| Learning programme | General skills related to nZEB MEP (blue collars) | |||
| Goals/Objectives | ||||
| Total number of hours | 14 | Total number of credits | N/A | |
| Minimum EQF for participants | 3 | |||
| Pre-curriculum conditions | Work experience in MEP installations | |||
Learning Outcomes
| Learning unit/ topic | Knowledge | Skills | Responsibility & autonomy |
| 1 | Principles of NZEB | ||
| Knowledge on facts, principles,
processes and general concepts on the five passive house pillars:
General knowledge on existing renewable and non-polluting energy sources Knowledge on possibilities of integration of renewable energy technologies in buildings |
Practical knowledge in the system approach to NZEB and DER and understating importance and relationship between application of individual measures
Solve problems by selecting and applying basic methods for improving energy efficiency Ability to name renewable energy sources |
Responsibility for completion of tasks related to energy- saving measures
Autonomy in identifying suitable measures for NZEB |
|
| 2 | Comfort, health and safety requirements in buildings, incl. indoor air quality | ||
| Knowledge on facts and
principles of comfort in buildings and healthy indoor climate, including indoor air quality, thermal comfort, daylight and lighting, noise, connection to the nearby landscape
Knowledge on facts and principles of key-factors influencing indoor comfort during summer (qualitative understanding) Knowledge of general concepts and building regulation regarding safety requirements in buildings and renovation process:
|
Ability to explain the
importance of comfort in buildings and healthy indoor climate, and describe the main criteria and factors that affect human comfort in buildings Identify the main factors influencing indoor comfort during summer and winter Identify key safety requirements in buildings and renovation process and responsible specialist |
Responsibility in considering main influencing factors on indoor climate, comfort and safety during completion of tasks related to NZEB
Responsibility for using appropriate materials |
|
| 3 | Mechanical ventilation with heat recovery system | ||
| Knowledge on the benefits of including a controlled ventilation system in a NZEB
Knowledge on the role of mechanical ventilation in maintaining high quality indoor air, with special regard for appropriate levels of CO2 as well as relative humidity Knowledge about use of MVHR’s in NZEB and DER in terms of noise levels, electrical energy requirement for the fans and impact on reduced heating and / or cooling demand Knowledge on the two most common ducting arrangements used in residential ventilation systems and the impact these systems will have on the need for sound attenuators Knowledge on the preferred duct types to ensure smooth air flow and avoiding sagging or kinking Knowledge on the key components of a balanced ventilation system with heat recovery in drawings and buildings |
Cognitive skill and practical knowledge for main components of a MVHR system, including heat exchanger, ducting, supply and exhaust registers
Practical knowledge in positioning supply and exhaust registers in such a way that occupancy comfort and behavior is considered (draughts, noise and placing of furniture in front of out-/inlets) Cognitive skill and practical knowledge on the importance of proper routing of ducts and respective impacts Cognitive skill and practical knowledge on insulating and properly sealing where ducts penetrate the airtight and insulating layer of the building
|
responsibility for suitably locating the MVHR unit considering most especially
ease of access Responsibility for using appropriate ducting materials Autonomy and self-management during installation of individual components of the MVHR system, air-sealing and insulation Responsibility for maintaining hygiene during installation Responsibility for explaining the need and ensuring easy access for maintenance of the MHVR system |
|
| 4 | Heating and cooling/ DHW | ||
| Knowledge on different
heating and cooling systems such as boilers, heat pumps, mini-split systems and district heating Knowledge on heating high performance homes via mechanical ventilation with heat recovery using a ‘post- heater’ Knowledge on facts, principles, processes and general concepts on the most efficient means of producing DHW Specialized knowledge on insulation of pipework and the significant influence of this on energy consumption Knowledge on the energy consumption of DHW circulation pumps Knowledge on clustering rooms which use DHW to keep pipe-runs short which minimises heat losses |
Cognitive skill and practical knowledge for the main components of a heating and/or cooling system and identifying different types of systems
cognitive and practical skills for factors influencing proper functioning of the heating and cooling and DHW systems cognitive and practical skills required to accomplish tasks related to ensuring continuity of insulation of pipework where required |
Responsibility for identifying and using efficient means for installing Heating and cooling and DHW systems
Autonomy and self-management for completion of tasks related to thorough and complete insulation of pipework, (including all fittings, junctions and values as well as through-envelope penetration) as well as optimal routing of pipes and ducts |
|
| Lighting and automation regulation | |||
| 5 | Knowledge on facts, principles,
processes and general concepts on low energy lighting systems and on use of passive infrared sensors (PIR) in automating lighting in infrequently used spaces and circulation zones Specialized knowledge on the difference between key concepts of lux, lumens and watts Knowledge on range of lighting colours available (cool white versus warm white) Knowledge on facts, principles, processes and general concepts on the advantages of home automation and regulation systems Knowledge on the key energy uses which should be governed by home automation and regulation, including DHW and space conditioning as well as CO2 and humidity levels |
Cognitive skill and practical knowledge required to accomplish tasks related to successful installation of controls and sensors required to provide home automation and regulation
Skills in identifying components of automation and regulation system, as well as indicating the location of key sensors and highlighting which features they regulate cognitive and practical skills required to accomplish tasks related to installation of low energy lighting system |
Responsibility for completion of tasks related to installation of low energy lighting systems, PIR sensors and home automation system |
| 6 | RES and RES in building renovation | ||
| Knowledge on the definition of renewable energy and types of renewable energy sources and systems
Knowledge on existing HVAC technologies with the use of RES knowledge on photovoltaic systems knowledge on requirements to drawings for the building equipment with use of renewable sources knowledge on renewable energy technologies appropriate to reach nZEB or DER standard knowledge on existing systems of short- term and long- term energy storage |
Skills in naming and explaining various RES systems suitable for NZEB standard
cognitive and practical skills on reading and understanding guidance and approved documentation on RES systems
|
Autonomy in identifying components of RES on building plans
Responsibility for following installation documentation and plans relevant for proper functioning of RES systems |
|
| 7 | Airtightness | ||
| Knowledge on facts, principles,
processes and general concepts on the necessity of airtightness, vapour control and windtightness in a building and the multitude of benefits they bring knowledge on facts, principles, processes and general concepts on the critical importance of coupling airtightness with ventilation (“build tight-ventilate right”) knowledge on facts, principles, processes and general concepts on typical weak points in the case of airtightness, vapour control and windtightness |
cognitive and practical skills
required to explain the importance of airtightness, windtightness and vapour control in buildings cognitive and practical skills required to identify the airtight layer and its constituent parts in drawings and buildings cognitive and practical skills in correctly installing airtight sealants |
Understanding for formulating a
logical procedure/sequence of work with reference to airtightness Responsibility for correct installation of airtight layer around building systems components interfering with building envelope Responsibility for using only suitable for the purpose materials |
|
| 8 | Construction and assembly instruments | ||
| knowledge of orientation in
standards, technical documentation and documentation for installation and repair of building systems Knowledge on available digital and BIM tools suitable for construction and assembly on the building site and their application (schedules, construction details, order and navigation of individual tasks) Knowledge on interdisciplinary communication network on building site |
Identify and explain software tools for assisting NZEB design
Practical skills to apply software tools for specialised parts of design of energy efficient projects |
Responsibility for application of nationally recognized software tools for specific design tasks related to energy efficiency | |
Detailed content of the topic (module)
| Learning unit/topic | Teaching methods (classical, video presentation, ppt presentation) | Type of activity (course, applied activity, practical activity) | No. of hours |
| 1. Principles of NZEB | classical, digital/ webinar, interactive, powerpoint presentation | Course, Applied activities | 1 |
| 2. Comfort, health and safety requirements in buildings, incl. indoor air quality | Course, Applied activities | 1 | |
| 3. Mechanical ventilation with heat recovery system | Course, Applied activities | 2 | |
| 4. Heating and cooling/ DHW | Course, Applied activities | 2 | |
| 5. Lighting, electrical systems and automation regulation | Course, Applied activities | 2 | |
| 6. RES and RES in building renovation | Course, Applied activities | 2 | |
| 7. Airtightness | Course, Applied activities | 3 | |
| 8. Planning and design instruments | Course | 1 | |
| Total no. of hours | 14 | ||
| References: Fit-to- NZEB, Catalogue of Learning Outcomes D2.3 (December 2017) available at http://www.fit-to-nzeb.com/uploads/9/8/8/4/9884716/d2.3_catalogue_of_lo.pdf
CraftEdu, ULOs for Developing Curricula D2.1 (May 2019) available at: https://www.craftedu.eu/uploads/9/8/8/4/9884716/d2.1_ulos_for_developing_educational_curricula.pdf CraftEdu, Curricula for 9 training programmes for targeted craftsmen and on-site workers, D2.5 available at: https://www.craftedu.eu/uploads/9/8/8/4/9884716/d2.5_curricula_for_9_training_programmes_for_targeted_craftsmen_and_on-site_workers.pdf |
|||