BRICS Energy EduNet

**Problem Statement** 1. There is a lack of effective mechanisms for cooperation and knowledge exchange between universities and industry companies. 2. There is a disconnect between theoretical knowledge in emerging energy fields and its practical application in university educational programs. 3. Students are insufficiently prepared to tackle practical challenges related to the implementation of innovative technologies in the workplace. 4. Companies face increasing costs associated with building and updating their talent pool. 5. There is a risk of a disconnect between scientific research and industrial activities, hindering the practical application of technologies: a. Scientific research often lacks relevance to industry needs. b. University research activities do not always align with the current demands of companies for research and development of new technologies. **Proposed Solution** We propose the establishment of the Energynet EduNet Center, which will develop world-class training programs for highly qualified specialists in the field of intelligent distributed energy. These training programs will be responsive to the rapidly changing market needs for qualified energy professionals. The programs will cater to both university students and employees in the energy sector. Knowledge assessment will occur at each stage of training, with teachers and mentors providing guidance on educational matters. The educational programs will be tailored to the specific context of BRICS countries and translated into the official language of each country to facilitate simultaneous teaching across different regions. The educational program will offer an individualized learning path for aspiring engineers in distributed intelligent network modeling, distinguished by the following features: 1. Clearly defined performance requirements set by technology companies operating in the industry. 2. A digital competence profile outlining the necessary qualifications for the relevant specialist. 3. Modular educational units that include text and video materials designed to develop broad-mindedness, general professional skills, and specialized competencies within the training profile. 4. Systems for verifying the acquisition of competencies through the completion of modular units. Verification methods may include tests, essays, practical assignments, and term papers. 5. An educational trajectory aligned with the requirements specified in the competence profile. The process of mastering the educational program will consist of the following stages: 1. Selection through initial assessments. 2. A training program comprising specific knowledge modules. 3. Personalized support for students throughout their program development.