How to improve zero carbon skills amongst architects, engineers and renewable energy specialists

accelerating to zero upskill_cover_264x342The Canadian Green Building Council released a new report on April 30, Accelerating to Zero: Upskilling for Engineers, Architects, and Renewable Energy Specialists.  The Executive Summary states: “To better understand what these key professions require in zero carbon education and training, this study was designed to: • Establish Canada’s first professional industry baseline of zero carbon building skills and knowledge among engineers, architects, and renewable energy specialists; • Identify knowledge and skills gaps, as well as a preferred learning approach for engineers, architects, and renewable energy specialists for the design, construction and operation of zero carbon buildings; and, • Recommend ways that education and training providers, accreditation and professional bodies, and policy decision-makers can support zero carbon building education and training for engineers, architects, and renewable energy specialists.”

The report is based on  318 survey respondents who self-reported their perceived knowledge and practical experience for the competencies derived from the CaGBC’s Zero Carbon Building Standard. The report makes seven recommendations for actions by professional associations and educational and training organizations, including: updating education and training curricula; use of common terminology across the field; incentivizing members of professional organizations and accreditation agencies to achieve zero carbon competencies; development of a wider variety of learning platforms to suit a variety of learning preferences; making zero carbon building competencies part of the core public sector training curriculum, and supporting the adoption of zero carbon building codes and related training and education.

Accelerating to Zero: Upskilling for Engineers, Architects, and Renewable Energy Specialists is a 48-page report; it was accompanied by a brief  press release   and a 7-page  Executive Summary.  It includes a bibliography, including the related CAGBC 2019 reports   Making the Case for Building to Zero Carbon,  and Trading Up: Equipping Ontario Trades with the Skills of the Future.   Not mentioned, but highly relevant is the 2017 study by John Mumme and Karen Hawley, The Training of Canadian Architects for the Challenges of Climate Change,  published by the Adapting Canadian Work and Workplaces to Climate Change (ACW) project in 2017.

Students benchmark the climate change content of curriculum in Canadian medical schools

The Health and Environment Adaptive Response Task Force (HEART)  is a group within the 8,000 member Canadian Federation of Medical Students . Its core purpose is to advocate for improvements in the medical curriculum to include the crucial links between health and climate and environmental change. In January 2020,   HEART released  Canada’s first-ever National Report on Planetary Health Education , meant to establish a benchmark on planetary health education in Canadian medical schools, and to provide schools with best practices and recommendations for improvements. Some of the practical examples cited: incorporating  “the effects of air pollution with respiratory health teaching, discussing climate-related displacement within teaching on refugee and migrant health, and exploring the increasing burden of heat stress on health-care systems. Furthermore, case-based sessions can highlight the effects on specific individuals. Examples could include considering isolated older people at risk of heat stroke or of being in extreme weather events, or discussing the effects of flooding or poor water quality on Indigenous communities.”

The HEART analysis identified the University of Alberta, the Northern Ontario School of Medicine and Dalhousie University as leaders, “where environmental issues are covered at greater length through lectures, assignments and extracurricular opportunities.”  The report is based on survey responses from  “nearly 50 students”  and 10 faculty members representing all 17 Canadian medical schools, and includes brief best practice examples.

The students also published a Commentary in Lancet Planetary Health on January 7   , “Training Canadian doctors for the health challenges of climate change”, which announces their report and aligns themselves with the Fridays for Future youth movement. It also puts their advocacy within the context of  global campaigns by medical students (for example, the International Federation of Medical Students Associations ) and the Call to Action on Climate Change and Health  in Summer 2019 by the Canadian health professionals’ associations, led by the Canadian Association of Physicians for the Environment.

 

European Industrial Policy report calls for social dialogue, shared responsibility for skills training in transition

Industry 2030 just transition graphicA Vision for the European Industry until 2030, released by the European Commission on June 27,  is the final report of a High-Level Industrial Roundtable working group of 20 members from business and academia, and also including the General Secretary of industriAll Europe  and the former Deputy General Secretary of the European Trade Union Confederation (ETUC).  The press release from the ETUC  is titled “Industry 2030 report is a step towards just transitions”, and states: “The comprehensive report puts European industry on a path to an “innovative, sustainable, competitive and human-centered collaborative economy [that] respects planetary boundaries…. It proposes an action plan which includes massive investment in innovation on digital and zero or low-carbon technologies, a commitment to fair and rules-based international trade and to social inclusiveness that leaves no worker or region behind.”

The report is wide-reaching, and includes a strong awareness of environmental and climate change imperatives – for example, amongst the the “game-changing actions” recommended are: Carbon-leakage 2.0 plan: ; a Green Deal with industry which shares risks and benefits, drawing on the principles of the  “Entrepreneurial State” concept outlined by Mariana Mazzucato; standardized carbon reporting; and a Circular Economy leadership role for Europe by 2030.

Some statements on the issue of  Social Dialogue: 

“Climate, energy, raw materials, and bio-economy policies are key areas considered essential for the future of EU industry in terms of challenges and opportunities. They need to go hand in hand with industrial policy and a societal dialogue on what emission reduction and other environmental policies mean in terms of costs, benefits and behavioural changes for everyone. (p. 13)

Considering the speed with which technologies and new business models transform entire industries, planning structural disruption regularly and proactively is key. The establishment of a culture of social dialogue at all levels (company, sector, regional, national) becomes imperative to ensure smooth and just workforce transitions, to help re-train those whose jobs are at risk and to support the regeneration of adversely affected regions.”(p. 19)

Ensure social fairness of industrial transition:  Foster a culture of constructive and effective social dialogue at all levels of the economy (company, sector, country), according to national industrial relations systems and timely information and consultation processes as key elements for anticipating and managing change, i.e. skills.”

Selected statements from the extensive proposals re education and training: 

“Link education and training  policy more strategically to the industrial policy for instance by reinforcing cooperation between companies (especially SMEs), social partners & industry and education and training providers.

Enhance industry’s active role in upskilling and skills development. EU citizens of all ages need to be sensitized to engage in lifelong learning. At the same time, private sector, in collaboration with EU, national and European social partners, should be encouraged to provide training and life-long learning opportunities for all workers. This could be done by establishing new and innovative educational programmes and solutions to complement the role of academia and scaling-up successful existing initiatives, e.g. work-based learning and dual systems , modularized learning offer, e-learning; promotion of quality and effective apprenticeships; promotion of sector-specific training initiatives; providing adult learning opportunities to prevent skills obsolesce and support employability; installing a culture of lifelong learning, including through the promotion of the internal mobility of workers inside the company….

Maintain or increase the employability of the workforce, especially in sectors in transition, by up- and reskilling of the workforce to the jobs of the future, and supporting a smooth transition from one job to another (group outplacement, employment cells, tailor-made training programmes, job search assistance). This should be a shared responsibility between industry and the public sector.”  (p.32)

Build a pan-European coalition involving the EU, Member States, regions, industry, education and training systems and trade unions to take a systemic approach to skills…. Under the coalition, the EU will build on existing instruments to further facilitate flexibility and fast response mechanisms to react to changing labour market needs through procedures for the certification and compatibility of skills
and qualifications across borders and industrial sectors, e.g. using skills badges, which shall recognize informal learning, e.g. by working in a company. (p.33)

Skills and training for Clean jobs in the U.S. : Focus on infrastructure and auto manufacturing

A January 25th blog by the Brookings Institution is a recent addition to a series of publications about  the workforce implications of the transition to a clean economy. “The Green New Deal promises jobs, but workers need to be ready to fill them”   (Jan. 25) broadly discusses the range of occupations which will be affected by the transition to a clean economy, and promises forthcoming research which “will delve deeper” into the workforce issues – going beyond simply job estimates and forecasts to look at skills and training requirements and barriers, as well as working conditions.

Brookings AV workforce infographicSpecific to the transformation of the auto manufacturing industry, Brookings has published “What GM’s layoffs reveal about the digitalization of the auto industry”   (Dec. 13 2018) and in February 2019,  “Equipping today’s AV workforce with skills to succeed tomorrow” , which defines the “digital mobility workforce” to include truck drivers, automotive service technicians and mechanics, and many other jobs beyond the engineers we normally associate with autonomous vehicle production.  The article cites the Michigan Alliance for Greater Mobility Advancement (MAGMA),  a component of the Workforce Intelligence Network for Southeast Michigan (WIN), which  exists to identify the skill needs, and train for, “Michigan’s rapidly changing automotive industry as it moves towards CAV, cybersecurity, embedded software systems, and other emerging technologies.”

Earlier Brookings reports focus on infrastructure jobs,  including  Infrastructure skills: Knowledge, tools, and training to increase Opportunity (May 2016), and  Renewing the water workforce: Improving water infrastructure and creating a pipeline to opportunity   (June 2018) .  Opportunity Industries: Exploring the industries that concentrate good and promising jobs in metropolitan America  (Dec. 2018) also provides an important look at the potential to improve workforce development policies, although it focuses on “good jobs” and “ promising jobs”,  rather than green jobs,

Manitoba Social Enterprise Program Trains Disadvantaged Workers for Jobs in Clean Energy, Retrofitting

The Manitoba Research Alliance, part of the Canadian Centre for Policy Alternatives, recently released a report which summarizes the activities of three Manitoba social enterprises: Aki Energy ( training geothermal energy installers); Meechim Foods (a food sovereignity project northwest of Winnipeg), and the Brandon Energy Efficiency Program (BEEP) (training for green retrofitting at public housing). Most of the workers involved in training and job placements are disadvantaged Aboriginal workers. The report, Government Support for Social Enterprise Can Reduce Poverty and Green House Gases  also examines the legislation and policies that support these initiatives, and the important role that Manitoba Hydro and Manitoba Housing play in providing work opportunities for trainees. Considering the future after the next provincial election in April 2016, the author states: “If Manitoba were to follow Ontario’s example and privatize Hydro the damage would be considerable”. The report is summarized in a January 13 article  in Rabble.ca.