catalogue of sources of employment

Transcripción

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
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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
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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
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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
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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
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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
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GREEN SKILLS – INTRODUCTION
INTRODUCTION
Page 1
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.
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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.
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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.
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GREEN SKILLS – ANALYSIS OF THE CONSTRUCTION SECTOR & CATALOGUE OF JOB PROSPECTS
ANALYSIS OF THE CONSTRUCTION
SECTOR & CATALOGUE OF JOB
PROSPECTS
Page 5
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.
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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.
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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.
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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.
Page 9
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 %
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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:
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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.
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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:
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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.
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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.
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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%.
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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.
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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
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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.
Page 19
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).
Page 20
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
Page 21
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.
Page 22
Table: Unemployment by economic activity (total) 2008-2013.
Table: Unemployment by economic sector (Males) 2008-2013
Page 23
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
Page 24
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
Page 25
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.
Page 26
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-
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
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.
Page 28
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
Page 29
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.
Page 30
Lithuania
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
Page 31
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
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.
Page 32
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.
Page 33
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
Page 34
Poland
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.
Page 35
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.
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.
Page 36
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.
Page 37
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.
Page 38
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.
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
Page 39
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):
Page 40

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.
Page 41
Spain
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.
Page 42
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
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
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.
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
Page 44
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
Page 45
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
Page 46
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
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
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.
Page 47
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
Page 48
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.
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
Page 49
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
Page 50
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.
Page 51
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.
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
Page 52
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.
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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.
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.
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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
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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.
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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.
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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.
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 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
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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
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(Minimum Energy Efficiency Requirements for 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.
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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
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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).
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
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.
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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.
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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.
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"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.
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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
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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.
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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.
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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.
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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.
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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;
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 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;
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




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,
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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)
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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”.
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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
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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
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Poland
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
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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
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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.
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
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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
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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
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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/
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Spain
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);
Page 86




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.
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
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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.
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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.
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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
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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.
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Denmark
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
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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
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
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
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Spain
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.
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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
Page 95
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.
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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.
Page 97
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
%
8,16%
51,02%
2,04%
8,16%
6,12%
4,08%
0,00%
2,04%
6,12%
4,08%
8,16%
100,00%
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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
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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
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
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?
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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?
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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?
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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
%

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
Page 104
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.
 Lithuania:
No need for such skills on the market

Poland:
low investment in green building
we use outsourcing companies
lack of vocational education
Page 105
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%
Page 106
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?
Page 107
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
Page 108
5. CAPACITY FOR INNOVATION and NETWORKS KNOWLEDGE
6. KNOWLEDGE/TRAINING FOR GREEN JOBS
7. OTHER and FINANCIAL SKILL AND BUDGETARY

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, teamwork
Result orientation
8. OF THE JOBS OFFERINGS THAT YOU HAVE ACCESS TO HOW MANY ARE RELATED TO
CONSTRUCTION?
Page 109
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
ARCHITECTURE
MASONRY
PAINTING
PRECAST CONCRETE
HOUSING PROMOTION
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
ARCHITECTURE
MASONRY
PAINTING
PRECAST CONCRETE
HOUSING PROMOTION
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%
Page 110
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
4,17%
6,25%
29,17%
2,08%
14,58%
22,92%
12,50%
8,33%
100,00%
Page 111
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?
Page 112
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?
Page 113
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
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
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
Page 115
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/
Page 116
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).
Page 117


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.
Page 118
GREEN SKILLS – CATALOGUE OF JOB OFFERS
CATALOGUE OF JOB OFFERS
Page 119
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:
Page 120
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.
Page 121
GREEN SKILLS – TECHNOLOGICAL PLATFORM (WP4)
TECHNOLOGICAL PLATFORM (WP4)
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.
Page 123
GREEN SKILLS – USER GUIDE
USER GUIDE
Page 124
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.
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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].
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GREEN SKILLS – INTRODUCTION TO SKILLS PROFILE (WP5)
INTRODUCTION TO SKILLS PROFILE
(WP5)
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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;
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
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.
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GREEN SKILLS – SKILLS PROFILE (WP5)
SKILLS PROFILE (WP5)
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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.
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
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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
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
BIM technician
Energy efficiency Sales Advisor
Prevention and/or quality and/or environmental technician
Engineer- planner in photovoltaic (PV) systems
Installation And Energy Efficiency Engineer
Technical Building Inspector
Green Building Engineering Consultant
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
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

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)
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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)
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




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





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






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.




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


Technical Building Inspector:
On site inspection of buildings.
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


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.
Page 145
GREEN SKILLS – TRAINING PART
TRAINING PART
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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
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


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
3. HVAC technician
5. BIM specialist
3. Timber frame construction worker
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,
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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.
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GREEN SKILLS – EDUCATIONAL GUIDE
EDUCATIONAL GUIDE
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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
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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:
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
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:
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








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.
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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
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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.
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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.
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
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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:
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




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.
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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
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.)
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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
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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.
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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.
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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.
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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.
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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:
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


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
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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.
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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?
of
the course format
Who?
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
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,
etc.
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
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feedback and live questions as well as exchange of views/experiences on national practices are
possible.
Questions
What?
of
the course format
Who?
Where?
How?
When?
Why?
Examples
e.g. exchange of views/experiences on
national practices, etc.
e.g. coordinator, moderator or chair is
needed
e.g. size of room with a roundtable or
a presentation room
Ways of implementing the course, e.g. projector needed, media content any
other needs, role of coordinator
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?
of
the course format
Who?
Where?
How?
When?
Why?
Examples
e.g. Theoretic background / summarizing
notes on previous courses, etc.
e.g. No lecturer needed, can be processed
individually
e.g. - online content, internet access needed
/ hard copy: no.
Ways of implementing the course, e.g. basic knowledge needed / online
textbook, hard copy of training material
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.
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Disadvantage can be that it is resource-depending, a good trainer and an appropriate location is
needed as well.
Questions
What?
Working session
Who?
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
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.
topic, basic rules of this type of course,
multidisciplinary groups of participants, work
in separate groups then share the findings,
concerns, barriers, etc.
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.
Page 171

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.
Page 172
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
Page 173
(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).
Page 174
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
Page 175
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!
Page 176
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
Page 177
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
Good
Satisfactory
Satisfactory
Satisfactory
Excellent
Relationship with the group
Excellent
Good
Willingness to help and support participants
Excellent
Good
Comments (optional)
Page 178
………………………………………………………………………..
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
Satisfactory
Satisfactory
Satisfactory
Good
Satisfactory
Good
Satisfactory
Satisfactory
Satisfactory
Satisfactory
Satisfactory
Satisfactory
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
Comments (optional): ………………………………………………………………………..
Page 179
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
Useful
Useful
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
Subsistence costs
Total
Amount : € …………
Yes I received a scholarship from another source (please, specify which one ………………………..)
to cover following costs:
Participation fees
Travel costs
Subsistence costs
Total
Do you plan to attend other Green Skills training activities in the future?
Page 180
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.
Page 181
Annex II
EDUCATIONAL GUIDES
Training profile for Green Specialities
Technician for Installation and
Maintenance of Photovoltaic (PV) Systems
Page 182
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
Page 183
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).
Page 184
Annex II
EDUCATIONAL GUIDES
Engineer – Planner in Photovoltaic (PV) Systems
Source: University of Cyprus, PV Technology Laboratory
Page 185
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,
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:
Demonstration of case studies and good practices
Practical exercises using design software (PV Sol and PVSyst)
Page 186
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
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.).
about: legislation, design tools.
See ‘Required reading’.
as well as that of the organisation regarding practises, problems and
Electrical Engineer.
Experience in the field of PV design and planning of 5 years (minimum).
Page 187
Annex II
EDUCATIONAL GUIDES
Green Building Engineer Consultant
Source: Building Services Consulting Engineers, Cyprus
www.consultingengineers.com.cy
Page 188
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
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
Page 189
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:
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.
to discuss their experiences or plans. In order to determine
understanding, participants are prompted to provide input during the
presentations.
about: legislation, regulations and standards.
about: legislation, environmental and energy reports.
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.
Page 190
Annex II
EDUCATIONAL GUIDES
HVAC Technician
Source: EOC
Page 191
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.
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
Page 192
TRAINING
METHODS
(RECOMENDED)
REQUIRED
READING
SUGGESTED
READING
efficiency, humidity control, compliance with regulations, laws and
standarts, outdoor and indoor air quality, cost, etc.)
Group discussions
Study visits to companies and construction sites
working with proper tools, equipment and materials. Blended - online
pre-recorded instruction mixed with live hands-on field training.
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.
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).
Experience in the field of installation and maintenance of HVAC systems
(minimum 5 years).
Page 193
Annex II
EDUCATIONAL GUIDES
Energy Efficiency Sales Advisor
Source: EOC
Page 194
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.
University degree (minimum bachelor)
This programme introduces participants to the whole subject of energy
efficiency and management.
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.
Page 195
Group discussions
Study visits to sales’ departments of construction companies
training.
presentations.
REQUIRED
READING
SUGGESTED
READING
about: legislation, regulations and standards.
EQUIPMENT
REQUIRED
REQUIRED
PREPARATION
N/A
TRAINER(S)/
LECTURER(S)
PROFILES
Engineer, Energy Efficiency Advisor/Specialist
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 .
Page 196
Annex II
EDUCATIONAL GUIDES
Construction Strategist
Photo: www.installator.dk
Page 197
JOB TITLE
COUNTRY
COURSE LEADER
PROFILE
RECOMMENDED
TARGET GROUP
ENTRY
QUALIFICATIONS
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)
Page 198
Annex II
EDUCATIONAL GUIDES
Counsellor
Photo: www.raskboligraadgivning.dk
Page 199
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.
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.
Page 200
REQUIRED
READING
SUGGESTED
READING
EQUIPMENT
REQUIRED
REQUIRED
PREPARATION
TRAINER(S)/
LECTURER(S)
PROFILES
Engineer and a communication/sales advisor
Page 201
Annex II
EDUCATIONAL GUIDES
Teacher at vocational school
Photo: www.eucnordvest.dk
Page 202
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
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.
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.
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.
Experts in sustainable construction (architect, carpenter, electrician,
project manager)
Page 203
Annex II
EDUCATIONAL GUIDES
Construction Manager
Photo: www.kullegaard.dk
JOB TITLE
Page 204
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
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
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
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
Experts in sustainable construction (architect, carpenter,
electrician, project manager)
Page 205
Annex II
EDUCATIONAL GUIDES
Construction Worker
Photo: www.bt.dk
JOB TITLE
Construction Worker (Better Housing Counselor)
Page 206
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.
Page 207
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
SUGGESTED
READING
EQUIPMENT
REQUIRED
REQUIRED
PREPARATION
TRAINER(S)/
LECTURER(S)
PROFILES
Engineer and a communication/sales advisor
Page 208
Annex II
EDUCATIONAL GUIDES
Source: www.idejasildymui.lt
Page 209
JOB TITLE
COUNTRY
COURSE LEADER
PROFILE
RECOMMENDED
TARGET GROUP
ENTRY
QUALIFICATIONS
OBJECTIVE(S)
CONTENTS
EXPECTED
OUTCOME
TRAINING
METHODS
(RECOMENDED)
Lithuania
VET school graduates (with specialisation in the trade of Plumber/
Buildings electrician)
Prior specialisation or work experience as a Plumber/ Buildings electrician
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.
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.
Group discussions
Page 210
REQUIRED
READING
in-person interaction. Students will spend time in a real installation site
training.
presentations.
Participants are expected to familiarize themselves with material sent out
SUGGESTED
READING
about : legislation, Health and Safety, heating systems, plumbing,
electricity systems.
EQUIPMENT
REQUIRED
Personal protective equipment,
Working clothes.
REQUIRED
PREPARATION
equipment);
Ability to work on scaffolds (no height fear);
procedures.
TRAINER(S)/
LECTURER(S)
PROFILES
Experience in the field of installing solar systems (minimum 5 years)
Page 211
Annex II
EDUCATIONAL GUIDES
Installer of heat pumps and
geothermal systems
Source: http://archigroup.lt
Page 212
JOB TITLE
COUNTRY
COURSE LEADER
PROFILE
RECOMMENDED
TARGET GROUP
ENTRY
QUALIFICATIONS
OBJECTIVE(S)
CONTENTS
EXPECTED
OUTCOME
TRAINING
METHODS
(RECOMENDED)
Lithuania
Technical college or university
VET school graduates (with specialisation in the trade of Plumber)
Prior specialisation or work experience as a Plumber
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;
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.
Health & Safety.
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.
Group discussions
Page 213
training.
presentations.
REQUIRED
READING
SUGGESTED
READING
EQUIPMENT
REQUIRED
REQUIRED
PREPARATION
TRAINER(S)/
LECTURER(S)
PROFILES
about : legislation, Health and Safety, heating systems, plumbing,
electricity systems.
Working clothes.
equipment);
procedures.
Experience in the field of geothermal systems (minimum 5 years)
Page 214
Annex II
EDUCATIONAL GUIDES
HVAC technician
Source: VSRC
Page 215
JOB TITLE
COUNTRY
COURSE LEADER
PROFILE
RECOMMENDED
TARGET GROUP
ENTRY
QUALIFICATIONS
OBJECTIVE(S)
CONTENTS
EXPECTED
OUTCOME
TRAINING
METHODS
(RECOMENDED)
HVAC technician
Lithuania
VET school graduates (with specialisation in the trade of Plumber/
Buildings electrician)
Prior specialisation or work experience as a Plumber/ Buildings electrician
Install, troubleshoot and repair heating, ventilation and air conditioning
units, including chillers, boilers and heat pumps;
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.
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.
Health & Safety.
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.
Group discussions
Page 216
REQUIRED
READING
SUGGESTED
READING
EQUIPMENT
REQUIRED
REQUIRED
PREPARATION
TRAINER(S)/
LECTURER(S)
PROFILES
training.
presentations.
about : legislation, Health and Safety, HVAC systems, plumbing, electricity
systems.
Working clothes.
equipment);
Specific vision abilities ( to adjust focus and to differentiate between
colors and shades of color);
procedures.
Experience in the field of installing HVAC systems (minimum 5 years)
Page 217
Annex II
EDUCATIONAL GUIDES
Source: VSRC
JOB TITLE
Page 218
COUNTRY
COURSE LEADER
PROFILE
RECOMMENDED
TARGET GROUP
ENTRY
QUALIFICATIONS
OBJECTIVE(S)
CONTENTS
EXPECTED
OUTCOME
TRAINING
METHODS
(RECOMENDED)
Lithuania
VET school graduates (with specialisation in the trade of Builder/ Painter/
Finisher)
Prior specialisation or work experience as a Builder/ Painter/ Finisher
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;
General construction works.
Insulation: External Façade Systems.
Insulation: Internal Façade Systems.
Basement ceiling / floor slab insulation.
Finishing of the insulated façades.
Quality assurance.
Health & Safety.
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.
Group discussions
training.
Page 219
presentations.
REQUIRED
READING
SUGGESTED
READING
EQUIPMENT
REQUIRED
REQUIRED
PREPARATION
TRAINER(S)/
LECTURER(S)
PROFILES
Recommended website: www.e-genius.at/lt
about : legislation, Health and Safety.
Working clothes.
equipment);
Ability to work on scaffolds (no height fear);
procedures.
Experience in the field of installing insulation systems (minimum 5 years)
Page 220
Annex II
EDUCATIONAL GUIDES
BIM specialist
Source: www.aga-cad.co
Page 221
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.
Demonstration of applications based on specific examples
Group discussions
training.
Page 222
REQUIRED
READING
SUGGESTED
READING
EQUIPMENT
REQUIRED
REQUIRED
PREPARATION
TRAINER(S)/
LECTURER(S)
PROFILES
presentations.
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).
Page 223
Annex II
EDUCATIONAL GUIDES
http://totalenergyinstallations.weebly.com/blog
JOB TITLE
Page 224
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)
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
Page 225
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.
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.
training.
presentations.
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.
as well as that of the organization regarding practices, problems and
Civil engineer, technician
Experience in the field of installing solar systems (minimum 5 years)
Page 226
Annex II
EDUCATIONAL GUIDES
https://blog.heatspring.com/how-can-i-design-geothermal-systems-a-4-step-guide-to-designing-geothermal/
JOB TITLE
Page 227
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.
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
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
building energy requirements
Set up and join the pipelines
Install and tune the geothermal system
Official procedures
HVAC
Controls
Building Systems
Lighting
Health & Safety
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.
Page 228
Practical lessons
Group discussions
training.
REQUIRED
READING
SUGGESTED
READING
EQUIPMENT
REQUIRED
REQUIRED
PREPARATION
TRAINER(S)/
LECTURER(S)
PROFILES
presentations.
Geothermal units
Pipes
Cables
Tools
Computers with specific software
Civil engineer, technician
Experience in the field of installing geothermal systems (minimum
5 years)
Page 229
Annex II
EDUCATIONAL GUIDES
http://www.ehow.com/info_7895496_late-19th-century-woodworking-tools.html
JOB TITLE
COUNTRY
COURSE LEADER
PROFILE
RECOMMENDED
Poland
This course is ideal for general contractors, and anyone looking for a
career in sustainable construction.
Page 230
TARGET GROUP
ENTRY
QUALIFICATIONS
OBJECTIVE(S)
CONTENTS
EXPECTED
OUTCOME
TRAINING
METHODS
(RECOMENDED)
Workers: general contractors, non-qualified workers.
General theoretical knowledge about building process
General practical knowledge about building process
H&S training
Apply of legislation and regulations regarding timber frame construction
Apply knowledge of correct building orientation according to passive
house idea
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
Official procedures
Controls
Working on scaffolds
Building Systems
Lighting
Health & Safety
Quality control
Participants are expected to build timber frame constructions and walls
with insulations.
Practical lessons
Group discussions
Page 231
training.
REQUIRED
READING
presentations.
Recommended website: www.e-genius.at
SUGGESTED
READING
EQUIPMENT
REQUIRED
Different kinds of ready timber modules
Insulation materials of different kinds
Scaffolds
Tools
REQUIRED
PREPARATION
H&S rules is a
www.serio.mobi
paramount.
Recommended
supporting
tool:
TRAINER(S)/
LECTURER(S)
PROFILES
Technician/Civil engineer
Experience in the field of timber frame construction branch (minimum 5
years)
Page 232
Annex II
EDUCATIONAL GUIDES
https://nationalcareersservice.direct.gov.uk/advice/planning/jobprofiles/Pages/thermalinsulationengineer.aspx
Page 233
JOB TITLE
COUNTRY
COURSE LEADER
PROFILE
RECOMMENDED
TARGET GROUP
Poland
This course is ideal general contractors, and anyone looking for a career
in sustainable construction.
ENTRY
QUALIFICATIONS
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)
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
Official procedures
Controls
Working on scaffolds
Building Systems
Lighting
Health & Safety
Quality control
EXPECTED
OUTCOME
Participants are expected to install insulation on the new building and
insulation renovation of the old ones.
TRAINING
METHODS
(RECOMENDED)
Practical lessons
Group discussions
Page 234
training.
presentations.
REQUIRED
READING
Recommended website: www.e-genius.at
SUGGESTED
READING
EQUIPMENT
REQUIRED
Insulation materials of different kinds
Scaffolds
Tools
REQUIRED
PREPARATION
TRAINER(S)/
LECTURER(S)
PROFILES
Technician
Experience in the field of installing insulation systems (minimum 5 years)
Page 235
Annex II
EDUCATIONAL GUIDES
BIM Training
Information management in sustainable investment
process Building Information Modelling (BIM)
Source: tekla.com
Page 236
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:
Page 237
(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 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.
Page 238
Annex II
EDUCATIONAL GUIDES
INSTALLATION AND ENERGY EFFICIENCY
ENGINEER
abbottenergy.com
Page 239
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.
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.
Page 240
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
Page 241
Annex II
EDUCATIONAL GUIDES
Thermal Installer
Green Energy Ohio
Page 242
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.
Page 243
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
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.
Page 244
Annex II
EDUCATIONAL GUIDES
Prevention and/or quality and/or
environmental technician
Source: http://www.capecod.edu
Page 245
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)
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.
Page 246
TRAINING
METHODS
(RECOMENDED)
The course program is a mix of theoretical background, practical
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.
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.
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
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.
Page 247
Annex II
EDUCATIONAL GUIDES
Product definition and innovation
manager (R&D)
Source: http://www.sustainablebrands.com
Page 248
JOB TITLE
COUNTRY
COURSE LEADER
PROFILE
RECOMMENDED
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
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
Page 249
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
Presentations and lectures.
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.
Page 250
presentations.
REQUIRED
READING
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.
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.
Page 251
Annex II
EDUCATIONAL GUIDES
© Copyright 2015 http://clipartzebra.
Page 252
JOB TITLE
COUNTRY
COURSE LEADER
PROFILE
RECOMMENDED
TARGET GROUP
ENTRY
QUALIFICATIONS
OBJECTIVE(S)
CONTENTS
EXPECTED
OUTCOME
TRAINING
METHODS
(RECOMENDED)
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
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.
Page 253
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
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.
Page 254
Annex II
EDUCATIONAL GUIDES
Energy Efficiency sales advisor
© Alami
Page 255
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
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
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)
•
•
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.
Page 256
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
Experience in the field of state agent-renovation buildings of 3 years
(minimum)
Page 257
Annex II
EDUCATIONAL GUIDES
© 3ceng
Page 258
JOB TITLE
COUNTRY
COURSE LEADER
PROFILE
RECOMMENDED
TARGET GROUP
ENTRY
QUALIFICATIONS
OBJECTIVE(S)
CONTENTS
EXPECTED
OUTCOME
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.
Architect, Engineer, Project manager, Project developer, Building
manager, Building owner, Financial manager, Procurer Master of
Architecture (M.Arch.)
•
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.
Official procedures
Energy Auditing Methodology
Building Envelope
Energy Audit Instrumentation
HVAC
Auditing Tools
Controls
Economic Analysis
Building Systems
Water Auditing
Lighting
Health & Safety
Reviewing Auditing Reports
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
Page 259
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
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.
training
presentations.
about: legislation, audit tools.
Architect, Engineer
Experience in the field of audits buildings of 5 years (minimum)
Page 260
Annex II
EDUCATIONAL GUIDES
Energy Engineer
© Copyright 2015 BUILD UP SKILLS
Page 261
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.
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.
Page 262
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.
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
Page 263
Annex II
EDUCATIONAL GUIDES
Sales agent of renovating building for
improved energy performance
© Copyright 2015 stoneacreproperties
Page 264
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
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
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)
•
•
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
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(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
Experience in the field of state agent-renovation buildings of 3 years
(minimum)
Page 266
Annex II
EDUCATIONAL GUIDES
Technical building inspector
©http://www.testo.es
Page 267
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).
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
application and technical visits:
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
Page 268
REQUIRED
READING
SUGGESTED
READING
EQUIPMENT
REQUIRED
REQUIRED
PREPARATION
TRAINER(S)/
LECTURER(S)
PROFILES
prior to the beginning of the course.
All participants must bring their own computer
N/A
Architects, technical architects and building engineers
Experience in the field of technical inspections of buildings of 5 years
(minimum)
Page 269
GREEN SKILLS – PARTNERS’ CORPORATE INFORMATION
PARTNERS’ CORPORATE INFORMATION
Page 270
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.
Page 271
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
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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 lifelong 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.
Page 273
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.
Page 274
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.
Page 275

catalogue of sources of employment

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