Duration: 53 months Key Implementing Units: The Secretariat of the Pacific Community; and The University of the South Pacific. IRENA: Regional Consultative.

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Presentation transcript:

Duration: 53 months Key Implementing Units: The Secretariat of the Pacific Community; and The University of the South Pacific. IRENA: Regional Consultative Workshop on Renewable Energy Developments in the Pacific, Fiji November 2015

Cook Islands Fiji Kiribati Marshall Islands Micronesia Nauru Niue Palau Papua New Guinea Samoa Solomon Islands Tonga Timor Leste Tuvalu Vanuatu

 Overview of EU-PacTVET project  National & Regional Approach  EU-PacTVET Progress to date  RE competency needs  Tourism sector  Outcomes

The 10 th European Development Fund European Union Pacific Technical and Vocational Education and Training on Sustainable Energy and Climate Change Adaptation (European Union PacTVET) project is component three within the broader regional 10 th European Development Fund’s Adapting to Climate Change and Sustainable Energy (ACSE) programme. The purpose of the project is to enhance and/or create P- ACPs' regional and national capacity of, and technical expertise to respond to climate change adaptation (CCA) and sustainable energy (SE) challenges.

1.Assess national training needs in SE and CCA and existing informal and formal TVET training courses 2.Develop and implement benchmarks, competency standards and courses on Training of Trainers (ToT) and create a pool of national trainers 3. Develop and establish training courses and support facilities within TVET institutions 4. Strengthen networking in SE and CCA

 Technical and Vocational Education and Training (TVET) is concerned with the acquisition of knowledge and skills for the world of work Development of TVET competencies in the area of “Climate Change Adaptation” will be ground-breaking.

 A competency is made up of the following three elements: skills, knowledge and attributes.  Competencies can be standalone.  More than one competency can form a skill set.  A number of competencies or a few skill sets can form a qualification. Competencies are classified as core competencies or industry specific

 Communication  Time management  Decision making  Analysis  Gender  Inclusivity  Teamwork  Social responsibility  Integrity

 Airconditioning and Refrigeration  Solar Power  Wind Power  Biomass Power  Biogas Power  Hydro Power  Energy Efficiency  Energy Auditing

 TNGA completed  Identify country specific developments and regional developments  Plan and develop competencies, skill sets and qualifications  Obtain national and regional accreditation (industry licensing)  Training of Trainers  Implementation/Delivery/RPL

Regional approach  FHEC partnership developing Certificate I – IV in RE with different strands National approach  Based on identified country needs

 RMI: Include climate change in tourism and hospitality with a focus on eco-tourism  Samoa: Training of Trainers on sustainable energy, in particular for the tourism sector.  Cook Islands: Use of traditional knowledge to support training in RE

Tourism Industry & Renewable Energy  Country specific  Regional ?

 Provide flexible & multiple pathways for acquiring education.  Make qualifications accessible to those already in industry.  Allow Recognition of Prior Learning-(RPL) and current competencies (RCC)  Meet industry need with alignment to the training institutions.  Ensure recognition of local qualifications by overseas institutions.

Thank You Vinaka vakalevu