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*below is our DRAFT model for creating a nimble, flexible, integrated job training program in renewable energy. REA250 welcomes your thoughts and comments. You can contact us at
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read the Department of Labor Employment & Training Administration's "Green Jobs" Framework for Action
1. Focus on the workforce: FILL HARD HATS
To ensure that Nevada can rapidly respond to the needs of the industry, it needs a high quality workforce that is prepared to install, operate, and maintain renewable energy equipment.
Our strategy is to develop curricula that prepare tradesmen and “fill hard hats” on the ground. In doing so, we are in alignment with federal and state programs that mandate and support putting people back to work.
We see an opportunity for expansion from this program as high schools, community colleges, and universities incorporate pieces of this “core” training into their diploma, AAS, and BS degree programs.
2. Map existing pathways to education and training in all sectors of renewable energy
REA250 will map existing pathways to education in all sectors of renewable energy Nevada. (Ex. How does an electrician in Nevada acquire the skills to install a small wind turbine? What courses does a contractor take in order weatherize homes?)
Next, REA250 will then facilitate an industry wide discussion and vetting of the current training in renewable energy. In consultation with labor, community colleges, universities, and industry, it will assemble the most relevant learning objectives for tradesmen, contractors, and community college students. The goal is the development of a curriculum for tradesmen in alignment with industry needs.
3. Support a certification or rating system in all sectors of renewable energy
After conversations with players in renewable energy, REA250 has come to believe there is a need for a certification or rating for tradesmen who have completed training in a given sector of renewable energy.
NABCEP on the Need for Certification:
“Certification of a profession refers to a generally voluntary process in which the certifying organization formally grants recognition to those who meet certain predetermined standards or qualifications. It usually includes an examination of some kind to assess the candidates’ qualifications. Certification offers the public a high degree of protection because practitioners have to meet standards or qualifications and pass an exam, and they do so voluntarily.” (www.nabcep.org)
In order to be effective, renewable energy certificates or ratings must consist of both an exam and a requirement for hands on training. The exam must be administered by a third party, who’s success or payment does not depend on the number of students who pass the exam. In addition, the exam must be taken in person.
Many tradesmen will already have most of the skills they need to receive a certification. An individual who has been an electrician for years, for example, may only need to take a brief course in the specifics of hooking a wind turbine to the grid in order to pass a small wind installer certification. He or she will already have many hours of work experience that can be applied to the on the job on training requirement. Whereas an individual who is starting from scratch will need to learn of the basics of the electrical field as well as the specifics of wind turbines.
This supports tradesmen in the workforce—allowing them to build off of previous experience. It supports the industry by creating standards so employers will know those they hire really do have the right skills for the job. It protects the public by ensuring safety and quality.
4. Utilize Education Design Group’s E-Resource for Renewable Energy
Education Design Group (EDG) is developing an Internet based software application for renewable energy. This "kernel" or conduit will facilitate collaboration and the dissemination of innovations.
a. online and distance learning feature
EDG's e-resource will host curricula in renewable energy. Through its use of universal formatting, courses hosted here will be accessible to any educational institution in the state and nation. In addition, EDG has developed an inexpensive open source e-learning software which makes curricula accessible to institutions that can not afford expensive licensed software.
Because this material is found online, it is accessible to students in the rurals. Students can take the ‘online’ component of their training before traveling to hands on training that is usually offered in urban areas. In addition, continuing education courses may be available online to professionals working in the rurals who may not have the time to come into the city for retraining.
b. harvesting feature
This feature enables the harvesting of knowledge from those on the ground in the renewable energy industry. When technicians, instructors, or manufactures encounter problems not included in the product manuals, they enter their solution into the web-application. This solution is vetted and then seamlessly incorporated into previously existing published materials, from manuals to curriculum. This benefits, and is accessible to, technicians in the field, students and instructors, and manufacturers.
c. documentation and bug tracking feature
Finally, the web application will incorporate the use of a complex—though simple to use—tracking system. This tracking supports the harvesting and education functions of the web application. It will also be available to monitor and manage large scale renewable energy projects in the state.
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