at the NPP, authorities and technical support organizations. The institute participates also in the European Nuclear Education Network Association (ENEN), aiming at the integration of European nuclear education. The first and most successful course of ENEN is the Eugene Wigner Course for Reactor Physics Experiments, the main emphasis of which is to perform reactor physics experiments to enhance the knowledge of the students in nuclear engineering and reactor safety [2]. Three research and training reactors in three different countries (Vienna Austria, Prague Czech Republic, Budapest Hungary) are involved in this course. The 21-day-long course was first started in In the last 4 years 58 participants from 12 countries accomplished the course. The participants are mainly MSc students but PhD students and young experts can be found among them as well. 4. Experimental equipment and facilities The most important experimental facility of the Hungarian nuclear education is the Training Reactor, where the typical measurement exercises are the followings: Reactor operation exercise; Neutron activation analysis; Determination of thermal neutron flux in the reactor core using neutron activation analysis; Investigation of delayed neutron parameters, determining the uranium concentration in samples; Measurement of the void coefficient and the control rod reactivity worth; Measurement of thermal neutron diffusion length in graphite; Criticality experiment; Measurement of gamma and neutron dose rate. The capacity utilization of the Training Reactor and its laboratories is quite high due to the different education programs. Beside the regular university education there are about 2 to 3 thousand secondary school students visiting the reactor annually, which helps the secondary school teachers in the basic nuclear physics education. In the last two years a complex renewal program of the reactor and the connected laboratories was started with the financial support of the Hungarian nuclear industry. In case of the experimental physics laboratories our 30 year old equipment has to be improved and replaced by state-of-the-art systems. In the first phase of the refurbishing new USB connectable MCAs with MSC mode have been put into operation with corresponding modern PCs. In the second phase replacement of old units with corresponding modern equivalents is the first priority, including ionization and fission chambers, scintillation crystals, GM-counters, gas filled neutron detectors with the corresponding electronics (preamplifiers, HVPSs etc.) and auxiliary tools such as oscilloscopes. Updated information technology requires the rebuilding of the old mechanical positioners as well. New laboratory exercises are in the planning for next year, especially in the field of medical physics that is under preparation as a new physics MSc module. A high quality gamma-camera head is going to be deployed for student practices and for research, coincidence counting for PET data acquisition is being built, 3D positioners for CT imaging are being prepared with in-house designed step motor drivers and a new demonstrative MRI tool is going to aid student work. Furthermore, several laboratory exercises will be carried out with high precision dosimetry tools on radiotherapy phantoms. 100

101 New non-medical laboratory exercises are also planned such as SPND measurement, nuclear geophysics with a pulsed neutron generator, and measurement of reactor subcriticality (using the same source). The ultimate goal of our instrumental development in Radiochemical Laboratory is to update our oldtype nuclear detectors, related electronic units and different software used for spectral data evaluation and calculation of gamma, alpha activities and X-ray intensities. The average age of our old spectrometers and associated electronics was years and all of the applied data evaluation software ware only able to operate under DOS system and communicate with computers through parallel port instead of USB connection. Of course, these poor technical conditions strongly limited our scientific and education effectiveness and possibilities. Therefore, in 2009 we replaced some old-fashioned nuclear devices and bought new electronic units as it listened below: 1. Planar-type HPGe semiconductor detector for high efficient gamma analysis. 2. Portable coaxial-type HPGe semiconductor detector for in-situ and in-field gamma measurements; 3. X-ray PIPS silicon drift detector and portable X-ray tube and generator for X-ray fluorescence analysis; 4. Portable electronic units that include digital spectrum analyzer function and provide high voltage for the detectors; 5. Software for control of these detectors and electronics, for data acquisition and evaluation of gamma, alpha and X-ray spectra; 6. Computers for controlling and perform data evaluations and to carry out model calculations related to above nuclear detectors. These new equipments will be involved in the education. In this laboratory work the students will be able to get knowledge and practical skills related to several up-to-date nuclear measurement technologies. During the operation of a nuclear power plant the safety of the facility is the most important factor. Therefore the development of new laboratories to support the thermal-hydraulics and nuclear safety education was started as well. The construction of a new small test rig (so called TRATEL facility Transparent Thermal-hydraulics Test Loop) for the demonstration of the thermal-hydraulics behaviour of a pressurized water cooled reactor during Loss of Coolant Accident is underway. Another new laboratory is using state-of-the-art Particle Image Velocimetry (PIV) and Laser Induced Fluorescence (LIF) to measure flow and temperature fields in pipes, tanks and along electrically heated rods. All these laboratories will be introduced to our training programs. 5. Summary In the paper a general overview of the activities at the Nuclear Training Reactor was given. The rejuvenation of the reactor staff and the renewal of critical technical systems was started in the past years. New laboratories and experimental facilities were introduced into the nuclear education. The physics and energy engineering courses with nuclear topics are under way on BSc, MSc, PhD and also on post-graduate levels. The Hungarian Nuclear Training Reactor and the Institute of Nuclear Techniques of the Budapest University of Technology and Economics is open for foreign students, too. REFERENCES [1] Dr. Aszódi Attila, et al.: Periodic Safety Report of the BME NTI Training Reactor, January 17., 2007, BME NTI Report, I/2007 [2] Dr. Csaba Sükösd: The "Eugene Wigner Course": an example of international cooperation, Workshop on Managing Nuclear Knowledge, August 2005, Trieste (Italy) 101

102 IAEA-CN-179-IAP23 Education and training system in countries embarking nuclear power program G. Lokollo Nuclear Regulatory Agency, Indonesia Abstract. Human resources development is a crucial program for countries embarking nuclear power program from the beginning through the operation of the facilities. IAEA produce several documents meant to enhance national capabilities that the country must have available in order to execute nuclear power program efficiently, effectively and safely and creating a sustainable economic growth. In order to establish effective human resource development program, all the issues concerning governmental, science and technology, and education and training infrastructures must be considered. The establishment of a legal framework is needed before the start of the implementation phase of any nuclear program and the formation governmental organization. It is the government s role to take the lead in establishing a viable scientific and technological infrastructure for the program. Development of an adequate national education and training infrastructure is the solution to solve the demand for qualified professional to meet the national requirements of any nuclear program. The dynamics of these infrastructures contribute to the enhancement of national capabilities and competencies. Implementation of IAEA tools to examine nuclear safety from a broader and holistic perspective, integrating the various national stakeholders of nuclear safety, its interfaces and responsibilities, and identifies achievements as well as policy and technical issues which require further attention was conducted and justified and countries capabilities and competencies for meeting the challenges of development can be identified. 1. The concept of human resource development infrastructures Infrastructure can be described by what it is and what it does. We can define it as the nerve center of the human resource development system, representing the capacity necessary to carry out the core functions. In describing what it does, we can define the core functions of HRD system as assessment of human resources, policy development, and assurance that HRD service is available. a) Legal and Governmental - In order to carry out its responsibilities, an adequate governmental infrastructure is required consisting of three component which are the legal framework; the supporting organizations structures and its qualified manpower. The establishment of a legal framework is needed before the start of the implementation phase of any nuclear program and the formation governmental organization. Employers' organizations of Asian and Pacific developing countries face the challenge of defining their HRD role. Their decision will affect the standing and relevance of their organizations to enterprises and their contribution to the economic and social development of their countries in the 21st century. b) Science and Technology - There is a minimum level of nuclear know-how, experienced personnel that the country must have available in order to execute the project efficiently and safely. These levels of activities are called 'essential' activities to enforce the nuclear power project. Science and technology infrastructure, the availability of science and technology in government, private research and development institutes since it is the groundwork on which the development, modifications and additions will have to be made. It is important to underline that potential capabilities of national industries in which science and technology implemented will constitute the extent of the national participation program. 102

103 c) Education and Training. The development of an adequate national education and training infrastructure is the solution to solve the demand for qualified professional, technician and craftsmen to meet the national requirements of any nuclear program. Further to be able to strengthening the national infrastructures it has become important that we define strategic activities for every strategic objectives should be careful in such a way that alignment with its key result is imperative. In doing so we get better handle on the actual impact of our development effort. Available data to portray current national infrastructures is limited and much effort is required to complete this project. Therefore, strategic activities in this program should be designed with the limitation in mind. The first objectives to attain in the introduction of nuclear technology are those activities that are labor intensive and not too specific to nuclear power. The production of those materials and components that are not too demanding in quality would be the initial parts of the national participation program. Instead of concentrating on development of capabilities with limited and unique applicability; whatever can be readily converted and lucratively transferred to other sectors should be encouraged. Only a long term nuclear power program can justify the sizeable effort needed to plan and implement the national infrastructure development and the supporting organizational structures and activities. Having a long term realistic nuclear power program, Korea has improved its national nuclear capabilities in many respects. 2. Implementation framework In order to establish effective education and training program, all the issues concerning legal and governmental, science and technology, and education and training infrastructures must be considered. The implementation then should be built on the establishment of these infrastructures. Legal and Governmental - All government organization should specify that are critical taking due account of the on the education and training development. Education and training budgets should be aligned with program and there must develop a clearly articulated education and training policy that recognizes and provides legal instruments. Science and Technology - The government should develop a national science and technology development plan in consultation with industry and tertiary education and training institutions. In the plan R & D must be industry driven. The government should then play a proactive coordinating and facilitating role in the implementation of the plan. The experience in industrialized countries shows that intensive knowledge based activities flourish best in high technology industries, research centre s and higher education institutions. Education and Training - Evaluation of Education and Training System A wide range of problems hamstrings the development of human resources in the public service, which has resulted in a deficit in the quality of skills and skills development. These policy problems include: The fragmented and uncoordinated approach to training; Training initiatives not linked to service delivery and transformation; The lack of strategic needs-based, outcome based and competency based training ; Training providers who do not meet the demands; Limited portability of qualifications; 103

104 The absences of training strategy. 3. Education and training issues / challenges With the inherited problems above, there are enormous issues/challenges facing education and training program. These challenges may include: a) Strengthening primary and secondary education Primary and secondary educations provide the basic skills of literacy, numeracy, communication and problem solving skills and develop the required attitudes which are necessary for the workplace. These skills and attitudes enable the people concerned to acquire job specific knowledge and skills They are a foundation for further education and training which has become increasingly important with fast changing technology, rapid obsolescence of knowledge and the intense competition of the globalized marketplace. b) Expanding and improving in-company training Training by companies is cost-effective and efficient. Such training, which should be structured and planned, can be on or off the job. Training in organization should be linked to its strategic plan and be based on a training needs analysis of the organization. In-company training in many developing countries of Asia and Pacific countries can be expanded and improved. On-the-job training (OJT) is one training mode used by organization. Enterprises use OJT because it provides the specific skills needed for job performance. Unlike other training systems, it enables the enterprise to quickly change the skills required if there are changes in technology, work processes and product lines. OJT is a good training option for smaller companies. A national program me to improve and expand OJT, involving the government, nuclear related organizations and the relevant training body, is worth looking into. c) Expanding post secondary technical education and training A number of developing Asian and Pacific countries are at present involved in labour intensive lower technology manufacturing. They intend to or are already upgrading into medium technology manufacturing. Higher technology manufacturing involves fewer but more skilled workers and more technicians and engineers. Given the time lag in education and training institutions producing the needed graduates, alternatives like importing foreign manpower and working with foreign organization to train skilled workers and technicians for the economy in excess of their own requirements may be considered. d) Expanding scientific and technological manpower Some Asian and Pacific developing countries intend to or are already upgrading into high technology and knowledge intensive manufacturing. Foreign advanced technology is difficult to access and is costly. Asian and Pacific developing countries embarking on high technology manufacturing need to develop indigenous research and development (R & D) capability. e) Upgrading skills The attitude, knowledge and skills of workers is a major ingredient in service quality. The upgrading of service skills is an issue for many developing countries of Asia and the Pacific. Skills standards for service jobs are generally underdeveloped. Without such standards, it would be difficult to improve performance and have career development. Training in the service sector tends to be inadequate. There is a need to set skills standards for service vocations and to certify service skills. Training programmes should then be developed to teach these skills. To this end, industry bodies in the service sector will need to work with government bodies dealing with training and certification to develop standards and certification of skills and training programmes to teach such skills for their respective service industry.` 104

105 f) Greater government involvement in education and training Presently major national decisions on education and training in developing countries of Asia and Pacific are invariably made by the government. A major responsibility of education and training institutions is to produce trained manpower to meet the needs of industry. Nuclear agencies should seek greater involvement in national education and training policy making. They should be consulted as a matter of course in the formulation of major education and training initiatives. This should be complemented by greater exchanges them and schools and training institutions. The prospect of industry receiving job entrants better equipped for the world of work will be enhanced. This involves ensuring the continued relevance of courses and syllabi of tertiary educational and training institutions and accepting and ensuring the effective industrial attachment of students of tertiary institutions. g) Adapting education and training system It is useful to draw the attention of academia and their organizations that they can play a role in the system. However the experience of other countries in and outside the region in dealing with these ET issues/challenges will be useful. The principles and approaches behind their best practices will be useful in the quest for measures to deal with these ET issues/challenges. h) Education and training policy The purpose of the strategy is to ensure that education, training and skills development happens in a coherent and strategic manner and, that the government is competent and fully geared towards transformation, service delivery and career development. 4. The Integrated Safety Evaluation (ISE) The Integrated Safety Evaluation (ISE) is a structured self-assessment by a Member State of several important aspects of its nuclear safety. These areas include: the legal and governmental infrastructure for safety, including the regulatory structure; safety of nuclear power plants; safety of research reactors; emergency preparedness and response; safety of radioactive waste management; and education and training in nuclear safety. The structure of the self-assessment is based on international legal instruments, such as relevant Conventions and Codes of Conduct, and relevant IAEA Safety Standards, so that the self-assessment will reflect the status of implementation of the requirements and recommendations in these documents. The goal of the ISE is to facilitate improvement of nuclear safety in the participating Member States. The ISE for Education and Training provides guidelines for a self-assessment of a Member State s programme of education and training in nuclear safety. The scope of this part includes academic education and in-house education and training in the regulatory body and operating organization and their respective technical support organizations, except for jobspecific training of operators and maintenance personnel. 105

106 IAEA-CN-179-IAP25 Nuclear education and training in Lithuania E. Uspuras Lithuanian Energy Institute, Kaunas, Lithuania Abstract. The highly qualified specialists for the nuclear industry in Lithuania are prepared in few academic institutes. However, the preparation for the construction of new nuclear power plant showed that Lithuania lacks the nuclear energy specialists. This paper discuses the implementation of National Programme for preparation of highly skilled specialists in the nuclear energy field. 1. Introduction Ignalina NPP is the only nuclear power plant in Lithuania consisting of two units, commissioned in 1983 and Both units are equipped with channel-type graphite-moderated boiling water reactors RBMK Since 1984 Ignalina NPP produced up to 82% of electric energy for Lithuania. Unit 1 of Ignalina NPP was shutdown for decommissioning at the end of 2004 and Unit 2 at the end of A decree endorsed by Lithuanian Parliament in June, 2007 about construction of a new NPP in Lithuania in cooperation with Latvia, Estonia and Poland. Education and training of nuclear energy engineers in Lithuania is split among institutions with a longstanding experience in complementary fields. Academic education is provided by the Kaunas University of Technology (KTU) and the Lithuanian Energy Institute (LEI), specialized in nuclear facilities and evaluation of NPP safety. The Faculty of Physics of Vilnius University (VU), specialized in physics. The Institute of Physics (IP), where nuclear fuel physics and radiation protection are taught. Training of operating personnel is implemented at the Ignalina NPP Training centre, using a full-scale simulator. This paper discuss the situation regarding education and training in Lithuania, based mainly on experience of two academic and research institutions in Kaunas (the second biggest city of Lithuania) KTU and LEI. 2. Needs for nuclear education and training at present The preparation for the construction of new nuclear power plant showed that Lithuania lacks the nuclear energy specialists, and other energy-related professions. During the development of the new Visaginas nuclear power plant project, the need for qualified personnel will only increase. It is estimated that during the construction of the Nuclear Power Plant (NPP), in the most intense period of work, approximately 5000 specialists of different fields - mostly constructors - will be working at the site of the new NPP. As of anticipatory projections, approximately 700 specialists will be needed for preparation and performance of the construction of the power plant, installation, adjustment and other works. Up to 900 additional employees will be needed for operation of the completed power plant. The Nuclear power law was adopted by the Parliament of Lithuanian Republic in The main purpose of this law and the objective is to establish a new NPP in the implementation of the project, consisting of legal, financial and organizational preconditions for a new NPP project. Following this law, the national energy-training program should be prepared. The preparation and implementation of such program should be a priority for the Government of Lithuanian Republic. In order to provide the Lithuanian energy infrastructure of highly skilled nuclear specialists, the Lithuanian Parliament and 106

107 government launched the National Programme for preparation of highly skilled specialists in the nuclear energy field in Objectives of this program are: to provide quality and effective high level of nuclear energy specialists in Visaginas NPP and the entire nuclear infrastructure, and conservation, efficient use and further development of nuclear knowledge, experience and practical, pedagogical and scientific expertise. The main Lithuanian scientific institutions have prepared education programs of study, that should be of interest to young people, wants to associate with the future of nuclear energy. In order to implement the objectives of National Programme, raised the following challenges: Establish new programs of study: 2 of nuclear energy programs of study at KTU and 2 of the nuclear physics studies at VU; To create a high quality of nuclear energy specialists in the development and teaching and scientific work of the integration of the necessary infrastructure - the modernization of educational and scientific laboratories in KTU, VU, IP and LEI; Create preconditions for Nuclear Education (NE) training to improve quality - adequate funding for scientific and teaching staff of apprenticeships and improve the competence of the leading nuclear research centers and universities, teachers and students to ensure mobility, teaching practices to organize, new textbooks and educational books to buy, prepare and allow for scientific and methodological seminars and other events; Create the necessary infrastructure for persons, already having a university education, in addition to the final specialization, retraining, skills improvement, knowledge and competence and to preserve, maintain, and qualified staff - establishing a training centre for new NPP, equipped with the necessary equipment, including the full scale simulator; To implement a system of vocational guidance to promote nuclear energy and its increasing popularity among the youth. Envisaged that the implementation of the Program, each year will be prepared for highly skilled nuclear specialists, will annually retrain, develop skills, acquire specialized training, will be about 100 certified specialists, will be acquired the necessary training, literature, upgraded laboratory. It is also envisaged that the increase in popularity of nuclear energy, improve the accession to the motivation of students to university studies and work in the field of nuclear energy, the same improvement in the new NPP and nuclear power infrastructure staffing and selection options. 3. Cooperation between LEI and KTU in nuclear education and training Kaunas University of Technology is the largest technological University in the Baltic States. The University shares the best traditions of classical Universities, offering almost all fields of technological studies and research. The Lithuanian Energy Institute (LEI) has the status of a state science institution, independent from the Academy of Sciences. LEI is a technical research centre dealing with nuclear safety of Ignalina NPP, energy related research in thermal physics and fluid mechanics, structural integrity assessment of components and structures, development of energy planning methods, analysis of security of energy supply, studies of refectories and chemically resistant materials, simulation of complex energy systems. Kaunas University of Technology is preparing a nuclear power bachelor and masters (MSc) studies. The students of this specialty, after respective studies, practical training and certification, will become a nuclear power engineers (Fig. 1). 107

108 FIG. 1. Professional grading system in Kaunas University of Technology Main goal of Bachelor studies - to give students a general technical and special education in nuclear energy, the possibility of absorption of the essential foundations of general physics, theories and principles, to help build nuclear power engineering design and manufacturing bases, introduced to the operation of technology and enable them to acquire the relevant skills in the application, to provide the necessary social and human sciences knowledge. The main objective of the Master studies - to expand and deepen the basic (Bachelor) at the time acquired a common technical and special education in the knowledge of nuclear energy. The program focuses not only on the improvement of professional skills, but also in research and development skills. It is designed to prepare students not only the engineering activities of the new nuclear power and nuclear energy facilities, but the scientist, researcher, teacher's career. The nuclear energy specialists, according the international student and teacher exchange programs, have the opportunity to deepen their knowledge in the foreign high schools, merged in the European Nuclear Training Network (ENTN). This network comprises 53 universities and research centres. Also, the nuclear energy specialists are involved in research in Lithuanian and foreign institutions; participating in the International Atomic Energy Agency (IAEA), European Nuclear Society (ENS) and the Lithuanian Nuclear Energy Association, organized training courses, seminars and conferences. Lithuanian Energy Institute (LEI) and the Kaunas University of Technology (KTU) has united doctorate. The specialists of KTU and LEI together participated in process of study (lecturing, directing master's and doctoral students work). Regarding the National Programme for preparation of highly skilled specialists in the nuclear energy field, the LEI specialists will provide closer cooperation: the teaching in Faculty of Electrical Engineering and Management (energy demand forecasting, electricity system planning, energy economics and financial analysis), teaching in Faculty of Mechanical and Mechatronics (thermodynamics and heat exchange; transient accident analysis), teaching in Faculty of Basic Sciences (Mathematics, physics; modern technology, the radiation effects of the substance). In last year over 10 students and 4 young researches-trainees performed their internships in LEI. For educational training in hydrogen technologies 4 books and 3 laboratory works were developed in LEI. The monographs about the accidents and transient processes at NPPs, modeling of thermal hydraulic transient processes and technology risk are planned to adopt for graduate studies. The KTU doctoral graduates performed their internships in the Lithuanian Energy Institute. LEI and KTU actively engaged in fusion research. The students have the possibility to use the LEI experimental facilities, hardware and software. 108

109 4. Creation of regional nuclear Safety Training Centre in Lithuania At the end of 2007, the Lithuanian State Nuclear Power Safety Inspectorate (VATESI) decided to establish a Regional Nuclear Safety Training Centre aimed at providing the new people involved in nuclear safety business with specific knowledge. This idea, discussed during an IAEA Regional Project Co-ordination meeting, raised big interest among potential counterparts (Ignalina NPP, Lithuania power company, representatives of universities and institutes), taking into account the emerging needs of new NPPs in the Baltic region. Moreover, the Vienna Agency proposed to explore the possibility of Lithuania hosting a Basic Professional Training Course for the entire region. As a pilot project, it was proposed to organize a two-week course on nuclear safety based on the syllabus developed by the IAEA. The Regional Basic Professional Training Course was organized by International Atomic Energy Agency under the Technical Cooperation Regional Project RER/9/084: Effectiveness of Regulatory Authorities and Advanced Training in Nuclear Safety. It was decided that host organization and the main local organizer of course will be the Lithuanian Energy Institute. Starting in 2008, such two weeks courses are organized each year at the end of October. The total number of course participants is approximately 40: half of audience was composed from participants from several IAEA Member States from former Soviet Republics and East Europe (Albania, Armenia, Azerbaijan, Belarus, Bulgaria, Croatia, Czech Republic, Hungary, Kazakhstan, Poland, Romania, Russian Federation, Slovenia, Slovakia and Ukraine), and half from local Lithuanian organizations (VATESI, Visaginas NPP and others). The lecturers for the course were drafted from IAEA, but part lectures were from Lithuanian organizations (KTU, LEI, IP and Ignalina NPP). The modules from the IAEA syllabus are involved into course program: Design of nuclear reactors; Basic principles of nuclear safety; Operational safety; Radiation protection and environment control; Deterministic accident analysis; Probabilistic safety analysis; In-plant accident management; Quality assurance; Regulatory control; Limiting conditions for operation; Plant renewals, modifications and upgrades; Safety issues in non-reactor facilities; Maintenance; Decommissioning; Public communication. The content of courses are discussed between the interested parties during the course preparation. Also, the involvement of new specific modules is possible. For example: in the 2008 the new module Electric power supply was introduced, where the overview of Electric Power System, coordinated operations and planning of power system, power system operating constrains (system stability, voltage control, contingency security) were presented. The main part of course was compound from the lectures, but also the group work and practical exercises were organized. During the course the Technical visit of Ignalina NPP and simulator exercise (training exercise at Ignalina NPP full-scale simulator of RBMK- 1500) were provided. At the end of each week the exams were organised to consolidate the knowledge. Because of success of these courses, such activity will be prolonged in the future. 5. Conclusions The preparation for the construction of new (Visaginas) NPP showed that Lithuania lacks the nuclear energy specialists, and other energy-related professions. The National Programme for preparation of highly skilled specialists in the nuclear energy field in was created. If adequately implemented, this National program seems to be relevant to satisfy workforce demand growing due to a new-built NPP and developing NE infrastructure. Realizing the plan of measures for National Program s implementation, two new NE study programs developed at KTU - LEI, using the learning outcomes approach. Lithuania is making a training hub for the entire Baltic region (the Regional Basic Professional Training Courses with IAEA support are organizing in Lithuanian). 109

110 IAEA-CN-179-IAP26 Human resources in the area of nuclear energy in Mexico L.C. Longoria a, J.C. Palacios a, G. Alonso a, E. Del Valle b a Instituto Nacional de Investigaciones Nucleares, México luis.longoria@inin.gob.mx b Instituto Politécnico Nacional, México Abstract. Taking into account the current global need to look for more economic, sustainable and environmentally friendly sources to produce electricity, the nuclear sector will have to play a more important role to reduce the dependence on fossil fuels. It is unthinkable to be able to reach global environmental goals without the increase of nuclear power. México has two BWR nuclear reactors in the Laguna Verde Nuclear plant. The first one has been in operation since 1990 and the second one since These reactors are operated entirely by Mexican employees from the only national electric company, Comision Federal de Electricidad CFE. However about 50% of the workforce is due to retire in the very near future. This poses a serious problem for the company since it is necessary to find qualified people or provide extensive training for new employees. In the very likely event that Mexico builds new nuclear plants, the human resources situation becomes even more critical. By the time new plants are built no people who participated in the construction of the two reactors will be active workers and the collective experience will be lost. In the area of nuclear regulation the picture is no better. With the increase of work due to the revision of the reactors operation license as a result of a 20% uprate, new international agreements, the increase in safety, safeguards etc, the nuclear regulatory commission CNSNS needs to train new specialized personnel. The private contractors that provide services for Laguna Verde also require qualified workers with specialized training for working in a nuclear facility. In the last few years the application of nuclear techniques in areas such as health, environmental studies and industry has been on the increase. These areas are also demanding new and specialized personnel. In Mexico there are 6 universities that provide higher education in nuclear science and engineering. These institutions are also suffering from the lack of specialized teachers and researchers 1. Human resources in nuclear engineering In the late fifties and with the impetus world wide of the program Atoms for Peace, Mexico started to create nuclear institutions in the areas of nuclear engineering, research and nuclear regulation. The CFE foreseeing the adoption of the new technology for electricity production sent young engineers to pursue higher academic degrees in American universities such as Michigan, UCLA and the MIT. The Mexican Atomic Commission was created which in turn was transformed in the Mexican Nuclear Research Institute (Instituto Nacional de Investigaciones Nucleares) and the Mexican Regulatory Commission (Comision de Seguridad Nuclear y Salvaguardas). In 1961 Mexico created an MSc course in Nuclear Engineering at the Instituto Politecnico Nacional which is the most prestigious engineering university in Mexico. At that time and with a good future vision regarding the adoption of nuclear power in Mexico the academic institutions started planning on specialized nuclear energy courses. The Mexican National University (Universidad Nacional Autonoma de Mexico) and The Metroplitan University (Universidad Autonoma Metropolitana) also created a masters degree in nuclear chemistry and the. The new nuclear academic programs started to grow and consolidate reaching a point where the academic staff formed by Mexican and foreign teachers was enough to satisfy the needs of the nuclear industry. 110

111 In the seventies Mexico started a national nuclear program ending which involved the construction of at least 20 nuclear reactors, at that time, student demand to study nuclear engineering increased considerable and many students started taking postgraduate courses in national and international universities. After the Chernobyl accident in 1986 the nuclear program suffered a major setback, the grand nuclear plan was reduced to the construction of only two reactors at the Laguna Verde site. The construction of the first reactors suffered many delays due mainly to administrative problems. The nuclear academic institutions also suffered lack of government support as it was seen as a non priority area of growth. The Mexican nuclear expansion is based on two perspectives. 1.1.Uprate and life time extension of the two reactors at Laguna Verde This option is already underway, in previous years the nominal power of the two reactors was increased 5%. In 2009 work started to increase the power by another 15%. This is a major task involving changes in components such as the turbines. The reactor at Laguna Verde has a 30 year operating license and a 40 year design lifetime. However, taking into account the experience around the world where most of the initial reactors have extended the operational lifetime, Mexico will follow the same path. The first reactor has been operating for 20 years and the second one for 15 years, so it is a good time to start a lifetime increase program. From the human resources point of view this option presents difficult challenges. Many employees at the Laguna Verde plant are retiring and the knowledge and experience accumulated for many years will be lost. In order to solve this problem it is important to retain the key retiring employees as consultants or to contract service companies that employ such personnel. The training of new employees can be done by working alongside experienced workers as well as spending time in another nuclear plant or research facility. For example, the training of a new reactor operator involves taking academic courses, spending countless hours in the reactor simulator, doing practical courses in a research reactor, repeating many procedures in the reactor and finally passing an exam to obtain the operator s license. With the power uprate and the life extension program there are new technical areas where specialized personnel is needed. Both of these programs need to be approved by the regulatory commission, so personnel with knowledge of nuclear regulation are needed to revise, update and write procedures. The Laguna Verde plant like many other plants around the world is more concentrated in a day to day operation than in future expansion plans so; lacks personnel to work in new technical areas. For example, with the power uprate more fuel elements will be used, the spent fuel pools designed to keep all the elements used in the original operating lifetime will be insufficient, so a new spent fuel strategy has to be found. This necessarily requires specialized personnel in areas not foreseen originally. In the case of the lifetime extension, the aging of materials became critical and in order to obtain a new operational license from the regulatory commission it is necessary to have a materials surveillance program which was not originally contemplated. 111

112 1.2. Construction of new power plants According to the Mexican Expansion Plan, which each year is renewed for the following ten years, Mexico will need to cover a percentage of the electrical production with nuclear power; this fact necessarily means the construction of new reactors. The Mexican Nuclear Research Institute together with the national electrical company has carried out a series of studies to determine the viability of increasing the nuclear capacity with the construction of new reactors. The most likely option is to construct a new reactor on the actual site of Laguna Verde taking advantage of all the acquired experience of construction and operation and also public acceptance. Another option is to construct a new plant in a different site most likely situated on the pacific coast. This option presents major obstacles such as the selection of the new site and public acceptance as well as many problems from the human resources point. A complete new group of people has to be trained in areas such as site surveying, construction and operation. Most of the people that participated in the construction of Laguna Verde have retired; the specialized engineering groups have all but disappeared. This necessarily implies that an aggressive recruiting and training program has to be started as soon as possible. 2. Academic institutions In any nuclear program there is always a need for human resources specially technicians and engineers. Contrary to the logical assumption most of the engineers needed in a nuclear plant are not people with nuclear engineering degrees; in fact most of the personnel needed are people with degrees in mechanical, electrical, chemical etc. degrees but with knowledge in nuclear engineering. There are seven universities in Mexico that offer degrees related to nuclear areas, however at present no university is offering a nuclear engineering degree. It is necessary that at least one university offers such degree. This course could be a joint effort with the Mexican Nuclear Research Institute or with the Mexican Regulatory Commission. Institutions such as the National Polytechnic and the National University should strengthen their academic programs or to start programs in new areas of training that the nuclear industry is currently demanding and will demand in the future. In order to achieve this objective it is necessary to have a strong academic group, this requires sending students to pursue postgraduate degrees at internationally renowned universities and to employ teachers and researchers from overseas in the relevant fields of expertise An academic institution such as a technological university geographically close to Laguna Verde could start liaising with the electrical company to arrange technical courses specially designed to train the current personnel and to start courses to train new engineers. For example a degree in mechatronics (Mechanical, Electronic, Electrical and Computing engineering) with courses in nuclear technology would be highly desirable. There are plans to start a master degree in Nuclear Technology between a technological university and the Mexican Research Institute. This will be suitable for students with Bsc. in engineering degrees such as mechanical, electrical, electronics, chemical etc. Any of the nuclear expansion programs necessarily need people specialized in the nuclear regulations. Currently the Mexican Nuclear Regulatory Commission is in desperate need of new inspectors and regulators. It is necessary to contract new people that can be trained in nuclear and radiological areas either in national or international institutions. 112

113 It is also very necessary that the academic institutions increase their courses in the English language especially technical English. Most of the existing literature in nuclear energy is written in English and most of the government schools do not teach it to the required level. 3. The role of the IAEA in the training of human resources The IAEA has always played an important role in the training of personnel in the area of nuclear energy by organizing workshops, sending experts and providing support for technical training. This role could be further expanded by organizing specialized courses along the lines of the World Nuclear University and to promote expert exchange between countries. 4. Conclusions With the current plans for the expansion of nuclear power in Mexico it is urgently required that academic programs in nuclear energy are started as soon as possible. The nuclear industry along with academic and research institutions could join efforts to start training programs for young engineers and scientists. In the very likely case that new reactors are constructed in Mexico it is very important to develop home grown capabilities in areas such as construction and operation. The IAEA can increase its role in training new personnel and to promote the experience sharing amongst participating countries. REFERENCES [1] CRPPH Sponsored Survey of University Level Education Programmes in Radiation Protection, OCDE/NEA (1997). [2] Freidberg J. and Kazimi M., Nuclear Engineering in Transition. A vision for the 21 st Century (editors), Nuclear Engineering Department Head Organization (1998). [3] Hirose M., Tsuruta T, and Shibata T., Current Status and future direction of nuclear education in elementary and secondary education Several Measures for revitalization, Journal of Nuclear Science and Technology, (1999). [4] Nuclear education and training Cause for concern? OCDE/NEA (2000). [5] Internal Communication, Instituto Nacional de Investigaciones Nucleares (2009). [6] Del Valle E., Situación y Perspectivas de la Educación en Ingeniería Nuclear: El IPN como Paradigma. Edmundo del Valle, Academia de Ingeniería (2004). 113

114 IAEA-CN-179-IAP28 Consolidation of nuclear education through national and international networking P. Ghitescu University Politehnica Bucharest, Bucharest, Romania Abstract. Establishment and development of nuclear education networks at national and international level consolidate the existing expertise, enable the harmonization and mutual recognition of curricula, and provide a better use of existing expensive research infrastructure. Romanian Network of Excellence in Nuclear Physics and Engineering (REFIN) develops an efficient, flexible and modern training system in the nuclear education area, which answers the requirements of nuclear industry and redundant with the requirements of National Nuclear Strategy as well as with perspectives of the European Research Area (FP6, FP7, EURATOM ). REFIN developed a data base, proposed a global strategy in order to harmonize the curricula, implemented pilot modern training courses, delivered handbooks and multimedia support for these courses in order to strengthen and better use the existing research infrastructure for R&D among the network partners. It also introduced advanced learning technologies (recommendations for Systematic Approach to Training, e-learning and distance-learning platforms). All nuclear courses delivered by project partners are available on the REFIN web-site, based on a MOODLE e-learning platform. Both current and specific educational and training activities of network partners are oriented towards the nuclear knowledge management requirements. 1. Introduction Developed in the FP5 EURATOM project European Nuclear Engineering Network - ENEN aimed to establish the basis for conserving nuclear knowledge and expertise, to create a European Higher Education Area for nuclear disciplines and to facilitate the implementation of the Bologna declaration in the nuclear disciplines. As an outcome of this project the ENEN Association was founded as a legal entity. University Politehnica Bucharest (UPB) was among the founder members of this association. Follow-up NEPTUNO project -Nuclear Engineering Platform for Training and Universities Organizations- and the ENEN II project regarding consolidation of nuclear education, training and knowledge management aimed to consolidate the results and achievements obtained by the ENEN Association and its partners. The specific developed methods and results proven by these programs, as well as the appreciation from EURATOM inspired and boosted national programs of member countries on the same topics. 2. Networking at national level The gained expertise in European projects entitled UPB to propose to the potential Romanian partners to create a network of excellence dedicated to nuclear education, similar to those already existing in different European countries, but taking into consideration the specific situation in Romania [1]. The setup of a national network for education in Nuclear Physics and Engineering in Romania responds not only to some strategic objectives, but also to some specific situations: 114

115 The requirements of the National Nuclear Program regarding the training of the skilled personnel; The dispersion of the specialists with a high level of experience and knowledge, The expensive and complex research infrastructure fragmented enough and spread over various users. In some cases, research devices obtained in last years as a result of some grants could be used more efficiently in complex projects with many users, like the proposed project, Last generation, high-performance computer codes and research instrumentation are also used by some licensed users. The measurable objective of the project was to achieve a Romanian network of excellence for the preparation of human resources in nuclear field by the development of a flexible, modern and efficient training system, synchronized with EU countries systems, which can provide (related to the situation both in Romania and UE countries): Management of the present knowledge and expertise; Stimulation of the collaboration between universities and between universities and R&D centers in view of higher level utilization of the formative potential, of modern instrumentation, infrastructures, and existing facilities; Enhancement of the learning process quality by introducing new courses, course modules and modern learning methods (e-learning) and organization of the learning process (Systematic Approach to Training - SAT); Increase of the competitiveness in connection with European integration. The project had to implement, consolidate and expand at national level the achievements and methods proposed by international projects mentioned above. Implement education and training methodologies agreed under the European projects ENEN and NEPTUNO by applying the course evaluation criteria to all partners for the actual course and training performance, taking into consideration the end-users needs. The educational activity should occupy its place in a scheme which permits links and feed-back from all possible end users. In this respect the overview of state of the art of Romanian and European Higher education permitted to identify and define the needs, the strategy and the means. It also lead to a network data-base, containing all information about the courses and training activities provided by partners, as well as by the European universities by linking with other web-sites or knowledge management systems. Consolidate a network of excellence for training in nuclear field allows harmonizing and improving the existing training programmes, better use of the research infrastructure and scientific equipment, enhancing the competence of the trainers and the competitiveness of the product of their activity - the nuclear field staff. The results allow attracting and integrating all interested entities (either trainer - or user - type) in the network. The universities have the opportunity to integrate themselves into highperformance European accredited system, based on modern learning technologies, to improve the scientific research basis, and to access the R&D existing infrastructure. The R&D and engineering centres have the opportunity to participate with their specialists and their research basis to the staff training process (whom they will benefit in the future), and to access supplementary funding. The results of this programme dedicated to training in the nuclear field may be applied in other fields of the S/T development in our country. But, as a synthesis of all the above aspects, one must understand that the Romanian nuclear higher-education will not survive in the European Community without the effort 115

116 of reaching the level already existing in almost all advanced countries, in the way those countries have already understood to develop themselves in the future, using in this field also a feature which looks like another aspect of the communitarian aquis. Achievement of the network should be formally the result of the agreement between the project participants. Expand by moving outside the academic education area into professional and vocational training, thereby strengthening the interactions and collaboration of universities, research centres, training organizations and industries to make training offers better respond to industry needs and enhance mutual recognition of professional qualifications. The network of excellence has to be seen as a flexible dynamic structure, which can absorb other than project partner institutions, if they will meet the established conditions. Expand. by moving beyond the disciplines related to nuclear engineering for power plant design, construction and operation, into a broader area of other disciplines in support of reactor safety, radiation protection, radioactive waste management, decommissioning and industrial applications of nuclear technologies.. Expand by strengthening the interactions with the European education and training networks, such as ENEN, ENETRAP, CETRAD, EUNDETRAF networks. In this way, it will assure the best allocation of the human and material resources with positive influence on the R&D capacity and competition at European level. 3. Networking at international level In developed European countries the concentration and integration of the activities has been accomplished by merging the education activities in nuclear engineering from the universities and research and technological engineering centres. This process lead to creation of BNEN (Belgian Nuclear Engineering Network) in Belgium, Kompetenzverbund Kerntechnik in Germany, CIRTEN (Centro de Ingenieria e Ricerca Tecnologica per Energia Nucleare) in Italy, Nuclear Technology Education Consortium, known as Dalton Institute of Technology in Great Britain. In France all the above activities are covered by INSTN (Institut National pour Sciences et Tecnologies Nucleaires), and in Sweden by NTC (Nuclear Technology Consortium). That concentration is not (necessarily) an administrative one, but aims to higher employment of the human resources (trainer and trained), better use of the research infrastructures, as well as to concentrating/attracting funding and to enhancing the competitiveness. It lead to the foundation of ENEN Association at Saclay (France), which has juridical personality and represents an important player in the European nuclear education system, being recognized and appreciated by the World Nuclear University, the International Atomic Energy Agency and by the most important end-users (AREVA, EDF, Westinghouse, E-ON etc.). Some steps permitted this [2]: European Nuclear Engineering Network ENEN- project The project covered aspects generic for a higher education network as state of the art of nuclear education in European countries, existing curricula, prerequisites to enter the nuclear education, teachers qualification, students and teachers mobility. It also aimed to identify the most adequate organizations to perform nuclear education and training, to develop modern teaching practice a.o. distance learning and Euro courses, to enhance the co-operation with research institutes that operate larger nuclear infrastructures. The main achievement of the project was the design of the detailed organization of the network and the definition of its operation, which ensure that education and training provided by ENEN fulfill the academic standards and the professional requirements. 116

117 Nuclear Education Platform for Training and Universities Organisations - NEPTUNO project The main achievement of the project was the development of the European Master Degree in Nuclear Engineering (EMSNE) by defining detailed core curriculum, including definition of course modules and ECTS identification, by defining areas and levels of specialization, and proposing procedures for mutual accreditation and recognition of ENEN members courses. Creation of ENEN Association In order to ensure the continuity of the achievements and results of the ENEN project, on 22 September 2003, the European Nuclear Higher Education Area is formalized by creating the European Nuclear Education Network (ENEN) Association under the French law of 1901, and located near Paris, at CEA Centre in Saclay, France. The main objective of ENEN Association is the preservation and further development of expertise in the nuclear fields by higher education and training. The Association also promotes and further develops the collaboration in nuclear education and training of students, researchers and professionals, ensures the quality of nuclear education and training. It increases the attractiveness for engagement in the nuclear fields for students, researchers and professionals and promotes life-long learning and career development at post-graduate or equivalent level. These goals are achieved through a strong support to the Universities (by exchange of students, lecturers, materials and information etc.) and by making a bridge between the Universities and the End-users (industry, regulatory bodies, research centre, universities etc.). Consolidation of European Nuclear Education, Training and Knowledge Management- ENEN II project The ENEN II project was aiming at developing ENEN Association in a sustainable way in the areas of nuclear engineering, radioprotection and radioactive waste management, including underground disposal. This way the area of interest in nuclear education was enlarged and new bridges of communication were established. International networking now is focused on: promotion of international mutual recognition of professional training for some key functions in nuclear industries, regulatory bodies and nuclear applications, expanding the membership from universities and research centres to the industry and regulatory organizations, and expanding the activities of the ENEN Association beyond Europe. REFERENCES [1] P. Ghitescu The consolidation of nuclear education and training through networking and knowledge management: a case study of Romania, International Journal of Nuclear Knowledge Management, DOI: /IJNKM , pg [2] P. Ghitescu- European Nuclear Education Network Association - Support for Nuclear Education, Training and Knowledge Management, Nuclear Pitesti, Romania, ISSN

118 IAEA-CN-179-IAP29 Best practices in nuclear education I. A. Vorobieva Obninsk Institute for Nuclear Power Engineering Obninsk, Russian Federation Abstract. Since early 1990s the Obninsk University for Nuclear Power Engineering has been participating in various international projects on developing human resources for nuclear power programs. Throughout these years the University faculty has developed capability of assessing various nuclear courses included into University programs worldwide. The best practices cited in the paper is the result of multi-national cooperation with internationally well known nuclear schools Moscow Physics and Engineering Institute (MEPhI), Texas A&M University, University of Maryland, Texas University at Austin, Kaunas Technical University. 1. Introduction Over the last few years, ambitious plans for nuclear renaissance seem to be in jeopardy without adequate nuclear engineering skills. Many countries facing a skills gap consider various options for developing and address a variety of options to secure qualified human resources in the nuclear energy field, inter alia, due to the long lead time in existing programs and consideration of new energy production options. Although some progress has been achieved, more needs to be done Recent updates One of the RF government's responses to the present growing demand for quantity and quality of a new generation of nuclear personnel has been to establish a National Nuclear Research University (NNRU) - MIFI to develop a standardized and coordinated approach to education, training and skills development in the nuclear sector. The NNRU is a wholly-owned subsidiary of RF Ministry of Education. It is designed to assist nuclear employers in tackling the current and future skills barriers and challenges facing the RF nuclear industry. One of the nuclear schools incorporated into NNRU is Obninsk Institute for Nuclear Power Engineering (IATE) which for more than 60 years has been a major Soviet and later RF institution in preparing NPP personnel. In the quickly changing environment we understand that we are to become real players but not spectators in nuclear business through: Managing training as a business not as a service; Making training a high-tech function; Tracking and adapting best practices; Having a strategy beyond accreditation; Optimizing occurring changes and making change normal through training; Meeting challenges of international cooperation in the field; Understanding the tasks and the risks; Doing our own Start, Stop and Continue analysis; Teaching to understand rather than to know; 118

119 Providing market required BSD and MSD graduates, those who have acquired technical competences in nuclear engineering. One focus of this paper is to highlight the availability and capabilities of the NNRU-IATE as a nuclear education resource for nuclear industry, research and general reactor operations training. However, the nuclear universities have always been in need of assistance from the field. There has always been a question for nuclear schools how to get access to research and industrial resources for the students to be able to conduct authentic nuclear projects and, hence, develop specific competences for the future job. We believe that the field is to move away from buying a service from the university but become a partner. Currently there are excellent examples of such industry-nuclear school partnership; reactor based training being the one. 2. Reactor based training Lately the facilities of the State Scientific Center Research Institute of Atomic Reactors (RIAR) in Dimitrovgrad have become available for reactor based training. There are seven research reactors, Europe s largest complex for reactor material studies, a complex of facilities and technologies for nuclear fuel cycle studies, a radiochemical complex, a radioactive waste treatment facility. Due to various RIAR research facilities there are opportunities to obtain experimental data on reactor physics, thermal hydraulics, fission products release, behavior of reactor fuel. Students can participate in experimental modeling of different reactor core types, transient regimes. There are many other possibilities in experimental reactor based studies and nuclear fuel cycle back ends issues. It should be noted that the RIAR is going to become a basic experimental research site for the hands- on practice of NNRU students and international classes. IATE students studying in degree programs: Nuclear Power Plants and Facilities, Nuclear Facilities Repair and Maintenance, Chemical Processes at Nuclear Facilities, Nuclear Reactors R&D, Radiation Safety and Protection, Medical Physics have gone through invaluable experience provided by Dimitrovgrad Federal Research Center for Nuclear Reactors (RIAR). The whole range of experimental capabilities: SM reactor (WWR) designed for materials testing and fuel compositions, producing trans-uranium elements and radionuclide of high specific activity, reactor MIR channel type water cooled reactor with beryllium moderator and reflector designed for experimental research on fuel geometries, behavior of fresh and spent fuel with high burn-up in routine and transient regimes, the only RF research reactor where accidents can be simulated, became available for IATE students in 2008 and In addition a unique facility BWR VK50 based pilot NPP designed for studying operation of single circuit plant with direct steam flow to the turbine is currently used as a training facility for the students. Another efficient tool in IATE nuclear degree programs are the research facilities of Federal Research Center Institute of Physics and Power Engineering (IPPE) located in Obninsk. These are critical assemblies BFS-1 and BFS-2. The critical facilities have been set up both as a powerful research tool and an educational resource for students and professors, instructors. The big critical facilities BFS-1 and BFS-2 wholly owned by RF Corporation Rosatom have archived data and descriptions of different demonstrations and experiments that address a variety of subjects, including simulating future fast reactor types, optimizing neutronics of their fuel cycle, validating the nuclear safety. Along with a continually growing set of the IATE lecture courses and example experiments, real uniqueness of these facilities is that they provides a direct link to real live experimental work for the students. In fact, everything on this site is related, in some fashion, to the future fast reactor types. Recent decision of the RF Government on the nuclear technological break-through based on a new generation of fast reactors makes this facility even more important. Lately the students practical work via direct access to the fast critical facilities has seen significant updates. In particular, training courses have been developed for the university students which include: Integrated experiment significant for substantiating neutron parameters of reactor core being developed; 119

120 The critical facility s design and their capability to perform experimental work; Achieving critical mass, specifications of the critical assemblies ; Methods for measuring reactivity, inaccuracy reasons, minimizing spatial effect impact; Measuring void effect of coolant, and temperature effects; Ionization chambers: the design and the capacity to be used in reactor experiments; measuring distributions over the core, measuring fission cross-sections ratios; Activation detectors: the use in critical assemblies and power reactors, measuring ratios of U- 238 capture cross sections to Pu-239 fission cross sections, measuring spectral indices; Measuring Doppler-effect; Calculating neutron life time in various media by Rossi-alfa method ; Determining absolute intensities for spontaneous fissions and neutrons multiplication through neutron-neutron coincidence method; Portable neutron pulse generators used in reactor experiments; Experimental validation of minor actinides transmutation; Control and accounting nuclear materials at BFS. In addition, research facilities and staff of ten IPPE laboratories are involved in educating and training IATE students. These courses could be accomplished as distant ones through, say, SCALE means. Another excellent and highly motivating practice for students first hand experience and a really perfect tool in preparing highly skilled and broadly educated nuclear professionals is international program of foreign field experience (FFE) designed, developed and implemented through RAP-NIS program by three Universities TA&MU (US), IATE and MEPhI. We have agreed in the program that developing very specific competences for a nuclear job require nationally and internationally verified skills and performance standards. Why international? An accident anywhere is an accident everywhere since one of the main lessons to be learnt after major nuclear accidents is that nuclear clouds have no respect to national boundaries. Another solid reason here is that pooling intellectual efforts and other academic resources together makes an extremely challenging task manageable and feasible. Recently many nuclear organizations have come to understand that international co-operation in nuclear field, particularly in preparing degreed, competent and highly skilled nuclear professionals is probably the meeting of a challenge. The TA&MU, IATE and MEPhI students and professors were accepted by the CEA (France) nuclear sites, Belgium sites, Switzerland, GB facilities being planed for the international academic tours this year. Through FFE theoretical lectures and experimental practices have been performed, the main focus on non-proliferation and international security. A summer training program at Spiez Laboratory in Switzerland introduced engineering and science students to the Swiss nuclear engineering field via a concentrated nuclear facilities operations experience. The demonstration was given towards the end of the training session after the students were already familiar with the variety of the systems through theoretical lectures and seminars delivered by Swiss experts. However, developing this project we realized that limited English and job skills would become strong barriers in successful realization of the program. The problem of language barrier, in particular, is becoming crucial for the students from non-english language countries in successful accomplishing joint international projects. Terminology associated with reactor operations as well as developing the language skills required for comprehensive functioning within the international professional community has become a basic challenge of the program. It is being met through developing Nuclear English course in IATE which proves really efficient judging by the results of the FFE where English is a working language. We appreciate the contribution of IAEA NKM Department into solving the issue through organizing Nuclear English Workshop held in Kaunas, Lithuania in 2008 which is an excellent example of best practices for making nuclear knowledge work efficiently. 120

121 Another promising technique for nuclear education has been proposed as a joint CENTRA Pilot Project by faculty from University of Tennessee. The reactor control room or some other nuclear facility, like BFS discussed in this paper can be online with similar, but more robust capability. All the groups are to be connected via CENTRA e-meeting, with the facilitator and the reactor operators acting as presenters and the two groups of students as participants. The actual students interaction is to last about an hour. This will give the group a chance to discuss some data presented and/or to participate in live discussions of real-time operations. View of power history trend during the actual online lab session could be accomplished taking advantage of Rosatom's Virtual Atomic Energy Museum which has received honors from the 2007 World Summit Awards, being noted to be among the best 'e-science' information technology projects in the world. Moreover, currently international group of nuclear educators are discussing a possibility of a research project via CENTRA technique. The aim is assessing operational parameters of various reactor-types, say, WWR and RBMK. Combined, the online and offline data processing and visualizations can give the student a significant educational and training experience in the field of reactor physics and operations. 3. Conclusions An innovative approach to educating and training through live experiment designed for university students hands-on practice proves to be highly effective. Availability and capabilities of the nuclear facilities of federal research centers as education and training resources and new reactor types modeling training is a best practice accomplished in IATE nuclear degree programs. Practice is really robust if it is accomplished both at domestic and international sites, the FFE program designed by T A&M U, MEPhI and IATE has demonstrated its efficiency and capacity of being a great motivating tool. CENTRA technique is a powerful tool for making nuclear knowledge work at distance. Distant nuclear education makes it possible to widen the range of topics for a greater number of those who could use the facilities as a research tool and an educational resource, all those involved in the nuclear engineering field. Combined online and offline education performed internationally can give the student a significant educational and training experience in the field of reactor physics and operations only when students have been properly trained in the Nuclear English Course designed and developed for non-english speakers. ACKNOWLEDGEMENTS The FFE programs development was funded in part by a Department of Energy (DOE) grant through the RAP-NIS Program at Texas A&M University and the RF Government. The CENTRA software to be used in the CENTRA Pilot project as the web interface between the US facilitator and the remote RF students is to be provided by University of Tennessee. IAEA NKM Department organizing University professionals meetings is a powerful tool of igniting innovative ideas in preparing a new generation of nuclear personnel. REFERENCES [1] D.A.Klinov,E.F.Kryuchkov, I.A.Vorobieva Analysis of Nuclear Education and Training versus Nuclear Renaissance. Physor08 (2008). [2] Integration of the NESTLE Core Simulator with SCALE, G. I. Maldonado, J. Galloway, H. Hernandez, J. Chavers et al, MPCA 2009, Obninsk, Russia. [3] E.F.Kryuchkov and I.A.Vorobieva Present Status and Trends in RF Nuclear Education. IAEA Technical Meeting, Vienna (2009). [4] I.A.Vorobieva Nuclear NP and International Security M.S.D. at Obninsk Technical Univ. for Nucl.Pwr Eng, CONTE 2007, Jacksonville, FL Trans. ANS (2007) [5] D.Klinov, I.Vorobieva, I.Matveenko Fast Reactor Training via University Students Direct Access to the Critical Facilities BFS-1, BFS-2 Kyoto Fast reactors Meeting (2009). 121

122 IAEA-CN-179-IAP30 Russian system of continuing education and training in support of capacity building in the states embarking on nuclear power programmes V. Artisyuk, Yu. Seleznev Central Institute for Continuing Education&Training, JSC Atomic Energy Power Corporation, Russian Federation Abstract. The issues addressed in this paper are related to finding the best use of well established Russian system of continuing education&training for the states which are newcomers in nuclear power club. These include the development of specialized university courses to facilitate the initiation of the nuclear education infrastructure, elaboration on advanced courses for senior managers for the to be established nuclear industry and providing the training platform for the IAEA regional training activity. All these issues are in line with the global trend to organize regional International Nuclear Education Centers based on common features of regional industrial and humanitarian culture. The concrete examples are given to illustrate the practical steps of Central Institute for Continuing Education&Training (Obninsk, Russian Federation) to gain the lead in development of regional center oriented for the states which are potential recipients of Russian nuclear power technology. 1. Introduction It has become a common practice to refer to the lack of young talented people entering nuclear university programmes as the main challenge facing the nuclear renaissance in the countries possessing nuclear power technology. For the states embarking the nuclear power platform it is the lack of university nuclear programmes themselves that obviously would hinder the process of introducing nuclear technology. The reaction of university system to these challenges manifests itself as a worldwide trend to increased cooperation between universities, organizing university consortiums that stimulate mobility of students and professors, building up individual educational trajectories through the centres of the best educational practices. Meaningful examples are European Nuclear Education Network (ENEN) [1], Asian Nuclear Education Network (ANENT) [2], University consortiums in the USA [3] and National Research University MEPhI in Russia [4]. It is important to refer here the response of the US university system to the challenge of growing demands in young professionals that was gained within the Innovations in Nuclear Infrastructure and Education (INIE) program that resulted in significant increase in undergraduate student enrollment in nuclear engineering in the decade 1997 through 2007 and gave a little effect on the number of degrees obtained at the graduate (master and Ph.D. level) despite of essential DOE investment [3]. To say more, this investment gave no effect on the declining number of Ph.D. degrees in nuclear chemistry the fact that was identified in Ref.3 as a crisis situation. The same year of 2007, when DOE announced its planning to terminate program in nuclear education, the IAEA Technical Meeting on the Role of the Universities in Preserving and Managing Nuclear Knowledge identified the lack of professors as the bottle neck of nuclear knowledge management [5]. It is evident that to grow up professor takes 10 to 15 years and this process is hardly to be imagined as a mass production. These signals of inertia stimulated industry to be more involved in the process of nuclear workforce development either through mechanism of training or through building up the portfolio of courses for universities illustrated by approaches given in Ref.6 and Ref.7, respectively. 122

123 Training is generally understood as a skill oriented application driven process, the skills (qualifications) being required by specific positions in the nuclear sector. In view of challenging demands of nuclear renaissance it is considered as a complementary to the university education, the last being referred to as knowledge-driven process oriented to maintaining completeness and continuity of competences across generations [8].The most profound example of training mechanism is ENEN III project [7] that aims at designing and implementing training on basic nuclear topics for non-nuclear engineers, construction challenges for generation III NPPs, design challenges for generation IV reactors. The project is starting in 2009 with ultimate goal to establish a common certificate (European Training Passport for continuous professional development) to be achieved within 3 years. There is another dimension of integration in the field of nuclear education that deals with regional specifics and specifics of the technology in supplier countries. In this particular it is worthwhile to refer recommendations of the International Workshop on Nuclear Safety and Security Education and Training in Countries Embarking on or Expanding Nuclear Programmes [9]. Among them there are some statements that unambiguously pursue organization of regional International Nuclear Education Centres based on common features of regional industrial and humanitarian culture. Two main ideas behind this trend are that supplier countries must support the creation of an adequate safety and security infrastructure, including human resources development and Education and Training, in the recipient countries and that safety and security cannot be entirely outsourced. Summarized in the following sections are some practices which Russian system of continuing education and training could offer to adequately meet the challenge of nuclear renaissance. 2. Brief on nuclear continuing education&training in Russia Russian System of Continuing Education& Training in nuclear sector has a long enough history that come back to the decree of the Council of Ministers in 1967 which, in compliance with the special decree of MinSredMash (the predecessor of ROSATOM), established Institute for Continuing Education&Training (CICET) in Obninsk. The choice for Obninsk was made due to some important infrastructure available there that time. It mainly relates to the First Nuclear Power Plant which was built in Obninsk in 1954, to the heart of Russian program on fast reactor development Institute of Physics and Power Engineering located in Obninsk and the branch of Moscow Engineering and Physics Institute (currently Technical University) opened there in This infrastructure combined with existing links with the enterprises of nuclear sector all through the former Soviet Union made a basis for CICET to become the leading organization to upgrade the skills and qualifications of nuclear managers. CICET has been playing this role until now. CICET possesses a Governmental License to provide professional re-education and qualification upgrade reconfirmed in 2005 and the right to issue and award governmentally proved educational certificates for trainees successfully passed through training programmes. Totally there have been developed 160 courses based on 72 hours training programmes. CICET is not the only institution engaged in training. The contribution of Balakovskaya NPP in implementing systematic approach to education&training and activity of VNIIAES (Russian Research Institute for NPPs operation) were rather essential. They made a start in Russia for development of full scale simulators in early 90s and implemented their experience in Smolensk and Novovoronesh Training Centres, the first being oriented to RBMK reactor type simulators and the second to VVER type. These Training Centres have been training instructors and managers for Russian NPPs and NPPs based on Russian type reactors built abroad and their experience is used now in establishing Training Centres in Iran, India, China in cooperation with and under expertise of the IAEA. On 31, May, 2004 by Decree No 473, Concern Rosenergoatom adopted the Guidance for Implementing Systematic Approach to Education and Training of NPP Personnel. This Guidance served as a basis for series of professional standards developed in CICET in particular Professional standard No : Professional training. Recommendation for implementing systematic 123

124 approach to education&training. This standard was implemented through the assistance of CICET in the enterprises of fuel cycle and nuclear defense complex. In 2009 in the framework of Basic Order Agreement with Battelle Memorial Institute and Pacific Northwest National Laboratory (USA) 3 groups (totally 30- trainees) of instructors in the Area of Nuclear Material Physical Protection, Control and Accounting were trained in CICET to systematic approach in education&training. 3. Response to priorities of capacity building In this section the recent experience gained in CICET on capacity building is given. There are three priorities identified for the countries embarking on nuclear power programmes: Introduction in nuclear technology for personnel of NPP contractors and subcontractors following the methodology written in Ref.10. In managers from civil engineering business of Republic of Tatarstan (Russian Federation) were trained in this particular area. Development of specialized courses for teaching staff of universities in the states which are potential recipients of Russian nuclear power technology. The idea behind this is that 72 hours of the licensed training program of CICET exactly suit to one semester of educational course in university (17 weeks with 2 hours of lecturing and 2 hours of practice a week). There were developed courses on Reactor physics; Reactor operation and control; Nuclear power plants; Nuclear safety; Safety issues of research reactors; Radiation shielding and environment protection. Traditional way of introducing nuclear university education is generally based on selecting students to be sent abroad to inviting the foreign professors to start courses in national universities. Training the university staff with generally high technical background appears to be more effective and reduces the risk of loosing the young professionals in the developed countries with more opportunities and generally higher living standards [11]. In 2009, CICET trained 15 professors and associates from Universities of Belorussia. Establishment of the international platform for discussing the issues of non-proliferation. The non-proliferation issue is one of the key issues to be solved for successful development of nuclear energy. This issue is especially important for the introduction of nuclear technologies to developing countries, because increase in nuclear energy generation is expected in these countries, according to the IAEA estimates. Starting from 2008 CICET hosts the International Workshop on Non- Proliferation on annual basis to discuss the recent trends in the development of proliferation resistance fuel cycles and to obtain an advice of the experts on the development of the curricula for the university courses focusing scientific foundation of non-proliferation [12,13]. It is worthwhile mentioning that so far there has been no developed curricular internationally recognized and accepted. The Workshop focuses the following points Essentials of advanced proliferation resistant fuel cycles; Implementation of legal and organizational support to increase proliferation resistance ; Best Practices in R&D for Developing Proliferation Resistant Fuel Cycles; Uranium fuels. Challenge of proliferation ; Simulation of proliferation resistant features; Advanced methods of monitoring and control; Development of University Courses for Non-Proliferation. 4. Conclusions The specific feature of the system of continuing education&training is a strong links with nuclear industry. This gives it an advantage of flexibility in reacting the changing educational demands and thus could be used as essential complementary factor in reforming the university educational 124

125 programmes based on professional standards. In addition to that the leading institutes of continuing education and training might play the role of regional International Centres for capacity building for the states embarking on nuclear programmes. Central Institute for Continuing Education&Training (Obninsk, Russian Federation) invites for cooperation scientific, engineering and university communities from the states potential recipients of Russian nuclear power technologies in the area of specialized professional training. ACKNOWLEDGEMENTS The authors would like to express their gratitude to Mr. Deffrenes (European Commission), Ms.Kusumi (ENEN), Mr.De Regge (ENEN) for fruitful cooperation and encouragement of CICET in entering ENEN; and sincere appreciation to Prof. G.Kessler (Karlsruhe Technical University, Germany), Prof.Masaki Saito (Tokyo Institute of Technology, Japan), Dr. D. Greneche (AREVA, France) for support in establishing in CICET International Workshop on Non-proliferation. Special thanks the authors would like to express to Mr.M.Lysenko, Director of Dpt. of International Cooperation (State Atomic Energy Corporation Rosatom ) for continuous interest and support of international initiatives of CICET. REFERENCES [1] ENEN: European Nuclear Education Network, [2] ANENT: Asian Network for Education in Nuclear Technology, [3] READINESS OF THE U.S. NUCLEAR FORCE FOR 21 CENTURY CHALLENGES, Report from APS Panel on Public Affairs, Committee on Energy and Environment, June 2008, [4] MUROGOV, V., STRIKHANOV, M., TULINOV, B., The role of the international integration of nuclear education, nuclear knowledge management and education in providing the basis for the future renaissance of nuclear energy, Intern.J. Nuclear Knowledge Management, 3 4 (2009) 341 [5] INTERNATIONAL ATOMIC ENERGY AGENCY Technical Meeting on the Role of the Universities in Preserving and Managing Nuclear Knowledge, Dec [6] SHOFELDER, C., ENEN III Euratom Fission Training Schemes (EFTS) in all areas of Nuclear Fission and Radiation Protection Proc. Post-FISA 2009 Workshop: Integration of nuclear education and training: common needs, EU vision and implementation instruments, Prague (2009) [7] BONNET, M., Skills renewal in Nuclear An industrialist's point of view, Proc. Post-FISA 2009 Workshop: Integration of nuclear education and training: common needs, EU vision and implementation instruments, Prague (2009) [8] VAN GOETHEM, G., Euratom Actions in fission and radiation protection :Towards a common nuclear safety culture through shared research and training, Proc. Post-FISA 2009 Workshop: Integration of nuclear education and training: common needs, EU vision and implementation instruments, Prague (2009) [9] International Workshop on Nuclear Safety and Security Education and Training in Countries Embarking on or Expanding Nuclear Programmes, Bologna, 8-9 October 2009 [10] INTERNATIONAL ATOMIC ENERGY AGENCY, Assuring the Competence of the Nuclear Power Plant Constructor Personnel,, IAEA-TECDOC-1232, Vienna (2001) [11] ARTISYUK, V., SELEZNEV, Yu., et al., Development of the qualification upgrade programmes in support of university nuclear engineering courses in Belarus, (Proc. Intern. Conf ATOMEXPO, Minsk, March, 2009) [12] International Workshop on Non-Proliferation of Nuclear Materials (Obninsk, Central Institute for Continuing Education&Training 29 September-3 October, 2008) [13] International Workshop on Non-Proliferation of Nuclear Materials (Obninsk, Central Institute for Continuing Education&Training 30 September-2 October, 2009). 125

126 IAEA-CN-179-IAP31 Job competence in nuclear industry: dictionary, job profile, using for NPP human resource management E.V. Volkov a, I.V.Volkova b, E.D. Chernetskaja a, I.V. Molchanova a a Science Research Centre Prognoz, Obninsk, Russian Federation edvolkov@gmail.com b Science Practical Centre Prognoz-Petersburg, Saint-Petersburg, Russian Federation Abstract. Profiles of job competencies which are requirements of job post to knowledge, skills and job relevant individual traits of worker and considered like unique language (mean) for human resources management, base for all staff business processes: personnel selection, assessment, training, career management, compensation, psychological support, safety culture enhancement. Presented article contains description of fulfilled research investigation on job competencies and obtained results: dictionary of job competencies, profiles of job competency for nuclear power plant job positions. 1. Introduction No doubts, correspondence between worker and job position requirements (professional skills, knowledge, individual job relevant psychological and physiological traits, readiness for performance) is a one of key condition for successful and reliable work performance. Obviously that exactness and fullness of the correspondence influence directly on so important indicators like health, duration of professional life, effective and reliable performance and many others. It is known for today there is compensatory mechanism of human organism, which allows individual to be effective and reliable during work performance at the expense of own internal reserves. So, the task on job position requirements development is most important. There is an axiom in psychological-engineering approach: using any instrument for the assessment of individual characteristic and the whole work with personnel becomes meaningless, aimless without existence of the objective requirements to the staff member, presented by job contents, its nature, job conditions, parameters of acceptability. Existence of the objective requirements allows to develop and use tools for many human resource management processes, for example: professional orientation, potential workforce preparation, job position expertise, development of job profiles and so on. 2. Conceptual model Workplace (business unit) is fundamental block of organizational and functional structure for each company. Like any object the workplace has many specific features and requirements to worker, depending on organization role. To manage these features and to fulfill personnel selection in accordance with these requirements ensure effective and successful work performance. Job post features and requirements; Job description: job position roles, psychogram, motivation potential; Job competences: technical and individual; 126

127 Professional activity effectiveness criteria. Job description Description of job post is a document containing workplace role (functions, tasks, actions), workplace requirements to worker (professional, business and individual traits). Job description is an result of job analysis procedure. Job analysis it is a practical method to investigate requirements for individual traits, psychological abilities, psychophysiological capacities of worker. The analysis envelops social, economic, historic, technical, technological, hygienic, psychological, physiological aspects of concrete professional activity. Job description consists from three parts: (1) Workplace role: output targets, production process, equipment, professional actions, production or services, production standards. (2) Working conditions: place in organization structure, work schedule, physical working conditions, social psychological conditions, motivation potential. (3) Psychogram set of individual job relevant traits (psychological and psychophysiological). It is some psychological etalon of workplace. A psychogram could include these following parameters of mental functions: operative memory, procedure memory, stability of attention, volume of attention, image thinking, technical thinking, thinking flexibility, movement coordination, communicativeness, leadership, teamwork and so on. Job competences Job competence is a stable basic trait of worker which impel the one to apprehend information, think and behave in certain manner when work and other situations, that provides high level of effectiveness and safe of professional activity. There are four types of basic traits: Motives; Psychological and psycho-physiological traits. Personal and physical characteristics and corresponding reactions on situation or information; Knowledge. An information which has possessed by the person in determined profound areas. The knowledge make the best forecast what person can do, rather then what he will do; Skills. It is person ability to perform certain physical or mental work. Competence model [1]. Each competence is presented by one or few scales. These scales are behavioral ones. Values of the competence maturity become apparent from one scale level to another with corresponding behavior patterns. Describing of the behavior scales is implemented in accordance with accepted language features of the branch of professional activity. Set of competences belonged to certain workplace is a competence profile. Job competence profile is presented by complex of knowledge, abilities, skills, value system, motivation, job relevant individual and psychophysiological traits, which are displayed in behavior and allow to perform job effectively and successfully for concrete workplace. 127

128 Professional activity effectiveness criteria. One should to differentiate professional activity effectiveness criteria (AEC) and key performance indicators (KPI). AEC is a set of basic requirements to job tasks performance and allows manager to evaluate effectiveness of professional activity of each worker for evaluation period as distinct from KPI which are developed for key job positions of an organization. 3. Investigation In limits of the investigation project was fulfilled these following steps: Job analysis for 150 job positions of NPP organizational structure; Development of individual competences dictionary; Development of competence models for 150 job positions of NPP organizational structure; Development of professional activity effectiveness criteria. Workers from five nuclear power plant (different reactor type) were used for the investigation as experts. The investigation has been fulfilled in accordance with well known methodology [2], which included implementation of following steps: interview (over 900), focus-group (over 105), survey (over 1600 respondents), analysis of appropriate job relevant documentation, national skill guides, table of fees. To provide the investigation with automatization special software tools have been developed. Duration of the investigation: March 2007 December Results Job competence profiles, job descriptions and, professional activity effectiveness criteria for almost 150 job positions, dictionary of individual competencies including over 45 ones, corresponding software to manage these data, list of methods to evaluate individual traits and competences. Let s consider the investigation outcome for job post Shift Manager of Reactor Division of as an example visual perception operative memory procedure memory attention stability attention selectivity notion manipulation reproductive thinking criticism analyticity commucativeness organizing skills leadership teamwork self-control potential of adoptation discipline, diligence responsibility decision making allegiance to organization achievement motivation cognitive motivation Psychogram (Fig.1). 128

129 SD OSF OOR OPR SI DM EKN RSP APO Competencies TW ATH INF DOC EQC DIL DIR PI Degree Competence profile (Fig 2). where, Abridgements Competence title 1 PI Interpersonal interaction 2 DIR Directiveness and control 3 DIL Diligence 4 EQC Equipment control 5 DOC Work with documentation 6 INF Informing 7 ATH Analytical thinking 8 TW Teamwork 9 APO Activity planning and organization 10 RSP Responsibility 11 EKN Equipment knowledge 12 DM Decision making 13 SI Information searching 14 OPR Operability 15 OOR Orientation on result 16 OSF Orientation on safety 17 SD Self-discipline 5. Conclusions In present time implementation of job evaluation method and re-engineering of human resource management processes based on results of the investigation are fulfilled in JSC Concern Rosenergoatom [3, 4]. Obtained results and further development could be shared for all nuclear facilities in Russian Federation and IAEA member countries. 129

130 REFERENCES [1] VOLKOVA I., DETERMINATION OF WORK COMPETENCE JSC CONCERN ROSENERGOATOM // Proceedings of the psychological service in the Atomic Energy and Industry. Book 3. Obninsk: SRC Prognoz, IG-Sotsin, 2007, 204 p [2] SPENCER L., SPENCER S.,COMPETENCE AT WORK., Moscow, HIPPO, 2005, 384 p. [3] ABRAMOVA V. ORGANIZATIONAL PSYCHOLOGY IN NPP. Obninsk State Technical University for Nuclear Power Engineering, 2008, 320 p. [4] AKSINANKO S., ABRAMOVA V. THE SUCCESS OF NPP PERSONNEL PROFESSIONAL ACTIVITY - CONCEPT// Proceedings of the psychological service in the Atomic Energy and Industry. Book 3. Obninsk: SRC Prognoz, IG-Sotsin, p. 130

131 IAEA-CN-179-IAP32 Human performance issues in Russian nuclear facilities E.V. Volkov, V.N. Abramova Science Research Centre Prognoz, Obninsk, Russian Federation Abstract. Presented article shows practical approaches providing human performance issues in Russian Federation nuclear facilities at that time period. Moreover, it gives information about process of human resource management system re-engineering, including development of human factor risk management system and knowledge management system in area of human resource management. 1. Backgrounds Methodology of human factor taking into account and human resource management, which are employed in Russian Federation nuclear industry, is based on system approach integrating anthropocentric, technical-technological and natural-scientific paradigms and these following basic theoretic concepts: theory of professionalism, activity theory, theory of information and conceptual activity model, concept of worker requirements, concept of professional rehabilitation, concept of job implementation design [1]. Methodological tools of engineer-psychological approach are: personnel selection, job evaluation, job analysis, social psychological monitoring, monitoring of job relevant individual traits, career guidance, ergonomic inspection, simulation training and so on. Mentioned above methods of engineer-psychological approach are used for: organizational structure development, organization culture development, human resource management, operation documents development and edition, root cause analysis, job analysis, professional activity design, ergonomic assessment of job environment. In order worker can perform job he must have readiness, skills and abilities, organizational possibility to do it. Let s consider some part of practical issues of human performance which have been introduced in Russian Federation nuclear industry. 2. Practical human performance issues 2.1. Safety culture enhancement on NPP A) Human errors analysis (reactive approach) Obninsk Science Research Centre Prognoz carries out providing and updates the database as subsystem of the corporation information system based on the results of the human errors psychological analysis. Human errors are classified into slips, mistakes and violations [2, 3]. The results of the psychological analysis of the accounting personnel errors for the period from 1999 to 2008 have shown that the tendency of the errors during the above period generally persists, that is, the number of mistakes is minimal, then by slips. Violations reach the maximum value. The analysis of the root causes of personnel errors has shown that slips are mostly due to the decrease fitness for duty. A main part of mistakes is defined by professional competence depend on organization structure. Violations are conditional on motivation (decrease safety culture, decrease level operation culture, 131

132 quality necessary measures) and organization factors. Since 2007 SRC Prognoz conducts psychological analysis of low level events. Root causes of these events are analogous accounting events, but some difference exists. Nowadays, it is important to analyze low level events. To prevent these events will promote decreasing number of events and enhancement of NPP operation safety [4, 5]. B) Safety culture SC) self-assessment (proactive approach) In 2009 method for SC self-assessment has been developed for NPPs of JSC Concern Rosenergoatom. Main goal of the method to enhance SC with involving NPP personnel to continuous process of critical analysis and improvement of both individual job performance and NPP operation. The method uses model of SC including following attributes: operation management, learning organization, responsibility distribution, commitment to SC, human resource management, management role, safety as a clearly recognized and shared value. Each SC attribute is presented by set of indicators, which could be measured by developed questionnaire, interview and focus-group. The SC self-assessment procedure has 2-years cycle and includes from these following stages: issue of administrative documents to provide self-assessment, information gathering (survey, interview, focusgroup), obtained data analysis, finding out of SC weak areas, development of corrective and preventing actions implantation plan, implementation of the plan, quality assurance of the procedure. C) Social psychological survey of NPP groups (proactive approach) During last 15 years survey of NPP groups on social psychological factors of work environment are executed, and beginning from 2000 on safety culture. One of questionnaire is devoted to investigation of organizational factors defined safety culture, another one social psychological aspects of safety culture improvement. Survey results are base to define main important ways to human resource management, are feedback after corrective action plan implementation for safety culture enhancement at all NPPs. The monitoring is fulfilled by using special questionnaires developed by SRC Prognoz in accordance with safety culture concept and list of organizational factors, obtained by IAEA and OECD experts. SRC Prognoz prepares annual reports on the monitoring results for senior managers of JSC Concern Rosenergoatom to managerial decision making in field of human resource management. D) Correction of worker intention to safety job implementation Goal of the method to define intention NPP worker to implement job safely and increasing personnel reliability. Essentials of the method: the method allow to estimate individual values and its hierarchy and get information how this values and hierarchy correspond to job context and define professional behavior. Basic assumptions of the method: staff member values system, its hierarchy and priorities are basic factor defining choice by personnel to one or another strategies of activity both in normal NPP work conditions, and in situations of the broken mode of the operation. Individuals could have different attitudes to values on conscious and unconscious levels. Since such value, causing inconsistent attitude of the personnel, can become the reason of completion to wrong action in case of self-control reduction on background negative functional and/or psychological condition, in situations of the conflict or in free-lance situation. The method of positive change of human values includes three main steps: Diagnostics of system of real value, latent motivation, psychological and social specific features NPP personnel. This factors influence on personnel reliability and safety; 132

133 Correction of NPP personnel human values and motivation in order to develop real commitment to safety culture; Training- in methods to define unconscious and barely conscious goals and value, the other`s latent motivation; training is more effective way of activity, interaction, decision making, in delegating powers, timing according to safety culture Shift control before work As known from human error analysis over 5-8% of root causes are errors defined by bad fitness for duty, health. In order to put barrier SRC Prognoz in collaboration with Kursk NPP have developed method for shift control of fitness for duty before work for operators. The procedure controls characteristic of central nervous system, arterial pressure, pulse, alcohol blood concentration. Characteristics of central nervous system, arterial pressure and pulse are measured with special software, alcohol blood concentration are checked by medical assistant. Ability of the method people (NPP shift) per minutes. Conditions of the procedure: two medical assistants, five computers, united in a network, equipment for blood pressure and pulse measuring. Pluses of the procedure: each worker who has gone through the control procedure is fit for duty, increase of self-control and motivation, data base of individual test norms is elaborated, feed back, gathered individual test norms are also base for scientific research. 3. Re-engineering of human resource management in JSC Concern Rosenergoatom In present time re-engineering of human resource management system of JSC Concern Rosenergoatom is executed. The activity is based on effective job performance concept, signing main stream to provide high level of safety culture and personnel reliability. In accordance with the concept there are three basic characteristics of professional successfulness: effective job performance, selfactualization of work potential, acknowledgement of worker achievements by manager and colleagues. Criteria for effective job performance: work goals achievements, worker competences realization and satisfaction to technological conditions and safety culture requirements, ratio between costs of worker energy, intellect, health, also production costs and work performance results and organizational profits. Work potential self-actualization criteria are realization and satisfaction of work achievement motivation, exactness of work effectiveness prognosis, and also correspondence between individual competences (job relevant individual traits, capacity for work, health, emotional and physical conditions and workplace requirements. Acknowledgement of worker achievements from external environment criteria are: biographic indicators of aggrandizement and individual growth, welfare got by worker, payment and intangible kinds of motivation. Re-engineering of human resource management system is executed mainly by using competences at work including individual (motivation, abilities, job relevant traits) and professional (knowledge, skills) ones. All these human resource management processes are filled with new content: personnel selection, evaluation, training, career management, motivation, psychological providing and social safety management. Of course for each level of human resource management system: strategic, administrative and operational. 4. Knowledge management (KM) in area of human resource management In present time SRC Prognoz realizes implementation plan on development of knowledge management system in human resource management area for JSC Concern Rosenergoatom, which includes these following main stages: knowledge audit, development of knowledge map, development of KM policy, strategy and tactics, knowledge portal creation, development of organizational support of the process an so on in accordance with IAEA recommendations [6,7]. 133

134 5. Human factor (HF) risk management system in nuclear industry Human factor risk management concept is developed during On base of one the system of HF risk management is developing. Main goals of the system are: protection NPP operation on negative influence of HF risks, based decision making in management, finance and other in area of human resource management with due account taken of HF risks, decreasing of NPP sensitiveness to crisis and reserves creation. In accordance with IAEA recommendation on risk management for nuclear facilities [8] these following steps are under consideration: Risk identification, measurement and evaluation, definition of acceptable tool to manage risk; Risk decreasing management planning; Implementation the plan of risk decreasing; Risk monitoring and feedback. The system will operate in following regimes: Usual regime (all components of organizational structure of HF risk management system operate in normal regime); Control regime (changing regime; when some measures on risk management are executed for one division of NPP); Emergency regime (changing regime; when some measures on risk management are executed for whole NPP); Adjustment regime (feedback on risk management results, procedures correction, correction of developed corrective and preventing measures, risk map edition). Basic methods of HF risk management are: risk identification methods, risk evaluation and monitoring on base of NPP HF risk map; human resource management process simulation; HF risk limitation by help of limit system; reserves creation (for unplanned actions, personnel training and so on); control and audit human resource management processes; organization of HF risk reporting system; HF risk minimization with quality improvement of human resource management system; programs of personnel motivation; keep enough finance to manage HF risk; insurance, transfer risk to third party. REFERENCES [1] S.A. DRUSHILOV, G.V. SUCHODOLSKY. ENGINEER PSYCHOLOGY OF PROFESSIONALIZM, Saint-Petersburg State University bulletin, Vol. 6, [2] T METHOD PSYCHOLOGICAL ANALYSIS OF HUMAN ERRORRS APPENDIX TO РД ЭО [3] REASON J., HUMAN ERROR, Cambridge University Press, Cambridge, [4] V. ABRAMOVA, ORGANIZATIONAL AND PSYCHOLOGICAL QUESTIONS OF SAFETY PROVIDING IN NUCLEAR INDUSTRY. Nuclear industry psychological service proceedings. Volume 2. Obninsk: SRC Prognoz, IG-SOCIN, [5] V. ABRAMOVA, O. GORDIENKO, J. ANDREEVA, M. ISKAKOVA, METHODICAL GUIDE EXPERT WORK TO ANALYZE HUMAN ERRORS. Nuclear industry psychological service proceedings. Volume 2. Obninsk: SRC Prognoz, IG-SOCIN, [6] KNOWLEDGE MANAGEMENT FOR NUCLEAR INDUSTRY ORGANIZATIONS, IAEA-TECDOC-1510, IAEA, Vienna, October [7] PLANNING AND EXECUTION OF KNOWLEDGE MANAGEMENT ASSIST MISSIONS FOR NUCLEAR ORGANIZATIONS, IAEA-TECDOC-1568, Vienna, May [8] RISK MANAGEMENT: A TOOL FOR IMPROVING NUCLEAR PLANT PERFORMANCE, IAEA-TECDOC-1209, Vienna. 134

135 IAEA-CN-179-IAP33 Development of educational programme in nuclear security at Tomsk Polytechnic University V. I. Boiko, M. E. Silaev Applied Physics and Engineering Department, Tomsk Polytechnic University (TPU), Tomsk, Russian Federation Abstract. Nuclear and radiation technologies are used extensively all over the world. The need for further development of such technologies is evident. One of the key conditions of the further existence and development of nuclear technologies is the protection of people s lives and health from possible incidents of malicious use of nuclear and radioactive materials. Thus, special attention should be paid to develop highly qualified experts in the area of nuclear security able to establish and maintain adequate nuclear security systems in their countries. One of the challenges of nuclear security education is that there is no implemented comprehensive educational programme in this field so far. Another challenge is that there are not so many universities capable to implement a comprehensive nuclear security programme. The Tomsk Polytechnic University is in the position to provide nuclear security education in full scale and in line with the IAEA guide on the Educational Programme in Nuclear Security. In 2008, TPU has launched an academic programme in nuclear security at the Department of Applied Physics and Engineering with the support of the IAEA Office of Nuclear Security. It is open to students from the Russian Federation as well as international students. Due the geographical position of Tomsk, it is expected that in the first instance Russian students and students from Asian countries might be interested in enrolling in this academic programme. 1. Introduction Nuclear and radiation technologies are used extensively all over the world. The need for further development of such technologies is evident. One of the key conditions of the further existence and development of nuclear technologies is the protection of people s lives and health from possible incidents of malicious use of nuclear and radioactive materials. It is necessary to create a special culture of nuclear materials handling that would guarantee long-term security during quantitative and qualitative growth of the nuclear industry. The maintenance and promotion of such culture should be entrusted to skilled professionals. Thus, special attention should be paid to developing highly qualified experts in the area of nuclear security who are able to establish and maintain adequate nuclear security systems in their countries. There are several challenges related with nuclear security. At the end of the last century terrorism was recognized as one of the major threats all around the world. It became much more powerful, organized and takes an international character. On the other hand, nuclear technologies penetrated through many fields of human activities. It is very hard to find any not using it. One bad trick was played by revolutionary growth of information technologies and other globalization processes. Many knowledge and sensitive information become available for everyone and could be found in simple internet recourses. So a design basis threat of malicious use for nuclear and radioactive materials seems much more realistic and heavier. 135

136 Secure management of different radioactive and nuclear material the same as sources of ionizing radiation is a very complicated business. It should cover and combine a lot of different institutions interested in and related to the security issues. They are nuclear enterprises, radioactive facilities, sources and devices users, nuclear authorities, police and military forces, customs, border forces, emergency, intelligence, legacy, politic. There should be sufficient interrelations between all these institutions. Moreover, nuclear security knowledge should to be spread among the people from the lowest level of simple users to the highest management and policy makers. Only such comprehensive approach to the nuclear security could guarantee a reliable result. The approach should be developed in every country on the base of international legislation. This enables to guarantee nuclear security on national and international level. Technical achievements, institutions, their interrelations and people form specific nuclear security culture. But a background of the culture is competent people. 2. Development of educational programme in nuclear security at Tomsk Polytechnic University Depending on national nuclear infrastructure, well trained people in certain areas of nuclear security are needed as well as specialists with a nuclear security specialization, and /or well educated experts with in-depth knowledge in all areas of nuclear security. A certain specialization and in-depth expertise can only be provided through higher education, while specific knowledge and skills in some areas of nuclear security can be provided during selected training activities offered by comprehensive nuclear security training programmes. University or particularized educational centers have to deal with dissemination of nuclear security knowledge. One of the challenges of nuclear security education is that there is no implemented comprehensive educational programme in this field so far. Most of existent programmes are certificate or do not cover all nuclear security issues. For instance, there are several ones in US and Russia but all of them concern with MPC&A and nonproliferation issues. In spite of clear definitions made by IAEA there is no final consensus even between academic and professional experts of different states about nuclear security terms and priorities. But thanks to IAEA efforts and with participation of experts from member states, A Guideline for a Master of Science and a Certificate Programme in Nuclear Security was developed. It reflects a comprehensive approach and best present practice as well as results of several years intensive work and agreements between high professionals. The Guideline will be published in early One of the most important advantages of the programme is its flexibility and opportunity to suit to the specific states needs. It is also a good source for further development of specialized certificate and training programmes. Educational programmes should be addressed to people interested in careers in all aspects of nuclear security working at different entities, such as e.g. regulatory authority, nuclear industry, Ministry of Justice and so on. Another challenge is that there are not so many universities capable to implement a comprehensive nuclear security programme. This derives from the fact that nuclear security is multidisciplinary. Courses of study belong to different areas never before unified. It means that a university should have the expertise to support teaching subjects from different fields of knowledge and that they should have appropriate experimental (laboratory and test benches) foundation and competent staffs. Both of the tasks will be hard to realize. There was no particularized nuclear security education before. So there was no approved school or experts for the subject. Competent staffs belong to different schools of thought, universities or activity categories. They need to be collected or trained. Experimental base of study process is expensive and has to be developed and maintained by skilled professionals. Above listed problems could be overcome by the way of invitation of external staffs and using the external laboratory capacities. But this is a possible way for temporal solutions of problems only. The Tomsk Polytechnic University (TPU) is in the position to provide nuclear security education in full scale and in line with the IAEA guide on the Educational Programme in Nuclear Security. There are several reasons forming a solid basis for providing education in the area of nuclear security in TPU. 136

137 First of all, it has a department for preparation of professionals (engineers and masters) for nuclear industry. Department has 60 years history. Its staffs are well-qualified and organized to an acting educational structure. They could be more or less easier turned to the relatively new sphere of teaching and trained if necessary. Second advantage is that TPU developed his own MPC&A Engineering Degree programme. It was launched in The U.S. Department of Energy (DOE), Pacific Northwest National Laboratory, and Los Alamos National Laboratory joined the development of the new educational program from More then 3 billions US $ were invested to this programme since the beginning time to now. They came from very different sources of funding. This programme is still in progress. Third TPU advantage is existence of Innovational Educational Center Nuclear technologies and nonproliferation (IEC-NTN). This center was launched in The purpose of the formation of the IEC-NTN is the advancement of scientific research and advanced training of elite specialists and professional teams in the sphere of atomic energy, nuclear fuel cycle, safe and secure handling of radioactive waste and irradiated nuclear fuel, and protection against and resistance to nuclear terrorism. Significant progress in the development of IEC-NTN was made during More than $1,700,000 of Russian governmental investment and more than $230,000 of foreign co-financing investment was raised for purposes of creating and equipping the IEC-NTN during that period. The main sponsors were the U.S. Department of Energy, the Swedish Radiation Safety Authority and the private Russian company Basic Element. As a result of significant funding twelve laboratories and lecture rooms were modernized during 2007 and In addition, eight new laboratories were created and equipped (more than 70 units of equipment were purchased). Three of them are directly relevant to nuclear security issues. They are the Laboratory of Physical and Chemical Methods of Analysis of Rare-Earth Elements (laboratory of destructive analysis), the Laboratory of Analysis of Nuclear and Radioactive Materials, the Laboratory of Physical Protection and Resistance to Nuclear Terrorism. Lectures and laboratory studies of the MPC&A specialty were moved to the IEC. Close relations between TPU and IAEA Office of Nuclear Security exist since Two IAEA workshops in Nuclear Security Culture and Sub-Regional Training Course on Physical Protection of Research Nuclear Reactors were hosted by TPU in 2008 and 2009 with IAEA support. In 2009, TPU has launched an academic programme named by Nuclear Control and Regulation in nuclear security at the Department of Applied Physics and Engineering with the support of the IAEA that has been accredited by the national competent authority. The programme is addressed to students and specialists working at the competent authorities for nuclear security and other institutions or organizations responsible for nuclear security in a country. It is open to students from the Russian Federation as well as international students. Due the geographical position of Tomsk, it is expected that in the first instance Russian students and students from Asian countries might be interested in enrolling in this academic programme. The programme is in the process of creation now. There are a lot of difficulties. Most of them related with absence of teaching materials covered IAEA Educational Programme in Nuclear Security. There are no sufficient text books, laboratory manuals and other teaching materials. Therefore a current curriculum and lectures contents more deal with MPC&A and non-proliferation issues. Teaching materials becoming to courses from IAEA educational programme should be developed and approved by the international expertise. It will take a time. The courses will be inserted in to the teaching process in TPU (even draft versions) at once with their appearance. Technical and laboratory bases of education process in TPU also have to be changed. Most of the works were planed for Conclusion After a full scale implementation of Educational Programme in Nuclear Security TPU will be able to develop certificate and training programmes. A further evolution of the comprehensive educational programmes and their technical base enable TPU to become a regional center in development of human resource in nuclear security. 137

138 REFERENCES [1] Vladimir I.Boiko, Dmitry G., Maxim E. Silaev, Cristen L. Duncan, Cynthia L. Heinberg, Mark H. Killinger, Kent O. Goodey, Gilbert W. Butler Development in the Nuclear Safegard and Security Engineering Degree Program at Tomsk Polytechnic University // Institute of nuclear Materials management, 50th Annual Meeting JW Marriott Starr Pass Resort, Tucson, AZ USA p.126. [2] Andrea Braunegger-Guelich, Vladimir Rukhlo, Miroslav Gregoric, Peter Colgan, Peter Paul De Regge, Ryoko Kusumi, Maxim Silaev Educational programme in nuclear security / Paper, #ISBN th International Conference on Education and Training in Radiological Protection, 8-12 November 2009, Lisbon, Portugal. 138

139 IAEA-CN-179-IAP34 Nuclear security education and training at Naif Arab University for security sciences A. K. Fataftah Naif Arab University for Security Sciences, Saudi Arabia Abstract. Naif Arab University for Security Sciences (NAUSS) was established in 1978 as an Arab institution specialized in security sciences with the ultimate goals of promoting studies and research in different security areas, expounding of Islamic criminal laws, upgrading the professional skills of the Arab personnel working at the field of crime prevention and control, and to establish and develop international cooperation with non-arab scientific and academic institutions for the exchange of expertise and information. NAUSS designed special curricula and professional training programs to identify, prevent and combat terrorism. Apart from the academic activates at NAUSS, special attention is given to enhance the public awareness about the evil act of terrorism through organizing open lectures, seminars and other mass media channels. The IAEA and thought its office of nuclear security approached NAUSS, as a leader in security sciences in the Arab world, to form a partnership aiming at combating nuclear terrorism through conducting training and education programs in nuclear security. NAUSS and IAEA organized training courses and workshops aimed for the development and consensus view of the need for improved nuclear security in the region. NAUSS and IAEA drafted a work plan which should lead into the gradual implementation of nuclear security educational programs at NAUSS. 1. Introduction Naif Arab University for Security Sciences (NAUSS) was established in 1978 as an Arab institution specialized in security sciences to fulfill the needs of the Arab law enforcement agencies for an academic institution that promotes research in security sciences, offers graduate education programs and conduct short-term training courses, which should contribute to the prevention and control of crimes in the Arab world. NAUSS is a regional organization providing education and training in all security disciplines to students from all the 22 Arab countries. NAUSS is operated by its Higher Council which is reporting directly to the Council of Arab Ministers of Interiors (CAMI). HRH Prince Naif Bin Abdul Aziz, the second deputy of the Prime Minister and Minister of interior at the Saudi Arabia, is the chairman of the university Higher Council. 2. Efforts of NAUSS in combating terrorism Terrorism is a global phenomenon endangering the geopolitical and socioeconomic stability of many peaceful countries all over the world. The crucial contribution of educational institutions in confronting terrorism is parallel to the role played by security apparatus in its combat. This confirms the central role of universities, institutions of academic and professional training, security research organizations and sanctuaries of worship in the over all confrontation against terrorism. Unique among these universities is NAUSS which has made tremendous contributions to fight against crime and terrorism through its academic endeavors. NAUSS designed special curricula and professional training programs to identify, prevent and combat terrorism. Apart from the academic activates at NAUSS, special attention is given to enhance the public awareness about the evil act of terrorism through organizing open lectures, seminars and other mass media channels. Terrorism is a very old phenomenon, which maintain the same meaning all of these years, but has improved by the tools which starts with knifes and swords and now by chemical and nuclear bombs 139

140 and even with civilian airplanes. After the tragic evens of September 11, 2001, there has been an increasing concern among the international community concerning the use of nuclear and radioactive sources in malicious acts, and that is what is known as nuclear terrorism. This has encouraged the International Atomic energy Agency (IAEA) to develop and engaged in a series of activities for the protection and prevention against nuclear terrorism. These activities are coordinated through the agency s Office of Nuclear Security. 3. The relations of NAUSS with the IAEA (Practical Arrangement) The IAEA and thought its office of nuclear security approached NAUSS, as a leader in security sciences in the Arab world, to form a partnership aiming at combating nuclear terrorism through conducting training and education programs in nuclear security. In order to enhance cooperation and exchange of experience and information between NAUSS and the IAEA, and in order to promote nuclear security as well as programs and research relating thereto, with a view to NAUSS becoming a regional resource, training and educational center on nuclear security, NAUSS and the IAEA signed a practical arrangement agreement. The agreement calls for: Promote institutional exchanges by inviting scholars and delegates; Organize Symposia, conferences, meetings and training on relevant issues; Exchange information pertaining to developments in the areas of mutual concern in our respective institutions; Carry out other joint programs and activities of cooperation as may be agreed upon by the parties. 4. Nuclear security activities at NAUSS As a result of this agreement, NAUSS and the IAEA organized the first workshop on nuclear security on November, 2006, which aimed for the development and consensus view of the need for improved nuclear security in the region and to explore and improve the nuclear security culture awareness through the definitions of the nuclear security main pillars, Prevention, Detection and Response. The workshop was attended by more that seventy participants of law enforcement background from many Arab countries. Also NAUSS participated in the yearly nuclear security seminar organized by the IAEA in collaboration with United States government at Argonne national laboratory, and presented a paper on the forensic analysis of explosives as related to the development of Radioactive Dispersal Devices (RDD). In addition, NAUSS and IAEA organized a very important training course on April of 2008 on combating nuclear terrorism titled Protection against nuclear terrorism: Protection of radioactive sources. More than sixty five participants attended the training course from ministries of interior, justice and health from most of the Arab countries. In May, 2009, the IAEA and NAUSS organized a workshop on Implementing Legislations in Nuclear Security for the members of League of Arab States at the IAEA headquarters in Vienna. This workshop was followed in June 2009 by another regional workshop on combating nuclear malicious acts at major public events, and was held at NAUSS campus in Riyadh. Last November, NAUSS participated in the International workshop on Introduction to Radiological crime Scene and Nuclear Forensic, which was organized by the IAEA and the Canadian Police College in Ottawa, Canada. 5. Nuclear security education at NAUSS In the past years, IAEA has put tremendous efforts to develop an education program in nuclear security, which may lead into Master s degree in nuclear security, where NAUSS helped in this project through the participation in the IAEA organized consultancy and technical meetings for the development of this program along with many other academic, security and law enfacement experts and lawyers from many different institution in the world. NAUSS is very much interested in the implementation of these educational programs through its offered academic security sciences graduate programs. For this purpose NAUSS and IAEA drafted a work plan for the next coming two years which should lead into the gradual implementation of these educational programs at NAUSS. 140

141 NAUSS started with the incorporation of an introductory course in nuclear security into the existing gradate studies security sciences program at the police sciences department of the college of gradate studies for all its Masters students. The course is being implemented this semester for 15 Masters Students, and so far being very successful and interesting. In a next step the plan calls for the development of a one-year diploma program in nuclear security, which hopefully will lead into the establishment of a full Master s degree in nuclear security. NAUSS and the IAEA are now working together to select the suitable course and teaching materials. In the other hand, NAUSS has signed a Memorandum of Understanding with the International Foundation for safe and secure Energy Technologies, in order to get the needed technical and financial support to establish the necessary nuclear security laboratories needed for the practical part of the diploma, namely: nuclear physics and radiation protection; physical protection systems and equipment, and radiation detection equipment at borders. NAUSS also continues to participate in several local conferences and symposiums related to the peaceful application of nuclear power in the gulf region, and the need for a human resources development programs to fulfill the scientific and security needs which will arise from building nuclear power plants. NAUSS participated in the International Symposium on the Peaceful Application of Nuclear Technology in the GCC countries, organized by King Abdulaziz University in the city of Jeddah, Saudi Arabia. Also NAUSS participated in the Annual Energy Conference (Nuclear Energy in the Gulf organized by the Emirates Center for Strategic Studies and research, held at the city of Abu Dhabi, United Arab Emirates. 141

142 IAEA-CN-179-IAP35 Demonstration of multimedia course on Nuclear Reactors Physics for education and training J. Dies, F. Puig Nuclear Engineering Research Group (NERG), Department of Physics and Nuclear Engineering (DFEN), School of Engineering of Barcelona (ETSEIB), Technical University of Catalonia (UPC), Barcelona, Spain Abstract. The paper present an exemple of measures that have been found to be effective in the development of innovative educational and training technology. A multimedia course on nuclear reactor physics is presented. This material has been used for courses at master level at the universities; training for engineers at nuclear power plant as modular 2 weeks course; and training operators of nuclear power plant. The multimedia has about 785 slides and the text is in English, Spanish and French. In order to improve the quality in nuclear engineering education and training programs a Multimedia on Nuclear Reactor Physics is being developed since The teacher uses the multimedia during his lectures and students use it at home to study this course. This multimedia has been used in Nuclear Reactor Physics course for: 1. Engineers in Master of Nuclear Engineering at Technical University of Catalonia, Barcelona; 2. Training for engineers, chemistries, informatics, etc., at Nuclear Power Plant, modular course 2 weeks; 3. Training Operators of Nuclear Power Plants. When the multimedia is used for proposals 2 and 3, it is useful to escape the chapters 5 and 6. During this period several institutions have sponsored this activity: IAEA, NERG, Tecnatom, and ENEN-EU. Thanks to this support the scope of the multimedia has increased, number of chapters and languages. Nowadays, this multimedia has about 785 slides and the text is in English, Spanish and French. The same CD-ROM has the three languages. The user chooses the language that they want. The figures, animations, tables and equations are the same in the three languages English, Spanish, and French; the only difference is the text language. The multimedia has the following content: 1. Introduction to the Nuclear Energy: Nuclear reactor operation principle, Historical introduction and current situation of the fission nuclear energy profit. (159 slides). 142

143 2. Neutron interaction: Reactions types. Cross sections according to the energy, Neutron scattering, Moderation power and reason, Westcott factors. (84 slides). 3. Fission process in a nuclear reactor: Fission reaction, Conversion and reproduction, Fission energy, Nuclear reactor power, Fuel consumption, fission products. (65 slides). 4. Neutron multiplication in a nuclear reactor: The multiplication factor, The four and six factors formula, Critical mass. (52 slides) 5. Neutron balance in a material medium: Neutron transport theory, Transport equation solutions, Neutron diffusion theory, Fick s law, Validity conditions, Physical interpretation, Limit Conditions. (45 slides) 6. Criticality in multiplier medium: Multiplication coefficient, Criticality of the bare homogeneous reactor, Criticality calculation by using of the multigroup model, Criticality determination with reflector. (29 slides) 7. Reactor kinetics: Delayed and non delayed neutrons, Reactivity equation for six delayed neutron groups, Small reactivities, Flux evolution. (95 slides) 8. Control rod effect: Control-rod Worth, Differential and integral value. (64 slides). 9. Soluble poisons: Reactivity effect calculation. (13 slides) 10. Burnable poisons: Location, Reactivity effect calculation. (18 slides) 11. Reactivity temperature effects: Feedback coefficients, Stability, Fuel temperature coefficient, Moderator temperature coefficient. (51 slides) 12. Fission products poisoning: Dead Time, Xenon space oscillations, Samarium effects. (53 slides) 13. Neutron Sources: Intrinsic and external sources, Sub critical multiplication, Bending curves. (58 slides) An agreement with the IAEA has achieved in order to distribute the Multimedia world scope, for non commercial proposes, like universities. The multimedia has been presented in the Asian Network for Education in Nuclear Technology (ANENT) and in Latin America Network for Education in Nuclear Technology (LANENT) (actually in creation process). And agreement with Xinexus-nuclear has been achieved in order to distribute the Multimedia on Nuclear Reactor Physics (English, Spanish, and French) world scope. Some slides of the multimedia: 143

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146 IAEA-CN-179-IAP82 Preserving and transferring knowledge in NPP instrumentation and control systems M. Yastrebenetsky State Scientific Technical Center on Nuclear and Radiation Safety (SSTC NRS), Kharkov, Ukraine Abstract. Instrumentation and control systems (I&C) are the most changeable part of NPP because quick progress of information technology and element base. Therefore problem of transferring (as preserving) knowledge in this area is especially actual. The paper contains description of the following means for this aim, which have undertaken in Ukraine: issue of two monographs devoted I&C (one of them is used as textbook for students); elaboration of knowledge base related to I&C; holding of the permanent scientific-technical conferences Instrumentation and Control Systems: Safety Aspects, organized by Ukrainian Regulatory Authority and SSTC NRS; issue of the sets of publications about I&C in the journal, edited by SSTC NRS; holding of the meetings I&C specialists from all NPP s for training of new technique in factories and NPP sites. Author of this paper has point of view to this problem from two positions: as a head of I&C department of SSTC NRS technical support organization of Ukrainian Regulatory Authority and as a professor of technical university. 1. Introduction Instrumentation and control systems (I&C) are the most changeable part of NPP because quick progress of information technology and element base. For example, technological process of WWER reactor practically wasn t changed for the last 30 years. But generations of I&C substitute one other: from analogue (wire logic) systems to computer systems with microprocessors, and then to computer systems with complex electronic devices (e.g. FPGA), etc. These changes took place not only for new units, but for modernization existed units too, practically in all countries. IAEA undertook essential effort for nuclear knowledge management, to assists Member States in preserving nuclear experience and competence needed for effective and safe use of nuclear energy; to promote the network of institution for nuclear education and training. Examples of these are [1] and [2], related to wide range of problems in nuclear industry. Now IAEA Technical Working Group on NPP Control and Instrumentation elaborates new document, related specially to I&C: Core Knowledge on Instrumentation and Control Systems in Nuclear Power Plants [3]. The means which are described below add to IAEA activity and describe Ukrainian experience of preserving and transferring knowledge in NPP I&C. Some peculiarities of Ukraine in NPP I&C problems: Ukraine has 15 WWER units, the age of the oldest units close to 30 years; the youngest units WWER-1000 started in 2004; Design of two new units WWER-1000 began; construction of them will be ended during next 5-7 years; 146

147 Heritage of Ukraine from USSR was big organizations who designed before control systems for military aims (rockets, missiles, etc.); some of them as results of conversion are producing NPP I&C now; Ukrainian companies fullfill modernization of NPP I&C by own forces and exports I&C to many foreign countries (Russia, Bulgaria, Armenia, India, etc.). Ukrainian regulatory requirements to NPP I&C harmonized with international requirements (IAEA, IEC, ISO). Education of I&C engineers for nuclear industry (bachelor s degree, specialist, master s degree) is fulfilled by some Ukrainian polytechnical university. There are special departments Automation of technological processes at Energy institute or Energy faculty, departments of Nuclear energy of these universities. Besides polytechnical university, there is special nuclear university Sebastopol university of nuclear energy and industry. Number of engineers which graduated these universities satisfied requirements of Ukrainian NPP now. But the problems in Ukraine (as at the other countries) is ageing and retirement of high level specialists, and necessity of specialists for new units which are under construction. 2. Sets of articles in Journal Nuclear and Radiation Safety Scientific Technical Journal Nuclear and Radiation Safety is published in Ukraine by SSTC NRS from These journals were distributed for all Ukrainian NPP, for designers, produsers of I&C NPP, for scientists and regulators. This journal issued some sets of articles, devoted to I&C. First of them had common subtitle NPP Instrumentation and Control Systems Safety Standardization and Assessment, published in and contains 9 articles: 1. Objects, aim and tasks; 2. Regulation principles; 3. Principles of life extension; 4. Common principles of evaluation; 5. Regulatory requirements to I&C; 6. Regulatory requirements to hardware; 7. Regulatory requirements to software; 8. Automatic control algorithms assessment; 9. Procedures of assessment and their information support. The next set of articles described new systems designed by Ukrainian companies (reactor control systems, neutron flux monitoring system, turbine hall control system, computer information system, fuel-handling machine control systems, etc.) or by foreign companies together with Ukrainian companies, e.g. SPDS). In addition, there were special issues of this journal, devoted to International Conference NPP I&C: safety aspects, which took place in Ukraine (see 5). 3. Monographics The book Nuclear Power Plant Safety: Instrumentation and Control Systems [4] was issued in The book contains 4 parts, 16 chapters and 3 supplements. The names of chapters are as following: 1 Common information about NPP I&C 2 Common information about NPP safety 3 NPP I&C standard base 4 System approaches to NPP I&C safety 147

148 5 NPP I&C safety classification 6 Requirements to I&C 7 Requirements to I&C hardware 8 Requirements to I&C software 9 Requirements to hardware-software complexes 10 Documents that substitute safety of NPP I&C 11 Evaluation of safety expert analysis 12 Evaluation of the fulfillment of software requirements 13 Evaluation of possibility of life extension Examples of I&C safety evaluation (computer information systems, SPDS, turbine regulators) The half of copies of this book had free distribution among Ukrainian universities and NPP s; now this book is used as a textbook for students of technical universities. It should be noted that supplement 3 which contained information information about NPP I&C software assessment and description of software instrumentation tools was used directly for training of students in computer classes. This book was translated in English by US NRS in The next book NPP Safety: Reactor Control and Protection Systems [5] continues previous one. This book describes existed at Ukrainian NPP s and new modernized I&C systems designed by Ukrainian companies (neutron flux monitor systems, protection systems, etc.) for WWER reactors. As difference to [4], new book prepared in paper and (in broadened variant) in CD for distribution. 4. Knowledge base about NPP I&C Knowledge base, designed by SSTC NRS, contains the set of the bases [6]: Base 1 Standards Base 2 Regulatory requirements to I&C systems (Ukrainian, IAEA, IEC, Russian, Germany, USA, etc.) and their comparizon Base 3 Terms and definitions (in English and Russian) Base 4 List of devices used in I&C systems of Ukrainian NPP Base 5 Documentation of designers about NPP I&C systems Base 6 Documentation of NPP related to I&C systems Base 7 Methodics of NPP I&C safety evaluation Base 8 Expert review on NPP I&C safety Base 9 Scientific technical reports fullfilled by SSTC NRS Base 10 Electronic books and articles about NPP I&C Base 11 Information about Ukrainian NPP safety violations because I&C systems The main aim of the knowledge base was support of regulatory actibity (e.g., for safety expert review preparation) in area of NPP I&C. But some part of this base are using now by other Ukrainian companies for improving NPP I&C design or operation. For example, Base 1 contains more than 1000 standards and organized by following principles: Field of activity of the standards: International a) IAEA b) IEC c) ISO d) CENELEC, etc. Ukrainian a) Regulations (issued by Ukrainian Regulatory Authority) b) State Standards c) Standards of operators, etc. Foreign countries a) Russia 148

149 b) USA c) Germany, etc. The object of examination: standards that pertain directly (and only) to instrumentation and control systems of NPP and/or their components; standards on NPP safety that pertain to different systems and components of NPP, including NPP I&C systems; standards on general industrial (used in different branches of industry) instrumentation and control systems and their components; standards of a general engineering nature that are important for NPP I&C and their components ( safety in different industies, reliability, diagnostics, testing, software engineering, electromagnetic compatibility, quality assurance, etc.). Some of the bases has limited distribution (e.g. information about expert reviews this base contains 700 safety expert reviews about all NPP I&C systems implemented at Ukrainian NPP during last 10 years, documentation about elimination of criticism of experts; the reviews covered all stages of I&C life cycle). 5. International conferences NPP I&C: safety aspects International scientific technical conferences NPP I&C: safety aspects hold in Ukraine every two years, beginning from These conferences gathered specialists of NPP I&C from Ukraine, Russia, USA, Germany and many other countries: employees of NPP, regulators, designers, scientists, university professors, etc. Problems discussed during the conference are the following: New and modernized NPP I&C; Methods and results of digital NPP I&C safety and reliability assurance; New Ukrainian and international standards on NPP I&C; I&C designed by Ukrainian developers for NPP from other countries; Professional education on NPP I&C specialists. The last problem deserves special mention. There were separate section at the last meetings, where the most of participants were university professors from different cities. Discussion on this section was very sharp that help to prepare a lot of propositions for approaching education process to practical needs. REFERENCES [1] INTERNATIONAL ATOMIC ENERGY AGENCY, Development of Knowledge Portals for Nuclear Power Plants. NG-T-6.2, IAEA, Vienna (2009). [2] INTERNATIONAL ATOMIC ENERGY AGENCY, Knowledge Management for Nuclear Industry Operating Organizations, IAEA-TECDOC IAEA, Vienna (2006). [3] INTERNATIONAL ATOMIC ENERGY AGENCY, Core Knowledge on Instrumentation and Control Systems in Nuclear Power Plants. IAEA, Vienna (in preparation). [4] Yastrebenetsky M., et al., Nuclear Power Plant Safety: Instrumentation and Control Systems, Kiev, Technika, 2004, 472p. [5] Yastrebenetsky M., et al., Nuclear Power Plant Safety: Reactor Control and Protection Systems, Kiev, Osnova, 2010 (in preparation). [6] Yastrebenetsky M., Klevtsov A. Perspectives of developing and using of knowledge base or NPP s I&C for expert activity support : Proceeding of the International Conference on Knowledge Management in Nuclear Facilities. Austria, Vienna: IAEA,

150 IAEA-CN-179-IAP81 Human resource modelling for nuclear power programmes K. Kern, S. Scott, D. Keselman, C. Dale Los Alamos National Laboratories, Los Alamos, Nex Mexico, USA Abstract. A model of a nuclear power program has been developed to investigate factors related to workforce development and sustainment. The model can be applied to an established nuclear power program or a new nuclear power program. In addition, application of the model to global nuclear power expansion is being developed in order to examine global workforce and training issues. The model reflects the workforce for construction and operation of nuclear power plants, the regulatory body, and the NEPIO for new programs. The model allows investigation of impacts to the workforce and educational pipeline by many factors and decisions related to nuclear power program development including timing issues, workforce training and retention, and outsourcing options. This presentation will include a live demonstration of the model. 150

151 Session 4: Role of industry vendor and operator responsibility for education and training to fill the need for a competent workforce over the life cycle of nuclear power plants and other fuel cycle facilities The speakers invited for this session will provide experiences, lessons learned and plans regarding how industry develops and maintains the human resources needed to support the safe and sustainable introduction and expansion of nuclear power programmes. The areas to be emphasized will include industry s roles and responsibilities regarding recruitment, selection, training, qualification and retention of human resources to support nuclear power programmes. Emphasis will be on how these organizations ensure that their personnel reach and maintain the high standards that are unique to the nuclear industry, their approaches to attracting and retaining a suitable workforce, and the partnerships they maintain with government, suppliers, educational institutes and other organizations. 151

152 IAEA-CN-179-IAP36 Training for effective medical response to reactor emergencies in Belarus A. Nikalayenka SE «Republican Scientific Practical Center of Hygiene», Minsk, Belarus Abstract. Development and implementation of the training programs for preparedness and response to nuclear and radiological emergencies is an essential part for developing a national infrastructure in Belarus in light of the current plans to build a first nuclear power plant in the country. The Training Programmes for medical response to nuclear and radiological emergencies were recently developed based on international documents and guidance. The program incorporates lessons learned from response to the accident at the Chernobyl NPP.These programmes include lectures, work sessions, drills, table top and field exercises and learning tools, including relevant software. They cover training of first responders, physicians responding at the pre-hospital and hospital levels and public health specialists (hygienists). 1. Introduction The system of training for the emergency preparedness and response in the Republic of Belarus has been developed since The development of the system started under the regional IAEA TC project in the area of emergency preparedness and response launched in The need for such training system was revealed by the Chernobyl accident, from which Belarus has experienced radiological and non radiological consequences. It is constantly being updated taking into account the international guidance and lessons learned from exercises and response to emergencies. The international recommendations are adopted for the national needs; hence the system of training for the emergency preparedness and response in Belarus is customized for the national purpose. The Training Programmes for preparedness and response to nuclear and radiological emergencies is based on following international documents and guidance: Requirements GS-R-2, Safety Guide GS-G- 2.1, EPR-Method, 2003, EPR-Medical, 2005, EPR-Exercise, 2005, EPR-First Responders, 2006, Emergency Notification and Assistance Technical Operations Manual EPR-ENATOM (2007) and several relevant IAEA TECDOCs. 2. Recent developments Update and efficient implementation of the training programs for preparedness and response to nuclear and radiological emergencies is an essential part for developing a national infrastructure in Belarus in light of the current plans to build a first nuclear power plant in the country. Updating the training programe for preparedness and response should take account of the unique experience gathered in Belarus while mitigating and eliminating the consequences of the Chernobyl accident. Now Belarusian training System is based on State program of staff training for nuclear power of the Republic of Belarus for (Government regulation ), which provides for Introduction of new major subjects in higher education instructions of Belarus for students, postgraduate students and future potential NPP personnel. The training program for medical preparedness and response to nuclear and radiological emergencies aims to teach relevant personnel on how to implement effective medical response. The 152

153 role of the medical personnel in an emergency is to save lives and perform required emergency medical procedures; to treat radiation injuries and injuries resulting from an emergency situation; and to perform required public health actions, including public advice, counseling and long term medical follow-up. Actions of medical response need to be in line with the goals of emergency response. We emphasize following aspects of the Medical Response. The medical responders at the emergency scene promptly address the immediate medical consequences (critical first aid). Life-saving medical first aid is given priority over decontamination. Field triage is performed appropriately based on medical needs, contamination and potential overexposure. Critical patients are promptly transferred to the appropriate hospitals while minimizing, to the extent possible, the spread of contamination. Patient transport is performed safely using appropriate equipment. Patient care during transport is adequate. Effective initial and subsequent medical management of symptomatic, asymptomatic, externally contaminated, and internally contaminated patients is provided. Training programmes cannot be developed in a vacuum. They need to be placed in an organization context and then designed with the specific training needs of the targeted personnel. Hence, the Systematic Approach to Training is used as a basic principle in developing and implementation of the training programes. The basic principle of Systematic Approach to Training is to identify specifically what one wants to achieve with the training programme, and then to work backwards to develop the appropriate material. This makes for a focused and effective approach. The focus is on the specific skills and knowledge required to perform a function. In Belarus there are already developed and implemented training courses. There is a system of education which consists from the several stages. The medical students are trained in the medical universities, then physicians, hygienists and epidemiologists have advanced training courses or retraining in the Medical Academy of Postgraduate Education in Minsk and/or in the centres on preparation, retraining and improvement of professional skill. Nurses are trained in the specialized medical colleges and the retrained in the centres of retraining of improvement of professional skill for nurses. All these trainings are done under the Ministry of Health. While strengthening and updating the training system for preparedness and response it is necessary to consider already existing training system for doctors and nurses and to elaborate on it content and structure. Our emergency medical response training includes various types of exercises. Exercise represents any practical implementation of response plans and procedures in a simulated situation. This includes drills, tabletop exercises, partial and full-scale exercises as well as field exercises. The preparation and conduct of each of listed type varies in complexity, scope and objectives. This is a breakdown of the responsibilities of the exercise management committee, which shows schematically steps in the exercise preparation process: 153

154 Allocation of responsibilities. Developing the exercise specifications. Developing the exercise evaluation criteria. Developing the guide for controllers and evaluators. Developing the guide for players. Managing the process. Selecting the scenario development team and assigning all major functional responsibilities within the exercise preparation organization. Exercise frequency depends on the exercise type and specific objectives. The frequency of an integrated exercise should be determined based on: The necessity to change major portions of the emergency plan; The turnover rate of key personnel (e.g. senior off-site services staff, government staff or the operating organization s senior staff); The degree of normal contact between the major response organizations; The type and frequency of partial exercises; The need to maintain training; and The degree of success observed in previous exercises. Emergency medical response training is essential part of a national safety program. For effective medical response the training courses should be regular, include different type of exercises for all response participants. It is also necessary to consider experience received at liquidation of consequences of the Chernobyl accidents. 3. Conclusion Well-trained human resources are one of the key elements for planning and implementing sustainable nuclear programmes. Emergency response personnel and medical responders represent an important component of the human resources being trained. Continuous efforts are needed to establish an effective program for training as well as for the development and transfer of knowledge within this group. REFERENCES [1] INTERNATIONAL ATOMIC ENERGY AGENCY, Preparedness and Response for a Nuclear or Radiological Emergency, Requirements, SAFETY STANDARDS SERIES GS-R-2, IAEA, Vienna (2003). [2] INTERNATIONAL ATOMIC ENERGY AGENCY, Arrangements for preparedness for a Nuclear or Radiological Emergency, Safety Guide, SAFETY STANDARDS SERIES GS- R-2.1, IAEA, Vienna (2007). 154

155 [3] INTERNATIONAL ATOMIC ENERGY AGENCY, Method for developing arrangements for response to a nuclear or radiological emergency, EPR-METHOD, IAEA, Vienna (2003). [4] INTERNATIONAL ATOMIC ENERGY AGENCY, Generic procedures for medical response during a nuclear or radiological emergency, EPR-Medical, IAEA, Vienna (2005). [5] INTERNATIONAL ATOMIC ENERGY AGENCY, Preparation, Conduct and Evaluation of Exercises to Test Preparedness for a Nuclear or Radiological Emergency, EPR- EXERCISE, IAEA, Vienna (2005). [6] INTERNATIONAL ATOMIC ENERGY AGENCY, Emergency Notification and Assistance Technical Operations Manual, EPR-ENATOM, IAEA, Vienna (2007). 155

156 IAEA-CN-179-IAP37 Development of effective relationships among suppliers and nuclear training organizations Practical experience from KNPP Full-Scope Simulator Upgrade Project L. Pironkov a, Y. Dinkov b a Training Center, Kozloduy NPP plc, Bulgaria LIPironkov@npp.bg b Risk Engineering Ltd, Sofia, Bulgaria Abstract. The aim of the discussed project is an enhancement of a plant specific simulator through replacement of an out-of-date simulated analogue and digital process control and information system with an Ovation 1 based Distributed Control System. The upgrade of the Kozloduy 6 full-scope simulator (FSS) includes a hybrid solution with simulated I&C logic and stimulated Human Machine Interface (HMI). The implemented solution provides high fidelity simulated control and maintains native Ovation operator interface in the replica control room. The blending of simulation and stimulation approaches reduces the amount of hardware required yet retaining the applicable standard requirements and eliminates the risk of negative training. The realization of such specific solution needs a strong coordination and harmonized engineering efforts among several participants; the vendors for implementation of the Ovation, the original modeling vendors for FSS and respective partners from plant site (training, operational and engineering support divisions). Examples provided from the project implementation process demonstrate the importance of availability of customer staff with comprehensive knowledge and qualification. The experience obtained confirms the conclusion that the development of human resources in the nuclear area should address multipurpose training and education including nonspecific areas as project management, economics, human factor, etc 1. Introduction Kozloduy 6 full-scope replica control room simulator was commissioned in early At this time the reference unit, once built to a VVER-1000/V320 design, was going through comprehensive upgrade and modernization programme. Part of this programme was almost complete replacement of the plant I&C equipment for all the non-safety related reactor systems and the balance-of-plant systems. According to the national regulations and the applied standards, the simulated plant systems and HMI must provide means for regular update to keep the FSS configuration in line with the reference unit and to maintain quality of the personnel training [2, 3]. Initially, the implementation of the Ovation based Distributed Control System Simulator was designed as a turn-key project based on standard relationship single customer single contractor. In the process of realization a lot of unforeseeable technical problems appeared. Due to that the following important changes in project strategy have been introduced: The specific and unique customer s know-how turned out crucial for the project completion and the importance of the customer assignment increased significantly; Additional consultants have been engaged and the total number of involved organizations increased to five; 1 Ovation and all other product and corporate names used in this document may be trademarks or registered trademarks of other companies, and are used only for explanation and to the owners benefit, without intent to infringe 156

157 2. General Description 2.1. Project background Focusing on the technical aspects of the problem, there are two basic approaches for implementation of a plant digital control system on a simulator. One such approach is called simulation, another one is stimulation [3]. The simulation approach seamlessly interfaces with all the other simulator components. The new I&C system and HMI are simulated pretty much the same as all the other simulated plant systems. Simulator operability requirements and simulator data base and software compatibility are accounted for from the onset. The drawback comes from the need to produce complete functional and physical replication for an overwhelmingly complex system, as well as to perform very comprehensive testing of the simulator equipped with the new simulated digital control system within a reasonable, significantly limited timeframe. The stimulation approach is going the other way. The idea is to implement (almost) the same digital control system components as on the reference plant and to integrate this alien system into the simulator. Thus the new stimulated control system carries out its legacy from the plant providing for functional and physical equivalence. The challenge is how to integrate such a system into a simulator and how to make it capable of handling simulator specific functions. As always, there is a compromise solution combining both simulated and stimulated components, the so-called hybrid approach with an emulation of the digital controllers with all the process control algorithms involved [1]. Emulated process control algorithms are ported on the simulation computer of the simulator. Information from emulated controllers is fed by a special data server to the Ovation highway for use by operator workstations, software server, historian and report servers, etc. The operator actions from the operator workstation HMI go through the same Ovation highway and data server to the corresponding emulated control algorithms. The data server providing bi-directional information exchange is quite similar to the Ovation data-link server (DLS) used for data exchange with any third-party (non-ovation ) monitoring and control systems Initial workflow The chart below presents in very general manner the major project milestones, activities and respective responsible partners. FIG. 1. Original workflow chart. 157

158 2.3. Communication channels With the exception of regular project meetings, the method for communication between parties is defined in Communication Plan and Correspondence Procedure. Project letters are considered the only formal communications. The method of transmittals may be courier service and must have a means of providing a record of the transmittal. Electronic mail ( ), fax transmittals and telephone communications are not approved as official communication ways. 3. Problems for the project implementation The reference unit went far ahead with the final implementation of the Ovation digital control system on Kozloduy 6 during the 2006 outage. The whole Ovation I&C system comprised of a total of 69 pairs of redundant controllers and numerous network devices, workstations and servers. It was and still is the biggest Ovation control system application worldwide. Consultations with experts from leading power plant simulator vendors indicated the pure stimulation approach is much less feasible and hybrid concept was considered. Kozloduy NPP s simulator staff performed analysis of all the spectrum of possible solutions and submitted for consideration to the plant management a series of project studies which resulted in a new set of technical requirements. Crucial factor for the outcome of this process became the ability of the plant control system integrator and the simulator vendor to implement emulation of the Ovation controller software and to transfer the control logic algorithms from the reference plant system to the simulation computer real-time simulation environment. The problem went ahead with its own reasonable amount of difficulty and became a risk for the project completion. The general challenges were: Problems related to the system integration and development of initial conditions; Unsuccessful completion of the factory acceptance test; Search and management of adequate human resources; Involvement of new organizations had a negative impact on the communication and coordination among partners. 4. Approach to problems resolution 4.1. Establishment of temporary knowledge management team [4] The purpose of this task is: To identify the holders of key tacit knowledge generated during implementation of the system in reference unit. Mostly they are main control room operators, I&C specialists, IT experts, simulator instructors; To identify and deliver all available subject-related information and documents that could be applicable to each individual task; Depending on the individual qualification and task specifics to participate directly in the critical phases of the project. The team should perform validation of the already performed tasks; To collect and preserve all data, information and knowledge generated in the process of the project implementation. 158

159 4.2. Improvement of communication Taking into account the large number of involved parties working on different continents the state of the art communication techniques have been additionally applied: Tele and video conferencing; Installation of dedicated high-speed Internet channel Installation of additional test-bed The second test-bed was developed for the purpose of optimal utilization of the knowledge management team expertise. The test-bed was installed at the customer site and allowed parallel work of both the contractor and customer teams Workflow optimization As a result of the difficulties the project plan has been changed. The role of the customer increased; as well two additional consultants were included into the project. The revised workflow chart (FIG.2) redistributed the activities and responsibilities among the partners. A special new project milestone called Pre SAT was agreed and included in the project schedule. This milestone provided additional verification and validation of emulation software before the SAT. FIG. 2. Revised workflow chart. 5. Lessons learned In order to perform a complicated simulator upgrade project, as described above, it is necessary for the customer through the plant training organization to develop and maintain considerable simulator operation, project management and, last but not least, simulator and plant engineering capacity. The customer is supposed to develop a capacity for management of simulator upgrade projects. The 159

160 training organization shall be in a position to cooperate with a world leading, and sometimes much larger, power plant and simulator engineering enterprises. The customer has its own, very specific, simulator experience, which cannot be matched even by the most experienced simulator vendor, and is supposed to communicate this experience. Simulator instructor staff, as well as other plant operators and engineers could provide unique plant specific experience in plant operation. It is particularly important for simulator tuning and testing and for development of acceptance test procedures. Testing of the new models and components is always a major task to be performed by simulator instructors, plant operators and engineers. The customer capabilities, described above, shall be in place before the start and during any specific project. Establishment of special knowledge management team is appropriate approach to cover such type of requirements. That team could be a part of project management unit or could be established as a separate working group. The knowledge management team could allocate immediately all the resources necessary, as well as to have reserves and flexibility to handle project contingencies. Additional and very significant task of the team is to gather the knowledge generated in frame of project activities and preserve it for future use. This is very important issue because during the nuclear power plant life span there is always need to meet the new requirements and to upgrade plant systems and the plant specific simulator accordingly. REFERENCES [1] Kozloduy Unit 6 Simulator Upgrade Technical Description, 2008 Westinghouse Electric Co. [2] INTERNATIONAL ATOMIC ENERGY AGENCY, Configuration Management in Nuclear Power Plants, IAEA-TECDOC-1335, IAEA, Vienna (2003). [3] INTERNATIONAL ATOMIC ENERGY AGENCY, Guidelines for Upgrade and Modernization of Nuclear Power Plant Training Simulators, IAEA-TECDOC-1500, IAEA, Vienna (2006). [4] INTERNATIONAL ATOMIC ENERGY AGENCY, Knowledge Management for Nuclear Industry Operating Organizations, IAEA-TECDOC-1510, IAEA, Vienna (2006). 160

161 IAEA-CN-179-IAP38 How the AREVA NP GmbH Human Resources team deals with the nuclear issue in Germany and remains able to recruit P. Nünning, T. Hanneforth AREVA NP GmbH, Erlangen, Germany Abstract. The nuclear issue remains an acute political one in Germany. AREVA NP GmbH, nuclear company, has to deal with this problem. Among other things, it is difficult for the company to negociate directly on nuclear items in German recruitment activities. The Human Resources team of AREVA developed therefore an adapted strategy to succeed in being attractive to its target group: engineers. This conference speech examines measures that have been found to be effective in the development of innovative educational and training technologies, and of international cooperation and networking. Issues of social acceptance and of the prestige of the nuclear profession will also be dealt with in light of one of our main goals: how to make the nuclear industry attractive to the next generations. 1. Introduction AREVA is the global leading nuclear company with manufacturing facilities in 43 countries and a sales network in more than a 100. AREVA offers customers reliable technological solutions for CO2- free power generation and electricity transmission and distribution. Over 80,000 employees are committed to continuous improvement on a daily basis, making sustainable development the focal point of the group s industrial strategy. AREVA s businesses help meet the 21 st century s greatest challenges: making energy available to all, protecting the planet, and acting responsibly towards future generations. AREVA NP employs 18,000 people. The company is headquartered in Paris (France). Besides Germany another main subsidiary is located in the United States (AREVA NP Inc.). AREVA NP GmbH is the German subsidiary of AREVA NP. AREVA NP is the world leader in designing and constructing nuclear power plants and research reactors, and also in nuclear engineering, components manufacturing, and instrumentation. Stemming from that, it is the top company for the supply of fuel and of control, modernisation, maintenance and repair services. The company has 2 shareholders: AREVA owns 66 percent of it while Siemens hosts 34 percent. 2. AREVA NP GmbH is confronted to a problematic context 2.1. The nuclear sector in Germany In Germany - as in many other countries - the nuclear issue is also an acute political one. Unlike others Germany decided to regulate the sector by law that came into force in 1960: the Atomgesetz (Nuclear Law). This law has changed since it came into effect. Its most important modification was implemented in 2002, the result of debates that had taken place two years earlier. Indeed, the government and the electricity suppliers decided together to regulate the nuclear branch in 2000: the Atomkonsens (Atomic Consensus) was born, to which the 2002 law gave a legal strength. It is now forbidden to build new nuclear power plants in Germany. Furthermore installed nuclear power plants will have to be closed in the coming years, with a 32 years deadline. 161

162 This decision has had different consequences. The most concrete one is that some plants have already been closed. On a political level - many debates have been held - and are still rather heated. The German nuclear energy policy is a very sensitive topic both within the different political parties and the population; since the law came into effect, pros and antis never stopped to confront each others. Political parties use this subject in the run to the elections. As for the German population, it has not yet made a definitive choice in this matter, and its opinion tends to regularly shift. It is important, though, to keep in mind that about half of the population is still against nuclear energy. Even if it is still subjected to debates, this law now exists and is respected. One of its main consequences is that there are only 17 nuclear power plants that are still running in Germany nowadays. The nuclear industry seems to be doomed to disappear in Germany which is why a lot of potential candidates don t see much interest in getting involved in a company that might not provide any position or security in the near future. Working for a company like AREVA NP GmbH could appear too hazardous for them The German demography is unfavourable to the company As in other developed country, the demographic situation in Germany is unfavourable. The birth rate has been inferior to the replacement rate at least since 1990 (date of the German reunification, from which statistics were calculated for the whole federal state). There are not enough births to allow Germany to stay a dynamic country. The following population pyramid shows the demographic trend of the past years: FIG. 1. Population pyramid of Germany in 2005 [1]. Its narrow base indicates that the number of birth is getting lower and lower. Consequently there will be less future parents and less young people in the coming years, as charts from the Federal Statistical Office of Germany illustrate it [2] The German educational system does not train enough engineers The German educational system does not favour scientific studies in general, and as a consequence, the higher education system trains relatively few engineers with very few of them specialising in nuclear energy. The small number of engineers trained in Germany can be roughly explained thus. Every engineer becoming retired is replaced by a quote below 0.9 constantly decreasing. Secondary education pupils 162

163 have to choose whether to study sciences or not. Many pupils choose not to. Furthermore, for various reasons, almost half of the students who start at university with a major in sciences do not graduate. The engineering students who wish to specialise in nuclear energy are also faced with a further obstacle: most German universities do not have a nuclear energy chair. Universities usually choose not to finance a chair for a department which would not offer stable and rewarding professional opportunities to its students. The government also does not encourage universities to support research programmes in nuclear energy. Furthermore, as nuclear power plants are condemned to be closed in Germany, only a few students are interested in studying nuclear engineering. This situation is, in the end, unfavourable to companies such as AREVA NP which needs many highly trained engineers. 3. The solutions proposed by the HR Team of AREVA NP GmbH to recruit new engineers 3.1. To give AREVA an employer image instead of simply launching an AREVA brand The nuclear issue is still problematic in Germany. It remains a permanent debate, for which no consensual decision has yet been found. Any topic that can be connected to this issue is sensitive and influenced by the public opinion. It is therefore not advisable to openly link the name of the company to the nuclear sector and create a blunt AREVA brand. If it were to be done, the brand image would be subjected to constant changes in the public opinion. As a consequence recruitment for the company might be very difficult in times when nuclear energy is considered negatively. It is the reason why AREVA NP has to build an employer image for itself. The German candidates have to be able to believe in AREVA, to trust the company as a reliable employer. To meet that aim the Human Resources team has developed an integrated and tailored strategy meant to reach top efficiency in treating candidates applications. Each and every candidate has to receive the quickest possible answer after application. By acting like this AREVA wants to create a direct and personal relationship with its applicants. To reach that aim a new team had to be created and new systems and handling processes took place into the Human Resources department. This team allows a quicker processing of the applications. The introduction of this new method had to be accepted by the rest of the Human Resources team and the managers of he company. The processes are now well accepted and used To support the teaching of sciences AREVA supports the teaching of sciences at school. The company aims at arousing the pupils interest in technology, mathematics, physics, chemistry, biology and IT. Therefore, the Human Resources team of AREVA regularly meets with schools, teachers and groups of pupils. During these meetings, pupils have the possibility to carry out experiments in real-life conditions in order to discover the different possible applications of technical sciences. The teaching of sciences is also supported at university level. Firstly, students can finance their courses by working for AREVA during the terms. AREVA also provides them the opportunity to work 163

164 and study in its midst, to write their Bachelor s or Master s degree, or their PhD. In the future, the company will also propose a specific program supporting the students. Finally, a certain number of national and international universities are also directly supported by AREVA. For example, the company has a partnership with Sofia University in Bulgaria. In Germany, AREVA supports most universities that have a chair of nuclear sciences or founds a chair such as at the University of Karlsruhe To keep in touch with the different target groups AREVA NP GmbH aims to position itself as close as possible to its target groups. For that reason the company organizes regular meetings in schools and universities, visits job fairs and offers students the possibility to visit its locations. The companies strategy is also to reach to experienced engineers. Therefore AREVA NP publishes advertisements and job opportunities in specialised newspapers and magazines. Members of the Human Resources staff also attend job fairs directed at engineers. AREVA also organizes puplic events Recruitment Day during the year, on which candidates are invited to spend an entire day in the company and get in touch with dynamic environment of nuclear engineering. They have the possibility to get an overview of the international daily work of an AREVA engineer, and an interview is carried out with the HR staff. On the one hand, these events present AREVA with the possibility to gain information on potential employees. On the other hand, candidates can extend their knowledge of the company. Feedbacks from the particpants were very positive at the end of each Recrutment Day, and AREVA hired some of them. 4. Conclusion In just three years, the HR team of AREVA NP GmbH succeeded in creating an employer image for the company, a success illustrated by the Trendance Ranking showing the growing recognition of the company name: In 2008 AREVA NP held the 56th position; In 2009, it had climbed to 36th. AREVA does its best to treat the candidates applications with respect and as fast as possible. A new communication campaign has been launched in 2009 to prove to young engineers that AREVA is a company with excellent future prospects. Candidates also know that an AREVA engineer has to work on international projects and to take up technolocal challenges. Thanks to all these solutions which are complementing one another, the company received more applications between January and September 2009 than during the same period the previous year (in 2009, 20,000 candidates have tried to join). AREVA achieved to recruit 800 persons in The company will hire the same number of persons in 2009, and intends to do the same in REFERENCES [1] STATISTISCHES BUNDESAMT DEUTSCHLAND, Bevölkerung Deutschlands bis 2050: 11. koordinierten Bevölkerungsvorausberechnung, Presseexemplar, Statistisches Bundesamt, Wiesbaden (2006) 18. [2] STATISTISCHES BUNDESAMT DEUTSCHLAND, Bevölkerung Deutschlands bis 2050: Übersicht der Ergebnisse der 11. koordinierten Bevölkerungsvorausberechnung Varianten und zusätzliche Modellrechnungen, Statistisches Bundesamt, Wiesbaden (2006). 164

165 IAEA-CN-179-IAP39 Human resource development challenges - expanding nuclear power generation in a liberalized electricity market S. B. Agarkar HR Directorate, Nuclear Power Corporation of India Limited, Mumbai, Maharashtra, India sbagarkar@npcil.co.in Abstract. The Sustainable Competitive Human Resourcer (SCHR) is a Human Resource development model applicable to the Nuclear Power generating Utility collaborating with major partners in Technology, Construction, Education and Equipment supply. Excellence in areas like Research, Quality, Safety and Communications in a nuclear environment demands higher levels of behavioral and attitudinal content. HRD in this scenario is a long period issue which begins at the point where interests are developed at Education / University level. The SCHR is designed to provide HR inputs systematically to all partners in the competitive market. Publicly accessible and interoperable knowledge repositories make faster responses through closer cooperation a reality. The SCHR provides for appreciating the existing strengths of HR systems and infrastructure, influencing the HR scenario while enabling projections for Manpower sourcing, Hiring and Deploying and for further training on a Need to know basis. It also enables challenging careers with opportunities for personal and organizational growth for a highly motivated work-force. The tool is indicative and is therefore adaptable to suit the different scenarios. 1. Introduction This paper is about meeting the increased demand for Human Resource Development of a Nuclear Power Generation Utility in a liberalized Electricity market and the roles of Major Partners in such environment. Although Nuclear Power Research & Development in India was initiated in the 50 s, the Indian experience of generating electricity with Nuclear Power began in the 60 s with twin 210 MWe BWRs with international cooperation. The country moved on thereafter to 220 MWe PHWRs which are competitive in terms of capital costs, safety norms and unit energy costs. This system is well suited for the needs of countries with small electricity grids specially those in developing countries. India has thereafter been expanding to larger PHWRs upwards of 540 MWe, 1000 MWe VVERs with international cooperation and an indigenous 500 MWe Prototype fast breeder reactor [PFBR]. The comprehensive programme covers the entire nuclear fuel cycle dictated by the prime long term energy needs and by large reserves of Thorium. The experience is in assimilating multiple technologies. This could be achieved by obtaining the R&D support from the Government, development of the Utility s technocrats and Managers, working closely with Project developers, Equipment suppliers and Global Technology providers who comprised the Major Partners. The liberalized electricity market is demanding in terms of accelerated growth requirements, economics, technology assimilation, education and managerial skills. Therefore, the Sustainable Competitive Human Resourcer [SCHR] model is devised as a comprehensive HR tool. It formalizes the roles of the partners including a major role for Education/University as a crucial partner in the creation of the trained manpower. It also takes into account the Indian experiences in collaboration for expertise and manpower to deal with contingencies. For instance while expanding the numbers and size of the PHWRs, in-house manpower i.e. Scientists and Engineers were trained and redeployed systematically to the larger Reactors. The Project Developer provided the HR for the construction. Later with the advent of liberalization of the electricity market efforts have been to provide for more flexibility in the hiring and deployment of the work force. Thus while introducing the 1000 MWe 165

166 VVER the efforts in sourcing of Engineers has been for providing a younger workforce for fixedterms who can get familiarized with the global technology during the construction phase itself and who can be given opportunity later on, to join the Operation and Maintenance [O&M] depending on their interests and aptitudes. 2. Broad range of long period issues addressed It is recognized that Human Resource Development for Nuclear Power in the liberalized electricity environment is necessarily a long period issue. The HR challenges of global participation cover a range of activities like Educational and Research upgrades, Technology assimilation, and International perspectives in Management, Business, Legal, Information and Communication at job and at public levels besides Regulatory Compliances for each technology A dedicated National University linked to basic and advanced institutes of Nuclear Research has been recently implemented in India. 3. Collaborative Model The objective of the Sustainable Competitive Human Resourcer [SCHR] is to augment knowledge, research and funding in identified areas on the basis of commercial interest of the partners Responsibilities The lead role in administering common activities for this collaboration is of the National University for Nuclear Sciences along with the support of the other major partners. The responsibility for administering the funding will be with the Government or Utility Owner as per the policy or level of liberalization in the respective countries. A Knowledge Management Group under the control of the Utility Owner administers the interoperable knowledge repositories, updated accredited and mutually acceptable standards etc for facilitating knowledge dissemination Regulator and compliance requirements It is inbuilt with the collaborator s roles to enable the knowledge sharing in this crucial aspect as shown in SCHR-1. The collaborator thus has a dual commitment for imparting and implementing regulations The identified areas in SCHR-2 are not exhaustive, but indicative, therefore adaptable for continuous review for appreciation of existing strengths vis-à-vis targets for a longer period, say a 10 years timeframe. Emphasis is on collaboration by major partners on the basis of their core strengths with respect to knowledge and commercial interest and encompasses broad identified areas of HR like training, education, research, fellowships, simulation facilities, value added programmes, knowledge management, assessment centres, study of attrition and retention, interoperable knowledge repositories, accredited mutually acceptable standards, etc. The collaborators for SCHR are shown in the last column of the SCHR-2 worksheet The target for an identified area as shown in SCHR-2 would be maximum [5] in the scale for a 100% score. Where the existing facilities is say 1/5th of the target it may be indicated as [1] on the scale and the tool shows that there is scope for expansion 5 times which will help to plan timeframe and for yearly fund allocations. In case no facility exists for the identified area there will be nil entry in the scale. 166

167 3.4. Launching and Expanding: For new member countries to the civilian nuclear power programme, substantial government role would be necessary to build the Human Resource infrastructure including body of regulators, basic research centres, advanced research centres and to build the university facilities. They will identify and link competencies including knowledge, skills and attitudes with specific stages of development / milestones. 4. Concluding remarks Successful Implementation of SCHR Model should bring the following benefits: Continuous learning platform and information exchange would result in building sound educational fabric reinforced appropriately by research learning, updates in international technologies, management practices and social responsibilities of the Owner and Partners. Knowledge of Regulatory functions and compliance is systematically built into the curriculum with involvement and commitment of all partners. Improves operating staff capabilities reducing the licensing and learning lead times for operators. Flexibility in hiring and deploying the workforce based on the commercial relationships suited to a technology and prevailing economic and HR scenario. Enables funding-ratios linked to the commercial interests and size of operations making for a Sustainable Commercial Model. Recognizes the competitive nature of the liberalized electricity market and the fact that the variety of collaborations between the partners is inevitable in this market. It prepares the partners to accept the reality that hiring, deployment and training would be dependent on the changing nature of the market forces and therefore, the necessity for maximum flexibilities. REFERENCES [1] Nuclear Education & Training. Cause for concern? -OECD/NEA [2000]. [2] INTERNATIONAL ATOMIC ENERGY AGENCY, Milestones in the Development of National Infrastructure for Nuclear Power IAEA Nuclear Energy Series No.NG-G-3.1, IAEA, Vienna (2007). [3] Human Resource Management-Bohlander/Snell. 167

168 IAEA-CN-179-IAP40 The KEPCO-INGS: Korea Electric Power Corporation-International Nuclear Graduate School of nuclear power plant engineering J. H. Yun, S. R. Moon, S. H. Kwon KEPCO-INGS Establishment Team, Korea Electric Power Corporation, Seoul, Korea Abstract. Establishment of KEPCO-INGS(Korea Electric Power Corporation-International Nuclear Graduate School) is planned to meet the accelerating need for fully trained high-level professionals, who would dedicate their careers in the forthcoming Global Nuclear Renaissance, it have to be devised a new and innovative educational and training program at the highest quality of professionalism recognizing the gap between introductory technical training and advanced professional education and training. The qualification for KEPCO- INGS graduates is set by the performing capability in leadership work positions in connection with nuclear power plants rather than academic recognition. 1. Introduction The Korean education law allows independent stand-alone graduate schools in order to train specialized professionals. When the system was introduced, it was intended to establish and develop specialized graduate schools of science and engineering with practical professional education of hands-on design-based teaching in real contextual arrangement. In the nuclear energy area, the most important character of professionalism is safety and safety culture. TMI and Chernobyl accidents happened because of imperfect safety measures and lack of safety culture. Nuclear professionals is to be thoroughly trained and educated the full spectrum of nuclear power plant engineering, design and operational procedures with full understanding of safety science and safety measures. It is almost infeasible to devise and conduct the required high level education and training under the present rigid degree requirements and lack of on-site extensive experience. In order to meet the accelerating need for fully trained high-level professionals, who would dedicate their careers in the forthcoming Global Nuclear Renaissance, we have to devise a new and innovative educational and training program at the highest quality of professionalism. KEPCO nuclear energy group is challenged to enter into the global nuclear power plants market and has determined to undertake the task with full commitment and dedication. The KEPCO INGS is not an ordinary graduate school. Faculty members and students should be international reflecting KEPCO's domain in the Global Nuclear Renaissance. Students are required to undertake program contents beyond the formal degree requirement. The curricula should reflect the needed contents beyond the credit requirements for normal Master and Doctoral degree programs. The entire educational and training programs are conducted in the context of real workplace and taskbased. Class rooms should be project laboratories. Realistic simulators and mock-up facilities are used. Students are exposed to the real activities of design, construction, operation and maintenance of nuclear power plants. 168

169 2. KEPCO INGS 2.1. Characteristics of KEPCO INGS KEPCO INGS is to be an independent graduate school licensed by the Korean government initially. It is to be, however, international and truly global technically, legally and culturally. KEPCO INGS would build its global network through cooperative agreements and programs, training and educational programs and certificate programs, exchange programs and project programs. In the opinion on the feasibility study team, this characteristic of KEPCO INGS would fit into the emerging frame of the Global Nuclear Renaissance. There already exist international frameworks like IAEA, WANO, NEA, WEC, PNC, EPRI, etc. Linking with the new Virginia Nuclear Power Education and Research Consortium (VNPERC), KEPCO INGS will enhance the effectiveness of its educational process The principal working language of KEPCO INGS is English in order to facilitate the global operation of the school. Since about half of the faculty members and students would be non-koreans, it is important to ensure the global communication and culture The education and training at KEPCO INGS is to be organized to cover the core disciplinary engineering (nuclear engineering, electrical engineering, mechanical engineering, electronics engineering, instrumentation and controls, chemical engineering, systems engineering, etc.), specialty engineering and science (human engineering, life cycle engineering, supportability engineering, etc.) and management (requirement management, risk management, configuration management, decision science, etc.) In order to maximize the proposed concept of contents, the KEPCO INGS is to be located at the Kori Nuclear Center of the Korea Hydro Nuclear Company (KHNP), which is a fully owned subsidiary of KEPCO and is located in Pusan, Korea. The location would allow comprehensive education under the practical and on-going context of a nuclear power generation complex. The key is 'learning by doing'and graduates of KEPCO INGS would have a living vision of an ideal nuclear power plant. Upon graduation, they will be ready to work on design, construction and operation activities of nuclear power plants. The site is one of the world's best training institutes for nuclear power plant operators. Two nuclear power plant simulators and an extensive mock up experimental facility are located next to the proposed site of KEPCO INGS Considering that KEPCO INGS students are full-time students and are given full room and board service, it is recommended that KEPCO INGS operates trimesters (six trimesters in two years). Furthermore, KEPCO students will be encouraged to study and work on projects in pairs. After six trimesters on the campus, graduates will take on site application course at nuclear power plants at least one year. Upon the completion of the site application course, students are recommended to submit project design reports as dissertations for Doctors of Technology degrees (T.D.) 169

170 KEPCO INGS will employ multi-media in the teaching-learning process to the extreme. Faculty members are encouraged to function as introducers, motivators, counselors, connectors or advisors rather than lecturers. Students are encouraged to utilize all the information available on the study subject. Digital textbooks could be frequent medium. Classroom activity should be creative exchange of ideas and collaborative efforts for problem solving. Execution of small projects or subsystems design is to be carried out by 'small groups' guided by professors and experienced design supervisors. Table 1 shows a typical study guide for certain group of subject elements. At the end of completion of study unit, students should submit project reports KEPCO INGS will emphasize Systems Engineering Design in connection with planning, facility design, construction and construction management, testing and operation, maintenance and management of nuclear power plants. Students will familiarize the Korean standardized nuclear power plant (KSNP) or its updated versions (OPR or APR) Students KEPCO INGS will educate and train both Korean and Foreign students. Initially, it will admit approximately 100 entering students every year. Half of them will come from collaborating nations. Although there will be adequate tuitions and fees comparable to any top-rated graduate schools in the world, most, if not all, students will be supported by scholarships and fellowships funded by utilities, foundations, government funds, donations, aid agencies, etc. Financing by utility projects is also expected 2.3. Faculty members KEPCO INGS will assemble a top-rated faculty, regular and adjunct, from the world-wide pool of experienced experts. The reputation of KEPCO INGS is largely dependent on the quality of the faculty. The management of KEPCO INGS is to be extremely careful in assessing the credentials and appointing the selected faculty members. Adjunct faculty members are those who can assist students with practical know-how and share their field experience. Fortunately, Korea has a large pool of young experienced engineers and practitioners of nuclear power plant engineering. In cooperation with the regular faculty members recruited internationally, KEPCO INGS will have more than a fair chance to form an excellent charter faculty Finance An estimated budget of 51billion KRW and an annual operating budget of 10 billion KRW budget will be more carefully reviewed and updated as the KEPCO INGS plan is more precisely formulated. It is expected that the required fund for the establishment will be supplied by some electricity-related programs, tuitions and fees, aid financing, etc. There are many international programs which would gladly join in providing students aids and sponsorships 2.5. Organization KEPCO INGS is governed by the Board of trustees. There will be auditors nominate by the sponsoring institutions to review the financial integrity. KEPCO INGS is managed by President (CEO) and Provost (COO) with the aid of Dean of Academic Affairs, Dean of Students Affairs and Director of Administrative Services. There will be two expert councils: Education Council and International Cooperation Council. The Education Council is 170

171 consisted of CTOs of principal participating organizations and faculty represented. The Education Council is responsible for setting the educational policies, curricula and academic actions. The International Cooperation Council is consisted of representatives of international partner institutions and distinguished experts of international nuclear energy community Establishment schedule A detailed examination of the establishment events is provided. (Figure 1) If the strongdesire of the administration is applied, it is feasible to consider opening the INGS in September, The establishment schedule will be adjusted as the preparation activities and governmental approvals are expedited. FIG. 1. The schedule for KEPCO-INGS establishment (plan) REFERENCES [1] Feasibility Study for Establishing the International Graduate School of Nuclear Power Plant Engineering, KEPCO Report June 2009, Prof. KumMo Chung et al., Seoul, Korea. 171

172 IAEA-CN-179-IAP41 Development of a training system for introducing and expanding nuclear power programmes: Tecnatom experience in the international market J. L. Delgado, I. Loizaga, A. Manrique Tecnatom S.A., Madrid, Spain jldelgado@tecnatom.es; amanrique@tecnatom.es Abstract. The Nuclear Industry is living a renaissance era. When a government decides to introduce or reintroduce Nuclear Energy has to design an action plan to choose a successful commissioning. Tecnatom has the knowledge to provide the customized training for the new projects. Tecnatom has and offers experience to support companies and countries, which want to introduce or return to Nuclear Energy. The scope and contents of the courses that Tecnatom offers have been extensively tested. 1. Introduction The Nuclear Industry is living a renaissance era. There are several structural factors that have contributed to boost new Power Plants construction. Limit of CO2 emission, petrol prices, fuel supply ensuring, environmental benefits A lot of countries that had declared a nuclear moratorium during the eighties and nineties have now reactivated theirs nuclear programs. Furthermore some countries that have never had any Nuclear Power Plant are considering starting a Nuclearization Plan. During last years the numbers of students who decided to study Nuclear Engineering in these countries were declined, and nuclear knowledge, good practices and new nuclear technologies have not been developed. When a government decides to introduce or reintroduce Nuclear Energy has to design an action plan to choose a successful commissioning. 2. About Tecnatom Tecnatom is the Spanish Operator's Training Centre whose mission is to train the operating personnel of the Nuclear Power Plants in technology, knowledge of processes and understanding of their technological fundamentals as well as the development of skills and diagnostic capabilities via practical drills on simulators and on the job training. Its training programs are based on a Tecnatom's own Systematic Training Profile Design methodology (SAT/ESC), methodology which has been implemented in domestic and foreign plants. Tecnatom is a 53 years old company and 27 years experienced in training that has the knowledge to provide the customized training for the new employees and the tools for improving a gradual and constant learning assimilation, simulators. Tecnatom has become the source for nuclear-power professionals. Tecnatom is responsible for the training programs in the eight Spanish Nuclear Plants, and has international training experience with references like PBMR: Development of the Demonstration 172

173 Power Plant Initial Training Program (DPPITP), ABWR LUNGMEN (TAIWAN), PWR (Westinghouse & Areva) ANGRA NPP (Brazil), AP1000, PWR KOEBERG (RSA) 3. Nuclear competence development Tecnatom has and offers experience to support companies and countries, which want to introduce or return to Nuclear Energy, in the development of Nuclear Knowledge and qualifying to promote the Nuclear Industry. Delivering training programs according to initial training needs for the minimum SQEP needed for infrastructure; Determining the implementation plan for the above needs; Presenting a road-map for the Tecnatom collaboration in the development of the following steps to achieve the Client strategic objectives. 3.1.Delivering training programs Tecnatom has designed and developed a flexible and modular three-level training program according to Companies Initial Training needs with the following objectives: Level A: To enhance the learning experience of the students (new staff) in a contextual understanding of a nuclear organization; Level B: To prepare the students (transferred staff with some experience in electricity generation) for entering formal nuclear role education and on the job training without penalty; Level C: To place the students (staff with few years of nuclear experience) in responsible nuclear roles as Junior Managers in a nuclear installation and command the respect of other nuclear professionals. Every program is made up by a series of theoretical and practical modules. Training methods are based on Theoretical Lectures; Workshops on Hydraulic Loop; Practices on Simulators Scenarios and Case-Studies approach for soft skills 3.2. Determining the implementation plan Determining the implementation plan means to define where, when and the proper allocation of resources to deliver the training programs Presenting a Road-Map for the Tecnatom collaboration Presenting a Road-Map for the Tecnatom collaboration in the development of the following steps to achieve the Client strategic objectives: Assessing series of milestones from the initial project to the initial fuel loading such as: Supplier Reference Documents Available; Development Specific Training Materials; SAT Development; 173

174 Validation of Specific Training Materials; Full Scope Simulator Development; Simulator Ready for Training; Field Simulator Development; Field Simulator Ready for Training; Updating Training Materials; SAT Validation. The training evolves from Generic first Training Programs to Generic first plus Technology Updated Training Programs and in the end to Whole Specific Initial Training Programs 4. References of our programs References from IAEA and INPO are used in the design and continuous updating of the courses as far as methodology used. References have been selected to achieve the main objectives of the different courses considering that the students who fulfill the programmes will be specialized in different disciplines in the future. The scope and contents of the courses have been extensively tested within the initial part of the training programmes for the existing in the Spanish Nuclear Power Plants during the last ten years: Accreditation handbook of Trillo and Almaraz NPP; Initial Training Design of Ascó-Vandellós NPP: Advanced level Training Programme for Licensed Operators and Engineers (managers); Qualification Instructor Guides. Tecnatom. The application of the Systematic Approach to Training has been utilized in the initial design for these courses and other references from INPO have been used for the validation of content and scope. 174

175 Tasks Knowledge Skills Objectives INITIAL TRAINING PROGRAMME TRAINING TRAINING MATERIAL MATERIAL COURSES COURSES REQUAL PROGRAMME OPERATIONAL PRACTICES PLANNED SELSTUDY SESSIONS CLASSROOM / PLANT / IGS / SIMULATOR OPERATIONAL EXPERIENCE DESIGN CHANGES PERFORMANCE ACTIONS 175

176 IAEA-CN-179-IAP42 Personnel hiring and organization from the attempts made to introduce a nuclear program in Turkey E. L. Sarıcı Elektrik Üretim A.Ş. Genel Müd., Đstanbul Yolu 9.km.Ankara, Turkey elsarici63@yahoo.com Abstract. In terms of energy production and consumption, Turkey's energy outlook shows steady increase, especially in the last two decades. This increase is expected to continue because of the high industrialization rate, relatively high population growth and per capita increase of energy usage. Turkey is preparing to build the first nuclear power plant in order to meet the predicted energy demand. Turkey has tried to launch a nuclear power plant project in Akkuyu third times in years 1976, 1983 and 1993 and these attempts have ceased in a couple of years, because of some "surrounding reasons". Moreover, Turkish Electricity Trading and Constracting Inc.(TETAŞ) is working intensively regarding the new nuclear project, which is required to be constructed is 4000 (±%25) MWe total nominal power of the units shall be minimum 3000 MWe, maximum 5000 MWe, for purchasing of electricity to be generated by the nuclear power plants to be built in Akkuyu. Least but not the last, Turkey's and TETAŞ's policy includes the strong conformity to all signed treaties and agreements by the Country and in addition, to respect all safety and environmental standards accepted. This paper intends to give brief information on the Turkish experiences perceived benefits in adopting nuclear energy, lessons learned and the surrounding problems of the attempts on personnel hiring and organization and the bidding process and summarizing the situation for the time being probable future problems which can be encountered are mention in the paragraph as well. This paper will also provide the development, implementation and evaluation of training programmes for all nuclear power plant personnel at a nuclear power operating organizations and regulatory bodies personnel who are competent to undertake their assigned tasks. 1. Introduction to nuclear technology in Turkey Turkey, as well as one of the options to generate energy from the nuclear technology and bring the country to benefit from it, has carried out on the scientific, technical and political activities in this field about 54 years, Turkey, among the others, is one of the country that attempts in this field. In order to involve into this technology. Initial steps for the introduction of nuclear technology in Turkey were taken by the establishment of Atomic Energy Commission (AEC) in the year AEC which later was reestablished as the Turkish Atomic Energy Authority (TAEK, as a Regulatory Body). TAEK is a governmental organization directly under the supervision of the Ministery of Energy and Natural Sources.[1] Turkey became an IAEA Member State in The main counterpart of the IAEA s Technical Cooperation activities in Turkey is the TAEK. Interaction with the IAEA and Technical Co-operation in particular became a very essential component of the widespread programme within the general framework of nuclear applications in the country. In the year 1970, Turkish Electricity Authority (TEK) was established and started its activities related to the nuclear energy by setting up Nuclear Power Plants Department (NPD) in November NPD has carried out his activities under the utilities called Turkish Electricity Generation and Transmission Corporation (TEIAŞ) in the year 1993, Electricity Generation Co.(EÜAŞ) March 2000 and so on. 176

177 Turkish Electricity Trading and Constracting Inc (TETAŞ) was established as a wholesale company of electric power and it commenced its activities on October 1, 2001 in order to fulfill an important duty in transition to liberalized market model in the electricity sector. It sells the electric power that it purchases from the BOT, BO and TOR generation units under long term contracts to the Distribution Companies and Direct Customers. In the Law No.5710 titled Construction and Operation of Nuclear Power Plants and Selling of its Power that was issued in Official Gazete dated Nov.21, 2007, the principles and procedures regarding the construction and operation of NPPs and selling of energy from such power plants arranged. TETAŞ was responsible on the last bidding in 2008 under this Law. 2. Implementation and disciplines in nuclear technology In order to implement nuclear projects, main activities of the utility can be outlined as follows; Preparation of the feasibility report, Preparation of Bid Specifications (BIS), Evaluation of Bids, Performing contract negotiations, Preparation of contract documents, Improvement of human resources, Planning of technology transfer, Public Relation (P&R) activities, Establishment of the new operational organization to run the NPPs.To be successful in these steps, know-how and technology transfer are of high importance. Especially for the beginning, to get acquainted with nuclear project management methods and right organizational structure should be reached and applied. The realization of these conditions could only have been by the employment of: discerning, competent, well-informed, experienced, and expert people. Nuclear technology isn't just for nuclear engineers. Electric utilities, regulatory bodies and other nuclear energy companies need workers across a broad range of disciplines. Opportunities exist for a variety of engineers, technicians, skilled trade and technology workers, and others. Some types of careers are given below; Engineers : Civil/structural, Electrical, Materials, Mechanical, Nuclear, Computer, Instrumentation and control, Fire protection, Systems, Project management, Professionals: Accountants, Analysts, Business management experts, Chemists, Document control experts, Health physicists, Information technology experts, Occupational safety, including radiation safety experts, Plant operators, Statistics/probabilistic risk assessment experts, Training specialists, Technicians and Skilled Trades Workers: Carpenters, Construction trades and related workers, Electricians, Engineering technicians, Heavy equipment operators, Machinists, Maintenance technicians, Millwrights, Pipefitters, Science technicians, including chemical, environmental protection, instrumentation and control, radiation protection and nuclear, Security officers, Welders. 3. Education and training centers in Turkey Moreover, various universities and institutes of Turkey provide technical professions of the wide range of specialists training (electrician, computer engineering and automation, chemistry, physics specialists and so on). Some universities in Turkey have undergraduate and graduate programmes in nuclear engineering field. TAEK is training personnel in the nuclear field at affiliated research and training centers in co-operation with universities and related organizations in this field. Although the nuclear physics and atomic physics lessons has begun to be taught at the different universities in Turkey since 1950 a systematic study on graduate level training begun at the Đstanbul Technical University, Nuclear Energy Institute in Undergraduate and graduate level training were started at the Hacettepe University, Nuclear Engineering Department in On the other hands, some other universities stars to teaching graduate level training in 1960, those are Boğaziçi University, Middle East Technical University Faculty of Mechanical Engineering, Ege University Nuclear Energy Institute. Other Universities all around Turkey are also helping to the graduated students to get the degrees on Msc., Phd. etc. by training for their nuclear career. These training activities gained almost more than totally 2000 different careers (nuclear expert, nuclear engineer, nuclear physicist, nuclear technician, radiologist, health physicist, etc.) to the nuclear industry. They are working at the different private, public companies, regulatory body, universities, hospitals, research centers in Turkey and in 177

178 abroad. Most of them were retired and new young careers are seeking for new positions and exciting the decision of the government on the Turkey s Nuclear Program. 4. Experiences of the past bidding and organization structure Turkey has tried to launch a NPP project in Akkuyu fourth times in years 1976, 1983, 1993 and These attempts have ceased in a couple of years, because of some "surrounding reasons". Moreover, Turkey is working intensively regarding the new nuclear project and preparing new international bidding in 2010, which is required to be constructed is 4000 (±%25) MWe total nominal power of the units shall be minimum 3000 MWe, maximum 5000 MWe, for purchasing of electricity to be generated by the nuclear power plants to be built in Akkuyu. Highly qualified technical Turkish staff was invited from abroad during the first attempt. An effective technical training program was applied on the rest of the staff which at the end reached more than 100 man-years in total. The training was realized with the help of IAEA, Consultants either as courses or on the job training. From those fourth attempts Turkey has gained the followings: Site selection capability. There is one site already having the site permit, Experienced staff to prepare the BIS in package-vice (PC), in turn-key(t-k) basis and builtoperate (BO), Technical, administrative, commercial and economical evaluation experience, Capability of carrying out contract negotiations, and preparation of contract documents both in PC, in T-K basis and in BO basis for conventional type contract, Experienced in BOT and BO type contract negotiations, Trained and experienced technical staff to start and carry the nuclear project. The major difficulties during contract negotiations phase were; The limited experience of the Division's staff and High-level bureaucratical and political anxieties on this project. 5. Manpower developments and common problems in generally The owner of the NPP has the full responsibility for the nuclear power project management. The owner/ operator has to accept his responsibilities which can not be shared either with the plant designer or constructor with the authorities. This shows that the personnel is one of the main challenges in this project. So that the personnel development programs should be established at an early stage in the preparations for the project implementation and power plant operation and maintenance. A successful implementation of a nuclear power programme not feasible without sufficient national manpower. Manpower development to be a long time activity that is program oriented rather than project oriented. An organized and staffed regulatory body, owner/operating organizations, universities and training centers, consultants/suppliers(national/ international), institutes and other interested parties etc. are key elements of such infrastructure of the nuclear facilities. Key issues that arise at any time during siting, design, construction, commissioning, operation and decommissioning of the nuclear facilities. In order to formulate a policy for the NPP organization issues are; Considering a nuclear power programme as a national energy and a national development policy, Establishing legal requirements at the national level and at the international level by law, Establishing an independent regulatory authority, (regulatory authority be clearly separated from the operating organizations), Taking a decision upon the power rate and the type of the NPP and contractual approach, Choicing of fuel form for planning and establishing whether a domestic fuel supply and fuel production technology, 178

179 The need for trained personnel and how the training is to be provided, Prepare a national nuclear education programme, The need to gain public and political acceptance. The development of human resources has been identified as one the main argue on the implementation of the nuclear power programme. In order overcome from this argue, we needs; more younger people studying nuclear science, growing number of universities on different areas related with NPP activities, more financing support to the education, training and research centers by paying awards, stipends, scholarships etc., government supports to the nuclear education programme and nuclear project seriously, high salary payments for the staff working at the nuclear project, sharing the knowledge and experience in nuclear education and training at the national and international levels, restarting the people interest in nuclear enlightenments, online educating the personnel and/or general public continuously by using internet etc. [2] As a beginner in launching a nuclear power programme, you can ask for the personnel working at the thermal, hydrolic power plants and the other high technologic industry groups and a consultant in order to attempt to build a NPP. Common problems of the developing and under developed countries are : Shortage of the financing of the implementation of the NPP project, Low salary payments for the staff, Cancelization and/or delaying of the NPP project effect on the personnel position changing, High formalities for training and participation in national and international courses given abroad, Working with least experienced personnel, Limited education, Limited funding for additional education, Limited working equipment working area, Limited award, stipends, scholarships and uncertain career promotion. Nuclear education (provides general knowledge and develops intellectual skills) needs: More undergraduate students on different professions, More graduate students on different professions, Presence of nuclear topics in elementary and secondary school programmes for public enlightenment, Stable political issue, Stable public opinion, Nuclear training center, International courses, Radiological protection training, Give lectures about nuclear- turbine island and radwaste management, Demonstrations, Guided tour to nuclear power plant in any country, Providing information material, Internet site with plenty of information. The activities in the field of nuclear energy in Turkey in order to ensure the right people are in the right places at the right times; education, research and development activities, legal and legislative work and their work as supported or to be supported in her nuclear energy programme. This paper intends to give brief information on the Turkish experiences perceived benefits in adopting nuclear energy, lessons learned and the surrounding problems of the attempts on personnel hiring and organization and the bidding process and summarizing the situation for the time being probable future problems which can be encountered are mention in the paragraph as well. REFERENCES [1] The Perceived Benefits For Turkey Adopting Nuclear Energy And The Lessons Learned From The Attempts Made To Introduce A Nuclear Program, Eyyup Lütfi Sarıcı,IAEA Conference, Obninsk, Moscow, 27 June-02 July, [2] Human Factors In The Operatıon Of NPPs, E.Swaton, V. Neboyan, and L. Lederman, IAEA Bulletin, 4/

180 Keynote Address IAEA-CN-179-PS15 Using the systematic approach to training to develop initial training programs at nuclear stations K.W. Hamlin Institute of Nuclear Power Operations, Atlanta, Georgia, USA Abstract. The complexity of nuclear power plants demands the highest level of employee competence. Required levels of employee performance can be achieved when training develops skills and knowledges needed for safe, effective job performance. The success of the systematic approach in meeting complex training requirements has been demonstrated by extensive use in the aerospace, health, and defense industries, as well as the commercial nuclear power industry. An effective, performance-based training and qualification system includes activities to accomplish the following: Identify what training should be provided for each position. Design and develop training programs. Conduct training as designed. Ensure mastery of the learning objectives. Evaluate training effectiveness. The training process has an input and an output: people. Training must be designed to accommodate expected input, and it must be evaluated by the quality of output. The training system should be adjusted to meet needs of the personnel selected to participate and be modified, as necessary, to produce the on-the-job performance required for safe, reliable plant operation. A well-managed, performance-based training system has the following advantages over other systems: It permits effective management control. It is fully accountable. It supports teamwork. It provides continual feedback. It is cost-effective. 180

181 IAEA-CN-179-IAP43 Developing a nuclear workforce to meet the demands of an expanding industry C. Kelly GSE Power Systems, Inc. Augusta GA, USA Charles.Kelly@gses.com Abstract. With the increasing demand for energy and the industries aging work force we are facing a critical shortage of qualified applicants for the nuclear power industry. By combining the simulation with an intensive Operator Jump Start training program new operator candidates are being trained and screened for the utilities. The Operator Jump Start training program is a rigorous training program which includes instruction on fundamental sciences (including GFES), plant systems and operations. The goal of the program is twofold; first provide essential knowledge and skill to potential operators and second to determine if candidates have the ability to successfully complete the utilities Control Room Operator Training Program. The first incarnation of this program is focused on developing an operator workforce but future plans will expand it to managers, engineers, and maintenance technicians. The first large scale implementation of this new training approach is in operation in the southern US at a two-year Technical College in conjunction with the local nuclear power utility. This paper discuses the approach as well as the result of its initial implementation. 1. Introduction Whether you have an existing nuclear base or your country is one of the many nations contemplating a nuclear solution for your future power needs, you have a problem. Where will you get your nuclear workforce? The demands of the nuclear industry require nuclear workers to have a specialized skill set that can be learned, but from where? Traditionally, nuclear workers receive most of their training after becoming employees of a nuclear utility. This option is viable if you have existing nuclear power plants and your need for new workers is limited. However, if you are trying to develop a nuclear workforce for the first time or your need exceeds your existing training capacity your options are limited. 2. Discussion An aging workforce combined with an increase in need for qualified personnel is not unique to the nuclear industry. The oil and gas, petrochemical, and non-nuclear power industries, as well as many other high tech industries, are facing the same problems of finding qualified personnel to support their operations. Until recently the nuclear industry was stagnant and was not viewed as a promising career opportunity. This coupled with limited training and education options severely hampered recruiting efforts. The nature of nuclear power and the associated requirements have made it difficult to attract new workers into the industry. 3. Borrowing from experience In 2008, GSE Systems completed a two year project in the United Arab Emirates at the Men s Higher College of Technology in Abu Dhabi. The project consisted of five simulation based training programs designed to address the need for qualified workers, engineers, and managers. In essence GSE developed an industrial boot camp with five programs: two power plants, an oil refinery, an off 181

182 shore oil and gas production platform, and a desalination plant. Each program includes training in fundamentals, systems, and operations (using the associated full scope simulator). During the same time frame, GSE introduced a new simulation hardware platform, the VPanel, a nuclear simulator at a fraction of the cost of a traditional full scope nuclear simulator. Since the VPanel can run an ANS 3.5 load, the level of fidelity to an operating plant is exceptional. Traditionally it has been impossible for prospective employees to gain hands on experience in nuclear operations. Most existing commercial nuclear simulators are running at near capacity and are not available for additional use. The prohibitive cost of a traditional full scope nuclear simulator makes it unlikely that anyone would purchase one if they are not required to do so. The VPanel bridges the gap by making a low cost, high fidelity, nuclear power plant simulator available for use in non-utility settings. 4. The next steps With the development of the VPanel and our experience in developing the boot camp style programs in the UAE, the next logical step was to develop a nuclear boot camp. The need for new nuclear workers already existed and was going to rapidly increase as contracts for new nuclear units were signed. To improve the value of the boot camp, GSE approached several two-year technical schools to serve as hosts for the course. GSE also approached several utilities that had contracts for the construction of new nuclear plants. 5. Description of the actual work In December 2008, GSE signed a contract with Southern Nuclear Operating Company (SNC) to provide a screening and familiarization course for approximately 120 operators to be hired over the next 3-4 years. SNC was the first utility in the US to place an order for the Westinghouse AP1000 nuclear plant. Augusta Technical College eagerly accepted the opportunity to host the program. Development of the Vogtle VPanel began in December and was delivered to Augusta Technical College in late April. Representatives from SNC and GSE worked together to finalize the curriculum and schedule. GSE worked with Augusta Tech to define a two-year degree program in Nuclear Technology based on the boot camp program, now renamed Nuclear Worker Jump Start Training. The two-year degree (as of this writing) has not yet been approved. However, most of the course materials and curriculum have been approved through the Technical College of Georgia Review Board. The first run of the course was completed in November The second course started in January

183 6. Results The first course was judged to be highly successful by SNC with 10 of the 12 students passing all sections. The students who did not pass a section will be allowed to retake those classes as part of the next course. The success of this operator based course has prompted discussion about adding courses for new hire engineers, managers, and maintenance personnel. 7. About the course The course is comprised of three sections: Fundamentals, Systems, and Operations. The Fundamentals section includes classes on mechanical science, electrical science, I & C, fluid dynamics, heat transfer, material science,, classical physics, nuclear physics (reactor theory), human performance (conduct of operations), and print reading. The Systems section includes classes on the systems that make up the nuclear island as well as the major systems of the secondary side of the plant including: feed water, feed water heating, main / aux steam, condensate, main turbine (and auxiliaries), main generator, and electrical distribution. The Operations section is accomplished on the Vogtle VPanel simulator and includes lessons on unit start up, unit shut down, normal operations, abnormal operations, and emergency operations. This section includes both individual and team training activities. The course materials are taught and evaluated at an initial license operator level. The fundamentals materials include the US NRC GFES requirements but also include additional sections deemed necessary for new workers. The system and simulator materials are taken directly from the Vogtle 1 & 2 Initial License program. 8. Conclusions While the results of the first class were very favorable a post course evaluation lead to several changes in content and duration. These changes were implemented before the start of the next course. The course is currently focused on developing an operations staff but additional courses can be added for the development of engineers and managers. 183

184 Session 5: New strategies for managing human resources in the 21 st century The speakers invited for this session will provide experiences, lessons learned and plans regarding new strategies they have to develop the human resources needed to support the safe and sustainable introduction and expansion of nuclear power programmes. This session will begin with the lessons learned and plans of the host country, UAE, which is taking an approach toward organization and human resource development that, while it isn t new to the UAE is a departure from that taken by those countries that already have NP programmes. Other presentations will explore new national and regional approaches toward HR development, as while they are provided by those organizations that have NP programmes they involve strategies that are new to the industry. 184

185 IAEA-CN-179-IAP44 Building dynamic competence in globalized environments P. Wieland a, T. Diana L. v. A. de Macedo-Soares b, L.J. Lustosa c a Comissão Nacional de Energia Nuclear (CNEN), Rio de Janeiro, Brazil pwieland@cnen.gov.br b Pontifical Catholic University of Rio de Janeiro, Department of Industrial Engineering (PUC-Rio/DEI), Rio de Janeiro, Brazil c Pontifical Catholic University of Rio de Janeiro, Business School ( PUC-Rio/IAG), Rio de Janeiro, Brazil Abstract. The new nuclear industrial environment is being dynamically designed, as strategic alliances and networks are being established and dissolved and as new technologies are being constantly developed and implemented. In the face of these changes, operational risks need to be taken into account. Increasingly, building competence means improving, not only knowledge, but also, skills and attitudes so as to survive the shocks created by the changes. This paper aims at sharing results of research on developing dynamic competences in order to prepare the staff of firms in this new turbulent context to contend better with new organizational situations, apply new technologies and manage the operational risks involved. It is argued that especially, communication skills, learning attitude, networking, and resilience are essential to build trust within the company and between partners and other stakeholders. Also, considering events that have a global impact, such as the recent economic crisis, it is considered fundamental to adopt a new approach to project management, taking into account the operational risks. Therefore, staff both operators and managers - should learn how to identify and manage not only the system, equipment, process or human (technical or managerial) failures, but also natural catastrophes and the intentional events such as frauds and sabotage, or extreme events like terrorist attacks. Towards this end, the development of dynamic capabilities is considered a critical factor. 1. Introduction New and revised nuclear programmes are being announced worldwide. These programmes concern not only the construction of nuclear power plants, but also the related industry of fuel fabrication and corresponding uranium resources. Considered as large and long run projects, the nuclear industry, as other industries, strategically, establishes alliances and acquisitions, as well as integrates both horizontally and vertically, with a view to ensuring sustainability. In the IAEA Bulletin, September 2009 issue [1], this topic is emphasized: Promotion of Innovations in Institutional Arrangements In addition to the complete spectrum of the nuclear fuel cycle, institutional arrangements are also part of the nuclear energy system. Such arrangements include agreements, treaties, national and international legal frameworks or regimes, and conventions. Deploying new reactor designs may require innovative approaches to institutional measures, in particular for non-stationary, small and medium-sized reactors. INPRO fosters collaboration in this area and supports countries in developing and implementing innovative arrangements. There are several reasons and motivations for an industry to develop strategic alliances. Some of the motivations are to gain access to restricted market; maintain market stability; speed up development of new goods or services or new market entry; form an industry technology standard; share risky R&D 185

186 expenses; gain access to complementary resources; pool resources for very large capital projects or learn new business techniques. The so-called dynamic capabilities enable the industry to create, extend, and modify the operational performance, according to the environment. This can be the competitive advantage to succeed [2]. The objective of this paper is to share results of a research that investigated the importance of human resource development, precisely the role of dynamic capabilities for enabling both operators and managers, in today s turbulent environment, to face new organizational situations, apply new technologies and manage operational risks. This paper is structured in two parts: the first part recalls the need for establishing a learning process for globalization, emphasizes the importance of knowledge management and call attention for operational risk management. The second part presents a set of dynamic essential competencies in an industrial globalized environment. The information and data were collected from literature review, peer discussion and from experience in human resources during organizational changes. Feedback experience from major companies alliances, and the supervision of operational risks for the industry were very helpful. 2. A learning process for globalization According to Helfat [3], to survive and prosper under conditions of change, firms must develop dynamic capabilities" to create, extend, and modify the ways in which they operate. Classroom training courses, wouldn t prepare the staff for that. A learning process would involve articulation, codifications, sharing and internalizations of know-how. Success depends on the ability to coordinate across organizational boundaries, develop and refine knowledge sharing routines and build trust. Trust in this case is not only individual trust among representatives of the industry, but also, trust in the corporation itself. 3. New technologies New technologies appear and are replaced so fast that is difficult for most to follow their development. More than ever, the International Nuclear Information System and Nuclear Knowledge Management are key players for worldwide nuclear energy development [3]. 4. Operational risk management Nuclear risks generally relate to situations that may lead to uncontrolled emissions of radionuclides or to human overexposure to radiation. Risks have potential impacts on persons or property, or both and, most probably, with liability implications, including third party liability. From the industry point of view, the risk of an accident is only one of the causes for concern. Table 1 suggests a classification of operational risks according to their scope[4]. Some of the operational risks listed, may be rare and inconceivable; however, there are reported cases in the news and in industry security references. Scope Workplace safety Environmental safety Employment practices Clients, products and business practices Physical assets Business and systems Examples of operational risks Violation of employee health and safety rules, accidents. Accidents with impacts to the public or to the environment, general liability. Workers compensation claims, organized labor activities, strikes, harassment, bullying, actions or omissions that lead to evasion of competent staff and knowledge loss. Fiduciary breaches, money laundering, improper trading-business activities recalls, commercial barriers. Terrorism, vandalism, anonymous bomb threats, earthquakes, fires and floods. Hardware and software failures, telecommunication problems, utility outages, inexplicable delays to resume or start up production. 186

187 Scope Execution, delivery and process management Internal fraud External fraud Examples of operational risks Collateral management failures, incomplete legal documentation, regulatory nonconformities, fines, unethical business practices, non-client counterparty misperformance, patent claims and vendor disputes. Intentional misreporting of positions and production status, misuse of confidential information, sale of unauthorized products employee theft, trade on inside information, pilferage, kickbacks, embezzlement. Robbery, forgery and damage from computer hacking, falsification, commercial bribery, sabotage, industrial espionage, high tech crimes. Public credibility Public manifestations, questions from public representatives, defamation, compensations or additional requirements from government, or Parliament. Table 1. Types of operational risks for the industry Operational risks can cause not only an impact on the production performance, but also on the industry s credibility [5]. In any case, the root causes should be investigated and managers should be able to assess their probability of occurrence and to prepare preventive actions and contingency plans, whenever risk reaches a preset level. 5. Building dynamic competencies Skills that used to be only mentioned as desirable in a competence building or selection programmes, are now becoming essential. Examples of these are listed below. Communication. As new enterprises are designed and implemented, internal communication with the staff and stakeholders becomes fundamental to prepare for the changes. Direct speeches, and more generally eye-to-eye communication, are preferred to indirect means of communication, in times of change. Multicultural staff is becoming the norm, as companies look for specialists from abroad. Therefore, communication needs to be very careful not to create distinctions or conflicts. Communication can be practiced with exercises, training, using simulation scenarios [6]. Resilience is the ability to behave flexibly in rough times. The questions are: how to face the increasing work pressure, uncertainties, and instability, and how to survive an issue without getting hurt or having credibility damaged, or how not loosing time with inconsequent matters. Resilience also means the ability to continue to overcome difficulties and to take decisions carefully. Lehman Brothers Bank staff knew that the company was not running well in 2008, but they could not imagine that it would collapse in the short run. Although strategically recommended in several cases, alliances are not always successful. Termination rates are reportedly over 50% [9]. The majority of the working cultures encourage people to feel their own job as a second home with a second family. When a company closes its doors, feelings like confusion and sadness invade the workers life and renders it more difficult to find a new job. In a globalized world, where companies hire workers from different countries, the situation becomes even worse, because the workers lose their visas and have to return to their home countries. Networking is the ability to work together and socialize, even when there is probably a hidden agenda or when industrial secrets need to be protected. A level of diplomacy is needed as well as trust and honesty, agreement formality and respect for cultural diversity. Cross company committees, task forces, forums, exchange experience workshops and best practices among managers and operators are examples of network internalization means. An eloquent example of networking between the nuclear technology holders and technology users is the INPRO Dialogue Forum [7]. This cross-cutting area aims at fostering information exchange to ensure that future technical and institutional innovations meet both expectations. Another networking is the Iberoamerican Forum of nuclear regulators [8]. Both are facilitated by the International Atomic Energy Agency. 187

188 Multitasking is the ability to perform several activities at the same time and also being able to learn more and different things each day. A worker with such ability is very useful for the industry, due to its flexibility. In fact, it is a competency that helps people qualify for a network management position. Multitasking comes together with analytical skills and innovation capacity. As time becomes short for many tasks, one needs to analyze complex situations and to have strong synthesis skills as well as to to identify proactively key areas for innovations and optimization. Decision making - Decision making processes generally include taking into account situations where complete information is not available. In alliances, managers may face dualities, ambiguities and instability. Error! Hyperlink reference not valid. Managers should be trained for decision making, and avoid relying too much on intuition. Interaction with peers, networking and reading management journals can be very useful. The Bayesian network is an innovative concept for assessing complex uncertain situations [4]. It applies Bayes theorem and graphically expresses a network of random variables with their dependency relationships and conditional probabilities distribution. 6. Conclusion This paper highlights the results of a research that investigated the importance of preparing the staff, from operators to managers, to face new organizational situations, apply new technologies and to manage operational risks. It suggests fostering and building dynamic competencies, which includes the development of skills such as communication, resilience, networking, multitasking and decision making as fundamental basis for the development and success of nuclear programmes. Future work on developing a minimum programme for building dynamic competencies and on assessing and comparing the performance of organizations that implemented such similar programme is encouraged. The authors are glad to receive comments in order to improve the research. REFERENCES [1] INTERNATIONAL ATOMIC ENERGY AGENCY, SOLOKOV, Y.; BEATTY, R. Sustainable Nuclear Energy. IAEA Bulletin. v. 51. n. 1. IAEA, Vienna (2009), p [2] HELFAT, C. E. et al. Dynamic Capabilities: Understanding Strategic Change In Organizations [3] INTERNATIONAL ATOMIC ENERGY AGENCY, International Nuclear Information System (INIS), IAEA, Vienna (2009). [4] WIELAND, P.; LUSTOSA, L. J. Modeling operational risks of the nuclear industry with Bayesian networks. In: Nuclear Industry Meeting, INAC/ENIN, Rio de Janeiro. ABEN [5] WIELAND, P.; DEL MASTRO, N. Operational Risks Management at Industrial Irradiation Plants. In: IMRP (Ed.). International Meeting on Radiation Processing. London, UK.2008 [6] INTERNATIONAL ATOMIC ENERGY AGENCY, Communications on nuclear, radiation, transport and waste safety: a practical handbook. IAEA, Vienna (1999) (IAEA TECDOC 1076). [7] INTERNATIONAL ATOMIC ENERGY AGENCY, International Nuclear Project on Innovative Nuclear Reactors and Fuel Cycles (INPRO) IAEA, Vienna (v.2009), [8] RED_IBEROAMERICANA. Foro Iberoamericano de Reguladores Nucleares. v [9] KALE, P.; SINGH, H. Managing Strategic Alliances: What Do We Know Now, and Where Do We Go From Here. Academy of Management Perspectives [S.I.], n. August,

189 IAEA-CN-179-IAP45 Study of self-image of the Cuban Nuclear Agency M.A. Contreras a, A. Arencibia a, I. Rodríguez a, J.O. Alvarado a, D.M. García a, A. Aguilar b, M. Perera b, R. Rodríguez c, J.M. Rivero c, I.M. Alonso d, N. Quintana e, J. Cárdenas f, E.O. Ramos f, L.L. Elías g a Centro de Gestión de la Información y Desarrollo de la Energía (CUBAENERGIA), La Habana, Cuba mcontreras@cubaenergia.cu b Centro de Investigaciones Psicológicas y Sociológicas (CIPS), La Habana, Cuba c Agencia de Energía Nuclear y Tecnologías de Avanzada (AENTA), La Habana, Cuba d Centro Nacional de Seguridad Nuclear (CNSN), La Habana, Cuba e Centro de Aplicaciones Tecnológicas y Desarrollo Nuclear (CEADEN), La Habana, Cuba f Centro de Protección e Higiene de las Radiaciones (CPHR), La Habana, Cuba g Instituto Superior de Tecnologías y Ciencias Aplicadas (InSTEC), La Habana, Cuba Abstract. The paper shows the results of a study of self-image carried out in the Cuban Agency of Nuclear Energy and Advanced Technologies as well as in those institutions belonging to the Agency which are responsible for implementing the policies outlined in the Cuban nuclear program and providing the technical scientific support to the various branches of the economy that use nuclear technologies. At present, the Agency has a communication strategy targeted at external audience; however, it seeks to integrally manage the communication within and outside the organization. The study aims to provide information for designing its communication strategy. A methodology was developed for the research. This methodology entailed the use of two instruments: a questionnaire and a semi-structured interview that enabled to obtain qualitative additional information. The target audience was employees from five institutions linked to nuclear activity which are its internal public. The results will be used to design an internal communication strategy which will directly contribute to the retention and increasing development of human resources. 1. Introduction The corporate image is the perception of different members of society about an institution and it comprises all the ideas, beliefs and impressions social individuals have about it [1]. The corporate image has become one of the most valued intangibles for the enterprises and the keystone of the whole communication process in any institution [2]. A study of self-image enables a more adequate management of the internal communication within the organization, which directly contributes to the development of an organizational culture in line with the value system, and influences the increased motivation and commitment of human resources to the organization. The Agency of Nuclear Energy and Advanced Technologies (AENTA) and its institutions are responsible for implementing the policies outlined in the Cuban nuclear program and providing technical scientific support to the various branches of the economy that use nuclear technologies [3]. 189

190 The Agency, which also develops other activities related to advanced technologies, has 5 institutions involved in nuclear activity. They are: The Isotope Centre which guarantees domestic production of radiopharmaceuticals and labelled compounds. The Centre for Radiation Protection and Hygiene devoted to radioactive waste management, environmental radiation monitoring and individual radiation monitoring of workers occupationally exposed to ionizing radiation. The Centre for Information Management and Energy Development, which applies technological tools developed in the nuclear area for the comprehensive energy development planning and determination of its environmental and economic impact in the country. The Centre for Technological Applications and Nuclear Development is the leading R&D institution of the Agency. The Environmental Engineering Centre of Camagüey is devoted to solving environmental technology problems and taking actions related to the environmental study, protection, surveillance and monitoring. The target audience was employees from these institutions. A methodology [4] was developed for the research. This methodology entailed the use of two instruments: a questionnaire and a semi-structured interview that enabled to obtain additional qualitative information. 168 individuals participated in the survey, representing approximately 40% (51.2% women and 48.2% men) of employees directly involved in nuclear activities. The average age was 43.7 years old. 75% are College graduates and 19% are High School graduates (medium-technical level). 4.8% are PhD s and 24.4% are Masters of Science. The majority (78.6%) carry out professional or technical works. 2. Results 2.1. Assessing some aspects of AENTA More than half of participants (54.2%) assessed the equipment and technological facilities as Fair or Poor, only one third (30.5%) considered this aspect as Good. The state of the buildings was assessed as Fair or Poor by 41.1% and as Good by 38.7%. The efficiency of management was considered as Good by 46.4% and as Fair or Poor by 44.1%. The staff qualification was evaluated as Fair or Poor by 50%, while 45.4% assessed it as Good. The most highly assessed aspects were the professional prestige (69.6%) and attention to the Institutions (66.1%). See Figure 1. FIG. 1. Assessing some aspects (%) Equipment / facilities Buildings Management effici... Staff qualification Professional prestige Attention to the insti... Good Fair Poor I don t know 2.2. Working atmosphere Concerning working atmosphere, positive opinions predominate (Figure 2). For 41.1% of respondents the predominant atmosphere at the Agency is that of "a group of friends." The next opinion (in order) was that of a "waiting room (14.3%) and that of a "large family"(13.7%). However, a minority (9 subjects) called it a "headquarter or a jungle." Overall, very friendly relationships are observed, which contribute to the work, although at times there were situations of expectancy or uncertainty, which do not affect the environment, but must be taken into account. 190

191 FIG. 2. Working atmosphere (%). A large family 17,9 13,7 A group of friends An headquarter 14,3 0,6 5,4 4,8 41,1 An emergency room A jungle A waiting room 2.3. Current situation In this respect there were different opinions as shown in Figure 3. For 40.5% the "institution was liable to unexpected situations. For 23.2% there were no changes in the situation. One fifth of participants (22.6%) described the present situation as "normal and stable." A minority (3%) was very optimistic and said the situation was "flourishing and growing." Negative opinions were a minority, since only 12 people (7.1%) replied that the situation was "really difficult and in decline. FIG. 3. Current situation (%). 3,6 7,1 3 22,6 Really difficult and in decline Liable to unexpected situations No changes 23,2 40,5 Normal and stable development Flourishing and growing I don t know/ no 2.4. Image Favourable opinions on AENTA s image predominate (Figure 4). For 60.7% of respondents it is Good or Very Good, while 31.5% have a somewhat negative image. The worst opinion was provided by 2.4% of the participants. The positive statements are based on "good work, responsibility and prestige of the institution" while negative views, though minority, are based on opinions such as mediators" "parasites" and stress generators." FIG. 4. Image (%). Poor 8,3 2,4 31,5 Fair Good 52,4 Very good 191

192 2.5. Sense of belonging and communication channels Concerning the sense of belonging to the institution, 44% of participants in the survey considered it as "poor identification", followed by 41% "highly identified" and finally 7.1% considered not being identified with the institution. More than half of participants in the survey did not give reasons for their answer. 28.4% of those who replied positively and argued "the significance of the work performed by AENTA" while those who felt alien to the organization considered they "failed to perceive an image of the Agency" (12, 2%). The 3 most used communication channels (in order of hierarchy) are electronic mail (25.8%), meetings (25.4%) and telephone calls (14.3%) Interviews with managers The opinion of the directors was also provided taking into account that they are responsible for deciding on the organization s image. Knowing how they think helps to establish a comparison between what was planned and done in this area. The managers believe that expenditures on communication and image are an investment. As for the image their internal and external public would like, they expressed: friendly work as a team with internal public, and professionalism and commitment to external customers; a centre capable of communicating correctly its results and; the desire to be a recognized centre in the country in every one of the activities it performs: research, scientific and technical services and equipment production. 3. Results The most valued aspect was human resources because of its professional prestige, over other material and technical aspects. The atmosphere was described mostly as "a group of friends", to a lesser extent as a "waiting room" and "a big family". The Agency's present situation was assessed at a higher rate as "subject to unexpected situations and to a lesser extent "no changes".the image of the AENTA was favourable for most respondents. These results will be used to design an internal communications strategy that will contribute directly to better management of human resources in the AENTA. REFERENCES [1] VILLAFAÑE, J., Imagen positiva. Gestión estratégica de la imagen de las empresas, Edit. Pirámide, Madrid (1993). [2] GALAN, J., Gestión vectorial de la imagen corporativa, Razón y Palabra, No. 65, año 13, Noviembre-Diciembre (2008), [3] DÍAZ, A., Aplicaciones nucleares en la sociedad contemporánea, Nucleus, 40, La Habana, (2006). [4] ABREU SOJO, I., El estudio de la imagen pública: la clave del éxito? Revista Latina de Comunicación Social, Marzo, Año 4º, Número 39, Tenerife (2001). 192

193 IAEA-CN-179-IAP46 Human resource development strategy for African states that are considering to launch new nuclear power programme: the need for an effective regional approach A. Z. Meshesha Ethiopian Radiation Protection Authority, ERPA, Addis Ababa, Ethiopia Abstract. The significance of nuclear power plant has been recognized with increasing attentions. There is high global energy need than the supply; and the demand for electricity from emerging and developing economies, including many African nations is increasing more rapidly than other forms of energy. As a result expansions and the need to introduce new nuclear power plants (NPP) in the world including in Africa is growing very fast. One of the main infrastructural challenges to the introduction of nuclear power programme in beginner countries is the availability and development of the required human resources. In this paper educational programs of some African educational institutions related to nuclear power programmes has been assessed and results show that only basic infrastructure exist in few countries; however, a developed educational system found in South Africa. Most of these educational and research institutions in the region are beginners in nuclear fields and are poorly organized; which makes provision of the required human resources a biggest challenge. Recommendations for networking and cooperation among nations for human resources development was considered as an important solution by AFRA, and to achieve this objective, one of the core functions of AFRA will be to establish relevant institutional linkages and essential mechanisms for cooperation. Therefore, considering the situations in Africa, it is highly advisable and realistic to commonly invest for an effective human resources development strategy with a regional approach; or more practically at sub-regional levels. Educational centers with different specializations in nuclear fields at neighboring countries can be established and commonly used. Bilateral cooperation in human resources development with developed countries is also an important aspect that African nations can consider. Advanced research & development programmes to sustain peaceful applications of nuclear energy can also be introduced at selected regional centers. In this regard proper commitment by nations including policy issues at highest regional political levels shall be made and the required investment shall be allocated and properly used. These can also be supported by harmonization and standardizing of instrumentations and systems in the nuclear field among nations with concerted efforts of nuclear industries, related associations and IAEA. 1. Introduction The significance of nuclear power plant mainly due to high electricity demand from developing nations, energy security and environmental issues has been recognized with increasing attentions. Besides, climate concerns and good record of safe operations in the past are making nuclear power plants economically competitive too. As a result expansions and the need to introduce new nuclear power plants (NPP) in the world is growing very fast; as some authors put it as beyond renaissance. The main energy demand is particularly from emerging and developing economies, including many African nations; and the need for electricity is expected to increase more rapidly than the demand for other forms of energy [1]. It is noticed that nuclear power plants can produce the required significant amount of safe and clean energy. Other alternative renewable sources like solar and wind can assist but currently they are short of supplying the required high energy demand either economically or/and in substantial amount [2]. Nuclear option therefore remains a possible (developed) technology to fill this energy gap. 193

194 2. The situations of African countries for the introduction of nuclear power plants and their educational institutions to support these programmes Considerable amount of uranium reserves exist in many African countries; exploration and mine development is proceeding in countries which have not hitherto supplied uranium. These include Central African Republic, Congo, Guinea, Malawi and Zambia along with previous global suppliers like Namibia, Niger, Gabon and South Africa [3]. However, the per capita electric energy production of many African countries is the least in the world; for instance the World and Africa average are 2596 and 563 kwh respectively, of which the Africa share is highly elevated mainly by two countries Egypt and South Africa over 200% and 860% respectively from the region s average. The per capita electric energy production of Libya, Morocco, Nigeria, Zambia, Ghana, D.R. Congo, Kenya, Tanzania are 336, 643, 136, 709, 271, 144, 144, 61 kwh, respectively, in 2005 [4]. Excluding South Africa, traditional fuel predominantly based on biomass energy sources still accounts for about 80% of the total consumption in the region, which affect and threaten the environment significantly [5]. Nigeria, Ghana, Uganda, Namibia and all five Northern Africa countries in the region are at different levels of introducing nuclear power plants [6]. Some reasons for this shift to nuclear options are: to overcome with natural disasters, such as effects of ever increasing cyclic draughts, decreasing levels of water sources; decline of national fossil fuel reserves; and strategic utilization of national resources. To launch nuclear power programs there are many infrastructural issues to be considered such as organizational, educational and industrial capabilities, which involve many organizations and different stakeholders that require properly qualified and experienced expertise in the fields of basic nuclear sciences, engineering and project management [7]. It is also identified that one of the main infrastructural challenges to the introduction of nuclear power programme and its useful execution in beginner countries is the availability and development of the required human resources. Multidisciplinary professionals with highly skilled expertise are required to properly run this programme; this also includes the expertise required to execute the activities of the regulatory body [8]. One of the most challenging parts for new African countries embarking on a nuclear power programme is therefore the development of the required human resources. These countries should make a critical and realistic assessment on their capabilities and determine the requirements for developing the quality and quantity of human resources needed [9]. It is also important to note that manpower development programme for each country has its own unique characteristics that should be identified and taken into account; which include the need for technology transfer. According to AFRA s assessment the experience of higher education in nuclear science and technology in the majority of the African developing countries has been disappointing to date. Its contribution to the promotion and development of peaceful applications of nuclear techniques has not mirrored the expected accomplishments. The signs of this failure are most apparent when judged by the declining interest of students in nuclear science and technology and by the poor sustainability of higher education institutions. The analysis of the current situation in many African countries, which was performed by both Dakar and Algiers meetings pointed to the fact that higher education in many developing countries is significantly weighed down by the absence of vision, insufficient political and financial commitment, conditions of initial disadvantage and the globalization effect [10]. Though IAEA can assist, within available resources, with training on all aspects relating to the introduction of nuclear power, the country s own commitment to develop the necessary human resources, skills and core competencies is essential. Therefore, it is advisable for nations to properly and timely invest in human resource development and retention mechanisms for sustainable nuclear programs. In this paper educational programs of some African educational institutions related to nuclear power programmes has been assessed and results show that only basic infrastructure in education in nuclear sciences and nuclear engineering exist in few countries like Ghana, Nigeria and in some North African 194

195 countries; for instance, the School of Nuclear and Allied Sciences (SNAS) which is jointly established by the University of Ghana (UG) through the agency of the Faculty of Science and the Ghana Atomic Energy Commission (GAEC) and in co-operation with the International Atomic Energy Agency (IAEA) offers accredited Master of Philosophy (MPhil) and Doctor of Philosophy (Ph.D) programmes in Applied Nuclear Physics, Radiation and Environmental Protection, Nuclear and Radiochemistry, Nuclear Engineering, Nuclear Agriculture and Radiation Processing [11]. Most of these educational and research institutions in the region are beginners in nuclear fields and are poorly organized; which makes preparation of the required human resource to nuclear energy programme is a biggest challenge. However, relative developed educational system can be found in South Africa such as, Schonland Research Center for Nuclear Sciences at the University of Witwatersrand, Johannesburg. 3. The role of regional cooperation in HRD for nuclear power programme Most successful execution of a nuclear power programmes in countries like Republic of Korea developed largely through networking of national, regional and international infrastructures, covering a wide range of activities and capabilities; among these, the role of their human resource development activities through bilateral and multilateral arrangements was significant. Their continuous commitments particularly for human resource development also make their nuclear programme sustainable and self-sufficient in the process. There are many infrastructures necessary to build for the introduction of nuclear power programmes; and therefore nuclear power programmes project planning becomes a major undertaking involving a great variety of activities, several organizations, both public and private, large human and material resources and a substantial effort at the national and international levels is required. In the regional cooperation programme, AFRA documents and recommendations of AFRA High Level Policy Review Seminar on Regional Strategic Cooperation Framework ( ) it is clearly identified that lack of human resources in nuclear energy and nuclear techniques is one of the key impediment in the region that limit the introduction and expansions of nuclear applications. As a result AFRA produced a document Guidelines and plans for the development and implementation of national and regional strategies in human resources development and knowledge management (HRD and NKM). It was also suggested that networking and cooperation among nations to develop the required human resources in the region as an important solution; and recommended that to develop, based on experience gained from networks in Europe and Asia, the specific organization scheme of the African Nuclear Science and Technology Education Network, including its Mandate, Vision and the draft documents dealing with the Statute of the Network Association, the description of scientific and technological objectives and workplan for the period [12]. To achieve this objective, one of the core functions of AFRA will be to establish relevant institutional linkages and essential mechanisms for cooperation and coordination in the areas of Training, Nuclear Science and Technology, Information Communication Technologies (ICTs) and institutional sustainability, with a particular attention to the challenges facing the Least Developed Countries (LDCs). The new launched regional project, RAF/9/038 that facilitate networking of radiation and nuclear safety regulatory bodies in Africa can also be an input for such regional cooperation [12]. 4. Conclusion Therefore, considering the time constraints to launch nuclear power programmes as compared to the current critical energy demand in the region and the available poor resources in most African States, it is highly advisable and practical to commonly invest for an effective human resources development strategy with a regional approach; or more practically at sub-regional levels. Educational centers with different specializations in nuclear fields in neighboring countries can be established and commonly used. Bilateral cooperation, for this endeavor with developed countries is also an important aspect that African nations can seriously consider. This has been demonstrated in many effective programmes like Korea. Considerations of human resource development and re-training programmes arrangement directly with reactor vendors and constructors at the beginning are also important. 195

196 Advanced research & development programmes to sustain peaceful applications of nuclear energy can also be introduced at selected regional centers. In this regard proper commitment by nations including policy issues at highest regional political levels shall be made and the required investment shall be allocated and wisely used. The efforts of the nuclear industries, related associations and IAEA for harmonization and standardizing of instrumentations and systems in nuclear power plants can facilitate sharing of expertise and exchange of information among countries and can complement the idea of creating common regional centers, as all African countries currently are importers of the technology. REFERENCES [1] Herring, J. S., MacDonald, P. E., Weaver, K. D., Kullberg, C., Low cost, proliferation resistant, uranium-thorium dioxide fuels for light water reactors, Nuclear Engineering and Design, 203 (2001) 65-68, pp1-20, [2] Ubeyli, M., Acir, A., Utilization of thorium in a high power density hybrid reactor with innovative coolants, Energy Conversion and Management 48 (2007) , pp1-7, [3] World Nuclear Association, Uranium in Africa, [online]. Available from: [Accessed Sep. 2008]. [4] Olumuyiwa, Steve Engr. C.Eng, MIEE MNSE, Why Africa lags behind in the energy sector: A paper presented to the OPEC Fund for International Development Conference on Energy Poverty in Sub-Sahara Africa, Abuja, Nigeria, June 9-10, [5] World Food & Agriculture Organization, Energy demand (supply) and consumption in Africa's agriculture, {Online}. [6] %20the%20Energy%20Sector%20Paper.pdf [Accessed 10 Jan. 2010] [7] World Nuclear Association, Emerging Nuclear Energy Countries, [online]. Available from: [Accessed 10 Jan. 2010] [8] INTERNATIONAL ATOMIC ENERGY AGENCY, Managing the First Nuclear Power Plant Project, IAEA-TECDOC-1555, Nuclear Power Engineering Section, IAEA, Vienna, (2006). [9] INTERNATIONAL ATOMIC ENERGY AGENCY, Basic Infrastructure for a Nuclear Power Project, IAEA-TECDOC-1513, Nuclear Power Engineering Section, IAEA, Vienna (2006). [10] INTERNATIONAL ATOMIC ENERGY AGENCY, Potential for Sharing Nuclear Power Infrastructure between Countries infrastructure for a nuclear power project, IAEA- TECDOC-1522, Nuclear Power Engineering Section, IAEA, Vienna (2006). [11] Guidelines and plans for the development and implementation of national and regional strategies in human resources development and knowledge management, AFRA IAEA [12] Ghana University, Available from: [Accessed 21 October 2009] [13] AFRA High Level Policy Review Seminar, Regional Strategic Cooperation Framework ( ), p.56, Sep. 2007, AFRA IAEA. 196

197 IAEA-CN-179-IAP47 Italian nuclear power programme and human resource development plan M. Sepielli a, C. A. Kropp a, F. D'Auria b, M. Adorni b a ENEA, Italian Agency for New technologies, Energy and Economic Sustainable Development, Nuclear Department, Casaccia Research Center, Rome, Italy sepielli@casaccia.enea.it b University of Pisa, S.Piero a Grado, Pisa, Italy Abstract. After a more than 20 years stop in nuclear power generation, Italian government aims now at reaching the 25% of the total electric power being produced by nuclear domestic power stations within the 2030 and at the foundation of the first Italian NPP stone within To this purpose, a recent Law, n. 99 / 2009 Development and Internationalisation of Enterprises has been issued, in which, along with criteria for NPP siting and localization, and technological choices, also a total reshuffling in the Italian nuclear system, both public and private is foreseen. Almost all nuclear organizations are therefore reinforcing or even changing objectives, functions and boards. Some institutions are quite brand new such as the regulatory body named ASN. The national industry and the utilities have overcome the phase out by running in the market abroad, in Europe and mid-far east. Ansaldo Nucleare and ENEL, as well as nuclear component industry are already building and operating NPPs in Romania, Slovak Rep., France, China, etc. Furthermore, industrial and financial partnerships are ongoing with French EDF and US Westinghouse Toshiba for deploying in Italy EPR and AP1000 NPPs. In this framework, research institution and Academia, as ENEA, Italian Agency for New technologies, Energy and Economic Sustainable Development, have got the main duty of carrying out education and research in the nuclear field, which implies facing the hard problem of setting up a human resource re-powering, starting from a basis of still existing nuclear activities and scarce qualified man-power. ENEA, the Italian Agency for Energy and nuclear R&D, and University of Pisa, one of the most active on this concern, try in this paper to model a viable road map, starting from the current status, to suitably supply the domestic nuclear man-power, by acting on the national educational system, the bilateral partnerships and the international exchange. 1. Introduction In 1986, the impact of the Chernobyl disaster on public opinion in Italy was enormous and a general debate on the implications of the use of nuclear energy inflamed the contest in the political arena. In November 1987, three referendums were passed essentially stopping any activity in the nuclear sector. In June 1988, the Government, by Decrees Nos. 230 and 324, ended all nuclear construction, and the Italian power plants, Caorso, Trino, Garigliano and Latina, were closed down. At the same time ENEA, former committee for nuclear energy, decided to close down a number of facilities relevant to the fuel cycle. In 2004 a new Energy Law opened up the possibility of joint venture with foreign companies in relation to NPPs (Nuclear Power Plants) and importing electricity from them. In 2008 a new economic development bill focused on nuclear power was passed by the lower house and after delays in the senate, was resolved by mid 2009, in which the Italian government and Parliament has overturned the ban, by ruling Law n. 99 / 2009 Development and Internationalisation of Enterprises [1,7]. 197

198 2. Italian nuclear power programme and Law n.99/ Italian nuclear power programme With limited domestic energy sources, and no nuclear plants, Italy is highly dependent on energy imports. Italy has proven crude oil reserves of 0.7 billion barrels; however, the domestic production of approximately barrels per day meets only a limited amount of domestic consumption. In the last decade, the declining production from Italy s natural gas fields and the growing in domestic consumption has increased the country's reliance upon gas imports which arrive mainly by pipelines. Natural gas, renewable sources and solid fuels are gradually replacing oil in electricity generation. Final energy consumption has been increasing, while industry remains the most energy-consuming sector. Oil and natural gas dominate the primary energy supply of Italy which exhibits a low level of fuel diversity. The amount of gas supplied in 2004 exhibited an increase of 69% since 1990, displacing some of the oil. Renewable energy supply sources, even though doubling since 1990 and holding a share slightly above EU-27 average of 6%, remain a negligible part of total production, but hydroelectric power. Solid fuels account for a 9% of gross consumption, half the EU-27 average. In 2004, gas accounted for 37% of total domestic energy production, with a slightly larger share coming from renewable energy. Total domestic production has increased by 15% over the period Energy produced by renewable sources has grown by 86% over the same period. The energy balance of Italy depends highly on energy imports. The Russian Federation, Libya and Middle East countries are the sources of oil for Italy, which represents almost half of imported energy. The Russian Federation, Libya, Algeria and northern Europe countries are major suppliers for natural gas. Final energy consumption in Italy has been steadily increasing since Transport and industry are the most energy-consuming sectors; the amount of energy consumed in the commercial sector has exhibited the largest growth (42% over the period ). In terms of types of energy consumed, oil and gas, followed by electricity, dominate. Due to all these reasons, Italian Government planned a strong modification of the energy mix within 2020 by introducing 25% from nuclear and 25% from renewables (an already 14% available from hydro-energy), decreasing the amount from fossil fuels. Italian government aims at reaching the 25% of the total electric power being produced by nuclear domestic power stations within the 2030 and the dig of the first Italian NPP stone within In 2005 Electricité de France and Enel signed a memorandum of understanding [2] to give Enel a 12.5% share (some 200 MWe) from the new Flamanville-3 EPR nuclear reactor (1650 MWe) in France, and potentially another 1000 MWe or so from the next five such units built. As well as the 12.5% share, Enel was also to be involved in design, construction and operation of the plants, which would enhance Italy's power security and improve its economics. Following on from this, in August 2009 an EdF-Enel joint venture company, Sviluppo Nucleare Italia (SNI - Developing Italian Nuclear), was set up with 50:50 ownership. Initially it will conduct feasibility studies on building at least four 1650 MWe Areva EPR units at three sites at a cost of up to EUR 18 billion. If new build proves feasible, separate project companies will be set up to build, own and operate the new power plants. Enel would retain a majority stake and EdF's involvement would be expected, but further investors would also be invited. Two reactors would be built at a northern site, one at a central site and one in the south. Enel expects the first site to be licensed in 2011, a construction and operating license to be issued in 2013, construction start in 2015, and operation of the first unit in

199 In October 2007 Italy became the 17th member of the Global Nuclear Energy Partnership (GNEP) set up to develop new nuclear fuel cycle technologies to improve proliferation resistance while increasing recycling and reducing wastes. In September 2009 a nuclear cooperation agreement with the USA cleared the way for using US nuclear technology AP 1000 [3] alongside the planned EPRs Law 99/2009 and Italian nuclear industry system At the basis of the nuclear power programme there is the new Law n. 99 / 2009, recently issued by the Italian Parliament. Main points can be found at Articles 25, 26, 29 and 37. Art. 25 provide that implementing decrees shall be issued within six months from the date of entry into force of this law. The legislative decrees shall provide detailed rules for the siting of NPPs, nuclear fuel fabrication plants, temporary storage of spent fuel and radioactive waste facilities and of a final repository of radioactive waste; rules on the licensing process; qualification criteria for investors. Art 26 provides that the CIPE Committee (Inter-ministerial Committee for Economic Programming) shall issue a resolution defining which kind of NPPs may be constructed and operated in Italy. Art. 29 establishes the constitution of the Nuclear Safety Agency (ASN), the regulatory body and Authority. The Agency is in charge of ensuring, in general, the safety of all activities related to the peaceful uses of nuclear energy. It is specifically in charge of radiation protection, technical regulations as well as control over the management of radioactive waste and nuclear materials and over construction, operation and safeguards of NPPs and nuclear materials. Art. 37 establishes the National Agency for New Technologies, Energy and Economic Sustainable Development - ENEA. This Agency is in charge of ensuring research and innovation technology as well as advanced professional services, with detail care to the nuclear field and the sustainable economic development. In this framework the national industry and the utilities have overcome the phase out by running in the market abroad, in Europe and mid-far east. Ansaldo Nucleare and ENEL, as well as nuclear component industry are already building and operating NPPs in Romania, Slovak Republic, France and China. Engineering: Ansaldo Nucleare provides engineering and construction services for plant completion, plant upgrading, component replacement and plant life extension. The services include system and component design, plant engineering, equipment delivery and installation, commissioning and start-up test, quality assurance and quality control activities and overall project management. At present, ANSALDO participates in a joint venture with AECL for construction of five CANDU reactors in Cernavoda, Romania (the first of them is now operating) and has acquired an important job order from Toshiba-Westinghouse for the realization of the first AP1000 in China. Manufacturer: Mangiarotti Nuclear, in consideration of the skills developed in the nuclear field, has been awarded the contract for the design and fabrication of the stainless steel pressure vessel and tanks for the Flamanville-3 EPR plant in France. Decommissioning: SOGIN S.P.A. (Società Gestione Impianti Nucleari) covers: the decommissioning of the NPPs in Italy; the decommissioning of the fuel cycle plants, which are property of ENEA and Fabbricazioni Nucleari; the disposal of the low and intermediate radioactive wastes resulting from the past operation and from the dismantling activities; the temporary storage of the high level wastes and of the no reprocessed spent fuel. Production: ENEL: The main Italian utility. Capacity 95,4 GW, 60,5 million customers, employees, turnover 61,2 G ENEL people have got a group of 60 people deployed on operating NPPs in Eastern Europe and France. 199

200 3. Human resource status and planning Nuclear research is conducted by several agencies, institutions and universities. The leading agency for applied nuclear research is ENEA with its Energy Research Centres (CRE) all over Italy. Design, instrumentation and control, research reactors, fuel cycle and radwaste management, nuclear and thermohydraulics are some of the subjects involved. Theoretical research in the nuclear field is performed mainly under the aegis of CNR (Consiglio Nazionale delle Ricerche) and INFN (Istituto Nazionale di Fisica Nucleare) in its main four laboratories - Laboratori Nazionali di Frascati, Laboratori Nazionali di Legnano, Laboratori Nazionali del Sud and the new Laboratori Nazionali del Gran Sasso. Some research activities, experiments and studies, mainly in connection with the above universities and agencies, are still performed at the facilities equipped with research reactors of Bologna (ENEA/RB3 100We), Roma-Casaccia (ENEA/TRIGA 1MW and ENEA/TAPIRO 5kW) and Pavia (LENA 250kW). In nuclear engineering, the universities with nuclear degree programmes are the Università di Roma, Pisa, Milano, Palermo, Torino and Bologna.The total number of graduated peole in nuclear engineering in Italy has exceeded the 5000 Units, even if the number of graduated and the students in nuclear engineering is come down to approximately 1% of the total of all the course of bachelor in engineering in The activity of scientific and technical search, like for past, has always constituted a fundamental part of the university formation and the modernization of the acquaintances in the nuclear engineering field. The Italian university through consortium CIRTEN (Interuniversity Consortium for Nuclear Technology Research), has promoted research activity curing in particular the international partnership. The result has been the attainment and the maintenance of the elevated level of the acquaintances in the field. The goals of CIRTEN are: promotion of the scientific and technological research in the Universities; coordination of the Universities for the maintenance of a high level of professional skills in the nuclear field; coordinate the university with the other agencies of research. In this framework, research institutions and Academia, as ENEA, Italian Agency for New technologies, Energy and Economic Sustainable Development, have got the main duty of carrying out education and research in the nuclear field, which implies facing the problem of setting up a new human resource planning. The current 100 / y rate of nuclear engineers graduating from academia seems too poor as compared with the need of demand coming from the challenging Italian nuclear programme. Also, the age of nuclear experts, deriving from the past Italian nuclear activity is getting old or at retiring age. A model of a viable road map, starting from the current status, to suitably supply the domestic nuclear man-power, starts from the existing material, and by acting on the national education system, accessing the bilateral partnership s knowledge and improving the international exchange. ENEA and CEA signed an overall cooperation understanding [4] right on this way. In order to satisfy the crescent personnel demand, Italian Ministry for Economic Development, Ministry for Education and Research, and Ministry for the Environment, are budgeting funds for helping ENEA and the new ASN in forming the man-power. In bilateral agreement and MOUs between Italy and partners the knowledge exchange has been put as an important stone of cooperation. Specialist masters have been created for Science and nuclear plant technology with Ansaldo partnership, and Design and management of advanced nuclear systems with Enel and Edison partnerships. The Politecnico of Milano is investing EUR 12 million in new nuclear laboratories. D Appolonia and other electronic and component industries are engaging and preparing people to prompt deploy on construction and deploy of qualified manufactures for nuclear applications. The goal of this training in the field is to professionalize the personnel recreating the missing competences. 200

201 CIRTEN universities, and peculiarly, University of Pisa, S.Piero a Grado from long time has formed and educated students and graduated people to enter the nuclear world, by working with the main countries on specific BWR, VVER, and general NPPs benchmarks and use of nuclear codes. In particular, the San Piero a Grado Nuclear Research Group (GRNSPG) belongs to the thermalhydraulic and severe accident research groups of the Department of Mechanical, Nuclear and Production Engineering (DIMNP). The group consists of about 50 scientists, including external experts, sharing expertise in the area of accident analysis in water cooled nuclear reactors. During the last few years the attention has been focused on topics including: development of procedure for consistent thermal-hydraulic (TH) codes assessment; assessment of TH codes, primarily RELAP5 and CATHARE2; development and application of uncertainty methods to supplement the results of TH code application; assessment and application of CFD codes including coupling with TH codes; development and application of coupled techniques involving system TH and three dimensional neutron kinetic (3D-NK) codes; performing best-estimate licensing application in support to international industry or licensing authorities; development, assessment and validation of fuel pin mechanics codes with the aim of their applications to safety analysis and licensing; training also within the framework of IAEA sponsored activities; stability in boiling water reactors; Pressurized Thermal Shock (PTS) in pressurized water reactors; accident analysis of VVER and RBMK type reactors. The San Piero Research Group has been also responsible of international projects in different frameworks including training. Examples of activities completed by the group during the last three years within the framework of OECD, IAEA or EC include: OECD SETH, PKL Projects dealing with experiments performed in PKL facility focused on current safety issues (boron dilution in small break loss of coolant accident (LB-LOCA), loss of residual heat removal system, main steam line break, primary to secondary heat exchange in degradated conditions and in presence of noncondensable, etc.) in PWR, with particular regards on EPR design. The role of the group has been to demonstrate the capabilities of the TH codes in predicting relevant phenomena, based on the comparison with experimental data; issue of IAEA guidelines (Safety Report Series) for performing accident analysis in water cooled power plants (e.g. Ref. [5] and Ref. [6]); EC CRISSUE-S Project dealing with the state of the art in the areas of validation and application and coupled TH 3D-NK codes to accident analysis; TACIS Project on the safety of RBMK and VVER-1000 reactors; 3D SUNCOP training courses on code assessment, uncertainty, coupled TH 3D-NK techniques; IAEA-UNIPI training courses on natural circulation phenomena and modelling in water cooled nuclear power plants. In conclusion, plenty of initiatives from IAEA, NEA, UE, such as working groups, committees and projects, offer great opportunities for students, secondments, and international exchange of experience in the nuclear field. REFERENCES [1] Italian Law n.99 / 2009: Dispositions for the development and internationalization of the enterprises, let alone in matter of energy [2] MISE-DOE Agreement between the Department of Energy of the United States of America and the Ministry of Economic Development of the Italian Republic for Cooperation in Civilian Nuclear Energy Research and Development 2009 [3] ENEL-EDF Agreement for the Development of Nuclear Power in Italy 2009 [4] ENEA-CEA Cooperation Agreement in the Field of Scientific and Technological Research 2009 [5] INTERNATIONAL ATOMIC ENERGY AGENCY, Best Estimate Safety Analysis for Nuclear Power Plants: Uncertainty Evaluation, IAEA, SRS-52, Vienna (2008). [6] INTERNATIONAL ATOMIC ENERGY AGENCY, Safety Analysis for Research Reactors, IAEA, SRS-55, Vienna (2008) [7] Legislative Decree actuating Art.25 of Italian Law n.99/2009 on nuclear plant location 201

202 IAEA-CN-179-IAP48 Japan's approach to nuclear human resource development: a viewpoint of international cooperation in nuclear industry M. Kinoshita Department of International Affairs, Japan Atomic Industrial Forum, Inc, Japan kinosita@jaif.or.jp Abstract. A growing number of countries have expressed interest in introducing and been planning/considering new construction of nuclear power plants. It is essential that the emerging countries will achieve human resource development and establish related laws/regulations conforming to the standards and procedures provided for in international treaties, which will secure nonproliferation, safety and security as the fundamental principle in the peaceful nuclear use. Japan has so far accumulated advanced technology and experiences in the development, construction, operation, maintenance, safety and regulation of nuclear power plants. It is important for Japan to share these experiences with the emerging nations. Human resource development is a key field. Japan s international cooperative activities for human resource development carried out by relevant governmental and industrial organizations include acceptance of trainees from and dispatching experts to a number of countries, with an aim to secure safe and stable nuclear power plant operation. For the purpose of promoting international cooperation more effectively and efficiently, a forum where the relevant Japanese governmental authorities and private institutes mutually share information and strengthen their cooperation was established in June In line with the governmental policy to facilitate cooperation with countries concerned, JAIF International Cooperation Center, founded in March 2009, will play a key role as a facilitator to promote cooperative activities including human resource development programs, by coordinating the wide variety of cooperation implemented by the related organizations in Japan. Harmonized efforts among the organizations concerned in Japan are expected to bear fruit to help nations planning and expanding nuclear power programs in conformity to the fundamental principle for securing nonproliferation, safety, and security. 1. Introduction Since the first nuclear power generation which successfully took place in October 1963, Japan has constantly developed nuclear power for peaceful purpose. At present, there are 54 units with a total capacity of approx. 49 GW in operation across the country. This success can be attributed to each sector s efforts as a whole government, R&D, utilities, vendors, academia, and non-profit organizations -- to make optimal use of nuclear energy to meet the national energy demands. In the course of enjoying beneficial use of nuclear power, Japan has recognized the importance of international contribution including assistance in developing human resources in neighboring countries. In recent years, a growing number of countries have expressed interest in introducing and been planning or considering new construction of nuclear power plants in the world-wide environment of Nuclear Renaissance. 202

203 Nuclear power is a valuable asset that should be utilized only beneficial to human beings. To this end, it is essential that human resource development and related laws/regulations will be established conforming to the standards and procedures provided for in international treaties, which will secure nonproliferation, safety and security as the fundamental principle in the peaceful nuclear use. 2. HRD assisted by Japanese nuclear industry Japan has so far accumulated advanced technologies and experiences in the development, construction, operation, maintenance, safety and regulation of nuclear power plants. It is important for Japan to share these experiences with the emerging nations. Human resource development is a key field, and therefore efforts have been made based on much experience in Japanese nuclear circles. Japanese government set a policy in 1984 to strengthen its cooperation toward developing countries in its neighboring Asian area, with an aim to promote nuclear power for enhancing economy and social welfare to promote peaceful use of nuclear energy with the top priority on nuclear safety. In line with this policy, relevant industrial organizations have conducted assistance for human resource development, offering opportunities to provide basic knowledge of nuclear power and nuclear safety assurance. The Japan Atomic Industrial Forum (JAIF), established in 1956 for promotion of peaceful nuclear energy representing the Japanese nuclear industry, is a non-profit organization which holds the Consultative Status to the IAEA. It took the initiative to launch activities in cooperation with public sectors for effectively coordinating international cooperative programs, which included organizing training courses and dispatching experts upon requests by neighboring nations. In early stages, these activities mainly covered fields of nuclear sciences and radiation applications, partly conducted in association with the IAEA technical cooperation programs. JAIF then believed that this would contribute to the neighbor countries paving the way to introduce nuclear power programs in the future. It is undoubted that the recent JAIF s activities for assisting newcomer countries planning to introduce nuclear power, originate from these cooperative activities with those countries interested in and seeking for cooperation in radiation applications with Japanese nuclear sectors more than twenty years ago. Since early 1990 s, JAIF has focused its HRD cooperative activities on nuclear power for Southeast Asian countries, through coordination and organization of comprehensive training and information disseminating programs on nuclear power generation as developed in Japan. Indonesia and Vietnam are such countries as JAIF has been in close interaction with officers and personnel at nuclear energy research organizations and electric power companies. JAIF regards it important to provide organizations of countries concerned with a combination of basic knowledge and on-site practices as HRD opportunities for recipient countries. Subjects for HRD assistance should be coordinated and the needs of the recipients be duly reflected. JAIF has been seeking to carry out such contributions under cooperation with a number of organizations that hold membership to JAIF. Meanwhile, the Japan Electric Power Information Center (JEPIC), another non-profit industrial association closely working with the electric utilities and the government, have been active in expanding international cooperation with an aim to secure safe and stable nuclear power plant operation with developing countries. The Center reports that it has accepted by the 2008 fiscal year end a cummulative total of 2,037 persons from abroad, in which China, Vietnam and Indonesia are Asian countries with larger numbers of trainnees attended. Moreover, government-related institutes in Japan are positive in international HRD cooperation. The Japan Atomic Energy Agency (JAEA) carries out nuclear technology and education programs to foster Asian nuclear-related researchers/engineers expecting to improve their nuclear technique/knowledge and safety. The Japan Nuclear Energy Safety Organization (JNES) also does in its responsible area. 203

204 3. Harmonized efforts expected for HRD assistance So far, a number of organizations in Japanese nuclear circles have made their efforts based on their own experience for international cooperation activities aimed at human resource development. For the purpose of promoting international cooperation more effectively and efficiently, a forum was established in June The relevant Japanese governmental authorities and institutes and private organizations mutually share information and strengthen their cooperation to assist newcomer countries at this forum. In line with the governmental policy to facilitate cooperation with countries concerned, JAIF International Cooperation Center was founded in March The Center serves as a window and facilitator to promote cooperative activities, such as dispatching nuclear experts, inviting trainees, hosting seminars, etc., by coordinating the wide variety of cooperation implemented by the related organizations in Japan. It is also expected that an increasing number of nations will conclude the official relationship between Japan for facilitating cooperation in introduction of nuclear power programs. Nuclear power is a superior technology to meet goals to enhance energy security and to combat climate change. Nuclear power technologies and experience which Japan has so far accumulated should be shared properly. In order to assist nations planning and expanding nuclear power programs in conformity to the fundamental principle for securing nonproliferation, safety, and security, harmonized efforts among the organizations concerned in Japan are expected to bear fruit. 204

205 IAEA-CN-179-IAP49 Competency requirement for leadership in a nuclear regulatory authority: case study in Pakistan Nuclear Regulatory Authority N. Afghan b, S. A. Mallick a, M. A. Habib a a Pakistan Nuclear Regulatory Authority, (PNRA), Islamabad, Pakistan shahid.mallick@pnra.org; anwar.habib@pnra.org b Institute of Business Administration, (IBA), Karachi, Pakistan Abstract. IAEA Safety Standards: Fundamental Safety Principles [1] establishes the fundamental safety objectives, safety principles and concepts that provide the bases for the IAEA s safety standards and its safety related programme. The third principle is relates to the Leadership and management for safety. It requires that effective leadership and management for safety must be established and sustained in organizations concerned with, and facilities and activities that give rise to radiation risks. However, nuclear organizations and nuclear regulators are finding it difficult to define what is nuclear leadership? The paper provides literature review on leadership competency development for nuclear regulatory staff. The research further provides insights that a systematic assessment of training is essential for development of comprehensive training program. Moreover the competency required for leadership development in safety and regulatory oversight is mostly missed during these technical assessments. This paper attempts to define a competency framework for leadership in nuclear safety and regulatory authority particularly in Pakistan Nuclear Regulatory Authority (PNRA). It is expected that this framework can provide a model for other regulatory bodies for leadership competencies assessment and in leadership development for their staff. It is believe that new countries embarking on nuclear power programme will especially find this interesting and useful as they will also face similar challenges as faced by Pakistan Nuclear Regulatory Authority during its formative year. 1. Introduction Pakistan Nuclear Regulatory Authority was established in 2001 under an Ordinance called the PNRA Ordinance. The Ordinance allows PNRA to provide regulatory oversight over a large spectrum of nuclear facilities and activities. The total staff at that time was 38 which were not sufficient to cover the whole spectrum of activities and facilities. PNRA therefore started a rigorous recruitment campaign and within a span of next 7 years its technical staff rose to 240, an eight fold increase. The average age drastically dropped from 55 years to 35 years, however, this poses a number of challenges including problem of assimilation and competency building in all areas of regulatory oversight. PNRA therefore started a rigorous education and training program [2] based on the competency model as given in TECDOC-1254 Training the Staff of the Regulatory Body for Nuclear Installations: A Competency Framework [3]. This is a unique competency model well suited for nuclear regulatory staff; it has elements of legal, technical, regulatory practices and personal & interpersonal skill. Although it talks about development of leadership as essential for a good regulator but it does not defines the competency of leadership for an effective regulator. To quote from Malcolm Craft seminal book [4] Regulatory Craft, Regulators, under unprecedented pressure, face a range of demands, often contradictory in nature: be less intrusive but more effective; be kinder and gentler but don t let the bastards get away with anything: focus your efforts but be consistent; process things quicker- and be more careful next time; deal with important issues-but do not stray outside your statutory authority; be more responsive to the regulated community but do not get captured by the industry. Such is the nature of regulators job and they are required to navigate a difficult path and take decision between two extreme positions at times. No 205

206 doubt that SF-1 has made leadership in safety the third guiding principle. Bardach and Kagan in their book [5] The Problem of Regulatory Unreasonableness: Going by the Book they have further described characteristics of The Good Inspector. According to them in the words of an enforcement official, the good inspector should have the capacity to empathize with those subject to the law and to understand their concerns, problems, and motivations. Knowledge is important, said a truck safety inspector, but ability to get along with people is just as important. For some Chernobyl, Three Mile Island, TEPCO, Toikamura, David Besse, Mihama and Vandellos, to name the few accidents, may not have happened had there been more emphasis on developing leadership competency within the nuclear organizations and regulatory staff. A regulator has unique challenges to thread between a number of legal and technical issues and reaching a decision in between production and safety. Bardach and Kagan had very clearly elaborated that had their been no grey area then probably we would not need a regulator. Recent examples of Canada in which Chief Regulator has to take decision on shutting down a plant which was not supported by the parliament as they perceived this not to be the correct balance between safety and production. Although just on technical grounds the decision seems to be appropriate, shows the dilemmas that a regulator faces in present times. The leadership competencies within nuclear safety and regulatory organizations are as important as safety culture and knowledge of the nuclear technology. Realizing this need PNRA in 2006 conducted a comprehensive self assessment of its regulatory activities based on a model presented in IAEA Draft TECDOC. The result of self assessment indicated Leadership Development as one of the weak areas in PNRA. Therefore in 2007, PNRA along with a leading business school in Pakistan which is more involved in development of leadership in the business world started a structured programme for leadership development at PNRA. The first step was to develop a leadership competency framework, after thorough deliberation it was concluded that the competiveness, compassion, credibility, consistency and passion are essential trait of a leader in nuclear safety and regulatory oversight in Pakistan. This framework comprising of 4Cs and 1P is given in Fig. 1. In section 2 detail analyses of the framework and how this framework was implemented is presented. Fig. 1. PNRA Leadership Development Framework 2. Competency for leadership in nuclear regulatory authority In PNRA Leadership was defined in terms of setting a direction, energizing the people, and aligning individual and group goals to the organization goals and values. Leadership was understood as job of making correct decisions keeping in mind two opposite extremes such as concerns for production and concerns for safety. PNRA leadership framework is based on 4C and 1P core elements of leadership in regulatory bodies. The basis and rationale for selection of this framework is applicable for other similar regulatory bodies but it has elements that have strong cultural and organizational basis. In the following rationale for each of the core element are presented so that regulatory bodies which may like to adapt or adopt it will find it easier to do so or help in defining their own framework. 206

207 The first element of the framework is Competitiveness and it was selected on the basis that PNRA was facing a human resource challenge and it has gone through an ambitious recruitment drive which resulted in an eight fold increase in the technical strength and from being an organization of grey haired it suddenly found itself to be an organization of baby boomers, however, it was noticed that public sector organizations such as PNRA were not being able to attract high class graduates from top universities. Most of the high caliber graduates were moving abroad for pursuing higher studies, the next tier of graduates were recruited by multinationals and large oil sector national corporations. Therefore PNRA had to rely on the third tier of graduates which although had very sound scientific and engineering background lack the competiveness drive that make a good leader. In fact it was found that competitiveness was considered an ungentlemanly attribute and having especially expressing an ambition a negative trait. This was creating a culture of submissiveness and unquestioning attitude which as a whole in not in line with the characteristics of good safety culture as defined in INSAG-4 Safety Culture [6].This report by the International Nuclear Safety Advisory Group defines safety culture as Safety culture is that assembly of characteristics and attitudes in organizations and individuals which establishes that, as an overriding priority, nuclear plant safety issues receives the attention warranted by their significance. We thought that PNRA should make a deliberate effort to introduce competitiveness which will promote ambition and achievements culture and dynamism in the organization and so the first element of the model was selected as Competitiveness. However, our understanding of the national culture and organizational norm of PNRA cautioned us that unbridle competitiveness may lead to cut throat competition and may be detrimental for a young organization like PNRA where 200 of newly recruited staff of an average age of 28 may be competing in every area of work making the regulatory decision making quite chaotic. So to balance the effect Compassion was used as the second element of the framework. It was also meant to create a positive culture and constructive culture of grooming, nurturing and coaching younger managers. The next two element Credibility and Consistency was taken from IAEA Safety Series No 11 Developing Safety Culture in Nuclear Activities: Practical Suggestion to Assist Progress [7], which defines that in order to achieve the third level of safety culture, which is the highest and organizations start thinking of continuous improvement, a regulator need to develop credibility with its stakeholder so it was considered that Credibility should be an element of the framework. Similarly, the same report also refers to Consistency in decision making to be important for an effective regulator. The selection of the fifth element of the framework was the most difficult, but most obvious. During recruitment, it was also felt that though PNRA was attracting fairly high number of graduates, however, not many graduates have much understanding of regulatory work and they lack passion for PNRA work. Since, regulator job is by nature is less exciting compare to manufacturing, marketing and production. Therefore, it was felt that the lack of passion in regulatory work would hinder not only the success of the young organization but would also be detrimental for the success of so many young people in the organization. Therefore passion was introduced as the final element of leadership competency framework. Further more; a set of competency were selected to be associated with each of the five core elements of the framework. Following is the list of core elements and associated set of competencies for each of the element. In total there are 18 leadership competencies. Competiviness: The ability to create an inspiring vision of the future, make tough strategic decisions, act with regulatory foresight. Following are the four competencies areas under competitiveness. Analytical and Judgment - Technical Acumen - Control Aggressiveness - Outstanding Mind Compassion: Be caring, willing to motivate, and capacity for counseling, coaching and mentoring. Following three competencies areas are under compassion. Motivating - Caring and Sensitive Counseling Credibility: Be reliable, professional and authentic while dealing with licensee and stakeholders. Following four are the competencies areas under credibility. Managing Self and Organization - Managing Team and Organization - Self Confidence - Candor and Forthrightness Consistency: Be consistent in decision making achieving targets and be energetic for achieving objectives. Following four competencies areas are under Consistency. 207

208 Politeness - Cultural Fluency - Personal Energy - Communication and Networking Passion: Having a heartfelt, deep and authentic excitement about PNRA mission, its purpose, PNRA stake holders, and the regulatory profession. Following three competencies areas are under passion. Optimistic/Positive Attitude - Will to Lead - Courage These four Cs and one P definition of leadership was later expanded into a 48-question for 360-degree feedback instrument. Section 3 and 4 explain some of the mechanism that was used for building the leadership competency in PNRA based on the Leadership Development Framework Degrees feedback A group of twenty officers were selected to start this programme. The selection was done on the basis of their past performance and some leadership attributes. All officers were required to go through a 360-degree feedback. 360-degree feedback was a valuable leadership development strategy for organization but it needs to be seen in a larger talent management system within the organization [8]. 360-degree feedback provides perceptions of others on leader competencies and behaviors. The challenge for individual leaders is to reconcile the gap between self-perception and others perceptions to enhance their leadership. [9]. Church and Bracken [10] further identified that 360-degree feedback process is based on the simple assumption, that observations obtained from multiple sources will yield more valid and reliable results for the individual. Multiple sources are better than one when it comes to observing behavior, and that really is what 360-degree feedback provides. In PNRA perceptual feedback was provided to individual manager on 18 different leadership competencies. In general the results varied with some officers having a more pronounced negative perceptual gap while some having a more pronounced positive perceptual gap. There were not many who showed insignificant perceptual gap which is considered to be an effective leader [11]. It was also noted that people with high positive perceptual gap showed tendency of over rating themselves while those showing high negative perceptual gap have tendency of under rating themselves. 4. Action learning project In order to enhance their leadership competencies and reduce the positive or negative perceptual gap, every participant of the leadership development program was required to select an action learning project. Action learning project provides strategic or operational, short or long, within or outside the organization stretch assignments to individuals with the focus on the targeted competencies. These assignments could also be variety of experiences, through cross-functional projects or job rotations, new and unfamiliar situations, high responsibilities and high latitude jobs. Action learning emphasizes personal responsibility for learning, although with organizational support system [12]. Organizations also some time encourage negative experiences or hardship to promote learning and trigger selfreflection through action learning. In PNRA, action learning consists of individual leaders working in their own functional group or units with selected team members on a real developmental project (see list of action learning projects in table 1). These action learning project were a great help as these young leaders took initiative and acted as a team leader within these action learning projects and provided directions, achieve project objectives, solve problems which not only were beneficial for PNRA but also help in developing his or her individual leadership competencies. He or she also transforms other team member s perception about his or her leadership competencies (perceptual gaps that were identified from the 360 degree feedback). The objectives for individual leader were to reduce the positive and / or negative perceptual gaps into insignificant perceptual gaps, as presented in figure 1.0. It requires individuals to resolve significant organizational and group related problems and at the same time changing other s perceptions and developing themselves as competent leaders. Through action learning project it is meant that they can learn and the company gets the job done, a win/win situation for both individuals and organization. It was decided in PNRA that leaders will keep few potential managers within the action learning project team for development purpose while they themselves are developing and implementing the real project so as to create an environment of coaching and nurturing which is so essential for a leader. 208

209 Table 1. A list of selected action learning projects implemented by individual leaders at PNRA 1 Assessment of Security Levels of Licensed Facilities Using Radioactive Sources in Category To Develop a Document for the Review of Digital Reactor Trip and Engineered Safety Features Actuation System 3 Radiation Safety Awareness Among the Industrial Radiation Workers. 4 Establishment of Sustainable System in Nuclear Security 5 Establishment of VSAT link between the Corporate Office and RNSD II, Kundian for data and voice traffic 6 Development of inspection checklist for evaluation of EPP infrastructure at NPPs 7 Knowledge Management of the Leadership Development Program of PNRA being conducted in Collaboration with business school 5. Conclusions and recommendations One and a half year has passed, the programme so far has been fairly successful, the participants seem to have learned from this project and share their learning through Leadership Portal that they have designed and implemented in PNRA. It is also found that the framework of 4C and 1 P and the associated leadership competencies developed for PNRA was relevant for not only our situation but can be replicated and used for developing leadership in other regulatory bodies especially of countries which are planning for embarking on nuclear power programme. Following are the conclusions from leadership development initiative at PNRA. Leadership in safety and regulatory oversight is essential. However, there are not many models for development of leadership competency in regulatory bodies. Therefore there is need to have more research in this area. Development of Leadership framework is essential for building leadership competency. There must be a clear vision at the top level of the organization regarding leadership development and organization culture. Leadership development framework should be based on the essential traits of leader that are required to lead a regulatory body taking into account the national norms and international aspirations. Safety culture within the organization is function of leadership and constructive culture within the organization. Without having both the elements successful transformation of organizational safety culture will not be possible. Organization will be able to achieve the level of technical excellence but to create a true world class nuclear organization leadership at all levels is perhaps the most important element. Leadership development at technical organization is major challenge where rewards, recognition and career growth is based on the technical knowledge and skills. The need for having a leadership mindset is a major challenge within the nuclear safety organization. In order to make the Leadership development programme successful, the leadership development should be integrated with the overall human resource development programme within the organization with clear set of evaluation criteria, performance appraisal, reward and incentives and constant feedback and mentoring. 209

210 REFERENCES [1] INTERNATIONAL ATOMIC ENERGY AGENCY, Safety Standards Series No SF-1: Fundamental Safety Principles, International Atomic Energy Agency, IAEA, Vienna (2006). [2] Shahid A. Mallick, Nasir Afghan, Anwar Khurshid, Shakilur Rahman, Human Resource Development at Pakistan Nuclear Regulatory Authority, Paper Accepted for ANS Conference on Nuclear Training and Education CONTE 2007 from 4-7 February, Jacksonville, Florida. [3] Training the Staff of the Regulatory Body for Nuclear Installations: A Competency Framework, International Atomic Energy Agency (IAEA), IAEA-TECDOC-1254, April [4] Malcolm K. Sparrow, The Regulatory Craft: Controlling Risks, Solving Problems and Managing Compliance, Brookings Institution Press, Washington DC. [5] Eugene Bardach and Robert A. Kagan, The Problem of Regulatory Unreasonableness: Going by the Book, Transaction Publishers, New Brunswick (USA) and London (UK). [6] INTERNATIONAL ATOMIC ENERGY AGENCY, IAEA Safety Series No INSAG- 4, Safety Culture, A Report by the International Nuclear Safety Advisory Group, IAEA, Vienna (1991). [6] INTERNATIONAL ATOMIC ENERGY AGENCY, IAEA Safety Report Series No. 11, Developing Safety Culture in Nuclear Activities: Practical Suggestion to Assit Progress, IAEA, Vienna (1998). [7] Luthans, W. K., Farner, S. (2002), Expatriate Development: The Use of 360-Degree Feedback, Journal of Management Development, Vol. 21, No. 10. MCB University Press. [8] Cashman, K., and S. Reisberg. (1994). Road to Leadership, Executive Excellence, Vol., 11, No. 12, [9] Church, A.H., and D.W. Bracken. (1997). Advancing the State of the Art of 360-degree Feedback. Group & Organization Management, 22 (2), [10] Nasir Afghan and Shahid A. Mallick, The Challenge of Leadership Development Within the Public Sector Organization: A Case Study of Pakistan Nuclear Regulatory Authority, Paper Accepted for International Conference on Nuclear Education and Training NEST2008 from 2008, Budapest, Hungary. 210

211 IAEA-CN-179-IAP50 Training need assessment practices at PNRA M. A. Mehdi, S. A. Mallick, M. Sadiq Pakistan Nuclear Regulatory Authority, (PNRA), Islamabad, Pakistan Abstract. To perform the regulatory activities of Nuclear Power Plant (NPP) and Radiation Facilities in an efficient and effective manner, every regulatory body requires highly competent, trained and experienced professionals with appropriate academic qualification. In order to maintain the competency level of professionals, it is required to map and assess the competency level of its employees at regular basis. This activity is of much more importance for those countries, which are entering in the area of nuclear power for the first time. Accordingly those country will know what kind of nuclear related education and training programs, they have to offer at national level and what kind of trainings they require from outside. To assess the competency level of professionals, every Regulatory Body (RB) needs to perform training need assessment (TNA) on regular basis. For this purpose, Pakistan Nuclear Regulatory Authority (PNRA) is conducting organization wise TNA of its more than 200 officers for the second time. Based on this TNA activity, different competency gaps are identified at each directorate level and accordingly different courses, workshops, self studies and on Job training programs are being revised and scheduled systematically. This research paper will highlight the TNA activities of all PNRA directorates in general and of School for Nuclear & Radiation Safety (SNRS) in particular. 1. Introduction Training need assessment (TNA) is a very essential activity for training & development of human resources in any organization. The first step in human resource development is assessment of competency needs for any organization/directorate and then comparing it with existing competency level and finding the gap. Second step is the identification of training courses and then finalizing the course contents. In the last stage, selection of training styles and instructors is carried out. IAEA has developed a TECDOC for training the staff of the regulatory body for nuclear facilities. This TECDOC describes four-quadrant competency model for mapping competency requirements of Regulatory staff. First quadrant highlights competency requirements related with legal basis and regulatory requirements, second is about technical discipline third is about regulatory practices and fourth is about personal and interpersonal effectiveness. 2. Implementation To carry out this activity at PNRA, firstly a questionnaire was developed, based on IAEA 4 quadrant model [1] for directors of each technical directorate to identify the competency requirements for their officers. Competency requirements were categorized as low, medium and high. Low competency was marked with 1, medium competency with 2 and high competency with 3. This questionnaire was divided according to four quadrant competency requirements. Questions related with 1st quadrant are numbered with prefix 1 and they are mainly classified in five specific areas of legal basis and regulatory processes. Questions related with 2nd quadrant are numbered with prefix 2 and they are classified in three categories of Technical disciplines. Questions related with 3rd quadrant are numbered with prefix 3 and are classified in four categories of regulatory practices. 211

212 Questions related with 4th quadrant are numbered with prefix 4 and they are further classified in five categories of personal and interpersonal effectiveness. Then the same questionnaire was used to identify the existing competency level of officers of each directorate. In the next step, gaps were identified by comparing required and existing competencies. Fig. 1 shows the competency requirements of only 4 different directorates of PNRA.

213 FIG. 2. Competencies Requirements for SNRS officers. 5. Results of competency gap for senior level To find the competency gap for SNRS officers, results of existing and required competency were compared. The average of all the responses in every category was taken for each competency. The competency gaps were calculated by subtracting the existing levels of competency from the needed levels. Overall competency gap results are shown in Fig. 3. FIG. 3. Gap Analysis for SNRS officers 6. Training modules identification and competency mapping This section describes the recommended set of training modules for senior, intermediate and junior level officers of SNRS. The recommended training modules are presented in a tabular form in Fig. 4. This figure has been presented to and reviewed by respective director, and their feedback has already been incorporated. The purpose of this table is to describe the training modules needed for SNRS officers. 213

214 Junior Level JI-101: Basic Professional Course on Nuclear JI-103: Inspection JI-102: Regulatory Control of JI-104: On-the-job Training JI-201: Radiation JI-202: Research Reactor JI-203: JI-204: JI-205: Local / National, Nuclear JI-206: International Nuclear Standards: JI-207: Course on Auditing KANUPP CHASNUPP Intermediate Level Quadrant 4 Training Modules II-303: TOT (BPCNS) (2 W) Senior Level II-304: EPP (5D) II-305: Regulatory Requirements in Medical Application (5D) II-309: inspection SI-403: National & International Nuclear Law for Senior Managers (3-5D) Advanced II-301: Radiation Dosimetry (2D) II-302: International Nuclear Law (3-5D) II-306: Regulatory Requirements of II-307: Simulator Training (2W) SI-410: Stakeholders Workshop on Enforcement (1D) SI-404: Leadership and Change Management for Senior Managers (4-5D) SI-405: Designing High Performance Organizations (4D) II-308: Case Studies & Seminars for all Core Functions (1W) SI-402: TQM for Senior Managers (3-5D) SI-406: Strategic Planning Process & Benchmarking (4D) IP-501: Introduction to IT and use of Software Packages (3D) IP-503: Project Management Skills (5D) IP-505: Quality Improvement Process (3 D) IP-509: Advocacy and Public Awareness Skills (1 W) IP-502: Effective Communication & Report Writing Skills (5D) IP-504: Personality, Career Planning & Organizing & Effective Time Management Skills (1W) IP-506: Leadership, Teambuilding & Motivation (5D) IP-508: Problem Solving & Decision Making Skills (1W) FIG. 4. Training Modules for SNRS. 7. Conclusion After analyzing competency gaps in details, it was observed that in some areas, gaps were positive and some were negative. Positive gaps show that existing competency was more than the required competencies, where as negative gaps show that existing competencies need to be improved. For improvement of competencies, a systematic approach will be used and continuously it will be observed that which training technique is suitable in PNRA environment. First TNA activity, which was conducted in 2005, was focused on only 09 directorates and 46 officers, whereas this activity is focusing on 13 directorates and more than 200 officers. No Technical Support center, lack of HRD system, low public awareness, was some weaknesses identified by TNA activity of However, current activity shows that an effective technical support center and an independent Human Resource Directorate are working at PNRA. For public awareness, different reports are published annually and awareness programs at universities and colleges are in planning phase. REFERENCES [1] INTERNATIONAL ATOMIC ENERGY AGENCY, Training the Staff of the Regulatory Body for Nuclear Installations: A Competency Framework, IAEA-TECDOC-1254, IAEA, Vienna (2001). 214

215 IAEA-CN-179-IAP51 Methodology of human resource development in PNRA M. Sadiq, S. A. Mallick, M. A. Mehdi Pakistan Nuclear Regulatory Authority, (PNRA), Islamabad, Pakistan Abstract. This paper describes the development of human resources, establishment of training infrastructure and an overview of the training activities in Pakistan Nuclear Regulatory Authority (PNRA). The report summarizes the methodologies adopted for the induction of new technical staff, their competency development through a sustainable education and training programme in the fields of nuclear safety and radiation protection consistent with good international practices. 1. Introduction Ageing of nuclear workforce and loss of nuclear knowledge has been a global issue over the last decade. This has forced the international atomic energy agency to convene several conferences to emphasize on the importance and establishment of sustainable training and education programs [1]. The regulatory supervision of nuclear installations is a challenging responsibility for the regulatory authorities which requires an adequate number of highly skilled professionals with appropriate academic qualification and experience. Thus, a well defined and consistent education and training program is needed for the competency development of technical staff. Pakistan Nuclear Regulatory Authority (PNRA) was established in 2001 as an independent regulatory body to regulate the country s nuclear program. Before its establishment, a directorate of the operating organization (PAEC) was looking after the nuclear safety where bulk of the manpower was experienced and was having nuclear engineering background. By the end of 2002, some of the technical staff returned back to the parent organization and PNRA was left with only 40 officers. PNRA was facing serious problems of ageing of its existing work force and shortage of trained manpower. To cope with the immediate shortage of manpower, PNRA decided to induct new technical staff and take the strength to 415 by Moreover, establishment of an in-house training facility was deemed necessary for training the young as well as senior regulatory staff so as to enable them to perform their activities efficiently and effectively. This paper describes the induction of technical staff and summarizes the methodology of human resource competency development program adopted in PNRA. 2. Recruitment of technical staff PNRA established an Education and Training unit in 2002 with the responsibility of inducting new technical staff and to arrange training for them. In March 2004, the unit was transformed into a full fledged Human Resource Development Directorate (HRD) with the same objectives. PNRA adopted two pronged approach for recruitment of technical officers: a) Fast track direct recruitment drive, and b) Recruitment through fellowship scheme. 215

216 2.1. Fast track direct recruitment PNRA conducted fast track direct recruitment drives in which fresh university graduates from engineering and sciences disciplines were selected. This process included advertisement of vacancies in the national press, reception/ assessment of applications, conduct of entrance test/ interview and final selection of candidates. So far, six (6) recruitment drives have been held and a total of 169 officers have been inducted including 98 engineers, 64 scientists and 7 IT officers Recruitment through fellowship scheme There are few prominent institutes in the country which conducts Master degree programs in Nuclear/System/Power engineering and Medical Physics disciplines. It was considered essential that some candidates with nuclear background should also be inducted. Therefore, it signed a memorandum of understanding in 2001 with Pakistan Institute of Engineering and Applied Sciences (PIEAS) for a fellowship scheme, under which it sponsors graduates in the Master Program. Such candidates are bound to join PNRA after successful completion of studies. Since 2001, a total of 31 officers have been inducted through this fellowship scheme, including 21 nuclear engineers, 9 medical physicists and one system engineer. Manpower induction both through direct recruitment drives and fellowship scheme is represented in Fig. 1. PNRA signed another agreement with Karachi Institute of Nuclear Power Engineering (KINPOE) for fellowship scheme for Master in Power Engineering where candidates are sponsored who are also bound to join PNRA after successful completion of postgraduate studies. So far, 4 power engineers have joined PNRA. In addition, it has made an agreement with Chashma Centre for Nuclear Training (CHASCENT) for training on power plant systems. In this case, engineers are selected from within PNRA. So far, 7 engineers have completed their postgraduate diploma plus on-the-job training and 3 more engineers are currently receiving one year training. The total manpower strength at present is 203 as shown in Fig. 2. However, in view of the Govt plan of expansion in its nuclear power program from the current 425 MWe to 8800 MWe by the year 2030, regulatory responsibilities of PNRA are also expected to increase. Obviously, a considerable number of more professionals are to be employed to increase the manpower strength to around 415 by FIG. 1. Manpower induction between FIG. 2. Year-wise manpower strength of PNRA 216

217 3. Methodology for competency development Preserving nuclear knowledge has been on top priority of PNRA, therefore, right from its inception it has focused on the transfer of knowledge and skills of the experienced nuclear professionals to the younger generation to replace the ageing nuclear workforce. PNRA adopted following processes for the competency development of its staff: a) In-house training programs and b) Trainings arranged at external organizations. PNRA initiated its first ever in-house professional training program in 2003 by adopting the syllabus of the IAEA basic professional training courses as such in its training program, since, training material of these courses was easily available. It focused on three areas like nuclear safety, radiation safety and regulatory control. However, to make the training more structured and meaningful, PNRA carried out Training Need Assessment (TNA) in on the basis of IAEA four quadrant competency model given in TECDOC-1254 [2] in order to identify areas where its staff needs regulatory specific trainings. The study identified a number of training modules for senior, intermediate and junior levels of staff. The biggest challenge for PNRA was to arrange these training courses in a systematic and consistent manner for its staff. In this perspective, it established a School for Nuclear and Radiation Safety (SNRS) with the objectives to develop and maintain a sustainable training program In-house training program Most of the officers recruited over the last few years are graduates from engineering universities and faculty of sciences while few are having master degrees in nuclear engineering. Although, they possess basic knowledge in engineering and sciences but they require continuous improvement and updates in their regulatory specific knowledge. PNRA has prepared a specific career development program under which all employees are required to attend training courses at various phases of their attachment at PNRA [3]. The in-house training program consisted of following: a) Classroom lectures; b) Workshops/ Conferences; c) On-the-job trainings; d) Plant Visits. PNRA School for Nuclear and Radiation Safety is responsible for the in-house training. It arranges classroom lectures using senior regulatory staff as resource persons, conducts workshops, organizes conferences and arranges on-the-job trainings for technical staff at plant sites. In addition, short courses on current and emerging technologies and refresher training courses/ seminars are also arranged. SNRS has arranged a number of courses between 2003 and 2009 and trained sufficient number of persons as shown in Fig. 3. The SNRS faculty has gained enough teaching experience over the last six (6) years and is now capable to transfer knowledge of international level. The School has generated a number of training manuals for these courses and possesses well equipped class rooms, computers and multimedia systems and can assist the international community in enhancing the competency of those professionals who are expected to be engaged in nuclear regulatory activities. Other facilities at the 217

218 training centre include PWR simulator, physical models of plant equipment, radiation protection lab and various computer codes Trainings arranged at external organizations PNRA has arranged a number of training courses/fellowships etc. at national and foreign institutes as detailed below and represented in Fig. 4. Participation in training courses at PIEAS, KINPOE, CHASCENT, PWI, NCNDT, PIM, PSQCA; Training in Pakistan through expert missions from IAEA, NSC, VUJE, etc.; Fellowships at IAEA and other countries through TC projects; Placement at China Nuclear Power Operation (CNPO) Ltd., NNSA and NSC China. FIG. 3. Total number of in-house trainings FIG. 4. Training at external organizations Following capabilities have been developed at PNRA through these trainings: Review and assessment of NPP independently; Inspection of NPP and other nuclear installations; Structural/seismic analysis, CFD, Accident analysis and PSA; Training and education in the area of nuclear engineering, radiation protection, nuclear safety, regulatory control, nuclear security and physical protection of nuclear material; Training need analysis of organization. 4. Conclusions A total of 204 young technical staff has been recruited between including 169 through direction induction drives and 35 through fellowship scheme. Around 80% of the employees are below 35 years of age; hence the organization is younger looking and more dynamic. The extensive and rigorous in-house and external trainings have enabled the technical staff to perform all regulatory activities independently, effectively, efficiently and cost effectively. Human resource 218

219 development program has shown remarkable positive results within a shorter period of time where a number of officers are now working as experts in their relevant fields. It is expected that PRNA HRD strategy would be beneficial for other countries specifically those embarking on nuclear power program in the Asia-Pacific region. REFERENCES [1] Assuring Nuclear Safety Competence into the 21st Century, Workshop Proceedings, Budapest, Hungary, October 1999, OECD/NEA [2] INTERNATIONAL ATOMIC ENERGY AGENCY, Training the staff of the regulatory body for nuclear facilities: A competency framework IAEA-TECDOC-1254, IAEA, Vienna (2001). [3] Guideline for Education and Training for Countries to Embark NPPs by A. Mehdi and M. Sadiq, submitted to IAEA in November

220 IAEA-CN-179-IAP52 Comprehensive training system for nuclear power plant: VNIIAES experience G. V. Arkadov, A. E. Kroshilin, N. V. Tikhonov, A. Yu. Yuzhakov Russian Research Institute for Nuclear Power Plants Operation, Moscow, Russian Federation Abstract. The vast number of JSC VNIIAES specialties includes complex solutions for design, development, supply and support of personnel training systems for nuclear power plants and other enterprises. These solutions are based on systematic approach to training, advanced technologies for development and implementation of various types of training simulators, comprehensive personnel qualification management system and distance learning system implemented through successful projects in many countries including the region of Middle East. Personnel training system for Russian NPPs includes training at specialized training centres and at NPP training centres. The modern legal and normative documents which were developed taking into account the IAEA recommendations, world-wide experience in the field of personnel training and advanced qualification requirements constitute the foundation for this training system. Major components of the system are NPP training organizations staffed with highly qualified instructors, equipped with modern training tools including full scope simulators. Personnel training is conducted according to training programmes matching the same requirements and developed on the basis of systematic approach to training. Special attention is paid to continuous training of personnel obtaining permissions (license) to conduct operations in the field of nuclear energy use. JSC VNIIAES offers to clients a complex solution of such tasks as design, development and support of personnel training systems for nuclear power plants, nuclear facilities and other industrial enterprises (gas, chemical industries and etc.), which includes: Comprehensive personnel training systems and training tools for training centres; Full-scope, analytical and part-task training simulators; Computer-based training (CBT) systems, distance learning tools and knowledge testing systems, personnel qualification management systems. JSC VNIIAES products and services utilizes up-to-date learning techniques for initial and continuous training and are aimed to safety assurance and improvement of human reliability. Starting from 1992 up to 2004 a complete set of full scope simulators for NPP personnel training was created in Russia. From 1992 till present JSC VNIIAES contributed in the development of more than 30 simulators [1]. To maintain simulators fidelity with reference units VNIIAES performs their technical support and timely modernization. A world class technology for simulator development is used, development and tuning is performed at the special facility (polygon) where such simulator components as mathematical models of neutronic, thermal hydraulic and electrical processes are 220

221 developed with CAD systems to simulate not only operational modes but even BDBA. Every Russian NPP has simulator developed with participation of JSC VNIIAES personnel. Also JSC VNIIAES developed and supplied simulators for Russian and Ukrainian regulatory bodies, for NPPs in Ukraine, Slovak Republic, China, Bulgaria. At the final stage are simulators for India and Iran. To fulfill regulatory requirements JSC VNIIAES develops and supplies comprehensive training systems for NPP personnel. Among other components CBT systems are developed including those for distance learning and web-based applications. User interfaces of these tools are developed in the customer language (Russian, English, Farsi, etc.). Concern ROSENERGOATOM implement CBT systems developed by VNIIAES for testing knowledge and preparation for license exams. JSC VNIIAES offers a number of solutions for improving personnel qualification management efficiency demonstrating excellent ROI values. Management of personnel qualification on such enterprise as NPP or nuclear utility should be based on modern principles of HR management: Availability of knowledge at personnel workplace; Long term control of personnel qualification for planning and enterprise performance improvement; Automatization of activities to test knowledge; Quick adjustment of system for changing training needs; Training matches job instructions; Training content is developed on the basis of systematic approach to training. Distance learning system brings clear advantages for personnel training in organizations and is becoming a widely used practice. A modern distance learning system is based on international standards (such as SCORM standards) and has the following features: Matches the training requirements established in organization; Ensures acceptable learning pace; Supports development of flexible training programmes and schedules; Allows easy content revision and update; Is cost effective; Contributes to decrease total training time; Strengthens learning through interactive trainee activities; Measures trainee progress in learning; Allows adopting training complexity to trainee knowledge level. JSC VNIIAES has practical experience in development of personnel qualification management system and its implementation in training and performance appraisal of NPP personnel [2]. Within the 221

222 successful project (in which the IAEA was the contracting party) a personnel qualification management system and several training courses ( Site access, Norms and regulations in the nuclear energy ) were developed. To achieve project goals a set of criteria was defined resulted in the selection of client server architecture with so called thin web-clients and Linux OS. The solution significantly decreased project costs, eliminate additional expenses for software (SW) licenses, assure flexibility and the best possible price-quality ratio. Special attention was paid to specific features such as right to left mode allowed implementation of trainee interface and training materials in the languages of Middle East countries. The sound quality system for the project was developed according to ISO9000 series and the IAEA documents. The factors contributed to the success of the project include among others establishing good quality criteria, control of interfaces, detailed planning, timely testing, implementation and maintenance activities. Training content was developed on the basis of systematic approach to training (SAT) promoted by the IAEA and implemented in training of Russian NPPs personnel. To fulfill customer s requirements the system was localized to customer s language and three languages were implemented. Reporting system supports a review of trainee progress and results of training for any selected groups or individual trainee in depth to the level of particular training objective and test question. The quality management system for the project was implemented according to ISO and EEC standards and the IAEA documents, the elements of QA system includes external audits, internal and external testing of software and training content, trial operation at the end-user site. The acceptance testing was performed under surveillance of the IAEA and positive results were obtained. The following tasks of staff planning and acquisition were solved through the system implementation: Recording of current and planned personnel qualification was computerized, support of newcomers and succession candidates became more effective; Database for planned and conducted exams was introduced for central and departmental examination boards; Computerized personnel briefing was introduced; Personnel self training was introduced in the scope of initial training programme for a job position; Authorized online access to training materials and current status of personnel qualification; Print out of reports in user defined forms and formats; Training programme development based on requirements stated in job description; Support of enterprise QA system based on ISO 9001 standard; Improved control and management through unified requirements for personnel qualification, possibility to integrate qualification management system into current and planned enterprise IT systems landscape ; Improve performance effectiveness of training centers, personnel departments, personnel training based on implementation of SAT principles recommended by the IAEA. 222

223 Summarizing the above JSC VNIIAES supplies to customers complex solutions for personnel training systems of nuclear power plants, nuclear facilities and other industrial enterprises (gas, chemical industries and etc.) on the basis of: Comprehensive personnel training systems Most up-to-date training tools for training centres; Full-scope, analytical simulators for personnel training; Computer-based training systems, distance learning tools, knowledge management systems and personnel qualification management systems. JSC VNIIAES being an engineering service company ensures performance of activities to support nuclear power plants operation in Russian Federation and proactively implements system engineering approach based on ISO/IEC standard, quality system of the organization is certified according to ISO 9001 and standards which assures the highest quality of products and services JSC VNIIAES supplies. REFERENCES [1] Kroshilin A.E., Yuzhakov A.Yu. Training of Nuclear Power Plants personnel / Nuclear Power Plants in Russia. 50-th anniversary // Under the editorship of O.M. Saraev M.:Concern ROSENERGOATOM, [2] Rychkov S.V., Tikhonov N.V., Yuzhakov A.Yu. IT technologies in training of NPP personnel Experience with distance learning: NPP personnel qualification management system. /Proceedings of MNTK IT-2007, Moscow, April 2007 // M.:MNTK

224 IAEA-CN-179-IAP53 The role of AAEA in human resources development in Arab countries introducing nuclear power programs A. Mahjoub, D. S. Mosbah The Arab Atomic Energy Agency, Tunis, Tunisia Abstract. Many Arab countries demonostrated an interest to itroducing nuclear power option in their energy mix strategies. The human resources development is the most concerned issue for a successful Arab nuclear power program. The aim of this paper is to define the human resources needed for an Arab NPP and show the role that AAEA can play in developping the HR in arab countries introducing NPP and enhancing the basic national infrastructure for their first nuclear power plant. 1. Introduction The Arab Atomic Energy Agency (AAEA) is a regional specialized organization working within the framework of the League of Arab States to coordinate the scientific efforts of the Arab Countries in the field of peaceful uses of atomic energy. It contributes also to the transfer of the peaceful nuclear knowledge and technologies to these countries. The present members of the AAEA are 13 states they are: Egypt, Libya, Sudan, Tunisia, Jordan, Iraq, Kuwait, Lebanon, Saudi Arabia, Syria, Palestine, Yemen and Bahrain. The membership in the AAEA is open to all Arab States according to the agreement of its establishment. The structure of AAEA is similar to that of IAEA. The Arab Atomic Energy Agency works hard to enhance the economical and social development in the Arab countries by promoting the peaceful applications of atomic energy in many aspects of life. The AAEA undergo many activities to achieve its objectives, these activities include; training courses, coordinated research projects, experts meetings, scientific visits, on-job training, workshops, conferences, seminars and expert missions. These activities contribute to build and develop the human resources needed for nuclear power program. Recently many Arab countries have expressed their interest in adopting nuclear power in their energy mix strategies and hence sought assistance from IAEA and AAEA. This is because of many subjective reasons. Indeed the rapid increase in population and improved living standards in the Arab countries led to a greater demand for electricity and fresh water and led also to a national desire to secure and diverse energy supply resources. The Council of the League of Arab States encouraged member states to develop peaceful use of atomic energy in different aspects of development especially in energy generation and to establish a cooperative Arab program in this field, the summit issued many resolutions 1 regarding the peaceful use of nuclear energy. AAEA responded to the summit resolutions and developed with member states The Arab Strategy for Peaceful use of Atomic Energy up to which has been approved in Doha summit in March Subsequently AAEA put a comprehensive plan to implement the strategy. The plan includes Technical Cooperative Projects between Arab countries focusing on assisting member states to build their national nuclear infrastructure for the first nuclear power plant and in particular developing the human resources needed for NPP program. 224

225 2. Arab nuclear power program Arab countries consume about 650 TWh /year (2009) 4 of electricity; this is nearly 2000 KWh per capita whereas North America consumes about KWh per capita. The electricity consumption in Arab countries will be doubled by 2020 due to projected demand increase and population rise. Oil and gas constitute the main sources of electricity generation in the region today and well after The non-fossil sources of energy play a very minor role in the region energy supply. The socio-economical development in Arab countries is facing high challenges such as growing energy demand, increasing energy costs, dependence on fossil fuels which are uncertain, decaying, and leading to increased levels of greenhouse gases and environmental alteration. Nuclear power is expected to have a vital role to play in helping to solve these problems and will offer insurance to highly uncertain supplies and escalating costs of fossil fuels. The worldwide development of nuclear power is improved during the last twenty years where it has been proven to be safe, secure, economic and clean. The Arab countries are taking advantage of this global positive opinion drift towards nuclear power and started considering using it to produce electricity and seawater desalination. The need to include the nuclear option for electricity generation and seawater desalination is recognized by the Council of the League of Arab States at the summit level meetings from 2006 to which issued two resolutions to urge member states to expand the use of peaceful use of nuclear technology to all domains of sustainable development and to establish a cooperative Arab program in the field of peaceful use of atomic energy especially for electricity generation and seawater desalination. AAEA responded to the summit resolutions and developed with member states The Arab Strategy for Peaceful use of Atomic Energy up to 2020 which has been approved in Doha summit March Subsequently AAEA put a comprehensive plan to implement the strategy. The plan includes Technical Cooperative Projects between Arab countries focusing on assisting member states to build their national nuclear infrastructure for the installation of the first nuclear power plant and in particular developing the human resources needed for the NPP program. Many Arab countries have announced plans to introduce nuclear energy production technology as to meet electricity needs due to the increase in population and living standard. Progress and preparedness are different from one country to another. The details of the progress can be found in ref.[3]. 3. The skills and competences needed for NPP The IAEA 5.6,7 estimates that between 200 and 1,000 staff are needed in order to operate an NPP of 1GWe in an effective and safe manner, the workforce will require technical skills in a range of disciplines including nuclear engineering, instrumentation and control, electrical engineering, mechanical engineering, radiation protection, chemistry, emergency preparedness, refueling and refitting operations and safety analysis and assessment. Also nuclear legislation, regulation and licensing skills is required. Establishing these expertise and skills require strong human resources development plan and sound national education system to ensure the flow of trained personnel to the NPP project in each phase and milestone of the project. There is a need to have access to national or international expertise to support the NPP operating organization and regulatory body in scientific areas such as neutronics, physics and thermohydraudraulics and technical areas such as radioactive waste management, quality management, maintenance and spare parts management. In addition to the required scientific, engineering and other technical education, normally the relevant staff need three or more years of specialized training and experience prior to the initial fuel loading of an NPP. For implementation of a first NPP project, it is necessary for the operating organization to establish the culture, ethics and discipline needed to effectively manage nuclear power technology with due regard to the associated safety, security and nonproliferation considerations. In order to improve Arab countries personnel's competency in development of NPP, it is essential that the user country be involved in: reactor design, design of major equipment, plant engineering design, 225

226 component manufacturing, project management, operation and maintenance, fuel supply and refueling, and R&D support for design and operation. For a first NPP project, many of these nuclear-specific needs are initially satisfied by external suppliers. However, it could be preferable to establish a national plan to gradually develop local suppliers and expertise. The national involvement in the project is essential for a successful and sustainable NPP program. The development of a national academic program for the education of the necessary scientists, engineers and other technicians to support technical research would also be expected to be in place as part of the commitment to the development of the required national capabilities. It is worth mentioning that the more NPPs built in one site the less manpower needed for every plant. 4. AAEA and human resources development One of the most important tasks of AAEA is to develop the human resources which have the capabilities of assimilating the nuclear knowledge and its application. The nuclear power program depends heavily on the availability of qualified scientists, engineers and technicians. Many Arab countries still have insufficient training capabilities in nuclear fields, and are experiencing problems with high staff turnover and shortage of specialized professionals in key areas. Egypt, Algeria, Morocco, Libya and Syria possess nuclear research reactors which are useful for training personnel for most skills needed for a NPP. AAEA may coordinate between member states to achieve the objective of strengthening their basic infrastructure for NP program and to assist in manpower development, technology transfer and effective cooperation with IAEA and relevant regional and international organizations. Many activities have been undertaken by AAEA related to the development of manpower needed for NPP such as; training courses, on-job training, training schools, scientific visits, scientific and experts meeting. Those activities cover a wide range of subjects related to NPP. Following are some of training programs subjects undertaken regularly by AAEA: Research reactors: design, operation and applications; Reactor safety and security systems; Radiation protection, regulations and legislations; Emergency plans, waste management, monitoring, early warning; Modeling of nuclear accidents and their effects in the environment and public health; Workshops and forums about nuclear power plants for public and decision makers. AAEA sponsored also coordinated research projects put by Arab experts according to the needs of sustainable development in Arab states and implemented within the human and technological resources available in the country. The activities include annual meeting of national coordinators and sharing lab and technological capabilities. The projects is accompanied by continuous human resources development training, formation, scientific and expert visits and on-job training programs for the researches and technicians who participated in the project in order to improve their skills and performance. The ultimate objective of coordinated research projects is to define and develop the preliminary steps and methods necessary to help in establishing a sound nuclear power plants program in Arab region. As part of implementing Arab Strategy for Peaceful use of Atomic Energy up to 2020, AAEA invited experts to put the fundamentals and outlines of Arab Cooperative Technical Programs ACTPs 226

227 and include them in its plan, these ACTPs which suggested by the experts and related to the Arab nuclear power program are: 1. Enhancement of infrastructure for NPP building in Arab countries; energy planning and feasibility study as a first stage; 2. Strengthening the regulatory and legislative frameworks for nuclear and radiation activities in Arab countries; 3. Strengthening the Arab and national capabilities for response to nuclear and radiation emergency; 4. Building capacity of radioactive waste management in Arab countries; 5. Introduction of nuclear sciences and technologies in Arab education systems. AAEA contributes also in knowledge and technology transfer in nuclear field by providing the universities and colleges with proper curricula and syllabus to insure the proper training of qualified personnel needed for the nuclear power program. Under its long term technical coordinated project Introduction of nuclear sciences and technologies in Arab education systems, AAEA is surveying the Arab education system in order to advise in upgrading it to fulfill the emerging requirements of peaceful nuclear energy utilization. Member states are encouraged to establish nuclear engineering departments or faculties in view of a comprehensive development of nuclear engineering curriculum for the relevant educational institution. AAEA also publishes many relevant books and translate IAEA documents and guidelines to Arabic in order to reach a wide range of trainees and spread the culture of safety and security of NPP. REFERENCES [1] Resolutions of Arab leader s summit (Arabic) [2] Arab Strategy for Peaceful use of Atomic Energy up to 2020, AAEA 2008 (Arabic) [3] [4] Arab union of producers, transporters and distributers of electricity, statistical information. [5] INTERNATIONAL ATOMIC ENERGY AGENCY, IAEA Brochure Consideration to launch a nuclear power program, IAEA, Vienna (2007). [6] INTERNATIONAL ATOMIC ENERGY AGENCY, IAEA TECDOC-1513 Basic Infrastructure for a Nuclear Power Project, IAEA, Vienna (2006). [7] Future of electricity generation by nuclear energy (in Arabic), AAEA publications,

228 IAEA-CN-179-IAP54 Global professional networks: establishing a link to the Gulf region P. D. Lynch a, R. T. Whalen b a Oak Ridge National Laboratory, Oak Ridge, Tennessee, USA lynchpd@ornl.gov b Sandia National Laboratories, Albuquerque, New Mexico, USA rtwhale@sandia.gov Abstract. International professional societies, training programs, and organizations provide unique and valuable opportunities for indigenous staff of countries with plans to either expand or develop civil nuclear power programs. This paper recommends that such countries concurrently address issues associated with nuclear infrastructure development, specifically the promotion of adequate human resources, by engaging in various forms of international collaboration and networking. The paper advises that identification, training, and retention of next-generation professionals are critical to a responsible civil nuclear power program; accordingly, it discusses a number of possibilities that would be highly beneficial to countries seeking to promote this type of development. In addition, this paper suggests that appropriate countries in the Gulf make use of collaboration opportunities with the U.S. Department of Energy (DOE) and its associated National Laboratory complex. Professional networking is vital to this region, especially as members of the Gulf Cooperation Council (GCC) embark upon the establishment of peaceful nuclear programs. As a result, this paper more broadly intends to demonstrate the high return on investment for attending international conferences, participating in international training opportunities, and establishing regional chapters of international professional organizations and institutions. 1. International organizations and professional networks Indigenous staffers of the respective government entities charged with developing or expanding civil nuclear power programs in many instances have very little exposure to international subject matter experts (SMEs). For this reason, the following organizations and examples are provided to identify opportunities for information sharing and dialogue, knowledge transfer, and training. To begin, the International Atomic Energy Agency (IAEA), which falls under the United Nations, has been referred to as the world s center for cooperation in the nuclear field. The IAEA focuses on the promotion of safe, secure, and peaceful nuclear technologies and one of its main outreach functions involves hosting annual meetings, conferences, and symposiums. These opportunities are carried out all over the world, and they focus on outreach to governmental entities responsible for the development, expansion, and operation of civil nuclear power programs. In addition to the IAEA, there are other organizations that can provide outreach to the Gulf Cooperation Council (GCC) on nuclear energy, safety, security, education, and many other related areas. Examples of some of these organizations include: The World Nuclear Association (WNA); the World Institute for Nuclear Safety (WINS); World Association of Nuclear Operators (WANO); the Organisation for Economic Co-operation and Development s Nuclear Energy Agency (OECD/NEA); European Nuclear Society (ENS); European Atomic Forum (FORATOM); the Institute for Nuclear Materials Management (INMM); Nuclear Energy Institute (NEI); the Health Physics Society (HPS); and the American Nuclear Society (ANS). This paper does not provide an exhaustive list of organizations or options but rather focuses primarily on the INMM, the ANS, and the DOE National Laboratory complex as examples to highlight the advantages of engaging in international networking. 228

229 The INMM was formed in 1958 and focuses on the five main pillars listed below: The advancement of nuclear materials management in all its aspects; The promotion of research in the field of nuclear materials management; The establishment of standards consistent with existing professional norms; The improvement of the qualifications of those engaged in nuclear materials management and safeguards through high standards of professional ethics, education, and attainments and the recognition of those who meet such standards; The increase and dissemination of information through meetings, professional contacts, reports, papers, discussions, and publications 1. To promote these pillars, the INMM conducts a variety of meetings, workshops, and other events each year, including an Annual Meeting, to provide training and dialogue on pressing issues that range from nuclear material control and accounting to human capital development. The Institute s success can largely be attributed to its strong foundations, leadership, and diverse membership; its events provide extraordinary opportunities for professionals and students to assemble in one location and present on important topics. During last year s 50th Annual Meeting, authors and coauthors from over 30 nations submitted papers. The event also included many international participants, nine of which were from the GCC, Egypt, and Jordan attending a U.S. Department of Energy (DOE)-sponsored technical training event funded jointly by the National Nuclear Security Administration (NNSA) and the U.S. Department of State and supported by the National Laboratory complex. The INMM also ensures to have industry, government, and international leaders, as well as SMEs, represented at the annual meetings; this creates a comprehensive and well-rounded environment. The establishment of INMM chapters in the GCC region, as an example, would enable nations to cooperate, collaborate, and communicate more effectively with this robust organization of experts. States could begin by developing country INMM chapters, which could then eventually lead to development of a larger regional chapter. Developing INMM chapters in the region encourages networking and provides ample opportunities for institutional and individual professional growth; it also enables participants to take part in the INMM annual meetings and to develop and foster working relationships with the attending SMEs. The ANS provides another example of an international professional society with members recognized as world-renowned leaders in the nuclear industry. The ANS has two meetings per year, which also attract a large international audience; its primary focus is on unifying professional activities within the diverse fields of nuclear science and technology. 2 Its 10,500 members (in 46 countries) come from diverse technical disciplines ranging from physics and nuclear safety to operations and power and from across the full spectrum of the national and international enterprise, including government, academia, research laboratories, and private industry.3 There are eight established regional and local sections across the globe. The current locations include Belgium, Japan, Taiwan, Republic of Korea, France, Italy, Switzerland, Austria (IAEA), and Argentina.4 International sections within the ANS offer the rare experience of bringing regional awareness to topics and issues facing a specific area; these sections also work collaboratively on topics of mutual concern. Much like the INMM, the establishment of a local section of the ANS in the GCC region could be very beneficial to the education and training of indigenous staff. The ANS local section committee is available for consultation and would welcome a discussion on the process of developing a professional network in the region. 2. U.S. DOE National Laboratory complex-international opportunities The U.S. DOE's National Laboratory complex includes over 30,000 scientists, engineers, and other professionals who perform work to advance science and technology in the U.S. and around the globe. These individuals work at a variety of laboratories and technology centers in support of different U.S. 229

230 objectives, all of which fall under the purview of the U.S. DOE.5 Explanations of two of these laboratories, Oak Ridge National Laboratory (ORNL) and Sandia National Laboratories (SNL), are provided in the next sections, preceded first by an example of the collaborative approach the U.S. DOE takes to provide international training programs. This robust team of experts allows the DOE National Laboratories to cooperate with international partners in a wide range of technical projects. An example of this cooperation, U.S. DOE s NNSA and the U.S. Department of State sponsored a Technical Training Workshop on International Safeguards at the National Laboratories for participants from the GCC, Jordan, and Egypt. This event provided a five-week program and included participants from Saudi Arabia, United Arab Emirates, Oman, Kuwait, Jordan, and Egypt. The first week began with INMM's Annual Meeting, which helped establish a strong foundation for the participants to begin their four-week technical training at the U.S. National laboratories. The INMM meeting offered a forum for the international trainees to discuss nuclear energy and safeguards-related issues with experts from across the globe. Since the event, a few trainees have expressed interest in submitting papers for the 2010 Annual Meeting. Following the INMM Annual Meeting, the participants took part in introductory training modules at SNL for one week before they were sent to various national laboratories for a ten-day specialized technical training program. This training, which provided education on fundamental safeguards and nonproliferation issues, also afforded the participants access to facilities and research laboratories. 3. Oak Ridge National Laboratory Designated as the U.S. DOE s largest energy laboratory, ORNL has a rich history in nuclear energy research and development. ORNL has 12 user facilities available for collaboration with researchers from domestic and international academia and industry. A few of the most high profile facilities include the High Flux Isotope Reactor (HFIR, one of the world s most powerful research reactors), the world s fastest computer, the nation s largest concentration of open source materials research, and the Spallation Neutron Source (SNS, the world s most intense pulsed neutron source). Another user facility, the Safeguards Laboratory (SL), is specifically noteworthy due to its focus on nonproliferation related training and technical support internationally. The International Collaboration team at ORNL, within the International Safeguards Group, specializes in providing technical support for international verification of nuclear materials through technical assessments, methods development, operational testing, training, nondestructive analysis, and on-site support for foreign counterparts. In 2009, the International Safeguards Group hosted 105 foreign nationals visitors to ORNL to either receive education and training or to present on a safeguardsrelated topic. Country/need-specific training programs can be developed to offer hands-on training with the detection and analysis of sealed Special Nuclear Material (SNM), as well as classroom style lectures from international SMEs, confirming the truly unique and versatile training and educational opportunities available for international participants at ORNL. The recent establishment of the Next Generation Safeguards Professional Network (NGSPN) at ORNL is another example of the collaborative role it is taking to address the Next Generation Safeguards Initiative (NGSI). The network, which now has grown to over 30 members representing every U.S. National Laboratory, leaders in safeguards industry, DOE staff, and even IAEA staff, is developing a wiki-spaces open website to encourage membership and collaboration amongst the next generation staff of young professionals worldwide. 4. Sandia National Laboratories Since 1949, SNL has developed science-based technologies that support U.S. national security objectives. Today, SNL s technology solutions are critical to solving national and global threats to peace and freedom. Through science and technology, people, infrastructure, and partnerships, one of SNL s core missions is to meet national needs in the areas of energy, resources, and nonproliferation. Consistent with this mission, SNL s work focuses on three core topics, including energy systems, 230

231 nuclear energy, and global security, all three of which are crosscut by the intention to enable breakthrough science and discovery. In the specific area of nuclear energy, SNL specializes in repository science, nonproliferation, safety and security, transportation, and modeling and system demonstrations. The SMEs in each of these five areas are available to foreign counterparts through various training programs, workshops, and other events sponsored by the U.S. DOE. The SNL Office of Global Security Programs provides many of these opportunities overseas for partners interested in training and collaboration and also hosts a facility known as the Cooperative Monitoring Center (CMC). The CMC has 15 years of experience in technical engagement with scientists, policymakers, scholars, journalists, and military officers in countries worldwide. Its facilities allow hands-on demonstration and training, as well as testing and evaluation of large-scale monitoring systems in realistic environments. A core component of the CMC is its ability to facilitate training for international groups on specialized topics ranging from nonproliferation to nuclear safety and security to physical protection. The CMC maintains an extensive international network and supports scholars from other countries to provide critical research on pressing international and regional security issues. The CMC also has an international extension in Amman, Jordan, known as the Cooperative Monitoring Center Amman (CMC-A). This Center is a Jordanian organization sponsored by the U.S. DOE, and its activities are coordinated by SNL under guidance from the NNSA. In March of 2009, NNSA s International Nuclear Safeguards and Engagement Program sponsored a workshop at CMC- A for countries in the Middle East on nuclear energy infrastructure preparedness, which eventually led to the GCC, Egypt, and Jordan Technical Training Program mentioned above. This, as well as other types of engagement, takes place at the CMC-A frequently. 5. Conclusion Recognizing that the development of a responsible civil nuclear power program requires significant amounts of commitment and work is only the first step in a long and challenging path to achieve that end. Countries interested in either developing or expanding on such a program should, therefore, utilize the vast array of resources that are currently available. This paper introduces a number of the global professional networks currently operational and available to GCC countries as they pursue peaceful nuclear energy options. Access to international networks of experts in the field of nuclear energy represents a strong asset to countries seeking to develop or expand civil nuclear power programs. In addition to the assistance offered by the IAEA, countries should take advantage of professional societies such as the INMM and the ANS that can provide important access to tools and expertise. Furthermore, the U.S. DOE and its National Laboratory complex provides training and other opportunities for countries with credible plans for civil nuclear energy programs, including the promotion of international networking with professionals around the globe. Countries in the Gulf should utilize these potential partnerships to help bolster the development of their human resources and related critical capacities. 1 About INMM, Institute for Nuclear Materials website, 2010, 2 About ANS, American Nuclear Society website, 2010, 3 History of ANS, American Nuclear Society website, 2010, 4 International Local Sections, American Nuclear Society website, 2010, 5 National Laboratories and Technology Centers, The United States Department of Energy website, 2010, 231

232 IAEA-CN-179-IAP56 Key issues impacting human resources development for commercial operations of new nuclear power programs C. T. Goodnight Goodnight Consulting, Inc., USA 1. Introduction Successful human resources development for nuclear power plant (NPP) personnel will require recruiting, hiring, training, and retention. Prior to recruitment, analyses and planning are necessary to identify the number of personnel and types of skills sets needed for safe and effective NPP operation. After the hiring phase, initial and on-going training will be needed. An appropriate organizational structure and personnel management and oversight will also be required. The number of personnel and the required skills sets needed will be dependent upon five issues: the plant s design, where and how the plant is sited, national and local regulatory requirements, outsourcing options, and potential for centralization within a larger fleet of generating power plants. While the spectrum of staffing approaches ranges from an external organization (potentially the NPP vendor) staffing and operating the plant, to a locally based operating organization providing all staffing from local or national sources. This paper focuses on the end of the spectrum with the locally based operating organization. In this scenario, some contracted vendor support is envisioned, but will be determined by the operating organization consistent with local customs, national culture, education and training, available skill sets, and national legal frameworks. Because many of the skills for supporting operations of an NPP are very technical, the lead times can be several years before a staff person is fully competent or qualified. Consequently, planning for the required human resources for an operational NPP must begin years in advance. As nuclear power programs and their operating organizations consider different potential vendor designs, consideration must be given the life cycle costs of operations. In many countries, the cost of labor will be a significant portion of life cycle operations and maintenance (O&M) costs. In the United States, for example, labor makes up approximately 75% of the annual non-fuel O&M costs of an NPP. Thus, it is important to include labor requirements from both an operational and a cost perspective. In the United States, current labor costs for an average employee at an NPP are approximately $100, per year. This cost level is fully burdened with overhead, health care, vacation, equipment costs, etc. Thus, every 10 personnel equate to $1,000, in annual O&M costs. For new NPPs, estimated life cycles are 60 years. When annual inflation averages 4%, the cost of 100 personnel is in excess of $2.5 Billion over life of the plant (see figure 1). 232

233 Labor $(Billions)/100 People $7 $6 $5 $4 $3 $2 $1 $0 Present Value of 60 Year Labor Costs At 6% Inflation, 60 Year Labor Costs Exceed $6 Billion At 4% Inflation, 60 Year Labor Costs Exceed $2.5 Billion 0% 1% 2% 3% 4% 5% 6% Inflation Rate Figure 1. Labor costs in $ (USD) per 100 personnel for a 60 year NPP life cycle Labor costs are therefore an important aspect of managing NPP operations. With this background, this paper focuses on the issues related to requirements for labor at a new NPP. The information can then be applied to help develop models for appropriately staffing new NPPs. Such models should be compared with any models provided by the NPP vendors to ensure total life cycle costs estimates are as accurate as possible. As a reference structure, the activities at an NPP, and for the associated supporting programs, are grouped into five Areas: 1) Operations, 2) Maintenance, 3) Engineering, 4)Regulatory, and 5) Site Support. Within each of the five Areas there are several Functions, each with its own set of activities. A matrix of five key issues related to staffing levels is compared against each of the five Areas and their respective Functions. The key issues are: A) Plant Design, B) Site Layout, C) Regulatory Requirements, D) Outsourcing, and E) Centralization. Each of the five Areas is discussed in the full paper relative to the impacts on staffing from the key issues. Descriptions and examples of some of the impacts of the Operations Area are provided below. Examples for Engineering, Maintenance, Regulatory, and Site Support are included in the full paper. 2. Operations area Area Function Plant Design Site Layout Regulatory Requirement Outsourcing Centralization Operations Applied Radiation Protection X X X X ALARA/Radiological Engineering X X X Chemistry X X Decontamination/Radwaste Processing X X X Environmental X X X X Fire Protection X X X Operations X X X Operations Support X X Radiation Protection Support X X X 2.1. Plant design The physical design of the plant will play a significant role in determining many of the 43 staffing function levels. There are currently several different nuclear plant designs either operating, under construction, or under consideration by many countries around the world, including the Advanced Boiling Water Reactor (ABWR), the Advanced Pressurized Water Reactor (APWR), the AP1000, the Economical Simplified Boiling Water Reactor (ESBWR), and the EPR. These reactors range from approximately 1,200 megawatts, electric (MWe) to approximately 1,700 MWe. Each of these different reactor designs requires different approaches, and therefore different staffing levels. 233

234 All shift operators, which comprise the Operations Function, will have tasks and activities dictated by the design of the plant. The configuration and equipment in the Control Room, along with regulatory and emergency response requirements, will determine the minimum number of qualified operators in the Control Room. Additionally, the physical arrangement of the plant s systems and components that require physical monitoring will determine how long it takes an operator to complete one rotation, or round of assigned monitoring areas. Assuming that a specific plant design requires 4 operators in the control room (one senior reactor operator and three unit operators), and 4 additional operators on rounds outside the Control Room, the minimum shift complement will be 8 personnel. (Note: some NPP vendors have developed advanced electronic control systems and ergonomic Control Room layouts with the express intent of reducing Control Room staffing requirements. These approaches have yet to prove effective due to other constraints. Specifically, where the equipment and ergonomic designs were created to allow only one operator to completely run a Control Room, this does not overcome regulatory and/or emergency response requirements to have additional qualified staff to support operator break times, unusual events, or fire/emergency responses.) If the NPP operating organization chooses to have a 5-shift rotation of operations staff, then this function will have a minimum Operations Function staffing level of 40 personnel. Typically, however, current NPP operating organizations have several additional personnel assigned to each shift to provide coverage for replacement of personnel on vacation or on sick leave, as well as additional coverage for unusual events. Thus, if three additional personnel are added to the on-shift minimum, then the new total Operations Functional staffing in this example becomes 55 personnel. Different reactor designs require that a range of types and numbers of systems be monitored, which also impacts operator staffing requirements. For example, Boiling Water Reactor (BWRs) do not have steam generators or a pressurizer as are found in the Pressurized Water Reactor (PWR) design. These are large and important systems, although not technically complex, that are constantly monitored during NPP operations at a PWR. Different PWR designs have different numbers of the same components, such as the AP1000 having two steam generators while the APWR and the EPR each have four steam generators. These NPP examples also have different numbers and types of safety systems to protect the reactor core in the event of a loss of coolant accident (LOCA). Many other physical aspects of the selected NPP s design will also impact staffing requirements, both for the Operations Function, as well as the others indicated in the Staffing Requirements Matrix (Appendix 1) Site layout The layout of the NPP site, including the physical arrangement of support buildings, and fence lines can also have an impact on staffing requirements. The number and location(s) of plant warehouse facilities may impact the Maintenance/Construction, Warehouse, and Security Functions. Again, for the Operations Function, the time required to physically move around the site to complete one round of surveillances will determine how many operators will be needed outside the Control Room for each shift Regulatory requirements As referenced above, the nuclear regulatory body may apply standards that impact staffing requirements. In the U.S., the Nuclear Regulatory Commission oversees the implementation of section 10 of the Code of Federal Regulations, referred to as 10 CFR, which provides regulatory guidance, limitations, and regulations regarding the operation of nuclear facilities. Specifically for Control Room operations, the regulatory body may determine that one or more additional staff are required above the number suggested by the vendor or the operating organization. As seen recently in the United States, the regulatory body may also place maximum work hour rules on key plant jobs that decrease the length of a work shift or the rotation of the work shift. These types of regulatory requirements typically increase the staffing requirements. 234

235 2.4. Outsourcing The ability to use labor sources from outside of the NPP s operating organization is referred to as outsourcing. In different countries, outsourcing approaches vary significantly, ranging from as low as 7% of the total site staff to over 60%. The direction from the regulatory body, as well as the national and operating organization s culture will ultimately determine how and where outsourcing is applied at the NPP. Generally, the closer the activity is to the operation and maintenance of the reactor and directly related Nuclear Steam Supply Systems (NSSS), the more likely the personnel are to be direct employees of the operating organization. For example, on-shift operators are typically not outsourced Centralization In the circumstance where the operating organization runs more than one NPP in two or more locations, opportunities arise to realize economies of scale by centralizing the personnel that execute some of the nuclear staffing functions. For example, within the Operations Area, the Environmental Function may require a few people at one site to collect, analyze, and report on environmental conditions at and around the NPP. When a second site becomes operational, the analysis and reporting activities need not necessarily be completely duplicated, i.e., have exactly twice as many people. In the U.S. nuclear industry, there are several cases of fleet operators applying centralization, and therefore reducing total staffing requirements for 19 of the 43 staffing functions. In the most effective examples, average total staffing levels per plant are 20% lower at these fleets than at operating organizations within only one NPP. The following matrix relates staffing Areas and Functions to the five key elements of human resources planning that may Plant Site Regulatory Area Function Design Layout Requirement Outsourcing Centralization impact them: 1) Plant Design, 2) Site Layout, 3) Regulatory Requirement, 4) Outsourcing, and 5) Operations Applied Radiation Protection X X X X ALARA/Radiological Engineering X X X Chemistry X X Decontamination/Radwaste Processing X X X Environmental X X X X Fire Protection X X X Operations X X X Operations Support X X Radiation Protection Support X X X Engineering Computer Engineering X X X X Design/Drafting X X X X X Modifications Engineering X X X X X Nuclear Fuels X X X X X Plant Engineering X X Procurement Engineering X X X Project Management X X Reactor Engineering X X X Technical Engineering X X X X Maintenance Facilities Maintenance X X X Maintenance/Construction X X X X Maintenance/Construction Support X X X X Outage Management X X X Quality Control/Non-Destructive Examination X? X Safety/Health X X X Scheduling X Regulatory Emergency Preparedness X X X X Licensing X X X Nuclear Safety Review X X Quality Assurance X? X Security X X X X X Site Support Budget/Accounting X X Communications X X Contracts X X Document Control/Records X X Human Resources X Information Management X X Management X Management Support Materials Management X X X Purchasing X X Training X X X Warehouse X X X X Centralization. This Staffing Requirements Matrix summarizes the complexity and breadth of analyzing and planning for human resources development for a new nuclear power plant. Additional examples for each Area and how they are impacted by the five key elements are provided in the full paper. Figure 2. Staffing requirements matrix 235

236 Session 6: The knowledge transfer challenge knowledge transfer to the new generation of workers; mechanisms for effective knowledge transfer from vendors and operators to newcomers countries The speakers invited for this session will provide experiences and lessons learned regarding how their organizations capture, transfer and create knowledge critical to their organization s missions, as well as to the nuclear field, particularly as related to ensuring the sustainability of new and expanding nuclear power programmes. Emphasis will be placed on initiatives towards addressing the demographic shift in the industry and plans on preserving and transferring critical nuclear knowledge to the new generation of workers, as well as among organizations responsible for initiating and expanding nuclear power programmes. In addition, mechanisms for effective knowledge transfer from vendors and operators to newcomer countries over the lifecycle of plants will be explored as well as the need for establishing a learning and sharing culture, both within individual organizations and in the nuclear field, and experience through communities of practice. 236

237 IAEA-CN-179-IAP57 Preservation of primary information and knowledge related to radiological protection and nuclear safety in the Argentine Nuclear Regulatory Authority M. R. Chahab Regulatory Knowledge Management, Department of Nuclear Affairs and Institutional Communication, Argentine Nuclear Regulatory Authority, Argentina Abstract. The preservation of primary information and knowledge related to Radiological Protection and Nuclear Safety in the Argentine Nuclear Regulatory Authority (ARN) began as a need of and as significant contribution to the future activities of the institution. Since 2005 a big number of experts have retired from the organization and will continue to do so until Besides, the primary information and knowledge that experts possess is technical information produced at the beginning of Argentina s regulatory activity in the 50 s. Along these lines, a specific project called Preservation of Information and Historical Regulatory Knowledge in ARN was started in This project is a continuation of the project that began in 2006 called History of the Learning Process. It focuses on two aspects: retrieval of primary information and preservation of expert s knowledge. Selected methodologies consist of two stages. Results include thousands of pages that have been converted to digital format and a number of lectures by experts that have been recorded and edited to be disseminated among the new and future ARN staff members. 1. Introduction The preservation of primary information and knowledge related to radiological protection and nuclear Safety in the Argentine Nuclear Regulatory Authority began as a need of and as significant contribution to the future activities of the institution. Since 2005 a big number of experts have retired from the organization and will continue to retire until Besides, the primary information and knowledge that experts possess were produced at the beginning of Argentina s regulatory activity in the 50 s. If this information and knowledge on account of its relevance - could not be preserved properly or be made available to the future generation of scientists and technicians, it could have a negative impact on the efficiency and effectiveness of the institution in the future. Preserving this relevant information and knowledge is not only related with the sizeable number of retiring experts but also with the Nuclear Renaissance in Argentina declared by the National Government in Announcements such as the completion of Atucha II nuclear power plant, the construction of a fourth nuclear power plant, the construction of reactor CAREN, and the start up of a uranium reprocessing facility impose on ARN new demands in terms of the regulatory actions to be taken, based on the scientific, technical and political knowledge of the institution for permits approval and operations regulation. Many of the facilities announced by the National Government for the new nuclear plan had been planned in the past, with constructions beginning back in the 70 s and 80 s to be afterwards interrupted. All the regulatory information and expert knowledge of these facilities, which are currently being planned again, with constructions restarted, should be preserved and managed appropriately so that they can be used in the short- to mid-term by the new generation of officials. To this end, in late 2007, a specific process called Preservation of Information and Historical Regulatory Knowledge in ARN was started. 237

238 This effort is framed within the Regulatory Knowledge Management process that was also started in 2006, with a special focus on rendering explicit the tacit and implicit knowledge of retiring experts learning process, based on a project called History of the Learning Process 1. As a result of such project - which is still ongoing - potentially relevant results are being achieved to plan and contribute to the training program for new and future staff members. Additionally to the project History of the Learning Process, the new project undertaken in 2007 focuses on explicit and implicit information and knowledge. Considering that the only focus of the first project is on people and their scientific and technical education, the new project focuses on material objects, highlighting paperwork and files created by the experts as well as their tacit knowledge. In summary, this paper is an attempt to offer a brief sample of the objectives, methodology, tools, safety features and progress made by the project within the framework of ARN Regulatory Knowledge Management process. 2. Project objectives This project has been created to retrieve the primary information and preserve the knowledge produced by the experts in ARN during their years of service. The project focuses on two aspects: retrieval of primary information and preservation of expert s knowledge. Retrieval of primary information involved converting to digital format the largest amount of critical information, loading it to an ad-hock database and managing it with knowledge maps. The material that was damaged was photocopied; all the new photocopies will be filed in the ARN library. The chief aim of the project is to retrieve critical paper-based information of retiring experts by converting it to digital format and entering it into the database. Retiring experts digital information was also consolidated into the database. Much of the information is related to scientific and technical knowledge, which is the basis of many procedures and laboratory techniques, part of regulatory day-to-day affairs. The political information underpinning political decisions made in the past by ARN has also been the focus of this project. In the case of knowledge preservation (implicit and explicit knowledge), retrieval involved recording and video-taping a series of lectures given by experts on a number of relevant issues and disseminating the material among the staff members. For the converted information we are using knowledge maps. The building of knowledge maps with the information gathered has been approached as another project objective, since this method allows accessing information in a simple and quick way, both at the present time and in the future. Building knowledge maps requires availability of adequate information and previous know-how. "A knowledge map is an instrument to conduct the location and codification of explicit and tacit knowledge in organizations" (CIDEC: 2001). Good codification of explicit and tacit information requires a previous knowledge of the task at hand. For knowledge managers to achieve this knowhow they had to spend a full year learning how this was done. Converting explicit and implicit knowledge into tacit knowledge is a difficult process. However, with the knowledge map tool this process becomes easier because users can see which knowledge and information is important and which knowledge and information can be ruled out. 1 The History of the Learning Process Methodology was presented by ARN in the International Conference on Knowledge Management in Nuclear Facilities. IAEA, June 2007, Vienna, Austria. 238

239 3. Methodologies In the case of primary information, the project s methodology includes identifying, photocopying, and converting to digital format all experts primary information. To this end, a thorough list of experts being 63 years of age or older was prepared for males and 58 years of age or older for females. A meeting was agreed with each expert to ask them to cooperate with the project and help identify critical or relevant information for the institution. During the course of the meeting, a list of the tasks performed by them during their years of service in ARN is put together, and a list of the potential regulatory affairs that is not available in digital format is also put together. The information surveyed is subsequently digitalized and a knowledge map per expert is created. During the interview, experts are also asked who taught them each of the tasks they performed while on duty. This information is used to construct a knowledge sociogram for ARN. In the case of preserved knowledge, the project s methodology focuses on a number of lectures given by experts on relevant information for the institution. This methodology involves identifying who the most important experts are, identifying relevant topics for lectures, organizing events, taping and recording experts lectures and their power point presentations, and uploading these lectures to the Intranet to disseminate the content among ARN staff members. 4. Tools used The use of software tools has helped the project in arranging and managing retrieved information in a sound way. Software programs used in this project help scan documents, cut and paste information from PDF files, visualize information properly, create knowledge maps, transcribe interviews with experts, etc. A professional video and tape recording service was hired for lectures. This service also includes material editing before uploading it on the Intranet. The contribution by the ARN IT department has been truly critical in order to move forward with the project. The IT department has provided the necessary tools used at specific stages during the project. Some include creating direct dedicated connections between scanners and PCs to store the surveyed information, expanding hard drive memory to store information, and creating the relevant folders to arrange scanned and retrieved information from retiring experts PCs. 5. Progress and conclusions The project on Preservation of Historical Regulatory Information and Knowledge has progressed slowly but it has nonetheless ensured that the retrieved information and knowledge will be stored and managed in an appropriate and secure manner. In the case of primary information, during 2008 and 2009, thousands of pages have been converted to digital format, the equivalent of around 15 GB of information. The men/hours employed for this task have been around 40 minutes per day. As time went by, the method turned more efficient and as a result, some 400 pages were converted to digital format on a daily basis, accounting for 16 MB of information. The men/hours employed for this task has been around 60 minutes per day. The effort in terms of total men/hours in scanning activities has been of around 78 hours. Along this effort, a sizeable investment was made in order to digitalize drawings of facilities under past or present regulation by ARN. To this end, more than 350 drawings have been digitalized, accounting for 2.3 GB of information, with an equivalent effort in terms of men/hours for information management. It is expected that towards the end of 2009, some technical issues are solved to proceed to the scanning of 800 daily pages on average. Also, the project should finish with the digitalization of the primary information of all retiring experts. Knowledge maps will be finished and the relevant information will be made available to and readily accessible by all staff members in ARN. 239

240 In the case of preserved knowledge, a number of lectures haven been arranged for the last quarter of 2009 and throughout 2010 on ARN relevant topics to be presented by the most important experts in ARN. In 2009 expert Abel González has delivered a number of lectures on various topics that are both relevant and critical for ARN functions. These sessions have been video-taped and recorded in order to be uploaded to the Intranet. Such lectures are loaded to Abel González s knowledge map which can be accessed by all ARN staff members. 6. Example of a knowledge map REFERENCES [1] NONAKA, I. & TAKEUCHI, H. La Organización creadora de Conocimiento: Cómo las compañías japonesas crean la dinámica de la innovación (México: Oxford Press, 1999) [2] PELUFO A. Y CONTRERAS, E. Aplicación a la gestión del conocimiento y su aplicación al sector público Serie Manuales N 22 CEPAL, Santiago de Chile, diciembre de [3] INTERNATIONAL ATOMIC ENERGY AGENCY. Managing Nuclear Knowledge: Strategies and Human Resource Development Summary of an international conference. 2004, Saclay, France. IAEA, Vienna, [4] INTERNATIONAL ATOMIC ENERGY AGENCY. Risk Management of Knowledge Loss in Nuclear Industry Organizations IAEA Publications STI/PUB/1248, IAEA, Vienna (2006). [5] INTERNATIONAL ATOMIC ENERGY AGENCY. Maintaining Knowledge, Training and Infrastructure for Research and Development in Nuclear Safety INSAG-16. International Nuclear Safety Advisory Group. IAEA, Vienna (2003). [6] LOGAN, R.K. The fifth language. Learning and living in the computer age. (Stoddard Pub: Toronto, 1997). [7] CHAHAB, M. Explicit Knowledge Resulting from Interviews with the Experts in the Argentinean Nuclear Regulatory Authority. International Conference on Knowledge Management in Nuclear Facilities June 2007, Vienna, Austria. 240

241 IAEA-CN-179-IAP58 Knowledge transfer methods: a research result C. L. Vetere, P. R. Gomiz, A. Fernandez Larcher Argentine National Atomic Energy Commission (CNEA), Argentina vetere@cnea.gov.ar Abstract. Considering that knowledge transfer to future generations plays a decisive role in nuclear knowledge development and maintenance, it is essential to set strategies and methodologies that ensure an effective transference. The following study broadly examines how knowledge transfer has been operated in the Argentinian nuclear sector, especially in nuclear power plants, and explores training and ICT use preferences by means of a survey of CNEA members and young Engineers and under graduates unrelated to nuclear activity 1. Introduction In the last decades, Argentina suffered a period of stagnation and contraction in nuclear activities, as did most countries with nuclear power programme implemented, which affected the continuity of many projects and the possibility of recruiting new staff. However, as a consequence of the Nuclear Plan launched in 2006, the Argentinean Nuclear Area is facing the challenge of meeting manpower demand to maintain their nuclear capabilities as well as the growing number of staff required for the operation of the projected nuclear facilities in the coming years. In that context, the following study aims at examining how knowledge transfer has operated in the Argentinean nuclear sector, especially in nuclear power plants, bearing in mind the new national scenario. The present work explores training and ICT use preferences by means of a survey among the members of CNEA and young engineers and under-graduates unrelated to the nuclear activity. 2. Knowledge transfer methods Knowledge transfer is one of the most critical processes to be taken into account for human resources development. It can be defined as a sum of two sub processes: transmission and internalization and it can be represented as in FIG. 1 which was taken from the world wide known Communication model. The transmission which is the first sub-process, as it is shown in the image below, includes five elements: 1) the transmitter who is an agent (people, organization, group) that transfers the knowledge, 2) the receiver who is an agent (people, organization, group) that receives the transferring knowledge, 3) the transfer object which is the scientific or technological knowledge, 4) the transfer channel which involves the applied methodology that can be formal or informal, direct or indirect together with the tools that facilitate the process and 5) the transfer Code (native and technical languages) which is shared by both agents (transmitter and receiver) in order to make knowledge transfer possible. The whole process is immersed into a specific environment which is conditioned by culture aspects, the need and demand of the transfer object and the fact that it can be affected by noise which is all the circumstances that turn knowledge transfer into a difficult process. The transfer ends with the internalization sub-process that takes place at the receiver where the knowledge is assimilated to be put into practice; without assimilation, it only remains knowledge diffusion. On-the-job training - which involves the concept of learning by doing - is definitely the best technique for transferring knowledge and training people. CNEA and other Nuclear Organizations have fellowship and internship training programmes for students or young professionals that have 241

242 shown excellent results, even though these are applicable to a small number of fellowships per mentor. Then it is possible to consider several techniques to transfer knowledge that could be useful for training a large number of people with some kind of it component, as illustrated in FIG 1 as Channels. 3. Something about KT in our NPP FIG. 1.Knowledge Transfer Model This paper is not intended to make a detailed study about knowledge and technology transfer during our NPP constructions. However, the effectiveness in Atucha I NPP operation and maintenance since 1974 as well as the results obtained in Embalse NPP since 1984 can be used as a valid argument over the success of knowledge transfer. Some activities such as component assembly performance, developments, engineering, project management, learning in the development of technology transfer agreements, professionals training provided by major contractors and an increasing participation of the local industry in the nuclear bussiness are examples of activities that have provided knowledge capitalization. As a result Argentina, through NA_SA 1 is managing to fulfill Atucha II NPP construction and is carrying out the development and construction, through CNEA, of the CAREM reactor. Moreover, all these achievements will become possible as a result of Reasearch Reactor developments, Nuclear Fuels Engineering and production and some other activity or project related to the life cycle of a nuclear facility. 4. Location generation aspects in KT In his book Generations at Work, Ron Zemke has identified four well-defined generational groups to categorize the US society evolution, which are called Veterans, Boomers, GenXers and Nexters. The author establishes the characteristics of each group as a consequence of historical events such as The World War II and he places for each of these a specific scale of values, behaviours and attitudes to deal with their work and duties. Certainly we can not extrapolate American categorization not only considering Latin America history but also the Argentinian one. However, the effects of globalisation introduced by the ICT 2 advent have as well resulted in homogeneous behaviours and characteristics of youth. Thus it is possible to devise common strategies regarding the application of knowledge transfer methods to generations born after 1970 (from the middle of GenXers and Nexters since 1980); obviously, they should be adequate for each region idiosyncrasy. 5. Study on KT It has become necessary to be acquainted with the thought and ideas of those to whom knowledge transfer is addressed taking account of their preferences and experiences at the time of learning. To achieve this, the CNEA Nuclear Knowledge Group carried out a survey to investigate those topics on 1 Argentinian company with the aim of NPP building and operating. 2 Information and Comunication Technology 242

243 a population of professionals and technicians of various specialities working at CNEA. The results of the survey have been completed and processed by digital means. It is important to mention that this study does not include any human resources training conducted by CNEA through its prestigious training institutes ( Balseiro, Jorge Sábato and Benninson) which are nationally and internationally recognized by their under and post- graduates in the Nuclear Energy Area and related Sciences. As to encourage voluntary participation, the survey was sent to 200 people and 109 answers were received that is a 55%. The population is constituted by 64% of male workers and of which 69 % are professionals, 27% technicians and 4% students. In addition, the study was extended to students and young professionals graduated in engineering studies from non -nuclear universities, since those are the ones who are eventually to manage the NPP. In that case, the information collected was used to explore the interest in working in the nuclear field, the degree of knowledge about Argentinean Nuclear Applications and Technologies and the aspects considered at the moment of choosing a job. Although the survey was sent by mail to several young professionals and engineering students, the information received corresponds only to 40 professionals and students. Of those 40 people researched, 92% come from state universities, 72% are graduated, 69% are male, this figure comprising 23% from the electrical branch and 28% from the chemical one. In order to evaluate the relation between the age of those surveyed and the answers supplied, the population was divided into different groups: a) the ones aged between 20 and 30 who correspond to the Nexters, b) aged between 31 and 40 who correspond to Genxers, c) aged between 41 and 50 and c) aged 50 and over. 6. Survey results There are two sets of research questions which are related to ICT use and training methods that are included in both surveys; consequently these findings are based on the total investigated population of 149 and the percentages are based on the particular category population. The graph shown in FIG. 2 depicts the findings related to the use of different ICT elements, tools and applications categorized according to the age groups mentioned above. The results definetely show a massive use of search engines and s, with rates very close to 100%. As it was expected, the younger groups are the most fond of ICT elements. the wikis, the online dictionaries, the ebooks and the virtual library are the next favourite tools. About e commerce, it is an option basically chosen by the younger ones (60%), while the chat rooms quite depend on the age of the people and forums are more selected than blogs with a similar drawing but 20% more. FIG. 2.ICT use People were asked to rank different training methods in order of preference. the methods considered are those with only face-to-face knowledge transfer to those with some digital component. FIG. 3 shows a chart bar with the results. It can be said that every group prefers face to face training. Additionaly, only the 21 % of the total population has taken an e-learning course, at least once before, and according to a great majority of opinions, they have obtained good results with this method. 243

244 The whole population indicates (100%) that they are used to attending courses and reading bibliography as continuing education approaches. About language training, the whole population reads English and Spanish materials interchangeably, additionally less than the 5% uses other languages such as French, German and Portuguese. FIG. 3.Training Preferences According to the survey for CNEA members, the two younger groups are more in favour (98 %) of networks and colaborative systems than the others, 8% minus. The findings show that people are used to sharing knowledge at work and mainly through networks and documents (70%), followed by publications and seminars (40%-20%), then meetings(10%) and finally e mails and teaching. The survey of Engineers (and under graduates) shows that the whole population knows about Nuclear Energy Activities in Argentina, fundamentally those related to Nuclear Power and all of them express their interest in working in the Nuclear Sector. Moreover, the results about priorities when choosing a job indicate that 74 % consider that proffesional development is the most important attribute a job should provide, placing salary in a second place together with the prestige of the organization and finally, in a third place, are location and international projection 7. Conclusions On reflecting on the low level of survey participation, two kinds of reasons might be suggested. One could be related to the time of the year when the survey was carried out because it was very close to end of the working year, end of universities activities and beginning of holidays. The other reason could be a general tendency to avoid participation in a particular survey, moreover if we consider the fact that it is not usual to carrying out surveys in CNEA. Besides, it is the first time that the NKM Group conducts an investigation of this nature and in spite of the difficulties mentioned above, it was a very interesting experience which has provided us more extensive knowledge of our reality and the capability of carrying out those social assessment tools. In conclusion, the valuable information collected provide elements to set strategies and methodologies in order to improve knowledge transfer in succession plans and specific trainings for Nuclear Power Programmes closely aligned with the reality of our professional and technical youth. ACKNOWLEDGEMENTS Lic. H.J.Boado Magan, Lic.J.C.Furnari, Eng. N.Bárbaro, Eng.D.E.Martín, Eng. B.Murmis and all the survey participants. REFERENCES [1] Ikujiro Nonaka, Hirotaka Takeuchi, The Knowledge Creating Company, Oxford University Press, Inc ISBN [2] CIDEC, Construyendo la cultura del conocimiento en las personas y las organizaciones. Cuaderno de Trabajo 34, 2001 [3] C.L.Vetere, P.R.Gomiz, El papel de las TIC en Gestión de Conocimiento Nuclear, Congreso XXXIV AATN,

245 IAEA-CN-179-IAP59 Supporting expertise in nuclear organizations K. Pahkin a, A. Leppänen a, E. Mäki b, T. Kuronen-Mattila b, E. Järvenpää b a Finnish Institute of Occupational Health, Helsinki, Finland Krista.Pahkin@ttl.fi b Aalto University School of Science and Technology, Espoo, Finland Abstract. Nuclear organizations are facing the challenge of preserving knowledge, expertise and competence as their workforce ages. As a response to the risk of knowledge loss, nuclear organizations have engaged in knowledge-preserving efforts. The Finnish Institute of Occupational Health and Aalto University School of Science and Technology are collaborating in a project called SafeExpertNet to examine the nature of expert work and HR functions that support the development and preservation of expertise in nuclear organizations. In this four-year project different datasets are collected: thematic interviews concerning the nature of the expertise, its development, and the organizational support for developing expertise (n=29) and knowledge sharing and collaboration within the network of Finnish nuclear power experts (n=14) have been conducted. Surveys on the organizational practices at work in the improvement of expertise (n=170) and on initiation practices (n=32) have also been carried out. The results suggest that one of the challenges in preserving expertise and knowledge is how to carry out efficient induction for new employees and ensure that they are assigned with meaningful and challenging projects, as this was regarded as the most effective way to learn. The actions of experts closest superior and the functionality of the work group were also strongly connected to the development of individual expertise. The results also indicate that the development of the expert network requires managerial and organizational support as well as experts own activeness. Also obstacles in interorganizational collaboration as well as practices that support collaboration were recognized. Based on these findings new methods and practices are defined to support expertise and its development in nuclear organizations. 1. Introduction Currently nuclear organizations worldwide are facing the challenge of preserving expertise, competence, and knowledge as their workforce ages. The reduced number of recruits and students entering the industry may not be enough to provide the workforce needed. Many other industries share similar challenges, but the preservation of expertise in the nuclear industry is even more important due to the safety-critical operation of these organizations. Efficient and effective management of knowledge is relevant to all industries where knowledge and expertise are the "raw material" of the business and its results, products or services. Managing knowledge involves tools and practices that are applied to accessing, preserving, generating, utilizing and transferring individual and collective knowledge [1]. Knowledge and expertise are not only the property and intellectual capital of individuals, but also an important asset for the whole organization. Consequently, organizations should actively preserve the knowledge and know-how of experts, otherwise it risks losing this resource when an expert leaves his/her job. Knowledge management is not an easy task; in order to be successful, one should not only know the content of different practices within the company, but also know what the content of the work is like at different organizational levels. Although organizations aim at preserving their knowledge resources and accumulated expertise from their operative history, knowledge renewal is also vital. Knowledge is not created or developed in a vacuum, but in interaction with other experts. Expertise is often based on the personal cognitive and technical skills and abilities of individuals. At the organizational level, the complementary expertise of 1 245

246 individual experts needs to be identified and combined. Collaboration between different individuals and organizations integrates diversified and distributed expertise, which can lead to new technical knowledge and organizational competencies. Organizations apply formal practices and processes in order to combine distributed knowledge and expertise. Individual experts may also apply informal practices to access the knowledge they need. For example, communities of practice [2] are used to develop member s capabilities and to exchange knowledge. Numerous studies show that (informal) social networks are crucial for locating and attaining knowledge [e.g. 3, 4]. Both formal and informal practices and processes can be used for accessing and sharing knowledge and expertise that cross functional, organizational, or even industrial boundaries. Formal and informal networks or collaboration opportunities are not separate from each other. Formal collaboration opportunities or other support provided by the management is a necessary precondition before one can establish informal communities of practice [2]. As a response to the risk of knowledge loss, nuclear organizations have engaged in knowledgepreserving efforts. New information and communication systems and organizational practices have been implemented to support maintaining nuclear expertise. For example, the International Atomic Energy Agency (IAEA) has proposed nuclear organization design and adopted people-centred programs that encompass themes such as workforce planning, recruitment, training, succession planning, leadership development and knowledge management [5]. In order to address the current risks to nuclear expertise, focus should be on these areas and the corresponding human resource (HR) functions within the organizations. 2. Aims The Finnish Institute of Occupational Health and Aalto University School of Science and Technology are collaborating in a project called SafeExpertNet to examine the nature of expert work and how HR functions support the development and preservation of expertise in nuclear industry organizations. The SafeExpertNet research project aims at providing new scientific knowledge and an improved understanding of expert work in nuclear power plants and the nuclear power industry. The objective is to define and develop practices for preserving and developing expertise in nuclear power plants. These include practices such as recruiting and competence development. Another goal is to gather new information about the nuclear expertise community, and the roles of its different parties (including nuclear power plants, regulators/authorities, research and educational organizations). The focus is on describing expertise in the nuclear power network and defining and developing knowledge-sharing and utilization of expertise in the entire nuclear power community. 3. Methods In this four-year project four different datasets have been collected and analyzed: Data 1) In 2007, a qualitative cross-sectional case study was conducted in two different nuclear power plants. A total of 18 experts, 9 managers, and 2 HR professionals participated in thematic interviews about the nature of their expertise, its development, and the organizational support they receive for developing it. The interviewed experts worked mainly in safety management tasks, such as reactor monitoring, risk calculation (PSA), structural design, material technology, and radiation safety. Data 2) In 2008, 170 experts from three nuclear industry organizations answered a questionnaire on the organizational practices in the improvement of expertise. The response rate was 59%. The questionnaire included 86 questions about topics such as the working methods of groups, the supervision and management of work, work goals, the safety-critical aspects of work, the level of stress and the collaboration between organizations in the nuclear industry. The format for answering most of the individual questionnaire items was a Likert-type scale. 246

247 Data 3) In 2008, 13 interviews in seven different organizations in the nuclear power industry were conducted. These organizations were: FNS (Fortum Nuclear Services), VTT (VTT Technical Research Centre), LTY (Lappeenranta University of Technology), Fennovoima, STUK (Radiation and Nuclear Safety Authority), TVO (Teollisuuden Voima Oyj) and TEM (Ministry of Employment and the Economy). Interviews concerned the nuclear expertise community and the roles and collaboration of its different parties. The interviewees can be considered as key informants on the matter in each organization. Five of the interviews were conducted face to face and eight via telephone. Data 4) In 2009, 32 new employees (recruited less than two years ago) from one nuclear organizations participating to the project answered a questionnaire which included 44 questions on initiation practices of the company. The response rate was 71 %. The format for answering most of the individual items was a Likert-type scale, but there were also three open questions in which the participants could write their experience on general initiation, on timing of the initiation and on task related initiation. 4. Main results The results of the data 1 revealed that one of the challenges which nuclear organizations face is how to carry out efficient induction for new employees and ensure that they are assigned with meaningful and challenging projects, as this was regarded as the most effective way to learn and develop expertise. The interviewees suggested that it takes approximately five years for a new recruit to become an expert. This creates the challenge of how to motivate recruits to work for several years in a complex technical field that takes time and is difficult to master. As a solution the experts suggested a detailed risk management plan for expertise and knowledge to be carried out at the organizational unit level. In addition it was proposed that more resources should be allocated to preserving expertise. Systematic career planning and more transparent career paths were also considered important in supporting the expertise development and preserving. The results of the questionnaire survey (data 2) showed that the development of individual expertise was related to the content of work (r=.627***), the actions of the closest superior (r=.619***), the functionality of the work group (r=.561***) and to the way a superior takes into account the safetycritical aspects of the work (r=.551***). Development of individual expertise was also related to the way the organization as a whole viewed safety culture (r=.515***). The actions of the closest superior and the functionality of the work group were thus strongly connected to the development of individual expertise, and for this reason, they should be considered important contributing factors. Supportive superior work, an open and encouraging work group as well as meaningful work were considered very important for the well-being of not only individual employees, but also the whole work community, regardless of the area of expertise. The results from the interviews (data 3) suggested that the importance of knowledge sharing and networking within the Finnish nuclear power expert networks is predominantly recognized. The interviewees regularly emphasized the importance of building and nurturing connections between experts. However, many interviewees reported that it takes time and personal effort to become a member of an expert network. In addition to the national nuclear expertise network, the importance of international contacts and collaboration was emphasized. The results of the questionnaire survey on initiation practices (data 4) supported the earlier findings of the project. The key issue on effective initiation practices is the effort (time and support) of the person responsible of the initiation, mainly the closest supervisor. Also the active role of the new employee was seen as crucial for the success of the process. In general, the initiation practices were considered relevant and well organized. 247

248 5. Application / conclusion The results of the project have been immediately available to the Finnish nuclear organizations. Participating companies have received feedback on nuclear experts work, work processes and competences so that they have been enable to better understand expertise and ways to support it even more. The improved knowledge of HR practices has further contributed to continuous improvement and a more holistic view of the work, knowledge and career of nuclear experts. The modelling of the nuclear power community, its actors and their expertise has paid attention to collaboration, utilization of expertise and development of the knowledge that will be needed in the future. The results of the project are currently gathered for a guide book in which tools and practices are defined to support expertise and its development in nuclear organizations. The guide book is directed at supervisors and management. ACKNOWLEDGEMENTS The project has been funded by the SAFIR2010-programme of the Finnish Ministry of the Employment and the Economy. REFERENCES [1] [2] [3] [4] [5] Mäki, E Exploring and Exploiting Knowledge. Research on Knowledge Processes in Knowledge-Intensive Organizations. Doctoral Thesis. Helsinki University of Technology, Espoo, Finland. Wenger, E. & Snyder, W Communities of Practice: The Organizational Frontier. Harvard Business Review, January-February Cross, R., Parker, A., Prusak, L. & Borgatti, S Knowing What We Know: Supporting Knowledge Creation and Sharing in Social networks. Organizational Dynamics, vol. 30 (2), McKenzie, M.L Managers Look to the Social Network to Seek Information. Information Research, 10 (2) paper 216 [Available at INTERNATIONAL ATOMIC ENERGY AGENCY, Risk Management of Knowledge Loss in Nuclear Industry Organizations, IAEA, Vienna (2006). 248

249 IAEA-CN-179-IAP60 An organizational model based on outsourcing of documentation and knowledge management of nuclear power plant projects V. Kumawat, G. Shrishrimal PM Dimensions Pvt. Ltd., Mumbai,India Abstract. : In this paper, the concept of Documentation and Knowledge Management Outsourcing in Nuclear Power Plant (NPP) Projects is presented. A structured documentation and management approach is suggested to facilitate the delivery of requisite documents in accordance with the norms laid down by regulatory bodies. The idea is to outsource the documentation of the plant life-cycle phases to an external agency and utilize Information Technology as an effective tool for efficient knowledge management. The agency must be equipped with sound I.T. infrastructure and manpower comprising technical writing experts and industry experts. Responsibility for the maintenance of consistency in communication with the EPC contractor, consultants and vendors and facilitation of electronic inspection in obtaining the approval from regulatory bodies lies with the agency. 1. Introduction The role of documentation for safe and reliable operation of nuclear power plants is universally acknowledged [1]. It calls for the documentation of design and construction documents, documents of as-planned designs to as-built designs, safety reports, operation and maintenance documents, quality assurance manuals/procedures etc. But, due to the mammoth size of a nuclear power project, some or many critical aspects of a nuclear power project may remain untouched for documentation purposes. Additionally, there are several pre-requisites for documentation such as human resource, reprography system and other I.T. infrastructure. Such demands make documentation a big challenge for the power utilities and may sometimes adversely affect the economics of a nuclear power plant. In this paper, an organizational model has been structured and presented wherein outsourcing of documentation and knowledge management of nuclear power plant projects has been put forth as a feasible solution. The scope of contribution is aligned with capabilities and the needs of an organization. Finally, the use of information technology for knowledge management and addressal of the concerns of regulatory bodies regarding safety and reliability is discussed. 2. Documentation in NPPs: a background In India, six nuclear power reactors are already under construction and 12 more are being planned for being set-up by [2]. The vital task of documentation and management of knowledge repository is speculated to pose serious concerns to the nuclear power utilities. Further, it has been observed in the recent past that documentation has been a prime cause for delay in the commissioning of NPPs. Such delays ultimately reduce the competitiveness of electricity produced by nuclear power plants. Moreover, the regulatory standards demand the maintenance of records of decisions taken during the plant life-cycle and the rationale behind such decision-making. Also, preparation of the documents for decommissioning must start in the design phase itself. Hence, it can be easily gauged that documentation of various NPP activities is one of the top-most priorities for a nuclear power utility. 249

250 3. The documentation & knowledge management: organizational model for NPPPs A hypothetical organizational model has been developed to cater to the documentation and knowledge management needs of NPPs. The proposed organizational model consists of two sections - one is the documentation section comprising a technical team and the other consisting of a team of IT experts responsible for the management of Document Management System (DMS) and Knowledge Sharing Centre [3]. The technical team consists of nuclear industry professionals and technical writing experts. This team is responsible for the preparation of documents pertinent to all phases of plant life-cycle such as design, licensing and regulation, procurement, construction, operation and management (O&M) and decommissioning [4]. The inputs are received from regulatory bodies, clients, Engineering Procurement Construction (EPC) contractors, vendors and various other agencies involved directly or indirectly in the project and then processed by the technical team. The technical team also provides support in getting approval from regulatory bodies. The IT team is responsible for managing the DMS and co-coordinating with the technical team for any updates. The IT team controls access to DMS, regulates the traffic of search, perusal, upgradation and electronic inspection of the documents. It is also responsible for the publication and distribution of documents to international organizations. A restructuring of documents in the Knowledge Sharing Centre is carried out with the support of the technical team which involves incorporating modification as per feedback received from various divisions of the plant and regulatory authorities. Training support is provided as per the client s requirement. The documentation of design and construction of an NPP is largely influenced by EPC contractors and consultants; therefore, it requires consistent communication through a secure channel. Moreover, the controlled flow of information at every stage is ensured by the use of advanced encryption methods [3]. The use of commercial off-the-shelf (COTS) software is recommended for documentation [1]. In Fig 1, a schematic representation of the organizational structure for documentation and knowledge management of NPPs is shown. 250

251 A Hypothetical Organisation Nuclear Professional & Technical Writing Expert Information Technology Department (DMS) Regulatory Standards EPC & Consultants Vendors Technical Support Knowledge Sharing Centre DMS Publication & Distribution Client (Power Utility) Regulatory Authority Approval NPP Personnel FIG. 1. An Organizational Model for outsourcing of documentation &Knowledge Management for NPPPs 4. Conclusion The organizational model can be implemented for new NPP projects as well as suitably tailored for existing ones. Experiences gained during various phases of plant life-cycle are systematically documented to share them with the international community. The filing of patent for the devised approaches and technologies is also supported by this model. Moreover, the model offers scope for incorporating and implementing the concept of effective networking for improving organizational performance [5]. REFERENCES [1] INTERNATIONAL ATOMIC ENERGY AGENCY-TECDOC-1284, Information technology impact on nuclear power plant documentation-report prepared within the framework of the International Working Group on Nuclear Power Plant Control and Instrumentation, IAEA, Vienna (2002). 251

252 252 [2] Nuclear Power in India, [3] Shida, T., et al., Development of Information Technology in the Construction and Maintenance of Nuclear Power Plants, Hitachi Review, Vol. 50, No.3, (2001). [4] McQUADE,D., Operation and Maintenance of Nuclear Power Plant, [5] Kumawat, V., Shrishrimal,G., Maximizing Organizational Performance through Effective Networking, International Conference on Human Resource Development for Introducing and Expanding Nuclear Power Programmes, Abu Dhabi, United Arab Emirates, March 14-18, (under review).

253 IAEA-CN-179-IAP61 Anticipation of nuclear workforce requirement and its role in knowledge preservation V. Kumawat, G. Shrishrimal PM Dimensions Pvt. Ltd., Mumbai, India Abstract. In this paper, various tools implemented by PM Dimensions for anticipating nuclear workforce requirement and competency development to meet the industry needs have been presented. Also discussed in this paper are details of different survey strategies applied and the extent of their effectiveness in anticipating different parameters. To support various decisions made by the organization, survey responses have also been presented in the paper. Moreover, several processes such as electronic documentation & training of young professionals by senior industry experts which are under implementation for knowledge preservation and its transfer, respectively, are also outlined in the paper. The organization has already formed a knowledge repository of nuclear based knowledge and information through personal interaction and knowledge sharing sessions with 125 nuclear industry professionals.. With the rapid speed at which the organization is currently developing its knowledge repository, knowledge transfer from 250 nuclear experts either to the younger generation or to the electronic documents shall soon become well-established processes at PM Dimensions. 1. Introduction To meet the energy demands of the country, the Government of India plans to establish numerous Nuclear Power Plants (NPPs) on the Indian terrain. This has challenged our capacity to garner a skilled workforce for the nuclear power industry wherein the human resource requirement is growing fast [1]. The manpower requirement, though high, is difficult to estimate without the support of some statistics on nuclear power plant requirements. Therefore, to ensure a realistic approximation, it is essential to have an anticipation method for drawing projections of nuclear workforce requirement across the entire nuclear power value chain - construction, operation, maintenance of NPPs and the like. Survey was the tool of choice for gathering information required for estimating the workforce requirement of nuclear power industry. Participants of the survey were senior nuclear professionals having a deep understanding of the workforce requirements of NPPs. Data obtained from the survey was then analyzed and accordingly estimation was made. Moreover, the competencies expected of the future nuclear workforce have also been identified by analyzing the survey results. This will help in identifying the segments of nuclear power industry in which there will be an immediate requirement of knowledge dissemination. Documentation work for the knowledge repository can, therefore, be prioritized by using this result. 2. Anticipation method: a description 2.1. Selection of the method Criteria for selecting the Anticipation Method are as follows: a) Accuracy of Information; b) Relevant Information for Estimation. 253

254 Participation by senior nuclear power industry professionals in the survey assures information accuracy as the source of information is an authority on the relevant matter and hence, credible. The questionnaire was prepared in order to ensure that information relevant for the estimation process could be gathered Survey results The survey results are as shown in Fig.1. FIG.1. Survey results for gathering information relevant to estimation Survey results also revealed a break-up of total workforce requirement in various segments of the industry: design, construction, operation, maintenance etc. These results have been found helpful in planning workforce more objectively. With the help of survey results, we were also able to assess and estimate the different competencies required along with their expected distribution in the workforce. A secondary outcome of this survey is that it indicates the niche segments of nuclear power industry for which human resource development is required intensively and immediately. On the basis of such findings, we can strategize and prioritize knowledge dissemination as well as documentation. 3. Current challenges in knowledge preservation Knowledge preservation has become an issue due to an ageing workforce and lack of interaction between industry and academia. The number of institutions providing training in Nuclear Engineering are also limited [2]. Moreover, time also becomes a constraint when senior nuclear professionals have more important areas to focus on. 4. Knowledge preservation and transfer mechanism The approach (as shown in Fig. 2) adopted by, PM Dimensions Pvt. Ltd. for knowledge management has been mentioned in this paper. The exigency of nuclear training has been perceived as the industry s manpower requirement has been analyzed objectively by applying the research method described in this paper. 254

255 Recruiting Experienced Nuclear Professionals & Technical Writers Preparation E-Database for PM Dimensions Knowledge Repository Access Universities and Colleges Access Industry FIG.2. A Mechanism for Knowledge Preservation and Transfer The organization has already conducted the knowledge documentation covering almost 125 areas relevant to nuclear industry with the help of more than 100 nuclear professionals. Moreover, the organization is continuously making efforts to build its knowledge repository. To introduce flexibility, senior nuclear professionals are given a choice of time slots as per their convenience to ensure a smooth and seamless process. Moreover, special infrastructure has been setup to accommodate a special team of technical writers, reprography facilities and an IT based Knowledge Management system [3]. The database has been categorized on the basis of diverse segments of the nuclear power industry, such as Construction documentation, Manufacturing Documentation, Operation and Maintenance Documentation and so on. The organization is also implementing other means of knowledge preservation such as enabling various universities and educational institutions to establish departments of Nuclear Energy. This strategic move will prove highly effective in transferring the body of knowledge on nuclear engineering to the next generation of engineers. 5. Conclusion The survey results have been found useful in effective planning of workforce in accordance with industry requirements. Moreover, it has helped in identifying areas which require immediate attention with the viewpoint of knowledge management. REFERENCES [1] Nuclear Power in India, [2] Kumawat, V.,Shrishrimal,G., An Organizational Model based on Outsourcing of Documentation and Knowledge Management for Nuclear Power Plant Projects, International Conference on Human Resource Development for Introducing and Expanding Nuclear Power Programmes, Abu Dhabi, United Arab Emirates, March 14-18, (Under review). 255

256 IAEA-CN-179-IAP63 Utilization of Concept Mapping Program for NPP engineers training Bae-Joo Kim Instruction group of KHNP NPEI, Korea Hydro & Nuclear Power, South Korea Abstract. KHNP (Korea Hydro & Nuclear Power) performed a research project from March 2006 to September 2007 to capture the experience knowledge from seniors and transfer it to juniors. As part of the research activity, KHNP accepted a Concept Mapping Program and set up a Concept Mapping server to capture the experience knowledge. KHNP successfully trialed this Concept Mapping Program for NPP engineer training as classroom training material. Most of the training of nuclear engineers has been carried out by classroom lecture using Power Point based material at KNPEI (KHNP Nuclear Power Education Institute). The Concept Map is more in tune with human cognitive structures and results in better understanding about conceptual knowledge. This report recommends that training personnel try to use the Concept Mapping Program in training activities because the presentation method by the Concept Map better matches to human cognitive structures and that was effective at the trial engineer training. 1. Introduction Knowledge is the most important factor in the safe and reliable operation of the NPP. Many methods are used to enhance the knowledge level of the personnel in the NPP. The classroom lecture method is generally used for nuclear engineers, but this method has some pitfalls as an adult training method because students already have a lot of knowledge, so they want to participate actively in the learning process. KNPEI (KHNP Nuclear Power Education Institute) undertook a research project from March 2006 to September 2007 to capture the experience knowledge from senior staff and transfer it to junior staff. As part of the research activity, KNPEI introduced a Concept Mapping Program and set up a Concept Mapping server to capture the experience knowledge of the senior staff. This Concept Mapping Program has some characteristics that can be used in learning about conceptual knowledge. The purpose of this report is to introduce the utilization method and practice at KNPEI for nuclear engineers training using the Concept Mapping Program. 2. Characteristics of the Concept Mapping Program Understanding conceptual knowledge means that the students know the relationship between existing concept and a new concept. A key characteristic of the Concept Mapping Program is to have the means to present the conceptual knowledge. The Concept Map presents the upper concept and the sub concept while explaining the relationship between the two. This presentation method for conceptual knowledge is useful in understanding conceptual knowledge. Also this presentation method is similar to the human cognitive structures for gaining conceptual knowledge. This program also has functions to link all kinds of information to the related concept including other concept mapping files, which makes it possible to give additional understanding to trainees about the 256

257 conceptual knowledge. In addition, the knowledge presented by storytelling can be linked to the concept node. The second important characteristic of the Concept Mapping Program is that it has a remote communication function, which makes it possible to learn about some knowledge without the restrictions of space and time. A SME (Subject Matter Expert) can make a Concept Map file on the Concept Mapping server for a subject, and then other people can study the subject and add related information to the Concept Map to extend the knowledge level at anytime. Therefore trainees don t need to be together for training in a fixed space and time like a classroom. The third characteristic of the Concept Mapping Program is the excellent information sharing function. The Concept Mapping Program has the ability to present the map on the web automatically when the map file is made. It means that anyone can see the knowledge concept on the web without a separate program. Also, it is useful to upgrade the knowledge level of the plant personnel with indirect experience of a subject. 3. Utilization of the Concept Mapping Program in classroom training To use the Concept Mapping Program as a training tool, the organized knowledge material likes FIG. 1 need to be produced by the Concept Mapping Program Developing training material by Concept Mapping Program Figure 1 Training Material Example made with Concept Mapping Program about Subject of the Root Cause Analysis Method At first, eight lecture subjects were selected to be used for the trial training program after training was completed for instructors in the use of the Concept Mapping Program. It took about eight hours on average to convert each existing Power Point training presentation into Concept Mapping training material. To enhance understanding by trainees, various reference materials were linked to the lecture Concept Map file like FIG. 1. This training material was stored in the Concept Mapping server to use in classroom training. 257

258 3.2. Utilization of the Concept Mapping Program in classroom Lesson plans including the use of training material made by the Concept Mapping Program were developed for eight lecture subjects in each subject. FIG. 2. Concept Mapping Server Including Training Material The Concept Mapping Program should be installed at each classroom computer to progress the training with this method. In the classroom the instructor opens the Concept Map file (See FIG. 2) from Concept Mapping server after executing the Concept Mapping Program. Learning objects organized with Concept Map improve learning effectiveness with a lot of reference material linked to each concept node. Also trainees don t miss the big picture for the lecture during learning period because the big picture about the subject is presented continuously. Courses utilizing the Concept Mapping Program were held ten times for eight subjects by five instructors in 2008 at NPEI. 4. Analysis of training effectiveness by Concept Mapping training material Five survey questions were developed to evaluate the effectiveness of the training using the Concept Mapping training material. Surveys were carried out by one week later after the courses finished. Nine of surveys for five subjects were carried out. Total of 86 trainees from nine training courses responded to the e- mail survey. FIG.3 shows an example of the survey result for questions about the understanding level of the lecture material with the Concept Map compared to existing Power Point training material. 258

259 FIG. 3. Survey Result about Understanding Level for Training with Concept Mapping Training Material 72% of the respondents said that the lectures using the Concept Mapping training material were effective in helping students achieve the learning objectives. But there were some negative responses by some trainees due to small font size of the Concept Mapping training material. 5. Conclusions Most of the training of nuclear engineers has been carried out by classroom lecture using Power Point training material. This training method has been used at KNPEI without change since the Power Point presentation method was introduced ten years ago. It is believed that this method is out of step with human cognitive structure. The Concept Map is more in tune human cognitive structure and results in better understanding. KNPEI tried to enhance training performance by changing the presentation method of the training material. It needs more time to verify the effectiveness of the training method by Concept Mapping Program, but more trainees responded positively to the method using Concept Mapping Program. Classroom training activities for engineers can be carried out more effectively with the Concept Mapping Program due to the knowledge presentation characteristics of the program. This report recommends that training personnel incorporate the Concept Mapping Program in training activities because the presentation method of the Concept Mapping better matches to human cognitive structures; it encourages instructors improve the performance of training activities, and it also makes it possible for trainees to participate in the training process by enabling them to change and add remotely additional information to the Concept Map. REFERENCES [1] [2] [3] Concept Mapping Program description, IHMC. EPRI TR Capturing and Using High-Value Undocumented Knowledge in Nuclear Industry December 2002 EPRI TR Real-Time Expert Knowledge Acquisition and Transfer November

260 IAEA-CN-179-IAP64 Establishment of the University Centre for Nuclear Competence and Knowledge Management (UCNC) - towards human resource development in nuclear field in Montenegro S. Jovanovic University of Montenegro, Centre for Nuclear Competence and Knowledge Management, Podgorica, Montenegro bobo_jovanovic@yahoo.co.uk Abstract. Montenegro is small, developing non-nuclear country, the use of radiation sources being modest and limited to ordinary medical and industrial applications. Even though - and taking into account current and nearfuture status of the field - there is (or will be) significant need in nuclear knowledge. It goes about the following areas: (i) medical applications (diagnostics, radiotherapy, palliation, sterilization of equipment, consumables, blood products, etc.), (ii) environmental protection (radioecology, low and medium activity radioactive waste management, analytical and monitoring services, etc.), (iii) industrial, geological, hydrological, agricultural, biochemical and archaeological applications (non-destructive testing, various gauges, radioisotope labeling, etc.), (iv) scientific and educational applications, (v) radiation protection, emphasizing safety and security of radiation sources, (vi) legislative and regulatory aspects, including complying to international safety/ security norms and joining international conventions in the field, (vii) preparedness and response to radiological and nuclear emergency situations, (viii) combating illicit trafficking of nuclear and radioactive materials, (ix) forensic applications, (x) security systems based on X-ray and other nuclear methods, (xi) introduction of some future topics (e.g. nuclear power for electricity generation and sea water desalination) and (xii) information and communication with media. At present, there is clear a shortage in NK in the country, resulting i.a. from long lasting poor interest of young students for the subject. University of Montenegro - the only state university in the country - effectuates practically complete high education in natural and technical sciences. At the Faculty of Natural Sciences and Mathematics, Department of Physics, there is a basic education in nuclear physics, while some post-graduate curricula offer topics in radioecology, medical physics and radiation protection. The idea of establishing a university Centre for Nuclear Competence and Knowledge Management (UCNC) is raised with intention of: (i) being national center of competence and expertise in nuclear related issues, (ii) acting towards assessing, creating, preserving and transferring NK, according to Montenegro needs, (iii) offering consultancies and technical support services to regulatory authorities and stakeholders, (iv) being advisory body to the government for nuclear related issues and (v) focal point for dissemination and exchange of NK, in particular with the IAEA, (vi) promoting nuclear applications for peaceful purposes, in particular medicine and environmental protection, (vii) being national radiation protection centre, (viii) developing curricula for nuclear related studies at all levels (from elementary education to university degrees), (ix) supporting young students and scientists in nuclear related field and facilitate their exchange with reputed institutions abroad and (x) giving proper and timely information and comments to the public and media on relevant nuclear related subjects. In parallel with passing through administrative procedure of being defined as new organizational structure at the university, UCNC will deal with: (i) organizing a series of training courses on radiation protection for middle medical staff (nurses and technicians) working with radiation sources, (ii) training courses for medical doctors and engineers (maintenance) working with radiation sources, (iii) delivering public lectures (also for media) on a series of topics of common interest (benefits and harmful effects of radiation, nuclear energy for electricity production, nuclear research, etc.) and (iv) visiting schools and animating young people for joining studies of nuclear related sciences. Curricula will be developed first for post-graduate, then for bachelor studies on subjects like: application of radiation sources in medicine, radiation protection in medicine, application of radiation sources in industry, radiation protection in industry, dosimetry, nuclear analytical methods, radioecology, regulatory control of radiation sources (notification, inventory, licensing, inspection), radiological and nuclear emergency preparedness and response, nuclear legislation and international nuclear law, etc. IAEA assist expert mission, including NKM experts from the region, was invited and conducted visit to the UCNC by September It is expected to be the germ of the UCNC cooperation with the Agency. 260

261 1. Background and justification Nuclear knowledge and based-on-it nuclear competence represent a broad range of both theoretical and practical achievements of research and experience accumulated in more than hundred years of nuclear field extensive development. It goes from fundamental physical laws of the universe to widespread medical applications for diagnostic and therapy purposes, from nuclear power plants or nuclear weapons to common analytical techniques, from huge internationally operated accelerators to plain household smoke detectors. However, the need for nuclear knowledge in a society may vary substantially, depending primarily on two factors: its level of general development and whether it utilizes (or intends to utilize) nuclear energy for power production or not. Montenegro is small, developing non-nuclear country. The use of radiation sources is modest and limited to ordinary medical and industrial applications, which is likely to remain so in a foreseeable time to come. Even though (thus, taking into account current and near-future state of the matter), there is, or will be, significant need for nuclear knowledge and competence. It goes about the following areas, the list being far from exhaustive: Medical uses of radiation sources (diagnostics, radiotherapy, palliation, sterilization of equipment, blood products, etc.); Environmental protection (radioecology, low and medium activity radioactive waste management, analytical and monitoring services, etc); Industrial, geological, hydrological, agricultural and biochemical applications (non-destructive testing, various gauges, radioisotope labeling, etc.); Scientific and educational applications (both nuclear and non-nuclear); Radiation protection, emphasizing safety and security of radiation sources, radon issues, food and consumables radioactivity control...; Legislative and regulatory aspects, including complying to international safety/security norms and joining international conventions in the field; Preparedness and response to radiological and nuclear emergency situations; Combating illicit trafficking of nuclear and radioactive materials; Forensic applications; Security systems based on X-ray and other nuclear methods; Introduction of some future topics (e.g. nuclear power for electricity generation and sea water desalination); Information and communication with media, etc. At present, there is an obvious NK shortage in the country in medical, environmental, industrial, regulatory, etc. sector. The shortage will be more acute in the time to come. Besides general decline of students interest for natural and technical subjects (following the socio-economic evolution of the 261

262 society in the past two decades), another reason seems to be the absence of an adequate, goal-aimed organization of the existing nuclear expertise. The latter is particularly valid for nuclear staff at the University of Montenegro - a respectable group of experts on their turn. By establishing the University Centre for Nuclear Competence and Knowledge Management (UCNC) the fundaments would be laid for NK proper management in Montenegro. UCNC is meant for NK assessment, creation, preservation, transfer and dissemination, as well as a forum for discussion and analysis of nuclear related issues relevant for the country. UCNC would supposedly become the core of NK and competence development at national (possibly also regional) level. If nothing is done shortly towards improving NK level in the country, the consequences could turn seriously harmful. One might just think of e.g. radiotherapy or nuclear medicine practice, food radioactivity control, radon protection, waste management, source licensing and inspection, etc. Several international expert missions conducted in Montenegro by the EU and IAEA in the past few years confirmed the deficiencies in radiation source utilization, radiation protection and regulatory control, originating primarily from inadequate nuclear knowledge and competence. 2. Goals and scope of activities The idea of establishing a university Centre for Nuclear Competence and Knowledge Management (UCNC) is raised with intention of: Being national center of competence and expertise in nuclear related issues; Acting towards assessing, creating, preserving and transferring NK, according to Montenegro needs; Offering consultancies and technical support services to regulatory authorities and stakeholders; Being advisory body to the government for nuclear related issues; Focal point for dissemination and exchange of NK, in particular with the IAEA and EU; Promoting nuclear applications for peaceful purposes, in particular medicine and environmental protection; Being national radiation protection centre; Developing curricula for nuclear related studies at all levels (from elementary education to university degrees); Supporting young students and scientists in nuclear related field and facilitate their exchange with reputed institutions abroad; and Providing proper and timely information and comments for the public and media on relevant nuclear related subjects. The above goals will be met through the following scope of UCNC activities: Organizing a series of training courses on radiation protection for middle medical staff (nurses and technicians) working with radiation sources; 262

263 Training courses for medical doctors and engineers (maintenance) working with radiation sources; Delivering public lectures (also for media) on a series of topics of common interest (benefits and harmful effects of radiation, nuclear energy for electricity production, nuclear research, etc.); Visiting schools and animating young people for joining studies of nuclear related sciences; Curricula will be developed first for post-graduate, then for bachelor studies on various nuclear related subjects pertinent to Montenegro current and future needs, including: Application of radiation sources in medicine; Radiation protection in medicine; Application of radiation sources in industry; Radiation protection in industry; Dosimetry; Nuclear analytical methods; Radioecology; Legal framework and regulatory control of radiation sources (notification, inventory, licensing, inspection); Radiological and nuclear emergency preparedness and response; Nuclear legislation and international nuclear law, etc.. 3. Organizational structure UCNC will be established and organized in accordance with current legal infrastructure in Montenegro regulating this matter: Statute of the University and Law on Higher Education. While University will remain superior/responsible legal entity, with UCNC appropriately imbedded in its organizational infrastructure, internal UCNC issues will be dealt with on its own. There is already a broad consensus among experts and relevant University and governmental bodies that such an institution is very much needed in the country and the idea of UCNC establishment is largely supported. The administrative procedure of UCNC establishment will likely take time, but we do not expect serious obstacles to its completion. Upon agreement of the University management bodies, UCNC Statute will be approved and coordinator-manager appointed for a fixed term. It is not intended that UCNC will have full time employed staff, at least not in the initial few years phase. Everyone engaged would be a person already employed at some other university unit (mostly at the Faculty of Natural and Mathematical Sciences, Department of Physics), or elsewhere, and would resume his/her UCNC duties as a part time or contract job. However, depending on the developments, this presumption might change in the future and UCNC might get some fully employed staff - following the appropriate procedure within the University and Ministry. Most of the logistics necessary for UCNC operation will be provided by the University: housing (offices, lecture rooms, laboratories), maintenance, vehicles, administration, consumables, expenditures, etc. 263

264 There will be a core team of experts (4-5 people) who would deal with the most important issues education and training, medical applications, scientific issues, radiation protection, communication with government (ministries and regulatory bodies), media and public, etc. Another group of experts will be those from the country (mostly from the University itself) nuclear physicists, radiation protection experts, radiologists, oncologists, radio-ecologists, analysts, legal experts, etc. Third circle would comprise experts abroad of Montenegrin origin, willing to keep contact and contribute to UCNC in whatever way. These are numerous and could become a perfect bridge to knowledge/expertise in more advanced centers of nuclear competence abroad. Finally, repute foreign experts will be invited to be in touch as well. Hereby regional experts, particularly those from ex- Yugoslav countries (no language barrier), would be most welcome. It is expected that each expert will bring into UCNC not only his/her knowledge and competence, but also to contribute with his/her professional contacts, outer expert circle, who would subsequently also be involved in UCNC activities. In particular a kind of nuclear youth section will be organized with the idea of promoting nuclear issues among young generation, but also to supporting them in nuclear related studies when possible/appropriate. UCNC will seek contacts and cooperation with institutions and professional organizations from its scope of activities: various nuclear societies, radiation protection associations, academies, etc. Special attention will be paid and much is expected from cooperation with international organizations like IAEA, OECD-NEA, EURATOM, IRPA, etc. First contacts are established already with IAEA NKM Section, expert mission being invited and expected to help meeting the goals mentioned above. 4. Human resources Despite the fact Montenegro is a small, developing and non-nuclear country, UCNC may count with a respectable group of nuclear experts in Montenegro itself, and even a much bigger one when experts abroad, originating from the country, are taken into account. Although a nuclear centre never existed, Montenegro university staff was regularly sent for specializing in prominent institutes worldwide, which resulted in having nowadays experts in e.g. theoretical and experimental particle physics, nuclear reactor characterization, neutron activation analysis, solid state physics, nuclear analytical techniques, positron physics, radio-ecology, radiation protection, nuclear law, etc. In fact, it can be said that for many of the areas which are of current and future interest for the country, experts are available or can easily be found. For a number of fields where this is not the case, experts can be found in the neighboring ex-yugoslav countries. With an appropriately premeditated plan of specialization, particularly focusing young staff, the picture could be completed in a term of five year or so. IAEA assist expert mission, including NKM experts from the region, was invited and conducted visit to the UCNC by September It is expected that the results of the mission will be fundamental for the future cooperation of the UCNC with the Agency, from which our expectations are high. 264

265 IAEA-CN-179-IAP65 Simulation oriented pathway of human resource development for nuclear power programs The Pakistan s case A. Iqbal, M.S. Rathore, M. Aslam, T.M. Akhtar, J.A. Syed, G. Mustafa, S.M.J. Rizvi, A.R. Qureshi, J. Hayder, M. Younis, B.A. Chaudhary, I.A. Khan Pakistan Atomic Energy Commission, Islamabad, Islamic Republic of Pakistan anjum.pk@gmail.com Abstract. Nuclear power programs, being safety critical, require highly competent and committed human resources in every field of activity. Manpower training on Nuclear Power Plant (NPP 1 ) is unfeasible due to safety and economy constraints. Therefore, NPP oriented human resource development has been a challenge, especially for resource constrained developing countries like Pakistan. Digital computing era has offered viable solution to the problem, the simulation. NPP simulator is safe and economical tool to prepare human resources for many domains including; design, development, testing, operation, safety, security, quality and technology management, etc. Pakistan - carrying strengths in digital computing - has established simulation oriented pathway of human resource development for nuclear power programs. 1. Introduction Human resource development for nuclear power programs is vital issue [1], especially for developing countries. Pakistan stands among the resource constrained developing countries, who are striving for safe nuclear power programs compliant to IAEA guidelines. Simulation is multi-deciplinary field that can prepare human resources for a system without having an actual system. Simulators of varying scopes can be developed depending upon their applications[2][3][4]. Full Scope Training Simulator (FSTS) of NPP is a tool to train and examine Main and Emergency Control Room operators[3][4]. Major deciplines involved in NPP-FSTS development are; computing, graphics, nuclear engineering, instrumentation and control, and NPP operation. Competancy of a country in nuclear power simulations may establish its strength for safe nuclear power programs. Pakistan is achieving the skills through economical, adaptable and interactive pathway presented in this paper (see Figure-1 & Table- 1 on Pages 2 & 3 respectively). The reported pathway evolved in twenty years to develop, maintain and upgrade simulation software and supporting tools. The pathway has produced proficient scientists, engineers and technical staff, who can embark on any challenge in the field. This pathway should also be viable for developing countries, intended to introduce nuclear power programs. 2. The pathway Pakistan stepped forward in 1990 to develop FSTS-C1 for Chashma Nuclear Power Plant Unit-1, with limited resources. Initially, a group of scientists and engineers received training from foreign experts, then served as master trainers to impart skills to their colleagues. A team, so developed, met the challenge of producing software for FSTS-C1. The hardware of Main Control Room (MCR) system was purchased from SNERDI (Shanghai Nuclear Engineering Research and Design Institute) China, the supplier of C-1 plant. FSTS-C1 started operation in 1998 at CHASCENT* to train and examine NPP operators. It provided opportunity to enhance skills and develop more manpower in the field. Pakistan Atomic Energy Commission (PAEC) exploited the opportunity through maintainance of 1 See acronyms listed at the end of Table-I on page

266 FSTS-C1 and software upgrading. Our pathway is interactive and adaptive in nature, which delivers ample manpower equiped with modern mechanisms to embark on upcoming challenges in the field. FIG. 1. The interactive and adaptive pathway offers safe economical and robust method to develop simulation oriented human resource for nuclear power programs through design development and application of modern software products under expert supervision. 266

267 Table I. Summary of the Pathway of Simulation Oriented Human Resource Development and Employment for Nuclear Power Programs (training and improvement is an ongoing process and permanent attribute of the pathway); abbreviations are given at the end* Development (Training) Employment (Improvement) Label Category Process/Activity Organizer Process/Activity Organizer A B Licensed Plant Operators Training & Examination on FSTS Candidates for License Renewal Plant Operations CHASNUPP C Plant Operation Experts Plant Operations D E F G H I J K L Simulator Requirements Engineers Plant Software Engineers (plant process, instrumentation & control, instructor station) MCR Software Engineers (graphical interfaces, control interfaces, communication) Simulator Software Engineers (process simulation machine & tools) Interface Software Engineers (Interface development tools) Simulator Hardware Engineers (equipment procurement, installation, commissioning, and maintenance) Simulator Software and Hardware Experts/Managers Simulation Researchers Quality and Technology Management Engineers Preparation of Simulator Requirements Specification Design and Development of Software for Plant System Design and Development of Software for MCR System Design & Development of Process Simulation Machine & Tools Design & Development of Software Tools for Interface Development Installation & Commissioning of Hardware of MCR System CHASCENT, PNRA Plant Operations CHASNUPP CHASNUPP, KANUPP CHASNUPP, KANUPP, CHASCENT, ICCC ICCC ICCC ICCC ICCC ICCC Extensive Experience of Activities of Categories E, F, I ICCC Futuristic and Academic Research & Development (in all domains of the pathway) Quality and Technology Management (in all domains of the pathway) ICCC, CHASCENT, PIEAS, KINPOE SimQAD, ICCC, CHASNUPP- QAD Training & Exam on FSTS Preparation of Simulator Requirements Specification Design, Development, and Deployment of FSTS Same as Development (interchangeable with G) Same as Development (interchangeable with H) Same as Development (interchangeable with E) Same as Development (interchangeable with F) Same as Development Project Supervision, Requirements Engineering Same as Development Same as Development CHASCENT, PNRA CHASNUPP, KANUPP, CHASCENT ICCC ICCC ICCC ICCC ICCC ICCC CHASNUPP, KANUPP, CHASCENT, ICCC ICCC, CHASCENT, PIEAS, KINPOE, CHASNUPP, KANUPP SimQAD, ICCC, CHASCENT, CHASNUPP * CHASNUPP Chashma Nuclear Power Plant; CHASCENT CHASNUPP Center of Nuclear Training; FSTS Full Scope Training Simulator; ICCC Instrumentation Control and Computer Complex; KANUPP Karachi Nuclear Power Plant; KINPOE Karachi Institute of Nuclear Power and Engineering; MCR Main Control Room; PIEAS Pakistan Institute of Engineering and Applied Sciences; PNRA Pakistan Nuclear Regulatory Authority; QAD Quality Assurance Division; SimQAD Simulator Quality Assurance Department. 267

268 A trainee absorbs experience of the experts while learning and applying state of the art technologies to address real world problems. He/she is then employed to work for the same department or any other relevant department needing his/her services. This pathway flexibly allows continuous improvement of the human resource. The simulation workforce is currently targeting FSTS-C2, which shall be delivered in mid Due to appreciable experience, software design and development time of FSTS-C2 (about 26 months) has significantly decreased as compared to that of FSTS-C1 (about 75 months). Frequent and long-term interaction of stakeholders has improved their level of communication and mutual confidence, which caters pathway maturation for requirements engineering, design, development and deployment processes. Hence, the resulting product (FSTS-C2) shall be much improved and compliant to standard guidelines [5][6]. The hardware of MCR system of FSTS-C1 was purchased on turn key bases, but that of FSTS-C2 is being installed and commissioned by our team under SNERDI s supervision. This new segment of the pathway shall open evenue of maintaining and upgrading FSTS hardware (without compromising physical fedility). Overall commissioning of FSTS-C2 shall be conducted by native experts, who are products of the reported pathway. Worth mentioning are the pathway components deputed to develop process simulation machine and tools (category E & G in Figure-1 and Table-1), and MCR system (category F & H in Figure-1 and Table-1). Going futuristic, academia is offered to conduct basic research and development, which contributes prototypes of potential products and study reports. The performers of successful academic projects are inducted into regular teams. Aiming continuous improvement of processes and products, Quality and Technology Management (QTM) track has been introduced in the pathway[6]. The QTM department is establishing and implementing Quality Management System (QMS) for FSTS-C2 project in cooperation with sister departments at CHASNUPP and SNERDI. 3. Conclusion and future directions Pakistan s pathway of NPP simulations etablishes the base for safe nuclear power programs. It is robust, progressive and economical source of multi-diciplinary human resource. The pathway is viable for developing countries aiming to introduce nuclear power programs. In future, we aim to launch formal training courses on NPP simulations acridited by respective agencies. The training programs would cater broader awareness and knowledge regarding safe nuclear power programs. We are also motivated to document the experiences of our scientists and engineers to enhance the knowledgebase. Emerging strengths of our national academia would be accessed to produce young workforce. The pathway can be further strengthened by attracting unprivileged talent that is in abundance. Adequate technical and financial support should be arranged to nurture NPP simulation in developing countries. ACKNOWLEDGEMENTS Authors are indebted to PAEC for supporting the reported work. The FSTS-C1&C2 developers, supporting teams, and all stakeholders deserve gratitudes. Pakistan would not have achieved success towards safe nuclear power programs without encouragement and guidance of IAEA. REFERENCES [1] SACCHETTI, D., Generation Next, IAEA Bulletin 49-2, March [2] BADULESCU, A., LYON, R., Classroom Simulators, IAEA Bulletin 43-1, [3] PERKINS, T., Simulation Technology in Operator Training, Nuclear Power Electronics, IAEA Bulletin, Autumn [4] INTERNATIONAL ATOMIC ENERGY AGENCY, Modern Instrumentation and Control for Nuclear Power Plants, Technical Report Series No. 387, IAEA, Vienna (1999). [5] AMERICAN NUCLEAR SOCIETY, Nuclear Power Plant Simulators for Use in Operator Training and Examination, An American National Standard, ANSI/ANS [6] INTERNATIONAL ATOMIC ENERGY AGENCY, Establishing and Implementing a Quality Assurance Programme, Quality Assurance for Safety in Nuclear Power Plants and other Nuclear Installations, Code and Safety Guides Q1 Q14, Safety Series No. 50-C/SG- Q, IAEA, Vienna (1996). 268

269 IAEA-CN-179-IAP66 Measures that organizations in the nuclear field have found useful to continually improve individual, team and organizational performance H. M. N. R. Bandara Human Resources Development and International Cooperation Division, Atomic Energy Authority, Sri Lanka Abstract. Alongside other developments, the changing of nuclear workforce is raising issue of the nuclear industry and taking remedial actions for such issues are badly needed for the development of future activities related to the peaceful applications of nuclear science and technology in Member States and all over the world. From the beginning, the nuclear industry was knowledge based and the industry now faces a significant challenge in the loss of knowledge, skills, and experience as large number of the current work force approach their retirement without a corresponding influx of appropriately qualified younger personnel to replace them and in most of the organizations baby boomers who represent a wealth of knowledge are used to leave the workforce. Much of this knowledge, experience they possess is tacit (undocumented) and the retention, capture or transfer of such knowledge is difficult. Fewer young people are studying nuclear science, nuclear engineering and related fields at the university level, and a growing number of universities are giving up their nuclear education programmes altogether. Therefore in response to this challenge, the organizations which are in the nuclear field should take effective measures in order to face such challenges for the continuous organizational performance. Management of human resources in sustainable manner in organizations where nuclear science and technology is available is essential for the member States in order to get the maximum benefits of their nuclear science and technology programmes for the wellbeing of people. Human Resources Development (HRD), one of important function of Human Resources Management (HRM), is very important at the implementation of nuclear power programme in a country. HRD can be defined as a set of systematic and planned activities designed by an organization to provide its members with the necessary skills to meet current and future job demands. Human Resources Development (HRD) assists organizations to develop and retain highly skilled personnel who are most dynamic, motivated, innovative and flexible. Therefore any organization which is striving to improve its individual and organizational performance, where HRD is an accepted part of individual and organizational responsibilities and people are continually learning. Achieving this will assist to remain a successful and desirable employees. However following challenges have to be faced by an organization when it makes efforts to continuous improvement. Challenges for HRD in nuclear institutes: Changing workforce demographics Need for lifelong learning Competing in global economy Need for organizational learning Eliminating the skills gap This paper reviews the fundamental problems which are encountered in improving individual and organizational performance related to nuclear power programmes in Member States. The paper concludes with suggestions that are to be considered for alleviation of these problems and future directions of improving human resources for the sustainable development of nuclear field in the Member States. 269

270 1. Introduction to the topic At the introduction and development of nuclear power programme in a country a considerable attention should be focused on the Human Resources to be deployed in a such effort as such effort can utterly be useless if suitably qualified and experience personnel are not made available. Human Resource Management that concerns the human side of the management of an organization and the relations with their firm is an essential and important managerial activity of a firm. The success of other areas of activities of an organization totally depends on the success of the management of its human resources as it is the resource which manages the almost everything in the organization. It utilizes the human resources in an organization effective and efficient manner for the accomplishment of organizational goals and objectives by making necessary decisions. Human Resource consists of all people who perform activities in an organization and it is significant due to its unique characteristics such as animate, active, and abilities of thinking, feeling, reacting, organizing and innovating and it concerns recruitment, selection, development, compensation, retention, evaluation and promotion of manpower within an organization in order to ensure that the employee of the organization are used in such a manner that the employees obtain the greatest possible benefits from their abilities and the employees obtain both physical and material rewards from their work performance. The generic purpose of Human Resource Management related to nuclear field is to generate and retain an appropriate and contented manpower which is capable enough to give the maximum individual contribution to support the implementation of nuclear power programme in the country. 2. Monitoring of employee performance Performance is the level of work achieved by the individual, groups and organizations. Organizational Performance is a complex dimension and it is the responsibility of the manager to consider carefully who or what is performing, what performance is to be measured, how performance is to be measured, and when it is to be measured. Performance appraisal is an important feed forward and feedback control technique in human resource management in respect of the performance of employees. Performance of the employees can be measured and monitored by appraisal systems which can serve a human service organization in a great deal of ways. Two major purposes are for appraisals are for administrative and development of a human service organization. From the administrative view the purpose of a performance appraisal system may include decisions about a change in job duties, promotions, or reward decisions. Continuous motivation towards the performance is a must to achieve the desired goals and objectives of the nuclear power programme of a country. Developmental purposes include helping staff achieve optimum performance, evaluating staff s strengths or weaknesses and establishing whether or not more training is needed. What are key elements that make up a good performance appraisal system? With the right elements in a performance appraisal systems it can help make the human service organizations staff better performers. Performance appraisals are supposed to provide feedback on results what worked. The aim of performance appraisal is to improve the management of individual performance and thereby increase efficiency and productivity and finally the organizational performance. In particular, performance appraisal should: Focus on improving performance against corporate goals; Improve individuals understanding of their role responsibilities and of the performance standards expected of them; Improve communication between managers and their staff; Provide opportunities for identifying the development needs and establishing career plans of individual officers; Improve mobility and flexibility in the deployment of senior managers; Assist in identifying and managing unsatisfactory performance; and Provide a basis for the award of performance pay (where applicable). 270

271 3. Remedial actions to be made to bridge the performance gaps Personnel who are involved in nuclear related fields are used to leave to other field due to various reasons. People are not interested in undergoing nuclear education, further education and research considering hazardness of this technology. Due to these reasons the countries face difficulties regarding achieving their desired goals. To avoid such misunderstanding of the people, measures should be made to aware the public of the applications of nuclear technology for the socio development. 4. Sharing of nuclear knowledge Sharing of nuclear knowledge can be introduced a one of the important component of the Nuclear Knowledge Management (NKM). The knowledge should be imparted among the respective people so that it can be given a more value. Sharing of knowledge is also can be one of preservation method as when something is with more than one person safety of such information is high. Every possible effort should be made to share knowledge so that it can be transferred to the next generation so as to avoid the extinct of nuclear knowledge of nuclear power programme. The following ways and means are suggested for the sharing of knowledge. Training Courses. Training course are very effective method that can be used to share knowledge among more people selected considering their qualifications and experience basically required for obtaining such training. The target group should be selected through pool of applications by studying their qualifications. Such training courses can be organized as web based learning or as live participation. Workshops. Workshops can also be introduced as very effective way for sharing knowledge. Participants are encouraged to actively participate in such workshops as they are encouraged to present their views and ideas so as to learn other participants from knowledgeable participants. Internet and websites. Knowledge can be shared through the internet and websites very efficient and effective manner being in the chair itself if the internet facility is available in such places. Magazines and news letters. Various kinds of magazines and news letters published by institutes where nuclear knowledge is available are every useful for knowledge sharing. 5. Capturing and transferring and creating knowledge Actions should be taken to grab the knowledge at the stage of retirements of experts in the nuclear filed. The organization should not wait until the retirement of experts and it should prepare its succession plan so as to grab the knowledge especially tacit knowledge. Considerable time should be allocated for budding successor of each expert for the sustainability of nuclear profession in MSs. 6. Recommendations Preparation of HRD Plan is necessary for the operation of nuclear power programme in a country to obtain the competitive advantage of the nuclear technology. The Institutional Human Resource Development (HRD) Plan is an important strategic and operational document for the implementation of its Programmes. The HRD Plan outlines the HRD objectives to be addressed through the institution s participation in the program and provides guidance to applicants in the preparation of their professional development Action. The HRD plan should link the training outcomes of the organizations. A strategic HRD Plan will assist any organization in achieving its purpose and pursuing its objectives as an organization, an organization that must demonstrate 271

272 its value to government and industry, and ensure that the above values and principles are adhered to. HRD cannot achieve the principles by itself or in isolation from other human resource practices and policies. It must support organization s Corporate and Annual Operational Plans, be consistent with the Human Resources Plan and become an integral part of the organization s business environment. Such plan is very useful for the continuous performance improvement without gaps. Due attention and importance should be given for the following functions of HRD. Training and development (T&D). Improving the knowledge, skills and attitudes of employees for the short-term, in particular to a specific job (E.g. Employee orientation, Skills & technical training, Coaching, Counseling) Organizational Development. The process of improving an organization s effectiveness and member s well-being through the application of behavioral science concepts. Career Development. Ongoing process by which individuals progress through series of changes until they achieve their personal level of maximum achievement which is ultimately required for the organizational performance. Effective measures should be taken for the public awareness of the use of nuclear technology. Most of people know only about the bad side of the nuclear technology and effort should be made to make them understood regarding the good side of the applications of this technology. Fig 01 explains the public acceptance of nuclear technology. Public Acceptance Still Refuse Accept Expensive Cheap Pollutive Clean Unsafe Safe Immature Technically Sound Weapons Peaceful applications Uses Fig

273 Learning environment should be made within an origination where nuclear knowledge is available. Learning organization can improve its systems thinking, personal mastery, mental models, shared vision and team learning and it will be helpful for reaching organizational performance. Effective motivation system should be introduced. Government of each MSs should involve in their nuclear programmes. HRD/Succession Plan should be prepared by each organization giving due consideration to its Nuclear Knowledge Management programmes so as to avoid the loss of knowledge while motivating personnel on knowledge capturing, enhancing, sharing etc. The institutes which are going to implement their nuclear programmes should give considerable attention on social responsibility where the organization is operating. ACKNOWLEDGEMENTS I hereby express my sincere thanks and gratitude for the respective staff of the host country and IAEA for arranging such an event which is very much useful and valuable for us to share our knowledge and experience related to the Hunan Resources Development activities in nuclear field by Member States for their sustainable development. I am also thankful and grateful to the respective staff of AEA and Board of Directors of AEA for their valuable guidance given to me to proceed with such activities for the enhancement of NKM activities in the country. REFERENCES [1] Moorhead, G, Griffin, R. W.: Organizational Behavior: Delhi, A.I.T.B.S. Publishers & Distributors, 2000 [2] Buckman, R. H., Building a Knowledge-Driven Organization, McGraw Hill, [3] Malhotra, Y., Knowledge Management and Business Model Innovation, Idea Group Publishing, Hershey, PA, [4] Buckman, R. H., Building a Knowledge-Driven Organization, McGraw Hill, [5] IAEA website. [6] Presentation material of John K Chung, Advisor, RCA Regional Office. 273

274 Keynote Address IAEA-CN-179-PS30 Change management and human factor Nuclear knowledge management, SAP Nuclear Project C. C. Warren, L. Bohunická Slovenské elektrárne, a.s., Bratislava, Slovakia Abstract. Slovenské elektrárne, a.s., the biggest power generator in Slovakia, with 5 617,24 MW h of gross installed capacity out of which MW h is nuclear, was acquired in April 2006 by ENEL Italy s largest power company, and Europe s second listed utility by installed capacity, present in 23 countries with approximately MW h of gross generating capacity, serving 60,5 million customers and employing people. Since the strategic partner joining Slovenské elektrárne /SE/ has gone through significant restructuring focused at optimisation and increasing efficiency of the performed activities. Proposed and consequently executed changes were more demanding for the employees in comparison to the previous history. Human Resources /HR/ and top management strategy of the Company responded proactively to the new expectations. The priority inside the Company was to keep and in the future to increase the level of the personal support of the new structure of internal customers and at the same time to provide for more flexible responding to the situation at the labour market. Considering extraordinary demands on the employees (partially resulting from legal requirements related to the core business, particularly in operation of the nuclear power plants) which SE requires from the employees, it is extremely important to ensure sufficient motivation of the personnel and to keep qualified and experienced and talented employees in the Company. Written on the paper it seems almost an easy task to do in reality the process was very demanding on resources and time and resulted into few changes. As the main one executed in this period I would point out SAP nuclear implementation, Nuclear Knowledge management as well as Human performance improvement, leadership model definition and safety culture. More in detail I would introduce Knowledge management and SAP nuclear. 1. Nuclear knowledge management In a complex operational environment, which nuclear plants are, knowledge acquires a much wider context. Where in daily life KNOWLEDGE means to have a certain set of skills acquired through experience and education, KNOWLEDGE in the nuclear context is directly linked to words such as safety and performance. Nuclear Knowledge Management is perceived by the majority of nuclear power plant operators as a top priority at this point in time. The main reasons for this current focus on Nuclear Knowledge Management are the need to continue the high levels of safety and plant performance currently achieved and the potential negative effects on the developing nuclear renaissance by loss of knowledge as the aging workforce reaches retirement age. Nuclear Knowledge Management is a complex combination of smaller pieces which speaking very generally could be divided into 3 areas: processes, technology, and people. Taking into consideration this forum I would like to concentrate on the last area,, where the main challenge is to ensure that the critical knowledge of our current employees is transferred to the workforce of the future. Nuclear Knowledge Management needs to be understood and applied by today s workforce to achieve future success. Those Nuclear Power Plants which have already addressed Nuclear Knowledge Management issues will confirm that execution of this topic in reality is a significant challenge, mainly when identifying critical tacit knowledge. Creative and continuous learning are described as effective elements of knowledge management. Mentioning creativity there is a space for innovative approaches such as share points on the company 274

275 intranet, or on line sessions with different topics, trying to put together different generations, not forgetting the old-timer paper books, which are still the main resource of information for the today s generation of power plant personnel. Area such as attrition, mentoring, coaching, succession planning, job rotation, career path, development, training are the arguments which are the pieces of a bigger view. Currently we are working on the implementation of the different actions which will result in a wider framework for Knowledge Management which is expected to positively impact Slovenské Elektrárne performance and result in fulfilling the SE Nuclear Organization Vision: To Achieve Top Decile Performance in Safety, Reliability, Production, and Efficiency and Become the World s Premier Operator Of VVER Technology. One of the actions undertaken was the SAP nuclear implementation project. 2. SAP Nuclear Project The SAP Nuclear Project was the Implementation Phase of a three year major Process and Organizational Redesign of the Slovenské Elektrárne Nuclear Organization that began in November, Background Slovenské Elektrárne (SE) owns and operates four VVER 440/213 reactors at Bohunice and Mochovce. These plants have historically used processes and IT solutions developed internally over many years. The IT solution previously in place was an in house custom developed solution called ARSOZ that supports maintenance and other core nuclear processes; SE was the sole user of ARSOZ. The organization had become very satisfied with the existing processes and IT solution and was, therefore, resistant to change. A business process improvement team was established in 2006 to evaluate the performance of the SE nuclear facilities in relation to the industry top decile performers. The result of those evaluations showed opportunities for improvement in key process areas. Benchmarking also showed the need to provide a fully integrated IT platform to support the implementation of the improved process models. The design criteria used for the review and update of the current processes was based on the Institute of Nuclear Plant Operations (INPO) best practice processes. The standards for the Work Management processes are defined in INPO AP-928 and for Equipment Reliability they are defined in INPO AP A nuclear industry best practice Continuous Improvement program was identified through benchmarking to provide the basis for the to be CAP, Operating Experience, Benchmarking, and Self Assessment processes. Implementation of the SAP Nuclear project replicated, as closely as Slovak law allowed, the processes and systems in place at North American nuclear facilities currently using SAP to support the industry best practices. Those utilities include Pacific Gas and Electric, Nebraska Public Power District, First Energy, New Brunswick Power, Public Service Enterprise Group, and Southern California Edison. Project implementation used a best-practice templated approach to processes and information technology proven solutions. Project leadership and SE line management recognized that the key to successful implementation lay not only in the process and technical aspects of the project but in the organizational acceptance of the need for change and the readiness of the organization to successfully use the new organizational alignment, processes, and tools to improve performance Project scope Process design and implementation The project included the design and implementation of new Work Management (WM), Work Clearance Management (WCM), Equipment Reliability (ER), and Corrective Action (CAP) programs 275

276 and all their supporting sub processes. The new platform is able to reach and to manage all processes as one fully integrated process, which will lead to Improved Safety Performance: Nuclear; Industrial; Environmental. Identification of data needs for the new processes were performed by the project team and implemented in the new SAP Nuclear system. A detailed data management migration and quality plan was developed and implemented that that resulted in over 15 million data sets being successfully migrated into the new system New information system Implementation of the new information system was based on SAP technology anticipating the longterm availability of a commercially available software technology with an active Nuclear Users Group. Five key functional components have been implemented: 1. EAM (Enterprise Assets Management) for maintenance processes. 2. WEC (Work Efficiency Component) to optimize the functionality of the standard SAP software solutions 3. WCM (Work Clearance Management) the integrated SAP solution for worker and equipment protection 4. EH&S (Environment, Health and Safety) for radiation and dosimetry processes. 5. HR (the SAP Human Resource management solution) actually a separate but fully integrated project The new system has replaced the current legacy system, ARSOZ. Fig