Vocational Qualification Schemes for ... - EU Project TRAINEEtrainee-mk.eu/images/TRAINEE/Deliverables/D2.2_VQS... · Vocational Qualification Schemes for use of SOLAR ENERGY in buildings

D 2.2 785005 — TRAINEE — H2020-EE-2016-2017/H2020-EE-2017-CSA-PPI Page 1 of 28

This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 785005

Acronym: TRAINEE

Grant Agreement Number 785005

HORIZON 2020

Vocational Qualification Schemes

for use of SOLAR ENERGY in buildings

-FINAL-

Deliverable 2.2

Date: 31.01.2019

Final version



31.01.2019

DISCLAIMER

The information, documentation and figures in this deliverable are written by the TRAINEE project consortium under EC grant agreement 785005 and do not necessarily reflect the views of the European Commission. The European Commission is not liable for any use that may be made of the information contained herein. All intellectual property rights are owned by TRAINEE consortium members and are protected by the

applicable laws. Reproduction is not authorized without prior written agreement.

The commercial use of any information contained in this document may require a license from the

owner of that information.

ACKNOWLEDGEMENT

This document is a deliverable of TRAINEE project. This project has received funding from the European

Union’s Horizon 2020 research and innovation programme under grant agreement Nº 785005.



Document information sheet

Project acronym TRAINEE

Project title TowaRd market-based skills for sustAINable Energy Efficient construction

Grant agreement number 785005

Call identifier H2020-EE-14-2016-2017

Funding scheme CSA Coordination and support action

Project duration 30 months (1 Мay 2018-31 October 2020)

Project officer MOSELEY Philippe (EASME)

Coordinator ECM Economic Chamber of Macedonia – Mrs. Jadranka Arizankovska

Consortium partners ECM, Kreacija, UKIM, EIM, AEC, BIM Academy

Website www.TRAINEE-MK.eu

Deliverable number D 2.2

Deliverable title Vocational Qualification schemes for use of Solar energy in buildings

Description Description of procedure for development of occupation profiles and standards, and structure of training programe

WP number WP 2 – Creation and implementation of sustainable training schemes

Related task Task 2.2 Development of VQTS for solar energy on two level (for blue-collar workers and for building professionals)

Lead beneficiary UKIM

Authors Lihnida S. Georgievska, Ivana Sandeva, Hristina Spasevska

Contributors Prof. Margarita Ginovska, Aleksandar Krleski

Reviewers

Type R: Document, report

Dissemination level PU (Public)

Language English

Due date 31 January 2019 – M9

Submission date 31 January 2019

Status Final



Revision history

Version Date Comment Author

v1 10.01.2019 First draft Ivana Sandeva, Lihnida S. Georgievska

v2 12.01.2019 Review Margarita Ginovska, Aleksandar Krleski

v3 22. 01. 2019 Second draft Lihnida S. Georgievska, Hristina

Spasevska

v4 31.01.2019 Final Lihnida S. Georgievska

V4.1 15.10.2019 Answer of

comments of PO

Lihnida S. Georgievska



CONTENT

1 INTRODUCTION .............................................................................................................................................. 6

1.1. PROJECT DESCRIPTION ...................................................................................................................................... 6

2 PURPOSE AND RESULTS ................................................................................................................................. 7

2.1. PURPOSE........................................................................................................................................................ 7 2.2. RESULTS......................................................................................................................................................... 8

3 STANDARDS OF QUALIFICATIONS ................................................................................................................... 8

3.1. WHAT IS A QUALIFICATION ................................................................................................................................ 8 3.2. TYPES OF QUALIFICATION .................................................................................................................................. 8 3.3. COMPETENT INSTITUTIONS ............................................................................................................................... 9 3.4. SECTORAL QUALIFICATIONS ............................................................................................................................... 9 3.5. FORMAT OF THE STANDARD OF QUALIFICATION .................................................................................................. 10

4 SUGGESTING NEW QUALIFICATIONS ............................................................................................................ 12

4.1. STAGES IN DEVELOPING NEW QUALIFICATIONS ................................................................................................... 12 4.2. DEVELOPMENT OF QUALIFICATIONS IN ADULT EDUCATION ................................................................................... 13 4.3. PROCEDURE FOR VERIFICATION OF SPECIAL PROGRAMS FOR ADULT EDUCATION AND VERIFICATION

OF SERVICE PROVIDERS IN NONFORMAL EDUCATION ........................................................................................................... 13 4.3.1. Request for verification of a special adult training program ................................................................. 14 4.3.2. Model of the Adult Education Program .................................................................................................. 14 4.3.3 Verification of an institution for adult education ................................................................................... 20

4.4. USING A TEMPLATE FOR GENERAL MODULE ....................................................................................................... 22 4.4.1. FORM for designing MODULE ............................................................................................................ 22

5 COURSES AND TRAINING SCHEMES ON ENERGY EFFICIENCY AND USE OF RENEWABLE ENERGY SOURCES IN BUILDINGS IN NONFORMAL EDUCATION ............................................................................................................... 24

5.1 VOCATIONAL EDUCATION AND TRAINING FOR RES BY TRAINING PROVIDERS IN NONFORMAL EDUCATION ......................... 24 5.2 VOCATIONAL EDUCATION AND TRAINING FOR RES IN THE CONSTRUCTION SECTOR ....................................................... 25

6 TRAINING PROGRAM FOR USE OF RES IN BUILDINGS DEVELOPED IN TRAINEE ............................................. 25

6.1. MODULE 1: INSTALLATION AND DESIGN OF SOLAR-THERMAL SYSTEMS ON TWO LEVELS - FOR BLUE

COLLAR WORKERS AND BUILDING PROFESSIONALS ............................................................................................. 26 6.1.1. Module 1 - First level - Installation of solar-thermal systems for blue collar workers ..................... 26 6.1.2. Module 1 - Second level - Design of solar-thermal systems for building professionals ................... 27

6.2. MODULE 2: INSTALLATION AND DESIGN OF PHOTOVOLTAIC SYSTEMS ON TWO LEVELS - FOR BLUE

COLLAR WORKERS AND BUILDING PROFESSIONALS ............................................................................................. 27 6.2.1. Module 2 - First level - Installation of PV solar systems for blue collar workers .............................. 28 6.2.2. Module 2 - Second level - Design of PV solar systems for building professionals ............................ 28



1 Introduction

1.1. Project description

The project “TowaRd market-based skills for sustAINable Energy Efficient construction” is EU funded project under HORIZON 2020 programme, topic: Construction skills, Type of action: CSA Coordination and support action.

Overall objective is to increase the number of skilled building professionals according to recommendations from National qualification roadmap (http://buildupskills.mk /images/Publikacii/Roadmap/EN_Roadmap_BUS-MK.pdf) concerning two priorities, training of 4.500 building professionals and blue collar workers and overcoming barriers for implementation of EE measures in operation and maintenance.

Three specific objectives are set up as:

(1) Upgrading two qualification schemes for technicians, building managers and engineers and development of large scale of training schemes for 5 blue collar qualifications and two RES occupations (designers and installers) by establishing the Knowledge Centre for support in development of sustainable EE market-based construction skills with annual capacity to replicate it to 10 training providers and 600 qualified construction workers (200 through training and 400 through recognition of previous learning);

(2) Increasing awareness of building professionals for use of Building Information Modelling (BIM) tools, in order to achieve the desired multidisciplinary approach in construction that should result with reduction in the gap between designed and actual energy performance through improved quality of construction in specific projects and to achieve measurable energy savings and improved quality of indoor environment;

(3) Improved market recognition of skills in the building sector and enhancing collaboration across different professional groups and introducing methodology for mutual recognition of skills with three EU countries (Greece, Slovenia and Croatia).

The TRAINEE consortium consists of 6 partners, 5 from Macedonia: ECM-Economic Chamber of Macedonia; ZBK Kreacija-Association of business and consultancy; UKIM Ss Cyril and Methodius University, with the Faculty of Electrical Engineering and Information Technologies; EIM-Engineering institution of Macedonia; AEC-Adult Education Centre; and 1 partner from Spain: BIM Academy-WITS Institute from Barcelona.

The project is organized in six working packages that will produce 34 deliverables (products) with intended impact on two areas: (a) enabling policy and (b) building capacity and skills for energy efficiency measures. The project intends to have impact on 270 building professionals, 440 blue color workers, 230 construction companies and 32 relevant market actors (6 public authorities; 6 national professional associations 1- educational and training institutions and 10 investors).



This document is Deliverable # 2.2, which results out of Task 2.2 Development of VQTS for solar energy on two levels (for blue-collar workers and for building professionals). It concerns description of procedure for development of occupation profiles and standards, and structure of training programe for voluntary qualification schemes for solar energy on two levels:

-level 1 – for workers, related to level III, IV and Vb of NQF

-level 2 – for building professionals, related to level Va and VI of NQF

Here the levels of Macedonian NQF are in accordance with the qualification levels of European Qualification Framework, as the Macedonian National Qualification Framework is referenced to EQF in 20161, and its qualification system is based on 8 qualification level, compatible with the EQF levels.

2 Purpose and results

2.1. Purpose

The purpose of this deliverable is to identify the procedure for development of occupational profile and standard for use of solar energy in buildings in order to achieve energy efficiency. This deliverable gives a proposal for development of new occupational standards for two levels for:

-Installer of solar-thermal systems for blue collar workers (III, IV and Vb level of NQF)

-Designer of solar-thermal systems for building professionals (Va and VI level of NQF)2

-Installer of photovoltaic systems for blue collar workers (III, IV and Vb level of NQF) and

-Designer of photovoltaic systems for building professionals (Va and VI level of NQF)3

1 EQF Referencing Report of the Macedonian Qualifications Framework and Self‐Certification to the QF‐EHEA, https://ec.europa.eu/ploteus/sites/eac-eqf/files/eqf_referencing_report_of_the_macedonian_qualification_framework_and_self-certification_to_the_qf-ehea.pdf

2 The developed training programme refers to obtaining skills for desining ST systems for proffesionals already with qualification on VI level of NQF, as it is a prerequisite for attending the training. Level Va is still not developed in NQF although it is defined in the Law of MQF.

3 The developed training programme refers to obtaining skills for desining PV systems for proffesionals already with qualification on VI level of NQF, as it is a prerequisite for attending the training. Level Va is still not developed in NQF although it is defined in the Law of MQF.

https://ec.europa.eu/ploteus/sites/eac-eqf/files/eqf_referencing_report_of_the_macedonian_qualification_framework_and_self-certification_to_the_qf-ehea.pdf





2.2. Results

VQS for installation of solar-thermal and photovoltaic systems will be implemented, engaging both blue collar workers (qualification level IV and III from NQF) and building professionals (for upgrading skills on qualification level Vb from NQF). This implementation will be conducted by training programmes for design and installation of solar-thermal systems organized on two levels – for blue-collar workers and for building professionals. This will be a specific challenge for realisation since the national procedure for developing qualifications and defining vocational training programs for qualification level higher than IV-th level in NQF is still not established. In fact the implementation of the law for NQF in Macedonia is still in the phase of development.

For each training schemes and qualification level pilot training will be organized in order to test the relevane of the developed programs.

3 Standards of qualifications

3.1. What is a qualification

"Qualification" is a formal result of the assessment and certification process that is acquired when a responsible institution confirms that the individual has achieved learning outcomes in accordance with established standards (NQF Law).

The standard of qualification contains the following elements:

Name of qualification

Type of qualification

Level or level of qualification

Code of qualification

Credit value of the qualification

description of the qualification

Content of qualification (enrollment / enrollment requirements, number of compulsory and elective courses ie modules, verification method and criteria for verification of learning outcomes).

3.2. Types of qualification

The NQF law distinguishes between two types of qualifications:

qualifications of the level of education (educational),

professional (vocational) qualifications



Qualification at the level of education - is a qualification acquired within the formal education

system4 with the required degree of qualification and documented with a diploma / certificate. Professional (vocational) qualification - is a qualification acquired for part of publicly-delivered educational programs (modules, courses, etc.), by completing special programs for adult education i.e. nonformal education5, or by recognizing informal learning6. Aqquired learning outcomes are documented with a certificate.

Clasification of qualifications

3.1 Types of qualification

qualifications at the level of education

professional (vocational) qualifications

Goal Continuing education or entering the labor market

Entry into the labor market or personal development

Document Type Certificate or Diploma Certificate

3.3. Competent institutions

Competent to develop qualifications from I to V-B level of qualifications: - The Center for Vocational Education and Training, - Center for Adult Edcation and - The Bureau for the Development of Education.

Competent institution for developing qualifications from V-A to VIII level of qualifications are higher education institutions.

3.4. Sectoral qualifications

Qualifications are grouped according to the sector they belong to. The qualification sections contain subsectors, areas and subareas. Subsectors, areas and subregions are defined by sectoral commissions according to the content of the work, in accordance with the needs of the labor market, economy, society and education, as well as in the grouping of qualifications that have the same or similar content of knowledge and skills, ie learning outcomes .

4 Formal learning is an activity provided by an educational institution or a training facility that is conducted in accordance with certain approved programmes, in order to advance knowledge, skills and competences, wherefore a public document shall be issued.

5 Non-formal learning signifies organised learning activities in order to improve knowledge, skills and competences for personal, social or professional needs and most frequently does not lead to the issuing of a public document.

6 Informal learning is learning resulting from daily life activities related to work, family or leisure time. It is not structured in terms of learning objectives, learning time or learning support.



Sectors of qualifications in vocational education are:

1 Geology, mining and metallurgy 2 Construction and geodesy 3 Printing 4 Economics, law and trade 5 Electrical engineering 6 Health and social work 7 Agriculture, Fisheries and Veterinary 8 Personal services 9 Machine 10 Transport, transportation and storage 11 Textiles, leather and similar products 12 Catering and tourism 13 Chemistry and technology 14 Forestry and wood processing 15 Sport and recreation 16 Art

Each qualification sector has its own framework in which qualifications according to the type and levels are distributed. The qualification sector framework allows to perceive the relationship between the types and levels of qualifications in the sector and it can be seen the possibility of passivity and progress within the sector and the acquisition of the same qualification in different ways (after completion of the educational program, after checking the previously acquired knowledge, skills and competences, etc.). Sector qualification frameworks are prepared on the basis of an analysis of the situation in the sector, ie the area of labor (labor market condition, the possibility of acquiring qualifications, tendencies in the development of the activity, international comparisons, etc.). The sector qualification frameworks are developmentally conceptualized and open to complementing new qualifications in line with the needs and changes in the labor market.

3.5. Format of the standard of qualification

Standard: is a document, measure or quality established by the body on the basis of

custom or contract (norm) and basis for comparison and quality.

The standard of qualification should contain a clearly defined goal that adequately

describes the reason why the qualification has been developed, as well as the range of

opportunities it offers for students who complete secondary education (Macedonian standard

for qualification description for vocational education and training, British Council , 2016).

Before the development of the qualification begins, the need to develop a new

standard of qualification should be analyzed. For this purpose, it is necessary to define the

following:



A. the purpose of the qualification,

B. its relevance to the Macedonian economy and society,

C. its relationship with national occupational standards and other qualifications.

Developing a standard of qualification is one of the rallies in the NRC process.

The standard of qualification should include the following elements.

Standard of qualification

1 Title of qualification 11 List of compulsory modules for qualifications or courses

2 Code of qualification 13 List of elective modules for qualifications or courses

3 Type of qualification 14 Total number of hours and credits

4 Level of qualification 15 Learning outcomes

5 Sector of qualification 16 Evaluation criteria for learning outcomes

6 Occupational standard (s) based on qualification 17 Type of final document

7 Description of qualification with justification

18 Institution issuing the public document

8 Key competences 19 Exam success rate (minimum requirements to pass the exam)

9 Scope (total credits and duration) 20 Date of adoption of the standard of qualification

10 Criteria for entry or enrollment

21 Date of last revision

The standard of qualification is based on learning outcomes and as such serves as the starting point for the development of educational programs.

Occupational Standard


Educational program



4 Suggesting new qualifications

The NQF Law stipulates that professional qualifications should be based on one or more occupational standards (Article 12, paragraph 5).

The standard of occupation, according to the glossary, is defined as "a document that prescribes the content of the qualification (work activities) at a certain level of requirements and determines the necessary knowledge, skills and abilities (work competencies) that a person must possess to perform typical work in the occupation."

4.1. Stages in developing new qualifications

The process of developing qualifications is regulated by the Law on the National Qualifications Framework (NQF). One of the most important features of the Macedonian Qualifications Framework is its openness for all types of qualifications, at all levels of education: general education, vocational education and training (3-year or 4-year), post-secondary education, higher education and adult education.

Developing a standard of qualification is a complex process based on co-operation between different stakeholders. The working group that develops the final description of the standards of qualification may include the following participants: representatives of policy institutions relevant to a particular type of training (Vocational Education and Training Centre - VETC, Adults Education Centre - AEC, Bureau for Development of Education - BDE, etc.), employers, training providers and training.

Phase 1 - Basis for developing new qualifications

Phase 2 - Submission of a proposal for a new standard of qualification

Phase 3 - Implementation of the proposal

Phase 4 - Develop a standard of qualification

Phase 5 - Approval of the standard of qualification

Phase 6 - Re-accreditation of the standard of qualification



4.2. Development of qualifications in adult education

The qualifications in adult education are awarded on the basis of the Law on Adult Education and several other documents. Figure below gives the procedure for developing qualifications for adult education. There are two main types of adult education programs: those based on the needs of the labor market and consequently occupational standards and those aimed at providing specific, usually soft skills that are not directly related to market needs on labor.

Qualifications for adult education typically develop accredited educational services, but also employers, as special programs and programs for specific skills.

Model for developing qualifications in adult education

The required content of adult education programs is defined in the Law on Adult Education. It includes a template for developing programs and certain guidelines.

4.3. Procedure for verification of special programs for adult

education and verification of service providers in

nonformal education

The procedure for verification of special programs for adult education has four steps:

• Request for verification of a special adult training program

• Approval of an adult education program

• Request for verification of the institution for adult education

Educational and training programme

Educational profile

Developed by AEC


Occupational standard

approved by the AEC and included in the NQF by the National Board for the NQF

approved by the Ministry of Labor and

Social Policy

Can be developed by employers or service providers in education



• Enrollment in the registers of verified programs and verified institutions and institutions.

4.3.1. Request for verification of a special adult training program

Request for verification of a special adult training program

Data for the program

Name of the program

Other institutions / institutions that use it

Number of trainers

4.3.2. Model of the Adult Education Program

GENERAL INFORMATION ON THE INSTITUTION FOR EDUCATION OF ADULTS

1. Application date

2. Name of the institution / institution for adult education

Data about the institution / institution

Title/name

License Number

Address

Phone number

E-mail address:

Activities of the institution / institution

Number of employees in the institution



*3. License number of the institution / institution for adult education

4. Name and surname of the director

5. Contact information Address: Phone: E-meil:

6. Data for the Program Coordinator

Name and surbame: Work position: Qualification: Phone: E-meil:

7. Name of the program

8. Description of the program

9. Profile of the participant of the program

10. Planned number of participants in the program

11. Program objectives

12. Results of the program

13. Criteria for entry into the program

14. Duration of the program No of classes In percentage

Theory

Practical classes



Exam

Other information No of classes weakly: Programme duration in months/years: Additional coments:

15. Forms of conducting the teaching

Forms of conducting Notes

Classroom clases

Practical classes

E-learning

Distance learning

16. Methods in teaching

Method Notes Lecture Group discusion

Observation

Exploring/discovering Learning through simulation

Learning through problem solving

Practical classes at workplace/lab

On-the-job learning

Individual classes Selfdirected learning Study visits

Other:

17. Programme structure (thematic topics)

Title of the thematic topic

Description

Status (mandatory/optional)

Duration (classes)

Examination method



18. Evaluation of the results

Evaluation period

Assessment methods

Evaluation criteria

Exam duration (minutes)

*19 OCUPATIONAL STANDARDS



20. Selfevaluation/internal evaluation

Tools / methods (questionnaires, discussions, reports on conducted evaluation) Duration: Do you plan to implement certain measures based on the results obtained from the evaluation:

21. Teaching staff

*22 Student support

23. Equipment and teaching aids

*24 Measures for protection and safety

*25 Financing

*26 Other institutions

27. Place of realisation

28. Statement by a manager I am the undersigned: - I confirm the accuracy of the information contained in the form - I certify that the application form has been completed in accordance with the Manual for verification of special programs for adult education - I confirm that all the necessary conditions for the implementation of the program have been met - I agree to monitor the implementation of the program by the competent institutions

29. Name and surname of the director Signature and seal of the institution / institution



ANNEX 1 If a specific program is of a modular type, instead of boxes 17 and 18, ANNEX 1 is filled in for each module separately.

Title of the module

Description

Results (knowledge, skills, competences)

Status (mandatory/optional)

Duration (hours)

Evaluation period

Assessment methods

Evaluation criteria

Duration of evaluation (min)



4.3.3 Verification of an institution for adult education

1

Name of the institution or institution for adult education

2

Phone number: E - mail address: Municipality:

3

Status (type of institution or institution: state, public, private, non-governmental, etc.)

4

Number of participants in adult education (per year)

5

Number of permanent employees teachers / trainers:

number of freelance teachers / trainers

number of expert associates

number of administrative - financial workers

number of maintainers of hygiene

number of other workers

For teachers / trainers, a copy of the certificate / diploma for completed education is attached in a formal or informal manner for the respective program and CV for each person:

it is necessary to submit a contract for the provision of a service between the institution or the institution for adults and the service provider defining the obligations and responsibilities as well as the working conditions (if the institution or institution of services does not have staff)

6

Founder of the institution or institution for adult education: Name of the founder Seat



Number and date of the act of establishment

7

Area for doing business: total area (in m ^ 2)

total number of classrooms, cabinets, other premises to specify and describe the space separately for theoretical and practical instruction;

to submit a decision from the appropriate institutions to satisfy the minimum sanitary and hygienic conditions in the area in which the education of adults is realized;

to submit a decision from the appropriate institutions to satisfy the conditions for

chemical technological protection of the participants in the training for the space in which the education of adults is realized;

to attach a document certifying the ownership of the facility or rental contract for the theoretical part if the contractor (service provider) has no space;

if the service provider does not have room for carrying out the practical classes and exams, it is necessary to submit an agreement with appropriate companies for performing practical classes appropriate to the verification program;

8

Equipment: a brief description of the more important equipment (a list of more important equipment and its current value is submitted)

9

Statement by a manager I am the undersigned:



- I confirm the accuracy of the information contained in the form and the elaborate - I certify that all necessary standards and conditions for the implementation of the program have been fulfilled - I agree to conduct an immediate review of the operation of the institution or institution

10

Name and surname of the director, Signature and seal of the institution or institution

4.4. Using a template for general module

In order to get the best value from modularization when designing the qualifications, it is very important to carefully consider the design of the modules. Drafting a common FORM for a general module can be helpful.

Below is the proposed MODULE FORM which should be used as one of the tools in the new METHODOLOGY for developing qualifications in Macedonia.

4.4.1. FORM for designing MODULE

TITLE of the module

Code of the main qualification (s) in which this module is included

Code of the module itself

Level or sub-level in MRC

National occupational standard (if applicable)

Loan volume (volume in "time" if applicable)

Entry requirements / For whom the module is intended

Previous module (s) (which must already be completed as a pre-requisite) or Simultaneous modules (required companion modules)



Online or per hour

The main goal of the module

TITLE of the module

Planned learning outcomes / competencies (Knowledge, skills, attitudes and behaviors)

At the end of this module, the student should know and understand: At the end of this module, the student should be able to - At the end of this module, the student should be able to show ...

Contents of the curriculum of that module

Teaching methods

Learning activities

Required infrastructure and equipment

Required literature (Necessary reading / writing)

Number of students in the group (maximum and minimum)

Methods of assessment

Assessment criteria / schemes / scoring formula for assessments

Transit paths

How this module is assessed by recognizing the previous learning / validation of nonformal, formal and informal learning (TESTS? Proof? Interview?)

Teacher Profile

Other information

Date of certification / approval

Deadline for next review for quality assurance

Authors? Owners?



5 Courses and Training Schemes on Energy Efficiency and use of Renewable Energy Sources in Buildings in nonformal education

5.1 Vocational education and training for RES by training

providers in nonformal education

Training providers in the Republic of Macedonia are:

the Workers Universities, total 14;

NGOs, 55 of which provide trainings and

Training and education centres at the three chambers (Economic Chamber of Commerce of the Republic of Macedonia, Macedonian Chambers of Commerce, Chamber of Crafts of the Republic of Macedonia)

EE and RES Courses that are provided by the institutions for nonformal education cover the following fields:

Construction of ETICS (External Thermal Insulation Composite Systems) facades, (KSINTI when translated into Macedonian: Kompozitni Sistemi za Nadvoreshna Toplinska Izolacija, according to ISO 13495, ISO 13496 and ISO 13497)

Energetic rehabilitation of existing buildings

Energy efficiency in new buildings

Solar thermal

Photovoltaic

EE of buildings

Promotion and strengthening of capacities

EE on farms and rural households

The programmes of these courses are not verified and are not a part of the National System for Vocational Education. There are seven training institutions that run trainings for EE and RES



and they offer them at a price of MKD 6,980 for a two-month training; 4,000 MKD for a two day training and 15,000 MKD for a 40-hour specialized training. In the field of EE and application of RES in the construction sector there are not data about any launched trainings. Possible trainings in this field are conducted within companies where workers are directly engaged and whose vocational training and improvement regarding EE and RES is required. Therefore, all data on the available trainings in this field should be collected through direct surveys (questionnaires) at corresponding companies. The list of companies that are working in the field of RES (production, supply and installation) can be found on the web site of CeProSARD https://www.ceprosard.org.mk/Baza/B_EN/Default.aspx. In the field of EE for the building sector there are 26 entities engaged in the production of equipment, materials or provide consultancy services for implementation of the EE and RES measures.

5.2 Vocational education and training for RES in the construction

sector

So far, four training programs for installers (IV-th level of NQF) of solar-thermal coectors and photovoltaic systems have been verified. Eight institutions have been verified for the delivery of training for the construction vocations. There is not available information available regarding the expressed interest and the number of visitors that complete the training programmes per year. There are trainings that are not a part of the VET system as well as trainings that are provided by the manufacturers of equipment and construction materials and adult training institutions. Trainings are organized as seminars that last for a period of 1-2 days, weekly trainings (5 day seminars) or as courses (of 40 classes within a period of 32 months).

6 Training program for use of RES in buildings developed in TRAINEE

The training forms will be encompassed of 10% exam, 30% theoretical classes and 60% practical classes which will be organized in building sector companies.

This training program is organized in two modules:

Module 1: Installation and design of solar-thermal systems on two levels - for blue collar workers and building professionals

Module 2: Installation and design of photovoltaic systems on two levels - for blue collar workers and building professionals

https://www.ceprosard.org.mk/Baza/B_EN/Default.aspx



6.1. Module 1: INSTALLATION AND DESIGN OF SOLAR-THERMAL

SYSTEMS ON TWO LEVELS - FOR BLUE COLLAR WORKERS

AND BUILDING PROFESSIONALS

The first module covers the following areas:

‒ Introduction to solar energy and solar-thermal systems

‒ Collector & system types

‒ Installation of solar-thermal systems

‒ Design of Solar-thermal systems

‒ System maintenance

‒ Techno-economical analysis with environmental aspects

‒ Safety requirements at workplace

This course will focus on the designer’s ability to complete a design from site survey and assessment through construction drawings and into permitting and commissioning. It provides the Solar-thermal designer, contractor or installer with a comprehensive understanding of Solar-thermal design. These skills are essential for designers of commercial systems and complex residential systems such space heating applications. This course will provide an in depth knowledge of the tools and best practices needed for complex Solar-thermal systems.

6.1.1. Module 1 - First level - Installation of solar-thermal systems for blue collar workers

The first level of the first module includes the following chapters:

1. Introduction to solar-thermal systems

2. Collector & system types

3. Installation of solar-thermal systems

4. System maintenance

5. Safety requirements at workplace



6.1.2. Module 1 - Second level - Design of solar-thermal systems for building professionals

1. Introduction to solar energy & solar-thermal systems

2. Collector & system types

3. Design of Solar-thermal systems

4. Technical procedures for design of solar-thermal systems

5. Design of hybrid solar PVT systems

6. Techno-economical analysis with environmenatal aspects


6.2. Module 2: INSTALLATION AND DESIGN OF PHOTOVOLTAIC

SYSTEMS ON TWO LEVELS - FOR BLUE COLLAR WORKERS

AND BUILDING PROFESSIONALS

The second module covers the following areas:

‒ Photovoltaic Basics

‒ PV Modules and Other Components of Grid-Connected Systems and Stand-alone Photovoltaic Systems

‒ Mounting Systems and Building Integration

‒ Installing, Commissioning and Operating

‒ Design of Photovoltaic Systems

‒ Economics, Environment, Procurement and Legislation

‒ Safety requirements at workplace

This course will focus on the designer’s ability to complete a design from site survey and assessment through construction drawings and into permitting and commissioning. It provides the PV Solar system designer, contractor or installer with a comprehensive understanding of PV Solar system design. These skills are essential for designers of commercial systems and complex residential systems such space heating applications. This course will provide an in-depth knowledge of the tools and best practices needed for complex PV Solar systems.



6.2.1. Module 2 - First level - Installation of PV solar systems for blue collar workers

The first level of the second module includes the following chapters:

1. Photovoltaic Basics

2. PV Modules and Other Components of Grid-Connected Systems

3. Mounting Systems and Building Integration

4. Installing

5. Stand-alone Photovoltaic Systems


6.2.2. Module 2 - Second level - Design of PV solar systems for building professionals

The second level of the second module includes the following chapters:

1. Photovoltaic Basics

2. PV Modules and Other Components of Grid-Connected Systems

3. Design of PV systems: Site Surveys and Shading Analysis, Planning and Sizing of Photovoltaic Systems and using Simulation Software

4. Mounting Systems and Building Integration

5. Installing, Commissioning and Operating: Grid-Connected Photovoltaic Systems and Stand-alone Photovoltaic Systems

6. Economics and Environmental Issues

7. Procurement and legislation


Deatiled content of the training programs will be developed in D2.3.

Documents

Vocational Qualification Schemes for ... - EU Project TRAINEEtrainee-mk.eu/images/TRAINEE/Deliverables/D2.2_VQS... · Vocational Qualification Schemes for use of SOLAR ENERGY in buildings