Guide good practices and experiences renewable energy


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Recognition of competences (formal, informal, non formal) in the field of renewable energy. Good practices, examples, how to implement with an European approach. A (free) guide issued by different countries, France, Spain, Germany, Italy, Poland.

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Guide good practices and experiences renewable energy

  1. 1. Table of contents INTRODUCTION 4 DESCRIPTION OF THE PROJECT 6 Federación de Industria y Trabajadores Agrarios de la Unión General de Trabajadores (FITAG-UGT) (ES) 7 Berufsfortbildungswerk Gemeinnützige Bildungseinrichtung des DGB GmbH, (bfw) (DE) 7 Instituto de Formación y Estudios Sociales (IFES) (ES) 8 Maison de la Promotion Sociale (MPS) (FR) 8 Centro di Ricerche Economiche e Sociali (CERES) (IT) 8 Giovannibattista Crespi (Qbit) (IT) 9 Procesy Inwestycyjne Sp. z o.o. (Procesy) (PL) 9 EXPERIENCE AND GOOD PRACTICEs PROPOSED FOR USE IN TRAININGs on RES IN EUROPE 10 France 10 Germany 18 Italy 24 Poland 29 Spain 36 CONCLUSIONS 42
  2. 2. 4 Renewable energy market in the world continues to grow. There are countries, such as Germany or Spain, where renewable energy has a very strong position, but there are also countries such as Poland or UK, where the solutions are not as commonly prac- ticed. There are number of reasons, such as high level of uncertainty resulting from the changes or lack of legislation, or the economic crisis in Europe etc.. RES market, however, is still developing. Technology moves forward, equipment is becoming cheaper and easier available. Moreover, EU directives somehow force national governments to create solutions that will allow the use of green energy sector in their countries. It shows a very healthy diversity in Europe’s renewable energy sector. In Europe’s renewable energy sector works more than 1 million people. The top three RES sub-sectors for employment were biomass (273,000), solar PV (268,110), and wind (253,145). The next largest were biogas (52,810) and solar thermal (49,845). The EU directives require from the member countries an obligation to find solutions that will allow promoting and development of renewable energy sources. The EU climate and energy package assumes that until 2020 the share of green energy in the Commu- nity’s energy consumption will increase to an average level 20%. For Poland objective in this area is 15%. Some countries, such as Estonia and Romania have already exceeded the required minimum, and other countries such as the UK and Poland need to try very hard to stay in the game. Increase in consumption of renewable energy corresponds with an increase in jobs. One of several documents issued by the EU as part of its employment package – energy efficiency measures – could lead to the creation of two million jobs in Europe by 2020. The sector is experiencing increase in demand for qualified people in Europe, however, the European Union has still a lot of work in with compensation of levels of employment in the renewable energy markets in different countries. It is best to start from the initial level, which is training. In simple terms we can say that the development of skills depends on the development of the sector. And naturally, in order to have well qualified employees, countries should invest into RES skills development programmes. The greater the demand for occupa- tions related to renewable energy, the more people want to be educated. Here we have the task for the training centers which may respond to such a demand. A career in RES goes along with choosing the right training, no matter if we talk about wind engineers, Introduction
  3. 3. organic farmers or campaign managers. Green jobs barriers such as financing, skills and materials supply shortages in renewable sectors. As tens of thousands of new jobs are expected to be created, the primary objective should be to ensure a skilled and com- petent workforce to be developed to secure this key area of growth for the region. An effective workforce is fundamental to a successful organization. The good practices de- scribed in the next chapter may help to find an idea how to create a skilled, competent and effective workforce. The aim of this study is to present the learning situation on the markets of the EU, as well as an indication of the strengths and weaknesses, and provide advice on good practices which may be implemented in other countries. 5
  4. 4. 6 The scope of“green jobs”has created a strong industrial structure, which has employed a considerable amount of workers in the last years and whose expectations for employ- ability are rather optimistic. One of the most important subsectors into the “green jobs” is renewable energy. Ac- cording to recent studies, it is foreseen that this sector could reach more than 2 million workers in the EU in 2020, comprising a wide range of occupations, skills and salaries, offering opportunities for a huge number of workers, from lower to higher qualification levels. Relevant figures: wind power industry would reach 329.000 jobs in 2020; employ- ment would reach 727.000 workers in photovoltaic solar energy; Europe is leader in solar thermal energy in technological terms, and the European market has been dou- bled in few years, and it is foreseen that there will be a higher growth in the near future; in bio-energy, recent studies suggest that there is a high potential for creation of em- ployment, reaching 580.000 jobs related to biomass for heating systems, 424.000 jobs related to bio-fuel. Renewed skills Project: recognition of competences in the renewable energy sector in the EU (2012-1-ES1-LEO05-48367) is developed in the Leonardo daVinci subprogramme, within the Lifelong Learning Programme. It is funded by the European Commission. Participant countries: Germany, France, Italy, Poland and Spain, which are relevant coun- tries for the development of the renewable energy industry in the EU, currently leading the sector or with the highest potential of future growth. Description Of The Project
  5. 5. 77 Partners Federación de Industria y Trabajadores Agrarios de la Unión General de Trabajadores (FITAG-UGT) (ES) Promoter and coordinator of the project. The Federation of Industry and Agricultural Workers of the General Union of Workers (FITAG-UGT) encompasses several sectors: agri- culture; food, beverages and tobacco; energy; forestry; mining; chemicals; textile-leather; with a focus on the whole Spanish territory. FITAG-UGT is one of the federations of Gen- eral Union of Workers, one of the most important Spanish trade unions. Its main aim is the care and defense of the social, economic and professional interests of the workers belonging to the mentioned sector, and has representation in the main companies of these fields, with almost 150.000 members.Trainings for workers is an essential matter for FITAG-UGT. It carries out hundreds of training courses and many projects that meet the needs of the professionals and help workers to perform their daily work. Also, cooperates with other European countries developing training initiatives. In this sense, FITAG-UGT will keep on working for providing workers with a useful training adapted to their needs, contributing to improving their situation and the general labour conditions of workers. Berufsfortbildungswerk Gemeinnützige Bildungseinrichtung des DGB (bfw) (DE) Technical partner. It is one of Germany’s major vocational training institutions and com- prises 30 branch offices nation-wide (represented in all the federal states); 200 voca- tional training centers; around 60.000 participants per year; 2.5 millions of participants have enrolled since bfw’s foundation in 1953. a staff of around 2.200 employees (voca- tional trainers, teachers, social teachers, structural and qualifying advisers, administra- tors) works for bfw and its subsidiaries. bfw and its vocational training centers are firmly established in regions. Regional labour markets, as well as present and future require- ments of the enterprises, are being continuously analyzed, thus providing the basis for training schemes that are tailor-made for both target groups and enterprises. bfw is in- volved in many European projects in all its business fields.This enables them to continu- ously test and develop new approaches to vocational training and to integrate them in the bfw training scope.
  6. 6. 8 Instituto de Formación y Estudios Sociales (IFES) (ES) Technical partner. It is a non-profit foundation, created in 1986. Its main purpose is to serve as a technical training instrument in the occupational/professional areas, contrib- uting to economic development, improvement of competiveness and quality of en- terprises, taken into account workers’ professional competences, through permanent training. The specific aims pursued by the organization are: knowledge updating and maintaining of the professional competences of workers; promoting labour insertion; delivering training actions for any productive sector, adapting the contents to the needs of the different collectives; promoting and carrying out all types of research about train- ing, employment and qualifications, both at national and international levels; participat- ing in the Spanish social and cultural life through the organization and / or the participa- tion in fair, congresses, seminars, specialized publications, etc. Maison de la Promotion Sociale (MPS) (FR) Technical partner. Created in 1967, the MPS is a non-profit organization employing 250 people and performs activities in two fields: a reception center of events, seminars, col- loquiums, meetings, and a training organization for adults. It offers qualified trainings in: environment; ICT, enterprise creation; up-skilling; professional orientation. Since 10 years involved in European projects, mainly as a coordinator: EQUAL; LLP; Grundtvig, Leonardo; ICT; networks and mobility. It is equipped with an Info Energy Center, which advises individuals and professionals in the field of energy uses. In 2009, the MPS was accepted as coordinator of the project SHIVAA (multilateral Grundtvig) which aim is to facilitate job access for unemployed people (unskilled youth, unemployed over 45, women, disabled, etc.) in the field of green jobs. Centro di Ricerche Economiche e Sociali (CERES) (IT) Technical partner. It has been founded in 1963 with the aim to promote, coordinate and conduct research activities in the economic and social fields. CERES’ research focuses on the socio-economic impact of technological, organizational, and market changes in order to identify policies adequate to favour economic growth, local development, em- ployment and welfare in the knowledge society.Works closely with university professors and professional experts in a multidisciplinary perspective of openness to innovation, covering national and international research. They conduct research on the field and have extensive experience in econometrics and in managing national and international micro-data using modern econometric models. CERES offers a range of research activity services: project design and project cycle management; methodology approach; socio- economic analysis; scientific coordination; writing up and editing of reports and publi- cation; dissemination; editing quarterly journal Labour economic papers.
  7. 7. 9 Giovannibattista Crespi (Qbit) (IT) Technological partner. An Innovation Lab focusing in creating links between research and businesses.They grow our knowledge by experimenting innovation and transform- ing it to create business solutions. They operate mainly in the fields of: Internet Innova- tion and Web Presence; 3D Simulations; 3D Training Simulations; Serious Games; Im- mersive Online Experiences; Social 3D Simulations; Virtual Reality; Augmented Reality; Interface Design. Procesy Inwestycyjne Sp. z o.o. (PL) Technical partner. Since its establishment in 2003, the organization has been active in the fields of consulting, project management and organization of communication cam- paigns. These activities are oriented primarily towards the energy, gas, industry, con- struction and IT sectors, as well as towards local authorities and the employment market (especially in respect of flexible forms of employment).The scope is issues that the com- pany focusses on encompasses: • The consequences of implementation of the Energy and Climate Package. • Development of energy efficiency and alternative sources of energy. • The concept of creating and energy-coalition of Central and Eastern European countries. • Aspects of energy policy and their influence on the efficiency of the Polish economy in light of globalization. The company has been also involved in European projects: Leonardo da Vinci TOI Sym- biosis Project, EQF-Spread.
  8. 8. 1010 Experience and Good Practices Proposed For Use In Trainings On Res In Europe In 2010, training in the fields of energy efficiency and renewable energy constituted only 0.5% of training courses carried out within the CAP (Certificate of Competences) and the EPS programmes. Training in those fields within the programmes of Baccalauréat Professionnel and Baccalauréat Général et Technologique, and within the programmes of BTS (senior technician’s certificate) and DUT (University Diploma in Technology) accounted respectively for 5% and 4.2% of all training courses carried out within those programmes.Thus, there was a gap to fill in the training of future employees, in order to meet the energy challenges of todayandtomorrow.Manyenergy-relateddegreeswerecreatedonthebachelorandmaster levels. Also, it was considered important to develop training opportunities within the shorter studycycles.Inthenationaleducationsystemmoregreenenergy-relateddegreeswithinthe CAP programme were introduced, and the project “Build Up Skills” was undertaken. In the field of continued training, many modules have been available which relate to renewable energy and energy efficiency. Building sector employees can use them to develop, over several days or several months, the new skills connected with more “green” orientation of their industry.The next review by the Commissioner-General for Sustainable Development is going to determine whether the introduced changes in the training and education system have helped to meet the needs at all levels.The current structure is expected to allow France to train competent professionals to ensure the country’s energy system transition. As concerns best practices, two organisations have been selected. Best practice 1 Schneider Electric training’s organisation provides assistance in professional skills extension. It supports personnel working in the field of installation management and operation as well as business improvement and development. France
  9. 9. 1111 Schneider Electric pays strong attention to ensuring energy efficiency through the use of measurement devices and data transfer equipment. Also, SE focuses on new sources of energy, energy audits, electric vehicles etc. SE’s training activities give students and professionals the opportunity to develop their skills in all areas related to energy managementinindustry,thebuildingsector,residentialbuildings,infrastructureanddata centres. Schneider Electric’s main idea is clear: the best investment is in the development of human skills.To assist this development, Schneider Electric makes available its training experience and its role as a specialist in energy management. Training has always been a key area for Schneider Electric. Thought of as an ongoing process, from initial education to vocational and continuing training, it assists men and women to help them manage their future. Best practice 2 INES is a French reference centre in the field of solar energy, and one of the first such centres in Europe. The organisation’s “Training Evaluation” unit is focused on the training of trainers, development of training standards and job-related standards as well as collection of feedback from existing installations. CERTISOLIS is a photovoltaic product performance testing and certification laboratory. It is authorized to issue the certificate“Made in Europe”. A decree published in the Official Jour- nal states that solar power manufacturers producing electricity with equipment certified as“Made in Europe”by a European certification body may receive an increase of 5 to 10% of the resale price of end electricity. Since the implementation of the order, CERTISOLIS has already issued approx. fifteen certificates among the big names in the sector. Planning of the training activity – from national to the company level The training provided by Schneider Electric is certified by AFAQ with the standard ISO 9001. Using a complete and regularly updated system, Schneider Electric has been operating for more than 30 years in the field of skill maintenance and acquisition of new skills required to meet recent developments. The organisation uses efficient technical resources in a working environment. The training is available throughout France in
  10. 10. 12 the training centres or client companies. The officially approved training organisation ensures experienced trainers in each field. SE has over 200 accessible standard training sites throughout France, which offer tailored training provided by dedicated teams.The courses are provided in the fields of electricity distribution, home automation, energy management, building automation, etc. The Training Evaluation platform of INES offers a full range of initial and ongoing training in solar thermal, photovoltaic and energy-saving building technologies for the industry and research sectors.The platform also includes a module for the assessment of facilities, as well as advice by professionals. InJuly2012theSolarcompaniesmergedwiththeTrainingEvaluationplatformtoexpand its training and strengthen its educational and technological skills. INES has developed numerous continuing education courses organised on the site or in other regions on the subjects of buildings’ energy performance and solar technologies. Each year, 1800 professionals are trained by internationally recognised experts and researchers from INES within long or short courses and customized training organised inside companies. INES organizes numerous continuing education activities for professionals involved in the solar industry on the topics of buildings’energy performance and solar technologies. Involvement and support of governmental and non-governmental institutions The training courses provided by Schneider Electric are certified by AFAQ with the standard ISO 9001. Schneider Electric and INES: Qualicert: approach to certification or equivalent qualification of installers of renewable energy systems in small buildings. Qualit’EnR: a voluntary approach was undertaken by professionals in recent years with the support of ADEME (the French Environment and Energy Management Agency) to offer in- stallers of renewable energy systems the possibility to comply with a quality charter ensuring adherence to professional rules, as well as quality information, advice and service provision to consumers. The first charter was drawn up for solar thermal systems. The award of the “Qualisol”label managed by ADEME was then transferred to Qualit’EnR. The association was created in 2006 at the initiative of professionals: CAPEB (Confederation of Crafts and Small Construction Companies), ENERPLAN (Professional Association of Solar Energy), UCF (Union for Climate France - FFB), UNCP (National Union of Plumbing Industry) and RES (Renewable Energies Syndicate).The association’s original aim was to ensure the quality of work of equip- mentinstallersoperatinginthefieldofsolarrenewableenergy.Ithasextendedthisapproach to the areas of photovoltaics (QualiPV), wood and biomass energy (Qualibois) as well as heat pumps (Qualipac).The association participates in the European project Qualicert. The two companies: • Prepare learning programmes and training materials (presentations, textbooks, movies)
  11. 11. 13 • Prepare syllabuses • Use e-learning Both companies also pay attention to the automotive sector: car manufacturers are currently facing numerous challenges. Indeed, apart from innovations aimed at reducing fuel consumption, contemporary vehicles have to evolve in terms of materials used in their manufacture to ensure appropriate features. Monitoring of the manufacturing practices has to be carried out from beginning to the end of the production chain. All professionals and all levels of employment, from operator to manager, have to be taken into account. As regards individual sectors, they are undergoing evolution in terms of work profile: • rail and transport – engineering is shifting towards eco-design, and network operations are based on a more systemic vision of transport from the perspective of mobility; • more integrated service – site managers, maintenance operators and maintenance technicians are required to provide services involving more cross- disciplinary skills; • freight transport – sustainable development becomes a vehicle for promoting services sold. Attention is paid to transport’s economicality, drivers’appropriate approach, risk prevention, other behavioural aspects of the profession, and good business relationships; • transport operations in general – energy-efficient driving, sustainability of driving in urban areas, rationalisation of transport; • waterways – versatility, new operations, improved handling and logistic procedures; • logistics – maximised truck loads; improved organisation of deliveries to ensure deliveries to multiple customers in a single trip; intermodality of transport, etc.; • public works – requirements regarding: waste management, environmental law, clean sites, respect for local wildlife and flora (appropriate site preparation before, during and after projects - often carried out in consultation with the project authority), noise reduction, soil pollution, preservation of air quality, water conservation, pro-environmental landscape architecture. Biggest successes • A large number of trainees. Schneider Electric is a leading provider of training in the above-mentioned fields. Its training activities involve nearly 500 teachers per year and are carried out in close cooperation with the Ministry of Education. About 10000 students are trained each year; out of them, 98% satisfactorily complete the courses. INES has approximately 2000 students per year. • High quality of work. Schneider Electric: the Paul-Louis Merlin Technical School run under the auspices of Schneider Electric offers students the best possible conditions for success, guarantees individual attention, ensures classes with fewer persons and ensures innovative teaching.
  12. 12. 14 A survey conducted after the last two promotions has indicated that both the students and the parents agree on the strengths of the school. The training content provides a solid foundation for further studies. The system of teaching ensures good organisation and method of work, and the training at work pace. It builds the trainee’s personality by developing his/her autonomy, maturity and self-confidence. The main advantages of the school are: competent, available but also demanding teaching personnel; rigorous monitoring of students’ progress; discipline; appropriate number of staff; advanced equipment, practical access to the world of industry; the success rate is 99%. INES (the National Solar Energy Institute) is an organisation of French solar industry entities. It ensures the possibility to meet the innovation needs of the industry by concentrating related financial and human resources in one place. INES is the industry’s reference centre in Europe, with an ambition to become one of the best such centres in the world. Its strong points include: • Broad-scale dissemination of information on the training scheme, • Substantial interest of managers/employers in hiring persons with completed INES trainings, • Focus on increased use of RES. Success factors: Taking into account the increasing needs of the commercial and industrial actors in energy management, Schneider Electric training took the lead with a complete course on energy efficiency solutions: • Thirty training courses specifically tailored to the subject, throughout France, • Training modules run in cooperation with a network of specialists in energy management applications, • Training focused on practical knowledge for developing solutions that best suit the client’s energy efficiency needs. The Paul-Louis Merlin Technical School in Grenoble is SE’s school of technology. The school is free and open to all. It trains professionals in energy management and energy efficiency to meet the major challenges of sustainable development. It is committed to promoting equal opportunities by allowing students to reconnect with academic achievement, through graduate school.The School offers training in areas that can support innovation in the energy sector: renewable energy, automation, electrical engineering, etc. The school issues the following diplomas: • BTS Home Automation (2 year apprenticeship) • BAC STI Sustainable Development (STI2D) In addition, the school is connected with the world of business. The teachers are mostly Schneider Electric employees. The courses teach the specific subjects and provide an opportunity to meet with professionals in the field. Biggest failures Unlike Schneider, INES itself does not offer any similar system of training.
  13. 13. 15 Conclusions for the future Franceiscurrentlyoneofthelargeproducersofwind andphotovoltaicequipment;bothsectorsaredevel- oping very dynamically. The building of the strong French industry is a goal of the authorities and indus- trialists themselves. In order to achieve this objective it is necessary to create appropriate jobs and manu- facture high-value equipment that could be exported to other countries. It is also required to undertake meas- ures to support the development of renewable energies (such as appropriate tariff systems and organisation of ten- ders). It as to be admitted, however, that at present the situation is definitely unsatisfactory. The French photovoltaic equipment is far behind as compared with the world leaders i.e. China (Suntech, JA Solar etc.), Germany (Q-Cells) and USA (First Solar). There are many reasons for this: late decisions of the authorities to support the renewable energy sector; unstable regulatory framework; opposition of other industries, and an ever-lasting de- bate on the alleged necessity to choose between nuclear energy and renewable energy. The future looks unstable. In photovoltaics there has recently been a decline in the tar- iffs. In addition, the French photovoltaic installations, in particular the large ones, cause a strong opposition of the society. Several projects have been frozen. Moreover, as of today, the education and training market (including schools) does not provide new skills related to renewable energy. The process of energy sector’s training system transforma- tion is left solely to the business and professional sectors, without consulting the govern- ment. France is facing a shortage of skills: companies experience serious difficulties in recruiting sufficiently trained staff. Graduates and professionals are not familiar with new technologies and issues related to renewable energy. All small and large businesses look for the same employee profiles: firstly, engineers trained in modern energy technologies (which unfortunately constitute a very rare area of qualification); secondly, on-site main- tenance technicians (the number of sufficiently qualified professionals is also very low). Yves Ducept, renewable energy training advisor admits that 90% of SMEs have strong needs in the field of renewable energy training but relevant training courses are still very rare. It is therefore uncertain whether there really is political will to support the sector: it is indeed supported by some tax incentives, but is left without support in terms of train- ing offers. The way in which the systems are sold, as regards both technical and com- mercial aspects, is also unacceptable. Very often they are sold in the form of“one-step”“ operations carried out by salespersons who know nothing about the systems they dis- tribute. Consequently, some clients soon become strong opponents of the technology, and the whole renewable energy sector suffers a negative image. Such situations need to be prevented. Despite all those cases, however, the sectors of renewable energy and (to an even larger extent) energy efficiency offer significant employment opportunities.
  14. 14. 16 Sometimes they need “new” professions, but in most cases they require an update and reorganisation of qualifications and skills present in more traditional jobs: maintenance workers, heating systems technicians, electricians, roofers, etc., whose traditional skills can be perfectly adjusted to the new requirements. For those professionals, in addition to the knowledge of new techniques and materials, it is required to develop a new comprehensive and systemic approach to all the environ- mental issues which are emphasised in their professional activities. Professionals working in the fields of renewable energy and energy efficiency are con- sidered highly qualified (e.g. architects, engineers and designers). The increase in the number of other jobs related to these technologies (in production, installation, mainte- nance and marketing) will also entail the development of training in those areas. It should be noted jobs valued in the renewable energy and energy efficiency sectors (such as electrical engineer, installation designer, system developer and chief project engineer in environmental engineering) are connected to the specialisations of other jobs (lawyers, architects, sales specialists, civil engineers, skilled workers). If France wants to succeed in turning towards renewable energy it is imperative that the change is supported by the government in cooperation with businesses. Specialist train- ing dedicated to renewable energy and energy efficiency should be developed, offering courses on practical aspects, also through long-term internships. The government intervention is necessary to ensure the reliability and quality of services offered by private training organizations. The development of the businesses requires the development of skills and training. As heads of large companies often emphasise, it is also of great importance to develop collective awareness of issues that have become important in recent years. The main change has to take place at the level of mentality. The Grenelle Environment RoundTable debate in France, defining the key points of public policy on environmental and sustainable development issues, committed the government to implement a strong policy to reduce France’s greenhouse gas emissions and increase the security of energy supplies in view of the fact that fossil fuels are not inexhaustible. For many years, ADEME has been supporting the improvement of energy efficiency and renewable energy development in the construction industry through research and development, mobilisation of professional support and dissemination of information in the society. During the Grenelle Environment Round Table, ADEME participated in the building-sector working group by providing expertise and data necessary for submitting proposals for government officials.
  15. 15. 17 1. Assistance to professionals Partnerships with professional associations (CAPEB, the French Building Sector’s Federa- tion), aimed at awareness building and provision of training. Establishment of “regional resource centres on the environmental quality of the built environment”. The centres have been operating since 2007. With the financial support of ADEME and in partnership with local authorities and professional associations, these centres help disseminate best practices among the industry entities. Organisation of training: ADEME, CLER, Qualit’EnR. The Boston Consulting Group estimates that the green growth will create around 600 000 jobs over the next decade. There is going to be a demand for all related job profiles: technicians installing new systems in private and commercial applications, as well as maintenance and sale personnel. However, the training offer for the sector is still insuf- ficient. The world of education needs a“green revolution”itself. Replication All the training schemes are replicable to other countries and industries.
  16. 16. 18 It was not possible to detect or find best practices for the renewable energy sector. However, best practices described below can be applied to this sector since they were prepared to span all sectors. Semi-skilled and unskilled individuals are mostly employed in the production and operation of installations. The project introduced below spans all sectors and aims for an integrated assessment of an employee’s competences. Best practice 3 Project: ProfilPASS in the economy Eligibility period 01.07.2009 – 30.06.2012 The objective of this project was to introduce, evaluate and develop, if necessary, the ProfilPASS as an instrument for recording competences in twelve companies. The results were scientifically evaluated by the German Institute for Adult Education (DIE: Deutsches Institut für Erwachsenenbildung) and the Institute for Development Planning and Structural Research (ies: Institut für Entwicklungsplanung und Strukturforschung). Furthermore, recommendations were compiled on the use of ProfilPASS in companies and the training of advisors was modified accordingly. Furthermore, an eProfilPASS was created on the ProfilPASS homepage. ProfilPASS in an instrument which allows individuals to illustrate the competences acquired throughout their biography based on self-assessment. This is performed with guidance from trained advisors in eight proposed fields of activity. In this process, special attention is given to informally acquired competences. The result of the process is an individual record of competences as a starting point for further activities. The ProfilPASS was introduced in 2006 in Germany and has been purchased 17,000 times since then. The passport was developed by the German Institute for Adult Education (DIE) and the Institute for Development Planning and Structural Research (ies) and is regularly evaluated. Training scheme The ProfilPASS folder, the eProfilPASS and the advisory services offered by qualified advisors make up the ProfilPASS system: The folder contains a wide range of reflection exercises meant to support the process of ascertaining competences. It is divided into the following sections: “My life – an overview”, “My fields of activity – a documentation”, “My competences – an assessment” and “My goals and the next steps”. The eProfilPASS contains the same content as the folder yet here the documents can be created and filled out online. Germany
  17. 17. 19 Within the framework of the ProfilPASS advisory services, staff (here both human resource development and the employees) receive professional assistance from qualified advisors. The advisors stimulate the process of reflection time and again and help in clarifying goals. This means of documentation is offered nationwide in Germany with local branches or trained advisors located in every federal state. The folder can be ordered on location or online. The following process was implemented in all companies. Key to graphic above1 : Standard process of implementation Information ProfilPASS consulting Recording competences and formulating goals Transferring to human resource development Staff receive written and oral information about the opportunity to work with ProfilPASS. Staff receive a short introduction to working with ProfilPASS and develop as a team and with guidance one of the eight fields of activity as an“assignment”. Staff reflect on the results of working with the ProfilPASS in one-on-one discussions and receive support in formulating personal development objectives and concrete steps to achieve them. Consulting with human resource staff to develop a strategy for integrating the results from working with ProfilPASS into human resource development. Meetings and written information Seminar including team work with external consulting One-on-one consulting Workshop with external consulting Duration: approx. 2 hours Duration: 1 to 2 days Duration: approx. 1hour per staff member Duration: approx. 1/2 day Involvement and support of governmental and non-governmental institutions The current project is being funded by the German Federal Ministry of Education and Research (BMBF) and is being assisted by the federal government and Länder under the direction of the Saarland. There are various funding possibilities, regardless of whether funding comes from the company, as in this project, or from an individual: • Country programs • Associations and sponsors 1 Wirtschaft [ProfilPASS in the economy] – Power Point presentation at the didacta Education Trade Fair in Hannover, p.5
  18. 18. 20 • Funding from employment agencies (e.g. education vouchers) • (Partial) financing by the employer • Education cheque for employees, companies and those returning to the labour market • Education grant for employees including the Grant Voucher and the Savings Plan ( • Training leave: right to paid time off (in most federal states Biggest successes ProfilPASS contributes to the development and realisation of the potential of the labour force within the German economy. 78% of the participants became aware of what they were capable of by using ProfilPASS2 . They were able to label their competences and to communicate their development objectives. Employees take on more responsibility for their vocational development and become motivated about lifelong learning which means they participate more in VET. Success factors Numerous factors contributed to such encouraging results: • The integration of all decisive actors in the company such as the executive board, human resources development and the works council is necessary in order to be capable of action. • ProfilPASS documents strengths and interests of employees which go beyond their current fields of activity and requirements. It provides an integrated view of all competences. • Employee performance reviews are effectively prepared for and constructed since the employees are strengthened in their skills of selfreflection and communication. • In the management of knowledge and ideas, ProfilPASS also makes it possible to take account of an employee’s informally and non-formally acquired competences. • Not least, it could also be claimed that it is possible to part from the idea that companies can and must control and monitor everything Conclusions for the future • Formulation of competence-oriented requirement profiles for the workplace • Although the ProfilPASS makes competences visible without producing certification of these competences, it can in the distant future serve as a foundation for procedures of recognition. 2 Brigitte Bosche (2012): ProfilPASS in der Wirtschaft [ProfilPASS in the economy] – Power Point presentation at the didacta Education Trade Fair in Hannover
  19. 19. 21 • Recording competences and formulating goals is more effective with external advisors (confidentiality and validity of the results from reflection exercises) • Assistance is required in transferring the results of recording competences into the context of the company Replication It was possible to designate at least three important relay points: Biographical coverage of competences and support from advisors are important prerequisites for optimally organizing the process of recognition. This also motivates unskilled and semi-skilled employees to address their own VET and lifelong learning. Best practice 4 Model„Modular qualification process taking account of previous professional experience”VmQ (BBJ SERVIS gGmbH) Content TheVET modelVmQ (VerfahrenmodularerQualifizierungunterBerücksichtigungberuflicher Vorerfahrungen)3 aims to simplify access to VET for unskilled and semi-skilled workers. It also aims to allow fitting career entry points and adequate solutions for attaining vocational qualifications using the regulations of the external students’examination (see section 3.1.3“External students’examination”). Training scheme The approach of VmQ is innovative in that informally acquired professional knowledge and skills are systematically identified in a determination procedure and are also considered when planning VET. The determination procedure and the corresponding VET is based on a modular qualification concept (e-learning possible). The duration of training is dependent on individual previous experience. The existing competences or those acquired inVET are certified module by module in a Qualification Passport. This process allows the target-oriented fulfilment of the 3
  20. 20. 22 admission requirements for an external students’examination. Involvement and support of governmental and non-governmental institutions The Qualification Passport is administered by educational institutions, qualification partners and companies who have committed themselves to the standards for certification which have been agreed upon with the Federal Institute for Vocational Education and Training for certifying modules for later qualification and VET. The basis forVmQ is an agreement concluded in December 1999 by the Berlin chambers (Chamber of Industry and Commerce, Chamber of Trades) which provides for the implementation of the following key elements: • A minimum of 3 years of relevant previous vocational experience • Completion of the determination procedure • Qualification in modules according to the individual qualification plan developed during the determination procedure • Participation in examination preparation The admission to an external students’ examination BBiG § 40.2 and HwO § 37.2 is granted upon certification of all required modules in the Qualification Passport. Biggest successes With VmQ, as an example, the admission to an external students’ examination in accordance with § 40.2 BBiG and § 37.2 HwO is no longer quantitative but is instead based on qualitative criterion (assessment of competences). This includes substantial benefits for both those who are learning and also for companies. It allows unskilled and semi-skilled employees to gain formal recognition of their competences, which is still prioritised in Germany, by passing the external students’examination. Even upon failure of the examination, their competences have been documented nonetheless. Furthermore, VET can be carried out on a needs-based and flexible manner. It should be oriented towards the identified individual qualification needs and requirements of semi-skilled and unskilled workers as well as towards the ever increasing company demands which result from economic and technical developments. The scope and duration of continued training can be determined individually so that learners can save on qualification time depending on the results of the determination procedure. VET in itself can thus ultimately become more cost effective for the learners and companies since only the modules which are actually necessary for achieving the qualification goals are completed. Success factors Numerous aspects are responsible for such positive performance of the project: both the consideration of individual training qualifications as well as the customised organisation of the qualification path are extremely important for an individual. Furthermore, a fusion occurs between employment and qualification which is
  21. 21. 23 advantageous for both sides (employer and employee). The certification of stages of qualificationandtrainingaimedtowardsrecognisedqualificationbymeansofcustomised advisory services is particularly important for the recognition of competences. Replication The following aspects could be applied to other systems: • Assessment test: detailed analysis of existing vocational and personal competences with regard to recognised vocational or VET qualifications. The assessment process produces a precise estimate of the individual qualification needs of an individual. In accordance with the results, a personal qualification plan is created which designates the modules that need to be completed. Modules which have already been recognised are documented in the qualification passport. • Qualification Passport: the qualification passport makes it possible to document and collect vocational qualifications and experience gained both inside and outside of the traditional vocational training and continued educational training system. In addition to the assessment of vocational knowledge and qualifications, the qualification passport is the basis for a step- by-step acquisition of vocational qualifications in modules. wModular qualification: as previously mentioned, the duration of qualification is adapted to an individual’s needs and is certified with every completed module so that competences are documented which existed from the beginning (determined by the assessment test) as are those which are required for that specific apprenticeship trade.
  22. 22. 24 ENEA (Italian National Agency for New Technologies, Energy and Sustainable Economic Development) through the Qualicert Projects ( and Compener ( has developed the “knowledge, skills and competences” cards according to the European Qualifications Framework for the following occupations: • Solar thermal plants installer • Photovoltaic systems installer • Biomass plants installer • Heat pump systems installer • Low enthalpy geothermal systems installer • Small wind turbines installer • Trainers of small-scale renewable energy plants installers • Energy managers Best practice 5 The QUALICERT project was conducted by a European partnership, which included Italy represented by Enea, and can be considered a good practice for the recognition of skills in the field of renewable energy since it is based on a multinational approach system for the recognition of skills. The goal of the project was to identify and standardize, within all 27 EU Member States, a system for the recognition and certification of skills for all instalment engineers who set up small and medium-sized renewable energy plants (low-temperature solar thermal, solar photovoltaic, heat pumps, biomass, and geothermal energy). The project took place between 2009 and 2011 and saw the participation of 14 European partners. It was born out of the need to respond to the European Union which, through Article 14 of the Directive on the promotion of renewable sources of energy (Directive 2009/28/EC of the European Parliament and the Council, 23rd April 2009) required Member States to develop and approve by 2012, a shared system for the recognition and certification of skills for all technicians who install small and medium-sized renewable energy plants. Best practice 6 COMPENER is a “Transfer of Innovation”European project funded by Leonardo Da Vinci Programme, led by ENEA. It involves 6 partners from 3 Member States: Italy, Spain and Romania. This project was aimed at developing qualification and certification schemes for professional skills in the energy sector, in line with the provisions of the Directive Italy
  23. 23. 25 2009/28/EC on the promotion of the use of energy from renewable sources and with the EPBD 2010/31/EC. In particular, the article 14 of the Directive 2009/28/EC requires each Member State to ensure by 31 December 2012 the availability of certification or equivalent qualification schemes for installers of building-integrated biomass stoves and boilers, small-scale solar photovoltaic and solar thermal systems, shallow geothermal systems and heat pumps. COMPENERstimulatedinnovationtransferringbothENEAe-learningcontents(developed in the framework of previous European funded Projects) and the Italian expertise in the professional qualification and Renewable Energy Sources (RES) certification schemes to Spain and Romania. It didn’t focus on training but it was aimed at enhancing the quality and attractiveness of all the e-contents on sustainable energy sector developed by the previous European projects and initiatives from its partnership. As a matter of fact, all the partners’ expertise in the Energy sector was gathered as to create a network of innovative training e-contents to be transferred. Best practice 7 Build up skills Italy project Known as the earlier Wise roadmap and coordinated by ENEA, Build Up skills Italy is a  project financed within the Intelligent Energy Europe Programme and the Build Up Skills Initiative, promoted by the EACI (European Agency for Competitiveness Innovation) in all the 27 EU member States. The Build UP Skills Italy will identify a national qualified training system able to improve the competences of workers needed to reach the “nearly zero emission buildings” objective. The project will focus not only on the continuing education of workers in the field of buildings /blue collar, but also on the development of new training curricula aligned with the European Qualification Framework and the European Credit system for VET. To achieve these ambitious objectives the stakeholders have been divided in two “levels”consisting of partners directly involved in the roadmap definition, and“associated partners” involved in the roadmap validation and implementation. The roadmap will consider the existing complex Italian situation, whereas the European legislation on energy saving is first implemented at national level through the Ministry of Economic Development, and is put into operation at regional level. Also different associations develop their own VET with different rules and objectives. The partners will identify the changes needed to reach a unique qualification/certification schema accepted by the stakeholders and based on existing best experiences, both at EU and national level. Development of the projects As a first step, QualiCert gathered information through a questionnaire distributed to the various stakeholders, in order to evaluate the existing system of certification and recognition of skills in different European Member States for RES plants at national level.
  24. 24. 26 Based on this analysis, the success criteria for the technical, legal, institutional, economic andcommunicationaspectsfortherecognitionandcertificationofskillsweredeveloped. The identified data was tested in specific validation and verification workshops by the stakeholders and the results were registered in the QualiCert Recommendations and Guidelines Manual for a system of certification or equivalent qualification. To ensure the broadest possible sharing arrangement for the certification and recognition of skills, QualiCert based itself on an interdisciplinary approach involving engineers and technicians from various European associations, training organizations, certifying authorities, renewable energy providers and several national energy agencies. The manual was particularly designed to: • prepare recommendations for Member States who are preparing certifications or equivalent qualifications at national level • achieve a common framework that can be “translated” into different national contexts to ensure mutual recognition at European level. The manual is structured as follows: 1. Introduction 2. The latest certification or equivalent qualification in Europe 3. Success Criteria • Grounds for success • Recommendations: a) Obtaining a certificate or equivalent qualification b) Renewal of both the certificate or equivalent qualification c) Vocational training d) Audit e) General comments and best practices 4. Industry-specific best practices: • Solar thermal • Photovoltaic • Biomass • Geothermal Energy • Heat pumps 5. Conclusion (recommendations) Annexes: • Glossary • Best practices in the world Starting from the QUALICERT project, qualification/certifications schemes for small RES systems installers have been defined. COMPENER Qualification paths define knowledge, skills, competences for the different kind of installers and Professionals. The COMPENER professional skills involve the RES installers (biomass, solar thermal, photovoltaic,
  25. 25. 27 geothermal and heat pumps), the experts in building energy efficiency and the energy managers. Main results so far are: • Handbook on skills in the energy sector based on European qualification framework (EQF) and a  Qualification/Accreditation Handbook based on the ISO/IEC 17024; • An exploitation campaign in order to support the development of a  certification system in Romania, Spain and Italy and in particular in the south of Italy; • A data base including the most relevant e-contents developed by COMPENER partners in line with the identified training paths for the new RES skills; • A questionnaire campaign for SMEs and energy operators in order to validate the project results; • A project web site in order to foster the dissemination of the project results: Success factors (certification or equivalent qualification needs) QualiCert addressed market demand for a global system of certification of installation engineers to ensure both the quality of the plant and customer satisfaction, thereby stimulating further development of the market. In addition, it is worth highlighting the importance of the implementation of certification systems or equivalent qualifications in order to: • Improve the quality of RES facilities • Comply with European regulations • Develop installation standards and best practices • Increase the confidence level of the final consumer • Create a network of qualified installers Barriers / obstacles • Financial cost to set up and maintain a quality system • Economic barriers for installers • The need for government support • Concern about the difficulties that would be encountered in the event of new directives or regulations • Opposition by the installers’associations
  26. 26. 28 Conclusions for the future To promote a new training culture, the following conditions should exist: • Installation manufacturers should guarantee their work only if it was accomplished by certified/qualified installers • Installers’associations will endeavor to establish a register of qualified/certified installers • Designers will rely only upon qualified/certified installers • Financial institutions will only fund facilities assembled by certified installers • Vocational schools will provide, as a form of further education, training for the attainment of qualifications or certification by means of certified trainers • Public entities will encourage the training of certified/ qualified professionals through a voucher system • Regions will coordinate each other to avoid inequalities in their qualification system Replication The project can be replicated accordingly, by adapting it to more professional figures. For example, as far as energy efficiency professionals working in the construction field are concerned, there are plans to develop similar competences cards to update the following profiles: carpenters, bricklayers, plumbers, electricians, automation experts, etc..
  27. 27. 29 In recent years, an intensive development of the renewable energy sector has been noted. This development, apart from increasing employment in existing units, allowed the development of many other areas complementary to the renewable energy sector. This is connected with the complex nature of the implemented projects starting from the so-called“green fields”up to the commissioning of newly built plants. In Poland, the development of the RES sector has facilitated the development of the following other sectors of the economy: • Production of equipment and components The production sector’s development stimulated by RES development in Poland is reflected in the following fields: production of transformers, production of wind turbine towers, production of transmission cables, production of biogas plant components (including fermentation tanks, mixers and power generation units), production of photovoltaic panels and solar collectors, production of elements for the construction and reinforcement of foundations, production of components for hydropower plants. • Building sector services The building sector services stimulated by the RES sector development include: planning and design services, surveying services, road construction, hardening of land, construction of cable penetrations and cable routes, construction of foundations and buildings used by renewable energy installations, construction of fencing and access control systems, construction of drainage systems and health and safety systems. • Production assets maintenance After the construction of each renewable energy installation it is essential to maintain it in the best possible condition. Therefore, each RES installation requires the provision of maintenance services such as the system’s monitoring, periodic inspections, minor repairs, replacement of key system components, change of software controlling the work of individual devices or group of devices, management of spare part stocks, equipment cleaning, and other maintenance tasks. • Production assets management Tasks in the field of production assets management include activities related to service provision within concluded service contracts, services within lease/ rental contracts, and activities in the field of marketing and PR. In addition to the above, production asset management includes also: services related to sale contracts (both for electricity and forTransferable Property Rights), direct contacts with distribution system operators and public administration bodies (such as Energy Regulatory Office), and reporting on the activities of the company. Poland
  28. 28. 30 Currently in Poland there are no national plans for the development of the renewable energy sector’s employees. The only commonly accessible preparation path for the jobs connected with the sector is provided within the teaching carried out by some universities. In the case of secondary-level technical schools, their students are trained in occupations such as electrical equipment fitter or electrician, without specialisation in RES. Graduates of both secondary-level technical schools and universities are required to undergo on-the-job training in enterprises or institutions which operate in a field related to the educational profile of a given secondary-level school/ university.Therefore, theoretically, graduates of such schools/ universities are prepared to perform specific jobs only after they have undergone some practical training. In the absence of any national programmes of training of the RES sector employees, the full responsibility for RES personnel development is placed with companies which have to carry out relevant activities in this field. In this regard, it is a common practice that companies develop professional development plans for individual employees. The plans are carefully designed to take into account the employee’s duties and skills. The professional development plan is drawn up on the basis of the employees’ periodic evaluationsregardingtheimplementationofhis/hertasksanddutiesaswellasadditional initiatives implemented by the employee. Such evaluations are often supplemented by assessments of other employees/ units of the company, to analyse the employee’s skills and approaches as viewed by other cooperating persons/units. On this basis, the company units responsible for human resources obtain information on the employee’s professional achievements as well as his/ her professional and development potential. Based on this knowledge, it is possible to design the best training path for the employee so as to fill in the gaps in the knowledge or skills. It should be noted that some types of training for employees may be focused on passing subject-specific knowledge (i.e. specialist technical knowledge used by the employee directly in the implementation of assigned tasks), while others may be designed with the aim to develop the so-called soft skills (such as social and interpersonal skills). As a  complementary element of training activities organised by the companies, the career planning programmes should be mentioned. Employee career development programmes are focused on presenting to the employee a range of his/her professional development possibilities depending on the achievement of certain specific competences. In the case of those programmes an important factor is cooperation between the employee and the company’s human resources unit which identifies and communicates the employee’s expectations of the employer and presents the possibilities of development within the company. With this system, the employee can
  29. 29. 31 make independent decisions regarding planning of his/her career, and the company is able to carry out a responsible human resources policy. With regard to career planning programmes, it should be noted that they are strongly motivating for employees who are aware that their work and professional development are going to be appreciated in the future in the form of job promotion. Engagement and support of governmental and non-governmental institutions In view of the need for training of the RES sector employees and the lack of national programmes in this area, numerous offers of training in this field have been developed by private institutions and are available on the market. They include both offers of training companies as well as programmes of RES-related post-graduate study courses, implemented jointly by various professional associations or chambers and universities. The scope of such study courses and the teaching materials are prepared jointly by the university and the involved non-governmental organisation. Depending on the scope of the study course, it may offer activities such as lectures, practical training or problem-solving case studies. AttentionshouldbepaidtotheuseofInternettechnologiessuchase-learningplatforms, thanks to which the study course participants can remotely participate in the training activities. Despite its availability, however, this formula is not used on a large scale. Ability to use experience of training activity in other sectors As the renewable energy sector is, in many respects, interrelated with other sectors, in general-scope training the same practices and content scopes are used. This applies for example to areas such as law (legislative provisions of the Energy Law, Building Law or
  30. 30. 32 Public Procurement Law), finance (accounting, project finance, and financial analysis), negotiations (negotiations with difficult partners, negotiations with demanding customers), marketing or strategy development. Notably, in some cases, technical training also makes use of common inter-sectorial experience for example work of rotating machines (work of the generators) or chemical and biochemical reactions (in the case of biogas and biomass-related projects). Biggest successes The main training-related successes include: • increasing knowledge about RES in the society; • extensive and varied range of subjects taught at RES-related courses; • subject-specific character of the courses; • large competitiveness in the training market, which positively impacts the content quality of the offered training; • extensive involvement of RES-sector experts. Biggest failures • Lack of governmental training programmes; • Most training courses are expensive; • Companies’ limited interest in employee training due to the necessity to bear the training costs. Conclusions for the future In view of the need to meet the requirements of the climate package and to ensure energy security of the country, there is a need for a clear and well-defined governmental policy regarding the development of RES. Works on a package of legislative instruments (parliamentary Acts) determining the legal framework for renewable energy sources in Poland have been going on for two years already. In the absence of the government’s sufficient involvement in the legislative process, there is a stagnation in the overall RES sector. This situation not only exerts a significant impact on investment in RES, but also negatively impacts the area of employee training. Proper involvement of governmental structures and public administration would allow to develop public awareness as well as competences of employees, which will significantly contribute to further development of the RES sector in Poland. Soonest completion of the development of Polish Qualifications Framework, which is being formed since 2006, would allow for better planning of the training process. Completion of the Polish Qualification Framework will enhance possibility for the VET training of employees, for example through their exchange in the framework of international companies (e.g. EDP).
  31. 31. 33 Examples of best practices in Poland All the practices described below have been implemented for the internal use by EDP Poland and Siłownie Wiatrowe S.A. in 2010-2012. Best practice 8 I. Name of the training: Acoustics and assessing noise level studies Objective The objective of the training program is to evaluate different methods to test and measure level of noise produced by RES Target group: Environmental Technical, Wind assessment specialists Participants: 12 persons Partners of the training: Training organised by internal resources Duration: 16h Financing Training financed by company’s internal resources Content: Two day training with goal to explain the following: - Knowledge of the requirements international and regional regulations - Comparison between the assessments undertheEuropeanandPolishregulations - Select the necessary equipment and know the protocol for appropriate acoustic measurements in each case - Knowledge of the parameters used in measurement equipment and interpreting results of data provided by such equipment - Instrumental Measurement: Temporal and spectral analyses. Basic systems of measurement selection criteria. Measurement parameters. Analysis techniques in time and frequency Calibrationandverificationofinstruments. Background Noise
  32. 32. 34 - Acquire the necessary knowledge for understanding, asses sing and determining the scope and acoustic test with case studies - Interpretation of the results of noise tests conducted on a wind farm with case studies - Interpreting and treating acoustic data produced by modelling software with case studies - Know the acoustic characteristics of different construction solutions used, and interpret their results. Details to be taken into account in the implementation of corrective measures Biggest Success: The main argument against RES in Poland is a high level of noise made by the turbines; however, this is based on emotions and not real arguments, because people are usually not able to measure it. Thanks to this training, professionals are trained, and thus, one of the arguments against RES is becoming invalid. The knowledge with regards to measuring the level of noise helps investors to convince local authorities that RES with the level of noise acceptable by the Polish regulation will not create any health damage. Biggest failures: This training is not really addressed to the local authorities of the areas where the turbines will be installed.The failure factor is a difficult access to the equipment, as well as the fact that general knowledge about RES in Poland remains very hermetic. Best practice 9 II. Name of the training: Renewable Energy Systems Fundamentals Objective - Dispel the myth about harmful effect of RES on health and environment - Educate specialists in order to future employment - Provide a general overview of technical aspects of RES Target group: Local authorities and citizens Participants: 80 persons in each local commune Partners of the training: Training organised by internal resources of the investor companies Duration: 5 hrs Financing Training financed by company’s internal resources
  33. 33. 35 Content: Half and day training with goal to explain the following: - Introduce general notions of RES, - Explain the functioning of different kinds of renewable energy equipment and its influence on the environment - Illustrate the main functionalities and major components (through audio-visual materials) - Explain with practical case studies which regarding noise, influence on health etc Biggest success: Training addressed to local authorities and inhabitants of the potential areas of investment helps to pass on true facts about RES, which makes it more difficult to fight against it. In addition it helps investors to create a “link” to local inhabitants and maybe even recruit the potential employees amongst the most active members of the public. The latter helps to secure the investment in a particular area. Biggest failures: The attitude towards RES in Poland is not based on real knowledge, but on myths. The knowledge about renewable energy, especially In “Poland B” is very low, and before meritorical trainings for the public could start, we must appeal to their emotions (which is always difficult) and convince them that RES is a good opportunity for them.
  34. 34. 36 Best practice 10:“Galicia” The public call launched in the Region of Galicia in 2012 for the recognition of the competences acquired through non-formal learning ways and through work experience related to the Energy Efficiency of Buildings is a good practice that may be applied to the whole sector of Renewable Energy. This experience was carried out according to the conditions established in R.D. 1224/2009. Such conditions starts with a public call where are detailed the requirements due for candidates, and the different procedures they need to overcome in order to achieve an official certification corresponding to the professional qualification “Energy Efficiency of Buildings”, including the pertinent competence units. The analysis shown in this document refers exclusively to this experience. Best practice 11: Glass, Ceramics and Signage The agreement reached by Spanish social partners of the sector of Glass, Ceramics and Signage regarding the Professional Card for work on construction sites (TPC) is an example of good practice of recognition of professional qualifications. This recognition refers to the knowledge and competences related to prevention of labour risks acquired by workers of the sector, both through formal ways (specific training in this area) and through non formal ways (unofficial training actions of vocational training for employment) or informal (work experience). The analysis shown in this document refers exclusively to this good practice. Strong and weak points in the Procedure of accreditation of professional qualifications in Galicia In 2012, a public call was launched in the Region of Galicia for the accreditation of the professional qualification “Energy Efficiency of Buildings”, belonging to the professional family of Energy and Water, qualification level 3. The necessary training associated to this qualification is established in the so-called Modular Catalogue of Vocational Education and Training. Every competence unit of the qualification is associated to one training module. For each module it is specified the number of hours, the contents, the trainer’s characteristics, the conditions for the facilities where this training may be delivered, etc. Strong points: • Training linked to each qualification is described in detail. Spain
  35. 35. 37 • Training must be the same in the whole Spanish territory and must be delivered in the same way. • The Certificate of Professional Standards is the basis of each qualification. This Certificate is an official certification. Weak points: • Sometimes the number of hours of the training associated to the qualifications is“too much”for the worker to finish it. • Recognition and accreditation of qualifications depend on public calls, and not only on the training courses the worker has participated in. • Sometimes, the requirements demanded to the training centers hinder the delivery of the required training. Strong and weak points in the training associated to the TPC (Glass) Training in the field of Occupational Risk Prevention is the basis for the Professional Card for work on construction sites (TPC) in the sector of glass, ceramics and signage. In Spain, training in Occupational health and safety is of huge importance in all the economic sectors, and related training actions are included in all the training plans geared towards workers. Strong points: • Awareness of the importance of issues related to health and safety at work. • Possibility to recognize workers’ knowledge and skills acquired in the field of risk prevention at work. • Adaptation of the Spanish Law on health and safety and other regulations affecting the construction sector. • Need to improve the training offer for the sector to meet the demands of the workers. Weak points: • Bureaucratic procedures to obtain the Card (long procedures). • It is possible that the training received by a worker in the field of risk prevention is not officially acknowledged as adequate, and so, it may hinder the obtaining of the Card. Planning of the training activity: from national to company level Galicia: The training actions linked to the qualification “Energy Efficiency of Buildings” is established in the Modular Catalogue of Vocational Education and Training, which, in turn, collects all the training activity related to all the professional qualifications included in the National Catalogue of Professional Qualifications (CNCP). Participating in the different training modules included in the training linked to the qualification -respecting the required conditions-, allows for the official recognition and accreditation of that qualification.
  36. 36. 38 Training offer in the sector of renewable energy includes official training (intermediate and higher levels of VET and University education) and unofficial training: Vocational Training for Employment. This pathway addresses qualification and re-qualification of workers, both employed (occupied) and unemployed. This type of training is mainly organized by stakeholders: company organizations and trade unions from the renewable energy sector. Large companies also have their own training plans adjusted to the needs of their workers. Glass, Ceramics and Signage: Training associated to the TPC in the sector of glass, ceramics and signage is focused on occupational risk prevention. The contents of the training actions that workers must have studied in order to obtain the Card are clearly delimited and are related to two specific occupations:Windows and glazing installer and Signs installer. The training actions received by workers who want to obtain theTPC may be included in national, regional or local training plans, both belonging to official or unofficial training, as long as the training contents are acknowledged as appropriate for obtaining the Card. Engagement and support of governmental and non-governmental institutions Galicia: in Spain, the recognition of the professional competences and the official accreditation of qualifications are processes whose requirements are described in official calls in each Region (as in the case of Galicia). These processes aim at recognizing the professional competences acquired through work experience and/or non-formal training. Recognitionimpliesan increaseinthequalificationlevel ofa workerwhohasparticipated in an official process convened and developed under the conditions established in R.D. 1224/2009. This procedure is valid for all the Spanish territory as well as its results: the accreditation of the professional qualification “Energy Efficiency of Buildings” for one worker has the same value in any Spanish Region. Glass, Ceramics and Signage: public administrations carry out the official recognition and accreditation of workers’ skills and competences (in public calls launched in the different Regions). The procedure for recognition and accreditation is established in R.D. 1224/2009. Social Partners (Enterprise organisations and trade unions) are highly involved in the training designed and delivered towards workers of the sector of glass, ceramics and signage in the field of occupational risk prevention. Participation in training courses implies an increase in the qualification level of workers, and helps them to obtain the Professional Card.
  37. 37. 39 Ability to use experience of training activity in other sectors Galicia: Vocational Training for Employment is part of the unofficial training and is designed to include different training actions addressed to every economic sector. The sector of renewable energy is in fact using the training experience of other sectors, through the use of transversal actions suitable for workers of different fields. In the experience held in Galicia, some of the training modules included in the qualification may also be provided for other sectors (such as Construction). Glass, Ceramics and Signage: the contents related to occupational risk prevention are transversal and can be used in different economic sectors. The training needed to obtaining the TPC in the sector of glass, ceramics and signage is directly related to the training provided in the Construction sector. This Professional Card is mandatory for any glass worker who is to work in Construction. Biggest successes Galicia: The public call for recognition of competence units of the professional qualification “Energy Efficiency of Buildings” has offered 75 vacancies for each unit. Candidates had to comply with the requirements described in the public call document, which also describes the whole recognition procedure. These public calls are considered positive and successful as they are an opportunity to allow workers of the sector to have their professional competences recognized, both the ones acquired through non-formal training and through work experience. Glass, Ceramics and Signage: the obligatory nature of the TPC for working in the Construction sector ensures the success of this initiative. Training in occupational risk prevention is compulsory and therefore, it is included in many training plans, not only for the construction sector but for many others too. The development of the construction sector has promoted workers participation in training actions related to this field. Success factors Galicia: Public calls for recognition of competences and qualifications acquired though non-formal ways of learning and/or through work experience by workers of the renewable energy sector represents a unique opportunity for them. The increase of their qualification level and the recognition acquired after participation in an official process of recognition foster the improvement of the working conditions in the sector. This improvement factor is even more important in the current crisis situation, in a sector constantly expanding and with a great future, both at national and European level.
  38. 38. 40 Glass, Ceramics and Signage: • Improvement of sector workers’knowledge related to risk prevention. • Increased safety and health among workers of the sector and prevention of work accidents. • Official recognition of skills related to risk prevention of those workers who have completed the pertinent training subjects. • Participation of social partners in the in the establishment of the procedure for obtaining the TPC. • Increase and improvement of the training offer in the field of occupational health and safety for the workers of the sector. • Increase of workers participation in training actions related to risk prevention at work. Biggest failures Galicia: a possible failure may be caused by the lack of resources needed to carry out this type of public call, especially in the current situation of economic crisis. The fact that company owners do not acknowledge this accreditation when it comes to giving value and determine the working conditions of the workers accredited may be another factor that decreases the effectiveness of the process. Glass, Ceramics and Signage: no failures are expected regarding the TPC. However, bureaucratic procedures necessary for obtaining it may hinder the recognition of the workers’qualification. Its obligatoriness for all the workers of glass, ceramics and signage who want to work in the construction sector will increase, in a direct way, their demand for participation in training actions related to risk prevention, and in an indirect way, their participation in other training actions of importance for the sector. Conclusions for future Galicia: the process set in R.D. 1224/2009 for recognition of competences acquired through non-formal training and work experience establishes clear and appropriate conditions to allow that recognition to involve an increase in the qualification level of the workers who pass this process. Non-formal and informal ways of acquisition of knowledge and competences (including work experience) must be taken into account in order to adjust the actual level of “competence” of a  worker to the needs of the different economic sectors. Glass, Ceramics and Signage: recognition of knowledge and competences related to risk prevention at work for the workers of the sector of glass, ceramics and signage involves an increase in their qualification. The practical consequence of that recognition is the TPC, necessary and mandatory for all those persons wanting to work in the construction sector.
  39. 39. 41 This mandatory character of the TPC will positively improve the training offer for the sector, not only in the field of risk prevention, but also in all the issues related to glass, ceramics and signage activity. This improvement will be quantitative (increasing the number of training actions available) and qualitative (improve of quality of training actions, and adaptation to the specific needs and circumstances of workers). Also, it will foster participation of workers in training activity. Replication Galicia: the procedure and the requirements for the assessment and accreditation of the workers’ professional competences acquired through work experience or non-formal training may be transferred to any EU country, and also to any productive sector, as it values actual“knowledge and competences”of the workers. The experience developed in the Region of Galicia for the professional qualification of “Energy Efficiency of Buildings”may be a reference for any other qualification established in any other sector, as it meets the principles of respect for individual rights, reliability, validity, objectivity, participation, quality and coordination. Glass, Ceramics and Signage: obtaining the TPC involves the recognition of competences in the field of risk prevention for the workers of the sector. The fact that it is a compulsory element for being able to work in the Construction sector adds value to such recognition. The agreement signed by the social partners implied in the sector for the establishment of the obtaining conditions ensures its validity. This experience is perfectly transferable to other sectors and other countries, and is suitable for the recognition of the workers professional competences.
  40. 40. 42 Conclusions The examples above show diversity of the training situation in the renewable energy market. And it also shows how RES connects to the other sectors of the industry. It turns out that a lot of trainings from other sectors can be implemented to the renewables, such as“normal”energy specialists who already have knowledge and experience in their work can switch to RES after a short course that will prepare them to work specifically with renewable energy equipment. Please note that renewable energy contains many subsectors, such as energy-efficient construction – as it is illustrated by the example of Spanish Galicia. Another way of training the RES professionals can be teaching from the basics. The example of France shows that the education provided by government-certified institutions (universities), like a bachelor or master degree, may not be sufficient. There is also a need of short-term trainings. French companies described in this document met those expectations and provide practical renewable energy courses that open the door for new professionals. Example of Germany shows that even countries very well adapted to renewable energy solutions may not have the training specifically dedicated to the RES. On the other hand Italy shows how to promote solutions that will support the development ofRESintheEUmembercountries.ItalianQualiCertmentionedinthereportmeetstheneed forcertificationofspecialistsinthefieldofrenewableenergythatwillbeabletoworkglobally. The report clearly shows an important element which, unfortunately, still does not work in all EU countries, that is a system of certificates of completion of a course, which would be recognizedinanyEUcountry.Itcouldbeagoodbasetorecognizealevelofskillsrepresented by a graduate of the training. This system has been established as a European Qualifications
  41. 41. 43 Framework.ButtomakethissolutionworkacrossEurope,eachmembercountrywouldhave to establish an internal qualification network based on the European one. The European Qualifications Framework does not replace national qualifications systems. It only helps to improve the comparability and consistency between them. The system is applicable to all individual learning outcomes achieved in a variety of education and training paths. Through this initiative, European citizens can more easily get recognition of training, skills and knowledge acquired in another country. The purpose is to promote transnational mobility and access to learning throughout life. The driving force behind the training market of renewable energy can be both national government (by introducing appropriate legislative changes) and energy companies that have a need for specialized professionals. Renewable energy has great potential for development. There are new jobs inside this field, but they are not detached from the competition that existed before. Skills and competencies are the link between the labor market and the education and professional development.Therefore, the“language of competence”should be a“common language” of the world of skilled professionals across EU and world of education, creating a platform of understanding for the sake of people learning and working in Europe.