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12.02: Strengthening Capacity for Newcomer Countries & Nuclear Training Programs
11:15am - 12:45pm
Session Chair: Christian Latge, CEA, France Session Chair: Wardah Isaacs, Federal Authority for Nuclear Regulation-FANR, United Arab Emirates
Technical Workforce Education and Training Program at Abu Dhabi Polytechnic: Mapping of Industrial Standards to Academia Requirements
Anthony Hechanova, Tinashe Dhliwayo, Evgeny Stankovskiy
Abu Dhabi Polytechnic
The leaders of the UAE announced the pursuit of peaceful nuclear power in 2008 and by the end of the following year established its Nuclear Energy Program Implementing Organization (the Emirates Nuclear Energy Corporation (ENEC)), Federal Authority for Nuclear Regulation (FANR), and ordered four APR-1400 pressurized water reactors from the Korean Electric Power Company (KEPCO). The technical workforce education and training program including nuclear power plant local operators and chemistry and radiation protection personnel was established by ENEC and the Institute of Applied Technology as an inaugural program of Abu Dhabi Polytechnic (ADPoly) in 2011. This paper gives an update nine years after the initial concept focusing on ADPoly’s recent effort to map both the U.S. industrial benchmark “Uniform Curriculum Guide for Nuclear Power Plant Technician, Maintenance, and Nonlicensed Operations Personnel Associate Degree Programs” (ACAD 08-006, 2011) and the national qualifications for nuclear power plant operations granted by the Vocational Education Training and Awards Commission (VETAC, 2018) to ADPoly. This mapping is documented in the course syllabuses and provides transparency for verification that the ADPoly courses meet national and international standards and qualifications for nuclear power plant operations.
Reactor Physics Education with a Zero Power Reactor, AGN-201K
Myung Hyun Kim
Kyung Hee University
A zero power reactor AGN-201K in Kyung Hee University(KHU) has been used for academic training courses aiming senior-level undergraduate(UG) students. Since 2009, regular training courses as winter or summer camps have been repeated 79 times; 11 times for 143 KHU students, 49 times for 532 students from 12 universities, 14 times for 142 foreign visitors, and 5 times for 42 operators in research institute and power plants.
Recently, three courses were serviced for graduate students with new experimental courses. They are designed to make students perform advanced experiments and compare results from experiments with their computer simulation results.
Another programs to be installed in near future are Internet Reactor Laboratory(IRL) program. IAEA initiated IRL has been working in France and Argentine and will be started in South Korea with AGN-201K. Before launching this IAEA program, domestic IRL network was tested with Seoul National University which is located at 40 Km distance and Pusan National University which is located at 430 Km distance. This was successful both in hardware and software. There were no technical problems in broadcasting and tele-communicating through internet. Students and professors in guest sites were fully satisfied with course contents. There will be two parallel IRL programs; one for international IRL serving three universities in Asia and the other for domestic IRL serving two universities and more in future.
Research activities were initiated in two directions. One is installing of noise analysis method for subcriticality measurement and the other is to evaluate TID effects to semi-conductors for the application of circuit design and spot shielding.
Using the UAE nuclear program model in other developing countries pursuing peaceful nuclear power
Tinashe Dhliwayo, Anthony Hechanova
Abu Dhabi Polytechnic
The leaders of the UAE announced the pursuit of peaceful nuclear power in 2008 and by the end of the following year established its Nuclear Energy Program Implementing Organization (the Emirates Nuclear Energy Corporation (ENEC)), Federal Authority for Nuclear Regulation (FANR), and ordered four APR-1400 pressurized water reactors from the Korean Electric Power Company (KEPCO). The technical workforce education and training program including nuclear power plant local operators and chemistry and radiation protection personnel was established by ENEC and the Institute of Applied Technology as an inaugural program of Abu Dhabi Polytechnic (ADPoly) in 2011. This paper gives an update nine years after the initial concept focusing on the cooperation between ADPoly and other stakeholders including academic (such as Khalifa University), industrial (such as the Nawah Energy Company), and regulatory (such as FANR and the National Qualifications Authority). ADPoly and its stakeholders have leveraged their missions and effectively shared facilities to utilize assets to develop in a relatively short period a robust education and training infrastructure in support of the advent of nuclear power to the UAE. This paper describes the possibilities and challenges of implementing a similar model to other developing countries that aspire to pursue peaceful nuclear power.
Development of efficient regulatory infrastructures in “newcomer countries”: current situation, challenges, EU assistance
Andrei Rodionov, Jean Marie Mattei
Currently, there are several “newcomer” countries that have decided to build Nuclear Power Plants (NPPs). They are at different stages of development of their nuclear programs: some of them are preparing the contracts, others are on the phase of Construction License evaluation and some countries are already on the construction and commissioning stages of the first NPPs. UAE could be mentionned as successful implementation of the first NPP project. All “newcomers” follow the IAEA roadmap for developing a nuclear project infrastructure and in particular for creating and building a regulatory framework. The main challenges that they are faced with could be identified as follows:
• Development of appropriate skills and expertise,
• Establishing an efficient regulatory and licensing framework and detailed regulatory requirements,
• Assuring the transparency, independence and sustainability of the regulatory body and its technical support.
IRSN together with other EU partners provides a valuable assistance to the newcomer countries in development their regulatory infrastructures via EC Instrument for Nuclear Safety Cooperation (INSC) projects led by RISKAUDIT or under bilaterial/contractual basis.
Couple of examples of successful assistance are provided in the presentation
Building the human capacity in a newcomer nuclear regulator: A UAE perspective
Federal Authority for Nuclear Regulation-FANR
The Federal Authority for Nuclear Regulation (FANR) is the UAE's nuclear regulator established in 2009 with the fundamental objective to ensure that its nuclear and radiation licensees operate their facilities in a safe manner at all times.
FANR's human resources strategy consists of two tracks; 1) staffing by senior expatriate staff to deal with short-medium term needs; and 2) development and capacity building to ensure long-term sustainability. This strategy is achieved by holding a strong cadre of senior and experienced professionals in nuclear safety and radiation protection; and recruiting young talented Emiratis and providing them with formal education and training and mentoring for development.
The FANR Career Development Framework, underpinned by the Competency Framework, focusses on developing employees from fresh graduate level to senior specialists/experts/managers through a series of educational and training programmes. One such programme is the Developee Engineers and Physicists Programme that is designed to provide fresh engineering graduates with the fundamental knowledge necessary to understand technical concepts applicable to nuclear engineering and regulation. The specific goal of the programme focuses on assisting the individual to understand the day-to-day duties of the four Operations Departments through structure job rotations/shadowing, technical training and study tours. Other programmes are the Inspector Qualification Programme that provides candidate inspectors with the classroom, on-the-job and legislative required training to become inspectors.