Check Point

Skills for the Carbon Challenge (SCC)

State of Energy Efficiency Education in Australian Technical & Further Education (TAFE)

“WHAT IS THE STATE OF EDUCATION FOR ENERGY EFFICIENCY IN AUSTRALIAN TECHNICAL AND FURTHER EDUCATION PROGRAMS?”

State of Education for Energy Efficiency in Australian TAFE

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Attribution The work is to be attributed as: TNEP (2013) State of Energy Efficiency Education in Australian Tertiary & Further Education (TAFE): A Report to the Australian Government Skills for the Carbon Challenge Initiative, The Natural Edge Project (TNEP), Queensland University of Technology.

Acknowledgements - Research Team This project is supported by the Australian Government. The Work was produced by The Natural Edge Project (TNEP) research group, Queensland University of Technology, using funds provided by the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education (DIICCSRTE). Project Leaders: Dr Cheryl Desha and Mr Karlson ‘Charlie’ Hargroves. Principle Researchers: Mr David Sparks and Ms Angela Reeve. Research Team Members: Ms Kimberley Wilson, Ms Fiona McKeague, and Ms Omniya el Baghdadi. Acknowledgements - Project Mentoring, Peer Review & Participation The Project team would like to thank the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education (DIICCSRTE) for commissioning the survey and providing valueable peer review and mentoring, in particular Mr Paul Beerworth and Mr Jason Van Ballegooyen. The survey was developed by the research team drawing on the findings from a series of five focus groups with partricipants from Victoria, Western Australia, New South Wales, South Australia and Queensland. The team would like to thank the TAFE educators who volunteered their time to participate in the focus groups, and for their generous contribution of time and valuable insight to the project. In addition to the assitance of the participants of the focus groups, the Project team would like to thank the Head Teachers and Faculty staff in each TAFE Institution for their assistance in distributing the survey. Finally, we are extremely grateful for the hundreds of collective hours of input by Staff from TAFE Institutions around the country, with some 247 TAFE eductoros completing the Survey for their course/s. Without such dedication and commitment to sharing knowledge and experiences, this study would not have been possible.

Enquires should be directed to:

TNEP's mission is to contribute to, and succinctly communicate, leading research, case studies, tools, policies and strategies for achieving sustainable development across government, business and civil society. Driven by a team of early career Australians, TNEP receives mentoring and support from a range of experts and leading organisations in Australia and internationally, through a generational exchange model.

Dr Cheryl Desha Senior Lecturer, Faculty of Engineering and Science Principal Researcher, The Natural Edge Project [email protected] www.naturaledgeproject.net

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EXECUTIVE SUMMARY The Australian Government’s Skills for the Carbon Challenge (SCC) initiative aims to accelerate industry and the education sectors response to climate change. As part of the SCC initiative, the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education (DIICCSRTE) provided funding to investigate the state of energy efficiency education in engineering-related Australian Technical and Further Education (TAFE) Programs. The following document reports on the outcomes of a multi-stage consultation project that engaged with participants from over 80% of TAFE institutions across Australia with the aim of supporting and enhancing future critical skills development in this area. Specifically, this report presents the findings of a national survey, based on a series of TAFE educator focus groups, conducted in May 2013 aimed at understanding the experiences and insights of Australian TAFE educators teaching engineering-related courses. Responses were received from 224 TAFE Educators across 50 of the 61 TAFE institutions in Australia (82% response rate). Current Drivers for Energy Efficiency Education The survey investigated drivers for energy efficiency education in engineering-related TAFE courses, by exploring the perceived expectations of the educators, personal motivations for teaching this topic, and perceived student expectations to be taught such content: 

The majority of respondents (80%) indicated that they felt personally motivated and inspired to teach about energy efficiency, while 12% of respondents were not. Slightly over half of the respondents (55%) reported that they believed their students expected to learn about energy efficiency.



The majority of respondents (79%) indicated that they felt they were expected to teach about energy efficiency, and identified the key drivers as being: ‘Knowledge and Skills requirements’, ‘Performance Criteria Requirements’, and ‘Industry Expectations’.



One-third of respondents (35%) felt that their Faculty/Department/Educational Manager had made a commitment to increase the coverage of energy efficiency, with one-third (36%) responding ‘no’, and 29% were ‘unsure’.

Current Coverage and Gaps in Energy Efficiency The Survey investigated the state of energy efficiency education in engineering related TAFE programs, including the perceived importance and current coverage of specific energy efficiency topics. 

Overall, 45% of respondents believed that the qualification/course they were involved in teaching currently had a unit of competency with a primary focus on energy efficiency. Of those who said ‘no’ or where ‘unsure’, 54% felt that they should have such a unit of competency with a primary focus on energy efficiency. This indicates that there may be a need to develop units of competency with a primary focus on energy efficiency in some qualifications/courses.



The energy efficiency topics most frequently selected as being of ‘High importance’ and also most frequently selected as currently having ‘Low’ or ‘No coverage’ include: ‘The ability to communicate the business case for energy efficiency’, ‘Energy efficiency & low carbon technologies (renewables)’, ‘The quantification of the economic benefits of energy efficiency’, ‘Undertaking energy auditing and energy assessment’, and ‘Sustainable energy supply - energy storage’.



The energy efficiency topics for which TAFE educators most frequently selected ‘I don’t understand this topic’ include ‘Energy Mass Balances and Modelling’, ‘Energy performance contracting’, ‘Embodied water in energy generation’, ‘Incremental efficiency versus whole system design (for overall efficiency gains)’, ‘Resource productivity’, ‘Product stewardship and responsibility’, and ‘Fundamentals of Thermodynamics’.



In general, there does not appear to be a significant variation between each of the States and Territories in the topics considered to be of ‘High importance’. Topics appearing most frequently in the top 4 ‘High importance’ topics across all States and Territories were: ‘The identification of energy efficiency opportunities’, ‘The ability to communicate the business case for energy efficiency’, and


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‘Efficiency, resource efficiency, and energy efficiency’. Notably, these topics were also generally described by the majority of respondents as currently having a ‘Low’ to ‘Medium’ level of coverage. Preferences for Energy Efficiency Educations Resources 

The ‘Top 5’ resource types were ‘A set of case studies on energy efficiency examples’, ‘Collection of updated lecture materials from other TAFE lecturers of this unit’, ‘Worked examples of the application of energy efficiency’, ‘Industry validated assessment/assignment items related to energy efficiency’, and ‘Simulation packages to demonstrate the application of energy efficiency’.



The most valuable resource formats included: ‘Video Footage’, ‘PowerPoint Slide Sets’, ‘Interactive Simulation Packages’, and ‘PDF/Word documents’.



The most important considerations for energy efficiency resources were: ‘Current and up-to-date information’, ‘Clear aims and objectives’, ‘Mapped across unit of competency requirements’, and ‘Industry validated assessment’.



The respondents generally felt that the most valuable third part endorsements for energy efficiency resources included: ‘An industry organisation’, ‘The CSIRO’, ‘Formal involvement by industry in process’, ‘The Clean Energy Council’, and ‘A Federal Government Department’.

Comparison to Higher Education Engineering Education This report provides a comparison to findings from previous surveys undertaken under the National Framework for Energy Efficiency in 2007 (and updated in 2011 with DRET) focussed on engineering education in the Higher Education Sector. The previous report suggested that that the state of education for energy efficiency in Australian engineering education is currently highly variable and ad hoc across universities and engineering disciplines. 

In both TAFE and university engineering education programs, none of the nominated topics were indicated to be covered in detail across the board, however some topics are covered better than others.



Topics reported to have higher levels of coverage in both TAFE and university engineering education include: ‘Efficiency, resource efficiency, and energy efficiency’, ‘The link between energy and greenhouse gas emissions’, and ‘Heat transfer management (particularly insulation & thermal capacity)’



Topics reported to have lower levels of coverage in both TAFE and university engineering education included: ‘Embedded water in energy generation’, ‘Incremental efficiency vs. whole system design (for overall efficiency gains)’, ‘Resource productivity’.



There was limited correlation between the preferences of TAFE and university engineering educators regarding resource types. However, for both TAFE and university sectors, the highest ranking resource type was ‘A set of case studies on energy efficiency examples’.



TAFE lecturers preferred endorsements from industry organisations and participation from industry in the process of developing resources. University educators preferred Engineers Australia endorsement. Federal Government Department endorsement ranked relatively highly for both university and TAFE respondents.

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Table of Contents Skills for the Carbon Challenge (SCC) ............................................................................................. 1 1

Introduction ..................................................................................................................................... 1 1.1 1.2 1.3

2

TAFE Energy Efficiency Survey Results ....................................................................................... 5 2.1 2.2

2.3 2.4 3

Survey Respondents ............................................................................................................ 5 The state of energy efficiency in TAFE engineering education offerings .......................... 6 2.2.1 Summary of related Survey Findings ..................................................................... 6 2.2.2 Summary of findings related to importance of energy efficiency topics by state 10 2.2.3 Comparison of importance and coverage in particular Training Packages .......... 12 2.2.4 Extent of Teaching & Learning Resources ........................................................... 14 Integration of energy efficiency into TAFE training ........................................................ 15 2.3.1 Summary of related Survey Findings ................................................................... 15 High level commitment to energy efficiency.................................................................... 18

Comparison with Previous Surveys .............................................................................................. 19 3.1 3.2

4

Survey Context.................................................................................................................... 1 Survey Scope ...................................................................................................................... 2 Project Methodology Summary .......................................................................................... 4

Extent of Teaching & Learning Resources ....................................................................... 19 Integration of energy efficiency into TAFE training ........................................................ 22 3.2.1 What resources would help integrate energy efficiency into engineering education? ................................................................................................................... 22 3.2.2 How should such resources be presented? ............................................................ 23 3.2.3 Third party endorsement of resources and materials ............................................ 23

Conclusions ................................................................................................................................... 24

Appendices: Appendix 1: Appendix 2: Appendix 3:

Glossary Survey Questions State by state breakdown of energy efficiency topics – importance and coverage

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Introduction

1.1 Survey Context Society is increasingly calling for professionals across government, industry, business and civil society to be able to problem-solve issues related to climate change and sustainable development. In particular there is an emerging realisation of the fundamental need to swiftly reduce the growing demand for energy across society, and to then meet the demand with low emissions options.1 Energy efficiency as a concept has gained significant attention over the last few decades, as a foundational measure for reducing greenhouse gas emissions, while also mitigating trends of rapidly expanding energy demand, increasing costs of electricity supply, minimising issues associated with extreme spikes in peak energy demand, and building resilience to declining conventional fuel sources. Between 2000 and 2010 in particular, there has been a significant growth in understanding of the complexity of these issues, their inter-relationships and the information and organisational challenges faced by companies to implement effective energy management strategies. The Australian Government’s recently released Clean Energy Legislation has energy efficiency as a key component of the overall strategy to reduce Australia’s carbon emissions and transition to a low-carbon economy.2 This focus on energy efficiency is supported by international research, which finds that energy efficiency represents a substantial proportion of cost-effective measures that can be taken to reduce greenhouse gas emissions.3 A review from the UK highlighted the importance of ensuring sufficient skills exist in relevant professions to support and enable a transition to a low carbon economy. This requires people with qualifications and skills to design, manufacture, transport, install, operate, maintain and decommission emerging low carbon technologies and systems, the shortage of which could cause critical delays in the transition and result in cost increases and longer timeframes.4 In Australia, researchers have found that higher education institutions play a ‘key role in developing graduates and professionals, especially in engineering and design, who can forge sustainable solutions’5. This research also identified a significant time lag between the development of new industry practices and their inclusion in curriculum that hampers the ability of education institutions to provide the training needed to produce adequately skilled graduates. Such findings call for strategic interventions to assist such institutions across all forms of education to address energy efficiency competencies. This has been evident in Australia, where programs such as the Energy Efficiency Opportunities (EEO) program have highlighted that, for example, engineering graduates lack the requisite skills to conduct energy efficiency assessments and identify cost effective 1

Desha, C., Hargroves, K., and Smith, M. (2009) ‘Addressing the time lag dilemma in curriculum renewal towards engineering education for sustainable development’, International Journal of Sustainability in Higher Education, vol 10, no 2, pp184-199.

2

Australian Government (2013) An overview of the Clean Energy Legislative Package, Retrieved 31 May 2013 from Clean Energy Future: www.cleanenergyfuture.gov.au/clean-energy-future/an-overview-of-the-clean-energy-legislative-package/#content00 Australian Government. (2013). Energy Efficiency. Retrieved May 30, 2013, from Clean Energy Future: www.cleanenergyfuture.gov.au/clean-energy-future/energy-efficiency/ McKinsey & Company (2010) Energy Efficiency: A Compelling Resource; National Action Plan for Energy Efficiency (2009). Energy Efficiency as a Low-Cost Resource for Achieving Carbon Emissions Reductions. US Environmental Protection Agency Prepared by William Prindle, ICF International, Inc. Jagger, N., Foxon, T.J. and Gouldson, A. (2012) Skills constraints for low-carbon transitions, Centre for Climate Change Economics and Policy, Working Paper No. 96; Sustainability Research Institute Paper No. 31, University of Leeds and the London School of Economics and Political Science. Desha, C., & Hargroves, C. (2009). Re-engineering higher education for energy efficiency solutions. Ecos, October-November (151), p 16.

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4

5

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opportunities to improve energy performance of engineered systems. Hence companies have sought to build capacity internally and up-skill employees with such capacity with six out of 10 of the largest engineering companies operating in Australia providing in-house training, and 4 out of 10 incorporating energy efficiency expectations in graduate recruitment.6 This has contributed to a realisation amongst various government departments and education providers that associated knowledge and skill sets to achieve energy efficiency goals are not being sufficiently developed in vocational or higher education. In response to such findings, this project seeks to inform efforts to improve the development of such goals in Technical and Vocational Education (TAFE) in Australia. The project builds on a series of associated surveys, including a 2007 survey of the state of engineering education for sustainable development in the higher education sector commissioned by the National Framework for Energy Efficiency,7 The survey received responses from 27 of the 32 universities and its findings indicated that energy efficiency education is highly variable and ad hoc with the level of integration of topical energy efficiency issues into courses appearing to be very low, and driven primarily by individual lecturers. In 2011, the Federal Department of Resources, Energy and Tourism commissioned the updating of sections of the 2007 survey, which echoed the findings of the 2007 report. The 2011 survey found that some critical concepts and knowledge and skills related to energy efficiency and sustainability actually declined in coverage and importance. This report outlines the findings of a survey of over 80% of TAFEs in Australia of the current coverage and interest in a range of specific energy efficiency related workforce development needs, to compare to the findings from higher education. Survey responses were received from 224 individuals teaching engineering-related offerings, spread across 50 of the 61 TAFE Institutions in Australia. This includes TAFEs in every State and Territory, spanning small to large departments and programs in engineering-related areas. 1.2 Survey Scope The survey asked the question: ‘What is the state of energy efficiency education in Australian Technical and Further Education (TAFE) programs’, to identify valuable findings to support greater coverage of energy efficiency in TAFE, and to enable comparisons to the previous investigations to highlight similarities and differences between the current state of energy efficiency education for engineering students between Australian universities, and Australian TAFE institutes. This report provides a summary of the findings from a national survey of TAFE institutes with the results discussed within the context of: identifying gaps in the existing coverage of energy efficiency in engineering-related qualifications; identifying specific drivers that encourage such topics to be taught; to ascertain expectations amongst students, teachers and institutes that graduates understand and can apply principles of energy efficiency; and to identify preferences and need for teaching resources and materials to assist TAFE teachers in embedding energy efficiency content in TAFE qualifications.

6

Desha, C., Hargroves, K. and El Baghdadi, O. (2012) ‘Review of Postgraduate Energy Efficiency Course Content and Recommendations for Use of Existing Course: Vocational Graduate Certificate in Building Energy Analysis (Non-Residential)’, Report to the National Framework for Energy Efficiency, The Natural Edge Project (TNEP), Australia. 7 Desha, C., Hargroves, K., Smith, M., Stasinopoulos, P., Stephens, R., and Hargroves, S. (2007) State of Education for Energy Efficiency in Australian Engineering Education - Summary of Questionnaire Results to the National Framework for Energy Efficiency, The Natural Edge Project (TNEP), Australia.

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The survey included three sections designed to enable comparison with the 2007/11 survey of Australian universities. Due to the differences in terminology, teaching requirements and structure between universities and TAFE institutes in Australia, the surveys do differ. The 2013 Survey for TAFE institutes included: 1. Energy efficiency education and TAFE programs: This section asked a range of overview questions, to gauge the respondent’s perception of drivers and requirements to teach energy efficiency in engineering-related courses. This included questions regarding student expectations to learn about energy efficiency, upper level commitment to energy efficiency, and attention to energy efficiency related aspects in TAFE marketing material. (5 questions; completion time: approximately 5 minutes). 2. State of energy efficiency education in engineering-related TAFE programs: This section sought to understand what is currently being taught in engineering-related qualifications in Australian TAFE institutes, with respect to energy efficiency; the perceived importance of energy efficiency topics; and the level of coverage of energy efficiency topics in TAFE Units of Competency and Qualification/Courses. (10 questions, 5 questions, with options for respondents to loop back through questions to provide answers for multiple units of competency, and for multiple qualification/courses; completion time: approximately 10 minutes, for each qualification/course) 3. Teaching and learning resources: This section identified the types of materials provided to students, gaps in the current energy efficiency training materials/teaching resources offered by the TAFE in Australia, and preferences from TAFE educators as to the integration of energy efficiency content into TAFE training. (4 questions; completion time 5 minutes) Key considerations in undertaking the study included the following: Individual and TAFE Anonymity: Whilst information provided by participants is unlikely to be compromising to them personally or professionally, the survey was designed to preserve anonymity of individual participants, and the TAFE institution at which they teach. This ensures that participants feel free to provide honest and complete answers. Unless specific permission has been obtained from individuals, data presented in this summary report maintains individual and TAFE Institution anonymity. While teaching staff within TAFE institutes offering engineering-related education were invited to participate, this report does not necessarily represent the views of their Institutions. Inclusiveness (Stakeholder Engagement): The study aimed to cover as broad a cross section of Australian TAFE institutes that offer engineering education as possible, in order to achieve the aim of the study, to determine the state of engineering education in Australian TAFEs. Flexibility: Given the responsibilities and time constraints on educators in TAFE institutes, the study was designed to be relatively quick to complete, was offered online to give flexibility in completing the survey, and the time period in during which the survey was offered was extended to a total of one month to ensure engineering educators had time to complete the survey. Awareness Raising: The survey provided an opportunity to additionally raise awareness about energy efficiency education for engineers, and the interest of DIISRTE and others in assisting TAFE and University educators in accessing content and resources to further integrate energy efficiency content into units of competency and training packages.

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1.3 Project Methodology Summary The survey comprised the following key steps: 1. Draft Survey: Design and develop draft of the survey and survey platform, including university ethics approval. The draft of the survey was based on previous surveys undertaken by the research team on energy efficiency in the Higher Education sector and amended to suit a TAFE audience. 2. Survey Design Focus Groups: Identification, recruitment, and delivery of focus groups to review survey draft to ensure suitability to TAFE. A total of 23 TAFE educators participated in the focus groups, with 5 participants from NSW, 4 from Qld, 5 from SA, 5 from Victoria, and 4 from WA. 3. Final Survey: Feedback from the focus groups highlighted opportunities to improve clarity and consistency of language appropriate for TAFE, removal of questions that were considered out of context, and the development of new questions. 4. Survey Requitement: An email inviting TAFE educators to participate in the survey was emailed to administrative staff and key personnel at TAFE institutes and associated groups around Australia. 5. Undertake Survey: The Survey was made available online for a period of four weeks, concluding on 31st May 2013, and was open to TAFE educators teaching engineering-related courses across Australia. The research team contacted Department Managers/Education Managers at TAFE Institutions by telephone during the duration of the survey period to raise awareness of the survey and encourage participation. 6. Survey analysis and reporting: The findings of the survey were analysed and a report created.

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TAFE Energy Efficiency Survey Results

2.1 Survey Respondents Summary information about the survey participation is provided in Table 2 below. A total of 247 TAFE educators participated in the survey. On review of the data, some responses were identified as being from disciplines not related to engineering (e.g. nursing, fashion, etc.), and these responses were removed from the analysis, leaving a total of 224 responses from engineeringrelated TAFE educators. These 224 responses represent TAFE educators from 50 of the 61 TAFE Institutions in Australia, with responses received from all States and Territories. Given that it is usually quite difficult to achieve a high response rate in surveys, this response rates may indicate of a high level of interest in energy efficiency in engineering related TAFE programs. Table 2. Survey participants – Summary of TAFE engineering educator participation TAFE Participation Data State

Number of survey participants

Number of TAFE Institutions represented

Percentage participation

Queensland

75

12

33.4%

New South Wales

42

8

18.8%

Victoria

38

15

17%

Western Australia

38

9

17%

South Australia

15

2

6.7%

Tasmania

6

1

2.7%

Australian Capital Territory

5

1

2.2%

The Northern Territory

5

2

2.2%

224

50

100

Total

In conducting follow-up phone calls to TAFE educators to raise awareness of the survey, invite them again to participate and to similarly invite their colleagues. During the survey period, the research team asked TAFE educators that they contacted to forward the survey invitation to any colleagues within their network that teach engineering-related units of competency. Survey participants had the ability to ‘skip’ questions, to ensure that data was not affected by ‘dummy’ responses, where participants felt the question did not relate to them, or were unsure how to respond. Hence, in the analysis, the number of participants who responded to each question is provided.

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2.2 The state of energy efficiency in TAFE engineering education offerings Overall the survey suggests that TAFE educators are motivated to teach energy efficiency, and recognise a strong expectation to do so as part of the requirements set for various qualifications. To a lesser extent, but nonetheless with a majority, TAFE educators consider that students expect to learn about energy efficiency. The vast majority of respondents said that the Training Package within which they teach has a ‘Sustainability’ Unit of Competency, and most use this as part of the qualifications that they teach. This suggests that there is widespread awareness of the sustainability units of competency that have recently been introduced across TAFE programs. However, there appears to be a lack of units of competency with a focus specifically on energy efficiency in many qualifications. Where such units do exist, the majority of TAFE educators reported using it, which may reflect these being stipulated as Core units. 2.2.1

Summary of related Survey Findings

(Q1) In general, do you think that your students expect to learn about energy efficiency? Over half (55%) of the 224 respondents selected ‘yes’, that students expect to learn about energy efficiency, with 33% responding ‘no’, and 12% ‘unsure’. (Q2) Are you required to, or do you feel that you are expected to, teach about energy efficiency? It was clear that the overwhelming majority of educators feel that they are expected to teach about energy efficiency, with nearly four-fifths (79%) of the 223 respondents selected ‘yes’, 15% responding ‘no’, and 6% saying that they were unsure.

(Q2b) If ‘Yes’, is this due to: The majority of the 171 responses who felt that they were required or expected to teach energy efficiency felt that this was due to: 

Knowledge and Skills requirements

77%



Performance Criteria Requirements

66%



Industry Expectations

61%



Critical Aspects requirement

46%

(Q3) Do you personally feel motivated and inspired to teach about energy efficiency? The vast majority of the 212 respondents to this question (80%) felt personally motivated to teach about energy efficiency, with 12% responding ‘no’, and 8% ‘unsure’.

(Q8) Do you know if this Training Package has a ‘Sustainability’ Unit of Competency? Almost all (90%) of the 202 respondents indicated that the Training Package within which they taught had a ‘Sustainability’ Unit of Competency, with 3% saying ‘no’, and 7% being unsure. This suggests there is widespread awareness of the Sustainability units of competency that have recently been introduced across TAFE programs. Further 79% of respondents indicating that they

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used the ‘Sustainability’ unit of competency, with 21% saying they didn’t use such a unit. (See Table 3) Table 3. Summary of awareness and use of ‘Sustainability’ unit of competency Training Package

Number of respondents

Aware of ‘Sustainability Unit’

Using a ‘Sustainability Unit’

MEA11 - Aeroskills

1

1

1

AUR12 - Automotive Industry Retail, Service and Repair

10

7

5

CPC08 - Construction, Plumbing and Services

14

12

10

UEP12 - Electricity Supply Industry Generation Sector

1

0

0

UEE11 - Electrotechnology

97

92

76

ICA11 - Information and Communications Technology TP

10

9

8

ICT10 – Integrated Telecommunications

1

1

1

MSA07 - Manufacturing

5

4

4

MEM05 - Metal and Engineering

52

46

42

CPP07 - Property Services

1

1

0

RII09 - Resources and Infrastructure Industry

1

1

0

MSS11 - Sustainability

2

2

2

UET12 - Transmission, Distribution and Rail Sector

1

1

1

NWP07 - Water

1

1

0

OTHER

5

4

3

Unknown

22

N/A

N/A

Note: ‘Other’ refers to State-specific Training Packages, for example certain offerings that are only available in one State or Territory. ‘Unknown’ refers to respondents who failed to select a Training Package due to only completing the first section of the Survey.

(Q10) Does the primary Qualification/Course you teach have a Unit of Competency with a primary focus on ‘Energy Efficiency’? Just under half (45%) of 192 responses indicated that there was a unit of competency with a primary focus on energy efficiency in the qualification/course that they were involved in teaching, with (43%) saying ‘no’, and 12% were unsure. Of those who were aware of an energy efficiency unit of competency in a qualification/course that they taught, 88% were using it, and 12% weren’t. Of those who said ‘no’ or where ‘unsure’, 54% felt that they should have such a unit of competency with a primary focus on energy efficiency. Page 7


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It is important to note that of the 59 respondents who said that there should not be a unit of competency with a primary focus on energy efficiency in the qualification/course that they teach, the majority were from ‘UEE11 - Electrotechnology Training Package’, ‘MEM05 - Metal and Engineering Training Package’, ‘AUR12 - Automotive Industry Retail, Service and Repair Training Package’, and ‘MSA07 - Manufacturing Training Package’. (Q12) Please indicate how important you think the following topics are for students in this Unit of Competency? Survey respondents were asked to identify the importance of specific nominated energy efficiency topics in units of competency that they were involved in teaching. Note: 66% of the 131 respondents to this question were discussing a Unit of Competency that they taught as a ‘Core’ unit. Overall, the energy efficiency topics that were most commonly nominated as having ‘High Importance’, across all States and in all Training Packages, include the following:8 

The identification of energy efficiency opportunities

52%



Efficiency, resource efficiency, and energy efficiency

51%



The quantification of the economic benefits of energy efficiency

48%



The ability to communicate the business case for energy efficiency

47%



Energy conservation measures

46%



Sustainable energy supply – energy storage

42%



The link between energy and greenhouse gas emissions

43%



Energy efficiency and low carbon technologies (renewables)

41%



Undertaking energy auditing and energy assessment

39%



Heat transfer management (particularly insulation and thermal capacity)

35%



Energy rating systems

36%



Energy efficiency of electronic components and systems

36%



Energy efficiency and low carbon technologies (fuels)

33%

Whilst TAFE educators appeared familiar with most suggested energy efficiency topics, there was consistently between 2 – 5% that indicated that they didn’t understand the suggested topics, and some topics that a relatively high percentage of survey respondents indicated they didn’t understand. It is important to note that this may have been due to the wording of the topic, as much as the participant’s lack of familiarity with the topic. Feedback on the proposed survey from a small group of TAFE educators and related stakeholders, prior to it being offered to TAFE institutes throughout Australia, revealed the differences in language commonly used in the university and TAFE sector, and suggestions were made for how to adapt the survey to the TAFE sector.

8

Results have been given as an aggregate across all Units of Competency, as the sample size for this survey is not high enough to give a rigorous indication of which topics are most important for any individual Unit of Competency – any findings at such a level would be too highly influenced by the perspective of individual survey participants to be said to be representative of the sentiment more broadly amongst TAFE educators teaching similar Units of Competency.

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However, in order to facilitate comparison between the university and TAFE sectors has meant that some wording and language has persisted. Topics that were most frequently listed as not being understood by TAFE educators include:  Energy Mass Balances and Modelling

12%



Energy performance contracting



Embodied water in energy generation

9%



Incremental efficiency versus whole system design (for overall efficiency gains)

9%



Resource productivity

7%



Fundamentals of Thermodynamics

7%



Product stewardship and responsibility

7%

10%

(Q14-15) Please indicate the level of coverage of the following energy efficiency topics in this Unit of Competency: Compared to the question asking participants whether they considered the suggested energy efficiency topics to be important for students to learn, TAFE educators were invited to nominate there perception of the actual level of coverage at present. For instance, the topics that were nominated as being of ‘high importance’ are compared with the response to how well they are covered at present. Energy efficiency topic:

% consider this to be ‘high importance’

Current coverage

 The identification of energy efficiency opportunities

53%

Medium

 Efficiency, resource efficiency, and energy efficiency

51%

Low-Medium

 The quantification of the economic benefits of energy efficiency

48%

Medium

 The ability to communicate the business case for energy efficiency

47%

Low

 Energy conservation measures

46%

Medium

 Sustainable energy supply – energy storage

42%

Low

 The link between energy and greenhouse gas emissions

43%

Medium

 Energy efficiency and low carbon technologies (renewables)

41%

Low

 Undertaking energy auditing and energy assessment

39%

Low

 Heat transfer management (i.e. insulation and thermal capacity)

35%

Not relevant

 Energy rating systems

36%

Low

 Energy efficiency of electronic components and systems

36%

Not relevant

 Energy efficiency and low carbon technologies (fuels)

33%

Low

It is interesting to note in particular, that a higher percentage of survey participants nominated ‘not relevant’, when asked the level of actual coverage of these topics in the Unit of Competency that

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they teach, compared to when they were asked about whether such topics were important for students taking the Unit of Competency. This may suggest that participants were not answering some questions consistently, that participants may have been somewhat defensive or less likely to consider a topic ‘relevant’ when asked within the context of whether they teach it themselves in their Unit of Competency, than more generally about whether it’s an important topic to cover; or that participants didn’t fully understand the questions. Overall, the energy efficiency topics that survey participants most frequently said had ‘high coverage’ in the Unit of Competency about which they were responding included: 


23%




23%




20%




18%




18%




18%

Topics that were most commonly nominated as ‘Relevant but not covered’, suggesting gaps in teaching that lecturers may be keen for assistance in covering included (percentages indicate the number of respondents who answered that this topic is ‘relevant but not covered): 

Energy generation, transmission, and distribution losses

19%




19%




19%




18%



Energy management of electronic components and systems

18%



Embodied energy of water distribution

15%

2.2.2

Summary of findings related to importance of energy efficiency topics by state

In this section, the responses from participants from each state are considered and compared, to highlight similarities and differences. Some states, including Queensland, New South Wales, Victoria and Western Australia had a large number of survey participants, whilst the ACT, Northern Territory, South Australia and Tasmania had relatively few. Due to the small sample size in some states and territories, the results listed here are considered to be indicative at best, and should not be taken to be necessarily representative. In particular, the responses given to Questions 12: ‘Please indicate how important you think the following topics are for students in this Unit of Competency’, and 14: ‘Please indicate the level of coverage of the following energy efficiency topics in this Unit of Competency’ are considered. As the requirements for Training Packages are set at a national level, through the Industry Skills Councils (ISCs) and then endorsed by the National Skills Standards Council (NSSC), with Units of Competency designed by individual TAFEs to meet the requirements of various Qualifications Page 10


Final Report

within Training Packages, any similarities and differences should be taken within the context of this national regulation. In terms of what content was considered important by survey respondents in each of the states and territories, in almost all (except for Tasmania) ‘The identification of energy efficiency opportunities’ was amongst the 4 topics most frequently considered to be of ‘high importance’ to Units of Competency, and was generally thought to have ‘Medium Coverage’. In QLD, WA, NSW and VIC, ‘Efficiency, resource efficiency, and energy efficiency’ was amongst the 4 topics most frequently considered to be of ‘high importance’ with variable coverage, and in QLD, NSW and the ACT, ‘The quantification of the economic benefits of energy efficiency’ was considered to be important, with Medium – High Coverage. ‘The ability to communicate the business case for energy efficiency’ was frequently considered of ‘High Importance’ in VIC, the ACT, the NT and TAS, with generally ‘Low Coverage’. Some states appear to be generally covering content that is considered ‘highly important’ better than others. For instance, participants from Western Australia and New South Wales most commonly ranked all most highly important 4 topics as having ‘Medium’ or ‘High’ coverage in the Unit of Competency about which they were responding. By contrast, Queensland and Victoria had a mix of Low and Medium, and Low and High respectively, with other states and territories generally rating the coverage of ‘highly important’ coverage as lower, or not relevant. In general, there does not appear to be any major differences between the topics considered important in each of the states and territories, and how well these are covered. Given the issues with sample sizes, and the way in which Training Packages and Units of Competency are developed, the research team has not further investigated this area, as it may overstate the data and imply significant findings that cannot be supported by the data % of respondents rated as ‘High Importance’ (n=46) 50%

Average coverage [mode]


50%

Low


48%

Medium

43% % of respondents rated as ‘High Importance’ (n=30)

Medium Average coverage [mode]


60%

High


53%

High


50%

Medium


High Average coverage [mode]


71%

Medium


67%

Medium/High


58%

Medium


54%

Medium

Queensland Topics most frequently rated as ‘high importance’ The identification of energy efficiency opportunities

The link between energy and greenhouse gas emissions Western Australia

(n=41) Low

(n=28)

Topics most frequently rated as ‘high importance’

Heat transfer management (i.e. insulation & thermal capacity) New South Wales

(n=24)


Page 11


Victoria

Final Report % of respondents rated as ‘High Importance’ (n=21)

Average coverage [mode] (n=21)

Topics most frequently rated as ‘high importance’ The ability to communicate the business case for energy efficiency

67%

Low


62%

Low/High


57%

High


Low Average coverage [mode]


71%

Medium/High


71%

Medium


57%

Medium


Low Average coverage [mode]


50%

Medium


50%

Not relevant


25%

Low


Medium Average coverage [mode]


50%

Not relevant/Low


50%

Embodied energy of materials

50%


50%

Low/ Medium Not relevant/ relevant but not covered Medium/ relevant but not covered Average coverage [mode]

Sustainable energy supply - energy storage South Australia

(n=7)


Undertaking energy auditing and energy assessment Australian Capital Territory

(n=4)


The quantification of the economic benefits of energy efficiency Northern Territory

(n=2)


Tasmania

% of respondents rated as ‘High Importance’ (n=2)

(n=2)

Topics most frequently rated as ‘high importance’ Undertaking energy auditing and energy assessment

50%

Energy efficiency & low carbon technologies (renewables)

50%


50%


50%

2.2.3

Not relevant Low/ relevant but not covered High/ relevant but not covered Low

Comparison of importance and coverage in particular Training Packages

To provide additional insight into the existing level of coverage, and perceptions of importance, of various energy efficiency topics at the level of the Training Packages, the following summaries have been provided for those training packages for which there were 5 or more respondents. The topics Page 12


Final Report

that are considered to be of highest importance in the Unit(s) of Competency that the survey respondents teach are listed, along with the mode level of estimated coverage. This provides an indication of priority areas, for which TAFE educators are likely to be seeking additional assistance to integrate energy efficiency content into their teaching. To complement this, a summary of the topics that were most frequently listed as being ‘Relevant but not covered’, as additional priority areas. These are two different concepts, in that a TAFE educator may consider a concept to be ‘Relevant’, but not of ‘High Importance’, however may still be willing or eager for assistance to integrate energy efficiency into their Unit(s) of Competency. As for all findings from this survey, it is important to keep in mind that the following describes the perceptions of a sample of TAFE educators, and does not necessarily reflect guidelines and requirements set by the Industry Skills Councils (ISCs) and then endorsed by the National Skills Standards Council (NSSC).

UEE11 - Electrotechnology Training Package Number of respondents: 56-63 High Importance

Mode Coverage


67%

Medium


63%

Medium


62%

Medium


52%

Medium

Energy Efficiency Topic

The topics most frequently considered ‘Relevant but not covered’ included: 


28%




25%




25%




25%

MEM05 - Metal and Engineering Training Package Number of respondents: 36-37 High Importance

Mode coverage


38%

Medium


35%

Low – Medium


30%

Low


30%

Medium


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Final Report

The topics most frequently considered ‘Relevant but not covered’ included: 

Link between friction losses and energy consumption

14%



Life Cycle Analysis / Assessment

14%




14%

CPC08 - Construction, Plumbing and Services Training Package Number of respondents: 11 High Importance

Mode Coverage


64%

Medium

Sustainable energy supply - energy storage

55%

Low


55%

High


55%

low


The topics most frequently considered ‘Relevant but not covered’ included:

2.2.4




37%



Energy Mass Balances and Modelling

37%




37%

Extent of Teaching & Learning Resources

The focus groups in WA, SA, and VIC described a lack of current teaching and learning resources associated with energy efficiency. Although there appears to be a range of teaching and learning resources associated with the broad field of ‘sustainability’ in use across all the states, participants generally described ‘currency’ as a key deficiency in such materials. This sentiment echoes the findings of a study undertaken in 20129 which found that TAFE teachers in WA were concerned about a lack of up-to-date equipment and facilities, particularly the discrepancy between apprentices using obsolete equipment at TAFE compared to the state-of-the-art equipment and facilities available in their workplaces. TAFE teachers from engineering-related disciplines discussed the types of materials currently provided to students and teaching methods, which included videos of examples and case studies, electronic PDF documents, text books, face-to-face specialist guest lectures, and hands-on practice using instrumentation, monitoring equipment and software programs on computers.

9

Tess Martin (2012). Policy to practice: TAFE teachers' unofficial code of professional conduct - Insights from Western Australia. International Journal of Training Research: Vol. 10, No. 2, pp. 118-131. doi: 10.5172/ijtr.2012.10.2.118

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Final Report

2.3 Integration of energy efficiency into TAFE training TAFE educators indicated that a range of resources would assist them in integrating more energy efficiency content into engineering qualifications and Units of Competency. There appears to be a strong preference for resources that have ‘real life application’, including those that are industry validated, use real world examples, and that integrate economic considerations. This is potentially an important consideration, to ensure that all resources are designed to teach energy efficiency knowledge and skills in a way that is directly linked to industry practice, such that graduates can readily apply what they are learning in their current and future work. 2.3.1

Summary of related Survey Findings

(Q16) Please select the ‘Top 5’ resources that would be the most useful in assisting you to increase the coverage of energy efficiency topics TAFE educators felt that the resources that would be of most use to them are: A set of case studies on energy efficiency examples

56%

A collection of updated lecture materials from other TAFE lecturers of this unit

54%

Worked examples of the application of energy efficiency

46%

Industry validated assessment/assignment items related to energy efficiency

42%

Simulation packages to demonstrate the application of energy efficiency

42%

The lowest scoring resources included: A customised set of readings on energy efficiency

11%

Lecturer capacity building in energy efficiency

13%

Lecture notes on energy efficiency opportunities, by technology

14%

On-site visitations

15%

Lecture notes on energy efficiency opportunities, by sector

15%

Other resources or training materials nominated by TAFE educators as being valuable included: 

Maths examples related to energy efficiency;



The ‘Your Home’ website;



Industry validated material;



Increased understanding of economic benefit/cost analysis for energy efficiency;



Guest presentations by industry suppliers, onsite visitations.

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Final Report

(Q17) Please select the top 5 most valuable resource formats for energy efficiency teaching The most commonly selected resources formats included:  Video Footage

78%

 PowerPoint Slide Sets

77%

 Interactive simulation packages

70%

 PDF Documents

62%

 MS Word Documents

62%

The lowest scoring resource formats included:  SCORM Format for online use

31%

This was the only option to rank below 55% - all others were clustered above 55%, and so have not been included here, as it did not appear that they were ‘not desired’ formats.

Other options added by participants include: 

Not fully understood at this time;



Working knowledge from industry, guest presentations;



Practical hands-on tasks;



Moodle.

(Q18) Please select the ‘Top 5’ most important considerations you have when selecting energy efficiency education resources The most commonly selected considerations included: 

Current and up-to-date information

71%



Clear aims and objectives

63%



Mapped across the unit of competence requirements

58%



Industry validated assessment

46%

The lowest scoring considerations included: 

Incorporates a systems focus

3%



Provides key words

6%



Reputable author or organisation

10%



Provides succinct learning points

12%



Wide application across training packages

13%

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Final Report

Other considerations included: 

Due to funding cuts in Victoria, it has be free or cheap



Examples of actual energy savings

(Q19) Please select the ‘Top 5’ sources of third party endorsement that would increase the likelihood that you would use a particular energy efficiency education resource: The most commonly selected third party nominations included 

An industry organisation

68%



CSIRO

64%



Formal involvement by industry in process

56%



Clean Energy Council

54%



Federal Government Department

54%

The lowest scoring options included: 

A United Nations Agency of Group

10%



An International University

13%



A Private Company/Industry Firm

15%

Other potential third-party nominations added by participants included: 

Green Building Council,



ABSA, Sustainability Victoria and BDAV,



Must be a credible source,



Peer reviewed by relevant educators.

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Final Report

2.4 High level commitment to energy efficiency There appears to be an ad-hoc, lukewarm high level commitment to energy efficiency at present in Australian TAFEs, with some perceived commitment to increase energy efficiency coverage in TAFE engineering offerings, and limited marketing of such aspects of existing offerings. TAFE educators do, however, generally feel both motivated, and expected, to teach energy efficiency to students. The expectation comes more from industry, Federal Government requirements, and students than from the TAFE institutes themselves. There was no clear trend as to whether TAFE educators consider that their Faculty/Department/Educational Manager has made a commitment to increase the coverage of energy efficiency, with approximately one third (35%) saying ‘yes’, such a commitment had been made, just over a third (36%) saying ‘no’, and 29% were ‘unsure’. With regards to whether participants thought that the TAFE institution at which they worked marketed the energy efficiency related aspects of its offerings, the greatest proportion (36%) felt that there was ‘medium/intermittent coverage’, with only 5% feeling that there was ‘high/consistent coverage’. 20% said ‘no’, their institution does not market the energy efficiency related offerings, and 26% said there was some ‘low/infrequent coverage’.

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3

Final Report

Comparison with Previous Surveys

In this section, the findings from this current 2013 Survey of TAFE educators is compared to an earlier, 2007/11 survey of University lecturers teaching engineering and engineering-related courses and engineering students. The 2007 Survey, undertaken for the National Framework for Energy Efficiency (NFEE) (and updated in 2011), had 48 course responses from lecturers across 27 universities from every state and territory in Australia, and 260 student responses from 18 courses across 8 universities from all 6 states. The 2007 NFEE survey findings were broadly that the state of education for energy efficiency in Australian engineering education is currently highly variable and ad hoc across universities and engineering disciplines. Here, we consider what similarities and differences exist between the coverage of energy efficiency topics in TAFE and University engineering offerings, as well as between preferences for resources. In interpreting this discussion, it is important to note both that there are differences and similarities between the TAFE and University sectors more generally, in terms of the nature of the education that is offered, terminology that is used, intended outcomes for graduates, and financial and regulatory structures. In some cases, the differences between the sectors have meant that the TAFE survey used different language, and in many cases, considered slightly different aspects/topics of energy efficiency. Furthermore, in considering resource requirements for the two sectors, the differences and similarities may influence the possibility of synergistic resource development to meet the needs of both sectors. 3.1 Extent of Teaching & Learning Resources In both the TAFE and university sectors, educators appear to consider that teaching energy efficiency is important. In the university sector, the main drivers to include more energy efficiency content appears to be program requirements, and the personal and research motivations of individual lecturers, rather than students. In the TAFE sector, educators recognize that students expect to learn about energy efficiency, and that the requirements set by the Australian Qualifications Framework require some level of energy efficiency content. TAFE educators also report being personally motivated to teach energy efficiency. With regards to what is currently being taught, both the TAFE and university sectors currently teach some energy efficiency, however this appears to be relatively ad hoc and not a significant focus in qualifications and degrees. Over half (58%) of the surveyed courses in the university sector comprised some knowledge or information about energy efficiency. Just under one fifth (17%) of these courses were entirely comprised of energy efficiency knowledge/information, including criteria for assessing some projects/assignments. In the TAFE sector, almost all (90%) of survey respondents said that the Training Package within which they taught had a ‘Sustainability’ Unit of Competency, while just under half (46%) of respondents said that the primary qualification/course that they taught had a Unit of Competency with an energy efficiency focus, and close to the same proportion (45%) said the primary qualification/course they taught didn’t. Considering more specifically what energy efficiency concepts are covered in university degrees, and TAFE qualifications, Table 3.1 below summarises the responses given by university engineering educators (NFEE, 2007) and TAFE educators in this 2013 survey. This is indicative, rather than definitive, as:

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Final Report



Potential energy efficiency topics were suggested by the research team are not assumed to cover the full breadth of energy efficiency content relevant to engineers (although these lists are informed by university and TAFE educators),



Not all topics are relevant to all courses and Units of Competency (survey respondents in the 2013 TAFE survey could indicate when they considered a specific topic not relevant to the Unit of Competency, and in the 2007 University survey could leave a ‘blank’ response),



Educators may vary in their perception of what ‘high’ coverage means,



Due to the differences between the TAFE and University sectors the questions asked differed somewhat between the 2007 and the 2013 survey, and



It is possible that, whilst these topics are not covered in the courses and Units of Competency taught by survey participants, they are covered by engineering educators teaching other courses and Units of Competency – and were thus not detected in these surveys. However, given the sample size and efforts undertaken by the research team to identify and include engineering educators teaching energy efficiency relevant courses and Units of Competency, this effect is expected to be minimal.

In short it is evident that there remain significant gaps across all energy efficiency Units of Competency in TAFE Units of Competency, and University courses. Reviewing the responses, it is clear that no topics are covered in detail across the board in either TAFE or university engineering education, however some are covered better than others. Topics with more coverage in both TAFE and university engineering education include: 

Efficiency, resource efficiency, and energy efficiency;



The link between energy and greenhouse gas emissions; and



Heat transfer management (particularly insulation & thermal capacity)

And to a lesser extent, and particularly in the University sector: 

Energy generation and transmission losses;



Energy efficiency & low carbon technologies (renewable energy);



Fundamentals of Thermodynamics;



Energy efficiency and low carbon technologies (fuels).

Many topics, as seen from Table 3.1 below, are not covered in detail in the vast majority of engineering education courses (universities) or units of competency (TAFEs). It is not clear from the survey, whether students are able to gain sufficient knowledge and experience with topics from the level of coverage that is being given – for example, if there is one course or unit of competency in their engineering program or training program that covers a given topic, whether this is sufficient for them to be able to later apply such knowledge to their engineering practice. However, the findings of the 2012 DRET and EEAG investigation, as well as the 2007 NFEE evaluation of student understanding of energy efficiency indicated that engineering graduates from universities and TAFEs were significantly lacking in energy efficiency knowledge and skills required in the workforce today. Such findings provide context for survey findings below, suggesting that this level of coverage is not adequate. Page 20


Final Report

Table 3.1: Summary of engineering educator assessments of the level of coverage of various energy efficiency concepts in existing courses (Universities) and Units of Competency (TAFE institutes) TAFE sector Concept/ Principle

High coverage

University sector

High coverage

In Detail

Mentioned

No.

No.

No.

No.

No.

%

No.

%

Efficiency, resource efficiency, and EE

30

23%

86

66%

15

31%

18

38%

Energy generation and transmission losses

30

23%

84

65%

19

40%

21

44%

EE & low carbon technologies (renewable energy)

25

20%

74

58%

11

23%

10

21%


23

18%

93

72%

-

-

-

-

EE and low carbon technologies (fuels)

23

18%

90

69%

-

-

-

-

Heat transfer mgmt (particularly insulation & thermal capacity)

23

18%

83

65%

-

-

-

-

Climate neutrality or emission mitigation

22

17%

84

66%

14

29%

16

33%

Sustainable energy supply - energy storage

20

15%

98

75%

-

-

-

-

Distributed generation of electricity (red. transmission losses)

20

16%

86

67%

-

-

-

-

Life Cycle Analysis/ Assessment

20

15%

81

62%

-

-

-

-

Sustainable energy supply - standby energy

20

16%

79

62%

16

33%

13

27%

Performance at part and full load

18

14%

84

66%

12

25%

13

27%


16

12%

90

69%

-

-

-

-

Embedded energy of water distribution

16

13%

84

66%

8

17%

15

31%

Embedded energy of materials

16

13%

79

62%

-

-

-

-

Energy management of electronic components & systems

16

13%

76

59%

2

4%

8

17%

Embedded water in energy generation

15

11%

91

69%

-

-

-

-

Incremental efficiency vs. whole system design (for overall efficiency gains)

15

12%

85

66%

3

6%

13

27%


15

12%

78

61%

5

10%

16

33%


14

11%

81

63%

-

-

-

-

Decoupling energy utility profits from kilowatt-hours sold

14

11%

79

62%

3

6%

7

15%

The ability to communicate the business case for EE

14

11%

77

60%

13

27%

12

25%

The difference between ‘Peak’ and ‘Base’ energy load

14

11%

76

59%

4

9%

9

20%

The identification of EE opportunities

13

10%

80

62%

4

8%

4

8%


13

10%

79

62%

2

4%

11

23%

The quantification of the economic benefits of EE

12

9%

78

60%

3

6%

6

13%


12

9%

70

55%

-

-

-

-

Building management systems

11

9%

80

63%

2

4%

13

27%

Energy Conservation Measures

9

7%

71

55%

-

-

-

-

EE of electronic components and systems

-

-

-

-

9

19%

17

35%

Energy mass balances and modelling

-

-

-

-

8

17%

13

27%


-

-

-

-

5

10%

12

25%


-

-

-

-

5

10%

11

23%

Energy recovery

-

-

-

-

0

0%

8

17%

This excludes participants who selected ‘not relevant’, and therefore includes ‘relevant but not covered’, ‘low coverage’, ‘medium coverage’, and ‘I don’t understand this topic’. a

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Final Report

3.2 Integration of energy efficiency into TAFE training 3.2.1

What resources would help integrate energy efficiency into engineering education?

In considering the preferences of university engineering educators, and TAFE engineering educators, for resources that would assist them to integrate more energy efficiency content into engineering offerings, a set of case studies on energy efficiency examples in engineering was rated the highest across both sectors (see Table 3.2). This may highlight a potential synergy to develop materials that could be used in both sectors, depending on the qualification level and depth. Besides this option, there was limited correlation between the preferences of TAFE and university engineering educators, although university educators weren’t given the option of ‘A collection of updated lecture materials from other TAFE lecturers of this unit’ (or, the equivalent for the university sector), or ‘Worked examples of the application of energy efficiency’, which were the next highest scoring options for TAFE educators. In both sectors, educators demonstrated little interest in professional development and training in energy efficiency. As the comments from one TAFE educator suggest, time and resource constraints are such that any options must be free or low-cost, and easy to integrate into existing course structures. Table 3.2: Comparison of preferred options for resources to help integrate energy efficiency content into engineering education in Australian universities and TAFE institutes

Resource options

TAFE

Universit y

A set of case studies on energy efficiency examples in engineering A collection of updated lecture materials from other TAFE lecturers of this unit Worked examples of the application of energy efficiency Simulation packages to demonstrate the application of energy efficiency Industry validated assessment/assignment items related to energy efficiency Energy efficiency equipment, instrumentation, technologies Software packages for energy efficiency auditing List of related documentaries/TV episodes etc. and their sources A set of mini-lectures targeted at specific elements and performance criteria Special guest/ expert lectures on energy efficiency Lecture notes on key energy efficiency issues & solutions for engineers

55% 53%

77% -

47% 43% 43%

-

37% 31% 28% 24% 22% 22%

55% 42%

A list of key energy efficiency textbooks and references for engineers Lecture notes on energy efficiency opportunities, specifically by sector On-site visitations Lecturer capacity building in energy efficiency Lecture notes on energy efficiency opportunities, specifically by technology A customised set of readings on energy efficiency, relevant to engineering discipline/s A customised set of readings on energy efficiency for engineers generally Professional development in this field (i.e. in the form of intensive training) A set of mini-lectures (i.e. lecture guides and study materials) on various energy efficiency topics Total responses

22% 17% 15% 15% 13% 12%

55% 29% 39% 32%

12% -

48% 6%

115

31

45%

39%

Page 22


3.2.2

Final Report

How should such resources be presented?

When asked how they would prefer potential resources to be presented, university sector engineering educators overwhelmingly (90%) nominated online learning modules – open access as a preferred mechanism for providing content resources to students. There was a large gap between this option and the remaining options that were selected by 6% to 13% of respondents. University lecturers noted that the key issues for them with regards to potential resources, was having space within courses to actually integrate the material, that resources were aligned with the language, tone and content of other course materials, that the focus was appropriate for the course, and that resources were structured in a way that made them accessible for lecturers to learn themselves and then use. TAFE educators were provided with a different list of potential resources formats, and noted that most of those suggested would be appropriate, including Video Footage (78%), PowerPoint Slide Sets (77%), Interactive simulation packages (70%), PDF Documents (62%), and MS Word Documents (62%). With regards to online content, 57% nominated ‘Website format’, and 58% ‘Suitable for Electronic Book, Readers or Tablets/Smartphones’, suggesting that there is demand for online and electronic content, however potentially less high than in universities. 3.2.3

Third party endorsement of resources and materials

University lecturers demonstrated some interest in third party endorsement of materials, but the reason and messaging of the endorsement needs to be clear. There appears to be an opportunity for both Engineers Australia (as the chief accrediting body for engineering education in Australia) and the (Former) Australian Federal Department of Environment and Water Resources, to play a key role for a substantial group of lecturers around the country who are looking for their endorsement to stimulate the curriculum renewal process in energy efficiency education. There also appears to be a role for other universities to lead by developing and/or using materials and endorsing them. TAFE educators indicated that they would prefer materials to be endorsed by an industry organisation, CSIRO or to have an industry organisation formally involved in the process of developing materials. Fewer (29%) TAFE educators nominated Engineers Australia as a preferred third part endorsement, although 54% indicated that endorsement by a Federal Government Department would be a preferred option. 38% of TAFE participants considered that an endorsement by an Australian university would help.

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4

Final Report

Conclusions

This report has presented the findings of a multi-stage consultation project that engaged with participants from over 80% of TAFE institutions across Australia with the aim of supporting and enhancing future critical skills development in this area. Specifically, this report presents the findings of a national survey, based on a series of TAFE educator focus groups, conducted in May 2013 aimed at understanding the experiences and insights of Australian TAFE educators teaching engineering-related courses. Responses were received from 224 TAFE Educators across 50 of the 61 TAFE institutions in Australia (82% response rate). It is concluded from the survey findings that: 

A high percentage of TAFE educators feel personally motivated or inspired to teach about energy efficiency, and over half feel that their students expect to learn about energy efficiency. The vast majority also felt they were expected to teach about energy efficiency, and this way most frequently because of industry expectations and Institution requirements.



There may be a need to develop units of competency with a primary focus on energy efficiency in some qualifications/courses. Overall, 45% of respondents believed that the qualification/course they were involved in teaching currently had a unit of competency with a primary focus on energy efficiency. Of those who said no or where unsure (54%), two-thirds felt that they should have such a unit of competency with a primary focus on energy efficiency.



The survey highlighted some gaps in energy efficiency education, particularly where topics were identified by TAFE educators as having high importance but currently having low coverage. The energy efficiency topics most frequently selected as being of ‘High importance’ and also most frequently selected as currently having ‘Low or No coverage’ include: ‘The ability to communicate the business case for energy efficiency’, ‘Energy efficiency & low carbon technologies (renewables)’, ‘The quantification of the economic benefits of energy efficiency’, ‘Undertaking energy auditing and energy assessment’, and ‘Sustainable energy supply - energy storage’. Topics that were perceived to be important were somewhat different depending upon the training package, which is to be expected. This highlights that resources should be focussed on the specific needs of each skill areas.



A discrepancy between energy efficiency topics that TAFE educators believe are important and those that are actually currently covered is evident, with those that were considered highly important across all State and Territories currently having low to medium levels of coverage. Topics appearing most frequently in the top 4 ‘High importance’ topics across all States and Territories were: ‘The identification of energy efficiency opportunities’, ‘The ability to communicate the business case for energy efficiency’, and ‘Efficiency, resource efficiency, and energy efficiency’. Notably, these topics were also generally described by the majority of respondents as currently having a ‘Low’ to ‘Medium’ level of coverage.



The energy efficiency topics for which TAFE educators most frequently selected ‘I don’t understand this topic’ include ‘Energy Mass Balances and Modelling’, ‘Energy performance contracting’, ‘Embodied water in energy generation’, ‘Incremental efficiency versus whole system design (for overall efficiency gains)’, ‘Resource productivity’, ‘Product stewardship and responsibility’, and ‘Fundamentals of Thermodynamics’.

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Final Report



With a clear focus on preparing students for employment in industry, respondents described a desire for practical, visual and interactive teaching resources. Up-to-date information was the most important consideration in selecting such resources, with ‘Clear aims and objectives’, ‘Mapped across unit of competency requirements’, and ‘Industry validated assessment’ also ranking highly.



When considering developing resources for the TAFE sector, the ‘Top 5’ resource types were ‘A set of case studies on energy efficiency examples’, ‘Collection of updated lecture materials from other TAFE lecturers of this unit’, ‘Worked examples of the application of energy efficiency’, ‘Industry validated assessment/assignment items related to energy efficiency’, and ‘Simulation packages to demonstrate the application of energy efficiency’. The most valuable resource formats included: ‘Video Footage’, ‘PowerPoint Slide Sets’, ‘Interactive Simulation Packages’, and ‘PDF/Word documents’.



The respondents generally felt that the most valuable third part endorsements for energy efficiency resources included: ‘An industry organisation’, ‘The CSIRO’, ‘Formal involvement by industry in process’, ‘The Clean Energy Council’, and ‘A Federal Government Department’.

Page 25


Final Report

Appendix 1: Glossary Australian Qualifications Framework (AQF)

The policy framework that defines all qualifications recognised nationally in post‐compulsory education and training in Australia. The AQF comprises titles and guidelines that define each qualification, as well as the principles and protocols covering cross‐sectoral qualification links and the issuing of qualifications and statements of attainment.10 Core unit A mandatory Unit of Competency within a Qualification that is essential to the understanding of the Course being studied. Course A structured and integrated program of education or training leading to the award of a Qualification.11 Discipline A defined branch of study or learning.12 Elective unit An optional Unit of Competency that may be selected to complement the Core Units within a Course being studied allowing students to specialise. Energy Efficiency Using less energy input for an equivalent level of economic activity or service.13 Institute A group or cluster of campuses/colleges administered by a central Institute office.11 Program A set of education and training activities designed to achieve a specific vocational outcome.11 Qualification Certification awarded to a person on successful completion of a course, in recognition of having achieved particular knowledge, skills or competencies.11 Faculty/Department/Educational The level of coordination within a TAFE context, where Manager engineering programs are coordinated, and to which educators belong. Training Package A nationally endorsed, integrated set of competency standards, assessment guidelines and AQF qualifications for a specific industry, industry sector or enterprise.10 Unit of Competency The specifications of knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the workplace.10

10

National Quality Council. (2010). Training Package Glossary. Retrieved June 14, 2013, from www.nssc.natese.gov.au/__data/assets/pdf_file/0003/71247/TrainingPackGlossary.pdf 11 State of Queensland (Department of Education, Training and Employment). (2013). Glossary. Retrieved June 14, 2013, from www.tafe.qld.gov.au/tools/glossary 12 Australian Qualifications Framework Council. (2013). Australian Qualifications Framework: Second Edition January 2013. Retrieved from the Australian Qualifications Framework website www.aqf.edu.au/Portals/0/Documents/2013%20docs/AQF%202nd%20Edition%20January%202013.pdf 13 European Commission. (2011). Energy efficiency plan 2011. COM (2011), 109(4).


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Key definitions: “Engineering-related” It was necessary for the project team to define what is meant by ‘“engineering-related” offerings relevant to energy efficiency’. In creating a working definition of ‘engineering-related’, the team was guided by both the 2007 NFEE report of the university sector and the recent 2012 DRET review on Energy Efficiency in Engineering Education. In the former report, relevant courses and educators were self-identified on the basis of the key term ‘engineering’ (i.e. responses were gathered from lecturers who self-identified as teaching engineering-related courses). In the 2012 DRET review, relevant stakeholders were identified on the basis of the Engineer’s Australia colleges with the addition of Mining and Metallurgy, owing to this sector’s importance as both an employer of engineers and an energy-intensive sector. One finding that emerged from both the focus group sessions and the survey distribution process is that for the majority of TAFE participants ‘engineering-related’ courses meant those that come under the Electrotechnology (UEE11) or Metal and Engineering (MEM05) training packages, in contrast to the term ‘energy efficiency’ which generally prompted responses regarding the Sustainability training package (MSS11). This differs substantially from what is regarded as engineering by the University sector and the professional body Engineers Australia, which typically includes Information Technology and Telecommunications, Biomedical, Chemical, Civil, Electrical, Mechanical and Structural as disciplines of engineering. In order to be able to compare the results of the current survey to previous reports, the project team prompted responses from additional TAFE fields of study that share commonalities with the University and Engineers Australia disciplines. This widened the response pool to include submissions from Aeroskills, Automotive, Construction and Plumbing, Information and Communications Technology and Water, among others.


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Appendix 2: Survey Questions Engineering and Built Environment Related Lecturer Survey Section 1: Energy Efficiency Education and TAFE Programs 1. In general, do you think that your students expect to learn about energy efficiency? Yes No Unsure 2. Are you required to, or do you feel that you are expected to, teach about energy efficiency? Yes No Unsure If ‘Yes’, is this due to: Performance Criteria requirements Knowledge and Skills requirements Critical Aspects requirements Workgroup Educational Manager expectations Work colleague expectations Student expectations Industry expectations Other (please list) 3. Do you personally feel motivated and inspired to teach about energy efficiency? Yes No Unsure 4. Do you know if your Faculty/Department/Educational Manager has made a commitment to increase the level of coverage of energy efficiency? Yes


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No Unsure 5. Do you think that your institution markets the energy efficiency related aspects of its offerings? No Low / infrequent coverage Medium / intermittent coverage High / consistent coverage Unsure Other: If so, are there particular courses and packages that are marketed? [Comment box for user input]

Section 2: Energy Efficiency in Units of Competency 6. Which Australian State are you in? [Insert Automated Drop-Down Menu of number of States]

7. Please select a Training Package that you teach: [Insert Automated Drop-Down Menu of Training Packages]

8. Do you know if this Training Package has a ‘Sustainability’ Unit of Competency? Yes No Unsure If yes, are you using it? Yes No


9. Please select the primary Qualification/Course you teach within this Training Package: [Insert Automated Drop-Down Menu of Qualifications]

10. Do you know if this Qualification/Course has an ‘Energy Efficiency’ Unit of Competency? Yes No (Skip to question 15) Unsure If yes, please select: [Insert Automated Drop-Down Menu of Courses] If yes, are you using it? Yes No If no, do you feel that it should have one? Yes No

Please complete the following section for a specific unit of competency. If you are involved in more than one please follow the prompts at the end of the section to complete multiple responses. We encourage you to fill in this section of the survey for as many units as possible to inform this study. 11. Do you teach this Unit of Competency as a ‘Core’ unit? Yes No Unsure

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The ability to communicate the business case for energy efficiency The difference between ‘Peak’ and ‘Base’ energy load The identification of energy efficiency opportunities The link between energy and greenhouse gas emissions The quantification of the economic benefits of energy efficiency Undertaking energy auditing and energy assessment Building management systems Efficiency, resource efficiency, and energy efficiency Embodied energy of materials Embodied energy of water distribution Embodied water in energy generation Energy conservation measures Energy efficiency & low carbon technologies (fuels) Energy efficiency & low carbon technologies (renewables) Energy generation, transmission, and distribution losses Energy efficiency of electronic components and systems Energy management of electronic components and systems Energy Mass Balances and Modelling Energy performance contracting Energy rating systems Energy recovery Fundamentals of Thermodynamics Heat transfer management (particularly insulation and thermal capacity) Incremental efficiency versus whole system design (for overall efficiency gains) Life Cycle Analysis / Assessment Link between friction losses and energy consumption Product stewardship and responsibility Resource productivity Sustainable energy supply - energy storage

I Don’t Understand The Topic

High Importance

Medium Importance

ENERGY EFFICIENCY TOPICS

Low Importance

12. Please indicate how important you think the following topics are for students in this Unit of Competency? Note: The following table is designed to allow direct comparison to a national survey of Higher Education Engineering Schools undertaken in 2007 and updated in 2011, hence the selection of topics provided.


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OTHER ENERGY EFFICIENCY TOPICS

High Importance

Medium Importance

13. Please nominate any other energy efficiency topics that you think are of ‘medium or high’ importance to TAFE students: Nominate potential relevant competency codes

User inputted User inputted User inputted User inputted User inputted User inputted

The ability to communicate the business case for energy efficiency The difference between ‘Peak’ and ‘Base’ energy load The identification of energy efficiency opportunities The link between energy and greenhouse gas emissions The quantification of the economic benefits of energy efficiency Undertaking energy auditing and energy assessment Building management systems Efficiency, resource efficiency, and energy efficiency Embodied energy of materials Embodied energy of water distribution Embodied water in energy generation Energy conservation measures Energy efficiency & low carbon technologies (fuels) Energy efficiency & low carbon technologies (renewables) Energy generation, transmission, and distribution losses Energy efficiency of electronic components and systems Energy management of electronic components and systems Energy Mass Balances and Modelling Energy performance contracting

Don’t Understand Topic

High Coverage

Medium Coverage

Low Coverage

Relevant but not Covered

ENERGY EFFICIENCY TOPICS

Not Relevant

14. Please indicate the level of coverage of the following energy efficiency topics in this Unit of Competency: Note: The following table is designed to allow direct comparison to a national survey of Higher Education Engineering Schools undertaken in 2007 and updated in 2011, hence the selection of topics provided.


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Energy rating systems Energy recovery Fundamentals of Thermodynamics Heat transfer management (particularly insulation and thermal capacity) Incremental efficiency versus whole system design (for overall efficiency gains) Life Cycle Analysis / Assessment Link between friction losses and energy consumption Product stewardship and responsibility Resource productivity Sustainable energy supply - energy storage

User inputted User inputted User inputted User inputted User inputted

Your responses are incredibly valuable and will help the Federal Government better understand how they can support the teaching of energy efficiency in TAFE. We encourage you to fill in this section of the survey for as many units as possible to ensure this study is well informed. Loop back: Question 10 through to Question 15 Would you like to add responses for an additional Unit of Competency within this Qualification/Course? (Y/N)

Would you like to add responses for an additional Qualification/Course? (Y/N) Loop back: Question 9 through to Question 15

High Coverage

Medium Coverage

OTHER ENERGY EFFICIENCY TOPICS

Low Coverage

15. Please nominate any other energy efficiency topics that you cover in this Unit of Competency:


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Section 3: Teaching and Learning Resources 16. Please select the ‘Top 5’ resources that would be the most useful in assisting you to increase the coverage of energy efficiency topics: A collection of updated lecture materials from other TAFE lecturers of this unit A set of mini-lectures targeted at specific elements and performance criteria A set of case studies on energy efficiency examples Worked examples of the application of energy efficiency List of related documentaries/footage/TV episodes A list of key energy efficiency textbooks and references A customised set of readings on energy efficiency Special guest/ expert lectures on energy efficiency Lecture notes on key energy efficiency issues and solutions Lecture notes on energy efficiency opportunities, by technology Lecture notes on energy efficiency opportunities, by sector Industry validated assessment/assignment items related to energy efficiency Simulation packages to demonstrate the application of energy efficiency Lecturer capacity building in energy efficiency Energy efficiency equipment, instrumentation, technologies Software packages for energy efficiency auditing On-site visitations Please list any other valuable resources or training materials:

17. Please select the top 5 most valuable resource formats for energy efficiency teaching: SCORM Format for online use Suitable for Electronic Book Readers or Tablets/Smartphones PDF Documents MSWord Documents PowerPoint Slide Sets Website Format


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Video Footage Interactive simulation packages

18. Please select the ‘Top 5’ most important considerations you have when selecting energy efficiency education resources: Clear aims and objectives Mapped across the unit of competence requirements Industry peer reviewed materials Industry validated assessment Current and up-to-date information Appropriate depth of coverage Clear structure that allows flexibility Consideration of different learning styles Contains structured activities related to learning objectives Easily adaptable to new forms of media (such as online forums, social media, flexible learning tools) Easily used/adapted to current delivery Engaging and relevant to current context Incorporates a systems focus Provides key words Reputable author or organisation Provides succinct learning points Wide application across training packages Please list other considerations that you think are 'very important': 19. Please select the ‘Top 5’ sources of third party endorsement that would increase the likelihood that you would use a particular energy efficiency education resource: Not concerned with endorsements Formal involvement by industry in process Federal Government Department State Government Agency An Industry Organisation


An Australian University An International University A United Nations Agency or Group CSIRO Clean Energy Council A Licensing Body The Institution of Engineers Australia A Private Company/Industry Firm Other (please specify):

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Appendix 2: State by state breakdown of energy efficiency topics – importance and coverage Queensland


Topic

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Importance

Coverage

Not Relevant

Low

Medium

High

Don’t und.

Response total

Not Relevant

Relevant but not covered

Low

Medium

High

Don't und.

Response total

11%

0%

35%

50%

4%

46

12%

12%

33%

26%

14%

2%

42


9%

9%

30%

50%

2%

46

15%

10%

34%

27%

12%

2%

41


9%

11%

28%

48%

4%

46

12%

14%

21%

38%

10%

5%

42


7%

7%

39%

43%

4%

46

12%

7%

29%

33%

12%

7%

42


15%

13%

28%

41%

2%

46

28%

12%

19%

30%

9%

2%

43


13%

7%

33%

41%

7%

46

19%

14%

26%

24%

12%

5%

42

4%

7%

46%

41%

2%

46

15%

15%

24%

34%

10%

2%

41

The identification of EE opportunities

Energy conservation measures Energy rating systems

15%

11%

30%

41%

2%

46

24%

7%

32%

22%

10%

5%

41


7%

15%

30%

39%

9%

46

15%

17%

24%

27%

12%

5%

41

Sustainable energy supply energy storage

9%

11%

39%

39%

2%

46

22%

20%

17%

29%

7%

5%

41

Energy efficiency & low carbon technologies (fuels)

9%

15%

35%

37%

4%

46

17%

10%

27%

32%

10%

5%

41


15%

13%

33%

37%

2%

46

29%

17%

17%

20%

12%

5%

41


18%

16%

27%

36%

4%

45

29%

15%

29%

15%

7%

5%

41


17%

15%

30%

33%

4%

46

24%

20%

20%

22%

10%

5%

41


17%

7%

39%

30%

7%

46

21%

21%

19%

28%

7%

5%

43


15%

15%

35%

30%

4%

46

27%

20%

29%

12%

7%

5%

41


20%

17%

28%

30%

4%

46

29%

20%

24%

15%

10%

2%

41


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Energy recovery

15%

15%

39%

28%

2%

46

27%

20%

24%

17%

10%

2%

41


20%

24%

28%

26%

2%

46

29%

19%

24%

24%

2%

2%

42


15%

22%

33%

26%

4%

46

32%

12%

20%

24%

5%

7%

41


17%

33%

22%

24%

4%

46

32%

12%

27%

20%

5%

5%

41


22%

22%

24%

24%

9%

46

29%

20%

17%

22%

5%

7%

41


28%

15%

26%

24%

7%

46

37%

20%

15%

20%

2%

7%

41


15%

22%

30%

24%

9%

46

34%

20%

15%

22%

5%

5%

41


15%

17%

39%

22%

7%

46

22%

10%

32%

24%

5%

7%

41


20%

17%

35%

20%

9%

46

24%

27%

20%

12%

10%

7%

41


24%

17%

35%

17%

7%

46

29%

17%

27%

17%

7%

2%

41


28%

17%

26%

15%

13%

46

39%

17%

12%

17%

2%

12%

41


28%

15%

28%

15%

13%

46

39%

10%

22%

15%

5%

10%

41


Final Report

New South Wales Topic

Importance

Coverage

Not Relevant

Low

Medium

High

Don’t und.

Response total

Not Relevant



4%

8%

17%

71%

0%

24

13%

13%

17%

29%

25%

4.17%

24


0%

4%

29%

67%

0%

24

8%

13%

17%

29%

29%

4.17%

24


8%

8%

25%

58%

0%

24

13%

13%

25%

29%

17%

4.17%

24


0%

8%

29%

54%

8%

24

13%

13%

8%

33%

29%

4.17%

24


17%

4%

29%

50%

0%

24

21%

8%

21%

25%

21%

4.17%

24


13%

4%

33%

50%

0%

24

25%

17%

13%

25%

17%

4.17%

24


21%

8%

17%

50%

4%

24

29%

4%

25%

25%

13%

4.17%

24

8%

25%

21%

46%

0%

24

8%

8%

29%

29%

21%

4.17%

24

17%

8%

25%

46%

4%

24

17%

29%

21%

17%

13%

4.17%

24


8%

17%

29%

42%

4%

24

13%

4%

21%

29%

29%

4.17%

24


8%

17%

33%

38%

4%

24

13%

8%

29%

25%

21%

4.17%

24


13%

13%

33%

38%

4%

24

17%

33%

25%

8%

13%

4.17%

24


17%

4%

38%

38%

4%

24

13%

0%

33%

33%

17%

4.17%

24

Energy recovery

17%

17%

25%

38%

4%

24

25%

17%

21%

21%

13%

4.17%

24


21%

17%

25%

38%

0%

24

21%

17%

29%

21%

8%

4.17%

24


21%

21%

21%

33%

4%

24

21%

21%

21%

21%

13%

4.17%

24

Undertaking energy auditing and energy assessment Energy efficiency & low carbon technologies (renewables)

Low

Medium

High

Don't und.

Response total


Final Report


21%

13%

29%

33%

4%

24

29%

21%

17%

21%

8%

4.17%

24


25%

4%

33%

29%

8%

24

25%

17%

17%

17%

21%

4.17%

24


17%

29%

21%

29%

4%

24

33%

13%

25%

13%

13%

4.17%

24


17%

13%

46%

25%

0%

24

25%

8%

29%

13%

21%

4.17%

24


25%

13%

33%

25%

4%

24

25%

21%

17%

25%

8%

4.17%

24


21%

17%

29%

25%

8%

24

29%

21%

17%

25%

4%

4.17%

24


25%

21%

29%

21%

4%

24

29%

13%

25%

17%

13%

4.17%

24


25%

17%

33%

21%

4%

24

29%

8%

33%

25%

0%

4.17%

24


29%

17%

25%

21%

8%

24

29%

13%

25%

21%

8%

4.17%

24


21%

21%

42%

13%

4%

24

25%

21%

25%

13%

13%

4.17%

24


29%

17%

38%

13%

4%

24

29%

17%

25%

17%

8%

4.17%

24


25%

33%

17%

13%

13%

24

33%

21%

13%

21%

4%

8.33%

24


29%

25%

29%

8%

8%

24

25%

17%

25%

17%

8%

8.33%

24


Final Report

Australian Capital Territory Topic

Importance

Coverage

Not Relevant

Low

Medium

High

Don’t und.

Response total

Not Relevant


0%

0%

50%

50%

0%

4

0%

0%

25%

75%

0%

0%

4

25%

25%

0%

50%

0%

4

50%

0%

0%

25%

25%

0%

4


0%

0%

75%

25%

0%

4

0%

0%

75%

25%

0%

0%

4


0%

25%

50%

25%

0%

4

0%

25%

25%

50%

0%

0%

4

The quantification of the economic benefits of EE

0%

0%

75%

25%

0%

4

0%

25%

0%

75%

0%

0%

4


0%

25%

50%

25%

0%

4

0%

50%

25%

25%

0%

0%

4


0%

50%

25%

25%

0%

4

50%

0%

25%

25%

0%

0%

4


50%

25%

0%

25%

0%

4

75%

0%

0%

25%

0%

0%

4


50%

25%

0%

25%

0%

4

75%

0%

0%

25%

0%

0%

4


50%

0%

25%

25%

0%

4

25%

25%

0%

50%

0%

0%

4


25%

0%

50%

25%

0%

4

50%

0%

25%

25%

0%

0%

4


25%

25%

25%

25%

0%

4

50%

0%

0%

25%

25%

0%

4


25%

0%

75%

0%

0%

4

25%

0%

50%

25%

0%

0%

4


25%

25%

50%

0%

0%

4

50%

25%

0%

0%

25%

0%

4

0%

0%

100%

0%

0%

4

0%

25%

0%

75%

0%

0%

4


25%

25%

50%

0%

0%

4

75%

0%

0%

25%

0%

0%

4


25%

25%

50%

0%

0%

4

75%

0%

0%

25%

0%

0%

4

The identification of EEopportunities Embodied energy of water distribution


Low

Medium

High

Don't und.

Response total


Final Report

EE & low carbon technologies (renewables)

25%

50%

25%

0%

0%

4

75%

0%

0%

25%

0%

0%

4

EE of electronic components and systems

25%

50%

25%

0%

0%

4

75%

0%

0%

25%

0%

0%

4


25%

50%

25%

0%

0%

4

75%

0%

0%

25%

0%

0%

4


25%

50%

25%

0%

0%

4

50%

25%

0%

25%

0%

0%

4


0%

50%

50%

0%

0%

4

50%

0%

25%

25%

0%

0%

4


0%

25%

75%

0%

0%

4

25%

25%

25%

25%

0%

0%

4

Energy recovery

25%

0%

75%

0%

0%

4

75%

0%

0%

25%

0%

0%

4


25%

25%

50%

0%

0%

4

50%

0%

0%

50%

0%

0%

4

0%

25%

75%

0%

0%

4

25%

0%

50%

25%

0%

0%

4


50%

25%

25%

0%

0%

4

50%

0%

25%

25%

0%

0%

4


50%

0%

50%

0%

0%

4

75%

0%

0%

25%

0%

0%

4


50%

0%

50%

0%

0%

4

50%

0%

0%

50%

0%

0%

4



Final Report

Northern Territory Topic

Importance

Coverage

Not Relevant

Low

Medium

High

Don’t und.

Response total

Not Relevant



0%

0%

50%

50%

0%

2

50%

0%

50%

0%

0%

0%

2


0%

50%

0%

50%

0%

2

0%

0%

100%

0%

0%

0%

2


0%

0%

50%

50%

0%

2

0%

0%

50%

50%

0%

0%

2


0%

0%

50%

50%

0%

2

50%

50%

0%

0%

0%

0%

2


0%

50%

0%

50%

0%

2

50%

50%

0%

0%

0%

0%

2


0%

50%

0%

50%

0%

2

0%

50%

50%

0%

0%

0%

2


0%

50%

0%

50%

0%

2

50%

50%

0%

0%

0%

0%

2


50%

0%

0%

50%

0%

2

50%

50%

0%

0%

0%

0%

2


50%

0%

0%

50%

0%

2

50%

50%

0%

0%

0%

0%

2


0%

0%

50%

50%

0%

2

0%

50%

0%

50%

0%

0%

2


0%

50%

0%

50%

0%

2

0%

50%

50%

0%

0%

0%

2


0%

50%

50%

0%

0%

2

0%

0%

100%

0%

0%

0%

2


0%

0%

100%

0%

0%

2

0%

0%

50%

50%

0%

0%

2


0%

50%

50%

0%

0%

2

0%

50%

50%

0%

0%

0%

2


0%

50%

50%

0%

0%

2

50%

0%

50%

0%

0%

0%

2


0%

0%

100%

0%

0%

2

0%

50%

50%

0%

0%

0%

2


0%

50%

50%

0%

0%

2

50%

50%

0%

0%

0%

0%

2

Low

Medium

High

Don't und.

Response total


Final Report


0%

50%

50%

0%

0%

2

50%

50%

0%

0%

0%

0%

2


0%

0%

100%

0%

0%

2

0%

50%

50%

0%

0%

0%

2


50%

0%

50%

0%

0%

2

50%

50%

0%

0%

0%

0%

2


50%

0%

50%

0%

0%

2

50%

50%

0%

0%

0%

0%

2


0%

50%

50%

0%

0%

2

0%

50%

50%

0%

0%

0%

2

Energy recovery

0%

50%

50%

0%

0%

2

0%

50%

50%

0%

0%

0%

2


50%

0%

50%

0%

0%

2

0%

50%

50%

0%

0%

0%

2


50%

0%

50%

0%

0%

2

50%

50%

0%

0%

0%

0%

2


50%

0%

50%

0%

0%

2

50%

50%

0%

0%

0%

0%

2


50%

0%

50%

0%

0%

2

50%

50%

0%

0%

0%

0%

2


0%

0%

100%

0%

0%

2

0%

50%

50%

0%

0%

0%

2


0%

0%

100%

0%

0%

2

0%

50%

50%

0%

0%

0%

2


Final Report

South Australia

Topic

Importance

Coverage

Not Relevant

Low

Medium

High

Don’t und.

Response total

Not Relevant


Low

Medium

High

Don't und.

Response total


14%

0%

14%

71%

0%

7

14%

0%

0%

43%

43%

0%

7


0%

14%

14%

71%

0%

7

0%

29%

14%

43%

14%

0%

7


14%

0%

29%

57%

0%

7

14%

0%

14%

71%

0%

0%

7


14%

0%

29%

57%

0%

7

14%

0%

43%

14%

29%

0%

7


14%

29%

14%

43%

0%

7

14%

43%

14%

29%

0%

0%

7


14%

14%

29%

43%

0%

7

14%

29%

29%

29%

0%

0%

7


0%

14%

43%

43%

0%

7

0%

14%

29%

43%

14%

0%

7


0%

14%

29%

43%

14%

7

14%

14%

29%

14%

14%

14.29%

7


14%

14%

29%

43%

0%

7

43%

14%

14%

14%

14%

0%

7


14%

0%

57%

29%

0%

7

14%

0%

71%

14%

0%

0%

7


14%

29%

29%

29%

0%

7

14%

43%

0%

14%

29%

0%

7


57%

0%

0%

29%

14%

7

43%

14%

0%

29%

0%

14.29%

7


29%

29%

29%

14%

0%

7

29%

29%

14%

29%

0%

0%

7


14%

14%

57%

14%

0%

7

14%

14%

14%

43%

14%

0%

7


57%

0%

14%

14%

14%

7

43%

29%

0%

14%

0%

14.29%

7


Final Report


43%

14%

14%

14%

14%

7

29%

14%

0%

43%

0%

14.29%

7


29%

29%

29%

0%

14%

7

29%

43%

0%

14%

0%

14.29%

7


29%

43%

14%

0%

14%

7

29%

43%

0%

14%

0%

14.29%

7


29%

14%

43%

0%

14%

7

43%

14%

14%

14%

0%

14.29%

7


29%

14%

57%

0%

0%

7

29%

14%

29%

29%

0%

0%

7


29%

14%

57%

0%

0%

7

29%

14%

29%

14%

14%

0%

7


43%

29%

14%

0%

14%

7

57%

14%

0%

14%

0%

14.29%

7


43%

29%

14%

0%

14%

7

57%

14%

0%

14%

0%

14.29%

7


14%

14%

57%

0%

14%

7

14%

0%

57%

14%

14%

0%

7

Energy recovery

29%

43%

29%

0%

0%

7

43%

29%

0%

29%

0%

0%

7


57%

14%

29%

0%

0%

7

71%

0%

14%

14%

0%

0%

7


43%

29%

29%

0%

0%

7

57%

14%

0%

14%

14%

0%

7


57%

14%

14%

0%

14%

7

71%

0%

0%

14%

0%

14.29%

7


29%

43%

14%

0%

14%

7

29%

29%

0%

29%

0%

14.29%

7


Final Report

Tasmania

Topic

Importance

Coverage

Not Relevant

Low

Medium

High

Don’t und.

Response total

Not Relevant


Low

Medium

High

Don't und.

Response total

50%

0%

0%

50%

0%

2

50%

0%

0%

0%

50%

0%

2


0%

50%

0%

50%

0%

2

0%

50%

50%

0%

0%

0%

2


0%

50%

0%

50%

0%

2

0%

50%

0%

0%

50%

0%

2


0%

0%

100%

0%

0%

2

0%

0%

100%

0%

0%

0%

2


0%

0%

100%

0%

0%

2

0%

50%

0%

50%

0%

0%

2


0%

0%

100%

0%

0%

2

0%

50%

0%

50%

0%

0%

2


0%

50%

50%

0%

0%

2

0%

50%

50%

0%

0%

0%

2


0%

100%

0%

0%

0%

2

0%

100%

0%

0%

0%

0%

2


0%

50%

50%

0%

0%

2

50%

0%

0%

0%

50%

0%

2


0%

0%

100%

0%

0%

2

0%

50%

0%

0%

50%

0%

2


0%

50%

50%

0%

0%

2

0%

50%

0%

50%

0%

0%

2


0%

0%

100%

0%

0%

2

0%

50%

0%

50%

0%

0%

2


0%

0%

100%

0%

0%

2

0%

50%

0%

50%

0%

0%

2


0%

50%

50%

0%

0%

2

0%

50%

0%

50%

0%

0%

2


0%

100%

0%

0%

0%

2

50%

0%

50%

0%

0%

0%

2


0%

50%

50%

0%

0%

2

0%

50%

50%

0%

0%

0%

2



Final Report


50%

0%

50%

0%

0%

2

50%

50%

0%

0%

0%

0%

2


50%

50%

0%

0%

0%

2

50%

50%

0%

0%

0%

0%

2


50%

50%

0%

0%

0%

2

50%

0%

50%

0%

0%

0%

2


50%

50%

0%

0%

0%

2

50%

0%

0%

50%

0%

0%

2

Energy recovery

0%

50%

50%

0%

0%

2

0%

50%

0%

50%

0%

0%

2


0%

50%

50%

0%

0%

2

0%

50%

0%

50%

0%

0%

2


0%

50%

50%

0%

0%

2

0%

50%

0%

50%

0%

0%

2


0%

0%

100%

0%

0%

2

0%

50%

50%

0%

0%

0%

2


0%

50%

50%

0%

0%

2

0%

50%

50%

0%

0%

0%

2


0%

0%

100%

0%

0%

2

0%

100%

0%

0%

0%

0%

2

50%

50%

0%

0%

0%

2

50%

50%

0%

0%

0%

0%

2


0%

100%

0%

0%

0%

2

0%

100%

0%

0%

0%

0%

2


0%

50%

50%

0%

0%

2

50%

0%

50%

0%

0%

0%

2



Final Report

Victoria Topic

Importance

Coverage


Final Report

Not Relevant

Low

Medium

High

Don’t und.

Response total

Not Relevant


Low

Medium

High

Don't und.

Response total


5%

14%

10%

67%

5%

21

10%

10%

40%

15%

15%

10%

20


5%

10%

19%

62%

5%

21

5%

0%

30%

25%

30%

10%

20


5%

10%

19%

57%

10%

21

5%

0%

25%

20%

40%

10%

20


0%

10%

29%

52%

10%

21

5%

15%

30%

25%

15%

10%

20

10%

10%

19%

52%

10%

21

5%

0%

35%

25%

25%

10%

20

5%

14%

19%

52%

10%

21

5%

15%

25%

10%

35%

10%

20

10%

19%

10%

52%

10%

21

10%

15%

20%

15%

30%

10%

20


5%

5%

29%

52%

10%

21

5%

5%

30%

25%

25%

10%

20


0%

5%

33%

52%

10%

21

5%

10%

45%

15%

15%

10%

20


10%

14%

19%

48%

10%

21

5%

15%

35%

5%

30%

10%

20


0%

5%

38%

48%

10%

21

10%

10%

25%

15%

30%

10%

20


5%

5%

43%

43%

5%

21

5%

5%

35%

20%

25%

10%

20


5%

14%

29%

43%

10%

21

5%

15%

25%

25%

20%

10%

20


0%

14%

29%

43%

14%

21

15%

5%

35%

15%

15%

15%

20


0%

29%

14%

43%

14%

21

5%

25%

30%

10%

20%

10%

20


5%

19%

33%

38%

5%

21

5%

10%

40%

25%

10%

10%

20


10%

10%

33%

38%

10%

21

10%

10%

20%

30%

15%

15%

20


10%

19%

24%

38%

10%

21

15%

10%

30%

20%

15%

10%

20

5%

5%

43%

38%

10%

21

5%

10%

35%

20%

20%

10%

20

Undertaking energy auditing and energy assessment Energy efficiency & low carbon technologies (renewables) Energy generation, transmission, and distribution losses

Heat transfer management (particularly insulation and


Final Report

thermal capacity) Product stewardship and responsibility

10%

19%

19%

38%

14%

21

15%

15%

30%

10%

20%

10%

20

5%

10%

38%

33%

14%

21

5%

15%

40%

15%

15%

10%

20


10%

19%

29%

29%

14%

21

20%

15%

40%

5%

10%

10%

20


5%

19%

33%

29%

14%

21

10%

15%

45%

10%

10%

10%

20


10%

24%

33%

24%

10%

21

15%

15%

30%

20%

10%

10%

20


5%

24%

29%

24%

19%

21

20%

20%

25%

5%

15%

15%

20


10%

33%

29%

19%

10%

21

15%

10%

40%

15%

10%

10%

20


14%

14%

48%

14%

10%

21

20%

15%

25%

20%

10%

10%

20


10%

24%

33%

14%

19%

21

25%

10%

25%

15%

10%

15%

20


14%

19%

48%

10%

10%

21

20%

15%

25%

20%

10%

10%

20

Energy recovery


Final Report

Western Australia Topic

Importance

Coverage

Not Relevant

Low

Medium

High

Don’t und.

Response total

Not Relevant



13%

10%

17%

60%

0%

30

18%

0%

21%

25%

29%

7%

28


10%

7%

30%

53%

0%

30

14%

3%

24%

21%

31%

7%

29


10%

7%

33%

50%

0%

30

14%

17%

10%

38%

14%

7%

29


13%

10%

23%

50%

3%

30

25%

7%

14%

7%

39%

7%

28


10%

13%

30%

47%

0%

30

18%

0%

29%

25%

21%

7%

28


17%

13%

27%

43%

0%

30

21%

3%

34%

17%

17%

7%

29


13%

13%

30%

43%

0%

30

14%

3%

17%

24%

34%

7%

29


13%

17%

30%

40%

0%

30

10%

7%

28%

28%

21%

7%

29


13%

10%

33%

40%

3%

30

18%

11%

21%

21%

21%

7%

28


13%

17%

37%

33%

0%

30

25%

0%

29%

14%

25%

7%

28


13%

13%

40%

33%

0%

30

21%

21%

25%

7%

18%

7%

28

Energy recovery

17%

17%

30%

33%

3%

30

32%

4%

21%

14%

21%

7%

28


10%

10%

47%

30%

3%

30

25%

11%

25%

11%

21%

7%

28


17%

13%

37%

30%

3%

30

21%

4%

32%

18%

18%

7%

28


13%

13%

33%

30%

10%

30

29%

7%

21%

11%

25%

7%

28


17%

20%

33%

30%

0%

30

32%

11%

21%

4%

25%

7%

28

Low

Medium

High

Don't und.

Response total


Final Report


13%

17%

37%

30%

3%

30

29%

14%

11%

18%

21%

7%

28


27%

17%

30%

27%

0%

30

29%

14%

11%

14%

25%

7%

28


17%

13%

47%

23%

0%

30

28%

14%

17%

17%

17%

7%

29


17%

13%

47%

23%

0%

30

29%

14%

21%

11%

18%

7%

28


13%

13%

53%

20%

0%

30

14%

7%

24%

31%

17%

7%

29


20%

17%

43%

20%

0%

30

32%

11%

21%

11%

18%

7%

28


10%

30%

37%

17%

7%

30

28%

14%

14%

14%

21%

10%

29


10%

27%

50%

13%

0%

30

24%

14%

14%

21%

21%

7%

29


13%

27%

43%

13%

3%

30

28%

21%

14%

14%

17%

7%

29


20%

27%

33%

13%

7%

30

39%

11%

11%

11%

18%

11%

28


20%

17%

50%

13%

0%

30

36%

14%

14%

11%

18%

7%

28


10%

33%

43%

10%

3%

30

24%

21%

17%

14%

17%

7%

29


20%

30%

37%

7%

7%

30

39%

14%

11%

7%

18%

11%

28

Check Point

Check Point

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