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Transferring European VET Structures to cover skill needs in Energy Efficiency Sector
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EFFiVET Training Guide
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Training Guide
1. Introduction ........................................................................................................................................ 1
2. Qualification structure ........................................................................................................................ 2
3. Curriculum ........................................................................................................................................... 3
4. Learning units ...................................................................................................................................... 4
5. Methods of assessment .................................................................................................................... 18
6. Glossary energy efficiency ................................................................................................................ 20
1. Introduction
In December 2012 the Directive 2012/27/EU on Energy Efficiency was approved. The Directive establishes a common framework of measurements for the promotion of EE within the Union in order to ensure achievements of the Union's 2020 20% headline target on EE and pave the way for further EE improvements beyond that date.
Article 8 of the Directive encourages member states to promote training programmes in order to facilitate sufficient availability of experts.
The analysis of the European EE market shows that there are existing technologies which can provide the optimization in the use of energy.
On the other hand, it is also clear that there is a big gap between the available technologies and the availability of experts with the knowledge and qualification for applying those technologies. Furthermore, at European level, there is not a well-‐defined qualification for energy managers.
Taking into account this situation and forecasting the exponential demand of these experts the project aims to establish a qualification of an energy efficiency manager in order to accomplish with the needs of the directive. This will be done by investigating the needs on the market, developing a competence profile and then creating a curriculum with detailed learning units.
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2. Qualification structure
The qualification “Energy efficiency Manager” is designed as a vocational educational training and is assigned to the European Qualifications Framework (EQF).
The EQF aims to relate different countries' national qualifications systems to a common European reference framework. The core of the EQF concerns eight reference levels describing what a learner knows, understands and is able to do – 'learning outcomes'.
The qualification “Energy efficiency Manager” refers to level 6-‐7 which means the training aims at the following level of learning outcomes:
Level Knowledge Skills Competences
Level 6
Advanced knowledge of a field of work or study, involving a critical understanding of theories and principles
Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study
Manage complex technical or professional activities or projects, taking responsibility for decision-‐making in unpredictable work or study contexts; take responsibility for managing professional development of individuals and groups
Level 7
Highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research
Critical awareness of knowledge issues in a field and at the interface between different fields
Specialised problem-‐solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields
Manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches; take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams
The qualification is therefore aimed at applicants who have a technical university degree or who can prove 3 years of specific professional experience in the energy sector. It is suggested that all applicants fulfil these requirements to be admitted for the training.
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3. Curriculum
UNIT
MODULE LEARNING UNITS HOURS
1. Basics of energy efficiency management
1.1. Law, Economics, Politics, Funds
1.1.1. National and European Energy legislation/ Rules and Standards
3
1.1.2 National and European Regulations (e.g. ISO 5000) and environmental issues
3
1.1.3. Global Energy Market 3
1.1.4 Funding 3
1.2 Technical basics 1.2.1 Basics energy efficiency (1) 10
1.2.2 Basics energy efficiency (2): Products and solutions regarding energy efficiency 10
32 2. Planning and Implementation of EEF measures
2.1 Project management & management systems 5
2.2 Safety and environmental protection 3
2.3 Collection of Data and Information 8
2.4 Energy data analysis 6 2.5 Calculation of energy saving 8 2.6 Calculation of profitability/evaluation
8
2.7 Presentation of results 4 2.8 Action plan 8
2.9 Monitoring 5
2.10 Documentation 5
2.11 Case study 8
68 100
Optional Unit 3. Maintenance, Troubleshooting and Repairing
3.1 Assessment of costs for maintenance, troubleshooting and repairing
6
3.2 Monitoring of maintenance, troubleshooting and repairing activities
6
12
The numbers of hours allocated to the modules and learning units is a suggestion and can be adjusted to national and institutional requirements.
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4. Learning units
The curriculum is based on the competence unit assignments and the learning outcomes that are compiled in the European Competence profile. The learning outcomes in form of knowledge, skills and competences are grouped into learning units. These correspond to work assignments from the European Competence Profile. A modular structure was developed that covers all learning units. The units of learning outcomes are designed in such a way that they can be completed as independently as possible and that they are assessable.
UNIT
MODULE LEARNING UNITS Content source
Knowledge about…
Skills To be able to…
Competences HOURS
1. Basics of energy efficiency management
I.1. Law, Economics, Politics, Funds I.1.1. National and European Energy legislation/
Rules and Standards
Energy and efficiency energy policy and laws in EU and at national level
To apply the current legislation in energy To keep updated with regulations To monitor the energy policies implementation programs To identify the sources for new regulations
To be competent at working according legislation and following the workplace policies and procedures 3
He/she has comprehensive theoretical and factual knowledge
about National and European energy and energy efficiency policy and law.
He/she is able to apply the current legislation in energy
and energy policies implementation programs.
He/she is competent at working according
legislation and following the
workplace policies and procedures.
I.1.2 National and European Regulations (e.g. ISO 5000) and environmental issues
National and European Energy rules & standards (e.g. 5001) Renewable energy use Climate protection
To be able to be updated with regulations
3
He/she has comprehensive theoretical and factual knowledge
about National and European Energy regulations (ISO 5000) and about renewable energy use and climate
protection.
He/she is able to keep updated with regulations concerning energy and energy efficiency.
He/she is competent at working according legal regulations and
following the workplace policies and
procedures.
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UNIT
MODULE LEARNING UNITS Content source
Knowledge about…
Skills To be able to…
Competences HOURS
I.1.3. Global Energy Market
Emissions trading Energy Contracting Energy purchase/carriers Energy trade EU and national energy market Energy pricing, both at EU and national level
To act according probable future developments To negotiate on the energy market To monitor developments on the market To evaluate the current market offer in respect to own enterprise/client
Networking with players of the energy market
3
He/she has comprehensive theoretical and factual knowledge
about the national and global energy market and emission trading.
He/she is able to act and to negotiate according to the developments on the energy
market.
He/she is competent as networking with
energy market players.
I.1.4 Funding
Regional, national and European funding possibilities and their regulations Various initiatives/incentives launched by the national government and private entities in the purchase of energy efficient appliances, solar panels, solar water heaters etc.
To evaluate cost-‐benefit ratio To evaluate if custom-‐fit To identify the main stakeholders so as to collect the necessary data from the various Ministries and Departments To identify the sources of funding
Communicating with stakeholders
3
He/she has comprehensive theoretical and factual knowledge
about regional, national and European funding possibilities in the
purchase of energy efficient appliances, solar panels, solar water
heaters etc.
He/she is able to evaluate if the funding is profitable and custom-‐fit and to identify the
main stakeholders.
He/she is competent at communicating with stakeholders in order
to find the most appropriate funding for energy measures.
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UNIT
MODULE LEARNING UNITS Content source
Knowledge about…
Skills To be able to…
Competences HOURS
1.2 Technical basics
I.2.1 Basics energy efficiency (1)
Optimization of energy consumption, energy use and costs, energy losses Energy efficiency, renewable sources of energy and carbon emission reduction Technical basics (thermal transmittance of materials, carbon emission, etc.)
Cross-‐Technologies (electrical systems, HVAC (heating, ventilation, air-‐conditioning, motor & drivers, industrial systems, building envelope, lighting)
to calculate CO2 footprint To be competent at answering all customer questions relating to new materials, technologies and savings. To be competent at reading tables and manuals To be competent at applying ways of calculating energy
10
The learner has comprehensive theoretical and factual knowledge about energy production, transfer
and consumption in all relevant fields and technologies and about all
relevant costs and consequences as well as about concepts of energy
efficiency.
The learner is able to identify relevant factors regarding energy production, transfer and consumption in all relevant fields and
technologies and to identify possible energy efficient
solutions.
The learner is competent in the
mode of operation of the relevant
technologies and their respective energy consumption. The
learner is competent at explaining the energy efficient
concept to a client or manager.
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UNIT
MODULE LEARNING UNITS Content source
Knowledge about…
Skills To be able to…
Competences HOURS
I.2.2 Basics energy efficiency (2): Products and solutions regarding energy efficiency
Energy efficiency products (insulation, heating and lighting control, water meters and flow rate control, solar photovoltaic electricity, solar hot water, heating pumps) Modern technologies and appropriate materials which provides better energy efficiency in household, industry, transport sector, residential, commercial or public sector Concepts related to generation, transport, installation, operation and maintenance of technologies and related equipment for energy efficiency project
Latest ideas and appropriated energy efficient & innovative low/zero carbon technologies.
Energy Recovery
to control and supervise the installation of equipment to explain key components, products and services to design new energy efficiency systems according to the client needs
To be competent in new energy systems and technologies To be competent at assessing the economic feasibility of products and technologies aimed at reducing energy consumption and improving energy efficiency To be competent at providing detailed information on specific products and services
10
He/she has comprehensive theoretical and factual knowledge about modern technologies and
appropriate materials which provides better energy efficiency in
household, industry, transport sector, residential, commercial or
public sector.
He/she is able to implement/manage the implementation of energy
efficient solutions.
He/she is competent at assessing the
economic feasibility of products and
technologies aimed at reducing energy consumption and improving energy
efficiency and design solutions according to the relevant situation.
The learner is competent at
explaining the energy efficient solution to a client or manager.
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UNIT
MODULE LEARNING UNITS Content source
Knowledge about…
Skills To be able to…
Competences HOURS
2 Planning and Implementation of
EEF measures
2.1 Project management & management systems
Project and process management. Energy management systems All phases of implementation Specific software for the planning of the project
to establish priorities and work sequences according to urgency to prioritize the measures to coordinate measures/ to delegate tasks to identify and plan resources to control and evaluate activities to correlate the tasks with the skills of the team members to identify the most appropriated financial instrument and tools for each situation to prepare and manage a budget to identify, evaluate and reduce potential risks to prepare detailed schedules of work, feasibility studies, cost estimates and energy efficiency assessment plan (including timelines and budgets)
To be competent at working in team To be competent at making preparations for project implementation To be competent at taking decisions To be competent in leadership
5
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UNIT
MODULE LEARNING UNITS Content source
Knowledge about…
Skills To be able to…
Competences HOURS
He/she has comprehensive theoretical and factual knowledge
about project and process management as well as management systems and their implementation.
He/she is able to prioritize and coordinate measures and
delegate tasks while correlating the tasks with the skills of the team members. He/she is able to identify and plan resources as well as to identify, evaluate and
reduce potential risks and to control and evaluate activities. He/she is able to prepare and
manage a budget and to identify the most appropriated financial instrument for each situation (or to communicate accordingly with the financial department). He/she is able to choose and adopt an EMS to the respective situation.
He/she is competent at working in a team and to initiate and accompany all
necessary steps in the project
implementation.
2.2 Safety and environmental protection
Environmental protection legislation Safety measures according to the health and safety legislation Environment and work safety. Safety equipment needed for the implementation
to prevent the risks and to minimize the consequences of possible injuries, accidents and emergencies to create an emergency preparedness plan to apply all relevant safety requirements of all relevant technologies to choose and use the personal safety equipment and appropriate methods and other equipment to prevent and to minimize risks to act immediately in case of an accident to comply with environmental legislation
Being competent at increasing the priority and importance of labor safety and environmental protection
3
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UNIT
MODULE LEARNING UNITS Content source
Knowledge about…
Skills To be able to…
Competences HOURS
He/she has comprehensive theoretical and factual knowledge about environmental, health and
work safety legislation.
He/she is able to prevent the risks and to minimize the consequences of possible injuries, accidents and
emergencies due to the EEF measures as well as to act immediately in case of an
accident.
He/she is competent in fostering labor
safety and environmental
protection due to the EEF measures.
2.3 Collection of Data and Information
Identification of data to be collected Identification of methods and equipment to collect data Impact of attitudes, behavior and preferences of customers on energy use
to use basic energy measurement tools to collect data to discuss and define energy goals with management to calculate the actual needs of all customers and to propound the best solution.
To be competent at identifying beneficiaries true priorities
8
He/she has comprehensive theoretical and factual knowledge about data collection and the
necessary equipment as well as the impact of consumer behaviour on
energy use.
He/she is able to collect data and to use the respective
equipment. He/she is able to define energy goals.
He/she is competent to take stock of data
relating to EEF measures.
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UNIT
MODULE LEARNING UNITS Content source
Knowledge about…
Skills To be able to…
Competences HOURS
2.4 Energy data analysis
Advanced knowledge about software to analyse data
to give a professional assessment based on the data collected on the property to analyze data to identify key performance indicators (KPI) to assess the efficiency to use the assessment documentation (which may include building plans and specifications, client details existing energy bills – including reading of invoices, energy utility charges, rebates and programs for encouraging energy efficiency, photographic evidence, risk assessment) to identify energy inefficient equipment or materials in order to make energy efficiency improvements
To be competent at analyzing and selecting the collected information in order to insure its accuracy and relevance
6
He/she has comprehensive theoretical and factual knowledge about methods and tools for data
assessment.
He/she is able to analyse energy data. He/she is able to
compose and interpret operating figures.
He/she is competent at assessing the
collected information.
2.5 Calculation of energy saving
Customers changing needs and effectiveness of EEF system to determine if strategies, targets or timelines need to be modified Advanced knowledge of software Indicators for energy efficiency
to calculate the energy savings to identify goals and best practices in order to reduce energy demand or to improve energy efficiency to identify customer needs
To be competent at optimizing energy savings To be competent at developing a consistent scenario for energy savings
8
He/she has comprehensive theoretical and factual knowledge about the identification of energy efficient solutions based on existing
facts and data.
He/she is able to identify sources of energy saving and
assess possibilities for optimization.
He/she is competent at advising clients /management about energy efficient measures with substantial savings.
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UNIT
MODULE LEARNING UNITS Content source
Knowledge about…
Skills To be able to…
Competences HOURS
2.6 Calculation of profitability/evaluation
Advanced knowledge of specific software
Methodology of feasibility studies, risk analysis and sensitivity analysis
Energy commercial aspects
to evaluate energy saving projects to identify, evaluate and reduce potential risks to calculate the feasibility studies
To be competent at analyzing and preparing accurate calculations and forecasts To be competent at making comparison of energy use and costs with similar users
8
He/she has comprehensive theoretical and factual knowledge about economic feasibility studies
and risk analyses.
He/she is able to conduct an economic evaluation of
potential energy efficiency measures including risk
analysis.
He/she is competent at presenting accurate
calculations and forecasts about potential energy efficient measures including experience
value.
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UNIT
MODULE LEARNING UNITS Content source
Knowledge about…
Skills To be able to…
Competences HOURS
2.7 Presentation of results Advanced knowledge of software Communication techniques
to report, document and present the most important energy and financial data and findings from energy data analysis in a meaningful manner, to report and document the energy efficiency assessment process. to present convincing arguments to management
To be competent at advising the customers and initiating the projects according to their real needs To be competent at presenting the customers all suitable solutions regarding the EEF and to suggest the most cost-‐effective solution To be competent at giving verbal and shortly afterwards the written report highlighting the observations and conclusions from data analysis To be competent at presenting and communicating to customers, stakeholders and legal bodies in an appropriate and understandable way To be competent at the presentation in an understandable and correct way with communication skills at high level.
4
He/she has comprehensive theoretical and factual knowledge about presentation tools.
He/she is able to hold understandable presentation according to the needs of the customers.
He/she is competent at presenting all results and at suggesting suitable solutions regarding the EEF.
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UNIT
MODULE LEARNING UNITS Content source
Knowledge about…
Skills To be able to…
Competences HOURS
2.8 Action plan
Safety equipment needed for the implementation Adequate equipment and its safety rules Being familiar with reading project plans, technical and engineering drawings and schemes Different materials, tools, equipment and accessories used during the installation process Preparation and organization elements of the installation. Quality principles and functional controls Time that is needed to implement energy efficiency measures Taking over and Operating
to define an action plan to prepare a cost sheet and manage the budget of the client to prioritize and establish work sequences according to the urgency to define and plan a strategy to prepare the equipment and materials and to estimate the required amount, considering the safety rules to implement selected technology in accordance with the plans to develop the operation and maintenance manual to explain the operation of the installation to the owner to plan and conduct certification process
To be competent at managing properly and timely the process of legal and technical authorization To be competent at elaborating the implementation and execution program To be competent at delivering the installation properly according with the technical and legal procedures To be competent at preparing an energy efficiency planning
8
He/she has comprehensive theoretical and factual knowledge about the characteristics of the energy efficiency installation and implementation process.
He/she is able to define an action plan and implement selected technology in accordance with the plans.
He/she is competent at elaborating the implementation and execution of EEF measures.
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UNIT
MODULE LEARNING UNITS Content source
Knowledge about…
Skills To be able to…
Competences HOURS
2. 9 Monitoring
Measurement testing equipment Test protocols Maintenance tasks, operation and usual faults identification and correction Advanced knowledge of software
to use appropriate measurement and monitoring equipment and application of appropriate techniques to plan and conduct internal auditing to plan and conduct review processes To plan and conduct measuring and control process to monitor the energy efficiency indicators to check, test, start and to operate the system
To be competent at analyzing documentation and taking decisions according to new situations
5
He/she has comprehensive theoretical and factual knowledge about measurement and maintenance.
He/she is able to plan and conduct measuring and control process.
He/she is competent at analyzing documentation and taking decisions according to new situations.
2.10 Documentation
Specific documentation according to the national regulation and standards
to prepare the inputs for design documentation to use technical documentation in relation to energy efficiency buildings regulation to prepare documentation for legal authorizations, possible subsidies or others. to prepare the final report for authorization to plan and conduct documentation to prepare and to explain the final documentation
5
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UNIT
MODULE LEARNING UNITS Content source
Knowledge about…
Skills To be able to…
Competences HOURS
He/she has comprehensive theoretical and factual knowledge about documentation process and templates.
He/she is able to plan and conduct technical documentation.
He/she is competent in documenting all the processes and results.
2.11 Case study
The trainer suggests a scenario and provides real data. The learner conducts a data analysis,
calculates energy savings and profitability and presents the findings in the work group. 8
3 Maintaining, troubleshooting,
repairing
3.1 Assessment of costs for maintenance, troubleshooting and repairing
Measurement equipment, tools and diagnostics needed for the job Specific repair procedures Manufacturer’s warranty regulations
to identify potential maintenance needs on site. to identify and plan consumable supplies for maintaining.
to plan tools and equipment required for maintaining, trouble shooting and repairing
to calculate the costs adequately
To be competent at assessing costs for maintenance and repair activities
6
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UNIT
MODULE LEARNING UNITS Content source
Knowledge about…
Skills To be able to…
Competences HOURS
3.2 Monitoring of maintenance, troubleshooting and repairing activities
Repairing or replacement of inefficient appliances Various diagnostic procedures, testing, maintenance and servicing
Reporting procedures
Technical and technological documentation
to demonstrate complete functionality and performance of the energy efficiency system to develop a corrective, preventive and predictive maintenance plan
to analyze and evaluate the running of the installation
to recognize the changes of system set parameters
to perform diagnostic procedures and interpret results to identify performance and safety issues and implement corrective measures. to suggest solutions to remediate the defects. to test the system after the maintenance measures
To be competent at planning maintenance, troubleshooting and repairing activities To be competent at analyzing and evaluating the running of the installation
To be competent at discovering, analyzing and successfully solving problems To be competent at diagnosing faults and knowing how to prevent them in the future To be competent at creating an analysis plan of project implementation in order to highlight dysfunctions and avoid their occurrence in other projects.
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5. Methods of assessment
To help assess the learning outcomes of the trainees this catalogue provides methods for competence-‐oriented assessment that introduces various methods and means of assessment and describes which learning outcomes can be assessed by them.
Catalogue of methods: competence-‐oriented assessment
This catalogue provides various methods and means of assessment und describes which learning outcomes can be assessed by them.
Method of Examination
Examination Structure Rateable Competence Dimension
written exam § Open-‐ended questions
§ Multiple-‐choice questions
§ Essay questions
§ One case study will be presented and analysed in written form
§ Knowledge (specialized knowledge)
§ Comprehension (recognition of the topic and appropriate division)
§ Competence (division of the topic; application of theoretical knowledge)
verbal exam § Open-‐ended questions
§ Conversation about a topic with the examiner
§ One case study will be presented and analysed verbally
§ Knowledge (specialized knowledge)
§ Comprehension (recognition of the topic and appropriate division; reaction to impulses given by the examiner)
§ Competence (division of the topic; application of theoretical knowledge; reaction to impulses given by the examiner)
verbal presentation
§ Presentation of one topic supported by the usual methods (e.g. EDP-‐programs, poster)
§ Presentation of one topic supported by one chosen method (e.g. discursive presentation, involving the audience, etc.)
§ Knowledge (specialized knowledge)
§ Comprehension (implementation of the topic; explanation of topic to others)
§ Competence (logical depiction of the topic; inclusion of the audience; thematical channelling of the audience’s verbal contributions)
group examination
§ Group task
§ Proof of academic achievement in form of group work activity
§ Knowledge (specialized knowledge)
§ Comprehension (implementation of the topic)
§ Competence (individual performance in consideration of other group members; team work)
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Method of Examination Examination Structure Rateable Competence Dimension
Class minutes § Teaching staff keep minutes of a specific seminar or event
§ Knowledge (specialized knowledge)
§ Competence (reducing the topic to its essentials; reflection on the topic)
Scientific activities
§ Concepts for experimenting/ researching and execution
§ Responding to a question by applying scientific methods (qualitative; quantitative)
§ Knowledge (specialized knowledge)
§ Comprehension (implementation of the topic by use oft he appropriate methods)
§ Competence (communicative skills; empathy in interviews)
Portfolio § Demonstration of own accomplishments and reflections
§ Comments on accomplishments by the instructor and reflection
§ Collection of work products
§ Comments on work products by the instructor
§ Competence (self-‐evaluation of accomplishments, reflections, ability to take criticism, recognition of essentials)
Case study § Simulation of a specific area of work § Knowledge (specialized knowledge)
§ Comprehension (application of acquired theoretical knowledge in a specific area of work)
Internship § Practical work regarding a variety of topics or in a future area of work
§ Knowledge (specialized knowledge)
§ Comprehension (application of acquired theoretical knowledge in a specific area of work)
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6. Glossary energy efficiency
Nr. Term Definition
1 (energy) audit Formal examination process consisting of: identification of every energy consuming device in a facility, determination of its rate of energy consumption, and the number of hours it operates in a 24h period.
2 carbon emission reduction Carbon emission reduction is part of carbon emission recycling in which the carbon produced in the burning of fossil energy sources is converted into exploitable compounds in order to convert them back into other energy sources. The process of carbon emission reduction produces compounds such as methanol or formic acid.
3 certification process According to the Renewable Energies Act, a company is required to obtain certification ISO 50001 if its electricity consumption exceeds 10 gigawatt hours. This certification process is conducted by an independent certification body which presents the company with a temporary certificate upon completion (e.g. Germany: German Association for the Certification of Quality Management Systems (DQS)). The certification process can be divided into four major steps: (1) Planning, (2) needs assessment and evaluation), (3) development of a comprehensive energy management concept, and (4) its implementation and evaluation. The process of energy management is a repetitive process which requires constant monitoring and consequently leads to a high potential for process optimization.
4 energy savings potential (ESP) (also known as: energy efficiency potential) Energy efficiency can be determined in one of three ways, depending on the context. (1) Low policy intensity potential (LPI) corresponds to the energy savings obtained in the low policy intensity scenario in comparison to the autonomous scenario.(2) High policy intensity potential (HPI) corresponds to the energy savings obtained in the high policy intensity scenario in comparison to the autonomous scenario.(3) Technical potential corresponds to the energy savings obtained in the technical scenario in comparison to the autonomous scenario.
5 emissions trading Since 2005, companies can trade emission allowances. The idea behind this trade is simple: In terms of climate protection it is insignificant where emission saving occurs; what matters is that it does happen. Emissions trading utilizes market mechanisms for climate protection. With the Kyoto protocol, the EU has agreed to an 8% decrease of emissions. This percentage is also the point of reference in emission trading. Every country is only allowed to distribute the number of certificates specified in their Kyoto-‐protocol agreement. In National Allocation Plans, each country determines which company receives a certain amount of energy allowances. A company which does not use all of its certificates due to emission-‐saving work methods can sell its allowances on the market and, thus, is rewarded for its environmentally friendly behavior. Companies which emit too much carbon dioxide, however, have to buy allowances.
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6 energy management system (EMS) Energy management is a method of minimizing energy costs by utilizing energy accounting, deficiency analysis, and optimization methods. EMS aims to achieve energy efficiency through well laid out procedures and methods and to ensure continual improvement which will spread awareness of energy efficiency throughout an entire organization. (cf. ISO 50000)
7 energy efficiency (EEF) Energy efficiency is a ratio of the energy provided by a system to the energy input into it. Services provided can include buildings-‐sector end uses such as lighting, refrigeration, and heating; industrial processes; or vehicle transportation. Unlike conservation, which involves some reduction of service, energy efficiency provides energy reductions without sacrifice of service. Energy efficiency may also refer to the use of technology to reduce the energy needed for a given purpose or service.
8 energy efficiency management Helping businesses and consumers to make better and more rational use of energy can lead to important benefits in terms of enabling cost savings and promoting efficiency. Standardization can contribute to better energy management by supporting the spread of best practices and providing energy users with the necessary tools to analyse and adapt their energy consumption patterns. Furthermore, energy efficiency management provides organisations with the tools to make decisions and design sound policies, optimize installations and systems, and improve energy efficiency.
9 energy Management Systems cf. Line 6
10 ISO 50001 ISO 50001 “Energy management systems – Requirements with guidance for use” is a single standard meant for certification which specifies requirements for establishing, implementing, maintaining and improving an energy management system. The purpose of ISO 50001 is to enable an organization to achieve continual improvement in its energy use and consumption or energy performance through a systematic approach. ISO 50001 does not define specific energy consumption criteria but requires organizations to define its energy performance indices and targets and achieve them by implementing a proper action plan. ISO 50001 certification can be achieved irrespective of certification to any other standard such as ISO 9001, ISO 14001, ISO 22000, OHSAS 18000, though it can be integrated with any other standard and integrated certification can also be obtained. ISO 50001 also provides guidance on its use in the Annex A provided with the standard.
11 low/zero carbon technologies Low carbon energy relates to the energy sources which generate fewer green house gases during power conversion. Low carbon technologies consist of zero carbon generation processes and energy sources like wind power, solar energy and geothermal power. It also includes natural gas power plants which emit very low carbon dioxide in the air. Hence, low carbon technologies are a list of technologies which generate less carbon dioxide than all the fossil fuel power plants. There is now unlimited application of renewable and alternative energy technologies like low carbon technologies. The low carbon technologies like carbon capture and storage, natural gas and combined cycle gas turbines, hydroelectric power, wind power, and tidal power are a great way to reduce the burden of carbon dioxide on the atmosphere. Thus, they actively work against global warming.
12 monitoring The umbrella term for all sorts of immediate systematical acquisition, observation, or control of a procedure or process by use of facilities or other monitoring systems.
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13 safety and environmental protection Environmental protection is a practice of protecting the natural environment on individual, organizational or governmental levels, for the benefit of both the natural environment and humans. Waste production, air pollution, and loss of biodiversity (resulting from the introduction of invasive species and species extinction) are some of the issues related to environmental protection. It is influenced by three interwoven factors: environmental legislation, ethics, and education. Each of these factors plays its part in influencing national-‐level environmental decisions and personal-‐level environmental values and behaviors. Environmental health and safety programs provide protection of human health and the environment from chemical, radiological, biological and physical hazards. Hazards result from exposure to spills and releases, proximity to industrial processes or general occupational activities.
14 calculation of profitability Calculation of profitability allows any business or company to calculate the amount of value created per unit of investment of a business enterprise and aids the decision-‐making process when ranking projects. Profitability index is the ratio between PV of Future Cash Values and Initial Investment Profitability index (PI), also known as profit investment ratio (PIR) and value investment ratio (VIR), is the ratio of payoff to investment of a proposed project. It is a useful tool for ranking projects because it allows companies/ businesses to quantify the amount of value created per unit of investment
15 workplace safety Describes policies and procedures in place to ensure the safety and health of employees within a workplace. Involves hazard identification and control according to government standards and ongoing safety training and education for employees.
16 energy contracting contractual agreements about energy delivery and energy services
17 energy carriers a substance or medium with which energy can be stored in and transported
EFFiVET Training Guide EFFiVET Training Guide
More information at: http://effivet-‐project.eu
In collaboration with:
This project has been funded with the support from the European commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. LLP Leonardo da Vinci Transfer of Innovation Programme Grant agreement number: 2013-‐1-‐ES1-‐LEO05-‐67514
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