Institute of Technology

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The Institute of Technology focuses on education, research, and innovation in engineering, technology, and applied sciences to support sustainable development.

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Start date: 2020End date: 2024

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    CUSTOMIZED INTERLINE POWER FLOW CONTROLLER FOR VOLTAGE PROFILE IMPROVEMENT AND POWER LOSS MINIMIZATION OF TRANSMISSION LINE (CASE STUDY: SOUTHERN REGION FROM SHASHEMENE TO BUKULUGUMA TRANSMISSION SYSTEM)
    (Hawassa University, 2024-03-21) ASRAT LEMMA
    An electrical system is a collection of components that are used to supply, transmit, and consume electricity. Transmission lines effectively transfer the electricity produced by different power plants. Nevertheless, the generated electricity is not entirely supplied to customers because of voltage drop and power loss. Uncontrolled bus voltage profile caused problems for industries that were developing quickly. Interline power flow controller (IPFC) is a type of flexible AC transmission system (FACTs) devices applicable to reduce power loss and enhance voltage profiles of the transmission networks from Shashemene to Bukuluguma transmission system. Load flow analysis on nine buses were performed by Newton Raphson load flow analysis technique using MATLAB R2016a. The analysis showed that out of nine buses four buses are out of voltage limit. On the system as a whole, there has been a loss of 8% real power and 10.42% MVAr reactive power, or 7.322MW and 4.530 MVAr, respectively. To minimize the loss problems, grey wolf optimization (GWO) techniques were proposed to search optimal place and size of interline power flow controller (IPFC), placed on bus 5, and sized 27MVAr. GWO techniques are compared with Antlion optimization, but GWO gives a good performance. After analysis data 4 buses bus number 4, 7, 8, and 9 are out of permissible values, the remaining buses are within acceptable limits. GWO techniques suggest implementing the lowest voltage stability index bus. After installing IPFC in optimal power flow place the network problem is improved by GWO 6.1% and ALO 3.9%, the lowest case voltage profile improved from 0.937pu to 0.978pu and 59.7% of active power and 40% of reactive power are saved. Finally, the reduction result suggest that the recommended approach is operative to regulate all buses voltage magnitudes within the NEC and IEEE permissible boundary and to minimize power loss considerably
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    TRANSMISSION LINE VOLTAGE PROFILE IMPROVEMENT AND POWER LOSS REDUCTION BY OPTIMAL PLACEMENT OF STATIC SYNCHRONOUS COMPENSATOR USING TEACHING LEARNING BASED ALGORITHMS
    (Hawassa University, 2022-03-18) Mulye Getu
    The power transmission system transports electric power generated at generation plant to distribution system. The increasing power demand of customers causes the power transmission system to become stressed when connected to distribution system. This leads to voltage instability and, further to, transmission power loss, which can lead to power system malfunction and system collapse. Most bus voltages are not within acceptable limits, and the voltage index of the buses indicates that the network is prone to voltage instability issues. The objective of this thesis is to determine the best placement for a static synchronous compensator (STATCOM), which is one of the Flexible AC Transmission Systems (FACTS) devices, on the Alaba to Bukuluguma Transmission System network to minimize transmission line loss, improve voltage profile, and enhance power transfer capacity. The power flow analysis by Newton Raphson algorithm in MATLAB environment is used and Teaching Learning-based optimization techniques (TLBO) are adopted for optimal sizing and location of the device. The obtained results were compared to those reported in the literature for conventional optimization techniques. The optimal location and size of STATCOM for the Alaba to Bukuluguma transmission network were identified using the genetic algorithm (GA) and particle swarm optimization (PSO) methods accordingly, 25.8MVar at bus 6 and 25.5 MVar, at bus 5 respectively. According to the TLBO technique, bus 4 with 25MVar is the best placement and size of STATCOM in the network. The TLBO approach, as previously indicated, performs better in terms of reducing real and reactive power losses. The test system's real power loss reduction is 39.8 percent, while the reactive power loss reduction is 49.3 percent. In addition, the worst-case minimum voltage level has been enhanced from 0.878pu to 0.953pu. STATCOM control is established in this study utilizing artificial intelligence (AI) and an artificial neural network (ANN), which is based on TLBO's optimal values. In general, simulation results demonstrate that the suggested approach is effective in keeping all bus voltage magnitudes within the IEEE permissible limit while also drastically reducing power losses.
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    OPTIMAL CO-ORDINATION SYSTEM FOR OVER CURRENT, &EARTH FAULT PROTECTION RELAYS IN SEBETA-I SUBSTATION BY USING WHALE OPTIMIZATION ALGORITHM
    (Hawassa University, 2024-04-27) Alem Niguse
    Protection and coordination of substation system networks is one of the most substantial issues in power systems. Over-current, earth fault relays, and differential protection are the systems’ most commonly used protective relays. The coordination of inverse time over-current relays is formulated as a linear programming problem. The optimization technique aims to minimize the relays’ time dial settings (TDS). The settings for this type of relay can be categorized into two current and time settings. The most significant variable in the optimal coordination of over current relays is the time multiplier setting (TMS). Protective relays are essential devices for electrical power protection systems. The choice of protection devices depends on the type and rating of the protected equipment. The primary function of the relay is to clear fault current flowing through the system at faults that have occurred in the protective line. This thesis focuses on optimal over-current, earth fault, and differential protection coordination schemes for the Sebeta-1 substations. The voltage level of this substation is 132KV, and it has eight low-voltage outgoing lines, two incoming feeders, two incoming power transformers, and two 132KV incoming lines. This substation system network is one of the oldest and most important substation system networks in Ethiopia’s electric power Addis Ababa region, and also the maximum load of the city is connected from this substation. However, their coordination is not properly coordinated, and networks based on this improper coordination, interruption of power is frequently a phenomenon in the network. The main reasons are the system is saturated, the network system is old, there is a short circuit current, an earth fault, overloading, and also improper coordination and protection of the distribution network. When faults occur in one line, they create a high over-current. Due to the higher load, more of the network lines are out of service due to faults in some parts of the network. Clearly, in this case, the number of interrupted customers rises, and accordingly, the power quality decays. From analyzing the obtained results, it has been found that the whale optimization technique provides the most globally optimum solutions at a faster convergence speed. This algorithm finds the best solutions out of all optimization solutions. Using MATLAB programming gets the best optimization results
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    Impact of Distributed Generation on Distribution Network Protection scheme and Adaptive Protection Coordination using Harris’ Hawks Optimization
    (Hawassa University, 2022-12-27) ABENEZER KASSA USAMO
    The Modern Power System which has grown both in size and complexity, that means requires fast, accurate and reliable Protective schemes for protecting major equipment’s and to maintain system stability and reliability. Distribution networks are evolving into active meshed networks with bidirectional power flow as the penetration of distributed generation (DG) sources is increasing. Interconnecting DG to an existing distribution system provides various benefits to several entities as for example the owner, utility, and the final user. DG provides an enhanced power quality, higher reliability of the distribution system and can peak shaves and fill valleys. Penetration of a DG into an existing distribution system has many impacts on the system, with the power system protection being one of the major issues. This necessitates the use of directional relaying schemes in these emerging active distribution networks. However, conventional directional overcurrent (OC) protection will not be adequate to protect these networks against the stochastic nature of DGs and the changing network architectures. Hence, this study proposes an adaptive directional overcurrent relay algorithm that determines optimal protection settings according to varying fault currents and paths induced by the DGs in active meshed distribution networks. Location and technology of the DG sources are changed to study the effect that these changes may have on the coordination of protective directional over-current relays (DOCR). Results are compared to that of the normal case to investigate the impact of the DG on the short circuit currents flowing through different branches of the network to deduce the effect on protective devices. This study presents an adaptive protection coordination scheme for optimal coordination of DOCRs in interconnected power networks with the impact of DG. The used coordination technique is the Harris Hawks Optimization (HHO), selected due to adaptive & time-varying parameters allows HHO to handle difficulties of search including local optimal solution, multi modality & deceptive optima. Adaptive relaying describes protection schemes that adjust settings and/or logic of operations based on the prevailing conditions of the system. These adjustments can help to avoid relay miss-operation. Adjustments could include, but are not limited to, the logging of data for post-mortem analysis, communication throughout the system, as well changing relay parameters. Several concepts will be discussed, one of which will be implemented to prove the value of the new tools available. The optimal coordination of DOCR is find by with MATLAB code using HHO technique and the adaptive protection scheme model will develop in DIgSILENT/Power Factory. The results validate the ability of the proposed protection scheme to capture the uncertainties of the DGs and determine optimal protection settings, while ensuring minimal operating time
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    Implementation Challenge of School Management Information System (SMIS): (the Case of Alem-Gebeya Town Public Secondary School) Thesis submitted to the Department of Information Technology in partial fulfillment of MSc, in Information Technology
    (Hawassa University, 2024-04-17) WABELA KEMAL
    The study helps to investigated the factors those contributed to the implementation challenge of the School Management Information System (SMIS) technology the case of Alem-Gebeya Town Public Secondary school. The produced & distributed the equipment of the innovative School Management Information Systems’ (SMIS) technological tool has been in-placed at the Alem Gebeya Town Public Secondary school, however it has disservice in the peripheral area, and due to this automating school’s daily activities have been difficulty problem in the peripheral area. The theoretical parts of the study aimed at gaining information about Personal, Internal, and External related socio-economic factors that contributing to the implementation challenges of the automated system, to identify associated effects in the study area. The selected School survey study required in the study area in order answered the following the three research questions:- (1) what are the sources of contributing factors to the implementation challenge of School Management Information System (SMIS)?; (2) How to determine the influences of factors that contributed to the implementation challenge of School Management Information System (SMIS)? and (3) how to investigate the influences of factors to address the challenges in the study area? The study adopted descriptive survey and employed both Quantitative & Qualitative research methods. In the actual research survey in probability sampling selection approach the researcher used simple random and purposive sampling techniques to administer questionnaire to each sampled respondents. Accordingly noted by (Kothari’s) determination of sample size formula 46 respondents were chosen from the total 66 academic and administrative staffs in the selected school. The researcher used questionnaires, interviews and observation as Data collection tools and techniques. The collected data were analyses on the use of Statistical Package for Social Science (SPSS-27.0.1) application soft ware tool on the descriptive statistics techniques like mean, standard deviation, frequency and percentages. The background of the respondents’ information presented within tabular frequency and percentage. The results of the study shown Personal, Internal, and External related socio-economic factors and the respondents’ demographical factors influenced the implementation of the automated School Management Information System (SMIS) technology in the study area. Due to this, most common mode of the school works on manual-based, which is inefficient and ineffective in the selected school. The study recommended:- the secondary school’ academic and administrative staffs should take concrete corrections on their poor perceptions toward easefulness, usefulness and availableness of the automated SMIS system. Schools should know the produced the SMIS technology surely has not usability issues (problems) on the school works, which means it is trust full for any school’s task management procedures. The automated SMIS technology would have required attempter school. Hence, the school should attempt to implement it in their task management procedures. Schools should take concrete corrections regard reporting data through using the automated SMIS technology will punish our school’s political situation (hint: finance audit, students dropout, pass & fail, bureaucratic). In addition, officials and schools should establish organized the SMIS teams/committees in school level up to officials in the study area
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    CHALLENGES OF ICT INTEGRATION IN ETHIOPIAN SECONDARY SCHOOLS: THE CASE OF GURAGE ZONE ENOR WOREDA SECONDARY SCHOOLS
    (Hawassa University, 2024-10-25) TILAHUN GERESSU
    This research explores the challenges of Information and Communication Technology integration in ethiopian secondary schools. Utilizing both qualitative and quantitative approaches, data was collected through interviews, questionnaires, and observations to provide a comprehensive understanding of the difficulties faced by students and teachers. The study highlights several major findings. Students in rural areas often exhibit limited practical ICT skills due to a lack of hands-on learning opportunities, inadequate access to functional ICT tools, and insufficient exposure to real-world applications. Confidence in using ICT is low, largely because of outdated or malfunctioning equipment and a lack of consistent teacher support. Significant gaps in digital literacy were also found, particularly in software use, online study, and digital safety. The study further identifies several infrastructure-related challenges, such as limited ICT equipment, poor internet connectivity, frequent power outages, and inadequate teacher training in ICT. In conclusion, ICT integration in rural secondary schools is hindered by a range of factors, including financial constraints, cultural barriers, and low student motivation. The research recommends increased investment in ICT infrastructure, teacher training, and digital literacy programs. Addressing financial and infrastructural limitations through government and NGO support, enhancing community awareness, and developing localized digital content are also suggested as strategies for improving ICT integration. These measures, coupled with alternative power solutions and curriculum revisions, aim to foster an environment where students can effectively engage with technology, contributing to the overall socio-economic development of rural communities
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    ASSESSING TEACHER’S EXPERIENCE ON THE USE ICT TO FACILITATE TEACHING IN SECONDARY SCHOOLS IN ETHIOPIA
    (Hawassa University, 2024-10-23) MUSA AMAN
    In both our everyday lives and our educational system, information and communication technology, or ICT, is becoming more and more crucial for sustainable growth. As a result, educational institutions are under increasing pressure to incorporate and use ICT to improve the teaching and learning process and give students the skills they need to succeed in the twenty-first century. The process of collecting, generating, processing, and storing information through the use of hardware, software, the internet, and the global system of mobile communications (GSM) is known as information and communications technology (ICT). This study aims to evaluate teachers' perceptions on "teachers' experience on the use of ICT to facilitate teaching in secondary schools: in case of Ginnir Woreda secondary schools." Dello Sebro, Elbuko, Akasha, and Kara Ifa Boru secondary schools in the Oromia region of Ginnir Woreda were the study sites for this study, which used a descriptive analysis approach as its research design. There were 143 people in the study's overall population, and 115 people made up the sample size, which included 9 interviews chosen by deliberate sampling and 111 teachers chosen through basic random sampling. Here, 31 questionnaire questions for 115 teachers and 4 interview questions for 9 interviewees were utilized to gather data from the respondents. Descriptive analysis and the SPSS software program were then used as the data analysis technique. The majority of the responses obtained from the three tools indicate that teachers lacked ICT skills and expertise. In this instance, the effective use of ICT in teaching was the dependent variable, and the independent variables were behavioral intention to use, support, and professional development; perceived ease of use of ICT in teaching; perceived usefulness of ICT; barriers that prevent ICT from being used in teaching; and attitudes toward using ICT in teaching. The intention of each individual to adopt new technology has been influenced by the six variables listed. According to the study, there are time limits, technological problems, training and support requirements, and a lack of resources. The study finds that lack of ICT training, insufficient ICT resources, and inaccessibility and unavailability of ICT resources are frequent obstacles that prevent teachers from utilizing ICT to support teaching and learning. The statistical software known as SPSS tools was used to analyze the data.
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    The Role of Continuous Professional Development (CPD) for ICT Training and Perception of Secondary Schools Teachers for ICT Adoption for Teaching and Learning in Case of Gedeo Zone, Wenago Wereda
    (Hawassa University, 2024-12-21) Merhatsidk Nekatibeb
    This study was explored the significance of Continuous Professional Development (CPD) in enhancing ICT training among secondary school teachers in the Gedeo Zone, Wenago Wereda. The study utilized a mixed-methods approach, combining quantitative and qualitative data through a sequential explanatory design. Research was conducted in three secondary schools in the Wonago, Sokicha, and Hase Haro areas of South Ethiopia, Gedeo Zone, focusing on teachers involved in CPD programs. The total population for this study comprised 165 individuals, with a sample size of 90 participants determined using the Yamane formula. Respondents were selected through simple random sampling, and data collection involved structured surveys and semi-structured interviews to capture teachers' attitudes towards CPD and ICT integration. Quantitative data were analyzed using the statistical package for social science (SPSS) version 20.0, utilizing descriptive statistical techniques such as frequencies and percentages. Data were presented in tables and diagrams, while qualitative data were conveyed in narrative format. The analysis integrated descriptive statistics and thematic analysis to provide a comprehensive understanding of the challenges teachers faced in ICT adoption. This study was explored the significance of Continuous Professional Development (CPD) in enhancing ICT training among secondary school teachers in the Gedeo Zone, Wenago Wereda, emphasizing the crucial role of Continuous Professional Development (CPD) for teachers. Despite a significant recognition of CPD's importance—69.1% of teachers acknowledged its necessity for improving ICT skills and 81.5% recognized its role in enhancing teaching techniques—an alarming 98.8% reported having received no formal ICT training. This gap highlighted systemic barriers, including a lack of resources, insufficient motivational support, and time constraints, which hindered effective CPD implementation. Theoretical frameworks such as Andragogy, Transformative Learning Theory, and Communities of Practice underscored the need for tailored CPD programs that addressed the specific challenges faced by educators. While teachers expressed enthusiasm for ICT, they often resisted adoption due to inadequate training and support. Empirical evidence revealed a disconnect between training and practical ICT integration, with only 2.5% of teachers utilizing learning web portals, indicating minimal engagement with digital resources. The findings emphasized the necessity for CPD initiatives to focus on developing technical skills and fostering a collaborative culture among teachers. Despite recognizing CPD's potential to improve perceptions of ICT, significant challenges remained due to resource limitations and disparities in access across regions. Moreover, the absence of robust monitoring and evaluation mechanisms hindered the assessment of CPD initiatives' impact. Qualitative feedback from school principals highlighted the transformative potential of well structured CPD programs in boosting teachers' confidence and knowledge in ICT. Establishing Professional Learning Communities could facilitate the sharing of strategies and experiences, promoting continuous improvement in teaching practices. To address these challenges, the study recommends developing tailored CPD programs focused on relevant ICT skills, enhancing resource allocation, and providing formal ICT training. Establishing Professional Learning Communities can foster collaboration among educators, while implementing robust monitoring and evaluation mechanisms will ensure CPD effectiveness. By prioritizing these initiatives, Wenago Schools can significantly improve ICT integration and educational outcomes for students.
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    INTEGRATING MOBILE LEARNING TO ENHANCE STUDENT ICT DIGITAL SKILL IN RURAL HIGH SCHOOLS IN ETHIOPIA: (CASE OF GOLOLCHA WOREDA SECONDARY SCHOOLS)
    (Hawassa University, 2024-10-22) Ketema Sime
    There is growing recognition of the benefits of using ICT to enhance instruction and learning. Information technologies have advanced tremendously in the modern era, increasing interest in using technology to suit human needs. In the past, the use of technical devices was confined to a certain region or environment; however, in more recent times, these locations and environments have acquired their own specialties, and mobile phone usage has increased significantly, even in rural areas of the nation. A single device in the palm of one's hand may now access an ever-expanding range of information thanks to mobile technology. Cell phones, smartphones, palmtops, and handheld computers are common examples of devices used for mobile learning; tablet PCs, laptops, and personal media players can also be included in this category. The term "mobile learning" (M-Learning) describes the use of wireless or mobile devices for learning while on the go or wherever you go. to close the current technological divide in education, particularly in poor nations like Ethiopia. Problems with inadequate ICT infrastructure in Ethiopian rural high schools include a shortage of computers, computer labs, internet connectivity, and electricity. Both the study's selected secondary schools and Ethiopian rural secondary schools in general had these problems. Therefore, the primary goals of the study were to improve the educational process and create a model for incorporating M-learning to increase students' ICT digital skills in rural secondary schools. The Gololcha woreda secondary school served as the study location, and a descriptive analytic approach was chosen as the research strategy. Specifically: Temamo, Dinsa, and Gololcha Secondary School, situated in the Oromia region's east Bale zone. There were 515 people in the study's overall population, and there were 216 responses, or 216 pupils chosen by simple random sampling and 24 interview subjects chosen by deliberate sampling. Here, 32 questionnaire questions for 216 students, interview questions for 6 interviewees, and four observation criteria were used to gather data from the respondents. Descriptive analysis and the SPSS 27 software package were then used as the data analysis mechanism. The majority of results obtained from the three instruments indicate that rural secondary schools lacked ICT digital skills. In this instance, the dependent variable was actual use of mobile learning, behavioral intention to use is intermediate variable and the independent factors were perceived usefulness, perceived ease of use and facilitating conditions. Individuals' intentions to use new technology have been influenced by the five factors stated. The main conclusions were that there was a lack of focus on enhancing ICT digital skills in rural secondary schools, as well as a deficiency in the way ICT resources were positioned and students' skill development was lacking
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    ICT ADOPTION IN SELECTED SECONDARY SCHOOLS OF SIDAMA REGION FOR ENHANCED TEACHING AND LEARNING PROCESS
    (Hawassa University, 2022-10-24) GEMEDA YACHISO
    Information and Communication Technology (ICT) is becoming increasingly important for sustainable development, in our daily lives and in our educational system. Therefore, there is a growing demand on educational institutions to integrate and use ICT for enhancing the teaching and learning process and for the students to acquire the necessary skills in this 21st century. ICT is the process of gathering, creating, processing, and storage of information by using hardware, software, as well as the internet and global system of mobile communication (GSM). Realizing the effect of ICT on the workplace and everyday life, today’s educational institutions try to restructure their educational curriculum and classroom facilities, in order to bridge the existing technology gap in teaching and learning especially in developing countries like Ethiopia .There exists problems in the inadequacy of exploiting ICT in secondary schools such as lack of the requisite skills and interest of the most teachers as well as lack of active participation IT skill use of student were the widely observed problems in Ethiopia in general and in selected secondary school of this study. Hence, in order investigate the practical weakness and strength of the teaching learning process of ICT class enforced to develop a model for improving the process of ICT adoption for the teaching and learning process. Specifically, the objective of this study was focused on examining ICT adoption in selected secondary schools in Sidama region. The research design selected for this study is a descriptive analysis approach and the study areas of this research were Aletawondo, Gordama, and hula secondary schools located in Sidama region. The total population of the study was 1120 individuals and the sample size was 287 respondent i.e. 280 students selected using simple random sampling technique and 18 interviewees were selected using purposeful sampling method. Here, in order to collect data from the respondents, 40 questions of the questionnaire for 280 students, and 7 interview questions for 18 interviewees and 5 observation criteria were used. Then the data analysis mechanism was by using SPSS software package, and descriptive analysis. Majority of the responses gathered from the three tools shows that there was lack of knowledge and skill of ICT teachers. In this case, level of effectiveness of ICT adoption use, perceived benefits of using ICT, factors affecting ICT adoption, readiness and interest as well as IT Skills were the independent variables while ICT adoption teaching and learning process was the dependent variable. Five mentioned variables have influenced on the individual intention to use new technology. The result shows that there was highly unsatisfied in their learning and using ICT. The lack of attention to improve ICT adoption in the school and they exists weakness on the position of ICT resources and poor in developing skill students were the major findings