data mining analysis per migliorare l’efficienza ... · title of the event, progress call...

Data mining analysis per migliorare l’efficienza energetica nel

settore dell’edilizia: il progetto BUilding Green Skills

Luca Vecchiato

ECIPA Scarl

Title of the event, PROGRESS call “Delivering on skills for growth and job” -VP/2013/010 - Action 3.1 – Targeted Sector: ConstructionPlace, Data

Why BU.G.S.?

Framework: PROGRESS call “Delivering on SKILLS for GROWTH and JOBS”

BUGS main general goal: built GREEN SKILLS for new BUILDING and renovation of building

BUG’s concept:“A software bug is an error, flaw, failure, in a computer program or system that causes it to

produce an incorrect result [….]”

“Bugs [….] little faults and difficulties for which study and labor are needed in order to ensure commercial success (T.Edison, 1878)”

BUGS of the projectGreen skills bugs

which cause an “incorrect result” in economic development and professional growth

The BUGS project


The current context (1)

EU Unemployment

• Rate: more than 11%(EU 2020; Concil recomm. & guidelines, Joint empl. Report, etc.)

AT rate: around 5%IT, HR, SI: negative trend

• Green jobs: positive trends

• Green economy: job creation potential (OECD, UNEP, EC)

The BUGS project



Energy efficiency objectives

• Building: one of the energy-intensive sectors identified

• Kyoto protocol goals: by 2012 reduction of GHG (Green House Gases) emission by 8% (compared to1990)

• EU: reduction of GHG emissions by 20% by 2020

• EU: reduction of energy consumption of residential and commercial buildings

The BUGS project



Energy performance of buildings

• Methodologies: how to calculate energy performance of buildings

• Minim. Requirements for cost-optimal level of energy perf. applied to

NEW and EXISTING buildings.(EU directives, green paper, etc.)

The BUGS project



Policies of partner countries about green skills ga ps(EEO - EU Empl. Observatory)

AUSTRIA: Integrated policy frameworks: green economy=new jobs(good practice: AMS classification system to foreseen skills and occupational demand)

SLOVENIA: Separate environmental and employment measures

ITALY and CROATIA: Labour market outputs implicit in environmental policies

The BUGS project


BU.G.S.’s key questions

• How the building trade RENOVATE itself as a consequence of the changing process in the energy field?

• Which will be the GREEN SKILLS suitable for the ACCELERATION of this process?

• How training can help SMEs and workers of the field to catch OPPORTUNITIES of the green economy?

• How boost a GREENING PROCESS of the existing jobs?

The BUGS project


BU.G.S.’s aim

• Green skills gap detection

• Enhancement of green “re/up skilling” in the building construction sector to gain access to new jobs or keep current jobs

• Boost matching of job supply and job seekers

• Improve competitiveness of individuals and SMEs

• Enhance the green economic growth

• Green skills gap detection

• Enhancement of green “re/up skilling” in the building construction sector to gain access to new jobs or keep current jobs

• Boost matching of job supply and job seekers

• Improve competitiveness of individuals and SMEs

• Enhance the green economic growth

The BUGS project


BU.G.S.’s target�General target:

Building trade

� Indirect target :

High, Intermediate and Low skilled profiles of:

- Designers

- Site managers

- Technicians

- Hard hats

�Direct target :

Sector Trainers The BUGS project


BU.G.S. Partner Countries

ITALYSLOVENIAAUSTRIACROATIA

The BUGS project


BU.G.S. Partner 0rganisations profile

Private and Public organisations

SMEs representatives

Training providers

Research bodies

Regional and local entities

The BUGS project


BU.G.S. Partner organisations

The BUGS project

Co-applicants

1 IT EEN UCV

2 IT ANCE

3 IT URES

4 SI GZS ZGIGM

5 SI CPU

6 SI ZAG

7 HR Obrtnicko Uciliste

8 HR ZACORDA

9 HR FER

10 AT EEE

Affiliated entity

IT CNA PD

Associated organisations

IT Regione Veneto

IT Regione Friuli Venezia Giulia

Applicant

IT Ecipa


BU.G.S. Main expected outputs

• Development of a DATA MINING ANALYSIS SOFTWARE to identify green skills gaps and mismatching of demand and supply, crossing institutional data with SMEs data(to be used by: Public bodies, Private entities, Training centres, Research Institutes or Dept., SMEs)

• Collection of GOOD PRACTICES of tailor made evaluation of green skills bottlenecks and training measures adopted

• Development of TRAINING PATHWAYS (capitalizing on the data mining software implementation and on the good practices)

• WEB PLATFORM for trainers

• LIVE CHAT

• Pilot phase , in order to involve a sample of potential users(Direct target and indirect target) and test the efficiency of developed tools

• WEB SITE

• Development of a DATA MINING ANALYSIS SOFTWARE to identify green skills gaps and mismatching of demand and supply, crossing institutional data with SMEs data(to be used by: Public bodies, Private entities, Training centres, Research Institutes or Dept., SMEs)

• Collection of GOOD PRACTICES of tailor made evaluation of green skills bottlenecks and training measures adopted

• Development of TRAINING PATHWAYS (capitalizing on the data mining software implementation and on the good practices)

• WEB PLATFORM for trainers

• LIVE CHAT

• Pilot phase , in order to involve a sample of potential users(Direct target and indirect target) and test the efficiency of developed tools

• WEB SITE

The BUGS project


BU.G.S. Transversal issues

WPs

PROJECT MANAGEMENT (WP1)

QUALITY PLAN (WP5)

DISSEMINATION (WP6)

EVALUATION AND EXPLOITATION (WP7)

PROJECT MANAGEMENT (WP1)

QUALITY PLAN (WP5)

DISSEMINATION (WP6)

EVALUATION AND EXPLOITATION (WP7)

The BUGS project


BU.G.S. Implementation issues

WP2GREEN SKILLS BOTTLENECKS IDENTIFICATION MODEL

• Set up of a sector study and analysis of legislation framework

• Collection of SMEs and institutional data

• Definition of good models of data mining analysis for green skills needsidentification.

• Set up of a software for a tailor made evaluation of green skills gaps.

GREEN SKILLS BOTTLENECKS IDENTIFICATION MODEL

• Set up of a sector study and analysis of legislation framework

• Collection of SMEs and institutional data

• Definition of good models of data mining analysis for green skills needsidentification.

• Set up of a software for a tailor made evaluation of green skills gaps.

The BUGS project



WP3

GOOD PRACTICES AND DEFINITION OF TRAINING MODULES

• Identification and sharing of good practices useful for a “company tailor made”evaluation as well as a “company tailor made” training allowing to fill the

greengaps arisen.

• Set up of training modules exploiting the data mining software tool and sharedgood practices.

GOOD PRACTICES AND DEFINITION OF TRAINING MODULES

• Identification and sharing of good practices useful for a “company tailor made”evaluation as well as a “company tailor made” training allowing to fill the

greengaps arisen.

• Set up of training modules exploiting the data mining software tool and sharedgood practices.

The BUGS project



WP4

TESTING AND ENDORSEMENT

• Experimentation, adaptation and validation of pilot testing of tools identified inWP3 for green re/up-skilling in the Construction sector which will foresee atraining of trainers, involving a representative sample of training

professionals(dealing with construction skills and competences) and a test on a sample ofindirect target

• Creation of a web platform where training tools and methods will be available.

TESTING AND ENDORSEMENT

• Experimentation, adaptation and validation of pilot testing of tools identified inWP3 for green re/up-skilling in the Construction sector which will foresee atraining of trainers, involving a representative sample of training

professionals(dealing with construction skills and competences) and a test on a sample ofindirect target

• Creation of a web platform where training tools and methods will be available.

The BUGS project


BU.G.S.Method

The BUGS project


BU.G.S. Driver flow


The BUGS data mining analysis software

http://bugs.42b.it/it/


General training pathway

Profession group:

E.g.: Building

construction

Training of group

specific trainers

Core element of training pathway Key components Key questions

Pathway partnership Partnership formation, leadership,

vision funding

Who comes together to

implement the training

pathway and which

resources do they bring

to bear

Pathway sector Sector focus, employer engagement,

occupational targets, skill shortage

context

What need in the

economy is the training

pathway to address

Pathway design Starting skill levels,

course/credential/certificate

sequencing, curriculum design,

multiple entry/exit points, alignment

across settings

Who is the pathway

intended to serve and

how will it do so?

Pathway instructional delivery Participant-focussed and evidence

based practices, competence-based

instruction, work based learning

Which specific

instructional measures

or innovations will be

implemented in the

pathway to improve

results?

Pathway participant supports Participant assessment, supportive

services, special advising

How will the pathway

address the curricular

and non- curricular

needs of participants to

improve results

Pathway measurement Shared measurement and

accountability, continuous

improvement, closing achievement

gaps

How will success for

the pathway be

defined and how will

data be assembled to

determine success

Core element Key components Key questions

Purpose of

training:

upcoming deadlines of compulsory European

regulations and directives as well as national

regulations on energy efficiency in the

building sector. Changes in workforce

demand, changes in qualification demand

Introduction into framework

and framework conditions,

information on impacts of

framework

Definition of

target groups of

training:

Curriculum and contents by “profession

groups” in the building sector. (Building

planning, construction, HVAC etc).

For which profession group will

the trainers be trained? Is the

training´s target a cross cutting

knowlegde for all groups?

Differentiation of

skill levels:

Clear definition of training entrance skill level

of trainees and training exit skill level

which skill level is targetted?

low-intermediate-high,

classified also by profession

group?

Core components

of training:

profession specific and/or cross cutting

knowledge

Which curriculum has to be

elaborated for target group

and skill level training

Chosen didactics

for training:

how to communicate contents and skills to

trainees

Which didactic models, which

soft skills

Title/Subject of the training path:

Participants target of the

training path:

Gaps arisen from the

BUGS software analysis:

Goals of the training

path:

Skill-level of target

participants:

Session(s)/Content(s) H. Knowledge,

Competences and

skills to be achieved

Type of Training

(e-learning,

blended

learning, etc.)

N. of

Participants

Training

Goals

Title of Session 1:

…………………..

Content(s):

Title of Session 2:

…………………..

Content(s):

Title of Session 3:

…………………..

Content(s):

Total Hours 0

Checklist for definition




Pathway partnership Partnership formation, leadership, vision

funding

Who comes together to implement the

training pathway and which resources do

they bring to bear


occupational targets, skill shortage context

What need in the economy is the training

pathway to address


course/credential/certificate sequencing,

curriculum design, multiple entry/exit points,

alignment across settings

Who is the pathway intended to serve and

how will it do so?

Pathway instructional delivery Participant-focussed and evidence based

practices, competence-based instruction,

work based learning

Which specific instructional measures or

innovations will be implemented in the

pathway to improve results?

Pathway participant supports Participant assessment, supportive services,

special advising

How will the pathway address the curricular

and non- curricular needs of participants to

improve results

Pathway measurement Shared measurement and accountability,

continuous improvement, closing

achievement gaps

How will success for the pathway be defined

and how will data be assembled to determine

success

BUGS Checklist for general training pathway


Pathway creation

The firm is interested in have a deeper knowledge on renewable production for heating

Exploring «Eurostat»we can see:- Strong decrease in house value…

BU.G.S. Data mining analysis software results: example n.1


Pathway creation

…but great increase in productivity and efficiency



Pathway creation

We also see that Italy is not alone on this path



Pathway creation

The company direction could be interested in having a deeper knowledge on renewable production.

Exploring «Country»we can see:- Increasign interest in Italy for solar thermal and soldi biomass



Pathway sector

The economic situation of the company during the last year has been rather good during the last years and is worsening during 2014, even if less than the average for Italy.

The company was able to react to the general crisis



Pathway partecipant support

The company has been more structurated than the average companies in construction sector.

The same indication is also shown in the following graph




Profession group:

E.g.: Building

construction

Training of group

specific trainers



vision funding



pathway and which


to bear



context

What need in the


pathway to address





across settings

Who is the pathway


how will it do so?




Which specific



implemented in the

pathway to improve

results?





and non- curricular


improve results




gaps


the pathway be



determine success


Purpose of

training:









framework

Definition of

target groups of

training:








Differentiation of

skill levels:






group?

Core components

of training:


knowledge




Chosen didactics

for training:


trainees


soft skills



training path:




path:


participants:


Competences and


Type of Training

(e-learning,

blended

learning, etc.)

N. of

Participants

Training

Goals

Title of Session 1:

…………………..

Content(s):

Title of Session 2:

…………………..

Content(s):

Title of Session 3:

…………………..

Content(s):

Total Hours 0





Purpose of training: upcoming deadlines of compulsory European





Introduction into framework and framework

conditions, information on impacts of

framework

Definition of target groups of training: Curriculum and contents by “profession



For which profession group will the trainers

be trained? Is the training´s target a cross

cutting knowlegde for all groups?

Differentiation of skill levels: Clear definition of training entrance skill level


which skill level is targetted? low-

intermediate-high, classified also by

profession group?

Core components of training: profession specific and/or cross cutting

knowledge

Which curriculum has to be elaborated for

target group and skill level training

Chosen didactics for training: how to communicate contents and skills to

trainees

Which didactic models, which soft skills

BUGS Checklist for profession group pathway



Profession group:

E.g.: Building

construction

Training of group

specific trainers



vision funding



pathway and which


to bear



context

What need in the


pathway to address





across settings

Who is the pathway


how will it do so?




Which specific



implemented in the

pathway to improve

results?





and non- curricular


improve results




gaps


the pathway be



determine success


Purpose of

training:









framework

Definition of

target groups of

training:








Differentiation of

skill levels:






group?

Core components

of training:


knowledge




Chosen didactics

for training:


trainees


soft skills



training path:




path:


participants:


Competences and


Type of Training

(e-learning,

blended

learning, etc.)

N. of

Participants

Training

Goals

Title of Session 1:

…………………..

Content(s):

Title of Session 2:

…………………..

Content(s):

Title of Session 3:

…………………..

Content(s):

Total Hours 0




BUGS Checklist for specific pathway by profession and level


Checklist of gap

Planning and construction supervision

Management Administration Sales Designers Technicians Workers· Kinds and properties of ecological materials

· thermal insulation, weatherization

· efficient heating· efficient lighting

· efficient water management

· renewable heat supply

· renewable electricity supply

· Cross cutting green-building-knowlegde

BUGS Checklist for specific arisen gaps to be filled in

Planning and construction monitoring


Checklist of gap

Physical building construction

Management Administration Sales Designers Technicians Workers· Kinds and properties of ecological materials

· thermal insulation, weatherization

· constructional preconditions for renewable heat supply

· Constructional preconditions for renewable electricity supply

· Cross cutting green-building-knowlegde

BUGS Checklist for specific arisen gaps to be filled in

Phisical building construction

Thank you for the attention!

Luca Vecchiato

Energy manager

data mining analysis per migliorare l’efficienza ... · title of the event, progress call...

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