In 2018, the total number of people without access to electricity globally fell to below one billion, according to the International Energy Agency (IEA)1. While this certainly represents progress towards Sustainable Development Goal (SDG) seven, which aims to “ensure access to affordable, reliable and modern energy for all by 2030”, there is still plenty to be done – both to improve access and energy resilience.
As part of its commitment to furthering the SDGs, Nissan is working with Filadelfia School in South Africa to improve its access to reliable electricity and increase its use of renewable energy. While the national grid provides energy access to 85% of the population, capacity and connection constraints mean the school regularly experiences unscheduled energy “blackouts”. By combining re-purposed Nissan LEAF battery packs in energy storage units and solar panels, Filadelfia School will have a fully-functioning back-up solution during power outages from Spring 2019.
As a boarding school attended exclusively by disabled students aged between 14-21, Filadelfia School is particularly sensitive to such disruptive events. To gain a better understanding of these unique challenges, Nissan Stories sat down with Principal Mr. Derrick Peete for an insightful discussion.
Nissan Stories (NS): How long has the school been up and running?
Principal Peete (PP): We were founded in 1985 and started with 130 kids. Today in 2018 we have over 470 students, all of them disabled learners. We are currently the only school in South Africa that caters specifically to disabled students with such a wide variety of needs. We do this by teaching a flexible academic curriculum and by providing a comprehensive sports programme – from wheelchair tennis to basketball to rugby to chess!
NS: What energy challenges do you face in your area? Does it impact on classes?
PP: We have several energy outages a month, usually for a few hours, but sometimes for a full day. At our school, we’re even more dependent on reliable energy than mainstream schools. For example, we have classes for deaf students that require sign language and having well-lit classrooms is extremely important. As for our blind students, we frequently use brail printing, so they can read by hand. When there is no electricity for our printers, this also hinders the progress of these students, so reliable access to electricity is vital to us.
NS: And what about the day-to-day running of the school?
PP: In this area, simple daily operations like cooking and washing become troublesome in the face of energy blackouts. For example, our chefs in the kitchen struggle to cook for nearly 500 students, while we must also function entirely without hot water. Also, because we are a boarding school, having electricity for dormitory lighting is a great help, allowing our students to read, study and interact in the evening.
NS: What role does sustainability have in your curriculum?
PP: We try to ensure that sustainability is a feature across all the different subjects we teach, while making sure it is taught in a fun and engaging way. For instance, we involve our students in tree planting programs, while also teaching them about the benefits of vegetable gardens in which they can grow their own food.
NS: What is next for Filadelfia School?
PP: A New Year will always bring new opportunities, and we look forward to helping our students progress in their fields of interest – regardless of the challenges they face.