CONTEXT On 30 November 2016, the European Commission presented a package aimed at boosting clean energy transition in Europe, the Clean Energy for all Europeans package. This transition towards a decarbonised economy is not only a necessary response to the threat of climate change, it is also a great opportunity – in terms of generating growth, investment and jobs in innovative and sustainable solutions. In the construction sector, it is expected to be a major source of both low-skilled and high-skilled jobs created in the context of Energy Efficiency investment, there will be a demand for new competences at both the design and construction stages. It is fundamental to identify common approaches to standards and recognise these skills and favour the mobility of workers across Europe. BRICKS OF SKILLS OBJECTIVES: •develop flexible learning pathways focused on energy efficiency which can modernise, reward and resource the education and training of people for competitive and innovative solutions in Europe. •design EU recognised and standardised qualification pathways in accordance with the ECVET model, with the aim to overcome the fragmentation of construction professions and facilitate free movement of construction professionals in the EU •favour a cross-cutting understanding of the different trades in the construction sector through the flexibility of blended Learning Outcomes which are transferable and applicable to the different qualifications •enable learners to build a qualification at their own pace from learning outcomes acquired in their own country and abroad METHODOLOGY, ACTIVITIES AND RESULTS These goals will be achieved through: •Intellectual Outputs : IO1: Energy Skills Units of Learning Outcome (ULOs) based on the ECVET model. IO2: Guidelines for Energy Skills ULOs assessment and validation. Partners will sign a MoU where they will commit to voluntary recognize and validate the LOs acquired through the Energy Skills units and adopt BRICKS of SKILLS guidelines for their assessment and validation IO3: Position paper to mainstream project results to policy/decision makers providing recommendations for the BRICKS of SKILLS take up at regional /national/EU level. •Learning Activities: LA1: trainers and teachers will be trained in the delivering and assessing Energy Skills ULOs enabling training and education centres to deliver qualified and up to date teaching that meets 2030 energy targets. LA2: mobility of a group of VET learners (EQF4-5) undertaking upskilling activities in the form of Energy Efficiency. •Multiplier events will be organised in each of the partners’ country involving numerous stakeholders to encourage BRICKS OF SKILLS knowledge of transfer ato other organisations enabling innovation. A solid management framework will ensure the achievement of the project goals in compliance with the time set in the project GANTT, in order to successfully accommodate the complexity and scale of this project. PARTICIPANTS and EXPECTED IMPACT DIRECT PARTICIPANTS -project partners and their staff who will be involved in the activity of the project -trainers and mentors in the construction sector (12): will participate in a train the trainer event in Caen. It is expected that, once back to their own institutions, these trainers will be able to transfer their knowledge to others increasing the number of the project beneficiaries meeting industries needs. -VET learners (EQF4-5) in the construction sector(12 plus 6 accompanying persons): they will participate to the mobility in Portugal (Porto). The Skills of Energy ULOs will be tested and included in the training pathways during the project life cycle, therefore we expect a larger number of learners from the construction sector to be involved. Students will acquire new competences in line with industry needs resulting in their increased employability, not only in their own country but also others due to their skills being validated. INDIRECT PARTICIPANTS 30 stakeholders will benefit and endorse the BRICKS OF SKILLS project per country, representing both the private and public sector from both the education sector and industry. Indirect participants will represent the following categories: VET providers and public education authorities, building companies, Trade Unions, Accreditation bodies, Local council policy departments, policy-makers responsible for education, accreditation and employment, NGOs working with green building, chambers of crafts, employers’ organisations.
Bricks of Skills is a project, co-funded by the Erasmus+ programme of the European Union, that brings together partners from six countries to address common approaches and standards to skills development and mobility of workers across Europe in the context of energy efficient investment in the Construction industry It is the strong will of Bricks of Skills partners to contribute to the necessary evolution of jobs in the construction industry and its strategic role in defining an innovative training design to address the fundamental issue. “A renovation wave for Europe: greening our buildings, creating jobs, improving lives”, published by the EU, in view of reaching the ambitious target for energy saving by 2050, it is clear “creating green jobs, upskilling workers and attracting new talents” is a urgent priority. The Bricks of Skills Objectives •develop flexible learning pathways focused on energy efficiency which can modernise, reward and resource the education and training of people for competitive and innovative solutions in Europe. •design EU recognised and standardised qualification pathways in accordance with the ECVET model, with the aim to overcome the fragmentation of construction professions and facilitate free movement of construction professionals in the EU •favour a cross-cutting understanding of the different trades in the construction sector through the flexibility of blended Learning Outcomes which are transferable and applicable to the different qualifications •enable learners to build a qualification at their own pace from learning outcomes acquired in their own country and abroad Outputs The first step towards achieving the objectives has been a joint design of Units of Learning Outcomes (ULOs), which are conceived as “learning bricks” meant to enable beneficiaries of construction training / education paths to gain knowledge, skills and competences in the field of Energy Efficiency and connected to the qualifications targeted (EQF 4-5 level). Bricks of Skills partners have developed 5 Bricks of Skills Units of Learning Outcomes translated in all the partnership languages • Awareness of Renewable Energies Technologies • Solar Energy • Technology & Materials • HVAC Ventilation mechanical • Energy efficiency of the building envelope And • Bricks of Skills Guidelines to design Energy Efficiency Units of Learning Outcomes • Bricks of Skills Guidance to Implement ECVET for Energy Efficiency The innovative aspect was that Bricks of Skills partners adopted the ECVET model (European Credit system for Vocational Education and Training). This means that Bricks of Skills beneficiaries could achieve a qualification by accumulating the required learning outcomes, achieved in different countries and different contexts while respecting national legislation relating to the accumulation of units and the recognition of learning outcomes. It is Bricks of Skills partners strong belief that such an approach is an important step towards a truly integrated labour market and standardisation of skills which is highly required in the construction industry. Up to now, students in vocational education are not allowed to get their studies from abroad. In our Bricks of Skills partners we tried to demonstrate that through an ECVET approach we could fill this void and offer the chance for the participants to truly benefit from the opportunities offered by an integrated Europe Participants The Bricks of Skills partners piloted the delivery and assessment of the designed Energy Skills ULOs with 12 trainers drawn all partners at a Joint Staff Training Learning Activity in January 2020 just prior to the onset of Covid. Once back to their home countries these trainers transferred their knowledge to their colleagues thus replicating the impact of the LA. A further Learning Activity of a Blended Mobility of VET Learners was first postponed and then cancelled due to the pandemic but replaced by in-country piloting which had the benefit of reaching more participants across the partnership than originally planned. Partners have committed to sign a BoS “Memorandum of Understanding” and a “Learning Agreement”, which ensures that the qualifications achieved at one institution will be accepted at the other. For the time being, this is an pilot aimed at demonstrating that the approach can work. We need however a strong commitment from the qualification bodies in each country to make it happen on a wider and regular scale. If students could get their training abroad certified and recognised by their home institution, they would be more motivated to try to complete their training paths abroad and the training institution would greatly increase its attractiveness. This would be a real incentive to undertake vocational learning paths abroad. Improved mobility means that, following a placement abroad, learners come back with a certificate which is recognised in their own training system or learning context.