Skills Development Recommendations
Transcription
Skills Development Recommendations
First ‘Skills Development Recommendations’ to promote regional Marine Renewable Skills base Task 3 of WP5 from the MERiFIC Project A report prepared as part of the MERiFIC Project "Marine Energy in Far Peripheral and Island Communities" July 2013 v.1 Written by Phil Monbet Pole Mer Bretagne ([email protected]) Stéphane Alain Riou Pole Mer Bretagne ([email protected]) MERiFIC was selected under the European Cross-Border Cooperation Programme INTERREG IV A France (Channel) – England, co-funded by the ERDF. The sole responsibility for the content of this report lies with the authors. It does not represent the opinion of the European Communities. The European Commission is not responsible for any use that may be made of the information contained therein. © Example Organisation, March 2012 Executive summary This report presents the first main recommendations in order to promote and showcase the facilities and the training schemes that exist across the peripheral regions (Cornwall and Finistère), and to encourage the development of a strong skills base to support the marine renewable energy emerging sector. It describes the content, the target audience and the main tools that could be implemented to fulfil this task. 2 MERiFIC Skills Development Report Contents 1 Background / context.......................................................................................................5 2 Communication and dissemination objectives ................................................................6 3 Target audience ..............................................................................................................6 3.1 Primary target audience ..................................................................................6 3.2 Secondary target audience .............................................................................7 4 Key messages to be disseminated..................................................................................7 5 Communication and dissemination tools.......................................................................11 6 5.1 Website .........................................................................................................11 5.2 Leaflet and newsletter ...................................................................................12 5.3 Other activities...............................................................................................13 5.4 Coordination ..................................................................................................13 Conclusion.....................................................................................................................14 3 MERiFIC Skills Development / Recommendations training skills Introduction The MERiFIC Project MERiFIC is an EU project linking Cornwall and Finistère through the ERDF INTERREG IVa France (Manche) England programme. The project seeks to advance the adoption of marine energy in Cornwall and Finistère, with particular focus on the island communities of the Parc naturel marin d’Iroise and the Isles of Scilly. Project partners include Cornwall Council, University of Exeter, University of Plymouth and Cornwall Marine Network from the UK, and Conseil général du Finistère, Pôle Mer Bretagne, Technôpole Brest Iroise, IFREMER and Bretagne Développement Innovation from France. MERiFIC was launched on 13th September at the National Maritime Museum Cornwall and runs until June 2014. During this time, the partners aim to Develop and share a common understanding of existing marine energy resource assessment techniques and terminology; Identify significant marine energy resource ‘hot spots’ across the common area, focussing on the island communities of the Isles of Scilly and Parc Naturel Marin d’Iroise; Define infrastructure issues and requirements for the deployment of marine energy technologies between island and mainland communities; Identify, share and implement best practice policies to encourage and support the deployment of marine renewables; Identify best practice case studies and opportunities for businesses across the two regions to participate in supply chains for the marine energy sector; Share best practices and trial new methods of stakeholder engagement, in order to secure wider understanding and acceptance of the marine renewables agenda; Develop and deliver a range of case studies, tool kits and resources that will assist other regions. To facilitate this, the project is broken down into a series of work packages: WP1: Project Preparation WP2: Project Management WP3: Technology Support WP4: Policy Issues WP5: Sustainable Economic Development WP6: Stakeholder Engagement WP7: Communication and Dissemination 4 MERiFIC 1 Skills Development / Recommendations training skills Background / context Marine Renewable Energies (MRE) is set to become a major industry in Europe. In particular, the maritime regions of Cornwall (UK) and Finistère (FR) are in a primary position to benefit from the expected growth of the sector, as they provide substantial wind, wave and tidal resources. However, despite being identified as a key priority from both regions, the development of MRE will face several challenges in term of technology, social acceptance, environmental issues or supply chain. In the above context, an essential part of this growing supply chain is personnel and related skills. The implementation and on-going development of marine renewable energies is expected to create job opportunities across a wide range of sectors, thus covering a broad skills base. An inventory of existing training schemes established on both regions has been carried out (see link FR and link - UK). A particular focus has been carried out on ‘dedicated’ MRE trainings i.e. training schemes that aims specifically at teaching marine renewable energy core knowledge and that usually requires hybrid skillsets. However, a broader and more conventional skills base has been investigate to inventory the relevant (but not strictly dedicated) training schemes to MRE (eg welder, boilermaker, electrical/mechanical technician, health and safety officer …). Overall, a substantial range of skills and a wide range of qualification’s level are concerned, resulting in a fragmentary picture of the MRE needed skill base. Findings of a workshop on skills development to support MRE sector, organised by Pole Mer Bretagne in October 2012, are also presented in a recent MERiFIC document. This workshop was hosted at Sea Tech Week 2012 (Brest, France - http://www.seatechweek.com), bringing together MERiFIC partners but also delegates from the academic community, industry and the public sector to discuss about (1) training gaps and needs to promote MRE economic development and (2) a strategy to develop promotional tools for showcasing facilities and training courses that exist from both side of the English channel. This report sets out the first and main recommendations with regards to the implementation of the strategy to showcase facilities and training schemes from both side of the English Channel. This is to tackle the problem of missing specialists (e.g. technicians and engineers) through the career paths promotion, to avoid any skills shortage and allow a smooth regional development of MRE. 5 MERiFIC 2 Skills Development / Recommendations training skills Communication and dissemination objectives The overall communication’s aim is to ‘increase the awareness of regional existing strength in term of training schemes and facilities to promote a sustainable economic development of MRE’. This is done to prevent skills shortages that could possibly impact on company’s productivity and development. To fulfil this overall objective, the following four key axis have been established: - Disseminate key messages and information to selected and relevant audience groups, - Involve regional and industrial stakeholders as well as training entities in the development of the communication tools, - Provide relevant and appropriate documentation, tools and links, - Improve visibility and awareness of regionally available jobs and training schemes and facilities to secure the supply chain. 3 3.1 Target audience Primary target audience To efficiently promote and showcase the existing facilities and training schemes available regionally, the primary target audience has been defined as the MRE stakeholders. The figure 1 presents the supply chain classically identified for MRE. It encompasses a wide range of aspects and therefore a wide range of job is also related. Figure 1: Supply chain segmentation approach Due to the diversity of processes as well as the required backgrounds involved, the sustainable development of MRE technologies (figure 1) is challenging in term of workforce issues. Links 6 MERiFIC Skills Development / Recommendations training skills between training structures and industry are currently fragmented. Moreover, as the sector is going forward, the predicted growth might greatly exacerbate these workforce issues. To develop and maintain a continuous availability of a skilled workforce, ongoing engagement with academic institutions is necessary. Professional organisations such as clusters, corporations, organisations in charge of continuing education, consular bodies are also a primary target audience. Indeed, these organisations and bodies usually help to reduce the fragmentation that currently exists between the emerging MRE sector and training organisations/structures. Central nodes through which training organisations/structures and industry can connect are essential. On one hand, training organisations/structures get to know better the industry and their required skill needs, and on the other hand companies can more easily identify the best options to develop their workforce. Finally, students (including engineering schools, universities through post/under - graduates and schools and maritime academy/school) can also be considered as a primary target audience. 3.2 Secondary target audience A secondary and additional audience is considered to be the decision and policy makers such as regional councils or public organisations that are in charge of, or closely related to education schemes. National and European key players invested in ‘Blue Growth’ strategy as well as lobbying bodies in favour to ‘green energy’ are also relevant secondary audiences. Because the above target groups are not homogenous group of people, it might require a distinct in term of strategy using targeted messages, means and language. Basically the level of involvement with the primary audience will require some consultation and information phases, as for the secondary audience, only information will be exchanged. 4 Key messages to be disseminated There are key messages and information that need to be communicated and disseminated. The first of them is focused on employment and related jobs that ultimately are the outcomes of most of the training schemes. Unlike the traditional power sector, renewables and in particular marine renewables is attractive. Indeed, choosing a career either in wind, wave or tidal energy usually means working towards a brighter, more sustainable future as well as helping to safeguard the planet. This also means working in an industry using cutting-edge technology and bringing career opportunities in a wide range of interesting and challenging jobs. MRE Projects require a variety of 7 MERiFIC Skills Development / Recommendations training skills skills, with staff employed in everything from research and development, to construction and maintenance. Behind the scenes, there are also a growing number of professional support roles, from human resources (HR) and finance, to administration and facilities management. An example of range of exciting job opportunities can be envisaged from Figure 2 that shows the lifecycle of an offshore windfarm. Figure 2: Lifecycle of an offshore windfarm (The Crown Estate, Your career in offshore wind energy – 2010) The second main message that needs to be disseminated is that regional territories such as Cornwall and Finistère (and to a larger extent Brittany) possess substantial capacities to train people to support the sustainable development of MRE and its supply chain. Brittany has already started to promote this asset through a guide and a dedicated website (http://www.invest-in-bretagne.org/ocean-energy-.html). An example of this guide is given on figure 3. 8 MERiFIC Skills Development / Recommendations training skills Figure 3: Brittany training programme related to MRE (Bretagne’s MRE industry: skills on offer - 2013) The third message is related to the fact that regional territories such as Cornwall and Finistère (and to a larger extent SE England and Brittany / Pays de la Loire) possess a number a facilities to support the sustainable development of MRE. These facilities have been mapped within the framework of MERiFIC. Details are available on the MERiFIC website through an interactive map (Fig. 4, interactive map). Awareness about these facilities clearly needs to be increased, as they represent a valuable and unique regional asset across the Channel to succeed in the MRE industry for peripheral regions. Figure 4: MRE relevant facilities (www.merific.eu/documents/work-package-3-technology-support/3-4-test-facilities) 9 MERiFIC Skills Development / Recommendations training skills Finally, providing an exhaustive inventory of training schemes (from apprenticeship to PhD) dedicated or relevant to MRE in accordance with the sector needs is crucial. An interesting initiative has been developed by the Aqua-RET consortium 1 : A Competence Mapping Tool for the marine renewables sector (available at www.aquaret.com/cmt). The Competence Mapping Tool (CMT) is an innovative online custom-made software tool enabling visualisation of the sub-sectors, occupations and competences in the marine renewable energy sector. The CMT has two interfaces (competences mapping and courses). The ‘Courses’ interface is presented in four categories: (1) MRE Sub-sector, (2) associated occupations displayed for each of the sub-sectors, (3) associated competences displayed for the occupations and (4) associated courses which provide the competences. A screenshot from this website is displayed in figure 5. Figure 5: Screenshot from the CMT (www.aquaret.com/cmt/) 1 AquaTT, (Ireland - Consortium Leader), Aquatera (UK), La Tene Maps (Ireland), Centre for Renewable Energy Sources and Saving (CRES) (Greece), European Ocean Energy Association (EU-OEA) (Belgium) and Wave Energy Centre (WavEC) (Portugal) 10 MERiFIC Skills Development / Recommendations training skills Briefly, this tool can be used by various audiences: employers, employees, training organisations, awarding bodies and individuals. Employers can use the CMT to form the basis of job descriptions and roles and aid in staff recruitment. It can also be used for staff development in terms of skills analysis to identify gaps in skills and knowledge in existing staff. It can be used by training organisations to identify gaps in their curriculum and inform the development of new courses. The tool can be also used by awarding bodies by facilitating the development of new courses and also as a means to help recognise both formal and informal learning in terms of knowledge, skills and competences. Finally, the CMT can be used by employees and individuals to identify competences that they have which could be transferred to other sub-sectors and also to identify competences that they may not have but which are necessary for them to progress further in their career. Users from ancillary sectors can identify competences they have which are relevant for various sub-sectors of the marine renewable energy sector. 5 Communication and dissemination tools The main tool that is recommended to use is a dedicated website as it provides the right template to present and disseminate the key massages cited above. However, some other tools such as leaflet, newsletter, smart phone application, events (including knowledge transfer meetings), social networks and media in general could be considered, but are not the top priority. 5.1 Website As a main tool, the website should represent a common platform about jobs and training skills and should allow a better internal communication in between involved partners that will contribute to populate this database. Its aim should serve as a knowledge platform for the target audience, including primarily the different jobs details related to MRE as well as the training schemes available in both regions (Cornwall and Finistère) for the sustainable development of MRE. The specifically dedicated training schemes will also be included on a larger perimeter (i.e. national). Content could be both in English and French. 11 MERiFIC Skills Development / Recommendations training skills The specific content of the website should mostly include details and links about: - MRE jobs (covering the whole MRE supply chain) - dedicated doctorate training - dedicated and relevant engineering training - dedicated and relevant postgraduate training - dedicated and relevant undergraduate training - relevant apprenticeship schemes - different way of knowledge transfer - professional and academic exchange - … Some specific functions of the website should also include: - Links to other relevant websites (such as whatuni.com, www.ucas.com, www.findaphd.com, nadoz.com, etudiantsdelamer.com www.findamasters.com, www.thinkpowersector.co.uk/jobs, www.seavision.org.uk /…) - Links with MRE professional social network such as linkedin or Viadeo - online newsletter - agenda with dedicated events - testimonials - success stories Finally, an appropriate referencing is also essential. Placement on search engines is important in order for the website to be visited and generate traffic. Usually, the main steps to being found by search engines are: 5.2 - ensure the website has high-quality information - help search engines to find the website - encourage others to link to you - identify relevant keywords for which the website will be found - place these keywords in prime locations (headlines, url…) - ensure a search-friendly web site architecture - frequently update the website Leaflet and newsletter Despite being less important than the website, tools like leaflet and newsletter are able to increase the dissemination of information for the promotion of regional competences and skills for the sustainability of MRE. Content for these communication tools could be both in English and French. 12 MERiFIC 5.3 Skills Development / Recommendations training skills Other activities It mainly consists to be represented at major or relevant events to MRE training issues. It also a matter of keeping a close relationship with MRE association such as EWEA (The European Wind Energy Association), OES (Ocean Energy Systems), OREC (Ocean Renewable Energy Coalition), MRIA (Marine Renewables Industry Association), EOEA (European Ocean Energy Association), Renewable UK, etc… 5.4 Coordination The website coordination, including setup, maintenance and content update is an action for the whole community. So it should ideally supported by public funding. As clusters usually sits at the heart of technologies driving excellence in skills and bringing together employers, skills organisations and stakeholders, they are naturally eligible to coordinate this initiative along with regional structure directly involved in training strategy policy. An inspiring initiative is this developed in England with National Skills Academies (NSA). The English Government has initiated NSA to address the need for a world-class workforce with better skills; employer-led centres of excellence, delivering the skills required by each sector of the economy. Figure 6: National Skills Academy for Power goals (left) as well as initiatives, products and services (right) (Corporate Brochure - 2011) 13 MERiFIC Skills Development / Recommendations training skills National Skills Academies work with Sector Skills Councils (SSCs) and other industry bodies to drive change and achieve priorities identified by employers for their sector. They act as a first point of contact for employers to quality-assured training provision. Their solutions and services are presented in figure 6. 6 Conclusion This report summaries the first main recommendations in order to promote and showcase the facilities and the training schemes that exist across the peripheral regions (Cornwall and Finistère) and their islands, and to encourage the development of a strong skills base to support the marine renewable energy emerging sector. It provides an identification of the target audiences, the messages that should be disseminated, and recommends tools and contents that should be implemented as well as coordination management advices. It also refers to examples and inspiring initiatives that should certainly be taken into account when the communication strategy will be implemented. 14
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