Kategori : ELECTRICITY ENERGY NEWS, ENERGY AGENDA NEWS - Tarih : 23 January 2025
Energy Expert, Judicial Expert, Energy Newspaper (Enerji Gazetesi İst) Senior Editor& Columnist Çiğdem Yorgancioglu’s Impressions and Inspiration from the “Geleceğe Değer” Project Launch Reception Held in Divan Kuruçeşme.
As a senior editor of Enerji Gazetesi, an expert in Energy Contracts (Judicial Expert) and a researcher essayist, I attended the launch reception of the GELECEĞE DEĞER project organized by Entek Elektrik ve Sustainability Steps Association, an energy company that continues to grow with Koç Holding’s renewable energy investments, hosted by Divan Kuruçeşme, as a press guest. First of all, I welcomed this project, which emerged as a result of the cooperation between Entek and Sustainability Steps Association, with great excitement, since it is the area that intersects with the “Cigdem Yorgancioglu MIM CHI 360 AND CLC 360 Interactive Sustainability Education – Workshop” projects and programs. I think that developing prominence and quality awareness about sustainability is meaningful in terms of adding value to society and humanity. The effects of the areas that such projects will activate are also extremely important for the economies of countries in terms of macroeconomics. When you read between the lines of the efforts to create a “qualified workforce” in the speeches here(I mean the launch event), it is possible to grasp this immediately. The idea and will to professionally implement the extensive experience, strategic mindset and ability to deliver extraordinary results to the young generation with a sense of social responsibility in the institution always attracts my attention. We had a short and productive conversation with Entek Elektrik Senior Sustainability Manager Ece Caymaz and SADE (Sustainability Steps Association) President Emrah Kurum, and Board Member Doğa Tamer during the project launch. I don’t know if we will do projects together in the future. Of course I would like to. However, even if it is not like this, it was a good meeting in terms of being in similar fields will always inspires each other and I can definitely say that those who progress towards common goals will cross paths even if they follow different paths. Thank you to everyone who contributed to the project.
The launch meeting of the GELECEĞE DEĞER project, which was implemented in cooperation with the Sustainability Steps Association as the energy company Entek Elektrik, which continues to grow with the renewable energy investments of Koç Holding, was held in Divan Kuruçeşme. The “GELECEĞE DEĞER” project, which was implemented for vocational school students who want to direct the energy world of the future and step into their careers in the renewable energy sector, was first launched in the Electrical Department of Tekirdağ Namık Kemal University Vocational School. While the country is progressing towards becoming a strong regional leader thanks to its potential and renewable energy investments, the “GELECEĞE DEĞER” project contributes to this transformation. New projects are also on the way in the provinces of Kırklareli, Edirne and Ankara. In this context, the “GELECEĞE DEĞER” motto is very creative when read in two ways.
Sustainability with CLC 360 Perspectives Corporate Life Sector, High School Collaboration and Project Overview
First of all, in general terms, the increasing awareness of environmental issues has led to an increase in interest in sustainability projects in educational settings. This is a growing trend worldwide. High schools have begun to embrace the idea of acting as centers for renewable energy experiments and ecological stewardship. Programs that encourage recycling, energy conservation, and renewable energy implementation are now an integral part of the curriculum. These projects not only educate students about sustainability, but also develop a culture of environmental responsibility. Renewable energy sources such as solar, wind, and geothermal have become increasingly important. Advances in technology and decreasing costs have made these options more accessible. For example, schools that implement solar panels can significantly reduce energy costs while providing students with hands-on learning experiences. Through these projects, students can learn about solar energy systems, their advantages, and their role in combating climate change. Schools in various regions around the world have adopted innovative projects aimed at using renewable resources. For example, the Solar Schools Initiative in the United States allows high schools to install solar panels with financial support from government programs and local organizations. Through this initiative, students can monitor the performance of the system, engage in financial literacy discussions about ROI, and learn about the environmental impact of solar energy. This project exemplifies how schools can become living laboratories for sustainability. Similar initiatives and projects of varying sizes exist in Russia, Continental Europe, and many continents. The impact of such initiatives extends beyond the immediate educational benefits. Students who participate in sustainability projects often experience a heightened sense of impact. They become participants in larger social movements aimed at combating climate change. This empowerment can translate into lifelong habits and commitments to sustainability in their personal and professional lives. Participation in these projects enhances critical thinking skills and encourages students to seek solutions to real-world problems. Moreover, the diverse perspectives in the sustainability discourse emphasize the importance of collaboration and inclusivity. Including students from different backgrounds provides a richer discussion of environmental issues. To accommodate diverse perspectives, schools can create multidisciplinary projects that combine science, technology, engineering, art, and mathematics (STEAM)/STEM. With this approach, students can explore sustainable solutions from multiple perspectives while analyzing local environmental issues. As renewable energy technologies continue to advance, high schools will have more opportunities to implement innovative solutions. For example, greater integration of smart technologies can facilitate energy management and efficiency. Students can learn how to monitor their energy consumption in real time and make data-driven decisions, which can foster a culture of accountability.
CLC 360 -Sustainability Education Is A Cornerstone Of Achieving The United Nations “Sustainable Development Goals” (SDGs).
Sustainability education is a cornerstone of achieving the United Nations Sustainable Development Goals (SDGs). Our CLC 360 PROGRAMS discusses the significance of sustainability education in relation to the SDGs, its historical perspective, and its impact on society. CLC 360 SUSTAIN-SDG explores contributions from influential individuals, analyze varying viewpoints on its implementation, and reconnoiters potential future developments in the field. The UN established the Sustainable Development Goals in 2015, as a universal call to action to end poverty, protect the planet, and ensure prosperity for all by 2030. Encompassing 17 goals, the SDGs recognize the interlinkages between social inclusion, economic growth, and environmental protection. Among them, SDG 4 focuses specifically on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. Education plays a critical role in achieving all the SDGs and is fundamentally positioned as a key driver of sustainability. Sustainability education empowers individuals to adopt sustainable practices in their daily lives and decision-making processes. It encourages critical thinking and informed actions related to environmental concerns, social equity, and economic integrity. By equipping learners with an understanding of sustainability principles, education fosters a sense of responsibility towards the planet and its resources. This form of education raises awareness about the impacts of human activity on the environment, creating informed citizens who contribute to sustainable development.
The historical journey towards sustainability education began gaining momentum in the late 20th century. The 1972 United Nations Conference on the Human Environment in Stockholm was a pivotal moment, marking the beginning of global environmental governance. In 1992, the Earth Summit held in Rio de Janeiro resulted in Agenda 21, which emphasized the importance of education for sustainable development. This laid the groundwork for integrating sustainability concepts into educational curricula worldwide. In 2005, the United Nations Decade of Education for Sustainable Development was launched, further solidifying the need for an education system rooted in sustainable practices. The contributions of scientist highlight the crucial link between sustainability education and practical applications in addressing global challenges and they have significantly shaped the landscape of sustainability education. One notable contributor is Dr. Arjen Y. Hoekstra, known for his work on the water footprint concept. This concept encourages individuals and businesses to understand their water usage and its implications for sustainability. Various perspectives exist regarding sustainability education. Proponents argue that integrating sustainability into education inspires proactive citizenship and community engagement. By fostering a culture of sustainability, education systems can prepare students to tackle pressing issues such as climate change, biodiversity loss, and resource scarcity. Furthermore, it encourages innovative thinking and problem-solving skills essential for developing sustainable technologies and practices. However, critics emphasize potential challenges. They argue that incorporating sustainability into existing curricula can be met with resistance from educational institutions and policymakers. Concerns about the adequacy of teacher training and resources also surface. Furthermore, some critics contend that sustainability education may be approached superficially, emphasizing environmental issues without addressing the underlying social justice concerns. It is essential for education systems to provide a holistic approach that includes socio-economic and environmental dimensions in their sustainability curricula.
From a global perspective, different regions implement sustainability education in varied contexts. Scandinavian countries, for example, integrate sustainability across all levels of education and demonstrate notable success with educated citizens who prioritize environmental sustainability. Conversely, many developing nations struggle with limited resources and infrastructure, hindering their ability to provide comprehensive sustainability education. Collaboration between nations can facilitate knowledge sharing and capacity building, promoting sustainable education worldwide. In recent years, the increasing urgency of climate change and social inequalities has propelled sustainability education to the forefront. Educational institutions are beginning to prioritize sustainability initiatives and engage students in real-world problem-solving. For example, universities and high schools are developing interdisciplinary programs that focus on sustainability challenges.
What is Chi Lange Challenge – CLC 360 and MIM Chi 360 Education (EducAction) Approach (by Cigdem Yorgancioglu)?
Building a flexible, sustainable, universal ethical future and making an impact seems to be a slogan for all of us. “While working or studying in an ever-growing professional field, we are also going through a period that requires us to be in contact with this world and where change is experienced rapidly with technology. As in the past, it is obvious that the ability to adapt quickly and quickly become familiar with new topics is an important requirement. This means that while each of us creates our own shortcomings, It brings with it the necessity of gaining the competencies of the21st century. There will be a need for guidelines on the ways of individuals to develop their digital skills and self-confidence at the cognitive and behavioral level, and to live and develop in a healthy and happy harmony with technologies that combine artificial intelligence and all digital technologies, and the developments on this subject will continue in this way The educational titles offered are programs that are specific and can be specific for an innovative, research-oriented university(Well as to Corporate world) with interdisciplinary focus areas that are internationally competitive at the international level in research and teaching, where equal opportunities, diversity, excellence and advancing the international research profile, building a new generation with a broad horizon, ethical, creative, innovative, solution-oriented, equitable, high sense of social responsibility, character and honesty are encouraged. Committed to the principles of Equality, Justice, Inclusion, Ethics and Diversity, the interdisciplinary Çiğdem Yorgancıoğlu Paradigm Shifts programs, which are two important pillars of her training, “Chi Lange Challenge -CLC 360EducAction” and MIM Chi 360 programs, with their comprehensive curricula in technical and soft skill fields, provide senior and young scientists with the opportunity to focus on research projects and improve themselves independently of the teaching and administrative obligations of university life. As it gives, within the scope of continuous learning or lifelong learning, it aims to provide all young people and adults with supportive, inspiration and insight to ensure lasting success, peace and well-being in life. Chi Lange Challenge -CLC 360 and MIM Chi 360 is a program structured to support academic science and research, strengthening institutional strength and the individual. CLC 360 consists of modules developed with an interdisciplinary approach that empowers academic life as well as corporate life. The CLC trainings can be applied in different fields of expertise. All of the programs can be applied in the academic world, as well as in personal life, corporate life. In the academic year, which includes the academic periods, it includes technical and soft skills learning programs that can be seen throughout life, focusing on contributing to the scientific achievements of young people, employees, business people and academicians who have embarked on their professional lives and to the productivity and success of employees and academicians alike. Workshops, seminars, courses, lectures, workshops, tournaments, competitions, games, festivals can be given as examples of these programs. I have a dream where children, young adults or adults grow up as individuals who are constantly learning, seeking innovation, have innovative thinking skills, and create different and original works in every aspect of their lives. Because each of them is aware that it will be a basic feature to take part in the world of the future in a happy, healthy, strengthened immune system, resistant, fit and agile due to the use of physical and mental movements and muscles. For a just, honorable and honest person, there can be only one basis for lasting success in life, and that is the preservation of the flexibility of body and mind. Çiğdem Yorgancioğlu Chi Lange Challenge -CLC360 EducAction and MIM Chi 360 include programs to gain and maintain this flexibility. At this point, universal rules, laws and ethical values, justice, compassion and the construction of a language of peace by reducing conflict in society are the limit points. Nothing else can stand in our way, prevent us from developing our capacities on the way to success. . Chi Lange Challenge – CLC 360 and MIM Chi 360 include “Human-Centered Learning and Teaching ” programs that guide you in finding your personal leadership style, gives insight and inspiration based on knowledge and awareness to believe that you can achieve a goal of achieving a vision and strategy. They are programs consisting of learning child, learning young learning adult-centered Mindfulness studies. “Chi Lange Challenge -CLC 360 and MIM Chi360” aim to create a values-based transformative impact on science and society with an ethical, rational approach. CLC 360 is an educational model approach that transforms knowledge into impact through research, discovery and learning activities and supports its participants and institutions with innovation.
Cigdem Yorgancıoğlu Chi Lange Challenge CLC 360-MIM CHI 360 Programs and CRM Team Resource Management Applicability
With Chi Lange Challenge CLC 360-MIM CHI 360 Drama Dance Theatre Philosophy Math programs, we have trainings that provide students with the basic skills needed to lead ethical, agile, digital and sustainable transformation in the future business environment. We provide voluntary support to schools within the scope of social responsibility. Children, young people and adults meet with creative solution-oriented solutions for advanced recycling projects in MIM CHI 360 workshops. In these workshops, you will receive warnings and regular tips according to your usage to help reduce waste and lower your carbon footprint.
CLC 360-MIM CHI 360 programs guide students towards digital and sustainable transformation in the future business environment. In this sense, it provides ethical and agile leadership, basic skills required to solve the qualified workforce needs of the sector. We also have DESIGN-FOCUSED INTERACTIVE trainings on this subject and we also provide voluntary support to schools within the scope of social responsibility. In this context, the subject is extremely exciting. Young people are very, very important. Young people will design, build and manage sustainable business practices in the future. It is great to imagine these in the near future. In the future, agile young people will analyze big data to reduce environmental impact. They will manage businesses that solve social and environmental challenges. They will lead corporate social responsibility initiatives. They will develop machine learning models for green technologies. They will innovate in sustainable technology products and services. They will develop sustainability-focused growth strategies. Young people will manage non-profit organizations for social impact. In short, trusting young people to shape our future and investing in them in this regard is a beautiful and supportive effort. Such projects also provide young people with the opportunity to grasp the dynamics of corporate life and sustainability by taking into account the habitat of the business world and to hold on to the orbit in their working lives. In addition, these are programs that help crew members develop the skills necessary to successfully predict and recognize dangers and then correct the situation. We also care about this in MIM CHI – CLC 360. In addition to the aviation and maritime sector, Crew Resource Management is gaining more and more value today in areas such as health and then energy. In this context, Crew Resource Management, or CRM, is a very protective shield in preventing accidents, near-misses or disasters caused by “human error”. When this type of CLC360-CRM training is presented with a holistic perspective with CLC360 RISK MITIGATION programs, it can be applied to such school project studies. Because effective communication, leadership, Human Factors and error prevention are essential concepts required for ethical decision-making processes. On top of these, “Situational Awareness, planning, delegation, orientation and “facilitation”, namely the ability to facilitate, agile teamwork can be adapted together and project effectiveness can be increased to an even higher level. With CLC360 Programs, the qualified workforce, which is one of the targets of the Project and whose necessity was determined in the needs analysis, can be made more accessible. Let’s look at the needs analysis carried out by the Chairman of the Sustainability Steps Association, Emrah Kurum, within the scope of the GELECEĞE DEĞER project. With this analysis, there are prejudiced perceptions that are not comprehensive regarding the difficulties experienced by young people in choosing a profession, such as blue collar and white collar, which are underlined. In that case, it seems quite possible to produce a solution by melting various prejudices, including these prejudiced assumptions, and the needs of the renewable energy sector in one pot. Because the approach of getting to the source and root of the problems makes it easier to find causalities and even solutions.
Let’s expand on the subject a little more and express it this way.
Significance of Collaboration in Corporate Life Sector and High Schools with CLC 360 Standpoints on Sustainability
The concept of sustainability has become increasingly important in today’s world, especially in the areas of corporate life and high school education. It is a good idea to explore the intersection of these three areas by examining their historical development, current impacts, influential figures, and potential future trends. The interdependence of sustainability with corporate strategies and educational frameworks highlights the need for a collaborative approach that empowers future generations to create lasting change. Sustainability in corporate life has evolved significantly over the last few decades. Originally seen as an environmental concern among businesses, the concept has become a central tenet of corporate strategy. Environmental degradation, resource depletion, and social inequalities have led companies to reevaluate their practices. Businesses are beginning to realize that sustainable practices can enhance their reputation, reduce costs, and foster innovation. Influential figures such as Paul Polman, former CEO of Unilever, have championed sustainable business practices, emphasizing the importance of long-term value over short-term profit. Polman’s leadership is a remarkable example of how corporate responsibility can be intertwined with profitability. Many multinationals now implement sustainability initiatives. Companies like Patagonia have established themselves as leaders in environmentalism, using their platforms to raise awareness about climate change while promoting ethical consumerism. Patagonia’s mission statement advocates for sustainability and demonstrates the critical role of corporate identity in promoting social and environmental values. This shift in perspective reflects a broader trend in which businesses are held accountable for their impact on the planet and society.
In the field of high school education, there is increasing recognition of the need to integrate sustainability into the curriculum. Educators aim to equip students with the knowledge and skills needed to navigate a world increasingly defined by environmental challenges. Schools have begun implementing programs that emphasize environmental stewardship, social justice, and economic sustainability. Important frameworks such as the United Nations Sustainable Development Goals are being integrated into educational standards and are helping to shape future leaders who are environmentally conscious and socially responsible. The role of educators is critical in promoting sustainability. Influential figures such as Sir Ken Robinson and David Orr have advocated for restructuring the education system to design curricula that reflect the urgency of environmental issues. Robinson emphasizes creativity and innovation in education, while Orr advocates the importance of ecological literacy. Together, these perspectives encourage educators to develop a generation of problem solvers who can address the pressing environmental challenges of our time.
The increasing synergy between corporate life and high school education offers an opportunity for collaboration. Corporate partnerships with educational institutions can develop a skilled workforce that is not only talented but also committed to sustainable practices. Initiatives such as internships, mentorships, and project-based learning allow students to apply theoretical knowledge in real-world settings. By collaborating with businesses, schools can enhance students’ understanding of sustainability and equip them with practical skills relevant to the job market.
However, there are still challenges in establishing a coherent approach to sustainability in both corporate and educational frameworks. A major obstacle is the difference in priorities between the two sectors. While businesses often focus on profitability and operational efficiency, educational institutions may prioritize academic achievement and standardized testing. This mismatch can hinder the development of integrated sustainability programs. Effective communication and collaboration between companies, institutions, and schools are essential to overcome these barriers and ensure that sustainability remains a shared goal. Another perspective to consider is the role of technology in facilitating sustainable ecological practices in both corporate life and education. Advances in technology can enable businesses to reduce their environmental footprint (carbon footprint) by encouraging innovation in sustainable practices. Similarly, technology can improve educational methodologies and make sustainability more accessible to students. Online platforms, digital resources, and virtual simulations can help develop an understanding of sustainability in engaging and interactive ways. Preparing students to use technology for sustainable development will be crucial in this regard. Therefore, the integration of sustainability into corporate life and high school education is likely to deepen.
LAUNCH EVENT PRESS BULLETIN – “VALUE FOR THE FUTURE PROJECT LAUNCH”
Entek Elektrik, together with the Sustainability Steps Association, prepares vocational school students for the future The ‘Geleceğe Değer’ project, implemented by Koç Holding’s renewable energy company Entek Elektrik and Sustainability Steps Association, aims to provide competent field workers for the renewable energy sector. Offering a wide range of training opportunities from digital technologies to analytical skills, the project offers young people the opportunity to get to know the sector closely and shape their careers in line with their goals through field visits and practical work. While the extensive training program provides solutions to the qualified workforce needs of the energy sector, it also allows young people to lay a solid foundation for their future working lives. “We also offer solutions to the qualified workforce needs of the sector” Emphasizing the starting point of the project and the benefits it provides, Entek Elektrik General Manager Bilal Tuğrul Kaya said, “The story of the emergence of Geleceğe Değer began when we observed that students graduating from relevant departments of vocational schools were not aware of the opportunities in the renewable energy sector. We wanted to help these students realize their potential and take a concrete step to train the energy workforce of the future. Thus, we conducted a comprehensive needs analysis with the participation of academics, public institutions, private sector representatives and NGOs. The findings we obtained from these studies, which we conducted primarily to deeply understand the needs of students and the expectations of the sector, formed the basis of the training program. As a result of this analysis, we created a training program that will both facilitate students’ adaptation to the business world and provide them with 21st century skills. In our trainings that we started in December at Tekirdağ Namık Kemal University, it was both inspiring and a source of pride for us to see the interest of young people in the sector and their enthusiasm to make a career in these fields.” “We prepared a comprehensive training program in line with the needs and expectations”.
Describing how the project was shaped by the Entek culture, Entek Elektrik Shared Services and Transformation Group Director Ömer Gün continued his words as follows: “As Entek, the basis of our corporate culture lies in the value of people. We know that the sustainable success of institutions is based on the presence of competent and well-equipped colleagues. With this awareness, by investing in the development of our colleagues; we aim to bring young people who have a culture of continuous learning, who read the spirit of the times and look to the future with more hope into business life. At Entek, our field employees consist of people who follow technological developments and actively use them in business processes, who have team spirit and high analytical thinking skills. While these competencies are of great importance in the development of the renewable energy sector, vocational schools play a key role in this process.
Our purpose in the GELECEĞE DEĞER project is to provide young people, who are the future of our country, with skills and awareness such as digital technologies, communication, problem solving, environmental and social responsibility, while supporting their development with field visits and practical training where they will meet with industry professionals. With our innovative education programs and field visits, we aim to take our students’ competencies one step further not only in academic but also in practical skills.” Sharing the results of the needs analysis conducted at the initial stage of the project, Sustainability Steps Association President Emrah Kurum made evaluations regarding the career preferences of vocational school students. “With the needs analysis we conducted within the scope of the GELECEĞE DEĞER project, we aimed to better understand the difficulties experienced by young people in choosing their professions and the needs of the renewable energy sector. As a result of our interviews with different stakeholders, from private sector employees to academics, from students to public institutions and civil society organizations, we determined that young people face serious obstacles in terms of economic concerns, difficulties in following current changes, lack of field visits and access to career opportunities. While the importance of competencies such as technical knowledge, communication skills and being open to continuous learning in the renewable energy sector was emphasized in the interviews, the lack of information about the renewable energy sector and the inadequacy of field visits came to the fore. We also determined that factors such as the lack of inspiring role models and internship opportunities prevent young people from turning to the sector. In addition to revealing the current problems, this analysis also offered concrete suggestions in terms of strengthening the cooperation between academia, public and private sectors, renewing the educational content and ensuring that young people look to their careers with hope.”
H. Çiğdem Yorgancıoğlu – Energy Contracts Expert / Forensic Person / ‘Enerji Gazetesi’ Senior Author – http://www.cigdemyorgancioglu.org/