Transcript Slide 1

Bolt-on skills for
low-carbon construction?
British training in European context
Presentation:
New Skills for Green Jobs Workshop Programme,
Bicton EaRTH Centre, Bicton College
Professor Linda Clarke & Colin Gleeson
Westminster Business School, School of Architecture
& the Built Environment, University of Westminster
Aims
• Identify key professional and operative skill/competence
requirements to low energy construction, focussing on
housebuilding and trades
•Set in context of vocational education and training (VET)
system, entry into construction, employment/working
conditions
•Indicate strategic direction for construction VET for "green
buildings" across occupational and professional barriers to
make paradigm shift - from ‘bolt-on skills’ to the development
of occupational/industrial capacity..
•Address gender and diversity disparities
European Emissions
Reductions Targets: “20/20/20”
•Reduce energy use, increase renewable energy, reduce
carbon dioxide (CO2) emissions by 20% by 2020
•Construction sector = 40% EU CO2 end-use emissions:→
• Energy Performance of Building Directive (EPBD) 2010,
covering all buildings over 50m2
• Renewable Energy Sources Directive (RES) 2009
→’near zero emissions’ for new and retrofitted buildings
through energy efficient envelopes & on-site renewables
supported by:
• New qualifications
• Quality assurance schemes and ‘Green Deals’ (on
retrofitting energy saving products and ‘Feed-in’ tariffs)
EU dwellings
built before
1945
generally
“Hard to Heat”
add concrete
Tower Blocks
Add “Fuel
Poverty”
HUGE WORK
POTENTIAL
Source: GEODE 2005,http://www.ceps.lu/pdf/6/art1143.pdf
Energy flows: Heat losses & gains:
the importance of interfaces
20oC
-1oC
A New “thermal literacy”
CO2 emissions result from:
Regulated Emissions: Space heating, hot water,
lighting
Non regulated: Appliances – cooking, TV,
computers, electrical goods
– Target “Near Zero Emissions”
– The building envelope – low carbon construction
techniques: super-insulation, thermal bridge-free
construction, air-tightness
– New materials (aerogel insulation, hempcrete,
triple glazing, etc)
– New technologies: LEDs, heat pumps, MVHR,
compact service units, etc)
– Off-setting emissions – RENEWABLES – PV, ST
Heat losses and interfaces:
e.g. between groundworker and bricklayer
• FABRIC: walls, floor, roof,
windows, doors.
Requirement for low u values
(rate of heat loss)
• THERMAL BRIDGES: lintels,
junctions between floors &
walls, walls & roof, glass &
frame, etc, (incomplete
insulation)
• AIR PERMEABILITY:
unintended air leakage
(draught) through gaps in
envelope – wall and window,
builder’s openings, use of
tapes and mastics
Where do we go from here?
– building envelope
key to emissions
reductions ~ not
strap-on PV or ST
– knowledge, skills
and competences
needed not widely
available & generally
not in curriculum
– construction industry
factional with silothinking
Subjective Demand-based Skills Analysis
Appliances
Skill Level Skills/Trade Profiles
L/M
DIY
Comment
White goods energy advisors
Draught exclusion Q15 to Q10
M
Joiner/specialist contractor
Specialist contractors
Cavity wall insulation
M
Specialist contractor, Builder
Cavity wall Insulation contractor
Electrician, Builder
Insulation contractor
May be DIY, otherwise builder or specialist contractor
Extract fans
Loft insulation
H
L/M
Photovoltaics
H
(Australian experience)
Electrician, Roofer
Specialist contractor under Microgeneration scheme
Boiler & controls
H
Plumber, Electrician, Builder
Future maintenance works
Cylinder & controls
H
Plumber, Electrician
Solar Thermal
H
Specialist contractor under Microgeneration scheme
Openings (windows & doors)
M
External Wall
M
Insulation
Draught proof - Q10 to Q5
Plumber, Electrician, Roofer,
Builder
Builder, Joiner, specialist
contractor
Specialist contractor,, builder,
plumber, Electrician
M
All trades
Air-tight construction
H
All trades
Requires specialist tapes and mastics, knowledge &
commitment from all trades + Tool Box talks
Requires specialist tapes and mastics, knowledge &
commitment from all trade + Tool Box talks + in-dept
planning & supervision
Mechanical Ventilation with Heat
Recovery (MVHR)
H
Specialist contractor, builder,
electrician
Specialist design, installation, commissioning and
maintenance. Requires access to hidden ductwork
and MVHR unit.
Internal Wall Insulation
M
Builder, Plasterer, Decorator
Builder or specialist contractor, all trades attending
Floor insulation
M
Builder
Builder, all trades attending
Making good
M
Builder, plaster, decorator
All building works require “making good” and
redecorating
Q5 to ≤Q3
Builder or window contractor
Specialist EWI contractor, all trades attending.
SKILLS
QUALIFICATIONS
roofer
plumber
Carpenter
Joiner
Bricklayer
Concrete
worker
architect
Plumber
UNTRAINED
construction
manager
bricklayer
Site
Manager
quantity
surveyor
site
manager
carpenter
Roofer
joiner
Building
engineer
Architect
Trade versus Occupation (e.g. Beruf)
– Performance of employerdefined tasks in work process
– formally recognised, adaptable
and developing social category
– skills acquired through
traditional apprenticeship,
largely on job with little
theoretical underpinning
– regulated VET and qualifications,
theoretical & practical knowledge
necessary to undertake defined
and broad range activities
– competences confined to
narrow trade skills to produce
given output
– geared to single workplace
– Scope defined by
employer/trade associations
with little involvement of trade
unions and educationalists
– holistic and multi-dimensional
competences linked to developing
individual capacity and labour
process change
– Systematised combination of
knowledge, skills and
competence
– Scope determined by social
partner negotiation
– Bound up with wage relations
system
Netherlands
e.g. bricklaying occupation
VET (education-based) = dominant
entry/qualification route, geared to
standards attainment
Occupation embedded in sector and linked
to education →mapping occupations onto
sectoral structure
England
e.g. bricklaying trade
Qualification and entry routes are not
overlapping
Little mapping of labour categories into
sectoral divisions
Qualifications embedded in comprehensive Training employer/labour market based,
VET system, validated by social partners
weak , geared to performance
Two formal qualification routes:
Broad competencies (knowledge, skills +
- Apprenticeships (employer & PT college)
personal development) , uniting intellectual - FT college route; increasingly dominant
and manual and allowing for permeability
Narrow, bounded skills - intellectual
function separated from manual,
Social partner-based, high labour market
currency and recognition of occupational
qualifications through collective bargaining
→ close relation occupation and social
status
→ OLM
Limited project management and
permeability
Informal learning on the job; OSAT
Weak currency of qualifications and
recognition through collective
agreements→ weak occupational status
The structure of learning in the UK
C h a ra cter o f rela tio n sh ip s
S ta te
P riv y C o u n cil
T o fu n d
T o p rescrib e
T o co n tro l
C h a rters
L ea rn in g A n d S kills
C o u n cil (L S C )
H ig h er E d u ca tio n
F u n d in g C o u n cil F o r
E n g la n d (H E F C E )
P ro fessio n a l
In stitu tio n s
S S C , (N T O ) C IT B
In d u stry
F E C o lleg es,
p riv a te tra in in g
p ro v id ers
U n iv ersities
The structure of learning in Germany
1 6 L ä n d er g o v ern m en ts
m in ister o f ed u ca tio n
F ed era l G o v ern m en t, m in ister o f ed u ca tio n a n d resea rch
F ed era l In stitu te o f V o ca tio n a l E d u ca tio n ,B IB B
G en era l, p erm a n en t a n d L ä n d er co m m ittee
C o n feren ce o f th e
L ä n d er m in isters o f
ed u ca tio n
S o cia l p a rtn ers
E m p lo y ers’ fed era tio n s
T ra d e u n io n s
C h a m b ers o f co m m erce (IH K , H K )
E xa m in a tio n b o a rd s
D u a l S y stem o f V o ca tio n a l T ra in in g
T ertia ry E d u ca tio n ,
(H ig h er E d u ca tio n )
E d u ca tio n a l
co lleg es
F irm b a sed tra in in g ,
T ra in in g cen tres
W o rkers’
co u n cil,
Y o u th
rep resen ta tio n
Construction Skills trainee numbers survey
first-year intake 2001-2010
2001/2
2002/3
2003/4
2004/5
2005/6
2006/7
2007/8
2009/10
Construction managers,
professionals & technical staff
7,037
7,470
6,430
6,520
5,506
4,864
3,899
4,057
Wood trades and interior fit-out
15,604
14,690
14,097
13,719
14,752
14,126
13,743
10,758
Bricklayers
8,402
8,399
8,585
8,473
9,923
9,083
8,949
7,138
Painters and decorators
4,525
4,041
3,123
3,286
3,718
3,362
3,453
2,428
Plasterers and dry liners
1,444
1,626
1,297
1,678
1,735
2,037
2,407
1,940
Roofers
409
356
714
958
818
553
394
254
Floorers
370
379
324
300
335
377
442
324
Specialist building operatives nec* 147
190
475
442
799
605
451
1,110
Scaffolders
530
636
399
620
882
925
1,055
502
Plant operatives
306
2,097
4,573
4,987
4,760
2,899
4,746
3,847
Plant mechanics/fitters
205
214
219
197
173
331
511
409
Civil engineering operatives nec*
12
274
527
479
489
1,187
2,062
Total
Source of data: ConstructionSkills.
47110
48744
49153
46071
47061
40410
42166
34711
How many apprentices?
How old are they?
Apprentices per 1000 employed 2009
Australia Austria England France Germany Ireland
39
33
11
17
40
11
Switz’
land
43
Apprentices in France, Ireland and the three dual-system countries are
normally below 25. In Australia, a half and in England a quarter of all
apprentices are over 25
UK Construction Workforce 1996-2009
(thousands)
2,500
2,000
1,500
1,000
500
0
United Kingdom Workforce
jobs1
United Kingdom Employee
jobs2
Thousands Self-employed jobs
and GSTs3
Women and ethnic minorities
in building occupations post 2000
Women : 10.2% construction, 0.3% manual trades
•Painters and decorators 3%
•Floor and wall tilers
1.4%
•Carpenters and joiners
1%
• Women make up 3% of all construction trainees
• Women make up 7% of all construction trainees
in further education colleges
Male workers dominate the industry in manual occupations
where they constitute 99.7% of the private-sector workforce
Ethnic minorities
•in construction = 2.8%, in economically active population = 7%
•in London = 30% working population, 12.4% in building trades;
•unemployment = 11.7%, white population 5.2%
Subcontracting & operative input
on English housing site
Subcontracted Trades
Groundworks
Subcontract as % of contract
value
% of operative input
22.3
23.9
Plumbing & drainage
External works
Brickwork
Brickwork
33
8
Specialist piling
3.5
1.2
Roofing
1.4
1.87
Plumbing/ heating
5.2
4
Electrical
2.6
3.2
Plastering/ screeding
3.4
7.2
Carpentry
1.7
9.6
Decorating
1.1
3.4
0.1-1.1
5.4
Specialists (scaffoding, landscaping, etc.)
subcontract values
53
Subcontract firms on D1
Trade
as % contract
value
Total operative
days
% operative
input
Extern. insul./ render
4.6
952
9.3
Painting
0.9
304
3
2
Electrics
3.6
903
8.8
3
Plastering
549
5.4
4
Ventilation/sanitary
503
4.9
5
Heating
444
4.4
6
Screeding/ floor layer
427
4.2
7
Window/door manu.
420
4.1
8
Tiling
4
325
3.2
9
Roofing,
external cladding
2.8
1.5
314
3.1
10
Locksmith/ironworks
6
238
2.3
788
7.7
6,167
60.4
Sub contractor input
6,682
65.4
Operative input
10,205
100
Subcontractor
1
Subcontract values
11-13
13 Specialists
Other Specialists
3.9
27.3
Productivity comparisons of English,
German and Danish housing projects
Operative
hours per
sq. m.
Index of
labour input
(DK=100)
Operative
hours per
dwelling
Sq.m.
completed
per day
UK1
19.3
149.6%
1,355
28.4
D1
13.9
107.8%
1,170
20.8
DK1
12.9
100%
1,114
20.8
Implications
– Importance of :
– interfaces and building envelope in heat loss
→breaking down trade divisions
– roof and wall insulation, boiler and controls, and
photovoltaics in energy saving interventions
→ integrated teamworking
– Difficulties:
– bridging interfaces and teamworking with trade-based
system and ‘bolt-on’ skills training
→ developing occupational capacity
– Bridging professional-operative divide and creating
permeability with employer-based system
→ensuring trade union/educationalist involvement
– Way forward: new approach to VET based on developing
individual capacity not imparting skills for job-in-hand
The Future
– Need for new approach to construction to achieve “near
zero emissions” buildings – BUT
– Need comprehensive, regulated and inclusive VET
system based on social partnership
– Need for diverse, qualified workforce, particularly more
women - supported by child care provision etc.