The ‘Skills Energy Equation’ is not a commonly used or established term in the field of education or workforce development. It is a direct calculation of the relationship between skills development and energy-related outcomes. Through digitalisation we can qualify and quantify that the acquisition and application of skills has a direct impact on energy efficiency, renewable energy adoption, and overall energy sustainability.
Building on the digital transformation of skills in the BIMcert and ARISE projects we are developing the Skills Energy Equation – highlighting the linear connectivity where increased energy efficiency skills in the workforce will deliver reduced C02 consumption in industry. We are developing a ‘digital twin’ approach to how we design, build, and operate buildings and incorporate energy technologies. This exchange will enable the direct measurement of energy efficiencies achieved in industry via having a workforce with the requisite skills and close the energy efficiency gap between as design and as built.
Introduction
Improving the energy efficiency within the economy is crucial for many reasons, including environmental sustainability, cost savings, and the need to reduce carbon emissions. Industry is a significant consumer of energy and a significant contributor to greenhouse gas emissions. By focusing on energy-efficient skills informed practices specifically skills, we can address these issues and promote a more sustainable built environment.
The Skills Landscape.
We are in an economy in transition that is resulting in a rapidly changing skills landscape. Technological advancements and the digital revolution are reshaping industries and creating new job roles. As a result, the skills required to succeed in the workforce are continuously evolving. The conundrum arises when individuals possess skills that are no longer in high demand or lack the skills needed for emerging roles. This is being acutely felt in key sectors and is leading to widening skills gaps, a mismatch between the energy efficiency skills that industry requires and the skills possessed by job seekers. It occurs when the skills demanded by the labour market are different from those being supplied by the education and training systems. The skills gap can hinder economic growth and productivity as employers struggle to find qualified candidates for available positions.
In order to close the skills gap we must improve the core process of skills delivery and training effectively leveraging data and technology processes to meet the triple goals of fulfilling customer expectations, meeting industry need and achieving greener outputs.
Why?
• to deliver increased productivity
• deliver whole life value
• reduce energy consumption
• deliver work-based skills
How?
• Sector coupling the education and digital sectors to revolutionise how we deliver skills delivery and education.
• Develop a skills/training eco-system Digitalised training
1. empowering Continuous Learning
2. enabling democratised learning
3. facilitating social learning
4. stimulating engagement and motivation
Skills are Key to Efficiencies
Skilled workers who are knowledgeable about energy-efficient techniques can ensure that work is completed to meet energy efficiency standards. In construction and renewable energy projects for example this includes proper insulation installation, air sealing, efficient HVAC system installation, and the implementation of energy-saving technologies. Skilled labour plays a vital role in translating energy-efficient designs into reality.
Developing a skilled workforce that is knowledgeable about energy-efficient practices is crucial for the widespread adoption of energy-efficient technologies and strategies. Training programs and educational initiatives must be sufficiently agile to equip individuals with the appropriate, necessary specific skills to design, construct, and manage energy-efficient buildings. By investing in skills development allied with agile skills delivery, we can create a workforce that is capable of implementing energy efficiency measures effectively.
Energy efficiency is not only about the construction phase but also the ongoing operation and maintenance of buildings. Skilled energy managers and facility operators can monitor energy usage, identify areas for improvement, and implement energy-saving strategies. Their skills in energy auditing, data analysis, and system optimization are crucial for maintaining high energy efficiency levels in buildings over the long term.
Transforming the skills interface
Transforming the skills interface involves implementing changes to improve the core process of skills delivery and to achieve the skilled workforce the construction sector requires. To achieve an ‘energy efficient’ workforce we must address effectiveness, efficiency, and accessibility of education. Within the ARISE project we are pioneering digitalisation of the skills exchange through;
Personalized Learning:
Implementing personalized learning approaches which empower the students to learn at their own pace and according to their individual needs. We are also utilising adaptive learning technologies which are used to tailor content, assessments, and learning experiences to each student’s abilities and preferences, thereby improving the effectiveness of skill delivery.
Beyond Blended Learning:
We are building a hybrid system which combines traditional classroom instruction with online learning resources creates a blended learning environment. This approach provides students with flexibility in accessing educational materials and allows for a mix of individual and collaborative learning experiences. Our beyond blended learning approach enhances skills delivery by leveraging the benefits of both in-person and online instruction.
Digitalisation and Gamification techniques:
In the ARISE skills process we have embedded gamification techniques, introducing game elements and mechanics into the learning process which make it more engaging and enjoyable for students. We are building a process which capitalises on gamification techniques, such as points, badges and developing a skill crypto currency CERTcoin which learners acquire through points exchange and use to ‘purchase’ micro-certificates or CPD points. This approach incentivizes skill acquisition and fosters a sense of achievement. By making learning interactive and fun, gamification in improving the delivery of skills by reducing barriers.
Virtual and Augmented Reality:
Immersive technologies like virtual reality (VR) and augmented reality (AR) offer unique educational experiences. They can simulate real-world environments, provide interactive visualizations, and offer hands-on training opportunities. VR and AR can enhance skills delivery by enabling students to practice and apply their knowledge in realistic and engaging contexts.
Mobile Learning:
By leveraging mobile devices for learning allows students to access educational resources anytime and anywhere, it brings the learning interface to the learner in a comfortable environment, one where barriers are reduced. Mobile learning platforms and apps provide flexibility and convenience, enabling students to learn on the go. By utilizing mobile technology, we are making training and education more accessible, and reaching out to students who may not have access to traditional learning resources or who fail to engage in the traditional sense.
Data-Driven Instruction:
By analysing data collected from student performance and learning analytics we are able to identify areas of improvement, engagement and to tailor instruction accordingly. We are using data-driven instruction allows for targeted interventions, personalized feedback, and adaptive teaching strategies, optimizing skills delivery based on individual student needs.
Collaboration and Communication Tools:
In our project work in ARISE we have found that incorporating collaborative and communication tools into the education interface facilitates interaction and knowledge sharing among students and teachers. We have trialled online discussion forums, video conferencing, and collaborative platforms enable collaborative learning, peer feedback, and active engagement. These tools enhance skills delivery by promoting interaction and fostering a sense of community among learners.
These are the key tools and instruments that form the ‘backbone’ of our work and they are transforming the education interface and improving the core process of skills delivery. By embracing innovative approaches and leveraging technology, we are ensuring that training and upskilling is more engaging, personalized, and effective in preparing students with the necessary skills for the future.
Conclusion
By fostering a skilled workforce, promoting education and training, and encouraging innovation, we can improve energy efficiencies in renewable energy, construction and other sectors. Developing skills in energy-efficient practices ensures that professionals have the knowledge and expertise needed to design, construct, operate, and maintain buildings that minimize energy consumption and contribute to a more sustainable future.
Transforming the Skills Interface
Meeting the skills/efficiency challenge requires proactive measures from all including individuals, educational institutions, employers, and governments. By embracing and engaging in a skills cycle of participation, promoting collaboration, and adapting to changing skill requirements and achieving a work/life/skills balance, we can navigate the challenges posed by the evolving workforce and create a more efficient and adaptable skills ecosystem that will deliver green construction.
Skills and knowledge are essential drivers for achieving energy-related goals, including energy efficiency, renewable energy adoption, and sustainable energy practices are critical to delivering a green economy.
Paul McCormack
paulmccormack@belfastmet.ac.uk
ARISE – revolutionising the skills interface
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