Energy efficiency, zero emissions and low carbon heating systems, microgeneration and heat networks - skills requirements: consultation analysis

3. Installer Skills Requirements

Integration of Installer Skills Matrix and manufacturer training

Context

3.1 The Scottish Government proposes to integrate the Scottish installer skills matrix, developed by the Quality and Skills Working Group, into the BSI PAS 2030 and Microgeneration Certification Scheme (MCS) installer standards. The Consultation Document notes that this would provide more clarity for the qualification annexes already in these standards as PAS 2030 states the need to hold an "industry agreed, vocational qualification of apprenticeship" without stating what these are.

3.2 Also, in the case of PAS 2030, it states an alternative requirement would be a "certificate of competence relevant to the Energy Efficiency Measure (EEM) to be installed". In practice, this could be manufacturer-led training. While the Scottish Government see manufacturers as having an important role in training, it is proposed that this should be in addition to, and not instead of, recognised qualifications or equivalent.

3.3 The Quality and Skills Working Group recognised that there were already a number of existing industry recognised qualifications, and that it was important to bring these together into one overarching skills matrix covering construction, heating and electrical work. The development of this skills matrix is now complete with all members of the group agreeing that it should be implemented as soon as practically possible.

3.4 The full skills matrix has been developed on a measure by measure basis and can be found in the Consultation Document (Annex B). It can be broken down as follows:

• Mandatory vocational career paths where applicable.
• Mandatory qualification elements as recommended by the Quality and Skills Working Group.

3.5 The qualifications presented in the skills matrix can also be achieved through Recognition of Prior Learning (RPL) - a method of assessing whether a learner's experience and achievements meet the evidence requirements of a recognised training unit which may or may not have been developed through a course of learning. RPL is therefore another route to achieving these competencies. This is contingent on the current skills set of the operative and may be less time consuming compared with a full training course to achieve the necessary qualification. Local colleges can support industry to develop pathways to support installers to achieve the minimum competencies.

3.6 The intention is to integrate the skills matrix within PAS 2030 and MCS by end of 2021. It is proposed that the skills matrix, in the first instance, is initially included as a guide for achieving competency within the standards. However, the Scottish Government would expect the skills matrix to become mandatory within a reasonable timescale to allow installers to meet these requirements.

Question 1a

Table 8: Do you agree with our proposal to integrate the installer skills matrix into the PAS 2030 and MCS installer standards?

Respondent	Yes		No
	Number	%	Number	%
Individual	4	80%	1	20%
Organisation	38	88%	5	12%
Total	42	88%	6	12%

N=48. "Not answered" removed.

Figures have been rounded therefore totals may not equal 100%.

A vast majority supported the proposal

3.7 A vast majority of consultation respondents agreed that the installer skills matrix should be integrated into the PAS 2030 and MCS installer standards (42, 88%). Relatively equal proportions of individuals and organisations agreed, albeit absolute numbers of individuals is small, Table 8.

3.8 A relatively small proportion of respondents disagreed with this proposal (six, 13%). While absolute numbers are small, this included a number of large public sector organisations.

Question 1b

Table 9: Do you agree with our recommendation that manufacturer training should be in addition to, not instead of, these skills requirements?

Respondent	Yes		No
	Number	%	Number	%
Individual	5	100%	0	0%
Organisation	37	84%	7	16%
Total	42	86%	7	14%

N=49. "Not answered removed".

A vast majority supported the proposal

3.9 A vast majority of consultation respondents agreed that manufacturer training should be in addition to, not instead of, the proposed skills requirements (42, 86%), Table 9.

3.10 A relatively small proportion of respondents disagreed with this proposal (seven, 14%).

Question 1c

If you disagree with these proposals, please let us know why.

3.11 Question 1c was aimed specifically at those respondents who disagreed with the proposals outlined at Question 1a and/or Question 1b i.e. answered "no" to the closed question(s), and sought reasons for this disagreement. Ten respondents explicitly answered "no".

3.12 In addition, a further 13 respondents also answered this question despite agreeing with the previous questions. These respondents typically elaborated on their support for the proposals or caveated their positive response in some way.

3.13 Further, Question 1c asked for wider commentary on both Question 1a and Question 1b. We have tried to identify and cluster feedback that related to each specific question accordingly where this was clear.

Support for the integration of the installer skills matrix

3.14 Around ten respondents expanded on their support for the proposal to integrate the installer skills matrix into existing PAS 2030 and MCS installer standards.

3.15 Support was expressed for the standardised approach set out in the installer skills matrix. The feedback also noted that this would bring greater clarity to the skills requirements and pathways, while also increasing consumer confidence and assurance. Further, it was considered necessary in order to help deliver on wider policy ambitions and targets around the transition to net-zero.

Few respondents disagreed with the proposal regarding integration of installer skills matrix or caveated their support for the proposal

3.16 While the vast majority of respondents agreed with the proposal at Question 1a, several went on to highlight specific concerns or caveated their "agreement" with the proposal in some way. The main points can be themed as follows.

Integration with PAS 2030

3.17 A common theme related to the role of PAS 2030.

3.18 A couple of respondents, including SELECT and BCA Insulation Limited, disagreed with the fundamental role of PAS 2030 within the proposals. One respondent reported a number of concerns with PAS 2030 (and PAS 2035) including increased costs for retrofit work and creating additional hassle and "dealbreakers" (such as need to refit/replace kitchens and bathrooms, replace windows and removal/covering of period features) as a result of the meeting the requirements within the standards.

3.19 Although again only reported by a few respondents, this fed into a slightly wider call at Question 2 for further consultation regarding integration with PAS 2030, and in particular the importance of considering the impacts of the proposal at UK-wide level.

3.20 The following concerns with PAS 2030 were raised individually:

• That the focus of the proposals should be on skills shortages "which cannot be mitigated by tossing a rule book at the problem".
• PAS is a process and "does not define specifically energy efficiency measures that should be introduced….care needs to be taken to ensure that the proposed skills matrix and qualifications are properly aligned with the process."

3.21 A further point raised was that the skills requirements "should apply to all energy efficiency measures not just where PAS is applicable".

Consistent approach across UK

3.22 Another common theme related to the importance of ensuring a consistent approach to skills requirements across the UK.

3.23 A handful of respondents, such as Construction Industry Training Board, felt that a consistent and collaborative approach across the UK could be a more effective way to implement any changes to skills requirements. It was noted that this could benefit installers by providing greater clarity as well as "allow installers to provide services across geographical borders".

3.24 To this end, it was suggested by several respondents, including Energy Saving Trust and NIBE Energy Systems that equivalent qualifications available across the UK, such as National Vocational Qualifications (NVQs), should be included in addition to the SQA qualifications listed in the skills matrix which are only available in Scotland.

3.25 Feedback from some respondents noted that the list of qualifications could be kept under review and routinely updated. The Energy Saving Trust went further and suggested that there might be merit in including qualifications from other parts of the world, as reflected in an extract from its response:

"We think it would be helpful for the installer skills matrix to be further developed to include equivalent qualifications from other parts of the UK (England, Wales, and Northern Ireland) and potentially also qualifications from other parts of the world. This would ensure that installers who are based in other parts of the UK and/or who qualified in other parts of the UK (or indeed in other parts of the world) would be able to easily know if they have the skills necessary to work on Scottish Government-supported programmes and be able to easily identify where further training would be required." Energy Saving Trust

Qualifications

3.26 There were a few calls for greater clarity around what qualifications would be required for each measure, with one insulation industry body "somewhat dismayed that with only two months to the implementation of the new PAS standards, there is still no qualifications, never mind route to achieving them available in Scotland".

3.27 It was also suggested that the rewording of certain parts of the skills matrix could help to clarify what qualifications would be required by installers.

Integration with MCS Installer Standards

3.28 To a lesser extent, similar concerns about the detrimental impact of PAS 2030 were raised about the effectiveness of MCS. The point raised is reflected in the respondent quote below.

There could be a "cost and administrative burden of MCS… for the many micro-businesses operating in this field [which] puts those businesses at a distinct disadvantage when trying to secure such work". SELECT

3.29 One respondent caveated their support on the "basis that small installers can operate under a manufacturer's MCS umbrella scheme".

Support for manufacturer training to be in addition to, not instead of, the skills requirements

3.30 Some of the wider qualitative feedback on Question 1b expressed support for the proposal that manufacturer training should be in addition to, not instead of, these skills requirements.

3.31 Here, the main feedback was that given the specific nature of manufacturer training, the proposal could help develop a consistent skillset among installers. Further, it could help upskill the existing workforce and "drive up" standards of installations. In addition, The Association for Decentralised Energy noted that manufacturer training "being additional to underlying standards places greater security of skills requirements".

Few respondents disagreed with the proposal regarding manufacturer training or caveated their support with the proposal

3.32 While the vast majority of respondents agreed with the proposal put forward at Question 1b, several went on to highlight specific concerns and/or caveated their "agreement" with the proposal in some way.

3.33 The main points can be themed as follows, with the two main reasons being that manufacturer training should not be valued any less for delivering training which is as "rigorous and recognised" as other training, and concerns around the potential for duplication of training.

Recognition of Manufacturer-Led Training

3.34 Firstly, it was reported that "just because training will be delivered by a manufacturer through awarding organisations who have approved their training centres, should not make it any less rigorous or recognised".

3.35 For example, some respondents highlighted an example of heat pump manufacturers who "currently deliver their own training and, through the Heat Pump Association, have recently all agreed to deliver a new qualification". A suggestion was that the skills matrix could "follow the Heat Pump Association recommended training route (Recommendation 3 of its report) developed by an industry-wide collaboration spanning heating technologies" which is to be adopted by MCS standards. See also Section 3.81.

3.36 Feedback highlighted the wider context of skills gaps and shortages in the sector, and how adopting an approach which is inclusive to all training providers, including manufacturers, could contribute towards tackling these skills challenges:

"Disagree with the statement manufacturers should be additional, some manufacturers offer regularity [sic] training at various levels so as long as they fulfil the criteria it shouldn't make any difference if it is a college, independent training provider or manufacturer. With the upskilling of the workforce, it is going to need an inclusive strategy to bridge the skills gap." Private Sector Respondent

Duplication of Training

3.37 Secondly, a few respondents were of the view that the proposal might risk creating too many forms of training.

3.38 The point raised was that the proposal could lead to unnecessary duplication and add financial and administrative burden to a process which "already has a long list of requirements". It was further noted that the potential duplication of training without sufficient guidance might also result in installers paying multiple times for training.

"There is a real danger that an uncoordinated approach, which this consultation seems to advocate, will mean staff are left with a range of training to be provided by manufacturers all promoting their own products as the best solutions on the market without the offerings being contextualised by important information such as independent evaluations based on in-situ testing and data on the market shares of different products within a product category."

Joint response from: The Energy Poverty Research Initiative, Common Weal, The Built Environment Asset Management Centre, Glasgow Caledonian University

3.39 To this end, a respondent highlighted that lessons could be learned from the recent Green Homes Grant Scheme in England, where confusion around complaint handling arose from multiple consumer codes.

3.40 A suggestion put forward to help mitigate the perceived risk around the duplication of training was for more generic training to be provided with manufacturers then providing additional "tailored advice, specific to the technology".

Other Issues Raised Regarding Manufacturer Training

3.41 Albeit mostly raised individually, wider issues highlighted by those that supported the proposal included:

• A couple of respondents, such as BCA Insulation Limited, recognised the important role that manufacturer-led training will play in skills requirements but asked for greater clarity on "how colleges will be able to cover the full range of systems on the market."
• The Insulation Assurance Authority stated that "PAS2030 -19 currently does not permit manufacturer training to replace formal qualifications - what it does permit is from schemes such as the Electrical certification approach to be recognised but each must have a formal qualification."

3.42 Finally, a concern raised was that allowing manufacturer-led training could compromise a consistent approach to skills requirements. Albeit there was recognition of the substantial time and resource invested by industry and manufacturers in the development of such training, "and that the quality and specialist nature of manufacturer training can be useful."

Question 2

What are your views on the timing for integrating the installer skills matrix into the PAS 2030 and MCS installer standards? What do you think would be a reasonable timescale for making the skills matrix mandatory in the standards?

3.43 Over three-quarters of respondents provided a response to Question 2 (40, 77%), while the remainder left the question blank or had no comment to make.

A reasonable proposal

3.44 The general consensus was that the proposal to integrate the skills matrix within PAS 2030 and MCS by summer 2021, as guidance in the first instance for achieving competency within the standards, was reasonable and sensible.

3.45 There was broad recognition of the context of net zero targets and the draft Heat in Buildings Strategy, and that urgent action was also required on the skills front to help deliver on Scotland's ambition.

3.46 Further, there was broad acknowledgement that the focus should now be on the rapid scale up and deployment of zero-emissions heating systems (e.g. heat pumps and heat networks) in order to meet interim climate targets, and to ensure longer-term delivery of net-zero targets by 2030. For example, it was suggested that this would mean more than doubling installations each year so that by 2030 over one million homes and around 50,000 non-domestic buildings are converted to use these heating systems.

3.47 Given the urgency and the need to scale up activity, there was acknowledgement and support across the responses for the upskilling and reskilling of installers as soon as was practically possible. It was noted that this would then allow low carbon installations and energy efficient measures to be completed quickly, and importantly to a similar, high and recognised standard.

Suggested timescales for skills requirements to become mandatory

3.48 The Scottish Government proposal is that the skills matrix then becomes mandatory "within a reasonable timescale" to allow installers to meet these requirements.

3.49 Almost three-quarters of respondents that provided a response to Question 2, specified a timescale for when the skills matrix should be made mandatory into the standards (29, 73%).

3.50 Views were fairly mixed:

• Almost half held the view that the skills requirements should be made mandatory as soon is practically possible (14, 48%).
• Almost one-quarter reported that it should become mandatory by summer 2022 (seven, 24%).
• The remainder (eight, 28%) held a view that a reasonable timescale for the proposal to become mandatory would be more than 12 months (timescales ranged upwards to three years).

3.51 As such, almost three-quarters reported that the skills matrix should be made mandatory as soon as practically possible or within 12 months. Here, the urgency of action in the face of net zero targets was emphasised. Wider feedback included that:

• Integration of the installer skills matrix should be achievable relatively quickly as it would be integrated into already established standards, PAS and MCS, and qualifications would be available through range of United Kingdom Accreditation Service accredited certification bodies.
• "Installers should already have a skilled workforce, therefore, the introduction of a minimum standard should be relatively easy to meet".
• This would match the ambition set out in the draft Heat in Building strategy, especially in terms of retrofitting.
• It is already a requirement "under PAS2030-19 now that the installer either holds or is working towards the appropriate qualification and Scottish installers who work under ECO are already having evidence compliance with the IBT requirement."

3.52 Among respondents that specified a longer timescale (i.e. at least one year) – largely third sector and membership and professional bodies - a common and strong view was that this would give sufficient time to assess, develop and regularly monitor supply chains to ensure that installers were able to meet demand. Further, it was noted that this could mitigate the potential risk of a large proportion of installers requiring upskilling to meet the new mandatory requirements. Although reported to a lesser extent, it was noted that a longer timescale might also be beneficial given the events of the past year and to best support COVID-19 recovery.

A transition period was broadly welcomed

3.53 Overall, the Scottish Government proposal to include a transition period, whereby the skills matrix would be initially introduced as voluntary guidance before becoming mandatory, was broadly supported.

3.54 The main benefits of a transition period were commonly framed as follows:

• It could help to avoid/mitigate the risk of adverse consequences arising from implementing the mandatory skills requirements too soon/early:
  • Financial risks e.g. loss of revenue from not having an adequately skilled workforce to carry out installations.
  • Environmental risks e.g. delays to low carbon and energy efficient installations could have a negative effect on the sector's and Scotland's ability hit its climate change targets and reduce emissions to net-zero.
• In the context of sectoral skills shortages and gaps, it was reported that a transition period could provide an ample opportunity to market, promote and communicate the skills matrix and the mandatory skills requirements to the supply base. This could increase awareness of skills requirements among the existing/potential future workforce before the installer skills matrix becomes mandatory.

3.55 There was acknowledgement within the consultation responses that there was still much to do to ensure that supply chains and training courses/options could be scaled up to meet potential demand. This was identified as a key challenge should the skills matrix be made mandatory over a short timescale. Further, it was noted that a transition period offered a reasonable solution to this issue, and could avoid a "cliff edge of installers being unable to work within Scottish Government's Heat in Buildings programme".

3.56 It was also suggested that a transition period could allow for further consultation to be undertaken regarding integration with PAS and any UK-wide implications of the Scottish Government proposals.

Availability of training and developing capacity within supply chains to meet new mandatory requirements

3.57 It was considered important to regularly monitor that training courses were being deployed at scale and helping to build capacity within supply chains. It was noted that this could help ensure that the Scottish Government proposed timing for integrating the installer skills matrix into the PAS 2030 and MCS installer standards, and for this guidance to then become mandatory, was realistic and achievable. Further, this could help to mitigate the financial and environmental risks outlined earlier at Section 3.54.

3.58 A few respondents noted concerns that there could be a disproportionate impact of adhering to a short timescale for the skills matrix becoming mandatory on small companies and island supply chains. Further, COVID-19 has likely exacerbated this issue.

"The islands have been mostly shut down for the past year. It has been impossible to leave to attend training and there are no local (anywhere in the Highlands and Islands) trainers to deliver courses to meet the standards. Online training is uncertain to meet the needs and current GB wide trainers were unable to enter Scotland and certainly visit the islands to conduct assessments. If this is implemented as is, or in a short timescale, then all installation of energy efficiency measures will cease in most island communities. This will certainly stop activities required under the Fuel Poverty Act in the areas of the highest fuel poverty. This is despite having highly skilled installers in the local supply chain, time served with a wealth of experience built up over decades, with extremely high customer satisfaction and evaluation by energy companies and the local authority". Tighean Innse Gall

3.59 Several respondents noted that there was currently limited availability for related training courses, and were concerned that the Scottish Government proposal to integrate the skills matrix within PAS 2030 and MCS by summer 2021, as guidance in the first instance, was not realistic.

Question 3

What are your views on how installers can meet these skills requirements, in particular the Recognised Prior Learning (RPL) route?

3.60 Almost three-quarters of respondents provided a response to Question 3 on how installers can meet these skills requirements, in particular the RPL route (73%). The remainder left the question blank or had "no comment" to make (27%).

RPL is a valuable and important route to help meet the skills requirements

3.61 There was strong agreement across consultation responses that the qualifications presented in the skills matrix could be achieved by installers in different ways, including through the RPL route.

3.62 Here, there was wider recognition of the "value" of RPL, the "contribution it can make" to upskilling existing workers, and that "many diplomas and competency schemes already recognise prior learning and enable installers to gain recognition of qualifications or experience gained in industry". Upskilling existing workers as well as bringing new installers into the low carbon sector were considered crucial.

3.63 Aligned to this, was a point raised by Kingspan Insulation Ltd on the need for "a strong, skilled, and geographically dispersed installer base to deliver upon Scotland's net zero aspirations"…we need to ensure that the installer base is equipped, engaged and ready".

"For those already qualified, we recommend industry and SCQF credited and levelled "top-up" training on specific types of installation as the most effective means of gaining the required skills. For those who are not yet qualified, industry has recognised routes to either facilitate the acquisition of these skills, or indeed the recognition of existing skills or learning towards them. Processes such as the Scottish Joint Industry Board Crediting Electrotechnical Competence (CEC) Scheme allow practising electricians to obtain industry-recognised qualifications". SELECT

3.64 Further, and as a specific example, the Chartered Institute of Building pointed to its own "non-academic route" to achieving Chartered Membership for those working in manual roles who have the professional experience but might not have relevant qualifications. The membership body suggested that a "similar approach should be taken for those who wish to meet the minimum skills requirements through a non-academic route in addition to those who have qualifications outside of Scotland where it is difficult to compare the level of education they have received".

3.65 Common themes in support of the RPL route were typically framed in the following terms:

• RPL would be a "necessary" route to achieving the competencies, in part given the timescales proposed (i.e. the intention is to integrate the skills matrix within PAS 2030 and MCS as guidance by the end of 2021).
• The inclusion of the RPL route would provide added "flexibility" and ensure that qualified installers were not excluded from continuing to work on low carbon, energy efficient installations.
• It would ensure "continuity of installation" (in particular in an islands context where the installer base includes many small businesses and sole traders) and keep the "momentum growing" with the low carbon transition.
• RPL could play an important role in "engaging and encouraging suppliers to diversify" – for example, specific professions could be targeted with clear, logical pathways (e.g. "solar PV for electricians").
• RPL could help to "maximise opportunities and uptake", including crossover from other industries where there are comparable or transferrable skillsets.

Meeting the necessary standards and competences and independent assessment

3.66 Another common theme was the importance of ensuring that the necessary standards and competencies outlined in the skills matrix were met "whatever the route taken and assessed independently".

3.67 There was wider feedback that it would be important for the RPL route to be "integrated closely" with, and "mapped against" the skills matrix. This included a specific example provided by Historic Environment Scotland:

"Given that very few installers will have undertaken a recognised qualification in Insulation and Building Treatments, RPL will need mapping against the new skilled matrix. Any installers would need to be able to demonstrate the areas of the relevant qualifications could be met with existing knowledge and skills which will require investment in assessors and verifiers".

3.68 It was suggested that undertaking such a mapping exercise could also help to mitigate a perceived risk of "creating a loophole in skill requirement qualifications" as well as ensuring RPL "is utilised to its fullest potential". In this regard, there was agreement that "there needs to be processes in place" and a "robust way of observing this".

"Many diplomas and competency schemes already recognise prior learning and enable installers to gain recognition of qualifications or experience gained in industry. It is essential that this on-site training is supported and accepted as an important part of any learning journey. Many of the skills needed can be developed outside of formal courses through in-house training, onsite mentoring, and on-the-job experience in a variety of settings. However, it is important that these skills and competencies are tested, approved, or assessed and there are assurances that the installers meet and maintain the required standard….Valid and reliable evidence should be necessary to support prior learning assessment decisions". Kingspan Insulation Ltd

3.69 United Kingdom Accreditation Service hold the view that "competence (rather than qualifications) needs to be demonstrated…and current", and that this might require "a periodic, meaningful assessment by an external body".

3.70 Similarly, the West of Scotland Housing Association felt that there should be "standards and clear identification of a course that meets the skills requirements (e.g. kitemark, SQA certification) that would allow this to form part of a procurement exercise for buyers".

3.71 There was a request that the RPL route should not be overly cumbersome or burdensome, a point reflected in the organisation quotes below.

"…it may be the case that people will have been out of formal education for a very long time and it should be positioned as a positive step for them, not a negative one. We must also ensure that we strike the right balance in the approach so as to mitigate the risk of having an overqualified and under-experienced workforce versus an over-experienced, underqualified one". Warmworks Scotland

"In identifying how installers can meet the proposed skill requirements and in particular, the RPL route, a balance must be struck between maintaining and raising standards within industry and ensuring that installers are not exposed to excessive burdens. Many installers have been working in the sector for several years and have developed knowledge and experience through practical work as opposed to qualifications and it is important that this knowledge and experience is recognised and accounted for". National Insulation Association

"For RPL installers there needs to be a means of assessing their capabilities and competences without spending hours in a classroom or workshop environment. Online courses may be the best way of determining existing levels of knowledge in an affordable way for existing workers. These may, in some cases, need a follow up visit to a centre for a practical assessment depending on the skill sets being examined". Building Engineering Services Association

3.72 While there was strong support for RPL, a few wider comments were provided, for example:

• A local authority and Tighean Innse Gall posed various questions around the need for clarity to better understand for example: "what RPL means in practice", "what the RPL is", "who would deliver the assessment", "how it is accredited", and how it would be "applied" in different scenarios.
• Construction Industry Training Board noted that RPL is a methodology used to determine entry to a course/qualification – "it does not negate the need to obtain the qualification. Particularly if the qualification is mandated through something like PAS2020 and PAS2035. RPL should be applied by the training provider/college to determine the gaps in knowledge/skills/ competencies when mapped against the relevant qualification the learner is being entered for…It is then used to determine what needs to be taught and assessed".
• National Insulation Association in its response noted that "past experience of an existing installer may not be the right experience, and it may be argued that installer experience should be assessed against the framework for new installers undergoing training to raise standards for all within the sector to ensure that the skills are relevant to methods used today, new products / services and the holistic approach to retrofit".
• National Insulation Association also noted that it would be important to bear in mind that "new qualifications have been developed to keep up to date with new products and techniques, which may not have been relevant to someone working ten years ago".
• The joint response from The Energy Poverty Research Initiative, Common Weal, The Built Environment Asset Management Centre, Glasgow Caledonian University commented that the Scottish Government would have to "work closely with currently qualified installers, their trade organisations, professional associations, and further and higher education institutions to define the existing skills set, and likewise with the installers and trade bodies of new technology. It will then be incumbent on the Scottish Government to develop such a matrix".

Quality, provision and availability of training

3.73 There were various comments that related to the quality of training, the assessment and verification process, and/or availability of training courses.

3.74 Sustainable Energy Association and Scottish Power noted agreement with the following recommendations of the Short Life Working Group on Quality Assurance (Consultation Document, Pages 4 and 5):

• Recommendation 1 - There should be Quality Assurance criteria developed which detail the key mandatory requirements for suppliers wishing to participate in Energy Efficient Scotland.
• Recommendation 2. There should be a Quality Mark for Energy Efficient Scotland and suppliers wishing to take part in the Programme will have to Page 5 demonstrate that they meet all of the requirements (set out in Recommendation 1) through a robust vetting and verification process to achieve the Quality Mark. All approved suppliers should be listed on a publicly available Directory and where possible the use of operative ID cards should be considered.

3.75 Both organisations noted that implementing these recommendations would ensure suppliers adhere to a set criteria in order to participate in retrofit activities, and that it would also serve as an additional verification of quality for consumers.

3.76 Snipef Management Ltd welcomed the involvement of industry in the development of the skills matrix, and the importance of "industry recognised" provision and standards as a further commitment to quality and a benchmark of competency.

"It is essential we avoid any training packages that are not valued by industry and will not result in being an industry recognised operative. Fast track course for people coming from other industries are not acceptable". Snipef Management Ltd

3.77 Tighean Innse Gall emphasised that the achievement of the skills requirements would need to be set within an islands context

"Island based installers require islands based solutions. This means that provision of training, accreditation and certification have to be available in the islands. Given some proposed qualifications require 150 hours of learning, this can only be achieved if available in the islands. To attend a course of this magnitude on the mainland….the cost of travel and accommodation would be at least £1,000 per week journey aside of training costs".

3.78 National Insulation Association reported that the Education and Skills Fund Agency does not mandate how an assessor determines prior learning, and pointed to a UK Government example of a model that might be used to assess prior learning could include "a professional discussion with the apprentice to discuss knowledge, skills and behaviours gained in previous roles against the knowledge, skills and behaviours set out in the apprenticeship". It suggested that the following measures could be used to assess an installer's competency via the RPL route:

• Length of time working for an organisation within the sector.
• Number of jobs completed.
• Existing qualifications.
• Site observations/assessments of previous projects.

3.79 Further, Falkirk Council noted that the measures or "criteria to use this route should be made clear to ensure consistency in approach and should be evidenced to allow scrutiny".

3.80 A common theme was that an important area to focus on would be "supporting training providers to develop the appropriate competencies to hit the skills requirements", including progressing discussions with providers outwith the central belt. A related point was that it would be important for there to be an "increase in the training courses that are available, this will ensure there is sufficient volume to facilitate the attainment of the requirements, whether in the classroom or on-site".

Acknowledgement of work currently being progressed by Heat Pump Association and industry

3.81 The Heat Pump Association and others (e.g. NIBE Energy Systems UK) emphasised the importance of capitalising on the opportunity to train up heating installers already operating within the market but not installing heat pumps.

3.82 Common feedback was that this workforce has "many of the skills required to install heat pumps" and that the "plumbing principles will be the same". In this context, RPL was considered a useful mechanism or methodology through which the skills requirements could be achieved, and should be given due consideration.

3.83 Aligned to this, it was noted that work was currently underway between the Heat Pump Association and industry to "support and simplify the process to becoming a competent heat pump installer". This new installer route consists of a "technology neutral two day course which would ensure that installers are able to install and commission a systems to perform efficiently, regardless of the technology". Further, following the completion of the technology neutral course, installers will then embark on specific heat pump training, and will cover knowledge required regardless of the specific heat pump technology as part of a two day course before then specialising in heat pump technologies, such as air source or ground source.

Funding to help meet skills requirements

3.84 Scottish Land and Estates commented that "appropriate funding" would require to be provided to installers to ensure they have the resources to meet the proposed skills requirements, including the RPL route.

3.85 While the Energy Saving Trust noted that it would be important that "financial support is provided whilst people reskill to avoid the disincentive of a reduced income during the training period".