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

8. Role of Digital Technology

Question 8

What suggestions do you have for how digital technology could be used effectively to meet our skills requirements?

8.1 The vast majority of respondents provided suggestions for how digital technology could be used effectively to meet the Scottish Government's skills requirements (83%).

Digital technology is one of a number of useful tools

8.2 The general consensus was that digital technology was one of a number of useful and valued "tools" and mechanisms that could be used to help meet the Scottish Government's skills requirements.

8.3 There was broad acknowledgement across consultation responses that "there is a place for digital technology in the development of skills", and that it would be an important part of the "overall mix" of provision. In this regard, digital technology was widely considered to have a "vital role to play in meeting the Scottish Government's skills requirements".

8.4 Some organisations, including SELECT and Warmworks Scotland, pointed to how they have expanded their training delivery towards greater digital/online learning environments in response to the growth of digital technology and/or by adapting in direct response to the COVID-19 pandemic. Further, the Association for Decentralised Energy noted that "many heat network companies, including a number of ADE members, are already using digital technology to deliver assurance testing on heat networks".

8.5 Others, such as Building Engineering Services Association, noted that "online training is undoubtedly the way forward". There was further explicit reference to the pandemic, and the resulting shift in emphasis towards online/remote learning, as reflected in the organisation quotes below.

"The last 12 months has forced us to work more in a digital way, the lessons learned could be used to make the processes more convenient and easier logistically to upskill. For example, someone from a remote area might join a hybrid training session where some are in the classroom or parts of the curriculum can be delivered totally online. This could be a way of making it more cost effective and hence more take up of candidates". Worcester Bosch

"The biggest part of competency is in the doing and whilst technology can aid delivery of knowledge practical skills remain key. Perhaps consideration should be given to mentoring networks across industry alongside blended learning opportunities". The Insulation Assurance Authority

"The COVID lockdown has meant remote/digital learning is now embedded in practice and this should be used to our advantage. However construction skills do require some hands-on training and more work needs to be done on how these two training streams can be developed to support better outcomes". Tweeddale Energy Efficiency Supply Chain Development Project c/o Southern Upland Partnership

8.6 The benefits of online/remote learning were emphasised, including how it could support formal accreditation and on-site assessment. For example, National Insulation Association noted that digital technology could:

• Help to overcome the inherent challenges faced by SMEs that often lack the necessary time and resource to invest in skills development activity.
• Ensure that training provision is accessible to all - particularly if a blended approach to the RPL route is taken, with existing installers required to undertake some level of further training.
• Help to better standardise training provision and prevent the need for several individual sites across Scotland to develop the capacity to deliver the training required.

8.7 Others, including BCA Insulation Limited, NAPIT Registration, and Scottish Islands Federation pointed to the reduced travel time and cost associated with remote learning and/or the benefit of not having to travel to "mainland training centres" to learn new skills and earn accreditation in particular fields of work activity.

8.8 Further, the National Insulation Association pointed to existing research that showed that: e-learning increases information retention rates, e-learning requires 40-60% less time to learn than in a traditional classroom setting; and beyond typical remote learning techniques, augmented reality (AR) may have a role to play in educating new entrants to the energy efficiency sector.

8.9 Further, Historic Environment Scotland noted in its response that the "use of digital portfolios and virtual reality technology to enhance learning could also be explored".

8.10 The Association for Decentralised Energy noted in its response that "digital skills will be most important where the low carbon technology requires mapping and optimisation as part of the design, installation and ongoing maintenance". It suggested that the Scottish Government could "work closely with industry and skills providers" to understand where specific digital skills and software should be included in training programmes. Here, the organisation went on to note that "digital technology may help to facilitate shared learning and make remote learning possible in suitable instances".

8.11 Both Sustainable Energy Association and Scottish Power advocated for the "use of industry recognised digital tools to support the installers to understand consumers' needs and wants". The two organisations suggested that the Scottish Government could consider supporting the development of a digital customer needs assessment so that a householder can complete an on-line survey providing information about their home as the first stage of the customer journey. Sustainable Energy Association further noted that this would "drive the creation of a customer proposition report to inform calculations for heat loss and direct hot water. Utilising digital aides could standardise and optimise assessment options whilst keeping the process simple for installers".

8.12 Perth & Kinross Council Housing Improvements highlighted the important role that digital technology could also play in monitoring the performance of a building before and after works installations (e.g. environmental sensors could provide real-time information). Further, the same local authority noted that heating systems could be monitored to ensure that systems are installed and set up correctly, as well as monitoring tenants' habits and identifying fuel poverty issues. Further, the local authority commented that technology could be used to check on the performance of an installation and remotely adjust any settings in order to ensure that a system is working as efficiently as possible.

8.13 Aligned to these points, Glasgow City Council noted the importance of regarding digital technology as part of the "whole house approach to energy efficiency and low/zero emissions carbon". It further highlighted points around the use of digital technology to support post installation monitoring and modelling.

The importance of blended learning approaches to meet skills requirements

8.14 A key theme that emerged from the consultation responses was that digital technology was particularly useful in terms of facilitating increased knowledge and understanding, and that it could be a "cost-effective" way of delivering skills development activity.

8.15 The general consensus was that online learning should not be "relied on as the only option". The delivery of "blended" or "hybrid" learning opportunities and approaches, including the availability of "hands-on" training to develop "practical skills", was deemed essential to support workforce development in the sector.

"…online courses may be a way forward for initial education but as installing energy efficient measures require physical effort the examination or assessment of an installers ability has to be done in person either on-site or in a training environment". OFTEC

"Whilst e-learning and tools such as AR may be used to support traditional learning methods, we would highlight the importance of practical on-site training that is representative of real-world conditions. Working in the sector alongside undertaking formal qualifications is arguably the best way to train any installer". National Insulation Association

"Digital technology is a useful tool to support training but we fully support apprenticeships as learning is 'hands on' which suits the industry. A role for digital technology can be to support and enhance training we already have in place. For example it could be used learn new techniques if manufacturers bring out new technology requiring new methods. It could be used in college training as access to a multitude of renewable technologies may be expensive so tech such as virtual reality may allow learners to experience other types of technology without the college actually investing in it at their centre". Snipef Management Ltd

8.16 Related points were that remote learning might lend itself well to certain topic areas, specific "modules of training", or "theoretical elements", but that much of the learning and training would still require to be delivered "in person" and in a "physical environment".

Using digital technology to reach rural, remote and island communities

8.17 There was considered value in the use of digital technology to specifically reach and support the delivery of skills training in rural, remote and island communities. Common points raised were that this would ensure such communities "aren't left behind", and that skills and training opportunities are "readily accessible and not restricted due to location".

8.18 While outwith the scope of the consultation, a related point was the importance of improved and extended access to good broadband coverage and high speed internet connectivity in remote and rural areas to enable digital technology to be used effectively to meet the Scottish Government's skills requirements.

"Bandwidth is quite often an issue in the islands so we would prefer a local provider deliver training and assessment of recognised prior learning. This may be supplemented with online resources, but it should not be relied on as the only option, nor should it encourage a non-island solution with remote training that may fail on the day". Tighean Innse Gall

"Technology can also assist with online learning and it should also be considered that the rural and island communities are given access to high speed internet to help them learn the skill sets required for these sectors going forward and encourages them to stay local". Perth & Kinross Council Housing Improvements

8.19 NIBE Energy Systems UK noted that online/distance learning would help ensure that the "maximum number of installers are trained to a sufficient standard to adhere to the skills matrix and support the low carbon transition" and suggested that a digital low carbon skills card could be considered.

"The Heat Pump Association released a report – Building the installer base for net zero heating - with recommendations as to how to grow a sufficient installer base to meet low carbon heating installation targets. Within the report the HPA suggests developing a 'Low Carbon Skills Card' which would be used to demonstrate the credentials of installers to consumers and provide confidence across the UK that installers can be trusted and are certified. This skills card could be digital and therefore easily updated as installers acquire the required skills matrix qualifications or prove to have the relevant RPL". NIBE Energy Systems UK

8.20 This point was echoed by Heat Pump Association. In its response, the Association noted that a low carbon skills card could be both a digital and physical card provided to those recognised by the scheme, and could help "drive up standards across the heat pump industry" and could be a "signal of quality to the consumer that can be relied upon".

8.21 Similarly, Kingspan Insulation Ltd proposed a "robust vetting and verification process" to achieve the Quality Mark and that all approved suppliers should be listed on a publicly available directory. Further it proposed the use of digital "operative ID cards" that could detail skills, training and competencies achieved.

"Using digital technology to be able to update installer skills and building specifications should ensure that installations are carried out as effectively as possible with the most up to date information to ensure that the right installer is working on an appropriate building and delivering the right measures to deliver the most appropriate outcomes". Kingspan Insulation Ltd

8.22 The West of Scotland Housing Association noted that Continuing Professional Development (CPD) requirements could be "logged, maintained centrally or at the very least be held for evidencing" at the procurement stage.

Wider points

8.23 A few wider points were raised, as noted below.

Addressing skills shortages

8.24 There was feedback that digital technology could be used to support the provision of remote learning opportunities to address known skills shortages in the sector. For example, an individual respondent noted that "there is currently a lack of training supplied in Scotland to achieve the design inputs required under PAS 2035", and that remote learning would be important to support "…improvements in all areas that everyone within the associated energy improvement and generation fields are up skilled to meet the current and future needs".

Learning from elsewhere

8.25 In its joint response, The Energy Poverty Research Initiative, Common Weal The Built Environment Asset Management Centre, Glasgow Caledonian University noted that a sensible approach would be for the Scottish Government to engage with, and learn from, the digitalisation consultation and investment currently being undertaken by the energy network and supply companies as part of the RIIO-ED2.

Evaluating competence

8.26 The Building Engineering Services Association, in its response, suggested that online monitoring of installation and commissioning would be possible using digital technology, and enable "assessment of skills post training course for evaluating competence".

The importance of a robust and up-to-date evidence base

8.27 RTPI Scotland raised specific points regarding Local Development Plans (LDPs) that reflect the unique characteristics of the places and communities they cover, and considered there to be a role for the Scottish Government Digital Planning Strategy.

"Preparation of LDP strategies and policies needs to be informed by a robust and up-to-date evidence base. Therefore in order to support the development of heat networks, clear consideration needs made as to collection, analysis and visualisation of data relevant to achieve their output. To achieve this RTPI Scotland sees a role for the Scottish Government's Digital Planning Strategy. This Strategy aims to unlock the value of planning data, deliver an end-to-end digital planning service experience, create the conditions for digital to flourish, use digital tools to drive collaboration and engagement and embed a culture of digital innovation…

Research by RTPI Scotland has shown large potential economic and societal benefits arising from this digital transformation. For heat network related policy initiatives there is a need to provide a relevant, transparent and robust evidence base and indicators for monitoring purposes, which are continuously kept up to date. Efficiencies that are accrued within the planning system from investment in this digital transformation could free up resources of planning authorities to better support the delivery of heat networks".