The document discusses the growth of the renewable energy sector in Europe, highlighting its employment potential and the necessity for skilled workers. It emphasizes the importance of training and educational programs to meet the increasing demand for qualified professionals in renewable energy jobs. Several organizations across different countries are involved in establishing effective training practices to support this development, with a focus on overcoming existing barriers in the workforce and promoting green jobs.

3. 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

4. 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

5. 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

6. 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

7. 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.

8. 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.

9. 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.

10. 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

11. 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

12. 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)

13. 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.

14. 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.

15. 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.

16. 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.

17. 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.

18. 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

19. 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

20. 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 (www.bildungspraemie.info)
• 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

21. 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 http://www.modulnet-berlin.de/start/start.htm

22. 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

23. 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.

24. 24
ENEA (Italian National Agency for New Technologies, Energy and Sustainable Economic
Development) through the Qualicert Projects (www.qualicert.enea.it) and Compener
(www.compener.enea.it) 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

25. 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.

26. 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,

27. 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:
www.compener.enea.it
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

28. 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..

29. 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

30. 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

31. 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

32. 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).

33. 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

34. 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

35. 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.

36. 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

37. 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.

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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.

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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.

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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.

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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.

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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

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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.