catalogue of sources of employment
Transcripción
catalogue of sources of employment
GREEN SKILLS – INDEX OF CONTENTS CATALOGUE OF SOURCES OF EMPLOYMENT Project number: V/P 2013/010/020 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained there in. Project number V/P 2013/010/020 Page 1 GREEN SKILLS – INDEX OF CONTENTS INDEX OF CONTENTS 1 2 INTRODUCTION ..................................................................................................................... 2 1.1 9 facts you should know about Connecting People for Green Skills ............................. 2 1.2 Catalogue of sources of employment ............................................................................ 4 ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS.................. 6 2.1 Synthesis Report: The Green Jobs in Construction sector experiences in Europe ........ 8 2.1.1 Introduction .............................................................................................................. 8 Objectives ............................................................................................................ 8 Scope of the review. ............................................................................................ 9 2.1.2 Country report ........................................................................................................ 10 Fact sheets ......................................................................................................... 10 Cyprus .......................................................................................................................... 10 Denmark ...................................................................................................................... 11 Lithuania ...................................................................................................................... 12 Poland .......................................................................................................................... 13 Spain ............................................................................................................................ 14 Key conclusion with relation to Europe............................................................. 15 Employment rate. ........................................................................................................ 16 Unemployment rate. ................................................................................................... 17 Economic sectors. ........................................................................................................ 18 2.1.3 Construction sector ................................................................................................ 20 Fact sheets ......................................................................................................... 20 Cyprus .......................................................................................................................... 20 Denmark ...................................................................................................................... 29 Lithuania ...................................................................................................................... 31 Poland .......................................................................................................................... 35 Spain ............................................................................................................................ 42 Key conclusion with relation to Europe............................................................. 52 2.1.4 Sustainability, environment and construction ....................................................... 55 Cyprus .......................................................................................................................... 57 Project number V/P 2013/010/020 Page 2 GREEN SKILLS – INDEX OF CONTENTS Denmark ...................................................................................................................... 66 Lithuania ...................................................................................................................... 73 Poland .......................................................................................................................... 80 Spain ............................................................................................................................ 86 2.1.5 Detect employment opportunities ......................................................................... 90 New jobs opportunities. .................................................................................... 90 Cyprus .......................................................................................................................... 90 Denmark ...................................................................................................................... 92 Lithuania ...................................................................................................................... 93 Poland .......................................................................................................................... 93 Spain ............................................................................................................................ 94 Catalogue of job opportunities in the construction sector. .............................. 96 2.1.6 Surveys .................................................................................................................... 98 2.1.7 Bibliography .......................................................................................................... 115 3 CATALOGUE OF JOB OFFERS ............................................................................................. 120 4 TECHNOLOGICAL PLATFORM (WP4) ................................................................................. 123 5 USER GUIDE ....................................................................................................................... 125 5.1 About Green Skills Platform ....................................................................................... 125 5.2 Technical requirements ............................................................................................. 125 5.3 Homepage .................................................................................................................. 125 5.4 Registration steps ...................................................................................................... 126 5.5 Logging in ................................................................................................................... 127 5.6 Reminding password.................................................................................................. 127 5.7 Adding job offer ......................................................................................................... 128 5.8 Adding job profile ...................................................................................................... 130 5.9 Browsing job offers .................................................................................................... 131 5.10 Browsing job profiles ................................................................................................. 133 5.11 Course enrolment ...................................................................................................... 134 5.12 Course navigation ...................................................................................................... 134 5.13 Further support.......................................................................................................... 135 Project number V/P 2013/010/020 Page 3 GREEN SKILLS – INDEX OF CONTENTS 6 INTRODUCTION TO SKILLS PROFILE (WP5) ....................................................................... 137 7 SKILLS PROFILE (WP5) ....................................................................................................... 140 8 TRAINING PART ................................................................................................................. 147 9 EDUCATIONAL GUIDE ........................................................................................................ 151 9.1 Introduction ............................................................................................................... 151 9.1.1 Project description................................................................................................ 151 9.1.2 General aims and objectives................................................................................. 151 9.1.3 Education specific aims and objectives ................................................................ 151 9.1.4 Roles of trainings, expected results ...................................................................... 152 9.2 General objective ....................................................................................................... 152 9.2.1 General data on the pilots .................................................................................... 152 9.2.2 Profiles .................................................................................................................. 152 9.2.3 Hard profile ........................................................................................................... 152 9.2.4 Soft profile ............................................................................................................ 153 9.2.5 Matching profiles .................................................................................................. 153 9.3 Specific objectives...................................................................................................... 153 9.3.1 Layers of training .................................................................................................. 153 9.3.2 Cross-cutting level ................................................................................................ 153 9.3.3 Specific training level ............................................................................................ 154 9.4 Scope of action .......................................................................................................... 154 9.4.1 Participating countries and organizations ............................................................ 154 9.4.2 Role of organizations ............................................................................................ 155 9.4.3 Expectations ......................................................................................................... 155 9.5 Target public and prior knowledge ............................................................................ 155 9.5.1 Target audience .................................................................................................... 155 9.5.2 Adult learners ....................................................................................................... 156 9.5.3 Prior knowledge .................................................................................................... 158 9.6 Profile of trainer......................................................................................................... 158 9.6.1 Supporting materials ............................................................................................ 158 9.6.2 Expectations ......................................................................................................... 159 9.7 Structure and content................................................................................................ 160 9.7.1 Proposed content distribution – modules ............................................................ 160 Presence-based trainings ........................................................................................... 161 Project number V/P 2013/010/020 Page 4 GREEN SKILLS – INDEX OF CONTENTS Webinars .................................................................................................................... 161 Excercises ................................................................................................................... 161 Visits ........................................................................................................................... 162 9.7.2 Structure of individual training courses ............................................................... 162 9.7.3 Analyses ................................................................................................................ 162 Needs analysis............................................................................................................ 162 Target audience analysis............................................................................................ 162 9.7.4 Task and topic analysis ......................................................................................... 162 9.7.5 Design ................................................................................................................... 163 Defining learning objectives ...................................................................................... 163 Defining the course sequence ................................................................................... 163 9.7.6 Development ........................................................................................................ 164 Course content........................................................................................................... 164 9.8 Course format and duration ...................................................................................... 165 9.8.1 General guidelines for implementing the courses ............................................... 165 9.8.2 Face-to-face education ......................................................................................... 165 Specific characteristics ............................................................................................... 165 Advantages ................................................................................................................ 165 Disadvantages ............................................................................................................ 166 9.8.3 e-learning .............................................................................................................. 166 Specific characteristics ............................................................................................... 166 Advantages ................................................................................................................ 166 Disadvantages ............................................................................................................ 166 9.8.4 Practices/visits ...................................................................................................... 166 Advantages ................................................................................................................ 166 Disadvantages ............................................................................................................ 166 9.8.5 9.9 Duration ................................................................................................................ 166 Methodology ............................................................................................................. 168 9.9.1 Presentations and lectures ................................................................................... 168 9.9.2 E-learning course .................................................................................................. 169 Passive online courses ............................................................................................... 169 Project number V/P 2013/010/020 Page 5 GREEN SKILLS – INDEX OF CONTENTS Active online courses ................................................................................................. 169 9.9.3 Case studies and “Show and tell” by the participants, discussion panels ............ 169 9.9.4 Reading material ................................................................................................... 170 9.9.5 Group work ........................................................................................................... 170 Working session ......................................................................................................... 170 9.9.6 9.10 Instructional methods .......................................................................................... 171 Monitoring and evaluation ........................................................................................ 173 9.10.1 Photos .............................................................................................................. 173 9.10.2 List of attendees .............................................................................................. 173 9.10.3 Defining the evaluation strategy ..................................................................... 173 9.11 Certification or accreditation ..................................................................................... 174 9.12 Bibliography ............................................................................................................... 175 9.13 Annex I - Questionnaire quality / Questionnaire fields of interest ........................... 176 9.14 Annex II - Green Skills Training - Evaluation questionnaire ....................................... 177 10 PARTNERS’ CORPORATE INFORMATION ........................................................................... 271 10.1 Pacto Territorial para el Empleo de la Ribera ............................................................ 271 10.2 Instituto Valenciano de la Edificación ........................................................................ 271 10.3 Federación Valenciana de Empresarios de la Construcción ...................................... 272 10.4 Polish Association of Construction Employers .......................................................... 272 10.5 Danmar Computers LTD............................................................................................. 272 10.6 Vilnius Builders Training Centre ................................................................................. 273 10.7 European Office of Cyprus ......................................................................................... 273 10.8 GATE 21...................................................................................................................... 274 Project number V/P 2013/010/020 Page 6 GREEN SKILLS – INTRODUCTION INTRODUCTION Project number V/P 2013/010/020 Page 1 GREEN SKILLS – INTRODUCTION 1 INTRODUCTION 1.1 9 facts you should know about Connecting People for Green Skills 1. Connecting People for Green Skills (Green Skills project) is an initiative supported by the 2. 3. 4. 5. European Commission (EC) to foster a less polluting model of activity in the construction sector through employment. How are we doing this? By retraining, upgrading and specializing the workforce who will have a leading role in this change. The transformation of the current building model is one of EC’s policy priorities and the subject of a new EU regulation. The double thrust, political and legal, will favour construction and rehabilitation projects that meet strict sustainability criteria. The proliferation of such 'green' construction projects will result in a new bank of specialized employment opportunities (green jobs) in both levels of workers, technicians with university degrees and vocational training operators. We reached these conclusions after an analysis of the sector, a report of good practices in sustainable building and a study on the employment prospects in this field of activity in 5 EU countries, Spain, Poland, Lithuania, Denmark and Cyprus; the project partners. The 'green skills' are the abilities and/or professional skills demanded by these new jobs in construction. The change has begun to be felt timidly and in the labour market and is likely to gain strength in the short and medium term, in parallel with the development of a new regulation. The partners of the Green Skills project have made a compilation of these jobs (Catalogue of Job Offers) and a study of the skills or competencies required (Skills Profile File) for the labour market. Both reports can perform also in the way of updated guides to draw job placement paths towards these new specialities and job opportunities. The term ‘green skills’ is often related to novel skills whose training in not yet collect in official study plans. Because of this, 'Green Skills' project has conducted a program of 30 Educational Guides and 12 free pilot courses across Europe on these specializations. Project number V/P 2013/010/020 Page 2 GREEN SKILLS – INTRODUCTION 6. To process all the information and draw the conclusions that have brought us this far, the project partners have created committees of multidisciplinary experts in the five participating countries. One of his most repeated findings is that the workforce is not enough trained to undertake the change of model, although it is very permeable to retraining, as evidenced by our assessment of the workers skills (List of Skills). 7. Construction companies will increasingly need more workers with these skills to meet the requirements of the next building model. And in parallel, the worker able to dominate any of these areas, specializations or skills will surely increase its attractiveness for the labour market and thus his/her employability and the possibilities of a job improvement. In Connecting People for Green Skills we want to make life easier for workers and companies, and therefore we have also developed a job platform to seek vacancies and candidates specialized in 'green skills'. 8. The project and its results have been presented at international forums of great strategic impact, such as the EU Sustainable Energy Week (EUSEW) or the European Week of the Regions and Cities (Brussels’ Open Days). In addition, Connecting People for Green Skills partners presented the project to the European authorities in a Final Conference which took place the 1st of March at the EU Committee of the Regions. This dissemination effort has been combined with seminars, conferences and events that each partner has made in their respective countries with the will to reach the greatest number of potential beneficiaries and, in parallel, build alliances to ensure the continuity of Green Skills project. The last news and current events of the project can be followed through our web, social networks (Facebook, twitter) and regular newsletters. 9. But ... Who are we? And why do we do this? Connecting People for Green Skills is an international project co-funded by the 'Progress' programme for Social Innovation of the European Commission. Eight partners from five European countries have joined an international consortium to implement the project guidelines, which is coordinated from Alzira (Spain) by the Territorial Pact for Employment in la Ribera (PATER). The other partners, all with a solid background in the construction sector, and training or employment areas are: (ES) Valencian Institute of Building (IVE), (ES) Valencian Federation of Construction Entrepreneurs (FEVEC), (PL) Polish Association of Construction Industry Employers (PZPB), (LT) Vilnius Builders Training Centre (VSRC), (PL) Danmar Computers, (DK) Gate 21 and (CY) the European Office of Cyprus (EOC). These partners develop the assigned parts of the project with the intention of obtaining solutions for the construction sector at European level that could be later on applied in their respective countries. The project began in October 2014 and will end in March 2016. Project number V/P 2013/010/020 Page 3 GREEN SKILLS – INTRODUCTION 1.2 Catalogue of sources of employment On the following pages you might find a selection of the outputs obtained as a result of the research of the project Connecting People for Green Skills (Green Skills). This initiative, which is supported by the European Commission’s Progress programme, aims to promote an improvement in the employability of the construction sector professionals and help the recycling of this work force towards a more sustainable and energy efficient new building sector. The materials finally included in this compilation have been chosen regarding the aforementioned objectives, considering that they can contain relevant and/or updated information to guide construction professionals in their professional career, either directly or through intermediaries, such as employment services, job placement entities, trade unions, training centres, administrations, etc. I this Catalogue of Sources of Employment it is possible to consult, among other documents: An updated map of the construction sector situation in Europe. A list with job prospects upon the potential construction employment in the EU in the medium and long term. A catalogue of current job opportunities in sustainable construction, along with the capabilities and training demanded. The path to access a new search engine specialized in candidates with 'green skills' and job offers that demand these kind of skills. 30 educational guides with a training map to develop specific learning programmes for each of the specialties identified in the project, due to its high potential for labour demand. These documents have been obtained in the course of the investigations carried out by the partners of the Green Skills project in the five participating countries -Spain, Denmark, Poland, Lithuania and Cyprus- in the period from October 2014 to March 2016. These materials are free of copyright on condition of quoting the authors; in this case, Connecting People for Green Skills© project. Project number V/P 2013/010/020 Page 4 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Project number V/P 2013/010/020 Page 5 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 2 ANALYSIS OF THE CONSTRUCTION & CATALOGUE OF JOB PROSPECTS SECTOR Connecting People for Green Skills produced two reports in its early stage. Both were conceived with the idea to map an initial updated diagnosis on the construction sector situation in the 5 participant countries, in order to guide the future steps of the project. These documents are a (1) the ‘Synthesis report: The Green Jobs in Construction Sector. Experiences in Europe’ and (2) the ‘Catalogue of Job Opportunities’. Both were produced in the work-package 3 (WP3). The WP3 was the first moment when the partners started to research and evaluate the construction sector and the green skills. During this first part of the project, partners have done a RESEARCH – EVALUATION – INITIAL DIAGNOSIS of the construction sector in each partner country; we also have identified the best practices in this sector according sustainable criteria and a diagnosis of workers situations. This analysis and evaluation allowed us to detect employment opportunities in the construction sector based on new sustainable construction business models. TASKS DONE: 1. NATIONAL RESEARCH These documents evaluate economical aspects, employment rates, the construction sector after the crisis, etc. In total we have obtained 5 researches, one per each partner country. 2. SELECTION OF BEST PRACTICES in sustainability, energy efficiency and reduced environmental impact done in each partner country. 3. SURVEYS Once the information was collected (NATIONAL RESEARCH AND SURVEYS) we wanted to compare it with the feelings of the companies from construction sector and the employment agencies. DOCUMENTS OBTAINED: 1. Synthesis Report The first one was the SYNTHESIS REPORT, which is a document that includes all the information of the 5 research, the surveys and the best practices. Project number V/P 2013/010/020 Page 6 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS This report gives an overall vision of the construction sector with a focus on sustainability and green skills. 2. CATALOGUE OF NEW JOB OPPORTUNITIES The main objective of this document is to publicize the conclusions drawn after the completion of national research carried out in Cyprus, Denmark, Lithuania, Poland and Spain and the sector trends. The results have led to the extraction of 21 new possible job opportunities The selection here is carried out only in a preliminary nature, and is done with the objective of obtaining the best keys to produce the following documents and perform the activities under the project in order to achieve the ultimate goal. This document is divided between 3 points, all the job found were classified between 3 categories. These categories are: 1. Specialists in installation and maintenance of new processes and technologies to use energy, water, application of bioclimatic criteria in construction, waterproofing systems and insulation, etc. of new housing and existing housing park. 2. Consulting services on the implementation of new technologies to achieve energy efficient buildings. 3. Expert audit, certification and quality control. Project number V/P 2013/010/020 Page 7 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 2.1 Synthesis Report: The Green Jobs in Construction sector experiences in Europe 2.1.1 Introduction This document forms part of the European Project Connecting People for Green Skills, in the framework of "Europe 2020: Employment Policies, Employment Sector Challenges, Youth Employment and Entrepreneurship". This report has been prepared by FEVEC, the Federación Valenciana de Empresarios de la Construcción (Valencian Federation of Construction Companies), in collaboration with PATERPacto Territorial para el Empleo de la Ribera (Territorial Pact for Employment in La Ribera County), IVE- Instituto Valenciano de la Edificación (Valencian Institute of Building), PZPB- Polski Związek Pracodawców Budownictwa (Polish Association of Construction Employers), Danmar Computers LTD, VSRC- Viešoji įstaiga Vilniaus statybininkų rengimo centras (Vilnius Builders Training Centre), EOC- European Office of Cyprus and GATE 21. Objectives The economic and financial crisis has largely affected one important sector of economic activity for most of the EU Member States: the construction sector. A number of EU countries report a deep recession in this sector and inevitably high levels of unemployment in relevant occupations. At the same time, there has been a growing demand for new skills and qualifications in the construction sector, mainly as a consequence of the rapid greening of activities and of advances in techniques and technologies which change skills requirements faster than education and training systems can respond. There is, therefore, a great need to address skills shortages, including appropriate training components. OBJECTIVE OF THE PROJECT The 18-month project “Connecting People for Green Skills”, co-funded by the PROGRESS programme of the European Union, is addressing this exact need. The project aims to initially identify the work and training factors that prevent construction sector professionals from obtaining jobs that require new qualifications and skills. Its primary objective is to facilitate these professionals by giving them the means to develop and expand their technical/professional and educational skills which are necessary in the construction sector, and which need to be addressed alongside the environmental demands and the energy/sustainability targets for 2020. OBJECTIVE OF THE REVIEW To achieve the objective of the project we have developed the following report. This report focuses on the study of the economic and employment situation in five european countries: Cyprus, Denmark, Spain, Lithuania and Poland, but particularly focuses its efforts on understanding the situation in the construction sector and the scope of the Europe 2020 Strategy, about sustainability, resulting in the detection of new employment niches. So the review aim is to define a new model of sustainable construction that creates new jobs specializing in new market demands. Project number V/P 2013/010/020 Page 8 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS To give greater weight to the assertions written here, we performed a total of 100 surveys, 50 to companies in the construction sector and 50 to employment agencies, because they have first-hand experience on the situation of the sector and the prospect of improving sustainable construction. Scope of the review. The Green Skills project will see the collaboration of 8 partners from Spain, Cyprus, Denmark, Lithuania and Poland, from the sectors of employment, vocational training, associations of construction employers and builders' enterprises, small business and not-for-profit organisations, all active in promoting an energy and resource-efficient society. Project number V/P 2013/010/020 Page 9 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 2.1.2 Country report Fact sheets Cyprus Situation in Europe: Cyprus is the third largest Mediterranean island and the third smallest country in the EU. It lies in the north-eastern corner of the Mediterranean Sea. Surface area: 9251 sq. km Population: (1st of January 2014) 858 000 Population density: (2013) 124 people/km² Economic sectors: Source: Cyprus Economy Profile by Indexmundi Working age population: Employment rate: (2013) 67,2 % Unemployment rate: (1st of January 2015) 16,1 % Project number V/P 2013/010/020 Page 10 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Denmark Situation in Europe: Denmark is located southwest of Sweden and due south of Norway and is bordered by the German state (former possession) Schleswig-Holstein to the south, on Denmark's only land border, 68 kilometres (42 miles) long. Surface area: 42,394 sq. Km (number does not include the island of Bornholm, the Faroe Islands and Greenland). Population: (1st of January 2014) 5 627 235. Population density: (2012) 130.4 people/km² Economic sectors: Working age population: Employment rate: (2013) 75,6 % Unemployment rate: (1st of January 2015) 6,2 % Project number V/P 2013/010/020 Page 11 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Lithuania Situation in Europe: Northern Europe on the south-eastern shore of the Baltic Sea. It is the largest of the three Baltic States. It is bordered by Latvia to the north, Belarus to the east and south, Poland to the south, and Kaliningrad Oblast (a Russian enclave) to the south west. Surface area: 65,302 sq. Km Population: (1st of January 2014) 29 43 472 At the beginning of 2014, 1 974 600 (67.1 %) persons were living in urban areas, 968 900 (32.9 %) – in the rural ones. Population density: (Beginning 2014) 45,1 people/km² Economic sectors: Source: Statistical Year Book of Lithuania 2014. Working age population: Employment rate: (2013) 69,9 % Unemployment rate: (1st of January 2015) 9,8 % Project number V/P 2013/010/020 Page 12 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Poland Situation in Europe: East-Central Europe. The neighbouring countries are Germany to the west, the Czech Republic and Slovakia to the south, Ukraine and Belarus to the east, and Lithuania and the Russian enclave of Kaliningrad to the northeast. Surface area: 312,679 sq. Km Population: (1st of January 2014) 5 451 270 According to data published in 2011, 60.9% of the total population was living in urban areas. Population density: Around 123 people/km² Economic sectors: Working age population: Employment rate: (2013) 64,9 % Unemployment rate: (1st of January 2015) 13,3 % Project number V/P 2013/010/020 Page 13 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Spain Situation in Europe: South western Europe, between the Atlantic Ocean and the Mediterranean Sea, between Europe and Africa. Surface area: 505,990.7 sq. Km Population: (1st of January 2014) 46,512,199 Population density: (Beginning 2014) 92.34 people/km² Economic sectors: Structure of GDP by economic sector in Spain. (%): Employment structure of the Spanish economy: Source: Instituto Nacional de Estadística-IINE. Working age population: Employment rate: (2013) 58,6 % Unemployment rate: (1st of January 2015) 23,4 % Project number V/P 2013/010/020 Page 14 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Key conclusion with relation to Europe. The differences between the member states of the European Union are a reality. Geographically each country is of a different shape and size. Among the five countries that form part of this report, Spain has the largest area and Cyprus the smallest. Three of the countries studied in this research do not reach 100,000 sq. km2, while two of them exceed that figure, as we can see below: 505,990.7 sq. Km SPAIN 312,679 sq. Km POLAND 92,51 sq. Km DENMARK 63,302 sq. Km LITHUANIA 42,394 sq. Km CYPRUS Source: Prepared by the authors According to data taken from EUROSTAT, the total population of the European Union on January 1, 2014 was 506,913,394 people. In early 2013 there were 505.7 million people in the Europe of the Twenty-eight, which involves nearly 100 million more compared to the population figures added in 1960. Between early 2012 and 2013 the population of the EU-Twenty-eight increased by 1.1 million (or 0.2%). Source: EUROSTAT In 2003, the natural growth of the population of the Member States of the EU-Twenty-eight was almost balanced, since the number of births exceeded deaths in less than 100,000. Project number V/P 2013/010/020 Page 15 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Subsequently, the birth rate and natural growth of the population increased again slightly in several Member States, although this trend was reversed in general with the arrival of the economic and financial crisis. Meanwhile, Spain with a total of 46,512,199 inhabitants, on January 1, 2014, is the most highly-populated country. Spain had an upward trend until 2012, where its highest peak is from this year when the population begins to descend, motivated largely by migration, a fundamental consequence of the economic crisis that brings the country down. Denmark and Poland have similar data, in 2014 Denmark had a total population of 5,627,235, while Poland had a population of 5,451,270 inhabitants. In both cases it is observed as the population grows year after year. Lithuania in 2014 had a population of 2,943,472 inhabitants. The trend of Lithuania unlike other countries is downward, according to data obtained by Eurostat. Since 2004 the population begins to decrease, the decline in the population in 2013 was caused by negative net international migration and natural decrease. Net international migration was the predominant cause and accounted for 59% of the population decline. Finally, in 2014 Cyprus had a population of 858,000 inhabitants. This country has in broad terms, an upward trend. Source: EUROSTAT Employment rate. The employment rate in the EU-28 in 2013, was 68.4%. Below this figure is 57.6% Poland, Spain with 58.6% and Cyprus with 58.6%. The latter two countries suffered a great fall and have seen their employment rates decrease year after year. Lithuania, despite suffering a sharp decline in 2009-2010, looks to improve its data reach in 2013 to 69.9%. Project number V/P 2013/010/020 Page 16 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Denmark is among the five countries that obtained better data: despite registering a sharp drop in 2009, it has managed to stabilize their employment rate in 2013, earning a score of 75.6%. Source: EUROSTAT Unemployment rate. The rate of unemployment in Europe has been falling throughout 2014, reaching 9.9% in December. The recent data published by the EUROSTAT on their website, on January of 2015, displays an unemployment rate of 9.8%. So the average unemployment across the European Union (EU) fell a tenth from the previous month. Meanwhile, countries in this report showing more positive data regarding Europe, are Denmark with 6.20% in January 2015, while Lithuania, despite during the year 2014 being slightly above the EU-Twenty-eight, the first month of 2015 saw a reduction and obtained the figures of 9.8%, i.e. the same data presented by Europe. Spain, Cyprus and Poland present data above the EU-Twenty-eight with particular stress on Spain, with 23.4% unemployment. Spain remains the second highest EU country for unemployment behind Greece. Project number V/P 2013/010/020 Page 17 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Source: EUROSTAT Source: EUROSTAT Economic sectors. The data shows that the service sector is the largest contributor to GDP in Cyprus, Denmark, Lithuania, Poland and Spain, with the highest weight. In contrast, the construction sector, with great force for years, has been losing strength in their economies. The weight of the drop in the GDP of many European countries has been high for years, however, and after the onset of the economic crisis and the real estate boom, this sector has been severely punished, hence the serious consequences, particularly in Spain. According to the Cyprus Economy Profile by Index Mundi, tourism, financial services, and real estate have traditionally been the three most important sectors in the country. For the year 2012, it was estimated that the construction sector employs 29,300 individuals, taking up the 4th place in the top sectors that employ the highest number of people after the Wholesale and Retail Trade sector (63,600), the Public Administration and Defence sector (36,800), and the Project number V/P 2013/010/020 Page 18 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Accommodation and Food Service sector (35,800). Despite its important role in the overall economic activity, the construction sector has seen a major recession in recent years, largely due to the financial crisis of 2008. Reportedly, the construction sector employed a total of 40.5 thousand construction workers up until 2008. After 2008, the number has been reduced dramatically. Services are the fastest growing segment of the Lithuanian economy, reflecting the structural changes that the country has been undergoing. Transport and transit services are dynamic, with a good road system (improved through EU investment), as well as with the only oil pipeline and refinery in the Baltic States. Intensive industrialization resulted in companies specialising in electronics, chemicals, machine tools, metal processing, construction materials and food processing. Light manufacturing includes the production of textiles, ready to wear clothing, furniture and household appliances. Spain has a tertiary economy, with over 60% of their employment rate operating in the service sector. The agricultural sector presents very low data, while the industrial sector exhibits decreasing data. Since 2010 the construction is the sector which shows a higher percentage loss in GDP: 11.9% in 2010 to 7.8% in 2013. The industry has regained some of its participation in the economic structure of economic sectors. In 2013 the agriculture and the industry contribute a bigger share to the GDP and services and construction lose part of their share. Denmark's economy is a mixed economy, based mainly on jobs in the service sector, which accounts for over three-quarters of both employment and the total annual value added in society. The country is characterized additionally by a number of modern small, medium-sized and a small group of large industrial enterprises, and a small but technologically highly developed agricultural sector which manufactures a significant surplus of processed food products to be exported to other countries. Industrial production is very versatile in relation to its size. Among the products that have made Denmark internationally known, in addition to agricultural products, include beer, medicines, furniture, ships and goods from advanced metallurgical industry. Project number V/P 2013/010/020 Page 19 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 2.1.3 Construction sector Fact sheets Cyprus Levels of construction. Naturally, the number of building permits authorized in 2013 was also reduced significantly, in relation to previous years (see chart below). For the years 2012, 2011, 2010, 2009 and 2008, those numbers reached 7,172, 7,506, 8,777, 8,950 and 8,896 respectively. For 2013, the number of building permits authorized only reached 5,341 – illustrating a decrease of 1,831 from 2012. The relevant data for 2014 are still incomplete, however for the period January – September 2014, 3,714 building permits were issued. The number of new dwellings completed in 2012 decreased by 27.8% to 6,565 dwelling units compared to 9,091 in the previous year. The number of new dwellings completed in 2011 was also decreased by 32.3% compared to 13,434 in the previous year (2010). The average cost per square metre of new dwellings completed in the private sector for 2012 was recorded at €929. Source: Central Bank of Cyprus According to the 2014 report on the residential property price index by the Central Bank of Cyprus, the residential property price index (houses and apartments) recorded a decrease of 9.7% compared to the previous year (2013). On a year-on-year basis, the residential property price index fell by 9.7% in the first quarter of the year compared with an 8.7% decline in the previous quarter. This reflects cumulative declines of the four quarters after the March 2013 incidents. House prices declined by 9.4% and apartment prices by 10.0% on a year-on-year basis (see table below). Project number V/P 2013/010/020 Page 20 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Source: Central Bank of Cyprus On a regional level, the largest quarterly decline in apartment prices was recorded in Limassol (3.7%), while Famagusta had the smallest decline (2.6%). In the districts of Nicosia and Larnaca, apartment prices declined by 2.8% and 3.4% respectively, while Paphos recorded an increase of 1.2%. In summary, all indices recorded negative quarterly rates of change in the first quarter of 2014, apart from apartment prices in the district of Paphos. Similarly, annual rates of change were negative in all districts. According to the Global Property Guide, the average price for a 120 sq. m. apartment per square metre was estimated at €2,350 in 2013. This applies for apartments located in the centre of the rental market – in this case, Limassol. The average price per sq. m. of a 120 sq. m. apartment in the districts is the following: Nicosia - €1,748, Larnaca - €1,490, Paphos - €1,428. The following chart shows the Index of production in construction for the years 2014, 2013, 2012. INDEX OF PRODUCTION IN CONSTRUCTION Source: Global Property Guide Project number V/P 2013/010/020 Page 21 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Finally, the chart below indicates other significant economic data concerning the construction sector for the years 2005, 2010, 2011 and 2012. Source: Global Property Guide Employees in construction. According to the CYSTAT, the economic activity in the construction sector for the year 2012 has seen a considerable decrease. Whereas the number of the economically active persons in this sector was estimated at 29,519 for the year 2013 (26,519 males and 3,016 females), in the previous years the levels had reached more than 40,000 employed people in the sector. The tables below show the unemployed persons in the construction sector since 2008. Project number V/P 2013/010/020 Page 22 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Table: Unemployment by economic activity (total) 2008-2013. Table: Unemployment by economic sector (Males) 2008-2013 Project number V/P 2013/010/020 Page 23 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Table: Unemployment by economic sector (Females) 2008-2013 Source: Statistical Service of Cyprus (CYSTAT) Levels of qualification. Building developers and constructors are not required to have any higher academic qualifications. The Human Resource Development Authority of Cyprus (HRDA), through a certification system of professional qualifications, evaluates potential workers in the sector and gives them official permission to work. For each specific skill, for example, the potential worker has to have the necessary knowledge in order to implement the required job. The Human Resource Development Authority of Cyprus (HRDA) has a detailed table of all of the skills and qualifications according to levels 1, 2 and 3. In addition, HRDA organises special training programmes every year to assist sustainable development with green skills. The training of all professionals involved in the energy efficiency of buildings and, in particular, in the energy-upgrading of existing buildings is a fundamental measure in the promotion of investments in this sector. Priority is attached to professionals who have as their main occupation the design of buildings, the installation design of technical systems in buildings, including RES systems, and those responsible for installing building elements that affect the building’s energy efficiency. The establishment in 2009 of Specialised Experts as persons responsible for assessing the energy efficiency of buildings and for issuing Energy Performance Certificates and recommendations, has served as an opportunity for providing training to civil engineers, mechanical engineers and electrical engineers on issues pertaining to the energy efficiency of buildings. Despite the fact that Project number V/P 2013/010/020 Page 24 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS the qualifications of Specialised Experts as prescribed by law do not include training, the Energy Department has organised dozens of training seminars in order to prepare the interested persons for the relevant exams. Seminars addressed to Specialised Experts for residences have a duration of 16 hours and cover issues pertaining to legislation, calculating energy efficiency and cost-effective measures in order to improve the energy efficiency of buildings. In the period 2009–2013, these seminars were attended by 1,074 individuals, whereas Specialised Experts number only 249, a fact which demonstrates that many engineers and architects have attended them purely for educational purposes. Training is essential for creating a critical mass of professionals who will promote the energy efficiency of buildings, taking into account the fact that most polytechnic schools attended by these engineers at the time did not include courses on the energy efficiency of buildings in their curriculum. Cypriot universities have made significant progress with regard to including this discipline in their academic curricula, in order to better prepare new professionals who will be employed in the construction industry. Some examples are the inclusion of the course ‘Energy resources and energy efficiency of buildings’ in the curriculum of undergraduate engineering students of the Cyprus University of Technology (TEPAK) and the master’s degree titled ‘Energy systems and built environment’ provided at the polytechnic school of the Frederick University. However, academic curricula and training seminars focusing on the sector of improving the energy efficiency of existing buildings are rarely offered. The effort of the Energy Department, through its cooperation with universities, is to provide more training opportunities on issues pertaining to the energy upgrading of existing buildings, including technical, environmental and financial parameters, both at the academic and vocational training level in the coming years. The professional training and education of building element installers is achieved through initial and continuous education programmes. The secondary and vocational training provided in technical schools includes sectors which are directly related to the energy efficiency of buildings, e.g., engineering, electrical engineering and construction. Training on the energy efficiency of buildings has slightly increased in recent years and there is also an upward trend in the percentages of graduates active in technical professions. However, the percentage of students enrolled in secondary and vocational training courses is still one of the lowest in the European Union. Table below illustrates all specialties offered in secondary technical - vocational education in relation to the energy performance of buildings. Source: Human Resource Development Authority of Cyprus Project number V/P 2013/010/020 Page 25 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS The apprenticeship scheme lasts for two years and is addressed to young people who have not completed their secondary education and who wish to be employed in technical professions. The professions available in the apprenticeship scheme are determined each year, depending on the available classrooms and teaching staff. By decision of the Council of Ministers, the New Modern Apprenticeship was launched in November 2007, aiming to address the needs of the economy by increasing skilled labour. Some of the scheduled changes involve the increase of the age limit of apprentices from 18 years to 25 years of age and ensuring mobility in education. The New Modern Apprenticeship is scheduled to be fully implemented in 2015 and it is expected to reverse the downward trend in the number of graduates of the apprenticeship scheme over recent years. The Secondary Technical and Vocational Education Institutes (STVEIs) started operating in the school year 2012-2013 and offer one-year or two-year initial training to young people who wish to acquire, improve and upgrade their professional skills. The professional specialisations offered at the STVEIs also include specialisations related to the energy efficiency of buildings, such as technicians for domestic automation and for PV installation and maintenance. In addition, the Human Resources Development Authority of Cyprus offers intensive initial training programmes which last 21 to 25 weeks and includes both theoretical and practical training by a vocational training institute, with regard to professions that are currently in demand by the labour market. In these programmes, priority is given to the long-term unemployed. These programmes also include training for construction workers, plumbers, framed structure manufacturers and building electricians. An important step for the promotion of green skills in the economy of Cyprus has been the Special Action Plan by the Human Resource Development Authority of Cyprus (HRDA), operating since 2010. This action plan, which was formulated in close co-operation with the Ministry of Labour, consists of various, interrelated and targeted actions which are addressed to enterprises, the employed and the unemployed: 1. Promotion of Green Skills for the Unemployed The promotion and acquisition of green skills by the unemployed population significantly increases the chances of future employability. This is promoted through four targeted actions: (a) Emergency Scheme for Training the Unemployed, (b) Accelerated Initial Training Programmes, (c) Scheme for strengthening the management capacity of enterprises through the employment and training of tertiary education graduates and (d) Emergency Scheme for the Support of Employment through the Individualised Training of the Unemployed in Enterprises. 2. Promotion of Green Skills for Enterprises and Employees The acquisition of green skills by the employees is equally important: it contributes to their retraining at work and to the reduction of the effects on the environment from the enterprises’ activity and consequently to the enhancement of their competitiveness, the increase of productivity and the improvement of the quality of goods and services. This is addressed through seven targeted actions: (a) Single- Company Continuing Training Programmes in Cyprus, (b) Single-Company Continuing Training Programmes Abroad, (c) Multi-Company Continuing Training Programmes Standard Programmes, (d) Multi-Company Continuing Training Programmes - High-Priority Programmes, (e) Continuing Training Programmes for Trade Union Officials, (f) Multi-Company Continuing Training Programmes Abroad, (g) MultiCompany Continuing Training Programmes organized by HRDA. Project number V/P 2013/010/020 Page 26 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 3. Enhancement of Infrastructures and Systems for the Promotion of Green Skills This is promoted through three targeted actions: (a) Scheme for the Enhancement of Infrastructures and Systems for Human Resources Development, (b) Scheme for the Promotion of Innovation in Training and Development of the Human Resources and (c) System of Vocational Qualifications. For the programmes of the Special Action Plan for the Promotion of Green Skills in the Economy of Cyprus 2,805 participants were approved (2,260 employed and 545 unemployed persons). Total expenditure amounts to €2,180,037. The table below summarises the existing qualification, accreditation and certification schemes. S/N 1. Description of Existing Recognition Scheme Entering specialised experts into the register (RAA 164/2009), RAA 39/2014 2. Inspection of Air Conditioning Systems (RAA 163/2009) 3. Inspection of Heating Systems RAA 119/2011 4. Certification installers of of small- Project number V/P 2013/010/020 Qualifications Qualifications of Specialised Experts Dwellings: At least 1 year of proven experience in the buildings sector or on energy issues or on systems in buildings and certification of successful completion of the tests held by the evaluation agency. Be registered with the ETEK (Cyprus Scientific and Technical Chamber) and the relevant Register kept by the competent authority. Architects, Civil Engineers, Mechanical Engineers, Electrical Engineers, Chemical Engineers, Environmental Engineers) Non-residential buildings: At least 3 years of proven experience in the buildings sector or on energy issues or on systems in buildings or issuance of at least 90 residence certificates, and certification of successful completion of the tests held by the evaluation agency. Be registered with the ETEK (Cyprus Scientific and Technical Chamber) and the relevant Register kept by the competent authority. Architects, Civil Engineers, Mechanical Engineers, Electrical Engineers) Qualifications of Air Conditioning Systems’ Inspector: Mechanical Engineer registered with the ETEK (Cyprus Scientific and Technical Chamber) or an equivalent organisation in another country, with 3 years of relevant experience and a certificate of successful completion of the exams organised by the evaluation agency and included in the list kept by the competent authority. Qualifications of Heating Systems’ Inspector: Mechanical Engineer registered with the ETEK (Cyprus Scientific and Technical Chamber) or an equivalent organisation in another country, with 3 years of relevant experience and a certificate of successful completion of the exams organised by the evaluation agency and included in the list kept by the competent authority. Installer categories: Installers of boilers and biomass heating appliances; Page 27 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS scale RES systems Installers of heat pumps; (RAA 19/2014) Installers of solar PV systems; Installers of solar thermal systems; Candidate installers who meet the requirements of the Regulation must attend and successfully complete, by examination, a specialised theoretical and practical training programme The competent authority grants a certificate of competency to each installer for a specific category or categories of systems for which they were registered 5. 6. Certification of Energy Categories of Energy Auditors: Auditors (RAA A: all buildings, regardless of their surface area and air 184/2012) conditioning system. Involves, inter alia, ports, airports, street lighting. Β ׃industrial installations and processes, agricultural installations. Category C ׃transport Qualifications of energy auditors: Engineers registered with the ETEK (Cyprus Scientific and Technical Chamber), mandatory participation in a training programme; Passing the qualification examination, 3 years of relevant experience, inclusion in the register kept by the competent authority Certification of Energy Relates mainly to the following: Service Providers Employ or have a contract with at least one energy auditor. (RAA 210/2014) Have sufficient technical, administrative, organisational and legal capacities for negotiating and concluding the necessary energy efficiency contracts with customers. Be able to complete projects on the purchase, installation and/or replacement of materials and equipment, as well as the maintenance thereof, and monitoring and metering the savings achieved. Have an adequate knowledge of the market and of the prices of materials and equipment for energy-saving interventions, as well as the ability to carry out a cost analysis on the investment and to calculate the expected income and profits, while assessing risks and identifying ways to address them. Be able to handle and secure the financing of interventions. Be able to provide energy services with a guaranteed performance and to assume technical and financial risks for meeting the targets agreed upon. Project number V/P 2013/010/020 Page 28 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Denmark Employment in construction In 2014, overall employment in the construction sector rose with 4,000 workers, employees and masters to 148,400, which was the highest level in the past five years. The increase was due to several renovations of public housing and the many households that used the “BoligJobOrdningen” (House-Job-scheme), as well as the repairs after a couple of big storms. Employment in new buildings and construction increases only very slightly, while there are large declines in employment in the repair and maintenance of buildings, so together employment declines down to a level of around 144,000 workers, employees and masters. The Danish Construction Association expects the private housing and private renovation to be increasing from 2015 to 2016, that is, if economic growth is enhanced and progress in the labour market developed. The association also expects that construction work with the Fehmarn Belt – which begins in 2016 – will make the employment in the construction industry grow by an estimated 4,500 people. That way, the number of employed people in the construction sector will be approximately the same in 2016 as in 2014 though the composition will be different. Source: Statistics Denmark Project number V/P 2013/010/020 Page 29 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Levels of qualification. A certain level of training is mandatory almost everywhere in the construction sector. The level needed depends on in what area you want to work. Qualifications can be obtained in different schools and programs and at variety of educational levels. In Denmark we have the following opportunities if you wish to work in the construction sector: Vocational education (most jobs in the construction sector; electrician, carpenter, plumber etc.) Professional Bachelor Program – bachelor level (e.g. Bachelor in Architectural Technology and Construction Management) Medium-cycle higher education – bachelor level (e.g. Bachelor of Engineering) Long-cycle higher education – master level (e.g. Engineering, Architecture) A vocational education is a training that provides vocational qualifications. Training typically consists of a basic course and a main course, both of which vary in content and length. The typical duration of a vocational training is about 4 years. A Professional Bachelor Program consists of a combination of theory and practice and normally covers 3 ½ year. The practical education is in the form of work-experience at a workplace and lasts approximately 6 months in total. Courses in subjects of sustainability are, to a limited extent, offered in most educations but they are rarely mandatory. Project number V/P 2013/010/020 Page 30 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Lithuania Levels of construction. The construction sector of Lithuania has approximately 5 thousand of enterprises of which 39% are specialized in constructing buildings and their parts. Small enterprises (the personnel is less than 49) are prevailing in this sector. For the last 2 years the construction sector in Lithuania has been on the rise. In the second quarter of 2014, as compared with the corresponding period of the previous year, the construction works carried out within the country experienced an annual increase of 18.0%. The increase in construction of the civil engineering structures was 13.9% (in the first quarter - 57.0%), while construction of building units grew by 22.6%. The Construction Confidence indicator difference from the long-term average as of June 2014 was 19.9 points or by 10 points higher, as compared with the corresponding period of the previous year. In 2013, according to the type of work, new construction accounted for the largest share of the total construction work carried out within the country – 43.9 %, reconstruction – 29.7 %, repair and other construction – 26.4 %. Source: Statistical Year Book of Lithuania 2014 Project number V/P 2013/010/020 Page 31 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Employees in construction. In 2013 construction sector employed 99,300 persons, which made up 7.7 % of the total employed population in Lithuania. Construction remained a male preserve: in 2013, the portion of men in construction made up 92.1 % of the total number of persons employed in this area. According to the data provided by Lithuanian Labour Exchange Service, construction related professions are among the most demanded ones on the market. In January - September 2014, the registered job vacancies for qualified workers and craftsmen (TOP10): TOP10 Job vacancies Jan.-Sept. 2014 5 1 Painters 4,5 2 Dressmakers 4 3 Builders 3,5 4 Bakers 3 5 Welders 2,5 6 Car mechanics 2 7 Carpenters/Joiners 1,5 8 Concrete workers 1 9 Plumbers 0,5 10 Bricklayers 0 Source: Lithuanian Labour Exchange Service Levels of qualification. The Lithuanian education system consists of traditional general education (preschool, primary, lower and upper secondary education), initial VET (IVET) at lower, upper and post-secondary levels, continuing VET (CVET) and higher education (college and university studies). In 2010, the government approved the national qualifications framework (LTQF) which has eight levels and covers all education sectors. At the same time, relating the LTQF to the European qualifications framework (EQF) was started. During this process a direct correspondence between the eight LTQF and EQF levels was established. Project number V/P 2013/010/020 Page 32 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Source: Cedefop in cooperation with ReferNet Lithuania In Lithuania construction has a strong hierarchical structure, with skilled and highly qualified workers, who make up the bulk of workers, able to command substantially higher salaries than the unskilled workers. At the top of the hierarchy is a chain of managers, including owners or managing directors followed by senior managers and project/contract managers. Construction companies also usually employ or hire a range of professionals, including architects, architectural technicians, engineers and engineering technicians, quantity surveyors and building surveyors, accountants and planners. On the ground are the skilled workers, trades people: electricians, plumbers, carpenters, plasterers, bricklayers and painters, and unskilled workers. The level of training required in the construction sector in Lithuania varies significantly by occupation, with those in the professions or construction management usually required to have a bachelor’s degree in construction science, construction management, or engineering, qualifications in building science, business and management, as well as related work experience within the construction industry. They also need to have an understanding of contracts, plans, and specifications, and to be knowledgeable about construction methods, materials, and regulations. The number of skilled workers in construction sector is almost 4 times larger than that of specialists and technicians. Skilled workers are usually trained by VET providers – vocational schools and training centres. Project number V/P 2013/010/020 Page 33 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Graduates in Architecture and Building, 2013 VET certificate 8% 26% 49% Profession Bachelor's degree Bachelor's degree 17% Master's degree The Lithuanian VET system covers IVET, CVET and vocational guidance. VET programmes are designed for learners of different ages and educational backgrounds. In IVET, learners have an opportunity to acquire a first vocational qualification and complete general lower or upper secondary education. CVET enables a person to improve an existing qualification, acquire a new qualification or gain a competence needed to perform a specific job function as regulated by legislation. Since 2002, VET curricula have been competence-based, with clearly defined training objectives. IVET programmes are developed by VET providers in cooperation with employers’ representatives. When developing programmes, providers follow VET standards and general requirements approved by the Minister for Education and Science. Formal CVET is implemented according to national programmes. Most IVET in Lithuania is school-based; however, practical training and training in enterprises constitute a major part of the programme. For example, in IVET practical training comprises nearly 70% of the total time allocated to teaching vocational subjects. Social partners participate in shaping content of new qualifications, qualification standards and VET programmes, assessing that VET programmes correspond to labour market needs, and organising practical training. They also take part in organising and implementing competence assessment. Source: ReferNet Lithuania Project number V/P 2013/010/020 Page 34 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Poland Levels of construction. The April data on sales and production of cement indicate a strong recovery in road and housing construction, analysts say. Cement sales in April rose by 22.9 % against April 2013 and amounted to 1,419.3 million tons and cement production increased year on year by 40.3% to 1,450.8 million tons, SPC, Polish Association of Cement Producers, reported. This positive picture is confirmed by the June Central Statistical Office data on the situation in the construction industry - office construction output in May 2014 rose in all sectors on both yearly and monthly basis. The evident recovery has come after two tough years, which is best evidenced by an increase in sales and consumption of cement, PMR research company believes. "The years 2012-2013 recorded considerable declines in the production of cement (-16% and -7.5% respectively), which was reflected in the decreasing sales volume of construction,” PMR research company wrote in its April report on the construction sector in H1 2014 with forecasts for 2014-2019. “At end-Q1 2014 the production volume of the main component of the construction industry recorded annual increases of 53%, while the consumption volume recorded more than 100% growth. Indicators for the whole year will be much more moderate, however, though showing a strong growth,” reads the report. SPC, Polish Association of Cement Producers, estimates that sales of cement this year will rise to around 15.2 million tonnes against 14.3 million tonnes in 2013; later in 2015 sales will reach 16 million tonnes. According to the Association, this growth will be driven by recovery in housing, road, rail and energy segments. Poland ranks fourth in Europe in terms of cement production. There are 13 production plants across the country. In the last few years, their investment amounted to over PLN 10 billion. The industry employs 25,000 people. The local government budgets receive between PLN 1.5 and 1.7 billion in taxes and fees from the industry. The recovery has come This year, the value of the construction market in Poland could rise by 3-5% according to the forecasts released by PAB-PCR&F Institute of the Polish Agency for Research Institute of Construction (PAB), cited at the end of April by Rzeczpospolita daily. This year’s winter was mild, while last year’s harsh winter did not favour construction works, according to Marcin Peterlik of the Institute for Market Economics (IBnGR) "Over the last one and a half years, the construction sector was ridden by a fairly serious crisis. Monthly construction output showed a continuous decrease. In February, for the first time in twenty months we saw an increase in production m/m," told PAP Peterlik. Project number V/P 2013/010/020 Page 35 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Source: GUS. PMR Also the expert of Lewiatan Confederation Jeremi Mordasewicz assessed in an interview with PAP that we are dealing not only with the recovery in industrial production, but in construction as well. "This is partly due to good weather, but also a greater propensity to invest as well as an improving economic situation,” he stressed. 2014 - the best year mainly for civil engineering "This year will see an increase in spending on railway investments, deceleration of declines in road construction and the launch of large energy projects," Mariusz Sochacki, president of the PAB, said in an interview with Rzeczpospolita. He expects a decline in H1 2014 in the housing investment sector that will result from the oversupply of housing units on the market and the deteriorating financial situation of Polish households. In turn, Mordasewicz is of the opinion that one can see improvements in both infrastructure construction and housing. "This can be observed by an increasing number of issued construction permits, but also by decreasing number of units offered for sale by developers. What we’re observing is Poles’ growing interest in purchasing apartments,” he added. Sochacki’s assessment of growth in civil engineering coincides with PMR opinion, according to which the future of infrastructure investment looks rather rosy. "The following period will see intensive completion of railway construction projects commenced under the previous budget, while new road projects are currently in the tendering process and are awaiting results. EU budget will also facilitate the construction of public utility objects as well as hydro-engineering projects,” PMR report reads. Employees in construction. The construction industry in 2014 was as expected fairly stable with no significant increase in employment. After the crisis and the suspension of many projects, investments from the private sector reappeared. The public sector focused their spending on waste incinerators, hydraulic engineering projects, energy, road and rail. In 2014 it was easiest to find a job for engineers with railway permissions, as well as traction or power to control railway traffic. Those most sought after could expect the highest salaries. This situation is only going to strengthen in 2015, with the allocation of funds in the budget for modernization and construction of railway infrastructure and road. Therefore it appears that after a difficult period for the road industry 2015 will result in more jobs for specialists from this sector as well due to new and the last European funds round received by Poland. Project number V/P 2013/010/020 Page 36 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS The Construction industry will feel the steady increase in orders, and hence, one can expect the increased demand for qualified construction managers, electrical and sanitation foremen. Source: Polish Press Agency, Economic Service The energy sector - including both conventional and renewable energy - is also worth mentioning. Many investments planned for 2014 have been finished and the new ones will start in 2015, therefore it is expected of increasing demand for qualified and experienced staff in green building. Poland in perspective 2014-2020 Poland will invest cohesion policy funds mainly in competitiveness of the economy, reduction of development disparities between the particular regions of our country and more friendly and efficient country. This priority setting results from the fact that in the coming years Poland will have to face the decline in the population, increase of the employment rate and the continuation of building knowledge-based economy. Under the new financial framework 2014–2020, projects eligible for aid will have to deal with the area’s most important for the country's development. Therefore, the EU aid will be available for: scientific research and its commercialisation; innovation and connections between R&D and enterprise sector; key road connections (motorways, expressways) and environment-friendly transport (railways, public transport); state digitalisation (administration e-services, broadband Internet access); green energy (renewable energy sources, energy efficiency); employment activation and social capital development. Project number V/P 2013/010/020 Page 37 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Enterprises are going to be ones of the most important beneficiaries of the new multi-annual financial framework 2014–2020. The key issue, when it comes to the question of what kind of project may be supported in Poland, is the enterprise size. The diagram below shows the main areas of support for Poland, broken down by enterprise categories depending on their size: micro, small, medium-sized (SME) and large enterprises which may invest in the appropriate direction. In the new perspective the industries will grow most in terms of investments in the years 2014–2020. By the end of 2020 27,413.7 (EUR million) will be spent on infrastructure and environment. According to some reports, rapid urbanisation and demographic changes, especially within emerging markets, will lead to substantial growth in the real estate investment industry over the next six years. At the same time as the industry’s opportunities grow, so too will assets invested into the sector. The reports predict that the global stock of investable real estate will rise by more than 55% to around $45.3 trillion by 2020, from a 2012 total of $29.0 trillion and will expand again by a similar proportion by 2030. The expansion will be greatest in emerging economies, where economic development will lead to better tenant quality and, in some countries, clearer property rights and will play out across housing, commercial real estate and infrastructure. Private capital will play a critical role in funding the growing and changing need for real estate and its supporting infrastructure. Intense competition for prime real estate will force real estate managers and investors to seek out new opportunities for yield. Yet the growing and changing real estate world will present them with a far wider range of risks, which they must be equipped to manage. Employment in construction branch - Poland Investments planned for the following years require high qualified workers and employees. The most in demand professions are civil engineers and high qualified workers of various kinds. All of them should have additional competencies and skills. They should have the ability to work by themselves and be independent in terms of taking decisions on the site as much as it is possible. It is hard to list specific jobs because nowadays there are plenty of different investments in Poland e.g.: roads buildings, office buildings, railway construction projects, residential buildings, energy construction, construction of public utility objects as well as hydro-engineering projects. Taking into consideration all these investments it is visible that all professions are required in the Polish market. Job construction demand depends on the area of Poland and investments strategy. Each part of Poland characterizes different job demands. Project number V/P 2013/010/020 Page 38 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS In some parts of Poland traditional professions are in demand and in other parts the new ‘state of the art’ jobs. Having focused on 2020 policy we can state that electricians, IT specialists in construction branch, energy engineers and HVAC specialists are the jobs with the brightest future. Levels of qualification. The Polish education system consists of traditional general education (preschool, primary, lower and upper secondary education), initial VET (IVET) at lower, upper and post-secondary levels, continuing VET (CVET) and higher education (college and university studies). In 2014, a new framework of qualifications was introduced into schools in Poland. Currently all technical schools are adjusting their education programme to the new requirements. In Poland construction has a strong hierarchical structure, with skilled and highly qualified workers, who make up the bulk of workers, able to command substantially higher salaries than the unskilled workers. At the top of the hierarchy is a chain of managers, including owners or managing directors followed by senior managers and project/contract managers. Construction companies also usually employ or hire a range of professionals, including architects, architectural technicians, engineers and Project number V/P 2013/010/020 Page 39 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS engineering technicians, quantity surveyors and building surveyors, accountants and planners. On the ground are the skilled workers, trades people: electricians, plumbers, carpenters, plasterers, bricklayers and painters, and unskilled workers. Currently there is a lack of qualified technicians in construction. There are many engineers who have very low qualifications. The most popular construction professions in Poland: Architects, civil and construction engineers, design engineers, geologists, geo – technicians Construction industry (supervisors, foremen, bricklayers, plasterers, bar benders, carpenters, joiners, plumbers, finishing workers) Roads and bridges construction specialists (heavy plants operators: excavators, dozers, dumpers, etc.) Welders with European Welding Licenses Installation services (fitters working at heights, electricians) Milling machines, lathes, machine tools operators (manual and CNC) Assembly lines workers, metal and aluminium components fitters Heavy duty vehicles drivers The head of the government Ewa Kopacz stated that that the school year 2014/2015 has been named “The Year of School of Professionals”. In her expose she paid a lot of attention to the development of vocational education. The most important thing is to make sure that education at vocational schools is adjusted to the labour market. Prime Minister Ewa Kopacz informed that last Friday the ministers of education, treasury and economy concluded a special agreement thanks to which, amongst other things, close cooperation between special economic zones and vocational schools will be established. The head of the government also enumerated certain forms of support for young people in the area of work and education. To conclude: Improvement of vocational counselling at schools - since October training courses on such counselling for teacher and headmasters of junior high schools have been underway. By the end of June 18 thousand persons in total will be trained. Map of vocational schools - since 1 March 2015, i.e. when junior high schools students start to choose the school at which they would like to continue education, the “Map of vocational schools” will be available on the MEN website. Thanks to this, students and their parents will have access to information on schools which offer vocational education in their vicinity or possibilities of education in specific professions. New professions in the vocational education - In September 2014 three new professions were added to the classification of professions of vocational education: refrigeration and air-conditioning technician, crane equipment technician and motorcycle mechanic. It was employers who requested their introduction. “Support at the start” programme - on 17 November 2014 the nationwide government programme “Support at the start” was launched, which was prepared by the Ministry of Labour and Social Policy and Bank Gospodarstwa Krajowego. It is a programme which offers low interest rate loans and is aimed at those who want to open their first business. The maximum amount of the loan for starting business activity will be up to approximately PLN 75 thousand. Vouchers for young people (up to the age of 30): Project number V/P 2013/010/020 Page 40 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Internship voucher - is a guarantee that an unemployed person will be sent for a 6-month internship at the workplace of the employer indicated by that person. For an unemployed person a grant in the amount of 120% of the unemployment benefit and the possibility of subsidising the cost of transport to the place where the internship takes place and back. Upon completion of the internship the employer receives a bonus of PLN 1,500; Training voucher – this is a guarantee that an unemployed person will be sent to a training course indicated by him, and that the costs connected with stating the course will be paid; Employment voucher – is a guarantee for the employer that part of costs of remuneration and social insurance contributions in connection with employing an unemployed person who has received the voucher from the poviat (district) labour office will be reimbursed; Settlement voucher – in connection with taking by the unemployed person of another gainful employment or starting business activity outside the current place of residence. Programme of internships in the administration - it is planned that the number of places in the administration where students could have internships and gain skills expected by employers will be increased. Rules for admitting candidates will be clear and available, and internships will be prepared in consultation with universities. Promotion of student internships - on 6 November 2014 the campaign of the Ministry of Science “Do you study? Take advantage of internships!” was launched. The campaign is aimed at all students and employers. Over PLN 500 million has been earmarked to support the quality of student internships by 2020. In addition, nearly PLN 60 million has been earmarked to support Academic Career Offices. In November 2014, the Complex of Secondary Schools No. 1 in Opoczno received a subsidy in the amount of PLN 1.45 million from the state budget’s reserve to finance expansion of the school with another wing. The investment project is underway. Project number V/P 2013/010/020 Page 41 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Spain Levels of construction. The quantity of dwellings built in the recent years far exceeded the demand due to the growth of Spanish households, so there was a surplus of supply that led to the slowdown of the construction activity. From 2006, when the maximum production was reached (started and completed housing), the market entered into a gentle adjustment that was precipitated from 2008 with the outbreak of the world financial crisis. In the following graph, is observed the maximum of started dwellings in 2006, with more than 865.000 units, and as from this year began a recession period, reaching the current minimum values which are around 15.000 new dwellings, that is only a 1,7%. 1000000 900000 865561 800000 651427 700000 641419 600000 Dwelling Units 615072 585583 583033 583453 500000 412439 410192 485685 400000 413642 333426 300000 264795 273363 200000 114991 116349 100000 27891 44190 19505 14941 0 2004 2005 2006 Accumulated stock (1) 2007 2008 2009 Started dwellings 2010 2011 2012 Completed dwellings 2013 2014* New dwelling sales Source: Ministerio de Fomento. Own elaboration. According to statistical data, residential stock in Spain until 2001 was around eight and a half millions of buildings, so approximately 21 million of dwellings, with the following percentage distribution according to the year of construction: 17,45% 15,77% 16,43% 12,64% 10,45% 10,28% 4,95% <1900 1900-1920 5,76% 6,26% 1921-1940 1941-1950 1951-1960 1961-1970 1971-1980 1981-1990 1991-2001 Source: Employment generation in the rehabilitation and modernization of buildings. INE Censo 2001. Own elaboration. Project number V/P 2013/010/020 Page 42 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Levels of Rehabilitation In the previous years, the Spanish construction sector has been characterized for almost exclusively construct new buildings, leaving backgrounds the rehabilitation works. As seen in the preceding paragraph, the overall activity levels in the construction sector have fallen significantly these recent years. In spite of this trend, recent data manifests that rehabilitation is increasingly gaining presence front of the new constructions, which shows that the current trend is toward change, aiming for the renovation and improvement of the built stock. According to data published by the Ministry of Development, the rehabilitation licenses reached a peak in 2006, with 23.128 dwellings, which supposed a 3% of the total licenses given to residential constructions. In 2013, and despite the fact that this quantity was reduced to 5.286, the percentage of rehabilitation works was 14,5% of total constructions, which indicates that the proportion of these kind of works keeps growing. 25.000 23.128 20.000 15.000 10.000 5.286 5.000 0 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 Rehabilitation Total 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 Project number V/P 2013/010/020 454.212 409.390 417.769 488.484 565.677 625.238 760.314 653.894 285.419 144.011 103.349 85.523 64.999 36.522 New Rehab. % Rehab. construc. 440.065 394.682 403.789 471.455 544.578 604.345 737.186 634.098 268.435 130.546 91.645 76.005 57.543 31.236 14.147 14.708 13.980 17.029 21.099 20.893 23.128 19.796 16.984 13.465 11.704 9.518 7.456 5.286 3,1% 3,6% 3,3% 3,5% 3,7% 3,3% 3,0% 3,0% 6,0% 9,3% 11,3% 11,1% 11,5% 14,5% Page 43 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 100% 3,7% 3,0% 3,0% 3,3% 6,0% 90% 9,3% 11,3% 11,1% 11,5% 14,5% 2009 2010 2011 2012 2013 80% 70% 60% 50% 40% 30% 20% 10% 0% 2004 2005 2006 2007 2008 New construction Rehabilitation Dwellings with rehabilitation license. Percentage of rehabilitation licenses and new construction licenses. Ministry of Development. Source: Ministerio de Fomento. Employees in construction. Companies To know about the evolution of the quantity of companies related to construction in the recent years, we need to analyse the data which contains the main economic activities of the sector, according to the classification established in the “Clasificación nacional de Actividades Económicas”, CNAE (National Classification of Economic Activities), and taking into account the version CNA 93, prior to 2009 and this year’s review: CNAE 93: 451 - Preparation of works 452 - General construction and civil engineering 453 - Installation systems 454 - Finishing works 455 - Rental of construction or demolition equipment with operator 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 451 5.273 4.993 5.242 5.384 5.712 6.155 6.417 6.692 7.393 8.648 7.637 Preparation of works 452 138.659 150.018 162.370 175.157 191.524 211.165 226.014 245.558 267.632 272.616 236.118 General construction 453 59.824 63.800 68.039 71.416 76.909 82.241 86.449 91.936 99.200 101.864 95.292 Installation Systems 454 63.505 68.779 73.751 78.316 85.575 91.603 96.498 103.708 113.398 116.800 101.846 Finishing works 455 115 226 270 358 327 323 207 552 785 1.128 1.063 Equipment Rental Project number V/P 2013/010/020 Page 44 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 300.000 250.000 200.000 150.000 100.000 50.000 0 1999 2000 2001 2002 2003 2004 2005 451 Preparation of works 452 General construction 454 Finishing works 455 Equipment Rental 2006 2007 2008 2009 453 Installation Systems Evolution of the quantity of Spanish companies in the construction sector, according to the CNAE 93 (1998-2009). Source: CNAE 93 (1998-2009). DIRCE. CNA 2009: 41 - Building construction 411. Real state promotion 412. Building construction 42 - Civil engineering 421. Construction of roads, railways, bridges and tunnels 422. Network construction 429. Construction of other civil engineering projects 43 - Specialized construction activities 431. Demolition and land preparation 432. Electrical systems, plumbing and other installation systems in construction 433. Finishing works 439. Other specialized construction activities Project number V/P 2013/010/020 Page 45 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 2008 2009 2010 2011 2012 2013 2014 359.563 317.508 286.098 274.249 259.988 237.582 226.464 411 Real State Promotion 106.375 101.925 95.162 92.839 88.324 82.158 77.385 412 Building Construction 253.188 215.583 190.936 181.410 171.664 155.424 149.079 17.470 18.943 18.514 18.951 18.230 15.766 14.752 421 Road Construction 1.567 1.292 1.172 1.308 1.243 1.300 1.284 422 Network Construction 616 662 1.576 1.369 1.292 1.140 1.008 15.287 16.989 15.766 16.274 15.695 13.326 12.460 43 Specialized Construction Activ. 245.063 220.659 205.631 194.024 184.184 172.245 166.873 431 Demol. & Land Preparation 16.235 14.500 15.305 14.353 13.016 11.626 10.890 432 Installation Systems 102.458 95.935 92.147 88.491 85.622 81.690 79.966 433 Finishing works 114.731 98.935 83.636 77.452 72.739 66.762 64.287 11.621 11.289 14.543 13.728 12.807 12.167 11.730 41 Building Construction 42 Civil Engineering 429 Other Construction Projects 439 Other specialized Activities Source: CNAE 93 (1998-2009). DIRCE. 400.000 350.000 300.000 250.000 200.000 150.000 100.000 50.000 0 2008 2009 41 Construcción de edificios 2010 2011 42 Ingeniería civil 2012 2013 2014 43 Actividades de construcción espec. The previous graph shows the decline of the quantity of companies related to the building promotion and construction, and also, of other specialized construction activities such as the electrical systems installation, plumbing or finishing works. The information about the civil engineering companies has remained to preserve the correspondence between the classification of the 93 and 2009, although as it’s observed the values Project number V/P 2013/010/020 Page 46 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS suffer very slight variations over the years. The civil works aren’t the object of this study so they are excluded from the detailed analysis presented below, which manifests that the trend continues with the companies disappearance, even though, less than in the immediate period after 2008: 300.000 250.000 200.000 150.000 100.000 50.000 0 2008 2009 2010 2011 2012 2013 2014 411 Real State Promotion 412 Building Construction 431 Demol. & Land Preparation 432 Installation Systems 433 Finishing 439 Other specialized Activities works 300.000 250.000 200.000 150.000 100.000 50.000 0 2008 2009 2010 2011 2012 2013 2014 411 Real State Promotion 412 Building Construction 431 Demol. & Land Preparation 432 Installation Systems 433 Finishing 439 Other specialized Activities works Employees of the sector The building production excess in the years of the real state expansion, led to an entry of unskilled and non-qualified workers in order to be able to respond this strong demand of labour force. According to the data of the “Encuesta de población activa”, EPA (Economically Active Population Survey), compiled by the INE, in the last few months, the construction sector only represents the 5,5% of active population in the Spanish work market, so, less than a half of what constituted in 2008. Project number V/P 2013/010/020 Page 47 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 2008 T1 Agriculture 4,3 Industry 15,4 Construction 13,0 Services 63,9 Unemployed* 3,4 2008 T2 4,1 15,0 12,8 64,6 3,5 2008 T3 4,1 14,9 12,3 65,0 3,8 2008 T4 4,1 14,5 11,9 65,0 4,5 2009 T1 4,3 14,2 11,6 64,3 5,5 2009 T2 4,2 13,8 11,2 64,7 5,9 2009 T3 4,1 13,4 10,6 65,3 6,6 2009 2010 2010 2010 2010 T4 T1 T2 T3 T4 4,2 4,4 4,3 4,2 4,3 13,1 12,7 12,5 12,4 12,4 10,4 9,7 9,5 9,1 8,6 64,6 64,6 64,4 64,8 64,4 7,7 8,6 9,3 9,6 10,3 2011 T1 4,3 12,1 8,3 64,6 10,6 2011 T2 4,2 12,2 7,9 65,1 10,6 2011 T3 4,1 12,1 7,8 65,0 11,0 2011 T4 4,3 12,1 7,4 64,4 11,8 2012 T1 4,4 12,0 7,2 64,3 12,1 2012 T2 4,3 12,0 7,0 64,0 12,8 2012 T3 4,3 12,0 6,6 63,7 13,4 2012 T4 4,5 11,8 6,3 63,4 14,1 2013 T1 4,3 11,6 6,2 63,2 14,7 2013 T2 4,4 11,4 6,0 63,4 14,8 2013 T3 4,2 11,2 5,8 63,6 15,1 2013 T4 4,4 11,2 5,6 63,4 15,3 2014 T1 4,6 11,2 5,5 63,5 15,3 2014 T2 4,4 11,2 5,4 64,2 14,8 2014 T3 4,2 11,4 5,4 64,5 14,5 *Unemployed people seeking their first job or people who have left last job over a year ago. The unmeployed who have left their last job 12 months ago or less, they are sorted according to the economic sector which corresponds. Units: percentage Source: INE. 70,0 60,0 50,0 40,0 30,0 20,0 10,0 0,0 Agriculture Industry Construction Services Unemployed* 14,0 12,0 10,0 8,0 6,0 4,0 2,0 0,0 Construction Project number V/P 2013/010/020 Page 48 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS In absolute values, it has moved from 2.679.500 registered people employed in the first quarter of 2008 to 1.030.400 in the fourth quarter of 2014, which represents a decrease to less than a half of the active population linked to the construction sector in 6 years. Levels of qualification. UNIVERSITY STUDIES The Law 38/1999 about “Ordenación de la Edificación” de la LOE, (Construction Management) establishes the division of responsibilities for architects, technical architects, engineers and technical engineers in construction works, with regard to the drafting of projects, the management of works and the management of construction and site supervision. The “Marco Español de Cualificaciones para la Educación Superior”, MECES (Spanish Qualifications for Higher Education), published in 2011, recognizes four formal qualifications: Doctor, Master, Degree and Superior technician of FP. At the moment, there exist different kind of degrees, which depend on the number of academic credits (ECTS), and, postgraduate degrees and masters only accessible to the university graduates. The degrees directly related with the construction sector are attached to the “Engineering and Architecture” knowledge. This training can be completed with Postgraduate programs, such as Masters (of own title or official) and Doctorates, specialized in different areas, depending on the supply of each University or training centre. Each degree of the “Espacio Europeo de Educación Superior”, EEES (European Higher Education Area) consists of 60 credits ECTS in basic training subjects (36 of the branch which it is attached and 24 of the same or another branch). The remaining credits (up to 240) will be, in most of part, compulsory subjects and the rest, optional subjects. Currently, the basic subjects of the Engineering and Architecture branch are: Business, Graphic Expression, Physics, Computer Sciences, Mathematics and Chemistry. The specific subjects about energy rehabilitation, efficiency and energy certification, sustainability, etc. are usually optional or included in postgraduate programs. PROFESSIONAL TRAINING, “FORMACIÓN PROFESIONAL”(FP) The “Sistema Nacional de Cualificaciones y Formación Profesional” (National System of Qualifications and Professional training), created in 2002, provides two different ways of FP in Spain: one comes from the “Sistema Educativo” (Education System) and the other, from the “Sistema Nacional de Empleo” (National Employment System) both included in the competence units of the “Catálogo Nacional de Cualificaciones Profesionales”, CNCP (National Catalogue of Professional Qualifications). The basic qualifications related to the construction sector are contained in the Building Construction and Civil Construction professional family: o Concrete Works o Masonry works o Building projects representation o Civil construction projects representation o Auxiliary works of masonry and roofs o Auxiliary works of continuous coatings in construction o Projects and construction control o Surveys and on-site layouts o Auxiliary works of rigid finishing and urbanization o Basic works of lightweight overlays and construction technicians o Passive reinforcements for concrete Project number V/P 2013/010/020 Page 49 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS o o o o o o o o o o o o o Sloped roofs Formworks Installation of waterproofing membranes formed with foils Installation of plasterboards and false ceilings Installation of technical flooring systems, panelling and screens or partitions Assembling of tubular scaffolding Flooring and urbanization works Decorative painting in construction Industrial painting in construction Coatings with pastes and construction mortars Coatings with rigid components bay adhesion in construction Control progress of civil constructions Control progress of building constructions However, there are qualifications included in other families that may be related to the building construction sector and more specifically to the Green jobs, like many of the Energy and Water family such as “Eficiencia energética de edificios” (Energy efficiency in buildings) or “Operaciones básicas en el montaje y mantenimiento de instalaciones de energías renovables” (Basic Operations in the assembly and maintenance of renewable energy systems), among others. FP DEL SISTEMA EDUCATIVO (EDUCATION SYSTEM) The type of FP taught in the education system is oriented, primarily, to the initial Professional training and has a deep tradition among the youth population after the “Educación Secundaria Obligatoria”, ESO (Compulsory Secondary Education). The Catalog of Professional training qualifications of the Education System includes professional training programs for medium grade and higher grade, called “Ciclos Fromativos” (Training Cycles), of around 2.000 hours (two academic years), in different sectors or areas grouped in professional families. Each title includes, at least, a full professional qualification. The FP Qualifications directly related with the construction works are those contained in the family of Building Construction and Civil Construction: “Título Profesional Básico en Reforma y Mantenimiento de Edificios” Basic FP (Basic Professional Title of Refurbishing and Maintenance of Buildings) “Técnico en Construcción” (Technician in Construction) Medium Grade “Técnico en Obras de Interior, Decoración y Rehabilitación” (Technician in Works of Interior, Decoration and Rehabilitation) Medium Grade “Técnico Superior en Proyectos de Edificación” (Senior Technician in Building Projects) Higher Grade “Técnico Superior en Proyectos de Obra Civil” (Senior Technician in Civil Construction Projects) Higher Grade Project number V/P 2013/010/020 Page 50 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS There are also other qualifications related to the construction sector within the family of “Electricity and Electronics”, “Installation systems and Maintenance” or which are listed below, within “Energy and Water”: “Técnico Superior en Eficiencia Energética y Energía Solar Térmica” (Senior Technician in Energy Efficiency and Solar Thermal Energy) Higher Grade “Técnico Superior en Energías Renovables” (Senior Technician in Renewable Energies) Higher Grade FP DEL SISTEMA NACIONAL DE EMPLEO (NATIONAL EMPLOYEMENT SYSTEM) On the other hand, the National Employment System FP is directed to the employed and unemployed people, and currently constitutes an alternative that allows them to create customized and flexible training pathways. There are two main types of these programs: Programs linked to the National Catalogue of Professional Qualifications (CNCP): Professional Certificates, of each of the qualifications contained in the CNCP Programs not linked to the National Catalogue of Professional Qualifications: training in general specialties use, training in specialties to meet specific training needs, training in specific specialties relating to enterprises training plans, complementary training actions to support the professional training. The skills acquired through programs of non-formal training and work experience, can be officially recognized by the accreditation of professional skills. Project number V/P 2013/010/020 Page 51 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Actual situation for Professional training and the accreditation related with the National Catalog of Professional Qualifications OFFICIAL WAYS Professional training of Education System Professional training of National Employment System NON-OFFICIAL WAYS Procedure for the work experience recognition Correspondence PROFESSIONAL TRAINING TITLE PROFESSIONAL CERTIFICATE ACCREDITATION OF COMPETENCE UNITS Training and Employment: Contracts for training and learning http://www.cenifer.com/formacion-y-acreditacion-de-competencias-profesionales/ Source: Catálogo Nacional de Cualificaciones Profesionales (CNCP) Key conclusion with relation to Europe. Levels of construction. Much of the recent growth of the European economy is explained by the construction boom. All experts agree that the economic growth of the last decade responds to the real estate boom. However, this model ended with global economic crisis. Throughout this period there has been an increase in the deficit, unemployment, migration and population aging. The labour market is bearing the brunt of the adjustment, one that results in job losses and rising unemployment, I.e. closure of businesses and people who are out of work. Also part of this adjustment process shows a marked deterioration of labour relations in the form of actual losses of labour rights and greater difficulty in exercising those rights. But in the labour market, as in the rest of the things that happen to us, distributions are not equitable. There are different effects on men and women, and the young and old. By 2013, construction output was less than half the level it had been prior to the crisis (in 2007) in Portugal, Slovenia, Spain and Cyprus, while the declines in activity in Ireland (-71.6 %) and Greece (-77.4 %) were even more pronounced. During the period 2007–13, construction output declined by more than one fifth in half of the EU Member States, while there were only four Member States — Finland, Malta, Germany and Poland —where there was an increase in Project number V/P 2013/010/020 Page 52 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS activity. Poland recorded by far the largest expansion in construction activity over the period under consideration, as its index of production rose by 17.2 %. Despite all this, it seems that after years with negative data overall construction production in Europe is beginning to stabilize, as reflected in the above researches and according to data presented by Eurostat data. The EU-28 index of production for construction fell during most of 2012 and up until March 2013. During the remainder of 2013 and the first eight months of 2014 there followed a period where construction activity in the EU-28 fluctuated but followed a generally upward path. Source: Eurostat Lithuania in the last two years has seen levels of construction increasing. While, according to Eurostat, Slovenia, Hungary, Spain, Sweden (+4.9%), UK (+3.1%), Bulgaria (+2.9%), Poland (+8.1%) and the Netherlands (+0.3%) recorded higher construction activity. On the opposite side, Romania was the major drain on the sector (-19.7%) along with Portugal (-8.8%) and Slovakia (-6.1%), in July of 2.014. Employment in construction. The building sector is going through an extremely delicate moment due to the global economic crisis, which has resulted in a drastic decrease in activity and employment over the past six years. According to Euroconstruct, the contraction of the sector's output was 30.8% in 2012 and 23% in 2013, with a loss of more than 1,400,000 workers employed. However, these results are quite unknown and seemingly contradictory, all studies and official documents point to a strong need for training and qualifications in the sector, which is urgent to address. In fact, the most affected by the lack of skilled workers in Europe is the construction industry, where nearly 45% of companies say they have problems finding staff for skilled jobs. According to this source, employment in the EU is projected to grow by about 2% over the period 2013 - 2020 but the (EU’s) target of 75% of people aged 20 to 64 being in a job by 2020 looks beyond reach. This is the result of the crisis, followed by a modest recovery and average GDP growth rate in the EU of 2.0% a year. But there are big differences in the forecasts for employment growth in the different Member States. In Luxembourg, employment should grow by just over 1% a year between now and 2020. In contrast, in Germany, employment is expected to fall by 0.2% a year. Project number V/P 2013/010/020 Page 53 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Most Member States are expected to exceed the rather unspectacular European average employment growth of around 0.35% per annum during 2013-20. But the EU average masks large differences between countries (Figure 4). Countries have set national employment rate targets for those aged 20-64, to complement the European benchmark. Germany, despite its downward trend, along with Sweden, Malta, Austria, the Czech Republic, the UK and the Baltic states are expected to meet their national targets 2020. However, countries such as Greece, Spain, Bulgaria and Hungary are between 13-15 percentage points below their national employment rate targets. Of the Euro zone countries receiving financial support, Ireland, Greece and Spain are all forecast to have employment growth above the European average, but are unlikely to meet their national employment rate targets while Cyprus and Portugal are expected to continue to struggle. Employment growth per annum in EU Member States, 2013-20 (%). Source: Euroconstruct. Levels of qualification. The European Commission has identified a mismatch between supply and demand for labour in Europe, because job seekers do not have the skills employers are looking for. The current training offered in Europe generally is limited to train workers in the construction sector without taking into account new trends in the industry and it should be the student themselves who, voluntarily, and often with overcharging, choose or expand their training with matters related to sustainable construction and green skills. The EU is on course to surpass the educational attainment of 40% of 30-34 year olds having a tertiary level qualification and may even achieve 45% according to the forecast (Figure 7). However, fewer high-skilled jobs and higher levels of educational attainment increase the risk of skill mismatch through over qualification, especially as, at times of weak employment demand, people are more willing to accept jobs below their qualification level. Project number V/P 2013/010/020 Page 54 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Source: Euroconstruct. The forecast data point to the overall share of the labour force with no or low level qualifications as falling from 22% in 2013 to 16.8% in 2020. This indicates that the share of young people leaving school with low or no qualifications will fall. 2.1.4 Sustainability, environment and construction The last two years have left millions unemployed. They have generated a debt that will burden Europe for many years and have put new pressures on social cohesion. So in order for Europe to emerge stronger from the economic and financial crisis and achieve a sustainable future, Europe needs to rediscover its course and keep to it. That is the purpose of Europe 2020. It's about more jobs and better lives, to make Europe capable of achieving inclusive, sustainable and smart ways to create new jobs and provide guidance to society. Europe 2020 is the EU strategy for growth and jobs started in 2010 with an expected duration of 10 years. Its goal is not only to overcome the crisis; they are slowly recovering our economies. It also seeks to address the shortcomings of our model of growth and create the conditions for smart, sustainable and inclusive growth. The EU has until 2020 to reach five main objectives in the following areas: employment, research and development, climate / energy, education, social integration and poverty reduction. In the section on climate change and energy sustainability, specific objectives are specified in reducing GHG emissions (20% below 1990 levels), increasing the share of renewable energy to 20% and a 20% increase energy efficiency. European regulations Directive 2012/27/EU of the European Parliament and of the Council of 25 October 2012 on energy efficiency. o This new Directive is very ambitious and affects all energy efficiency policies: amending Directive 2009/125/EC on eco-design requirements applicable to energy-related Project number V/P 2013/010/020 Page 55 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS products; amending Directive 2010/30/EU on the labelling of energy-related products; repealing Directive 2004/8/EC on the promotion of co-generation; repealing Directive 2006/32/EC on energy end use of energy and energy services; and supplements Directive 2010/31/EU on the energy efficiency of buildings, with regard to the exemplary function of buildings of public bodies. Directive 2010/31/EU of the European Parliament and of the Council of 19 May 2010 on the energy performance of buildings (repealing Directive 2002/91/EC) o Directive 2010/30/EU of the European Parliament and of the Council of 19 May 2010 o Minimum energy performance requirements of the building and its elements. Promotion of energy efficiency measures. Need to properly train installers and builders. Incorporation of the term "Nearly zero-energy buildings" addresses or consumption of energy and other resources by energy-related by labelling and standard product information, to ensure consistency with related initiatives and minimize a possible market fragmentation Directive 2009/125/EC of the European Parliament and of the Council of 21 October 2009 o Establishes a framework for the setting of eco-design requirements for energy-related products. These five objectives set by the EU Commission will translate into quantifiable national targets for 2020, five objectives that set the tone for the new process and represent the direction to be taken. To succeed, it is essential that institutions and European leaders take ownership of these objectives. A coordinated European response, including the social partners and civil society is necessary. As we shall see, there are many measures taken by the governments of the five countries represented here, measures that serve the purpose of climate change and sustainability, in this case applied to the construction and the project echoes and links with employment and training, i.e. ‘Connecting People Skills for Green’ aims to support sustainable and competitive construction that creates new skilled jobs in new market demands. Project number V/P 2013/010/020 Page 56 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Cyprus Exemplary attitude of Public Administration The Minister of Interior is responsible for the formation of policies on issues related to the Construction sector and building development in the private sector. Numerous development plans which define the rights and the type of building development in each area are prepared by an independent body, the Town Planning Council. Issues related to infrastructure projects, are handled by the Ministry of Communications and Works (Department of Public Works). Finally, the Energy Service of the Ministry of Commerce, Industry and Tourism, which is the authority in charge of the implementation of Directive 2002/91/EC on the Energy Performance of Buildings, is responsible to define the minimum requirements of energy performance for buildings constructed after 2008. All Member States of the European Union have committed to the Europe 2020 Strategy. However, each country has different economic circumstances and translates the overall EU objectives into national targets in its National Reform Programme – a document which presents the country's policies and measures to sustain growth and jobs and to reach the Europe 2020 energy targets. According to the National Reform Programme, energy performance constitutes a top priority for Cyprus, since to-date the country relies almost exclusively on oil imports for power generation. The Renewable Energy sector is expected to contribute to the reduction of greenhouse gases and to the establishment of security with regard to energy supply in Cyprus. In the framework of the National Reform Programme and the policies for the achievement of the Europe 2020 targets, the Republic of Cyprus has set out some significant targets which go hand-in-hand with the Europe 2020 targets. These national targets are: Climate and Energy National targets: Reduction of GHG gas emissions by 5% by 2020. Energy Efficiency - Achieve an increase of 14,3% (463 ktoe) in energy savings in the projected primary energy consumption of the year 2020. Renewable Energy Sources - Increase of the contribution of RES to 13% of the total energy consumption by the year 2020. Project number V/P 2013/010/020 Page 57 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS The last developments are depicted in the table below: These targets have led to the formation and implementation of additional measures and policies, many of which are tightly related to the construction sector (energy efficiency buildings). In the meantime, a Smart Specialisation Strategy for Research and Innovation (RIS3) has been prepared in 2014 with a view to maximise the knowledge based development potential of the Cypriot economy through targeted support to Research and Innovation. A number of sectors where Cyprus has a competitive advantage have been identified as the main priorities: Tourism, Energy (renewable forms of energy, solar energy, Solar-thermal technology Solar Photovoltaic, Technologies for Solar Heating and Cooling, energy storage and transfer), Agriculture – Food Industry, Construction industry (sustainable Urban Development, Sustainable Construction, Existing Building Stock, Innovative and Intelligent Materials and Reuse of Building Materials, Cultural Heritage), Transportation, Health. In addition, the Environment and the ICT were defined as important sectors of horizontal character. Internal legislation The law and regulations, determine the minimum demand of the Energy Performance Requirements of a Building, the prerequisites for the issue of a Certificate for the Energy Performance of a Building, the exceptions of the obligation of the existence of a Certificate, the maintenance procedure and the inspection the energy consuming units of the building, the methodology for the calculation of the Energy Performance of a Building, the commendation of Advisory Committees, the authorities for inspection and auditing, the administration fines, the issuing of regulations, the offences, the lawsuit for the violation of law, the ability and the validity of the registration of Accredited Experts, the establishment and operation of the Register, the regulations and the fees. The Law N.142 (I)/2006 took effect as of 21/12/2007 by enacting the legislation concerning the minimum requirements set for the energy performance of buildings, (KΔΠ568/2007) which at that time were restricted to thermal insulation of the envelope for all new buildings and existing buildings exceeding 1000m2 of effective floor area undergoing major renovation. Project number V/P 2013/010/020 Page 58 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS From January 2010, (Κ.Δ.Π.446/2009), the minimum requirements for the energy performance of buildings, besides the restrictions on the thermal performance of the different elements of the envelope of the building (maximum U-values), include; a mean u-value for the whole envelope excluding roof and floor, compulsory use of the domestic hot water solar systems, provision for electrical infrastructure for renewable system producing electricity. The category of the Energy Performance Certificate must be at least B (approximately 200kWh/m2/yr on average, for residential buildings and 260 kWh/m2 /yr on average, for non-residential) for all new buildings, and all existing buildings exceeding 1000m2 of effective floor area undergoing major renovation. The European Directive 2010/31/EC for the Energy Performance of Buildings has already been incorporated into national legislation with the Law N.202 (I) / 2012 (Amendment) on the Energy Performance of Buildings in late 2012. The law includes provisions regarding the technical systems in buildings including proper installation and sizing, adjustment and control to optimize their energy use. The technical systems regulated include at least the following systems: Heating Systems - Hot water system - Air conditioning systems - Large scale ventilation systems. The law also provides for the adoption of regulations by the Council of Ministers which will govern the qualifications of installers of technical systems in buildings. The Amendment of the Law for the Regulation of the Energy Performance of the Buildings of 2012, N.210 (I)/2012 took effect in 28/12/2012 and the latest revision of the minimum requirements for the energy performance of buildings took effect in 13/12/2013. The national plan for increasing the number of nearly zero energy buildings in Cyprus has been composed according to Article nine of the 2010/31/EU Directive, by the Energy Service of the Ministry of Commerce, Industry and Tourism (ES), the Competent Authority for the harmonization and application of the provisions of the Directive. An official definition of the NZEB became available in August 2014 with the issue of a Ministerial Order that defines the technical requirements of an NZEB while a report on ‘Nearly Zero Energy Residential Buildings’ provides recommendations on how to implement the building standard. An important step in the attempt for harmonisation with the Directive 2010/31/ΕU is also the amendment of the Roads and Buildings (Energy Performance of Buildings) Regulations of 2006, which defines the term of major renovation, and the time period within which compliance with the minimum requirements of energy performance and the Energy Performance Certificate must be submitted. Important measures were set in the 1st, 2nd and 3rd Energy Efficiency Action Plan for the achievement of the national targets of energy saving. Lastly, the Ministry of Commerce, Industry and Tourism, in cooperation with other competent institutions, prepared in June 2010 the National Action Plan for Renewable Energy for the period 2010-2020, according to which the final energy consumption for 2020 will reach 2,023,000 tonnes and the achievement of the target for a contribution of 13% of RES is equal to 263,000 tonnes. Already the Federation of Associations of Building Contractors Cyprus (O.S.E.O.K.) has been supporting the design and implementation of new public projects relating to green development and the achievement of the European objectives for 2020 for the production of energy from renewable sources Project number V/P 2013/010/020 Page 59 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS and energy saving. The federation has also set its own targets for the implementation of new ‘green’ development projects in order to achieve the objectives of Europe 2020 (energy production from renewable sources and energy savings), as well as the introduction of ‘green’ loans with low or zero interest rate. The table below summarises the legal framework on the energy efficiency of buildings. LEGAL FRAMEWORK ON THE ENERGY EFFICIENCY OF BUILDINGS LAWS REGULATIONS AND DECREES The 2006 Law on the Energy The 2009 Regulations on the Energy Efficiency of Buildings Efficiency of Buildings, Law (Energy Certification of Buildings) 142(Ι)/2006 RAA 164/2009 The 2009 Law on the Energy Efficiency of Buildings (Amending) The 2014 (Amending) Regulations on the Energy Efficiency of Law 30(Ι)/2009 Buildings (Energy Certification of Buildings) The 2012 Law on the Energy RAA 39/2014 Efficiency of Buildings (Amending) Law 210(Ι)/2012 'The Streets and Buildings (Energy Efficiency of Buildings) Regulations of 2006' The 2006 Law on Streets and RAA 429/2006 Buildings (Amending) 'The Streets and Buildings (Energy Efficiency of Buildings) Law 101/2006 (Amending) Regulations of 2006' RAA 61/2014 'The 2007 Decree on the Calculation Methodology of the Energy Efficiency of Buildings' RAA 567/2007 'The 2009 Decree on the Energy Efficiency of Buildings (Calculation Methodology of Energy Efficiency of Buildings)' RAA 414/2009 The Energy Performance of Buildings (Minimum requirements for the Energy Performance of Buildings) Ministerial Order of 2009, RAA 446/2009; 'The 2007 Decree on the Minimum Energy Efficiency Requirements for Buildings' RAA 568/2007 Project number V/P 2013/010/020 Page 60 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 'The 2009 Decree on the Energy Efficiency of Buildings (Minimum Energy Efficiency Requirements for Buildings)' 'The 2013 Decree on the Energy Efficiency of Buildings (Minimum Energy Efficiency Requirements for Buildings)' RAA 432/2013 With regards to the Directive 2009/28/EC on the Promotion and Encouragement of the utilization of RES has been transposed into national legislation in September with the Law N.112 (I) / 2013 on the Promotion and Encouragement of the utilization of RES. The law adopts national RES targets for 2020 and foresees the issue of “statistical transfer between Member States”. In addition, Law No.122(I) includes provisions on the procedure for receiving installation and operating licenses for RES. Actions. Sensitisation / awareness An important component in the effort to upgrade the skills of craftsmen in the Construction sector is the expansion of the market demand for the installation and maintenance of energy efficiency and renewable energy systems through the provision of incentives to both the enterprises of the sector and consumers. The increase in demand is expected to act as a catalyst for the attraction of young people to the sector and to upgrade the skills of the existing workforce to cover the expected needs. Consumers, particularly because of the relatively high initial capital cost for the installation of energy efficiency systems and RES in buildings but also due to the lack of information about the advantages and benefits they provide, are mainly limited to the application of the systems required by law. Additionally, the slow diffusion and penetration of these technologies in Cyprus and the small market size have resulted in the limited demand for these systems and the lack of a critical mass of enterprises for their installation and a limited number of skilled workers. Training seminars on energy management and RES are held on an annual basis, in cooperation with the Human Resources Development Authority of Cyprus (HRDA), the Productivity Centre and the Energy Institute. Four (4) seminars were held in 2013 in Nicosia, Limassol, Larnaca and Paphos, with a duration of 60 hours each. The seminars were addressed to unemployed engineers of all specialisations. Information days were held in Nicosia, Limassol and Paphos addressed mainly to engineers who are members of the Cyprus Scientific and Technical Chamber (ETEK), the Cyprus Employers and Industrialists Federation (OEB), the Cyprus Chamber of Commerce and Industry (KEBE), hotel owners, entrepreneurs, credit institutions, municipalities and communities, contractors and the general public. Information days focused on energy audits, the energy efficiency of buildings, energy labelling, energysaving and RES technologies used for heating and cooling purposes. The Energy Department and the Energy Institute participate in the annual State fair organised by the Cyprus State Fairs Authority, as well as in the annual fair titled ‘Save Energy’ organised by the Cyprus Employers and Industrialists Federation in cooperation with the Energy Department and the Electricity Authority of Cyprus (EAC) sponsored, inter alia, by the Special RES and ES Fund. Printed information material on the different energy-saving and RES technologies is distributed at the fairs. In addition, information is provided to the general public with regard to the provisions of the grant schemes. The most efficient energy-saving investments made by natural or legal persons under the grant scheme of the Special Fund for RES and ES are rewarded at the ‘Save Energy’ fair. Public awareness on energy saving is also raised through the energy bills of the EAC. Project number V/P 2013/010/020 Page 61 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Energy-saving information is provided at the websites of bodies active in the energy sector (e.g., Energy Department, Energy Institute, Cyprus Energy Agency, EAC, CERA, TSO, etc.). The following activities have been carried out or are expected to be carried out under the Action Plans of Municipalities having signed the Covenant of Mayors and the Pact of Islands (Municipalities of Strovolos, Larnaca, Lakatamia, Paralimni, Aradippou, Aglantzia, Aghios Athanasios, Latsia, Dali, Yeri, Engomi, Polis Chrysochous, Lefkara, Derynia and Nicosia): presentations on RES and ES, inter alia, nolight days, presentations addressed to pupils, advisory services to citizens, distribution of information leaflets, etc. In addition, their websites provide information on energy saving and renewable energy sources. Funding / support to contribute to the environment. Cyprus’ untapped potential for renewable energy generation is considerable, especially with respect to solar energy. According to the Cyprus Energy Agency, it is estimated that the deployment of RES in Cyprus could create up to 2,780 new jobs by 2020. Based on its National Renewable Energy Action Plan, Cyprus promotes the use of renewable energy sources through different support schemes, including feed-in tariffs for large scale RES installations, biomass utilization, and wind parks, and subsidies for the installation of RES. The support schemes are expected to cause a cumulative reduction of 800,000 tonnes CO2 annually by 2020 through the promotion of renewable energy. Under the Special Fund for RES and Energy Conservation, two different support schemes are available. Financial support is provided for the installation of a number of specific RES to natural persons and public entities that do not exercise economic activity. Generally, the support scheme covers on average 55% of the total costs of installation for small wind power, PV systems, and biomass systems. More specifically for the support category “PV systems 3kW for domestic use,” the selection of the successful applicants will be based on social and income criteria. The first round was completed in August 2013 and the second was opened in September 2013 and closed on 18 October 2013. During the first round, 887 applications were submitted and 1,113 more are expected to be approved in the second round, amounting to 6MW. The Support Scheme for legal persons and public entities that exercise economic activity provides two categories of support: a de minimis and a regional one. While the regional subsidy targets applicants from specific regions of the country, all other entities can profit from a de minimis subsidy. A number of specific RES technologies are supported, such as wind power, PV, biomass, small hydro, and geothermal. The amount of the de minimis subsidy varies between 15%, 25% or 35% of the total costs and depends on the size of the enterprise that submits for application (large, medium, small respectively). The amount of the regional subsidy is on average 35% of the total costs. Apart from the subsidy scheme, fixed feed-in tariffs are provided through the Support Scheme for Electricity Generation from Wind Energy, Solar Energy, and Biomass. PV installations between 20 kW and 150 kW receive a premium tariff of €13.8 ct/kWh; wind farms receive €0.145/kWh, and; biogas from landfills receive €0.0974/kWh. The installation of PV systems on buildings began in 2005 with grants from the Special Fund on installation costs and the energy generated. The drop in PV prices and the increase in electricity prices has created a shift in the development model of these systems towards methods seeking to Project number V/P 2013/010/020 Page 62 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS couple energy production and demand, which is expected to give a boost to the installation of smart meters and batteries. Net metering: In 2013, Cyprus Energy Regulating Authority (CERA) announced a program for 5000 installations of small photovoltaic systems up to 3kW each, on the roofs of households. 2000 of them were offered to vulnerable consumers who were able to request financial support of €900 per installed kW which is equal to about 50% of the total installation cost. By the end of 2013, 4,894 applications were submitted. Until February 2014, 1,498 systems were already connected to the grid. Self-Generation from Photovoltaic: In 2013, Cyprus Energy Regulating Authority (CERA) announced a program for 10ΜW of installations of self-generation PVs from companies. By the end of 2013, 41 applications were submitted of a total capacity of 1,3MW. The Electricity Authority of Cyprus (EAC) has tendered out for implementation of an Advanced Metering Infrastructure (AMI) in Cyprus. The system will be covering at least 3000 electricity meters and a more limited number of water meters. The specifications that cover this first phase implementation are in line with the most update proposals of the EC and cover completely the functionalities that are included in the EC recommendations. Most recently, the Council of Ministers granted political support for the construction of two solar thermal parks with a capacity of 50 MW each. Both projects were successful submissions of the NER-300 programme and will receive financing from the EU and private investments. However, the licensing procedure of the above two projects is still under process. Renewables in heating and cooling were supported through a scheme that offers grants of a certain percentage (between 15 and 55 %) of the investment in the installation of heating and cooling systems. The scheme was part of the Grant Schemes implemented by the Fund for Renewable Energy and Energy Efficiency. Under the new Operational Programme ‘Competitiveness and Sustainable Development 2014-2020’ financial support will be provided for the promotion of energy efficiency in the industrial/tertiary sector and for energy efficiency in public buildings and in households. There is currently no specific support scheme for combined heat and power as two support schemes, one for investments in high-efficiency co-generation and one for the promotion of co-generation using biomass, were operated only up to 2013. In the building sector, financial support was and will be provided through EU Structural Funds. The new Operational Programme ‘Competitiveness and Sustainable Development 2014–2020’ foresees grant schemes for the promotion of energy efficiency in public and residential buildings. In addition, Cyprus has implemented public procurement procedures with an Action Plan on Green Public Procurement for the period 2012–2014 (RES Legal). Project number V/P 2013/010/020 Page 63 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS The new grant schemes prepared for the period 2014–2020 aim to promote cost-effective energysaving solutions for building owners through transparent and reliable procedures, while improving Cyprus’ macroeconomic indicators. The most important provisions introduced in the schemes are: Grants for cumulative energy-saving and RES measures in buildings instead of individual measures; Assessment of buildings by independent experts (Energy Auditors, Specialised Expert, Inspector, as the case may be), prior to the adoption of measures; Promotion of nearly-zero consumption buildings; Increased grants for vulnerable consumers; Inclusion of EU funds in financing. Good practices Architecture Research Centre in Cyprus This sustainable building system was previously a shoe factory in Nicosia. Now it is a bright and colourful academic building for the Architecture Research Centre at the University of Nicosia. Designed by Petros Konstantinou and Yiorgos Hadjichristou Architects, the ARC features multi-functional space, sliding doors and a bright, naturally daylit interior. The building was re-skinned with coloured polycarbonate panels which transmit a pleasant light inside. The building will over time be covered in vegetation to provide additional shading. In Cyprus there are currently about 35 companies which are active in the import and installation of P/V systems. These companies are SMEs which employ 4-9 persons. It is expected that, in the following years, the P/V installation will become even more widespread. Sustainable Construction Competition in Cyprus In the framework of a LIFE+ funded project called “SUSCON” (Sustainable Construction in Public and Private Works through IPP Approach), which aimed at the adoption and application of “sust0ainable construction” concept in the practices of construction industries, a Sustainable Construction Competition was conducted. The Sustainable Construction Competition in Cyprus was organised by the Cypriot partners and aimed to give public organisations and companies the opportunity to promote their environmental practices in the construction sector and to further motivate the application of such practices. The project categories included in the competition were: A. Building and B. Infrastructure works. The criteria dimensions for the Sustainable Building Award were: Environment Dimension, Energy Dimension, Social Dimension, Economic Dimension and Unified Design Dimension. Criteria dimensions for the Sustainable Infrastructure Work Award included: Environment Dimension, Energy Dimension, Social Dimension, Economic Dimension, Aesthetics and Setting Dimension and Innovation Dimension. Project number V/P 2013/010/020 Page 64 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS For Category A (Buildings), the second award was awarded to the proposal A1- Electricity Authority of Cyprus Office Building. For Category B (Infrastructure works), proposal B1- Upgrading of PlatresProdromos Roadworks and proposal B2- Upgrading of the Limassol By-Pass Agios Athanasios Roundabout were awarded the second competition prize. B4-Upgrading of Kalopanagiotis village centre was awarded the third prize. Project number V/P 2013/010/020 Page 65 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Denmark Exemplary attitude of Public Administration Actions. Sensitization / awareness The Danish Government has recently (in 2014) initiated two major programs which will influence the construction sector. One is to reduce energy consumption in our buildings (“Strategy for energy renovation of buildings – the road to energy-efficient buildings of the future Denmark”). The other one is a new building regulative policy (“Towards a reinforced construction in Denmark – the Government’s political building strategy”) which, among others, includes initiatives for a more sustainable construction sector. “Strategy for energy renovation of buildings – the road to energy-efficient buildings of the future Denmark” 21 initiatives form part of a strategy for energy renovation of buildings which is part of the energy agreement of 2012. The strategy aims to apply these 21 specific initiatives to different areas of the national building stock and to different actors - from professional entities to ordinary homeowners. The government proposes to upgrade the energy requirements for windows and other elements which make up the building's environmental footprint. Initiatives in the strategy are divided into various building segments and focus includes the updating of building codes and ensuring greater compliance with energy requirements. The government expects that the energy renovation strategy will cause a 35 % reduction in the net energy consumption for heating and warm water in 2050. The government also proposes to introduce voluntary energy classes for existing buildings. This can give building owners concrete points of reference to follow in any renovation project and can provide more scope for innovative new ways of thinking regarding energy solutions in the homes of the future. The energy labelling scheme should be upgraded so that it creates a greater incentive for renovations aimed at increasing energy efficiency. Before long, potential property buyers looking at online house adverts will be able to go directly from these ads to the specific digital energy label and in this way they can get a quick overview of the buildings overall economic profile. The information available to homeowners will be improved through the "Better Housing scheme" which will give individual citizens the opportunity to get all the advice they need in one place throughout the whole renovation process. "Better Housing", which is currently running as a pilot scheme in nine municipalities, should help to make energy renovation easier for the homeowner. (The project will be explained more thoroughly in paragraph 4). Two initiatives in this strategy are targeted at the strengthening of skills and innovation to promote energy renovations, one of them being an aim to: Assess the need for further training in energy efficiency and renewable energy in construction. Ensure the development of training materials and tools for the training of financial advisers, which enables active marketing of financing energy renovation. Ensure the development of information materials and tools which gives sales staff in DIY skills to guide building owners on energy-efficient energy retrofit solutions. Project number V/P 2013/010/020 Page 66 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS "The energy renovation strategy is the largest and most comprehensive strategy ever undertaken to reduce energy consumption in existing buildings in Denmark. It is a significant milestone in our transition to an energy-efficient society. It is through such strategic initiatives that the Government expects to reduce heat consumption in existing buildings by 35 % by 2050. We are sending an important signal to both building owners and construction industries. I hope that the industry will use these measures as the basis for long-term commitments and investments in new technological solutions," says Minister for Climate, Energy and Building, Rasmus Helveg Petersen. “Towards a reinforced construction in Denmark – the Government’s political building strategy” With this strategy, the government has addressed some of the structural challenges in the construction industry, which must be tackled if the Danish construction industry is to be able to perform optimally. The strategy will help to create growth, productivity and employment in the building sector. Stronger frameworks for growth, simpler rules and more sustainability. That is the content of this new strategy that includes 34 initiatives that aim at making it easier to do business in the construction industry while promoting sustainability in construction. The new strategy will create better conditions for competition in construction, so as to make the Danish construction sector more competitive at the international market. The strategy will also ensure that the rules in the construction sector will be easier to understand and work with, and that the technical construction projects become more efficient. The initiatives must also ensure that public authorities become more efficient and professional as buyers of construction and thereby contribute to the efficiency of the construction. At the same time, the strategy has a focus on sustainability, as construction can play a major role in reducing greenhouse gas emissions and other climate and environmental considerations. The construction sector can be accounted for about 31 % of Denmark's total waste. With the new strategy, the government will ensure that the construction industry in general become more resource and environmentally conscious. The initiatives related to the sustainable part of this strategy aim to: Create a voluntary sustainability class as a single "official" sustainability tool. The class must provide builders who wants to build sustainable construction, with the tools to do so. Create a guidance to sustainability. A package with a number of guides and instructions on how to build sustainable construction, including tools for calculating the total economy and environmental impact of construction products and buildings, which will be prepared in cooperation with relevant authorities to ensure consistency across the regulation and action. Establish a task force for sustainable building materials. Coordinate efforts for recycling bricks and other building materials. Recycle/reuse of buildings, which are part of the cultural heritage. One must have a presumption that the government would like to see these initiatives turned into actual requirements. If/when these strategies are implemented as legal requirements, educational institutions across the country will be obliged to follow and support them and thus incorporate a greater deal of sustainability related programs, courses and other initiatives. Project number V/P 2013/010/020 Page 67 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS The above mentioned strategies are consistent with two out of three of the reinforced priorities in the Europe 2020 Strategy, namely the section of “Smart growth” and the “Sustainable growth”. The three mutually reinforcing priorities of the Europe 2020 Strategy are: Smart growth: developing an economy based knowledge and innovation Sustainable growth: promoting a more resource efficient, greener and more competitive economy Inclusive growth: fostering a high-employment economy delivering social and territorial cohesion. Good practices Green Lighthouse – good practice in CO2 neutral public building project. Green Lighthouse is Denmark’s first CO2 neutral public building and serves as faculty building at the Faculty of Science at the University of Copenhagen. It was built in 2009 and back then it also served as a showcase for sustainable building at the UN’s Climate Conference in Copenhagen. The building was designed by Copenhagen based architects Christensen & CO and has multiple purposes including teaching facilities, student advisory, administration and faculty lounge. It demonstrates that sustainable design is not a question of stuffing the building with brazen, expensive high-tech gadgets, but that it starts with good old fashioned common sense. In fact, 75% of the reduction of the energy consumption is the direct consequence of architectural design. To achieve carbon neutrality, Green Lighthouse has a number of green design features incorporated to reduce energy use and provide a holistic and healthy indoor environment for students and faculty. The building itself was oriented to maximize its solar resources, while windows and doors are recessed and covered with automatic solar shades to minimize direct solar heat gain inside the building. Plenty of daylight and natural ventilation are provided by means of the skylights and windows and the generous atrium. Finally, sensibly integrated state-of-the-art technology has been applied: heat recovery systems, photovoltaic panels, solar heating, LED lighting, phase change Project number V/P 2013/010/020 Page 68 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS materials and geothermal storage are just some of the technologies that are seamlessly integrated into the building. CPH containers – good practice in the field of recycling of construction materials. In CPH Containers they construct houses out of recycled shipping containers and see great value in revitalizing these old structures and thereby keeping the environmental impact of house construction very low. They also place great emphasis on sustainability in other materials in the construction of their container solutions. This applies to everything from insulation material for kitchen countertops and floor planks to the recycling of good second hand windows. The philosophy at CPH Containers is that sustainability is the means to the goal of sustainability. The decor of the containers will vary from one project to the other and it is important that the container harmonizes with the surrounding environment. In some environments, the container's original surface will be preserved, in others they will be painted, covered with wood or metal, or some other solution. As part of this work CPH Containers develop and test new techniques that minimize their environmental footprint while improving economy, flexibility and well-being of the container solutions. They are working with removable foundation types, state of the art insulation, solar panels, heat pumps and integration of combustion toilets. Project number V/P 2013/010/020 Page 69 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS The City of Vinge – good practice in the field of energy-saving construction. Vinge is one of the largest urban development areas in Denmark – with an area of up to 350 hectares for development and space for up to 10,000 residents and jobs for 4,000 people, located in an attractive natural environment in Frederikssund only half an hour from Copenhagen by train. The vision for Vinge is to create a new type of town in which landscape and nature go hand in hand with a dense, vibrant urban environment. Vinge will be a future-oriented city, where the interaction of solar cells, solar collectors, heat pumps and heat accumulators ensures CO2-neutral operation and a sustainable energy supply. And so, Vinge will be Denmark's first new build CO2-neutral city being an example of sustainable urban development with special focus on climate and environment where one can study and analyse the possibilities and the potential for the development of a self-sufficient city based on CO2 neutral operation and energy-efficient solutions. Project number V/P 2013/010/020 Page 70 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS As a future-orientated city, Vinge will not only be Denmark's first new build CO2-neutral city, but also a smart city that aims at optimizing the city by combining the physical and social in the digital space. A city that supports the relationships between authorities, businesses, organizations and citizens by utilizing and sharing data and information to create new solutions and services across the sectors of the city. The smart city has a huge urban political focus in Denmark at the moment, and by incorporating new technologies in Vinge, the city will not only be able to engage more effectively and actively with its citizens, but also to use digital technologies to reduce resource consumption and thereby moving in a more sustainable direction. Energy renovation of older houses The majority of the Danish buildings (detached houses, half-timbered houses and apartment buildings) are not newly constructed but these properties need energy renovation as well if Denmark are to reach the goal of a reduction of 35 % in the net energy consumption for heating and warm water in 2050. Listed below are a few examples of houses in this category. Project number V/P 2013/010/020 Page 71 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Half-timbered houses are especially challenging to renovate because they carry a lot of cultural as well as architectural history. Courses in energy renovation of older buildings are offered by The Danish Construction Association and The Danish Energy Agency. Project number V/P 2013/010/020 Page 72 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Lithuania Exemplary attitude of Public Administration. Like the majority of other European countries, Lithuania faces major challenges in three areas: security of energy supply, competitiveness of the energy sector and sustainable development of the energy sector. As such Lithuania’s position is a result of both historic and political circumstances as well as domestic energy resources that have to be limited. Energy consumption required to generate one unit of the Gross Domestic Product (GDP) in Lithuania is 2.5 times higher than the European Union (EU) average. Lithuania has a vast untapped potential in the area of energy efficiency, especially in the sectors of heating and transport. With improved energy efficiency, energy intensity can be reduced. By 2020, in Lithuania heat energy consumption in buildings will decrease by 30-40% due to the upgrading of most of them. Given an urgent need for investment, upgrading priority will be given to buildings with the biggest energy efficiency improvement potential. The sectors of households and transport can yield the biggest energy savings: the total of 65% of the overall saving potential (the saving potential is 590 ktoe). Given the overall energy saving potential, the key strategic goal in the area of energy efficiency is to attain the common final energy saving target by 2020 – to save 11.7 TWh of final energy (calculated by using the cumulative method). Lithuania plans to improve energy efficiency in the sector of residential and public buildings by upgrading them. About 48 ktoe of energy are to be saved per year due to the improved heat energy efficiency, public procurement procedures promoting energy saving and the use of energy-efficient appliances. It can be stated that Lithuanian legislation is currently sufficient for the implementation of the Directive 2010/31/EU on the energy performance of buildings. Relevant Lithuanian legislation provides guidelines for the implementation of the Directive in stages by 2020, to create conditions for the construction of energy-efficient buildings in terms of energy saving potential, the use of renewable energy resources, environmental conservation and cost-effectiveness. Internal legislation and its compliance with the Strategy. The main legislations of Lithuania related to the implementation of the European directives on energy efficiency in buildings (Directive 2010/31/EU) are: Law on Construction of the Republic of Lithuania; Law on Energy of the Republic of Lithuania; Law on Energy from Renewable Sources of the Republic of Lithuania. The main legal documents defining the requirements of energy efficiency of buildings, indicating how to achieve the strategic objectives are: Technical regulation of construction STR 2.05.01:2005 “Building envelope thermal technique”, which presents minimum thermal performance requirements for the design of buildings. Technical regulation of construction STR 2.01.09:2005 “Energy performance of buildings. Energy performance certification”, which was designed to implement the European Parliament and Council Directive 2002/91/EC of 16-12-2002 „On energy efficiency of buildings“, i.e., assessment of building energy efficiency (certification). According to the requirements of the new directive 2010/31/EU, supplements to this Regulation was relieved in 2011, which contains the requirements for energy-efficient buildings; Project number V/P 2013/010/020 Page 73 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Technical regulations of construction STR 2.01.09:2012 “Energy performance of buildings. Energy performance certification”. Effective from 9 January 2013. This Regulation, which is designed to implement the requirements of the new Directive 2010/31/EU, lays down the requirements for envelopes of energy efficient buildings, efficient energy use in buildings, and the use of renewable energy resources. The legislation also includes the National Energy Independence Strategy, which was approved in 2012 and provided for the effective energy use strategy, including buildings, and the development of renewable energy resources. The energy efficiency in the construction sector will be influenced mainly by the implementation of the regulations of Directive 2010/31/EU on the energy performance of buildings. These provisions are mandatorily transposed into national legislation specifying the steps and necessary measures in implementing the Directive. Lithuania has set transitional requirements for newly constructed buildings in 2014, 2016, 2018, 2021 by the energy efficiency classes of buildings (STR 2.01.09:2012). New buildings or parts thereof must comply with the requirements of: till 1 January 2014 – class C buildings; from 1 January 2014 – class B buildings; from 1 January 2016 –class A buildings; from 1 January 2018 – class A+ buildings; from 1 January 2021 – class A++ buildings; In order to increase the energy efficiency of buildings in view of the requirements of Directive on the energy performance 2010/31/EU, provisions were adopted in the Lithuanian legislation that since 2020: The heat loss through the walls of the buildings designed and constructed in Lithuania should be reduced by about half. The heat losses due to infiltration will be reduced to a minimum, as very stringent requirements are set for building tightness. This requirement will be verified by mandatory building tightness measurements. The use of regenerative cooling systems will be binding for effective use of thermal energy. The mandatory renewable energy sources will have to be used for the building energy balance. It is envisaged that by 2020, renewable energy resources will account for no less than 23 per cent of final energy consumption. Actions. Sensitization/awareness. A number of measures have been implemented on a national scale with regard to the principal provisions of Directive 2012/27/EU. A great part of these measures are related to construction sector: Measures ongoing in the household sector: Programme for renovating (upgrading) multi-apartment buildings; Programmes for the development of municipal problem areas for 2011-2013; Project number V/P 2013/010/020 Page 74 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS EU Structural Funds for 2007-2013 (Measure “Promoting the upgrading of multi-apartment buildings”); Special Climate Change Programme; Ignalina Programme for 2007-2013; EU Structural Funds for 2014-2020. Measures ongoing in the services sector: Renovation of heated and/or cooled buildings owned by the state and used by public authorities and bodies that are public administration entities; EU Structural Funds for 2007-2013 (Operational Programme for Promotion of Cohesion); Programme for upgrading educational institutions; Programme for renovating and upgrading of libraries for 2007-2013; Programme for upgrading cultural centres for 2007-2020; Programme for upgrading museums for 2007-2015; EEA and Norwegian Financial Mechanisms; Ignalina Programme for 2007-2013; Energy efficiency requirements to public procurement procedures; Green procurement; Special Climate Change Programme; EU Structural Funds for 2014-2020. Horizontal measures: Long-term strategy for the renovation of the national pool of buildings (draft); STR 2.05.01:2005 “Heating technology of building envelopes”; STR 2.05.01:2013 “Energy performance design of buildings”; STR 2.09.02:2005 “Heating, ventilation and air conditioning”; STR 2.01.09:2005 “Energy performance of buildings. Energy performance certification”; Checking the compliance of heating systems with energy efficiency requirements; Checking the compliance of air conditioning systems of buildings with energy efficiency requirements; Pollution tax concessions; Labelling of products relating to energy consumption; Ecodesign; Information, educational and training activities; Qualification and certification systems; Obligation scheme to ensure energy efficiency and alternative policy measures; Energy audit and energy management systems. Information on energy efficiency improvement-related programmes implemented in the country, which are aimed at achieving the national indicative energy savings target, and advice on the use of measures established under the programmes are provided by the authorities responsible for the implementation of such programmes: the Ministry of Economy, the Ministry of the Environment, Project number V/P 2013/010/020 Page 75 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS the public institution Housing and Urban Development Agency, the Central Project Management Agency, etc. Main actions within sensitization/awareness raising areas: 1. Information provided by energy companies to energy consumers and municipal authorities on efficient consumption of energy resources and energy, safe and efficient use of energy facilities and installations, energy facilities and installations under construction and reconstruction, energy prices and services provided to energy consumers. 2. Information published on ongoing programmes relating to energy efficiency in the country aiming at the attainment of the indicative national energy saving target and consultations and training sessions offered on how to use programme measures. 3. Provision of consultations and information to final customers, organisation of training, preparation of information materials, use of the media to disseminate energy saving ideas and organisation of conferences, seminars and events on energy efficiency. Informational, educational and consulting activities carried out in implementing the National Energy Efficiency Programme include the preparation and publishing of different publications on the efficiency of energy resources and energy as well as wider use of local, renewable and waste energy resources, the organisation of seminars, conferences, and contests and the organisation of and participation in TV and radio shows as well as preparation of information for the press. Funding/support to contribute to the Environment. 1. Measure: Long-term strategy for the renovation of the national pool of buildings Budget and source of funding: State and municipal budgets, EU Structural Funds, other programmes and funds, legal and/or natural persons 2. Measure: Checking the compliance of heating systems with energy efficiency requirements. Budget and source of funding: The provision of compliance check services to individual customers is financed with the state funds. 3. Measure: Checking the compliance of air conditioning systems of buildings with energy efficiency requirements. Budget and source of funding: The provision of compliance check services to individual customers is financed with the state funds. 4. Measure: Programme for renovating (upgrading) multi-apartment buildings (To encourage owners of multi-apartment buildings to upgrade their houses inefficiently consuming energy) Budget and source of funding: state and municipal budgets, the EU Structural Funds, funds of flat owners. 5. Measure: Programmes for the development of municipal problem areas for 2011-2013 (Renovation of multi-apartment buildings, in particular, to improve their energy efficiency) Project number V/P 2013/010/020 Page 76 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Budget and source of funding: EU Structural Funds, funds of other legal and/or natural persons 6. Measure: renovation (upgrading) of public and residential buildings (for various social groups) reducing energy consumption costs by at least 40% Budget and source of funding: Special Climate Change Programme. 7. Measure: use of renewable energy sources (solar, wind, biofuel, geothermal energy, etc.) in individual residential buildings Budget and source of funding: Special Climate Change Programme 8. Measure: Renovation of public buildings (administrative; educational; medical treatment; cultural and specialised buildings) that are noncompliant with energy performance requirements Budget and source of funding: state and private (ESCO) funds and EU Structural Funds 9. Measure: Programme for upgrading educational institutions (To upgrade educational institutions with a view to creating conditions for reducing energy costs in buildings and improving the school environment and the quality of the educational process) Budget and source of funding: state and municipal budgets 10. Measure: Programme “Conservation and revival of cultural and natural heritage” (incl. projects the implementation of which improves energy efficiency, reduces pollution, promotes the use of renewable energy resources) Budget and source of funding: EEA and the Norwegian Financial Mechanisms Good practices ‘Quadrum’ business centre The “Quadrum” business centre that will be finished by the end of 2015 is the nationally unprecedented multi-functional business site, which has attracted 260 million LTL (75 million EUR) investments to Vilnius. It will create about 4,000 jobs and will feature 700 parking spaces. This will also be the first time that a modern office building makes use of geothermal energy for its heating system in Lithuania. The ‘Quadrum’ project is said to be an A+ class 70,000 m² “business city within a city.” It is promised that the centre will incorporate some of the most advanced office building technologies available, high-quality Scandinavian construction, and sustainable development. The three buildings will feature innovatively prepared offices with multifunctional conference halls, restaurants, recreational areas, a green garden, 700 underground garages, and a shopping and service centre. Economy and environmental friendliness are said to be core ideas behind ‘Quantum’s’ design. It should become the first business centre in the Baltic States that will be certified according to the prestigious international BREEAM standard for the assessment and classification of the environmental performance of buildings. The project developers plan to achieve a rating of “very good”. Project number V/P 2013/010/020 Page 77 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS The effective use of energy is secured by harmonious completeness of constructive and technical solutions. Exterior of the buildings will have special solar shades or vertical transparent curtains with automatic regulation. In areas where the amount of people changes during the day, installation of an automatic control of the ventilation system is being planned (sensors automatically turn off ventilation when there are no people in the premises). Expenses for energy will be reduced due to the insulation values of facades resulting in need for less cooling and heating as well as the use of low energy lightning systems and smart automatic control of it. Additionally, geothermal heating will provide approximately 10% of the projects energy need. The green roofs saving the rainwater are being planned as well. Construction of ‘Quadrum’ business centre in Vilnius http://www.quadrum.lt/ A energy class residential multi apartment buildings Built in 2012, the complex of residential multi apartment buildings “Bajorų kalvos“ in Vilnius was officially recognized as the most energy efficient multi apartment building in Lithuania and was issued the A energy class certificate. The buildings feature individual heat recovery ventilation (HRV) system which helps to save up to 30% of heating costs. The housing complex is also equipped with solar modules installed on the roof. A energy class apartments in Vilnius Project number V/P 2013/010/020 Page 78 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Houses built of straw Eco-innovation is not always about new materials. A few projects in Lithuania have shown that eco-innovation can also be about finding new approaches to old materials. In these cases, the material is straw. A Lithuanian construction company, Ecococon, is successfully showing that houses can be built from straw panels. The panels are made from straw tightly packed into wooden frames, which are produced in standard sizes of 300cm by 40cm, with a depth of 12cm, but which in principle can be sized to fit any requirement. Ecococon straw panel houses are built on wooden bases mounted on a waterproof layer. Once constructed, the panels can be plastered as traditional brickwork would be. Ecococon says that the straw panels offer numerous advantages. They are not easily combustible because the straw is packed so tightly that there is little air within the panels for a fire to feed on. In addition, plastering provides a protective layer. Because the panels, and the clay plaster that can be used to render them, are permeable, moisture does not collect within the panels. Straw houses can also be long-lasting. “A well-built straw house can be used for decades or centuries,” the company says. Construction of straw houses can be done quickly. A basic structure of up to 200 square metres can be put in place by a team of a few people in two days. The construction process is low-intensity, with no need for preparation of concrete or high-energy consuming equipment - straw houses can be assembled by craftsmen with handheld tools. At the end of its lifespan, a straw panel house can be dismantled and the materials reused, in contrast to brick-built houses, which entail large amounts of demolition waste and potentially hazardous materials. Ecococon, which started work in 2008, has constructed dozens a number of straw panel houses, and is seeking new projects. Straw houses in Lithuania Project number V/P 2013/010/020 Page 79 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Poland Exemplary attitude of Public Administration. The Energy Efficiency Directive (EED), similar to the Energy Services Directive (ESD), was in general implemented by the Energy Efficiency Law (EEL) (2011). The responsibility of the whole implementation is placed on the Minister of Economic Affairs (MoEA). The MoEA is obliged to prepare the National Energy Efficiency Action Plan every three years. All other ministers and heads of governmental regional administrative units shall contribute to reach its objectives. Furthermore, according to article 11 of the EEL, the MoEA shall perform different additional tasks related to energy efficiency, such as organizing campaigns to promote the use of energy efficiency improvement measures, including the introduction of innovative technologies; conducting information and educational activities, organizing trainings on available energy efficiency improvement measures; monitoring measures of efficiency energy improvement, which will also result in additional expenditure for the state budget. Some statistical duties were attributed to the National Statistical Office and the regional governmental administration. The EEL defines the national target for energy savings exactly in the same way as the indicative target in the ESD was set. The public sector was obliged to perform the exemplary role. As the main energy efficiency mean the White Certificate System (WCS) was established and launched (2013). Executive role in the WCS plays the President of the Energy Authority who organises the public auctions for the WC. Basing on the experience gained in the first phase of administration of the WCS some minor changes in the procedures are planned in 2014. The energy efficiency oriented programs are financed from the fund on which redemption fees and penalties from the WCS are paid. Some detailed requirements for energy efficiency auditors originally placed in the EEL were deleted (2012). New draft of the EEL is being prepared. It would extend the duration of the current EEL beyond 2016 and would introduce necessary changes induced by the EED. Legal context There were not changes in the Polish law after the Energy Efficiency Directive (EED) came into force. It had been decided that the EED would be transposed into the Polish legal system by the legal act “Energy Efficiency Law” (EEL). The act adopted by the Parliament on 15 April 2011 came into force in May 2011. The next following step was issuing by the Ministry of Economic Affairs some pieces of secondary legislation to enable practical entering into force of the EEL: 1. Decree of 10 August 2012 that detailed the procedure of energy efficiency audit and describes the methods of computing energy savings. 2. Decree of 4 September 2012 on the methods of computing primary energy savings for the purpose of the White Certificate System (WCS) and the compensation fee in the system. 3. Decree of 23 October 2012 on the procedures of the bid for the White Certificates and listed the eligible energy efficiency means eligible in the WCS. The original EEL was amended on 10 October 2012. The amendment consisted of dropping the articles that defined specific requirements of the energy efficiency auditors. This move was mainly induced by Project number V/P 2013/010/020 Page 80 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS the government’s policy to open different occupations to make the market of services they provide more competitive and flexible. In recent years the energy efficiency policy has been strongly supported in its implementation phase by the programs being continuously launched by the National Fund of Environmental Protection and Water Management. Future planning The extent of the current Energy Efficiency Law (EEL) is limited to 2016 and due to some legal constraints the bill cannot be amended. Therefore the law is planned to be replaced by a new legal act that will extend the duration of energy efficiency law beyond 2016. No revolutionary changes are planned, the new law would rather extend the main provisions of the current EEL with some minor changes to make the necessary adoptions to the EED.Minor amendments are also planned in the White Certificate System. Source: National EED Implementation Reports Deliverable: D9 IEE/CA/11/001/SI2.594052. In Poland, buildings are being successively modernised, despite a smaller range of documents applying to this area. Modernisation projects quite clearly hang upon the availability of funds or the ability to raise them, policies pursued by local governments, and the environmental awareness of authorities and communities. The pace and scope of modernisation works in public buildings are determined by the already mentioned legal and financial instruments, as well as by the availability of domestic and EU funding. One of the relevant financial instruments used in Poland is the Thermo-Modernisation fund established in 1998. Its resources were contributed by the state budget, and the entity responsible for their distribution is the Bank Gospodarstwa Krajowego (BGK). Eligible beneficiaries are those undertaking to reduce energy consumption in buildings. Over 16,000 projects worth more than 920 million zlotys had been completed by the end of 2009 (IEA 2011). Depending on the building type, average energy savings ranged from 36 to 65%, public buildings being among those where they were the highest (53%). The rising number of such projects indicates an increasing interest in improving the thermal efficiency of public buildings (Nowak 2010). Another financial instrument used to fund TI projects in Polish towns, including those improving public buildings, was ROPV grants (2007–2013). At the end of 2012 TI projects in public buildings co-financed by the ROPV amounted to over 885 million zlotys, accounting for 1% of all ROPV-subsidised projects. For clarity, let us repeat that projects improving public buildings are considered in this article in terms of their location, value, sources of funding (including EU subsidies), and use. When ROPV co-funded TI projects in public buildings are considered by their location (as of 31 December 2012), a set of 193 towns is produced (21% of all towns in the country). More than half of them have populations of up to 20,000 and those with more than 100,000 residents make up over 13%. An analysis of the value of TI projects carried out in public buildings shows a significant role of local governments in their creation and implementation. The use of innovative solutions is clearly related not only to the already discussed legal and financial instruments, but also to endogenous resources, particularly human capital accumulated in local governments (Szymańska, Chodkowska-Miszczuk 2011). It is local authorities, including municipal councils, that make decisions on where IT projects will be conducted and what their value will be. With regards to the use of public buildings chosen for TI projects, most of them delivered a town’s basic functions; they were also the most burdensome for local budgets to maintain. Thus, 44.3% of them Project number V/P 2013/010/020 Page 81 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS were educational establishments (kindergartens, schools, community centres), 22% were health-care facilities (hospitals, outpatient clinics), and about 12% were used by public administration (central or local). It was found that voivodeships differed in the type of use of public buildings where TI projects were implemented. For example, while in Łódź voivodeship over 87% of the projects involved educational establishments, in Świętokrzyska land almost 60% were carried out in buildings used by public administration. Actions. Sensitization / awareness The research results show that projects addressing the thermal efficiency of buildings are one of the ways to implement the sustainable building concept and increase the energy efficiency of public buildings in Polish towns. An analysis of the modernised buildings by their use reveals that most TI projects, as much as 44.3%, involved educational establishments (kindergartens, schools, community centres), then health-care facilities (hospitals, outpatient clinics), and buildings used by public administration. The buildings are needed by the towns to deliver basic municipal services, but they are also the most burdensome for local budgets in terms of maintenance costs. Another finding has been that TI projects were unevenly distributed among Polish towns. Projects subsidised from EU funds under the 2007–2013 ROPV were carried out in 193 of them (21% of their total number in the country). The most expensive projects were implemented in the largest cities. As observed, the value of a project tended to increase with the city’s population. The overall trends, including the present policy of the EU and the age structure of public buildings in Poland (75% of which were erected before 1990), imply that the number of IT projects will rise. The incentive will be, as has been so far, the availability of domestic and EU funding. The pace and scope of activity will be determined by the resourcefulness of local governments. Source: MODERNISATION OF PUBLIC BUILDINGS IN POLISH TOWNS AND THE CONCEPT OF SUSTAINABLE BUILDING Authors: Justyna Chodkowska –MiszCzuk, Daniela Szymańska. Good practices. Case 1 South view of the sports hall at Słomniki (Małopolska), the first passive public building in Poland with a quality certificate awarded by the Passive house Institute. Source: photo by J. Chodkowska-Miszczuk, 18 August 2013 Project number V/P 2013/010/020 Page 82 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Case 2 A passive public building – the hotel Bulwar in Toruń. An example of combining the history of a building with the requirements of a modern highest-standard hotel. Source: photo by D. Szymańska, 10 October 2013. Case 3 Independent Public health-Care Centre at Radzyń Podlaski (Lublin voivodeship). An example of a TI project co-funded by the ROPV (2007–2013) in a town of up to 20,000 population. Case 4 Project number V/P 2013/010/020 Page 83 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Warsaw Spire is the flagship example of sustainable building, the strategy promoted by Ghelamco for years. The investment will not only provide the utmost comfort for the tenants but will also effortlessly merge with the city fibre. Moreover, Warsaw Spire will be extremely environmentally friendly, thanks to the application of numerous innovative solutions. Warsaw Spire is a perfect meeting spot for business and leisure. A modern landmark and a powerful symbol of Warsaw’s energy. The highest sustainable standards combined with comfortable and efficient office spaces. Source: http://warsawspire.pl Case 5 Atrium 1 is situated in the heart of Warsaw central business district. Atrium 1 in numbers: 55% lower energy consumption Geothermal cooling and heating system Modern air conditioning based on chilled beams Daylight control system and LED lighting in common areas 70% reduction in water use Collection of rain water from the roof Use of grey water for flushing toilets and irrigation purposes Water-saving sanitary fittings and toilets, waterless urinals 75% of waste recycled Regionally sourced and produced materials are used in the construction process Project number V/P 2013/010/020 Page 84 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Case 6 Source: http://www.skanska.pl/en/offices-to-lease/vacant-premises/atrium-1/atrium-1/ An A class office building located in the centre of Szczecin at the junction of Wyzwolenia and Malczewskiego avenues. The facility has 9 floors and over 14,000 sqm of office space. It is equipped with security systems and CCTV. Its car park offers a total of 181 parking spaces. Source: http://www.echo.com.pl/en/offices-and-hotels/szczecin/oxygen-167/ Case 7 The quality of manufacture and technology advancement at Park Rozwoju - Development Park will offer maximum of comfort to Tenants. The design of systems and architectural arrangements will facilitate efficient planning of the layout. The heavy-duty ventilation system, providing above-standard air exchange rates, offers convenient conditions for setting workstation density. Transfer of recovered heat into each space and maintenance of optimal temperature is guaranteed due to effective air conditioning, which is based on a recovery heat pump system. Excessive heat in summer will be avoided with a modern heat-resistant glass facade with shutters, while energy efficient windows help prevent heat loss in the winter. Source: http://parkrozwoju.com.pl/en/project/technical-specification/ Project number V/P 2013/010/020 Page 85 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Spain Exemplary attitude of Public Administration. According to the European Strategy, Spain has taken the following measures: Internal legislation http://ec.europa.eu/europe2020/europe-2020-in-your-country/espana/national-reformprogramme/index_es.htm To implement these commitments, Spain ended during 2013 the transposition of the Directive 2010/31/UE about energy efficiency certification of buildings and their thermal installation systems, through the following documents: Royal Decree 235/2013, of April 5, which approves the basic procedure for the energy efficiency certification of buildings. Royal Decree 238/2013, of April 5, amending to the technical directions of the Thermal Installation Systems Regulation of buildings. Order FOM/1635/2013, of 10 September, which updates the “Documento Básico DB-HE Ahorro de Energía” (Basic Document DB-HE Energy Saving). It’s important to highlight some of the issues covered by this directive that are going to influence the way of design and construction of buildings over the coming years, which can lead to a necessary adaptation of workers in this sector through an specific training in the subject. One of the new concepts introduced by this directive is the “nearly zero energy building”. From 31 December 2018 all the public buildings constructed in Europe should be buildings with a very high energy efficiency level, in order to require a very low or almost zero amount of energy for its function. In addition, this energy should come, for the most part, from renewable sources. The date is postponed until 31 December 2020 for the privately-owned buildings. This new requirement not only affects the new construction works, also to those buildings submitted to important rehabilitation works (with a cost higher than 25% of the value of the building, excluding the land, or refurbishing affecting more than 25% of the building envelope). Also, during 2013 and 2014, the following programs or specific actions related to the improvement of energy efficiency have been put in place: “Programa de Ayudas a la Rehabilitación Energética de Edificios Existentes” (Aid Program for the Energy Rehabilitation of Existing Buildings) and “Fondo de Inversión en Diversificación y Ahorro de Energía” FIDAE. (Investment Fund for Diversification and Saving Energy) In addition, the Spanish Government is finishing the transposition of the Directive 2012/27/UE of the European Parliament and the Council of 25 October 2012, related to energy efficiency, which leads to many actions, among them, it should be noted: the “Estrategia para impulsar la renovación del parque edificado” (Strategy for boost the renewal of the built stock); Project number V/P 2013/010/020 Page 86 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS the “Plan Nacional de Acción de Eficiencia Energética 2014-2020” (National Action Plan for Energy Efficiency 2014-2020), which will detail the steps to achieve the goals about saving energy in compliance with the Directive; the “Plan de Impulso a la Rehabilitación y Renovación de Edificios para la Eficiencia Energética” (Revitalization Plan for the Rehabilitation and Renovation of Buildings for Energy Efficiency), that will contain renovation and rehabilitation actions; the creation of a “Fondo Nacional de Eficiencia Energética” (National Fund for Energy Efficiency); the Royal Decree Project by which the Directive will be transposed referring to energy audits, service providers and energy auditors accreditation, energy efficiency promotion and energy consumption accounting. Along with these measures, other initiatives related to the energy saving are in process, like: the “Plan Nacional de Sustitución de Contadores” (National Plan for Replacing counters) installation of smart counters, the promotion for investments in high efficiency heating and cooling or the funds for rehabilitation and renovation actions in dwellings for the energy efficiency “Plan Estatal de fomento del alquiler de viviendas, la rehabilitación edificatoria, y la regeneración y renovación urbanas, 2013 – 2016” (State Plan for promoting the rental housing, the rehabilitation of buildings, and the regeneration and urban renewal, 2013 – 2016). Among the objectives of this plan, is included the energy efficiency improvement of the built stock, highlighting the intention to contribute to the revitalization and reconversion of construction sector. To achieve this objective, four programs related to rehabilitation aspects and the improvement of energy efficiency in construction, are defined: Program to promote the building rehabilitation Program to promote the urban renewal and regeneration. Program to support the implementation of the building evaluation report. Program to promote the development of sustainable and competitive cities. Actions. Sensitization / awareness The “Instituto para la Diversificación y el Ahorro de la Energía”, IDAE (Diversification and Energy Saving Institute), attached to the Ministry of Industry, Energy and Tourism, carried out dissemination actions and training, technical advice, development of specific programs and project funding, aiming to improve the energy efficiency, renewable energies and other low-carbon technologies. Among the actions carried out by the IDAE, related to the energy efficiency of buildings are the following: Citizen’s information: Virtual classroom IDAE: “Aprende como ahorrar energía” (Learn how to save energy). The IDAE has already developed an e-learning training platform “Aprende como ahorrar energía” with the purpose to save energy in our houses, in the office or in the use of our cars. http://www.aprendecomoahorrarenergia.es/ Consumer Guides: tips. “Guía práctica de la energía: Consumo eficiente y responsable” (Practical energy guide: Efficient and responsible consumption) http://www.idae.es/index.php/mod.pags/mem.detalle/relcategoria.1161/id.542/relmenu.64 Project number V/P 2013/010/020 Page 87 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Studies, reports and statistics: energy balances; residential/housing detailed consumptions; energy indicators, etc. Technical publications and practical guides about different topics related to saving and energy efficiency of buildings. Good practices. Multifamily building, 30 modular dwellings in Banyoles (Gerona). “Institut Català del Sol” (Catalan Land Institute). Architecture studio projecte.aiRe. Industrialized modular building: eMii of Compacthabit company. http://www.construction21.org/espana/articles/es/la-edificacion-modular-industrializada-integral-a-la-vanguardia-dela-construccion-sostenible.html It is a building whose energy certification is an A, and which is built with industrial large size modules. Each dwelling was entirely built in the modular construction factory Compacthabit through the eMii system (modular integral industrialized building). Each module, has the following dimensions: 13,85m x 4,50m x 3,07m, and hosts a single dwelling with 40,15 m 2 (useful surface) and 59,85 m2 (built surface), it has a single linear piece of furniture where are located all the storage and services, leaving free a wide multi-purpose space. It’s important to note the reduced construction times: The modules were built in just 12 weeks and stacked on the ground in 3 days. In 7 months the construction works were totally completed. The building is a ground floor plus three floors, the facades and the roof are both ventilated. Energetically speaking, the building is equipped with a centralized system that includes a gas boiler and a micro-cogeneration engine. The water accumulation tank has the particularity of being tubular and buried in the ground, parallel to the housing. The energy management and consumptions are directed by an “empresa de servicios energética”, ESE (energy services company), which makes a remote follow-up to the individual consumption of each dwelling. Project number V/P 2013/010/020 Page 88 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS ROC BORONAT Building. Barcelona. “Patronat Municipal de l´Habitatge de Barcelona” (Municipal housing patronage of Barcelona). http://www.construction21.org/espana/case-studies/es/95-viviendas-en-roc-boronat.html Building with 95 social dwellings located in the 22@ district of Barcelona. The building has 5 and 6 floors and is adapted to the site’s shape creating an interior courtyard where the vertical communication cores are located. The sustainability and energy efficiency criteria are integrated in the Project and include 3 key points: materials, energy and water. The building gets the energy qualification A. Materials: the selection of materials have a low energy incorporated and they are easy to recycle: carpentry and solar protections are built with certified wood, the facade with cement panels reinforced with cellulose fibers, silicate paintings, polypropylene pipes in the water and sanitation systems by avoiding the use of PVC. Energy: a) Demand reduction, increasing the thickness of the thermal insulation material and getting very low U, ventilated facades and roof, very watertight carpentries, mobile solar protections, natural lighting and crossed ventilation through the yard. b) Use of high-efficiency systems: connection to the district supply network for heating and domestic hot water DHW, lighting with presence detectors, low-power consumption lifts and installation for bi-thermal appliances. Water: there will be measures to reduce the consumption of water like dual flux cisterns, taps with water saver and plants with low water needs for the garden. Project number V/P 2013/010/020 Page 89 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS PREI Fuencarral. Integral Energy Pilot Rehabilitation http://www.construction21.org/espana/case-studies/es/prei-fuencarral-piloto-rehabilitacion-energetica-integral.html Residential building rehabilitation in the Fuencarral neighborhood of Madrid. The intervention has been made in a typical building of the 60’s construction style, widespread throughout the entire national geography. It’s a residential building, with flats and commercial premises in the ground floor. The PREI, Integral energy pilot rehabilitation project, is a project that allows to demonstrate, using a case study of a building located in Madrid, the potential of energy rehabilitation, and how a G qualified building can become qualified as an A, with the consequent energy saving and the improvement of comfort for its users, and also, its revaluation. 2.1.5 Detect employment opportunities New jobs opportunities. Cyprus New jobs and skills emerged to meet the requirements of the Europe 2020 Strategy. According to the European Vacancy and Recruitment Report 2014, the sectors of manufacturing and construction supervisors in Cyprus ate among the growth occupations, for which there will be a need to maintain skills supply. A lack of skilled labour or a skills shortage regarding the construction of energy-efficient infrastructure is also an issue that needs to be addressed. In order to achieve the targets set out by the Europe 2020 strategy and keep up with the constant developments, workers who specialize in the construction sector are required to undergo additional training. Despite the fact that several training programmes are already existent in the educational system of Cyprus, such as the Post-Secondary Institutes of Vocational Education and Training that aim to increase participation in the technical vocational education, there is a great need to update or/and establish Project number V/P 2013/010/020 Page 90 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS new training methods for the acquisition of green skills by the human resource which relate to the Construction sector and energy efficiency, energy saving and installation of RES in buildings. These skills which relate to technologies that will play a decisive role for the achievement of the energy targets for 2020, have been identified through the Status Quo analysis by the BUILD UP SKILLS project, and its comparison with the national targets and actions and are the following: Installation and maintenance of biomass systems Installation and maintenance of heat pumps and shallow geothermal systems Installation and maintenance of photovoltaic systems Installation and maintenance of solar systems for domestic hot water Installation and maintenance of solar systems for heating and air-conditioning Installation of conventional thermal insulation / thermo-insulation plaster Installation of external thermal insulation Installation of doors and windows Installation of solar protection systems Installation and maintenance of central heating or other types of heating Installation and maintenance of cooling and air-conditioning appliances Installation and maintenance of mechanical ventilation systems Installation and maintenance of automation systems and electronic monitoring and control systems for central heating and cooling and air-conditioning appliances, including BMS4 On the basis of recorded assumptions, the minimum annual number of persons who must have these specific skills by 2020 has also been estimated and presented in Table below. Project number V/P 2013/010/020 Page 91 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Denmark New jobs and skills emerged to meet the requirements of the Europe 2020 Strategy. In March 2012, the government entered into an ambitious energy agreement with specific targets for the changes that Danish society must make in the lead-up to 2020 so that the long-term objective of all energy in 2050 being renewable can be reached. In the area of building policy, a number of initiatives have been taken which can contribute to achieving this objective. With the agreement on a growth plan in 2013, it was decided that a Danish energy saving concept should be established in order to make it easier for homeowners to get qualified advice through an ‘energy renovation program’. It forms part of the effort to create growth and green transformation, and the scheme is adopted with broad political support. The scheme was launched in early 2014 under the name of “Better Housing - Better Savings”. Initially, the scheme served as a pilot project available in nine municipalities. Towards the end of 2014 it was rolled out nationally. Under the scheme, a number of trained Better Housing counsellors will be able to help homeowners with all aspects of an energy renovation such as mapping of the home's energy status, an overview of potential solutions, the budget for the financing discussions with the Project number V/P 2013/010/020 Page 92 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS bank, the execution of the renovation, etc. To be able to work as a Better Housing counsellor, one must be trained at a course which is offered by the Danish Energy Agency and developed for professionals who already have knowledge and experience in energy renovation. Companies that may be approved by the Danish Energy Agency to be part of Better housing will typically employ architects, energy consultants, consulting engineers, building designers, builders, installers or other qualified professionals in the construction industry. When an employee of the company has taken the appropriate training, the company will obtain a permit to supply services under the Better Housing Scheme. By selecting a Better Housing counsellor, the house owner is sure to an assurance that the company provides the necessary knowledge to advise energy renovation of the property all the way through the process. The counsellor will provide consultancy services on market conditions to the house owners and it is up to the owner of the house to decide whether all or just parts of the service should be implemented. The Better Housing arrangement has led to the training of about 200 construction workers, and it serves as an excellent example of how a sustainable transition can lead to new business models. Lithuania New jobs and skills emerged to meet the requirements of the Europe 2020 Strategy. Various researches have shown that in Lithuania workers employed in the construction sector lack knowledge and skills relating to the construction of energy-efficient buildings. To achieve energy efficiency targets by 2020, some of the existing workers will have to undergo additional training to fill gaps in their knowledge and skills. The lack of knowledge and skills must be replenished by using updated or new training programmes, providing additional training to teachers and upgrading training facilities. Training establishments are urged to closely cooperate with construction and equipment installation enterprises, suppliers, professional associations and higher education institutions. The recent analysis on the demand of occupations of blue-collar workforce with skills needed for the construction of energy efficient buildings and efficient use of renewable energy source technologies has revealed the following most lacking occupations (listed in the order of priority): Installer of solar heating system Thermal insulation fitter Installer of biomass power plants Installer of ventilated facades Installer of plaster facades Installer of heating pumps and/or cooling systems Poland New jobs and skills emerged to meet the requirements of the Europe 2020 Strategy. Poland has identified the following jobs: Electrician with IT specialist skills who are able to set up/configure passive houses electronic structure Installation and maintenance of photovoltaic systems Installation and maintenance of solar systems for domestic hot water Installation and maintenance of solar systems for heating and air-conditioning Installation of thermal insulations on residential buildings and thermal bridges reduction Project number V/P 2013/010/020 Page 93 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Spain New jobs and skills emerged to meet the requirements of the Europe 2020 Strategy. Spain has an oversized, relatively young, and not very energy efficient housing stock (ISTAS 2011, Mendiluce 2009). The economic crisis and the side effects of the bursting of the real state bubble limit the recovery possibilities in the construction sector from new building. Paradoxically, the defects of the former construction model and its resulting housing stock urge new solutions that involve the emergence of new of jobs niches with growth potential, especially in the creation of green jobs and, more specifically, in the rehabilitation of the existing housing stock with energy efficiency criteria. A 2010 study of the Trade Union Institute of Labour, Environment and Health (ISTAS-CCOO) estimates that a 565,000 homes per year rehabilitation program, between 2010 and 2040, would generate 1.3 million jobs. In the same vein, the report ‘Ideas for a more sustainable and job creator Spain’ of EQUO Foundation and the European Green Party (July 2012) considered that this plan of buildings’ rehabilitation (improved insulation, renewable energy use and more efficient equipment) could generate up to 100,000 permanent jobs in 2020. The 2012 research ‘Emergent sources of green employment and activities with potential in sustainability’, from the Spanish Sustainability Observatory (OSE), puts the figure at 2 million jobs over 10 years, if the energy efficiency of the housing stock would increase by 1%. IDEA projections for Spanish Ministry of Industry about the energy efficiency market potential quantifies an impact of 762 698 jobs by 2020. Forecasts on the magnitude and impact on the energy efficiency sector for 2016 and 2020. From the results of these reports and other projections, as 'Green jobs. The Green Employment in Spain’ (2010) it is possible to conclude that the emerging trends in rehabilitation, building and energy efficiency, liable to create intensive demand for employment are: 1. The use of new technologies to achieve energy-efficient buildings (EE) developing new designs and incorporating new materials and construction techniques, as the improvement of conductivity systems and thermal break of the woodwork. 2. New trends in urban planning on the way to a redesign of the urban fabric resulting in the 'smart city': new processes for energy efficiency, water efficiency, application of bioclimatic construction criteria. Project number V/P 2013/010/020 Page 94 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 3. Rehabilitation of old buildings according to material and technical principles based on EE (gas, plumbing, electricity); improvements in waterproofing and thermal insulation of facades, roofs, exterior walls or windows. 4. The incorporation of active and passive renewable energy sources (RES) for air-conditioning and energy production in building, highlighting the geothermal heat pump. 5. Energy certification. As a result of different stimuli policies and taking into account the report "La generación de empleo en la rehabilitación y modernización de edificios" (2011) project ECO-EMPLEO can conclude that profiles emerging with greater potential demand in the construction and in the rehabilitation with criteria of ENERGY EFFICIENCY AND RENEWABLE ENERGIES are: 1. Specialists in operation, rehabilitation and maintenance of buildings with EE criteria, with specific expertise in: o Thermal insulation (walls, woodwork, blinds) and waterproofing. o Improved thermal installations. 2. Installers of renewable energy equipment (photovoltaic, biomass). 3. Technicians with specific expertise in new materials for construction. 4. Experts for auditing, certification, quality control and energy consulting as: o Facilitator or management agent o Specialist in technical building inspection, to draw up evaluation reports according to ‘Technical Inspection of Buildings’ and ‘Evaluation Report of Edifications’ (ITE-IEE) criteria o Experts in sustainability o Experts and auditors in energy management These categories should benefit from professional profiles trained in new green skills. This need underlies the demand for specific training in: Building rehabilitation. Regeneration and Urban Renewal. Technical inspection of buildings / constructions evaluation with ITE-IEE criteria. Sustainability. Energy Management. Definition of nearly zero consumption buildings (NZEB). The need to optimize energy management as a saving measure has already driven, in fact, a new training offer ad hoc. The Association of Energy Efficiency Companies (A3e) and the Spanish Association for Quality (AEC) created in 2013 two new specialist degrees in EE in the field of construction, which have already been obtained by more than 150 professionals, and should be considered as emergent professional profiles: ‘EEE’: Energy Auditor in Building ‘AEJE’: Chief Energy Auditor in Building The sector of energy efficiency is called to be a fundamental market niche following the imminent transposition of Directive 2012/27 / EU whose main objective is to establish a common framework of measures to ensure the achievement of a 20% energy saving in 2020 through measures that promote the renovation of buildings or energy audits, among others. This trend, joins the challenge Project number V/P 2013/010/020 Page 95 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS laid down in Directive 2010/31 / EU regarding the definition of “consumption almost zero" in buildings, required for all new works from December 2020 (anticipating 2018 to those occupied and of public property). Retraining in construction linked to training: As we have seen, emerging professional profiles require new capabilities, but its acquisition can’t be understood without the necessary investment in training. And this regarding both the addition of new employees to the labour market and the current retraining. This is provided, for instance, in the conclusions of the ‘Build Up Skills Spain’ preliminary study, a European initiative of IDEA and the Labour Foundation Building within the 'Intelligent Energy Europe' program aimed to qualify the construction workers in EE and RES according the Europe 2020 strategy. Based on a scenario of maximum optimistic projections of 25-35% in the demand for green jobs in construction, it is estimated that it would be necessary for an investment in specialized training from 28 (low scenario) to 60 (high scenario) million per year, with a cost of 11 euros per hour and 90 hours per worker. According to the report, it is necessary to incorporate new specialties to current training routes, particularly in the National Catalogue of Qualifications and Vocational Training. On the other hand, the possibility of crediting the experience of the active workers in EE and RES would help to emerge existing skills and the recognition of current qualifications of the construction sector labour. That said, it can be concluded that the design of the training offer must be improved from a real reference and a vision on future Europe needs. It would take cross-training in EE and RES in all professional profiles related to building and not only the highest qualification, as now happens. The subsidized training can be a solution for active employees, while learning plans managed by the social partners could help workers without any qualification. And all this without forgetting that the new training offered might absorb surplus construction jobs. Unfortunately, the private support of this training is marginal and it does not exist in Spain yet an explicit national strategy nor public policy incentives that would meet the qualification requirements for a greener economy. Catalogue of job opportunities in the construction sector. Following this report, we conclude that the new emerging professional profiles with the greatest potential in the construction, rehabilitation, urban renewal and regeneration with criteria of sustainability and energy efficiency are: 1. Specialists in installation and maintenance of new processes and technologies to use energy, water, application of bioclimatic criteria in construction, waterproofing systems and insulation, etc. of new housing and existing housing park. 1.1. Installation and maintenance of biomass systems and power plants. Installer of biomass power plants. 1.2. Installation and maintenance of heat pumps and shallow geothermal systems. Installer of heat pumps and geothermal systems. Project number V/P 2013/010/020 Page 96 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 1.3. Installation and maintenance of solar systems for domestic hot water, Installation and maintenance of solar systems for heating and air-conditioning, Installer of heating pumps and / or cooling systems, Installation and maintenance of central heating or other types of heating, Installation and maintenance of cooling and air-conditioning appliances, Installation and maintenance of photovoltaic systems, Installation and maintenance of automation systems and electronic monitoring and control systems for central heating and cooling and air-conditioning appliances, including BMS4. Solar panels installation specialist. Installer of solar heating system. Air conditioning system supervisor. Supervisor for heating systems with boilers. Passive and skeleton structure houses installation specialist. Technical of Energy Rehabilitation works. Builders, moulders, carpenters, plumbers, isolation technicians, electricians, window pane positioners. 2. Consulting services on the implementation of new technologies to achieve energy efficient buildings. Better Housing Counsellor (BedreBolig-rådgiver). The Energy Counsellor (Energivejlederen). 3. Expert audit, certification and quality control. 3.1. Specialists in Technical Building Inspection, to draw up evaluations according to criteria ITE-IEE. Expert technical inspection of buildings – IEE. 3.2. Experts and auditors in energy management. Specialised Energy Expert LEED & BREEAM accredited Assessor. Expert in Energy Rehabilitation. Expert in Nearly Zero Energy Buildings. Manager and energy auditor of buildings. Environmental Advisor. Environmental auditor. Energy building design architects. Engineers in Construction. Project number V/P 2013/010/020 Page 97 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 2.1.6 Surveys This report has been prepared with information gathered from two questionnaires with a total of 23 questions from the construction sector and 22 from employment agencies. Some of the questions were mandatory and others optional, and all are designed specifically for users participating in the process of evaluation of the construction sector and the employment. We have completed 97 surveys, 20 per each member country of this European Project. The process has been through a link to partner member e-mail, which has ensured the confidentiality of the reviews and comments of respondents. We consider it necessary to emphasize that the realization of these interviews was only a preliminary character in achieving the principal objective set out in the project. We decided to ask for 10 surveys from both companies and employment agencies. Our reason for this was to see if the information we have compiled within our synthesis report matches up with the true reflection of what is happening within the construction sector. The only exception was Cyprus, because Cyprus is a small country in comparison to the other members and therefore it was difficult for them to obtain all the information requested. To carry out these interviews, the project partners were put in contact with employment agencies and companies in the construction sector as two important centres of information. Considering these aspects, it should be noted that the methodology used for conducting the interviews was very simple. In this report the results of the assessments issued by respondents are shown graphically. No text responses are included. SURVEYS FOR COMPANIES INFORMATION ABOUT THE ENVIRONMENTAL ACTIVITY OF THE COMPANIES. 1. COULD YOU INDICATE THE MAIN ACTIVITY CARRIED OUT BY YOUR COMPANY? REAL STATE CONSTRUCTION DISTRIBUTION OF BUILDING MATERIALS ARCHITECTURE MASONRY REHABILITATION AND BUILDING RESTORATION PAINTING PRECAST CONCRETE HOUSING PROMOTION ENERGY CERTIFICATION AND BUILDING INSPECTION OTHER TOTAL Project number V/P 2013/010/020 % 8,16% 51,02% 2,04% 8,16% 6,12% 4,08% 0,00% 2,04% 6,12% 4,08% 8,16% 100,00% Page 98 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS As you can see in the table, 50% of respondents engaged in residential construction, while the other 50% of respondents performs other activities of this sector. 2. DOES YOUR COMPANY HAVE SOME KIND OF ENVIRONMENTAL CERTIFICATION? 3. IF YES, WHICH? Cyprus: Polyurethane recycling Denmark ISO 14001 DGNB GRI Spain: ISO 19000 Lithuania: ISO 14001 Passivhaus Institut certificate ISO 14001:2005 ISO 14001:2004 National certificate for provision of energy certification Certificate to use NRG-sert computer programme ISO 14001 ISO 14001 Licence for hazardous waste treatment ISO 14001 ISO 14001:2004 Certificate of Passivhaus Institut Germany ISO 14001:2004 Environmental declaration ISO 14025 Poland: BREEAM LEED ISO LEED OHSAS 18001 ISO 14001 Building Research Institute ISO 14001 Building Research Institut ISO OHSAS 18001 ISO 14001 Environmental Product Declaration (EPD) Ecolabel Building Research Institute ISO Project number V/P 2013/010/020 Page 99 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Research Building Institute ISO AQAP ISO 4. IF YES, FOR WHAT REASON WERE YOU DRIVEN TO OBTAIN THEM? 5. COULD YOU INDICATE, IN ENVIRONMENTAL MATTERS, WHAT ACTIVITIES YOUR COMPANY DEVELOPS? 6. KNOWLEDGEABLE OF THE CURRENT SITUATION OF MARKET, IF YOU DO HAVE A CASH INJECTION, HOW WOULD YOU INVEST THIS MONEY? % EXPORT 1 20,41% 2 6,12% 3 6,12% 4 22,45% 5 26,53% 6 18,37% INVESTMENT IN RDi 26,53% 22,45% 16,33% 6,12% 20,41% 8,16% SUSTAINABILITY AND CERTIFICATION COMMUNICATION 6,12% 22,45% 34,69% 22,45% 10,20% 4,08% 6,12% 12,24% 8,16% 30,61% 32,65% 10,20% STAFF TRAINING 24,49% 28,57% 24,49% 10,20% 6,12% 6,12% OTHER 16,33% 8,16% 10,20% 8,16% 4,08% 53,06% TOTAL % 100,00% 100,00% 100,00% 100,00% 100,00% 100,00% To answer this question, respondents had to rank their preferences from 1 to 6. Respondents understand that if they had a cash injection they will invest in: INVESTMENT IN RDi and STAFF TRAINING STAFF TRAINING and SUSTAINABILITY, INVESTMENT IN RDi and CERTIFICATION SUSTAINABILITY AND CERTIFICATION and STAFF TRAINING COMMUNICATION, SUSTAINABILITY AND CERTIFICATION and EXPORT COMMUNICATION and EXPORT Project number V/P 2013/010/020 Page 100 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS OTHERS and EXPORT. So as we see, one of the issues that concerns and is of interest to entrepreneurs is the training of their workers. The training is repeated among the top three points. 7. SPECIFY “OTHER” Spain: reducing costs rehabilitation machinery outside implementation DEMAND INTEREST 8. DO YOU THINK THE DEMAND TAKES INTO ACCOUNT SUSTAINABILITY CRITERIA WHEN PURCHASING YOUR SERVICES? 9. WHEN THE DEMAND IS GOING TO BUY A HOME AND HAVE SEVERAL OPTIONS, ARE THE ENERGY CERTIFICATES CONSIDERED BY THE DEMAND? Project number V/P 2013/010/020 Page 101 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 10. DOES THERE EXIST, FROM YOUR CUSTOMERS, A DEMAND FOR SOLUTIONS THAT IMPROVE ENERGY EFFICIENCY IN BUILDINGS? EMPLOYEES AND LEVELS OF QUALIFICATION 11. NUMBER OF EMPLOYEES IN YOUR COMPANY 12. HOW MANY UNIVERSITY GRADUATES ARE CURRENTLY EMPLOYED BY YOUR COMPANY? 13. HOW MANY WORKERS WITH VOCATIONAL TRAINING ARE CURRENTLY EMPLOYED BY YOUR COMPANY? Project number V/P 2013/010/020 Page 102 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 14. HOW MANY WORKERS WITH BACHELOR OR BASIC STUDIES ARE CURRENTLY EMPLOYED BY YOUR COMPANY? 15. HOW MANY WORKERS WITHOUT ANY QUALIFICATIONS ARE EMPLOYED BY YOUR COMPANY? 16. ARE YOU PLANNING TO HIRE NEW WORKERS IN THE NEXT FEW MONTHS? 17. IF YOU WERE TO HIRE NEW STAFF FOR YOUR COMPANY, WHAT LEVEL OF STUDIES SHOULD THEY HAVE? Project number V/P 2013/010/020 Page 103 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 18. WHAT SKILLS OR STUDIES DO YOU APPRECIATE FOR RECRUITMENT? % FINANCIAL SKILL AND BUDGETARY WORKING CAPACITY KNOWLEDGE/TRAI NING FOR GREEN JOBS CAPACITY FOR INNOVATION NETWORKS KNOWLEDGE LANGUAGE 1 8,16% 2 18,37% 3 14,29% 4 14,29% 5 8,16% 6 18,37% 7 18,37% 55,10% 16,33% 6,12% 8,16% 4,08% 6,12% 4,08% 4,08% 12,24% 30,61% 20,41% 18,37% 10,20% 4,08% 8,16% 26,53% 16,33% 16,33% 14,29% 12,24% 6,12% 12,24% 4,08% 10,20% 12,24% 18,37% 16,33% 26,53% 2,04% 14,29% 10,20% 16,33% 26,53% 26,53% 4,08% OTHER 10,20% 8,16% 12,24% 12,24% 10,20% 10,20% 36,73% TOTAL % 100,00 % 100,00 % 100,00 % 100,00 % 100,00 % 100,00 % 100,00 % 19. SPECIFY “OTHER” Spain: training in occupational safety Empathy Lithuania: responsibility and commitment to work teamwork responsibility teamwork and commitment communication and team work skills responsibility and loyalty communication skills Poland: construction knowledge professional knowledge high qualification in their professions Project number V/P 2013/010/020 Page 104 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS DEFICIENCIES AND TRAINING NEEDS IN SUSTAINBILITY 20. ASSUMING THAT A CLIENT HIRES YOU TO CARRY OUT RENOVATIONS, ACCORDING TO THE CRITERIA OF SUSTAINABILITY, OR IMPROVEMENTS IN THE ENERGY EFFICIENCY OF HIS/HER HOME, DO YOU HAVE IN YOUR COMPANY QUALIFIED WORKERS TO PERFORM THOSE JOBS? 21. IF NOT, IN YOUR OPINION WHAT IS THE POSSIBLE REASON THAT WORKERS ARE UNSKILLED? % 1 2 3 4 5 LOW EDUCATION OFFERED 36,84% 21,05% 31,58% 5,26% 5,56% LACK OF LABOUR 10,53% 31,58% 0,00% 42,11% 16,67% 21,05% 15,79% 52,63% 5,26% 5,56% 21,05% 26,32% 10,53% 42,11% 0,00% 10,53% 5,26% 5,26% 5,26% 72,22% 100,00% 100,00 % 100,00% LOW BUSINESS INVESTMENT IN TRAINING IGNORANCE IN SUSTAINABLE CONSTRUCTION OTHER TOTAL % 100,00% 100,00% To answer this question, respondents had to ranks their preferences from 1 to 5. Respondents understand that lack of qualification by its workers is due to: LOW EDUCATION OFFERED. LACK OF LABOUR LOW BUSINESS INVESTMENT IN TRAINING LACK OF LABOUR and IGNORANCE IN SUSTAINABLE CONSTRUCTION. OTHERS and LACK OF LABOUR. So as we see, low education offered is the first option for the companies. 22. SPECIFY “OTHER” Lithuania: No need for such skills on the market Poland: low investment in green building we use outsourcing companies lack of vocational education Project number V/P 2013/010/020 Page 105 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS GROWTH SECTOR EXPECTATION 23. IN YOUR OPINION, WHAT ARE THE DIFFICULTIES NOW FACING THE CONSTRUCTION AND SUSTAINABLE RENOVATION? % UNDEMANDING LEGAL FRAMEWORK FOR INCORPORATING SUSTAINABILITY CRITERIA FOR THE CONSTRUCTION AND REHABILITATION OF BUILDINGS 9,87% THE NON CONSIDERATION, BY THE COMPANIES, THE ENVIRONMENTAL ACTIVITY AS A COMPETITIVE FACTOR 13,82% DEFICIT AWARENESS BY FINAL CONSUMERS 17,11% THE CURRENT ECONOMIC CONJUNCTURE THAT IS AFFECTING THE SECTOR 13,16% DEFICIT OF COMPANIES THAT DISTRIBUTE OR PRODUCE GOODS OR SERVICES FOR SUSTAINABLE BUILDING IN YOUR COUNTRY 3,95% LITTLE INFORMATION ON PRODUCTS AND SERVICES FOR SUSTAINABLE BUILDINGS 10,53% LACK OF RDI DEVELOPMENT OF NEW PRODUCTS AND TECHNOLOGIES RELATED TO SUSTAINABLE BUILDINGS 1,97% PRICE INCREASE OF HOUSING FOR THE IMPLEMENTATION OF THESE MEASURES 11,18% HIGH INVESTMENT FOR THE COMPANIES CONVERTING TO AN ENVIROMENTAL PERFORMANCE 11,18% LOW LEVEL OF TRAINING OF PROFESSIONALS REGARDING THE ELEMENTS OF THE BUILDING SECTOR. 7,24% OTHER 0,00% TOTAL 100,00% Project number V/P 2013/010/020 Page 106 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS SURVEYS FOR EMPLOYMENT AGENCIES QUALIFICATION LEVELS OF THE WORKFORCE 1. ABOUT THE NUMBER OF PEOPLE REGISTERED WITH YOU, WHAT PERCENTAGE HAS UNIVERSITY DEGREE? 2. ABOUT THE NUMBER OF PEOPLE REGISTERED WITH YOU, WHAT PERCENTAGE HAS VOCATIONAL TRAINING? 3. ABOUT THE NUMBER OF PEOPLE REGISTERED WITH YOU, WHAT PERCENTAGE HAS BASIC TRAINING OR BACCALAUREATE? Project number V/P 2013/010/020 Page 107 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 4. ABOUT THE NUMBER OF PEOPLE REGISTERED WITH YOU, WHAT PERCENTAGE HASN´T ANY FORM OF QUALIFICATION? 5. COULD YOU INDICATE WHAT PERCENTAGE OF PEOPLE REGISTERED HAVE EXPERIENCE IN THE CONSTRUCTION SECTOR? JOB OFFER 6. WHAT SKILLS ARE THE MOST DEMANDED BY COMPANIES? % LANGUAGE FINANCIAL SKILL AND BUDGETARY WORKING CAPACITY KNOWLEDGE/TRAIN ING FOR GREEN JOBS CAPACITY FOR INNOVATION NETWORKS KNOWLEDGE OTHER TOTAL % 1 8,33% 2 16,67% 3 31,25% 4 10,42% 5 8,33% 6 16,67% 7 6,25% 12,50% 20,83% 10,42% 10,42% 16,67% 14,58% 14,58% 60,42% 18,75% 6,25% 2,08% 0,00% 6,25% 8,33% 8,33% 4,17% 8,33% 14,58% 18,75% 22,92% 22,92% 2,08% 18,75% 18,75% 16,67% 29,17% 14,58% 0,00% 4,17% 8,33% 12,50% 31,25% 18,75% 16,67% 8,33% 4,17% 100,0% 12,50% 100,0% 12,50% 100,0% 14,58% 100,0% 8,33% 100,0% 8,33% 100,0% 39,58% 100,0% To answer this question, respondents had to rank their preferences from 1 to 7. Respondents understand the most demanded skills are: 1. 2. 3. 4. WORKING CAPACITY CAPACITY FOR INNOVATION and WORKING CAPACITY LANGUAGE and CAPACITY FOR INNOVATION NETWORKS KNOWLEDGE and CAPACITY FOR INNOVATION Project number V/P 2013/010/020 Page 108 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 5. CAPACITY FOR INNOVATION and NETWORKS KNOWLEDGE 6. KNOWLEDGE/TRAINING FOR GREEN JOBS 7. OTHER and FINANCIAL SKILL AND BUDGETARY 7. SPECIFY “OTHER” Cyprus: Communication skills and competences plus computer literacy organisational/management skills Spain: Barrow boy/ Operator Mobility Responsibility Training appropriate to the post Lithuania: Driving skills Communication skills Communication skills, teamwork result orientation communication skills Poland: Driving licence Good qualification, they should be able to work at once Communication skills Communication skills, teamwork Result orientation 8. OF THE JOBS OFFERINGS THAT YOU HAVE ACCESS TO HOW MANY ARE RELATED TO CONSTRUCTION? Project number V/P 2013/010/020 Page 109 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 9. OF THE JOBS OFFERINGS THAT YOU HAVE ACCESS TO HOW MANY ARE RELATED TO SUSTAINABLE CONSTRUCTION? 10. PLEASE INDICATE THE MAIN ACTIVITY OF THE COMPANIES THAT PROMOTE THE MOST JOBS IN CONSTRUCTION? % REAL STATE CONSTRUCTION DISTRIBUTION OF BUILDING MATERIALS ARCHITECTURE MASONRY REHABILITATION AND BUILDING RESTORATION PAINTING PRECAST CONCRETE HOUSING PROMOTION ENERGY CERTIFICATION AND BUILDING INSPECTION 2,08% 50,00% 2,08% 4,17% 2,08% 25,00% 2,08% 0,00% 4,17% 6,25% OTHER 2,08% TOTAL 100,00% 11. PLEASE INDICATE THE MAIN ACTIVITY OF THE COMPANIES THAT PROMOTE THE MOST JOBS IN SUSTAINABLE CONSTRUCTION AND ENERGY EFFICIENCY? % REAL STATE CONSTRUCTION DISTRIBUTION OF BUILDING MATERIALS ARCHITECTURE MASONRY REHABILITATION AND BUILDING RESTORATION PAINTING PRECAST CONCRETE HOUSING PROMOTION ENERGY CERTIFICATION AND BUILDING INSPECTION OTHER 4,17% 12,50% 6,25% 8,33% 2,08% 29,17% 2,08% 0,00% 0,00% 20,83% 14,58% TOTAL 100,00% Project number V/P 2013/010/020 Page 110 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 12. IN THE LAST PERIOD, HAVE YOU SEEN AN INCREASE IN THE OFFER OF JOBS RELATED TO SUSTAINABLE CONSTRUCTION? 13. COULD YOU INDICATE, IN ENVIRONMENTAL MATTERS, WHAT JOB OR ACTIVITIES ARE THE MOST REQUESTED? % TREATMENT AND PURIFICATION OF URBAN WASTE WATER WASTE MANAGEMENT AND TREATMENT RENEWABLE ENERGIES EMISSION CONTROL CONSULTANTS, AUDITORS AND ENVIRONMENTAL SUPPORT BUILDINGS REHABILITATION NONE OTHER TOTAL Project number V/P 2013/010/020 4,17% 6,25% 29,17% 2,08% 14,58% 22,92% 12,50% 8,33% 100,00% Page 111 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS DEFICIENCIES AND TRAINING NEEDS IN SUSTAINBILITY 14. ASSUMING THAT A COMPANY REQUESTED SKILLED WORKERS FROM YOU TO PERFORM WORK ON SUSTAINABILITY OR PERFORM TASKS TO IMPROVE ENERGY 15. IF NOT, SET THE POSSIBLE REASON WHY YOU THINK WORKERS ARE LOW QUALIFIED. % LOW EDUCATION OFFERED LACK OF LABOUR LOW BUSINESS INVESTMENT IN TRAINING IGNORANCE IN SUSTAINABLE CONSTRUCTION OTHER 32,35% 2,94% 20,59% 38,24% 5,88% TOTAL 100,00% 16. COULD YOU INDICATE THE PERCENTAGE OF PEOPLE SEEKING EMPLOYMENT IN YOUR OFFICES WITH KNOWLEDGE AND STUDIES IN SUSTAINABILITY? 17. CURRENTLY DO YOUR OFFER COURSES ON SUSTAINABILITY AND ENERGY EFFICIENCY? Project number V/P 2013/010/020 Page 112 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 18. IF NOT, EXPLAIN THE REASONS. Cyprus: We do not plan, however we would consider it as an idea. Denmark: There are many places that offer such training. Spain: It is not our competence. It is not envisaged for the moment. No job requires this. Lithuania: No funding available. There is no public funding/support system for this type of training. Too low interest of business and workforce. No public funding foreseen. Poland: This is not our company policy. We are not interested in this king of training. No funding opportunities so far. No funding. We are not interested in it. We are not interested in this. Only H&S trainings. 19. IN CASE YOU DON'T PROVIDE THIS KIND OF TRAINING, DO YOU PLAN TO PROVIDE IT IN THE FUTURE? 20. TO WHOM ARE THESE COURSES DIRECTED? Project number V/P 2013/010/020 Page 113 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 21. COULD YOU INDICATE THE CONTENT OF THESE COURSES? TREATMENT AND PURIFICATION OF URBAN WASTE WATER WASTE MANAGEMENT AND TREATMENT RENEWABLE ENERGIES EMISSION CONTROL CONSULTANTS AND / OR AUDITORS HOUSING REHABILITATION OF EXISTING BUILDINGS OTHER TOTAL % 4,55% 9,09% 31,82% 9,09% 6,82% 38,64% 0,00% 100,00% GROWTH SECTOR EXPECTATION 22. IN YOUR OPINION, WHAT ARE THE DIFFICULTIES NOW FACING THE CONSTRUCTION AND SUSTAINABLE RENOVATION? % UNDEMANDING LEGAL FRAMEWORK FOR INCORPORATING SUSTAINABILITY CRITERIA FOR THE CONSTRUCTION AND REHABILITATION OF BUILDINGS THE NON CONSIDERATION, BY THE COMPANIES, THE ENVIRONMENTAL ACTIVITY AS A COMPETITIVE FACTOR DEFICIT AWARENESS BY FINAL CONSUMERS THE CURRENT ECONOMIC CONJUNCTURE THAT IS AFFECTING THE SECTOR DEFICIT OF COMPANIES THAT DISTRIBUTE OR PRODUCE GOODS OR SERVICES FOR SUSTAINABLE BUILDING IN YOUR COUNTRY LITTLE INFORMATION ON PRODUCTS AND SERVICES FOR SUSTAINABLE BUILDINGS LACK OF RDI DEVELOPMENT OF NEW PRODUCTS AND TECHNOLOGIES RELATED TO SUSTAINABLE BUILDINGS PRICE INCREASE OF HOUSING FOR THE IMPLEMENTATION OF THESE MEASURES HIGH INVESTMENT FOR THE COMPANIES CONVERTING TO AN ENVIROMENTAL PERFORMANCE LOW LEVEL OF TRAINING OF PROFESSIONALS REGARDING THE ELEMENTS OF THE BUILDING SECTOR OTHER TOTAL Project number V/P 2013/010/020 5,71% 18,57% 16,43% 6,43% 2,86% 7,86% 3,57% 17,14% 8,57% 12,14% 0,71% 100,00% Page 114 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 2.1.7 Bibliography Common sources Eurostat Euroconstruct Official website of the European Union http://europa.eu/ Energy Efficiency in Europe. Assessment of Energy Efficiency Action Plans and Policies in EU Member States 2013. Europe 2020 Strategy: http://ec.europa.eu/eu2020/pdf/COMPLET%20EN%20BARROSO%20%20%20007%20%20Europe%202020%20-%20EN%20version.pdf Specific sources 1. CYPRUS Statistical Service of Cyprus (CYSTAT). www.mof.gov.cy/cystat Cyprus National Reform Programme 2014 - Europe 2020 Strategy for: Smart, Sustainable and Inclusive Growth http://ec.europa.eu/europe2020/europe-2020-in-your-country/cyprus/nationalreform-programme/index_en.htm European Union http://europa.eu/about-eu/countries/membercountries/cyprus/index_en.htm#goto_0 Smart Specialisation Strategy http://s3platform.jrc.ec.europa.eu/regions/CY BUILD UP SKILLS status quo http://ec.europa.eu/energy/intelligent/projects/en/projects/build-skills-cy Human Resource Development Authority of Cyprus (HRDA) http://www.hrdauth.com/images/media/assetfile/Oikodimika.pdf Key climate- and energy-related data Country Report: Cyprus, European Environment Agency www.eea.europa.eu/themes/climate/country-profiles Assessment of climate change policies in the context of the European Semester Country Report: Cyprus , Author: Georgios Maroulis Sustainable Construction in Public and Private Works through IPP Approach (SUSCON) http://uest.ntua.gr/archive/suscon/ Central Bank of Cyprus http://www.centralbank.gov.cy/media/pdf/Residential_Property_eng_Price_Index_20 14Q1_final.pdf Geological Survey Department of the Republic of Cyprus. http://www.moa.gov.cy/moa/gsd/gsd.nsf/dmlIndex_en/dmlIndex_en?opendocument World Bank. http://data.worldbank.org/indicator/EN.POP.DNST Index mundi. http://www.indexmundi.com/cyprus/economy_profile.html Global Property Guide http://www.globalpropertyguide.com/Europe/Cyprus/squaremeter-prices Project number V/P 2013/010/020 Page 115 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 2. DENMARK ArchDaily: http://www.archdaily.com/422431/green-lighthouse-christensen-and-co-architects/ Copenhagen Cleantech Cluster: http://www.cphcleantech.com/ccj2asmartbuildingblockcity CPH Containers: http://www.cphcontainers.dk BedreBolig (Energistyrelsen): http://www.ens.dk/forbrug-besparelser/bedrebolig ByenVinge.dk: http://www.byenvinge.dk Byggecentrum.dk (energirenovering af fredede bygninger): http://www.byggecentrum.dk/kurser/kursusoversigt/handling/vis/produkter/produkt/ energirenovering-af-bevaringsvaerdigebygninger/?cHash=d5973427a420ad43f687253f761708d4 Danmarks Statistik/Statistics Denmark: http://www.danmarksstatistik.dk/da/ Dansk Byggeri/The Danish Construction Association: http://www.danskbyggeri.dk Dansk Byggeri konjunkturanalyse 2015: http://www.danskbyggeri.dk/files/filbibliotek/analyser%20og%20statistik/konjunktura nalyser/2174311.konjunkturanalyse%202015%20netversion.pdf Dansk Erhverv/The Danish Chamber of Commerce: https://www.danskerhverv.dk/Sider/Forside.aspx Den Store Danske Energistyrelsen/Danish Energy Agency: http://www.ens.dk/en Green Lighthouse: http://greenlighthouse.ku.dk Klima-, Energi og Bygningsministeriet/Danish Ministry of Climate, Energy and Building: http://www.kebmin.dk Ministeriet for By, Bolig og Landdistrikter/Ministry of Housing, Urban and Rural Affairs: http://www.mbbl.dk/by/smart-cities ”Strategi for energirenovering af bygninger – Vejen til energieffektive bygninger I fremtidens Danmark”: http://www.ens.dk/info/publikationer/strategienergirenovering-bygninger ”Vejen til et styrket byggeri i Danmark – regeringens byggepolitiske strategi”: http://www.kebmin.dk/files/billeder/byggepolitisk_web.pdf UddannelsesGuiden: https://www.ug.dk 3. LITHUANIA Statistical Year Book of Lithuania 2014, Lietuvos statistikos departamentas, 2014. Country Report – Lithuania. Build Up Skills Lithuania Status Quo Analysis – Report, Vilnius 2013. National Energy Efficiency Action Plan 2014. VET in Europe 2013: Country Report – Lithuania, Cedefop Refernet Lietuva, 2013. http://www.stat.gov.lt/ - Department of Statistics. http://osp.stat.gov.lt/en/web/guest/home - Official Statistics Portal. http://ldb.lt/en/Information/Pages/default.aspx - Lithuanian Labour Exchange Service. http://www.quadrum.lt/ http://www.ecococon.lt/ Project number V/P 2013/010/020 Page 116 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS 4. POLAND http://roedl.com/pl/en/services/state_aid_advice/eu_funds_in_poland_20142020.ht ml http://roedl.com/pl/en/services/state_aid_advice/eu_funds_in_poland_20142020.ht ml Polish Press Agency, Economic Service http://worldbank.org/en/country/poland/overview#1 5. SPAIN ISTAS, 2010. Study on the employment linked to the boost of renewal energies in Spain. Executive summary. ISTAS, 2011. ‘The renovation of buildings and houses would create up to 100.000 jobs in 2020’. Mendiluce, M. 2009. Doctoral Dissertation: “The energy intensity in Spain. Keys to understand its evolution”, directed by Ignacio Pérez-Arriaga y Carlos Ocaña, Institute for the Technological Research, Pontifical University of Comillas ICADE/ICAI. Sánchez, B. y Mendiluce, M. 2012; Ideas for a more sustainable and job creator Spain’, EQUO Foundation and European Green Party. Biodiversity Foundation and Spanish Sustainability Observatory, 2012: ‘Emergent sources of green employment and activities with potential in sustainability’, AKA, ‘Green Job in a sustainable economy’. Industrial Organization School (EOI), 2012. Ministry of Industry and Tourism, 2011. “Socioeconomic impact of the energy efficiency market in the 2020 Horizon”. ‘Emergent sources of green employment and activities with potential in sustainability’ (OSE, 2012). Fundación Laboral de la Construcción (FLC). Report “Áreas urbanas+50. Información estadística de las grandes Áreas Urbanas españolas 2012”. Ministerio de Fomento (Urban areas+50.Statistical Information of large Spanish Urban Areas 2012. Ministry of Development.) Instituto Nacional de Estadística – INE “Una visión país para el sector de la edificación en España. Hoja de ruta para un nuevo sector de la vivienda”. (A country-vision of the building sector in Spain. Road map for a new housing sector.) “Nuevo Código Técnico de la Edificación DB-HE. Guía de los principales cambios”. (New Technical Building Code DB-HE. Guide of main changes). Rockwool. “Boletín Especial de rehabilitación y Alquiler. DG de Arquitectura, Vivienda y Suelo”. Ministerio de Fomento. 2013. (Special Bulletin of Rehabilitation and Rental. DG of Architecture, Housing and Land. Ministry of Development. 2013). The “Catálogo Nacional de Cualificaciones Profesionales”, CNCP (National Catalogue of Professional Qualifications) “Subsistema de Formación Profesional para el Empleo” (Subsystem of Professional Employment Training). Project number V/P 2013/010/020 Page 117 GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS Royal Decree 395/2007, of March 23, which regulates the Subsystem of Professional Employment Training) in the framework of the National System of Qualifications and Professional Training. “Programa Nacional de Reformas” (National Reform Program) 2014. Project number V/P 2013/010/020 Page 118 GREEN SKILLS – CATALOGUE OF JOB OFFERS CATALOGUE OF JOB OFFERS Project number V/P 2013/010/020 Page 119 GREEN SKILLS – CATALOGUE OF JOB OFFERS 3 CATALOGUE OF JOB OFFERS To provide solutions for the construction sector, the project needed to get a deeper knowledge of the work force and the employers: the supply and the demand. Connecting People for Green Skills studied the construction professional’s background and expectations, in order to identify training shortages –among other gaps- which would need to be solved (List of Skills). Later on, the project examined and listed the current requirements of the labourmarket in the field of sustainable construction. This last document took the form of the Catalogue of Job Offers which you’ll find in the next pages. All this information was processed with the help of National Experts Committees (NEC), bringing together highly qualified teams of professionals in the various fields of activity related, in the 5 participant countries. These tasks were done in the work package 4 of the project (WP4) ‘Adapting Supply and Demand’. The aim of work package 4 was to evaluate SUPPLY & DEMAND in construction sector. There were two ways of evaluation: o o Researches on employment demand in construction branch. The question was: How many unemployed people and also active workers wanted to improve their employment status? Were workers enable to improve their vocational qualifications and to retrain? And the second researches on potential volume of employment offer - (companies offering job offers). What were the most desirable job professions regarding sustainable building on the labour market – currently and in the future? Moreover the list of the most sought after job profession was created within executing all tasks planned in this work package. The group of national experts were established in order to analysed gathered data and create the list of green jobs. Some of the deliverables were presented below. Deliverable no 15 List of skills Purpose of this task: The aim of this task was to study the labour force in the construction sector assessing the skills, abilities and technical and/or personal reasons that prevent workers finding new jobs in their professional field in order to detect the work and training factors that make it impossible for construction sector professionals to get jobs that require new jobs and skills. The second aim was to diagnose the professional situation of construction personnel based on new competitive market demands and criteria of equal opportunities. Deliverable no 16 Catalogue of job offers Purpose of this task: Project number V/P 2013/010/020 Page 120 GREEN SKILLS – CATALOGUE OF JOB OFFERS The aim of this task was to identify new job offers related to green building which were present on the labour market. Each partner was obliged to conduct researches on the national level. The final list consists of gathered data was compared by National Experts Committee with the List of skills prepared in the previous project phase. Outcomes and the findings of this comparison was included in National Experts Committee report. These findings would refer to creating new training profile which would enable workers to get the required professions or new skills related to green jobs and sustainable building. National Experts Committee as a committee of European experts would identify proposals of new green jobs opportunities which might appear on the market and suggest outlines of appropriate training enabling to get accurate skills to take up these job offers. Project number V/P 2013/010/020 Page 121 GREEN SKILLS – TECHNOLOGICAL PLATFORM (WP4) TECHNOLOGICAL PLATFORM (WP4) Project number V/P 2013/010/020 Page 122 GREEN SKILLS – TECHNOLOGICAL PLATFORM (WP4) 4 TECHNOLOGICAL PLATFORM (WP4) The Technological Platform was created to support training actions undertaken by partners from Cyprus, Lithuania, Poland and Spain. Apart from conducting face to face meetings, project partners were given the opportunity to use the Technological Platform for delivering other relevant training materials. Inside the Technological Platform, there is are 10 courses as follows: • • • • • • • • • • • Coaching module (Spanish) GREEN SKILLS Efficient solutions in the energy management (Spanish) Eficiencia energética de las instalaciones de iluminación mediante la herramienta Dialux (Spanish) Technician for installation and maintenance of PV systems (Greek) Engineer – planner in photovoltaic (PV) systems (Greek) Asesor de confianza en materiales sostenibles de construcción (Spanish) BIM specialist course (Lithuanian) Thermal insulation installer course (Lithuanian) Budownictwo szkieletowe drewniane (Polish) GreenSkills - Szkolenie BIM (Polish) Course on transversal skills (English) The above courses were used by project participants during training actions. Apart from that, all courses are available for all people interested in the green skills subject. The access to them is free, and the only requirement is to create an account. Apart from online courses, the Technological Platform also delivers a unique mechanism that allows to match supply and demand on the market of green professions. It allows employers to post their vacancies, and also to search for employees demonstrating a desirable portfolio of skills and knowledge. Employees on the other hand are able to search for jobs posted by employers, and they can also prepare their own profile available to employers. The Technological Platform promotes a modern and unique approach towards the green skills sector and allows not only for the achievement of new skills through the training materials, but also enables employers and employees to find each other, thus promoting better matching on the labour market. Apart from the training materials available on the Technological Platform, the access to the module for matching supply and demand is also free. There is only one requirements for the Technological Platform users. Before they enter the Technological Platform, they are asked whether they would like to create their account as an employer or as an employee. While the access to all training materials is the same for both types of users, the module for supply and demand matching slightly differs. Users who registered as employers are able to post job offers they have. Users who registered as employees on the other hand are able to post their job profiles promoting their skills. Project number V/P 2013/010/020 Page 123 GREEN SKILLS – USER GUIDE USER GUIDE Project number V/P 2013/010/020 Page 124 GREEN SKILLS – USER GUIDE 5 USER GUIDE 5.1 About Green Skills Platform Green Skills platform includes training content developed by the Green Skills project partners. Platform is available 24/7, free of charge. This guide will provide you with basic information on how to use the platform. 5.2 Technical requirements In order to proper display of platform content we strongly suggest to use latest versions Google Chrome or Mozilla Firefox browsers. No Adobe Flash Player is required. 5.3 Homepage On the top right corner you can change your language for better understanding content of the platform welcome page. Green Skills home page is divided to two parts: 1. for employees (on the left) which allows you to login and register as employee 2. for employers (on the right) which allows you to login and register as employer At the bottom there are explanations on what exactly Green Skills Project is and to whom it is directed. Project number V/P 2013/010/020 Page 125 GREEN SKILLS – USER GUIDE 5.4 Registration steps 1. Choosing account type a) To register as Employee, click the Register button on the left sector: b) To register as Employer, click to the Register button on the right sector: 2. Enter Information a) You’ll be asked to enter some information necessary for creating account. Field „User type” will be automatically set up based on your previous choice but you can change it as you like. b) After completing all required fields click to „Create my new account” button. c) If all of data inserted by you were valid you should be notified about it. 3. Finalizing registration Project number V/P 2013/010/020 Page 126 GREEN SKILLS – USER GUIDE a) To confirm your new account click to confirmation link in verification mail that was send to your e-mail address. You will be automatically logged into platform. 5.5 Logging in Log in form is no different from forms on other pages. The only data that you have to remember to successfully log in is your username and password that was provided to you during the registration process. If you already have an account in the system, but forgot your password, click Remind password. 5.6 Reminding password It may happen that you forgot your password, which allows you to log in into the Green Skills Platform and view content. In this case, enter your username or e-mail address you provided during the registration process. If the system finds your username or e-mail address in the database, it immediately sends you information about a new password. Project number V/P 2013/010/020 Page 127 GREEN SKILLS – USER GUIDE 5.7 Adding job offer As employer you can add new job offer by clicking the Add job offer link and filling up all necessary fields. Important thing is to complete all fields in order to better understanding offer by potential employee. Also add some tags to your advertisement – it will help to maximize probability of reaching proper target group. You can decide if your offer will be visible right away or not by changing Active option on fields list. Project number V/P 2013/010/020 Page 128 GREEN SKILLS – USER GUIDE Project number V/P 2013/010/020 Page 129 GREEN SKILLS – USER GUIDE 5.8 Adding job profile As employee you can add new job profile by clicking the Add job profile link and filling up all necessary fields. Filling up all fields with your CV will maximize possibility to find new employer. If you set an Active option your profile will be visible in job profiles list. Project number V/P 2013/010/020 Page 130 GREEN SKILLS – USER GUIDE 5.9 Browsing job offers This section contains all job offers added by employers. To browse job offers click to the Browse job offers button. To view details of offer that you are interested in, click to plus icon on the right. Job details will be shown. You can view all offers with specific tag by clicking to the any of the items on tag list. If you are employee you will be able to apply to this offer by clicking to the Apply for the job button. Project number V/P 2013/010/020 Page 131 GREEN SKILLS – USER GUIDE To complete applying you will prompted to add your CV. You can do this in two ways: 1. Clicking to Choose a file… and selecting CV from your disc 2. Drag and drop CV file to the pointed place You can also search a job by clicking to the Job search link. For successfully search you will have to enter keyword and location. Every job that matches to your search guidelines will be displayed. Project number V/P 2013/010/020 Page 132 GREEN SKILLS – USER GUIDE 5.10 Browsing job profiles This section contains all employees profiles which are looking for a job in green sector. To browse job profiles click to the Browse job profiles button. By default all profiles will be displayed as list. You can review details of profile by clicking on plus/minus icon on the right from date. If CV was attached you will be able to download it. If you are looking for employee with specific skills you can use filters. All profiles with chosen filter items will be displayed. Project number V/P 2013/010/020 Page 133 GREEN SKILLS – USER GUIDE 5.11 Course enrolment After logging in, you should be able to enrol to a course. To do this, go to the available courses list, and click to the title of the course that you are interested in. Click to the Enrol me. You will be moved to the course. 5.12 Course navigation After entering the course a Navigation section appears on the left sidebar. You can use it to easily switch between the individual elements within the content of the course, without the need to return to the main page with the list of topics. The place where you are at this moment is in bold. Project number V/P 2013/010/020 Page 134 GREEN SKILLS – USER GUIDE 5.13 Further support If you think the handbook is not exhaustive or you would like to have anything explained to a greater extent please contact us at [email protected]. Project number V/P 2013/010/020 Page 135 GREEN SKILLS – INTRODUCTION TO SKILLS PROFILE (WP5) INTRODUCTION TO SKILLS PROFILE (WP5) Project number V/P 2013/010/020 Page 136 GREEN SKILLS – INTRODUCTION TO SKILLS PROFILE (WP5) 6 INTRODUCTION TO SKILLS PROFILE (WP5) Connecting People for Green Skills partnership has developed a list of professional profiles, related to jobs and/or specializations in the construction sector with a high potential for employment. This list is what the project names as SKILLS PROFILE. All these occupations were selected on the basis to meet sustainability and energy efficiency criteria. The list was built in the work-package 5 of the project (WP5) as a result of the prior reports and researches. The aim of the WP5 was to prepare Skills Profile files for the new employment opportunities that the project partnership had detected in their previous steps. Thus, the partners needed to analyze and decide what skills and attitudes the employee has to possess in order to be able to work in each of the new job niches that had been identified. SKILLS PROFILE is a tool used to summarize the most essential characteristics of a given occupation. It defines: Level and field of education and training required Requirements in terms of knowledge, skills, abilities and attitudes As they are focused on job requirements, Skills Profiles represent the demand side of skill needs and can be compared with the supply side focused on the number and qualification of job holders. The SKILLS PROFILES that were developed for the Green Skills project are composed of 2 main parts: 1. a Hard profile part consisting of Aptitudes: skills and competences acquired and developed through time. The Aptitudes outline specific features as duties of the particular job, required education, level of experience, specific knowledge, etc. 2. a Soft profile part (Attitudes) determines what and how much a person can do. The Attitudes include information about organisational culture, communicational skills, teamwork, problem solving, etc. To achieve a reasonable degree of consistency among the Skills profiles of different partner countries, the conformity to the European Qualification Framework (EQF) was provided.Thus, the Skills profiles have been prepared starting from Level 3/ Qualified worker and to Level 7 which requires a university degree. The Skills Profiles serve the following main purposes: They help to analyse, project and forecast skills needs; They can be used to determine and measure education/skills matches and mismatches in different countries, sectors or occupations; Project number V/P 2013/010/020 Page 137 GREEN SKILLS – INTRODUCTION TO SKILLS PROFILE (WP5) And finally, they become very useful when it comes to comparing and monitoring differences among European countries. In total 30 Skills profile files were prepared representing 5 European countries: Cyprus, Denmark, Lithuania, Poland, and Spain. The developed Skills Profiles will make a useful tool as a list of job insertion paths for job placement entities, training institutions, job seekers and any other interested organisations. Project number V/P 2013/010/020 Page 138 GREEN SKILLS – SKILLS PROFILE (WP5) SKILLS PROFILE (WP5) Project number V/P 2013/010/020 Page 139 GREEN SKILLS – SKILLS PROFILE (WP5) 7 SKILLS PROFILE (WP5) SUMMARY REPORT 1. The aim of the WP5 was to prepare Skills profile files for the detected new employment opportunities. The Skills profiles developed by Green Skills partnership can be used to summarise the most essential characteristics of a given occupation: not only the level and field of education and training required, but also requirements in terms of knowledge, skills, abilities and attitudes. They allow deeper analysis of skills requirements by sector and occupation across the project partners‘ countries. 2. In total 30 Skills profile files were prepared representing 5 European countries: Cyprus, Denmark, Lithuania, Poland, and Spain. 2.1. Skills profiles by Country: Country CYPRUS DENMARK LITHUANIA POLAND Skills profile 1. Technician for installation and maintenance of photovoltaic (PV) systems 2. Engineer- planner in photovoltaic (PV) systems 3. Green Building Engineering Consultant 4. HVAC technician 5. Energy efficiency Sales Advisor 1. Construction strategist 2. Counsellor 3. Teacher at vocational school 4. Construction manager 5. Construction worker 1. Installer of solar heating system 2. Installer of heat pumps and geothermal systems 3. HVAC technician 4. Thermal insulation installer 5. BIM technician 1. 2. 3. 4. 5. 1. 2. 3. SPAIN 4. 5. 6. 7. 8. Project number V/P 2013/010/020 Installer of solar heating system Installer of heat pumps and geothermal systems Timber frame construction worker Thermal insulation installer BIM technician Installation And Energy Efficiency Engineer Thermal Installer Prevention and/or quality and/or environmental technician Product definition and innovation manager (R&D) Architect or construction engineer Energy efficiency sales advisor Energy Efficiency Certifying Agent Energy engineer Page 140 GREEN SKILLS – SKILLS PROFILE (WP5) 9. Sales agent of renovating building for improved energy performance 10. Technical Building Inspector 3. To achieve a reasonable degree of consistency among the Skills profiles of different partner countries, the conformity to the European Qualification Framework (EQF) was provided. 3.1. Skills profiles by EQF levels: EQF level Occupation 3 Thermal insulation installer Installer of solar heating system Timber frame construction worker HVAC technician Thermal Installer Technician for installation and maintenance of photovoltaic (PV) systems (Solar panel electricity systems) Energy efficiency sales advisor Sales agent of renovating building for improved energy performance Installer of heat pumps and geothermal systems BIM technician Energy efficiency Sales Advisor Prevention and/or quality and/or environmental technician Product definition and innovation manager (R&D) Engineer- planner in photovoltaic (PV) systems Installation And Energy Efficiency Engineer Energy Efficiency Certifying Agent Technical Building Inspector Green Building Engineering Consultant Architect or construction engineer Energy engineer 4-5 5 5-6 5-7 5-8 6 6-8 7 4. Descriptions of specific occupations selected for the Skills profiles: Cyprus: Technician for installation and maintenance of photovoltaic (PV) systems (Solar panel electricity systems: Installation of PV systems, maintenance and technical support. (EQF: 4-5; Technical secondary education - Vocational education and training) Engineer- planner in photovoltaic (PV) systems: Prepare the drawings - Planning the installation of PV systems. (EQF: 5-8; Qualification: University degree) Green Building Engineering Consultant: Building energy performance certification, sustainable retrofitting of existing buildings, energy auditing, building heat transfer analysis, sustainable mechanical/electrical design, mechanical components design, solid Project number V/P 2013/010/020 Page 141 GREEN SKILLS – SKILLS PROFILE (WP5) state lighting design, feasibility study, cost analysis etc. (EQF: 6-8; Qualification: University degree) HVAC technician: A variety of standard to moderately complex technical tasks related to installing, maintaining and repairing heating, ventilation and air-conditioning (HVAC) systems. (EQF: 4-5; Qualification: vocational education and training) Energy efficiency Sales Advisor: Responsible for acquiring new commercial customers and helping new and existing customers identify and achieve energy efficiency objectives. (EQF: 5-6; Qualification: University degree) Denmark: Construction strategist: Creating interdisciplinarity between the different groups of people working in the construction sector (Qualification: vocational training) Counsellor: Technical inspection of buildings and energy certification (Qualification: vocational training) Teacher at vocational school: Teaching upcoming construction workers in sustainability, cradle-to-cradle, and knowledge of materials (Qualification: vocational education and training) Construction manager: Manage the building proces, guide the construction workers (Qualification: vocational training) Construction worker: Planning and execution of general construction applications (Qualification: vocational training) Lithuania: Installer of solar heating system: Planning, installation and maintenance of solar heating systems (EQF: 4-5; Qualification: vocational education and training) Installer of heat pumps and geothermal systems: Planning, installation and maintenance of heat pumps and geothermal systems (EQF: 5-6; Qualification: vocational education and training or University degree) HVAC technician: Planning, installation and maintenance of heating, ventilation and air-conditioning (HVAC) systems. (EQF: 4-5; Qualification: vocational education and training) Thermal insulation installer: Installing and applying insulating material to walls, floors, windows and ceilings of buildings to insulate against heat, cold, air, sound and moisture (EQF: 3; Qualification: vocational education and training) BIM technician: Implementing BIM technology to assist in the construction process, including structure, interior and exterior architectural elements and MEP systems, coordinating with BIM service providers and subcontractors. (EQF: 5-6; Qualification: College or university degree) Project number V/P 2013/010/020 Page 142 GREEN SKILLS – SKILLS PROFILE (WP5) Poland: Installer of solar heating system: Planning, installation and maintenance of solar heating systems (EQF: 4-5; Qualification: vocational education and training) Installer of heat pumps and geothermal systems: Planning, installation and maintenance of heat pumps and geothermal systems (EQF: 5-6; Qualification: vocational education and training or University degree) Timber frame construction worker: Erect structures made of timber, execute works uder supervision. (EQF: 4-5; Qualification: vocational education and training) Thermal insulation installer: Installing and applying insulating material to walls, floors, windows and ceilings of buildings to insulate against heat, cold, air, sound and moisture (EQF: 3; Qualification: vocational education and training) BIM technician: Implementing BIM technology to assist in the construction process, including structure, interior and exterior architectural elements and MEP systems, coordinating with BIM service providers and subcontractors. (EQF: 5-6; Qualification: College or university degree) Spain: Installation And Energy Efficiency Engineer: Designing, planning and managing installation maintenance execution, as well as quantitative control according to saving and energy efficiency criteria. (EQF: 6; Qualification: University degree) Thermal Installer: Planning, installation and maintenance of thermal systems. (EQF: 4-5; Qualification: vocational education and training or University degree) Prevention and/or quality and/or environmental technician: Performing the environmental quality control of the product, monitoring of the procedures, methods and tools used for the environmental quality control and management of incidents. Diagnosis, evaluation and implementation of environmental prevention measures. Performing environmental inspection and quality testing. Consulting and training of company‘s on the prevention systems and methods of quality control. (EQF: 5-7; Qualification: University degree) Product definition and innovation manager (R&D): Defining the model of the product to build Design and definition of proposals for sustainability and innovation applied to the sector Dialogue with Management department to lead the creation of new products Development of business lines, strategies, plans and commercial activities Technical and commercial management of the product. Definition of new products and their adaptation to the needs identified in the sector. (EQF: 5-7; Qualification: University degree) Project number V/P 2013/010/020 Page 143 GREEN SKILLS – SKILLS PROFILE (WP5) Architect or construction engineer: Preparation of energy renovation and construction projects. Sales management (market analysis, identifying target projects, presenting technical solutions). Customer contact. Supporting the architect and customers during the sales, project design and execution phases. (EQF: 7; Qualification: University degree) Energy Efficiency Certifying Agent: Working with CE3X program for the Energy certificate of buildings. Contact with administrarion for the delivery of certificates and further administrative procedures. Contact with homeowners for data gathering and on site visits for surveys and measurements (EQF: 6; Qualification: University degree) Energy efficiency sales advisor: Contacting potential customers and pursuing possible projects. Proposing products, solutions and services designed to generate energy savings. Customer contact, answer to demands, at ongoing projects. Provide communication link between technical department and customer (EQF: 5; Qualification: University degree) Energy engineer: Preparation, monitoring and control of projects. Correct diagnosis of installations and specifications, proposal of renewable energy solutions. Economic monitoring of projects. Offer preparations: identifying installations and specifications, drafting, requesting budgets... Dealing with both customers and manufacturers. Coordinating subcontractors on site; dealing with customers. (EQF: 7; Qualification: University degree) Sales agent of renovating building for improved energy performance: Pursuing building refurbishment projects. Constant contact with both technical team and customer, function as a link between them. Supervision of budgets, presentation of them to customers (EQF: 5; Qualification: University degree) Technical Building Inspector: On site inspection of buildings. Project number V/P 2013/010/020 Page 144 GREEN SKILLS – SKILLS PROFILE (WP5) Detailed analysis of the state of the building (façade, foundations, rooftops, facilities, etc.) Elaboration of the assessment document. Proposing appropiate recommendations if assessment is below standard. (EQF: 6; Qualification: University degree) Project number V/P 2013/010/020 Page 145 GREEN SKILLS – TRAINING PART TRAINING PART Project number V/P 2013/010/020 Page 146 GREEN SKILLS – TRAINING PART 8 TRAINING PART In its final stage, Connecting People for Green Skills has developed a training programme to help the retraining of the construction sector professionals. 12 courses have been produced and offered across Europe as consequence of all the previous reports and researches of the project, in which some training shortages of the work force have been detected and compared with the demands of the labour market in sustainable construction. More precisely, this training has been built mainly on the base of WP5 output, ‘Skills Profile’, in which the Green Skills’ partners identified 30 job opportunities for the construction sector professionals that are redirecting their activity towards sustainable, inclusive and smart growth. To provide this schedule of courses, partners need fist to draft from zero the training materials and produce an Educational Guide for each of the specialties included in the training. These guides, which you can consult in the next pages, provide a structure for the training in each job category detected by partners, so that not only the project trainers but outside stakeholders, such as job placement entities, trade unions, companies, etc., can run this training in the future. Who is the author? The guides have been produced under EU co-funded project Connecting People for Green Skills. Each country's partner has developed the collection of educational guides connected to the demand detected in the country. Which aims? To detect the work and training factors that stop construction sector professionals to get jobs that require new qualifications and skills, and to offer a training program to bridge the gap between the construction sector job market demands and the supply of labour market in the same. It primarily focus on developing technical, professional and educational skills applied to construction in the field of the environment. What practical information can you find? For each Green Skill profile (job niches) detected in the construction field, there is a Educational Guide that includes: JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME TRAINING METHODS (RECOMMENDED) REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED Project number V/P 2013/010/020 Page 147 GREEN SKILLS – TRAINING PART REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Which PROFILES Has Been Developed? The project has developed and delivered 30 30 Educational Guides across Cyprus, Denmark, Lithuania, Poland and Spain, the participant countries. COUNTRIES CYPRUS DENMARK LITHUANIA POLAND SPAIN PROFILES 1. Technician for Installation and Maintenance of Photovoltaic (PV) Systems 2. Engineer – Planner in Photovoltaic (PV) Systems 3. Green Building Engineer Consultant 4. HVAC Technician 5. Energy Efficiency Sales Advisor 1. Construction strategist 2. Counsellor 3. Teacher at vocational school 4. Construction manager 5. Construction worker 1. Installer of solar heating system 2. Installer of heat pumps and geothermal systems 3. HVAC technician 4. Thermal insulation installer 5. BIM specialist 1. Installer of solar heating system 2. Installer of heat pumps and geothermal systems 3. Timber frame construction worker 4. Thermal insulation installer 5. Information management in sustainable investment process Building Information Modelling (BIM) 1. Installation And Energy Efficiency Engineer 2. Thermal Installer 3. Prevention and/or quality and/or environmental technician 4. Product definition and innovation manager (R&D) 5. Architect or construction engineer 6. Energy efficiency sales advisor 7. Energy Efficiency Certifying Agent 8. Energy engineer 9. Sales agent of renovating building for improved energy performance 10. Technical Building Inspector For whom? This educational guide will be available for training providers to be used as a support to design the pilot actions (courses). Which benefits? Through trainings, professionals can improve their skills and specific knowledge according to actual demand for a position. Thus, a development in labor quality has been obtained, as well as the quantity of successful job matching has increased, which has enormous advantages for all the participants of the construction sector and all component of this process, Project number V/P 2013/010/020 Page 148 GREEN SKILLS – TRAINING PART including training institutions and entities. So it is aimed to train job seekers and active professionals in the construction sector by developing specific training courses and work placements in sector companies that are redirecting their activity towards sustainable, inclusive and smart growth. Project number V/P 2013/010/020 Page 149 GREEN SKILLS – EDUCATIONAL GUIDE EDUCATIONAL GUIDE Project number V/P 2013/010/020 Page 150 GREEN SKILLS – EDUCATIONAL GUIDE 9 EDUCATIONAL GUIDE 9.1 Introduction 9.1.1 Project description This guide is developed for the EU funded project Green Skills, which aims to detect the work and training factors that make it impossible for construction sector professionals to get jobs that require new qualifications and skills and offers a training program to bridge the gap between the construction sector job market demands and the supply of labour market in the same. It will primarily focus on developing technical, professional and educational skills applied to construction in the field of the environment. The European Union in general, and specifically Spain, has suffered the crisis in a construction sector based on a development model that did not invest in R&D, which in most cases led to exaggerated growth and underlying imbalances. It is generally accepted that the construction sector has suffered the economic crisis more severely. However, this does not mean that we should distance this sector from the market, rather make the most of this time to move towards sustainable and competitive construction that generates new jobs specialising in new market demands. 9.1.2 General aims and objectives The most important aims of the project are to induce a new model of sustainable and competitive construction as a new business model, thereby to refresh the sector locally as well as EU-wide, while creating new, specialized jobs and supporting the needed labour by training the professionals for these new jobs. As part of this process, analysis of country specific values and possibilities were analysed as well as previous conclusions deducted from best practice experiences of transforming a market after a previous crisis. The diagnosis of the existing construction personnel of the job market was also necessary for moving in a direction where professionals are trained efficiently and in a way that ensures the equal opportunities for men and women in the sector. 9.1.3 Education specific aims and objectives Aiming the target of bringing the demand and supply side of the labour market closer to each other, Green Skills develops a training program to improve the employability of jobseekers in the construction sector by designing personalized social and labour insertion paths to adapt their work to new market offers. Supplementing this aim, a platform has been developed for collecting and listing available open jobs and also the collection of CV-s including the relevant information about the necessary skills and knowledge of job seeking professionals. This makes it possible to find the skill gaps in case of a specific professional and the available positions as well as to assess the demand for specific training fields. While training institutions and entities are provided with tools to adapt the profile Project number V/P 2013/010/020 Page 151 GREEN SKILLS – EDUCATIONAL GUIDE of construction professionals and workers to new job demands: this educational guide, educational materials, webinars and readings, etc. The reliability of specific services during the education, e.g. trainings will be possible to be endorsed, that ensures the quality and possibility of further development according to the actual needs. The framework is designed to allow a dynamic progress regarding the knowledge and tools and information depository as well. 9.1.4 Roles of trainings, expected results Through trainings, professionals can improve their skills and specific knowledge according to actual demand for a position. Thus, a development in labour quality has been obtained, as well as the quantity of successful job matching has increased, which has enormous advantages for all the participants of the construction sector and all component of this process, including training institutions and entities. So it is aimed to train job seekers and active professionals in the construction sector by developing specific training courses and work placements in sector companies that are redirecting their activity towards sustainable, inclusive and smart growth. 9.2 General objective The guide is aimed to help the course organiser to plan and conduct the course. The guide includes information on the main steps and stages in sequence of designing a training course all the way to evaluation for feedback into further development. 9.2.1 General data on the pilots To test the process of specific trainings and kick off the platform, pilots have been developed. These pilots are already based on this guide, and will be monitored in order to be able to evaluate the quality, direct impacts and the efficiency of the program. Internal monitoring of the national courses is done by using questionnaires to assess the quality and usefulness of the courses and the interest of green fields (find in Annex 1). Description of monitoring, specific requirements and evaluating indicators are described in Chapter 10. 9.2.2 Profiles In order to ensure the possibility of matching the job seekers and the open job positions, profiles have been developed for both. The platform gives an opportunity for the employers and for the future employees to create job profiles (more, in case of more positions/jobs) that contain the two main categories of aspects: hard profile and soft profile. 9.2.3 Hard profile Hard profile contains information about aptitude requirements in case of a job offering profile, aptitudes of person in case of job seekers. Aptitudes like languages, computer skills, profession specific skills, education, level of experience, physical characteristics, leadership, etc. In case of all categories defined, the level of aptitude needs to be determined as for example on the following scale: Project number V/P 2013/010/020 Page 152 GREEN SKILLS – EDUCATIONAL GUIDE not required for the job or the jobseeker does not have experience, knowledge in the topic elementary requirement or knowledge, experience average/medium knowledge or experience superior knowledge or experience 9.2.4 Soft profile Soft profile is developed in order to measure the attitude specific components of a job opportunity and a jobseeker. These are skills that are not directly knowledge related; however, they can be developed by training as well, and plays an important role in adequacy of a jobseeker for a specific position or in a specific workplace. Soft profile contains information about e.g. concern to learn and improve, quality standards, problem solving skills, efficiency in teamwork, analytical or communicational skills, etc. 9.2.5 Matching profiles Having the information of the demand side and the supply side of the job labour market in this specific structure, gives the opportunity to match profiles of job seekers with profiles of open positions. Furthermore, in case of a mismatch, the gaps are identified easily, thus necessary training for the biggest skill gaps are easy to find. 9.3 Specific objectives As a result of work package 5, training profiles have been prepared for each speciality detected and for each speciality an educational guide must result, following Annex 2. 9.3.1 Layers of training A good training adds up of multiple layers: the training topic needs to be placed in its professional and practical environment, needs to develop useful professional skills related to specific training level – practicing and improving existing ones and developing new ones as well –, but also training on a cross-cutting level: e.g. skills that can be independent of profession. An outlook for further development possibilities is always useful as well as summarizing the existing skills and knowledge. 9.3.2 Cross-cutting level A few aspects of the cross-cutting level of the training are described below. This level is extremely important, because develops skills which are necessary competences of a successful employee, and without them, even the greatest knowledge is hard to be used efficiently. Without these skills it is much harder to find a job or work successfully even if usually they are not profession-specific. These skills are for example: Project number V/P 2013/010/020 Page 153 GREEN SKILLS – EDUCATIONAL GUIDE job search techniques SME management social economy teaching or mentoring skills base training in business management personal development training basic ITC training communications training presentation techniques From ECOPSI Research Report 9.3.3 Specific training level Specific training level develops the profession-specific knowledge and skills. The needs assessment has a really important role in this layer. Training should be customized focusing on skill gaps. This level can be further subdivided according to: Training in professional skills related to the construction sector Training in new professional skills Training in future construction 9.4 Scope of action 9.4.1 Participating countries and organizations Kicking off the Green Skills educational training platform, pilot projects will be developed, conducted, monitored and evaluated for further development by the partner organizations in the partners´ countries. During the pilot projects, and in the starting phase of the project, the following countries and organizations will participate in the educational program: PATER (PACTO TERRITORIAL PARA EL EMPLEO EN LA RIBERA), FEVEC (FEDERACION VALENCIANA DE EMPRESARIOS DE CONSTRUCCION ASOCIACION) and IVE (INSTITUTO VALENCIANO DE LA EDIFICACIÓN) from Spain PZPB (POLSKI ZWIAZEK PRACODAWCOW BUDOWNICTWA) from Poland VSRC (VIESOJI ISTAIGA VILNIAUS STATYBININKU RENGIMO CENTRAS) from Lithuania EOC (EUROPEAN OFFICE OF CYPRUS ASSOCIATION) from Cyprus GATE 21 (GATE 21 FORENING) from Denmark Later on, the concept and the program are expected to spread to other EU countries and other organizations within the pilot countries. Educational, employment or any other organizations are welcome to participate and conduct trainings. Project number V/P 2013/010/020 Page 154 GREEN SKILLS – EDUCATIONAL GUIDE 9.4.2 Role of organizations The main role of organizations is to implement the educational guide, provide trainers, and customize the training materials with country-specific and other necessary characteristics and with focus on the mapped skill gaps for each training. Organizations need to provide a place for the trainings according to the type of the training: Presence- based Webinars (no place required) Exercises Visits 9.4.3 Expectations The main expectations are the following: Maximize impact: o in quantity: number of participants, gaps filled, etc. o in quality: successfulness of trainings – employment effects, satisfaction of participants. The main indicators to analyse success of meeting expectations are the following: expected number of attendees number of countries The indicators will be obtained from the monitoring of the program, which will happen through questionnaires during the training courses. 9.5 Target public and prior knowledge 9.5.1 Target audience Before conducting training or a course, it is essential to evaluate the existing experience and prior knowledge of the audience. In case of Green Skills, the personal profiles are extremely helpful as well as prescribed minimum criteria for training course participation. Research on the education and training requirements in reference to the profiles selected for the course, is necessary. However, audience can be surprisingly well-informed in special topics while really scanty in others. While designing the educational course, putting emphasis on repetition of possibly existing knowledge and give the opportunity of learning new aspects or relevant interdisciplinary skills and information can be useful tools and may ensure that all participants get the experience of learning something new and useful. As mentioned in the ECOPSI Research Report, Social Media knowledge may be an acknowledged weakness that people feel they need to improve in, but this does not mean that most practitioners want or need practical skills or training in this area. What the majority feel they need is greater understanding of its strategic application. There was significant evidence of intergenerational team working with valued Project number V/P 2013/010/020 Page 155 GREEN SKILLS – EDUCATIONAL GUIDE contribution from younger members deemed more technology savvy. Factors to consider that may influence the course design. Sources: The Swedish Civil Contingencies Agency´s Training Material Development Guide. Experience Location, cultural background Education Mind set/Motivation Constraints (location, job demands, etc.) Computer skills, technical expertise Hardware and software capabilities (minimal requirements) Their professional experience related to the training topic. In case of Green skills, the skill mapping and profiling will determine the main gaps, and the trainings will focus on those, but differences still can occur in the level of gaps between the participating professionals. Possible language or cultural issues, differences. Considering that the target group is really various, the profiles or prescribed entry level of education for the specific courses can help. The participants probably have different motivation level and that will influence the efficiency of the training. Raising the level of interest and motivation in participants should be considered. Any constraints of practical participation. For computer based activities this point needs to be considered. It is suggested to give a minimum requirement regarding hardware and software capabilities, if computer is needed for the training. 9.5.2 Adult learners Adults as learner audience have special characteristics which need to be taken into consideration while preparing the training material, choosing approaches, tools and platforms for the training and designing the training in general. The adult learners’ principles (Malcolm S. Knowles, Elwood E. Holton III, & Richard A. Swanson, 2005. The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development, Burlington, MA: Elsevier and Dr Mo Hamza, 2012, Training Material Development Guide, Swedish Civil Contingencies Agency): Characteristics of Adult learners Suggestions Fear of doing, saying something wrong, and Ensure and show the safety of the so the comfort of staying passive. environment, show respect for them. Gradual steps in and enough time to the exposure of themselves. Significant existing experience and Induce sharing their ideas, opinion and knowledge experience, so they feel respected. Their knowledge might be even useful for other participants or in further development of the course. Project number V/P 2013/010/020 Page 156 GREEN SKILLS – EDUCATIONAL GUIDE Self-dependency controllability and low level of Adults do what they need or want to, do not try to control them, but only orientate. Needs assessment is important, feedback and flexibility according to their needs. The whole training in content or structure may need to be changed. They need to find the topics meaningful for Find out their intentions /aims with the them personally to be motivated. course. Generative themes may affect their attention. Their time is precious. Respect their time. Complement their existing knowledge, do not cover the areas they already know*. Be aware of their motivation and area they are interested in. Give them opportunity for feedback and raising questions. *exceptions may occur due to multidisciplinary groups. The following are specific tips, the Swedish Training Material Development Guide suggest in case of adult learners: Adults learn best when They feel valued and respected for the experiences and perspectives they bring to the training situation. The learning experience is active rather than passive. The learning experience actually fills their immediate needs. They accept responsibility for their own learning. Their learning is self directed and meaningful to them Their learning experience addresses ideas, feelings, and actions. New material relates to what participants already know The learning environment is conducive to learning. Project number V/P 2013/010/020 Matching adult learning needs with appropriate methods Elicit participants’ experiences and perspectives through a variety of stimulating activities. Actively engage participants in their learning experience through discussion and a variety of activities. Identify participants’ needs; develop training concepts and learning objectives to these identified needs. Make sure that training content and skills are directly relevant to participants’ experiences so that they will want to learn. Involve participants in deciding on the content and skills that will be covered during the training. Use multiple training methods that address knowledge, attitudes, and skills. Use training methods that enable participants to establish this relationship and integrate new material Take measures to ensure that the physical and social environment (training space) is safe, comfortable, and enjoyable Page 157 GREEN SKILLS – EDUCATIONAL GUIDE Learning is applied immediately. Provide opportunities for participants to apply the new information and skills they have learned. Learning is reinforced. Use training methods that allow participants to practice new skills and receive prompt, reinforcing feedback. Learning occurs in small groups. Use training methods that encourage participants to explore feelings, attitudes, and skills with other learners. The trainer values participants’ contributions Encourage participants to share their as expertise and experiences with others in the both learners and teachers. training. Learning Styles Consider using Learn best with abstract concepts and Case studies and discussions about theories lectures and research Learn best while observing others Demonstrations and videos Learn best from exercises Role playing and other experiential activities Learn best through visual means Videos, images, and slides 9.5.3 Prior knowledge In tight relation to the importance of the preparedness about the target audience, preparedness about the training material and topic is essential. A trainer needs to get a holistic knowledge about the topic of the training, so his credibility can be maintained throughout the course. A deep background research of the topic including its history as well as the most state of the art findings and linked topics is needed in order to ensure the efficiency, credibility and quality of each trainings. 9.6 Profile of trainer As it has been provided in the literature consulted, it is recommended a profile of the trainers that considers the overall planning of training courses accompanied by a continuous and comprehensive evaluation of the trainees and openness and communication in the classroom to be very important. Usually, this kind of profiles consider it important to adapt the teachinglearning strategies to the characteristics of the trainees and view the skills and abilities related to self-improvement and lasting adaptation to change as being of the greatest importance for the professional trainer. Trainers of this profile participate in the process of drawing up training programs and the materials and contents to be used in the classroom. Their strong point is their experience as trainers and their work is not affected by the professional relationship they have as trainers. 9.6.1 Supporting materials The trainers will get acquainted with: Project number V/P 2013/010/020 Page 158 GREEN SKILLS – EDUCATIONAL GUIDE the available training materials (available on the platform), suggested and prepared tools, the overview of the situation in relevant countries in the building sector related to skill gaps, the structure and methodologies and their specific target groups will be identified as well. 9.6.2 Expectations What is it expected from the trainers? to use the available tools and methods to map the skills gaps. According to those, to specify the required training profiles; to select and adapt specific education material addressing special needs of a training according to the national situation and circumstances (climate, building technology, building and cultural traditions) It is not necessary to engage accredited trainers for the training programmes that will be offered. Staff from the entities that organise the training can be engaged if it is considered most convenient. This guide is structured and prepared to highlight the most important aspects needed for a trainer to be efficient and successful. Project number V/P 2013/010/020 Page 159 GREEN SKILLS – EDUCATIONAL GUIDE 9.7 Structure and content 9.7.1 Proposed content distribution – modules As stated in the project, each training action will last 160 hours plus 40 hours of practices. This should contain theoretical and practical parts. Theoretical parts can be semi presence based with the help of webinars, practical trainings should contain exercises and visits. Exercises need active participation and may need special equipment, while visits are passive programs, the needed resources are usually only an open mind and senses. The following modules and distribution among them are suggested: The proposed distribution can be changed according to special needs and opportunities. Regarding the training materials, transversal resources for courses will be provided on the platform according to the following classification: LEVEL OF PROFILE TRAINING CROSSCUTTING All TRAINING GREEN SKILLS TRAINING TYPE OF CONTENT Legislation (European Classification of Skills/Competences, Qualifications and Occupations, etc.) Legislation Not require technical or further studies Requires Legislation technical or further studies Project number V/P 2013/010/020 Practical tools (CV europass, European Job Mobility Portal, etc.) Best practicesgreen opportunities (Reports, articles, etc.) Practical Best practices information (guides, tools, etc.) Practical Best practices information (guides, tools, etc.) Page 160 GREEN SKILLS – EDUCATIONAL GUIDE Presence-based trainings Suggested amount: 80 hours presence based theoretic trainings. Possible formats e.g. presentations or workshops. Can be complemented with oral or writing exercises, common evaluation of the training. Aims Characteristics Tools Resources needed Conducting personal contact demanding exercises, based on the identified skill gaps. Giving opportunity for raising questions, Active participation, effective use of interactivity, Evaluation and feedback for and from participants, Monitoring actions Personal contact with other participants and the trainer, reaction sensitivity. Best opportunity for flexibility, live questions and answers, team work, interactivity Questions live, presentations, workshops, excercises, role play, team work, learning from each other, Place, Audio-video requirements, trainer, training material, supporting tools for interactive exercises, etc. Webinars Suggested amount: 80 hours webinar of theoretic trainings. Can be complemented with online excercises, tests to evaluate the efficiency of the training. Aims Characteristics Tools Resources needed Excercises 20 hours of presence based practical exercises, expert trainer needed, resource planning if needed. Aims Characteristics Tools Resources needed Project number V/P 2013/010/020 Page 161 GREEN SKILLS – EDUCATIONAL GUIDE Visits 20 hours of presence based practical visits. Aims Characteristics Tools Resources needed 9.7.2 Structure of individual training courses Levels and layers of training have been discussed in detail in chapter 3: Below are indicated, the steps that are deemed necessary for the training course development in accordance with FAO guide : 9.7.3 Analyses Needs analysis The first step of designing a training course is assessing the needs of the target audience. The aims of the needs assessment are the following: Mapping the skills gaps, profile analyses of job descriptions and personal profiles, and the results of matching process Defining the need for a specific way of delivering the training – suggested content distribution is described above, but special needs may overwrite it Environment: policy and legislative frameworks, rules, norms and standards originating from the employment market or policy wills Target audience analysis As part of this analysis, the consideration of the adult learners´ specific needs and characteristics are indispensable. For more information on analysing the target audience and specific aspect of adults´ training, please see chapter 5. 9.7.4 Task and topic analysis For more detail on the requirements of task and topic analysis please, see chapter 5, Prior knowledge part. Project number V/P 2013/010/020 Page 162 GREEN SKILLS – EDUCATIONAL GUIDE 9.7.5 Design Defining learning objectives By looking at the tasks and content elements identified in the task and topic analyses, it is possible to translate the overall course goal into more specific learning objectives. Learning objectives define the expected outcome of each learning unit. For example, will learners be able to memorize the steps of a procedure or will they actually be able to perform it? What is a learning objective? A learning objective is a statement describing a competency or performance capability to be acquired by the learner. Objectives should be specified for the course as well as for each single activity. From this information, we can develop the following learning objectives: Construct a logical and persuasive message. Explain the concept of relevance. Explain the concept of feasibility. Describe the elements of a message (current situation, problem, questions, response needed). Distinguish consistent from inconsistent data. Explain the concept of brevity. Learning objectives combine two main elements: the expected level of performance (through an action verb, such as “describe” or “explain”); and the learning content (i.e. the type of knowledge or skills that must be learned, such as “the main objectives of a food security information system”). According to the revised Bloom’s taxonomy of the cognitive domain, learning objectives can imply six different types of cognitive performance, ranging from the lowest performance level (remember) to the highest (create). PERFORMANCE LEVELS FOR THE COGNITIVE DOMAIN Remember The learner is able to recognize or memorize information. Understand The learner is able to reformulate a concept. Apply The learner is able to use the information in a new way. Analyse The learner is able to decompose and define relationships among components. Evaluate The learner is able to justify a decision according to a criterion or standard. Create The learner is able to realize a new product or approach. Defining the course sequence How should the learning objectives be sequenced when structuring a course? One of the methods used to define the course sequence is the prerequisite method. That method uses a learning objectives hierarchy, teaching first those skills that seem to be prerequisites for all other skills. Project number V/P 2013/010/020 Page 163 GREEN SKILLS – EDUCATIONAL GUIDE It is possible to create a hierarchy among learning objectives by using the results of the task and topic analyses. The diagram below shows the hierarchy among the objectives that were formulated in the above example. The learning objective “Construct a logical and persuasive message” is at a higher level than the others. In fact, the other learning objectives (e.g. “Explain the concepts of relevance and feasibility”) are all prerequisites to being able to construct a logical and persuasive message. The outcome of sequencing is a course structure where each element corresponds to a specific learning objective and contributes to the achievement of the overall course goal. Course structure: The diagram is an example of a structure for an e-learning course. A course can include several units which include a number of sessions. In a self-paced e-learning course, each session is a learning object made by a set of screens including text and media elements. 9.7.6 Development Course content Content analysis is probably the most critical step in the instructional design process. If the designer does not include accurate and relevant content, then there is little value in finding the best instructional methods and media to transfer the information to learners. The analysis must consider the learners’ relate factors (e.g. previous knowledge and skills) which emerged from the target audience analysis. Content analysis is a prerequisite for developing specific learning objectives and the curriculum outline. SMEs and IDs work together to perform the analysis. This process helps the ID to familiarize with the content; moreover, it forces the SME to work through each individual content element and indicate the most important and challenging aspects that should be considered. During this process, both of ID and SME have the opportunity to view the content from the learner’s perspective. Project number V/P 2013/010/020 Page 164 GREEN SKILLS – EDUCATIONAL GUIDE Content identification and analysis can be done by applying the following methods: Task analysis identifies the job tasks that learners should learn or improve and the knowledge and skills that need to be developed or reinforced. Topic analysis is carried out to identify and classify the course content. Depending on the circumstances, one of these methods may be preferred: Task analysis is used mainly in courses designed to build specific job related or interpersonal skills (also called “perform courses”). Topic analysis is appropriate for courses that are primarily designed to provide information or achieve broader educational objectives (also called “inform courses”). 9.8 Course format and duration As stated in previous chapters the demanded timetable is divided between face-to-face classes and online material. Thus, this online training offers flexible / resilient possibilities to distribute the timetable, according to each partner budget and organisation possibilities. 9.8.1 General guidelines for implementing the courses There should be a minimal number of attendees, e.g. for a presentation, 15 participants are suggested as a minimum. However, discrepancies may be appropriate based on the trainer’s decision especially in case of special exercises or workshops where more or less number of participants is ideal. In these cases, making groups close to the ideal participant number can be suggested. Final goals and identified skill gaps must be very clear in order to adapt the course content. These need to be based on skill gaps identified from the profiles. The trainings must cover the gaps for matching profiles Several training formats can be chosen for the courses, they all have different requirements, needs, strength, weaknesses, advantages and disadvantages. 9.8.2 Face-to-face education Specific characteristics Face-to-face education can be presentations, working sessions, open discussions, technical trainings, etc. For specific characteristics of these, please see the chapter Methodology. Advantages The positive aspects of face-to-face education is that the level of contact, possibility for interactivity and live communication in both directions, flexibility for adjusting for special needs, possibility of using several sensations, usually bigger impact, etc. However, the special kind of course formats have special characteristics, for these, please, see chapter Methodology. Project number V/P 2013/010/020 Page 165 GREEN SKILLS – EDUCATIONAL GUIDE Disadvantages Face-to face trainings are usually more resource demanding, they are one-time opportunities, even if the course it to be repeated, it will be different each time, while online videos, or readings for example are constant and do not need a trainer at each time. 9.8.3 e-learning Specific characteristics Online courses, webinars, online videos, etc. can all contribute to e-learning trainings. For specific description about these course types, please see the chapter Methodology for more details Advantages Once a training material is ready and online, it does not require any special resources (e.g. presence of the trainer, special auditorium, etc.), it is repeatable, of course if it is needed it can be developed, changed. Disadvantages There is no opportunity for personal contact, interactive work, group work, both-way communication is usually not possible live. The standard level of the course is also a disadvantage (even it has its advantages as well) – the course-content or style is not flexible. 9.8.4 Practices/visits Practices and visits usually aim to provide specific experience, beyond the content that is transmissible on a usual face-to-face training or via e-learning methods. Advantages Positive characteristics of face-to-face education are also true for practices and visits, as these are face-to face courses as well. However, they have the specific advantages of giving experience-based learning opportunities as well. Disadvantages Practices and visits can be even more resource-demanding then face-to-face education in general. 9.8.5 Duration When selecting delivery formats, a number of factors must be considered, including: learner-related factors; technology aspects; and organizational requirements. Learner-related factors The following are important factors to consider about learners: Project number V/P 2013/010/020 Page 166 GREEN SKILLS – EDUCATIONAL GUIDE their comfort with delivery channels – Audio and video conferencing can be frustrating for non-native language learners; e-mail or discussion forums are more appropriate since they allow learners to take the time they need to read and write. their level of technical expertise – If they have only recently experimented with e-mail, they may have difficulty working with whiteboards and video conferencing. It is important to consider how much technical support can be offered to them. their available time – If learners are busy, are located in different time zones or cannot conform to rigid schedules because they can only access a shared computer during certain hours, asynchronous tools will be preferred. Technology aspects Learners’ computers’ capabilities, infrastructure and connectivity need to be considered before making any technology decisions. Understanding whether learners have easy access to network systems is important. Some activities can be carried out only with the support of an Internet connection, while others can be developed for selfpaced e-learning. If there is limited Internet connectivity, consider using CD‑ROMs and other offline formats to allow learners to take all or parts of the course offline. It is also important to consider what kind of computers and software programs learners use, especially when creating e-learning courses in development contexts. Technical requirements, including multimedia capabilities, influence the selection of the media mix and plug-ins. A multimedia training course can require the learners to have special hardware configurations (e.g. a large amount of memory, fast processors, high-resolution monitors, audio and video cards). Media players, also called plug-ins, (e.g. Adobe Acrobat Reader or Flash Player plug-ins) may be needed to display media and interact with the learner. If these are required, learners should be able to freely download them from the Web. Try to limit the number of media players needed by learners so that they don’t have to do too many downloads. Alternatively, if you provide offline courses, such as on a CD-ROM, you can embed in the CD all the media players that are needed to display the course. Using several media does not necessarily improve the effectiveness of an e-learning activity. Good instructional design is more critical to achieving learning effectiveness than special multimedia effects. For example, while audio is generally recommended, video and complex animations might not be required and could instead be replaced by a series of images. Organizational requirements and constraints A range of organizational requirements and constraints, such as the available time and budget, will influence the choice of delivery formats. Developing self-paced learning, especially with a lot of multimedia, can require much more time than preparing a virtual classroom. When instruction needs to be provided to as many people as possible in the least amount of time, a series of large virtual classes might be the right solution. Investing in the development of a complete self-paced course makes sense to meet Project number V/P 2013/010/020 Page 167 GREEN SKILLS – EDUCATIONAL GUIDE long-term training goals more than immediate, urgent training needs. However, development costs for interactive content have dramatically decreased because of the development of new authoring tools. Instructor-led courses are cheap to develop but expensive to deliver, while self-paced courses based on interactive content are expensive to develop but cheap to deliver. Thus, knowing the number of learners is important in assessing the cost impact. 9.9 Methodology The learning methods are different by person. Thus, by designing and organizing the training, support of more type of learning by various and flexible courses is really important. The following learning styles are described in the MSB’s Training Development Guide: “Doer: Likes to be actively involved in the learning process, wants to know how he or she will apply learning in the real world, likes information presented clearly and concisely. Feeler: People-oriented, expressive, focuses on feelings and emotions, thrives in open, unstructured learning environment. Thinker: Relies on logic and reason, likes to share ideas and concepts, analyses and evaluates, enjoys independent work. Observer: Likes to watch and listen, tends to be reserved, will take his or her time before participating, and thrives on learning through discovery.” Different types of learning can be supported by different approaches of training methods and by flexibility and interactivity in the courses. There are different course types, that have different characteristics or opportunities of being flexible and require different methodologies. A few of them are listed below: 9.9.1 Presentations and lectures Lecturer or presenter has limited opportunity to involve participants actively. From the viewpoint of participants, presentations and lectures are passive, mostly receiving activity. Feedbacks are limited to the questions and possible discussions (depends on the number of participants) and to the evaluating questionnaire (see chapter 10). Questions What? general description about content of the course format Who? participants and / or lecturers Where? How? When? Examples e.g. theoretic/ or best practices presentation, etc. e.g. Lecturer needed, participants at least 15 people Location related needs? e.g. presentation room is needed, min size of auditorium Ways of implementing the course, e.g. projector needed, media content any special needs regarding those other needs time-related aspects e.g. length, breaks. Project number V/P 2013/010/020 Page 168 GREEN SKILLS – EDUCATIONAL GUIDE Why? aims e.g. summarizes the training content / suggested reading before training, gives the necessary basic knowledge for starting the training 9.9.2 E-learning course Passive online courses Passive online courses can be for example videos, online presentations, readings, etc. It is a passive course because no active participation is required from the professionals. Similarly to presentations, it needs mostly listening behaviour, but it is even less personal. The main advantage of this course format is that it needs to be prepared only once, and then it can be used for a course after that without any need for a lecturer or a trainer. It is independent of location and timing. Disadvantages are that there is less opportunity for feedback, and flexibility according to the participant composition. For feedback, online chat or questionnaires are proposed. Questions What? general description about content of the course format Who? participants and / or lecturers Where? How? When? Why? Examples e.g. Theoretic background, or online presentation of best practice case studies e.g. No lecturer needed, can be processed individually Location related needs? e.g. - online content, internet access needed, hardware or software requirements to be able to participate Ways of implementing the course, e.g. online presentation, video and reading, special needs regarding those etc. time-related aspects e.g. suggested place in relation to other courses of the training aims e.g. suggested/ compulsory material gives the necessary basic knowledge for a special topic Active online courses Big initial resource demand (designing, programming, continuously evaluating and developing according to suggestions), but can be repeated at any time: Online learning material including readings, videos, practice exercises online. Evaluation of these can happen by the organizer of the course, some cases automatically, some cases live evaluation of other course participants. 9.9.3 Case studies and “Show and tell” by the participants, discussion panels These tools can be used individually or part of a complex course. The aim is to share experience based knowledge between the participants or between the trainer and the participants. Personal contact is an advantage as well as the opportunity for active participation. Immediate Project number V/P 2013/010/020 Page 169 GREEN SKILLS – EDUCATIONAL GUIDE feedback and live questions as well as exchange of views/experiences on national practices are possible. Questions What? general description about content of the course format Who? participants and / or lecturers Where? How? When? Why? Examples e.g. exchange of views/experiences on national practices, etc. e.g. coordinator, moderator or chair is needed Location related needs? e.g. size of room with a roundtable or a presentation room Ways of implementing the course, e.g. projector needed, media content any special needs regarding those other needs, role of coordinator time-related aspects e.g. length, breaks.. aims e.g. knowledge exchange, networking, brainstorming, etc. 9.9.4 Reading material Textbooks, notes, compulsory reading, supplementary reading, etc. Questions What? general description about content of the course format Who? participants and / or lecturers Where? How? When? Why? Examples e.g. Theoretic background / summarizing notes on previous courses, etc. e.g. No lecturer needed, can be processed individually Location related needs? e.g. - online content, internet access needed / hard copy: no. Ways of implementing the course, e.g. basic knowledge needed / online special needs regarding those textbook, hard copy of training material time-related aspects e.g. suggested before the practice demanding and personal lecturer demanding courses aims e.g. summarizes the training content / suggested reading before training, gives the necessary basic knowledge for starting the training 9.9.5 Group work Working session Working sessions are practical group courses, they are live and productive, active participation is required from the audience. Beside the specific content they are working on, participants practice collaboration, communication, teamwork and presentation skills as well. There is personal contact during the session with the trainer and the other participants as well. There is immediate opportunity for feedback; the course can be flexible for example in voting for specific topics to work on. Project number V/P 2013/010/020 Page 170 GREEN SKILLS – EDUCATIONAL GUIDE Disadvantage can be that it is resource-depending, a good trainer and an appropriate location is needed as well. Questions What? Working session Who? participants and / or lecturers Where? How? When? Why? Examples e.g. practical topic e.g. A trainer/coach needed who coordinates the w.s., group of different trainees needed Location related needs? e.g. flexible room, with tables that can be sit around, chairs that can be moved, possibility of kick-off presentations, evaluation, summary. Ways of implementing the course, e.g. warming up games, introduction, w.s. special needs regarding those topic, basic rules of this type of course, multidisciplinary groups of participants, work in separate groups then share the findings, concerns, barriers, etc. time-related aspects e.g. length of course, timeframe: 30 min intro and warming up, 30 minutes for the first working session, coffee break, 30 mins presentation of findings, concerns, discussion, 15 mins wrap-up (2 hours) aims e.g. working out solutions for existing problems, practicing collaboration skills, group work The aim of this session is to practice the collaboration between the participants. One practical example, that is needed to be solved, and different kind of professionals are needed. 1. All different professions make a suggestion independently (from the viewpoint of his/her profession and regarding the topic of the workshop) 2. Discuss – modifications and elaboration of each suggestion involving all participants’ aspects 3. Chose one, and elaborate it further together 4. Evaluate the different solutions – (SWOT analysis, or any other technique) 9.9.6 Instructional methods The design of an e-learning course will involve using a combination of the following instructional methods: Expositive methods - which emphasize “absorption” of new information. Expositive methods include presentations, case studies, worked examples, demonstrations. Application methods - which emphasize the active processes learners use to perform procedural and principle based tasks and build new knowledge. Application methods include demonstration-practise method, job aids, case-based or scenario-based exercises, role play, simulations and serious games, guided research, project work. Project number V/P 2013/010/020 Page 171 GREEN SKILLS – EDUCATIONAL GUIDE Collaborative methods - which emphasize the social dimension of learning and engage learners sharing knowledge and performing tasks in a collaborative way. They include online guided discussions, collaborative work and peer tutoring. Instructional methods EXPOSITIVE METHODS Presentations Case studies Worked examples Demostrations APPLICATION METHODS Demostrations-practise methods Jobs aids Case-based exercises Role plays Simulations and serious games Guided research Project work COLLABORATIVE METHODS Online guided discussion Colaborative work Peer tutoring Each method can be delivered in different formats, using different types of media and communication tools. For example, a presentation can be delivered as a Power Point file or as a recorded (or live) video presentation. An online discussion can be carried out in a discussion forum or through a Skype call. Delivery formats are selected based on additional factors related to learners, technological and organizational constraints (e.g. budget) and available time. DELIVERY FORMATS FOR EXPOSITIVE METHODS Simple learning content, such as documents and PowerPoint presentations, with no interactivity. Interactive e-lessons using text, images, audio, animations and practice (i.e. questions and feedback). Presentations made by an expert or instructor which are broadcast in real time or recorded for learners to watch at any time. The lessons can be recorded in both video and audio formats (podcasts). Webinar and virtual classroom The instructor presents the content to a group of learners who are connected to the platform at the same time. Learners can interact with the instructor, ask questions and receive feedback using video conference, audio conference or chat. The instructor can use special software called “virtual classroom software”. These programs usually include a range of synchronous tools such as whiteboard, application sharing, audio conference and chat. Learners can use these tools to interact with the instructor and other learners, ask and answer questions, vote, etc. Project number V/P 2013/010/020 Page 172 GREEN SKILLS – EDUCATIONAL GUIDE Source: E-learning methodologies. A guide for designing and developing e-learning courses 9.10 Monitoring and evaluation The objective of this task is to have a full monitoring of the results of the action in terms of: realization as well as the appropriateness of the training courses and supporting methods and means for the target groups, on the level national training programs feedback from the professionals involved of the quality appropriateness of the training courses feedback from the key actors involved (training providers directly involved in the project) concerning the quality and the impact of the trainings Internal monitoring of the national courses could be done in general terms by using questionnaires to assess the quality and usefulness of the courses and the interest (directly) of green fields (for further activities). General questionnaires are included in Annex 1. Some indicators of the course that could be followed are: Number of attendees (min. 15 people/course) % unemployed people % employed people (sectors) Number of channels for the dissemination of course information From the “Most Significant Change” technique, by Rick Davies and Jess Dart Registration and final test can provide the evidence of the online training, while photographs and signatures can do the same with the classroom teaching. 9.10.1 Photos In all training courses organized by the project partners, photos with participants must be taken and provided. 9.10.2 List of attendees In all courses organized by project partners, a list of attendees with official signatures will be provided. The list of attendees is an important piece of evidence which demonstrates that the event took place and was well attended by a whole range of Stakeholders. 9.10.3 Defining the evaluation strategy Another important decision relates to the evaluation strategy for your course. It is very important to think about this from the design stage. First, you should establish the purpose of the evaluation. The purpose might be to: check the quality of the course to improve it before it is implemented (formative evaluation); measure the effectiveness of training and learning immediately after the course has been implemented Project number V/P 2013/010/020 Page 173 GREEN SKILLS – EDUCATIONAL GUIDE (confirmative evaluation); or evaluate an old course to see if it is still valid or needs to be modified (summative evaluation). Then, you will need to define if you want to evaluate learners’ progress and/or provide certification. This will also influence the choice of the assessment tests that will be integrated into the course. In fact, you may want to assess learners’ knowledge and skills before the course starts, at a certain point in the course (e.g. middle evaluation) and/or after the completion of the entire course. As already stated, it is important to ensure that the assessment tests are aligned with the learning objectives. For this reason it is advisable to start drafting the assessment tests from the first stages of the project, just after the definition of the learning objectives for each learning unit. 9.11 Certification or accreditation An essential criterion of the training action programme and design is the possibility of recognizing and accrediting the training received. It means that this is a desirable goal but “not a must”, as we understand it is difficult to achieve taking into account the limited time and budget for this project. It is not necessary to have a fully ‘academic regulated training’. Instead of that, though, we need the training to have some kind of respectability or coverage from a credited institution. And this, because we would like this training to be an asset in the classmate curriculum. A certificate of attendance or a similar document out of the entity that imparts or arranges the classes would serve as a proof that the individual has completed the course. In conclusion, if we cannot achieve in money or time the academic approval of the course, at least we would need to get the aforementioned prestige that would came out of the institution that teaches it (for example, a well-known association linked to the building sector, a trade union, etc.). On the other hand, in Green Skills we must only do two pilot courses. Given the limited time and budget we are forced to make thinks easy, and when choosing an speciality to train about it would be more productive to focus the courses on the ones that do not require an official accreditation (the participant can be given a certificate of assistance or development project from the GS partner) or demand a lighter bureaucracy. The rest of specialties (both requiring certification or not) are detailed in the educational guides, and so be able to offer them to stakeholders and project partners, so that they can think and develop a specific training in the future (yet outside the project lifetime). Participants who satisfy the course requirements will receive a Certificate of Attendance (see Annex 3). Project number V/P 2013/010/020 Page 174 GREEN SKILLS – EDUCATIONAL GUIDE 9.12 Bibliography Australian Institute for Teaching and School Leadership. (2014) The Essential Guide to Professional Learning: Collaboration.AITSL, available at: aitsl.edu.au, retrieved on 24.09.2015. Bergo, C., Bogdándi, I., Fischer, U. Ch., Hegyiné Gombkötö, E., Jung, C., Košir, M., Michaelis, T., Morand-Aymon, B., Nägele, D., Passa, A., Paulos, C., Ries, J., Salovaara, A. TRAINING CONCEPT for the promotion of social and personal skills in socially disadvantaged young adults as a basic condition for lifelong learning. Centre de Prévention des Toxicomanies (CePT) Cedefop; OECD (2015). Green skills and innovation for inclusive growth. Luxembourg: Publications Office of the European Union. Cedefop reference series. Eurostat. (2014). European Statistical Training Programme 2015 European Commission Hamza, M. (2012, December) Training Material Development Guide Swedish Civil Contingencies Agency (MSB) Ghirardini, B., Tisovic, J., Korkmaz, M., Eberhardt, U. (2011). E-learning methodologies. A guide for designing and developing e-learning courses. Training material developed in FAO Trust Fund Project, Rome.: Food and Agriculture Organization of the United Nations. John Snow, Inc. (2012, August). Monitoring and Evaluation Training Curriculum. [New Partners Initiative Technical Assistance (NuPITA) Project], Boston, John Snow, Inc. Jung, C., Salovaara-Kerro, A. (2012, March). European Train-the-Trainer Course Training material presented at the meeting PRO-SKILLS, Luxembourg, European Pro-Skills project. Knowles, M. S., Holton, E. F. III, Swanson R. A. (2005) The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. (6th ed.). Burlington: Elsevier Methodology for skills mapping (guidance document, version 5). (2015, September). Paper presented at the meeting of PROF/TRAC Project, Ljubljana. Tench, R., Zerfass, A., Verhoeven, P., Verčič, D., Moreno, A., & Okay, A. (2013). Competencies and Role Requirements of Communication Professionals in Europe. Insights from quantitative and qualitative studies. ECOPSI Research Report. Leeds, UK: Leeds Metropolitan University Āboliņa, A. (2014). Communication Strategy. BUILD UP Skills FORCE. Riga. Mamaqi, Xhevrie & Miguel, Jesús A. (2011). The professional profile of trainers working in continuous training in Spain. RELIEVE, v. 17, n. 1, art. 2. http://www.uv.es/RELIEVE/v17n1/RELIEVEv17n1_2eng.htm Rick Davies and Jess Dart (April 2005). The ‘Most Significant Change’ (MSC) Technique A Guide to Its Use. Funded by CARE International, United Kingdom Oxfam Community Aid Abroad, Australia | Learning to Learn, Government of South Australia Oxfam New Zealand | Christian Aid, United Kingdom | Exchange, United Kingdom Ibis, Denmark | Mellemfolkeligt Samvirke (MS), Denmark Lutheran World Relief, United States of America Project number V/P 2013/010/020 Page 175 GREEN SKILLS – EDUCATIONAL GUIDE 9.13 Annex I - Questionnaire quality / Questionnaire fields of interest The training activity you have just attended has benefited from funding by the European Union Programme for Green Skills project. We hope you have been satisfied with the quality of the training provided and would be very grateful if you would take of your time and fill in the attached Evaluation Questionnaire. We suggest beneficiaries to collect participants' questionnaires at the end of the training activity and send all of them along with the final report. YOUR OPINION IS RELEVANT TO US It will provide us with valuable data, which we can help us provide and maintain a high-quality service, especially: Adapt the training activities on offer to the specific needs of European professionals Evaluate the impact of the training activities Your comments and suggestions are a very important tool for us to develop new formulas of continuous training in the context of a construction industry. CONFIDENTIALITY We understand that you may have concerns about providing your personal information. We would like to assure you that your personal information is kept strictly confidential and is not used outside of the Green Skills project under any condition. This information will be used only for survey quality control by the Green Skills project and for evaluation purposes. Thank you for your cooperation! Project number V/P 2013/010/020 Page 176 GREEN SKILLS – EDUCATIONAL GUIDE 9.14 Annex II - Green Skills Training - Evaluation questionnaire Basic information Name and Surname: Nationality: Company (if any): Position: City and country of residence: Tel/Fax: E-mail: Age: Background How did you find out about this training course? Word of mouth Mailing Ad in trades/newspapers Meeting with the training organisers Other, please state source…………………………..... Have you attended the training with a project to be developed? Yes Topic of your project (if applicable): ……………….. No Evaluation of the training Overall rating of the training course: Excellent Good Satisfactory Unsatisfactory Comments (optional): …………………………………………………. Your motivation for attending this training course: (please tick several answers if appropriate): Development of knowledge and skills Development of a specific project Building a network of contacts Improving your company’s performance Finding a new job Project number V/P 2013/010/020 Page 177 GREEN SKILLS – EDUCATIONAL GUIDE Other, please specify:………………………… How well were your objectives met? Completely Well Partly Not very well Not at all Training content Relevance to your present job Very relevant Relevant Of little relevance I am unemployed Relevance to general career development Very relevant Relevant Of little relevance About right Too little About right Too elementary Content covered Too much Level of content Too advanced Level of other participants Too advanced About right Too elementary About right Too short Length of event Too long What did you think of the trainers/tutors? In particular, how did you rate the trainers/tutors? Knowledge of the subject Excellent Good Satisfactory Unsatisfactory Good Satisfactory Unsatisfactory Satisfactory Unsatisfactory Satisfactory Unsatisfactory Communication skills Excellent Relationship with the group Excellent Good Willingness to help and support participants Excellent Good Comments (optional) Project number V/P 2013/010/020 Page 178 GREEN SKILLS – EDUCATIONAL GUIDE ……………………………………………………………………….. What did you think of the way in which the training was delivered? In particular, how did you rate? Overall organisation of course Excellent Good Satisfactory Unsatisfactory Satisfactory Unsatisfactory Satisfactory Unsatisfactory Satisfactory Unsatisfactory Good Satisfactory Unsatisfactory Good Satisfactory Unsatisfactory Satisfactory Unsatisfactory Satisfactory Unsatisfactory Satisfactory Unsatisfactory Satisfactory Unsatisfactory Satisfactory Unsatisfactory Availability of training organisers Excellent Good Balance of group and individual work Excellent Good Mix of theory and practice Excellent Good Handouts and course documentation Excellent Training room facilities Excellent Follow-up and tutoring (if any) Excellent Good Computer facilities (if any) Excellent Good Multimedia installations (if any) Excellent Good TV and video installations (if any) Excellent Good Translation/interpretation (if any) Excellent Good Production and post-production equipment (if any) Excellent Good Satisfactory Unsatisfactory Comments (optional): ……………………………………………………………………….. Project number V/P 2013/010/020 Page 179 GREEN SKILLS – EDUCATIONAL GUIDE Which aspects of the training course do you think were/will be most useful to you personally? Course content Very useful Useful not very useful completely useless Useful not very useful completely useless Useful not very useful completely useless Useful not very useful completely useless Contacts with trainers Very useful Contacts with participants Very useful Follow-up consultancy Very useful Did you receive any scholarship for attending the course? No. Yes I received a scholarship from the Training Organisation to cover following costs: Participation fees Amount: € ………… Travel costs Amount: € ………… Subsistence costs Amount: € ………… Total Amount : € ………… Yes I received a scholarship from another source (please, specify which one ………………………..) to cover following costs: Participation fees Amount: € ………… Travel costs Amount: € ………… Subsistence costs Amount: € ………… Total Amount: € ………… Do you plan to attend other Green Skills training activities in the future? Project number V/P 2013/010/020 Page 180 GREEN SKILLS – EDUCATIONAL GUIDE Yes. Please specify which one……………………… No. Would you recommend this training activity/workshop to others? Yes. No. What other comments do you have on any aspects of this course? Yes. No. Project number V/P 2013/010/020 Page 181 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Technician for Installation and Maintenance of Photovoltaic (PV) Systems Project number V/P 2013/010/020 Page 182 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME Technician for installation and maintenance of photovoltaic (PV) systems Cyprus University of Cyprus, PV Technology Laboratory This course is ideal for qualified electricians who intend to operate professionally in the field of PV, weatherization technicians and anyone looking for a career in PV system installation and maintenance and use the acquired skills to attract new clients, build trust and lay a foundation for future retrofit work. Electrician, Students of Electrical Engineering. The objective is developing the following skills: Basic principles of installing quality PV systems Installation of both grid-connected and stand-alone PV systems (as well as systems that utilise storage) according to the appropriate standards and correct methodologies based on electrical guidelines and regulations Conduct on-site surveys and resource assessments for PV installations Perform PV system maintenance practices according to quality procedures Demonstrate ability to perform PV system inspections and conduct performance assessments for grid-connected PV systems according to international standards (EN 62446) Basics of PV technology PV system types and components Site assessment practises using site-survey equipment Risk assessment analysis Case studies of PV systems Design of grid-connected PV system PV system installation (grid-connected, stand-alone and storage) System commissioning basics Maintaining and troubleshooting PV systems PV failure characterisation and performance issues PV system inspections and documentation according to EN 62446 Participants are expected to learn basics on the installation and maintenance of both grid-connected and stand-alone PV systems (as well as systems that utilise storage) according to the appropriate standards and correct methodologies based on electrical guidelines and regulations. The course will help to: ensure competence and improve proficiency in the field of PV installations raise standards and promote confidence of installing and maintaining quality PV systems Project number V/P 2013/010/020 Page 183 GREEN SKILLS – EDUCATIONAL GUIDE TRAINING METHODS (RECOMENDED) increase confidence that the appropriate level of quality and performance is met and maintained for new PV systems enhance the marketability and business growth of the trainees facilitate quality assurance for the trainees in the field of PV installations The course programme is a mix of theoretical background and practical application: Presentations and lectures Demonstration of case studies and good practices Practical exercises using design software (PV Sol and PVSyst) Practical exercises using outdoor performance assessment equipment and maintenance tools Practical exercises on the installation of PV systems Due to the hands-on nature of the PV system installation and maintenance course, training requires in-person interaction. Trainees will spend time installing a free standing grid connected PV system, a standalone system and follow step by step on-site survey, system installation, commissioning, maintenance procedures and performance quality assurance assessments. Live-in-person classroom instruction with live hands-on field training. REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Throughout the course participants are encouraged to ask questions and to discuss their experiences or plans. In order to facilitate understanding, participants are prompted to provide input during the presentations. Participants are given all of the course material: presentations, guides, exercises and exercise answers, files (so that the course software can be used after the course, background files etc.). Participants are expected to familiarise themselves with material sent out prior to the start of the course. A list of suggested reading will be communicated before the training about: PV technology, system installation principles, legislation, maintenance practices and performance assessment guidelines. Personal computer in order to install the software required. See ‘Required reading’. Participants are required to write a short summary of their own activity as well as that of the organisation regarding practises, problems and experiences in the subject. Electrical Engineer. The trainers will provide a short CV. Experience in the field of PV installation and maintenance of 5 years (minimum). Project number V/P 2013/010/020 Page 184 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Engineer – Planner in Photovoltaic (PV) Systems Source: University of Cyprus, PV Technology Laboratory Project number V/P 2013/010/020 Page 185 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME TRAINING METHODS (RECOMENDED) Engineer – Planner in photovoltaic (PV) systems Cyprus University of Cyprus, PV Technology Laboratory This course is ideal for electrical engineers, general and weatherization contractors and anyone seeking a career in PV system design and planning in the scope of using these skills to attract new clients, build trust and lay a foundation for future retrofit work. Electrical Engineer, Project manager and Project developer, The objective is developing the following skills: Design both grid-connected and stand-alone PV systems (as well as systems that utilise storage) according to the appropriate standards and correct methodologies based on national guidelines and regulations Conduct on-site surveys and resource assessments for PV installations Perform techno-economic studies for grid-connected PV systems Assure quality in the performance of the designed system Basics of solar energy and PV technology PV system types and components Design qualification and type approval requirements of terrestrial PV modules, as outlined in IEC 61215 Design of grid-connected PV system Design of stand-alone PV system and storage Case studies of good practises Risk assessment analysis Techno-economic analysis Monitoring and assuring quality of PV system performance Failures of PV systems Participants are expected to learn basics on the design and planning processes of both grid-connected and stand-alone PV systems (as well as systems that utilise storage) according to the appropriate standards and correct methodologies based on international and national guidelines and regulations. The course will help to: ensure competence and improve proficiency in the field of PV systems raise standards and promote confidence of designing quality PV systems enhance the marketability and business growth of the trainees facilitate quality assurance for the trainees in the field of PV systems The course programme is a mix of theoretical background and practical application: Presentations and lectures Demonstration of case studies and good practices Practical exercises using design software (PV Sol and PVSyst) Project number V/P 2013/010/020 Page 186 GREEN SKILLS – EDUCATIONAL GUIDE Practical exercises using indoor quality assessment equipment of the performance and characterisation of PV modules Practical exercises on the installation of PV systems Due to the hands-on nature of PV system design and planning, training courses require in-person interaction. Trainees will spend time designing PV systems and in the field to perform site assessments and real outdoor PV system installations. Live-in-person classroom instruction with live hands-on field training. REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Throughout the course participants are encouraged to ask questions and to discuss their experiences or plans. In order to facilitate understanding, participants are prompted to provide input during the presentations. Participants are given all of the course material: presentations, exercises and exercise answers, files (so that the course software can be used after the course, background files etc.). Participants are expected to familiarise themselves with material sent out prior to the start of the course. A list of suggested reading will be communicated before the training about: legislation, design tools. Personal computer in order to install the software required. See ‘Required reading’. Participants are required to write a short summary of their own activity as well as that of the organisation regarding practises, problems and experiences in the subject. Electrical Engineer. The trainers will provide a short CV. Experience in the field of PV design and planning of 5 years (minimum). Project number V/P 2013/010/020 Page 187 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Green Building Engineer Consultant Source: Building Services Consulting Engineers, Cyprus www.consultingengineers.com.cy Project number V/P 2013/010/020 Page 188 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME Green Building Engineering Consultant Cyprus Engineer, Energy Efficiency Expert The course is tailored made and targeted to University graduates, engineers and architects with a particular focus on environmental studies and renewable energy, and to professionals in the wider construction sector (civil engineers, mechanic engineers, etc.), who are willing to expand their knowledge in relevant EU and national regulation frameworks, as well as to improve their communication capabilities. Level of Qualification (EQF): 5-8 University degree (minimum bachelor) Architect, Engineer, Civil Engineer, Construction managers, Energy and Environmental graduates The objective is developing the following skills: Familiarise with relevant EU Regulation Framework Execute works in compliance with EU/national regulation framework Assess the building energy performance and energy-upgrading of existing buildings Gain knowledge regarding the European Emissions Trading Scheme Assess the energy needs of a building and proceed to relevant recommendations for energy efficiency (renewables, environmental friendly building materials, appropriate isolation measures, etc.) Drafting environmental/energy reports – identify the environmental effects Identify the quantitative benefits from the use of RES Systems Improve the communication skills for cooperation with the other professions and buyers European and national legislation Renewable Energy investments (benefits, cost, installation, etc.) Assessment of a project’s environmental impact Calculating the economic impact – economic analysis Assessment of the energy needs of the building Provision of specialised environmental advice Evaluation of products/materials life cycle Communication/sales techniques and methods The course is expected to provide useful insides on relevant EU Directives, like for instance: DIRECTIVE 2010/31/EU on Energy Performance of the Buildings DIRECTIVE 2012/27/EU on Energy Efficiency Participants are expected to obtain the necessary skills in order to be able to monitor and analyze legislation documents, environmental and energy Project number V/P 2013/010/020 Page 189 GREEN SKILLS – EDUCATIONAL GUIDE reports. They will familiarise with the Renewable Energy Systems and their impact. TRAINING METHODS (RECOMENDED) REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES The course programme is a mix of theoretical background, practical application and group discussion: Presentations and lectures Demonstration of examples Practical training activities Group discussions Study visits to companies and construction sites Due to the hands-on nature of the occupation, training courses require in-person interaction. Students will spend time in a real construction site working with proper tools, equipment and materials. Blended - online pre-recorded instruction mixed with live hands-on field training. Live - in-person classroom instruction with live hands-on field training. Throughout the course participants are encouraged to ask questions and to discuss their experiences or plans. In order to determine understanding, participants are prompted to provide input during the presentations. Participants are given all of the course material: presentations, exercises and exercise answers, files (so that the course software can be used after the course, background files etc.). Participants are expected to familiarise themselves with material sent out prior to the start of the course. A list of suggested reading will be communicated before the training about: legislation, regulations and standards. A list of suggested reading will be communicated before the training about: legislation, environmental and energy reports. Personal computer in order to install the software required. To be able to understand in depth the concepts of energy efficiency and energy diversification, as well as the various renewable energy systems Good command in English language and in particular advanced written skills Engineers, Experts in the fields of energy efficiency and renewables, professionals with at least 5 years of experience. The trainer will provide a short CV. Project number V/P 2013/010/020 Page 190 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities HVAC Technician Source: EOC Project number V/P 2013/010/020 Page 191 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME Heating, Ventilation and Air-conditioning (HVAC) Systems Technician Cyprus VET provider in construction, specialised construction company VET school graduates (specialised as Plumbers / Buildings electricians) Construction workers who seek to retrain or upgrade their qualification Level of Qualification (EQF): 4 or 5 Prior specialisation or work experience as a Plumber / Building Electrician This programme is designed for individuals who wish to secure employment in the HVAC industry, as well as for those who are currently employed or seeking to re-enter the workforce. It enables participants to obtain the skills that are fast becoming requirements for employment in an ever-changing industry. The objective is developing the following skills: Install, maintain, troubleshoot, and repair both commercial and residential HVAC systems Evaluate condition of HVAC systems and their components (e.g. heating units, building exhaust fans, ventilation units, etc.) and identify necessary repairs Perform preventative maintenance on various mechanical and electrical equipment in heating and cooling systems Plan the working process, select necessary tools and materiāls Demonstrate proper safety practices and procedures while installing, troubleshooting and servicing HVAC systems Obtain required overall industry competencies in the areas of HVAC Basics of plumbing, buildings electricity, installing of coverings (e.g. joining pipes by using different methods, sealing, leakage testing, connecting wires, waterproofing) Principles of Heating, Ventilations and Air Conditioning Systems Control Systems Automated building management systems Measuring system pressures and temperatures, load calculations Principles of Energy Efficiency Environmental technologies and new materials Compliance with regulations, laws and standards Costs calculation Work planning and assessment Health and safety rules and procedures Participants are expected to learn how to install, maintain, troubleshoot, and repair both commercial and residential HVAC systems. They are expected to gain skills in comissioning and maintaining HVAC systems. They will learn how to perform their work taking into consideration various factors (heating and cooling needs of the building, energy Project number V/P 2013/010/020 Page 192 GREEN SKILLS – EDUCATIONAL GUIDE TRAINING METHODS (RECOMENDED) REQUIRED READING SUGGESTED READING efficiency, humidity control, compliance with regulations, laws and standarts, outdoor and indoor air quality, cost, etc.) The course programme is a mix of theoretical background, practical application and group discussion: Presentations and lectures Demonstration of examples Practical training activities Group discussions Study visits to companies and construction sites Due to the hands-on nature of the occupation, training courses require in-person interaction. Students will spend time in a real construction site working with proper tools, equipment and materials. Blended - online pre-recorded instruction mixed with live hands-on field training. Live - in-person classroom instruction with live hands-on field training. Throughout the course participants are encouraged to ask questions and to discuss their experiences or plans. In order to determine understanding, participants are prompted to provide input during the presentations. It is recommended to include within the HVAC Technician training programme a number of competency check-off sheets. Participants are encouraged to work directly with a local contractor or technician to get hands-on experience and have their skills verified. Participants are given all of the course material: presentations, exercises and exercise answers, files (so that the course software can be used after the course, background files etc.). Participants are expected to familiarise themselves with material sent out prior to the start of the course. A list of suggested reading will be communicated before the training about: legislation, health and safety. EQUIPMENT REQUIRED REQUIRED PREPARATION Personal protective equipment; Working clothes. Good physical condition (for carrying and lifting heavy tools and equipment) Ability to work on scaffolds (no height fear) Good operational knowledge of site health and safety rules and procedures TRAINER(S)/ LECTURER(S) PROFILES Technician (VET trainer or employee of construction company). The trainer will provide a short CV. Experience in the field of installation and maintenance of HVAC systems (minimum 5 years). Project number V/P 2013/010/020 Page 193 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Energy Efficiency Sales Advisor Source: EOC Project number V/P 2013/010/020 Page 194 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) Energy Efficiency Sales Advisor Cyprus Engineer, Energy Efficiency Advisor/ Specialist Efficiency products dealers and distributors, mechanical and electrical contractors, energy-efficiency specialists, architects, engineers, HVAC and lighting designers, building owners and managers, anyone else responsible for acquiring new commercial customers and helping new and existing customers identify and achieve energy efficiency objectives. Level of Qualification (EQF): 5 or 6 University degree (minimum bachelor) This programme introduces participants to the whole subject of energy efficiency and management. The objective is developing the following skills: Understand the use of the Energy Efficiency Life Cycle to drive solution adoption Understand the customer/end-user financial drivers Appreciate the pros and cons of various approaches to analysing the financial benefits of expense-reducing projects Understand the 'jargon buster' (terminology and acronyms) employed in the energy industry Develop drafts and implementation plans for project systems Improve communicational and interpersonal skills CONTENTS EXPECTED OUTCOME TRAINING METHODS (RECOMENDED) Fundamental principles of Energy Efficiency and Energy Savings Principles of Energy Management Introduction to Energy Strategy Reports and Energy Surveys Financial mechanisms and economic effects of green technologies Environmental risk assessment Energy efficiency legislation, regulations and standards Energy industry Jargon Principles of Consultative Selling Process Communication techniques and methods Participants are expected to learn the basic principles, the relevant legislation of energy efficiency, as well as the standard approaches and the selling methodology and process for building trust and successful relationships with customers. The course programme is a mix of theoretical background, practical application and group discussion: Presentations and lectures Demonstration of examples Practical training activities Project number V/P 2013/010/020 Page 195 GREEN SKILLS – EDUCATIONAL GUIDE Group discussions Study visits to sales’ departments of construction companies Blended - online pre-recorded instruction mixed with live hands-on field training. Live - in-person classroom instruction with live hands-on field training. Throughout the course participants are encouraged to ask questions and to discuss their experiences or plans. In order to determine understanding, participants are prompted to provide input during the presentations. REQUIRED READING Participants are given all of the course material: presentations, exercises and exercise answers, files (so that the course software can be used after the course, background files etc.). Participants are expected to familiarise themselves with material sent out prior to the start of the course. SUGGESTED READING A list of suggested reading will be communicated before the training about: legislation, regulations and standards. EQUIPMENT REQUIRED REQUIRED PREPARATION N/A TRAINER(S)/ LECTURER(S) PROFILES Engineer, Energy Efficiency Advisor/Specialist The trainer will provide a short CV. Experience in the field of Energy Efficiency Consultative Selling Services (minimum 5 years). Excellent speaking and writing skills in English and Greek; Ability to use computer programmes such as CAD, MS Office, CRM, iSBEM, etc . Project number V/P 2013/010/020 Page 196 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Construction Strategist Photo: www.installator.dk Project number V/P 2013/010/020 Page 197 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS Construction Strategist DK Next EUD The organization is a development project on the future of vocational school. It is a partnership between the Capital Region and the three vocational schools; CPH WEST, TEC and SOPU covering commercial, technical and social training. The project builds on a series of recommendations from the Capital Region Growth Forum Task Force on vocational training and is realized with support from the European Social Fund. This course is ideal for teachers at vocational schools who teach construction, for construction managers and strategist who want to gain knowledge on how to incorporate and enhance sustainable and interdisciplinary working methods in the field of construction. Architects, engineers, constructions workers, projects managers, building managers OBJECTIVE(S) Creating interdisciplinarity between the different groups of people working in the construction sector. CONTENTS Sustainable building materials Teaching material for vocational teachers to do learning processes in sustainability. EXPECTED OUTCOME Participants are expected to gain knowledge on how to incorporate sustainability in their work be it in a teaching situation as a vocational teacher, as a project manager or on site in a construction process. TRAINING METHODS (RECOMENDED) REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Presentations by experts, discussions and workshop Participants are given all the course material when showing up for the course. Nothing needs to be prepared or read before the course. Experts in sustainable construction (architect, carpenter, electrician, project manager) Project number V/P 2013/010/020 Page 198 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Counsellor Photo: www.raskboligraadgivning.dk Project number V/P 2013/010/020 Page 199 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS Counselor (Better Housing Counselor) Denmark Danish Technological Institute The Danish Technological Institute is a self-owned and not-for-profit institution. They develop, apply and disseminate research- and technologically-based knowledge for the Danish and International business sectors. As such, they participate in development projects, which are of use to society in close collaboration with leading research and educational institutions both in Denmark and abroad. On top of this, they carry out consultancy and standardisation services, which contribute to a dynamic and harmonious development of society. The Institute’s most important task is to ensure that new knowledge and technology quickly can be converted into value for our customers in the form of new or improved products, materials, processes, methods and organisational structures. They work together with new and existing companies, either individually or in groups, on ways to enhance technological and management restructuring and efficiency, across a broad range of industries as well as in leading edge sectors. This course is ideal for Better Housing Counselors, including engineers, architects and construction workers. Better Housing Counselor OBJECTIVE(S) The objective is to develop the following skills: Sale of their counseling as a Better Housing Counselor Sale of a Better Housing plan Up-selling of contractor services CONTENTS Brief examination of the Better Housing Scheme Communications of sale and up-selling Supporting tools in the sales process Role plays EXPECTED OUTCOME Participants are expected to learn techniques used in energy efficiency of single-family houses as well as the basics of sales communication and therefore we will hopefully see more people investing in a Better Housing Plan which will eventually lead to a more energy efficient society. TRAINING METHODS (RECOMENDED) The course is a mix of theoretical background, practical application, group discussions and role play. Throughout the course participants are encouraged to ask questions and to discuss their experiences or plans. In order to become better at selling their “products”, role play and feedback will be a part of the course. Project number V/P 2013/010/020 Page 200 GREEN SKILLS – EDUCATIONAL GUIDE REQUIRED READING Participants are given all the course material when showing up for the course. Nothing needs to be prepared or read before the course. SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Engineer and a communication/sales advisor Project number V/P 2013/010/020 Page 201 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Teacher at vocational school Photo: www.eucnordvest.dk Project number V/P 2013/010/020 Page 202 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME TRAINING METHODS (RECOMENDED) REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Construction Strategist DK Next EUD The organization is a development project on the future of vocational school. It is a partnership between the Capital Region and the three vocational schools; CPH WEST, TEC and SOPU covering commercial, technical and social training. The project builds on a series of recommendations from the Capital Region Growth Forum Task Force on vocational training and is realized with support from the European Social Fund. This course is ideal for teachers at vocational schools who teach construction, for construction managers and strategist who want to gain knowledge on how to incorporate and enhance sustainable and interdisciplinary working methods in the field of construction. Architects, engineers, constructions workers, projects managers, building managers Creating interdisciplinarity between the different groups of people working in the construction sector. Sustainable building materials Teaching material for vocational teachers to do learning processes in sustainability. Participants are expected to gain knowledge on how to incorporate sustainability in their work be it in a teaching situation as a vocational teacher, as a project manager or on site in a construction process. Presentations by experts, discussions and workshop Participants are given all the course material when showing up for the course. Nothing needs to be prepared or read before the course. Experts in sustainable construction (architect, carpenter, electrician, project manager) Project number V/P 2013/010/020 Page 203 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Construction Manager Photo: www.kullegaard.dk JOB TITLE Project number V/P 2013/010/020 Construction Strategist Page 204 GREEN SKILLS – EDUCATIONAL GUIDE COUNTRY DK COURSE LEADER Next EUD PROFILE RECOMMENDED The organization is a development project on the future of vocational school. It is a partnership between the Capital Region and the three vocational schools; CPH WEST, TEC and SOPU covering commercial, technical and social training. The project builds on a series of recommendations from the Capital Region Growth Forum Task Force on vocational training and is realized with support from the European Social Fund. TARGET GROUP This course is ideal for teachers at vocational schools who teach construction, for construction managers and strategist who want to gain knowledge on how to incorporate and enhance sustainable and interdisciplinary working methods in the field of construction. ENTRY QUALIFICATIONS Architects, engineers, constructions workers, projects managers, building managers OBJECTIVE(S) Creating interdisciplinarity between the different groups of people working in the construction sector. CONTENTS Sustainable building materials Teaching material for vocational teachers to do learning processes in sustainability. EXPECTED OUTCOME Participants are expected to gain knowledge on how to incorporate sustainability in their work be it in a teaching situation as a vocational teacher, as a project manager or on site in a construction process. Presentations by experts, discussions and workshop TRAINING METHODS (RECOMENDED) REQUIRED READING SUGGESTED READING Participants are given all the course material when showing up for the course. Nothing needs to be prepared or read before the course. - EQUIPMENT REQUIRED - REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Project number V/P 2013/010/020 Experts in sustainable construction (architect, carpenter, electrician, project manager) Page 205 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Construction Worker Photo: www.bt.dk JOB TITLE Construction Worker (Better Housing Counselor) Project number V/P 2013/010/020 Page 206 GREEN SKILLS – EDUCATIONAL GUIDE COUNTRY COURSE LEADER PROFILE RECOMMENDED Denmark Danish Technological Institute The Danish Technological Institute is a self-owned and not-for-profit institution. They develop, apply and disseminate research- and technologically-based knowledge for the Danish and International business sectors. As such, they participate in development projects, which are of use to society in close collaboration with leading research and educational institutions both in Denmark and abroad. On top of this, they carry out consultancy and standardisation services, which contribute to a dynamic and harmonious development of society. The Institute’s most important task is to ensure that new knowledge and technology quickly can be converted into value for our customers in the form of new or improved products, materials, processes, methods and organisational structures. They work together with new and existing companies, either individually or in groups, on ways to enhance technological and management restructuring and efficiency, across a broad range of industries as well as in leading edge sectors. TARGET GROUP ENTRY QUALIFICATIONS This course is ideal for Better Housing Counselors, including engineers, architects and construction workers. Better Housing Counselor OBJECTIVE(S) The objective is to develop the following skills: Sale of their counseling as a Better Housing Counselor Sale of a Better Housing plan Up-selling of contractor services CONTENTS Brief examination of the Better Housing Scheme Communications of sale and up-selling Supporting tools in the sales process Role plays EXPECTED OUTCOME Participants are expected to learn techniques used in energy efficiency of single-family houses as well as the basics of sales communication and therefore we will hopefully see more people investing in a Better Housing Plan which will eventually lead to a more energy efficient society. TRAINING METHODS (RECOMENDED) The course is a mix of theoretical background, practical application, group discussions and role play. Project number V/P 2013/010/020 Page 207 GREEN SKILLS – EDUCATIONAL GUIDE Throughout the course participants are encouraged to ask questions and to discuss their experiences or plans. In order to become better at selling their “products”, role play and feedback will be a part of the course. REQUIRED READING Participants are given all the course material when showing up for the course. Nothing needs to be prepared or read before the course. SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Engineer and a communication/sales advisor Project number V/P 2013/010/020 Page 208 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Installer of solar heating system Source: www.idejasildymui.lt Project number V/P 2013/010/020 Page 209 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME TRAINING METHODS (RECOMENDED) Installer of solar heating system Lithuania VET provider in construction, specialised construction company VET school graduates (with specialisation in the trade of Plumber/ Buildings electrician) Construction workers who seek to retrain or upgrade their qualification Level of Qualification (EQF): 4 or 5 Prior specialisation or work experience as a Plumber/ Buildings electrician The objective is developing the following skills: Identify the system and its component parts, including mechanical structure, and to select the necessary configuration and arrangement of the solar heating system; Identify the best location of the solar heating system with regard to shadow determination, access of solar energy, structural unity, suitability of the system to the building and climate; Install and tune the solar heating system (including circulation pump and heat storage unit); Perform a pressure test of the complete solar heating system; Operate in accordance with “green” construction principles including selection of proper materials, waste management, etc. Basics of plumbing, buildings electricity, installing of coverings (e.g. joining pipes by using different methods, sealing, leakage testing, connecting wires, waterproofing). Assembling and fixing metal constructions. Technical drawing. Quality assurance. National and EU legislation. Principles of Energy efficiency. Health & Safety. Work planning and assessment. Participants are expected to learn how to install solar panels on roofs and building facades and how to connect them to the different appliances. They are expected to gain skills in tuning and maintaining solar panels and supported systems. The course programme is a mix of theoretical background, practical application and group discussion: Presentations and lectures Demonstration of examples Practical training activities Group discussions Study visits to companies and construction sites Project number V/P 2013/010/020 Page 210 GREEN SKILLS – EDUCATIONAL GUIDE REQUIRED READING Due to the hands-on nature of the occupation, training courses require in-person interaction. Students will spend time in a real installation site working with proper tools, equipment and materials. Blended - online pre-recorded instruction mixed with live hands-on field training. Live - in-person classroom instruction with live hands-on field training. Throughout the course participants are encouraged to ask questions and to discuss their experiences or plans. In order to determine understanding, participants are prompted to provide input during the presentations. Participants are given all of the course material: presentations, exercises and exercise answers, files (so that the course software can be used after the course, background files etc.). Participants are expected to familiarize themselves with material sent out prior to the start of the course. SUGGESTED READING A list of suggested reading will be communicated before the training about : legislation, Health and Safety, heating systems, plumbing, electricity systems. EQUIPMENT REQUIRED Personal protective equipment, Working clothes. REQUIRED PREPARATION Good physical condition (for carrying and lifting heavy tools and equipment); Ability to work on scaffolds (no height fear); Good operational knowledge of site health and safety rules and procedures. TRAINER(S)/ LECTURER(S) PROFILES Technician (VET trainer or employee of construction company). The trainer will provide a short CV. Experience in the field of installing solar systems (minimum 5 years) Project number V/P 2013/010/020 Page 211 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Installer of heat pumps and geothermal systems Source: http://archigroup.lt Project number V/P 2013/010/020 Page 212 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME TRAINING METHODS (RECOMENDED) Installer of heat pumps and geothermal systems Lithuania Technical college or university VET school graduates (with specialisation in the trade of Plumber) Level of Qualification (EQF): 5 or 6 Prior specialisation or work experience as a Plumber The objective is developing the following skills: Understand the system and its component parts, including a compressor, expansion valve, diverter, etc., and to select the necessary configuration and arrangement of the geothermal system; Select the component parts of the system in accordance with specific building energy requirements; Install and tune the geothermal system; Operate in accordance with “green” construction principles including selection of proper materials, waste management, etc. Basics of plumbing (e.g. joining pipes by using different methods, sealing, leakage testing, waterproofing). Technical drawing. Boilers and Steam Systems. Heat pumps. Building Systems Controls. Quality assurance. National and EU legislation. Principles of Energy efficiency. Health & Safety. Work planning and assessment. Participants are expected to learn how to install and tune the geothermal system, how to set up and join the pipelines and connect them to the different appliances in the building. They are expected to gain skills in comissioning and maintaining heat pumps and geothermal systems. The course programme is a mix of theoretical background, practical application and group discussion: Presentations and lectures Demonstration of examples Practical training activities Group discussions Study visits to companies and construction sites Due to the hands-on nature of the occupation, training courses require in-person interaction. Students will spend time in a real installation site working with proper tools, equipment and materials. Project number V/P 2013/010/020 Page 213 GREEN SKILLS – EDUCATIONAL GUIDE Blended - online pre-recorded instruction mixed with live hands-on field training. Live - in-person classroom instruction with live hands-on field training. Throughout the course participants are encouraged to ask questions and to discuss their experiences or plans. In order to determine understanding, participants are prompted to provide input during the presentations. REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Participants are given all of the course material: presentations, exercises and exercise answers, files (so that the course software can be used after the course, background files etc.). Participants are expected to familiarize themselves with material sent out prior to the start of the course. A list of suggested reading will be communicated before the training about : legislation, Health and Safety, heating systems, plumbing, electricity systems. Personal protective equipment, Working clothes. Good physical condition (for carrying and lifting heavy tools and equipment); Good operational knowledge of site health and safety rules and procedures. Technician (VET trainer or employee of construction company). The trainer will provide a short CV. Experience in the field of geothermal systems (minimum 5 years) Project number V/P 2013/010/020 Page 214 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities HVAC technician Source: VSRC Project number V/P 2013/010/020 Page 215 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME TRAINING METHODS (RECOMENDED) HVAC technician Lithuania VET provider in construction, specialised construction company VET school graduates (with specialisation in the trade of Plumber/ Buildings electrician) Level of Qualification (EQF): 4 or 5 Prior specialisation or work experience as a Plumber/ Buildings electrician The objective is developing the following skills: Install, troubleshoot and repair heating, ventilation and air conditioning units, including chillers, boilers and heat pumps; Select the component parts of the system in accordance with specific building energy requirements; Troubleshoot malfunctioning heating, air conditioning and refrigeration systems to determine the cause of the malfunction; Repair wiring and electronic components associated with automated building management systems; Troubleshoot and repair direct digital and pneumatic control systems; Provide technical assistance with the design of HVAC systems including installations and modifications to existing systems. Basics of plumbing, buildings electricity, installing of coverings (e.g. joining pipes by using different methods, sealing, leakage testing, connecting wires, waterproofing). Principles of heating, ventilation and air conditioning. Direct digital, pneumatic and automated control systems. Automated building management systems. Technical drawing. Controls. Quality assurance. National and EU legislation. Principles of Energy efficiency. Health & Safety. Work planning and assessment. Participants are expected to learn how to Install, troubleshoot and repair heating, ventilation and air conditioning units. They are expected to gain skills in comissioning and maintaining HVAC systems. The course programme is a mix of theoretical background, practical application and group discussion: Presentations and lectures Demonstration of examples Practical training activities Group discussions Study visits to companies and construction sites Project number V/P 2013/010/020 Page 216 GREEN SKILLS – EDUCATIONAL GUIDE REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Due to the hands-on nature of the occupation, training courses require in-person interaction. Students will spend time in a real installation site working with proper tools, equipment and materials. Blended - online pre-recorded instruction mixed with live hands-on field training. Live - in-person classroom instruction with live hands-on field training. Throughout the course participants are encouraged to ask questions and to discuss their experiences or plans. In order to determine understanding, participants are prompted to provide input during the presentations. Participants are given all of the course material: presentations, exercises and exercise answers, files (so that the course software can be used after the course, background files etc.). Participants are expected to familiarize themselves with material sent out prior to the start of the course. A list of suggested reading will be communicated before the training about : legislation, Health and Safety, HVAC systems, plumbing, electricity systems. Personal protective equipment, Working clothes. Good physical condition (for carrying and lifting heavy tools and equipment); Specific vision abilities ( to adjust focus and to differentiate between colors and shades of color); Good operational knowledge of site health and safety rules and procedures. Technician (VET trainer or employee of construction company). The trainer will provide a short CV. Experience in the field of installing HVAC systems (minimum 5 years) Project number V/P 2013/010/020 Page 217 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Thermal insulation installer Source: VSRC JOB TITLE Thermal insulation installer Project number V/P 2013/010/020 Page 218 GREEN SKILLS – EDUCATIONAL GUIDE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME TRAINING METHODS (RECOMENDED) Lithuania VET provider in construction, specialised construction company VET school graduates (with specialisation in the trade of Builder/ Painter/ Finisher) Construction workers who seek to retrain or upgrade their qualification Level of Qualification (EQF): 2 or 3 Prior specialisation or work experience as a Builder/ Painter/ Finisher The objective is developing the following skills: Form thermal insulation from outside and inside by gluing, strewing, blowing, assembling piping shells for outer walls, roofs, coverings, foundations, utilities, inner walls, window openings; Perform the finish of applied thermal insulation with plastering, paint, drywall, panelling, lining; Operate in accordance with “green” construction principles including selection of proper materials, waste management, etc. General construction works. Insulation: External Façade Systems. Insulation: Internal Façade Systems. Basement ceiling / floor slab insulation. Finishing of the insulated façades. Quality assurance. National and EU legislation. Principles of Energy efficiency. Health & Safety. Work planning and assessment. Participants are expected to acquire skills in installing and applying insulating material to walls, floors, windows and ceilings of new and renovated buildings to insulate against heat, cold, air, sound and moisture in the most energy efficient manner. The course programme is a mix of theoretical background, practical application and group discussion: Presentations and lectures Demonstration of examples Practical training activities Group discussions Study visits to companies and construction sites Due to the hands-on nature of the occupation, training courses require in-person interaction. Students will spend time in a real construction site working with proper tools, equipment and materials. Blended - online pre-recorded instruction mixed with live hands-on field training. Live - in-person classroom instruction with live hands-on field training. Project number V/P 2013/010/020 Page 219 GREEN SKILLS – EDUCATIONAL GUIDE Throughout the course participants are encouraged to ask questions and to discuss their experiences or plans. In order to determine understanding, participants are prompted to provide input during the presentations. REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Participants are given all of the course material: presentations, exercises and exercise answers, files (so that the course software can be used after the course, background files etc.). Recommended website: www.e-genius.at/lt Participants are expected to familiarize themselves with material sent out prior to the start of the course. A list of suggested reading will be communicated before the training about : legislation, Health and Safety. Personal protective equipment, Working clothes. Good physical condition (for carrying and lifting heavy tools and equipment); Ability to work on scaffolds (no height fear); Good operational knowledge of site health and safety rules and procedures. Technician (VET trainer or employee of construction company). The trainer will provide a short CV. Experience in the field of installing insulation systems (minimum 5 years) Project number V/P 2013/010/020 Page 220 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities BIM specialist Source: www.aga-cad.co Project number V/P 2013/010/020 Page 221 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME TRAINING METHODS (RECOMENDED) BIM specialist Lithuania University, BIM expert company University students or graduates (construction related programmes); Practitioners focused on professional development. Level of Qualification (EQF): 6 Degree in fields relating to Building and Construction, Engineering, Architecture, Project management/development The objective is to build the knowledge and develop skills in the following: Implementing BIM technology to assist in the construction process, including structure, interior and exterior architectural elements and MEP systems, Understanding the complexity of strategic investment planning with the possibility of preparing different solution variants at the design stage taking into consideration the prefabrication and solutions for zero-energy buildings; Coordinating with BIM service providers and subcontractors. Introduction to Digital Construction and BIM process BIM Standards, Protocols and Data Acquisition IT tools in the BIM process, i.e. practical ways to manage information Building Design (Basics) and Content Creation BIM, as the essence of the investment process: energy analysis, optimization of the investment process focused on environmental aspects Project delivery and documentation Legislation, EU directives - BIM as a pathway to sustainable building After the training the trainees should be fully aware of the opportunities and revolutionary changes that an integrated BIM process brings, also in the context of sustainable construction. The program will enable participants to more fully understand rapidly following changes in the supply of buildings. As a consequence, it will allow the participants to adopt a stronger position on the construction labor market. The course programme is a mix of theoretical background, practical application and group discussion: Presentations and lectures Demonstration of applications based on specific examples Practical training activities Group discussions Study visits to companies and construction sites Blended - online pre-recorded instruction mixed with live hands-on field training. Live - in-person classroom instruction with live hands-on field training. Project number V/P 2013/010/020 Page 222 GREEN SKILLS – EDUCATIONAL GUIDE REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Throughout the course participants are encouraged to ask questions and to discuss their experiences or plans. In order to determine understanding, participants are prompted to provide input during the presentations. Participants are given all of the course material: presentations, exercises and exercise answers, files (so that the course software can be used after the course, background files etc.). Participants are expected to familiarize themselves with material sent out prior to the start of the course. Additional articles, publications and other relevant materials will be made available on an ongoing basis in the course of further modules of the course. The course does not include any additional hardware requirements. Understanding of all building systems and construction methods; Knowledge of construction nomenclature and techniques (means and methods). BIM expert/practitioner (University lecturer, employee of construction company or BIM developer company). Project number V/P 2013/010/020 Page 223 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Installer of solar heating system http://totalenergyinstallations.weebly.com/blog JOB TITLE Installer of solar heating system Project number V/P 2013/010/020 Page 224 GREEN SKILLS – EDUCATIONAL GUIDE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS Poland This course is ideal for roofers, plumbers, HVAC technicians, general contractors, insulation professionals, and anyone looking for a career in sustainable construction. Graduates from technical schools of construction Workers: roofers, plumbers, HVAC technicians, general contractors, insulation professionals. General theoretical knowledge about building General practical knowledge about building Knowledge about plumbing and electricity systems H&S training Level of Qualification (EQF): 4-5 (the most appropriate) The objective is developing the following skills: Execute works in compliance with health and safety regulations Unload and store materials and equipment in a safe manner Identify the system and its component parts, including mechanical structure, and to select the necessary configuration and arrangement of the solar heating system Plan the working process, select necessary tools and materials Understand technical documentation, read technical drawings Mount and dismount scaffolding, safe operation at heights Identify the best location of the solar heating system with regard to shadow determination, access of solar energy, structural unity, suitability of the system to the building and climate Assemble the bearing metal constructions Fix the holding units to roof or walls Assemble pipes Install and tune the solar heating system (including circulation pump and heat storage unit) Perform a pressure test of the complete solar heating system National Legislation Official procedures Principles of Energy Roof works Working on the scaffolds HVAC Controls Boilers and Steam Systems Building Systems Lighting Health & Safety Common Problems & Solutions Energy Modeling Quality control Project number V/P 2013/010/020 Page 225 GREEN SKILLS – EDUCATIONAL GUIDE EXPECTED OUTCOME TRAINING METHODS (RECOMENDED) REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Participants are expected to learn how to install solar panels on roofs and building facades and how to connect them to the different appliances. Participants are expected to learn as well how to maintenance solar panels and supported systems. The course programme is a mix of theoretical background, practical application and group discussion: Presentations and lectures Demonstration of examples Practical lessons Group discussions Due to the hands-on nature of this profession, training courses require in-person interaction. Students will spend time in a real house working with proper tools and devices. Blended - online pre-recorded instruction mixed with live hands-on field training. Live - in-person classroom instruction with live hands-on field training. Throughout the course participants are encouraged to ask questions and to discuss their experiences or plans. In order to determine understanding, participants are prompted to provide input during the presentations. Participants are given all of the course material: presentations, exercises and exercise answers, files (so that the course software can be used after the course, background files etc.). Participants are expected to familiarize themselves with material sent out prior to the start of the course. A list of suggested reading will be communicated before the training about: H&S rules, heating systems, plumbing, electricity systems. Solar panels Pipes Cables Tools Scaffolds Computers with specific software Personal and collective protective equipment H&S rules is a paramount. Participants are required to write a short summary of their own activity as well as that of the organization regarding practices, problems and experiences in the subject. Civil engineer, technician The trainers will provide a short CV. Experience in the field of installing solar systems (minimum 5 years) Project number V/P 2013/010/020 Page 226 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Installer of heat pumps and geothermal systems https://blog.heatspring.com/how-can-i-design-geothermal-systems-a-4-step-guide-to-designing-geothermal/ JOB TITLE Installer of heat pumps and geothermal systems Project number V/P 2013/010/020 Page 227 GREEN SKILLS – EDUCATIONAL GUIDE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME TRAINING METHODS (RECOMENDED) Poland This course is ideal for plumbers, HVAC technicians, general contractors, electricians and anyone looking for a career in sustainable construction. Graduates from technical schools of construction Workers: plumbers, HVAC technicians, general contractors, electricians. General theoretical knowledge about building General practical knowledge about building Knowledge about plumbing and electricity systems H&S training Level of Qualification (EQF): 4-5 (the most appropriate) The objective is developing the following skills: Execute works in compliance with health and safety regulations Unload and store materials and equipment in a safe manner Understand the system and its component parts, including a compressor, expansion valve, diverter, etc., and to select the necessary configuration and arrangement of the geothermal system Plan the working process, select necessary tools and materials Understand technical documentation, read technical drawings Select the component parts of the system in accordance with specific building energy requirements Set up and join the pipelines Install and tune the geothermal system National Legislation Official procedures Principles of Energy HVAC Controls Boilers and Steam Systems Building Systems Lighting Health & Safety Common Problems & Solutions Energy Modeling Quality control Participants are expected to learn how install and tune the geothermal system, how to set up and join the pipelines and connect them to the different appliances in the building. Participants are expected to learn as well how to maintenance geothermal system. The course programme is a mix of theoretical background, practical application and group discussion: Presentations and lectures Demonstration of examples Project number V/P 2013/010/020 Page 228 GREEN SKILLS – EDUCATIONAL GUIDE Practical lessons Group discussions Due to the hands-on nature of this profession, training courses require in-person interaction. Students will spend time in a real house working with proper tools and devices. Blended - online pre-recorded instruction mixed with live hands-on field training. Live - in-person classroom instruction with live hands-on field training. REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Throughout the course participants are encouraged to ask questions and to discuss their experiences or plans. In order to determine understanding, participants are prompted to provide input during the presentations. Participants are given all of the course material: presentations, exercises and exercise answers, files (so that the course software can be used after the course, background files etc.). Participants are expected to familiarize themselves with material sent out prior to the start of the course. A list of suggested reading will be communicated before the training about: H&S rules, heating systems, plumbing, electricity systems. Geothermal units Pipes Cables Tools Computers with specific software Personal and collective protective equipment H&S rules is a paramount. Participants are required to write a short summary of their own activity as well as that of the organization regarding practices, problems and experiences in the subject. Civil engineer, technician The trainers will provide a short CV. Experience in the field of installing geothermal systems (minimum 5 years) Project number V/P 2013/010/020 Page 229 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Timber frame construction worker http://www.ehow.com/info_7895496_late-19th-century-woodworking-tools.html JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED Timber frame construction worker Poland This course is ideal for general contractors, and anyone looking for a career in sustainable construction. Project number V/P 2013/010/020 Page 230 GREEN SKILLS – EDUCATIONAL GUIDE TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME TRAINING METHODS (RECOMENDED) Graduates from technical schools of construction Workers: general contractors, non-qualified workers. General theoretical knowledge about building process General practical knowledge about building process H&S training Level of Qualification (EQF): 4-5 (the most appropriate) The objective is developing the following skills: Execute works in compliance with health and safety regulations Apply of legislation and regulations regarding timber frame construction Apply knowledge of correct building orientation according to passive house idea Plan the working process, select necessary tools and materials Understand technical documentation, read technical drawings and timber structures Ability of use of proper lighting with preference to natural light, in order to avoid wasting energy Ability to communicate skills for cooperation with the other professions and buyers Apply analytic skills of problem solving and learning Project management Knowledge of innovative building materials Knowledge on eco/recycled insulation materials National Legislation Official procedures Principles of Energy Controls Working on scaffolds Building Systems Lighting Health & Safety Common Problems & Solutions Quality control Participants are expected to build timber frame constructions and walls with insulations. The course programme is a mix of theoretical background, practical application and group discussion: Presentations and lectures Demonstration of examples Practical lessons Group discussions Due to the hands-on nature of this profession, training courses require in-person interaction. Students will spend time in a real house working with proper tools and devices. Project number V/P 2013/010/020 Page 231 GREEN SKILLS – EDUCATIONAL GUIDE Blended - online pre-recorded instruction mixed with live hands-on field training. Live - in-person classroom instruction with live hands-on field training. REQUIRED READING Throughout the course participants are encouraged to ask questions and to discuss their experiences or plans. In order to determine understanding, participants are prompted to provide input during the presentations. Participants are given all of the course material: presentations, exercises and exercise answers, files (so that the course software can be used after the course, background files etc.). Recommended website: www.e-genius.at Participants are expected to familiarize themselves with material sent out prior to the start of the course. SUGGESTED READING A list of suggested reading will be communicated before the training about: H&S rules, heating systems, plumbing, electricity systems. EQUIPMENT REQUIRED Different kinds of ready timber modules Insulation materials of different kinds Scaffolds Tools Personal and collective protective equipment REQUIRED PREPARATION H&S rules is a www.serio.mobi paramount. Recommended supporting tool: Participants are required to write a short summary of their own activity as well as that of the organization regarding practices, problems and experiences in the subject. TRAINER(S)/ LECTURER(S) PROFILES Technician/Civil engineer The trainer will provide a short CV. Experience in the field of timber frame construction branch (minimum 5 years) Project number V/P 2013/010/020 Page 232 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Thermal insulation installer https://nationalcareersservice.direct.gov.uk/advice/planning/jobprofiles/Pages/thermalinsulationengineer.aspx Project number V/P 2013/010/020 Page 233 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP Thermal insulation installer Poland This course is ideal general contractors, and anyone looking for a career in sustainable construction. ENTRY QUALIFICATIONS Graduates from technical schools of construction Workers: general contractors, non-qualified workers. General theoretical knowledge about building process General practical knowledge about building process H&S training Level of Qualification (EQF): 3 (the most appropriate) OBJECTIVE(S) The objective is developing the following skills: Execute works in compliance with health and safety regulations Unload and store materials and equipment in a safe manner Plan the working process, select necessary tools and materials Understand technical documentation, read technical drawings Mount and dismount scaffolding, safe operation at heights Form thermal insulation from outside and inside by gluing, strewing, blowing, assembling piping shells for outer walls, roofs, coverings, foundations, utilities, inner walls, window openings Perform the finish of applied thermal insulation with plastering, paint, drywall, paneling, lining CONTENTS National Legislation Official procedures Principles of Energy Controls Working on scaffolds Building Systems Lighting Health & Safety Common Problems & Solutions Quality control EXPECTED OUTCOME Participants are expected to install insulation on the new building and insulation renovation of the old ones. TRAINING METHODS (RECOMENDED) The course programme is a mix of theoretical background, practical application and group discussion: Presentations and lectures Demonstration of examples Practical lessons Group discussions Project number V/P 2013/010/020 Page 234 GREEN SKILLS – EDUCATIONAL GUIDE Due to the hands-on nature of this profession, training courses require in-person interaction. Students will spend time in a real house working with proper tools and devices. Blended - online pre-recorded instruction mixed with live hands-on field training. Live - in-person classroom instruction with live hands-on field training. Throughout the course participants are encouraged to ask questions and to discuss their experiences or plans. In order to determine understanding, participants are prompted to provide input during the presentations. REQUIRED READING Participants are given all of the course material: presentations, exercises and exercise answers, files (so that the course software can be used after the course, background files etc.). Recommended website: www.e-genius.at Participants are expected to familiarize themselves with material sent out prior to the start of the course. SUGGESTED READING A list of suggested reading will be communicated before the training about: H&S rules, heating systems, plumbing, electricity systems. EQUIPMENT REQUIRED Insulation materials of different kinds Scaffolds Tools Personal and collective protective equipment REQUIRED PREPARATION H&S rules is a paramount. Participants are required to write a short summary of their own activity as well as that of the organization regarding practices, problems and experiences in the subject. TRAINER(S)/ LECTURER(S) PROFILES Technician The trainer will provide a short CV. Experience in the field of installing insulation systems (minimum 5 years) Project number V/P 2013/010/020 Page 235 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES BIM Training Information management in sustainable investment process Building Information Modelling (BIM) Source: tekla.com Project number V/P 2013/010/020 Page 236 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME TRAINING METHODS BIM Specialist Poland The course brings up revolutionary changes in the supply of buildings based on sustainable process of the project execution in accordance with the BIM methodology that emphasizes the complete life cycle of the investment. Adequate for students / sector specialists involved in the delivery of construction projects. Students of the faculties related to the construction industry. Practitioners focused on professional development. General knowledge of the construction industry, General knowledge about the process of delivery of construction projects, Positive attitude towards new technologies and sustainable production processes, Level of Qualification Framework (EQF): 3-4 The course aims to increase awareness in the following aspects: - Project life cycle: planning of integrated construction projects (IPD) including capital expenditures (CAPEX) and operating expenditures (OPEX), as a result ensuring the sustainability of the investment process (TOTEX) - The complexity of strategic investment planning with the possibility of preparing different solution variants at the design stage taking into consideration the prefabrication and solutions for zero-energy buildings. - Define the BIM process nD with supporting IT tools as an example of practical solutions, - The complexity of BIM implementation at micro and macro levels. The course consists of 6 modules (M1-M6): M1: The idea of CAPEX + OPEX = TOTEX M2: The BIM process (3D, 4D, 5D, 6D ... nD) and the IPD M3: IT tools in the BIM process, i.e. practical ways to manage information (LOD = LOD + LOI) M4: 6D BIM, as the essence of the investment process: energy analysis, optimization of the investment process focused on environmental aspects, M5: Implementation of BIM: barriers and challenges, M6: Legislation, EU directives - BIM as a pathway to sustainable building. The trainees after the training should be fully aware of the opportunities and revolutionary changes that an integrated BIM process brings, also in the context of sustainable construction. The program will enable participants to more fully understand rapidly following changes in the supply of buildings. As a consequence, it will allow the participants to adopt a stronger position on the construction labor market. The course consists of both classes representing the idea of the BIM process as well as the practical application of adequate IT tools: Project number V/P 2013/010/020 Page 237 GREEN SKILLS – EDUCATIONAL GUIDE (RECOMENDED) REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Presentations and lectures, Discussing applications based on specific examples, Discussions in groups, Workshops in the field. The trainees take an active part in the live presentations conducted personally by the coach as well as they are being encouraged to comment on the attached materials online. Practical work in the field aim to combine the theoretical knowledge acquired at the workshop with the real process of BIM. Participants have full access to the content of the course, i.e. the presentation and training materials. Materials are divided according to the modules (M1-6), so students are required to read the relevant topics, as a preparation for training meetings. Additional articles, publications and other relevant materials will be made available on an ongoing basis in the course of further modules of the course. The course does not include any additional hardware requirements. The course does not include any additional requirements in the context of the preparation of participants. The lecturer should be construction engineering graduate and have a minimum 5 years of experience in teaching construction in the field of construction at the universities. Moreover the lecturer should have the scientific achievements, such as, publications in the field of applications of Building Information Modeling for construction industry. Project number V/P 2013/010/020 Page 238 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities INSTALLATION AND ENERGY EFFICIENCY ENGINEER abbottenergy.com Project number V/P 2013/010/020 Page 239 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) Installation and energy efficiency engineer Spain University degree Professionals in the fields of architecture and construction: like architects, technical architects, surveyors and engineers or installer and builders who want to acquire or expand their knowledge about energy efficiency. Level of Qualification (EQF): 6 Architect and Engineer and generally building technicians Search for solutions and measures leading to energy efficiency in buildings of new construction as maintenance and rehabilitation of existing buildings. Optimize energy consumption and improve the performance of buildings. Analyze concepts and aspects of the energy issue: energy sources, energy technologies, uses and applications, environmental impact, etc. Apply the current legislation to the generation, consumption and energy savings. Identify energy needs and propose the application of the techniques to saving and efficient use of energy in the building up. Establish which the measures of savings and efficiency are in the generation, distribution and transport of energy. Generally perform the economic-financial management of energy efficiency projects. Design, implement and develope the different models of Management Systems in Energy Efficiency. CONTENTS EXPECTED OUTCOME Introduction to the energy efficiency of buildings Limiting energy demand Electrical installation, lighting systems and photovoltaic installations Heating Installation Cooling and ventilation Installations The energy footprint of water consumed in buildings The energy audit Energy certification of buildings Participants are expected to learn basics on energy efficiency. The students of this course will study the architectural, technological and of use strategies focused on the limitation of the energy demand of buildings, which allows to maintain and improve user comfort. Reduce the environmental impact of the building. Assess the energy performance of the building. Assess the contribution of active solar thermal and photovoltaic systems and other renewable energies in to the buildings. Project number V/P 2013/010/020 Page 240 GREEN SKILLS – EDUCATIONAL GUIDE TRAINING METHODS (RECOMENDED) REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Consider the implementing of control equipment energy efficiency in buildings. Knowing the process of the energy audit. Knowing the tools available to the Energy Certification, and the applicable legislation. Online methodology or combined online with face-to-face class. Theoretical and practical content: assessment tests for each of the modules and at the end of the course the students must do a case study. Specific material developed by the teaching team for the course, which covers the entire program, will be available on the website. The rest of the teaching material that students need for the course will be available on the server according to the schedule. Through virtual library, the students can download the material directly from their computer. The student will be informed in due course. Personal Computer in order to use and consult the website. See ‘Required reading’ The students should have a University degree Architect, Engineer The trainers will provide a short CV Project number V/P 2013/010/020 Page 241 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Thermal Installer Green Energy Ohio Project number V/P 2013/010/020 Page 242 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP Thermal Installer Spain Vocational Training Energy and water Renewable energy People who want to study vocational training course with practice area, which qualifies to join the workforce. ENTRY QUALIFICATIONS Level of Qualification (EQF): 4-5 The people who study this course will be qualified to be: Technician of alternative energy systems. Installer of solar energy by pipeline. Assembler of solar energy panels. Assembler of solar thermal installations. Installer of solar thermal systems. Maintainer of thermal solar installations. OBJECTIVE(S) The assembly and commissioning, operation and maintenance of solar thermal systems, with the quality and safety required and compliance with current regulations. Staking solar thermal installations. Mechanical and hydraulic mounting of solar thermal installations. Prevention and safety in the mechanical and hydraulic mounting of solar thermal installations. Organization and mechanical and hydraulic mounting of solar thermal installations. Electrical installation of solar thermal systems. Commissioning and operation of solar thermal systems. Maintenance of solar thermal installations. Practices assembly and maintenance of solar thermal installations. CONTENTS EXPECTED OUTCOME Develop their professional activity in small, medium and large companies, public or private, dedicated to perform assembly, exploitation and maintenance of solar thermal systems to produce domestic hot water or to support heating systems and other uses. TRAINING METHODS (RECOMENDED) REQUIRED READING Classroom course with internships. SUGGESTED READING The student will be informed in due course. Specific material developed by the teaching team for the course, which covers the entire program, will be handed by the vet providers. Project number V/P 2013/010/020 Page 243 GREEN SKILLS – EDUCATIONAL GUIDE EQUIPMENT REQUIRED Useful drawing tools. Personal computer. Software. Solar path map, compass, G.P.S. Tools for marking. Signaling equipment. Safety equipment. Measurement tools like thermometers, manometers, etc. Components for installations: like heat exchangers, expansion tanks, thermostats, etc. REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES See ‘Required reading’ Degree in Physics Superior engineering Technical engineering Architect Technical architect Technician in Installation and Maintenance Facility Cold, air conditioning and heat production. Professional certificate level 3 of the professional family Energy and water (solar thermal) Senior Technician in: Performing and work plans; development of town planning projects; development of facilities fluids projects. Senior Technician in project development of thermal installations and fluids. Senior Technician in maintenance of thermal installations and fluids. Experienced between 1 and 3 years. Project number V/P 2013/010/020 Page 244 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Prevention and/or quality and/or environmental technician Source: http://www.capecod.edu Project number V/P 2013/010/020 Page 245 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED Prevention and/or quality and/or environmental technician Spain Architect Quality Engineer Safety technical expert Preferred specialization: Occupational Safety (highly recommended in Hygiene, Ergonomics and Psychology). Desirable: graduate studies on environmental quality; risk prevention; analytics methods and techniques; statistical, equipment of machining laboratory and measuring instruments. TARGET GROUP ENTRY QUALIFICATIONS Architect or Engineer that seeks for an specialization on environmental safety or to upgrade their knowledge of environmental indicators Safety technical expert Level of Qualification (EQF): 7 and 8 Desirable: background on work safety. OBJECTIVE(S) The objective is developing the following skills: CONTENTS EXPECTED OUTCOME Performing the environmental quality control of the product, monitoring of the procedures, methods and tools used for the environmental quality control and management of incidents. Diagnosis, evaluation and implementation of environmental prevention measures. Performing environmental inspection and quality testing. Consulting and training of company‘s on the prevention systems and methods of quality control. Environmental safety indicators in construction. Regulatory environmental legislation Measuring and prevention techniques in environmental issues. Techniques and resources for measuring pollution levels on air, soil and water. Methodologies and techniques for planning activities which impact the environment. Techniques and protocols to organise and manage the waste treatment. How to implement a safety environmental plan. Participants are expected to acquire basic and updated information about the legal requirements to control and reduce the polluting impact of construction projects. The course should introduce trainees to the methodologies for measurement and control of the toxics ans wastes resulting of the building performance and also to create and implement prevention plans out of enviromental impact indicators. Project number V/P 2013/010/020 Page 246 GREEN SKILLS – EDUCATIONAL GUIDE TRAINING METHODS (RECOMENDED) The course program is a mix of theoretical background, practical application and group discussion: Presentations and lectures Demonstration of examples Group discussions Study visits in current existing projects where an environmental safety plan is being implemented Practical training activities. Final practice: to perform a safety plan (and evaluation). Online pre-recorded instruction mixed with live hands-on field training. Live - in-person classroom instruction with live hands-on field training. Throughout the course participants are encouraged to ask questions and to discuss their experiences or plans. In order to determine understanding, participants are prompted to provide input during the presentations. REQUIRED READING Participants are given in advance all of the course material: presentations, exercises and exercise answers, files. These materials can be consulted after the course/classes through the e-learning platform. Participants are expected to familiarize themselves with material sent out prior to the start of the course or posted in the e-learning platform. SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES A list of suggested reading will be communicated before the training about Environmental legislation and Environmental Safety in construction. Internet connection Desirable: Background on environmental quality; risk prevention; analytics methods and techniques; statistical, equipment of machining laboratory and measuring instruments. Analytical capacity to interpret, operate and perform complex mathematical formulas with measures and indicators. Expert on Risk Prevention with an environmental specialisation. Architect, engineer or scientist with experience in environmental safety plans. Project number V/P 2013/010/020 Page 247 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Product definition and innovation manager (R&D) Source: http://www.sustainablebrands.com Project number V/P 2013/010/020 Page 248 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED Product definition and innovation manager (R&D) Spain Degree in Architecture / Engineering. Background and/or experience in Energy Efficiency and or Renewal Energies projects in construction. Background on management and business administration. TARGET GROUP Graduates in Architecture or Engineering with professional experience (five years recommended); ENTRY QUALIFICATIONS Level of Qualification (EQF): 7 Degree in fields relating to Building and Construction: Engineering, Architecture. OBJECTIVE(S) The objective is to build the knowledge and develop skills in the following: Plan, apply, and execute product innovation proceedings for developing and launching new products/services; Identify or develop less polluting materials, energy systems and work proceedings for building projects. Locate legal opportunities to foster or grant less polluting proceedings and materials for building projects. Analyse work routines and proceedings to identify and fix productivity weakness that revert on a high polluting cost. Plan and implement sustainability, EE and/or renewal energy criteria in the use of materials and the implementation of proceedings able to reduce the polluting impact of the building process in new constructions and refurbishment projects. Plan and implement improvements to reduce the energy cost and the generation of waste during the execution of the building project. Serve as an interface between different departments and disciplines within an organization; rule and motivate multidisciplinary teams. Become an effective product innovation team leader and project manager; Foster a company culture that is supportive of innovation. Develop strategy and roadmaps for maximizing product innovation performance by teams and business units; Translate opportunities into product specifications, commercial concepts, and eventual new product introductions. Establish meaningful points of distinction for the company based on innovation goals. Introduction to Product Definition and Innovation manager tasks and duties (R&D). Legislation, EU directives – Product Definition and Innovation as a pathway to sustainable building. CONTENTS Project number V/P 2013/010/020 Page 249 GREEN SKILLS – EDUCATIONAL GUIDE Sustainability Principles for Product Innovation applied to building industry. Energy Principles for Product Innovation applied to building industry. Technology Principles for Product Innovation applied to building industry. Business Principles for Product Innovation applied to building industry. The Product definition & Innovation process planning: From the idea to the results (following a practical example). Productivity in multidisciplinary teams and complex proceedings: tips & advice. Sources of updated information for new materials and proceedings. EXPECTED OUTCOME After the training, the trainees should be fully aware of the role and expectation around the position of Product definition and Innovation Manager (R&D) in the building industry. The program will provide participans with a solid introduction to the principles this kind of manager should be aware of. Taking in mind innovation and sustainbale criteria are changing concepts, the course expects to draft a picture of which skills and information professionals should focus on in order to be prepared to perform succesfully in such a challenging position. Also it will deliver resources to help trainees to regularly update the information requiered to keep a deep knowledge for the the implementation of sustainible, EE and RE improvements in buiding projects. Finally, the student must be provided with a business vision on the economic dimension of these enhacements as an asset to distinguish the company from the competitition, and also to be embeded in a branding and marketing strategy that seeks for increasing the company position in the market through competitiveness and specialistation. TRAINING METHODS (RECOMENDED) This course program is a mix of theoretical background, practical application and group discussion: Presentations and lectures. Live - in-person classroom instruction with live hands-on field training. Support of a real example to easy visualize step-by-step all the disciplines and tasks involved in the position of Product definition and innovation Group discussions on every day training part (practical activity): Each training day will save at least an hour for a practice to apply the learnings of the session. Final practical exercise (designing a product innovation plan) in small groups as a way to conclude and test prior group discussions learnings (the exercise needs to be presented from the beginning day, and will serve as a way or control or examination of the classes. Project number V/P 2013/010/020 Page 250 GREEN SKILLS – EDUCATIONAL GUIDE Throughout the course participants are encouraged to ask questions and to discuss their experiences or plans. In order to determine understanding, participants are prompted to provide input during the presentations. REQUIRED READING Participants are given all of the course material: presentations, exercises and exercise answers, files (so that the course software can be used also after the course). Participants are expected to familiarize themselves with part of the material sent out prior to the start of the course. SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Additional articles, publications and other relevant materials with updated information on the position and its requirements will be made available on an ongoing basis in the course of further modules. The course does not include any additional hardware requirements. Understanding of all building systems and construction methods; Knowledge of construction nomenclature and techniques (means and methods). Basic background on Energy Efficiency and Renewal Energy proceedings applied to building industry. Architect or Engineer with professional experience in the position of ‘Product Definition and Innovation Manager’ in building companies; Employee with management resposabilities in R&D deparment of a building company; Construction sector professionals with proven experience in materials and energy systems innovation applied to the construction sector. Project number V/P 2013/010/020 Page 251 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Architect or construction engineer © Copyright 2015 http://clipartzebra. Project number V/P 2013/010/020 Page 252 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME TRAINING METHODS (RECOMENDED) Architect or construction engineer SPAIN Research organization, Energy Agency, business schools Individuals new to the field of construction Construction project planners and designers, engineers Those under contract with or employed by the owner, developer, or management firm overseeing a construction project Level of Qualification (EQF): 7 Construction Engineer or Architect. This course is the perfect opportunity for either the well-rounded, early career project manager with a degree and a bright future, or for a talented tradesman or supervisor who has worked his or her way up to project management but needs to strengthen his or her project management skills. Everyone who goes through the program has something to gain throughout the intense days of sessions, assignments, roundtable discussions and team building activities. The objective is developing the skills and knowledge needed to manage construction projects. Courses meet industry standards and are integrated to cover the bidding process, estimating, scheduling, manage contracts, and cost control procedures and systems. Project Planning Safety Management Construction Productivity Subcontractor & Vendor Management Critical Path Method Scheduling Claims Management Legal Issues & Contract Clauses Cost Control Project Recordkeeping Communications Innovation Time Management Problem Solving & Decision Making The course will offer a new arsenal of techniques, an expanded network of professional mentors and colleagues, and the empowerment to bring their very best to their projects, their teams and their customers. The studies might include: Lectures Seminars Coursework Projects with other students Guest lectures and site visits to construction projects, completed buildings, product manufacturing plants etc. Project number V/P 2013/010/020 Page 253 GREEN SKILLS – EDUCATIONAL GUIDE REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Microsoft Project Guide A Guide to the Project Management Body of Knowledge (PMBOK ® Guide) ISO 9001 Personal Computer in order to install the software required Knowledge of: • Principles and standard practices of building design and construction. • Principles and standard practices of project management. • State and local codes pertaining to judicial branch facilities. • Relationship of architectural design to the other engineering features of buildings, including cost and operation comparisons. Ability to: • Provide technical review and advice tactfully and effectively. • Provide sustained attention to complex plans and specifications and edit the work of others. • Write clear, concise reports and technical descriptions. • Plan, manage, and deliver multiple projects. • Organize own work, set priorities, and meet critical deadlines. • Establish and maintain effective working relationships, and evaluate the work of consultants, contractors, and others. • Employ computer applications to collect, analyze and communicate information. • Use tact and discretion in dealing with those contacted in the course of the work. Architect, Engineer, state agent The trainers will provide a short CV Experience in the field of 3 years (minimum) : Preparation of energy renovation and construction projects, Sales management (market analysis, identifying target projects, presenting technical solutions), Customer contact. Supporting the architect and customers during the sales, project design and execution phases. Project number V/P 2013/010/020 Page 254 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Energy Efficiency sales advisor © Alami Project number V/P 2013/010/020 Page 255 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME TRAINING METHODS (RECOMENDED) Sales agent of renovating building for improved energy performance SPAIN Research organization, Energy Agency, business schools Home owners wishing renovate their house Small contractors Persons considering a career change Facility supervisors/managers Graduates of the Property Management, Social Housing Management, or Professional Building Manager certificates Financial operations managers Maintenance managers Contractors and consultants Level of Qualification (EQF): 5 High School Diploma or Equivalent Bachelor’s Degree or combination of training, education, and work experience in a related field on sales techniques and energy efficiency renovation products for buildings Verifiable knowledge (courses, working experience or similar) The objective is developing the following skills: • Pursuing building refurbishment projects. • Constant contact with both technical team and customer, function as a link between them. • Supervision of budgets, presentation of them to customers. Building regulations Energy performance legislation (EPC) Financial procedures for renovation projects Marketing strategies Business Development Maintains thorough records and completes accurate contract initiation. Builds and owns market strategies. Includes SWOT analysis, competitive analysis and vertical market and horizontal offering strategies. Client Relations Builds and maintains relationships with industry leaders, associations and organizations in regional or vertical markets. Acts as the client’s single point of accountability for specific aspects of a project. Provides support to the customer with regards to projects financing and contracting issues. Guide clients through energy efficiency project financing and contracting processes. Face-to-face or online course with webinar. Theoretical lessons should be put into practice with different internships at the point of sale. Project number V/P 2013/010/020 Page 256 GREEN SKILLS – EDUCATIONAL GUIDE REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES N/A The suggested readings should be provided by the trainers with several weeks of advance. N/A N/A Architect, Engineer, state agent The trainers will provide a short CV Experience in the field of state agent-renovation buildings of 3 years (minimum) Project number V/P 2013/010/020 Page 257 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Energy Efficiency Certifying Agent © 3ceng Project number V/P 2013/010/020 Page 258 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME Energy Efficiency Certifying Agent SPAIN Research organization, University, Energy Agency This course is ideal for home inspectors, remodelers, HVAC technicians, general contractors, insulation professionals, weatherization contractors, and anyone looking for a career in energy auditing use these skills to attract new clients, build trust, and lay a foundation for future retrofit work. Level of Qualification (EQF): 6 Architect, Engineer, Project manager, Project developer, Building manager, Building owner, Financial manager, Procurer Master of Architecture (M.Arch.) The objective is developing the following skills: • On-site inspection of buildings. • Detailed analysis of the state of the building (façade, foundations, rooftops, facilities, etc.) • Elaboration of the assessment document. • Proposing appropriate recommendations if assessment is below standard. National Legislation Official procedures Principles of Energy Energy Auditing Methodology Building Envelope Energy Audit Instrumentation HVAC Auditing Tools Controls Economic Analysis Boilers and Steam Systems Building Systems Water Auditing Lighting Health & Safety Reviewing Auditing Reports Common Problems & Solutions Energy Modeling Workscope Development Participants are expected to learn basics on inspection technologies and on methods to process audits for energy retrofit purposes. The course will help to: bring existing buildings up to new building code save homeowners/properties % on their energy bills Project number V/P 2013/010/020 Page 259 GREEN SKILLS – EDUCATIONAL GUIDE participate in grants programs for energy efficiency in buildings enhance your marketability and grow your business Improved professionality in designing and conducting buildings inspections. TRAINING METHODS (RECOMENDED) REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES The course program is a mix of theoretical background, practical application and group discussion: Presentations and lectures Demonstration of examples Practical exercises using official software Group discussions Due to the hands-on nature of home energy auditing, training courses require in-person interaction. Students will spend time in a real house working with diagnostic equipment. Blended - online pre-recorded instruction mixed with live hands-on field training Live - in-person classroom instruction with live hands-on field training. Throughout the course participants are encouraged to ask questions and to discuss their experiences or plans. In order to determine understanding, participants are prompted to provide input during the presentations. Participants are given all of the course material: presentations, exercises and exercise answers, files (so that the course software can be used after the course, background files etc.). Participants are expected to familiarize themselves with material sent out prior to the start of the course. A list of suggested reading will be communicated before the training about: legislation, audit tools. Personal Computer in order to install the software required See ‘Required reading’ Participants are required to write a short summary of their own activity as well as that of the organization regarding practices, problems and experiences in the subject. Architect, Engineer The trainers will provide a short CV Experience in the field of audits buildings of 5 years (minimum) Project number V/P 2013/010/020 Page 260 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Energy Engineer © Copyright 2015 BUILD UP SKILLS Project number V/P 2013/010/020 Page 261 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME TRAINING METHODS (RECOMENDED) Energy Engineer SPAIN Research organization, Energy Agency, universities The course is aimed at technicians responsible for installation, maintenance and energy management in buildings (offices, hospitals, banks, shopping centers, social day centers and nursing homes, etc.) and in general all persons who wish to develop a professional activity in the area of energy management in buildings and acquire a sufficient level to evaluate and optimize energy buildings. Level of Qualification (EQF): 7 Architects, industrial engineers, technical engineers and professionals in general, interested in energy efficiency and the implementation of corrective measures and improve energy efficiency. The current situation makes it necessary not only as a matter of savings for businesses, but also for social and environmental commitment, energy buildings so responsible are managed. This means you have to modify the profile of traditional consumption and learn to optimize energy consumption. The course objective is the comprehensive training of specialists in the tools and skills for proper energy management in buildings. FACILITIES AND ENERGY MANAGEMENT Chapter 1: Thermal installations. Chapter 2: Lighting and electrical installation. Chapter 3: Water supply. Wastewater treatment. Chapter 4: Integration of renewable energies in buildings. SUSTAINABLE BUILDING Chapter 5: Sustainable Architecture. LEED rating systems. Chapter 6: Determination of energy demand of buildings. Chapter 7: Systems certification of buildings ENERGY MANAGEMENT IN BUILDINGS Chapter 7: Applicable law. Chapter 8: Energy audits. Chapter 9: efficient energy management. Measures for optimizing The objective is to learn about the practices, actions and implementations generating energy efficiency in buildings and to develop the required skills. The studies might include: Lectures Seminars Coursework Projects with other students Guest lectures and site visits to construction projects, completed buildings, product manufacturing plants etc. Project number V/P 2013/010/020 Page 262 GREEN SKILLS – EDUCATIONAL GUIDE REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Manual de Auditorias Energéticas • DTIE 9.05 Sistemas de Climatización • DTIE 7.03 Entrada de datos a los programas Lider y Calener VyP • DTIE 7.04 Entrada de datos al programa Calener GT • DTIE 7.06 Procedimientos simplificados para la certificación de viviendas de nueva construcción: CERMA, CE2, CES • DTIE 17.04 Instrumentación y medición • DTIE 18.01 Rehabilitación Energética de la Envolvente Térmica de los Edificios • DTIE 18.02 Rehabilitación Energética de las Instalaciones Térmicas de los Edificios • DTIE 18.03 Integración de Energías Renovables en la Rehabilitación de los Edificios The suggested readings should be provided by the trainers with several weeks of advance. Personal Computer in order to install the software required Desirable knowledge in various areas, including design, development, construction and operation of conventional and renewable energy, and global aspects of energy planning in industry, cities and transportation It is required to have a PhD or/and professional experience in industry for more than 3 years Project number V/P 2013/010/020 Page 263 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Sales agent of renovating building for improved energy performance © Copyright 2015 stoneacreproperties Project number V/P 2013/010/020 Page 264 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME TRAINING METHODS Sales agent of renovating building for improved energy performance SPAIN Research organization, Energy Agency, business schools Home owners wishing renovate their house Small contractors Persons considering a career change Facility supervisors/managers Graduates of the Property Management, Social Housing Management, or Professional Building Manager certificates Financial operations managers Maintenance managers Contractors and consultants Level of Qualification (EQF): 5 High School Diploma or Equivalent Bachelor’s Degree or combination of training, education, and work experience in a related field on sales techniques and energy efficiency renovation products for buildings Verifiable knowledge (courses, working experience or similar) The objective is developing the following skills: • Pursuing building refurbishment projects. • Constant contact with both technical team and customer, function as a link between them. • Supervision of budgets, presentation of them to customers. Building regulations Energy performance legislation (EPC) Financial procedures for renovation projects Marketing strategies Business Development Maintains thorough records and completes accurate contract initiation. Builds and owns market strategies. Includes SWOT analysis, competitive analysis and vertical market and horizontal offering strategies. Client Relations Builds and maintains relationships with industry leaders, associations and organizations in regional or vertical markets. Acts as the client’s single point of accountability for specific aspects of a project. Provides support to the customer with regards to projects financing and contracting issues. Guide clients through energy efficiency project financing and contracting processes. Lectures with practical classes where to implement an exercise of a real case Project number V/P 2013/010/020 Page 265 GREEN SKILLS – EDUCATIONAL GUIDE (RECOMENDED) REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES It will be provided some days in advance by trainers. It will be provided some days in advance by trainers. N/A N/A Architect, Engineer, state agent The trainers will provide a short CV Experience in the field of state agent-renovation buildings of 3 years (minimum) Project number V/P 2013/010/020 Page 266 GREEN SKILLS – EDUCATIONAL GUIDE Annex II EDUCATIONAL GUIDES Training profile for Green Specialities Technical building inspector ©http://www.testo.es Project number V/P 2013/010/020 Page 267 GREEN SKILLS – EDUCATIONAL GUIDE JOB TITLE COUNTRY COURSE LEADER PROFILE RECOMMENDED TARGET GROUP ENTRY QUALIFICATIONS OBJECTIVE(S) CONTENTS EXPECTED OUTCOME TRAINING METHODS (RECOMENDED) Architect technical building inspection SPAIN Research organization, University, associations Energy Agency, Professional This course is mainly for architects, technical architects and building engineers, exercising his profession liberally or through public authorities, as technicians with expertise in carrying out technical inspections of buildings (ITE). Level of Qualification (EQF): 6 Architects, technical architects and building engineers The objective of this course is to explain, step by step, how to make Assessment Reports of Buildings through a practical case of application in a multi-family residential building.. Part 0: National Legislation and Official procedures Part I: Building state of conservation Part II: Basic conditions of accessibility Part III: Building Energy Certification Participants will get acquainted with: - What the Assessment Report of Buildings is - Existing regulations - Who is required - The existing deadlines for the completion of report - Content of the report - How to perform the report - What are the competent technicians - Where to submit the report - If there are grants or subsidies The course programme is a mix of theoretical background, practical application and technical visits: Presentations and lectures Demonstration of examples Practical exercises using ITE software (http://www.citma.gva.es/web/vivienda-y-calidad-en-laedificacion/informe-de-evaluacion-del-edificio) Technical visits Participants will solve a case as they would in their professional practice The capacity of these courses is limited to a maximum of 30 students Project number V/P 2013/010/020 Page 268 GREEN SKILLS – EDUCATIONAL GUIDE REQUIRED READING SUGGESTED READING EQUIPMENT REQUIRED REQUIRED PREPARATION TRAINER(S)/ LECTURER(S) PROFILES Participants are given all of the course material: presentations, exercises and exercise answers, files (so that the course software can be used after the course, background files etc.). Participants are expected to familiarize themselves with material sent out prior to the beginning of the course. A list of suggested reading will be communicated before the training All participants must bring their own computer N/A Architects, technical architects and building engineers The trainers will provide a short CV Experience in the field of technical inspections of buildings of 5 years (minimum) Project number V/P 2013/010/020 Page 269 GREEN SKILLS – PARTNERS’ CORPORATE INFORMATION PARTNERS’ CORPORATE INFORMATION Project number V/P 2013/010/020 Page 270 GREEN SKILLS – PARTNERS’ CORPORATE INFORMATION 10 PARTNERS’ CORPORATE INFORMATION 10.1 Pacto Territorial para el Empleo de la Ribera PATER (Territorial Employment Pact in La Ribera) is an autonomous organization with a local character created on 26 July 2004 within La Ribera Consortium. PATER has its own legal personality, as well as administrative and economic autonomy. PATER is the fifth territorial pact of these characteristics signed in the Valencian Community under the guardianship of Servef (Valencian Employment Service). The aim of PATER, according to the European Strategy for the Occupation, is to obtain an increase in the employment rate for all the social groups of the region, is to reach a permanent economic development in La Ribera capable of generating a constant growth from the effort of the productive endogenous resources, from the creation and business consolidation and from the regularization of the labour market, favouring the insertion of all the people willing to gain access to a job in conditions of equality. PATER is coordinated by six public and private entities Mancomunitat Ribera Alta, Mancomunitat Ribera Baixa, CCOO, UGT, FEDALCIS and Associació Empresarial d'Alzira. PATER works as MACRO Local Development Agency that brings together, manages and coordinates the Local Development and Employment Agents Network of the County of La Ribera PATER develop and participates in European projects in the field of innovation for economic development and holds the Quality Management System ISO 9001:2008 on training/coaching unemployed people, enterprises, entrepreneurial consultancy and job placement.This entity was awarded by the Regional Government of Valencia as best public entity in the entrepreneurial advise and enterprises/job creation. 10.2 Instituto Valenciano de la Edificación The Valencia Institute of Building (IVE) is a private non-profit making foundation with public interest established in October 1986 that seeks to improve the quality and sustainability in the construction process through the R&D in the building field. Since the Foundation of the Institute its work has consisted in assisting in the management and self-regulation of the construction sector and in the actual implementation of measures for environmental efficiency. Project number V/P 2013/010/020 Page 271 GREEN SKILLS – PARTNERS’ CORPORATE INFORMATION 10.3 Federación Valenciana de Empresarios de la Construcción The Valencian Association of Construction Companies is a business organization established in 1977 for representing and defending the construction sector in any sphere of business life. At its inception, the institution objectives were to defend the business interest at a policy level. Progressively, and as a natural evolution several areas have been developed in order to offer global and better services to the sector. Nowadays, FEVEC aims to be the reference body for all companies and industry associations of the construction sector in the Comuniadad Valenciana region. In addition, the federation mission is to be the institution that constitutes the “voice” of the sector before any public or public organism or administration and to defend its legitimate interests. FEVEC is formed by 20 different associations representing around 1,400 companies in the sector. It liaises with 6 strategic committees which provide support to the managing bodies: Transport, Economy, Training, Environment and wastes management, International and Labour Risk Prevention. 10.4 Polish Association of Construction Employers Polish Association of Construction Industry Employers associates more than 80 companies. Among them are the biggest construction companies which performed about 70% of main contracts conclude in the Polish construction mark. It is a country-wide organisation. We associate construction contractors, construction materials manufacturers, specialist design and geodetic companies, developers and others related to the construction industry (due to their size). We are an organisation expressing the community opinion on negotiations with the Government, the Parliament, Trade Unions and the EU structures. 10.5 Danmar Computers LTD Danmar Computers sp. z o.o. is an organization providing vocational training in the field of IT and developing and providing e-learning services. It deals with: trainings, developing programs and training materials, counselling, designing web pages and e-learning systems. Danmar’s staff has experience of carrying out EU educational programs, conducting research and educational activities (Grundtvig, LdV DoI, ToI, Partnerships). All actions are based on cooperation with training and counselling institutions, universities, schools, non-government institutions as well as private sector companies. Danmar’s employees have also an extensive experience in developing modern web applications for use in education, including modern delivery methods like podcasting, and introducing web 2.0 functionalities. Company’s mission is Project number V/P 2013/010/020 Page 272 GREEN SKILLS – PARTNERS’ CORPORATE INFORMATION promoting life-long education and assuring equal access to education for everyone with the use of modern technology. 10.6 Vilnius Builders Training Centre VšĮ Vilniaus statybininkų rengimo centras/Vilnius Builders Training Centre (VSRC) is a vocational institution providing vocational education and training for young people (from 15 years of age) and adults (retraining courses). The Centre was founded in 1946 and is one of the main providers of quality vocational education and training in Lithuania. The Centre offers a diverse range of courses and excellent facilities in the main area of Building and Construction. Areas of study include: Brickwork, Joinery and Carpentry, Decoration/Finishing, Furniture making, Landscaping, Restoration/ Refurbishment, Real estate services. The Centre is a leading institution at national level in the continuing training system of the building sector. Its main expertise is the methodological expertise in life- long learning, development of qualifications and training schemes. The total number of students studying at the Centre is 1100, and the number of teaching staff is 90. The training is performed in the workshops and laboratories equipped with up-to-date machinery and tools. All staff at the Centre have gained valuable, first hand experience working in their chosen fields. VSRC has established close networking links with employers and local industry, Vilnius College, Vilnius Gediminas Technical University, which ensure that the courses prepare students for the careers they intend to pursue. Since 1999 the Centre has been actively involved in different national and European projects and has developed close cooperation with a number of European VET institutions. 10.7 European Office of Cyprus The European Office of Cyprus (EOC) is a non profit, non governmental organisation based in Nicosia with a liaison office in Brussels. It represents a significant number of organisations from a wide spectrum of sectors and interests, such as all the public and private universities of Cyprus, a number of research institutes and local authorities, the business community, as well as cultural, tourism and banking organisations. The EOC mission is to enable its member to actively participate in European programmes and initiatives, by providing tailor-made and timely intelligence on EU legislation, initiatives and policies and to create transnational links and partnerships with stakeholders from other member states. It operates with the view to create a space of knowledge under the so called “quadruple helix” enabling multiple reciprocal relationships among academia, public sector, businesses and the civil society. The EOC Brussels office collaborates with more than 250 regional representation offices and with a considerable number of European sectorial networks. Project number V/P 2013/010/020 Page 273 GREEN SKILLS – PARTNERS’ CORPORATE INFORMATION 10.8 GATE 21 Gate 21 is the platform where municipalities, companies and research institutions can join together in efforts to accelerate the transition to a sustainable and energy-efficient society and work together for a green business development. The municipal market is an increasingly important driver of green transition. Gate 21’s projects utilize the municipal market as a laboratory for the development of innovative solutions. They are characterized by an approach in which the economic framework, innovation opportunities and mutual learning are much greater than if each municipality sought to solve these challenges separately and in isolation. Gate 21’s partner base includes a number of Denmark’s leading research institutions. Participating in Gate 21’s projects enables these institutions to experiment and test research on a large scale and collaborate closely with the municipalities and private sector companies. Gate 21 helps the group of partners with the development, financing and management of the projects. Project number V/P 2013/010/020 Page 274 GREEN SKILLS – PARTNERS’ CORPORATE INFORMATION This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained there in. Project number V/P 2013/010/020 Page 275