Series C-1: Overview of Brazil Electricity System (1)

Overview of Brazil Electricity System

 

The electricity sector in Brazil is the largest in South America and the third–largest in the Americas behind the United States and Canada[1].

 

Sources

 

Brazil is the second-largest producer of hydroelectric power in the world, after only China, and hydropower accounted for more than 70% of the country’s electricity generation in 2018[2].

 

 

Located on the border between Brazil and Paraguay, Itaipu Hydroelectric Dam is the largest operational hydroelectric energy producer in the world, with an installed generation capacity of 14GW, accounted for ~25% of Brazil’s hydropower generation[3].

 

Brazil’s National Interconnected System consists of four subsystems: South, Southeast / Midwest, Northeast and most of the North region[4]. Less than 1% of the country’s electricity consumption is located outside the SIN, in small isolated systems located mainly northern region[5].

 

Transmission system

 

Most of Brazil’s hydroelectric plants are located in the country’s Amazon River basin in the north, but Brazil’s demand for electricity is mainly along the eastern coast, particularly in the southern portion. Reliance on hydropower for most of the country’s electricity generation, combined with the distant and disparate locations of its demand centers, has presented electricity reliability challenges2.

 

Because most of Brazil’s generation capacity is located far from urban demand centers, significant investment in transmission and distribution systems is required. The Madeira transmission line, completed in 2014, is the longest (until the completion of 2nd phase of Belo Monte transmission) high–voltage, direct–current line in the world and spans 1,476 miles to link hydropower plants in the Amazon Basin to major load centers in the southeast. Increased emphasis on distributed generation will help reduce the need for additional transmission infrastructure in the future[6].

 

As of October 2017, Brazil’s transmission network comprised 136,835 km of lines and 343,816 MVA of transformer capacity at the 230 kV to 750 kV levels. During 2006-16, the line length increased at a CAGR of 4 per cent and transformer capacity at a CAGR of 6 per cent. In December 2017, State Grid Brazil Holding (SGBH), the Brazil-based concern of China’s State Grid Corporation of China (SGCC), put the country’s largest ±800 kV high voltage direct current (HVDC) line into operation. This was the first transmission line associated with the 11.2 GW Belo Monte power complex[7].

 

Usually, HVDC lines of 800 kV or more are commonly referred to as UHVDC (ultra-HVDC)[8]; DC = direct current.

 

In the United States, most long-distance transmission lines operate at 230kV, 345kV, 400kV or sometimes 500kV, where kV stands for thousand volts. In Britain, most of the National Grid operates at 275kV or 400kV23.

[1] https://www.eia.gov/beta/international/analysis.php?iso=BRA

[2] https://www.eia.gov/todayinenergy/detail.php?id=39692

[3] https://www.itaipu.gov.br/en/press-office/news/itaipu-records-fourth-higher-annual-production-2018

[4] http://www.ons.org.br/paginas/sobre-o-sin/o-que-e-o-sin

[5] http://www.ons.org.br/paginas/sobre-o-sin/sistemas-isolados

[6] https://www.eia.gov/beta/international/analysis_includes/countries_long/Brazil/brazil_background.pdf

[7] https://www.globaltransmission.info/archive.php?id=32000

[8] https://www.navigantresearch.com/news-and-views/hvdc-the-future-of-long-distance-and-renewables-transmission

Series B-5: How the schools are funded / organized

Education is state-run, with little involvement of private providers in the school sector, and increasingly decentralized. County-level governments have primary responsibility of the governing and delivery of school education11.

 

State budgetary allocation is the main source of funds for education in China. China’s central treasury and local treasuries contribute to education funding11.

 

The education system in China is funded by a number of sources. Government appropriations are the major source of funding. Government appropriations are comprised of budgetary and non-budgetary funds, of which budgetary funds are the main component. Budgetary funds, or public expenditure on education, include funds from both the education sector and other sectors. Non-budgetary funds include taxes for education levied by local government, educational funds from enterprises and other funds that belong to government appropriations. Additional financial sources for education include tuition fees, donations and fundraising. Other than government appropriation for education, private organizations and individuals are the principal sources of funding for schools run by these organizations or individuals11.

 

 

Among government supporting, central government’s contribution is estimated at around 16% between 2015-2017[1],[2].

 

2018 total national contributions according to MOE:[3]

 

  ¥, in billions
Pre-school Education[4] 367.2
Compulsory Education[5] 2,085.8
Regular Senior Secondary Schools[6] 472.1
Secondary Vocational Schools[7] 246.3

[1] http://www.21jingji.com/2019/6-5/wMMDEzNzlfMTQ4OTYwMw.html

[2] http://www.cnki.com.cn/Article/CJFDTotal-DYLC201903006.htm

[3] http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/201904/t20190430_380155.html

[4] http://www.moe.gov.cn/s78/A03/moe_560/jytjsj_2017/qg/201808/t20180808_344728.html

[5] http://www.moe.gov.cn/s78/A03/moe_560/jytjsj_2017/qg/201808/t20180808_344722.html

[6] http://www.moe.gov.cn/s78/A03/moe_560/jytjsj_2017/qg/201808/t20180808_344797.html

[7] http://www.moe.gov.cn/s78/A03/moe_560/jytjsj_2017/qg/201808/t20180808_344778.html

Series B-4: Curriculum requirement

The following discussions are according to The Basic Education Curriculum Reform Outline (Ministry of Education, 2001) [1], and the 2016 OECD report mentioned previously.

 

  • Primary education

 

The primary school curriculum should consist of courses that encourage all-around development of individual learners. This document suggests that schools offer courses like morality and life, Chinese, mathematics, physical education and art to primary students in lower grades. Morality and society, Chinese, mathematics, science, foreign language, comprehensive practical activity, physical education and art should be offered to primary students in higher grades.

 

  • Junior secondary education

 

The curriculum for junior secondary students mainly includes morality, Chinese, mathematics, foreign language, science (or physics, chemistry and biology), history and society (or history and geography), physical education and health, art and comprehensive practical activity. Schools are encouraged to choose comprehensive courses, and to offer optional courses as well. The government emphasizes that Chinese, art and painting courses in compulsory education should attach more importance to Chinese character (script) writing.

 

  • Senior secondary education

 

When it comes to senior secondary school, the government suggests that schools offer various elective subjects in addition to the compulsory subjects. The requirements in elective subjects should be different from the requirements in compulsory subjects. Throughout primary and secondary education, the comprehensive practical subject is emphasized as a compulsory subject. The subject covers information technology, research study, community service, social survey, and labor and technology for primary and junior secondary school students. It covers research study, community service and social practice for senior secondary students. The comprehensive practical subject aims at improving students’ creativity and research capability, as well as helping students develop a sense of social responsibility through practical experiences.

[1] http://old.moe.gov.cn//publicfiles/business/htmlfiles/moe/moe_309/200412/4672.html

Series B-3: Enrollment

The following discussions come from a 2016 OECD report “EDUCATION IN CHINA: A Snapshot”[1].

 

In China, students usually enroll in pre-school at age two or three, and leave pre-school at the age of six. Pre-school education is not compulsory, and many pre-schools are privately owned. However, the government has taken on a more proactive role in promoting access following a national commitment to progressively universalize one to three years of pre-school by 2020.

 

In China, students must complete nine years of compulsory education. Most students spend six years in primary school, though a few school systems use a five-year cycle for primary school. Primary education starts at age six for most children. This is followed by three to four years of junior secondary education.

 

After finishing compulsory education, students can choose whether to continue with senior secondary education. Senior secondary education takes three years. There are five types of senior secondary schools in China: general senior secondary, technical or specialized secondary, adult secondary, vocational secondary and crafts schools. The last four are referred to as secondary vocational schools.

 

Although senior secondary education is not part of compulsory education in China, in 2014, 95% of junior secondary graduates continued their study in senior secondary schools (National Bureau of Statistics of China, 2015). This figure is notable because in 2005 only around 40% of junior secondary graduates attended senior secondary schools (National Bureau of Statistics of China, 2005).

[1] http://www.oecd.org/china/Education-in-China-a-snapshot.pdf

Series B-2: Number of schools in Chinese K-12 system

According to China’s Ministry of Education (MOE) statistics for 2017,

 

  Number of schools
Pre-school Education[1] 254,950
Primary Schools[2] 167,009
Junior Secondary Schools[3] 51,894
Regular Senior Secondary Schools[4] 13,555
Secondary Vocational Schools[5] 8,181

 

[1] http://www.moe.gov.cn/s78/A03/moe_560/jytjsj_2017/qg/201808/t20180808_344728.html

[2] http://www.moe.gov.cn/s78/A03/moe_560/jytjsj_2017/qg/201808/t20180808_344722.html

[3] http://www.moe.gov.cn/s78/A03/moe_560/jytjsj_2017/qg/201808/t20180808_344763.html

[4] http://www.moe.gov.cn/s78/A03/moe_560/jytjsj_2017/qg/201808/t20180808_344797.html

[5] http://www.moe.gov.cn/s78/A03/moe_560/jytjsj_2017/qg/201808/t20180808_344778.html

Series B-1: Number of students in Chinese K-12 system

According to China’s Ministry of Education (MOE) statistics for 2017,

 

  Entrants Enrolment Graduates
Pre-school Education[1] 19,379,530 46,001,393 16,526,663
Primary Schools[2] 17,665,544 100,936,980 15,658,999
Junior Secondary Schools[3] 15,472,209 44,420,630 13,974,699
Regular Senior Secondary Schools[4] 8,000,548 23,745,484 7,757,292
Secondary Vocational Schools[5] 4,515,235 12,542,893 4,063,981

 

[1] http://www.moe.gov.cn/s78/A03/moe_560/jytjsj_2017/qg/201808/t20180808_344717.html

[2] http://www.moe.gov.cn/s78/A03/moe_560/jytjsj_2017/qg/201808/t20180808_344720.html

[3] http://www.moe.gov.cn/s78/A03/moe_560/jytjsj_2017/qg/201808/t20180808_344762.html

[4] http://www.moe.gov.cn/s78/A03/moe_560/jytjsj_2017/qg/201808/t20180808_344796.html

[5] http://www.moe.gov.cn/s78/A03/moe_560/jytjsj_2017/qg/201808/t20180808_344777.html