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Renewable Energy Education and Skills Needs 2 April 2014 Nicolas Fichaux Programme Officer, International Renewable Energy Agency (IRENA)

Renewable Energy Education and Skills Needs (Webinar ...RE Sector Occupation ... Renewable Energy Education and Skills Needs (Webinar Presentation) Subject: Webinar offered by the

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Page 1: Renewable Energy Education and Skills Needs (Webinar ...RE Sector Occupation ... Renewable Energy Education and Skills Needs (Webinar Presentation) Subject: Webinar offered by the

Renewable Energy Education and Skills Needs 2 April 2014

Nicolas FichauxProgramme Officer, International Renewable Energy Agency (IRENA)

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IRENA Jobs report

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Current Labour Gap

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Renewable Energy Employment – skills gap 

Occupations Identified as Difficult to Fill

Source: IRENA Renewable Energy and Jobs 2013, based on International Labor Organization (ILO), 2011

RE Sector  Occupation 

Wind Energy Project developers; service technicians; data analysts; electrical, computer, mechanical and construction engineers.

Solar Energy Photovoltaic and solar thermal system installers and maintainers; building inspectors. 

Hydropower Electrical, and operations and maintenance engineers; technicians; tradespersons; sustainability specialists. 

Geothermal  Trainers; geothermal engineers. 

Bioenergy  R&D and design engineers; service technicians; trainers. 

• Given relatively high level of skills required, and urgent demand to fill occupations, thesector is often faced with a shortage of adequate skills to successfully completeprojects.

• Currently, most companies are recruiting experienced individuals with comparableskillsets and then providing job specific training.

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Market reaction ‐ Education and Training by Sector

0%

10%

20%

30%

40%

50%

60%

Bioenergy Geothermal Energy Hydropower Ocean Energy Solar Energy Wind Energy

Source: IRENA Renewable Energy Learning Partnership, 2014

Renewable Energy 

InstalledCapacity/Production in 2012

Capacity

Wind Power (GW) 283

Geothermal Power (GW) 11.2

Solar Power (GW) 357.5

Hydropower (GW) 990

Production 

Ethanol (billion litres) 83.1

Biodiesel (billion litres) 22.5

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Geographic gap ‐ Education and Training in Geothermal 

Source: IRENA Renewable Energy Learning Partnership, 2014

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Policy drive – ex. wind

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Policy drive – 2012 US PTC

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Promoting Skills Development through Policy 

• The policy and regulatory environment has asignificant influence on the number ofrenewable energy jobs available andrequired supply of skills.

• Countries that experience sudden changes inpolicy (either the enactment or removal ofpolicy) typically experience either a shortageof adequate skills or an oversupply of labour.

• Need for stable and long‐term renewableenergy policy to support skills developmentand well planned education and trainingstrategies.

• Both quantitative and qualitative research isnecessary to effectively project skills needsand target areas for training and skilldevelopment.

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REMAP 2010 – 63 EJ

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REMAP 2030 – 132 EJ

11http://irena.org/remap/REmap%20Summary%20of%20findings_final_links.pdf

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Renewable Energy Employment 

Source: International Renewable Energy Agency (IRENA), 2013Jobs report and REMAP 2030

Doubling the share of renewable energy by 2030: 16.7 million jobs- Bioenergy: 9.7 million - Wind energy: 2.1 million- Solar PV: 2 million - Solar water heating:1.8 million - Small hydro: 0.6 million - Other RETs: 0.5 million

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STEM degrees as a percentage of all degrees (2011)

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Share of STEM talent: Emerging and developed economies

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Standardisation and Accreditation of Qualifications 

• Harmonised curricula and qualifications across countries can be helpful for reducing the time needed to react to market signals, easing company’s workforce selection, and facilitating mobility of students and workers. 

• Common quality standards make it possible to evaluate training programmes in an accreditation process against a set of defined requirements for competency, quality management, required resources and qualification.   

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• Seeing a particular need not only for engineers and technicians, but also for specialized individuals within financial institutions who can adequately understand and review proposals for renewable energy developments.

Current Knowledge Gaps 

• There is also a large need for teachers and trainers in order to scale‐up of education and training.  

Source: NREL

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Thank you