11 Energy Equity and Access: Empowering Global Development
Yaser Shamsi and Payam Rahmati
Introduction
In today’s interconnected world, energy, particularly electricity, is a fundamental resource that empowers communities and individuals, bridging gaps in education, healthcare, and economic opportunities. Lack of access to electricity disproportionately affects marginalized populations, exacerbating existing inequalities. By ensuring universal access to reliable and affordable electricity, disadvantaged communities will be provided with tools to break the cycle of poverty. From powering schools and medical facilities to enabling entrepreneurship through electrified businesses, electricity plays a pivotal role in uplifting individuals and communities.
Energy equity can be defined in terms of access to affordable, safe, and reliable energy and the distribution of the risks and benefits of new technologies. Energy equity recognizes that disadvantaged communities have been historically marginalized and overburdened by pollution, underinvestment in clean energy infrastructure, and lack of access to energy-efficient housing and transportation. An equitable energy system is one in which the economic, health, and social benefits of participation extend to all levels of society, regardless of ability, race, or socioeconomic status. Achieving energy equity requires intentionally designing systems, technology, procedures, and policies that lead to the fair and just distribution of benefits in the energy system.
Numerous countries around the world still lack widespread access to electricity. In many places, people with electricity can only rely on irregular and substandard electric power provision. Statistics show that a significant portion, specifically 67%, of the developing world is still devoid of household electricity. For instance, only half of the population in Burma has access to the national grid. The need for electricity is more pressing in sub-Saharan Africa. In South Sudan, only 5.1 percent of the population enjoys access to electricity (iea.org).
Some people are of the opinion that developed and wealthy countries have a moral obligation to assist underdeveloped nations in achieving sustainable energy. As major contributors to historical carbon emissions, they bear a responsibility to support global efforts in addressing climate change. Others believe that developed countries have pressing domestic issues that require significant financial resources. Prioritizing their own economic development, social welfare, and infrastructure needs should take precedence over providing extensive financial support to underdeveloped nations.
In short, individuals on either side of the argument hold firm viewpoints regarding whether funding for the electrification of the developing world should originate from developed countries. In this simulation, you will take one of these sides. In the upcoming section of this chapter, you will delve into various facets of energy equity, gaining insights into what a truly equitable world in terms of energy would entail
Overview
This simulation engages you in critical discussions about energy equity and access for the developing world. The chapter begins with an opportunity for you to build knowledge about the issues related to energy equity and access. You will also engage in reading, listening, and research activities to help build your knowledge of debates around an equitable future. You will then role-play a position in a symposium on global energy equity. After reflecting on the role-play, you will either write a letter to policymakers or create a social media post about this topic.
As shown below, the simulation has five distinct phases.
How the simulation works
| Phase | Phase Description | Activities |
| 1 | Activation | Discussion 1
Video 1 |
| 2 | Comprehension | Reading 1
Video 2 Reading 2 Role Assignment / Role Preparation |
| 3 | Simulation | Role Play |
| 4 | Reflection | Debriefing Activity
Critical Reflections |
| 5 | Application | Letter to the Dean or Podcast |
You will gain several important skills as you participate in the simulation. These skills are sequenced from simple tasks such as defining and describing to more complex tasks such as synthesizing and evaluating.
After completing this simulation, you will be able to:
- recite statistics, facts, and opinions about energy access
- define key concepts relating to energy equity and access
- describe the central arguments supporting the international funding of electrification
- discover the impact of global support on local communities
- anticipate issues related to international support for energy equity
- support your stance on the topic of power equity
- evaluate the positions taken in the simulation
- persuade those who might disagree with you on energy equity issues
Phase 1: Activation
In this phase of the simulation, you will draw on your background knowledge of energy equity and access. This will help prepare you for the listening, reading, and research activities in Phase 2 of the simulation. It will also allow you to share your experiences and ideas with your classmates.
Discussion Activity 1
Work in a small group. Discuss the following questions and be ready to share your responses with the class.
- What sources of energy do you rely on in your daily life?
- Have you ever experienced a power outage? If yes, how did the outage impact your daily activities?
- How might limited access to electricity affect people’s lives?
- What are some factors that contribute to the unequal distribution of energy resources?
- If you could propose a solution for unequal access to electricity, what would it be, and why do you think it would work?
Listening Activity 1
Watch this video on the national grid and answer the following questions:
- Is the video about electricity in a developed or developing country?
- What is the national grid?
- What does the video mean by “net zero future”?
Phase 2: Comprehension
The purpose of this phase is to help you expand your knowledge of the debates around energy equity. You will read a text and watch a video about energy equity and energy justice. The video will provide you with insights into energy issues and set the stage for the upcoming activities. After reading a second text you will write a brief response to a prompt.
Reading Activity 1
Read this article on energy equity and answer the following questions:
- What is the current trend in the gap between energy transition progress in advanced economies versus developing economies?
- Explain the concept of energy equity. How does it relate to social justice?
- In paragraph 4, the article mentions a shift to focus on “energy security at the expense of equity”. What does such a shift mean?
- What challenges does the article suggest developing countries face due to the increase in energy prices, and how does it relate to the concept of energy equity?
- According to the report’s authors, what challenges and opportunities does energy transition present, particularly for vulnerable populations?
- What is the recommended focus for leaders to ensure an equitable transition?
Listening Activity 2
Watch this video on energy justice and answer the following questions:
- According to the speaker, what personal experiences in northern Ghana motivated her to study ways to slow down the human impact on climate?
- How does the speaker characterize the energy system, both globally and in the U.S.? Provide examples to support the characterization.
- What challenges do low-income households face in terms of energy bills, and how has the COVID-19 pandemic affected these challenges?
- Describe the potential drawbacks of certain clean energy policies, using solar energy subsidies as an example. How does the speaker critique these policies from an equity standpoint?
- What challenges and opportunities does the speaker highlight regarding the energy transition, particularly in terms of technology and policy?
- Explain the importance of community-engaged co-design in the context of planning for the energy system. Why does the speaker emphasize the involvement of marginalized communities in this process?
- What analogy does the speaker use from their experience on the Zambezi River, and how does it relate to the challenges posed by climate change and energy transition?
Reading Activity 2
Prompt: Based on the readings (1 & 2) and the video, provide a brief overview of the benefits of a more energy-equitable world (word limit: 150-200 words).
Phase 3: Simulation
In this phase, you will be given a role in a simulated discussion event (e.g., a 45-minute panel discussion). You must understand the context and your role to prepare for the role-playing.
The Context
Global Energy Summit is an annual international symposium where representatives from both developed and developing countries as well as international organizations come together to discuss the contentious issues related to energy at a global scale. The summit aims to find common ground and develop collaborative solutions that balance economic interests, environmental sustainability, and social equity.
Agenda: Should developed nations fund the electrification of the developing world?
Roles
You will be assigned a role to play in this phase of the simulation. There are five participant roles on each side of the debate and one moderator role.
Moderator: Chair of the Symposium
Your task is to introduce the issue at the beginning of the panel discussion, welcome the participants, and moderate the discussions. Allow every participant (role) about 3-5 minutes to talk and make sure that everyone gets a turn to express their opinion. Develop one question for each group’s presentation and ask the question after their presentations. The moderator role can be played by students or the instructor of the course.
Against International Funding
Role 1. Economist
Description
- Role Description: You are against allocating international funds to developing infrastructures in the developing world. You should first emphasize the importance of energy access; however, you argue that increased foreign aid does not lead to corresponding growth in the target countries. You believe foreign aid makes governments corrupt and weakens the relationship between a government and its people. Use details and examples from the following article and other possible sources to support your point: Why trying to help poor countries might actually hurt them
Role 2. Energy Corporation Executive
Description
- You are against international funding of global electrification. You believe that developed countries have problems with supplying power in their home country and funding. You should argue that governments in wealthy nations should prioritize energy security and power in their own countries. Use details and examples from the following article and other possible sources to support your stance: The Grid Isn’t Ready for the Renewable Revolution
Role 3. Government Representative from a Developing Nation
Description
- Role Description: You are against international funding for electrification since you are concerned about potential risks associated with dependence on foreign aid. You argue that states use aid to influence the behavior of recipient countries. The allocation or restriction of aid is driven by the strategic and commercial interests of donor countries, and both the granting and denial of aid serve as mechanisms to modify a recipient state’s behavior. You emphasize the need for autonomy of underdeveloped countries in energy planning. Use details and examples from the following article and other possible sources to support your stance:
Foreign Aid as Foreign Policy Tool
Role 4. Private Sector Representative
Description
- Role Description You are against international funding of governments in underdeveloped countries for electrification. You believe that the private sector plays an important role in the development of a country’s infrastructure and electricity distribution. You argue that international funding would damage the private sector by giving an advantage to governments. This could reduce competition in energy-related services, and create a governmental monopoly that leads to more costly energy for consumers. Use details and examples from the following article and other possible sources to support your stance:
Private versus public electricity distribution utilities: Are outcomes different for end-users?
Role 5. Researcher
Description
- You are against international funding for electrification. You oppose the idea that “if developed countries do not financially support the developing world, they will use fossil fuels to produce energy”. You argue that fuel-based energy is not cheaper than renewable energy and the idea that international funding will help prevent climate change is not necessarily correct. Use details and examples from the following Video and other possible sources to support your stance:
Video: The Biggest Lie About Renewable Energy
In Favor of International Funding
Role 6. Climate Expert
Description
- You are an expert in environmental policy and support the international funding of global electrification. You emphasize the importance of renewable energy in addressing climate change and achieving net-zero carbon emissions. You should argue that renewable energy sources help with the transition from fossil fuel reliance to cleaner energy sources to combat the climate crisis. You should also argue that if not internationally supported, developing countries will rely on producing energy using fossil fuels. Use details and examples from the following articles to support your stance:
Renewable energy and its importance for tackling climate change
Fossil fuel and environment
Role 7. Technology Strategist
Description
- You are a technology strategist and support the international funding of global electrification. You should discuss the challenges faced by emerging economies in achieving carbon reduction goals, particularly related to energy access, finance, and technology. You should argue that moving towards an energy-equitable world should happen early and such a transition needs financial and technological support from developed countries. You also believe that developed countries bear responsibility for the climate crisis and they should finance global empowerment with clean energy. Use details and examples from the following article and other possible sources to support your stance:
How Rich Countries Must Help Developing Economies Afford The Clean Energy Transition
Role 8. Social Advocate
Description
- You are a social activist who supports international funding of global electrification. You should discuss the benefits of energy efficiency, including cost savings, environmental impact, health improvements, and job creation. You should emphasize that energy equity is crucial for both economic relief, particularly for low-income households, and environmental sustainability. You should also highlight the role of equitable access to energy for social justice, advocating for supportive policies, and educating communities. Use details and examples from the following articles to support your stance: Energy Justice: Promoting Equity in Energy Access and Policies
Role 9. Government Diplomat from a Developed Nation
Description
- You are a diplomat, representing a developed nation that supports the international funding of global electrification. Discuss the importance of moving towards a more energy-equitable future for the world. You should also argue that financial support from wealthy nations would be beneficial for developing countries since it helps foster diplomatic relations and mutual economic interests. Use details and examples from the following article and other possible sources to support your stance:
What every American should know about US foreign aid
Role 10. Economist
Description
- You are an economist who supports the international funding of global electrification. You should argue that financial support from developed countries would lead to an increase in economic growth, job creation, and infrastructure development in the developing world. Use details and examples from the following article and other possible sources to support your stance:
Foreign Aid reduces poverty
Phase 4: Reflection
This Phase will serve as an opportunity for you to articulate your thoughts, emotions, and observations and share them with your classmates. This will promote critical thinking and help you identify areas for personal learning.
Debriefing Activity: In small groups, discuss the following questions. Be prepared to share your thoughts with the whole class.
- What did you think about the topic for this simulation? Were you already familiar with it?
- Was it easy or difficult to create an argument for your side of the issue? Why?
- What did you think of your role in the simulation? Did you personally agree or disagree with your role’s required stance on the issue?
Critical Reflection Activity
- Did any of the participants/ groups make particularly persuasive arguments? If so, which one/s? What made the arguments more persuasive?
- Did any of the participants/groups make arguments that you thought were weak? If so, what were the arguments? What made them weak?
- Which individual participant did you find the most knowledgeable / most persuasive in the role play? Why?
- Which group did you find most persuasive? Why?
Phase 5: Application
OPTION 1: Letter to policymakers
Prompt: Write an opinion letter to a policy-making advisory committee after hearing both sides of the arguments for and against allocating international funds to empower the developing world.
Prompt: Write an opinion letter to the chair of a policy-making advisory committee. State the extent to which you (dis)agree with the allocation of international funds for electrification of the developing countries. Make sure to include convincing arguments to support your opinion.
OPTION 2: A Social Media Infographic
Prompt: You aim to bring awareness to energy equity, its challenges, and possible solutions. Use short texts or paragraphs,, pictures, and other visual tools to create a post so that you can share it on a social media platform (e.g. Facebook).
References
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Apodaca, C. (2017, April 26). Foreign Aid as Foreign Policy Tool. POLITICS. https://oxfordre.com/politics/display/10.1093/acrefore/9780190228637.001.0001/acrefore-9780190228637-e-332
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Baker, E. (2021, May). Energy justice: who gets listened to? [Video]. TED. https://www.ted.com/talks/erin_baker_energy_justice_who_gets_listened_to/transcript
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Gray Group International (2024, March 20) Energy Justice: Promoting Equity in Energy Access and Policies. Retrieved on March 21, 2024, from https://www.graygroupintl.com/blog/energy-justice#:~:text=Energy%20justice%20is%20deeply%20intertwined,with%20energy%20production%20and%20consumption.
Iea.org (2022, April). Access to Electricity, SDG7 Data and Projection. Retrieved January 1, 2024, from https://www.iea.org/reports/sdg7-data-and-projections/access-to-electricity
Lotzof, K. (n.d.). Renewable energy and its importance for tackling climate change. Natural History Museum. https://www.nhm.ac.uk/discover/renewable-energy.html
National Grid UK (2023). What is National Grid? | What does National Grid do? [Video]. YouTube. https://www.youtube.com/watch?v=uBH5cwurXJY
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